Assistant Headteacher of Senior School (KS3 Focus)

WHY CHOOSE WELLINGTON? Professional Growth

• Tailored professional development pathways for all staff.
• Comprehensive CPD programmes covering teaching methodologies, cultural awareness, and non-academic skills such as public speaking and finance.
• Three specialised leadership programmes for middle, senior, and high-potential leaders.
• An internal coaching programme designed to help you thrive. Exceptional Benefits
• Highly competitive salary package.
• Comprehensive medical insurance for employees and dependants. Life in Hangzhou
• A modern, forward-thinking city surrounded by natural beauty and rich culture.
• Home to the UNESCO World Heritage Site, West Lake.
• A thriving tech hub, hosting giants like Alibaba, with widespread cashless convenience.
• Just 45 minutes by high-speed train to Shanghai. JOB TITLE Assistant Headteacher – Senior School (KS3 Focus) DEPARTMENT Academic LOCATION Hangzhou REPORT TO Vice Principal of Senior Schools LINE MANAGEMENT As agreed with the Head of Senior School; may include Grade Leaders and Heads of Department. OBJECTIVES Wellington College Education (China)–Hangzhou (WCECH) seeks an experienced and inspiring Assistant Headteacher – Senior School (KS3 Focus) to join its diverse, high-achieving Senior Schools leadership team. The Assistant Headteacher is a key member of the Senior School leadership team, with a particular focus on the achievement, experience and wellbeing of pupils in Key Stage 3 (KS3). The postholder will secure consistently high standards of teaching, learning, behaviour and pastoral care. They will use evidence and professional judgement to identify what is working well, address weaknesses promptly and ensure that improvement leads to better outcomes for pupils. The successful candidate will set clear expectations, support and develop colleagues, and hold staff and pupils to account in a fair, consistent and constructive manner. They will work closely with the Head of Senior School, other senior leaders, Grade Leaders and Heads of Department to ensure that every pupil is supported, appropriately challenged and able to make strong progress.

KEY RESPONSIBILITIES

Strategic leadership and standards

• Help shape and deliver the Senior School and whole-school improvement priorities, translating strategy into clear plans, responsibilities and measurable outcomes.
• Lead the development and quality of provision across KS3, ensuring that curriculum, teaching, assessment and pastoral systems prepare pupils effectively for future study.
• Establish and communicate high expectations for achievement, effort, conduct, attendance and contribution to school life.
• Maintain a visible, purposeful presence around the school, modelling the standards and values expected of pupils and staff.
• Evaluate the impact of initiatives and allocate attention and resources to the areas of greatest need.
• Promote an ambitious, inclusive and intellectually engaging culture in which pupils are encouraged to be inspired, intellectual, independent, individual and inclusive. Pupil achievement, progress and intervention
• Lead a robust cycle of target-setting, progress review and intervention for pupils in the designated year groups or areas of responsibility.
• Analyse internal and external assessment information, including school assessment data and relevant standardised assessments, to identify trends in attainment, progress and participation.
• Compare outcomes over time and, where appropriate, with suitable benchmarks; investigate variation between subjects, year groups and groups of pupils.
• Ensure that data is used thoughtfully and consistently to inform teaching and support—not simply collected or reported.
• Work with Grade Leaders, Heads of Department and teachers to identify pupils who are underachieving, not making expected progress, or not being sufficiently challenged.
• Ensure that concerns lead to timely, specific and reviewed actions, such as additional teaching, pastoral support, curriculum adjustments, family partnership or further assessment.
• Monitor whether interventions are improving outcomes and adapt or escalate them when they are not.
• Ensure that high-attaining pupils, scholars and fellows are appropriately stretched and supported to develop their interests, talents and wider contribution.
• Provide clear, accurate information on pupil achievement and progress to senior leaders, staff, pupils and parents, as appropriate. Teaching, learning and assessment
• Lead and contribute to the evaluation and improvement of teaching, learning and assessment across the area of responsibility.
• Establish a consistent quality assurance programme, which may include learning visits, work scrutiny, planning reviews, pupil voice, assessment review and analysis of outcomes.
• Use quality assurance to identify strengths, share effective practice and agree specific improvement actions.
• Ensure that feedback to colleagues is evidence-based, timely, professional and focused on its impact on pupil learning.
• Support teachers to use assessment effectively, adapt teaching in response to pupil understanding, and provide appropriate challenge and support.
• Promote effective practice in differentiation, literacy, oracy, independent learning and the purposeful use of educational technology.
• Monitor the quality, consistency and appropriateness of homework in line with school policy.
• Evaluate the impact of professional development and ensure that it addresses identified school and individual needs. Leading and developing staff
• Line-manage designated leaders and colleagues, setting clear objectives and reviewing their impact on pupil outcomes, teaching quality and team effectiveness.
• Build the capacity of Grade Leaders and other middle leaders through coaching, professional dialogue, appropriate delegation and regular review.
• Promote a culture in which staff take collective responsibility for pupil progress, wellbeing and the success of the school.
• Recognise and celebrate excellent practice and contribution, while addressing inconsistent practice and concerns promptly.
• Where a member of staff is not meeting the required standard, act early and fairly: establish the facts, communicate expectations clearly, provide appropriate support and review progress against specific improvement objectives.
• Escalate or initiate formal performance-management procedures when necessary, in accordance with school policy and in consultation with the Head of Senior School and relevant colleagues.
• Use staff feedback, appraisal and professional-development information to identify common needs and plan effective support.
• Contribute to staff recruitment, induction, deployment and retention as required. Pastoral care, behaviour and pupil wellbeing
• Lead the development and consistent implementation of high-quality pastoral provision across the designated year groups or areas.
• Work with Grade Leaders, tutors, the counselling and wellbeing teams, and families to ensure that pupils are known, supported and appropriately challenged.
• Monitor attendance, punctuality, behaviour, engagement and wellbeing information; identify emerging patterns and ensure that appropriate action is taken.
• Ensure that behaviour expectations are clear, fair and consistently applied, and that positive conduct, effort and achievement are recognised and celebrated.
• Support leaders and tutors to address concerns early, record actions appropriately and review whether support is effective.
• Promote pupils’ voice through surveys, councils, focus groups and other appropriate channels; ensure that feedback is considered and leads to visible action where needed.
• Oversee or contribute to the development and delivery of the wellbeing and PSHE curriculum, in line with school policy and pupils’ needs.
• Support a safe, inclusive environment in which pupils are treated with dignity and discrimination, bullying and harmful behaviour are addressed appropriately.
• Liaise with relevant colleagues and external professionals, where appropriate, to coordinate support for pupils. Safeguarding and child protection
• Promote and uphold the school’s safeguarding and child-protection policies, ensuring that the safety and welfare of pupils remain paramount.
• Act on safeguarding concerns promptly, accurately and in accordance with school procedures, sharing information with the appropriate safeguarding lead.
• Undertake the role of Deputy Designated Safeguarding Lead (DDSL) if formally appointed, and subject to the required training and ongoing professional development.
• Maintain professional boundaries and ensure that colleagues understand their responsibilities to report concerns.
• Contribute to safeguarding training, awareness and a culture in which pupils feel safe to seek help. Curriculum, organisation and resources
• Work with senior leaders and Heads of Department to ensure that the KS3 curriculum is coherent, ambitious, inclusive and well aligned with pupils’ subsequent study.
• Support effective transition into and through KS3, including the sharing and use of relevant pupil information.
• Contribute to the development and review of school policies, procedures and improvement plans.
• Support the effective deployment of staff, facilities and other resources, ensuring that decisions serve pupils’ learning and wellbeing.
• Contribute to staffing plans, recruitment and timetabling as required.
• Support the planning and coordination of the Senior School calendar, including assessment, reporting, parent events and quality assurance activities.
• Use resources responsibly and contribute to efficient, value-conscious operation of the school. Partnership with parents and the wider community
• Build constructive, timely and professional relationships with parents and carers.
• Ensure that families receive clear and accurate information about curriculum, achievement, progress, behaviour and relevant year-group matters.
• Respond to concerns sensitively and promptly, following school procedures and involving the appropriate colleagues.
• Analyse parent feedback and survey findings, identify areas for improvement and communicate actions where appropriate.
• Contribute to parent workshops, meetings and events on academic, pastoral and wellbeing matters.
• Represent Wellington College Hangzhou positively and strengthen relationships with the Wellington College family, local schools and the wider community. Professional contribution
• Model the Wellington Values and Identity in professional conduct and decision-making.
• Work collegially with staff across the school and contribute to a culture of trust, openness and shared responsibility.
• Participate in relevant leadership, professional-development and safeguarding training.
• Undertake other reasonable duties, consistent with the seniority and purpose of the role, as directed by the Head of Senior School. VALUES AND LEADERSHIP BEHAVIOURS The Assistant Headteacher is expected to model the Wellington Values and Identity in every aspect of their leadership. In particular, they will:
• Be Inspired: Set an ambitious, positive direction for pupils and colleagues, and help others see what can be achieved through commitment, curiosity and excellent teaching.
• Be Intellectual: Make thoughtful, evidence-informed decisions; promote deep learning and intellectual curiosity; and encourage pupils and staff to reflect, question and keep improving.
• Be Independent: Show initiative, sound professional judgement and resilience. Take responsibility for decisions and follow through on agreed actions.
• Be Individual: Recognise the strengths, needs and circumstances of each pupil and colleague. Provide appropriate support, challenge and opportunities for personal growth.
• Be Inclusive: Build a culture in which every pupil and colleague is respected, valued and able to participate fully. Promote fairness, belonging and equal opportunity. In carrying out these values, the Assistant Headteacher will also:
• Put pupils first: Make decisions in the best interests of pupils’ learning, safety and wellbeing.
• Set high standards: Communicate clear expectations for achievement, behaviour, professional conduct and personal responsibility.
• Act with integrity and care: Be honest, fair, discreet and consistent, especially when handling sensitive concerns or difficult conversations.
• Promote accountability: Ensure that responsibilities and expectations are understood, recognise success, and address underperformance promptly, constructively and fairly.
• Work collaboratively: Build trust and shared responsibility across teams, while being willing to challenge practices that are not serving pupils well.
• Focus on impact: Evaluate whether actions are making a meaningful difference, learn from feedback and adapt when improvement is needed.
• Be Curious: Encourage pupils and colleagues to ask thoughtful questions, explore new ideas and remain open to different perspectives. Model a willingness to learn, seek feedback and reflect on practice. Use curiosity to identify opportunities for improvement, while evaluating new approaches carefully to ensure they make a positive difference for pupils. BASIC QUALIFICATION Essential qualifications and experience
• Bachelor’s degree and recognised teaching qualification.
• At least 10 years’ successful teaching and leadership experience, including experience in an A Level or IB school
• At least 5 years’ experience in senior school leadership, with responsibility for leading teams and contributing to school improvement.
• Experience of leading teaching and learning, using assessment information and improving pupil outcomes.
• Experience of line management, staff development and addressing performance concerns.
• Experience of managing budgets or contributing to financial and resource planning.
• Fluent written and spoken English. Essential knowledge and capabilities
• Strong pedagogical knowledge and a clear understanding of effective teaching, assessment and pupil progress.
• Good knowledge of the UK education system and the needs of pupils in an international school context.
• The ability to analyse complex information, identify priorities and turn findings into practical improvement plans.
• The confidence to set high expectations, make sound decisions and hold colleagues and pupils to account fairly.
• A clear understanding of safeguarding, child protection, pastoral care and pupil wellbeing.
• Excellent communication, organisation and interpersonal skills.
• The ability to build effective relationships with pupils, colleagues, parents and other stakeholders.
• A practical, solution-focused approach, with the resilience and judgement to manage competing priorities.
• A commitment to the values and aims of Wellington College and Wellington College China. DESIRABLE ATTRIBUTES
• Experience of leading provision or improvement in KS3.
• Experience in an international or bilingual school.
• Experience of curriculum development, transition and whole-school quality assurance.
• Experience of leading professional development and coaching colleagues.