Timestamp index:
Background. Grew up in Bromley and went to St Dunstan’s College. Enjoyed school. Teachers who made an impression. [2:10] Cambridge application process and the seventh term, to revise for the Oxbridge exam. [4:06] Teaching at a school in Beckenham between school and Cambridge. Assisting the owner of the school with his historical research. Life at Cambridge. [5:47] First posting was at Marlborough, his first experience of a boarding school. Always something to do. Changes at Marlborough over the 9 years he was there. [8:08] Being headhunted by Jim Cogan, Deputy Head, at Westminster. Long notice period requested, to prepare to change the Geography department at Westminster. [9.53] Problems with the Geography department’s teaching. Disappointing exam results. [11:06] Returning to London. [12:00] Perceptions of Geography by other Masters, and how this changed over the years. [13:13] Head of Department meetings. Much more combative than today. [15:24] Met Debbie, future wife, at Marlborough. She moved to London with him. [16:57] The founding of Purcell’s, the new girls’ boarding house. [19:42] Living at Purcell’s with Debbie, now Mistress in charge of girls at Westminster, and their children. [22:22] Changes to girls’ experience of Westminster over the years. Increasing focus on grades. [23:38] Parents becoming more involved. [25:13] Specific challenges with girls – discipline and pastoral. Often more easily upset. More focused. [27:50] The selection process. [29:00] His changing roles. [31:15] Head Masters’ different leadership styles. David Summerscale, Tristram Jones-Parry and Stephen Spurr. [33:51] Becoming Director of Studies. The importance of seeing people in their own classroom and space. [37:18] Quieter tone of Heads of Departments meetings today. Importance of autonomy for departments at Westminster. [40:20] Changes to school life. More societies, music and sport. [43:43] China project. Development of the project. Lessons learnt. Different working styles in China. [51:29] Decision to become the Head Master there. [53:02] Learning from previous Head Masters. Empowering those beneath you. [54:32] The privilege of living in London, at the heart of it all. Being close to theatres, cinemas, cricket.
Born in London, parents divorced when she was five. Lived with her grandparents and then her father. First Secondary school was Queen’s College. Father urged her to apply to Westminster. She did not love the all-girl environment of Queen’s College [2:15]. Did not know much about Westminster before arriving. Quite naïve, only fifteen, not as mature. Good for ego as there were fewer girls, girls got a lot of attention and were more mature than the boys [4:37]. Felt that there were lots of rules at Westminster compared to her secondary school, which was quite relaxed. Was in Ashburnham house with her brother. School on Saturday mornings [7:37]. Took Greek, found that literature was fine, but the boys were better than her. There were eccentric teachers. At Queen’s College, was the most academic and found Westminster promoted a nature of competition, particularly among other girls [10:00]. A-levels in Greek, Russian (one year), History in the first year. Did English in one year. Russian teaching was ok, English and History teaching very good. Taught English by Rory Stewart and Richard Jacobs [14:20]. Went on the study History at university. Westminster was a great preparation for university. Sent daughters here [16:30]. PHAB. Very interesting, not completely frictionless environment. Felt that they got more out of it [19:54]. Traditions; Abbey every morning, Latin prayers, the Greaze. Not a sporty environment. Went to primary schools in Wandsworth and took the children out for the afternoon. Found that people often did what their friends wanted to do. Put on two plays and acted in them [24:11]. Took part in production and directed a play in the first year. Did a talent contest and was in the Latin Play and the choir. Joined in on a lot, felt she wanted attention. The environment of Westminster encouraged doing a lot of activities all the time. Never felt threatened by boys maybe because there were fewer girls or because they were exposed to less. Girls now feel more threatened by male presence. Could have had these experiences but did not notice them at the time. Female solidarity, the Head Master’s wife used to invite the girls for tea. Only one female teacher. Girls did not wear uniform, but boys did. Difficult to police what the girl’s wore [33.43]. Food always revolting. Not a lot of bullying. Some boys were gay and were out about this, the school was accepting. Still transitioning from being a school all about boys, to a school where girls were being integrated, took a long time. Her sister attended in the 80s [37:49]. Everyone’s Invited has potentially changed the perception of the school. Social media has massively influenced the differences of her experiences compared to her daughters. Always being in the male gaze did not feel unpleasant but her daughters found this to be different. Young men now more threatened by girls as they feel the girls have an unfair advantage and these young, privileged men will not have the same opportunities as they used to. Liked how it was anti-authority when she attended, now has probably changed due to expenses, not everyone’s parents used to be super rich [43:18]. Drugs at Westminster; a few boys got expelled for this, not considered particularly cool, did not get much excitement from it. A lot of the teachers were older so a lot of them did not have the same upbringings surrounding drugs. Probably more liberal than it is now [46:57]. John Rae taught her history, was always at the Latin Prayers, and was very much a presence in the school. He was quite progressive (introduced girls for example) [48:47]. She was in a documentary. No duty of care. A lot of people had seen it. Asked invasive questions [53:12]. Had a lot of fun at Westminster, learnt a lot, pleased with herself, social and romantic memories. Must have been times where she was unhappy, falling in love, constantly being observed, working hard. Felt that she thrived in this environment. Father felt the documentary was shedding light on her being in an area that had not been gentrified [56:30]. Felt that for girls it helped if you were pretty and confident and not intimidated by the boys and the Masters. Could not imagine boarding there and being constantly at school. A lot of male admiration that felt great at the time [58:10]. After Westminster, felt that the school was brilliant in placing her in a job afterward. You instantly have connections which is very elitist but does help majorly. Feels slightly differently now due to the class divide in education. Felt very lucky to come to Westminster and was glad not to stay at Queen’s College. Felt she made the most of the experience despite it breeding a particular arrogance. When going off to work at the BBC, she realised that life is not actually like this, and people do not realise how lucky you are. Felt that Westminster was a bubble, when going into the workforce realised the existence of sexism, and that privilege was sometimes not an asset. Felt politically detached [01:02:39]. Believed John Rae did his best, and the elitism is not the school’s fault. Wanted her children to have the same experience she had. Need to be a certain type of child to attend Westminster. Feels like Westminster is a very tolerant place [01:06:02]. In the future, feels that schools like Westminster will have to work harder to broaden the social mix of the school. Thinks that it would be a shame to abolish these schools. Shocking that bright kids cannot get into Westminster due to money and blocks their opportunities [01:08:04]. Not very socio-economically diverse. Feels like the school should be co-educational all the way through. Attitudes towards girls may change if the school is co-ed the whole way [01:10:53]. Westminster considered the “lefty, bohemian, less sporty.” A lot of rivalry between people.