Purpose of the Role
The Head of Inclusion plays a key strategic and operational role in ensuring that every student at The British School of Geneva is engaged, motivated and making measurable progress in their learning. The role leads the school’s approach to personalised learning and supports teachers in creating dynamic, inclusive and challenging classroom environments that meet the needs of all learners. While maintaining oversight of provision for students with special educational needs and disabilities (SEND), the postholder’s primary responsibility is to promote high levels of engagement and progress for every student, through effective teaching, assessment and targeted support.
Professional Standards
Senior leaders at The British School of Geneva are expected to uphold the highest standards of professional conduct and leadership aligned with the school’s Mission, Vision and Values, the Employee Code of Conduct, and the principles of effective leadership within the International Schools Partnership (ISP). They are expected to model excellence in all aspects of their work and to demonstrate the following professional standards:
* Lead with purpose and integrity: Act with moral courage, honesty and transparency, ensuring that all actions reflect the values and ethos of The British School of Geneva.
* Make decisions that prioritise the best interests of students and staff, to uphold the school’s reputation for fairness, professionalism and trust.
* Drive educational excellence: Champion high expectations of teaching, learning and student progress across all phases.
* Model evidence-informed practice and support teachers to deliver lessons that inspire curiosity, engagement and academic excellence.
* Use data and evidence strategically: Analyse data to monitor performance, identify trends and implement targeted strategies for improvement. Use evidence to inform decision‑making, school development planning and professional dialogue.
* Build and lead high‑performing teams: Foster a culture of collaboration, accountability and mutual respect within and across departments.
* Empower colleagues through clear communication, distributed leadership, coaching and professional trust.
* Nurture a positive and safe school culture: Promote wellbeing, safeguarding and mutual respect so that every member of the school community feels valued and supported.
* Ensure that behaviour, attendance and engagement expectations are consistently upheld through positive leadership and example.
* Communicate with clarity and purpose: Engage confidently and respectfully with students, parents, staff and external partners. Represent the school professionally in all forums and ensure communication reflects the school’s values, strategic direction and international identity.
* Demonstrate strategic and operational excellence: Align daily practice with the school’s strategic objectives, ensuring effective planning, implementation and evaluation of initiatives. Manage resources responsibly, balancing innovation with sustainability and financial prudence.
* Commit to continuous professional growth: Reflect critically on leadership impact and actively pursue professional learning and development. Contribute to the wider leadership of the International Schools Partnership and engage with networks that enhance the School’s standing and expertise.
* Model professionalism and accountability: Uphold the standards expected of all staff and lead by example in attendance, conduct and dedication to duty. Hold self and others accountable for high performance, ethical decision‑making and the pursuit of excellence.
Key Responsibilities
* Strategic Leadership: Lead the school’s vision for student inclusion, engagement, motivation and progress across all phases. Collaborate with the admissions department to build a comprehensive profile of students being enrolled in the school. Work with administration and finance to ensure terms and conditions of special educational support are clearly communicated to parents and invoiced appropriately. Identify and monitor students requiring additional support or challenge, using data to inform strategy and intervention.
* Collaborate closely with the Heads of Early Childhood, Primary, Secondary and Sixth Form, as well as the Exams Officer, to ensure consistency in progress tracking and reporting. Contribute to the school strategy, setting measurable objectives and success criteria related to engagement and student outcomes. Provide professional development and coaching for teachers to enhance classroom engagement strategies and assessment literacy.
* Teaching, Learning and Assessment: Support teachers in designing and delivering lessons that are differentiated, engaging and purposeful, ensuring that every student is appropriately challenged. Oversee the use of assessment data to monitor progress, identify trends and implement timely interventions. Promote high standards of teaching through modelling best practice and providing regular feedback and coaching. Lead student progress meetings with section heads, coordinating follow‑up actions and holding stakeholders accountable for outcomes. Support the integration of evidence‑based teaching approaches that enhance engagement and achievement.
* Student Support and SEND: Provide strategic oversight of the learning support department, ensuring effective provision for students with SEND in line with Swiss and international best practice. Oversee the creation and implementation of individual learning plans (ILPs) and ensure teachers use them effectively. Liaise with parents, external specialists and agencies to secure optimal support for students with additional needs. Ensure SEND documentation and procedures meet the expectations of the school and ISP.
* Data and Reporting: Lead the analysis of internal and external assessment data to identify strengths, weaknesses and areas for targeted improvement. Support the Exams Officer and academic leaders in ensuring all students are entered appropriately for examinations and receive necessary accommodations. Report regularly to the executive leadership team on progress trends, engagement levels and impact of interventions.
* Professional Development and Collaboration: Develop and deliver professional learning on effective engagement strategies, formative assessment and student progress tracking. Coach teachers to adopt reflective and research-informed practices that improve classroom engagement. Collaborate with curriculum and pastoral leaders to align academic, personal and social development of students. Contribute to the school’s culture of high expectations, academic excellence and care for all learners.
* Safeguarding and Child Protection: All staff share the responsibility for safeguarding and promoting the welfare of children and young people. Senior leaders must complete annual safeguarding training, understand and follow procedures set out in the Child Protection and Safeguarding Policy, and maintain appropriate professional boundaries.
* Health, Safety and Compliance: Take reasonable care for personal health and safety and that of others affected by your actions. Comply with the School’s health and safety policy and risk management procedures. Report accidents, hazards or near‑miss incidents promptly.
* General Expectations: Support the aims, ethos and strategic direction of the school. Demonstrate integrity, respect and commitment to professional excellence. Undertake any other reasonable duties commensurate with the post, as directed by senior management.
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