In the heart of Kirklees, West Yorkshire, Carlton J&I School Headteacher Rizwana Mahmood-Ahmed MBE is transforming education. “I want to be a voice for the voiceless,” is her message.
Born to South Asian parents in the late '70s, Ahmed's early life laid the foundation for her remarkable journey. “My own schooling experience is quite central to who I am today,” Ahmed reflects. As part of a school programme designed to integrate immigrant children into the outskirts of urban areas, she credits this initiative with shaping her into the individual and leader she is now.
Ahmed’s narrative is one of cultural synthesis and rebellion against the expected norms. “I remember singing hymns in the Church of England school,” she says, allowing her to celebrate similarities and respect differences without losing her Muslim identity. This early exposure to diversity became a cornerstone of her pedagogy and approach to leadership.
Despite the pressure to pursue ‘noble professions’ like medicine or teaching, Ahmed carved her own path, initially stepping into the fashion industry and modelling. However, life’s realities soon steered her towards education. “I got my initial honours degree in contemporary studies and followed my mother's advice, I did some volunteering in a primary school and I thought “I quite like this”, and this led me to study to study a Post Graduate Certificate in Education," she states. This marked the beginning of her teaching career amidst the challenges of high school deprivation in Manningham.
Ahmed’s ascent in education was rapid, fuelled by her charisma and enthusiasm. “You are leadership material,” her mentor had declared, propelling her into junior leadership roles and eventually she was headhunted for an assistant headship in an equally deprived neighbouring area. Her drive to make a difference on a larger scale saw her navigating through various leadership positions, each marked by a blend of turbulence and triumph.
The passion Rizwana holds for improving not only educational standards of the most deprived, but for their livelihoods as a whole, shines through. Her school stands as a beacon of excellence with standards comparable to private institutions, having been recognised for its remarkable progress in English and mathematics. “I want this school to become a centre of excellence,” she had envisioned, and under her stewardship, it has become a strategic partner for the Calderdale and Kirklees teaching school hub. This school was once referred to as a ‘stuck’ school that has since made a remarkable turn around and has recently been ranked amongst the top 3 schools in England for exceptional progress and attainment in reading and mathematics.
Rizwana’s Vision for the Future
Ahmed’s commitment to education extends far beyond her role as a headteacher. As a school improvement advisor, she collaborates closely with Kirklees, bringing her expertise to numerous schools across the region.
The Headteacher’s perspective on Kirklees is refreshingly optimistic. “There’s a lot of amazing and talented people in this authority,” she says, acknowledging the hard work and dedication that often goes unnoticed. Her travels to various schools have revealed a wealth of young talent, future leaders who she believes will shape tomorrow’s educational landscape.
The narrative surrounding Kirklees, Ahmed argues, needs a shift. “By only spotlighting the council’s shortcomings, we risk alienating the very talent we seek to nurture,” she cautions. Her approach is to celebrate achievements as well as learn from failures, striving for a more balanced view that recognises the strengths within Kirklees.
When her school received a prestigious ranking, the Carlton School Headteacher saw it as an opportunity to showcase the collective effort of many. “This is for Kirklees… a lot of people have contributed to this,” she insists, pushing for public recognition of the collaborative success. Her efforts were supported by MP Kim Leadbeater, who commended Ahmed for putting Kirklees on the map. “It genuinely is a collective effort,” she states.
Influencing Policy
Ahmed's story is not just about leading a school but about shaping the very fabric of education policy. “Policies need to be made with people in mind,” she asserts, her eyes set on the broader horizon of national influence. Her mission is clear: to empower the voiceless and transform education policy. “I don’t want to be a run-of-the-mill,” she states. “I want to do something different. I really want to be a voice for the voiceless.”
Her approach to education is not just about teaching; it’s about nurturing potential and providing opportunities. Her school is a testament to this philosophy, offering experiences typically reserved for the elite—horse riding, international visits, skiing, and golf. “We’re trying to normalise these for deprived communities so that they feel worthy of taking things up,” she explains.
One of the most inspirational moments at Ahmed’s school was the visit of Malala Yousafzai, the young Nobel laureate who stood up for girls’ education in the face of adversity. The visit was not just a chance encounter but a carefully orchestrated event that left an indelible mark on the students.
After seeing a student reading Malala’s book with her signature inside it, she discovered that the pupil’s mum was the headteacher of Malala. Having found this out, Rizwana couldn’t miss out on a chance to bring Malala in to the school. “It was a jaw-dropping experience,” she recalls. “Malala played the video of her being rushed to the hospital after being shot, but she wanted to pursue her education regardless.”
Ahmed’s dedication extends beyond her school walls. She has collaborated with the University of Oxford to create ‘Oxbridge Minds’, an accreditation program for schools, ensuring that her students and others nationwide receive exposure to higher education’s possibilities.
Her advice to policymakers is unequivocal: “Give headteachers autonomy. Consult more authentically with teachers. Bring it all together nationally.” Ahmed’s voice is not just a call for change; it’s a rallying cry for a future where every child, regardless of background, has access to an outstanding education.
A Legacy of Leadership
When asked how she envisions her legacy, being “a leader of people” is Rizwana’s response, a reflection of her authentic self and her dedication to nurturing young minds. “You’re a human being responsible for nurturing a lot of little human beings,” she asserts, emphasising the duty of care inherent in teaching.
Ahmed’s leadership philosophy is grounded in mutual respect and character building, which has led to remarkable outcomes: “We’ve never had an exclusion in this school since I’ve taken over,” she proudly shares. This achievement is particularly noteworthy given the challenging backgrounds of many students.
Her approach has yielded a school environment where behavioural issues are non-existent, and the focus is on developing soft skills alongside academic knowledge. The Carlton School Headteacher's legacy is not just in the statistics but in the ethos she instils in her school—a place where every child is valued and respected, and where education is a journey of mutual growth and understanding. It’s evident that Rizwana Mahmood-Ahmed’s legacy will reflect Carlton School’s motto, “dream, aspire, achieve”—where every child is given the respect and opportunity to grow, learn, and become a contributing member of society.
