Ian Thurston
School Director

My leadership philosophy is centred on educating the whole child through a balance of academic excellence, personal development and meaningful opportunities beyond the classroom. I believe schools should provide an environment where students feel supported, challenged and inspired to discover their strengths and fulfil their potential.

Having worked in education leadership for many years across both British and International Baccalaureate schools, I am committed to creating a culture of high expectations, continuous improvement and strong relationships. Staff wellbeing, professional development and collaborative leadership are key priorities in ensuring our school community continues to thrive.

At DIS, I work closely with students, staff and families to maintain a clear vision for excellence while ensuring every child benefits from a broad, enriching and inclusive educational experience. 

My focus is on building a school culture where achievement, character development and wellbeing are valued equally, preparing students for success both in school and beyond.

Gaynor Dale 
Primary Head Teacher

My leadership approach is grounded in empathetic practice and a clear commitment to quality-first teaching and learning across the Primary phase. 

I work closely with teaching teams to develop innovative and purposeful classroom practice, ensuring learning is engaging, well-structured and responsive to the needs of our students.

These approaches support strong academic progress while also developing confidence, independence and positive learning behaviours. Primary education at DIS is designed to prepare students not only for a smooth transition into Secondary school, but also for the wider challenges of life beyond the classroom.

Collaboration is central to how we work in Primary. Our team shares a clear vision for maintaining high standards across year groups, curriculum areas and enrichment opportunities. 

My focus is on consistency, strong teaching practice and ensuring every child benefits from the established, community-focused environment that defines DIS.”

Emma Hannon 
Secondary Deputy Head Teacher

I have 20 years’ experience in teaching and 10 years in senior leadership, having worked in London, Abu Dhabi and Dubai. I hold a degree in Politics from the University of Cardiff and qualified with a PGCE in History from the University of York in 2001.

Over the course of my career, I have undertaken a range of senior leadership roles in the UK, including Director of Sixth Form and Deputy Principal. Most recently, I served as Director of Digital and Innovative Learning across two schools in Abu Dhabi, leading initiatives focused on teaching, learning and innovation.

My work is centred on strong pastoral systems, safeguarding practice and creating an environment where students feel supported, secure and confident in their school experience. 

I work closely with staff, students and families to ensure wellbeing and safeguarding remain at the heart of secondary school life, alongside high expectations and positive learning experiences.

Katie Edwards 
Primary Deputy Head Teacher

My work is centred on quality-first teaching, inclusive practice and strong pastoral systems that support children academically, socially and emotionally. I work closely with staff to ensure learning is purposeful, engaging and aligned with the school’s values, while also supporting wider enrichment opportunities such as co-curricular activities and community engagement.

I am particularly committed to developing environments where children feel secure, valued and confident in their learning. This includes building consistency across classrooms, supporting staff development and ensuring high expectations are balanced with care and understanding.

My leadership approach focuses on developing others through coaching, collaboration and clear accountability. I aim to create conditions where both staff and students can grow, reflect and strengthen their practice over time. By fostering curiosity, responsibility and resilience, I support teams in delivering meaningful impact across the Primary school.

Building strong relationships with students, staff and families is central to my role, ensuring the Primary community remains supportive, inclusive and focused on helping every child thrive.

Helen Wallis 
Head of International Baccalaureate

My work is grounded in the belief that high-quality teaching is central to unlocking every student’s potential. I strongly align with the IB philosophy of inclusivity, particularly its commitment to offering clear pathways that support a wide range of learners and aspirations.

I am a firm advocate of holistic education and have worked extensively on developing Learner Attributesaligned with the IB Learner Profile, ensuring that academic rigour is balanced with personal growth, reflection and responsibility. Embedding these attributes meaningfully across the curriculum remains a key focus of my leadership.

In my role, I work closely with staff and students to ensure that IB provision is challenging, supportive and well structured, enabling students to thrive academically while developing the skills needed beyond school. This includes strengthening teaching and learning practice, supporting curriculum coherence and maintaining high expectations across the IB programmes.

I also oversee learning within the IB Learning Hub, a purpose-designed space that supports collaboration, independent study and deeper engagement with IB learning.

My focus remains on ensuring that IB students are well prepared, confident and equipped to achieve their potential.

Sheikh Iqbal
Secondary Assistant Head Teacher (Academic Standards & Assessment)

My work is centred on ensuring that every student is supported and challenged to achieve their very best academically. I believe that high expectations, effective teaching and a strong understanding of student progress are essential in helping young people reach their full potential. With extensive experience in secondary education and leadership, I have developed a strong focus on curriculum development, assessment and raising academic standards. By working closely with staff to use assessment information effectively, we can ensure that learning is purposeful, responsive and tailored to the needs of every student. At DIS, I lead on academic standards and assessment across the Secondary school, supporting teachers and students to achieve excellence while maintaining a balanced approach to education. I am also a strong advocate for the holistic development of young people, recognising that personal growth, wellbeing and wider experiences play a vital role in academic success.  

My focus is on creating a culture where students are motivated to strive for excellence, develop confidence in their abilities and leave DIS well prepared for the opportunities and challenges that lie ahead.

Barry Lomas 
Secondary Assistant Head Teacher (Pastoral)

My subject specialism is Physical Education, an area in which I have extensive experience both as a teacher and practitioner. I have competed in football, basketball, cricket and tennis up to county level, and as a coach have led teams to county and national success. This background informs my approach to leadership, teamwork and student development.

My role focuses on pastoral care, student wellbeing and ensuring that every student feels supported, challenged and known. I have a strong interest in teaching and learning, curriculum design and the systems that allow students to succeed both academically and personally.

I believe strongly in holistic education. Student success is not measured by results alone, but also by the experiences, opportunities and support students receive beyond the classroom. Co-curricular involvement, leadership opportunities and enrichment play an important role in helping students develop confidence, resilience and balance.

At the same time, high academic standards remain essential. The curriculum is designed to stretch and challenge all students, with the belief that achievement should never be capped and that every student is capable of success.

Partnership with families is central to this work. Consistent engagement between home and school plays a vital role in supporting student progress and wellbeing throughout the secondary years.

Michael Taylor
Primary Assistant Head Teacher

My international experience includes five years in Beijing, China, where I worked as a founding member of an international school, contributing to the development of teaching practice, school culture and leadership structures. I have also worked previously in Dubai and bring a strong understanding of international school environments and diverse learning communities.

Alongside my leadership role, I am an accredited performance coach and am currently completing a Master’s degree at Northumbria University, with a focus on leadership and learning. I am particularly interested in developing effective learning cultures, supporting staff growth and ensuring that students are challenged, supported and engaged in their learning.

I believe strongly in lifelong learning and the value of taking on new challenges, both professionally and personally. Beyond school, I am actively involved in football, participating as a player, manager and supporter of amateur leagues, which I see as a powerful way to build teamwork and community. I also enjoy travel, outdoor exploration and learning about different cultures, experiences that continue to shape my approach to education.

My work is centred on supporting high-quality teaching, strong relationships and a Primary environment where children feel confident, motivated and ready to succeed.

Peter McLoughlin 
Primary Assistant Head Teacher

I have worked in three outstanding schools, including two in Dubai, and have spent the past three years at Deira International School as both a classroom practitioner and Year Group Leader.

My approach is centred on understanding each child as an individual. Strong relationships, awareness of personal strengths and thoughtful adaptation of learning are central to how I support pupil progress. I place a strong emphasis on curiosity, critical thinking and curriculum development to ensure learning remains engaging and purposeful.

I am also committed to professional development, working closely with colleagues through mentoring and coaching to support reflective practice and continuous improvement. 

Collaboration with parents and the wider school community remains an essential part of my work.

Nicholas Bloom 
Head of AI Development & Assessment Lead (Whole School)

I have more than 15 years’ teaching experience and hold a degree in Management Science (Advanced Accounting) from Swansea University. As Assessment Lead, I oversee whole-school assessment systems, ensuring they are rigorous, coherent and student-centred, while supporting consistency and clarity across year groups and subjects.

Alongside this, I lead AI development across the school, working with staff and students to integrate emerging technologies in ways that enhance learning, creativity and efficiency. This includes supporting responsible and purposeful use of AI to improve teaching practice, student engagement and future-ready skills.

My approach is rooted in aligning innovation with strong educational foundations. Technology, when used well, should support learning rather than distract from it, and my work focuses on ensuring systems and tools serve students effectively.

Beyond school, I maintain an active lifestyle through rugby, CrossFit, football and cycling, which reflects my belief in the importance of balance and wellbeing. Education, in my view, is about developing the whole person, building confidence, curiosity and adaptability, and preparing students for a rapidly changing world.

Every aspect of my work is guided by the goal of providing students with the strongest possible foundation to grow, achieve and thrive.

Kieran Birrell 
Associate Assistant Head Teacher | Whole-School Educational Technology Lead | Head of Primary Computing

Alongside this role, I oversee Primary Computing, where I design and deliver a UK curriculum-aligned programme that develops digital literacy, computational thinking and responsible digital citizenship. My work focuses on ensuring progression, consistency and relevance across year groups.

I also lead whole-school professional development in educational technology, supporting colleagues to use digital tools with confidence and clarity. The emphasis is always on classroom impact, ensuring technology enhances learning rather than drives it.

My approach is people-first and values-driven, grounded in high standards, innovation and continuous improvement. 

I focus on building capacity across teams, strengthening practice and ensuring that digital strategy supports the wider educational aims of the school.

George Stroud 
Associate Assistant Head Teacher (Secondary)

I am a teacher of French and Spanish, with a strong interest in languages as a means of cultural understanding, global awareness and opportunity. Alongside my classroom role, I am part of the school’s Teaching and Learning Team, contributing to the development and sharing of effective practice across the school.

My educational approach is rooted in high expectations, inclusivity and structured support. I believe that with the right balance of challenge and guidance, every student can succeed. My work focuses on strengthening academic systems for Year 11, supporting intervention, consistency and clarity, and ensuring students feel both challenged and supported.

Beyond academic outcomes, I place strong emphasis on helping students develop confidence, resilience and independence, equipping them with the skills needed to manage pressure and take responsibility for their learning.

My role is focused on ensuring that Year 11 students leave DIS academically secure, well supported and ready for the demands of the next stage of their education.

Daniel Kilsby 
Associate Assistant Head Teacher (Primary)

My focus is on developing strong, engaging provision in STEM subjects, while embedding sustainability and outdoor learning meaningfully into the Primary curriculum. I aim to support children in building curiosity, understanding and motivation, equipping them with knowledge that connects learning to the world around them.

My educational approach is grounded in inclusivity and engagement. I believe that learning is most effective when it is hands-on, purposeful and accessible to all learners. Through scientific investigation, sustainability-focused initiatives and outdoor experiences, I work to create opportunities for children to explore ideas actively and develop confidence in their thinking.

My role centres on ensuring that science and sustainability learning is practical, relevant and inspiring, supporting children to question, discover and thrive both inside and beyond the classroom.

Iman Fattoum
Head of National Studies

My work is driven by a passion for ensuring that students develop a meaningful connection with the Arabic language, culture and identity. I believe that learning Arabic extends beyond language acquisition and plays an important role in developing communication, critical thinking and cultural understanding. With experience across British and IB schools, as well as educational programme development and teacher training, I am committed to creating engaging learning experiences that support students of all abilities. My focus is on helping learners build confidence, achieve strong outcomes and recognise the value of Arabic in their everyday lives. I work closely with staff, students and families to promote high standards in National Studies while supporting continuous improvement in teaching and learning.

By fostering curiosity, relevance and a positive learning environment, I aim to ensure students develop both a love of learning and a deeper appreciation of the language and culture they study.