1. Tell us about your journey to becoming the principal of Cranleigh Abu Dhabi. What inspired you to take on this role?

My journey to becoming the principal of Cranleigh Abu Dhabi has been an exciting and rewarding one. The role of a Headteacher/Principal is undoubtedly one of the most fulfilling positions I have ever undertaken. What inspired me to take on this role was the unique opportunity to join one of the most successful schools in the Middle East.  One of the key factors that attracted me to this role was the alignment of Cranleigh’s ethos and philosophy with my own, as I believe that effective leadership in education is not just about managing a school but also about embodying and promoting values and principles. Cranleigh’s commitment to excellence and holistic education resonated deeply with me, and I knew that I could contribute significantly to the school’s mission.

My prior leadership experiences, particularly at Repton Dubai, equipped me with valuable insights and skills that I believed were highly relevant to the role at Cranleigh Abu Dhabi. It’s crucial to understand the unique context of each school, and my experiences in the region provided me with the specific knowledge and understanding needed to lead a school like Cranleigh. Furthermore, I recognise the importance of building and maintaining strong relationships with stakeholders and the wider community. Education is not just about the students within the school walls; it’s about being part of a larger community and society. I was excited about the prospect of fostering these connections and working collaboratively to provide the best possible education for our students.

2. What is the most rewarding aspect of being an educator, and how does it inspire your work as the principal of Cranleigh Abu Dhabi?

One of the most rewarding aspects of being an educator is the opportunity to make a positive and lasting impact on the lives of students, and this continues to inspire and drive me. Education is not just about imparting knowledge; it’s about nurturing individuals, developing their potential, and helping them become well-rounded, responsible, and confident people. It’s about fostering a sense of curiosity, critical thinking, and a lifelong love for learning. The joy that comes from witnessing a student’s growth, seeing them overcome challenges, and ultimately succeed is immensely fulfilling.

What makes education even more rewarding is the focus on people, relationships, trust, and building bonds. Education is fundamentally a human endeavour. It involves creating connections with students, teachers, parents, and the broader community, forging relationships that are built on trust and mutual respect. As an educator, I am inspired by the opportunity to foster these connections, to build a supportive and inclusive learning environment, and to collaborate with all stakeholders to ensure the best possible educational experience for our students.  Cranleigh’s approach to developing the whole child aligns perfectly with this philosophy. It recognises that education goes beyond academics; it encompasses the development of character, values, and life skills. The school’s commitment to nurturing not only students’ intellectual growth but also their emotional, social, and physical well-being is at the core of all we do. This holistic approach to education resonates with my belief that education should empower individuals to thrive in all aspects of life.

3. What are your primary goals and aspirations for the school? In what ways do you plan to enhance the academic excellence and overall educational experience at Cranleigh Abu Dhabi?

I am genuinely passionate about education and believe it is a privilege to be part of such an environment every day.  Cranleigh Abu Dhabi’s status as a truly international school, delivering a British curriculum within the UAE, highlights the importance of cultural awareness and understanding, acknowledgement and respect of the diverse cultural backgrounds and traditions of our students. This cultural awareness enriches the educational experience, fosters tolerance, and prepares students to be global citizens who can navigate and contribute to an increasingly interconnected world. The most rewarding aspect of being an educator is the opportunity to impact lives positively, to build meaningful relationships, and to contribute to the development of well-rounded individuals. As principal, I am inspired by the school’s commitment to the whole child, its cultural awareness, and its dedication to nurturing future leaders who are not only academically proficient but also compassionate, culturally sensitive, and globally aware. These principles guide my work and drive me to provide the best possible educational experience for our students.

Cranleigh is very much rooted in the community of Saadiyat with strong relationships with parents and the wider community, which aligns with my own philosophy and approach. It is an exciting time to join the school approaching its 10-year anniversary and at a time when Saadiyat Island is expanding and becoming a thriving cultural hub in the UAE. The next decade will build upon the strong foundations established in the early years. We will now focus on the future and how to evolve to consistently deliver excellent education and experiences. We are committed to preparing our children for the next stages of their lives, continually seeking innovative ways to equip them for what lies ahead.

In essence, my goal is to create an environment at Cranleigh Abu Dhabi where students not only achieve academic success but also thrive as individuals. I believe that by nurturing a strong sense of community, fostering a love for learning, and preparing students for the future, we can continue to be a beacon of excellence in education in the Middle East.

4. What would you like parents and students to know about your leadership style and your commitment to their success at Cranleigh Abu Dhabi?

My leadership style is centred on integrity, humility and collaboration. I am deeply committed to the success and well-being of both students and staff, and I believe that by working together, we can create an educational environment that allows everyone to thrive and discover their unique strengths. Integrity is at the heart of everything I do. I lead with honesty, transparency, and ethical decision-making. I approach leadership with humility, recognising that I don’t have all the answers and valuing the diverse perspectives and input from others, whether they are colleagues, students, or parents. Building and maintaining excellent working relationships is a top priority for me, I understand that successful leadership often involves teamwork and cooperation and I actively engage with colleagues and stakeholders to create a positive and productive working environment. I take a broad view of education, considering its impact not only locally but also nationally and globally and believe in preparing students for a world that is increasingly interconnected and diverse.

My commitment to students and colleagues extends to their personal growth and development. I strive to create an environment that fosters individual opportunity, nurtures ambition, and encourages creativity. I firmly believe that everyone has unique strengths and I’m dedicated to helping individuals discover and harness these abilities to excel now and in the future.  Empowering others is a key aspect of my leadership approach. I want to enable students and colleagues to take ownership of their learning and professional development, through guidance, support, and encouragement, I aim to empower individuals to unleash their full potential.

5. In your opinion, what qualities or attributes are most essential for effective leadership in the field of education, and how do you strive to embody these qualities in your role as principal?

Authenticity and relationship-building. Being authentic as a leader means being genuine, true to oneself, and transparent in actions and decisions. This quality is particularly vital in education, as it builds trust and credibility among students, staff, and parents. By being authentic, we create an environment where others feel comfortable being themselves and where honest communication can flourish. Sharing experiences, including failures and shortcomings, sets a positive example for growth and learning. I believe that effective educational leaders understand that their role extends beyond personal success to the success and development of others, with a clear commitment to developing colleagues and students by creating an environment that fosters growth, aspiration, and creativity. Nurturing individuals and helping them discover and use their unique skills and approach, not only benefits them but also strengthens the school community as a whole. Fundamental to this is building and maintaining strong relationships, trust and collaboration are essential components of a thriving educational ecosystem. A school community that is built upon shared values, expectations, and ambitions is more likely to work together effectively to achieve common goals. Creating a shared vision and sense of purpose among all stakeholders, enables us to create a school culture that emphasises these elements and aligns the efforts of students, staff, and parents toward a common educational mission. I truly believe that a clear and compelling vision motivates individuals to work towards a common goal, fostering a sense of belonging and pride.

6. Could you describe the academic programs offered at Cranleigh Abu Dhabi? How do these programs strike a balance between adhering to the British curriculum standards and addressing the unique needs and aspirations of students in Abu Dhabi?

In the younger years, our academic offering carefully blends learning from the National Curriculum with elements that are unique to where we are in the world. Cross-curricular learning and broad themes allow children to take ownership of their learning making it relevant to them and their experiences of the world around them. In the Senior School, we follow IGCSE and A-Level pathways. These are supported with projects such as the School Philosophy Award, HPQ and EPQ, which allow students to pursue passion projects whilst also developing essential skills. We also have a student leadership structure, which provides our senior students with the opportunity to develop core leadership experience, helping them prepare for life after Cranleigh.

Associated with this transition is preparing students for university. Cranleigh is a truly global community with over 75 nationalities, which means our students matriculate to universities all over the globe. We have a responsibility to ensure they are equipped for this. As a result, our curriculum embeds project-based learning, a comprehensive 21^st Century skills, and Global Citizenship programmes that are designed to prepare our students for life in the modern world.

7. Cranleigh Abu Dhabi, like other Aldar Education schools, places importance on a holistic education. How does the curriculum incorporate extracurricular activities, character education, and values?

We are committed to facilitating a smooth transition for every student as they progress to the next phase of their education. Our goal is to nurture their confidence, skills, character, and values, equipping them for success in their future endeavours through a diverse range of experiences and pathways. We ensure a broad and enriched offering with opportunities that enable children to not only learn curriculum content but also to have a range of enriching experiences within and beyond the classroom. Cranleigh’s broad curriculum and extensive range of extracurricular and enrichment activities are key to providing a well-rounded education. Our aim is to further diversify and enhance these offerings, giving students opportunities to explore their interests and talents beyond the classroom.

The wellbeing of students is of utmost importance. We strive to ensure that the school’s pastoral support system is proactive and preemptive as well as ensuring that students have access to the necessary resources and guidance to thrive emotionally and socially. Mental health and wellbeing are a top priority. Cranleigh’s strong relationships with parents and the wider community are assets and these relationships support our work in this area. We are always seeking to deepen these connections, fostering a sense of partnership between the school, parents, and the community. Collaborative engagement can lead to a more enriching educational experience for students.

The world of education is evolving rapidly, and we plan to keep Cranleigh Abu Dhabi at the forefront of innovation. This includes incorporating technology effectively into the learning process, staying updated with educational trends, and adapting our methods to best serve the needs of our students. Aldar, our parent company, has recently rolled out the first phase of a massive digital transformation strategy, combining best-in-class hardware and software solutions. The new digital solutions elevate students’ educational journey and facilitate seamless interaction among students, teachers, parents, and administrators, enabling the future generation to stay ahead of the curve.

8. What steps does Cranleigh Abu Dhabi take to nurture the professional development of its teaching staff and ensure they remain up to date with the latest educational trends and best practices?

In my experience, the best way to nurture colleagues is to enable and empower them. In the many leadership roles in a variety of contexts, this has undoubtedly had the biggest impact on the success of individuals, teams and as a community. If you can achieve this, it will, without a doubt, filter across everything else: culture, morale, motivation, and common purpose. Place value on your staff development programme, ensure it is led from within and not from the top down, weave it into performance development and make it a genuine focus of staff motivation and progression. High quality training and staff development is the biggest driver in improving their practice and the quality of teaching and learning in a school. Aldar invests a great deal of effort in providing our educators with bespoke leadership and mentoring programmes to ensure the solid foundations we build for the future of our students. All of this of course equates to more engaging lessons, motivated and happy students, and better outcomes.

At Cranleigh, staff wellbeing is supported through our staff committee, which organises events and opportunities for staff. We are fortunate to have the support of an external counsellor whom our staff can freely contact whenever they require assistance. Staff lunch is also provided for all staff; whilst this may seem minor it is a strong indicator that we value our staff and want them to be prepared for their working day.  From a staff development perspective, we have the opportunity to access our parent company’s networks, most notably the Aldar Training Academy. Through this we have many exciting initiatives in progress from National Professional Qualifications (NPQs) programmes to cross school collaborations. Staff also have the opportunity to apply for Continuing Professional Development (CPD) funding in areas they are passionate about or need to develop. This enables us to address the needs of the school in a more targeted and immediate fashion.

9. What role do you see Cranleigh Abu Dhabi playing in fostering sustainability among students and within the school community?

We have taken a multi-faceted approach to embedding sustainability in education and believe that engaging our students in projects and experiences that enable them to understand the importance of sustainability but more so to engage and empower them to want to implement the change that is needed. Examples of this are:

We hosted an inter-school Model COP28 event at Cranleigh on 7th October. There were three committee sessions with one being conducted through the Arabic medium. We had high profile guest speakers for our opening ceremony, including a high-level former government leader in the UAE, a senior advisor in the Ministry for Climate Change and the Environment in the UAE, and the sustainability lead at NYU Abu Dhabi. Over 200 students were involved from Years 7–13.

We are attending the Climate Ambassadors Programme (CAP28) event being hosted by the UAE Ministry for Climate Change & Environment on 8th October at Dubai Expo. Twenty-seven students will be involved from Years 9-13.

We are part of an initiative being led by the Abu Dhabi Government’s Department of Community Development. This high-level programme sees our students being mentored by experts in a variety of fields connected to sustainable community development. Our students will build a model of an urban development that features sustainability adaptations and will also create a policy document connected to this. This programme culminates with our students actually presenting at the real COP28. This event runs from the 8th September until the 12th December.

We are one of two schools in the UAE that are involved in the International Renewable Energy Agency (IRENA) Council and Assembly sessions happening in October 2023 and January 2024. A big emphasis is being placed on the COP28 initiatives this year in the agenda for both sessions. This is a high-level event with ministerial representation from over 150 nations.

We are running a sustainability module as part of our Core Curriculum with our Year 12 students. This programme culminates with pitches from the students on how we can make our school more sustainable by having a localised impact on the achievement of one of the 17 UN SDGs. In the summer term of 2023, this module led to the successful pitch of creating a composting station in the Cranleigh Sixth Form Legacy Garden which is planned to be created this academic year.

We are also in the process of securing the Green Flag Award for sustainability. Other student-led recycling initiatives include  a transport review, planting Ghaf trees in Pre-Prep, use of grey water for irrigation as well as an Eco Co-Curricular Activity.

10. Could you share any specific plans or goals related to the school’s facilities and infrastructure improvements to create a conducive learning environment for students and staff?

We are nearing completion of a new bespoke Pre-Prep campus that has been designed and built around the ethos and philosophy of a holistic education for all children. With innovative teaching and learning spaces that enable hands-on, exploratory learning, children will be exposed to rich and diverse opportunities that provide them not only with curriculum knowledge but also with transferable skills and values, which will underpin their educational journey throughout their time at Cranleigh Abu Dhabi.  Inspiration for the design of the building has been taken from the wider Abu Dhabi environment and architectural features of Saadiyat Island.

We are excited about the new building but have also just completed work on a new state of the art café and workspace within our Senior School campus. This is a multipurpose space that overlooks our entire campus and will provide a contemporary and inviting working environment for our older students and colleagues. Looking ahead, we have plans to redevelop the Sixth Form building to provide students with more social and private workspaces. Additionally, specialist subject spaces such as Science, Art and Design and Technology will be reviewed with a view to modernise these areas, enabling further enhancements to the learning environment.

11. What advice would you offer educators who aspire to take on leadership roles within educational institutions?

 I have worked in a variety of contexts and settings; and whilst schools are schools, people are people and children are children; the context of all will be different and, in my experience, context is everything. People, communities, and the relationships that your community is built upon will define your approach and your success. When looking for leadership roles, do your research and ensure their values and energies align with those of the institution they are joining, context is everything.

If you are looking to progress in an existing school, immerse yourself in all opportunities afforded to you. Do not wait to be asked or indeed until there is a financial incentive to do something. Develop a forward-thinking can-do approach and the rewards will follow.

Once you’re in post, be confident, bold, but not reckless. Ask questions, why are we doing it? Bold decisions can be taken if they are backed up by research, trialled, modeled, and evaluated. Involving your staff and students develops trust and confidence and enables colleagues to experiment, make mistakes and ultimately get better at what they do. It may be a bold decision but weighing up all the factors and approaching it rationally and systematically, you can make it work. And if it doesn’t, don’t be afraid to ‘strategically abandon it’. Unnecessary initiatives and workload create a diversion to the core of what we do, it is up to us to create the climate for the real work to be done.

On a personal level, look after yourself. Leadership roles are rewarding but also demanding, it’s all too easy to look out for others but if you don’t look after yourself, you won’t be able to effectively support others. The biggest piece of advice I would give any new leader is keep talking. None of us is an island and we need to engage with others, this is a tough enough job without cutting yourself off. None of us has all the answers but someone else will; collaboration is key. Don’t lose sight of what makes you tick, not just in work but more importantly outside of it too. For me, family time and long walks is what keeps me sane, do more of what makes you happy and make time for yourself.

12. The field of education is evolving rapidly. In your view, how do you see the future of education shaping up?

 Education has always been evolving rapidly and the future has always been certain. Developing students who have the right qualifications will always be a foundation of any school. What has changed though in more recent times is that it is no longer acceptable for school to simply focus on this. Students need to be prepared for life beyond school and this has led to a growing increase in skills being developed in schools which is encouraging. What is also needed however, is for schools to continue to develop character and resilience. The difficulty here is that this will look different for cohorts coming through the school and the approach from schools needs to change to adapt to the needs, and context, of different groups of students. We believe strongly that we should remain agile and open minded so that we are able to adapt to changes within education ensuring our students are well prepared for the world in front of them.