Meet our New Deputy Head Academic

What has struck you most in your first few weeks? 

It has to be the students. They are the heart of any school, and one of the things that has struck me most is how polite, engaged, and welcoming they are. From the moment I arrived, they have been keen to get to know me, ask thoughtful questions, and share their experiences of life at Harrow Appi. What stands out most is the genuine pride they take in being part of the school. They care deeply about their learning, their personal development, and the relationships they build with one another and with staff. That sense of commitment and belonging creates a very special community. It is also a real testament to the staff, whose dedication, care, and support underpin everything the students do. The positive culture I see in the students is a reflection of the strength of the wider school community that nurtures and encourages them every day. 

What will you be working on over the coming months? 

We have already begun this work. The first step is to articulate the educational journey through the school more clearly, from the Junior School to the Senior School and on into the Sixth Form, so that parents, students, and staff have a shared understanding of the opportunities, expectations, and progression at each stage. Alongside this, we are strengthening our philosophy of teaching and learning, ensuring that our approach is both clear and consistent, and that a strong culture of learning is evident in every classroom across the school. 

Building on these foundations, we will be focusing on a number of key areas, including assessment and reporting, provision for our most able students, clearer curriculum guidance, improved communication with parents, and enhanced support during important transition points in a student’s educational journey. One area receiving particular attention at present is the transition from GCSE to Sixth Form. Choosing A Levels is a significant decision and can often be a complex process for students and parents to navigate. We are therefore working to provide greater clarity around the pathways available, the support the school offers, and the guidance students receive to help them make informed and confident choices about their future. 

How will students and parents be involved? 

have already had the opportunity to meet with the Student Council and the Head Students, and I look forward to meeting with them again after half term. Hearing directly from students is incredibly important, and I am keen to understand where they feel they need additional support, as well as to gather their views and ideas on some of the changes we are planning. Engaging with parents is equally important. We will be hosting webinars and circulating surveys to ensure families have opportunities to share their perspectives, tell us what they would like to see, and provide feedback on the initiatives we introduce. This will help us ensure that any changes we make are meaningful, effective, and aligned with the needs of our school community. 

What should parents notice as the year goes on? 

Parents can expect greater clarity around our academic programme and a clearer understanding of what is expected at each stage of their child’s educational journey. We are working to ensure that key information is communicated in a way that helps families make informed decisions with confidence and a shared understanding of the options available. We are also strengthening our processes and structures to make decision-making and support pathways more transparent, enabling families and the school to work together more effectively and efficiently. In addition, parents can look forward to more regular communication about our academic programmes, including how they are evolving, the opportunities available to students, and the initiatives we are introducing to further enhance the educational experience at Harrow Appi. 

How can the school best support students with different levels of English? 

It starts with robust baseline assessment, allowing us to understand each student’s level of English proficiency and place them on the most appropriate support pathway from the outset. We recognise that students develop at different rates, so the support they receive must be responsive and adapt as their needs evolve over time. Within the classroom, mixed-ability settings provide valuable opportunities for oracy, discussion, and the development of spoken English. At the same time, it is essential that teachers are well equipped to support language acquisition within their own subject areas, ensuring that students can access the curriculum with confidence and success. Our tutoring structure also enables us to monitor each student’s progress closely, helping to identify where additional support or challenge may be needed. This year, we will be undertaking a review of our English provision across the entire school, including the Sixth Form, where the emphasis increasingly shifts towards academic English and the language demands of advanced study. Ultimately, our aim is to ensure that English language development is not seen as a series of separate interventions, but as one coherent and connected journey that supports students from their first day at Harrow Appi through to their preparation for university and beyond. 

How will you stretch and challenge the most able students? 

This is an area that we will be developing significantly over the coming year. We already provide a range of opportunities for academic enrichment, including competitions and the Extended Project Qualification (EPQ) in the Sixth Form, but we are keen to extend this culture of intellectual challenge and curiosity throughout the school. 

Our plans include: 
1. Introducing an EPQ-style extended project in the Junior School, giving students the opportunity to engage in rigorous, project-based learning from an earlier age. 
2. Further developing our super-curricular programme so that it is more closely connected to academic subjects, while providing clearer guidance for parents on the activities and opportunities that can best support their child’s interests and aspirations. 
3. Establishing an academic student committee, with subject leaders who can help drive academic life within the school through initiatives such as student journals, research publications, presentations, and academic events.
4. Reviewing our scholarship provision to ensure it continues to provide meaningful academic stretch, challenge, and enrichment for our most able students. 

Ultimately, our aim is to create a culture in which academic curiosity is celebrated and students are encouraged to pursue their interests beyond the classroom. When students are given the opportunity to become experts in areas they are passionate about, there is often no limit to how far their learning can take them. 

What are your guiding principles on devices for learning? 

There are three. First, students complete their examinations by hand, so it is important that they have regular opportunities to develop and maintain their written communication skills. As a result, many classrooms are increasingly making use of paper-based resources, exercise books, and whiteboards to ensure students are well prepared for the demands of formal assessments. Second, research suggests that handwriting can support memory retention and recall in ways that typing does not always replicate. Digital devices undoubtedly have an important place in learning, particularly for revision, homework preparation, research, and the organisation of notes. However, they must be used thoughtfully and purposefully. As part of our approach, we will provide clear guidance on when and how technology should be used to best support learning. Third, while students are surrounded by technology, many interact with it primarily as users rather than understanding how it works or how to navigate it safely and responsibly. Schools therefore have an important role to play in developing digital literacy, helping students become informed, discerning, and responsible users of technology. These principles form an important part of the digital strategy we are currently developing, which aims to strike the right balance between the benefits of technology and the enduring value of traditional approaches to learning. 

What options are there for students who are ahead of their peers? 

There is a great deal we can do to further challenge and support academically able students. This may include expanding our super-curricular provision, offering complementary courses such as an additional GCSE, or, in the Sixth Form, considering the option of studying four A Levels rather than the more traditional three. The most appropriate pathway will depend on each student’s interests, strengths, and future aspirations. Our aim is not only to help students achieve the strongest possible grades, but also to ensure they are well positioned for their chosen university courses and future destinations. 

The Extended Project Qualification (EPQ) is another excellent opportunity. Valued highly by universities, it gives students the chance to undertake independent, university-style research, developing the critical thinking, research, and academic writing skills that are essential for success in higher education. More broadly, we want students to engage with learning beyond the curriculum, pursue their intellectual interests in greater depth, and develop the confidence to explore ideas independently. By providing a range of opportunities for academic extension, we can ensure that every student is appropriately challenged and supported to reach their full potential.