James Weekes

James Weekes brings a globally informed perspective shaped by experience across international school systems to his role as Head of School at The Booker School. His career spans teaching and leadership roles in diverse educational environments, along with involvement in educator development through IB-aligned practices and workshops. His approach to school leadership centres on community alignment, measured change and a clear understanding of a school’s identity within a broader educational landscape.

From Global Classrooms to School Leadership

I’ve worked in a range of schools around the world. One of the most valuable lessons I’ve learned is the importance of understanding the community you are walking into. Every school has its own set of values, expectations and experiences, and aligning with those is essential to leading effectively.

I’ve seen leaders struggle when they arrive without taking the time to understand what the school is about. I’ve had that experience myself as well. The more you can talk to people, listen to their stories and understand their perspectives, the better equipped you are to lead. Those insights should not sit on the surface—they need to become part of your own mission as a leader.

Driving Change without Losing Identity

When I arrived at the Booker School, it was clear that change was needed. At the same time, sudden and dramatic change can be disruptive, particularly in a school environment. Change needs to be thoughtful and aligned with a broader vision.

There are always new trends and movements in education, but schools need to take the time to analyse them before adopting anything. As an independent non-profit organisation, we also have to be mindful of where we are in our development.

When I joined, the school had just gone through a challenging period. My first responsibility was to understand what led to that situation so we could avoid repeating the same mistakes.

One of my core beliefs is that if you build a strong educational programme with passionate educators, students and families will follow. Every decision we made, whether related to recruitment, space or school practices, was centred on strengthening that programme and supporting our students.

As a smaller school with limited resources, we also had to accept that we could not be everything to everyone. Defining who we are and staying aligned with our core values became a central part of our development.

Building a Culture around People, Not Systems

People are at the centre of everything we do. Our teachers choose to be here because they care about the profession. That creates a very different environment.

With small class sizes, often fewer than 12 students, the relationships between teachers and students become much deeper. Teachers are not only educators, but also mentors and role models. At the same time, there is a strong level of mutual respect. Students are encouraged to share their ideas and perspectives, and they are seen as active contributors to the school community.

When you walk through the school, you see that sense of connection. Teachers and students work together, spend time together and support each other through challenges. That shared experience plays a significant role in shaping the culture.

Strengthening Teams through Shared Learning

Professional development has been an important focus, even within the constraints of a smaller institution. While we are not an IB school, we have drawn inspiration from IB-aligned practices and learning approaches.

Access to formal professional development has not always been consistent, so we have placed a strong emphasis on learning from each other. Bringing in educators with experience in leadership roles across independent and international schools has been particularly valuable. Their expertise helps strengthen the overall team and creates opportunities for less experienced teachers to learn and grow within the organisation.

This collaborative approach ensures that development is ongoing and embedded in daily practice, rather than being limited to external programmes.

Leading with Mindfulness and Individual Focus

It is important to recognise every student and staff member as an individual. While policies and systems provide structure, understanding individual circumstances is essential to building a positive and supportive environment.

Mindfulness has played a role in shaping my approach to leadership. Earlier in my career, I applied it within the classroom, but over time it has extended to working with faculty, parents and the broader school community.

“Every school has its own set of values, expectations and experiences. Aligning with those is essential to leading effectively.”

Leading in a calm and considered way, particularly in challenging situations, influences how others respond. I have seen teachers observe these interactions and apply similar approaches in their own work. This contributes to stronger relationships and more constructive outcomes.

We also emphasise that making mistakes is part of the learning process. The idea that failure can represent a first attempt in learning is something we actively reinforce within the school.

Operating as a Nimble, Community-Embedded School

We have around 80-90 students. As a small independent school, our size shapes how we operate.

A colleague once described smaller schools as sailboats, while larger institutions are more like cruise liners. A sailboat can adjust quickly, respond to changing conditions and move with greater flexibility.

That perspective reflects how we see ourselves. We are able to adapt, but that adaptability depends on everyone working together. Our goal has never been to operate separately from the community. Instead, we aim to be actively engaged with the environment around us.

Our families are connected to the wider community through their daily lives, and we believe that learning becomes more meaningful when students are engaged with the world beyond the classroom.

Re-Centering Education around the Child

As education continues to evolve, influenced by technology, global events and new developments, it is easy to lose focus on what matters most. In my view, the priority needs to remain on the individual student.

Schools have a responsibility to support each child in reaching their potential. When that focus is maintained, it creates the foundation for developing creative, capable and thoughtful individuals who can respond to a changing world.

Leadership through Perspective and Empathy

For those in leadership roles, it is important to maintain perspective. Understanding what it feels like to be in different roles within the school community is essential.

That includes recognising the challenges faced by teachers managing classrooms, parents supporting their children and students navigating their own experiences. Taking the time to ask questions, listen and understand those perspectives leads to better decisions and stronger relationships.

Leadership, in many ways, comes back to listening and staying connected to the people you serve.