About Us

Rebecca, a University of Cambridge graduate with a UK teaching qualification, began her educational career in 1999. She initially served as Head of Performing Arts at schools in Southeast England before advancing into Sixth Form Leadership. As Director of Sixth Form with the Inspiration Trust, she significantly enhanced Sixth Form provision, earning acclaim as one of the top performing Sixth Forms for progress in the UK.

In her role as Vice Principal within an Academy Trust, Rebecca ensured outstanding academic standards, supervised pastoral care including child safeguarding, and maintained high-quality teaching and learning across the entire school. Since relocating to Dubai in 2016, she has served as Assistant Principal in the Kings’ School Group and Vice Principal of Jumeirah College, GEMS’ flagship UK Curriculum School, before assuming the position of Principal at Dubai British School Jumeirah Park, a Taaleem school. Her inspirational and visionary leadership culminated in the school receiving an “Outstanding” judgement from BSO in 2022 and KHDA in 2024, firmly establishing DBSJP as one of the leading schools in Dubai.

Rebecca is adept at spearheading school improvement and managing change, with particular expertise in safeguarding, student personal and social development, and leading staff and teacher development. She is especially skilled in evidence-informed learning, innovative educational pedagogy, and curriculum design. Rebecca holds the National Professional Qualification for Headship and is a certified trainer with UCL, specialising in senior leadership development.

Amy is a driven leader who has a passion for developing schools and people. Upon completing a degree in History followed by a PGCE in Primary Education, Amy has always demonstrated a thirst for learning and has subsequently completed her Masters’ in Education, with a focus on educational leadership.

Initially working in the UK and then Abu Dhabi, Amy joined the founding team of Dubai British School Jumeirah Park as a Phase Leader in 2015, and quickly demonstrated her ability to create and drive a team to success. Following this, Amy led English across the Primary and Secondary phases of the school, achieving the highest gradings of the core subjects in the school’s first DSIB inspection in 2017. As Assistant Head of Primary, Amy implemented systems and processes with a clear focus on quality pastoral care for both staff and students; wellbeing is one of Amy’s core values.

Upon being appointed Head of Primary in 2019, Amy led the school through the pandemic era and beyond, demonstrating exceptional leadership skills in setting a clear, strategic direction, responding agilely to change and ensuring the continued growth of the primary phase in terms of number of students on roll, and in raising academic standards.

Under Amy’s leadership, the primary school has gone from strength to strength, culminating in an Outstanding judgement in the 2024 DSIB inspection. Amy is committed to continually evolving systems, processes and approaches to education to create the most effective and inspiring learning experiences for the pupils in her care.

Vice Principal from 2021, Amy has successfuly guided whole school departments to success and was particularly proud, as Inclusion Champion, of the Inclusion Department’s 2024 ‘Outstanding’ rating and 2024 International Quality Mark recognition. Amy thrives on developing others, and is a certified trainer with UCL, facilitating the National Professional Qualification for Headship course.

Jen is an accomplished educational leader with a proven track record in fostering student development and growth. With experience in both private and state sectors, she has held pivotal leadership roles, underscoring her commitment to excellence in education. Jen holds the National Professional Qualification for Headship (NPQH), highlighting her expertise and dedication to school leadership.

Jen’s career began at Queen’s College London, where she taught Physical Education and Dance. She subsequently moved to St Anselm’s Catholic School in Kent, assuming leadership roles in Physical Education, Performing Arts, and Wellbeing.

In 2018, Jen joined GEMS FirstPoint School in Dubai as the Director of Creative Arts, where she strategically developed the faculty. She later advanced to Director of Key Stages 4 and 5, overseeing curriculum and pastoral care, before being appointed Deputy Headteacher of Secondary at DBSJP in August 2022. In this capacity, she has been instrumental in curriculum planning, assessment, student wellbeing, and school operations, significantly contributing to the school’s recognition as an ‘Outstanding’ institution in Dubai.

Jen is committed to promoting healthy lifestyles and mental wellbeing. She believes in the potential of every student and is dedicated to fostering an environment where they can overcome challenges and achieve success. Her expertise in educational leadership and relentless pursuit of excellence underscores her commitment to creating supportive, inclusive educational settings where students from all backgrounds can thrive.

Her leadership is crucial in realising DBSJP’s vision to empower every learner to enjoy their journey, aspire to make a difference, and achieve beyond their potential, thereby making a positive impact on the world.

Laurie is an accomplished educational leader with a diverse background in design and a proven track record of success in primary education. With a Bachelor’s degree in Jewellery & Metal Design and a PGCE in Primary Education from the University of Dundee, Laurie’s academic foundation is complemented by certifications in leadership and coaching. Laurie taught in Scotland, Mexico and Qatar before joining DBSJP in 2017.

As Assistant Head, then Deputy Head of Primary since 2019, Laurie has been instrumental in elevating DSIB ratings, spearheading curriculum enhancements, and fostering a transformative culture within the school. Her skills as an adaptive communicator, strategic thinker, and visionary leader have driven impactful changes in teaching practices, curriculum design, and school evaluation methods, resulting in outstanding student progress and enhanced pedagogical awareness among staff.

With a passion for functional fitness, mindfulness, and community engagement, Laurie’s dedication, creativity, and steadfast commitment to excellence ensure high quality outcomes for students. Her collaborative approach, visionary mindset, and hands-on experience make her a dynamic and impactful leader in the field of primary education.

Russell graduated from Westminster Institute of Education, Oxford, with a BA (Hons) in Primary Education, specialising in History. He began his educational career in 2003 in his hometown of Swindon, initially serving as a Key Stage 2 teacher and leading the integration of IT in the classroom.

Russell’s passion for technology and history has shaped his career, enabling him to explore innovative educational practices. His early role as Head of Key Stage 2 in the UK allowed him to merge these interests, driving forward-thinking approaches in teaching and learning.

After moving to Dubai, Russell took on the role of Assistant Headteacher and more recently, Deputy Head of Primary at schools recognised for their outstanding performance. His leadership has seen him lead in a range of school improvement initiatives.

Russell holds the National Professional Qualification for Headship (NPQH) and Tribal Inspector Certification. He has been a key member of leadership teams that elevated schools to Outstanding status, demonstrating his ability to lead staff and drive student achievement. One notable example is his work on integrating technology into the curriculum, which has significantly enhanced student engagement and learning outcomes.

Currently, as Deputy Head of Primary, Russell oversees Years 4 to 6 and manages assessment procedures, ensuring high academic standards and continuous improvement in teaching and learning. His role includes mentoring teachers, spearheading curriculum development, and fostering a supportive learning environment.

Russell’s educational philosophy centres on inspiring a love of learning and developing critical thinking skills in students. He believes in the power of innovative pedagogy and evidence-informed practices to transform education. His commitment to educational excellence and his visionary leadership continue to make a significant impact.

With more than 25 years of experience, including twenty in senior leadership, Colette is a highly qualified and seasoned school leader specialising in diversity and inclusion. Alongside her teaching qualifications and psychology degree, she holds a Masters in SEN and Leadership, bolstered by postgraduate qualifications in Dyslexia, Educational Testing, and SEN Coordination. Colette’s extensive background equips her with a comprehensive understanding of special educational needs and effective leadership practices.

Her leadership roles have encompassed various educational settings, and through her role as a Specialist Leader in Education (SLE), she has spearheaded turnaround projects for struggling schools across the UK. This breadth of experience underscores her adaptability and strategic acumen in promoting inclusivity within school communities.

Her leadership has earned outstanding judgments from OFSTED (2016), BSO (2021), and, more recently, she led DBSJP to an outstanding rating for Inclusion in their 2024 DSIB inspection. Colette first achieved the Inclusion Quality Mark (IQM) in the UK and has successfully brought this prestigious award to the UAE, guiding DBSJP beyond the IQM towards Centre of Excellence status.

Colette creates a culture of acceptance and inclusivity throughout the entire school. Her passionate and infectious approach to inclusion; along with her ability to model, coach, and train teachers and leaders in inclusive practices have earned her recognition and the school many accolades but more importantly has led to many more children fulfilling their potential and enjoying their time in education.

Nadine’s journey in the field of education has been both diverse and impactful. Graduating from Saint-Joseph University in Lebanon with a master’s degree in Arabic literature in 2002, she started out as a primary and secondary teacher for six years before venturing into new challenges in Dubai.

Throughout her nine years of teaching in Dubai, Nadine consistently excelled in her role, eventually transitioning into leadership positions within various schools. In 2019, Nadine took on a new role at Taaleem Central Office, showcasing her passion for education and languages. Her dedication to her work led her to become the Director of Arabic and Islamic at DBSJP in 2020. An advocate for continuous learning, Nadine is fluent in three languages – Arabic, French, and English – which speaks volumes about her commitment to growth and development.

Nadine firmly believes that effective leadership involves empowering team members to think creatively and push boundaries. She sees leadership as a privilege that involves genuinely caring about the success and well-being of her team. As both a parent and staff member at DBSJP, Nadine is committed to finding innovative ways to inspire a love for the Arabic language and Islamic studies in students, linking their studies to real-life practices. For Nadine, leadership is a privilege that entails genuinely caring about the success and well-being of the entire team.

Suzie Podesta is the Assistant Head at DBF, where she has had the pleasure of working for the past seven years. As the overseer of Inclusion and Wellbeing, she is deeply committed to ensuring that every child, regardless of their needs, feels included and supported in the school community. Her role allows her to create and implement strategies that promote inclusivity and provide tailored support to help all students thrive academically, socially, and emotionally.

In addition to her work with students, Suzie also supports the dedicated staff and the parents of students with their wellbeing. She believes that a nurturing and positive environment is essential for everyone in the school community. Through various programs and initiatives, she strives to promote mental and emotional health, offering resources and support to ensure that everyone feels valued and cared for. Her passion for inclusion and wellbeing drives her to continually improve practices and foster a supportive, inclusive atmosphere for all.

Nadine Davis is an Early Years specialist with over a decade of experience in fostering inclusive and supportive learning environments for young children. She holds a bachelor’s degree in Primary Education, specialising in Early Years and Key Stage 1, from Middlesex University and maintains a track record of achieving and maintaining outstanding outcomes for children as a teacher in the UK, and as both a teacher and senior leader in the UAE. Nadine is currently undertaking her National Professional Qualification for Headship (NPQH) and is a trained facilitator for the National Professional Qualification for Early Years Leaders (NPQEYL).

A compassionate advocate for play-based learning, Nadine has undertaken and delivered numerous professional development courses, for both parents and professionals, focused on inclusive play-based teaching approaches and relational practice. Her approach to Early Years pedagogy, inspired by the Nicolette Sowder quote “If we want our children to move mountains, we first have to let them get out of their chairs!”, underpins her expertise in developing and adapting curricula that reflect the diverse needs and identities of children and provides support and resources for families to engage actively in their children’s education. Nadine’s commitment to diversity, language development, and inclusion was profoundly inspired by her extensive work with families from a variety of socio-economic backgrounds in inner London boroughs. Nadine has always believed that each child’s unique experiences and perspectives are assets that enrich the learning environment. She strives to create educational spaces where all children can thrive, leveraging their diverse cultural backgrounds to enhance their learning experiences.

Over the last 15 years, Rose has taught and led Early Years Foundation Stage departments in both the United Kingdom and the United Arab Emirates. Rose discovered her passion for working in the Early Years, when she worked on a play project, whilst she was studying at The London College of Fashion.

Rose believes that the Foundation Stage is a crucial time in a child’s educational journey as it lays the foundation for future learning and development. Rose is a champion of learning through play and understands the importance of children being given the time and autonomy to explore, create and solve problems.

Her Bachelor of Arts in Early Childhood Education and Education Studies ignited a passion to learn more about best practice in the Early Years and she believes it is crucial to keep up to date with Early Years research. Rose enjoys attending conferences and she has spoken at ADEK and digital education events on subjects such as technology in the Early Years.

Rose is proud to have led her departments to achieve ‘Outstanding’ ratings in BSO, ADEK Nursery and KHDA inspections. She is looking forward to joining the team at DBF and working with the team to continue the ‘Outstanding’ Early Years practice.

Paul graduated from Aston University with First Class honours in Information-Mathematics and completed his PGCE at the University of Birmingham. He taught Mathematics at a secondary school in Suffolk for over 10 years, advancing from classroom teacher to Head of Year.

In 2018, Paul moved to Dubai with his family to join Dubai British School Jumeirah Park (DBSJP) as Assistant Headteacher. He progressed to a member of the Senior Leadership Team, overseeing Assessment and Reporting. Paul is very proud to have been part of the school’s journey, moving from a Good rating when he joined to Outstanding in 2024.

Outside of school, Paul enjoys live sports, snorkelling, and family activities. He thrives on the “penny drop” moments in teaching and takes pride in students’ achievements, particularly when they surpass their own expectations. His leadership philosophy emphasises collaboration and innovation to help every student reach their full potential.