Teacher of Science (Senior School)

Teachers at Beech Hall School Riyadh will be responsible for delivering a bespoke approach to learning through a new lens, with emphasis placed on growing minds, hearts, eco responsibility, digital, innovation and being part of a global community.

 

The Beech Hall Tapestry frames our curriculum, our approach and our educational footprint. All educational staff will be supported to deliver relevant and contemporary education, with excellent resourcing and a team of collaborative and child-centred colleagues. Beech Hall School Riyadh is a proudly non-selective and inclusive school, where the education is tailored to the learner, and not the other way around. All subject teachers are also home room teachers, offering pastoral support and nurture to a class of children.

ACCOUNTABILITY

Line managed by the Head of Department

Core Responsibilities:

Subject Knowledge 

• Develop a love of Science for all pupils;
• Experience of teaching Science as part of the American curriculum (Common Core) and/or the IB;
• An understanding of how Science is developed over time, taking into consideration skills, knowledge and understanding;
• Clarity of how the subject is assessed, and ensure that pupils have a rich and holistic understanding whilst also being well prepared for external assessments. Utilise this information to complete written reports and to feedback to parents at parents’ evenings;
• Embrace an innovative approach to curriculum and pedagogy, and a willingness to research and apply updated, best practice in all areas of education;
• Model a clear understanding of all subjects taught as part of the curriculum, with the ability to adapt and innovate, recognising that each child’s learning will be tailored to their needs, abilities and interests;
• Model and take responsibility for promoting high standards of communication, collaboration, curiosity and creativity;
• Ensure all safety considerations are made when working in a practical manner;
• Demonstrate a clear understanding of the development of reading, writing and maths, and how to enhance these throughout a thematic curriculum.

Curriculum Design and Adaptation

• Plan, create and develop exciting and engaging learning opportunities that enhance knowledge, skills and learning habits in all areas of the curriculum;
• Plan learning that takes into account the dual curriculum offered and considers how to extend learning opportunities by implementing the six strands of the Beech Hall Tapestry;
• Ensure pupils are fully prepared for external assessments and credits – American curriculum and IB
• Consider regulatory subjects in region and ensure that these are incorporated into the wider learning experience for students;
• Clearly plan for students of all abilities, accounting for those who need support or challenge by making sure that lessons are tailored to the needs of all students;
• Plan for effective use of digital technology;
• Plan for effective use of learning resources which optimise learning;
• Link planned outcomes and formative assessment opportunities to ensure that there is a deep understanding of next steps in learning;
• Use internal tracking systems to monitor and report on progress;
• Communicate clearly and regularly with parents with regards to learning, including: mindset, wellbeing and holistic progress as well as academic outcomes.

Learning and Teaching

• Facilitate and encourage bespoke high-quality learning which provides children with the opportunity to achieve their full potential
• Create and nurture a positive and inclusive learning environment which supports high expectations and a purposeful atmosphere;
• Treat students with respect, building relationships rooted in trust and at all times observing proper boundaries appropriate to a teacher’s professional position;
• Provide students with regular written and oral feedback and encourage them to reflect and respond to their feedback
• Ensure that lessons are appropriately planned, delivered and reviewed, taking account of the given curriculum as well as of the cohorts being taught;
• Promote a love of learning and children’s intellectual curiosity;
• Ensure that all learning is engaging and responds to the needs of students, taking into account their pace of learning, their interests and their need for choice;
• Embrace the School’s approach to inclusion and innovation;
• Support all children to behave with integrity, respect and compassion;
• Have an understanding of the importance of a smooth transition between year groups and classes;
• Place children central to the purpose of learning;
• Take into account the ideas, thoughts and suggestions of all children and act upon them accordingly, challenging appropriately.
• Make effective use of Teaching Assistants and Learning Support Assistants to support children in class.

Collaboration and Community

• Take on a home room teacher role, providing pastoral support to the children in your care
• Show the upmost respect of the local context;
• Regularly reflect on and critically evaluate your own teaching and the effectiveness of lessons and approaches to teaching;
• Be open minded to coaching and appraisal, taking on board praise and dialogue around development;
• Collaborate with colleagues across the team to develop best practice, share ideas and work cohesively to bring out the best in every member of the community;
• Work in partnership with Teaching Assistants, therapists and education support staff to support all students in the School;
• Share expertise through Professional Learning and Development (PLD);
• Engage in Action Research and be willing to experiment with approaches that could positively impact the wellbeing and development of students and subjects;
• Make a positive contribution to the wider life and ethos of the School including contributing to the broad co-curricular programme on offer;
• Develop a strong partnership with parents/carers and the wider community. Assist them to support their child’s learning at home and communicate effectively with parents with regard to students’ mindset and well-being;
• Show tolerance of and respect for the rights of others;
• Support and encouraging fundamental values such as the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs;
• Have proper and professional regard for the ethos, policies and practices of the School and maintain high standards in personal attendance and punctuality;
• Present a positive image of the School to all other stakeholders.
• Any other reasonable requests made by the Senior Leadership Team

Safeguarding, Inclusion and Wellbeing

• Taking a proactive approach to safeguard all children and members of the School community;
• Commit to upholding all school policies and procedures;
• Be part of a fully inclusive school where all members of staff work together to provide a fully inclusive environment and working practices, free of bias and prejudice;
• Promote the general progress and well-being of all students and report concerns to a staff member;
• Provide guidance and advice to students on educational, pastoral and social matters;
• Ensure that students experience an educational programme that is personalised to their particular needs, developing their skills and abilities;
• Ensure positive behaviour for learning for all students in line with the School’s policy;
• Work to foster a positive working environment in the subject area that supports students’ learning;
• Provide an effective role model for students in terms of your own professional practice.
• Ability to plan learning opportunities with other colleagues, including best transition processes

 Qualifications, Skills and Experience

• A relevant Bachelor’s Degree in Science;
• A Postgraduate Certificate of Education or Teaching Qualification
• A minimum of two years relevant teaching experience;
• Excellent working knowledge of the American system/IB system;
• A proven track record of effective teaching;
• A commitment to academic progress and the welfare and safeguarding of students;
• Knowledge and understanding of recent educational developments and best practice;

Beech Hall School is committed to safeguarding and promoting the welfare of children and young people. We execute rigorous recruitment procedures that ensure all employees and volunteers are of sound moral character and are suitable people to work with children and young adults. The School expects all teaching staff, non-teaching staff and volunteers to share and uphold our commitment to safeguarding.

Every effort has been made to ensure all the core responsibilities of the post are included in this document. However, the team reserve the right to change this Job Description to better match the needs of the school and the pupils.

Teacher of Drama (Primary)

 

Teachers at Beech Hall School Riyadh will be responsible for delivering a bespoke approach to learning through a new lens, with emphasis placed on growing minds, hearts, eco responsibility, digital, innovation and being part of a global community.

 

The Beech Hall Tapestry frames our curriculum, our approach and our educational footprint. All educational staff will be supported to deliver relevant and contemporary education, with excellent resourcing and a team of collaborative and child-centred colleagues. Beech Hall School Riyadh is a proudly non-selective and inclusive school, where the education is tailored to the learner, and not the other way around. All subject teachers are also home room teachers, offering pastoral support and nurture to a class of children.

ACCOUNTABILITY

Line managed by the Head of Primary

Core Responsibilities:

Subject Knowledge 

• Develop a love of Drama and performance for all pupils;
• Experience of teaching Drama and performance in the primary year groups;
• An understanding of how Drama is developed over time, taking into consideration skills, knowledge and understanding;
• Clarity of how the subject is assessed, and ensure that pupils have a rich and holistic understanding of the subject. Utilise this information to complete written reports and to feedback to parents at parents’ evenings;
• Embrace an innovative approach to curriculum and pedagogy, and a willingness to research and apply updated, best practice in all areas of education;
• Model a clear understanding of all subjects taught as part of the curriculum, with the ability to adapt and innovate, recognising that each child’s learning will be tailored to their needs, abilities and interests;
• Model and take responsibility for promoting high standards of communication, collaboration, curiosity and creativity;
• Ensure all safety considerations are made when working in a practical manner;
• Demonstrate a clear understanding of the development of reading, writing and maths, and how to enhance these throughout a thematic curriculum.

Curriculum Design and Adaptation

• Plan, create and develop exciting and engaging learning opportunities that enhance knowledge, skills and learning habits in all areas of the curriculum;
• Plan learning that takes into account the dual curriculum offered and considers how to extend learning opportunities by implementing the six strands of the Beech Hall Tapestry;
• Enable all pupils to take part in lessons and performances, developing self-confidence over time;
• Consider regulatory subjects in region and ensure that these are incorporated into the wider learning experience for students;
• Clearly plan for students of all abilities, accounting for those who need support or challenge by making sure that lessons are tailored to the needs of all students;
• Plan for effective use of digital technology;
• Plan for effective use of learning resources which optimise learning;
• Link planned outcomes and formative assessment opportunities to ensure that there is a deep understanding of next steps in learning;
• Use internal tracking systems to monitor and report on progress;
• Communicate clearly and regularly with parents with regards to learning, including: mindset, wellbeing and holistic progress as well as academic outcomes.

Learning and Teaching

• Facilitate and encourage bespoke high-quality learning which provides children with the opportunity to achieve their full potential
• Create and nurture a positive and inclusive learning environment which supports high expectations and a purposeful atmosphere;
• Treat students with respect, building relationships rooted in trust and at all times observing proper boundaries appropriate to a teacher’s professional position;
• Provide students with regular written and oral feedback and encourage them to reflect and respond to their feedback
• Ensure that lessons are appropriately planned, delivered and reviewed, taking account of the given curriculum as well as of the cohorts being taught;
• Promote a love of learning and children’s intellectual curiosity;
• Ensure that all learning is engaging and responds to the needs of students, taking into account their pace of learning, their interests and their need for choice;
• Embrace the School’s approach to inclusion and innovation;
• Support all children to behave with integrity, respect and compassion;
• Have an understanding of the importance of a smooth transition between year groups and classes;
• Place children central to the purpose of learning;
• Take into account the ideas, thoughts and suggestions of all children and act upon them accordingly, challenging appropriately.
• Make effective use of Teaching Assistants and Learning Support Assistants to support children in class.

Collaboration and Community

• Take on a home room teacher role, providing pastoral support to the children in your care
• Contribute to the school’s programme of performances over the year, helping with plays, showcases and other ways for children to perform;
• Show the upmost respect of the local context;
• Regularly reflect on and critically evaluate your own teaching and the effectiveness of lessons and approaches to teaching;
• Be open minded to coaching and appraisal, taking on board praise and dialogue around development;
• Collaborate with colleagues across the team to develop best practice, share ideas and work cohesively to bring out the best in every member of the community;
• Work in partnership with Teaching Assistants, therapists and education support staff to support all students in the School;
• Share expertise through Professional Learning and Development (PLD);
• Engage in Action Research and be willing to experiment with approaches that could positively impact the wellbeing and development of students and subjects;
• Make a positive contribution to the wider life and ethos of the School including contributing to the broad co-curricular programme on offer;
• Develop a strong partnership with parents/carers and the wider community. Assist them to support their child’s learning at home and communicate effectively with parents with regard to students’ mindset and well-being;
• Show tolerance of and respect for the rights of others;
• Support and encouraging fundamental values such as the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs;
• Have proper and professional regard for the ethos, policies and practices of the School and maintain high standards in personal attendance and punctuality;
• Present a positive image of the School to all other stakeholders.
• Any other reasonable requests made by the Senior Leadership Team

Safeguarding, Inclusion and Wellbeing

• Taking a proactive approach to safeguard all children and members of the School community;
• Commit to upholding all school policies and procedures;
• Be part of a fully inclusive school where all members of staff work together to provide a fully inclusive environment and working practices, free of bias and prejudice;
• Promote the general progress and well-being of all students and report concerns to a staff member;
• Provide guidance and advice to students on educational, pastoral and social matters;
• Ensure that students experience an educational programme that is personalised to their particular needs, developing their skills and abilities;
• Ensure positive behaviour for learning for all students in line with the School’s policy;
• Work to foster a positive working environment in the subject area that supports students’ learning;
• Provide an effective role model for students in terms of your own professional practice.
• Ability to plan learning opportunities with other colleagues, including best transition processes

Qualifications, Skills and Experience

• A relevant Bachelor’s Degree in Drama or Performing Arts;
• A Postgraduate Certificate of Education or Teaching Qualification
• A minimum of two years relevant teaching experience;
• Excellent working knowledge of the international sector;
• A proven track record of effective teaching;
• A commitment to academic progress and the welfare and safeguarding of students;
• Knowledge and understanding of recent educational developments and best practice;

Beech Hall School is committed to safeguarding and promoting the welfare of children and young people. We execute rigorous recruitment procedures that ensure all employees and volunteers are of sound moral character and are suitable people to work with children and young adults. The School expects all teaching staff, non-teaching staff and volunteers to share and uphold our commitment to safeguarding.

Every effort has been made to ensure all the core responsibilities of the post are included in this document. However, the team reserve the right to change this Job Description to better match the needs of the school and the pupils.

Kindergarten Teacher 

 

Teachers at Beech Hall School Riyadh will be responsible for delivering a bespoke approach to learning through a new lens, with emphasis placed on growing minds, hearts, eco responsibility, digital, innovation and being part of a global community.

  The Beech Hall Tapestry frames our curriculum, our approach and our educational footprint. All educational staff will be supported to deliver relevant and contemporary education, with excellent resourcing and a team of collaborative and child-centred colleagues. Beech Hall School Riyadh is a proudly non-selective and inclusive school, where the education is tailored to the learner, and not the other way around. All subject teachers are also home room teachers, offering pastoral support and nurture to a class of children.  ACCOUNTABILITY  Line managed by the Head of Primary  Core Responsibilities:  Subject Knowledge 

• Support a curriculum that enhances the 7 areas of the EYs curriculum and utilizes the thematic approach of the IEYC; 
• Experience of teaching KG1, 2 or 3 in a thematic and child-led way, taking into account the need to tailor the curriculum to the talents, needs and interests of the children in your care; 
• An understanding of how learning is developed over time, taking into consideration skills, knowledge and understanding; 
• Clarity of how the assessment happens in KG, ensuring that pupils have a rich and holistic understanding whilst also identifying next steps in learning and progress; 
• Embrace an innovative approach to curriculum and pedagogy, and a willingness to research and apply updated, best practice in all areas of education; 
• Model a clear understanding of all subjects taught as part of the curriculum, with the ability to adapt and innovate, recognising that each child’s learning will be tailored to their needs, abilities and interests; 
• Model and take responsibility for promoting high standards of communication, collaboration, curiosity and creativity; 
• Demonstrate a clear understanding of the development of reading, writing and maths, and how to enhance these throughout a thematic curriculum. 

Curriculum Design and Adaptation 

• Plan, create and develop exciting and engaging learning opportunities that enhance knowledge, skills and learning habits in all areas of the curriculum; 
• Plan learning that takes into account the dual curriculum offered and considers how to extend learning opportunities by implementing the six strands of the Beech Hall Tapestry; 
• Ensure pupils experience continuous provision, both outside and inside the classroom; 
• Consider regulatory subjects in region and ensure that these are incorporated into the wider learning experience for students; 
• Clearly plan for students of all abilities, accounting for those who need support or challenge by making sure that lessons are tailored to the needs of all students; 
• Plan for effective use of digital technology; 
• Plan for effective use of learning resources which optimise learning; 
• Link planned outcomes and formative assessment opportunities to ensure that there is a deep understanding of next steps in learning; 
• Use internal tracking systems to monitor and report on progress; 
• Communicate clearly and regularly with parents with regards to learning, including: mindset, wellbeing and holistic progress as well as academic outcomes. 

Learning and Teaching 

• Facilitate and encourage bespoke high-quality learning which provides children with the opportunity to achieve their full potential 
• Create and nurture a positive and inclusive learning environment which supports high expectations and a purposeful atmosphere; 
• Treat students with respect, building relationships rooted in trust and at all times observing proper boundaries appropriate to a teacher’s professional position; 
• provide students with regular written and oral feedback and encourage them to reflect and respond to their feedback 
• Ensure that lessons are appropriately planned, delivered and reviewed; 
• Promote a love of learning and children’s intellectual curiosity; 
• Ensure that all learning is engaging and responds to the needs of students, taking into account their pace of learning, their interests and their need for choice; 
• Embrace the School’s approach to inclusion and innovation; 
• Support all children to behave with integrity, respect and compassion; 
• Have an understanding of the importance of a smooth transition between year groups and classes; 
• Place children central to the purpose of learning; 
• Take into account the ideas, thoughts and suggestions of all children and act upon them accordingly, challenging appropriately. 
• Make effective use of Teaching Assistants and Learning Support Assistants to support children in class. 

Collaboration and Community 

• Take on a home room teacher role, providing pastoral support to the children in your care 
• Show the upmost respect of the local context; 
• Regularly reflect on and critically evaluate your own teaching and the effectiveness of lessons and approaches to teaching; 
• Be open minded to coaching and appraisal, taking on board praise and dialogue around development; 
• Collaborate with colleagues across the team to develop best practice, share ideas and work cohesively to bring out the best in every member of the community; 
• Work in partnership with Teaching Assistants, therapists and education support staff to support all students in the School; 
• Share expertise through Professional Learning and Development (PLD); 
• Engage in Action Research and be willing to experiment with approaches that could positively impact the wellbeing and development of students and subjects; 
• Make a positive contribution to the wider life and ethos of the School including contributing to the broad co-curricular programme on offer, or through supporting the After School Care Facility; 
• Develop a strong partnership with parents/carers and the wider community. Assist them to support their child’s learning at home and communicate effectively with parents with regard to students’ mindset and well-being; 
• Show tolerance of and respect for the rights of others; 
• Support and encouraging fundamental values such as the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs; 
• Have proper and professional regard for the ethos, policies and practices of the School and maintain high standards in personal attendance and punctuality; 
• Present a positive image of the School to all other stakeholders. 

Safeguarding, Inclusion and Wellbeing 

• Taking a proactive approach to safeguard all children and members of the School community; 
• Commit to upholding all school policies and procedures; 
• Be part of a fully inclusive school where all members of staff work together to provide a fully inclusive environment and working practices, free of bias and prejudice; 
• Promote the general progress and well-being of all students and report concerns to a staff member; 
• Provide guidance and advice to students on educational, pastoral and social matters; 
• Ensure that students experience an educational programme that is personalised to their particular needs, developing their skills and abilities; 
• Ensure positive behaviour for learning for all students in line with the School’s policy; 
• Work to foster a positive working environment in the subject area that supports students’ learning; 
• Provide an effective role model for students in terms of your own professional practice. 
• Ability to plan learning opportunities with other colleagues, including best transition processes 

Qualifications, Skills and Experience 

• A relevant Bachelor’s Degree; 
• A Postgraduate Certificate of Education or Teaching Qualification 
• Knowledge or experience of working abroad would be an advantage; 
• A proven track record of effective teaching; 
• A commitment to academic progress and the welfare and safeguarding of students; 

• Knowledge and understanding of recent educational developments and best practice; 

Beech Hall School is committed to safeguarding and promoting the welfare of children and young people. We execute rigorous recruitment procedures that ensure all employees and volunteers are of sound moral character and are suitable people to work with children and young adults. The School expects all teaching staff, non-teaching staff and volunteers to share and uphold our commitment to safeguarding; 

Teacher of Maths (Senior School) 

 

Teachers at Beech Hall School Riyadh will be responsible for delivering a bespoke approach to learning through a new lens, with emphasis placed on growing minds, hearts, eco responsibility, digital, innovation and being part of a global community.

  The Beech Hall Tapestry frames our curriculum, our approach and our educational footprint. All educational staff will be supported to deliver relevant and contemporary education, with excellent resourcing and a team of collaborative and child-centred colleagues. Beech Hall School Riyadh is a proudly non-selective and inclusive school, where the education is tailored to the learner, and not the other way around. All subject teachers are also home room teachers, offering pastoral support and nurture to a class of children.  ACCOUNTABILITY  Line managed by the Head of Department/Academic Deputy Head  Core Responsibilities:  Subject Knowledge 

• Develop a love of Maths for all pupils; 
• Experience of teaching English as part of the American curriculum (Common Core) and/or the IB; 
• An understanding of how Maths is developed over time, taking into consideration skills, knowledge and understanding; 
• Clarity of how the subject is assessed, and ensure that pupils have a rich and holistic understanding whilst also being well prepared for external assessments 
• Embrace an innovative approach to curriculum and pedagogy, and a willingness to research and apply updated, best practice in all areas of education; 
• Model a clear understanding of all subjects taught as part of the curriculum, with the ability to adapt and innovate, recognising that each child’s learning will be tailored to their needs, abilities and interests; 
• Model and take responsibility for promoting high standards of communication, collaboration, curiosity and creativity; 
• Demonstrate a clear understanding of the development of reading, writing and maths, and how to enhance these throughout a thematic curriculum. 

Curriculum Design and Adaptation 

• Plan, create and develop exciting and engaging learning opportunities that enhance knowledge, skills and learning habits in all areas of the curriculum; 
• Plan learning that takes into account the dual curriculum offered and considers how to extend learning opportunities by implementing the six strands of the Beech Hall Tapestry; 
• Ensure pupils are fully prepared for external assessments and credits – American curriculum and IB 
• Consider regulatory subjects in region and ensure that these are incorporated into the wider learning experience for students; 
• Clearly plan for students of all abilities, accounting for those who need support or challenge by making sure that lessons are tailored to the needs of all students; 
• Plan for effective use of digital technology; 
• Plan for effective use of learning resources which optimise learning; 
• Link planned outcomes and formative assessment opportunities to ensure that there is a deep understanding of next steps in learning; 
• Use internal tracking systems to monitor and report on progress; 
• Communicate clearly and regularly with parents with regards to learning, including: mindset, wellbeing and holistic progress as well as academic outcomes. 

Learning and Teaching 

• Facilitate and encourage bespoke high-quality learning which provides children with the opportunity to achieve their full potential 
• Create and nurture a positive and inclusive learning environment which supports high expectations and a purposeful atmosphere; 
• Treat students with respect, building relationships rooted in trust and at all times observing proper boundaries appropriate to a teacher’s professional position; 
• Provide students with regular written and oral feedback and encourage them to reflect and respond to their feedback 
• Ensure that lessons are appropriately planned, delivered and reviewed; 
• Promote a love of learning and children’s intellectual curiosity; 
• Ensure that all learning is engaging and responds to the needs of students, taking into account their pace of learning, their interests and their need for choice; 
• Embrace the School’s approach to inclusion and innovation; 
• Support all children to behave with integrity, respect and compassion; 
• Have an understanding of the importance of a smooth transition between year groups and classes; 
• Place children central to the purpose of learning; 
• Take into account the ideas, thoughts and suggestions of all children and act upon them accordingly, challenging appropriately. 
• Make effective use of Teaching Assistants and Learning Support Assistants to support children in class. 

Collaboration and Community 

• Take on a home room teacher role, providing pastoral support to the children in your care 
• Show the upmost respect of the local context; 
• Regularly reflect on and critically evaluate your own teaching and the effectiveness of lessons and approaches to teaching; 
• Be open minded to coaching and appraisal, taking on board praise and dialogue around development; 
• Collaborate with colleagues across the team to develop best practice, share ideas and work cohesively to bring out the best in every member of the community; 
• Work in partnership with Teaching Assistants, therapists and education support staff to support all students in the School; 
• Share expertise through Professional Learning and Development (PLD); 
• Engage in Action Research and be willing to experiment with approaches that could positively impact the wellbeing and development of students and subjects; 
• Make a positive contribution to the wider life and ethos of the School including contributing to the broad co-curricular programme on offer; 
• Develop a strong partnership with parents/carers and the wider community. Assist them to support their child’s learning at home and communicate effectively with parents with regard to students’ mindset and well-being; 
• Show tolerance of and respect for the rights of others; 
• Support and encouraging fundamental values such as the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs; 
• Have proper and professional regard for the ethos, policies and practices of the School and maintain high standards in personal attendance and punctuality; 
• Present a positive image of the School to all other stakeholders. 
• Any other reasonable requests made by the Senior Leadership Team 

Safeguarding, Inclusion and Wellbeing 

• Taking a proactive approach to safeguard all children and members of the School community; 
• Commit to upholding all school policies and procedures; 
• Be part of a fully inclusive school where all members of staff work together to provide a fully inclusive environment and working practices, free of bias and prejudice; 
• Promote the general progress and well-being of all students and report concerns to a staff member; 
• Provide guidance and advice to students on educational, pastoral and social matters; 
• Ensure that students experience an educational programme that is personalised to their particular needs, developing their skills and abilities; 
• Ensure positive behaviour for learning for all students in line with the School’s policy; 
• Work to foster a positive working environment in the subject area that supports students’ learning; 
• Provide an effective role model for students in terms of your own professional practice. 
• Ability to plan learning opportunities with other colleagues, including best transition processes 

Qualifications, Skills and Experience 

• A relevant Bachelor’s Degree in Maths; 
• A Postgraduate Certificate of Education or Teaching Qualification 
• A minimum of two years relevant teaching experience; 
• Excellent working knowledge of the American system/IB system; 
• A proven track record of effective teaching; 
• A commitment to academic progress and the welfare and safeguarding of students; 
• Knowledge and understanding of recent educational developments and best practice; 

Beech Hall School is committed to safeguarding and promoting the welfare of children and young people. We execute rigorous recruitment procedures that ensure all employees and volunteers are of sound moral character and are suitable people to work with children and young adults. The School expects all teaching staff, non-teaching staff and volunteers to share and uphold our commitment to safeguarding. 

Teacher of English (Senior School) 

 

Teachers at Beech Hall School Riyadh will be responsible for delivering a bespoke approach to learning through a new lens, with emphasis placed on growing minds, hearts, eco responsibility, digital, innovation and being part of a global community.

  The Beech Hall Tapestry frames our curriculum, our approach and our educational footprint. All educational staff will be supported to deliver relevant and contemporary education, with excellent resourcing and a team of collaborative and child-centred colleagues. Beech Hall School Riyadh is a proudly non-selective and inclusive school, where the education is tailored to the learner, and not the other way around. All subject teachers are also home room teachers, offering pastoral support and nurture to a class of children.  ACCOUNTABILITY  Line managed by the Head of Department/Academic Deputy Head  Core Responsibilities:  Subject Knowledge 

• Develop a love of reading, writing and the spoken word for all pupils 
• Experience of teaching English as part of the American curriculum (Common Core) and/or the IB; 
• An understanding of how English is developed over time, taking into consideration skills, knowledge and understanding; 
• Clarity of how the subject is assessed, and ensure that pupils have a rich and holistic understanding whilst also being well prepared for external assessments 
• Embrace an innovative approach to curriculum and pedagogy, and a willingness to research and apply updated, best practice in all areas of education; 
• Model a clear understanding of all subjects taught as part of the curriculum, with the ability to adapt and innovate, recognising that each child’s learning will be tailored to their needs, abilities and interests; 
• Model and take responsibility for promoting high standards of communication, collaboration, curiosity and creativity; 
• Demonstrate a clear understanding of the development of reading, writing and maths, and how to enhance these throughout a thematic curriculum. 

Curriculum Design and Adaptation 

• Plan, create and develop exciting and engaging learning opportunities that enhance knowledge, skills and learning habits in all areas of the curriculum; 
• Plan learning that takes into account the dual curriculum offered and considers how to extend learning opportunities by implementing the six strands of the Beech Hall Tapestry; 
• Ensure pupils are fully prepared for external assessments and credits – American curriculum and IB 
• Consider regulatory subjects in region and ensure that these are incorporated into the wider learning experience for students; 
• Clearly plan for students of all abilities, accounting for those who need support or challenge by making sure that lessons are tailored to the needs of all students; 
• Plan for effective use of digital technology; 
• Plan for effective use of learning resources which optimise learning; 
• Link planned outcomes and formative assessment opportunities to ensure that there is a deep understanding of next steps in learning; 
• Use internal tracking systems to monitor and report on progress; 
• Communicate clearly and regularly with parents with regards to learning, including: mindset, wellbeing and holistic progress as well as academic outcomes. 

Learning and Teaching 

• Facilitate and encourage bespoke high-quality learning which provides children with the opportunity to achieve their full potential 
• Create and nurture a positive and inclusive learning environment which supports high expectations and a purposeful atmosphere; 
• Treat students with respect, building relationships rooted in trust and at all times observing proper boundaries appropriate to a teacher’s professional position; 
• provide students with regular written and oral feedback and encourage them to reflect and respond to their feedback 
• Ensure that lessons are appropriately planned, delivered and reviewed; 
• Promote a love of learning and children’s intellectual curiosity; 
• Ensure that all learning is engaging and responds to the needs of students, taking into account their pace of learning, their interests and their need for choice; 
• Embrace the School’s approach to inclusion and innovation; 
• Support all children to behave with integrity, respect and compassion; 
• Have an understanding of the importance of a smooth transition between year groups and classes; 
• Place children central to the purpose of learning; 
• Take into account the ideas, thoughts and suggestions of all children and act upon them accordingly, challenging appropriately. 
• Make effective use of Teaching Assistants and Learning Support Assistants to support children in class. 

Collaboration and Community 

• Take on a home room teacher role, providing pastoral support to the children in your care 
• Show the upmost respect of the local context; 
• Regularly reflect on and critically evaluate your own teaching and the effectiveness of lessons and approaches to teaching; 
• Be open minded to coaching and appraisal, taking on board praise and dialogue around development; 
• Collaborate with colleagues across the team to develop best practice, share ideas and work cohesively to bring out the best in every member of the community; 
• Work in partnership with Teaching Assistants, therapists and education support staff to support all students in the School; 
• Share expertise through Professional Learning and Development (PLD); 
• Engage in Action Research and be willing to experiment with approaches that could positively impact the wellbeing and development of students and subjects; 
• Make a positive contribution to the wider life and ethos of the School including contributing to the broad co-curricular programme on offer; 
• Develop a strong partnership with parents/carers and the wider community. Assist them to support their child’s learning at home and communicate effectively with parents with regard to students’ mindset and well-being; 
• Show tolerance of and respect for the rights of others; 
• Support and encouraging fundamental values such as the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs; 
• Have proper and professional regard for the ethos, policies and practices of the School and maintain high standards in personal attendance and punctuality; 
• Present a positive image of the School to all other stakeholders. 

Safeguarding, Inclusion and Wellbeing 

• Taking a proactive approach to safeguard all children and members of the School community; 
• Commit to upholding all school policies and procedures; 
• Be part of a fully inclusive school where all members of staff work together to provide a fully inclusive environment and working practices, free of bias and prejudice; 
• Promote the general progress and well-being of all students and report concerns to a staff member; 
• Provide guidance and advice to students on educational, pastoral and social matters; 
• Ensure that students experience an educational programme that is personalised to their particular needs, developing their skills and abilities; 
• Ensure positive behaviour for learning for all students in line with the School’s policy; 
• Work to foster a positive working environment in the subject area that supports students’ learning; 
• Provide an effective role model for students in terms of your own professional practice. 
• Ability to plan learning opportunities with other colleagues, including best transition processes 

Qualifications, Skills and Experience 

• A relevant Bachelor’s Degree in English; 
• A Postgraduate Certificate of Education or Teaching Qualification 
• A minimum of two years relevant teaching experience; 
• Excellent working knowledge of the American system/IB system; 
• A proven track record of effective teaching; 
• A commitment to academic progress and the welfare and safeguarding of students; 
• Knowledge and understanding of recent educational developments and best practice; 

Beech Hall School is committed to safeguarding and promoting the welfare of children and young people. We execute rigorous recruitment procedures that ensure all employees and volunteers are of sound moral character and are suitable people to work with children and young adults. The School expects all teaching staff, non-teaching staff and volunteers to share and uphold our commitment to safeguarding; 

Primary Teacher 

Primary Teachers at Beech Hall School will be responsible for delivering a bespoke approach to learning underpinned by our Beech Hall Tapestry.

  The Tapestry emphases the significance of developing students’ health and wellbeing, their mindset and leadership skills in addition to promoting the importance being globally aware, entrepreneurial, digitally literate, and sustainable. Teachers will be supported to deliver a relevant and contemporaneous approach to teaching and learning which empowers students to lead their own learning and development. All educational staff will have access to excellent resourcing and will join a team of highly collaborative and creative colleagues.  Accountability  Line managed by the Director of Learning and Teaching  Core Responsibilities:  Subject Knowledge 

• Have a degree in the area you will be responsible for teaching, or a similar or related degree. 
• Demonstrate cultural sensitivity and an awareness of the expectations, roles, and responsibilities for educational professionals in the gulf region. 
• Demonstrate an awareness of how to manage safeguarding and child protection issues. 
• Demonstrate evidence of ongoing professional development. 
• Demonstrate awareness of contemporary issues related to the phase or subject/s you teach. 
• Express a willingness to engage in research and apply contemporary and research-informed practice. 
• Model a clear understanding of the subject/s you teach, demonstrating the ability of how to adapt and innovate to enable all children to excel according to their needs, interests, and current attainment levels. 
• Model and take responsibility for promoting high standards of communication, collaboration, curiosity, and creativity. 
• Demonstrate a clear understanding of the importance of developing literacy skills across all curriculum areas. 
• Curriculum Design, Adaptation and Assessment 
• Embrace an innovative approach to curriculum planning and pedagogical implementation. 
• Plan learning that makes explicit connections between the six strands of the Beech Hall Tapestry and the international curriculum adopted at our school to extend learning opportunities for all students. 
• Demonstrate an awareness of how planning should take account of local, regional, and global matters. 
• Plan, create and develop exciting and engaging learning opportunities that enhance students’ knowledge, skills and learning habits across all areas of learning. 
• Demonstrate skills in planning thematic and cross-curricular units of learning. 
• Demonstrate skills of adaptive planning and differentiation to ensure all students are challenged and supported. 
• Plan for effective use of digital technology. 
• Plan for effective use of learning resources which optimise learning. 
• Engage in ongoing, reflective, and critical review of planning. 
• Assess, record and report on the development, progress, and attainment of students in line with school policy. 
• Link planned outcomes and formative assessment opportunities to ensure that there is a deep understanding of next steps in learning. 
• Use internal tracking systems to monitor and report on students’ progress and attainment. 
• Communicate clearly and regularly with parents regarding students’ holistic progress and attainment. 

Learning and Teaching 

• Facilitate and encourage bespoke high-quality learning which provides students with the opportunity to achieve their full potential. 
• Create and nurture a positive and inclusive learning environment which supports high expectations and a purposeful atmosphere. 
• Treat students with respect, building relationships rooted in trust and at all times, observing proper boundaries appropriate to a teacher’s professional position. 
• Provide students with regular written and oral feedback and encourage them to reflect and respond to their feedback. 
• Promote a love of learning and children’s intellectual curiosity. 
• Ensure that all learning is engaging and is responsive to students, taking into account their pace of learning, their strengths, their interests, and their need for choice. 
• Embrace the school’s approach to inclusion and innovation. 
• Support all children to behave with integrity, respect, and compassion. 
• Have an understanding of the importance of ensuring a smooth transition between grade groups and classes. 
• Place children central to the purpose of learning. 
• Take into account the ideas, thoughts and suggestions of all students and act upon these, accordingly, challenging appropriately. 
• Make effective use of Teaching Assistants and Learning Support Assistants to support students’ learning. 
• Ensure positive behaviour for learning for all students in line with the school’s policy. 

Collaboration and Community 

• Regularly reflect on and critically evaluate your own teaching and the effectiveness of lessons and approaches to teaching. 
• Be open minded to coaching and appraisal, taking on board praise and dialogue around development. 
• Collaborate with colleagues across the team to develop best practice, share ideas and work cohesively to bring out the best in every member of the community. 
• Work in partnership with all academic support staff and internal and external specialists who support students’ learning and development in the school. 
• Share expertise through Professional Learning and Development (PLD). 
• Engage in Action Research and be willing to experiment with approaches that could positively impact on the wellbeing, development, and attainment of all students. 
• Make a positive contribution to the wider life and ethos of the school including contributing to the broad co-curricular programme on offer. 
• Develop a strong partnership with parents/carers and the wider community. Assist them to support their child’s learning at home and communicate effectively with parents with regard to their child’s holistic development and learning. 
• Show tolerance of and respect for the rights of others. 
• Have proper and professional regard for the ethos, policies and practices of the school and maintain high standards in personal attendance and punctuality. 
• Present a positive image of the school to all stakeholders. 

Diversity, Equity, and Inclusion 

• Model acceptance of diversity, equity and inclusion through actions and positive speech. 
• Engage in creating a culture where diversity, equity and inclusion are explicitly linked to the Beech Hall Tapestry strands wellbeing and mindset. 
• Commit to upholding all school policies and procedures related to diversity, equity, and inclusion. 
• Demonstrate a commitment to be part of a fully inclusive school where all members of staff work together to provide a fully inclusive environment and working practices, free of bias and prejudice. 
• Take a proactive approach to ensure the safeguarding of all children and members of the school community related to matters of diversity, equity, and inclusion. 
• Ensure all students experience a learning environment where they feel accepted, valued, and heard. 

Qualifications, Skills, and Experience  Requirements 

• A relevant suitable Bachelor’s Degree in Education or a Bachelor’s degree with a primary teaching qualification. 
• A minimum of two years relevant teaching experience. 
• Should be a female. 
• A proven track record of effective teaching. 
• A strong academic background, stature and experience that will command the respect of students, parents, colleagues, and the wider community. 
• Evidence of how to promote a child-centered learning environment and to set up engaging and challenging learning centers. 
• A commitment to academic progress and the welfare and safeguarding of students. 
• Knowledge and understanding of recent educational developments and evidence-informed practice. 

Desirable 

• A Teaching Qualification e.g., PGCE for those without a Bachelor’s Degree in Education and current teaching license. 
• Working with children for whom English is an additional language. 
• Experience of working with any of the following curricula: international Early Years Curriculum (IEYC), International Primary Curriculum (IPC), International Middle Years Curriculum (IMYC), American High School Diploma Program or International Baccalaureate Diploma or Careers Related Program. 

Beech Hall School is committed to safeguarding and promoting the welfare of all children and young people. We execute rigorous recruitment procedures that ensure all employees and volunteers are of sound moral character and are suitable people to work with children and young adults. The school expects all teaching staff, non-teaching staff and volunteers to share and uphold our commitment to safeguarding and child protection. 

Design Technology/Art Teacher 

 

Teachers at Beech Hall School will be responsible for delivering a bespoke approach to learning through a new lens, with emphasis placed on growing minds, hearts, eco responsibility, digital, innovation and being part of a global community.

  Our school is proudly inclusive and innovative, supporting all pupils to reach and unleash their potential, through the delivery of a powerful curriculum and in the care of nurturing and inspiring teaching staff.  The Beech Hall Tapestry frames our curriculum, our approach and our educational footprint. This approach enhances our teaching of the ICA international curriculum, and the American Curriculum from Grade 9. All educational staff will be supported to deliver relevant and contemporary education, with excellent resourcing and a team of collaborative and child-centred colleagues.  ACCOUNTABILITY  Line managed by the Senior Leadership Team  Core Responsibilities:  Subject Knowledge 

• Embrace an innovative approach to curriculum and pedagogy, and a willingness to research and apply updated, best practice in all areas of education. 
• Have an up to date knowledge of the Design Technology/Art curriculum (American Curriculum or International) and be confident in delivering this to children of all abilities, recognising that each child’s learning will be tailored to their needs, abilities and interests; 
• Understand any formal assessment requirements for this subject, ensuring pupils are well prepared to undertake formal examinations as well as any required coursework. 
• Model and take responsibility for promoting high standards of communication, collaboration, curiosity and creativity. 
• Demonstrate a clear understanding of the development of reading, oracy, writing and maths, and how to enhance these throughout a thematic curriculum. 

Curriculum Design and Adaptation 

• Plan, create and develop exciting and engaging learning opportunities that enhance knowledge, skills and learning habits in all areas of the DT and Art curriculum. 
• Plan learning that takes into account the American Curriculum and considers how to extend learning opportunities by implementing the six strands of the Beech Hall Tapestry. 
• Consider regulatory subjects in region and ensure that these are incorporated into the wider learning experience for students. 
• Clearly plan for students of all abilities, accounting for those who need support or challenge by making sure that lessons are tailored to the needs of all students. 
• Plan for effective use of learning resources which optimise learning. Plan for any additional adults in the room so that they can drive pupil experience and outcome with confidence. 
• Link planned outcomes and formative assessment opportunities to ensure that there is a deep understanding of next steps in learning. 
• Use internal tracking systems to monitor and report on progress. 
• Communicate clearly and regularly with parents with regards to learning, including mindset, wellbeing and holistic progress. 

Learning and Teaching 

• Facilitate and encourage bespoke high-quality learning which provides children with the opportunity to achieve their full potential. 
• Create and nurture a positive and inclusive learning environment which supports high expectations and a purposeful atmosphere. 
• To contribute to the development of schemes of work, assessments, resources and displays. 
• To keep up to date with marking, assessments and data entry. 
• Treat students with respect, building relationships rooted in trust and at all times observing proper boundaries appropriate to a teacher’s professional position. 
• provide students with regular written and oral feedback and encourage them to reflect and respond to their feedback. 
• Promote a love of learning and children’s intellectual curiosity. 
• Ensure that all learning is engaging and responds to the needs of students, taking into account their pace of learning, their interests and their need for choice. 
• Embrace the School’s approach to inclusion and innovation. 
• Support all children to behave with integrity, respect and compassion. 
• Have an understanding of the importance of a smooth transition between year groups and classes. 
• Place children central to the purpose of learning. 
• Take into account the ideas, thoughts and suggestions of all children and act upon them accordingly, challenging appropriately. 
• Make effective use of Teaching Assistants to support children in class. 

Collaboration and Community 

• Take on a Home Room responsibility, supporting the pastoral needs of a group of pupils. 
• Regularly reflect on and critically evaluate your own teaching and the effectiveness of lessons and approaches to teaching. 
• Be open minded to coaching and appraisal, taking on board praise and dialogue around development. 
• Collaborate with colleagues across the team to develop best practice, share ideas and work cohesively to bring out the best in every member of the community. 
• Work in partnership with Teaching Assistants, therapists and education support staff to support all students in the School. 
• Share expertise through Professional Learning and Development (PLD). 
• Engage in Action Research and be willing to experiment with approaches that could positively impact the wellbeing and development of students and subjects. 
• Make a positive contribution to the wider life and ethos of the School including contributing to the broad co-curricular programme on offer; 
• To provide cover for the lessons of other teachers as and when required; to carry out break and/or lunch duties. 
• Develop a strong partnership with parents/carers and the wider community. Assist them to support their child’s learning at home and communicate effectively with parents with regard to students’ mindset and well-being. 
• Show tolerance of and respect for the rights of others. 
• Support and encouraging fundamental values such as the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs. 
• Have proper and professional regard for the ethos, policies and practices of the School and maintain high standards in personal attendance and punctuality. 
• Present a positive image of the School to all other stakeholders. 
• Anything else reasonably requested by the Senior Leadership Team. 

Safeguarding, Inclusion and Wellbeing 

• Taking a proactive approach to safeguard all children and members of the School community. 
• Commit to upholding all school policies and procedures. 
• Be part of a fully inclusive school where all members of staff work together to provide a fully inclusive environment and working practices, free of bias and prejudice. 
• Promote the general progress and well-being of all students and report concerns to a staff member. 
• Provide guidance and advice to students on educational, pastoral and social matters. 
• Ensure that students experience an educational programme that is personalised to their particular needs, developing their skills and abilities. 
• Ensure that lessons are appropriately planned, delivered and reviewed. 
• Assess, record and report on the development, progress and attainment of students in line with school policy. 
• Ensure positive behaviour for learning for all students in line with the School’s policy. 
• Work to foster a positive working environment in the subject area that supports students’ learning. 
• Provide an effective role model for students in terms of your own professional practice. 
• Ability to plan learning opportunities with other colleagues, including best transition processes. 

Qualifications, Skills and Experience 

• A relevant bachelor’s degree. 
• UK Postgraduate Certificate of Education or Teaching Qualification 
• A minimum of two years relevant teaching experience. 
• Excellent working knowledge of the American System/IB system; 
• A proven track record of effective teaching. 
• A strong academic background, stature and experience that will command the respect of pupils, parents, colleagues and the wider community. 
• A commitment to academic progress and the welfare and safeguarding of students. 
• Knowledge and understanding of recent educational developments and best practice. 

Beech Hall School is committed to safeguarding and promoting the welfare of children and young people. We execute rigorous recruitment procedures that ensure all employees and volunteers are of sound moral character and are suitable people to work with children and young adults. The School expects all teaching staff, non-teaching staff and volunteers to share and uphold our commitment to safeguarding;  Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified.  The responsibilities as listed above will be subject to review and may be amended following consultation with the Senior Leadership Team. 

Teacher of Sport (Senior School) 

Teachers at Beech Hall School Riyadh will be responsible for delivering a bespoke approach to learning through a new lens, with emphasis placed on growing minds, hearts, eco responsibility, digital, innovation and being part of a global community.

  The Beech Hall Tapestry frames our curriculum, our approach and our educational footprint. All educational staff will be supported to deliver relevant and contemporary education, with excellent resourcing and a team of collaborative and child-centred colleagues. Beech Hall School Riyadh is a proudly non-selective and inclusive school, where the education is tailored to the learner, and not the other way around. All subject teachers are also home room teachers, offering pastoral support and nurture to a class of children.  ACCOUNTABILITY  Line managed by the Head of Department/Academic Deputy Head  Core Responsibilities:  Subject Knowledge  Develop a love of Sport and physical activity for all pupils;  Be a passionate athlete who can model this to the pupils;  Experience of teaching Sport as part of the American curriculum (Common Core) and/or the IB;  An understanding of how Sport is developed over time, taking into consideration skills, knowledge and understanding;  Clarity of how the subject is assessed, and ensure that pupils have a rich and holistic understanding whilst also being well prepared for external assessments  Embrace an innovative approach to curriculum and pedagogy, and a willingness to research and apply updated, best practice in all areas of education;  Model a clear understanding of all subjects taught as part of the curriculum, with the ability to adapt and innovate, recognising that each child’s learning will be tailored to their needs, abilities and interests;  Model and take responsibility for promoting high standards of communication, collaboration, curiosity and creativity;  The ability to coach teams, ensuring they not only develop skills but also sportsmanship;  Ensure all safety considerations are made when working in a practical manner;  Demonstrate a clear understanding of the development of reading, writing and maths, and how to enhance these throughout a thematic curriculum.  Curriculum Design and Adaptation  Plan, create and develop exciting and engaging learning opportunities that enhance knowledge, skills and learning habits in all areas of the curriculum;  Plan learning that takes into account the dual curriculum offered and considers how to extend learning opportunities by implementing the six strands of the Beech Hall Tapestry;  Ensure pupils are fully prepared for external assessments and credits – American curriculum and IB  Consider regulatory subjects in region and ensure that these are incorporated into the wider learning experience for students;  Clearly plan for students of all abilities, accounting for those who need support or challenge by making sure that lessons are tailored to the needs of all students;  Plan for effective use of digital technology;  Plan for effective use of learning resources which optimise learning;  Link planned outcomes and formative assessment opportunities to ensure that there is a deep understanding of next steps in learning;  Use internal tracking systems to monitor and report on progress;  Communicate clearly and regularly with parents with regards to learning, including: mindset, wellbeing and holistic progress as well as academic outcomes.  Learning and Teaching  Facilitate and encourage bespoke high-quality learning which provides children with the opportunity to achieve their full potential  Create and nurture a positive and inclusive learning environment which supports high expectations and a purposeful atmosphere;  Treat students with respect, building relationships rooted in trust and at all times observing proper boundaries appropriate to a teacher’s professional position;  Provide students with regular written and oral feedback and encourage them to reflect and respond to their feedback  Ensure that lessons are appropriately planned, delivered and reviewed;  Promote a love of learning and children’s intellectual curiosity;  Ensure that all learning is engaging and responds to the needs of students, taking into account their pace of learning, their interests and their need for choice;  Embrace the School’s approach to inclusion and innovation;  Support all children to behave with integrity, respect and compassion;  Have an understanding of the importance of a smooth transition between year groups and classes;  Place children central to the purpose of learning;  Take into account the ideas, thoughts and suggestions of all children and act upon them accordingly, challenging appropriately.  Make effective use of Teaching Assistants and Learning Support Assistants to support children in class.  Collaboration and Community  Take on a home room teacher role, providing pastoral support to the children in your care  Show the upmost respect of the local context;  Regularly reflect on and critically evaluate your own teaching and the effectiveness of lessons and approaches to teaching;  Be open minded to coaching and appraisal, taking on board praise and dialogue around development;  Collaborate with colleagues across the team to develop best practice, share ideas and work cohesively to bring out the best in every member of the community;  Work in partnership with Teaching Assistants, therapists and education support staff to support all students in the School;  Share expertise through Professional Learning and Development (PLD);  Engage in Action Research and be willing to experiment with approaches that could positively impact the wellbeing and development of students and subjects;  Ensure plentiful opportunities for the performance of music and the experience of being in a choir or ensemble;  Develop a strong partnership with parents/carers and the wider community. Assist them to support their child’s learning at home and communicate effectively with parents with regard to students’ mindset and well-being;  Show tolerance of and respect for the rights of others;  Support and encouraging fundamental values such as the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs;  Have proper and professional regard for the ethos, policies and practices of the School and maintain high standards in personal attendance and punctuality;  Present a positive image of the School to all other stakeholders.  Any other reasonable requests made by the Senior Leadership Team  Safeguarding, Inclusion and Wellbeing  Taking a proactive approach to safeguard all children and members of the School community;  Commit to upholding all school policies and procedures;  Be part of a fully inclusive school where all members of staff work together to provide a fully inclusive environment and working practices, free of bias and prejudice;  Promote the general progress and well-being of all students and report concerns to a staff member;  Provide guidance and advice to students on educational, pastoral and social matters;  Ensure that students experience an educational programme that is personalised to their particular needs, developing their skills and abilities;  Ensure positive behaviour for learning for all students in line with the School’s policy;  Work to foster a positive working environment in the subject area that supports students’ learning;  Provide an effective role model for students in terms of your own professional practice.  Ability to plan learning opportunities with other colleagues, including best transition processes  Qualifications, Skills and Experience 

• A relevant Bachelor’s Degree in Sport or Sports Education; 
• A Postgraduate Certificate of Education or Teaching Qualification 
• Excellent working knowledge of the American system/IB system; 

• A proven track record of effective teaching; 
• A commitment to academic progress and the welfare and safeguarding of students; 
• Knowledge and understanding of recent educational developments and best practice; 

Beech Hall School is committed to safeguarding and promoting the welfare of children and young people. We execute rigorous recruitment procedures that ensure all employees and volunteers are of sound moral character and are suitable people to work with children and young adults. The School expects all teaching staff, non-teaching staff and volunteers to share and uphold our commitment to safeguarding. 

Assistant Head (Academic)

 

The Assistant Head (academic) will hold a key role on the Leadership Team and will work in conjunction with the Executive Principal and Heads of School to support a clear strategy that sits alongside the ethos of the whole school.

  The post holder will offer visionary leadership and play a crucial role in the day to day management of the educational offering in the school, as well as offering wider support to the team. They will ensure that the curriculum and timetable is well planned, covering all areas of the specifications for the International/American curriculum. The post-holder will also be responsible for keeping the staffing allocations up to date, thus providing adequate teaching resource for the timetable. This role also oversees the school assessment calendar. The post holder will lead on iSAMS for the school (educational purposes). Accountability

• Line managed by the Head of the Senior School/Primary School

Core responsibilities: Vision – support and promote the vision, purpose and education strategy for the school and work inpartnership with the leadership, students, staff and parents, as well as the operating partner. Ensure that the systems and processes are in place for this vision to come to fruition. Culture – support a culture where every individual is valued, and their opinion sought and where it is the norm to work collaboratively. Ensure that all those involved in BHSR are committed to its values and aims, motivated to achieve them, and involved in meeting long, medium, and short-term objectives and targets which secure the educational success of the school and happiness of the students. Development Plan – contribute to the plan that will support the school through a period of embedding and developing best practice, securing continuous school improvement. This will also see the post holder taking on responsibility for specific aspects of the SDP, in agreement with the Leadership Team. Learning and Teaching – ensure that the curriculum being taught is broad, holistic and sequential, and that all requisite components are planned for and delivered to the highest standard.

• Work in conjunction with the Leadership Team to develop the curriculum and approach in seniorsbringing together the Beech Hall School Riyadh Tapestry and the IMYC, American Curriculum and IB
• Support the development of a pedagogical approach that is future-facing, incorporating the following areas of the BHSR Tapestry in all aspects of the school day:
  • BHSR Mindset
  • BHSR Health and Wellbeing
  • BHSR Digital Literacy
  • BHSR Global
  • BHSR Sustainable Leadership
  • BHSR Entrepreneurs
• Develop an approach to planning that enables learning to be sequenced in such a way that builds knowledge and understanding, leading to progress over time.
• Lead on a CPD programme that supports all staff to teach effectively in line with best practice internationally, and one that ties in with the ethos and vision of the educational model at BHSR
• Lead on systems for quality assurance that are measurable and that lead to growth and development in a collegiate and supportive manner; oversee a programme of lesson observations and book scrutinies, liaising openly and positively with members of the leadership team with regard to the monitoring of learning and teaching at BHSR
• Ensure that Assessment for Learning is constructive and informative, enabling learning to be tailored to each cohort, and supporting progress for all Lead on assessment for learning (summative and formative), ensuring that outcomes are clearly evidenced and well articulated to students and their parents.
• Oversee the school assessment calendar, ensuring that all assessments are carried out in an organised manner, and that all materials are available. Ensure any external assessment is carried out in the correct conditions
• Lead on the design, production and distribution of academic reports/grade cards. (annual and termly reports)
• Lead on the design, production and distribution of the timetable (annual and termly reports) and ensure this is on isams, thus leading to the smooth management of staff timetables and cover
• Ensure the school is ‘Inspection ready’ in conjunction with the Heads and Business Manager at all times
• Create a culture of aspiration, ensuring that there is ample challenge and ambition for every child
• Lead on the wider educational offering in terms of trips, visits, clubs and themed days, ensuring that there is purpose and impact considered and clearly communicated to all stakeholders
• Deliver excellent lessons themselves, contributing to the timetable and curriculum

Inclusion – working with the Director of Inclusion, nurture a climate that is fully inclusive, celebrating the strengths, habits, and skills of every child, including those with specialist learning needs. Regardless of need or challenge, every child will be a valued and included member of the learning community.

• Work alongside the Director of Inclusion in delivering outstanding provision for pupils with specialeducational needs, and support teaching staff in delivering an immersive and inclusive education for every child, in a tailored way

Links with stakeholders – ensure effective commutations with all members of the school community including:

• Supporting the effective and timely communication systems between home and school
• attending meetings as appropriate with the board and provide reports as required
• promoting the school at key marketing events within Saudi Arabia and beyond, to support the marketing and admissions function of the school

Operational Leadership:

• Lead on the school’s use of iSAMS or other MIS in future
• Oversee and update the staffing matrix to ensure that lessons are taught by specialists and that all staff have the right number of teaching periods, planning periods and other school duties. Utilise this to lead on the design and implementation of the timetable in conjunction with the Heads of School
• Oversee the cover of absent staff, ensuring cover is allocated fairly and tracked
• Lead on the staffing matrix, with the support of the senior leadership team
• ensure that all relevant learning and teaching and pastoral policies and procedures pertaining are fit for purpose and embedded in a clear and consistent way

Staffing recruitment and management

• Support recruitment through contributing to interviews and observations
• Using the staffing matrix to plan staffing in an organised and proactive manner, in liaison with the senior leadership team
• Ensuring safeguarding policies are followed
• Devising and delivering a robust induction for all senior staff
• Line managing certain staff at Beech Hall School Riyadh as appropriate

Collaboration and Community

• Be open minded to coaching and appraisal, taking on board praise and dialogue around development.
• Collaborate with colleagues across the team to develop best practice, share ideas and work cohesively to bring out the best in every member of the community.
• Share expertise through Professional Learning and Development (PLD).
• Engage in Action Research and be willing to experiment with approaches that could positively impact the wellbeing and development of students and subjects.
• Show tolerance of and respect for the rights of others.
• Support and encouraging fundamental values such as the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.
• Have proper and professional regard for the ethos, policies and practices of the School and maintain high standards in personal attendance and punctuality.
• Present a positive image of the School to all other stakeholders.
• Anything else reasonably requested by the Senior Leadership Team.

Safeguarding, Inclusion and Wellbeing

• Taking a proactive approach to safeguard all children and members of the School community.
• Commit to upholding all school policies and procedures.
• Be part of a fully inclusive school where all members of staff work together to provide a fully inclusive environment and working practices, free of bias and prejudice.
• Promote the general progress and well-being of all students and report concerns to a staff member.
• Provide an effective role model for students in terms of your own professional practice.

This job description does not constitute a complete description of duties. The post holder will carry out the professional duties of a teacher, and may be required to undertake other duties as reasonably requested by the Executive Principal. Person Specification The successful candidate for  is likely to fit the following profile: Skills and Knowledge Requirements

• Deep understanding and experience of the challenges and demands of leadership in an all-through, international educational setting
• Experienced senior practitioner and leader
• Experience of operational leadership at a whole school level
• Experience of the International and/or American curriculum
• Demonstrable experience of developing and leading high performing teams
• Recognised academic and intellectual credentials
• An intellectual enthusiasm for wider educational developments, particularly with relation todevelopments in technology supporting academic outcomes and effective teaching & learning
• Capable, strategic and involved in social media to help promote and market the school
• A willingness to learn and develop, remaining ahead of the curve with regards to pedagogy and research
• Good awareness of the cultural and operational challenges of managing a school in the Middle East or an international context
• Cultural sensitivity and the ability to relate to parents, pupils, and stakeholders of the school from a wide variety of countries and cultural backgrounds
• A keen supporter of inclusive education

KG-Primary Inclusion/SEND Coordinator

Department: Inclusion Reports To: Director of Inclusion

 

Job Summary

The KG/Primary SEND Coordinator plays a vital role in supporting the academic, social, and emotional development of students with Special Educational Needs and Disabilities (SEND) in the KG and Primary sections. Working closely with the Director of Inclusion, the Coordinator ensures the successful implementation of individualized strategies, interventions, and support plans. The Coordinator acts as a liaison between teachers, Learning Support Assistants (LSAs), parents, and external professionals to foster an inclusive learning environment for all students.

Key Responsibilities

1. SEND Identification and Assessment:

• Oversee the early identification and assessment of students with SEND/inclusive needs in the KG and Primary sections.
• Collaborate with teachers and LSAs to implement observational assessments and refer students for further evaluation when necessary.
• Use appropriate tools to monitor and track student progress.

2. Support and Intervention Planning:

• Develop and manage Individualized Education Plans (IEPs) or Personalized Education Plans (PEPs) for students with SEND.
• To lead on regular PEP review meetings with LSA, parents and teachers
• Coordinate interventions targeting academic, behavioral, and social-emotional skills, ensuring their alignment with classroom goals.
• Collaborate with therapists, counselors, and external professionals to implement multi-disciplinary strategies.

3. Staff Support and Training:

• Provide guidance, support, and training to teachers and LSAs on strategies for differentiation, accommodations, and inclusive classroom practices.
• Facilitate professional development workshops focused on SEND best practices, including the use of assistive technology.
• Ensure LSAs receive ongoing coaching to effectively support one-to-one students.

4. Parent Engagement:

• Work closely with parents to ensure they are active participants in their child’s learning journey.
• Facilitate regular meetings with parents to review progress, address concerns, and modify support strategies as needed.
• Provide resources and advice to families to help them support their children at home.
• To be the first point of contact for parents

5. Monitoring and Compliance:

• Monitor the effectiveness of SEND interventions and adapt strategies as needed to ensure student success.
• Maintain accurate records of students’ progress, support provided, and communication with stakeholders.
• Ensure compliance with school policies, accreditation standards, and local regulations related to SEND.

6. Leadership and Collaboration:

• Act as a key member of the Inclusion Team, working collaboratively with the Director of Inclusion to achieve school-wide inclusion goals.
• Lead regular meetings with KG/Primary staff to discuss student progress and share best practices.
• Foster a culture of inclusivity and high expectations for all students.
• Ensure compliance with all safeguarding policies and procedures, and undertake any additional duties reasonably requested by the Senior Leadership Team (SLT) in relation to the support of SEND students.  

 

Required Qualifications and Skills 

Educational Qualifications:

• Bachelor’s degree in Education, Special Education, Psychology, or a related field (required).
• Master’s degree in Special Education, Inclusion, Educational Leadership or NASENCO (preferred).

Experience:

• Minimum of 3-5 years of experience working with SEND students in a KG/Primary setting (international school experience preferred).
• Demonstrated experience in developing and implementing IEPs/PEPs and conducting progress monitoring.
• Proven ability to work collaboratively with LSAs, teachers, parents, and multidisciplinary teams.

Skills and Competencies:

• Deep understanding of inclusive education practices, particularly for mild to moderate SEND needs.
• Strong interpersonal and communication skills, with the ability to build positive relationships with diverse stakeholders.
• Excellent organizational and time-management skills, with attention to detail in documentation and follow-through.
• Proficiency in using SEND assessment tools, assistive technology, and digital platforms for documentation.
• Problem-solving mindset, with flexibility to adapt strategies based on student needs.
• Demonstrate cultural awareness and sensitivity to the values, traditions, and educational practices of the Kingdom of Saudi Arabia and the wider Middle East region in supporting SEND students 

Preferred Skills and Experience:

• Previous experience in a leadership or coordination role within an inclusive school.
• Knowledge of international curricula (e.g., IB, British, American).
• Certification in specific SEND methodologies or tools or SENCO qualification

What We Offer:

• A supportive and inclusive work environment.
• Opportunities for professional growth through training and international networking.
• The chance to make a meaningful impact in the lives of students with diverse needs.

Join our team and be part of a community that believes every child deserves an inclusive and empowering education.

Senior SEND Coordinator

Department: Inclusion Reports To: Director of Inclusion

Job Summary: The Secondary SEND Coordinator plays a vital role in supporting the academic, social, and emotional development of students with Special Educational Needs and Disabilities (SEND) across Secondary sections. Working closely with the Director of Inclusion, the Coordinator ensures the successful implementation of individualized strategies, interventions, and support plans. The Coordinator acts as a liaison between teachers, Learning Support Assistants (LSAs), parents, and external professionals to foster an inclusive learning environment for all students.

Key Responsibilities:

1. SEND Identification and Assessment:

• Oversee the early identification and assessment of students with SEND/inclusive needs in Senior section
• Collaborate with teachers and LSAs to implement observational assessments and refer students for further evaluation when necessary.
• Use appropriate tools to monitor and track student progress.

2. Support and Intervention Planning:

• Develop and manage Individualized Education Plans (IEPs) or Personalized Education Plans (PEPs) for students with SEND.
• To lead on regular PEP review meetings with LSA, parents and teachers
• Coordinate interventions targeting academic, behavioral, and social-emotional skills, ensuring their alignment with classroom goals.
• Collaborate with therapists, counselors, and external professionals to implement multi-disciplinary strategies.
• Collaborate with the Lead for Seniors to ensure appropriate access arrangements are provided as part of the assessment process for students with SEND

3. Staff Support and Training:

• Provide guidance, support, and training to teachers and LSAs on strategies for differentiation, accommodations, and inclusive classroom practices.
• Facilitate professional development workshops focused on SEND best practices, including the use of assistive technology.
• Ensure LSAs receive ongoing coaching to effectively support one-to-one students.

4. Parent Engagement:

• Work closely with parents to ensure they are active participants in their child’s learning journey.
• Facilitate regular meetings with parents to review progress, address concerns, and modify support strategies as needed.
• Provide resources and advice to families to help them support their children at home.
• To be the first point of contact for parents

5. Monitoring and Compliance:

• Monitor the effectiveness of SEND interventions and adapt strategies as needed to ensure student success.
• Maintain accurate records of students’ progress, support provided, and communication with stakeholders.
• Ensure compliance with school policies, accreditation standards, and local regulations related to SEND.

6. Leadership and Collaboration:

• Act as a key member of the Inclusion Team, working collaboratively with the Director of Inclusion to achieve school-wide inclusion goals.
• Lead regular meetings with KG, Primary, and Secondary staff to discuss student progress and share best practices.
• Foster a culture of inclusivity and high expectations for all students.
• Coordinate with secondary school staff to ensure smooth transitions for students moving from Primary to Secondary.
• Ensure compliance with all safeguarding policies and procedures, and undertake any additional duties reasonably requested by the Senior Leadership Team (SLT) in relation to the support of SEND students.
• Collaborate with Secondary Subject Leaders to modify curriculum access and exam accommodations for SEND students.

 

Required Qualifications and Skills:

Educational Qualifications:

• Bachelor’s degree in Education, Special Education, Psychology, or a related field (required).
• Master’s degree in Special Education, Inclusion, Educational Leadership or NASENCO

Experience:

• Minimum of 3-5 years of experience working with SEND students in both KG/Primary and Secondary settings (international school experience preferred).
• Demonstrated experience in developing and implementing IEPs/PEPs and conducting progress monitoring.
• Proven ability to work collaboratively with LSAs, teachers, parents, and multidisciplinary teams.

Skills and Competencies:

• Deep understanding of inclusive education practices, particularly for mild to moderate SEND needs.
• Strong interpersonal and communication skills, with the ability to build positive relationships with diverse stakeholders.
• Excellent organizational and time-management skills, with attention to detail in documentation and follow-through.
• Proficiency in using SEND assessment tools, assistive technology, and digital platforms for documentation.
• Problem-solving mindset, with flexibility to adapt strategies based on student needs.
• Demonstrate cultural awareness and sensitivity to the values, traditions, and educational practices of the Kingdom of Saudi Arabia and the wider Middle East region in supporting SEND students

Preferred Skills and Experience:

• Previous experience in a leadership or coordination role within an inclusive school.
• Knowledge of international curricula (e.g., IB, British, American).
• Certification in specific SEND methodologies or tools and SENDCO qualifications

 

What We Offer:

• A supportive and inclusive work environment.
• Opportunities for professional growth through training and international networking.
• The chance to make a meaningful impact in the lives of students with diverse needs.

Join our team and be part of a community that believes every child deserves an inclusive and empowering education.