Leeds West Academy

Jon Zeb

Senior Vice Principal

Jon Zeb was born and raised in Bradford, and read History and Politics at The University of Huddersfield. After achieving his PGCE in History at Leeds Trinity University, he became Head of Subject at a secondary school in Keighley, followed by Head of Year at an 11-18 school in Leeds. He has been privileged to experience working on senior leadership teams in a number of settings. This includes as Associate Assistant Headteacher in York for Data, Intervention and PSHCE, during which time the school achieved the best results in their history, and was recognised by the DFE as one of the most improved schools nationally. 

As Assistant Headteacher for Behaviour, Attendance and PSHCE at Todmorden High School, Jon assisted Executive Principal Andrew Whitaker and Principal Christian Wilcocks in transforming behaviour; taking the school from the bottom 5% of schools nationally, to the top 15% within a three-year period. As Assistant Headteacher for Behaviour, Attendance, Transition and PSHCEE at a school in Halifax, the school achieved an outstanding rating by OFSTED in every area of inspection. Jon was Vice Principal/SENDCo within The Gorse Academies Trust, assisting in the establishment of the country’s largest ‘Free School’, and worked for the Education Department of Jersey in the Channel Isles on a programme to develop student aspiration across KS2 to KS5. Most recently, Jon worked closely with the Principal, Mr Christian Wilcocks, as Vice Principal for Personal Development Behaviour and Welfare and Designated Safeguarding Lead at Colne Valley High School, Huddersfield. Mr Zeb is currently working towards the National Professional Qualification for Headship at Leeds Beckett University.   

"I am exceptionally proud to have the opportunity to work with the students, staff and wider community at Leeds West Academy as Senior Vice Principal. I firmly believe it is our duty to develop a sense of pride amongst all stakeholders in their school. I believe in students and supporting adults cooperating to set challenging, yet achievable expectations, even if these are beyond what the student believes can be achieved. It is therefore our role to support the student’s efforts towards these expectations, encouraging the belief in achievement and progress, and giving them the best life chances possible."