Roxy Batliwala is the Assistant Head Teacher and Equality, Diversity, and Inclusion Lead at Chater Junior School, a small two form entry Junior School in West Watford.
What led you to pursue a career in teaching?
Initially, I studied psychology, inspired by my father, a clinical psychologist. However, during a gap year in South Africa, I volunteered at an orphanage and worked with a boy from Burundi. Teaching him English and helping him progress sparked my passion for education. After that experience, I decided to pursue a PGCE at Warwick University, followed by a Masters in Education.
Can you tell us about your teaching journey and career progression?
I began my teaching career at a large three-form entry school in Watford, where I quickly progressed to the senior leadership team, becoming an upper Key Stage 2 leader within three years. However, I experienced burnout and took a three-year break, living in Argentina and Australia. This experience gave me fresh perspectives before I returned to education.
When I returned to Watford, I joined Chater Junior School, initially as English lead. The school’s focus on work-life balance and well-being has made it a fulfilling experience. Last year, I became assistant head, which includes being the EDI lead, along with other senior leadership responsibilities.
What do you love most about your job now?
My role as EDI lead has been incredibly fulfilling. As a member of the senior leadership team, I feel privileged to implement initiatives on a large scale while still maintaining direct connections with students and families. I teach in Year 4 two days a week, which allows me to see the impact of our EDI work both at a school-wide level and on an individual basis. One of the most rewarding moments was during our Eid cultural celebration, where families from all backgrounds came together. The children showcased their learning about protected characteristics and how to address prejudice. Seeing parents’ reactions—many of whom learned new things about discrimination laws and protections—was powerful.
Collaborating with Flora Richards at Croxley Danes School has been a recent and significant success for us. This partnership has given our pupils exposure to secondary students, who have delivered assemblies and workshops, such as one on Autism Awareness Week and another on global citizenship and social justice for our Year 5 pupils.
These sessions offer two-way benefits: secondary pupils develop public speaking skills and deepen their subject understanding, while our pupils gain relatable role models who bring these topics to life. The impact is powerful—our younger students are inspired, often expressing a desire to follow in their footsteps.
Representation is key—when pupils see someone like them in a leadership role or speaking confidently about a protected characteristic, it sparks a belief that they, too, can achieve those heights.
What’s next for you?
My focus will remain on embedding EDI into the core culture of any school I work in. EDI should be as integral as safeguarding, shaping the self-concept of individuals and fostering inclusive communities. Whether at Chater or elsewhere, my mission is to champion this work at every level of my leadership journey.
What would you say to other teachers about working in Hertfordshire?
Hertfordshire’s proximity to London offers rich diversity and access to individuals from all protected characteristics. HFL provides strong support, particularly around race equity and broader EDI initiatives.
Schools here vary widely, providing opportunities to work in unique environments with different challenges and rewards. If you’re passionate about EDI and cultural awareness, the training and support available in Hertfordshire will meet your expectations.