The trustees, leaders and staff are all highly committed. They strive for each pupil to achieve their potential. Leaders and staff work exceptionally well. Together, they provide pupils with an excellent quality of education.Ofsted, 2020
Representing over 46 different nationalities and joining us from a range of global educational backgrounds, our team is at the core of Halcyon’s vibrant International Baccalaureate learning environment.
A commitment to shared leadership means that all of our teachers are able to bring the very best of their knowledge and experiences to Halcyon, as IB examiners, school leaders, heads-of-grade, and subject leaders. Halcyon prioritises investment in recruitment and professional development, helping us to innovate in the classroom and create an ever-improving learning environment together.
Here you can meet some of our colleagues, and learn more about their work at Halcyon.
“My name is Shah-Noor, and I joined Halcyon this year, 2020. I have worked all over south London: I worked in the state sector for the last 15 years and this is my first experience of an international school. My specialist subject is geography, but I also teach history and, in the past, I have taught both English and technology. I have had a range of roles, including vice-principal in my previous school, where I also worked as a safeguarding officer, I have also been a Head of Department and a Head of Grade. Currently, I am teaching MYP Individuals and Societies and DP Geography, and I am supporting students’ personal projects and extended essays, where the students can choose a topic that they really, really enjoy.”
I think what is best about the IB at Halcyon is the breadth of the curriculum and the fact that students are expected to cover a range of subjects, grades 6 – 12. Most importantly they are expected to take maths and English and a second language all the way through to 18, which I think is really important.”
“I’m Lori Fritz. I’m originally from the United States, but I’ve lived here in London for more than 20 years, teaching in other international schools in London before choosing to join Halcyon when it opened in 2013. At the very beginning, I was really intrigued to help a new school which was really trying to be innovative – to try to be the very best IB school that it could possibly be. It’s just a refreshing, wonderful environment to work in.
“I’ve been working in the IB for quite a few years, as MYP Coordinator and now DP Coordinator here at Halcyon, where I am a member of the Senior Leadership Team. Physics is my main subject, and right now I’m also teaching Grade 8 Science and Grade 11 Theory of Knowledge. I’m really enjoying the Grade 8 science units: we’re studying electromagnetism, and we’re building motors and doing lots and lots of experiments. What I love most about the IB is that it creates sophisticated, caring students. I think what the IB teaches students is not only how to think critically but also how to take principled action.”
“I’m Ben Hartright and I’m from southwest England. I have worked both in the U.K. and in Germany, and I’ve taught a range of subjects including physical and health education, English literature, history, and religion philosophy and ethics. At Halcyon I teach MYP Physical and Health Education, and Grade 11 Theory of Knowledge, and I’m also the school’s Data Analysis and Application Project Leader. The thing I like most about Halcyon is the way that they have retained a classic IB education and augmented it through the innovative use of technology, questioning many of the assumptions that we take for granted around education.
“I like the way the IB gives the students an understanding of the interconnected nature of education – it provides them with a more authentic application of these understandings in the real world. And I most admire our students’ open-minded approach; to analyse everything critically, supported and enabled by an egalitarian approach within the community.”
“My name is Andrea Blades and I teach design. Before joining Halcyon, I worked for nine years in another international school in London, where I developed a brand new design programme from scratch.
“I currently teach design to the MYP students at Halcyon, and they have the opportunity to work in a range of media such as textiles, graphics, and product design. We’re also introducing food technology. I really enjoy teaching the IB at Halcyon because the programme offers the opportunity to develop creative, unique projects which are both challenging and a lot of fun; it’s not prescribed, as in other systems, which means that we can really delve into specific topics, and develop units of work to explore students’ passions.”
Barry Mansfield (Director)
Lori Fritz (IBDP Coordinator, Physics, Science)
Nito Harvey (PSHEE, Student Wellbeing Leader)
Kerry Jenkins (IBMYP Coordinator, Biology, Science)
Stacy Marshall (Learning Systems Coordinator, Mathematics)
Natalie Stark (Admissions Director Maternity Cover)
Bejal Shah (HR Director)
Jon Taylor (Finance & Operations Director)
Katy Wrench (Marketing Leader)
Julia Alden (Board Trustee)
Achim Beck (Co-Founder and Board Trustee)
Rita Halbright (Co-Founder and Board Chair)
Douglas Blausten (Board Trustee)
Philippa Harris (Board Trustee)
Alastair Marke (Board Trustee)
Pamela Sears (Co-Founder and Board Trustee)
Rebecca Threlfall (Board Trustee)
Aideen McNamara (Board Clerk)
Basi Amodu (Student Counsellor)
Andreina Gomes Escorcio (Reception)
Joanna Holmes (Finance Manager)
Khushi Hunt (Communications Manager)
Ali James (Development Lead)
Andrew Howden (IT Consultant)
Abid Chaudhry (IT Consultant)
Katie Limchaikul (Purchasing and Facilities Officer)
Modinat Aremu (Cook)
Michel Logsen (Kitchen Porter)
Joseana Mattos Coutinho (Cook)
Holly Langrish (Canteen Superviser)
Richard Sheppard (Kitchen Porter)
Monika Steiner (Trainee Chef)
Jacqueline Williamson (Catering Manager)
Guillermo Afonso (Mathematics/ Safeguarding Lead, Theory of Knowledge)
Farah Ahmed (English, Theory of Knowledge)
Asil Al-Shammari (University and Careers)
Shah-Noor Ashraf (Individuals and Societies, Geography)
Ladislav Bari (Mathematics)
Sonja Bartholomew (Mathematics)
Andrea Blades (Design)
Oisin Byrne (Theory of Knowledge, Spanish, French)
Toby Cann (PSHEE, Student Wellbeing Support)
Stephanie Cooke (History, Individuals and Societies)
Susan Dance (Visual Arts)
Amanda Deacon (Digital Librarian)
George Elia (Music)
Lindsey Fairweather (English, English Plus)
Kelly Foster (Theatre Arts)
Lily Frederick (Learning Coach)
Lori Fritz (Physics, Science)
Celeste Gardner (PHE, PSHEE)
Tewolde Hagos (Teaching Lab Technician)
Benjamin Hartwright (PHE, Theory of Knowledge)
Nito Harvey (PSHEE)
Anders Henriksen (Science, Physics)
Kerry Jenkins (Science, Biology)
Anne Liao (Science, Biology)
Mei-Ling Lin (Mandarin)
Stacy Marshall (Mathematics)
Kelly Mildenhall (Drama and English)
Russ Moon (Economics)
Olivia Murillo (Spanish)
Elena Pelaez-Perez (Spanish)
Claire Rees (Visual Arts, Design)
Jonathan Simpson (Individuals and Societies, Geography)
Martyn Steiner (Geography, Environmental Systems and Societies)
Sandy Stoneman (English)
Jodie Westwood (Chemistry, Science)
Our school mission applies as much to our staff as it does to our students: providing the creative and professional space for our team to contribute and to learn at their full potential. This is crucial in delivering a high-performing culture.
Our focus on wellbeing also applies to our staff as much as it does to students: creating an environment where everyone feels recognised and nurtured, and where individuals have the necessary agency to be professionally challenged and fulfilled.
Central to our organisation is that we have embraced a collaborative, distributed model of leadership. We do this to focus on the essential purpose of all schools – to all be at our best to educate. We prioritise meaningful learning impacts and professional growth, which means, for example, that our subject teams operate with a rotating shared leadership, appropriate to the particular task at hand. Everyone contributes and everyone has the opportunity to lead, to be accountable for school development and to enjoy the professional challenge of being a change-maker. It is our school, together.
Middle-leadership is generated through our project programme. Each year, we prioritise a number of intended learning impacts or wider intended improvements to our school culture, and create time-limited research projects which are led by different staff members. For example, we are currently supporting projects that will build more effective approaches to student voice, data analysis, sustainability, community partnerships, staff wellbeing, diversity equity and inclusion, design thinking and IB approaches to learning, and English language acquisition. Each project leader has the opportunity to have a profound impact on our school, to develop crucial professional leadership skills which enhance the whole organisation; and to collaborate with the community to ensure Halcyon remains a centre for innovation.
Halcyon is guided by a clear mission – to provide an exceptional education that draws out the unique potential of each student – and is built upon three pillars: innovation, collaboration and community.