Ed Wesson Newsletter

THE SKINNERS’ SCHOOL Newsletter April 2013

SPECIAL EDITION

The School is delighted to announce that Mr Edward Wesson, currently Headmaster of The King’s School Tynemouth, has been appointed to succeed Mr Simon Everson as Headmaster of Skinners’ School, from September 2013. Mr Wesson was educated at Tonbridge School, where he was made Head of School. He then read law at Trinity Hall, Cambridge.

Mr Wesson’s career has seen him work in journalism. His teaching career has taken him to a number of excellent schools. From Sevenoaks and Wellington School, he rose to Head of Sixth Form at Hampton School and Deputy Head at Reigate Grammar School.

Since 2010 he has been Headmaster at King’s Tynemouth.

Mr Wesson’s leisure activities involve sport – he is a playing member of MCC and enjoys golf and running. Other interests include going to the theatre and looking after his daughters Molly (2) and Ella (4 months). Mr Wesson’s wife is also a teacher – her subjects are French and Italian.

Mr Wesson said: “We are very much looking forward to immersing ourselves in the life of Skinners’ School and the wider community around Tunbridge Wells. I have fond memories of the Nevill Cricket Ground, the Pantiles, High Rocks and the surrounding area.

For me the additional prospect of returning to the environs of my own secondary education, and a school with such a distinguished reputation, is especially exciting.”

Mr Wesson visited the school on 21st March to meet some of the governors, pupils and staff

Chatting with Camilla Nichols, the Development Officer

Mr Wesson with Luke Maskell the new Head Boy, and Dominic Dark, the outgoing Head Boy

Meeting and greeting some of the younger pupils

Talking to the Science Department staff, Mr Moody and Mr Mead

STAFF AND SIXTH FORM QUESTIONS FOR MR WESSON Can you tell us a little about those aspects of your own life, career and family life which you think will help you in your headmastership at Skinners’?

I enjoyed school myself and I have thoroughly enjoyed my career in teaching so can see how that should inform a headship as well. My brother always told me to go with a gut feeling, which I think is also useful.

And finally my family, especially two little girls, ensure a certain perspective!

What are your intellectual passions?

History, particularly 19th and 20th century, languages and politics.

You have significant leadership experience in the independent sector. What do you feel the independent and maintained sectors can learn from each other?

The independent sector sees education as holistic and regards excellence as a byword; the maintained sector has a sharper focus on teaching and learning and the pupils’ experience in the classroom. It seems that Skinners’ has both qualities.

What are your thoughts on the importance of a school’s relationship with its old boys?

It is important. Alumni are key stakeholders in a school community. Also where students end up is an important reflection on what the school does. And old boys can also provide significant careers experience, and are usually happy to share it.

What are the characteristics of an excellent school?

Purpose, ambition and a hive of activity; mutual respect; a sense of fun and community.

“Pupils need to emerge from school with qualities of independence of thought, initiative, teamwork and flexibility.”

Given the choice would you describe yourself primarily as a pragmatist or a visionary?

By instinct I am more of a pragmatist but experience has allowed me to develop a stronger, more confident vision – you do need to have a sense of direction.

Are you an elitist? Do schools like Skinners’ need to reclaim the word elite as an aspect of excellence about which there is nothing to be ashamed?

Elitism is not the right word: it is about excellence, something that everyone has a right to achieve. In this sense the academy programme is a real step forward: it strikes me that grammar schools sit comfortably alongside that vision.

The pace of change seems only to accelerate. What can we do best to prepare pupils for an adult life with rapidly changing patterns in skills requirements, career paths, and job opportunities?

On top of the best academic results, pupils need to emerge from school with qualities of independence of thought, initiative, teamwork and flexibility. Those qualities don’t just come from the classroom, but they can be nurtured in the classroom as well.

How can we best promote independent learning and private study?

We have to teach pupils how to learn and not just be taught, and we have to inspire curiosity and a love of learning.

Skinners’ is a school which values the quirky and the characteristic of being independent minded. Can we retain that emphasis in this world of systems and accountabilities and homogenized examination systems?

Yes. And we should. A broad curriculum helps, as does always encouraging pupils to pursue their ideas, however quirky!

In your opinion, how important are subjects such as Art, RE and Drama in the curriculum and in the life of the school?

Vital. They demand a rigour that matches other subjects and they teach critical life skills.

Schools like Skinners’ offer more than simply an excellent education – they inculcate values.

What values do you cherish most as a man and as a teacher?

Integrity, mutual respect, hard work. These all bring rewards.

What are the qualities of character that a school like Skinners’ should be trying to inculcate in our pupils?

Aspiration to pursue a passion, preferably into a career; honesty and support for your peers.

PUPIL QUESTIONS FOR MR WESSON Where did you go to school and university?

Tonbridge School and then Cambridge University.

What were your favourite and least favourite subjects at school?

I enjoyed English and History best; I struggled a bit with Chemistry. Geography seemed quite dull in those days, but it is clearly an ‘in’ subject now!

What do you remember from your school days with affection and what with a shudder?

With affection: cricket, rugby and hockey; and I enjoyed Chapel (the singing was great); I shudder at remembering having to eat pineapple (you had to eat everything on your plate) and confess to putting it in my pocket and flushing it down the loo…

If you were at Hogwarts, what house would you be in and why?

Gryffindor. Not sure why; I guess it should not be Slytherin.

How did your career develop?

I read Law at university but did not practise it; I was a journalist for a while but decided to go into teaching in 1990. I had a gap year in a school in South Africa, I taught as an EFL tutor in Paris for a year; I taught at the New Beacon in Sevenoaks for a year; I have worked at Wellington School in Somerset, Hampton School, Reigate Grammar School and King’s Tynemouth.

What made you want to be a teacher?

Firstly, I wanted to indulge a passion for history and sport; secondly, I sensed it would not be a humdrum existence (it isn’t); and thirdly I found that school pupils could be better company than many adults!

What have you most enjoyed and what don't you like about being a Headmaster?

I have really enjoyed working with staff to ensure that everyone at the school achieves their best, and thus retaining an interest in every individual, plus the pleasure of being still able to teach a little and to referee and umpire a little; I don’t particularly like the endless emails.

Can you tell us a little about your family life?

My wife Susie is a teacher as well (she teaches French and Italian) but she is not working at the moment because we have two little girls: Molly who is 2 and Ella who is 4 months.

What is your favourite sport and why?

Cricket. A difficult sport but so rewarding in so many ways, and when the sun is out it is unbeatable. Football is wonderful for its breath-taking simplicity but not when my team, Nottingham Forest, play…

Do you have a favourite book or film?

Two books: Birdsong by Sebastian Faulks, A People’s Tragedy by Orlando Figes; and two films: LA Confidential and The Apartment.

If you could go on any school trip, where would you go?

New Zealand – never been there. But the best school trips I have been on are to Sri Lanka, Berlin and Russia.

To which historical figure would you most liken yourself?

Absolutely no idea: I sometime think a bit more Stalinism is required (there is sometimes too much choice: eg. why don’t we only have one exam board?) but I don’t want to be like him: I am a bit more Thomas Paine perhaps.

How important is pupil opinion when making important decisions?

It helps, without doubt, especially as pupils’ instincts are largely right. Are they occasionally too conservative?

Pupil opinion should definitely shape the way we teach.

What do you like to do in your free time?

I spend most of my free time with my children now, but I also like watching and playing sport and I like going to the theatre.

If you were being interviewed on Desert Island Discs, what would you choose as your luxury item?

A supply of good cheese to complement the daily fish I would eat.

What would be three of your Desert Island Discs?

Mozart’s clarinet concerto (2nd movement), the South African national anthem and James – Sit Down.

Which of your personality traits do you think is the most important?

A certain tolerance – with my family you have to have that.

Who is your favourite James Bond?

Sean Connery. He got the sense of irony right.

What and where would your dream home be?

Secluded villa, sea views and a private beach, near Montpellier.

Wouldn’t mind owning a Caribbean island though.

What are your ambitions for the school?

That it can be excellent in everything it does.

Could you tell us your best joke?

I am rubbish at jokes – in fact I would go so far as to say that I don’t really like jokes: everyone has to listen and they are usually not funny but you have to laugh to be polite.