Secondary Inclusion Teacher - September 2026

We are seeking to hire an exceptional Secondary Inclusion Teacher for a position starting in September 2026.

GEMS FirstPoint School (FPS), established in 2014, is situated in the vibrant Villa community of Dubai. As a Premium British Curriculum institution, FPS offers an outstanding educational experience to approximately 2,000 students from Nursery (ages 2) through Year 13, with ambitious plans for future growth. The school has seen significant expansion and is highly regarded, featuring a diverse student population that represents over 90 nationalities.

FPS is equipped with cutting-edge facilities, including a dedicated center for sports and performing arts, swimming pools, a theatre, a sports hall, and specialized rooms for dance, drama, and music. The main campus also hosts fully equipped science labs, Design Technology workshops, computer labs, and innovative learning spaces. The school prides itself on inclusivity and its core values, fostering an environment that encourages creativity, well-being, and a passion for learning.

Our curriculum is comprehensive, balanced, and enriched through a variety of co-curricular activities, with a firm focus on personalized learning to help all students reach their maximum potential. Students pursue internationally recognized pathways such as GCSEs, BTECs, and A Levels. Faculty members enjoy a culture of ongoing professional development, benefiting from a range of training opportunities. FPS also serves as a venue for NPQ programs, with senior leaders offering NPQSL and NPQH qualifications across the region.

The chosen candidate will be instrumental in assisting students with additional learning needs throughout the secondary phase, collaborating with teachers, leaders, and families to ensure inclusive and high-quality educational experiences for all learners.

Ideal candidates will:

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Embark on and advocate for the ethos and standards of excellence aligned with the GEMS Core Values

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Provide targeted inclusion support during the secondary phase, demonstrating a solid understanding of SEND, EAL, and various learning requirements

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Design and conduct high-quality, differentiated support sessions and in-class strategies tailored to meet individual student needs

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Collaborate closely with classroom teachers to modify curriculum content and teaching methods, ensuring comprehensive accessibility for all learners

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Create, implement, and evaluate Individual Education Plans (IEPs) and support strategies

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Monitor, assess, and track student progress, utilizing data to guide interventions and support planning

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Foster a positive, inclusive learning atmosphere that enhances student well-being, independence, and confidence

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Maintain precise records of student support, progress, and provisions

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Assist students with diverse needs, including those with SEND, English as an Additional Language, and those requiring extra academic support or enrichment

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Communicate efficiently with parents, colleagues, and external agencies when necessary

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Encourage overall student progress and well-being, offering guidance and pastoral support

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Engage in co-curricular and extra-curricular activities, contributing to whole-school initiatives

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Utilize technology effectively to improve learning and inclusion

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Participate in appraisal processes, performance management, and ongoing professional development

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Collaborate with colleagues to create resources, strategies, and inclusive teaching methodologies

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Adhere to all GEMS policies, procedures, and safeguarding standards

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Support school events and broader community engagement initiatives

Candidate Profile

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

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Teaching qualification (PGCE, QTS, or equivalent)

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Demonstrated experience in supporting students with additional learning needs in a secondary environment

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In-depth understanding of inclusive education and personalized learning strategies

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Proven ability to work collaboratively with a diverse range of stakeholders

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Dedication to creating an inclusive, supportive, and high-achieving learning atmosphere

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Readiness to engage in broader school life and contribute to a culture of continuous professional learning