Raj Khindey started as Headteacher at Chater Junior School in January 2024. One year in we asked her to tell us her story.
Tell us how you got into teaching? Did you always want to be a teacher?
Not at all! I completed a degree in English and then thought, ‘Why not teaching?’ After gaining some work experience in local schools, the decision was made. At the time, I lived in Northampton, so I did my NQT year there before moving to Watford after I got married, where I took on some supply teaching roles. I later covered a maternity leave at Chater, and, fortunately, the headteacher offered me a permanent position. I was incredibly lucky to work under such an excellent headteacher. My time at Chater was immensely fulfilling, and I grew both as a teacher and as a leader.
I spent 17 years teaching at Chater before moving to Highwood Primary School, where I served as Deputy Head for two years. Last year, I returned to Chater as Headteacher.
I suppose I’ve had a fairly traditional journey. I’ve had the opportunity to climb the career ladder while also balancing family life, largely because I’ve worked with some excellent leaders. My time at another school was invaluable in helping me develop my leadership style, as I had the chance to learn from a highly experienced and exceptional headteacher. It was also a great opportunity to work in an all-through primary school, and I believe that experience set me up for headship and shaped the leader I am today. You’re always on a journey, aren’t you? I absolutely love it. I thrive under pressure, which certainly helps, and we’ve recently had an Ofsted inspection, so that’s now under my belt as well, which is a good feeling!
How did you progress from being a teacher into leadership?
I think it was through the encouragement of my own leaders that I came to realise my potential – they saw something in me. Initially, I never wanted to be a headteacher. I thought, ‘I can’t do that’. I was thoroughly enjoying being in the classroom and didn’t want to leave – classic teacher, really! But with some encouragement and by working with exceptional leaders, I began to believe that I could become a headteacher. My time at my previous school solidified that belief. It was a very challenging school, but it turned out to be the best thing for me. The experiences I gained, the positive role models, and the encouragement from the right people all helped me prepare for the next step. I thought, ‘If I can get through Ofsted as a deputy head, I can do anything!’
I believe that when someone sees potential in you and encourages you, you feel truly valued. That’s something I try to replicate with my own staff, drawing from my own experiences to guide them.
What do you love most about what you do now?
I think, after a year in the role, what makes it all worthwhile is knowing that you’re making a difference. I know it’s a bit of a cliché, but it’s that connection with people – not just your staff, but with the children too. It’s about listening to them, taking on board what they say, and being visible.
I’m definitely a people person. Don’t get me wrong, I have days when I just want to lock myself away, but I think, especially in schools, you can’t be a behind the desk leader. You need to be out there, engaging with people, and really understanding the pulse of the school – where it’s going, what the plans are. And once you’ve had those difficult conversations and you see your team taking things on board, there’s that moment when you think, ‘OK, we’ve finally got there!’
Growing up, I experienced a lot of racism. When I was a teenager, I moved to Norfolk, and at that time, I was the only Asian child in my secondary school. I knew what it was like to be in the minority, and I never wanted anyone to feel the way I was made to feel. I think that’s why I’m so passionate about it. For me, working in a school where the majority of children come from diverse backgrounds is brilliant. But what matters most is how the minority is represented. We only have two white British children in our school of 241, and for me, they are the minority. They’re the ones I need to ensure are having positive experiences and are well represented moving forward. It’s about equity for everyone; everyone deserves respect and has a place in our school. And I see that same approach amongst my staff as well. It has to come from the top – that culture, those messages, must be there all the time.
Representation of diverse groups on the workforce is something we know many schools struggle with. Are your staff at Chater as diverse as the school community?
Our Governing Board is quite diverse, as is the Senior Leadership Team. I feel our staff is now much more representative of the demographic we serve. If I’m honest, when I worked at Chater previously, I was the only Asian teacher, working under an Asian Deputy Headteacher who was only at the school for a short time, although there were plenty of teaching assistants from other minority groups. Then, when I moved to Highwood and served as Deputy Head for two years, there were other teachers in similar positions. Both the headteacher and I were Asian, and we had two other Asian teachers, which at the time felt like a significant representation, and quite rare.
Interestingly, when I applied for that role, I honestly thought I wouldn’t get it because I assumed they wouldn’t want two women of colour leading the school. That was my mindset at the time, which is quite sad to realise, but it’s how I felt.
Leadership is definitely tough for minority groups. I’ve had largely positive experiences, but I’m not sure if I’ve been fortunate in that regard. I do believe bias exists, though, and it’s something that can’t be ignored.
What do you think schools can do to recruit more people of colour?
We don’t specifically set out to recruit people of colour, but I think it’s really important to avoid bias and ensure that selection is based on a person’s skill set, in line with the Equality Act.
It’s about selling your school. You have to be open and transparent about the demographic you serve and the expectations of your school. By doing so, you’re more likely to attract the right person who will thrive in that environment. At the moment, we have an advert out for a class teacher, and it’s about showcasing our school and the community we serve. We’re a multicultural school, and we’re proud of this. On our website, we celebrate our diversity.
What advice would you give someone who's just starting out or thinking about starting out and teaching career?
It is the most rewarding job in the world, but with that comes sheer hard work. You’ve got to be there for the children, not for anything else. It’s all about making a difference. You have to be truly committed and prepared to face the adversities that come your way.
There will always be challenges, but if you hold on to those small wins you experience day to day, it truly is the best job ever!
What advice would you give to those looking to move into leadership?
I think it’s about being a people person and building strong relationships with your colleagues. Everyone has a vision, but you’ve got to take people along with you on that journey. Naturally, you’ve got to walk the talk – get involved, roll up your sleeves, do those lunch duties, be visible at the gate, muck in, and cover classes when needed. If you earn your team’s respect, they’ll follow your vision. The most important thing is always explaining why you’re doing something. From day one, I’ve always said to the staff, “The children come first.”
Don’t assume you know it all, because you don’t. It’s a team effort, and sometimes you won’t get it right. You’ve got to be open to learning from others. Sometimes the staff will know better than you, and I think it’s crucial to be humble enough to accept that. It’s about empowering them and bringing out the best in your team.
As a headteacher, you’re also in charge of recruitment to your school. What are you looking for in the people that you're recruiting?
I think the ideal person is someone who’s passionate, who wants the best for the children, is a hard worker, and aligns with the school’s values. Someone who has high expectations of themselves will also set high expectations for the children they teach.
For me, I always tell teachers that the children in their class have only one shot at education, and it’s their responsibility to do their best for them.
Is there anything else that you would like to share with our audience?
When I talk to colleagues about the services Hertfordshire provides and the support available, they can’t believe it. I do think we’re lucky with the CPD we receive, both for teachers and especially for leaders. The conferences with guest speakers are incredible! The support from your SEA is invaluable and has made a significant difference to my professional development. I truly believe that Hertfordshire has an educational community that really supports one another.