Meet our leadership team

Jo completed her university studies at Downing College, Cambridge with a MA in Geography. Following on from two years working in industry, she obtained her PGCE from the University of Leeds.  

Jo becomes Principal of Durham, following a short period as its Head of Secondary. She has over 12 years of experience in senior leadership positions involving both secondary and primary provision, including several years experience as a Head of school for pupils age 3-18 years old. Jo is also an experienced international inspector, and has inspected schools across the world including in the UK, Hong Kong and Cyprus.  

Wendy Jones is Vice Principal: Head of Secondary School at Durham School for Girls Doha, where she brings over 20 years of distinguished experience in international education, with leadership roles across the UK, the Middle East, and Asia. She is a dedicated and visionary educator committed to academic excellence, student wellbeing, and the empowerment of young women through holistic education.

Throughout her career, Wendy has held senior leadership positions in prestigious schools across Asia and the Middle East, where she has led curriculum innovation, staff development, and strategic planning. Her leadership in Asia included overseeing diverse school communities, fostering intercultural understanding, and implementing inclusive, high-impact educational practices.

With a strong academic foundation in Education and a continued focus on leadership and pastoral care, Wendy’s approach blends academic rigour with a deep commitment to the personal development of every student. She is a firm believer in values-based education, aligning closely with Durham’s core principles of moral integrity, ambition, and kindness.

Rachael Small is an experienced and committed school leader with over 20 years of experience in education, both in the UK and internationally. Originally from the Lake District town of Kendal, Rachael holds a degree in Sports Science, which first sparked her interest in child development and the role of wellbeing in learning. This foundation has shaped her holistic approach to education, placing equal value on academic progress, personal growth, and character development.

Rachael began her teaching career in an Ofsted-rated Outstanding primary school in the UK, where she developed a deep understanding of high quality teaching and learning. Her particular interest in early reading and phonics has informed much of her work, and she sees strong literacy as a key building block for future success. She is passionate about creating personalised learning experiences that recognise the unique needs, abilities, and potential of every child.

After a successful decade in UK classrooms, Rachael moved into international education, where she has held a variety of leadership roles. She is BSO Level 1 Inspector trained and has led across curriculum development, continuous provision, staff coaching, and school improvement initiatives. Her leadership style is calm, collaborative, and focused on building strong, positive relationships within the school community.

Rachael values the importance of inclusive practice and is especially interested in supporting multilingual learners. She embraces the rich cultural and linguistic diversity of the school, and is committed to ensuring all students feel seen, supported, and empowered to succeed.

As Vice Principal – Head of Primary at Durham School for Girls Doha, Rachael is proud to be part of a school that places values, wellbeing, and academic achievement at the heart of everything it does. She is honoured to work closely with Qatari families and lead a dedicated team of educators in creating a nurturing, high quality learning environment where every girl is encouraged to achieve her full potential.

Somaia Mehana is a dedicated educator and visionary leader with extensive experience in the education sector, from classroom teaching to department head roles. Her passion for academic excellence, student empowerment, and collaborative leadership has driven her pursuit of the Director of Arabic Studies Vice Principal position at Durham School for Girls Doha.

Before joining Durham School for Girls Doha (DSGD), Somaia Mehana served as Head of Key Stage 3 Girls at Newton British Academy – Doha. In this role, she led and mentored a team of seven tutors, overseeing students in Years 7, 8, and 9. She played a crucial role in coordinating activities and assemblies, ensuring a well-rounded educational experience while fostering academic excellence and student growth. Her teaching expertise spanned English for Year 7 and Arabic as a foreign language for Years 7–9, demonstrating her ability to adapt her approach to support diverse learning needs.

Believing that leadership is about inspiration and empowerment, Somaia fosters strong relationships, a positive learning culture, and a shared vision. Her leadership philosophy is rooted in collaboration, empathy, and adaptability, ensuring that both students and teachers feel supported and valued.

She plays a pivotal role in preserving and promoting Qatari values and culture at DSGD. She is committed to integrating Qatari heritage into the school’s educational framework, ensuring that students develop a deep appreciation for their national identity while embracing academic excellence.

Through Arabic and Islamic Studies, she fosters a sense of pride, respect, and cultural awareness, helping students connect with their traditions while preparing them for a globalised world. Somaia actively collaborates with staff and parents to embed Qatari values in daily practices, encouraging students to uphold the principles of respect, integrity, and community that define Qatar. Her leadership strengthens the school’s commitment to cultural continuity, ensuring that DSGD remains a place where students not only excel academically but also carry forward the rich traditions and values of their nation.

Sharni’s educational journey began in the UK, where she completed a BSc (Hons) at Bournemouth University, followed by an iPGCE from the University of Buckingham, achieving an ‘Outstanding’ for teaching practice. Her commitment to lifelong learning continued with a Master’s in Education and, most recently, the completion of the National Professional Qualification for Headship (NPQH).

With over a decade of experience in education, Sharni has worked in leading international schools across Kuwait, China and now Qatar, where she serves as a Whole School Deputy Head at Durham School for Girls. While in China, she worked at Harrow International School, where she played a key role during its founding phase, helping to shape a high-performing, values-driven school community. Her portfolio includes key areas such as safeguarding, student wellbeing and whole-school enrichment. A passionate advocate for student welfare, Sharni has led significant cultural shifts in safeguarding, building environments where pupils feel seen, heard and supported.

Sharni brings a global perspective to her leadership, shaped by her time living and working in diverse cultural contexts. Her collaborative approach, strategic insight and deep understanding of school operations allow her to empower teams and champion best practice at every level.

Before beginning her career in education, Sharni was a professional junior tennis player who held a world ranking and travelled internationally, an experience that helped shape her resilience, discipline and global outlook. Now, Sharni is dedicated to creating inclusive, student-centered schools where every young person can flourish in a safe, nurturing environment that prepares them for life beyond the classroom.

Rebecca Saunders is a passionate British educator and senior leader with over 20 years of experience in teaching and leading across diverse school contexts. She brings to Durham School for Girls Doha a deep commitment to ensuring that every child thrives through high-quality curriculum, teaching, and assessment.

Rebecca holds a BA (Hons) in Science and Education, Qualified Teacher Status, and the National Professional Qualification for Headship (NPQH). She is also a member of the Chartered College of Teaching, reflecting her ongoing dedication to professional excellence and research-informed practice.

A specialist in curriculum innovation and pedagogy, Rebecca has led the development of dynamic, inclusive curricula that are tailored to meet the needs of all learners. Her work has focused on creating meaningful learning experiences underpinned by clarity, purpose, and challenge - always with the aim of raising student outcomes and building parental trust in the learning process. She is passionate about embedding robust, transparent assessment systems that provide accurate insight into student progress and ensure timely, targeted intervention.

Rebecca is a strong advocate of evidence-informed teaching strategies, instructional coaching, and adaptive practice. She believes that the best outcomes are achieved when staff feel empowered, supported, and continuously developed. Her leadership has included the design and delivery of comprehensive CPD programmes and quality assurance systems that place teaching and learning at the heart of school improvement.

A committed advocate of the growth mindset philosophy, Rebecca champions resilience, reflection, and personal development in both students and staff. She actively cultivates a school culture where challenges are embraced, effort is celebrated, and progress is seen as a journey—ensuring that all students have the opportunity to succeed, no matter their starting point.

At Durham School for Girls Doha, Rebecca’s forward-thinking leadership and unwavering focus on progress, quality, and student experience make her a driving force in shaping an exceptional learning environment for girls.

Danielle Wilkinson is Deputy Head Academic within the Primary School. With over 20 years’ experience in education, she began her career in secondary schools in the UK before transitioning into primary education internationally. She has taught in the UK, Qatar, and Poland, focusing on curriculum design and classroom practice. Danielle holds a PGCE in Teaching, a PGCE in Learning Technology, and an MA in Education Practice. She has held leadership roles including Head of Year, Head of Department, and multiple curriculum leadership roles. Danielle is driven to provide a challenging and relevant curriculum for the girls, ensuring that all have the opportunity to achieve their potential.

Originally studying law in Birmingham, Denice was drawn to advocacy, critical thinking, and justice. Her legal background strengthened her understanding of children’s rights—something that continues to influence her leadership in safeguarding, pastoral care, and student wellbeing. She is especially passionate about promoting Diversity, Equity, and Inclusion (DEI) in education, ensuring that every child feels seen, supported, and valued.

After completing her PGCE in Primary Education at Roehampton University, Denice gained broad experience in British curriculum schools across the UK and Qatar. Over the last decade, she has held key leadership roles including Head of Year, Key Stage Lead, Assistant Head, and Deputy Head. Throughout her career, she has been committed to developing the whole child—leading whole-school initiatives in pastoral care and safeguarding, developing robust support structures for students, improving PSHE programmes, and mentoring Early Career Teachers.

Denice’s passion for education was shaped early in life through the influence of inspiring teachers. A lifelong love of reading and storytelling inspired her to write children’s books, and as a published author, she now shares those stories with young learners around the world, often visiting schools during her travels to promote literacy and inspire children to see themselves as storytellers too.

Her commitment to high-quality education and school development extends beyond the classroom. Denice is a COBIS Peer Accreditor and has contributed to the preparation of schools for Ofsted, BSO, QNSA, and WASC inspections. This experience has positioned her as a confident leader of professional development, guiding colleagues in best practice and compliance.

Her qualifications include the NPQSL, Advanced Safeguarding, Mental Health First Aid, and Educational Policy.

With a passion for global learning and inclusion, Denice has travelled to over 50 countries, using each opportunity to connect with schools and communities. Her unique blend of legal knowledge, pastoral leadership, and storytelling makes her a dynamic educational leader—committed to creating safe, inclusive, and inspiring environments where all children can thrive and whose values resonate deeply with the ethos at ISP.

Sharni began her educational journey in the UK, earning a BSc (Hons) from Bournemouth University and an iPGCE with ‘Outstanding’ teaching practice from the University of Buckingham. She later completed a Master’s in Education and the NPQH. With over a decade of experience in international schools across Kuwait, China, and Qatar, she now serves as Whole School Deputy Head at Durham School for Girls. Her leadership portfolio includes safeguarding, student wellbeing, and enrichment, with a strong focus on creating supportive, inclusive environments.

Her global perspective is shaped by years of working in diverse cultural settings, including her time at Harrow International School in China during its founding phase. Sharni’s collaborative and strategic approach empowers staff and drives school-wide improvement. A former world-ranked junior tennis player, her background in sport has instilled resilience and a global mindset—qualities she now channels into building student-centred schools that prepare young people to thrive beyond the classroom.

Somaia Mehana is a passionate educator and experienced leader, currently serving as Vice Principal and Director of Arabic Studies at Durham School for Girls Doha. With a background in teaching and departmental leadership, her work focuses on academic excellence, student empowerment, and fostering a collaborative learning environment. Prior to joining DSGD, she was Head of Key Stage 3 Girls at Newton British Academy – Doha, where she led a team of tutors and taught both English and Arabic as a foreign language, supporting diverse student needs.

At DSGD, Somaia plays a key role in promoting Qatari values and integrating national heritage into the curriculum. Through Arabic and Islamic Studies, she cultivates pride, cultural awareness, and respect among students. Her leadership is rooted in empathy and collaboration, working closely with staff and parents to instil values of integrity and community. Somaia’s vision ensures students thrive academically while remaining deeply connected to their cultural identity.

Fatima Bassadien joined Durham School for Girls Doha in January 2025 as Deputy Head Pastoral, bringing over a decade of experience in education from her native Cape Town, South Africa. With a strong background in student wellbeing, safeguarding, and pastoral leadership, she also serves as the school’s Deputy Designated Safeguarding Lead. Her work focuses on strengthening attendance and behaviour systems, promoting a culture of success, and leading initiatives such as the House System and reward structures that celebrate student growth both academically and beyond.

Before joining DSGD, Fatima spent six years in Qatar, advancing from teacher to Deputy Head of Secondary (Pastoral). Her academic specialisms include Biology and English, and she has taught a wide range of IGCSE subjects. She completed the NPQSL in 2024 and is passionate about fostering inclusive, values-driven environments where every student feels safe, supported, and empowered to succeed.

Denice originally studied law in Birmingham, where her passion for advocacy and justice laid the foundation for a career focused on safeguarding, student wellbeing, and Diversity, Equity, and Inclusion (DEI). After earning her PGCE in Primary Education from Roehampton University, she gained extensive experience in British curriculum schools in the UK and Qatar, holding leadership roles such as Head of Year, Assistant Head, and Deputy Head. Denice has led whole-school initiatives in pastoral care, PSHE, and mentoring, with a strong focus on nurturing the whole child.

Beyond the classroom, Denice is a COBIS Peer Accreditor and has supported schools through Ofsted, BSO, QNSA, and WASC inspections. A published children’s author and advocate for global learning, she has visited over 50 countries to promote literacy and inclusion. Her qualifications in NPQSL, advanced safeguarding, and educational policy reflect her commitment to creating safe, inclusive, and inspiring learning environments—values that align strongly with the ethos at ISP.

Driven by a passion for student wellbeing, Aisha Dauleh is dedicated to helping every learner feel heard, valued, and supported. Being born and raised in Qatar and having completed her schooling in Qatari schools bring her a deep understanding of the local culture and student experience, which she integrates into her counseling approach. Aisha has been working as a school counselor in Doha for the past five years and holds a degree in Psychology with Counseling Skills from Middlesex University. With experience supporting students across different year groups and both genders, she believes that meaningful change begins with simply listening and showing genuine care.