Edarabia had the opportunity to interview Kate Jackson, Principal of King’s College Doha. During the interview, Kate shared her vision for the school, the challenges facing education in the next five years, and how King’s College Doha is preparing students for the future. She also discussed how the school is committed to creating an inclusive and supportive environment for all students and how parents and the community are involved in making the school better.

1. What are your plans for 2025?

In 2025, our primary focus will be on strengthening academic excellence at King’s College Doha. We will ensure that pupils achieve excellent examination results and gain admission to top universities. A key initiative will be embedding The King’s Tapestry more deeply into teaching and learning practices. The Tapestry is our pedagogical toolkit, which underpins all that we do in the classroom.  We will enhance personalised pupil support, develop robust parental engagement, and invest in staff professional development. We will continue to build strong international links with King’s College UK and expand our STEAM programme. Our goal is to maintain our reputation as the leading British school in Qatar.

2. How do you decide what to focus on academically each year, and which new ideas are you pursuing?

Our academic priorities are determined by data analysis, pupil performance trends, and feedback from pupils, parents, and staff. Each year, we assess pupil progress and examination outcomes to refine our focus areas. For the upcoming year, we are embedding The King’s Tapestry into all subject planning and introducing more tailored support for English as an Additional Language (EAL) learners. We are also expanding elective programmes to provide additional opportunities for academic enrichment. New initiatives include the use of AI-driven learning analytics, the introduction of ‘Project Earthlings’, a sustainability project that is capturing the imagination of all our pupils from Early years to 6^th Form and participation in more national and international academic competitions. Additionally, we are increasing opportunities for pupils to engage in public speaking to develop confidence and communication skills.  We view this as an essential skill for life beyond King’s, given the research carried out relating to workforce skills and the employment market.

3. What challenges do you anticipate in the field of education over the next 5 years?

Over the next five years, the education sector will face several challenges. One significant challenge is the integration of artificial intelligence (AI) in education. Schools must ensure that AI enhances learning while maintaining the importance of human interaction in the classroom. Pupil well-being and mental health are also growing concerns as academic pressures increase. Another challenge is attracting and retaining high-quality teachers in the international school sector. We must also bridge the gap between traditional education and the skills needed for future careers, such as critical thinking, adaptability, and digital literacy. Finally, schools must balance parental expectations for academic excellence with the need for a well-rounded, holistic education.  At King’s, we foster a love of learning through our enhancement of the ‘super curriculum’ building ‘Futures’ into aspects of the curriculum and keeping abreast of careers and the ever-changing landscape of the what ‘work’ will look like in the future.

4. How do you keep pupils interested in learning, especially those who struggle or seem unmotivated?

To keep pupils engaged in learning, we focus on personalised support and interactive teaching methods. We provide individual tutoring and targeted interventions for pupils who need additional help. Our diverse co-curricular programme includes subject-based electives, competitions, and gamified learning experiences to make academics more exciting. We celebrate pupil achievements regularly through awards and recognition events to encourage motivation. Additionally, we provide a range of leadership opportunities and house challenges to develop responsibility, leadership and engagement. For pupils who require extra English language support, we have dedicated EAL programmes to build confidence and fluency whilst our ‘beacon programme’ supports those pupils identified with exceptional talents.

5. How does the school ensure all pupils feel welcome and have the same chances to succeed?

At King’s College Doha, we are committed to creating an inclusive and supportive environment where every pupil feels valued. We have a personalised tutorial system that ensures each pupil receives individual attention and guidance. Our school promotes respect and kindness through The King’s Code and Golden Rules, which reinforce positive behaviour. A zero-tolerance policy on bullying is in place to protect pupil well-being. Additionally, we offer tailored academic and pastoral support for pupils with learning differences or English language needs. We recognise and celebrate achievement at all levels to encourage pupils to strive for success. Monthly award assemblies provide a public opportunity to celebrate all successes, both large and small, this also fosters a culture of appreciation, empathy and self-reflection.

6. How proactive is the school in matters of pupil stress and bullying?

Our school takes a proactive approach to pupil well-being by implementing several key initiatives. We have a dedicated School Counsellor to provide professional support for pupils experiencing stress or emotional challenges. The counsellor is part of our ‘Growth Hub’, an aspect of the school we pride ourselves on. We conduct regular Pupil Voice surveys to monitor pupil well-being and address concerns promptly. Additionally, our monthly pastoral tracking system helps identify pupils who may need early intervention. All staff receive training in mental health awareness, enabling them to support pupils effectively. Our anti-bullying policy is reinforced daily through pupil-led initiatives, such as The King’s Council and Forum, which empower pupils to create a respectful and safe school culture.  Regular reminders of the need to be ‘caring’ as one of our 5 ‘C’ is embedded in all lessons, which helps to create a friendly, community feel for all pupils.

7. How do you help pupils build the skills they need for life after graduation?

We prepare pupils for life beyond school by offering comprehensive university guidance, career networking opportunities, and skill-building programs. Our university counselling service provides support for applications to top institutions, including Oxbridge, Russell Group, and Ivy League universities. We also offer financial literacy education, coding workshops, and artificial intelligence awareness training to equip pupils with future-ready skills. Model United Nations (MUN), work placements, and exchanges with King’s College UK help develop global awareness and real-world experience. Furthermore, our curriculum emphasises soft skills such as public speaking, teamwork, and communication to ensure pupils are well-prepared for their next steps.  In the 6^th Form, pupils complete the ‘Edge’ course, which skills them in the art of cooking, first aid, financial literacy, social networking and keeping safe overseas.

8. How involved are parents and the community in making the school better?

We believe that strong partnerships between school and home are essential for pupil success. Our Parent Workshops and information sessions provide opportunities for parents to engage with their child’s learning. We have established The King’s Community Network to connect parents with academic and career mentoring initiatives. Regular Parent Voice forums allow families to share their feedback and contribute to school development. Additionally, we maintain open and responsive communication with parents through flexible parent evenings and information sessions, fostering a collaborative school community.  Parents become fully immersed in school life and regularly support school events such as the annual Qatar National Day, Family Iftars, School productions and celebration events such as World Book Day.  Our parent social network also organises social events such as ‘picnic in the park and other family fun days.

9. How do you develop a school culture that attracts and keeps great teachers?

Our school attracts and retains excellent teachers by fostering a professional, supportive, and high-performing environment. We offer competitive salaries and ongoing professional development opportunities. Teachers have access to leadership training and career progression pathways. We prioritise staff well-being through initiatives that promote work-life balance and recognition of achievements. By creating a culture of collaboration and innovation, we ensure that our educators remain motivated and committed to delivering high-quality education.  When recruiting new teachers, we prioritise those who can offer above and beyond expectations within their teaching role, shortlisting those with exceptional intrapersonal skills and an outstanding work ethic.

10. Do teachers at your school have growth opportunities for leadership roles?

Yes, we are committed to developing leadership opportunities for our staff. We offer a ‘Preparing for Leadership’ programme in partnership with King’s College UK, designed to equip teachers with the skills needed for advancement. Mentorship and coaching schemes support aspiring leaders within the school. Teachers are encouraged to take on leadership roles in CPD, co-curricular activities, and academic initiatives. By 2025, we aim for at least 80-90% of leadership positions to be filled internally, reflecting our dedication to professional growth and staff retention.  We fully support colleagues who wish to embark on a master’s in education (NPQ) or wish to become a subject examiner. We also encourage our teachers to host ‘teach meets’ on their area of specialism.