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

I come from a long line of geography teachers and grew up in a boarding house at Cranbrook School in Kent so I guess going into education was fairly inevitable. I was actually determined to try something else but was incredibly fortunate to be offered a temporary teaching post at Eton straight out of university, after which I never really looked back. I’d have to say that in my 20s my love of the profession was more about teaching a subject I loved and the co-curricular involvement (rugby, cricket and mountaineering especially), though over time I’ve increasingly gained huge fulfilment from developing young people and staff. As a Head you naturally do far less teaching, but your potential to influence the lives of others in positive ways is immense.    

How did your own teachers influence your teaching style?

I am not sure Cranbrook was filled with particualry innovative teachers in the 1980s though there were a few that inspired me in various ways. Mr Moore (English) kindled a life-long love of poetry and short stories, Dr Bouilier (Chemistry) had a remarkable knack of being quiet, gentle and incredibly kind with a steely streak of high expectation and my father (Geography), who would teach for 15 minutes, tell some vaguely related climbing or fishing story for 15 minutes and then clear off to the staff room 15 minutes early; he’d be sacked for that today! I think we’re all a product of people we’ve been influenced by over the years so in my teaching I try and inspire a love of the subject in an authentic way, whilst ensuring the pupils know I have their backs.   

What makes a great school?

Well there’s certainly not a perfect blueprint. As well as working in seven very different schools during my career, I’ve been lucky to visit many excellent schools in the UK and around the world on HMC business and I’d say that most schools have outstanding aspects. Such experience has also changed my mind about ‘great schools’ which I think is always a healthy thing. At the risk of being cheesy, a great school is surely the one that’s a perfect fit for your child in terms of letting them flourish, develop and make the very most of themselves whilst preparing them for adult life. I had a friend in Guernsey whose four children went to four different schools (two in Guernsey, two on the mainland) according to what suited them best as individuals and that impressed me greatly, though I always imagine the start and end of terms must have been rather fraught! I think he had a helicopter which will have helped.      

What is your favourite part of the school day?

One is always tempted to say ‘time spent talking to kids in corridors and/or seeing them overcome terrible barriers’ but I’m not sure about that. I do enjoy seeing pupils in my study for ‘Bravos’ though, during which they tell me about something they’ve achieved which was out of the ordinary for them. They also get a little card - not a big deal in the general scheme of things but one should never under-estimate the power of a hand-written, personalised note for pupils or members of staff. I am also a terrible sucker for schmaltzy musicals, so my favourite school experiences have probably been the moments when a familiar and poignant melody has twinged my heart. I don’t think my daughter will ever forgive me for publicly bursting into tears when the band struck up the musical prologue for Les Mis in our recent production - before the play had even started!        

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

I don’t actually interview many prospective students which I am now thinking is a bit of a shame. I do, however, look forward to interviewing all the Year 7 bursary applicants every January and meeting slightly awkward and under-confident youngsters in whom you spot potential is an absolute joy, as is quietly watching them develop and flourish from afar in school thereafter. You often have to make applicants feel at ease at the start of interviews so they can open up and speak honestly about themselves (rather than tell you what they think you want to hear) so I usually ask them first to simply tell me their story. This illicits all manner of responses, including stunned silence on occasions, but I am always intrigued as to what they say about themselves. Recently a girl told me about a hitch-hiking trip with her father to Greece so they could visit some sites of the Peleponnese wars. She got straight in.     

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

Well it’s a very prosaic thing I’m afraid but the front of King’s is basically a massive car park in which hundreds of pupils are dropped off and picked up every day. It also accommodates parking for all staff. It does rather convey the sense of a retail park on first arrival rather than a school. I would love to wave a magic wand over the whole area and turn it into additional recreational space for the children or maybe a beautifully kept lawn leading down to a ha-ha before the Wrexham Road. Not very practical though. 

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

It depends who I’m telling. People who have known me for some time will say it’s no surprise at all as they will be aware of my family background. Other people can be a bit surprised as I can be a bit irreverent and not fit the mould of a typical ‘headmaster’. I’m amazed at how many people still have an ultra-traditional view of this, assuming my main role is to either stalk the corridors in a gown and mortar board telling pupils off or conversely not be seen at all, though perhaps this is a reflection of their own school experience. A bursary applicant a few years ago, upon being asked if they had any questions at the end of an interview, once asked me with a cheeky grin ‘do you like being rich and expelling kids?’ which was interesting. Being head of an independent school today is so different from what it was in the 20^th century, mainly as we’re now expected to be jacks of all trades (business leaders, marketing, social workers, fund-raisers, CEOs etc.) rather than simply educationalists; that’s what makes the job so interesting and fulfilling, of course.        

Why do you think British schools overseas continue to flourish so abundantly?

I must say it seems odd that British independent schools abroad are doing so remarkably well whilst those at home are generally under the cosh. Most broadly, I think it goes to show that British values, morals and principles are still hugely respected across the world and that many parents from other countries want their children to grow up being influenced by these, naturally alongside distinctive features of their own cultures. There are undoubtedly more pragmatic reasons too, not least the opportunity to become fluent in English and be able to attend university in the UK or North America too. The standard British curriculum has many detractors, particularly in the UK ironically, but I believe it still provides an excellent, inclusive education for chidren and prepares them well for universiry and/or work, especially when combined with the IB Diploma programme.       

Why have you chosen to become the founding Head of Brighton College, Madrid, from September 2027?

I’ve loved my time as a school leader in the UK but I’ve always wanted to work abroad at some point (Guernsey doesn’t quite count) and I am really keen to sink my teeth into one final leadership challenge before hanging up the brogues. The opportunity to set up a new school from scratch, with the backing of the superlative Brighton College brand and educational model, is also incredibly exciting. I think most experienced heads would absolutely relish the chance to design a school exactly as they wished, with all the staff chosen by themselves? Madrid is also a city hugely on the up, with familes pouring in from all around the world including, of course, the UK. It is also a wonderfully vibrant city and one of my wife's and my favourites, with an art and foodie scene that will keep us very busy.      

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

I must say it’s been a tough old time recently for many schools in the independent sector but there is always so much joy to be experienced from watching young people develop and flourish whilst being increasingly comfortable in their own skin. I see this in abundance every year when we say goodbye to all the Upper Sixth leavers on their special day at the end of the summer term. Despite what others say about the ‘snowflake’ generation, there are millions of resilient, open-minded, determined and altruistically-minded young people entering adult society every year across the whole world and I am confident that whatever the gripes and groans of so many, it will be in good hands for the future.     

The King’s School provides an outstanding, wholesome and excellent value education to bright girls and boys aged 4 to 18, based firmly on an academic ethos alongside outstanding co-curricular provision (a significant strength in the recent ISI report) and excellent pastoral care. The school specialises in ensuring that every individual flourishes in their own distinctive way, thus preparing them holistically for happy and successful adult lives.