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EYFS Teacher

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Star Twar
Dubai, United Arab Emirates
Date Added: Oct 5, 2023

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EYFS Teacher Role Profile

Purpose of Role

Star International School, Al Twar is looking to recruit a well-qualified, strong, resilient, and innovative EYFS teacher to join our growing school in January 2024. Due to the continued growth and expansion of the Star Al Twar family, we now seek an additional teacher of EYFS to join our family at Star International School Al Twar.
Star International School Al Twar and Al Qusais is a part of the International Schools Partnership (ISP). The International Schools Partnership (ISP) is a growing group of committed colleagues in financially responsible schools around the world, all of which aim to be the school of choice in their local area. Learning is at the heart of everything we do for our pupils, colleagues and parents. We are committed to getting better, all the time. Star International School is a bespoke English Curriculum school catering to students from FS1 to Year 13 and is located in the heart of Dubai. Star currently has 625 students.  

ISP Principles

Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.

Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.

Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.

Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.


EYFS Teacher Key Responsibilities 

  1. Set high expectations which inspire, motivate, and challenge pupils:
    • Establish a safe and stimulating environment for pupils, rooted in mutual respect.
    • Set goals that stretch and challenge pupils of all backgrounds, abilities, and dispositions.
    • Demonstrate consistently the positive attitudes, values, and behavior that are expected of pupils.
  1. Promote positive progress and outcomes with/for pupils through:
    • Accountability of pupils’ attainment, progress, and outcomes
    • Awareness of pupils’ capabilities and their prior knowledge, and plan to teach to build on these.
    • Guidance of pupils to reflect on the progress they have made and their emerging needs.
    • Knowledge and understanding of how pupils learn and how these impacts teaching.
    • Encouraging pupils to take a responsible and conscientious attitude to their own work and study.
  1. Demonstrate good subject and curriculum knowledge through:
    • Sound knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings.
    • Critical understanding of developments in the subject and curriculum areas.
    • Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy, and the correct use of Standard English, whatever the teacher’s specialist subject.
  1. Plan and teach well-structured lessons:
    • Impart knowledge and develop understanding through effective use of lesson time.
    • Promote a love of learning and a pupil’s intellectual curiosity..
    • Set homework when appropriate and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.
    • Reflect systematically on the effectiveness of lessons and approaches to teaching.
    • Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
  1. Adapt teaching to respond to the strengths and needs of all pupils through:
    • The ability to differentiate appropriately, using approaches that enable pupils to be taught effectively.
    • A sound understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.
    • Awareness of the physical, social, and intellectual development of pupils, and knowing how to adapt teaching to support pupils’ education at different stages of development.
    • A clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
  1. Make accurate and productive use of assessment:
    • Assess the relevant subject and curriculum areas, including statutory assessment requirements.
    • Make use of formative and summative assessments to secure pupils’ progress.
    • Use relevant data to monitor progress, set targets, and plan subsequent lessons.
    • Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond positively to the feedback.
  1. Manage behaviour effectively to ensure a good and safe learning environment:
    • Have clear rules and routines for behavior in classrooms and take responsibility for promoting good and courteous behavior both in classrooms and around the school, in accordance with the school’s behavior policy.
    • Have high expectations of behavior and establish a framework for discipline with a range of strategies, using praise, sanctions, and rewards consistently and fairly.
    • Manage classes effectively, using approaches that are appropriate to pupils’ needs in order to involve and motivate them.
    • Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified. Employees will be expected to comply with any reasonable request from a manager to undertake work of a similar level that is not specified in this job description. Employees are expected to be courteous to colleagues and provide a welcoming environment to visitors and telephone callers.

Skills, Qualifications and Experience


  • Relevant teaching qualification: minimum of a BEd or BA/BSc + PGCE/QTS.
  • Minimum Cache level 3 qualification for EYFS roles.


  • 2 years of EYFS teaching experience - However, strong NQTs will be considered.
  • Experience teaching in a British school either internationally or in the UK.


  • Excellent working knowledge of the EYFS Curriculum and the latest UK practice
  • Familiarity with the national curriculum for England
  • ExcellentIT skills, communication skills, and command of the English language, in spoken and written form
  • A collaborative team player with excellent personal skills.
  • Classroom and behavior management


  • Collaborative team player, inspirational speaker, empathetic listener
  • Integrity and confidentiality
  • Internationally minded
  • Emotional intelligence
  • Intercultural awareness, creative
  • Online and classroom teaching experience
  • Flexible and a can-do attitude

ISP Commitment to Safeguarding Principles

ISP & Star International School, Twar & Qusais are committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures and satisfactory Criminal Background Checks or equivalent covering the previous 10 years of employment history.


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