Assistant Head Teacher - Pastoral (Middle Phase) - Academic Year 2026-27 

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.
BSK is seeking to connect with passionate education professionals who are ready to advance their careers and make a positive impact on our amazing students.
Role

We are seeking qualified and committed Assistant Head Teacher - Pastoral (Middle Phase) to join the school in September 2026. Applicants must be fluent English speaking graduates who hold a UK Department for Education teacher reference number or equivalent non-UK qualifications, or be in their final year of training.
As an accredited British School Overseas (BSO), BSK is held to the highest standards of British education, meaning that you’ll be working in an internationally recognised environment that is committed to excellence.

Why BSK?
BSK is an exciting environment in which to build a career in teaching. The quality of students, teachers and resources, combined with progressive curriculum planning, extensive extracurricular activities and continuing professional development, provide opportunities that very few schools can match.
For Early Career Teachers (ECTs), we are proud to be able to offer the chance to complete your induction whilst teaching abroad. This is a rare opportunity that allows you to fully qualify as a teacher whilst gaining international experience. In partnership with our Appropriate Body in the United Kingdom, we offer structured support and strong mentorship, whereby you'll develop essential skills to advance in your career whilst working in an inspiring, multicultural setting.
Working with Us
At BSK, we believe that our staff are the heart of our community. We know that the dedication and passion of our teachers and support teams are key to our students' success. That's why we are committed to providing a supportive, dynamic work environment where each team member can thrive and grow.
We pride ourselves on offering a wide-variety of opportunities for professional development, including a variety of partnerships with local and national educational organisations. Whether you're looking to enhance your skills, expand your qualifications, or explore leadership opportunities, we provide access to resources and networks that can help you progress in your career. 
Career Progression
All teachers at BSK are adventurous, capable and ambitious and whilst the average length of stay has been increasing, there remain frequent opportunities for colleagues to apply for positions of extra responsibility within the school. Though BSK demands the highest standards of professionalism from its staff it remains an exciting environment in which to build a career in teaching.
In addition to the career benefits, teaching overseas opens doors to an incredibly enriching lifestyle. You’ll have the opportunity to save money, explore new countries, and experience life from a global perspective. This adventure allows you to travel the world, immerse yourself in new cultures, and bring fresh insights into your teaching practices.

Who are we looking for?

Title: Assistant Head Teacher (Pastoral)
Team: Senior Leaders
Responsible To: Head Teacher (Middle Phase)
Job Function: To assist the Head Teacher (Middle Phase)

Duties and responsibilities
The Middle Phase Assistant Head Teacher - Pastoral (AHTP) provides strategic and operational leadership for student wellbeing, behaviour and pastoral care across Years 6–8. Working in close partnership with the Head Teacher, Assistant Phase Coordinator, Year Leads and teachers, the AHTP ensures that systems, policies and practices effectively promote a safe, inclusive and supportive environment where all students can thrive.
The role encompasses the ongoing development of pastoral provision, behaviour management and wellbeing initiatives, including the implementation of the school’s behaviour policy and use of the wellbeing initiatives. The AHTP maintains strong and proactive relationships with parents, supporting effective communication, celebrating student success and addressing concerns promptly and professionally.
The post holder contributes to performance management and staff development within the phase, supports the admissions process, and assists in preparing for inspections and whole-school initiatives. Through collaboration with colleagues, students and families, the AHTP upholds the school’s commitment to excellence, care and continuous improvement.
Pastoral Care and Wellbeing:
● Provide high-quality pastoral care and promote student wellbeing across all age groups within Middle Phase, ensuring an understanding of the unique behavioural and wellbeing needs at each stage of development.
● Lead the ongoing development of the Pastoral Care system in Middle Phase, including updating and developing the student behaviour policy, core values, wellbeing, and mental health.
● Work closely with the APC and Year Leads to support them with their role in managing behaviour and promoting wellbeing within their year groups.
● Support the ongoing implementation of the Komodo wellbeing platform by delivering staff training, regularly reviewing data, and using insights to guide the development of soft-start activities and the PSHE curriculum in collaboration with the Assistant Phase Coordinator and Year Leads.
● Foster positive parental engagement by developing strong relationships, communicating regularly with parents, and organising workshops aimed at building a sense of community and belonging.
● Offer direct support to teachers by developing and implementing strategies for promoting positive behaviour.
● Work directly with students 1:1 and in small groups to provide additional pastoral support for students with social, emotional, or other needs.
● Collaborate with the Secondary Inclusion Coordinator, working alongside them to identify students requiring pastoral support and assist in the development of Individual Education Plans (IEPs).
● Review and monitor CCTV reports, collaborating with relevant staff to investigate and resolve issues promptly
● Liaise with the transport team and Year Heads to manage and resolve bus-related incidents and issues effectively.
● Monitor student attendance through SIMS and collaborate with MP Headteacher, MP APC, Year Leads and class teachers to create an escalating system for communicating with parents regarding attendance concerns.
Safeguarding:
● Deliver safeguarding training to staff and volunteers as required throughout the year.
● Stay informed on changes to safeguarding legislation and best practices, ensuring this knowledge is disseminated to relevant stakeholders.
● Work collaboratively with Year Leads, Designated Safeguarding Leads, Deputy Designated Safeguarding Leads, and other colleagues to ensure early identification and support for students who may be at risk.
● Monitor the use of CPOMS and provide advice, support, and guidance to staff on safeguarding concerns, ensuring appropriate action is taken promptly.
● Respond to concerns in a timely manner, working alongside the Middle Phase safeguarding team to investigate and follow-up on reported concerns.
Admissions:
● Oversee the admissions process for new and re-registered students within Middle Phase, working closely with the Marketing, Admissions and Communications (MAC) team
● Conduct online interviews for prospective students applying from overseas, ensuring a welcoming and professional experience.
● Collaborate with the entrance testing coordinator to make decisions regarding the admission of prospective students based on their ability, behaviour, and needs.
● Manage the process of sending offers to new students using the Laserfi che platform, ensuring timely follow-up with starter information as needed.
● Monitor the number of offers sent and students registered to ensure that they have oversight of the number of places available to offer to new students.
● Engage with parents of departing students to gather feedback, using their insights to inform and enhance future practices.
● Support parents throughout the leavers process, providing guidance and ensuring a smooth transition, including writing references for students as requested by other schools.
● Lead school tours for prospective students and their families, showcasing the school’s values, facilities and learning environment.
● Create class lists for all classes within Middle Phase and share relevant information with other colleagues, such as pastoral handover sheets, information required for assigning classes, for returning students and admissions notes for new students.
● Manage the addition of new students throughout the year, informing relevant colleagues about new students, sharing relevant information with them, and supporting the student and family with the transition to BSK mid-year.
● To assist the Head Teacher in liaising regularly with the MAC team/Director of Admissions and Marketing on aspects of marketing.
Events:
● Coordinate key pastoral events within the phase, including supporting APC and Year Leads to lead events such as Wellbeing Wednesday and Anti-Bullying Week.
● Organise assemblies, including creating the assembly rota and communicating with colleagues around the rota.
● To coordinate the production of events within the phase, as directed by the Head Teacher.
Parental Engagement:
● Build strong, positive relationships with parents to support the academic progress, wellbeing and personal development of students in the Middle Phase.
● Communicate regularly with parents, such as through the weekly update, celebrating student achievements and sharing key information about school life relating to pastoral.
● Act as a key point of contact for parents regarding pastoral concerns, ensuring issues are managed promptly and effectively.
● Liaise with parents to celebrate student success, both informally and through events such as awards ceremonies, parent meetings and community initiatives.
● Manage and support parental communication relating to behaviour, including escalation of concerns, behaviour reports and restorative conversations.
● Lead or contribute to return-to-school meetings following suspensions, ensuring clear expectations are set, and support plans are agreed in partnership with families.
● Work collaboratively with parents, students, teachers, Year Leads, APC, Head Teacher and the wider school community to ensure consistent messages and a shared approach to promoting positive conduct and engagement.
Performance Management:
● Contribute to the performance management process by supporting the monitoring, feedback and development of staff, ensuring high standards of teaching, pastoral care and professional conduct are maintained through regular dialogue and collaboration with colleagues.
● 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.
● Lead Continuing Professional Development (CPD) sessions and meetings, sharing expertise in key areas such as wellbeing, behaviour management, and safeguarding during INSET days, morning briefings and year group meetings
● To assist the Head Teacher and other members of staff in maintaining the quality of the teaching environment of the school.
Other Responsibilities:
● To collaborate with the Head Teacher on the formulation, implementation and evaluation of school policy and development plans in respect to Pastoral concerns
● In consultation with the Head Teacher and other senior colleagues, to plan and organise school inspections and accreditations carried out by external agencies
● Assist the Head Teacher and deputise when required, supporting all aspects of the Head Teacher’s responsibilities.
● Undertake additional duties as directed by the Head Teacher and/or Principal.

Qualifications and Education:

• Holds a Bachelor’s degree in Education or in a relevant subject area.
• Possesses Qualified Teacher Status (QTS) or an equivalent internationally recognised teaching qualification.

Professional Experience:

• Demonstrated experience in teaching the British National Curriculum or a similar curriculum.
• Prior experience in middle or senior leadership in the Middle East or another international setting is an advantage.

Cultural Awareness and Sensitivity:

• Appreciation and respect for cultural diversity, with a commitment to fostering a culturally inclusive classroom environment.
• Sensitivity to the cultural context of the Middle East, with a willingness to engage in and understand local customs and practices.
• Adaptable and open-minded, with the ability to thrive in a new and diverse environment.

Safeguarding

Prospective candidates should submit the details of at least two previous employers as referees which must be their two most recent employers, covering a minimum of four years of employment, or all of their employment if the candidate has less than four years of experience.

If a candidate has only one previous employer, two references can be provided from the same employer.

For candidates in a school where the line manager is providing a reference, the reference must be countersigned by the Head Teacher or Principal.

All successful applicants will be required to undergo an enhanced criminal background check and must provide a detailed residential history for the last ten (10) years.

The British School of Kuwait (BSK) is committed to safer recruitment practices.