Louis Kisitu

As Founder & Strategic Lead of the 'Fourth Wall' by Kisitu & Co. CIC - The Fourth Dimension of Social Mobility. I am building a practice that goes beyond titles to deliver transformation in education, leadership, and social mobility. The work is grounded in my 8 years of frontline teaching and pastoral leadership, but the vision extends further into mentoring leaders, engaging communities and shaping educational projects: • We partner with schools across contexts to observe, share, and test what 'excellent' behaviour and culture look like in practice. Each school is unique, and these insights help refine leadership approaches that are both practical and transformative. • We provide coaching and support for Heads of Year, pastoral teams and aspiring leaders. My goal is not to replicate my style but to help leaders refine their own, embedding systems that build consistency, capacity, and long-term cultural change. • Through 'The Cage Series' program and bespoke assemblies, we challenge young people to critically examine the social and personal restrictions placed on their futures. Alongside this, we curate opportunities trips, workshops and cultural experiences that build aspiration and broaden cultural capital. • Particularly within marginalised ethnic communities, we work with parental groups to demystify the school system and increase confidence in navigating it. • We connect schools with business, organisations, and leadership sectors, creating pathways for students to thrive long after they leave the classroom.

I am the Founder and Strategic Director of ImpactBridge, a purpose-led organisation committed to transforming education in underserved communities through sustainable, locally-rooted digital innovation. My journey began with a simple but urgent question: What would it take to bridge the digital divide in a way that empowers teachers, engages students, and respects local context? That question gave birth to the 'Uganda Microcomputer Educational Initiative' - Our flagship project, which deploys offline-first microcomputer hubs. At ImpactBridge UG, I lead strategy, program design, partnerships and fundraising, working closely with schools, NGOs and education leaders to reimagine what equitable, relevant and future-facing education can look like starting from the grassroots. My work sits at the intersection of technology, pedagogy and justice. I believe in building with, not for, communities, in measuring what truly matters and in moving from vision to impact with integrity and intention.

I founded Newclass Media, a creative production company specialising in photography and graphic design. Originally launched in 2010 as a media subsidiary of GoodTimezUK, a club and events organisation, Newclass Media began by offering high-quality event photography services tailored to nightlife and entertainment venues. Over time, the company evolved into a full-service visual content agency, expanding its portfolio to include photography, promotional media and branding solutions for a diverse client base across entertainment and lifestyle. Through Newclass Media, I have gained extensive experience in creative direction, client relationship management and media production workflows, skills that continue to support my broader work in education, branding and strategic communications.

In my voluntary capacity at the Young Africa Centre (YAC), I co-lead the Data, Research & Impact team, playing a strategic role in enhancing organisational impact through data-driven decision-making. My role involves: • Data Strategy & Management: Leading the design and development of a Centralised Data System (CDS) to track stakeholder engagement, fundraising and program impact effectively. • Research & Insight Generation: Conducting research and analysis to inform strategic planning, fundraising efforts and organisational sustainability. • Impact Evaluation & Reporting: Developing structured evaluation frameworks, enabling clear demonstration of YAC's community and organisational impact to stakeholders and donors. • Strategic Collaboration: Engaging with internal teams and external partners to identify opportunities for sustainable growth and maximise community impact, particularly in youth empowerment and African community initiatives.

As Lead Practitioner, I was responsible for shaping and driving the strategic development of the pastoral team, delivering a whole-school approach to raising the standard, consistency and impact of pastoral leadership. My work was grounded in evidence-informed practice and focused on aligning human systems (line-ups, tutor time, transitions, student interactions) with the core goal of improving teaching and learning conditions across the academy. The core of my leadership centred around the launch and execution of a structured 'Pastoral Rounds' Framework, which was a school-wide system for observing, analysing and refining pastoral routines through collaborative implementation and development cycles. Key Achievements & Strategic Delivery: - Designed and implemented the Pastoral Rounds framework, aligning with EEF implementation guidance to ensure clarity, fidelity and long-term sustainability. - Led the rollout of live CPD sessions, developing the team’s understanding of the "instructional core" and how pastoral systems directly influence the prerequisites for a strong learning culture. - Developed a structured Google Form system for Heads of Year to submit their theories of action and targeted focus areas, enabling strategic alignment and shared accountability across the team and SLT. - Created and distributed an Observation Google Form to standardise walkthroughs and support evidence-based conversations around pastoral systems and student experience. - Personally led the data collection and thematic analysis of observation findings, translating live insights into strategic CPD sessions focused on what works and how to scale it. - Established a shared language and professional standard for pastoral leadership at St. Paul’s Academy, ensuring consistency and rigour across all year groups.

In my role at St Paul’s Academy, Abbey Wood, I combined pastoral leadership with academic excellence to support and drive the progress of Year 10 students and whole school pastoral processes. Successfully transforming Year 10 from a significant pastoral concern into one of the highest-achieving cohorts through rigorous academic and behavioural strategies. - Created and implemented the ‘Pauline Score’, a comprehensive metric assessing student attitude, behaviour and engagement, driving measurable improvements in student outcomes and culture. - Led targeted pastoral interventions, student mentoring programs, and the development of enrichment initiatives, significantly improving the student body’s social and cultural outreach (This was targeted towards HPA girls, LPA Girls and Afro-Caribbean Boys) - Built strong parental partnerships and community relationships, facilitating deeper engagement through structured outreach events and communication. - Strategic Pastoral Leadership: Developed robust pastoral systems significantly enhancing punctuality and behavioural standards. - Staff Coaching & Mentorship: Conducted impactful coaching sessions, enhancing pastoral staff effectiveness as pastoral leaders. - Student Welfare & Inclusion: Led personalised intervention strategies through targeted Pastoral Support Plans (PSPs), high-impact mentoring and enrichment programs. - Cultural Transformation: Established routines, authority and clear expectations resulting in a structured learning environment always underpinned by visible leadership and accountability. - Parental & Community Engagement: Improved community integration and parental involvement through targeted communications (St. Paul's Beacon Newsletter) and collaborative events, reinforcing school-home partnership.

Level 1 & 2 - Talent Identification in Foobtall Qualified football scout where I use my mathematical background to bring a statistical and data-driven approach to the identification and evaluation of football players. My expertise lies in analyzing performance statistics, physical attributes, and video footage to assess the potential for success within a team. I leverage technology and advanced analytical tools to quickly access and process large amounts of data, providing a comprehensive overview of player abilities. My objective is to assist the team in finding and signing the most talented players and maximizing our chances for success.

As Head of Year and the Raising Achievement Lead for Mathematics, I served as a strategic middle leader driving academic and pastoral excellence across a full secondary year group. My work centred on embedding high expectations, robust systems and meaningful interventions to improve outcomes for all students. - I strategically coordinated academic interventions in close collaboration with curriculum leaders, resulting in a Progress 8 increase from +0.31 to +0.92 by the end of the academic year. - I led the implementation of our year group's attendance and punctuality strategy, achieving the highest secondary attendance across our multi-academy trust network. - My leadership extended beyond academic outcomes to include student welfare, behaviour, and pastoral care, ensuring every student was supported in a safe and structured environment. - I championed a culture of achievement, responsibility, and student voice, embedding systems that promoted both personal growth and academic resilience. - As a Mathematics Practitioner, I delivered high-impact teaching across KS3–KS4, specialising in accessibility, mastery and stretch for all learners. - I effectively managed a team of tutors and a Deputy Head of Year, ensuring operational consistency and alignment with school-wide strategic goals.

- Led academic performance improvement through strategic partnerships with St Paul’s Private School and EasyA, implementing the ‘Colet Mentoring Application’ for targeted mentoring and support. - Conducted rigorous behavioural analysis, ensuring faculty-wide adherence to consistently high standards of behaviour and academic expectations. - Supported pastoral management for Year 10 girls’ cohort, including leading daily operations, weekly assemblies, and overseeing comprehensive attendance and punctuality improvement strategies. - Introduced targeted career mentoring programmes designed explicitly for disadvantaged and underrepresented student groups (KS4 Pupil Premium, White British, and Afro-Caribbean students), significantly enhancing aspiration and engagement. - Spearheaded an external intervention programme alongside Local Village Network and Deutsche Bank, specifically targeting girls facing socio-economic barriers, delivering measurable impact in self-belief, ambition, and academic aspiration.

School Centered Initial Teacher Training