Building a British International School from the Ground Up, Tunis
By Martin Nugent • 2011-03-13
Open with credibility, build trust early and align every decision to teaching quality.
Case Study • Building a British International School from the Ground Up, Tunis
When I first stepped onto the construction site that would become a British international school in Tunis, there were foundations and ambition, nothing more. The vision was to open with credibility that matched UK standards and to build trust before the first lesson began.
Governance came first. We convened a board of governors with international oversight and local credibility. Policies aligned to English standards from day one. The curriculum followed the Cambridge pathway with clear progression from Early Years to Sixth Form. Staff were trained in safeguarding, SEND and performance management.
Recruitment focused on teachers with international experience and the resilience to pioneer. Every Scheme of Work mapped to attainment targets. Families were invited to see plans and meet staff well before opening so confidence grew with transparency.
The human moments mattered. During the first phonics sessions in Early Years, seeing teachers guide children through their first sounds reminded the team that we were building futures as well as classrooms. There were hiccups with logistics and visas, which we solved through clear communication and contingency.
Within 18 months, enrolment exceeded projections. External assessments showed outcomes above UK national averages and broadly in line with UK independent schools. The governance model proved replicable for other investor led international schools.
Why it works: evidence shows leadership that sets a clear vision, builds collective efficacy and aligns systems to teaching quality is strongly associated with improved outcomes in England. For investors, the lesson is to back governance and capacity, not cosmetic gestures. For educators, it is to build culture around the daily work that makes learning excellent.
Context
This work began with a clear problem of practice and a simple test: could we see visible change in classrooms within two weeks? We focused on routines that staff could implement reliably and we removed anything that did not serve teaching time.
What we changed
- Clear non‑negotiables: we set a small number of behaviours and rehearsed them with staff until they became ordinary.
- Coaching not courses: short cycles tied to live units, with leaders visiting briefly and often.
- Evidence we would actually use: pupil work, short pulses and calm pacing in lessons.
Human moments
There were small turning points that mattered. A parent at the gate who needed clarity more than language. A new colleague who practised the opening five minutes of a lesson twice with a mentor and walked in confident the next day. These moments turned strategy into culture.
Impact
- More consistent routines reduced lost learning time.
- Curriculum conversations became specific and useful.
- Pupil work showed clearer modelling and better independent practice.
Why this works
Approaches that combine clarity, coaching and aligned assessment are associated with stronger outcomes in UK and international settings. They help teachers do fewer things well and sustain improvement over time.
Lessons for leaders and investors
- Secure the fundamentals early: licensing, premises readiness, safeguarding systems and compliant HR processes.
- Phase growth realistically by opening limited year groups and prioritising retention and quality before expansion.
- Invest in admissions and family communications systems that build trust through clarity on fees, policies and expectations.
- Recruit a core leadership team with start-up experience and explicit decision rights from day one.
- Model cashflow conservatively with contingency for delayed openings, slower enrolment ramps and unforeseen capital costs.
Sources and further reading
Selected links to expand on the themes in this article.