Assistant Head of Junior School | Dulwich College (Singapore)
Southeast Asia Hub: Singapore Site | SINGAPORE
Charlotte Ruddy is Assistant Headteacher at Dulwich College (Singapore). She has worked in primary education for the past 14 years in both the UK and international school systems. She
holds a 4-year BA Hons Primary Education degree. Charlotte’s teaching career began in Cambridgeshire and then Buckinghamshire, in inner city schools. In 2011, she moved to Penang
(Malaysia) to start her career in international schools. There, she was responsible for leading and implementing the International Primary Curriculum across the Junior School.
For the past 6 years, she has worked at Dulwich College (Singapore) in the Junior School where she is the Assistant Head and a Designated Safeguarding Lead and Trainer. Dulwich College is an
international school with pupils from the ages of 2 – 18; in the Junior School there are 880 students. As part of her role she leads the Enrichment Programme, creating experiences to
enhance academic learning and enable individual characters to thrive. She works alongside staff to ensure there are experiences within the curriculum that ignite passion within the students,
making their school experiences positive, inspiring and memorable. Part of this role also entails leading the SE21 agenda (STEAM, Entrepreneurial and Environmental Education and 21st Century Learning Skills).
Charlotte is very passionate about is her role as Safeguarding Lead and Trainer. She trains staff and parents and also works with teachers to write curriculum modules for all year groups. She
has recently completed an advanced Safeguarding course with the International Child Protection Association as well as courses specialising in suicide intervention, domestic abuse
and mental well-being.
This year, Charlotte is very excited to focus on the Compassionate Systems Framework. She has been involved with Compassionate Systems since attending the introduction workshop in
Jakarta last year. After being inspired by the use of different systems tools and their positive impact, both on a personal level and on learning, she is exploring how best to implement this
within the Junior School. She recently led her first workshop with staff, and now she is excited to work with these individuals to build systems tools into classroom practice within different year groups. Staff have been experimenting with using some of the systems thinking tools within their classrooms and we can’t wait to learn from others who also use the systems
thinking tools. Charlotte wants to empower staff and students with the confidence to enable everyone to voice their opinions about what is important to them and fight for what is morally right. Charlotte hopes to make a real difference to both the staff and students this year.