Edarabia had the opportunity to interview Mr. Assheton Woodall, Principal of Capital School Bahrain, about the school’s vision for 2025, academic goals, and student well-being. Mr. Woodall shared insights on Capital School’s commitment to excellence, innovation, and an inclusive learning environment.
In 2025, we are focused on several exciting developments that will enhance both our academic offer and school environment. We will officially open our new STEAM Centre, which will act as a hub for innovation, cross-disciplinary learning, and hands-on exploration. We’re expanding our curriculum to strengthen the provision in art, drama, and technology, ensuring creative subjects are given the space and status they deserve.
Strategically, we aim to increase the size of our school community by an additional 10 classes, building towards a long-term capacity of over 2,000 pupils. This growth will be matched by an investment in resources, infrastructure, and staffing to ensure quality is maintained at scale. We also plan to launch our KS5 provision, offering a high-quality post-16 pathway that prepares pupils for university, apprenticeships, and the wider world.
All of this aligns with our core focus: raising academic outcomes, deepening pupil engagement, and prioritising wellbeing and inclusion.
Our academic focus each year is shaped by pupil outcomes, curriculum reviews, teacher feedback, inspection priorities, and wider educational research. We look at both what our pupils need most and where we can grow professionally as a staff.
This year, we have launched a focused CPD programme for staff centred around key aspects of Rosenshine’s Principles of Instruction. After careful review, we’ve prioritised “Establishing a suitable starting point,” “Modelling,” and “Checking for understanding” as our core areas. These are foundational to ensuring high-quality, evidence-based teaching across the school.
We also have an expectation that staff pursue personalised CPD, supported by access to TES online courses and a local Bahraini provider, Quality House Education, which delivers specialist teaching programmes. In addition, we offer Cambridge Diplomas in Teaching & Learning and a range of NPQ courses to support leadership development.
Our goal is to build and sustain a dynamic learning community—one that values continuous professional growth and ensures we retain and develop high-quality teachers.
Across the sector, we anticipate ongoing challenges such as recruiting and retaining high-quality teachers, keeping pace with rapid technological advancements. For us specifically, one of the key challenges will be establishing a rich and relevant KS4 and KS5 offer that aligns with the context and aspirations of our pupils. As we grow our school and expand into post-16 education, it’s vital that our curriculum remains both academically rigorous and tailored to the diverse needs of our pupil body, ensuring every young person is well-prepared for their next steps.
Capital School prides itself on knowing every single one of our pupils as an individual. We recognise that all children have different interests, hobbies, and skills—and as a result, we understand the importance of identifying how to get the very best out of each child. By having this deep understanding of every child’s needs and potential barriers to learning, we can work closely with both pupils and their families to ensure every learner has the greatest chance to thrive and achieve.
Our curriculum development has played a significant role in keeping pupils engaged and motivated. By making it relevant, dynamic, and reflective of both our pupil demographic and regional context, pupils are more invested in their learning. We also ensure lessons are varied, purposeful, and build in opportunities for success, particularly for those who may find traditional approaches less accessible.
Ultimately, building strong relationships, making learning meaningful, and responding to individual needs are at the heart of our approach to keeping every pupil engaged—especially those who need us most.
At Capital School, we are committed to building a strong sense of community where every child feels valued, supported, and understood. We believe that creating a culture of belonging is the foundation for academic and personal success.
Weekly BIAS (Behaviour, Inclusion and Attendance Support) meetings allow staff to unpick pupils’ individual learning difficulties and identify the most effective strategies to support them. These meetings, alongside the work of our dedicated school pastoral support counsellors, help uncover and address underlying barriers—whether academic, social, or emotional.
We place great value on our close connection with parents, working collaboratively to support each child’s journey. By fully understanding every pupil’s needs—academic or pastoral—we ensure every member of our school community feels welcomed, safe, and empowered.
Our approach is rooted in rigorous formative assessment. Teachers use this to quickly build a full picture of each learner: how they learn best, their educational background, any gaps or misconceptions, and how to best address them. This enables us to remove any glass ceilings—there are no limits to what our pupils can achieve.
We take a proactive and preventative approach to both pupil stress and bullying, with clear systems in place to safeguard wellbeing and promote a positive school climate. At Capital School, we have full-time school counsellors whose remit is to ensure pupils are supported in an appropriate and timely way, whether the issue is academic pressure, emotional wellbeing, or peer relationships.
We also recognise the high pressure that can sometimes come from parental expectations. We work closely with families to manage this in a balanced and healthy way, ensuring pupils feel encouraged and supported rather than overwhelmed. Open communication, early intervention, and strong pastoral care are key to preventing issues from escalating.
We are deeply committed to preparing pupils for life beyond school—not just academically, but socially, emotionally, and professionally. Our curriculum and wider school experience are designed to build key life skills such as critical thinking, communication, independence, and resilience.
We are opening up our KS5 offer next year and already have plans in motion to support pupils as they begin considering their next steps—whether that be university or entering the workforce, either here in the Kingdom or internationally. Career guidance, university application support, and real-world learning opportunities will be key pillars of our post-16 provision.
We are also in a privileged position as an international school, teaching and learning alongside pupils and teachers from a wide range of nationalities. This diversity enriches our school community, giving pupils a global perspective and developing intercultural competence—essential qualities for success in today’s interconnected world.
Our strong relationships with parents, many of whom bring a wealth of global experience, further strengthen the guidance we can offer our pupils as they look to their future.
At Capital School, we firmly believe that strong partnerships with parents and the wider community are essential to a successful and thriving school. Parents are not just stakeholders—they are active contributors to school life. We engage them through regular communication, parent forums, workshops, and feedback opportunities, ensuring they have a voice in shaping our direction.
We also work closely with our diverse parent body to strengthen cultural understanding, support learning at home, and co-design events and initiatives that reflect our international context. This collaboration builds trust and creates a shared sense of purpose.
Beyond our families, we are proud to work with local organisations, educational providers, and community leaders across Bahrain. These partnerships enrich our curriculum, broaden pupils’ horizons, and help us remain connected to the needs and opportunities within the region.
In short, we see parents and the community as true partners in our journey—helping us to grow, improve, and provide the very best for every child.
Creating and sustaining a positive school culture starts with people. At Capital School, we work hard to foster a professional, supportive, and inspiring environment where teachers feel valued, trusted, and part of a shared mission.
We believe in a leadership approach that is grounded in kindness, empathy, and positivity. We encourage our leaders and teachers to share their passion for teaching and take their colleagues—and their pupils—on a journey with them. We hold staff to account, but always with the purpose of helping them become the best versions of themselves in support of our pupils.
We model the behaviour and expectations we want to see. What’s often implicit in good teaching, we make explicit—through guidance, coaching, and clear communication. We challenge staff who fall short of our values, but we do so constructively, with the aim of developing practice rather than criticising people.
Investing in training and professional growth is central to our culture. From day-to-day CPD to larger qualifications, we support teachers at every stage of their career. And most importantly—we lead with warmth. A smile, a supportive conversation, and simply making time for each other can make a world of difference in staff morale and retention.
Absolutely. We have recently developed a comprehensive CPD programme that enables all teachers, regardless of their career stage, to engage in meaningful and personalised professional development. This programme is designed to support teachers in progressing their careers, whether that means stepping into leadership roles or deepening their expertise in the classroom.
By offering tailored pathways and development opportunities, we ensure that every teacher has the chance to grow, lead, and make a greater impact within the school.
Any extracurricular activity broadens a pupil’s outlook on life and provides opportunities to develop new skills beyond the classroom. The most important factor is that pupils enjoy the activity, as this ensures the learning is both fun and meaningful. When pupils engage in activities, they are passionate about, they build confidence, teamwork, and resilience—qualities that have a lasting positive impact on their future.
For me, success is when every pupil feels valued, confident, and inspired to reach their full potential—academically, socially, and personally. It’s about creating a nurturing environment where children not only achieve excellent results but also develop the skills, character, and resilience they need to thrive in life.
Success means seeing our pupils leave school proud of who they are, ready to face future challenges with curiosity and kindness. It’s about building a community where every member—pupils, staff, and parents alike—feels supported and empowered to grow together.
“Every young person holds the power to shape the world—our job is to help them believe it.”
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