We are looking to appoint an outstanding Secondary Inclusion Teacher for a September 2026 start.

GEMS FirstPoint School (FPS) opened in 2014 and is located in the heart of The Villa community in Dubai. As a Premium British Curriculum School, FPS provides an exceptional standard of education to around 2,000 students from Nursery (aged 2) to Year 13, with exciting plans for continued expansion. The school has grown rapidly and remains highly sought after, with a diverse student body representing over 90 nationalities.

FPS benefits from state-of-the-art facilities, including a dedicated sports and performing arts centre, swimming pools, theatre, sports hall, and specialist rooms for dance, drama, and music. The main campus also features fully equipped science laboratories, Design Technology workshops, computer suites, and creative learning spaces. The school prides itself on being inclusive and values-driven, fostering a culture that promotes innovation, wellbeing, and a love of learning.

Our curriculum is broad, balanced, and enriched through a wide range of co-curricular opportunities, with a strong emphasis on personalised learning to ensure all students can achieve their full potential. Students follow internationally recognised pathways including GCSEs, BTECs, and A Levels. Staff benefit from a culture of continuous professional development, with access to a wide range of training opportunities. FPS is also a host venue for NPQ programmes, with senior leaders delivering NPQSL and NPQH qualifications across the region.

The successful candidate will play a key role in supporting students with additional learning needs across the secondary phase, working collaboratively with teachers, leaders, and families to ensure inclusive, high-quality provision for all learners.

Skills

Successful candidates will:

• Embody and promote the ethos and standards of excellence in line with the GEMS Core Values


• Deliver targeted inclusion support across the secondary phase, with a strong understanding of SEND, EAL, and diverse learning needs


• Plan and deliver high-quality, differentiated support sessions and in-class strategies to meet individual student needs


• Work closely with classroom teachers to adapt curriculum content and teaching approaches to ensure full accessibility for all learners


• Develop, implement, and review Individual Education Plans (IEPs) and support strategies


• Monitor, assess, and track student progress, using data to inform interventions and support planning


• Create a positive, inclusive learning environment that supports student wellbeing, independence, and confidence


• Maintain accurate records of student support, progress, and provision


• Support students with a range of needs including those with SEND, English as an Additional Language, and those requiring additional academic support or extension


• Communicate effectively with parents, colleagues, and external agencies where appropriate


• Promote the general progress and wellbeing of students, providing guidance and pastoral support


• Contribute to co-curricular and extra-curricular activities, supporting whole-school initiatives


• Use technology effectively to enhance learning and inclusion


• Participate in appraisal, performance management, and continuous professional development


• Work collaboratively with colleagues to develop resources, strategies, and inclusive teaching practices


• Uphold all GEMS policies, procedures, and safeguarding expectations


• Support school events and wider community engagement activities

Candidate Profile

• Bachelor’s degree in Education, Special Educational Needs, or a related field


• Teaching qualification (PGCE, QTS, or equivalent)


• Proven experience supporting students with additional learning needs in a secondary setting


• Strong understanding of inclusive education and personalised learning approaches


• Ability to work collaboratively with a wide range of stakeholders


• Commitment to fostering an inclusive, supportive, and high-achieving learning environment


• Willingness to contribute to wider school life and ongoing professional learning culture