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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.
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Background and family in Greece. [2:55] Relations with boys in his house. Conditions for boarders. More Spartan than might be normal today. [4:50] The ‘60s. Changing times and changing teaching styles at Westminster. [7:06] Portraits of specific teachers. Several intellectuals who had left Europe before WWII. [9:40] He didn’t engage very much in extra-curricular activities. Cross-country running in Grove Park. [11:55] Commute to school with chauffeur. [12:48] No discussion of homosexuality at Westminster in the ‘60s. No homophobic bullying. Atmosphere of unspoken tolerance. [16:15] Lack of awareness about changing legislation around homosexuality. Coming out to his parents and father’s concern for his future. [19:55] Less involved in societies because of being a day boy. [20:32] Tolerance of religious minorities at the school. Perhaps partly due to European teachers. [22:30] John Carleton, Head Master, a remote figure for most boys. [23.53] More open-minded teaching than in some other public schools. [25:14] Factory visits during a harsh winter when sport was not possible. [25:47] Fewer social relationships outside Rigaud’s. Social life tended to be contained within your house. [26:49] Discipline and changing relationship to senior boys during the ‘60s. [28:28] Reaction to a serious misdemeanour surprisingly lenient and understanding. [29:57] Involvement of parents in school life. Parents’ evenings. [31.29] Alexander, friend and future partner, and Richard McKenna, a group of three close friends. [33:15] Tinned food at school. Unpleasant but edible. [33:56] Friendship with Alex. [34:44] Alex’s friendship with Theo Zinn, Classics Master. [33:58] Life after Westminster. [37:00] A favourite memory of Westminster: visiting Fortnum and Mason’s with Alex.
Born in Jamaica parents from Barbados moved to England in 1976 when her father came to London to be a medical advisor. Went to school and lived in England before moving to America [00:50]. Joined Westminster, her mother suggested her to apply, found the entry exam interesting and felt deep sense of curiosity [3:30]. Interest in medicine came most likely from her father, thought of Westminster as an intellectual academic coming of age, curiosity driven [6:15]. John Rae, headmaster at the time, made her Head of School. John Rae wanted Westminster to be seen as progressive, and to change the perception of public schools, so by selecting a black female student as Head of School, he was able to pursue this wish. Felt that this was quite well accepted by people inside the school, controversy outside of the school [8:55]. Felt connected to politics and arts by it being at school in central London [12:15]. Westminster created fearlessness, empowered choices and motivated risks and confidence [12:33]. Memory, when John Rae left people threw toilet paper to celebrate and say thank you, done with the nicest spirits. The quiet times as a boarder was tranquil. Boarded in Liddell’s. Thinking of her daughter applying to Westminster [16:28]. Was offered a place at Harvard as an academic and was there as a junior faculty member. Is still there now. The Gates Foundation wanted to build vaccine team, would allow potential influence on public health and health equity which spoke to her roots from a developing country. Helped create MRNA vaccine [19:33]. Supports large efforts in antibody and vaccine discovery and development, makes investments in companies and academics. During the pandemic, had resources that could develop Covid vaccine. Focus on ensuring the vaccine was available for lower/middle income countries, vaccine nationalism made this hard. Hopes to help the marginalised where problems are most inequitable [23:58]. Enjoys outdoor activities. Played Netball at Westminster and was captain. Also played Netball at Cambridge. Played lots of sports, most were sporty at Westminster. The food at Westminster was not great [26:45]. Traditions, champagne breakfast on people’s birthdays. The Christmas carols, assembly in the Abbey was extraordinary and a privilege. Not particularly close with friends from Westminster now due to leaving London [29:11]. Being a girl in the sixth form, only 15 girls in the year, unified in this way, very close. Maturity levels and seeming older than the boys in the year. Now about 60/70 girls that join in sixth form. Race, a lot of friends were Asian, very few Black people. Context of society at the time, found that Westminster was more progressive and did not impact her in negative way. Very happy at Westminster, intellectually interesting, peers very smart and forward thinking. Started as day girl and decided to board in first term [36:45]. Double maths, physics and chemistry at A-level. Diversity at Westminster, not just race and gender but thinking also. Diversity is embraced and cultivates a culture of acceptance [48:34].