The Secondary Leadership Team supports the leadership of the Secondary School across both academic and pastoral areas.
“Every student should be challenged academically, supported personally and prepared to thrive in a rapidly changing world.”
Gary Craggs brings more than 30 years of experience in education, having worked internationally across the UK, USA, Spain, Ghana, the UAE and Qatar. His career has included senior leadership roles such as Assistant Principal, IB Diploma Programme Coordinator and district-level leadership with Qatar Foundation, where he contributed to policy development, professional learning and assessment systems across multiple schools. Throughout his career, Gary has continued to combine leadership with classroom teaching, keeping him closely connected to students and their learning.
With around 20 years of experience within the International Baccalaureate, Gary brings extensive IB expertise to Ascot. He has led Diploma Programme coordination, taught Theory of Knowledge, contributed to the development and piloting of IB Global Politics, and delivered professional learning as an authorised IB workshop leader. His leadership has consistently focused on strengthening academic achievement while developing effective systems of pastoral care, assessment and teacher collaboration.
Gary’s educational philosophy centres on three principles: putting students first, treating people with professional respect, and building systems that support both. As Head of Secondary, his focus is on strengthening curriculum and academic attainment while continuing to develop pastoral support, student leadership and an inclusive Secondary community. His vision is for every student to be challenged academically, supported personally and prepared to thrive in a rapidly changing world.
“When students feel supported and valued, they have the confidence to grow, explore who they are and understand the perspectives of others.”
Jenilee Sas is a Canadian educator with 14 years of international experience across Canada, Taiwan, South Korea and Thailand. Her academic background includes History, Legal Studies and Criminology, followed by a Bachelor of Education and specialist qualification in English as an Additional Language. Her experience spans Kindergarten through Secondary and includes working with diverse learners across a wide range of cultural and educational contexts.
Now in her eighth year at Ascot, Jenilee has taught across both Primary and Secondary, including Years 1, 2 and 6 before moving into MYP English Language and Literature, Individuals and Societies, and IGCSE Global Perspectives. This breadth of experience has given her a valuable understanding of students’ learning journeys across the school and of both the PYP and MYP.
As Deputy Head of Secondary and MYP Coordinator, Jenilee’s leadership remains firmly grounded in classroom practice. She believes in modelling the approaches she hopes to see in teaching, while encouraging reflection, experimentation and professional growth. Her PYP experience has shaped her understanding of inquiry, student agency and conceptual learning, which she now brings to the continued development of the MYP.
Jenilee’s vision is for students and teachers to feel supported, valued and able to grow. She is passionate about creating opportunities for students to understand and celebrate their own identities while developing curiosity, empathy and respect for the perspectives of others. Ultimately, she hopes students leave Ascot as thoughtful, adaptable and internationally minded young people prepared to contribute positively to the world around them
“Strong academic preparation and the right guidance help every student find their pathway and take their next steps with confidence.”
Keith A. Spencer brings more than two decades of teaching and educational leadership experience from the United States and the UAE. He holds a Bachelor of Arts in Mathematics from the University of North Carolina Wilmington and the National Professional Qualification for Senior Leadership (NPQSL). His previous leadership roles include Vice Principal, Director of Teaching and Learning, Head of Mathematics and Career Advisor, alongside extensive classroom experience in Mathematics and Science.
Keith brings significant experience across the IB continuum, particularly within the MYP and Diploma Programme. He has led curriculum design and implementation in Mathematics and Theory of Knowledge and has completed professional development across a range of IB areas. His approach combines strong curriculum knowledge with the effective use of assessment and data to understand student progress and identify opportunities for further growth.
At Ascot, Keith oversees the development and implementation of the IB Diploma Programme and Career-related Programme, while also leading Careers and supporting students as they consider university and post-secondary pathways. He is passionate about ensuring that academic learning connects meaningfully with students’ ambitions beyond school.
Keith’s focus is on developing rigorous, well-organised academic programmes where students and teachers have the guidance, resources and support needed to succeed. He believes that strong academic preparation, thoughtful use of data and high-quality careers guidance can help every student identify an appropriate pathway and confidently take their next steps beyond Ascot.
“When students feel safe, known, respected and supported, they have the foundation to build resilience, grow with confidence and flourish.”
Simon Hinds brings 27 years of experience in education, including 11 years as a member of the Ascot community. During his career, he has held a range of teaching and leadership positions, including Head of Humanities, and currently serves as Deputy Head of Secondary with responsibility for Pastoral and Wellbeing. Alongside his leadership role, Simon continues to teach IB Diploma Global Politics and Theory of Knowledge.
Simon leads the development of pastoral care, student wellbeing and restorative practice across Secondary. His work encompasses supporting students and families, developing behaviour and safeguarding procedures, coordinating social and emotional learning, and helping staff respond consistently and constructively to students’ needs. His approach combines clear expectations with empathy, fairness and opportunities for reflection and restoration.
His experience teaching Global Politics and Theory of Knowledge also shapes his approach to leadership. Simon believes education should develop thoughtful, compassionate and internationally minded young people who can question assumptions, consider different perspectives and engage meaningfully with the world around them.
Simon’s vision is for every student to feel safe, known, respected and supported, while also being held to clear and appropriately high expectations. His focus is on strengthening an inclusive Secondary culture through positive relationships, restorative practice, wellbeing education and student leadership. He believes that a genuine sense of belonging provides the foundation from which young people can learn, develop resilience and flourish.
