Deputy Head of Prep School; Academic

The School

At Queen Elizabeth’s School, Dubai Sports City, we proudly extend the distinguished legacy of Queen Elizabeth’s School, Barnet, one of the United Kingdom’s most celebrated academic institutions. Founded on centuries of tradition and intellectual rigour, our branch schools uphold an uncompromising commitment to academic excellence, character formation, and cultural enrichment.

Our vision is to cultivate dynamic, world‑class learning environments where the next generation of confident, able, and responsible young people are shaped. We challenge our students to think independently, lead with purpose, and embrace a global perspective, all within a community that values tradition, discipline, and innovation. By blending the timeless values of our founding school with the opportunities of a rapidly evolving world, we ignite curiosity, inspire ambition, and prepare our students to make meaningful contributions to society, as scholars, leaders, and changemakers.

We are seeking an outstanding academic leader to serve as Deputy Head of Prep School (Academic), a key strategic role within the school’s founding leadership team.

You will lead the academic vision for the Preparatory School, ensuring the highest standards of teaching, learning, and curriculum delivery in alignment with the National Curriculum for England, while thoughtfully contextualising this within our multicultural, globally‑minded environment. Your leadership will be instrumental in embedding a rigorous and innovative academic culture that reflects the heritage and high performance associated with our founding school, Queen Elizabeth’s School, Barnet.

As a core member of the senior team, you will shape and implement a curriculum that fosters intellectual curiosity, depth of understanding, and a lifelong love of learning, ensuring that every student is challenged, supported, and inspired.

Reporting to:
Head of Prep School

• Provide strategic leadership in the design, delivery, and continuous refinement of the National Curriculum for England across Key Stage 1 and Key Stage 2, ensuring the curriculum is both ambitious and appropriately adapted for a high‑performing international setting.
• Ensure the academic programme is rich, engaging, and reflective of the school’s commitment to academic excellence and holistic development.
• Champion the integration of Emirati culture, heritage, and values within the school’s curriculum framework, ensuring that all students, particularly Emirati nationals, feel a deep sense of cultural pride, belonging, and representation within the school curriculum.
• Collaborate with subject and phase leaders to implement innovative, evidence‑informed teaching approaches that support depth of understanding, intellectual curiosity, and critical thinking.
• Lead the implementation of robust formative and summative assessment strategies, ensuring alignment with UK expectations and internal benchmarks for student progress.
• Interrogate performance data to identify trends, close attainment gaps, and support high levels of achievement for all learners.
• Promote a culture of high academic standards, continuous improvement, and love of learning, in keeping with the ethos of Queen Elizabeth’s Global Schools.

• Drive consistently high‑quality teaching across the Prep School through regular lesson observation, feedback, and coaching cycles.
• Lead the professional development of teaching staff to ensure delivery of outstanding lessons that are inclusive, differentiated, and responsive to the individual needs of each student.
• Champion innovative, research‑based instructional strategies, including the effective use of digital technologies to enhance learning outcomes.
• Foster a climate of reflective practice and professional growth, ensuring teaching remains dynamic, engaging, and learner‑focused.
• Ensure the academic progress and achievement of all students, with a particular focus on Emirati students, through rigorous monitoring, targeted support, and inclusive instructional strategies that close attainment gaps and…