Talking Heads

INTERVIEW

TALKING HEADS

Starting a new headship in the middle of a global pandemic could certainly be considered a challenge… The Exoniansat down with Ms Simpson after a few weeks of the autumn term to ask her how it was all going.

by EDDIE MAYALL photography S G HAYWOOD

ou previously worked at

Yan international school in Brazil: are there any unique skills you developed from this which can be applied in a very different environment, like Exeter School? Brazil is very different in terms of culture, and so I think the biggest thing that I learnt in leadership there was to understand the culture of the organisation (and its community members) rather than to try and enforce one’s own. Communication with a parent body who are not all confident speakers of English can also be challenging, and so I learnt a lot about keeping communication simple and trying to be more empathetic with parents. In the end, however, whilst the school was very different to here, and the country very different to the UK, the issues and concerns that people in schools have all seem to be very similar, wherever they are.

What was it like stepping into your new role at school while having to deal with the effects of Covid-19? Well, if I had been able to choose, obviously I would not have opted for this situation! But, in some ways, I think it has helped – I have seen the

“I have seen the school rise to a challenge which is unprecedented in recent history, and which allows me to see very clearly the strengths of the leadership team.”

school rise to a challenge which is unprecedented in recent history, and which allows me to see very clearly the strengths of the leadership team. Also, everything feels a bit different to everyone, which perhaps makes it easier for new members of the community like me to settle in. In my first headship, in London ten years ago, we had an ISI inspection in my second week in the school. That too had a similar impact – bringing everyone together and on reflection, it was a great way to start that job… though of course it did not feel like that at the time!

Are there any plans already in place to restore the community bond between the different year groups when it is safe to do so? Yes, of course. We are already looking carefully, with all the heads of houses, at the house structure and what we can do to make this feel more cohesive. Also, we have a few whole school events planned which we can do socially distanced, which I hope will make people feel connected to the school community as a whole, rather than isolated in their year group bubble. Obviously, we need to be really careful and take guidance from the government, but we are optimistic that we can start to connect soon.

Is it easy to maintain an acceptable work life balance considering the demanding role that you play in the school? Living on the edge of the school site really helps! And so does having a daughter in the school, as I am both a parent and a member of the staff team. I love my job and have been a head for a long time already, so I am used to school being a huge part of family life and work does not always feel like work to me. Having a very supportive husband also really helps! And also protecting personal time – which all of us need to do in order to have the best impact in our professional lives.

You would have probably experienced some culture shock when you moved back to the UK. What were the biggest differences you’ve noticed between pupils at your school in Brazil and those here at Exeter? In Brazil we were a school of mostly local families, and Brazilian culture for those who choose to send their children to a school like mine in São Paulo is quite different to the family backgrounds that many of our Exeter families experience. São Paulo is a huge city with massive inequalities, whilst Exeter is a very different environment! These factors all have an impact on pupils’ experience and their attitudes. Like I said earlier, the similarities between the schools are more striking than the differences, and this is something that I have found in all seven of the schools in which I have worked. Parents care about their children more than anything, and their interaction with the school is a reflection of that. “I know that former colleagues and pupils from other schools would describe me as an energetic leader – and I hope that this is how the Exeter School community will see me.”

The fundamentals do not vary much at all.

Brazilian youngsters at St Paul’s are generally very confident, articulate and determined to make the world better, just like Exonians! In Brazil our school was very technology focused – so that is a difference. You would never see a Paulean at my last school without their laptop or iPad for example, and this made the teaching and learning feel quite different. Exonians are just starting the digital journey, and so I am sure that they will be just as embedded in digital learning in a short space of time.

How would you describe the community among staff at Exeter School? One of the things that I loved about my school in Brazil was the strength of community. Pauleans (as we called the pupils) are Lions (the school’s emblem) and this was a common thread and a theme which ran through so much of what we did. At Exeter I have been similarly impressed but the strength and warmth of the community here – as Exonians I see the same level of pride and commitment to school as the Lions show in Brazil and I can see that people love Exeter School. This is an incredibly positive element of school life and one that I want to nurture.

How would you like pupils to think of you and what kind of relationship do you think is best for you to have with the pupils? One of the most frustrating things for me is that I cannot spend as much time with pupils as I might normally do; I am looking forward to teaching my first classes after half term. I want pupils to see me as approachable and determined to listen to them, and to try to advocate for them and do what is best for them. I know that former colleagues and pupils from other schools would describe me as an energetic leader – and I hope that this is how the Exeter School community will see me. I want to get involved and support the many excellent initiatives that the school does and help people in our school community to take risks and be energetic and innovative in their work. I have benefited from working with risk-taking leaders, and I have tried to encourage my colleagues to push themselves and develop themselves in their work, and I would say that I do the same for pupils too. We learn most when we are outside our comfort zone.