Pastoral Lead

Workplace Circumstances

• Environment: Educational (schools / universities etc.)
• Languages: English, Khmer
• Location: Phnom Penh

Position Summary

Works closely with: Designated Safeguarding Lead, Student Wellbeing Mentor, Secondary Coordinator, International Programme Coordinator, Khmer Programme Coordinator, Student Council Adviser, teachers, co-teachers and relevant administrative staff.

Duties & Responsibilities

• The Pastoral Lead is responsible for promoting positive behaviour, consistent student standards and a safe, respectful school environment across Early Years, Primary and Secondary, including both Cambridge and Khmer programmes. Working closely with the Head of School, teachers and relevant staff, the role ensures that school expectations and routines are consistently implemented, behavioural and pastoral concerns are addressed appropriately, and effective communication and follow-up are maintained with families. The Pastoral Lead also supports student wellbeing, engagement and personal development, including careers and future-pathways guidance for older students.
• School Culture, Behaviour Standards and Supervision
• Lead the consistent implementation of NIRA's behaviour policy, student expectations and daily routines across all school phases and programmes, with particular attention to consistency between Cambridge and Khmer classrooms.
• Promote a safe, respectful and orderly learning environment, reinforcing expectations for courtesy, greetings, appropriate language, manners, respect for others and responsible conduct.
• Maintain a visible and proactive presence during morning arrival, classroom transitions, corridors, recess, lunch and other key periods, addressing concerns and reinforcing positive routines.
• Work with homeroom teachers, subject teachers, co-teachers and programme coordinators to reinforce classroom routines, address inconsistencies and support effective behaviour management.
• Monitor recurring concerns involving attendance, punctuality, uniform, homework, classroom engagement and student conduct, promoting positive behaviour, recognition and student responsibility.
• Behaviour Management and Student Interventions
• Respond to significant or repeated behavioural concerns escalated by staff, including physical altercations, bullying, peer conflict, persistent disruption and inappropriate conduct. Investigate incidents fairly, establish relevant facts and determine appropriate, developmentally appropriate actions in accordance with school policy, taking account of students' ages and individual needs.
• Where an incident raises a possible safeguarding concern, report it immediately to the DSL or designated alternative and follow safeguarding procedures before continuing any behavioural investigation.
• Oversee the consistent application of behaviour procedures, including merits, demerits, detention, supervised removal from class where permitted by school policy, and behaviour reports. Monitordetention and academic catch-up arrangements, ensuring appropriate supervision, attendance, completion of assigned work and accurate records.
• Parent and Staff Communication
• Act as the principal point of contact for significant or repeated non-safeguarding behavioural and pastoral concerns, ensuring parents receive prompt, factual updates about incidents, agreed consequences and next steps while maintaining student confidentiality. Where safeguarding concerns arise, the DSL determines appropriate parent communication in accordance with safeguarding procedures.
• Arrange and lead or participate in parent meetings concerning behavioural incidents, bullying, attendance, punctuality, homework or disengagement, agreeing practical actions and review dates.
• Coordinate communication between teachers, co-teachers, programme coordinators, administration and families to ensure consistent expectations and appropriate sharing of information.
• Document parent communication and agreed actions, follow up with staff and families to review progress, and escalate unresolved or serious concerns to the Head of School.
• Pastoral Guidance and Student Wellbeing
• Provide age-appropriate pastoral guidance to help students develop positive relationships, emotional regulation, responsible decision-making and engagement with school.
• Identify students requiring additional wellbeing support and coordinate appropriate referrals to the Student Wellbeing Mentor or other designated staff.
• Monitor ongoing pastoral interventions and collaborate with teachers, families and relevant staff to review their effectiveness.he Pastoral Lead provides pastoral guidance rather than therapeutic counselling. Concerns requiring specialist mental-health or therapeutic support must be referred through appropriate school procedures.
• Careers and Future Pathways
• Support the development of careers and future-pathways guidance, particularly for Secondary and Upper Secondary students.
• Help students explore educational, career and university opportunities, including relevant information about post-school options.
• Coordinate university visits, careers presentations, information sessions and relevant external opportunities.
• Collaborate with the Secondary Coordinator, teachers and Head of School, while academic subject choices and curriculum pathways remain under academic leadership.
• Safeguarding, Collaboration and Decision-Making
• Work closely with the Designated Safeguarding Lead on relevant student concerns. All suspected safeguarding or child-protection concerns must be reported directly and promptly to the DSL, who retains responsibility for safeguarding assessment and response.
• Teachers and co-teachers remain responsible for routine classroom behaviour. The Pastoral Lead manages escalated behavioural and pastoral concerns in accordance with school procedures.
• Implement delegated behaviour procedures within school policy. Serious disciplinary decisions, including suspension, require the Head of School's approval.
• Provide regular updates to the Head of School on significant incidents, behaviour trends, interventions, parent communication and outstanding matters requiring decisions.
• Professional Expectations
• Model calm, respectful and consistent professional behaviour, fairness and positive relationships with students, staff and families.
• Maintain appropriate confidentiality, professional boundaries and accurate, secure records.
• Demonstrate sound judgement, initiative, organisation and accountability, ensuring agreed actions are completed and reviewed.
• Work collaboratively with all school departments and uphold NIRA's values, safeguarding expectations and commitment to student wellbeing.

Languages

• English - Fluent is required
• Khmer - Fluent is required

Qualifications

• Bachelor's Degree is required

Work History

• Educational (Schools, Universities) for 2 years is required

General & Technical Skills

• Holds a relevant degree and recognised teaching qualification.
• Has proven experience in a Secondary school leadership or middle-leadership role, with responsibility for curriculum, teaching quality and student achievement.
• Demonstrates strong knowledge of Cambridge Lower Secondary and IGCSE curricula, syllabuses and assessment requirements.
• Has substantial practical experience with Cambridge IGCSE, including teaching, assessment and examination preparation. Experience coordinating Cambridge examinations and familiarity with Cambridge International AS & A Level
• Has experience evaluating teaching, supporting staff development, managing student concerns and using assessment data to improve outcomes.

Soft Skills

• Demonstrates strong leadership, organisational and communication skills, sound professional judgement and a commitment to safeguarding, inclusion and high academic standards.