Over the past five years at Harrow Haikou, my professional journey has evolved from a new homeroom teacher to a Middle Leader within the Year 3 Pre-prep department. This progression has been marked by a commitment to improving teaching quality, fostering collaboration, and creating a culture where both students and staff thrive.
Driving Academic Excellence
An applied transformational leadership style has helped to inspire innovation in teaching and distributed leadership has empowered team ownership.
By modelling high expectations and fostering collaboration, the Year 3 Pre-pre team has created a culture where Oracy and Assessment for Learning strategies are embraced, ensuring measurable gains in student outcomes through shared accountability and reflective practice.
One of my key priorities has been raising attainment in Year 3 through evidence-based strategies. By embedding Oracy into daily practice and strengthening Assessment for Learning (AfL), we created classrooms where dialogue and feedback drive progress. These initiatives resulted in measurable gains: Year 3 GSE scores improved by an average of 12% over three years, and PUMA mathematics outcomes rose by 15%, reflecting deeper conceptual understanding and confidence in mastery with a focus on problem-solving.
Pastoral Care and Well-being
Servant leadership guided my approach to pastoral care, prioritising empathy and well-being for staff and students. I implemented systems that encouraged pastoral well-being in all Year 3 students, enabling open dialogue and proactive support. This leadership style strengthened relationships and improved engagement, resulting in a calmer, more focused learning environment. Recognising that well-being underpins achievement, I led efforts to elevate pastoral care for students and staff. Initiatives included structured well-being check-ins, mindfulness activities, and staff support networks. Surveys indicated a 20% increase in student self-reported well-being and a notable reduction in low-level behavioural incidents, creating a calmer, more engaged learning environment.
Collaborative Leadership and Team Development
Collaborative leadership and instructional coaching were central to team development. By using distributed leadership principles, I delegated responsibilities strategically, ensuring TAs and teachers felt valued and capable. This approach fostered professional growth, improved co-teaching models, and built collective efficacy across teams and departments. Cross-department collaboration has become a cornerstone of my leadership approach. Working closely with subject leaders, we aligned curriculum priorities and shared best practices, resulting in more coherent learning experiences for students. I also championed co-teaching models, enabling differentiated instruction and inclusive learning. Teaching Assistants were supported through a structured progression framework, including training and mentoring, which led to 80% of Teaching Assistants advancing on the TA scale and taking on greater responsibility for targeted interventions.
Co-curricular Innovation
As a visionary leader, I drove the creation of the golf program, aligning extracurricular innovation closely with our school values, particularly the value of fellowship. By articulating a clear purpose and motivating stakeholders, I secured resources and built enthusiasm. This leadership style cultivated resilience and teamwork among our students, enhancing school identity and competitive success. Beyond our successful academic results, I introduced a golf program spanning Pre-prep and Upper School, offering students opportunities to compete regionally. Participation grew from 8 students in the first year to over 30, and the team achieved podium finishes in two inter-school tournaments. This initiative not only enriched our co-curricular offering but also fostered resilience, teamwork, and humility.
Leadership Development and Reflection
Adaptive leadership has underpinned my reflective practice, enabling responsiveness to emerging challenges. Through continuous learning and evidence-informed decision-making, I have sustained improvement initiatives and aligned them with best practice frameworks. This approach reinforced a culture of growth and adaptability within the team. Completing the AISL Middle Leadership Program strengthened my ability to lead change and manage teams effectively. My ongoing professional growth is guided by reflective practice and the Great Teaching Toolkit, ensuring that improvements are sustained and aligned with international best practice.
Impact at a Glance:
- Academic Outcomes +12% GSE and +15% PUMA improvement over three years
- Well-being 20% increase in student well-being scores; reduced behavioural incidents
- Staff Development 80% TA progression; enhanced co-teaching capacity
- Co-curricular Golf team expanded to 30+ students with regional competition success
These achievements are deeply rooted in Harrow’s core values of Courage, Honour, Humility, and Fellowship. By demonstrating honour through integrity and responsibility, fostering fellowship through collaboration and co-curricular engagement, and embracing humility in reflective practice, we have shaped a learning environment where every child can thrive. Looking ahead, our vision remains clear: to inspire excellence, nurture character, and prepare our students to lead with purpose in an ever-changing world.
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Professional Growth & Development – AISL Academy
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