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FOREWORD
2is proving to be a difficult year for the world at large, with huge political and economic uncertainties which are unsettling the entire international community. We are told that the global order has not been up-ended to such an extent since World War Two. And it is in this challenging environment that independent schools are also having to navigate their way through troubled waters which are particular to our sector. Times have rarely been tougher! And that’s a comment we have heard far too many times over recent years!
The UK’s independent schools are part of the country’s great educational tradition of which we are only the current curators – with a duty to protect and preserve what has been handed down to us by so many generations. Yet, times change and unless we can respond to these new challenges – and the associated opportunities – which confront us, we run the risk of becoming marginalised and starting to ‘wither on the vine’.
Social media and the rapid advance of AI are presenting schools – both as employers and educators – with a raft of issues which would have been completely alien to our predecessors of only a generation ago. hether it is addressing the toxic impact of influencers such as Andrew Tate or deciding how to deal with potentially damaging media posts about their schools – both topics addressed in this edition – senior leaders need to be alert, agile and responsive.
We run the risk of becoming marginalised and starting to ‘wither on the vine’.
As the world moves on, so must our schools, celebrating what we do so well and adapting to what is thrown at us. Some commentators believe that we are in the middle of a potentially historic shift in the global centre of gravity, which will impact our sector as much as many others (another topic you can read about here). Consequently, we need to look to our own leaders to set a course which will enable us – collectively and individually – to secure our future and enable us to continue to deliver an exceptional education to the students committed to our care.
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TOXIC MASCULINITY
A DEFINING ISSUE IN CONTEMPORARY EDUCATION
Irfan Latif explores the role of schools in addressing the challenges of toxic masculinity and explains how he believes education can help students to develop a more balanced and positive understanding of what it means to be a man in the 21st century.
Toxic masculinity has become a defining issue in contemporary education, posing significant challenges for schools striving to nurture well-rounded, empathetic and confident young men. he rise of online influencers like Andrew Tate, who promote hypermasculine, misogynistic and often damaging views, has exacerbated this challenge. heir messages, amplified by social media, can easily shape young
minds, leading to a distorted perception of what it means to be a man in the 21st century.
Independent schools have a unique opportunity and a responsibility, to counter these narratives by fostering positive masculinity. By equipping boys with emotional intelligence, resilience and respect for others, we can ensure that they grow into men who contribute positively to society.
Respect,
honour and service
At the Royal Hospital School (RHS), we have taken a proactive approach to this issue, embedding values of respect, honour and service into our curriculum, co-curricular activities and pastoral support systems. Schools must recognise that dismissing or condemning harmful influences outright is unlikely to be effective. Instead, we need to engage in open, non-judgemental conversations with pupils. Avoiding the topic allows misinformation to flourish. e must accept that many pupils are already engaging with this content online and create safe spaces for discussion. Teaching pupils to question the credibility of online influencers and analyse their messages critically is crucial. This can be embedded within Personal, Social, Health and Economic education (PSHE) and digital literacy programmes. Schools must also challenge harmful stereotypes and provide diverse male role models who embody strength through compassion, integrity and emotional intelligence.
The urgency of this work is brought into stark focus by recent cultural depictions such as the disturbing etflix drama Adolescence, which follows the story of a teenage boy radicalised by online misogynistic communities. Isolated and immersed in a toxic digital echo chamber, he ultimately commits an unthinkable act of violence against a female classmate. hile fictional, the narrative is chillingly plausible and a reminder of the real-world consequences when young men are drawn into extremist ideologies rooted in hatred, control and emotional repression. Dramas like Adolescence serve as cautionary tales, underlining the need for schools to intervene early with empathy, education and open dialogue.
Digital literacy
At RHS, our PSHE curriculum has been carefully structured to ensure that pupils are given the tools to deconstruct harmful stereotypes and critically evaluate the media they consume. These lessons are interactive and discussion-based, allowing boys and girls to express their thoughts
and challenge one another in a constructive environment. We also hold regular digital literacy workshops that help pupils navigate the complex online world and recognise the dangers of misinformation.
Our focus is not just on warning students about the risks of toxic influencers but on empowering them to make informed, independent choices about their beliefs and behaviours. To combat toxic masculinity effectively, schools must actively promote an alternative vision of masculinity, one that embraces emotional expression, resilience and respect for others. For generations, masculinity has been narrowly defined by strength, stoicism and dominance. While these traits can have their place, they should not be the only markers
advocates and entrepreneurs – to share their journeys with pupils. This exposes boys to multiple ways of expressing strength, success and leadership. Our drama and music programmes are also central to this effort, ensuring that boys who wish to pursue creative fields are supported and celebrated just as much as their peers in sport.
We have seen how these initiatives help challenge rigid definitions of masculinity and allow our pupils to find their own authentic sense of self. Encouraging boys to express emotions healthily is a key step in dismantling toxic masculinity. Structured emotional literacy programmes can teach boys to recognise and articulate their feelings. estorative ustice approaches to conflict
Schools must … challenge harmful stereotypes and provide diverse male role models who embody strength through compassion, integrity, and emotional intelligence.
of manhood. Schools should celebrate a range of male identities, including those who excel in the arts, humanities and community service, not just in traditionally ‘masculine’ arenas like sport. Introducing pupils to male role models who exemplify kindness, emotional intelligence and cooperative leadership, alongside traditional achievements in business, politics, or sports, can help reshape perceptions. Literature, history and media studies provide valuable opportunities to challenge outdated portrayals of masculinity. Examining characters like Atticus Finch in To Kill a Mockingbird or real-life figures like alala ousaf ai s father, iauddin ousaf ai, can offer alternative perspectives on male strength.
Broader spectrum
We actively promote this broader spectrum of male role models at RHS. Our guest speaker programme invites men from diverse backgrounds who challenge outdated stereotypes – artists, humanitarians, scientists, mental health
resolution, which focus on understanding emotions and repairing relationships rather than punitive discipline, should be emphasised. Leadership and mentoring programmes that encourage older pupils to model emotional intelligence and
Sir Gareth Southgate:
THE IMPORTANCE OF POSITIVE MALE ROLE MODELS
healthy masculinity for younger peers can reinforce these values. Classroom interactions also play a crucial role in shaping attitudes about gender and power. Teachers should challenge sexist language and behaviours immediately and consistently. ixed-gender discussions on issues like respect, relationships and consent should move beyond rule-setting to exploring deeper emotional and social dynamics. Schools must examine unconscious biases in teaching methods, ensuring that boys are encouraged to engage in discussion-based subjects as much as girls are encouraged to pursue S fields.
At RHS, we integrate emotional literacy into our pupil leadership and mentoring programmes. Our prefects and Heads of House receive training in emotional intelligence, ensuring they lead not just with authority but with empathy and understanding. They act as role models for younger pupils, demonstrating that true leadership is rooted in respect, patience
In his recent Richard Dimbleby Lecture, the former England football manager, Sir Gareth Southgate, made a powerful case for the importance of positive male role models in shaping young boys’ values and aspirations. He expressed deep concern that too many boys today are absorbing unhealthy messages from gaming, pornography and social media in uencers who promote a damaging version of masculinity. Southgate’s message resonated strongly with educators, reinforcing the idea that schools have a critical role to play in providing boys with guidance, mentorship and a broad spectrum of male role models who embody integrity, respect and emotional intelligence.
We share Southgate’s vision at RHS and recognise the profound impact that real-life role models can have on young men’s development. We are actively exposing our pupils to men who exemplify strength through compassion, selfdiscipline and responsibility. By surrounding boys with inspiring figures from sport, the arts, business and community leadership, we help them develop a more balanced and positive understanding of what it means to be a man in the 21st century.
Encouraging boys to express emotions
healthily is a key step in dismantling toxic masculinity.
and self-awareness. Our pastoral care teams also offer one-on-one mentoring, providing boys with a safe space to discuss their struggles and receive guidance on navigating challenges in a healthy, constructive way.
A joint effort
Addressing toxic masculinity cannot be the sole responsibility of schools; it requires a coordinated effort involving teachers, parents and society at large.
At RHS, we have implemented a parental engagement programme that includes workshops, discussion panels and online resources to help families navigate these conversations. We recognise that what happens at home plays a crucial role in shaping boys’ identities and we work closely with parents to ensure that they feel equipped to guide their sons through the pressures of modern masculinity. By fostering a partnership between home and school, we reinforce key messages and provide pupils with a consistent, supportive environment. A school’s impact extends beyond the classroom. To truly reshape narratives around masculinity, we must partner with external organisations that specialise in gender equality education and youth mentoring. Pupils should be encouraged to participate in community service projects that emphasise teamwork, empathy and responsibility.
Teachers and pastoral staff must also be equipped to recognise signs of toxic masculinity in pupils. Professional development on gender dynamics, unconscious bias and trauma-informed teaching is essential. Staff should be trained in de-escalation techniques that encourage reflection rather than confrontation. Safeguarding policies
must account for gender-specific issues, including boys’ mental health concerns. We look to develop partnerships with organisations that promote gender equality and positive masculinity. Our pupils participate in leadership programmes with external mentors who challenge them to think about masculinity in a broader, more inclusive way. We also encourage our pupils to take part in volunteering initiatives that promote cooperation and mutual respect, such as mentoring younger children, working on sustainability projects and participating in service-based trips abroad. These experiences help them develop a sense of purpose beyond themselves, reinforcing the idea that masculinity is not about dominance but about contribution to society.
Empowering young men
The battle against toxic masculinity is not about rejecting masculinity itself but rather redefining it in a way that empowers young men to be confident, kind and emotionally aware. Schools must rise to the challenge by fostering an environment where boys can explore identity without fear, where they can express vulnerability without stigma and where they can build relationships based on mutual respect rather than dominance.
If we succeed, we will not only raise better men, but we will also create a more just, empathetic and balanced society for everyone. The responsibility is ours to challenge harmful influences, educate for emotional intelligence and build a culture that celebrates positive masculinity in all its forms.
The stakes are high, but so, too, is the opportunity for lasting change. We recognise that addressing toxic masculinity is not a one-time initiative but an ongoing process. By embedding these values into every aspect of RHS life, we are working to shape young men who will go on to lead with honour, compassion and respect. The impact of this work will extend far beyond our school gates, influencing families, workplaces and communities for generations to come. ●
IRFAN LATIF was appointed the 12th Headmaster of the Royal Hospital School in 2024. Prior to this, he served as Principal of DLD College London, Headmaster of Sexey’s School, and Deputy Head (Academic) at Bedford School.
HOW BOARDING SCHOOLS SHAPED BRITAIN THE BSA’S RESPONSE TO NICKY CAMPBELL’S SERIES
David Walker responds to Radio 4’s recent series on boarding schools, acknowledging the hard truths aired but agreeing that today they are very di erent places to those castigated y the programme.
February saw the launch of How Boarding Schools
Shaped Britain, a three-part Radio 4 series hosted by Nicky Campbell and available to listen to now on BBC Sounds.
The series needs to be listened to in its entirety. Balance is achieved ust but much of this appears in the final episode when the modern face of boarding is allowed to have its say. here is, as always, the difficult balance to be struck between acknowledging faults and harm from the past and, without diminishing that, turning towards a more positive present and a vibrant and exciting future.
pisode one considers the history and influence of British boarding but refers exclusively to male students throughout, despite female boarding being available since the late 19th century. The only female voice is that of a psychologist, brought out to suggest boarders grow up “without love” – a hypothesis surely contested by the many hundreds of deeply loving boarding parents I have met over the years. There’s also disproportionate talk of dorms packed with eight-year-olds, despite children aged eight and under now making up just 0.6% of boarders.
Outdated depiction
Some listeners might enjoy the chance to judge an outdated depiction of how an ‘elite’ minority live. The reality is, with more than 450 UK boarding schools ranging from independent to state-funded, small to large, traditional to specialist, there is, in the words of BSA Group CEO Robin Fletcher, a “boarding school to suit any need that a parent or child has” – including additional needs.
Sociologist Sam Friedman notes boarding alumni are 20 times more likely to land leadership positions, asking “how do these schools dovetail with principles of equality and opportunity?” Laying blame for success at the door of successful institutions, rather than considering improvements in wider society, feels reductive, although Campbell does acknowledge boarding schools can be “levers of social mobility”.
A hard listen
Episode two, on ‘the darker side of some boarding school experiences,’ was always going to be a hard listen. Campbell has famously and bravely spoken out on the abuse he suffered whilst a day pupil at a boarding school in the s. eflecting, he says the protocol was don t tell’ and if you did, ‘who would care?’” He also experienced peer-on-peer bullying, being referred to as a “gay boy” rather than a day boy, which he says showed “seventies attitudes and prejudices”.
Since then, prefect powers and responsibilities have reduced and there has been much work on inclusivity, mental health and safeguarding. Notably, more than two decades since the introduction of National Minimum Standards (NMS) for boarding and four years since BSA introduced a Commitment to Care Charter for member schools, sexual abuse reporting is expected to become mandatory under English law – in all settings, not just boarding. Nonetheless, it remains important that survivor stories like Campbell’s are proactively shared. They inspire others to come forward, to call out abusers, and remind us not to slip into complacency. We should feel uncomfortable: children suffered. We need to do everything we can to ensure others don’t.
Safeguarding and pastoral care
That’s one of the reasons BSA Group runs dozens of safeguarding events a year and, in 2020, set up a dedicated body, the Safeguarding and Child Protection Association (SACPA). SACPA now represents more than 450 schools, firms and individuals committed to the welfare of children and adults.
It’s also one of the reasons boarding is no longer just a job; it is a career; a profession. Housemasters and mistresses carry out CPD, they belong to The Institute of Boarding (TIOB), they study – sometimes to Master’s levelto ensure they are providing the very best pastoral care. Richard Beard, author of Sad Little Men, suggests to ampbell that boarders deflect with humour and manners because they are emotionally damaged. There is no doubt boys need nurturing to ensure they express emotions healthily rather than defaulting to banter – but is this a boarding-specific issue ampbell, who questions whether “cauterised” emotions are the “price of resilience”, concedes it is easy to blame boarding, which he describes as “one of a diminishing number of caricatures that can be done with complete impunity . he takeaway for pastoral staff is to ensure positive masculinity and healthy habits. ur courses on wellbeing, including gender-specific seminars, are always popular, showing a real appetite to understand developmental and emotional needs.
Modern-day boarding
Professor Peter Caddick-Adams says, simply, “some students flourish and others don t that s an important thing to bear in mind when damning or praising boarding schools] en masse.” Just as one school cannot possibly suit every child, boarding will not suit everyone. he decision to board should be a three-way decision between student, family and school and may change over time.
Indeed, the latest ISC census found more than half of unior boarding pupils now board flexibly. his is due in part to post-pandemic working patterns. e are hearing of a rise in day pupils with a bed used on an ad hoc basis, and day boarders who receive wraparound pastoral and extracurricular care but do not stay overnight. One school even reported birthday sleepovers , with parents paying for multiple beds. he question is do schools embrace this flexibility, or do they double down on a full boarding ethos he answer will vary depending on the culture, location and facilities of the school but the key is to find a balance that feels right for pupils and is viable in the mid- to longterm. ne without the other is not sustainable.
The best of the past for the best of the future
ampbell opens episode three with a statement today s institutions are intent on reconciling their traditions with the ritain of today and tomorrow, garnering the best of the past for – they hope – the best of the future.”
A statement I agree wholeheartedly with. here follows a discussion on state boarding, featuring r Chris Pyle, Head, Lancaster Royal Grammar. Bursaries and scholarships are also covered, with an acknowledgement that almost of students now receive financial
We should feel uncomfortable: children su e ed. e need to do e e t ing e c n to ensu e ot e s don’t.
assistance. SA roup obin letcher explains how this builds upon boarding’s philanthropic beginnings and aids social mobility, whilst benefitting schools by creating diverse school communities.
isteners hear from bursary student oe, who chose to board because he lived in a rural area and was bored . e flourished in a boarding environment, en oying the social environment and extracurricular activities, especially the sport. His story builds upon the sizeable segment on sport in the first episode, and how it was (and is) used to develop physical and mental wellbeing, skills and character. avin organ, ead, illfield School, says sports help students not just survive but thrive in life.”
It is true building skills – resilience, fairness, empathy – is central to boarding culture. Boarding schools have perfected this over the years, using the extra hours in their days to deliver diverse extracurricular programmes and ensure holistic development of children. Indeed, Caddick-Adams describes boarding as the “making” of him, partly because his eyes were opened to people he would never have met, sports he would never have played, sub ects he would never have studied” – an opinion likely to be shared by many of his peers and those who have followed.
As the series ended, I was left to reflect on the truly ama ing sector within which we work. es, it is complex, and that complexity is reflected in the peaks and troughs of the series, but there is a bright future, for both boys and girls, in our modern boarding schools. ●
DAVID WALKER is Director, BSA.
THE VIEW FROM... BANGKOK
A GLOBAL SHIFT? THE CHALLENGE FOR EDUCATORS
n the first of an occasional series Nick Gallop reviews the rapid growth of international schools in Southeast Asia re ecting roader shifts in the glo al centre of gravity and the implications and opportunities that this presents for educators.
Oscar Wilde famously remarked that the only thing worse than being talked about is not being talked about at all. A country in decline may still find itself the sub ect of debate but when it fades from relevance altogether, the real reputational damage is done.
Identity crisis
It is unlikely to surprise many that the view of Britain from the other side of the world is not an especially flattering one. Once seen as a bastion of stability, opportunity and good governance, Britain now appears stuck, confused, often livid: a nation grappling with political dysfunction, fighting off economic stagnation and trapped in an identity crisis it cannot seem to resolve. Other Western democracies, too, are seen as divided, inward-looking and struggling to live up to ideals they once championed. Meanwhile, Southeast Asia presents a stark contrast: a region fuelled by commercial dynamism, infrastructural expansion, a substantially lower cost of living, more benign tax regimes,
huge consumer markets and a rapidly growing middle class.
It is hard to ignore the gravitational pull away from the traditional dominance of the liberal West and towards a future that, by many measures, appears increasingly centred on Southeast Asia. The region’s rapid economic growth, strategic importance and youthful demographics are solidifying its powerhouse status. It is fairly widely recognised that the economies of Indonesia, Vietnam and the Philippines continue to boom, driven by their manufacturing sectors, by digital innovation and by a rapidly rising consumer class. But it may come as more of a surprise to learn that Malaysia is now a key player in semiconductor exports, accounting for nearly a tenth of the entire global market; that Thailand is fast becoming a global electric vehicle hub benefiting from substantial inward investment and that Cambodia’s GDP has expanded by an average of 7% a year over the last two decades.
The Association of Southeast Asian Nations (ASEAN)’s ten member states
A recent study ... found that over two-thirds of education agents reported waning interest in British-based schools, while more than a third noted increased enquiries about alternatives abroad.
are steadily forging a coherent economic bloc, strengthening trade ties between China, India and the Global South while reducing reliance on Western economies. As Britain and its Western counterparts struggle with declining global influence, the question arises how much of their standing in the world remains based on past reputation rather than present reality?
Surging demand for international schools
To matters closer at hand and echoing this global shift, demand for international schools in Southeast Asia has surged in recent years. his rapid rise reflects broader global trends. Independent Schools Council research early in 2025 records 14,833 K-12 international schools worldwide, with the number of English-medium international schools in Southeast Asia rising from 819 in 2015 to over 1,000 by the early 2021. In the ten years up to 2025, Southeast Asia has seen a 60% increase in the number of international schools, outpacing all other regions. By the middle of 2025, approximately 400,000 children will be receiving an education in international schools in Southeast Asia.
Sharpening the focus still further, Bangkok’s British international schools are mirroring global and regional trends and thriving too. A strong combination
of robust demand from expatriate families, growing local interest in international education and rising affluence among hailand s middle and upper classes fuels demand for international education.
Faltering reputation
Needless to say then, if Britain is perceived as faltering – economically, politically, socially – the prestige that once made its institutions, including its education systems, so desirable risks being seriously undermined too. Britain’s global reputation is not just a matter of national pride. It has real, tangible consequences, particularly for institutions that promote British values and standards. A strong British reputation enhances the appeal of its overseas educational provision. Parents all over the world choose British curriculum schools because they associate them with academic excellence, with the development of essential skills such as critical thinking and with the possibilities of first-rate university pathways and strong career prospects. Yet the ability to find this product outside ritain has
changed dramatically in recent years as perspectives alter on the value and attractiveness of education within the United Kingdom.
It is far from co-incidental that news headlines about British-based schools and the future of the UK’s educational provision are currently relentlessly and uniformly negative. Families considering British-based independent schools absorb a daily diet of news that many schools are cutting academic subjects, enlarging their class sizes, restricting their curriculum offerings, merging or undertaking major and disruptive restructuring work. It is well evident to overseas parents that almost all independent schools have had to include the recent VAT levy in their fees, rising by between 12 and 20% in 2025 alone. In some of the most egregious examples, even well-established schools that have disregarded years of Labour Party memos, been poorly governed or have closed their eyes and wished for a different future are now engaged in statutory redundancy processes with all the associated and long-lasting organisational and personal costs.
Global consequences
There are considerable global consequences to these recent educational developments in Britain. All involved in British-based independent schools will have felt the impact of their domestic market shrinking and of international families reconsidering Britain as a viable boarding destination. With visa applications for international pupils studying in Britain currently falling by nearly a quarter year-on-year, the financial impact of these disappearing overseas boarding families is projected to see sector revenue decline by a further £50 million each year. A recent study by the Boarding Schools’ Association found that over two-thirds of education agents reported waning interest in British-based schools, while more than a third noted increased enquiries about alternatives abroad.
The contrast is particularly evident in education, where the rise of international schools in Southeast Asia is both a symptom and a driver of the region’s growing global influence. It is a trend that reflects not ust economic power shifting but a broader reorientation of intellectual
and professional hubs. Consequently, for those actually working in British education abroad, the contrast is more than just an observation. It actively shapes our professional lives, influencing the aspirations of pupils and parents, directing the progress of our schools, of our global school groups and of the role that British education plays in an increasingly competitive global market.
Unrestrained dynamism
Britain’s shifting place in the world is even more magnified when viewed from a city where the pace of change is constant, even relentless. Is there anywhere that encapsulates this contrast more vividly than Bangkok? While Britain struggles with economic stasis and political inertia, Bangkok, along with its 11.5 million inhabitants, offers a vision of unrestrained dynamism. Bangkok never fails to surprise, as the recent earth tremors reminded us. Its resilience, matched by the characteristic calm and spirit of its people, ensured that life rapidly returned to normal.
For a foreigner, working in Bangkok is often a study in change. It is an experience shaped by opportunity, unpredictability and the sheer force
of the city’s momentum. Working in the city provides a view of rapid urban transformation first-hand. aily life for professionals is dictated by Bangkok’s unique rhythms – exhilarating and often exhausting. From navigating the city’s legendary traffic to adapting to education systems that blend traditional structures with innovation and improvisation, especially seen within rapidly growing schools, working and living in Bangkok demands flexibility first, second and third. Bureaucratic processes can be labyrinthine, infrastructure projects appear and disappear with little explanation. The city’s energy never truly slows. Yet, despite the chaos –or perhaps because of it – Bangkok remains a highly attractive place to live and work, offering a standard of living that balances professional ambition with cultural immersion.
The idiosyncrasies of Bangkok life extend well beyond the workplace. The heat is often merciless, turning even short walks into endurance tests. Shopping malls serve as unofficial public cooling stations, their air-conditioning a necessity rather than a luxury. Meanwhile, at certain times of the year, pollution is the great leveller the city s notorious .
smog spares no one but fortunately rarely lasts for more than a few days. Yet despite its environmental challenges, Bangkok thrives. Expatriates who arrive expecting a temporary adventure frequently find themselves staying for years, drawn in by Bangkok’s heady mix of opportunity and unpredictability.
Evolving expectations
For those in education, this relentless change mirrors the evolving expectations of families looking for international schooling. arents seek an education that is as future-proofed as it realistically can be; where their children can develop the adaptability and resilience to thrive in an unpredictable world – qualities that living in Bangkok itself naturally instils. After all, it is not just about surviving the chaos, it is about learning to embrace it.
As Britain grapples with its own uncertainties, Bangkok offers a different perspective – a place where growth continues, where ambition is met with opportunity and where resilience is not just a skill but a necessity. In a city that never truly stops, those who can adapt will not just survive; they will thrive and perhaps that, more than anything, explains why Bangkok feels like the future, while Britain struggles to break free from its past.
The challenge for educators
The challenge now is for educators all over the world to recognise and respond to these shifts, ensuring that young people are equipped for a world where the traditional centres of gravity are no longer fixed in the est. ●
GALLOP is Headmaster of Brighton College Bangkok, which won the award for British International School of the Year at the Independent Schools of the Year Awards 2024.
NICK
BEING DIFFERENT! THE BENEFITS OF AN INDEPENDENT EDUCATION
Andrew Lewer o ers some personal re ections on independent schools’ uest to di erentiate themselves from each other and explains why he elieves he Children’s ell eing and Schools ill could provide some hope for our eleaguered sector.
“What is your USP?” is a question from prospective parents which produces an inward shudder as often as a smile. There is a risk of cliché were one to observe that achieving a meaningful Unique Selling Point ( S ) for a school is difficult. elivering education for 3-18-year-olds in the United Kingdom is necessarily going to entail many of the same features at every school. A balancing risk of platitude would be to add that it is actually ‘SSPs’ that schools really need – that is to say ‘Strong Selling Points’. et, even if we finesse the S into an SS for the purposes of this article, it remains the case that some schools struggle to have them. At the recent Noble+Eaton conference, ‘The Future of Boarding Spaces’, there was an interesting session on seeking
USPs by Dave Vann, looking at their possibly limited value. Those participating were given a list of school mission statements and a list of schools. The result was predictable, but it was nevertheless of value to observe just how interchangeable many were. Was there once a time when having a mission statement seemed ‘go ahead’ and allowed you to stand out in the sector? Now every school has one, so what is their actual value? If they are bland, platitudinous and generic might they even take away value by restricting the school in question’s ability to have some distinctiveness? In the interests both of good manners and hopes of continuing to be invited to schools in the future, I need to display some forbearance in coming up with specific examples of poor mission statements. Similarly, I must demur
from providing examples of schools that, when pressed, will describe their SSP and yet make very little effort to bring it to the forefront of their marketing efforts.
Being different
Boarding schools may be better placed to offer SSPs than day schools – or certainly day schools in areas without either the income or the population density to offer a genuine choice of independent schools. When you have much of the world as your potential market (for international boarders) or a two-or-three (or more) hours’ journey time (for domestic boarders) you perhaps can afford to be more specialist.
In North Wales alone there are two schools that demonstrate a willingness to specialise and deal with the concomitant risk of not being somewhere suitable for absolutely everyone. Ruthin School focuses heavily on STEM (and robotics in particular) and has a strong and unapologetic emphasis on academic excellence rather than being a school for the heavily sporting inclined pupil. Similarly, Myddelton College has a very strongly technical and computing focus, being an EdTech50 school. It may, however, not be a coincidence that both of these schools are not only in North Wales but are both Chinese/Group owned. Is it that group dynamic which allows for this specialisation, this appetite for risk, for something interesting and different? Is it indeed the international dimension? One could perhaps counter with non-group Solihull School and their excellence at languages, displayed admirably at their recent Languages Festival.
All things to all people?
There is an alternative to the assertion that a Strong Selling Point is essential for survival in the independent education sector. ne may reflect that if you are serving a market that is restricted, where there is only a limited amount of capacity for independent education, then could it be that an SSP that trumpets full-on specialisation is as likely to put potential parents off as it is to attract them? Is such a school going to feel instead that they must be all things to all people?
Which Admissions Manager – or indeed Head – is going to say when potential parents ask if the school provides good music education, “Not really, our specialism is sport” or vice-versa? In the current climate which school, even one that aims to provide highly exams-focused academic education, is going to turn away potential fee-paying parents with a child who has other special needs… and again vice versa?
This need to be as open as possible to as many as possible may also partly explain why so many formerly single-sex schools have now gone coeducational (Malvern Saint James being just the most recent well-known example). Even where it is not wholly possible to be all things to all people, the temptation is there. Rather than have a traditional leadership Sixth Form model OR a more college-style transition to university model, there will be the temptation to try to do both. This can lead to falling between two stools: not having a uniform in the Sixth Form but also not allowing entirely casual clothes or having school prefects with prefect badges but not necessarily a huge number of duties less they either interfere with A Level/IB studies (or simply because the Sixth Formers in question do not particularly want to do them). Yes, I know that is not how your school does things, I mean the others!
Yes, I know that is not how your school does things, I mean the others!
Not so unique
It is clear that smaller independent schools need to make as much as they possibly can of the SSP of their school’s ethos. As a result, many schools describe great pastoral care and small class sizes as their USP – yet if anything could be said to be absolutely not unique about what any independent school provides it is those two things! Nevertheless, those selling points are important – vital indeed –just not unique. I would suggest this is even more relevant when it comes to Sixth Form. A smaller school will simply not be able to provide the breadth of subject choice that, say, a neighbouring Sixth Form college can. Yet, surely, staying with one’s friendship group, being in a place that sees you as an individual and provides structure – rather than not particularly caring if you turn up from one week to the next – has got to be of more value than whether you happen to be able to take Sociology instead of Psychology, Latin instead of Italian or Politics instead of History?
(Butplease take History!) I saw this at Hereford Cathedral School, up against a Sixth Form college offering over 40 A Level options; the school works hard at having a strong and varied offering of its own, but more crucially, I feel, it bases its offer on being at a place where students really belong and are valued.
State sector woes
Just as important as the independent sector raising its game is the clear sign coming out of Westminster that the state sector is about to be forced to significantly lower its game. Historically, senior leadership teams at schools are reluctant to get into party politics publicly. The fact that so many – state and independent – have been prepared to do so over the Children’s Wellbeing and Schools Bill illustrates – in a way more powerful than 1,000 pages of politicians’ speeches – just how awful it is. The awfulness extends way beyond the Government’s vindictive policies towards independent schools. I believe it is so bad as to provide the finest wispy glimmer of a silver lining around what is otherwise an intensely miserable grey cloud for our sector, since at least some pupils will be fleeing towards independent schools when standards in the state sector are lowered. This has been put so well by noted educator Mouhssin Ismail OBE, “The Schools Bill will be a disaster. It removes academy freedoms, ends the automatic academisation of schools rated double ‘RI’, introduces the incoherent and unnecessary RISE team, imposes restrictions on school uniforms, and grants local authorities the power to limit the expansion of high-performing academies.” Added to which is the development of a new national curriculum, which has all the ingredients needed to produce something truly dire.
We are going to lose a large number of hardworking parents who are not in this group, but the dire nature of the education bill may provide the sector with an opportunity to make up some of the shortfall from parents who have always been able to afford independent education but have never felt the need to avail themselves of it until now. UCL again “…families who live closer to academically selective grammar schools, or who live closer to schools judged ‘Outstanding’ by Ofsted, are less likely to send their children to private schools.” As Ofsted’s endorsement comes to mean less as confidence in it is smashed by both the bill and the general rise in mistrust of the state, there is a significant opportunity for independent schools. (Unless the likely mediocrity of the new National Curriculum is imposed on independent schools too?)
All of what is about to be undone had been a rare point of agreement between Conservative, Coalition and Labour governments over several decades, a further illustration of how ill-conceived the reforms are. These massive and overwhelmingly negative changes seem likely to boost demand for independent education.
Untapped potential
There is much untapped potential in our sector. University College London research reveals that “The proportion of children attending private school… doesn’t rise above 10% of the cohort except among those with the top 5% of incomes. Only half of those in the top 1% send their kids to private school.”.
And the answer is..?
Is there value to a school in having an SSP/USP or not? What must a school, especially a small independent school, do to survive in these times of national gloom? What is the answer? I would not presume to assert that a magazine column could provide THE answer, merely some food for thought. As HL Mencken said, ‘For every complex problem there is an answer that is clear, simple, and wrong’. ●
ANDREW LEWER founded and chaired the All-Party Parliamentary Group for Independent Education and served on the Education Select Committee during his seven years as a Conservative Member of Parliament 2017-24.
At our recent AGBIS Annual Conference at the QEII Centre in Westminster, Chief Inspector and Chief Executive of the ISI, Vanessa Ward, gave delegates a useful update as to how things are progressing with the inspection framework that was introduced in 2023. Among other things, Vanessa emphasised the importance of school culture – both the overt culture and, perhaps more importantly, the ‘harder to reach’ lived experience of, in all likelihood, a minority of pupils. She also stressed the role of governors in terms of providing oversight, insight and scrutiny, and asking good questions of the executive. In their turn, governors will be asked good questions by the inspectors when they visit, especially the key ones beginning ‘how do you know that…?’
In some ways, Vanessa said, governors provide the internal layer of quality assurance for a school and inspectors the external layer.
Preparing for inspection can be a stressful experience for some, although it does not need to be. It might be helpful here to outline some of the key points
BE PREPARED UNDERSTANDING AND SURVIVING SCHOOL INSPECTIONS
Richard Harman discusses the ISI’s evolving approach to school inspections and highlights the key areas of provision which inspectors are required to cover.
for governors to bear in mind, especially if they are relatively new to the role and are facing their first experience of an inspection, ISI or otherwise.
What are the main differences between an Ofsted and an ISI inspection?
Ofsted is responsible for inspecting state-funded schools, including academies, maintained schools, further education providers and certain independent schools that are not part of an association. ISI, on the other hand, inspects independent schools that belong to one of the seven constituent members of the Independent Schools Council (ISC).
ISI inspections assess compliance with the ISSRs (Independent School Standards Regulations 2014), focusing on pupils’ wellbeing through the lenses of education, physical, mental, social, economic and emotional wellbeing, safeguarding and the leadership, management and governance of schools.
ISI reports aim to support independent schools in continuous improvement …
Feedback from association schools points to highly rigorous inspections which underline the role leaders play in ensuring the decisions they make lead to effective planning and provision which, in turn, promote the
wellbeing of pupils in the broad sense of ‘wellbeing’ as described within section 10(2) of the Children Act 2004(a). All judgements relate to this line of responsibility, i.e., that all outcomes for pupils are a direct result of the leadership and management of the school under the ultimate responsibility of the proprietor, be that a board of governors, a single owner or a corporate company.
The range of standards within the ISSRs is broad. They range in diversity from the quality of teaching to the temperature of the water; from the development of pupils’ spiritual understanding to whether the lighting is suitable.
Unmet standards
A single, or multiple, unmet standard(s) feeds into ‘unmet’ sections of the report and automatically lead(s) to the standards around Leadership, Management and Governance being unmet; a tough pill for school leaders to swallow.
Failure to meet all the standards results in a requirement to submit an Action Plan to the Department for Education (DfE) and a subsequent Progress Monitoring Inspection, normally within six months.
How does an ISI inspection feel?
The timetable for inspection does not differ hugely from the previous
framework. It involves a combination of meetings with senior leaders along with lesson observations; meetings with pupils and staff; analysis of parent, pupil and staff surveys; and attendance at registrations and assemblies when possible. A couple of new features come under one of the framework’s four principles of inspection
– collaboration. Inspectors will now:
• offer senior leaders the chance to carry out a ‘joint learning walk’
• meet with Heads of Departments or subject leads to talk through areas of education focus as demonstrated in pupils’ exercise books or online.
Principles of inspection
There are four principles underpinning the inspection process.
Collaboration: an attempt to move away from the feeling that an inspection is something done to you rather than something done with you.
Manageability: aims to reduce the burden on schools and inspectors to create and provide masses of material which would not normally be used other than for inspection. On the whole, inspectors should only ask for things that any school would most likely already have.
Triangulation and typicality: inspectors aim not to make judgements about a school based on a single piece of evidence but to consider how that evidence sits within the typical school day and whether it is seen in other aspects of the school’s work.
Proportionality: alas, this does not mean that if a school has passed all of the standards except one, then proportionally, that doesn’t matter! Proportionality is applied to each standard in terms of any
relative weakness. Where something meets the standard, but perhaps only just, or has had to be amended during the inspection, proportionality might suggest that the standard is found to be met, but a recommended next step may be suggested in the report to guide the school towards better management of that area in the future.
Reporting and outcomes
Ofsted still uses a graded judgement system, although they are moving away from one-word headline judgements towards having four grades across the existing sub-categories: quality of education, behaviour and attitudes, personal development and, finally, leadership and management.
ISI does not use a grading system; instead, its reports provide detailed qualitative feedback on different aspects of school life, helping governors and school leaders refine their provision. ISI reports aim to support independent schools in continuous improvement, whilst reporting on whether the ISSRs have been met or not met. In exceptional circumstances, an area of the school’s provision may be found to be a Significant Strength . ike hen s teeth, these significant strengths are rare
Provided governors and senior leaders are well briefed and fully cognisant of what is involved, inspection should hold no terrors – but it is as well to bear in mind the old Scout motto: ‘Be prepared’. ●
RICHARD HARMAN is CEO of AGBIS.
ISSRs: the eight parts
1. Quality of Education Provided (Part 1) Curriculum Teaching Assessment.
2. Spiritual, Moral, Social and Cultural Development of Pupils (Part 2)
Promoting British values Encouraging respect for different cultures and perspectives.
3. Welfare, Health and Safety of Pupils (Part 3) Safeguarding Behaviour
Anti-bullying
Health and Safety, Fire, First Aid, Supervision Risk Management.
4. Suitability of Staff, Supply Staff and Proprietors (Part 4) Recruitment checks
Single Central Record of Appointments.
5. Premises of and Accommodation at Schools (Part 5)
Policies and documentation requirements for parents and authorities.
7. Manner in which Complaints are Handled (Part 7)
Formal complaints procedures.
8. Quality of Leadership in and Management of Schools (Part 8)
Leadership effectiveness in ensuring compliance with standards.
NAVIGATING THE LINE
SOCIAL MEDIA, DISCRIMINATION AND FAIR DISMISSALS IN INDEPENDENT SCHOOLS
Louise Brenlund considers the impact of a recent Court of Appeal judgement on a school employer’s a ility to dismiss a sta member for expressing views on social media which did not align with the values of the school itself.
In a recent highly anticipated and significant ruling, the ourt of Appeal in ristie iggs v armor s School ( ) A I has clarified the position on expressing views on social media and provided guidance on how the law protects religious or philosophical beliefs.
his decision has far-reaching implications for employers, particularly in the independent school sector, where the boundaries between personal expression and professional conduct outside of work may become blurred. or senior leaders and school employers, understanding this case and its legal ramifications is essential in navigating the complex relationship between social media activity and employment law.
Summary of the case: Higgs v. Farmor’s School
s ristie iggs, a hristian, was employed by armor s School as a pastoral administrator and work experience manager. s iggs created and reposted acebook posts in which views were expressed about gender identity and same-sex relationships being taught to school pupils. ollowing a complaint from a parent that s iggs had expressed homophobic and pre udicial views , the school investigated, suspended and ultimately dismissed her for gross misconduct in anuary . s iggs appealed her dismissal but was unsuccessful. ven though there was no evidence that s iggs had ever expressed views about gender fluidity or same-sex marriage to pupils or staff at her school, or that she treated pupils or staff differently, it was concluded that there was a potential risk to the school s reputation.
s iggs issued a claim in the mployment ribunal ( ) for harassment and direct discrimination. She claimed that her dismissal was discriminatory on grounds of her religious belief, both lack of belief that someone could change
...the bar is now high when considering reputational risk
their biological sex, and a belief that marriage is an institution between a man and woman. The ET dismissed her claims, finding she was dismissed because of the way she expressed her views, which could have caused reputational damage and that this was a proportionate response.
She appealed this to the Employment Appeal Tribunal, they allowed her appeal and remitted the case to the ET to determine whether the school’s actions were ob ectively ustified. he case eventually reached the Court of Appeal (COA), who found in favour of the Claimant (Ms Higgs). It held that the decision to dismiss was not proportionate and the Claimant was unlawfully discriminated against on the grounds of religion and belief.
The COA emphasised that the Facebook posts used intemperate language but were a ‘long way’ from directly attacking the LGBT community. It acknowledged that the school was entitled to object to the posts; however, dismissal was not the most appropriate response in all of the circumstances. Further, there was no possibility that readers of these posts would believe that her views represented those of the school and, even if parents had read them and thought it made her unfit to do her job, the school could have issued a statement. here was no suggestion s iggs was unfit to do her job; she had worked there for six years with no complaints, her beliefs had not impacted on pupils and were not expressed at work.
Key considerations for employers
ntil this point there have been mixed findings on the impact of social media conduct which happens outside of work and employment. Historically, employers have relied on reputational risk, as was the case here.
The COA has made clear that the bar is now high when considering reputational risk, finding that the posts were not ‘grossly or gratuitously offensive’ and that many posts were re-posts and there was no evidence of reputational damage.
The case is also a helpful reminder that disciplining employees for gross misconduct is not straightforward, particularly if the conduct complained of embodies any form of qualifying ‘belief’ under the Equality Act 2010. Careful thought should be applied to ensure that any dismissal can be ustified in all the circumstances.
The importance of clear and proportionate social media policies
Schools should ensure that their policies are clear, well-communicated and proportionate. The policy
When is it fair to dismiss for social media posts?
There are circumstances in which dismissals related to social media activity may be ustified. Schools should consider the following factors:
Impact on the school: Does the post affect the working environment? Is there evidence to support harm to the school’s reputation, or damage to relationships with students, staff, or parents? If so, a dismissal may be ustified.
Nature of the posts: Are the posts discriminatory or otherwise unlawful? Posts that breach antidiscrimination laws or the school’s own policies may ustify disciplinary action.
Consistency of enforcement: Is the policy applied consistently? If other staff have been treated differently for similar conduct, the dismissal may be seen as unfair.
Employee’s role: The level of responsibility the employee holds is important. Teachers, especially those in leadership positions, may be held to a higher standard due to their in uence on students.
should specifically address the nature of acceptable conduct on social media, particularly when an employee’s conduct could reflect on the reputation of the school.
When drafting or reviewing social media policies, you should: learly define what constitutes unacceptable behaviour, including offensive or discriminatory remarks.
• Specify the potential consequences of breaching the policy, including the possibility of dismissal.
• Consider whether the policy applies to personal social media activity, particularly outside working hours.
A vague or overly broad social media policy can lead to legal challenges, especially if the employee’s actions are not clearly prohibited or if the policy was inconsistently enforced.
Discrimination and protected characteristics
Discrimination law protects employees from unfair treatment based on nine protected characteristics, including gender reassignment.
Schools must be cautious when dealing with social media posts that touch on issues of gender identity, as well as other protected characteristics. Employers should be mindful that an employee's right to express their views on sensitive issues should not automatically be dismissed as discriminatory. Instead, employers should assess the context and the impact of the views expressed, including whether they harm or undermine the school’s inclusive and respectful culture.
Fairness in the dismissal process
For a dismissal to be fair, employers must have a fair reason for dismissal and follow a fair procedure. This includes:
• Investigation: Ensuring that a thorough and impartial investigation is conducted before taking any disciplinary action.
• Consideration of the impact: Assessing whether the social media posts affect the work environment or the school’s reputation.
• Proportionality: Considering whether dismissal is a proportionate response, particularly when other disciplinary measures (such as a warning or training) might be more appropriate.
• Right of appeal: Ensuring that employees have an opportunity to appeal any decision made about their conduct.
In Higgs, the COA found that the dismissal was not proportionate given the lack of evidence of reputational risk as well as Mr Higgs’ previous good conduct. Employers should always consider whether dismissal is the most appropriate sanction in all of the circumstances, especially when less severe measures could address the issue without resorting to termination.
While employers have a responsibility to maintain a professional, nondiscriminatory workplace, they must also respect employees’ rights of expression, even if controversial or unpopular.
Key takeaways
This case offers important lessons for schools when it comes to managing social media conduct. While employers have a responsibility to maintain a professional, non-discriminatory workplace, they must also respect employees’ rights of expression, even if controversial or unpopular.
Schools must carefully balance these interests and ensure that their social media policies are clear, fair and consistently enforced. Furthermore, any disciplinary action, including dismissal, must be necessary and proportionate, and employers must be mindful of the legal protections around discrimination.
Ultimately, this case serves as a reminder that employers should approach social media issues with caution, ensuring that any decisions are legally sound and ustified in context. ●
LOUISE BRENLUND is a Partner and Head of Employment at Warners Solicitors.
Should you find yourself in the unenviable situation where you are grappling with a concern of consequences for your school vs the right of an employee to manifest their beliefs, do get in touch; our team would be happy to help.
Please contact Louise on 01732 375325 or at l.brenlund@warners.law for an initial free-of-charge investigatory discussion.
IN CONVERSATION WITH
TORY GILLINGHAM
Zoe MacDougall talks to Tory Gillingham, the outgoing CEO of AMCIS, about the role of the association, the impact it has made and the changes she has witnessed in school marketing and admissions during her long and distinguished career in the sector.
What is AMCIS?
AMCIS, or the Association for Admissions, Marketing and Communications in Independent Schools, was founded over 25 years ago, when marketing and admissions were often an isolated role within schools. It was established by a group of people working in school marketing and admissions who recognised the need to get together and talk to each other, to share ideas and best practice.
Tory joined AMCIS as CEO in 2004. Then, the association had 250 member schools. Tory was the only member of staff, working from her spare room for three
days per week.
Her aim was to bring together the membership and develop a friendly, supportive association. The biggest challenge was to get marketing and admissions positioned at the centre of the school, as part of the Senior Leadership eam, which is where ory firmly believes they should be. From the outset, Tory had a very personal touch: “I wanted to be there for our members whenever they needed us, to meet whatever needs they wanted to share.” Now, as Tory looks towards retirement, AMCIS has 600 member schools, to whom it offers a unique experience of training and togetherness.
What
does AMCIS offer?
Togetherness – A particular strength of AMCIS membership is the opportunity to come together with colleagues in networking ‘bubble meetings’. Established during COVID lockdowns, these online gatherings are still going strong five years later. ory is a great advocate of these meetings as
a means of networking, acknowledging that “Time and again, our members tell us that AMCIS membership means that they no longer feel alone.”
She communicates a real sense of solidarity as she describes how these bubbles work in practice: “Sometimes I may only have a small handful of people in the bubble meeting; other times it might be 20+ people. But I’m there. I sit down and switch on those bubble meetings every half term. And if there’s one person that comes into the meeting, I’ll sit and talk to them.” In her usual down-to-earth style, Tory admits that “the prep school members are especially close and really support each other!”
It s easy to imagine the benefits of chewing things over with Tory at the end of a challenging week.
Bubble meeting conversation topics include anything and everything, from big issues like recruitment to the weekly task of unwieldy newsletters. Social media is a popular topic, and photography is a current headache being much discussed. Where marketing and admissions departments fit within the structure of a school is a regular debate. Members are quick to join the
TORY GILLINGHAM
Tory Gillingham worked as marketing director in schools for 11 years before joining AMCIS as CEO in 2004.
She is passionate about independent schools, believing that “Every child is nurtured within a school. For me, and for my family (and we sacrificed a lot), the gain has been immeasurable. The school gave us well-educated and versatile children.” She recognises wholeheartedly the commitment it takes for a family to invest in independent education, but “If you can find a way the benefits are immense.”
conversation, offering support and ideas to each other. Most importantly, “Our members are very open when it comes to sharing,” which results in productive and encouraging networking for everyone.
Training – When Tory joined AMCIS, the association had ust held its first Annual Conference and training opportunities were limited to a handful of seminars per year. She explains that now there is much more on offer.
Tory describes the current provision: “We run two diploma courses now – one in School Marketing and the other in School Admissions Management. We’re working towards getting these qualifications accredited. These diplomas are rigorous. The courses sell out every year. Both have a theoretical aspect and then move on to practical workshops, which provide a full day of online training; it’s very thorough. In fact, even if you’re not doing the diploma, you can jump onto one of these workshops as CPD; they’re very popular.” The workshops programme includes digital marketing, branding, personal effectiveness, copywriting, and stakeholder research. Admissions workshops include international administration, entrance exams, recruitment and team structures.
“We also run a major two-day Annual Conference. We do another one-day event for prep school marketing in collaboration with IAPS, and also a one-day Admissions Conference. And there are always one-off webinars happening to address topical issues. We did a webinar on Ukrainian admissions, for instance.
At the moment, there’s lots of talk about photography and safeguarding, so we’re preparing a webinar on that.
Artificial intelligence is another contemporary issue we’re tackling. It’s like social media was 15 years ago. Some schools are really into it, using it non-stop for drafting procedures, letter writing and copywriting. Other schools are dabbling. So, we put on a series of webinars with experts in the field. A lot of colleagues are using AI to get off the starting blocks. We can’t ignore it anymore.”
The zeitgeist
Changes in government last year introduced
Marketing and Admissions in schools couldn’t be more important than it is now.
a moment of change in independent schools’ history as VAT was imposed on education for the first time in the . Add to that, the changes to business rates and the National Insurance hike for employers, and independent schools are facing a triple whammy of financial challenges. And so, as Tory prepares to draw her career to a close, she acknowledges that “Marketing and admissions in schools couldn’t be more important than it is now.”
With the wisdom of years in the field, she analyses the eitgeist In a lot of schools now, intake can’t be taken for granted. Schools have to expect to nurture every single family through the admissions process. You can’t afford to cut your marketing and admissions staff. They have so much more work to do. You need every morsel of human resources to talk to prospective parents. And retention is increasingly challenging – schools have to work harder than ever to keep their current parents.
“Very sadly, schools I’ve known for years are closing. It’s heart-breaking but we haven’t seen massive numbers of people leaving the sector as yet. Parents are trying to at least get their children to the next touchpoint. But in a couple of years’ time, when someone’s done their GCSEs or finished in a prep school, that s when we might see numbers drop – I really hope not.”
Tell your story. Believe in yourself. Get creative!
Given the challenges of the current moment in time, what advice would Tory offer? In answer to this question, she highlights the importance of USPs: “Now, more than ever, is the time to identify your school’s USP. And let’s face it, so many independent schools have very similar selling points! You have to be an excellent, creative marketer (and our members are!) to be able to identify your USP. And once you land on it, you have to keep telling
the same story. Stay true to your USP and believe in the product you are selling. Have confidence in the values of your school. If the eitgeist in the independent schools sector is about financial constraints, then it’s also about getting creative on social media. Tory outlines the importance of social media in a changing marketing and recruitment landscape:“Manipulating social media platforms is a creative job. Getting content together is a creative task, because it needs an angle, a story. The post of igital ontent fficer is a new role coming through. I’ve even seen the role of Storyteller advertised. We’re much more aware of the child’s opinion of the school during open days and visiting events. The children are looking at the school’s TikTok or Instagram account. That’s what they live on. So that’s where we need to see content development.”
Farewell
So this is now. Back then, when Tory started marketing in schools, 30 years ago, ahead of running AMCIS, she was one of only 35 people in the country dedicated to the role of marketing in schools. AMCIS has made a huge contribution to changing the perception and the practice of marketing and admissions in schools.
Looking ahead, Tory hopes that AMCIS will continue to be a friendly, supportive networking association for those who market and recruit into independent schools, dedicated to members who work together and learn from each other.
We thank Tory for the enormous contribution she has made to ‘professionalising’ marketing activity across our sector and for the support she has provided to colleagues in schools throughout the country. We wish her a happy and fun post-work life. ●
ZOE MACDOUGALL is an educational commentator with extensive teaching experience in the independent and maintained sectors.
RECRUITING THE BEST PEOPLE
TO RECRUIT PUPILS
Drawing on the experience of colleagues from across the sector, Rachel Kerr argues that school marketing is a rewarding career which delivers a raft of transferable skills and is critical to schools’ long term sustainability.
When it comes to independent school admissions, marketing and communications roles, it’s a good time to revisit the words of Channing School’s Headmistress, Lindsey Hughes. Not so long ago she told the AMCIS Annual Conference audience: “When there is cost cutting in the business, everyone needs to fight their corner I really hope that you are working with enlightened Heads and governing bodies who understand that marketing is the last thing that should go in difficult times. Despite challenging times, opportunities in these roles continue to evolve.
At AMCIS, we are seeing a rise in the number of admissions, marketing and communications vacancies, following a slight post-COVID lull. Whether these vacancies are for new roles or alternative (less expensive?) ‘replacement’ roles, is too early to say.
Sustained level of interest
Nina Lambert, Head of Commercial Appointments for RSAcademics, observes: “Senior marketing and communication roles within independent
“I
ran my own business handling restaurants and pubs. The skills I learnt from the hospitality and leisure sector have transferred well to education. Both sectors have customers who expect an excellent service. It’s a whole journey; it’s customer service.”
schools typically draw candidates from a wide range of backgrounds... [consisting of] an interesting mix of existing schools’ professionals coupled with strategic marketers from the wider education sector, charities and the commercial world. A recent senior marketing and admissions position generated one of the largest and strongest fields that we have seen for some time. The good news is that the challenges the sector is facing do not appear to have reduced the level of interest from non-sector candidates, nor discouraged insector candidates from exploring a move. It is fair to say, however, that candidates are looking for a school with a healthy pupil roll and a robust financial position. Many schools have already seen the benefit of employing people from non-school backgrounds.
“I worked for many years in conference and business education roles, latterly creating and managing events. I have found that commercial knowledge is an asset in an admissions management role where meeting pupil targets is critical. Experience in event management has been invaluable in planning, organising and participating in a variety of open days, taster days and exhibitions in the UK and overseas.”
ISABEL
HUTCHINGS Head of dmissions, Heathfield School
LUCIE RAY-BARRETT Head of Marketing, Solihull School
At Stamford School, 80 per cent of the external relations team comes from outside the sector. Director of External Relations, Amy Lindley, says: “We’ve come from backgrounds in retail
marketing, event management, social work, property and even dentistry. We bring skills which are hugely beneficial in a school environment, especially at the moment when the sector is experiencing extreme change.
Transferable skills
Transferable skills play a critical role. Key competencies for independent school admissions, marketing and communications roles often overlap with skill sets readily acquired in commercial and not-for-profit roles/environments. It’s no coincidence that many of the admissions professionals we meet at AMCIS events have a hospitality or sales background. Of course, the person themselves is vital. As consultant, Rachel HadleyLeonard says:
“I felt I could bring creativity, transferable skills and fresh energy. Since joining, my role has grown, and I have broadened my knowledge through sports coaching, house tutoring and becoming an Assistant Housemaster. These experiences have given me a greater understanding of the school, which I can now apply to my role.”
CHRIS
TANNER, Marketing
&
Communications Manager, Marlborough College Previously Media & Communications Manager for a professional football club.
“Personality goes a long way. These roles are all about building relationships, gaining trust and a deep understanding of what makes independent schools tick – skills that can’t be learned from a textbook.”
Two-way street
Transferable skills work both ways. Strategic marketing consultant and data
TOP TIPS FROM THE RECRUITMENT EXPERTS
1 Personality is everything. Warmth, confidence and the ability to connect with people genuinely are more important than ticking qualification boxes.
2 Sector knowledge is a gamechanger. Whilst transferrable skills from other industries can be useful, independent schools have their own rhythms, expectations and culture. Someone who understands this will hit the ground running.
3 Natural relationship builders win every time. The best candidates make people feel valued and understood. If they can’t build trust and rapport quickly, they re not the right fit.
4 Whole school integration is key. These roles don’t work in isolation. The most successful integrate fully into school life; getting to know teachers, attending events and understanding the school’s ethos.
5 Strategic thinkers who aren’t afraid to get stuck in will succeed. It’s not just about big-picture planning. The people who are the best fit roll up their sleeves and get involved.
RACHEL HADLEY-LEONARD rhlconsulting.co.uk
Confidence, creativity and charisma are essential. Look for the passion in the person – could they sell your school? Do they identify with your ethos?
Experience is an asset but don’t limit your field look beyond to people with the right transferable skills/approach/attitude. Schools are unique atmospheres which those who haven’t worked in them won’t understand; be mindful of this when writing interview questions.
Let candidates meet as many relevant people as possible in the process – sell your school to them!
When considering candidates from outside of the sector you will want to be convinced that they have a genuine interest and an inherent feel for the educational landscape and the factors which drive parents to invest in an independent education.
For ‘Director’ and ‘Head of’ roles, the ability to set strategy is key, but you are also looking for someone who is not averse to putting out a few chairs at an event.
NINA LAMBERT rsacademics.com
‘ ...marketing is the last thing that should go in difficult times.’
analytics professional Steve King recently established his own business following nine years as Head of Digital Communication at King’s College, Taunton, and an earlier agency background. He says:
“Independent schools are confronting competitive and unpredictable circumstances, and with this comes the recognition that new thinking can be the stimulus for innovation. People with commercial marketing, analytics and digital experience are offering valuable insight that shakes traditional thinking and produces tangible outcomes.
“Transitioning into the sector is by no means risk-free. Independent schools have different cultures, stakeholder dynamics and governance arrangements that can be light-years away from the corporate world. But for those willing to make the transition, the rewards are immense. Likewise, for the transition the other way, the skills gained in independent schools transfer extremely well into other sectors.
“Ultimately, the most important thing is flexibility. Schools require professionals to be able to adapt, and professionals need to be able to learn the ins and outs of the sector. Individuals who can do both will succeed, whatever their next step.” ●
RACHEL KERR isCommunications Manager at AMCIS, the association for Admissions, Marketing and Communications in Independent Schools. She has worked in the independent school sector for almost 25 years, following earlier experience in the arts and financial services. amcis.co.uk
THE ACADEMIC REPRESENTATION OF GIRLS IN STEM IN GIRLS’ SCHOOLS
Donna Stevens considers the key findings from the GSA’s latest report which underlines the excellent academic performance of girls from girls-only schools.
The newest report from the Girls’ Schools Association (GSA) analyses multiple public data sources, including those from the Department for ducation and AS, alongside findings from a survey of girls’ school alumnae conducted by the GSA. It continues to show that girls in girls’ schools consistently outperform their peers, in other schools, academically.
he influence of single-sex education extends beyond academia, with graduates from girls schools being significantly more likely to enter STEM careers, including finance, medicine and computing. he
Donna Says
“This research report is more evidence of the advantages that girls-only schools provide to young women. Girls attending girls-only Sixth Forms are making significant strides in comparison to their peers in co-educational schools, with that benefit extending beyond school. GSA schools, designed for young women, remain the blueprint for the best and most complete education for girls. It is vital that we make it a priority for young women to have access to girls’ schools for generations to come.”
findings underscore the impact of girls schools in encouraging young women’s participation in STEM and in equipping them to succeed in traditionally maledominated industries.
The report shows that 50% of girls’ schools alumnae have worked in a Srelated field at some point in their careers, despite women currently making up only 8% of the overall STEM workforce. he analysis goes further to confirm that girls in single-sex schools consistently outperform their peers in co-educational schools at both KS4 and KS5.
Read the full report analysis on the GSA website: gsa.uk.com/research ●
DONNA STEVENS is Chief Executive of the GSA.
Key Findings
Girls attending all-girls’ Sixth Forms are significantly more likely to study Mathematics and Science at A Level than their counterparts in co-educational schools.
• They are 2.9 times more likely to take Further Mathematics.
• They are 2.3 times more likely to take Physics at A Level.
• They are also more likely to take other sciences:
• Biology (38% higher)
• Chemistry (83% higher)
• Computer Science (79% higher)
Girls from all-girls’ Sixth Forms are significantly more likely to pursue Mathematics and Science degrees at university compared to the national average for girls.
• They are more than four times more likely to apply for Mathematics courses.
• They are twice as likely to apply for physical and biological sciences.
• They are 40% more likely to apply for Engineering degrees.
SUPPORTING ADOLESCENCE
HOW BOARDING SCHOOLS ARE LEADING THE WAY
David Walker believes that boarding schools are well-placed to help students confront the challenges of adolescence and support a culture of positive masculinity through example and community support.
The rise of toxic masculinity and online misogynistic content is a major concern for parents and educators. he etflix series Adolescence recently spotlighted this issue, telling the story of a 13-year-old boy drawn into dangerous online communities leading to tragic consequences.
Toxic masculinity refers to societal norms that promote aggression, emotional suppression and dominance while discouraging vulnerability and healthy emotional expression. These restrictive ideals can contribute to mental health struggles, relationship difficulties and gender-based violence.
So, what can we do as educators to protect individuals navigating adolescence in a world where conflicting views of masculinity are readily accessible online? And how can schools support vulnerable students?
Positive
masculinity
During adolescence, there are many psychological, social and developmental factors at play. It’s a critical time of identity development and many will actively seek role models during this period for guidance. Crucially, it’s also when the prefrontal cortex in the brain, responsible for judgement and impulse control, is developing – meaning
adolescents are more emotionally vulnerable and susceptible to risk-taking behaviours.
Schools play a hugely important role in counteracting these risks and reinforcing positive masculinity by providing positive role models, balanced guidance and a safe space for expression. One could argue that boarding schools are uniquely placed to offer students a broad and balanced view of society, gender expectations and masculinity.
They do this in the following ways:
Stability and routine – The routine and structure of the boarding environment can be hugely beneficial for students. Having a consistent routine can help regulate stress levels, improve sleep patterns, provide a sense of security and build healthy habits.
Socialisation – Excessive isolation can contribute to loneliness and anxiety. Rather than returning home after school to an empty bedroom and an internet ‘rabbit-hole’, boarding schools offer a community for young people in the evenings and weekends which draws them out of isolation and encourages sociable behaviour.
Wellbeing programmes – Boarding schools implement comprehensive wellbeing strategies, including staff training to identify early signs of mental health
concerns. 24-hour pastoral care means students always have access to support and schools have even adopted daily digital mood checks designed to monitor student wellbeing.
Promoting inclusive culture –
Boarding schools also pride themselves in creating a culture of belonging and many have comprehensive diversity and inclusion strategies to ensure young people feel valued and listened to. Living in a diverse community promotes acceptance and broadens perspectives on masculinity and gender roles.
Phone use policies
While schools have different approaches to phone usage, all schools will be monitoring screen time closely to reduce exposure to harmful online influences. Extra-curricular activities, increased social interaction and weekend events mean boarders often have more opportunities to engage in meaningful, real-world experiences rather than spending excessive time online.
Overall, there are many ways boarding schools can counteract the risks of toxic masculinity. There’s no denying the allure of the online world remains everpresent but a combination of inclusive environments, stability and structure, meaningful social experiences and robust wellbeing programmes are powerful tools in supporting young people navigating adolescence. ●
DAVID WALKER is Director, BSA.
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Our readership spans every stakeholder within fee paying education worldwide from Heads, Governors, Bursars, Admissions, Marketing, Development, Fundraising and Educators – to catering, facilities and sports. Our jobs & careers center is the natural meeting point for those already in the sector, aspiring to join it, or hiring from within it.
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INTEGRAL TO A SCHOOL’S SUCCESS
MARKETING, ADMISSIONS AND COMMUNICATIONS ARE NOT OPTIONAL EXTRAS
Tory Gillingham underlines the importance of a fully integrated team of marketing and communications professionals in driving student admissions and securing a school’s long-term viability...
As CEO of AMCIS, I am deeply engaged in the evolving landscape of admissions, marketing and communications roles within independent schools. These roles are at the heart of how schools connect with prospective families and maintain their reputations.
One of the core activities at AMCIS is our vacancies service for admissions, marketing and communications-related roles. This service gives us a relatively unique perspective on recruitment trends to these niche roles.
Bringing in professionals
Independent schools are increasingly recognising the value of bringing in professionals from outside the sector. Individuals from sectors such as hospitality, media, retail and the creative industries are demonstrating that the skills they’ve developed – e.g, in customer service, event planning, project management, design and/or strategic marketing – translate beautifully to school environments. This openness to other backgrounds enriches the sector, sparking creativity and introducing fresh perspectives.
More than workplaces
who fully immerse themselves in school life, from attending events to collaborating with teaching staff.
The transition to our sector comes with its challenges. Those entering from the corporate world, for example, must navigate distinct culture shifts and differing stakeholder dynamics. However, for those who are flexible and committed, the rewards in terms of a values-driven, familyorientated working environment can be immense.
The right people
Now is *not* the time to be making these key roles redundant. Instead, tighten up on making sure you have the right people in place. Make sure they are properly trained and integrated into the life of the school. If they are new, welcome them with a thorough induction, particularly if they are also new to the sector.
…openness to other backgrounds enriches the sector.
hat said, personality and cultural fit remain nonnegotiable and someone with prior independent school experience will almost always hit the ground running. Success in these roles hinges on the ability to build relationships, earn trust and embody the school’s unique values. Traits like warmth, charisma and adaptability are often what truly set outstanding candidates apart. Schools are more than workplaces; they are communities. The admissions, marketing and communications professionals who thrive are those
When recruiting, look for candidates with the right blend of skills, passion and alignment with your school’s ethos. It’s just as important for your school to present itself effectively to prospective employees as to parents; have you properly summarised your unique culture and mission in your candidate pack? After all, the recruitment process is a two-way street and the best candidates will want to feel a genuine connection to the school they join. Most importantly, do some upfront research and put a salary – or at the very least a salary range – on the vacancy.
Finally, let’s remember that marketing, admissions and communications are not optional extras – they are integral to a school’s success. In challenging times, these roles are fundamental to securing pupil numbers, building trust with parents and ensuring the school’s long-term viability. ●
TORY GILLINGHAM is CEO of AMCIS, the Association for Admissions, Marketing and Communications in Independent Schools. amcis.co.uk
2025 ANNUAL CONFERENCE
Richard Harman looks back on another successful conference and summarises some of the key learnings.
The 2025 AGBIS Annual Conference, held on 19th March at the QEII Conference Centre in Westminster, London, proved to be a pivotal event for leaders within the independent schools’ sector. With its theme, Leading Change, Inspiring Action, the conference addressed the pressing challenges and opportunities facing governors, Heads, bursars and senior leaders.
One of the most prominent themes running through the conference was the need for independent schools to adapt to a rapidly changing landscape. The sessions tackled a range of critical issues, including:
Financial pressures – With the impending implementation of VAT on school fees in 2025, discussions surrounding financial sustainability were paramount. Speakers addressed strategies for managing the impact of this change, alongside other financial pressures such as pension contributions and rising operational costs.
Sessions discussing operational benchmarking and how to respond to changed business environments were very well attended.
Governance and leadership – The conference emphasised the importance of agile, effective governance in navigating these turbulent times. Sessions explored topics such as board effectiveness, risk management and crisis response.
The subject of inclusivity was also heavily discussed, with emphasis on the importance of building diverse boards of governors.
Educational innovation – Discussions on the role of artificial intelligence (AI) in education sparked considerable interest, highlighting the need for schools to embrace technological advancements while considering their ethical implications.
The future of independent schools, and how to secure that future, was also a very important topic of discussion.
Regulatory compliance – Updates from the Independent Schools Inspectorate (ISI) provided valuable insights into the latest regulatory requirements.
Employment law changes, and how they will affect schools, were also discussed.
AGBIS Awards
The conference included an awards ceremony that celebrated excellence within the independent school sector. This year’s winners were:
• AGBIS School of the Year 2025: The King’s School, Chester.
• AGBIS Clerk of the Year 2025: Carol Gray of the British International School, Riyadh.
• AGBIS Lifetime Achievement Award 2025: Barnaby Lenon, CBE.
Key takeaways
Overall, the 2025 AGBIS Annual Conference delivered a valuable and timely experience for attendees. A strong sense emerged that we all need to lean into the change that is happening, with leadership and governance that is agile, nimble and flexible. Some great examples are out there, including in the for-profit sector, and we can learn from them.
Excellent cost control is vital but so is playing to each school’s strength and reinforcing its USPs. Topquality marketing is needed, so that we can confidently proclaim and build on our many strengths as a sector.
Diverse income streams will need to be developed, so schools can rely less on fee income alone, but it will be important to maintain our engagement with the wider world, via creative programmes for partnerships and bursaries. Cash will remain king, but culture is key.
Next year’s conference, to be held once again at the QEII Centre in Westminster on 19th March 2026, is already in the planning stage. Book early to avoid disappointment – please contact: enquiries@agbis.org.uk ●
RICHARD HARMAN is Chief Executive of AGBIS.
THE DEVELOPMENT JOURNEY
GROWING PHILANTHROPY IN YOUR SCHOOL
Louise Bennett outlines the support the IDPE can provide to fundraising professionals at every stage in their school’s development journey.
Growing philanthropic support is essential for all schools looking to reduce their reliance on fee income and to maintain their commitment to social mobility. However, how you approach fundraising and community engagement can vary significantly from one school to another.
The Institute of Development Professionals in Education (IDPE) supports schools at every stage of their development journey. By offering tailored resources, training and benchmarking, IDPE helps schools to cultivate strong relationships with their community and maximise on philanthropic potential.
It is important to understand ‘why’ you are doing development clearly define your case for support, demonstrating both the need and the potential impact of philanthropy, and how development will contribute to the overall school strategy. Senior leaders play a crucial role here in aligning your fundraising and engagement activities with the broader vision for the school, as well as advocating the importance of development both internally and externally.
IDPE supports senior leaders to set up and lead successful development programmes through our Fundraising for School Leaders programme, endorsed by HMC and GSA. We also carry out regular benchmarking of schools’ fundraising and engagement; enabling schools to compare themselves with similar types of school and set realistic targets for development.
For schools new to development…
Building relationships is the foundation of any successful fundraising programme, therefore engagement must be the initial focus. ommunicate regularly and find ways to get to know your community (and for your community to get to know you) through, for example, inviting them to events, holding reunions or asking for support with your careers programme.
A telethon or a giving day can be an effective way to kick-start your fundraising and by sharing with your community the school’s need for fundraising, develop a
culture of giving. Establishing a regular giving programme can be the first step to creating a sustainable income stream for your school, providing an opportunity to demonstrate the impact of philanthropy, but also a way to identify prospects to cultivate for future major gifts.
IDPE provides a range of training, resources and support for development professionals, from our New to evelopment programme specifically for those starting out on their development journey to termly peer group forums, regional networking and webinars, and our members’ resource library and forum.
For schools with established development programmes… Schools with more established development programmes will have more established relationships with their community and as such, the fundraising focus is often on major donors to maximise on fundraising potential.
As the donor base grows and diversifies, meaningful engagement and recognition through effective stewardship programmes - and clearly demonstrating the impact of their contributions - are vital for building lasting relationships and encouraging repeat giving.
IDPE’s current masterclass series is focussed on major donor fundraising, supporting development professionals to navigate the different stages of the major donor journey.
If you would like to chat to us further about your school’s development journey, contact Louise Bennett to arrange a meeting via ceo idpe.org.uk, or find out more about how IDPE supports schools by visiting idpe.org.uk. ●
LOUISE BENNETT is Chief Executive of IDPE.
WHAT IS IT ABOUT SPORT?
George Bailey considers the importance of sport within our schools and questions why it can be one of the most emotive issues a Head has to deal with.
players’ DNA is fantastic, and it was only a small blip on what has been a reasonable season for the U11B team.” She eventually left and I sat back and reflected my coffee was now cold.
Why is sport so emotive?
Why is sport so emotive? Why can it cause so much angst amongst some parents, and yet for others, complete calm?
“Mr Bailey, your predecessor was so well loved, so well loved,” declared a stressed and angry mother in my office, one Thursday morning, after the unsuccessful U11B netball game the previous day.
Let me not be mad, not mad sweet heaven; keep me in temper, not mad!
I had made the fatal error of being too friendly with the parents whilst watching the match. In my too relaxed manner, I had said that perhaps the reason for the score being one-sided was because of the ‘gene pool’ of the mothers. It was meant as a frivolous joke and the majority of those watching had laughed as we approached yet another goal being scored. This was the reason for this particularly irate mother, dressed in skinny jeans and with latte in hand, being in my study the following morning. My rule of having an open-door policy was taken to an extreme as she knocked and walked straight in at the same time, circumventing the means of protection usually afforded by my PA.
“You lack emotional intelligence,” she continued.
“I am sorry, it was a stupid and ill-judged comment,” I replied, slightly red-faced. “It was only meant as a joke. I am sure that all the
Simon Barnesi, the ex-chief sports’ writer for The Times, asked the question – ‘What do you watch sport for? Pleasure, amusement, beauty, loyalty, love of a story, fascination by individuals or teams, to see the skill, to feel the thrill of the impossible becoming real, because you love to do it yourself, because you used to do it and loved it then...? Because it is fun.’
Within an independent school curriculum, it is useful to understand the philosophy of what sport and physical education are trying to accomplish. Whether it is during PE lessons, games sessions, house competitions or weekend fixtures. I think it must include the following: promoting a healthy lifestyle fitness, growth and development learning new skills encouraging confidence and self-esteem fun and en oyment learning social and interpersonal skills team building and responsibility mutual respect, and how to handle competition, success, frustration, anger and disappointment.
All of this, together with world-class facilities (in some schools), expert coaching, partnerships with local clubs and associations which might lead to national and international competition for the most talented students. However, it is more apparent than ever that independent schools are very aware of the mantra of ‘sport for all’ and to ensure that all the pupils have access and opportunities to a variety of sports.
The precipice of absurdity
There was one parent in my school who was rather competitive with his son and his sport. It started when his son was five and he was keen for him to learn to play tennis. he father spent many hours sitting on the side of a tennis court, exasperated, blood pressure rising. It wasn t a good look, it never is. hat parent was on the precipice of absurdity and then it dawned on him that his son will ‘never play on entre ourt at imbledon . hat a relief At least, as hilip arkin observed, it wouldn t involve ‘the priest and the doctor in their long coats running over the fields.’ ii hat parent was me hy did I behave that way with my eldest son as it the win at all costs mentality we are bombarded with from the media I don t think so. as it that sport and therefore team selection was full of opinion, and I knew best I don t think so. as I living through my son s success vicariously probably. I have since apologised to him.
Schadenfreude
I had a further uncomfortable sporting moment myself as the new eadmaster in waiting. A few weeks before the start of my first term, a hockey match had been arranged on the recently built astro turf pitch that had been my predecessor s swansong before he
left the school. It was decided there would be a game between the staff and alumni pupils. It would be watched by parents, past and present, and then a cup of tea and cake to finish. I agreed to play as I used to be a reasonable hockey player... years ago, and on grass. I was also trying to show willing and eagerness in my new appointment. Team player. his was a chance to shine, or so I thought. here we were, parents, staff and pupils all ready to udge me as a ead based on my skills as a hockey player. In attendance, we had the outgoing ead, who happened to have been a county hockey player (or did he play for ngland ), and members of the staff body including the sports department. here were also a few children that had fortunately left the school and wouldn t be able to spread any rumours about my hockey skills or lack thereof. here was always hatsApp and umsnet... ahh
he match started reasonably well but my skill and fitness had left me long ago and I was seen on more than one occasion falling over, missing the ball, not reaching the ball, huffing and puffing and eventually being replaced by some of the younger games staff who had en oyed seeing their new ead about to have a heart attack lots of schadenfreude and no defibrillator nearby. f course, my predecessor scored a hat trick, ran a lap of the pitch followed by hugs and back slapping. ne could feel the parents wishing he was staying and who was this fat bloke making an arse of himself. as he really the new eadmaster
ne mother, rs ominy, who always adopted a passive-aggressive approach, took great pleasure in reminding me of this moment a year later.
h yes, you did look a little out of sorts in that match we all took bets as to whether you would survive the game, smirked the smiling assassin.
o sum up, I believe that all will be well for the ma ority of staff, pupils and parents if sport in schools has a competitive edge, expert coaching, lots of opportunities and is fun.
ut there will always be madness from some... eadmaster, this is outrageous, why is my son in the team an angst-ridden father said one morning.
ecause there isn t a team, was the reply. ●
GEORGE BAILEY is the pseudonym of a Headmaster who has, for the past 30 years, led an extraordinary life in the world of independent school education.
i The Meaning of Sport (2006), S Barnes, Short Books Ltd ii Days (1953), a poem by Philip Larkin
