What first sparked your interest in education when becoming a teacher?

Through my experiences at university a few things shine out. The amazing community that is Loughborough University, the failed attempt to play cricket for a living and the joy expressed by a good friend who was experiencing his first teaching placements. The way in which he would come back to halls and regale us of stories of all that had happened to him as he found his way into his new career must have had an impact because a couple of years later I opted to do my post graduate certificate in education (PGCE) and quickly found that same joy and satisfaction in teaching. The last 30 years have been a rollercoaster of experiences and inspirations. Most of this has been within the UK independent sector often involving sport, but the move into leadership in 2004 proved to be a seminal moment. Experiencing firsthand the impact of education on the boys in a boarding house opened my eyes to the way in which learning communities can be shaped and designed.

How did your own teachers influence your teaching style?

Well, that is an interesting question and for me it doesn’t necessarily come from a positive place. I found school to be an inconsistent experience partly since I was at a Grammar School in Kent in the UK through the 1980s when teachers were quite often on strike. Over that time sport in my school was decimated and even as a student we had a sense that great change was coming. My cohort was the second ever to sit GCSEs and the National Curriculum was born as we were in Year 10. In addition, and possibly as a hangover from the 1970s, school was a rough and, at times, unsafe place to be. Despite all this, I recall some incredible teachers. Mr Lane and Mr Gosden were simply incredible historians, Mr Hortense and Mr Delay wonderful linguists and, despite the battles he had with resource, Mr Gardner a brilliantly humane Physical Education teacher. It wasn’t surprising then that I enjoyed PE, History and Languages immensely and ultimately found the inspiration to teach, but found little solace elsewhere. My overriding lessons then were 1) all children must feel safe at school, and we work incredibly hard at Stamford to achieve this 2) that the quality of teaching must be excellent everywhere, thus my sense that retention and development comes above recruitment and 3) that schools have to be resourced well enough to deliver excellence in the ways so many weren’t in the UK in the 1980s.

What makes a great school?

People make great schools. Every great school has a college of extraordinary teachers, coaches, chefs, ground staff and administrators. The sum of those parts and many other roles create the environment for young people to flourish. The leadership of great schools sets high and achievable standards with humanity and humour. The students really lead the school with their inspirational capacity for growth and the parents aspiration on behalf of their children support the work that happens each day. This combination of factors is vital and far more important than the latest facilities.

What is your favourite part of the school day?

Since being at Stamford I have thoroughly enjoyed the mornings. Welcoming students on to site, hoping to add a small piece of warmth to their day and that of the staff and parents. I also enjoy the dining hall at lunch, not only for the wonderful food here at Stamford but also to enjoy the collegiality and get a sense of how we are doing as a school – the behaviour is always excellent. The theme here is pretty much any time I am away from the desk or meetings, I like positive meetings, but I much prefer to be watching our actors, musicians and athletes in their element than the day to day grind of school administration.

What’s your favourite interview question for a prospective student?

 I’m always keen to ask what a student is reading. I’m an avid reader primarily because I’m curious about the world. I sincerely hope young people are curious about our world too and so exploring what they have discovered up to now and especially following up with what they would like to read next is interesting to say the least. It is also a great starting point for a conversation about the contents of whatever they are reading and why they liked it or not.

 If you could change one thing about your school, what would it be?

We are currently devising our new strategic plan called Towards 2032, which will take us through to the quincentenary. In a school dating back to 1532 there are so many amazing and beautiful things, but we are also constantly improving. We will be developing a closer engagement strategy with our town which is one of the finest places to live in the UK, deciding what we will be ambitious about and how we will optimise employability in our students and carefully nurturing a strong culture that defines all Stamfordians which will always keen a holistic view of education.

When you tell people you are a Headteacher what is their reaction?

I think my family are still in denial even though this is my ninth year as a Head and this is probably a good thing as it keeps me humble. I still have to load the dishwasher and carry out all the tasks that any husband and father should do. When I meet new people, I often still describe myself as a teacher because fundamentally that is who I am, but when pushed and I divulge the Headship part of me people are both intrigued and also clear that they wouldn’t want the job! I can categorically say that although I respect their opinions, I think Headship is a privilege and something I cherish – the opportunity to shape the lives of a community such as Stamford is an extraordinary one and although complex and challenging it is something I love doing.

What positive message would you want to give to the world?

I have been in education my whole working life and continue to think that its value is undiminished. The personal growth that we see every day is humbling and hugely rewarding and makes me feel positive about what is to come. Schools like ours do produce young people for work but much more importantly than that they shape societies all over the world. From what I know of this generation in school now, they are the best informed and equipped to meet the challenges of the current world and I look forward to seeing what they make of it as they leave.

Set in the beautiful Georgian town of Stamford, Lincolnshire,  Stamford School  offers superb co-educational schooling for children aged 2 – 18. Established in 1532, Stamford School has a prestigious heritage, but everything they do is focused on preparing young people to lead happy and fulfilling lives in the 21st century. Academically, the focus is on thinking and communicating creatively, and collaborating with others to solve complex problems, with teamwork being at the heart of this, encouraging students to bring out the best in others and allowing every single student to thrive. In the modern teaching spaces, students learn in an environment designed to develop and further their intellectual curiosity, as well as their practical and social development. They are enabled to grasp each and every opportunity, and to be the very best they can be both in and out of the classroom. Within a sound framework of pastoral care and continuous development, Stamfordians are filled with the skills and confidence to face the future as rounded and grounded young adults.