Head Of Inclusion Whole School Assistant Head Teacher August 2026

Job Overview

The Arbor School is seeking a highly skilled and passionate Head of Inclusion – Whole School Assistant Head Teacher to lead our Inclusion Department and champion inclusive practice across our eco-conscious, future-focused school.

A key member of the Academic Leadership Team, the Head of Inclusion will oversee provision for students of determination, including those with SEND, EAL needs, physical or psychological challenges, and gifted & talented learners. Working in partnership with Senior and Primary/Secondary Leadership Teams, the post holder will ensure our inclusive ethos is lived daily; that all students receive the tailored support they require to flourish; and that inclusion remains deeply embedded across culture, curriculum, policy, and practice.

This is an exceptional opportunity for an experienced leader to shape whole-school strategy, enhance outcomes, and foster belonging for all learners.

Enough For All, For Ever

The Arbor School opened in 2018 with a very different vision of what education could and should be – experiential, authentic and inspired by the natural beauty, human ingenuity, and profound ecological and social challenges of the Arabian Peninsula.

The cultivation of a learning community uniquely committed to understanding and restoring the health of ecological and human communities as interconnected parts of a whole requires equal parts optimism, ambition, and humility. A fundamental belief in the inherit goodness of people and their capacity to act with empathy and compassion underscores the sense of hope that is fundamental to learning for a sustainable future. The resilience and determination to tackle challenges that have grown to global proportion is essential to finding sustainable solutions and orchestrating the social changes needed to grow them to scale. The realisation that comes from recognising that we are all students – never a master – drives our commitment to ignite a lifelong love of learning.

Role

Recognising the interconnected nature of the cognitive, affective and participative domains, and their roles in shaping learning, we are pursuing a holistic approach to teaching and learning, designed to prepare learners:

• to understand the interconnected concepts of sustainability, individual and collective well-being, and environmental and social justice;
• to find purpose, meaning and joy in their interactions with the natural world and with each other, and to seek to understand people who are different to themselves; and
• to experience a sense of accomplishment and self-efficacy through their actions at home, in school and in the wider world.
  
  

The Arbor Promise

Arbor teachers are a part of a community which is inclusive, fun-loving, and active. Arbor teachers enjoy authentic friendships with their colleagues, positive relationships with school leaders, who care for their wellbeing, and are a team in the true sense. Arbor teachers are resilient in the face of challenge, are stable and calm in the face of change, and creative and flexible when solving problems. Arbor teachers bring their passions and interests to enrich our school and are clear that there is an expectation to do so. We commit to meeting agreed deadlines, to communicating proactively with an assumption of positive intent and share a passion to provide an education of the highest quality to our students.

Key Responsibilities

• Shape, implement, and regularly review whole-school inclusion strategy, policy, and development plans.
• Oversee the Inclusion Department’s day-to-day operations, staffing, resource allocation, and compliance with all KHDA and regulatory expectations.
• Lead provision for students of determination, ensuring high-quality identification, assessment, intervention, and tracking toward personalised outcomes.
• Oversee SEND, EAL and G&T pathways, including the Accomplished Learner Programme.
• Ensure high-quality IEPs are developed, monitored, and reviewed, and that data informs decision-making across the department.
• Support whole-school curriculum design to ensure appropriate pathways and adaptations for diverse learning needs.
• Lead professional development for teachers related to SEND, EAL, and inclusion, promoting best practice and coaching staff.
• Manage external professionals and ensure up-to-date educational psychology reporting.
• Build strong partnerships with families to support student wellbeing and learning, ensuring clear communication of policies, goals, and progress.
• Lead strategic planning and reporting, including data analysis and departmental improvement cycles.
• Prepare for and maintain inclusion quality standards, including the Inclusion Quality Mark.
• Support recruitment, supervision, CPD, and performance management of Inclusion staff.
• Serve as a visible champion for inclusion across the school community, modelling Arbor values in all interactions.
  
  

Required Candidate Profile

• Minimum five years’ leadership experience in a British curriculum school.
• Qualified Teacher Status (QTS).
• Advanced postgraduate qualification in SEND / Education.
• Evidence of continuing professional development relating to school leadership and management and curriculum development / teaching and learning
• Demonstrated expertise in inclusive pedagogy, SEND legislation, and assessment practices.
• Experience leading departmental strategy, teams, and change management.
• Excellent people skills — able to inspire, empower, and develop staff at all levels.
• Strong analytical skills with experience using data to improve outcomes.
• Skilled in working collaboratively with senior leaders, teachers, families, and external specialists.
  
  

Remuneration: Competitive tax-free salary, school-provided accommodation, free school places for children, private medical insurance, annual airfares, and end-of-contract gratuity as per the UAE labour law.

Application: To apply for this position, please complete the application on TES and upload:

• An up-to-date CV with a recent photograph to be included.
• A letter of application, no longer than two pages in length, which outlines your educational philosophy and suitability for the Arbor School.
  
  

The Arbor School is committed to safeguarding and promoting the welfare of all the students in our care and expects all applicants to share this commitment. We hold ourselves to a high standard of effective, safer recruiting practices with specific attention to child protection. All appointments are subject to CV and qualification checks, interview, identity checks, criminal record checks, and successful references.

All appointments are subject to the approval of the Knowledge and Human Development Authority and the Ministry of Human Resources and Emiratisation.

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