Interview with Mrs Emma Duong – Saka, Principal of Highgate Pre-Prep
Introduction
Mumsinthewood had the privilege of sitting down with Ms Emma Duong – Saka, the new Principal of Highgate Pre-Prep on the 29th September 2025. Calm, collected and very approachable, the first thing that strikes one about Mrs Duong-Saka is her quiet efficiency and her very sincere personality. She is incredibly understanding and is very much an excellent listener. She exudes a genuine interest and warmth and is someone for whom being a principal is clearly not just a job, Ms Duong-Saka, is fully and completely committed to the school and to the children in her care. She goes over and beyond to ensure that every child feels special. When she missed the performance of one of her young charges due to meetings, she made a special effort to call the child in to her office to let them perform for her separately. The children’s faces instantly light up when they see her every morning at the gate, which is a clear testament to how much they all adore her . The number of times that parents have been overheard to say, among other very complimentary salutations, “so pleased it is you”, “we are so glad you are here” .This is a real testament to what parents hope Ms Duong-Saka will do for the Pre-Prep. Given the glowing reputations of the Junior and Senior school among the parent community, it is not an easy task to come in to the Pre- Prep where it all starts and showcase it as an equal. But parents have voiced their complete confidence in Ms Duong-Saka and having met her, Mumsinthewood absolutely shares their confidence.
Ms Duong-Saka started her career in event management and worked in teaching awards at both the regional and national levels. She realised then that her true calling was teaching itself and she did a PGCE at Brunel making her first steps into teaching in the State Sector. She talked with warmth of her years in helping children and the impact that working with children who had social issues has had a lasting impact on her and how much she enjoyed working on the Pastoral side at the school. Starting off at the Wembley Trust, she was responsible for developing all systems and when Covid struck, the impact of pastoral care and mental well being on vulnerable children was brought home to her . She has a wealth of experience in social issues with children and in pastoral and wellbeing support which was why when she saw a role advertised for a deputy head of pastoral for Highgate Junior School came up, she decided to apply. Ms Duong-Saka spoke fondly of her time in the Junior School working with Ms Studd and spoke of how much that role fed into her role now at the Pre-prep.
She also spoke of how much support and guidance she had received from Ms Studd and the Senior Leadership Team. She was confident in her ability to bridge the gap and help further align the pre-prep and the Junior School. Ms Duong-Saka was also keen to stress how approaches are being aligned, and carefully designed and focussed plans are being put in place for children transitioning from the Pre-prep into the Junior School.
She hails from a close family and is one of 4 sisters. She was appreciative of the immense support she receives from her husband and family and understood the challenges of working mums, herself a mother of two young girls. Her hobbies include Yoga, Running and Reading and she places a lot of importance on diversity and inclusion in staff. She was strong in the belief that challenges make us stronger and she stressed that academic and pastoral go hand in hand. Her view that it is incredibly important for children to know that they are in the company of trusted adults is key and will we are sure be one of her many defining characteristics. Together with her wonderfully gentle and kind personality, the way in which she makes time for parents and children alike and her very real and almost tangible pleasure at being in a position where she can help make a difference in the lives of the little ones whose lives she and her team are shaping, Ms Duong-Saka is exactly what the Pre-prep was looking for to bring it more in line with the rest of the school. There is nothing more important than knowing that your littlest is in the care of well trained, professionals and parents across the Junior School and the Pre-prep have confidence that Ms Duong-Saka will ensure that this is so. In terms of the curriculum, she was strong in the belief that an innovative curriculum cannot be reactive and needs to be ongoing . She spoke of how important the development of the curriculum is, the importance of training for staff who can then bring back knowledge and how preparing children, in this way, has an important impact on the world they are growing up in. Her aim was to raise critical thinkers and confident learners. The proud assemblies are a huge boost for the children and she spoke of Co-Education as an advantage. The workshops that are held for children and parents on everything from religion and politics to literacy and numeracy also cement the concept of working in partnership with parents to raise their children.
Something that was always consistent right through the interview was the way in which Ms Duong-Saka’s eyes lit up every time she spoke of her role and of the children she was responsible for. She is very clearly the right choice for the Pre-prep and her dedication, warmth and openness are a very welcome at the Pre-Prep. The Pre-Prep has an established foundation and now we hope that ,with her guidance, it will all be pulled together. As all the parents, seem to agree, Ms Duong-Saka really is the person to do it.
Question:
Since starting this September, how have you found the transition from the Junior School to the Pre-prep?
Answer:
I’ve been fortunate to experience a smooth transition from my previous role as Deputy Pastoral at the Junior School to my new position in the Pre-Prep. Having had the opportunity to meet staff and parents during the summer term, the move felt far less daunting when I stepped through the doors on the first day of September. Seeing familiar faces and knowing that many already had a sense of my background and experience made a real difference. As an experienced Highgate member of staff, understanding the ethos and approach and knowing processes and systems was also huge advantage which made my transition to the Pre-Prep easier.
Time has flown since the start of term, and—as always—the first half of the Michaelmas term has been busy! There is so much in the shared ethos and approach between the Junior and Pre-Prep schools and work and projects that I was already involved with or aware of so that has made the transition easier too. I’ve felt incredibly supported by both the Pre-Prep team and the wider Highgate team across the foundation. I am very fortunate to have experienced, knowledgeable colleagues across all departments around me. Their guidance has been invaluable in helping me settle into the operational, logistical and strategic aspects of the role, while also allowing me to time to build meaningful relationships with the children and their families.
Question:
How would you define the ethos and guiding values of Highgate Pre-Prep?
Answer:
The core values at Highgate School centre on being a place of learning and scholarship, a reflective community, and an exemplar of healthy living. These values are deeply embedded in everything we do and are consistently upheld across all three parts of the school.
What that looks like at the Pre-Prep and how we bring these values to life is through the lens of exploration. For our youngest learners, this is captured in three guiding statements that underpin our ethos: Explore our learning. Explore who we are. Explore our world.
Our role is to lay strong foundations for the children to become effective, reflective and curious learners. They are on a journey to develop their skillsets and find out more about themselves and the world around them and we are here to facilitate this journey. We nurture their natural creativity and inquisitiveness through a curriculum that is both joyful and rigorous—one that evolves in response to the ever-changing world around them. Alongside this is our commitment to preserving and celebrating childhood which is intention behind our approach in prioritising outdoor learning, keeping active and enabling creativity and differences to shine.
Question:
What are your own ambitions and what is your vision for the Pre-prep?
Answer:
The Pre-Prep have been working extremely hard over the last few years in developing our Teaching and Learning model, innovating our curriculum and ensuring our Pastoral approach is effective in supporting our children whilst teaching them to be reflective and responsible individuals. My vision for the Pre-Prep is to ensure that these models are effective, appropriate for the children’s transition to the next stage of the school as well as to continue to reflect the rapidly changing world around us.
I feel so privileged to be in this role and am thoroughly enjoying working within Early Years and Key Stage 1 – the progress children make at this crucial stage is immense and I am excited to be here to lead and learn from the wealth of expertise I have around me and to develop our teaching and learning model to ensure that we are innovative in our approach and providing the very best learning experience and pastoral care for our children. As I mentioned to a reception class this week when reading a story book ‘When I Grow up’, I spoke about my hopes in becoming a teacher and having this opportunity to be Principal at a school like Highgate is a dream come true!
Question:
What do you feel distinguishes Highgate Pre-Prep from other leading London pre-preparatory schools?
Answer:
Every school offers its own unique opportunities, and each has its strengths and successes. At Highgate, we are extremely fortunate to benefit from a combination of outstanding facilities, resources, and a team of innovative and committed staff across the Foundation. Together, we are dedicated to providing the very best environment, education, and pastoral care for our children.
At the Pre-Prep, our teaching and learning model is rooted in exploration, which is central to fostering engagement and success. At this early stage of child development, exploration plays a vital role in developing the characteristics of effective learning—laying secure foundations in knowledge, skills, and attitudes. The buzz and excitement generated in our classrooms and wider provision are a testament to the sense of curiosity, awe and wonder we strive to cultivate every day.
Question:
What role do specialist teachers (e.g., languages, music, PE, arts) play in the Pre-Prep curriculum?
Answer:
At the Pre-Prep, we have specialist teachers in music, sport, drama, and forest school, alongside curriculum subject leaders who are both passionate and highly skilled in developing their curriculum areas. We take a structured and proactive approach to continued professional development, ensuring that our specialists and leaders are continually deepening their subject knowledge. This enables them to monitor outcomes effectively and share best practice across the team. We believe that it is essential for all teachers to receive regular, high-quality training that reflects evolving pedagogy and educational research. This empowers them to deliver the very best learning experiences for our children.
Question:
How do you approach differentiation for children with varying levels of ability?
Answer:
It is essential to first ensure we have Quality First Teaching and an inclusive classroom environment where teachers know the ability and learning style of every child and their next steps. Effort and progress is celebrated alongside academic achievement so setting the culture within each classroom to enable our children to feel successful, whatever their ability is important. Our staff receive regular training and are skilled in carrying out both formative and summative assessments to identify individual learning needs, adjust planning and set personalised targets. Our regular Pupil Progress Meetings support our teaching staff to have these reflective discussions with the Learning Support and Senior Leadership Team.
We know that children learn in different ways so ensure we deliver and facilitate learning in different ways to ensure we meet the needs of all. Our belief in active learning is key – children at the Pre-Prep really do have ownership and are engaged in the practical, hands-on approaches in accessing activities in the classroom. The differentiation and scaffolding we provide through the teacher and support staff we have in every class includes carefully planned, purposeful resources and tasks as well as support structures such as sentence starters, word banks, visual aids or manipulative to help children access the task. Our model allows for plenty of collaborative working so peer support is hugely impactful, and the children love learning from each other. A range of resources set for all abilities so children can access the work successful and move onto challenge is always available.
Question:
How do you help children settle in, particularly those joining Reception with limited prior schooling?
Answer:
We prioritise creating a nurturing environment where adults quickly build strong relationships with the children, helping them feel safe, valued, and happy to be part of the Highgate community. For our new Reception children, we offer a carefully planned settling-in period, starting with half-day sessions before transitioning to full days. This gradual approach allows children time to familiarise themselves with their new surroundings and routines at a comfortable pace.
We understand that regular communication with parents during this stage is key. We like to reassure parents, address any concerns, and celebrate early successes – building trust and a shared sense of partnership between the school and home from the outset is extremely important to us.
A crucial factor in helping children settle is our engaging, accessible, and creative curriculum. It sparks curiosity and joy, making each day at school something to look forward to. I was so delighted to see so many children skipping in and out of school each day early on at the start of the term because they really do enjoy their learning! Finally, we know that establishing clear routines and expectations helps children feel secure. When they understand what to expect throughout the day, they can build independence and confidence in their new teachers and learning environments.
Question:
How does the school foster resilience, kindness, and confidence in its pre-prep pupils to set this foundation in place?
Answer:
Emotional social development is top of our agenda with lots of work done on our Restorative approach in teaching and managing behaviour as well as through Zones of Regulation in teaching emotional literacy. Our children are taught strategies to recognise and express how they are feeling as well as to consider how their actions affect others; they are taught how to resolve conflicts thoughtfully. Our staff are well trained in engaging with children in early discussions about fairness, kindness and resilience which underpins our core values and approaches at Highgate. These foundations are built upon as they move up to the Junior School where they are able to continue their journey in developing their confidence and navigating challenges with the same pastoral and restorative approach. The impact through early intervention and engagement with the child and where necessary the family allows the child to be reflective and avoid escalation of low level, age-expected behaviours to be addressed before escalating into serious misdemeanours or pastoral concerns.
Question:
How are concerns regarding a child’s wellbeing identified and addressed? Could you describe the role of class teachers and support staff in monitoring children’s wellbeing?
Answer:
We have a strong pastoral system led by our Deputy Pastoral, Mrs Hayley Lock. We believe that it is everybody’s duty to ensure that wellbeing and safeguarding and that is through every interaction or supervision during the school day and in our relationships with our parents to ensure that small issues are raised and addressed in a timely manner. Our class teachers work closely with Mrs Lock to ensure that any concerns are raised and appropriate monitoring and support is put in place. Should there be ongoing or more significant issues or concerns, we also have a play therapist who is able to provide further targeted support. Whatever the provision, we ensure that parents are part of the conversation and action plan with regular communication throughout.
Question:
How do you support children with additional pastoral or learning needs, and how is this communicated to parents?
Answer:
Answered in Q re additional pastoral needs.
For children who require additional support with their learning, we maintain regular and open communication between class teachers and our Learning Support team. This close collaboration ensures that any concerns are identified early and addressed effectively. At the early stages, adaptations in classroom resources, strategies are immediately put in place. Parents are actively involved in these discussions and are provided with guidance, resources, and strategies to reinforce learning at home. Where appropriate, children may also take part in targeted small-group interventions led by our Learning Support team, designed to meet specific learning needs.
Question:
How does the school involve parents in their child’s learning and development?
Answer:
We work in close partnership with our families and believe that clear, ongoing communication is key to supporting children’s learning. Sharing our teaching approach and curriculum content helps parents feel informed, involved, and confident in their child’s educational journey. Most recently we have had Phonics, Reading and Maths workshops which were well received; it is important that we are able to demonstrate the methods and approaches we use in school so parents and carers are able to support with any home learning or just engage in conversations about their child’s school day!
As well as direct conversations we may have with families, we also offer a range of opportunities for further engagement, including curriculum workshops, coffee mornings, classroom drop-ins, parent consultations, and themed talks. These events not only allow us to present information but also invite questions, feedback, and dialogue—ensuring our provision remains collaborative, responsive, and effective.
Question:
What proportion of pupils typically progress from Pre-Prep into the Junior School?
Answer:
All of them.
Question:
How do you ensure a smooth transition for children moving on to the next stage of their education?
Answer:
The transition to the Junior School for all our children is thoroughly planned. From the Lent term onwards, both academic and pastoral teams across the Pre-Prep and Junior school work closely to ensure a smooth handover. Detailed information about each child’s progress, learning style, friendships and behaviours are shared between relevant staff.
Opportunities for the children to visit the Junior School, meet new teachers, tour the school, sample some lessons and meet their new classes are organised both before and on the transition day in June. Key members of staff from the Junior school including the Head of Year 3 and the Deputy Principal Pastoral also come over to the Pre-Prep to meet the children and answer questions they may have.
Peer support plays a vital role in easing the transition. Throughout the year, Junior School pupils regularly visit the Pre-Prep to build relationships and support younger children. Recent examples include Year 6 Ambassadors acting as playground buddies, Year 5 children running board games lunch club with Reception children and Junior school children who come over to read stories or deliver special assemblies. We also host a weekly Principal’s Tea Party, where Ms Studd and I welcome children from both the Junior and Pre-Prep schools for hot chocolate and cake. These informal gatherings have been a wonderful way for children to connect across year groups and build a sense of belonging. All these interactions help children see themselves as part of a wider Highgate community, making the transition to Year 3 feel exciting rather than daunting.
Question:
Could you explain the curriculum structure at Pre-Prep and how it prepares children for the Junior School
Answer:
Our vision is that all our pupils should grow up to be independent learners who are able to explore their thinking within a curriculum which is relevant, engaging and scholarly. We have a broad and balanced curriculum which is centred on the key skills of literacy and numeracy. In Reception, we lay the foundations for all future learning as children begin to explore and understand the world through a combination of structured and child-initiated activities. As children progress through the school we focus increasingly on academic skills and as the children grow in confidence and independence they are introduced to new and challenging experiences to foster independent learning.
There is a strong emphasis on the creative arts, and specialist teaching in music, drama and Sports and Exercise lessons are provided by specialist teachers. We also recognise the importance of opportunities for play and child led learning and these form an important part of our daily routine. When pupils leave the Pre-Prep, we want them to be confident and independent learners who are ready to embrace the challenges of the next stage of their education.
Lessons at the Pre-Prep encourage children to work collaboratively with each other in small groups and as a whole class. Children are also given opportunities to complete tasks independently as they develop in confidence and maturity. Young children are naturally curious about the world around them, and from our pupils’ very first experiences in Reception, we aim to harness this curiosity as we engage them in a variety of practical learning experiences.
Conclusion:
The Pre-prep is a lovely little building and the play areas both covered and uncovered provide a good array of entertainment for children, who seem to love using every part of the garden for games both imaginary and traditional. The classrooms are light and airy and small class sizes have been maintained with between 19-23 children per class.
Historically parents have, in the main, joined the pre-prep to avoid the dreaded 7+ but have not had a great deal of expectation in terms of its academic offering. It is however hoped that with the introduction of Ms Duong-Saka, the relationship between the Junior School and the Pre-prep will strengthen and the bridge between the two schools will be made much closer. Ms Duong-Saka’s excellent relationship with the incredibly able, Ms Studd , Principal of the Junior School, it is hoped, will stand the Pre-Prep in good stead.
Parents also hope that in time, all staff members will be influenced by Ms Duong-Saka’s clear love of her role. While the pastoral reputation of the pre-prep has at times been called to question previously, it is also hoped that with Ms Duong-Saka’s fresh approach alongside her own enviable background in pastoral support will ensure that this too will now be in line with the rest of the school. Ms Duon – Saka herself, a mother to two little girls, fully understands little children, what it means to be a parent and what it also means to be a working parent. She has a genuine love of children and has an understated elegance and sophistication that speaks volumes. Together with her clear vision for the Pre-prep, her strong belief in the academic-pastoral relationship and her confident and very real approach to education, the Pre-Prep seems to be very much in the right hands.
