What makes a good school?
– Peter Roberts, Headmaster of The King’s School, Canterbury
The most significant and long overdue change over the course of my career has been the toppling of the traditional divide between the self-contained institutional views that schools have tended to hold and the opinions and judgements of parents about their children’s experiences within those hallowed walls.
That in a modern and dynamic twenty-first century school there should be broad, if not identical, agreement between the teaching staff and the parents about the ethos and aims of the education on offer amounts to a revolution of stance and perception. It is a revolution that is even more refreshing in the way the very best schools’ leadership teams take the views and interests of the pupils seriously, anchoring much of the collective enterprise, particularly on the co-curricular side, in the activities and passions of young people.
This is especially so where these pursuits are relevant to the skill sets that young people will need in their future life. For a full boarding school like King’s Canterbury, it stands to reason that the strong sense of community will lend itself to this seemingly modern approach. Equally, as the oldest school in the country and part of the Foundation of Canterbury Cathedral, it has – like many of the nation’s most famous institutions – learned to adapt and change, growing stronger over the ages – not set in stone, however beautiful those stones or the aesthetic context of a UNESCO World Heritage site may be! King’s has many new projects in the pipeline including the development of a new day house, a new science centre and a performing arts centre on the historic Malthouse site in the city.
A good school is much more than an educational opportunity; it can become a truly nurturing environment, for many akin to a second home. This is particularly relevant to Service parents: operations and postings mean that they are looking for a good school which gives a strong sense of community to all its members, pupils and staff alike. Furthermore a good school encourages and gives support as well as celebrating success. It is then most likely to replicate, albeit in a more public forum, what a good family is able to achieve.
Lively and interesting adults who passionately believe in this wider view of a good school are likely to be inspiring presences in the classroom. There is ample space within a good school for scholarly teaching in parallel with all pupils believing in the pursuit of academic excellence, but surely it is the overall cultivation of mind, body and spirit that counts for most when we are still young? Particularly so, since the discipline of managing those other recreational and developmental pursuits alongside academic studies brings the ability to cope with the pressures that university and a career will ultimately impose.
Peter Roberts was educated at Tiffin’s, Kingston upon Thames and then read History at Merton College, Oxford, where he received a First Class Honours degree. He subsequently took a PGCE at London University. He worked at Winchester College from 1986 to 2003: first as an assistant teacher, then from 1991 as Head of History and also as Master in College (Housemaster of the Scholars' House). He became Headmaster of Bradfield College in August 2003 during which time he gained the prestigious award as Tatler's ‘Headmaster of the Year’. He was appointed as the 41st Headmaster of The King’ School, Canterbury in 2011. Peter is married to Marie and they have three daughters.