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Can you tell us a little bit about your background in education?

My Year 12 Biology teacher, Mrs Ronald, was an inspirational and boundlessly kind person who left a lasting impact on my life. I vividly remember her saying, The only way to change people’s experience at school is by working with children in school. That piece of advice set me on the path to becoming a teacher.

At university, I pursued a degree in Marine Biology, driven by my passion for the natural world. Afterward, I trained as a teacher, allowing me to bring the wonders of science into the classroom. Over my career, I’ve been fortunate to work in schools across the UK, Zimbabwe and, for the past 16 years, here in Australia. In addition to classroom teaching, I’ve held various academic and wellbeing leadership roles which have given me a strategic and holistic view of education. In my leadership positions, I’ve focused on fostering cohesive school communities where each student feels valued and supported to reach their full potential.

What are some of your core beliefs about education, and how do they shape your approach to leadership?

I believe that education should empower each student to discover and develop their unique strengths and interests. Learning is about much more than academics; it’s about helping students build resilience, curiosity and a sense of purpose. My role as a leader is to support an environment where students feel safe to take risks and pursue their goals, and where teachers feel equipped and encouraged to support this journey.

In my leadership approach, I value collaboration and the use of data to inform decisions. Data allows us to understand students’ needs more deeply and to track their growth, helping us provide targeted support when needed. I also strive to model the values of empathy and integrity, recognising that building positive relationships within the school community is essential to a thriving learning environment.

What are your key priorities in your first year as Deputy Headmaster?

One of my key priorities is catching the middle in our student body—those students who may not be top achievers or in need of direct intervention but who have tremendous potential. Often, they just need a clear action plan to help them achieve it.

I believe available data is essential for matching students' performance and engagement levels. By analysing assessment results, attendance records and engagement metrics, we can gain a clearer picture of students who might not otherwise stand out but could benefit from extra support to keep progressing. With this data, we can create targeted interventions, such as personalised feedback, tailored resources and additional support. I want every student to feel valued and motivated to excel, regardless of where they sit academically.

What strategies will you implement to continue fostering a positive and inclusive school culture?

Consolidating a positive and inclusive culture is a whole-school effort that begins with shared values. My aim is to support an environment where students feel heard and respected. This might involve exploring ways to amplify student voice, encourage leadership development and promote kindness, empathy and respect. Maintaining strong collaboration across year levels and supporting inclusive initiatives will help reinforce the unity within our school community. By continually assessing our approach, we can ensure that our established culture continues to provide a respectful and cohesive environment for both students and staff.

How do you balance academic excellence with the development of students' social and emotional skills?

One of the biggest challenges facing students today is balancing academic success with personal life, cocurricular activities and social commitments. To support this, I focus on helping students find a healthy balance and offering programs that teach effective time management, mindfulness and overall wellbeing. I also encourage students to think in terms of what’s next rather than what’s forever, helping them navigate their future step-by-step rather than feeling pressured by long-term decisions. By providing practical tools and strategies for handling setbacks, we aim to equip students with the skills they need to thrive both inside and outside the classroom.

What do you enjoy most about working in education?

I love those lightbulb moments - when a concept clicks and students see the world in a new way. Being part of that learning process is incredibly rewarding. I also enjoy the relationships I build with students and colleagues; it’s inspiring to work in a field where I get to help young people discover their strengths and passions, surrounded by colleagues who are equally dedicated to making a difference.

Outside of work, what are some of your interests or hobbies?

I stay active by running, sometimes with my kids in tow! My family and I are also planning a move from Sydney to the Central Coast, where I’m hoping the beach will slow us down. But I suspect we’ll still be running around just as much as ever!