Academic Board Members

Atima Joshi (Principal)

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Atima Joshi is an experienced educator and has been with EtonHouse since 2003. Atima holds a Bachelor of Science (Honours) Degree from the University of Delhi, India and a Master of Education Degree from RMIT University in Victoria, Australia. In her various positions as Hindi teacher, ESL teacher, Year 2 and Year 3 Classroom teacher, she has taught students in age ranges from 3 years to 11 years at EtonHouse International School. Her passion, creativity and enthusiasm have enabled her to create learning environments that have supported, challenged and inspired her students. Atima has held Coordinator positions for different curricular areas including the Specialists and Languages departments, Science, Celebrations and Events, Year 2 and Year 3 Classes.

Christopher Barrie Hansford (Teacher)

PGCE, BEng., TEFL

Chris is from the UK and is also a Permanent Resident of Singapore. He has over 15 years of experience in teaching the EYFS, Key Stage 1 and Key Stage 2, in the UK and Singapore (age 4 to 11) and has extensive knowledge of the English National Curriculum and the International Baccalaureate Primary Years Programme (PYP).

Chris is a highly motivated teacher and is passionate about delivering best practice in the classroom to ensure engaging and challenging lessons for students.

Apart from his qualifications in teaching, he is also a certified Tennis Coach (British Lawn Tennis Association Level 2); Tae Kwon Do Instructor (UKASKO) and is also equipped to Teaching English as a Foreign Language (TEFL). Chris looks forward to bring his multifaceted talents to Middleton to provide a wide and dynamic range of curricula and co-curricular options.

Gladys Ang (Teacher)

Gladys completed her Postgraduate Diploma in Education in National Institute of Education (Singapore) and enjoyed a 7-year teaching stint within the public and international education system in Singapore before moving to Jakarta, Indonesia. Over there, she spent 5 years teaching Mathematics and Mandarin to students undertaking the Cambridge International Examinations (CIE) Primary Checkpoint Programme and Cambridge International General Certificate of Secondary Education (IGCSE) before returning to Singapore in August this year.

She believes in encouraging her students to be self-directed learners, to question and think critically about what they read and to collaborate often. With a strong belief in the philosophy that no child gets left behind, she always tailored her lessons to ensure that her students achieve their potential and develop themselves holistically. Personally, she enjoys experiencing different countries and working in the international community. As an avid sportswoman, she also enjoys being outdoors, running on trails, trekking and participating in ultra-marathons.

Martin Hughes (External Member)

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Bachelor of Arts (Hons, Oxon), PGCE

Martin Hughes has been a member of the EtonHouse family since 2007. He brings many years of experience as Principal both from his native UK since 1990 and internationally in China where he was the Founding Principal at EtonHouse International School Wuxi. He had a gap of three years to set an all through international school in Xi’an.  There, he oversaw the school acquiring the International Baccalaureate Diploma Programme (DP) authorisation just two years after opening, as well as authorisation to run the Cambridge IGCSE and oversaw the rapid growth of the school to nearly 300 students.  In his time with EtonHouse, he has led schools in China to successful Middle Years Programme (MYP) authorisation and reauthorisation in the Primary Years Programme (PYP). He has now joined EtonHouse in Singapore and feels privileged to be Principal at EtonHouse International School Broadrick.

Martin has a strong academic background, having won a scholarship to study at Oxford University and being Proxime to the University’s prize for the best undergraduate research in Geography.

Martin always seeks to put the needs of the students at the centre of the decision-making process. As a leader, he is keen to build on the strengths of the school and work in collaboration with the community of students, parents and staff. He believes that it is the strength of the relationships and the team, coupled with a clear vision of the school’s direction, that forms the cornerstone of a good school.