At the start of this academic year, we began something quietly transformative.
Not a rebrand. Not a new initiative. Something deeper - a shared ambition to reflect on, and defi ne, what it truly means to be part of King Edward VI School.
When Stroud proudly became KES Prep, we stepped confidently into a new chapter as one 2–18 school. Across different sites and age groups, our families may arrive with different needs and experiences, and we celebrate that. But what unites us is powerful: a common identity, a shared sense of purpose, and a collective belief in what education can be.
That’s what we set out to explore through a piece of work we called, Project Horizon. And, as you’d expect from a school like ours, it didn’t begin with answers, it began with questions.
Over three months, we listened. More than 1,000 surveys were completed. We hosted 11 focus groups, ran over 35 hours of interviews with staff and leaders,
and heard from governors, alumni, parents, Pre-Prep pupils and Sixth Formers alike. We also drew on the insights of Project Horizon ambassadors. Together, their voices painted a vivid picture of who we are - and who we’re becoming.
Importantly, we didn’t begin this because something was broken. In fact, what came through most strongly was pride. Pride in the curiosity of our learners. In the depth of our relationships. In our shared ambition to educate with warmth, rigour and integrity. What we lacked was simply a shared language to match.
So what did we create?
We now have a unified purpose, a clear learning philosophy, and one set of values — all brought together under the umbrella of “Boundless Futures”. It’s a concept that captures the very heart of King Edward’s: that success is yours to define, and we are here to help every pupil lead a fulfilling, purposeful and multifaceted life - now, and in the future.
Since sharing the outcomes of ‘Project Horizon’ with staff in January, we have been discussing how we will embed these concepts into daily school life. Not just at leadership level, but in the classroom, the playground, the staff room, and everywhere our community connects. It’s already shaping how we speak, how we plan and how we lead.
United by Purpose, Driven by Values
Neal Parker, Head
From Music to the Met: Miriam’s Remarkable Journey
When Miriam Chapman-Rosenfeld left KES in 2015 after Upper Sixth, few could have predicted that this talented musician would one day be managing murder investigations in Croydon.
Her journey from the Dobson Theatre to the front lines of policing is a testament to the breadth of opportunities that KES helps to unlock.
Building Strong Foundations
Miriam joined KES in Year 8 and quickly found her place - not just academically, but especially in the music department. “I loved being in the music department,” she recalls. “I remember performing in the Dobson Theatre, being part of the choir, and spending hours in the music tech room composing and producing. That was a huge part of my KES experience.”
A real highlight was winning the Royal Opera House Fanfare Competition. “I wrote a fanfare, and it was performed by the Royal Opera House Orchestra. But it wasn’t just about writing the music - it was working with the orchestra, with Antonio Pappano, and meeting other composers. It was so exciting.”
That experience opened Miriam’s eyes to her own curiosity and love of variety: “It made me realise I wanted to meet new people, work with different teams, and not just sit still. That’s still what I do every day.”
Beyond the Classroom
Music was just one part of Miriam’s school life. She played tennis for KES, joined clubs, and made friends who are still a big part of her life. One memory stands out: “Going to Madagascar was incredible - scuba diving, exploring somewhere totally new. It’s not something you get to do every day.”
Looking back, Miriam says, “I didn’t know then that I wouldn’t follow just one path. But KES opened my eyes to so many interests. I loved being involved with different people and projects I just couldn’t sit still!”
A Change in Direction
After studying music at University, Miriam paused to think about what she really wanted. “I made a list of what mattered to me, being out and about, not stuck at a desk, working with a team. Policing just made sense.”
She joined the ‘Police Now’ graduate leadership programme and soon found herself tackling crime in some of London’s toughest areas. “I wanted to be in London, in the thick of it.”
Unexpected Connections
Switching from music to policing might seem like a leap, but Miriam found surprising similarities. “In a big production, you’re bringing people together - musicians, singers, a whole cast. It’s a lot to coordinate. Policing is the same: you’re working with people from all walks of life, bringing out the best in your team.”
Both music and policing, she says, are about giving people a voice.
Rising Through the Ranks
Now an inspector in Croydon Police, Miriam leads a team focused on tackling knife crime and violence against women and girls. She remembers a tough early challenge:
“Managing a murder investigation as a new inspector was intense. I had to pull together a team and work with the major investigation unit. It was tough but incredibly powerful.”
Giving Back to KES
Miriam often returns to KES to share her story with students.
“I want people to see you can do anything - even something completely different from what you studied. What matters is following your values.”
Her advice to current pupils: “It can be daunting to want to do everything. I took a year out after KES, worked part-time, and really thought about what mattered to me. Let your values guide you.”
Redefining Success
For Miriam, success isn’t about job titles or pay, but about finding something that matters. “I know people with amazing careers, but they only live for the weekend. Success is finding work that means something to you.”
Asked to describe KES in three words, she says: “engaging, diverse, collaborative” qualities that shaped both her childhood and her career.
Boundless Futures in Action
Miriam’s story shows what’s possible when you keep an open mind. “You don’t have to stick to one path. Go with what matters to you.” Looking ahead, Miriam is open to wherever life may lead, but she remains grounded in the values she took from KES. “What I’ve realised is that it’s important to keep an open mind. I don’t want to set my future in stone.”
Her journey is a reminder that with confidence, creativity, and a willingness to embrace new opportunities, there really are no limits to where a KES education can lead.
Hari’s Big Adventure:
Life as Head Boy at KES Prep
At just eleven years old, Hari has taken his role as Head Boy at King Edward VI Preparatory School in his stride — with buckets of enthusiasm, a big grin, and a genuine love for school life.
We sat down with Hari in his final term earlier in the summer as Head Boy at KES Prep, and from writing speeches to helping run assemblies, it was clear he had embraced every opportunity that came his way with energy and charm.
Growing Up with KES Prep
Hari has been at KES Prep since Reception, and after so many years, he knows the school like the back of his hand.
When asked what he loves most, his answer is refreshingly simple: “Everyone’s so caring and kind.” It’s a sentiment that clearly speaks to the heart of the school — a place where community, kindness, and connection really matter.
A Day Full of Variety
What does the perfect school day look like for Hari? One with a bit of everything. “I like days with lots of different subjects — especially when there’s sport or performing arts in between,” he says with a smile. “You get to let loose and burn off some energy.”
It’s this balance of academics, creativity and movement that keeps Hari bouncing out of bed in the morning.
He’s especially keen on maths: “I understand numbers more than words,” he admits honestly. And he’s not just good with numbers — he’s competitive too. This year, he and his classmate Mishka took second place in an inter-school maths competition.
Always on the Move
When it comes to sport, Hari’s enthusiasm is near boundless. “I play hockey, rugby, football, cricket… and I
also do swimming, athletics… tennis sometimes,” he lists, pausing only to catch his breath. It’s clear he relishes every opportunity to get stuck in — whatever the activity.
Trips to Remember
Hari’s favourite memories? School trips. The Year 5 residential to the Isle of Wight stands out in particular: “We went to a place called Little Canada, and there were loads of fun activities like abseiling. I just really enjoyed it — you were always doing something!” he beams.
He’s now counting down the days to the Year 6 trip to France, where pupils will explore key sites from World War II and practise their French along the way. “We’ll be learning about the D-Day landings and seeing some of the memorials,” he explains, clearly excited. History lessons don’t get much more hands-on than that.
Taking on the Role of Head Boy
Becoming Head Boy wasn’t just about wearing a badge — it involved putting in a thoughtful application and demonstrating how he lives by the school values: Do the Right Thing, Lift Others, and Keep Growing.
So why go for it? “I liked the idea of the responsibility,” Hari says. “And I think I’m quite good at public speaking — I’ve done quite a few speeches already.”
From leading assemblies to helping with slides, Hari takes on the big and small parts of the role with equal enthusiasm. “Even things like clicking the slides during assembly — it’s all part of it!” he says cheerfully.
Living the School Values
Ask Hari what Lift Others means, and he gives an answer beyond his years: “If someone’s feeling down, you can help them up — even just smiling at someone can lift them.”
And when it comes to Do the Right Thing, his understanding runs deeper than simply following rules. “Doing the right thing is about choosing to do it because it’s good — not just because you’ll get told off if you don’t,” he explains. “Like holding a door open for someone, not just letting it shut behind you.”
His attitude to Keep Growing is just as thoughtful. Whether it’s trying something new or learning from experience, Hari sees every challenge as a chance to improve.
Looking Ahead
With his time at KES Prep drawing to a close, Hari is excited about moving on to King Edward’s Senior School with an Academic Scholarship. But before he goes, there’s one last question: what does success mean to him?
“Being happy, other people being happy — and just being kind,” he answers with a thoughtful nod. It’s a definition that reflects both his character and the ethos of the school itself.
And when asked to sum up KES Prep in just three words? “Caring, exciting and fun,” he says, grinning once more. Hari’s story is a joyful snapshot of everything KES Prep hopes for in its pupils — confident, curious, kind-hearted young people who love to learn and are eager to make a difference. With his enthusiasm, thoughtfulness, and cando attitude, Hari is a brilliant ambassador for the school and a Head Boy to be proud of.
Wherever his journey takes him next, there’s no doubt he’ll bring that same energy, warmth and spark with him — and plenty more adventures are surely on the horizon.
Opening September 2025 in the Sixth Form Concourse
King Edward VI School Southampton has been nationally recognised for outstanding social responsibility in its recent ISI inspection. The school received a rare “significant strength” rating, highlighting pupils’ leadership and positive impact through mentoring, clubs, and community projects. This accolade places King Edward’s among an elite group of independent schools praised for exceptional pupil contribution and character.
Hari as Mr Banks in KES Prep’s Production of Mary Poppins
Blowing the Whistle on the World Stage:
The Rise of Netball Umpire, Miss Cole
When Miss Cole first stepped onto a netball court as a 15-year-old umpire, she was simply looking to earn some pocket money. “My old primary school teacher needed an extra player for their netball
Tuning into Teaching: One
Teacher’s
Journey from São Paulo to Southampton with her love in Physics and Music
If you’ve ever wondered how far a love of learning can take you, just ask Miss Ribas. To our pupils, she’s simply Miss Ribas, but her full name is Caroline Ribas de Oliveira.
Since 2021, she’s been sharing her enthusiasm in junior science and physics - and for life itself - with the whole school. Her story is one of warmth, resilience, and a genuine love for teaching, all the way from Brazil to our School community.
A Calling That Started Early
“I don’t even remember if I got into teaching or if teaching chose me, because I think I couldn’t escape,” she says with a smile. “Even when I was still at school myself, I was helping my friends with physics and maths. I think I always knew I wanted to teach.”
Growing up in São Paulo, Carol started out in Brazilian schools, where lessons were more academic and less focused on extra activities. Later, she moved to a British school in São Paulo, which blended both worlds group bases, assemblies, and celebrations like festa junina, a joyful June festival filled with music and food. “I loved that connection between the two cultures,” she says.
It was there, surrounded by colleagues from all over the world, that Carol began to dream of teaching abroad. She wanted her two daughters to experience new places and meet people from different backgrounds.
More Than Just Physics
Since joining KES, Carol has found a place where she can bring all her passions together - not just for science, but for music as well. “There’s so much more to school life than lessons,” she says. “From the start, I was welcomed into the music side of KES life. Even before I officially started, another teacher invited me to join the ‘physics musical’ because I play the drums. I didn’t know what a physics musical was, but I knew I wanted to be part of it!”
She treasures the smaller class sizes also, which let her really get to know every pupil. “Getting to know the pupils well allows me to weave their interests into lessons — such as football or Formula One —into lessons. That only happens when you truly know your pupils.”
Bringing Science to Life
Carol’s love for science doesn’t stop at her own classroom door. She hosts the KES Science Roadshow, working with local school children and invites KES A Level students to help with hands-on demonstrations. “It’s one of my favourite ways to keep science alive and active — not just for our pupils, but for young people all around us. Seeing their excitement reminds me why I love teaching so much.”
Keeping Curiosity Alive
Carol’s favourite part of teaching is sparking curiosity in her students. “They’re so interested in everything. It’s at that age when they raise their hands and say, ‘Miss, is that why…?’ and you see them making connections. It’s so rewarding when they say, ‘Ah, I get this now!’”
team in the local league and with that they also needed an umpire, so they said to me, ‘We’ll pay you £15 to do the game’ at an alternative time to when we play. And I thought, ‘Great, £15 for an hour!’”
That £15 game has led to something extraordinary. Today, Miss Cole is an international netball umpire who travels the world officiating at the highest levels of the sport, all whilst teaching PE across both our schools.
This summer, Miss Cole reached an incredible milestone – she was named Umpire of the Year by the assessors at England Netball. The award, which recognises outstanding performance, commitment and impact on the game, is one of the highest honours an umpire can receive in the UK. It’s a testament not only to her talent on court, but to the years of hard work, resilience and passion that brought her here.
Finding Her Place
Miss Cole arrived at KES 8 years ago as a netball sports coach. “I originally worked in a primary school, so I was a bit nervous about coming to work at secondary school, but I did really enjoy it,” she remembers.
She quickly made her mark, becoming Head of Netball before KES supported Miss Cole through teacher training –an investment in her growth that she’s since paid forward to countless pupils. Now she works across both sites, which she loves. “For me, working across both schools is a really nice change in the week. It brings me a lot of excitement working with the little ones and the kind of feedback I get from them is completely different to what I get working at a secondary school.”
The Long Journey Up From that first £15 game, Miss Cole has climbed steadily through the umpiring ranks. “I have gradually made my way through my umpiring career since I started back when I was 15, making my way up through the different stages of the umpiring and now I’m umpiring at the highest level you can in the UK, as part of the Super League.”
Her recent step up to international umpiring is still sinking in. “It’s quite new for me and it’s a start of a very exciting, hopefully long journey.”
Unexpected Destinations
Miss Cole’s umpiring has taken her to places she never expected to visit. “I’ve been really fortunate, actually
She loves seeing our learning philosophy in actionencouraging curiosity, independence, and a sense of adventure. “Trips like our visit to CERN in Geneva are unforgettable. It’s not just about experiments in school; it’s about real collaboration, and our pupils can see themselves being part of that world.”
A Memory That Matters: Sharing Her Cancer Journey
One of Carol’s proudest moments came two years ago when she gave an assembly marking ten years since her cancer diagnosis. She recalls:
“One of my favourite memories, and something I’m proud of, was delivering a whole-school assembly for my ten-year cancer anniversary. An email asked if anyone wanted to give an assembly, and as I’d never done one before, I thought, ‘I want to do this.’”
“I didn’t write a full script, just a few bullet points, with photos behind me. I wanted it to feel natural, telling the story of how I found out, my treatment, and how I’m doing now. It was difficult but important. After it ended, I came down from the stage and started crying. I wasn’t sure how the pupils would react, but I kept it light by sharing funny moments, so they’d know I’m okay talking about it.”
“For a month afterwards, pupils stopped me in corridors saying, ‘That was a really good assembly, Miss!’ That meant a lot. Staff and pupils shared their own stories with me. It wasn’t about physics - it was about life” Carol shared with us that “If it happens to you or someone you know, there can be a happy ending. That’s why sharing my story mattered so much.”
A Teacher Who Truly Cares
Despite her love for music and performing, teaching is at the heart of who she is. “Even if I could just teach one lesson a week, I would never give it up. Teaching is my passion.” Her journey from São Paulo to Southampton, her love of science, her resilience, and her commitment to every child’s growth are a daily inspiration to our whole community.
We feel so lucky to have her as part of the KES school family — helping our children flourish, discover their passions, and become the very best versions of themselves.
It’s one of my favourite ways to keep science alive and active — not just for our pupils, but for young people all around us. Seeing their excitement reminds me why I love teaching so much
travelling with netball and I’ve definitely visited countries I never thought I would go to.”
One standout experience was officiating at the Youth Commonwealth Games in Trinidad and Tobago, where she encountered Fast Five netball – quite different from what we see in the UK. But perhaps more valuable than the destinations are the relationships.
“It’s making those lifelong friends around the world and then when you get allocated other fixtures and tournaments... it’s nice to know that some of those other umpires around the world supported you.”
With the Youth World Cup coming up, those connections matter more than ever.
The Backing That Makes It Possible
Miss Cole is quick to acknowledge how crucial the KES support has been. “Both heads at KES and KES Prep are really supportive and they allow me time to go and travel and visit these places and experiences.” This backing reflects our commitment to lifting others – enabling Miss Cole to pursue her dreams whilst enriching our pupils’ education.
The pupils certainly notice when the Miss Cole they know from PE appears on screen. “It is exciting when you come back to school as you forget that people watch you, and it’s quite nice to get that, ‘oh, we saw you on TV, miss.’”
Two Jobs, One Passion
Miss Cole’s umpiring experience feeds directly into her teaching, showing her commitment to always doing right by her pupils. “I think there is definitely a link between my umpiring and what I try to do when I’m teaching,” Miss Cole goes on to explain. “I’m particularly well-placed when rules change. It’s slightly easier for me to teach the children the rule changes if there are any rule adaptations because I see it week in week out.”
Her approach differs between the schools but always focuses on helping each child discover their potential.
At KES Prep, she encourages pupils to experiment with different positions rather than settling on one too early. “We’re trying not to get them to focus on being just one main position. So, allowing them to try a range of positions gives them that curiosity that they think they’re a shooter but actually they really enjoy defending.”
Standout Moments
Miss Cole’s first year as Head of Netball delivered something special. Both the under-13 and under-15 teams reached the finals of the Independent Schools National Cup, winning the national plate in both age groups. “For me, as a Head of Netball in my first year, that is one of my teaching experiences that will stay with me forever with that group of girls.”
She still gets a kick out of running into former pupils who’ve stuck with netball. Recently, at a game in Leeds, she bumped into an ex-student who was “so delighted to see me and she was telling me all about her netball career and that she’s playing now at this next-gen level.”
What Success Looks Like
Miss Cole’s definition of success is refreshingly honest: “always having an end goal in your mind but really appreciating that there will be bumps in the road and that if you build the right support network around you, anything is possible.”
When asked to sum up our Schools in three words, she doesn’t hesitate: “unique, supportive and a big family.”
From a teenager pocketing £15 for an hour’s work to officiating on the international stage whilst inspiring the next generation – Miss Cole’s journey shows what’s possible when talent meets opportunity and support. Her story reminds us that sometimes the most extraordinary paths begin with the simplest steps.
Carol says the support from the school community was “amazing” - a spirit of care and connection she brings to her pupils every day.
Miss Ribas on Year 10 Parnership Day 2024
Game On: How Broadcaster Kenzie Benali Turned Passion into Profession
Kenzie Benali’s journey from a sportloving child to a broadcaster standing on the world’s most iconic sporting stages is a story rooted in passion, perseverance, and the power of a supportive school community.
Her time at King Edward VI School was not just a chapter in her life, it was, as she says, a foundation that shaped her into the person she is today.
Early Inspiration and School Days
Kenzie’s love of sport began at home, in a family where football and tennis were part of daily life. “My mum was a brilliant tennis player, and my dad loved football, and played professionally for Southampton FC - My brother and I were always playing something,” she recalls. Sport was more than a pastime; it was a way to make friends, build confidence, and learn about teamwork.
But it wasn’t just sport that captured Kenzie’s imagination. From a young age, she was drawn to broadcasting. “I always knew that broadcasting was going to be for me because, quite simply, I love to talk,” she laughs. The dream took hold on her tenth birthday, when her parents gave her a crystal-studded toy microphone. “From that moment onwards, I was running around the house interviewing my family about anything and everything. I just thought, ‘I’d love to do this for real one day.’”
Her school years at KES were pivotal. “I attended King Edward’s between the years of 2006 and 2011 and I can honestly say I loved every single second. It will always be such a special place to me. I am still in touch with the friends I made there and I really firmly believe that King Edward’s helped to shape me as a person and I still look back so fondly on the memories I have from my time there, so it really is a very, very special School.”
You might have seen me at Wembley, Lord’s, or Twickenham, microphone in hand, pitch side, talking about the action.
Finding Her Path in Broadcasting
After leaving King Edward’s, Kenzie set her sights on a career in broadcasting, though she quickly realised there was no set path. “It’s one of those industries where there’s no exact route in,” she explains. Determined to learn every aspect of the trade, she studied multimedia journalism at Southampton Solent University. “I wanted people to know that yes, I wanted to be on camera, but I was also serious about learning how to operate the camera, how to write, how to edit. I wanted to learn the tools of the trade.” Kenzie didn’t wait for opportunities to come to her. While at university, she hired equipment and persuaded her brother
From KES Prep to Senior School:
When Lucas looks back on his time at KES Prep, one memory stands out: “The Year 6 trip to France,” he recalls. “We visited World War II museums, and I really remember that sense of understanding what life was like for people back then. It made history feel real.
Finishing summer 2025 as a Year 7 student at KES Senior, Lucas is fully immersed in the excitement and challenges of senior school life. “At first, I’ll be honest, the size of KES felt huge,” he says. “It was so different from KES Prep. But it’s amazing how quickly it starts to feel normal. Everyone’s friendly, and you find your way.”
Discovering a Love for Drama & Performance
What stands out in Lucas’s story is just how varied and fulfilling his school life has become. “There’s so much to get involved in,” he says. “I was in The Lion King production - I was part of the ensemble, and we had rehearsals most weeks. It was a lot of fun. I loved the dancing, the acting, all of it.”
Lucas has always enjoyed Drama, and he’s already working
to help her film a showreel around Southampton. “I was just talking about sport to the camera, and it gave me something to show people — ‘Look, this is what I can do.’ That was my first rung on the ladder.”
Life in the Sporting Spotlight
Kenzie’s hard work paid off. Today, she is a familiar face on our TV’s at major sporting events across the country. “No two days are ever the same,” she says. “I’m a broadcaster working mainly in sport and entertainment — an event host, a stadium announcer, and a voice for all sorts of live moments. I travel across the country, and sometimes the world, covering everything from football, tennis and cricket to rugby and even fashion shows. It’s fast-paced, unpredictable and incredibly exciting — and I love every minute of it.”
Her work has taken her to some of the most prestigious venues in sport. “I’ve worked at the World Cup, Wimbledon, and for England Cricket, Rugby, and Football. You might have seen me at Wembley, Lord’s, or Twickenham, microphone in hand, pitch side, talking about the action. It’s very fastpaced, and often everything I do is live, which is both exciting and challenging. The atmosphere, the crowds, the
towards his LAMDA Grade 5. But it’s not just performing that inspires him. “English and Drama are definitely my favourite subjects,” he says. “They let you be creative and think differently. You get to write, imagine and try out ideas. It’s not just about learning something - it’s about exploring what you can do with it.”
unpredictability - it’s a brilliant job.”
Wimbledon really stands out. “Working at Wimbledon has been a real highlight for me. I’ve always loved tennis, so the first time I walked through those gates and stood on Centre Court was a special moment. It’s so iconic. But honestly, just being at major matches for England, seeing sport at its highest level, is always a pinch-me moment.”
Championing Women and Inspiring the Next Generation Kenzie’s influence extends beyond the pitch. In 2022, she delivered a TEDx talk on women in football - an experience she describes as both daunting and rewarding. “Being asked to do a TEDx talk was a massive honour. I spoke about women in football, which is something I’m passionate about.
Standing on that red dot and speaking for 20 minutes was a completely different challenge to live broadcasting, but it really helped me grow, both professionally and personally.
Seeing my family in the audience, knowing they were proud of me, is something I’ll never forget.”
Unleashing Creative Potential
That creative spark was ignited during his time at KES Prep. “Before I came to Prep, I hadn’t really done Art or DT before,” he explains. “But at KES Prep, there were all these new subjects to try. Suddenly I was doing Music, DT, Art — and I loved it. Even now, I wouldn’t say I’m amazing at them, but I really enjoy how different and creative they are and that I get to continue to learn about them here at KES.”
Finding Success on the Sports Field
Sport is another part of Lucas’s life that’s grown since joining KES. “We do rugby, hockey and cricket across the year, and hockey’s probably my favourite. I’ve played it the longest. I had some trials in May to become a goal keeper for Hampshire, which was really exciting. I look forward to finding out the results.”
Striking the Right Balance
What’s clear is that Lucas is growing not just in skill, but in confidence and balance. “I try not to fill every bit of my time,” he says. “I get my homework done, then I’ve either got clubs or I’m hanging out with friends. It works well. You can be busy without it being too much.”
A Love for Latin
One unexpected highlight? Latin. “I didn’t think I’d ever learn Latin,” Lucas admits. “I thought it was one of those subjects no one really studies anymore. But it’s one of my favourites. Once you get into it, you start noticing how many English words come from Latin - it just makes sense. It’s really satisfying.”
Reflecting on Success and Dreams
Lucas is someone who reflects carefully on what motivates
Reflecting on her journey, Kenzie credits KES with giving her the confidence to pursue her dreams. “I believe everybody has it within them to achieve greatness, but sometimes you need the right people or the right environment to help draw that out. For me, King Edward’s was that place. The support, the friendships, the opportunities - they all played a part in helping me become who I am today.”
Her advice for young people is simple: “Don’t be afraid to put yourself out there, to try new things, and to work hard. Build your skills, make connections, and don’t give up if things don’t happen straight away. If you love what you do, and you’re willing to work for it, you can make your dreams a reality.”
Kenzie Benali’s story is a testament to the power of passion, resilience, and a supportive school community. From running around King Edward’s with a dream, to standing centre stage at some of the world’s biggest sporting events, she proves that with self-belief and the right foundations, anything is possible.
him. “My dream school day? Probably Sport in the morning, then English and Drama. Lunch, then maybe Geography and Latin. That would be a pretty great day.”
And when it comes to moments of pride, he’s thoughtful. “It’s probably when I get a good result in a test. I work hard, I revise at home, so when it goes well, it feels like I’ve earned it. I’m proud of that.”
He adds, “I think I’m most proud of how many things I get to do. The clubs, the sport, the Latin, LAMDA... it’s a lot, but I can only do it because KES makes it all possible. If those opportunities weren’t here, I wouldn’t even have the chance to discover what I enjoy.”
A Message for Future Pupils
When asked what he’d say to a friend who might be thinking about coming to KES, Lucas offers this: “Don’t worry if it feels big at first, it becomes familiar quickly. People are kind, and there’s always someone around to help. It’s just a really good place to be.”
And if he had to describe KES in three words? “Busy, friendly, fun.”
Looking Towards a Boundless Future
Lucas is still deciding what his future might look like, but for now, he’s embracing every opportunity. “I want to carry on with Drama and English. Maybe more sport too. I like a lot of the subjects, so it’ll be hard to choose.”
He sums it up with quiet confidence: “It’s easy to imagine a boundless future at KES. There’s so much going on and so much to try. Whatever you’re into, there’s something for you.”
Big Moments in Small Circles for KES Prep
A Home Away from Home: Afjal’s Journey
from KES to Imperial
In a sunny corner of Hyde Park, Afjal reflects warmly on his years at KES as a 100% bursary student. Now studying Computational Mathematics at Imperial College London, Afjal speaks with genuine affection and gratitude for the place he describes as a “home away from home.”
“My time at King Edward VI School was really magical,” he begins. “I could honestly go on for hours about it. The teachers, my friends, the subjects I took – all of it was so important in shaping who I am now.”
Finding his feet in Year 7
Afjal joined KES in Year 7 and, like many pupils, arrived feeling a little unsure. He was the only one from his primary school and remembers those first few days clearly.
“It was quite scary as a year 7,” he admits. “But my tutor introduced me to her son, who was in my year, and I made friends really quickly. Some of the people I met in that first week are still close friends today.”
Discovering his passion for maths
Afjal didn’t always know what he wanted to study. In fact, he explored a whole range of subjects and interests while at school – art, architecture, philosophy, linguistics, and more.
“I joined every club I could. I’d be convinced one day I wanted to study linguistics, then completely change my mind the next! But maths kept drawing me back.”
It was Mr Barley, his long-standing teacher, who helped him see the possibilities. From competitions like Ritangle (yes this is how you spell it!) to independent projects and a memorable sixth form maths modelling contest, Afjal’s love for the subject grew stronger.
“I realised maths could link everything I was interested in. That’s what really drew me to computational maths – it brings together so many disciplines.”
Inspired by a love of learning
One of Afjal’s favourite things about sixth form was the way lessons often sparked something unexpected. He shares a story about a physics class that veered off-topic in the best possible way.
“We all had so many questions about something the textbook didn’t explain fully. Instead of brushing over it, Mr Lawson let us explore it ourselves – we did our own mini experiment and spent the whole lesson investigating. That sort of learning really stuck with me.”
This perfectly captures the inquiry-based approach that encourages pupils to ask questions and think critically. It’s this curiosity and love of discovery that Afjal has taken with him to university.
“I’m doing so many research projects now, and I can see clearly how the skills I learnt at KES have helped. It was never just about memorising things – it was about thinking, asking questions, and being curious.”
From pupil to student leader
Fast forward to sixth form, and Afjal found himself at the
heart of school life in the student leadership team as Head of Sustainability, a role he threw himself into with enthusiasm.
“I wanted to make the assemblies fun and memorable. In one, I staged being pushed off the stage to make a point about plastic waste – it got a big laugh!”
He recalls looking up to the sixth formers when he was younger, and being in that position himself felt like a fullcircle moment.
“It was such a privilege to be part of the student leadership team. It really rounded off my time at KES.”
Clubs, connection, and community
Outside the classroom, Afjal was a regular at after-school clubs, particularly in science and maths. These experiences helped him build lifelong friendships across different year groups – some of whom he’s still in touch with today.
“Lunar Society was a big one for me – I gave talks on topics like calculus, and I loved that younger pupils would come and ask questions afterwards. It felt like a real community.”
He speaks passionately about how that sense of belonging extended across the School.
“Even now, when I go back to visit, I bump into people in the corridor, and we just pick up where we left off. It really does feel like home.”
Looking to the future
Afjal is currently juggling an impressive range of projects. He’s working on research alongside master’s students, completing an internship with a venture capital firm, and developing an AI tool for the NHS – all while travelling and catching up with old friends. His work connects him with the wider world, allowing him to contribute meaningfully to healthcare innovation.
“It’s been hard to balance at times, but I’m loving it. I’ve got so many exciting things going on, especially in the field of computational linguistics, which is what I’d love to pursue in future. I am also going to a computational linguistics conference this summer in Germany which I am really looking forward to.”
Despite the whirlwind of activity, he’s clear on what success means to him now : “When I started at KES, I was very focused on grades. But the School helped me see the bigger picture – that it’s just as important to enjoy what you do and live a full, balanced life. For me, success means doing something I love and having a good time while I’m doing it.”
A fi nal word
When asked to describe KES in just a few words, Afjal’s answer is simple – and heartfelt.
“In three words (chuckles) actually four – KES is a ‘home away from home’.”
When nine-year-old Orla joined King Edward VI Preparatory School in September 2024, she arrived with a saxophone, a love of rugby, and a bright enthusiasm for learning. With just a year into her KES Prep journey, we sat down with Orla to fi nd out more about what life was like starting KES Prep from Year 4.
Reflecting on her first impressions, Orla shares a simple but telling observation: “I love the teachers here so much.” It’s a heartfelt comment that speaks volumes about how quickly and warmly she has settled in. “Mrs Beckwith-Waughman is amazing – she encourages me through my art,” Orla says.
Learning That Comes Alive
What stands out most when Orla talks about life at KES
Prep is how rich and engaging her learning experience has been. Her favourite memory to date? A fiery Viking boat experiment during their Discovery topic. “We set our model Viking boats on fire and sent them sailing down the river,” she says with a huge smile. “We took really funny pictures of us – all my friends – with the boats on fire in the background.”
the field. “It was really quiet and nice, and I liked that,” she reflects – showing how the school supports calmness and creativity as much as energy and excitement.
Confidence on the Pitch
Orla’s passion for sport – especially rugby – is another striking part of her story. Not only does she play at school, but she’s also an active member of her local team, where she’s earned medals and even a Players’ Player award, which she proudly showed us. She grins as she recounts a memorable match against parents: “We all had sunglasses on – it was really fun!”
At KES Prep, Orla made a bold choice to join the boys’ contact rugby team. “I did hockey for a bit, and then I moved to rugby – contact rugby with the boys – and that was really fun. It’s one of my favourite sports.” Her confidence in taking that step, and the support she received in doing so, speaks to the school’s inclusive approach and focus on personal growth.
Living the Values
When asked about the school’s values, Orla’s answers are thoughtful and sincere. “‘Lift others’ means to me, be kind and encourage people,” she says. Her take on “keep growing” is just as reflective: “Don’t just give up – keep on going.”
For Orla, success isn’t simply about being the best or winning medals. “You have to earn the trophy to get to that level,” she says, showing a developing understanding of effort, resilience, and what real achievement looks like.
Looking Ahead
Finding Her Voice Wednesdays are Orla’s favourite day of the week — and for good reason. They begin with saxophone lessons, followed by a morning of art and then speech and drama in the afternoon. “I love music. I wouldn’t say I’m amazing at it, but
This kind of immersive, hands-on learning clearly suits her. “You can get outside a lot,” she says appreciatively, noting how the school embraces both the classroom and the world beyond. Whether it’s visiting Butser Farm or exploring Moors Valley, Orla is thriving in an environment where curiosity is encouraged, and every lesson feels like an adventure.
I still like it,” she says, modestly but proudly. Early morning slots mean she never has to miss her other subjects, something she clearly values. Her love of performance extends to the stage too. Orla was cast as a storyteller in the school’s Anglo-Saxon play, a role she embraced with enthusiasm. “I like acting a lot,” she says, and hopes to join more drama activities in the future.
Art also holds a special place in her heart. She recalls a recent wellbeing session where pupils were invited to draw freely in
If Orla had to choose three words to describe KES Prep, she’d say: “Kind… and probably encouraging and helpful.” It’s a fitting summary of the environment she’s found – one where each child is seen, supported, and celebrated for who they are.
Whether it’s through her art, saxophone, rugby, or role on stage, Orla is making the most of every opportunity – and her story is a testament to the power of a nurturing, dynamic education. At KES Prep, she has truly found a place to grow, to be herself, and to thrive. And all in just one year!
Afjal enjoying life in London
From Prep PortacabinsSchool to 100 Marathons:
Simon Williamson’s Journey of Resilience and Giving Back
Simon Williamson, Old Edwardian of both KES Senior and KES Prep, and now a KES parent with three children proudly following in his footsteps - has some unexpected memories of his time at KES Prep, known in his day as Stroud School. While many Old Edwardians might recall favourite teachers or sporting triumphs, Simon remembers the portacabins. Unusual, perhaps - but for him, those temporary classrooms marked the beginning of something significant.
“I was only there for a year because I was actually at a school in Highfield called Oakmount,” Simon explains. “The school shut down, and around100 kids came over from Oakmount. That’s why the portacabins were at Stroud –because we all came in en-masse and they had to quickly create some extra classrooms.”
Rishi Sunak was among those fellow transfers from Oakmount, though Simon doesn’t make a big deal of such connections. What mattered more was finding his place in what he calls “very much a family environment.”
Building Strong Foundations
These days, Simon’s back at KES regularly – but this time watching from the sidelines as a parent. All three of his children are at the schools, and he admits it’s touching seeing them walk the same paths he once did.
“It brings back a lot of memories, seeing my kids now at KES and KES Prep,” he says. “I think it’s nice to reflect on my own journey and see them reliving it in their own way.”
What made KES Prep special for Simon wasn’t just the lessons – it was the friendships. “It was all about the group of friends that we had, that we all went on that journey together. That was so important throughout not only the different classes or subjects that we had, but through sport as well.”
But Simon didn’t follow the same route as his classmates. While they headed off to university, he made what he calls “a tough decision, but the right decision” – joining the family business instead.
“It was a challenge to start with, but it was a bit of a soft landing with going into the family business where I had all the support I needed,” he says.
It worked out well. Simon brought fresh ideas that the family business had been missing. “I was able to bring something different – the family hadn’t had that education and I was able to bring a whole new perspective and skill set to the business going forward, which helped it succeed.”
When Business Gets Tough
Simon’s work now involves helping companies when they’re really struggling – the kind of businesses that are facing closure or bankruptcy. It’s not easy work.
“It’s a tough world we live in now and there are lots of challenges out there,” he says. “Every job’s different, every industry we go into, every size of business, every person is different that we work with.”
His approach is quite personal. He tries to spot what each person does best. “You can see within that person what they’re naturally good at, and I like to try and say to that person – you’re naturally a salesman or you’re naturally a finance guy – stick to what you know and do that well.”
putting a plaster on or whether it’s something more operational.”
“Running for Mum”
But it’s Simon’s running that really shows his character. What started as keeping fit turned into something much bigger when he decided to run 100 marathons for Parkinson’s research. The reason was personal – his mother has Parkinson’s.
“My mother is a Parkinson’s sufferer, and I was keen to give a bit back there,” Simon says simply. “A marathon a month seemed fitting.” But there’s more to it than fundraising: “My mum was on her own marathon challenge on a daily basis. For her, the day ahead is a challenge, is a marathon. That was the least I could do.”
Then came ‘SyRun365’ – running with a different person every single day for a year. “How many people came forward and actually wanted to be part of that journey was amazing,” he remembers. “Some standout moments from people that don’t really run who still came on the journey – it was just inspiring.”
The numbers tell their own story: £50,000 raised for Parkinson’s research and hundreds of people touched along the way.
Being happy, really. That’s the key to all of it.
Finding new purpose serving his community.
Simon’s not done yet. He’s now training to be a reserve firefighter. After years of working mostly alone in business, he’s looking forward to being part of a team again.
“I decided to go on call at the local fire station as a community function, giving something back,” he explains. “I feel that the family of the firefighters will give me that team belonging. In business, it can be quite lonely – I don’t work with too many people.”
Back Where It Started
These days, when Simon’s watching school sport, he often bumps into other Old Edwardians doing the same thing. “There’s OEs that I know from my days at KES, and we’re all on the same journey together. So it’s just one big family, really.”
His advice to current students comes from experience:
“Don’t be scared to try different things – it doesn’t have to be right first time. We always learn from those experiences, and there’s no rush.”
Ask Simon how he measures success, and his answer is straightforward: “Being happy, really. That’s the key to all of it. I think we perform so much better when we’re in the right headspace.”
From those temporary portacabins to helping businesses rebuild, from 100 marathons to the fire station, Simon shows what it means to keep growing and lift others along the way. Sometimes the best path is the one you make yourself.
Sesika’s Amazing Journey: Five Years of
Growth & Discovery
Dance and Multicultural events – check, Choirs – check, Digital Leadership, coding and cyber safety – check and many more – Sesika has embraced everything KES has to offer. We sat down with Sesika in her final term in year 11 to hear more about her journey at KES - as she’s become known as the girl who says “yes” to every opportunity. A journey Sesika herself describes as the KES Way – doing things with joy, energy and enthusiasm. It was therefore especially meaningful when Sesika spotted a Year 7 photograph of her performance on the poster for this year’s Dance Gala. For Sesika, this image captured everything about her incredible five-year journey at King Edward VI School.
Celebrating Culture and Finding Confidence
The Dance Gala story really began in Year 7. Sesika intimated that while she was eager to dance, she was not particularly keen on performing an African dance. She would have preferred something more familiar – “just a contemporary song that everyone knows.” But her mum had other ideas, encouraging her to embrace her Ghanaian and East African heritage.
Together, they created a costume from scratch using traditional Kente cloth from Ghana. After five years of performing at every dance gala, Sesika chose to wear that very same costume again for her final show at the Senior School in Year 11. “I found my old costume. It was buried somewhere, but still intact, still fits,” she laughs. She added some new fabric to freshen it up but kept the heart of the original.
She also danced to the same song as she had back in Year 7 – but this time with renewed confidence. “It just shows how far I’ve come,” she says. “I’m more confident and more open to try new things. I’m no longer afraid of standing out.” KES, she says, “exactly the place my parents and I anticipated when we were choosing a school; friendly and empowering.”
Saying “Yes” to Everything
Over the years, Sesika has rarely sat still. Her timetable outside of lessons is a whirlwind of activity. Dance, Orchestra, National Youth Choir, Cyber Ambassador conferences, Safer Internet Day assemblies, Music Mentoring, Digital Leadership, Art, Debating, Library Leadership and academic societies – if it’s available, Sesika has tried it.
“Life at KES has been very busy but very enjoyable,” she says. “I’ve done so many clubs, activities and events which have helped me to make progress both academically and socially.” That confidence to throw herself in has become her hallmark – and it’s a mindset she credits KES with nurturing.
“I honestly believe I can do anything now,” she says. “That confidence – to just try, even if it’s new or hard – has come from being at KES. It’s just such an encouraging place to grow up in.”
Digital Leadership and Cyber Safety
Amongst her many commitments, Sesika has held two key leadership roles for several years – Digital Leader and Cyber Ambassador – and she’s clear on what each involves.
“A lot of people might confuse the two,” she explains. “Digital Leaders focus more on computer skills and coding, while Cyber Ambassadors are more about online safety and helping people who experience cyber bullying or scams.”
One of her proudest moments was presenting assemblies for Safer Internet Day and attending regional Cyber Ambassador conferences. “It’s been very rewarding – not only learning about something I’m interested in but also
being able to help friends and family when they have issues online.”
Musical Growth and Mentoring
Music has been another pillar of Sesika’s journey. Though she began learning violin before joining KES, things truly accelerated once she joined the school’s orchestra. “It’s opened my eyes to so much more of the music I can play –and gave me confidence.”
Singing, on the other hand, wasn’t something she originally took seriously. “It was more of a hobby,” she admits. That changed when Miss Wratten spotted her potential in the first-year choir and encouraged her to take lessons. That support led to her joining the chamber choir and eventually earning a place in the National Youth Choir – a major highlight of which was Sesika’s participation in National Youth Choir’s 40th Anniversary Celebration at the Royal Albert Hall.
Now, Sesika is mentoring others in the KES choir. “It’s really lovely seeing younger pupils grow in confidence,” she says. “It reminds me of myself when I was starting out.”
Exploring the World – and the Future
Sesika’s zeal for learning is amazing! She’s currently studying Further Maths, Economics, French, Art and History in addition to other subjects for her GCSEs. As if to quietly show that you can have fun while studying, Sesika has bagged a Head of School award, and four Bastick Awards – one for each year she has been at KES. And for the future? She’s keeping her options open. Medicine? Possibly. Economics? Maybe. Performing arts? Perhaps. “I just enjoy so many things. I’m still figuring it out,” she says. “I don’t think I’ll know what I want to do until I try it –and that’s okay.”
Economics, though, has already had an impact. “I used to find watching the news with my parents boring – all that talk about inflation and interest rates meant nothing to me. But now I understand it, and I can even join in the conversation.”
She also values the classroom environment at KES. “Teachers always encourage you to go the extra mile, to ask more questions and challenge ideas. It’s not just about getting a grade – it’s about enjoyment and real understanding.”
She speaks warmly of her classmates too: “We can have fun, laugh and joke, but also focus and work hard when we need to. It’s a great balance.”
What Success Really Means
Ask Sesika how she defines success, and her answer is simple: “Enjoyment.”
“If you don’t enjoy what you’re doing, it’s hard to be successful. A lot of people say that if you enjoy something, success will follow. I really believe that – and I think KES believes it too.”
She’s not chasing grades for their own sake. “It’s not about a nine in a GCSE. If you’re enjoying yourself and growing, that’s the main thing.”
Looking Back – and Ahead
Looking back, Sesika thinks her Year 7 self would be amazed by everything she’s achieved. “I don’t think I’d believe it. I’d be so surprised that I’ve done all these things.”
And if she could give her younger self one piece of advice? “Don’t be afraid – and do everything possible.”
When asked to sum up KES in three words, her answer is instant: “Enriching, friendly and fun.”
For a pupil who’s tried it all, those words couldn’t be more fitting.
Simon calls himself ‘a company doctor’, seeing what the problems are and just trying to fix them really, whether it’s
Simon speaking at the Sixth Form Open Forum about his running journey.
Charlie’s Journey:
From Quiet Beginnings to School Leadership
From a shy Year 7 pupil to our current Head of School, Charlie’s transformation demonstrates the remarkable personal growth that can happen during the secondary school years when young people are encouraged to embrace new opportunities and step beyond their comfort zones.
Starting out
When Charlie arrived in Year 7, the change was huge. Going from a small school where everyone knew everyone to our much larger community, with only a couple of friends for company, was daunting. As Charlie puts it, “It was certainly the biggest change that I’ve ever had.” Yet looking back, this early experience of adapting to somewhere new taught him skills that would prove invaluable later.
Charlie describes his first few years and chuckles as “quite unremarkable” – and perhaps that’s exactly right. He settled into school life: making friends, getting on with his studies, playing sports, joining clubs. “There was nothing really in those early years which stood out to me as key moments,” he says. Sometimes the most important growth happens quietly, building foundations for what comes later.
Finding confidence
Things began to shift during Charlie’s GCSE years. “My class was quite vibrant,” he remembers, “and I started to realise that I could flourish in a more outspoken, confident environment.” This was when Charlie discovered something crucial: “I’ve got out of things what I’ve put into them.”
This realisation changed everything. Charlie started trying things he might have avoided before. He joined the Spanish film club, became a regular at History Society meetings, discovering genuine interests that went far beyond the classroom. Cricket remained important too, and his natural leadership on the pitch eventually led to him becoming team captain.
Adventures further afield
Some of Charlie’s best memories come from school trips. The cricket tour to Sri Lanka was, he says, “an incredible experience.” Playing the sport he loves in a completely different country, experiencing new cultures – it was something he’d never imagined doing.
Even more significant was his language trip to Salamanca, Spain, staying with local families. “The incredible nature of being able to sit with a Spanish family who you’ve never met before and discuss crazy topics like sport, bullfighting, politics in their own language was something which really sparked my interest,” Charlie recalls. This experience of connecting with the world beyond school has influenced his university choices, showing how these opportunities can shape future paths and open doors to fulfilling, purposeful lives.
The Artist Behind the Lens and the Lessons:
Mr Piggott’s Journey from Vogue to the classroom
When Graham Piggott, or Mr Piggott as he’s known in the classroom, reflects on his path to becoming Head of Creative Arts at KES, it’s clear his journey has been anything but ordinary. From photographing some of the world’s most famous faces to nurturing our young artists in Hampshire, his story shows how life’s unexpected turns can lead to the most rewarding destinations.
A Tale of Two Ambitions
Like many young people, Graham faced a dilemma about his future whilst at school. “When I was at school, I had two distinct career ideas: one was to be an army officer and the other was to go to art school and be a photographer,” he recalls. “They were two polar opposites, so I really struggled with that.”
After a brief stint of military training convinced him that taking orders wasn’t quite his style, Graham chose the
creative path. He studied at Exeter Art School, one of Britain’s oldest, where he specialised in a combination of graphics, fine art, and photography. It was here he was taught by Jem Southam, a celebrated British photographer who, as Graham shared “rather wonderfully, we recently started following each other on Instagram - a lovely full-circle moment that speaks to the lasting connections forged through creative work”.
Into the Spotlight
Following the traditional route for aspiring photographers, Graham began working as an assistant. His first role with Julian Calder, author of a renowned book on 35mm photography, introduced him to the glamorous world of Alma Studios, in Kensington “I’d gone from art school to suddenly being in this super cool world where there were model agencies downstairs, and the photographers seemingly went everywhere by helicopter,” he remembers with fondness.
But it was his next position that would prove truly extraordinary. When Lord Snowdon was seeking an assistant, Graham applied thinking, “If I don’t get the job... at least I met one of the great photographers.” Well, he did get the job, beginning what would become a remarkable sevenyear collaboration.
Working with Lord Snowdon meant access to assignments no other photographer in the world was receiving. “He had the longest contract for Vogue, bigger than Cecil Beaton,” Graham explains. “We were always working on huge jobs from the Royal Family to heads of state, to photographing every single fashion designer you can think of.”
Meeting Heroes
The work brought encounters with cultural icons that remain vivid today. One stands out particularly - photographing David Bowie. “I love Bowie’s music, and in my head, I thought David Bowie was such a larger-than-life idea,” Graham recalls. “He came up and said, ‘Hi, I’m David Bowie.’ And I answered saying, ‘Hi, I’m Graham.’ thinking inside I know
Giving something back
Charlie’s involvement with the charity PDSA has been particularly rewarding. What started as an interesting opportunity has become something much deeper. The experience has been “incredible and mutually beneficial,” he explains – he’s gained as much as he’s given. He’s so committed that he plans to continue volunteering with them, even after leaving KES this summer.
When it came to applying for Head of School, Charlie had personal reasons for wanting the role. With his sister starting in Year 7, he wanted to be the kind of role model others had been for him. “I remember in my interview talking about which Head of School is the most memorable for me, and it always is the one you have in Year 7,” he says. “I wanted to be that, for my little sister”.
The philosophy of trying
Charlie’s biggest lesson is simple but powerful: don’t be afraid to try new things. “I think the desire to be able to try things and not shy away from anything which seems potentially challenging or even outside your comfort zone,” he explains. His approach is refreshingly honest: “The worst that can happen is you go home and say well, I didn’t enjoy that and not go again.”
He’s passionate about young people understanding that education goes far beyond exam results. “It’s really easy to look at a secondary school and solely focus on their exam results,” Charlie says, “but this part of your life is so much deeper and more important than just good grades. There’s so much development that goes on in these years. It’s where you really start to form your interests and your passions and
work out what you’re good at.”
What success means
Charlie has a thoughtful take on success that reflects his multifaceted approach to life: “Success can be measured in so many different ways. Some people cherish status; some people look for strong connections. But at the end of the day, it depends on what you value the most and if you can feel like you’ve maximised your potential as an individual.” For Charlie, it’s clear that a truly successful life is one where you’ve explored your interests, built meaningful relationships, and discovered what fulfils you personally.
Looking back
Asked to sum up his experience in three words, Charlie chose “opportunities, development and sense of community.”
These capture not just his individual journey, but what our School aims to offer every pupil.
Charlie’s story isn’t about dramatic transformation. It’s about gradual growth, about being willing to step outside your comfort zone, and about making the most of the chances you’re given. From that quiet Year 7 boy to the confident Head of School who spent the last year addressing the whole school each week, his journey shows what’s possible when young people are supported and encouraged to discover their potential.
As Charlie prepares for Oxford University, he takes with him not just his various badges and achievements, but something far more valuable – the confidence to keep trying new things and the knowledge that you really do get out what you put in.
That’s a lesson that will serve him well, wherever life takes him next.
who you are. It was magical.”
These experiences taught Graham something crucial about preparation and genuine curiosity. “I always made the point that everything was such an opportunity. If we met a writer, I would make sure I’d read one of their books; if we photographed a composer, I’d make sure I’d listen to their music.” This approach to learning and engaging deeply with people and their work would later become central to his teaching philosophy.
The photographer’s world also brought unexpected moments of connection. Graham fondly remembers sitting next to fashion designer Gianni Versace in Milan, “just chatting, having a bowl of pasta. I had to think, this is amazing. This is the young me talking to, at the time, one of the top fashion designers”. A similar experience happened when chatting to Yves Saint Laurent, and then getting a spontaneous tour of his private Paris art collection.
After assisting Graham worked for a range of clients from The London Stock Exchange, Country Life magazine, the Goodwood Estate to Spanish Vogue.
The Turn Towards Teaching
Despite all the excitement and glamour, Graham began to recognise something was missing from his professional life. “The paradox as a photographer is that quite often, you’re always working on your own. And I thought, I really like working with a team of people.” With young children at home and working freelance, he started thinking about what truly motivated him.
The influence of his own inspirational art teacher also played a part in his decision. In a touching moment that brought his two worlds together; this teacher eventually attended Graham’s wedding and sat next to Lord Snowdon — “which I thought was really lovely.” Said Graham and yes Snowdon did take some wedding pictures!
Creating Space for Creativity
Today, as Head of Creative Arts at KES, Graham brings his philosophy of curiosity and deep engagement to education. He’s passionate about creating environments where young people can explore and express themselves freely. “The art studios are a place, even the way they’re designed, they’re different. We are different,” he explains.
He’s observed how pupils respond to creative subjects: when you ask them what they think when they see art on their timetable, “they say, ‘Yep, it’s a good day.’” This reaction reflects the unique atmosphere he and his colleagues have cultivated one where “no idea is off the table” and pupils can “think freely.”
The creative arts departments are always buzzing with activity. “If you wander around the school at about five o’clock on any given day, the creative arts departments - dance, music, art, and drama - we’re always running something.”
From spring concerts featuring extraordinary musicians to rehearsals for exciting Musicals, a Shakespeare play to dance galas and quirky biological illustration clubs (“it always smells a bit funny the day after”), there’s constantly something happening.
Beyond the Classroom
Graham’s role extends far beyond traditional teaching. The Creative Arts departments have been pioneers in partnership work with local primary schools, running workshops and bringing professional practitioners to work alongside pupils. They’ve organised everything from paper straw bridge-building challenges to large-scale musical collaborations.
He particularly values how these experiences help pupils discover different aspects of themselves and their teachers. “I like the fact that as individuals, we’re not necessarily tied to one thing. We can be lots of different things. And the pupils love seeing us in those different roles as well.”
What Success Really Means
When it comes to defining success, Graham takes a refreshingly broad view. “Success is multifaceted,” he suggests. It’s not just about exam results, though those matter enormously. “It could be success in the fact that you got the lead in the play, that you played the first violin and you look back and think, ‘Wow, I never thought I’d be able to do that.’”
Success might mean being part of the team behind the scenes, making sure the lighting cues work perfectly, or crafting masks for The Lion King and whispering to your parents in the audience, “I made that one.”
Fundamentally, Graham explains success as “the freedom to be yourself, to achieve whatever it is you want to do”whether that leads pupils to medical school, art college, or film editing.
The Thread That Connects
Looking back on his journey from Lord Snowdon’s studio to the KES art rooms, Graham can see how his diverse experiences inform his teaching. “I still go to art galleries a lot. I still go to gigs a lot. I still go to dance a lot,” he says. “And I can say, look, this is a magnificent, exciting, vibrant world, which is there for you.” He still works on his professional practice as a Fine Art photographer.
His story reminds us that the best teachers often bring rich life experiences to their work, creating authentic connections that inspire young people to pursue their own creative paths. At KES, where success truly is yours to define, Graham continues to show pupils that there are boundless possibilities ahead - just as there were for a young art student who once dreamed of photographing the world.
Charlie speaking at the Sixth Form Prize Giving 2025
A Shared Future:
Prince’s Mead School Joins the KES Family
Spring 2025 marked a new and exciting chapter for the KES school community, as Prince’s Mead in Winchester officially joined the KES Family.
This merger is rooted in a long-standing relationship, built on mutual respect, shared values, and a commitment to delivering an exceptional education. Now, that relationship becomes a partnership — one that strengthens who KES already are and opens up new opportunities for our pupils, staff and families.
Importantly, both schools are entering this merger from a position of strength. This is a proactive step — one that allows KES and Prince’s Mead to grow together, future-proof our offering, and keep investing in what matters most: our people and our pupils.
Over the next two years, we’ll take time to integrate thoughtfully. Prince’s Mead will retain its identity, while exploring ways to collaborate across our growing family of schools. The aim is simple: to build on everything each school does well, and to enhance what we offer across every age and stage.
As part of this, Prince’s Mead pupils will benefit from a new KES Head’s Recommendation pathway — offering a guaranteed place into Year 7 for pupils who meet the academic standards and would thrive at King Edward’s, without the need for an entrance exam.
Neal Parker, Head of King Edward VI School, said:
“This partnership reflects everything Boundless Futures is about — growth, opportunity and ambition, rooted in who we are. With the success of KES Prep in Romsey and now Prince’s Mead joining us, we’re proud to be building a stronger, more connected school community for the future.”
Rebecca Smith, Head at King Edward VI Preparatory School said: This merger marks an exciting next step for our community. As the preparatory school already part of King Edward VI, we are delighted to welcome Prince’s Mead into a shared future — one that strengthens the continuity we offer families while celebrating the individuality of each child and school.
Adam King, Head of Prince’s Mead, added: “This is about strengthening what we already do so well — while broadening what’s possible. We’re excited for the journey ahead, and for everything this means for our pupils and families.”
Together, we remain committed to creating a fulfilling, purposeful and multifaceted education for every child — and this partnership helps us do just that.
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Looking Ahead: A Bold, Bright 2025/26
At King Edward’s, we don’t stand still. While our commitment to academic excellence remains at the heart of all we do, we’re always looking ahead:
• The recent ISI inspection highlighted our significant strength — outstanding teaching, excellent academic outcomes, and a rich co-curricular life, with over 70 clubs and societies for pupils to explore. That’s our baseline.
• In 2025/26, we will double the size of our Nursery to open up more opportunities for young children to start their learning journey in a warm, creative, and nurturing environment.
We’re also introducing a new whole-school catering partner with a clear focus on nutrition and sustainability — ensuring the food we offer supports our pupils’ wellbeing and our wider environmental goals. In the Sixth Form, we’re adding a new Benugo café space — giving our oldest students a more grown-up, social environment
that reflects their independence and prepares them for life beyond school.
We’re proud to be a school that’s open to all, and in the year ahead we’ll launch a major bursary campaign to widen access further — helping more young people benefit from a KES education, regardless of financial background.
We’ll also welcome a Commercial Manager to help shape our long-term growth, ensuring we continue to thrive well into the future.
Our ambition is simple: to progress our people and our school in line with our values — to keep growing, to do the right thing, and to lift others as we do. We believe that’s how every member of our community can achieve a fulfilled, purposeful and multifaceted life — whatever that looks like to them.
Because the future at KES?
It’s boundless
The
i3 Learning Philosophy: The Engine Behind Boundless Futures
Our learning philosophy is the fundamental basis for our curriculum, pedagogy and teacher development.
As part of our Boundless Futures work this year, we’ve taken time to define the values and approaches that shape life across our 2–18 school.
One of the outcomes of this process has been the articulation of something our teachers have instinctively practised for years: a model that captures how we teach and why it works. We call it the i3 Learning Philosophy.
This isn’t a shift in strategy. It’s a shared language for what excellent teaching and learning already looks like at KES, and a way to strengthen it further, consistently and meaningfully across every part of the school.
What is i3?
The i3 Learning Philosophy begins with Inquisitive Learning - fostering curiosity, encouraging questions, and enabling pupils to explore ideas in meaningful ways.
This leads to Intrinsic Motivation - when learners engage deeply not because they are told to, but because they want to. Purpose becomes personal, and progress becomes self-driven.
Finally, it develops Independent Minds - confident, capable thinkers who take ownership of their learning and are prepared to thrive in an ever-changing world.
This thinking underpins everything: from how lessons are designed and delivered, to how we stretch and support pupils, to how we define and recognise success.
Bringing i3 Into Focus
Throughout this academic year, staff across every phase - from Nursery to Sixth Form, will collaborate to embed i3 more explicitly into the day-to-day experience of pupils and staff alike.
Open Events Across the King Edward’s Family of Schools
From Nursery to Sixth Form, your journey starts here.
Over the last twelve months, we’ve explored key questions such as:
• What does curiosity look like in a Year 3 lesson?
How do we recognise intrinsic motivation in a Sixth Form project?
Which classroom practices nurture independent thinking, and which limit it?
This reflective work is already influencing how we plan lessons, shape learning environments, and support pupils of all ages to become more active participants in their own development.
Our academic teams are currently looking at how we refine reporting on progress and providing feedback, ensuring our language and systems reflect the philosophy behind i3.
Our aim is to help everyone see beyond results alone. We want pupils and parents to recognise and celebrate growth in mindset, motivation and independence - not just achievement on paper.
Ultimately, this creates a virtuous cycle: i3 shapes teaching > which shapes learning > which shapes how we reflect and grow.
It is not about adding complexity. It is about giving greater visibility and value to what already matters most.
Why i3 Matters
The i3 Learning Philosophy is more than a framework. It captures the spirit of Boundless Futures and the reality of how education at KES prepares our pupils for all that lies ahead.
• Because curiosity is the spark of fulfilment. Because motivation builds purpose. Because independent thinking powers everything from academic achievement to lifelong learning.
This is, and always has been, the way we teach at King Edward’s. Now, we have a clear and shared language to express it.
Project Horizon: How We Did It
We had the privilege of collaborating with two outstanding experts: Dr Jacqui Rigby and Old Edwardian Liz Hatherley. Their insight, thoughtfulness, and attention to detail played a vital role in shaping the clarity and language of this work. Their contributions extended across:
• 1,003 surveys from staff, parents & pupils
11 focus groups across every age & stage
35+ hours of leadership interviews
25 hours of market and competitor research
Scan the QR code to view all dates and book your place.
Join us at one of our upcoming open events across KES Prep, KES Senior, and Prince’s Mead We can’t wait to welcome you.
Scan the QR code to see all upcoming events and find out how you can visit and experience our school community.
• 30+ hours in classrooms, on tours & at events
8 Project Horizon Ambassadors
6 working drafts of the final concept
Enjoyed what you’ve read today?
We’d love to hear your thoughts. The KES Marketing Team is proud to bring you this first edition of The KES Timesand we’re looking forward to sharing many more stories in the months ahead. We hope you’ve enjoyed reading this newspaper as much as we’ve enjoyed creating it. Send your feedback to marketing@kes.school – we’d love to hear from you.
