Principal

Majid Ditta – Staff Stories

Majid Ditta is Principal at Tauheedul Islam Boys’ High School (TIBHS) in Blackburn, where he leads with an uncompromising commitment to excellence. Under his leadership, the school has continued to thrive, expanding its provision to include a successful sixth form and securing outstanding outcomes for pupils from the local community.

Beginning his professional life in the legal sector, he made the decision to retrain as a teacher in 2001, driven by a desire to make a meaningful difference to young people’s lives. Since then, he has held a range of senior leadership roles across Blackburn, contributing to large-scale school improvement and transformation.

Below, Majid reflects on his journey, his approach to leadership, and the culture, values and support that have shaped his career.

How would you describe your leadership philosophy as a Principal?

A concept that resonates deeply with me is author Paul Dix’s notion of ‘deliberate botheredness.’ It’s not enough to care – you have to demonstrate it consistently through your actions. Leadership must be humble, hands-on and built on relationships rooted in trust and mutual respect. No job is too big or too small. From helping to serve lunch to ensure pupils’ basic needs are met, to addressing maintenance issues to create a safe and welcoming environment, rolling up your sleeves and supporting your team sends a powerful message – we’re in this together.

Equally important is following through on what you say you will do. Leadership is about sincerity, and I don’t believe in doing things ‘half-baked.’ If you commit to something, throw yourself fully into it and treat mistakes as learning opportunities rather than excuses to avoid trying. That philosophy extends to our pupils – we encourage them to strive for excellence in everything they do, and we celebrate effort as much as achievement.

Being visible and approachable as a leader allows issues to be addressed early and prevents small concerns from becoming bigger problems. It also requires managing your time effectively and keeping your finger on the pulse at all times so that you can respond promptly and decisively. I strongly believe in pairing high accountability with high support, developing professional relationships that empower people, recognise their value and create a genuine sense of shared responsibility. This approach has real impact. We see it reflected in staff attendance and job satisfaction, because when people feel respected and supported, they give their very best – and that ultimately leads to better outcomes for our pupils.

What do you enjoy most about working for Star?

I feel both privileged and proud to work for an organisation that stands so firmly for uncompromising excellence, integrity and social equality. Expectations are deliberately high – this is driven by a clear moral imperative to transform lives. Everything we do is centred on securing the very best futures for our pupils and staff. Delivering impressive outcomes isn’t about arrogance or ego, it’s about validation that the expertise, commitment and relentless pursuit of excellence across the trust are making a tangible difference. That authenticity aligns closely with my own values and gives me a deep sense of fulfilment.

In your experience, what sets Star Academies apart from other organisations?

What truly sets Star apart is the clarity of its vision, mission and values, and the consistency and sincerity with which these are lived out. I’ve been part of the trust’s journey for many years and have witnessed how this commitment and dedication translates into real impact for pupils and staff alike.

Star’s strength also lies in its people and their shared sense of purpose. There’s an extraordinary collective energy in our school and across the trust – from staff and leaders to pupils and families – that makes coming to work genuinely uplifting and inspirational.

I also speak from personal experience as a parent, as all four of my sons have attended TIBHS. Staff choose Star not just as a workplace, but as the place they want their own children educated, because they know it’s where they will be given the best opportunities for their future. That level of trust and belief is incredibly powerful and speaks volumes about the credibility of the school and the organisation.