Excellence in Education Leadership 2024 – a series where we shine a spotlight on the heads of schools and universities in the GCC. In this series, we uncover the ideas, aspirations, and strategies driving these leaders to shape the future of education – whether it’s their vision for their institutions, their insights on the transformative role of technology and AI in education, or the innovations they employ to foster enriching learning experiences for children.
In this exclusive interview, we speak with Clemmie Stewart, Executive Principal of Beech Hall School Riyadh.
What has been the biggest lesson you have learned as an educational leader in the past year?
Seek first to understand! It doesn’t matter how many schools you have worked in; how many leadership roles you have held or how much research you have done. Until you have lived and breathed a school for a period of time, you need to suspend your assumptions and preconceived ideas. Every school is a gloriously unique set of moving parts – and those moving parts are built around a community of unique individuals (children and adults) who bring with them their own talents, aspirations and lived experiences. Until you know how that all slots together, you need to stop, look and listen more than you do and say.
The same can be applied to moving to a new country. It is not good enough to try and create a ‘cookie cutter’ version of a previous school in a new environment. You have to really get under the skin of the country and community that you are moving into, and co-construct a new version of your school or setting in partnership with local experts. We have worked so hard at Beech Hall School Riyadh to take the fundamental values of our sister school in the UK, as well as Saudi Arabia’s Vision 2030, and create a bespoke offer that intertwines the best of both.
What was the most significant highlight for the school in the past year?
Seeing the sheer rise in pupil numbers and the growth of our community. We have always believed deeply and wholeheartedly in truly inclusive, innovative education for all children, and hoped that it would be well received in the Kingdom of Saudi Arabia. However, to go from 0 children in 2022 to reaching around 500 in September 2024 is a rise that we could only have dreamed of! With that rapid growth comes a real sense of responsibility that we get the foundations right and ensure that the school is scalable so that the focus on quality and excellence is never compromised. It has been such an honour to show our school to His Excellency, the Minister for Education, and to hear of the country’s shared passion for inclusion. We are proud to be part of that vision.
It also needs to be said that seeing the progress made by each child is a significant, daily highlight. Anyone who works in education will be able to recall those lightbulb moments as a child takes a new leap in their learning. To get to see that daily is the ultimate honour and is why being a Head is the best job in the world.
What in your opinion makes BHSR an ideal choice for students?
We are blessed with many great schools in Riyadh, which gives parents the joy of choice. BHSR is very clear in what it is offering, and what, for me, makes it unique: we are able to tailor the provision we offer to the strengths, talents and abilities of every child. It is a school that commits to getting to know every single child in its care and is utterly driven to bring out the best in every member of our community. We know what makes them tick, what might make them wobble, and just how far we can push them to achieve, whilst retaining a sense of confidence and self-worth.
Our children are kind, loving and empathetic and they create a community where everyone can belong, and thrive. Our teachers are also entirely committed to inclusion, innovation and ensuring that their children feel safe, happy and secure. The final point I would make is that we have a really beautiful blend of nationalities which creates a proud and international community. Each child is encouraged to be proud of where they come from, their journey to Riyadh, and what they believe in. They share this with others, enabling us all to learn about what it means to be a global citizen.
What are some of the educational innovations implemented at the school that promote quality education?
We have developed our own curriculum overlay; The Beech Hall School Riyadh Tapestry, which is entirely bespoke to our school and ensures that all our pupils are ready not just for external exams but their future.
The Tapestry comprises six strands which together provide a learning framework enabling all our children to fully embrace the 21st century.
MINDSET
Developing a life-long learning mindset is central to The Beech Hall School Riyadh Tapestry. We ensure our students are open-minded, inquisitive, and able to make the most of their choices and talents.
HEALTH AND WELLBEING
Our learning approach equips our students with the toolkit to develop their minds, their passions, and their resilience. Using this, they develop a sense of confidence, self-worth and the ability to navigate and embrace challenges.
ENTREPRENEURSHIP
The Beech Hall School Riyadh Tapestry integrates future-focused learning and transferable skills in entrepreneurship and innovation through our very own programme that runs throughout all age groups.
DIGITAL LITERACY
Our students will be able to access and engage with the digital world at their fingertips. They will learn how to consume, create, compete in, and contribute to a digital world.
GLOBAL
Every one of our students will feel at one with the world in which they live and develop a deep understanding and empathy for all cultures and societies.
SUSTAINABILITY
We help our students to develop a deep understanding of issues that face mankind today and to be responsible stewards of our planet.
In addition to our Tapestry, our other area of real innovation is our inclusive approach, where children of all talents and abilities learn in a meaningful and inclusive way. Seamlessly blending quality teaching with opportunities for stretch and challenge, as well as additional support and therapy, all children are able to make genuine progress, whilst also developing empathy, understanding and maturity.
Do you think it helps for educational institutions to have a social media presence? How do you leverage it to engage with the community?
Having a strong social media presence is crucial for educational institutions today. As technology evolves, so do the ways we communicate, and at our innovative school, we embrace these advancements to foster meaningful connections with our community. Social media platforms provide a dynamic space for us to engage with not only parents and students but also with extended family members, such as grandparents and relatives who may live abroad.
Given that we host a diverse community of international families, social media allows us to bridge geographical distances. It’s a wonderful tool for keeping families updated on their child’s learning journey, even if they are halfway across the world. Through sharing photos, videos, and updates on school events, achievements, and day-to-day activities, we can offer a window into school life that fosters a sense of involvement, no matter where our families are located.
What kind of opportunities do faculty members at BHSR have for continuous professional development?
At BHSR, we are really passionate about lifelong learning. All members of our community are encouraged to develop, learn, and explore opportunities for action research. We are proud to have staff who have studied at degree level, masters level and even doctorate level in their chosen field, who can share their knowledge and expertise with us all. In addition to this, we encourage staff to lead areas of CPD in which they feel confident, ensuring that staff hear from many colleagues who have worked in a wide variety of school systems.
This not only empowers colleagues but also ensures that the wealth of knowledge we have in our school is distributed. Leaders work with a coaching mindset, creating a culture of trust, empowerment and marginal gains. We also access excellent external platforms such as the Global Inclusive Teaching Initiative which gives us all a platform of expertise from which to learn.
We are also very lucky to be part of Chatsworth Schools and Blenheim Schools, giving all colleagues the chance to be part of a large network of schools in the UK, Europe and the Gulf. Colleagues can tap into this professional network, sharing ideas and collaborating on projects. Our team can also then access Chatsworth-run projects such as the Aspiring Senior Leaders course, and our mental health and wellbeing network.
What was the best thing that happened to you when you were a student?
Meeting the most inspiring Head Teacher, Alison Willcocks. She, for me, is what every Head should aspire to be: child-centred, innovative, inspiring, and reflective. We all knew where we stood with her, and the rules were absolutely not up for negotiation. However, she always had time for every student, lived and breathed the values of her school, and thought deeply about the type of education she felt we all needed.
Looking back now, I can see she was a maverick, and well ahead of her time. She loved us all like her own, creating the most incredible learning environment where we could all be happy in our own skin. If I can be just half of the Head she was, I know I’ll be doing a great job for my children, my team and my parents.
