Head of English
Candidate Information Pack
Contents
• About Us
• A Warm Welcome
• Academic Life
• Our Campus
• Living in Cairo
• The Role
• About You
• Benefits
• Application Process
About Us
Uppingham Cairo opened to pupils aged 3 to 13 in New Giza in September 2024 in sight of the Great Pyramids of Giza. It is the first overseas branch of Uppingham School, a leading co-educational independent boarding school in the UK and will expand over time to cater to pupils aged 3 to 18.
Based on the values and ethos of Uppingham School, Uppingham Cairo embraces Egypt’s rich history and culture to bring a school of exceptional quality.
We care about who our pupils become. We believe in the transformative power of education. Yes, our priority is to deliver a wide-ranging curriculum; however, in the context of the 21st century, it will be our pupils’ personal qualities and values, not just exam results, that will set our pupils apart.
“We
are building something extraordinary For the young people of Cairo.”
A Warm Welcome
I am delighted that you are considering joining Uppingham Cairo as the Head of English.
This is a tremendously exciting time to be joining the School. Our first pupils joined us in September 2024, and they are already thriving in our ground-breaking Day Boarding environment. For the first time since 1584, there is another Uppingham. Not only in name but in character, philosophy, values and ambition - the connection is genuine, it is wholehearted and it is exciting.
As you will see from the wealth of information In this briefing pack, we are unashamedly ambitious for our new school. We were awarded full British Schools Overseas (BSO) Accreditation through inspection by ISI as well as membership of HMC, IAPS, BSME, COBIS and many other world leading organisations, in our Founding Year.
We know that we are building something extraordinary for the young people of Cairo, and we know how significant and important a task that is.
We are looking for exceptional people to join us, as our school expands in all year groups, and our current 3rd Formers began studying their GCSE courses in September 2025.
If this role represents a challenge and an opportunity that genuinely excites you, I would be delighted to hear from you.
With all good wishes,
Emma Webb Headmistress
Academic Life
Our commitment to a holistic education is as wholeheartedly held here in Cairo as it is in historic Uppingham School in Rutland, UK. Intellectual rigour, exploration, critical analysis, creativity, risk taking, communication, teamwork - all are central to the way we guide, nurture and inspire our young people.
Our role is to give our pupils the skills, confidence and capabilities to navigate their own paths through life - and the unshakeable sense of self they need to influence the world around them.
Every child navigates through education differently. Pupils thrive when they follow a curriculum that is right for them. Through our innovative teaching and wide range of options, we create a curriculum suited to each child’s interests, aptitudes and aspirations.
Academic rigour and aspirations matter to us and through our unique Day Boarding Programme, social and community initiatives, we encourage and inspire pupils to become self-aware, thoughtful and independent.
We help them to explore their motivations, strengths and ambitions; to find the right path for them. Our size means we offer unrestricted subject choices. We challenge and stretch all pupils - in the classroom and beyond.
We keep our curriculum fresh and relevant by embracing new technology and collaborating with leading institutions around the world to develop state-of-theart learning and sporting programmes
Our Campus
Uppingham Cairo is located in the prestigious New Giza area in sight of the Great Pyramids of Giza. Our outstanding campus is genuinely world leading; encouraging curiosity, discovery, self-expression and excellence in every pursuit.
Our facilities include:
• The Leonardo Art and Design Department, including bespoke facilities for Fine Art, Ceramics, Photography, Design & Technology, Computer Aided Design and Textiles as well as individual Studio Spaces for pupils from the 4th Form
• The Donald Campbell Sports’ Centre, including an indoor swimming pool, Multi-Purpose Sports’ Hall, indoor and outdoor Performance Gym and Indoor Running Track
• Natural grass Sports’ Pitch, Tennis, Mini-Tennis, Padbol, Paddle, Squash and Basketball Courts
• The Barbara Matthews Theatre, with a full size theatre, Black Box Theatre, Music Department classroom and Individual Music Practice Rooms
• The Johnson Early Years Department, with a Senior indoor swimming pool, beach, school farm and garden
• The Thring and Abercrombie Buildings house the Senior School academic department classrooms alongside Biology, Physics and Chemistry laboratories, computer science suites, the House Common Rooms, the Thring Dining Room, Dance Studio and the Thring Senior Library
• The Queen Elizabeth II Senior School Building house the Upper Pre-Prep and Lower Prep Departments alongside the QEII Dining Room, Music Room, Art Room, Exhibition Hall and Senior Library
• The Rutland Sixth Form Building, with bespoke study group classrooms, the Sixth Form Common Room, Sixth Form Laboratories and academic libraries
Living in Cairo
Uppingham Cairo is located in a safe haven of open spaces and suburban communities yet close enough to the capital for staff to enjoy the hustle and bustle of this extraordinary city.
Cairo is a very vibrant and welcoming city, rich in culture and history. Well used to tourists from all over the world, many of the locals speak English. It has a very Western feel with all the modern conveniences and services you are used to – home delivery, Amazon, Uber, shopping centres and restaurants to cater for every taste.
The working week is Sunday to Thursday. Friday is much like a Sunday in the UK so services may vary slightly to the rest of the week.
The cost of living in Egypt is very low, compared to the UK (around 86% less). Domestic help and services are very affordable; utilities are around £15–20 per month and eating out is extremely reasonable. This means that staff can save whilst enjoying a high quality of life on their expatriate salaries.
Uppingham Cairo is located in 6th of October City, approximately 30km southwest of the capital, just 12km from the Pyramids of Giza (which are visible from the school) and 13km from the new Grand Egyptian Museum.
The area offers a relaxed, suburban lifestyle of spacious, upscale accommodation in secure communities or compounds with large, landscaped grounds and cleaner air.
Communities are walled and gated, with security at each entrance, making them extremely safe and family friendly. Many have amenities such as parks, play areas, lakes, shops, restaurants, cafes, gyms, pools and golf courses.
The Role
CONTEXT
Heads of Departments (HoDs) are responsible for ensuring the quality of academic standards for each pupil studying their subjects, whilst drawing the highest professional standards from those who teach in their department.
Uppingham Cairo strives for the highest academic outcomes, and demands that teaching is creative, inspirational and innovativ e. A culture of self-reflective and collective professional development is at the heart of our professional values, and it is a core responsibility of HoDs to lead and promote that culture.
On a day-to-day basis, HoDs will initially be accountable to the Head of Senior School. As the school grows, line management responsibilities will be sha red between the Deputy Head Academic (DHA), Assistant Head: Teaching & Learning (AHTL), Assistant Head: Sixth Form (AHSF) and Ass istant Head: Data & Academic Management (AHDA). The Head of Science will, in due course, line manage the heads of Biology, Physics and Chemistry; the Head of Modern Languages will line manage the heads of French, Spanish, German and Arabic; the Director of the Leonardo will manage the Head s of Art, DT and Textiles.
The role of HoD is supported by several business units responsible for marketing, business development, human resources, IT, finance, health and safety, operational services and estates.
The School reserves the right to adapt the needs of the role as circumstances demand or opportunities arise.
PURPOSE
Heads of Department’s main aims are to lead the department; ensure full curriculum delivery and development; provide a first -class educational experience for all pupils taught in the department; to ensure that each pupil achieves their potential.
ACCOUNTABILITIES
1. Strategic Leadership:To produce annually a 3-year development plan for the department, setting ambitious goals for the department and ensuring that the department’s aims and plans are consistent with Uppingham Cairo’s aims and objectives of delivering academic excellence t hrough stimulating, creative, stretching teaching that immerses, challenges and engages pupils who are, in turn, enthused by their learning.
2. Operational Department Leadership: To provide leadership for the department, leading the development of long-term and medium-term curriculum planning; to ensure that all teachers in the department have effective and appropriate lesson plans and are supported in thei r delivery in a way which brings out the best in pupils and teachers.
3. Curriculum Development To monitor and develop the teaching and learning strategies in the department, reviewing any national developments and proposed changes by examination boards; ensure that the curriculum is regularly reviewed to reflect best practice and extend cross-curricular opportunities with other departments and the academic extension curriculum.
4. Quality of Educational Provision: To ensure the highest standards of curriculum delivery and teaching, and that every pupil has the opportunity to achieve their potential and develop a love of the subject:
• To adopt a systematic approach to the monitoring of teaching and learning, and pupil progress
• To undertake regular evidence-led evaluations of the department’s practice, which takes into account the views of teachers, pupils and senior staff, in order to identify areas for development and improvement
• To ensure that pupil progress data is routinely analysed and that improvement strategies are implemented as a result
• To undertake first-hand observations of lessons taught by all teachers within the department each academic year and to arrange p eer observations between teachers
• To ensure that the department has a commonly understood assessment policy, and that all teachers frequently and formatively a ssess pupils’ work
• To respond promptly and fully to expressions of concern on the part of parents, pupils, tutors or HsMs, and to log those concerns and responses within the department and make them available to the DHA
• To identify creative, innovative and effective subject-related pedagogies, to develop outstanding classroom practice
• To undertake regular and systematic work scrutinies, providing feedback to colleagues as appropriate.
5. Pupil progress and development: To undertake pupil assessments; ensure that all assessments are stretching and that feedback is detailed, encouraging and provides clear focus for improvement and learning strategies that will enable each pupil to maximise and achieve their full potential.
• To provide coherent systems of assessment and pupil tracking to which all members of the department contribute, access and us e in planning their lessons and strategies to support pupils
• To optimise the use of the School’s regular reporting/grading systems to provide objective,standardised and, where appropriate, moderated performance feedback on pupils, which is analysed in departments to inform subsequent teaching
• To ensure teachers implement strategies to support pupils, that these are monitored and that pupil underperformance is tackle d promptly and rigorously
• To develop a culture in the department where pupils are stretched and challenged, and that pupils are enabled to succeed when studying courses offered by the department
• To use CEM Data, Common Entrance exam data, and MidYIS / Alis forecasts to support teachers in identifying pupil potential, strengths and areas for development.
6. Performance Management and CPD: In order to ensure that all teachers and support staff within the department are line-managed effectively, engaged and professionally up to date with the latest developments in their subject area:
• To meet regularly and individually (every 2 weeks in most cases) with each teacher, to review teaching and progress of sets
• To undertake appraisal (professional development review) with each teacher in the department in accordance with the School’s PDR process
• To provide in-house CPD, and where necessary professional development for individuals with external providers
• To undertake regular lesson observations of each teacher, including regular drop-in observations and sharing of practice, as well as a formal observation at least annually
• Where appropriate, to provide peer-mentoring for teachers
• To draw on pupil feedback to support the professional development of teachers
• Where appropriate, and with the support of the AHTL, to train, mentor and support any teacher in the department undertaking initial teacher training or ECT induction
• Where appropriate, and with the support of the AHTL, to train, mentor and support PGCE students on placement
• With the DHA, to address any issues of underperformance by teachers in the department
7. Budget, accommodation & resources management: to produce and submit annual budget requests and, following approval, manage the department’s budget effectively to ensure resources are acquired as cost-effectively as possible and the department remains in budget at the end of the academic year; to ensure that all budgetary arrangements for trips are conducted according to the relevant School policies; to ensure adhere nce to all relevant Health & Safety policies and to conduct departmental risk assessments as advised by the H&S Manager; to liaise proactively with the Estates / maintenance department to ensure the physical environment of the department is presented attractively to optimise the pupils’ learning experience.
8. Administration:to produce any documentation needed in the department for its effective operation; to ensure all information relating to the department is readily accessible and can be used for audit, reporting and decision-making purposes; ensuring the timely assessment of entrance tests; producing all exam entries and liaising effectively and promptly with the Exams Office; ensuring that all procedures relating to controlled assessment and coursework are followed in line with School and JCQ policies.
9. Teacher recruitment: with the DHA, to produce accurate and attractive job details for teaching positions; to advise the DHA and Headmistress durin g the shortlisting process; to manage interview days in such a way that all candidates have a positive experience of Uppingham Cair o and the department in particular, enabling the best candidate to be appointed.
10. Contribution to the wider curriculum: to look for opportunities to work with other departments on cross-curricular activities that enrich the learning experience of pupils; to contribute where appropriate to the extended academic curriculum, working with the AHSF and Head of Projects; to work closely with the AHCC to identify co-curricular activities which support the wider application of the subject.
11. Promotion and representation of the School and department: to attend options events, representing the department and promoting its work; attending visiting day events and contributing to events for prospective pupils; ensuring that prospective parents and pupils are welco med when they visit the department; where appropriate, visiting and developing links with subject heads at feeder schools
OUTCOMES
1. Strategic leadership :Three-year development plan produced to standard and timescales; all members of the department are clear on its academic focus and goals and the role they each play in its delivery.
2. Operational Department Leadership: Department runs smoothly with no surprises for the DHA; department meetings are focused, engaging and actions are delivered effectively and to the timescales agreed; all participate; schemes of work and supporting plans all in place and agreed with DHA; teachers report feeling supported, motivated and fully engaged with their work.
3. Curriculum Development: curriculum is seen as appropriately stretching across all pupil ability levels; extension activities are clear for gifted and talented; external developments within the subject area are monitored, potential implications (including entry requirements for university) researched and appropriate recommendations drawn up.
4. Quality of educational provision: evaluations undertaken to agreed timescales; sound information and analysis produced; monitoring is effective and found very useful by teachers, resulting personal development plans agreed in conjunction with the AHTL; external inspectors concur, in the main, with internal evaluations; pupil assessment provides structured and meaningful information; parents, pupils, tutors and HsMs report confidence in this and the resolution of any concerns they might raise.
5. Pupil progress and development: tracking undertaken and outcomes acted upon; pupils are focused, engaged with and supported in their learning; strategies in place to support underperforming pupils.
6. Performance Management and CPD: teachers are very clear about their personal performance (both subject delivery and professional standards); a culture of high performance, knowledge sharing and continuous development exists; all contribute to team based CPD; future ta lent is identified and nurtured and fed into academic staffing and succession plans; any underperformance or behavioural situations are addressed immediately and fully; staff are happy in their work and their enthusiasm for their subject is clear to all.
7. Budget, accommodation & resources management: budget submissions are made in keeping with the Chief Financial Officer’s required timescale; department runs to agreed budget; departmental resources optimised; staffing needs are clearly identified and presented to the DHA; the physical environment of the department is well presented and inspires pupils and teachers; all relevant H&S policies are implemented.
8. Administration: records are accurate, sufficiently detailed and up to date; relevant colleagues can access what they need; the department is regarded as efficient.
9. Teacher recruitment: candidates are supplied with accurate job details; on interview days candidates leave with a positive impression of the depar tment regardless of their success.
10. Contribution to the wider curriculum: the department is respected for its significant contribution to the wider school learning experience and opportunities.
11. Promotion and representation of the School and department: the HoD is a positive and supportive attendee at School events; enthusiasm for the department’s achievements and strengths is evident.
KEY RELATIONSHIPS
• All Heads of Academic Departments
• Headmistress
• Head of Senior School
• Director of Sport and Enrichment
• Head of Futures and Innovations
• HR Department
• Head of Learning Support/SENCO
• Exams Officer
• Head of Oxbridge Admissions (when appointed)
• Head of UCAS (when appointed)
• Director of Admissions and admissions team
• Housemasters/Housemistresses
• Tutors
• Parents
• Pupils
Wider Professional Responsibilities
Uppingham Cairo is a Day Boarding School, open from 7.30am – 9.00pm Sunday to Wednesday, and until 4.30pm on Thursdays.
All staff are expected to:
• Be aware of and committed to the ethos and values of Uppingham Cairo as a Day Boarding School
• Make a positive contribution to the wider life and ethos of the School and contribute to the Day Boarding Programme which runs until 9pm Sunday –Wednesday; this includes active participation in House activities, assemblies, duties, the Co-Curricular Programme, Parents’ Evenings and other related commitments.
• Carry out any task that can be reasonably be expected of them in their role
• Take an active role in the development and implementation of school policies and in the whole life of the School
• Ensure that there are equal opportunities for all
• Follow school procedures as outlined in the staff handbooks
• Promote environmental awareness across the School.
• Develop effective professional relationships with colleagues, exercising sound judgement in seeking advice and specialist support, and deploying support staff appropriately.
• Take responsibility for the continuous improvement of teaching through appropriate professional development, and respond constructively to advice and feedback from colleagues.
• Communicate promptly and professionally with parents regarding pupils’ achievements, behaviour and wellbeing, in accordance with the School’s communication procedures, and make purposeful use of the School’s electronic communication systems to support teaching, learning and engagement with the wider community.
• Be fully committed to Safeguarding and promoting the welfare of children
About You
Essential
Education, skills, training and qualifications
• University degree from a recognized academic institution
• Recognised teaching qualification, UK PGCE or other teaching qualification giving QTS
• Strong pedagogical knowledge, including AfL
• Working knowledge of the National Curriculum
• Understanding of UK Safeguarding and Child Protection protocols
• Demonstrable commitment to professional development
• Strong ICT skills; an interest in and enthusiasm for the use of technology in education
• Strong interpersonal, written and oral communication skills with the ability to deal confidently with a wide range of people including staff, pupils and parents
• Outstanding planning and organizational skills
• Able and willing to contribute to the Co-Curricular Programme
Experience
• Comfortable working as part of a team
• Experience of, or a clear understanding of UK Independent Schools and/or British International Schools
Personal Qualities
• Commitment to the ethos of the school as a Day Boarding School and a belief in the unlimited potential of every pupil
• Ability to embrace and manage change
• Emotional intelligence. An ability to relate well to children and develop effective professional working relationships with adults
• Passion, resilience, integrity and optimism
• Approachable and empathetic to the needs of others
• Enthusiasm and an ability to use own initiative
• Ability to prioritise and work flexibly as workloads require, and a willingness to take ownership of tasks
• Attention to detail and ability to actively question and clarify information
• A role model who demonstrates professionalism at all times
• A positive outlook on life combined with energy, thoughtfulness, resilience, patience and a lively sense of humour
Desirable
• Knowledge of international accreditation, inspection and evaluation framework
• Experience using educational technology such as iPads and Virtual Learning Environment
Benefits
• Competitive Salary
• Fully furnished and equipped high quality accommodation in close proximity to the School
• Airconditioned transport to and from the School during term time
• Meals when on duty, including lunch for all teaching staff
• Annual return flights
• Comprehensive Private Healthcare Scheme Membership
• Free access to primary healthcare at the on-site Medical Centre
• Free annual flu vaccination
• 100% School fee discount for up to 2 children and 15% uniform discount
• Free membership to the Uppingham Cairo Sports Centre, including use of gym and swimming pool
• Comprehensive Professional Development Programme with ongoing mentoring and coaching
• Employee Assistance Programme and access to Occupational Health Services
Application Process
Applications should be made by sending a fully completed Uppingham Cairo Application Form, including at least 2 referees and Cover Letter, to recruitment26@uppinghamcairo.com.
CVs may also be sent in addition to the Application Form.