Assistant Head Teacher - Academic (Lower Phase)
The British School of Kuwait (BSK)
Kuwait
- Expired
- Salary:
- Competitive Tax-Free Salary
- Job type:
- Full Time, Fixed Term
- Start date:
- August 2025
- Apply by:
- 27 March 2025
Job overview
About Us
The British School of Kuwait (BSK) is a private, co-educational, British curriculum in Salwa - a quiet sea-facing suburb of Kuwait. BSK operates as an all-through school catering for students from Reception to Year 13 consisting of four phases: the Lower Phase (Reception to Year 2), the Junior Phase (Years 3 to 5), the Middle Phase (Years 6 to 8) and the Higher Phase (Years 9 to 13). The school follows the National Curriculum of England from EYFS to A Level.
BSK also works very closely with its sister school, The Sunshine Kindergarten (TSK), which follows the Early Years Foundation Stage curriculum and caters for the youngest students in Crèche, Pre-KG and KG.
About the Role
The Assistant Head Teacher Academic plays a crucial role in the school delivering on academic standards and student progress. This includes leading on curriculum development, teaching and learning strategies, and assessment practices to ensure every student achieves their full potential. The AHTA also plays a crucial role in supporting the LP Assistant Headteacher Pastoral (AHTP) with the pastoral development of the phase. This position requires a compassionate leader who is committed to fostering a positive school environment and supporting the holistic development of all learners.
This is a fantastic opportunity to join a forward-thinking and innovative team committed to providing the best of British education to the local and expatriate families that make up the school community, and to help shape the future development of the school.
This position would be suitable for a senior leader who has the skills and expertise to engage and inspire all stakeholders in order to help realise the strategic priorities and continuous improvement of the school.
The information below is a summary of some of the key responsibilities relevant to this role. A more detailed role description will be shared with short-listed candidates.
Interested candidates should apply online through our Careers Website
Key Areas of Responsibility
Curriculum
● Lead the design, implementation, and evaluation of a broad, balanced, and inclusive curriculum that meets the needs of all students.
● Ensure the curriculum is aligned with the school’s vision and values.
● Coordinate Year Heads and Subject Coordinators to develop schemes of work that are engaging, relevant, and support high standards of learning.
● Monitor and evaluate the impact of the curriculum and the standards of teaching on student outcomes and make evidence-based recommendations for improvement.
● To work closely with the LP subject leads to support them in their role.
Teaching and Learning
● Provide leadership in developing innovative and evidence-based teaching and learning practices.
● Monitor the quality of teaching across the school through lesson observations, learning walks, and work scrutiny.
● Lead professional development initiatives to enhance the skills and knowledge of teaching staff.
● Model outstanding teaching and learning in the classroom.
● Provide coaching, mentoring, and professional development opportunities to enhance teaching practice.
● Ensure teaching practices are inclusive and support all pupils, including those with additional needs, EAL, and high-potential learners.
● To liaise with the Primary Inclusion Coordinator and assist in the development of ‘One Page Profiles’ and Individual Education Plans (IEPs) for students with academic requirements.
Assessments and Reporting
● Oversee the school’s assessment policy, ensuring it supports effective teaching and learning while minimising workload.
● Use assessment data to track student progress and support Year Heads and Subject Coordinators to identify gaps, and implement targeted interventions as required.
● Ensure that formative and summative assessments are used effectively to inform planning and improve student outcomes.
● Lead all aspects related to the preparation of student reports and liaise with other teams and phases when doing so.
● Manage systems related to the tracking of student attainment and progress (e.g SIMS mark sheets, NFER portal, tracking sheets etc)
Performance Management
● Support all colleagues, providing clear objectives and constructive feedback.
● Support the performance appraisal process by setting and monitoring professional development goals for staff.
● Identify and address professional development needs to build leadership capacity and improve teaching standards.
● Celebrate successes and address underperformance in a supportive and constructive manner.
Pastoral and Community Responsibilities
● Foster positive relationships with students, parents, carers, and external agencies to support pupil well-being and achievement.
● Promote a culture of safeguarding, ensuring that all policies and practices prioritise the safety and well-being of pupils.
● Contribute to the wider school community by supporting events, initiatives, and partnerships that enhance school life.
● Act as a role model for students and staff, demonstrating professionalism, integrity, and a commitment to the school’s values.
Qualifications (Essential)
You will:
- Possess a strong academic track record to degree level
- Hold Qualified Teacher Status (QTS) or equivalent
- Have experience and a proven track record in leadership (minimum of 2-3 years)
- Be able to demonstrate a strong and sustained commitment to their professional learning and development
- Possess a confident understanding of the Early Years Foundation Stage (EYFS)
- Possess an in-depth understanding of the various elements of providing a highly effective education
- Be adept at developing the capabilities of their colleagues, through strong communication, a supportive working culture and effective coaching and mentoring
- Be able to show an awareness of current UK and international policies, developments and statutory requirements, including those relating to safeguarding
- Hold a strong belief in and commitment to providing high-quality education in an international setting
- Demonstrate a keen awareness of the context in which the school operates and the agility to respond to complexity
- Have the ability to process, analyse and use data in order to inform decisions
- Be able to plan strategically and develop the tactical plans necessary in order to implement improvements and drive change
- Possess the integrity, resilience and commitment to quality required by the role
Nice to have (desirable) qualifications include:
- Current or recent experience of senior leadership within the international education sector (ideally 4-5 years)
- Higher level academic and/or professional study relevant to educational leadership, for instance, NPQSL, NPQH, NPQEL or similar, Master Degree or similar.
Interested candidates should apply online through our Careers Website
Attached documents
About The British School of Kuwait (BSK)
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- The British School of Kuwait (BSK)
- Building 214, Street 1, Block 1, PO Box 26922, Salwa
- Safat
- 13130
- Kuwait
Context
The British School of Kuwait (BSK) traces its origins to 1978 when Madam Vera Al-Mutawa MBE and Mr Sadiq Al-Mutawa established a small kindergarten which became known as The Sunshine School.
Steady growth took place through the 1980s and, having recovered from the disruption of the 1990 invasion of Kuwait, by 1992 the school accommodated 550 Kindergarten and Primary age students. The decision having been made to serve the community at both Primary and Secondary levels, a move to the present site in Salwa took place and in September 1993, newly renamed, The British School of Kuwait opened to 900 students.
BSK currently provides a quality British curriculum education to students from Reception to Year 13. Our students come from more than 70 countries and follow the National Curriculum of England through to GCSE, IGCSE, AS and A Level qualifications. The school provides a structured, caring and happy environment for learning with excellent resourcing and a qualified, highly-trained and well-motivated staff.
BSO Accreditation
Our school has been inspected by teams from Penta International, an inspectorate approved by the UK Department for Education (DfE) to inspect British international schools.
British Schools Overseas (BSO) accreditation is a voluntary inspection system, monitored by the UK Office for Standards in Education (Ofsted) which informs parents of students in British international schools how well the standards in these schools measure up against the standards that apply to independent schools within Britain.
In March 2013, March 2016, May 2017 and again in March 2023, BSK was awarded British School Overseas (BSO) status, enabling the school to mentor Early Career Teachers through their induction years. The latest BSO inspection report has been published on the UK Department for Education website and can be viewed here.
BSK is a founding member of the British Schools of the Middle East (BSME) and a founding member of British Schools Overseas (BSO). The school is committed to Continuing Professional Development for all members of staff.
Mission
The mission of The British School of Kuwait (BSK) is to provide its students with the Best of British Education, an education that is rigorous, rounded and relevant.
Values
We are rigorous in setting and ensuring the achievement of high standards in all areas.
Our hard working students benefit from a rigorous approach to the optimisation of their academic and pastoral progress and are ambitious in the pursuit of the highest standards in their academic attainment and progress, attitudes to learning, personal and social development and extracurricular pursuits. Our dedicated teachers are rigorous in the planning and preparation of their teaching, in the assessment of their students’ work and in their reporting to parents. They are supported in their pursuit of excellence through a robust system of performance management and professional development.
We have long demonstrated a commitment to the breadth and balance that underpins the British education system. With respect to the curriculum, as well as teaching English and Arabic, Islamic Studies, Mathematics, Sciences, Geography, History, Modern Languages and PSHE, BSK also stresses the importance of disciplines such as Music, Drama, Art and Physical Education. Our extensive extracurricular program also ensures that our students have access to a wide range of enriching opportunities outside of the classroom.
The current and future relevance of the education students receive at BSK is paramount, and our efforts are geared toward ensuring that when they move on, our students are equipped with the knowledge, skills and confidence they require to be well-prepared in ever evolving and increasingly competitive environments. The curricular, pastoral and extracurricular programs on offer in order that they remain current and continue to bring additional value to the experiences enjoyed by students at BSK.
Aims
Our curriculum is based upon a clear set of aims which reflects our mission and values:
- to develop self-awareness, a positive self-image, and the confidence to take advantage of opportunities to develop their own talents and personalities in order to live as independent and self-motivated members of the community
- to develop lively enquiring minds, including the ability to question and argue rationally and to approach the solution of problems in an imaginative and methodical way
- to develop the skills necessary to work confidently and sensitively in collaboration with others
- to acquire the knowledge, skills and understanding relevant to adult life and employment in a fast-changing world
- to be able to comprehend information sensitively and communicate effectively
- to acquire a reasoned set of attitudes and to be able to respect other backgrounds and lifestyles
- to recognise, evaluate and learn from human achievement and aspirations
- to acquire an understanding of social, economic, political, scientific and technological issues, and the interdependence of individuals, groups and nations
- to appreciate a variety of aesthetic, creative and imaginative forms and to express themselves creatively
- to promote their own health, development and wellbeing
- to heighten their awareness and understanding of the environment and environmental issues and to encourage a sense of personal responsibility for environmental stewardship on local, regional and global scales
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