Summary
Overview
Work history
Education
Skills
Accomplishments
Affiliations
Timeline
Generic
James Batts

James Batts

Dubai,UAE

Summary

Personal Statement



As a Principal it is important to me to create a supportive and developmental culture in which the school community aim to ‘be the best they can be'. Learners should be equipped to enjoy the challenge of exploring those burning questions and ideas within a collaborative and trusting environment that endorses ‘limitless learning'. This is the philosophy that drives my core purpose in seeking ways to innovate learning and support, in order to improve outcomes for all learners. As a leader I have a clear vision to make a real difference, provide effective leadership aligning resources so that commercial outcomes can be effectively achieved. I have strong values, high expectations and a track record for improving school provision which has been achieved through collaborating, building relationships ‘can do culture', distributing leadership effectively and having consistent approach to evaluating performance that is shared and owned by all. By readily accepting challenges I always aim to extend the vision of what is possible whilst remaining dedicated to developing my own practice.

Overview

19
19
years of professional experience

Work history

Academic Principal/Accreditation consultant

Al Ranem International
Muscat, Oman
09.2016 - 08.2017
  • Organisational restructure required in order to gain International Accreditation
  • The school gained a 96% rating with the MOE inspection team and a 5 year Accreditation with Accreditation International (Part of CIS).
  • Oversaw activities and functions to maintain compliance with school policies.
  • Drafted documents and reports for management review.
  • Partnered with management to implement processes and complete special projects.
  • Designed and managed educational programs suitable for student needs.

Deputy Headteacher and Co-Head

Cornfield Special School
Redhill, Surrey, UK
09.2009 - 01.2012
  • Promoted extra-curricular activities aligned to educational targets.
  • Took lead role in managing student behaviour across school following set school policies for discipline.
  • Forged positive external relationships for improved community integration.
  • Communicated relevant information to staff on time for smooth flow of school activities.
  • Supported school mission and values in daily operations and interactions.
  • Supported head teacher in revising and implementing upgraded School Development Plans.

Principal

Scholars International Academy
Sharjah, UAE
08.2021 - Current
  • Rapid development from acceptable to secure improvements across all areas of the UAE inspection framework and the BSO
  • In February 2023 SIA was judged to be ‘Good' with ‘Very Good' for sections 2, 5 and aspects of 6 (UAE Framework) and ‘Good' with some ‘Outstanding' strands with the BSO
  • The High Performance Learning Schools Award (HPSA) was achieved in May 2023 with SIA being the first HPL school in Sharjah. On track for HPL World Class status for the end of the academic year 2024
  • Establish and articulate a strong vision focused on learning, enrichment and performance. Impact: Strong outcomes for learners with an improved and united culture of high expectations
  • Outline and establish a pathway for ‘cultural transformation' Impact: All understand our bold ‘roadmap' and significant development of learning opportunities
  • Ensure new school policies and procedures are in place and aligned with SPEA regulations, the HPL philosophy and BSO standards Impact: Reduced incidents of negative behaviour, a focus on developing our Values, Attitudes and Attributes and a greater level of Learner ownership through our inspiring Learner Leadership
  • New approach to planning, quality assurance, CPD but linked to the school improvement plan and KPIs e.g Weekly CPD programme linked to the PMP audit, NQT programme, NPQSL, HPL middle leader training, NPQH mentoring Impact: Developing capacity within the wider leadership to focus on the learner experience, progress and targeted next steps
  • Restructuring resourcing in order to create an appropriate provision to fit the needs of the school and commercial outcomes Impact: Greater support for learners, further enrichment opportunities, improved outcomes for SoD and a greater focus on Well-being
  • Work closely with SPEA and the school improvement team on realigning the school ‘compliance' and present regularly at the Principal hub meetings on topics such as school improvement, SEF and SIP writing and fundamentals of developing inclusive practice Impact: The school is now fully compliant, we have raised our profile in the community and supported other leaders and schools
  • As part of the SPEA 'Beacon School Project' I support two schools currently judged as Weak. Impact: Supporting schools within the hub to improve outcomes for learners and influencing policy and direction
  • Implement a new performance management process that is reflective and developmental (PMP) Impact: Supported a culture of development, reflection
  • Establish a more rigorous and robust approach to both formative and summative assessment and the use of assessment information linked to national parameters and international benchmarks Impact: using data more effectively to plan and develop learning and ability to regularly review progress accurately
  • Building relationships with all stakeholders (Partnership) Impact: This came out strong in our recent inspection with our parents being clear on the direction and vision of the school


Principal

The Sheffield Private School
Dubai, UAE
08.2020 - 08.2021
  • Implement a new vision and purpose Impact: More rigorous policies, procedures and systems linked to improving the key recommendations from the most recent DSIB inspection and under the guidance and support of the KHDA
  • Lead the SLT in the completion of the SEF and SIP Impact: A clear strategic direction that was more evaluative and linked to data and progress
  • Embed High Performance Learning (HPL) as part of the HPL Schools Award Impact: Focus on a more personalised approach to learning ‘adaptive teaching' and a whole school approach to developing and implementing values and skills
  • Collaborated with the CEO and Board to develop functional budgets within allocated funds. Impact: Well co-ordinated budget, tracked expenses and documented actions and outcomes
  • Performed diverse human resource activities, including hiring, training, disciplinary and termination in compliance with legal guidelines and requirements.

Head of Primary and whole school Inspection Co-ordinator, Lead

Al Jazeera Academy
Doha, Qatar
08.2017 - 08.2020
  • Our cross academies inspections and external WASC accreditation. Impact: Successful 6 year WASC accreditation in 2016 and judged as ‘Outstanding' during our internal group yearly inspections/reviews (Ofsted framework)
  • Recruited and managed staff aligned with organisation needs and vision.
  • Monitored and evaluated classroom practice throughout school and recommended improvements.
  • Working in partnership with all stakeholders, the wider community and our other academies. Impact: Developed a rich and creative learning provision that drove improved outcomes
  • Development of a creative inquiry based learning experience. Impact: Learners were supported to become assessment and globally competent (Happy, confident, resilient)
  • Mentoring NPQSL candidates. Impact: Development of two projects on embedding values and enhancing our CPD process linked to our SIP

Assistant Headteacher

Dubai English Speaking School
Dubai, UAE
09.2014 - 09.2016
  • Lead on aspects of the inspection and accountability for sections 1,2 and 5 (UAE framework). Impact: Rated ‘Outstanding' in 2016 by the DISB and BSO
  • Work in partnership with the SLT, children, staff, parents and board to develop ‘irresistible learning' and an inclusive provision. Impact: A welcoming environment where children felt safe and were able to flourish by leading on learning, exploring those burning questions and bright ideas ‘Think Big'
  • lead on pastoral, inclusion and wellbeing projects: Impact: Winning the ‘Star of the Community' award with the KHDA.
  • Monitored, evaluated and improved quality of teaching and learning. Impact: Development of continuous provision to grow both collaboration and independence, Improved progress and outcomes for learners
  • Took lead role in managing student behaviour across school following set school policies for discipline.

Assistant Headteacher

Downsbrook Middle School
Worthing, UK
09.2013 - 09.2014
  • Design and implement pastoral care and network with other schools to improve provision. Impact: support the development of child led learning and support the locality to improve inclusive provision
  • Spearheaded [Type] behaviour management strategy resulting in [Result].
  • Worked closely with Headteacher and Deputy Headteacher to build and implement effective [Type] policies, leading to [Result].
  • Provided targeted support within [Area of expertise] through [Action], resulting in [Result].
  • Collaborated with parents and carers to support and improve student development.

School Improvement Inclusion Manager

Three Bridges Junior School
Crawley
01.2012 - 09.2013
  • Strengthen the Senior Leadership Team as the school was in ‘Special Measures' and required improvement in Learning and Teaching, behaviour and Inclusion whole school and the SSC for speech and language
  • Liaised with stakeholders in promoting equality, inclusion and diversity programs within organisations.
  • Employed data and metrics to inform progress reports for the local authority and next steps for learning
  • Mentored and trained staff on equality and inclusion issues, tools and practices.
  • The school moved from Special measures to Good within 5 terms.

Head of Biology and Science Teacher

Seaford College, HMC Independent Secondary School
Petworth
07.2004 - 08.2009
  • Developed inquisitive students, teaching varied processes and methods of discovery to inspire further scientific inquiry.
  • Evaluate student performance on tasks using observation, performance-based tasks and other standard test practices.
  • Reported on students' progress and attitude to learning at parent-teacher meetings.
  • Mentored student teachers (NQTs)

Education

BSc (Hons) - Health Science

Bournemouth University
UK
/2000 - /2003

Post Graduate Certificate in Education (PGCE) -

Portsmouth University
UK
/2003 - /2004

MSc (Hons) - Exercise Physiology

Chichester University
UK
/2005 - /2007

National Professional Qualification for Headship -

National College
UK
/2009 - /2010

National Award for Special Educational Needs Co- -

Chichester University
UK
/2014 - /2015

National Professional Qualification Executive Lead -

Best Practice
UK

Skills

Key Skills and Personal competencies

Foster positive relationships with all stakeholders

Strong track record of leading change innovation and improving educational and commercial outcomes

Passionate and determined to achieve excellence

Excellent interpersonal, communication and collaborative skills

Leadership and Professional

Experienced Senior Leader

Leadership coaching and mentoring to support performance

NPQH (2010) and currently undertaking the NPQEL

PENTA Level 2 Inspector

WASC Accreditor

NPQ Coach and mentor

Cultural and compliance understanding of operating schools within the UAE and Qatar

Accomplishments

  • National Professional Qualification for Executive leadership (NPQEL) - Current
  • Executive Leadership and Performance Coaching - Current
  • Key Skills and Personal competencies
  • Foster positive relationships with all stakeholders
  • Strong track record of leading change innovation and improving educational and commercial outcomes
  • Passionate and determined to achieve excellence
  • Excellent interpersonal, communication and collaborative skills
  • Leadership and Professional
  • Experienced Senior Leader
  • Leadership coaching and mentoring to support performance
  • NPQQH (2010) and currently undertaking the NPQEL
  • PENTA Level 2 Inspector
  • WASC Accreditor
  • NPQ Coach and mentor
  • Cultural and compliance understanding of operating schools within the UAE and Qatar

Affiliations

National Professional Qualification for Headship (NPQH) National Award for Special Educational Needs Co-ordination (NASENCO

Timeline

Principal

Scholars International Academy
08.2021 - Current

Principal

The Sheffield Private School
08.2020 - 08.2021

Head of Primary and whole school Inspection Co-ordinator, Lead

Al Jazeera Academy
08.2017 - 08.2020

Academic Principal/Accreditation consultant

Al Ranem International
09.2016 - 08.2017

Assistant Headteacher

Dubai English Speaking School
09.2014 - 09.2016

Assistant Headteacher

Downsbrook Middle School
09.2013 - 09.2014

School Improvement Inclusion Manager

Three Bridges Junior School
01.2012 - 09.2013

Deputy Headteacher and Co-Head

Cornfield Special School
09.2009 - 01.2012

Head of Biology and Science Teacher

Seaford College, HMC Independent Secondary School
07.2004 - 08.2009

BSc (Hons) - Health Science

Bournemouth University
/2000 - /2003

Post Graduate Certificate in Education (PGCE) -

Portsmouth University
/2003 - /2004

MSc (Hons) - Exercise Physiology

Chichester University
/2005 - /2007

National Professional Qualification for Headship -

National College
/2009 - /2010

National Award for Special Educational Needs Co- -

Chichester University
/2014 - /2015

National Professional Qualification Executive Lead -

Best Practice

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James Batts