Paul James Highdale

In my role as Head of Secondary, I provide strategic leadership across all aspects of the division while contributing deeply to whole-school direction, systems, and culture. I drive academic improvement, strengthen teaching quality, and lead significant operational and pastoral systems that have whole-school influence. My leadership has resulted in transformational academic outcomes, improved data-driven decision-making, and stronger strategic alignment across phases. I serve as Designated Safeguarding Lead, lead digital transformation initiatives, and play a major role in accreditation processes (CIS, IB, NEASC). Through coaching middle leaders, restructuring systems, and enhancing school culture, I have contributed to measurable improvements in student achievement, wellbeing, and staff performance. This role has given me extensive experience of headship-level responsibilities, from strategic planning to operational leadership, community engagement, and compliance oversight.

Key Contributions

• Provided strategic, academic, pastoral, and operational leadership across the Secondary School.
• Drove whole-school academic improvement through data-informed planning, metacognition strategies, and aligned teaching expectations.
• Led Middle and Senior Leaders, developing leadership capacity, accountability, and coherence across departments.
• Served as Designated Safeguarding Lead, overseeing whole-school safeguarding culture and compliance.
• Led digital transformation, including full-system migration from ManageBac to Toddle.
• Oversaw budgeting, staffing projections, timetabling, and operational systems aligned with school strategy.
• Led whole-school CIS, IB, and NEASC accreditation processes, including evidence preparation and standards alignment.
• Strengthened curriculum coherence, assessment frameworks, and intervention systems to raise attainment.
• Built strong community partnerships through transparent parent engagement and enhanced communication structures.
• Shaped a positive culture of inclusion, behaviour, wellbeing, and student leadership across both Primary and Secondary Schools.

As Deputy Principal, I exercised whole-school leadership across all phases (Early Years–Grade 12), supporting the Principal in the strategic, operational, and cultural development of the school. I led professional learning, performance management, and improvement planning, ensuring that teaching quality and student learning remained at the centre of decision-making. I strengthened leadership structures, enhanced community engagement, and led IB authorisation and school development. Additionally, I played a major role in operations, including timetabling, resource planning, and campus development. My work contributed to improved teaching consistency, stronger staff culture, and increased enrolment. This role provided significant preparation for leading schools through broad oversight, system-wide leadership, and responsibility for people development, compliance, and strategic initiatives.

Key Contributions:

• Shared whole-school leadership responsibility across all phases (EY–G12), including strategic planning and operational oversight.
• Led professional learning strategy, performance management, and staff development across the school.
• Strengthened leadership capacity through coaching, leadership pathways, and structural improvements.
• Oversaw culture initiatives, behaviour systems, and wellbeing programmes.
• Led whole-school improvement planning and policy development to support strategic priorities.
• Led IB authorisation, curriculum alignment, and standards readiness.
• Directed timetabling, resource allocation, and campus development projects.
• Supported enrolment growth through targeted marketing and parent engagement strategies.
• Enhanced communication systems and parent partnerships across the community.
• Led recruitment, onboarding, and development of academic and support staff.

In this senior leadership role, I oversaw academic, pastoral, and operational systems for the Sixth Form, while leading the IB Diploma Programme through significant improvement. I strengthened teaching quality through coaching, data-informed interventions, and performance monitoring, resulting in a measurable rise in outcomes. I enhanced pastoral and behaviour structures, expanded student leadership opportunities, and improved parent communication and university guidance systems. I contributed to CIS recommendations for excellence in student support and played a role in whole-school improvement planning and accreditation work. This position strengthened my capacity to lead strategic change, raise academic standards, and improve culture at a schoolwide level.

Key Contributions:

• Led academic, pastoral, and operational oversight of Sixth Form and the IB Diploma Programme.
• Raised academic outcomes through data-driven interventions, coaching, and improved instructional practice.
• Line-managed subject leaders and oversee performance development across the programme.
• Strengthened student culture, behaviour, and belonging through initiatives such as the House System.
• Enhanced parent communication, reporting systems, and university guidance pathways.
• Contributed to CIS and IB accreditation readiness and standards alignment.
• Led professional development cycles, coaching structures, and peer observation programmes.
• Coordinated assessment, curriculum development, and academic monitoring for Years 12–13.
• Supported whole-school strategy and improvement planning alongside Senior Leadership.
• Developed student leadership systems that promote ownership, wellbeing, and school culture.

Across these combined leadership roles, I contributed to whole-school strategy, academic improvement, pastoral care, and curriculum innovation. I strengthened IB and IGCSE outcomes through various intervention systems and improved instructional practices, while leading curriculum development in KS3 Science and contributing to assessment frameworks. I built teacher capacity through mentoring, coaching, and departmental leadership.I enhanced pastoral provision and contributed to long-range planning, quality assurance, and university partnership development. This role developed my strategic thinking, my ability to lead multiple teams, and my understanding of whole-school systems, laying foundational leadership experience that continues to inform my practice today.

Key Contributions:

• Led academic improvement in IB Diploma and IGCSE programmes through targeted interventions and improved teaching quality.
• Drove curriculum development, concept-based learning, and assessment design across KS3 Science.
• Led pastoral systems and student support across multiple phases.
• Mentored teachers, led coaching, and supported professional growth and performance development.
• Strengthened university pathways and external partnerships to enhance student opportunities.
• Contributed to whole-school strategy, QA processes, and long-term planning.
• Enhanced behaviour culture, wellbeing systems, and inclusion structures.
• Oversaw assessment, progress monitoring, and intervention planning across assigned phases.
• Supported accreditation preparation and alignment with IB and CIS standards.
• Led departmental operations including resourcing, planning, and curriculum sequencing.

Taught Physics and Mathematics across a range of secondary year groups, delivering high-quality instruction aligned with international curriculum standards. Differentiated teaching to meet diverse learner needs in a multicultural environment. Contributed to assessment design, reporting, and academic support interventions. Supported co-curricular activities and helped strengthen the school’s science and mathematics culture.

Delivered engaging teaching in Physics and General Science at Key Stages 3 and 4. Developed lesson materials that supported practical scientific inquiry and conceptual understanding. Participated in departmental planning, assessment moderation, and whole-school initiatives. Provided pastoral support and maintained strong relationships with students and families.

Taught Science to students requiring alternative provision, adapting curriculum to meet additional learning, behavioural, and emotional needs. Created tailored learning pathways that supported reintegration and personal development. Implemented behaviour support strategies and worked closely with pastoral teams and external agencies. Maintained a safe, structured, and supportive learning environment for vulnerable learners.

Taught Physics and Science across Key Stages 3 and 4 with a focus on practical investigation and conceptual mastery. Contributed to curriculum planning, resource development, and assessment cycles. Supported extracurricular science activities and interventions for exam preparation. Built positive classroom culture through strong relationships and consistent expectations.