King's School Annual Review 2011-12

The Kingâ&#x20AC;&#x2122;s School Canterbury

2011-2012

WHO we are WHAT we have achieved WHERE we are going

Providing perspective Our aim in this document is to provide a perspective on the overall performance of the School – both as a place of teaching and learning and as an organisation with a role in the wider community.

CONTENTS 3 Providing perspective 4 A message from the Dean 5 The view from Lattergate

WHO 7 The character of King’s

The strength of King’s is its people. We have therefore given teachers and pupils the opportunity to enthuse and speak candidly about a number of aspects of the school in order to provide an overall sense of how King’s is performing.

We are on the brink of exciting changes. So, while the main focus of this report is on the King’s of today, we have also devoted some pages to outlining developments which will have a profound effect on the King’s of tomorrow.

King’s could not be the school it is without the support we receive from OKS, parents and friends. Included in this report is a list of our donors – generous people who have helped us achieve much more than our business accounts alone would allow.

WHAT 14 16 17 18 19

King’s at a glance Finance A conversation with the Bursar Investment report Reaching out

20 22 24 26 28 30 32

Bursaries – the rationale Sport for all Young teachers Information versus Thought Going solo 2012 Leavers Junior King’s School

WHERE 38 40 42 44 45 50

Looking forward Science - the next generation Creativity – the next stage The King’s Foundation Donations and Legacies Governing Body and Committees

A message from the Dean

The view from Lattergate

The King’s School, Canterbury, traces its roots back to the earliest times in the life of the community of Canterbury Cathedral, which St Augustine founded over 1400 years ago.

When I arrived at King’s, I made a commitment to anchor the excellence we strive to achieve today within the history of the oldest school in the country.

Since that time the life of the School has always fitted comfortably into the life of the Cathedral – now the Mother Church of a worldwide communion and an international centre of pilgrimage. The Benedictine way of life honoured a human being in body, mind and spirit and was lived out in a community which was always given to hospitality. This is still very much the case for both the Cathedral

Our longstanding aims were perhaps best encapsulated by one of my most distinguished predecessors, the late Lord Pilkington, who said that a King’s education rested on the simultaneous pursuit of academic and extracurricular excellence.

community and the community of the King’s School, where the creative gifts of an individual in body, mind and spirit are recognised and developed. Now, in the 21st century, King’s has become one of the leading independent schools and is proud of its co-educational tradition and the way in which a balance of learning is encouraged, together with all other artistic, creative and sporting skills. At King’s, pupils learn to respect each other and also to value their own gifts.

And the historic and spiritual context of the Cathedral community, living its life around the School, gives a sense of perspective to all that staff and pupils do together. In a World Heritage Site it is sometimes difficult to find room to develop new facilities, but happily we have managed in the past two years to identify two very significant new areas of land and

buildings within the city of Canterbury which will enable the School to develop still further. The new Master Plan is full of excitement and will mean initiatives in science, drama,

… prepare pupils for a world which will be glad of their selfreliance and competence. sport and many other areas of school life – aspects of King’s which will help to prepare pupils for a world which will be glad of their self-reliance and competence.

… the spiritual context of the Cathedral community gives a sense of perspective to all that staff and pupils do together.

Development at Kings can only take place with the generous support of so many of you who value this remarkable school. We owe you an immense debt of gratitude for your generosity and know that it will have resulted in a school which constantly refreshes itself and equips its members for the future. The Very Reverend Dr Robert Willis Dean of Canterbury and Chairman of Governors

The philosophy behind the pursuit of academic excellence at King’s is that talented pupils are stretched by

enlightened and stimulating teaching, but not stressed. Parents know that the School adds great value to the natural ability of their offspring. The vibrant and intellectually exciting Sixth Form offers the perfect springboard for realistic applications to Oxbridge and other top UK and US universities. And the curriculum for the first three years combines a broad-brush spanning of the arts and sciences with careful training of the mind.

Spirit also matters here. The King’s spirit gains its release and impulse by the equal weight attached to cocurricular activities. Through the impressive programme of sporting, musical and artistic opportunities we find an individual passion within every pupil, one that often becomes a lifelong pursuit.

We are not frightened of character: everyone is an individual here. The overall King’s experience nurtures young people and gives them confidence. Pupils are all encouraged to remain true to themselves, but also to find themselves during their adolescence. This is a school which is not frightened of character: everyone is an individual here. But the values we share are creativity, flexibility, a caring compassion, independence of thought, enthusiasm, articulacy and the cultivation of friendship.

Pupils are stretched, by enlightened and stimulating teaching, but not stressed.

Nestled within Canterbury Cathedral’s community, King’s is close knit and warm hearted, as well as spiritually aware. Everyone here also appreciates beauty. It is a place devoted to bringing out the best from talented young people who want to give of themselves as much as develop themselves. Peter Roberts Headmaster

WHO we are The character of Kingâ&#x20AC;&#x2122;s

THE CHARACTER OF KING’S How can you define the character of a school? We have picked six stories from 2011-12 to show how history, tradition and values are at the heart of King’s. The Story-teller Children and adults have been moved to tears by his stories. His novel War Horse inspired one of the most compelling and innovative stage productions in recent years and then became a Steven Spielberg film. But on a hot afternoon during King’s Week 2012, Michael Morpurgo

(GL 1957-62) was on stage in the Shirley Hall 50 years after he left as Captain of School. For over an hour he held spellbound his audience of more than 700. Michael explained his approach to story-telling – the events, people and objects which have stirred his imagination and his story-telling talent.

He also spoke passionately about Farms for City Children, the charity which he and his wife Clare started in the Seventies.

The Admiral

The Visitor

The Lark – the powerful story of Joan of Arc – was the main play for King’s Week 2012, with Emily Champion playing Joan.

In February 2012, BBC Radio 4’s Sunday Worship was broadcast from the Shirley Hall. The King’s School Senior Chaplain, Rev’d Fredrik Arvidsson, led the service and the preacher was the school’s ‘Visitor’, the Archbishop of Canterbury, Dr Rowan Williams.

In a production of The Lark 40 years earlier, Robert Cooling (LN 1971-75) played a starring role.

After King’s, Bob went on to Keele University and then to a career in the Navy, rising to the rank of Vice Admiral and taking command of the aircraft carrier HMS Illustrious. He later became Chief of Staff to NATO’s Supreme Allied Command Transformation, at Norfolk, Virginia in 2009.

The Archbishop posed the question ‘What is Freedom?’ and spoke about Dietrich Bonhoeffer, the German Lutheran pastor, theologian and antiNazi. Quoting from Bonhoeffer’s poem ‘Stages of Freedom’ (written in a Gestapo prison), Dr Williams challenged his congregation and the radio audience to see that real freedom involves discipline, action, suffering and ultimately death.

The Chapel Choir, directed by Howard Ionascu, sang Richard Shephard’s ‘Never weather-beaten sail’ and ‘Jesu, grant me this I pray’.

THE CHARACTER OF KING’S

Young Scientists

The Minister

The show must go on

2012 was the 120th anniversary of the Harvey Society – the School’s scientific society, named after OKS William Harvey (1578 – 1657), who first explained and described the circulation of blood.

During the Olympics, King’s audiences were naturally focused on the medals and cheered when Tom Ransley (MR 1999-04) won his bronze in the Men’s Eight. And some of us glowed with pride when the Red Arrows soared overhead during the opening ceremony, knowing that Squadron Leader James Turner (MO 1986-91) was piloting one of the Hawk jets.

In 2012, King’s put on the Bernstein musical, West Side Story at the 1,300seat Marlowe Theatre. Directed by Director of Drama, Graham Sinclair, the show posed the dual challenges of choreography and an exhilarating, but complicated score. Rehearsals were intense and demanding and, because the School could not gain access to the Marlowe Theatre until the day

The production sold out for each of its five performances and captivated audiences with its authenticity. Here were teenagers playing teenagers; young love, pride, passion… West Side Story has it all.

before the first performance, pupils had to rehearse without the set, using lines taped to the floor of the Shirley Hall to represent the buildings of Upper West Side New York, so impressively created for the actual show.

OKS members of the audience were aware that West Side Story is the latest in a long line of musicals stretching back to the 1950s and Gilbert & Sullivan in the Shirley Hall.

Over the last 120 years, the Harvey Society has provided a forum through which pupils can take their scientific studies further and can roam beyond the curriculum. Recently, the Society provided the focus for the significant King’s input to The Young Scientists Journal. This international, on-line magazine, by and for scientists aged 12-20, was edited by Cleodie Swire (MR 2007-12) during 2011-12, and the current issue includes two articles by Cleodie: 'The Life Cycle of Stars' and ‘The Endosymbiotic Cycle'. The history of the Harvey Society illustrates the long-established enthusiasm for science at King’s – an aspect of the school we intend to develop through the creation of an inspirational new centre (as outlined on pages 40-41).

But how many of us knew that along with Sebastian Coe and Boris Johnson, an OKS was behind the overall success of the London Olympics? In 2012, Hugh Robertson (BR 1976-81) was Minister for Sport and the Olympics (he is now Minister of State with responsibility for Sport, Olympic Legacy and Tourism).

WHAT we have achieved Our dynamic present

KING’S AT A GLANCE It would be impossible to capture the diversity and richness of life at King’s within a few pages, but we have attempted to provide an overview, mixing statistics with explanation. Pupils

Spiritual

Senior school Junior school Pre-prep

Total 817 260 100

Boarders 615 68 0

Senior school Junior school Pre-prep

Girls 373 112 47

Boys 444 148 53

Staff Number of teaching staff: 152, including 16 full-time equivalents (fte). In 2011 the School employed 159, including 15 fte.

The peace and presence of the Cathedral have a profound and lasting effect on pupils: some OKS even return to be married there. Each term the School has three or four sung Matins services with a visiting preacher in the Cathedral. Additionally, there are usually two Evensongs and two Eucharists. Other important School services are Commemoration, Confirmation and the Carol Service. Beyond the Cathedral, the School meets for worship in the Shirley Hall on four mornings of the week.

Pastoral

Although a Church of England school, King’s is inclusive of other faiths. There is a Jewish Society and Buddhist pupils use the Chapel for prayer, as do Hindus. Muslim pupils go to prayers at the university.

12 boarding houses, 3 day houses

Academic results

Pastoral teams comprise Housemaster/mistress, Deputy, tutors and a matron. The School operates a vertical tutoring system in groups of 10-12. A significant advantage of this is the more effective integration of age-groups. School-wide pastoral care is overseen by the Deputy Head Pastoral.

I/GCSE

The average number of School employees during the year was 341 full-time and 150 fte. (2011: 338 fulltime and 168 fte.)

The house system facilitates healthy inter-house rivalry. In addition to house sport, King’s runs house competitions in Art, Song, Drama, Chess and Debating, as well as interhouse ‘socials’ and collaborations on dramatic and musical productions and charity fundraising.

A* grades – 46.3% of all results. This is the best King’s score ever. 32 pupils (21%) achieved 8 or more A*s. Over 55 Fifth Formers successfully took the post-GCSE Free Standing Maths Qualification and/or AS levels in French or Spanish.

Sport King’s score ever. The individual subject score of 114.7 (UCAS points per entry) is also the School’s second best ever. In a year when the national percentage of A* grades fell, King’s results improved from 21.3% in 2011 to 24.4% and five candidates achieved five A* grades. (A*– A grades rose from 63% to 65%.)

A* – B grades: 87.6%. Average UCAS points score per candidate: 445 – the second highest

Average number of pupils representing King’s on an Autumn Term Saturday afternoon: 500, across 9 sports. Lent Term: 544, across 10 sports. Summer Term: 380, across 9 sports.

Music 412 pupils (50%) have an individual music lesson each week. Opportunities to perform musically: Crypt Choir (including tours, concerts and services, nationally and internationally), Madrigalia, Chapel Choir, Choral Society, Chamber Orchestra, Symphony Orchestra, Sinfonia, Wind Band, Chamber Ensembles, Piano Competition, Recital Competition, Jazz Big Band, Modern Jazz Group, male and female closeharmony groups (The King’s Men and The King’s Swingers) and rock bands; and The House Song Competition (whole-school participation – 2011 winners: Harvey).

University entrance Most popular university destinations. Chart shows numbers of places won by King’s leavers in 2012 Edinburgh Bristol Newcastle Cambridge US universities Imperial Oxford St Andrews University College London 0

8 10 12 14 16

2011 Top 5 degree subject choices

A Level

Sports on offer: athletics, badminton, cricket, cross country running, fencing, football, golf, hockey, lacrosse, netball, riding, rounders, rowing, rugby, sailing, squash, swimming and tennis. As well as aerobics, pilates and rehab (in the gym).

Politics/ Intl Rltns English/Drama Languages Econ/ Bus/Mgmt Sciences 0

Drama King’s is known for its high standard of drama-teaching and school productions. Pupils regularly write and direct their own plays and there is a long tradition of house productions. In 2012, the School sold out five performances of West Side Story in

Canterbury’s 1,300 seat Marlowe Theatre – as highlighted on p.11 of this publication.

is the editorial team of Mind’s Eye, the pupil-produced current affairs magazine.

King’s Week also provides a unique focus and large audiences for dramatic productions.

CCF and Duke of Edinburgh Award

King’s Week

Number of cadets: 110. Leadership courses in Snowdonia, the Brecon Beacons and Norway. Four cadets completed the Cadet Leadership Course at Frimley Park. Five cadets attended the School Boy Cadet Commando Course.

12,000 tickets were sold for King’s Week 2012, with over 1500 separate pupil performances by more than 400 individual pupils. Events ranged from the perennial music concerts (Serenade, Jazz, Gala, Virtuosi), three different plays (The Lark, Great Expectations and Travel Club & Boy Soldier), King’s Week lectures, a Stevie Wonder tribute band, art exhibitions and dance shows, to the new events of Show Jumping, the Debate, Podcast Productions and Circus Skills. Other highlights: the Lab on the Lawn experiments – chilling bananas with liquid nitrogen and sending minirockets up into the air with water pressure; poets Hilary Davies and Sebastian Barker (OKS) judging the Speeches in the Chapter House and the fastest pupil-made car competition.

The Adventure Activities programme allows non-CCF pupils to complete DofE Awards. The package also includes First Aid training and Community Service activities.

Societies

Social

Debating, Marlowe (English Literature), Pater (Classics), Blaxland (Geography), Harvey (Science), Linacre (Medicine), Science Ethics (a pupil-led discussion group), Tenterden (Politics), Cranmer (Christian Union), Club Hispano, Cercle Français, Vasari (History of Art), Theology, Durnford (History), Socratic (a pupil-led discussion group), Philosophy and Thurlow (law). Additionally, there

King’s is a sociable place with many opportunities for pupils to mix and enjoy each other’s company. Formal social opportunities are provided through house socials, the Pupils’ Social Centre, JCR (Sixth Form Social Club), the Sixth Form Ball, the Leavers’ Ball and the Shell, Remove & Fifth Form discos.

The CCF also helps deliver the King’s Duke of Edinburgh Awards programme. Number of pupils who achieved Duke of Edinburgh Gold Awards in 2011-12: 16 (10% of year group). Other CCF trips included a whole-contingent training day, two overnight exercises, the Coast-toCoast Cycle Ride and two MODsponsored, national riding competitions.

FINANCE

A CONVERSATION WITH THE BURSAR

We have produced below a summary of the School’s accounts.These include both the Senior and Junior Schools and our trading enterprises.

For a fresh perspective on the School’s finances, we asked Tom Boulton, 2012 leaver and editor of the pupil-produced magazine, Mind’s Eye, to interview Mark Taylor, the Bursar.

Year to 31st August 2011 Total funds

£,000

Gross school fees receivable

28,038

26,572

Scholarships and bursaries

(1,771)

(1,638)

Other educational income

1,158

1,085

Other ancillary income

195

236

King’s School Enterprises Ltd (KSEL)

710

637

Investment income

245

343

Total income

28,575

27,235

Expenditure

(£,000)

Teaching costs

(15,553)

(15,028)

Welfare

(4,099)

(3,703)

Premises

(5,674)

(5,756)

Support costs

(1,333)

(1,430)

Income

During 2011-12 we provided academic scholarships and bursaries with a value of nearly £1.8M, compared with a figure of £1.6M for the previous year. Mark Taylor, Bursar

Subsidiary expenditure, financing and governance

(352)

(463)

Trading costs – KSEL

(401)

(321)

Fundraising costs

(319)

(109)

Total expenditure

(27,731)

(26,810)

844

425

2,804

2,151

Net income Foundation – donations and legacies

MT Teachers’ salaries are clearly our biggest cost. Other expensive areas include welfare and maintaining the School’s buildings. We are doing all we can to keep our costs down.

1 2

1 2 3 4 5

Teaching costs Welfare Premises Support cost Subsidiary expenditure, financing and governance 6 Trading costs – KSEL

Further information, including our full accounts, is available at the Charity Commission’s website – www.charity-commission.gov.uk (search using our charity number: 307942).

MT It’s an interesting question. Experience shows that education is one of the last things people cut back on, for obvious reasons. But there could be problems if the economy significantly worsens, so we are doing all we can to keep our costs down.

MT As a charity, we are not driven by profit. The accounts surplus, which is smaller than some would advise, is invested back into the school. The lack of a generous surplus is down to our location and the costs that go along with it.

TB Is there anything unusual about the way King’s spends its money?

TB West Side Story was absolutely fantastic, but it must have been enormously expensive. Can you put a figure on it?

MT What’s different about us is that we don’t own all of our buildings, particularly in the Precincts. Another factor is how expensive it is to maintain this beautiful campus. For instance, we actually have a stonemason on the payroll. So, while the setting is wonderful, it is also expensive.

In a tank we all learned to do each other’s job. TB Aside from fee-based income, what other areas create income for the school?

4 56

‘‘

TB What are the main areas of expenditure at King’s?

57% 15% 21% 5% 1% 1%

MT Public membership of the Recreation Centre brings in about £1.1M. This allows us to provide a higher level of facility than we would otherwise be able to afford. The school also earns money through lettings and from the overseas summer school. And then there are donations and legacies to the Foundation, but this money is for development projects and for scholarships and bursaries. TB With fees now around £30,000, how do you think the market for a King’s education will fare into the future?

TB How do you organise the budget each year? MT It would be easy to create a budget each year based on the year that’s been. We don’t. We ask every budget-holder to start from scratch and justify the planned expenditure. It’s a ‘zero-base’ budgetary system. TB How much do you think your experience as a tank commander has helped you keep a close eye over the school’s finances? MT In a tank we all learned to do each other’s job, so if I lost the driver I could hop down and take the pedals. That experience really set me up for the way I plan and organise my department. TB Does the school make any profit?

MT The total cost was over £100,000 and it almost made that back on ticket sales, although it didn’t quite break even. Obviously renting the Marlowe Theatre constituted a large part of the costs, but it gave us the opportunity to perform to an audience of 1300 every night. TB How do you see the school progressing over the next ten years? MT I think the general outlook is for a ‘flat-line’ number of pupils, but with some big improvements in facilities – in particular, the Malthouse Performing Arts Centre and the proposed new Science Centre. We would also like to invest more in sports facilities. All in all, we have an ambitious development plan that could see King’s really move forward over the next few years. TB What in your mind constitutes a good Bursar? MT Well (laughing), it’s difficult to say from my point of view, but clearly one needs to be well organised and I think it is important to be in tune with the whole make-up and ethos of the school. A good Bursar also has to be a real team-player.

‘‘

Year to 31st August 2012 Total funds

INVESTMENT REPORT

REACHING OUT

Peter Stone, OKS (WL1959-64), Chairman of the Governing Body’s Finance & General Purposes Committee reports on the performance of the School’s invested funds.

Outreach teaching is a formative experience for the Sixth Form pupils who regularly take part in this growing aspect of King’s life. It also provides a relevant and practical way for King’s to contribute to the wider community.

In time, we wish to reach a position where the Investment Fund produces a sustainable income stream to endow the award of bursaries. However, the fund must grow significantly from its present level before it can generate sufficient income to make a serious impact on this. In the meanwhile the School continues to cover the costs of bursaries from other sources (see the feature article on Bursaries on p.20). It should also be noted that, in line with our strategy for capital and income growth, we are resisting using our investments for development projects. As Nick Lyons explains in his piece on pages 38-39, we are taking out a term bank loan for that purpose.

The fund must grow if we are to support significant expenditure on bursaries. Unlike the School’s financial year, which runs from 1st September to 31st August, reporting on the Investment Fund is by calendar year. At the half-year end, 30th June 2012, the Fund was valued at £7.67million. This is by no means a large sum in the context of endowments held by other long-established schools of similar stature to King’s. The greater part of the Investment Fund has been derived gradually over many years from the operating surpluses of the School (in periods when available), in line with the policy of the Governors and

Bursars of the day. However, part of the fund is from one of the School’s subsidiary charities (Hoffman) and part from the SEP Fund (Scholarships, Exhibitions and Prizes) built up over the years from donations and legacies received from generous benefactors.

During the Sixth Form, Lizzie Morcom helped teach science at a number of local primary schools. She reflects on the value of the King’s outreach initiative. When we started we knew the aim was to provide simple, structured lessons. We were teaching Year 6 and

The Investment Fund is managed for us by Sarasin & Partners within their sizeable Alpha CIF for Endowments Fund.This is used by many UK charities and other similar organisations and covers the world’s principal stock, bond and currency markets, together with investments in alternative assets such as property and hedge funds. Our investment objective is at least to maintain the value of capital and income in real terms, and to achieve long-term growth in both, whilst spreading risk. To meet these objectives, the investments are managed on a total return basis with diversification across a range of investment classes. We have a targeted income yield of not less than 2.5% per annum, and this has been achieved for many years now. Although, against a challenging economic backdrop, the value of the portfolio fell back slightly during the half-year, we are pleased to report a positive absolute return for the Investment Fund over the first half of 4.2%.

7 6 5

It was quite clear that there was a two-way gain. 3

Portfolio distribution £7.67M 1 2 3 4 5 6 7

helping to reinforce basic scientific knowledge. It was a fantastic experience. In addition to the science, I think we helped kick any stereotypical notions of independent schools into touch.

Fixed interest UK equities Global equities Property Alternative assets Liquid assets 3 month cash deposit

11% 24% 33% 6% 4% 2% 20%

The school we came from did not register with the children; it was the age difference that mattered. There is something appealingly simple about this. I think that’s one of the great strengths of involving King’s pupils in outreach teaching.

It was also quite clear that there was a two-way gain. The primary school children were not the only ones who were learning. I enjoyed the interaction; the answers the kids gave to my questions were often really thought-provoking; they made me look harder at my subject knowledge.

I felt part of a very positive, community-spirited aspect of King’s life. Being involved in the outreach initiative was completely relevant for me because I already know that I want to teach, so it was wonderful preliminary training. It was also great for my university entrance personal statement. But beyond the CV benefits, there was a lot of personal satisfaction. I felt part of a very positive, community-spirited aspect of King’s. I would recommend it to anyone.

Educational outreach The term ‘outreach’ encompasses the teaching which King’s provides to other schools and individuals. In this sense, outreach teaching is a form of public benefit.

Academies – another aspect of King’s outreach King’s is a sponsor of both The Folkestone Academy and The Marlowe Academy. In addition to the involvement of senior staff and governors, King’s provides teaching support for the academies, focusing on subjects where external input is of greatest value. The academies give King’s teachers opportunities for career enrichment. They also provide the context in which to learn from best practice adopted by the maintained sector.

BURSARIES – THE RATIONALE The Headmaster explains how King’s currently provides financial help to pupils. He also outlines the School’s plans to offer more bursary places.

The School’s founding document, The Cathedral Statutes of 1541, proclaimed: ‘we do appoint and ordain that there be always in our Church of Canterbury fifty poor boys both destitute of the help of friends, and endowed with minds apt for learning, who shall be called scholars of the grammar school and shall be sustained out of the funds of our Church.’ The terminology of scholarships today may be slightly different to that of 470 years ago, but our intentions are broadly similar. For an understanding of the full range of ways in which King’s now sustains pupils out of its funds, one needs to think in terms of three distinct categories of support. We award scholarships in recognition of outstanding talent (academic, musical, artistic or sporting). However, all of our scholarships are now capped at a maximum of 10% of fees so that more funds are available to give as bursaries. We also award honorary scholarships for outstanding GCSE and AS level results. We still see our scholars as educational role models – pupils who inspire the whole school. And King’s Scholars retain their historic place within the Cathedral Foundation. The main emphasis today is on the second category of support – meanstested bursaries of up to 100%. The intention behind this is simple: we wish to help those who combine talent with proven financial need – candidates who could not come here

without a bursary. Many scholars may qualify for bursaries.

The school has re-balanced its awards in line with the intentions of the original charter. The simple distinction between scholarships and bursaries is that our bursaries are means-tested, whereas scholarships are not. We are also particularly keen to help pupils who we feel will make an obvious contribution to school life and will gain very great value from all that King’s has to offer. Means-testing may be laborious and invasive, but with a relatively modest sum to allocate each year, we take it very seriously. Now, filling in a form is not enough: the Bursar carries out home visits to candidates, and there is Google Earth... In summary, the School has re-balanced its awards, in line with the intentions of the original charter. The third category of support we give is for cases of hardship. There are no set rules for these, but we look to use the limited funds we have available to help those families whose financial circumstances suddenly change, threatening the end of a pupil’s education at King’s. We are helped in this category with funds from the OKS Benevolent Fund. What of the future? We would like to be able to attract greater numbers of talented and financially-deserving pupils to King’s. From our experience, it is easier to identify suitable

candidates for places in the Sixth Form; integration from state schools is also more straightforward at this stage. Therefore we are currently assessing the viability of offering up to 10% of our Sixth Form places as high-end, means-tested bursaries.

A win-win Ed Whitehead (MR 2006-10), who won a generous bursary. An outstanding musician, he flourished at King's and inspired everyone around him.

In order to achieve our aims, our endowment would need to increase by about £10M over the next decade. Thanks to donations and legacies from generous OKS and parents, we have already raised £1.5M towards this target. Through donations and legacies we hope to raise a further £8.5M within the next decade.

The growth of means-tested bursary places 2011 2009 2007 2005

…to attract greater numbers of talented and deserving pupils to King’s. The reasons for supporting deserving scholars with bursaries remain the same as they were 470 years ago. We are here to nurture talent and promise, and every individual scholar reminds us that the benefits flow both ways. For instance, the mother of one of our current scholars wrote to say, ‘I have watched my son lap up everything that King’s offers, and benefit and grow. I could not be more grateful to those whose generosity has made this possible’ – a resounding confirmation of the life-transforming experience that King’s is providing for this individual. From the point of view of the School as a whole, I know that this pupil is also an inspiration to those around him – both his peers and his teachers.

Numbers of pupils receiving meanstested fee remission of 70% or more. A growing commitment During the year, and in fulfilment of the objectives of the charity, the Governors made available 193 scholarships (excluding 50 honorary awards) and 75 means-tested bursaries (2011: 59), which together cost a total of £1,764k (2011: £1,638k). The meanstested element of this sum amounted to £867k (2011: £710k). Most of this cost is borne by the School, though donations certainly enable King’s to be more generous in this important area than the accounts alone would allow.

The current funding of means-tested bursaries

15%

85%

Provided by the school From donations

SPORT FOR ALL A national re-discovery of school sport is a desired legacy of the London Olympics, yet for many independent schools, sport has never lost its stature as one of the most important aspects of school life. Director of Sport, Richard Singfield has the responsibility of overseeing a programme of sport that is right for King’s.

Reflecting on the fit of sport within school life at King’s, Richard Singfield begins by stressing the co-ed approach to sport. Richard: ‘Boys’ and girls’ sports have equal stature here.’ Participation is also a schoolwide theme which Richard applies to sport. ‘We want you to discover the sport you love doing. You have to take part in order to do that.’ To encourage participation, the school provides a wide range of choices – over 20 different sports in all – including a number of niche sports, such as riding, fencing and sailing, in which the School is enjoying considerable success.

We want you to discover the sport you love doing. You have to take part in order to do that. Alongside the timetabled sports sessions, King’s offers specialist coaching through the Excellence Programme for pupils who show outstanding talent. The programme is led by triple Olympian, Jen Wilson (Hockey), who provides individual guidance on core-strength, balance and agility, nutrition, and sport psychology. Current pupils Eliza Brett, Dominique Masters, Justine Lambert and Charlie Kingsman are examples of the success of this approach. During the year, Eliza and Dom played for England U18 Hockey, Charlie played for the England U18 Rugby team and Justine now ranks 5th in UK U17 Fencing. Another rising star is Emma Torkington who represents England U16 in Table Tennis.

Many pupils, who wish to take their sport beyond school, also play for Canterbury’s thriving sports clubs. There are particularly strong links with the Men’s and Ladies’ Hockey 1st XIs at Polo Farm. The school also benefits from a long association with Canterbury-based Kent Cricket through training sessions in the excellent indoor facilities at the St Lawrence ground. However, as Richard points out, the location of King’s presents a challenge. ‘When it comes to fixtures, we have to be realistic about our geography. Our pool of suitable opponents is naturally limited. But a fixture list that generally pitches us against the right competition is important for all of us, so we’re prepared to travel for this.’ Richard reflects on the issues: ‘Our aim is to win against similar schools, but we’ll continue to include some tough fixtures because we like the

challenge, even if it means having to be philosophical about a few defeats. Keeping on together when the odds are stacked against you is a good life-lesson.’ Though numbers of players is an obvious strength of large single-sex schools, there is a related disadvantage, which Richard points out. ‘Too often a talented boy or a girl will go to a

single-sex secondary school and find that they don’t make it into the top teams. That’s demoralising. By contrast, there are so many examples here of players who have gained great confidence because we have given them the chance to represent King’s at the highest level.’

Training and inspirational coaching are the keys to success. Richard is unequivocal when it comes to his team of coaches. ‘Inspirational coaching is the key to success.’ In 2011, Jon Williamson, a former captain of the London Rowing Club joined the staff. Richard: ‘With Jon, we now have a real chance of making our Eliza Brett

mark again at Henley.’ Other recent sports appointments include former England Hockey coach, Dave Bridle, as Director of Hockey, and Chris Roberts, as Director of Rugby. Richard: ‘Now, with these new appointments and with cricketing legend Mark Ealham continuing to provide first class coaching, we’re getting to the point where we have all the bases covered.’

Richard is well aware of the importance of inspiring pupils at feeder schools. He and his team frequently visit prep schools to referee and to umpire matches. And with Junior King’s providing the biggest annual intake pupils to King’s, Richard is acutely aware of the importance of sport at the Junior School. ‘We’re keen to develop complete sporting coherence between the two schools. The astro pitch at Junior King’s is a great example of this. One of the aims of this project is to increase the number of boys we take in each year who have developed hockey skills.’ (With the new facility, Junior King’s will now offer boys’ as well as girls’ hockey, meaning that future year groups of boys going up to Senior King’s will have a depth of experience in the game.)

Individuals with a lasting passion for sport. So what are the developments which King’s needs in order to strengthen its sport? Richard: ‘The new astro pitch will transform sport at Junior King’s. In a similar way, being creative with the space at the Malthouse site (see p.39) will give Senior King’s sport a lift.

We’re particularly interested in creating a building there for pushing forward our work on strength and conditioning. We could also give ourselves some very useful additional all-weather surface. But it’s not just about facilities. Dinesh Dhamija (OKS) helped us do more to attract really promising and talented pupils when he funded a sports scholarship. That has been an inspiration.’ Richard: ‘We encourage you to take your sport as seriously as other important aspects of school life. Finding the right balance is key. It’s a creative challenge that comes from being at a school that is multi-dimensional.’

YOUNG TEACHERS Creating a lifelong love of learning, encouraging young people to question and to challenge, working long hours… Teaching is a vocation more than it is a career. And the health of the nation’s education relies on a steady stream of talented young people joining the profession. Matt Gardner English With degrees in both Music and English under his belt, Matt was about to study for a doctorate when he decided to switch to teaching. Matt: ‘I’d had enough of theory: I wanted to apply my subject to something lived.’ Matt looked at a number of teaching

ultimately this is probably driven by fear over jobs. But to my mind the benefit of an education like this is that you become equipped to derive a rewarding and happy life doing something that really fits with what you are about.’

Dialogue is the key

vacancy came up. ‘On the day of my interview, I remember being struck by the friendly welcome from pupils and staff. King’s is an incredibly supportive community.’ She was also impressed by the responsibility given to the pupils. ‘They can really change and influence things here and that leads to the maturity you see in them.’

Nick Todd Music Nick came to King’s in 2004, having been a professional singer since 1994. He still sings with the Tenebrae choir, among other ensembles, and won Best Choral Disc of 2011 in the BBC Music Magazine Awards.

Over the years, a number of King’s music pupils have developed to become Nick’s professional colleagues. But beyond the musical stars, Nick is upbeat about the ability of pupils at King’s. He talks enthusiastically of the scope for introducing new and demanding pieces.

You can do anything with clever kids...

Looking to the future: ‘Technology has democratised knowledge; it’s also changed the way we need to think about teaching. Our emphasis more than ever should be on instilling in our pupils a working knowledge, rather than a memory bank.’

‘Many pupils at King's have the ability to achieve extraordinary artistic feats because of their natural intelligence, enthusiasm, confidence and determination. You can do anything with clever kids, and this is what makes the job so rewarding.’

Eirian Kornicki Biology posts, but settled on King’s after a trial lesson. ‘I was struck by how open and engaging the pupils are here. They weren’t waiting for me to tell them things.’ Once at King’s, Matt enrolled on the Graduate Teaching Programme. He reflects that his style may have developed since his early lessons, but he continues to stress the importance of engaging with pupils. ‘Dialogue is the key. You don’t listen to someone telling you things.’

Eirian’s original intention was to become a doctor, but after five years of Medical School at Oxford, she found herself increasingly drawn to teaching. Eirian: ‘I was inspired by a spell of voluntary teaching in a secondary school and then I started to look at ways into the profession.’ Eirian enrolled on the Teach First programme and began her teaching career in a challenging Inner-London state school.

...doing something that really fits with what you are about.

Eirian had long been aware of King’s (in particular King’s Week) and applied to the school the moment a suitable

Matt is conscious of the pressures on young people. ‘As a society, we’re worryingly obsessed by exam results;

We’re at the start of something very exciting. Beyond the biology lab, Eirian runs the school’s Medical Society, the ‘Crest’ science research activity, coaches swimming, and is Deputy Housemistress of Mitchinson’s House. Has she brought any medical skills to her teaching job? ‘In medicine, you’re taught to listen to patients and to treat them as individuals. I have found this invaluable as a teacher at King’s.’ Looking to the future: ‘I feel we’re at the start of something very exciting. Teaching methods are changing with technology. We’re going to have ever better ways to enable pupils to learn and engage with their subjects.’

Nick: ‘The Music Department is full of working pros. The school has encouraged me to maintain my status as a professional musician because I can bring this to bear on my teaching.’ Nick reflects that he reached a point with his professional singing where he had to find an alternative, main career. ‘I was touring for six months a year. You can’t do that with a young family.’ He also admits that, though he always imagined he might end up as a teacher, he originally saw teaching as an inferior career to that of professional musician. ‘I always thought it would be second best to having a professional singing career. I couldn’t have been more wrong.’

… group members are self-motivated and tend to discipline themselves. The level of talent at King's creates a competition for places in smaller ensembles, and this helps to raise the level of discipline as far as Nick is concerned. ‘For every pupil in my smaller groups, there are several waiting for an opportunity to get in. As a consequence, group members are self-motivated and tend to discipline themselves. They get collectively frustrated if one of their peers doesn’t show up or fails to pull their weight.’

Nick makes a point of using the momentum of collective music to teach. ‘The wind band is a mixed ability group. It’s a junior ensemble. When I took it over you had to be Grade 3 to join. I’ve reduced this to zero. You can pick up the instrument one week and join the ensemble the next. It takes courage, but it’s doable. They just duck in and duck out, but this way their learning curve is much steeper, and it's also far more in tune with the reality of the outside world.’

… there is incredible scope for creativity. Looking to the future: ‘Technology is great. I’m using Sibelius (composing software developed by the OKS Finn twins) and Logic Pro (music production software) all the time for my arranging and I couldn’t organise rehearsals effectively without being able to track down pupils using the school’s management system. It's also transforming King's Week with the podcasts and access to events via live streaming. Generally, this job is absolutely vast as there is such incredible scope for creativity.’

INFORMATION VERSUS THOUGHT With so much information available online it would be easy to believe that pupils have never had life so easy. But Alanna Fraser (OKS), Head of Oxbridge Entrance and Extended Projects, believes important changes need to be made in teaching if we are to gain the best value from the deluge of information. In a recent survey it was revealed that over 50% of university lecturers consider new undergraduates unprepared for degree-level study. The same survey also revealed that most lecturers believe that a lack of independent inquiry and critical thinking skills are weaknesses of typical undergraduates. Alanna Fraser is well aware of these issues and helps develop and lead strategies at King’s to encourage independent study. Alanna: ‘Overall, the secondary education system in the UK is geared around the acquisition and testing of information, rather than the development of the type of independent thinking needed to create real and lasting knowledge.’

A few years back, libraries and teachers acted as the gatekeepers of knowledge. Alanna stresses that the issue of information-versus-thought is wider than Oxbridge applications and is tied up with young people’s over-reliance on web-based material. ‘During the last decade, pupils have begun to rely on the internet as their primary or even sole information-source, often simply copying and pasting text from the top three sites of any Google search. A few years back, libraries and teachers acted as the gatekeepers of

knowledge, and research involved work and reliance on professionallyreviewed and published material. Now, when information is so readily available, it seems pupils have lost the appetite for tenacious research.’

What does all this mean for King’s pupils? Alanna: ‘We need to integrate critical thinking into our teaching.’ This is happening: King’s now includes a Thinking Skills exam in the Shells, and helping pupils acquire the skills of critical research in the age of Google

The aims are to encourage pupils to distinguish between fact, opinion and speculation and to learn to be more self-reflective. In the broadest sense, we are giving pupils the opportunity to engage in philosophy, without the capital P.’

Debating is another activity where thinking skills come to the fore. Alanna: ‘King’s has a remarkable appetite for debating. For many debates, the Schoolroom is packed, and then packed some more, with Shells sitting on the floor.’ Some may

will be central to developments in the Shell curriculum. Critical thinking is also included in the Fifth Form carousel of enrichment subjects and is available as an AS choice. But perhaps the most promising development, in terms of preparation for university study, is the growth of Extended Projects, which are undertaken in 6b or 6a, and have the advantage of being either a timetabled option or one that can be offered 'offtimetable' to motivated and interested pupils. Alanna: ‘The rules for these projects are attractively simple: 6,000 words or more; any subject you like; all your own work.

Some universities are even lowering their grade offers on the strength of a good project.

believe that the competitive edge in debating is gained through speaking skills. Alanna asserts that this is not the case. ‘Debates are all about analysis. You can’t just say, “We have a human right to…” You have to say why we should have a right to anything.‘

They need to develop the ability to evaluate the good, the bad and the ugly that they find on the net. Alanna makes the point that while the digital revolution holds the promise of tremendous benefits for education, there are dangers associated with unquestioning reliance on websites. One striking example is provided by the many pupils across the country who have been misled while researching the popular prep topic of Martin Luther King. This is because one of the first sites to come up in a Google search, martinlutherking.org, is actually hosted by white supremacist group, Stormfront. Alanna: ‘Young people need to develop the ability to evaluate the good, the bad and the ugly which they find on the net.’ So, the emphasis on information acquisition, as opposed to thought, and the sheer accessibility of this information combine to create unquestioning students – the frustration of so many university lecturers.

Alanna is keen to dispel the notion that Extended Projects are solely the domain of Oxbridge candidates. ‘Showing you can produce a piece of individual research is tremendously helpful in a personal statement. Some universities are even lowering their grade offers on the strength of a good project.’

In summary, the threats to thinking are real, but it is too easy to say that it’s all the fault of the internet. Used well, the net can be a friend to both teaching and learning. More widely, we need to encourage our pupils to be active in the way they process information. Alanna: ‘We need to do all we can to encourage pupils to spend less time in receive-mode and to switch their antennae to interpret.’

…giving pupils the opportunity to engage in philosophy, without the capital P.

GOING SOLO Sixth Former Ranulph Tees (MO) provides an insight into the ultimately rewarding work of an Extended Project. Ranulph emphasises the point that an Extended Project need not relate to the subjects a pupil is studying. ‘The subject I chose – Steinbeck and Socialism – was something I was already interested in. It was a personal decision and had nothing to do with the subjects I took at AS level.’ He is also self-effacing about the title he chose (‘To what extent did Steinbeck portray a socialist uprising as an

inevitable consequence of American society in the early 1930s?’). Ranulph: ‘It sounds pretentious, but I worded it like that so that I could propose a clearer conclusion.’

It's prepared me for university study. Ranulph is not taking English Literature ‘A’ level, but his research involved a great deal of reading: Steinbeck’s California Series, written in the early ’30s, Steinbeck’s journals, the Communist Manifesto and a number of books on Marx. ‘This was predominantly library research, but I also used JSTOR (an online database

of academic journals) and the net to research things such as America’s policy of Isolationism.’

Time-management: I was terrible before I embarked on this. What does Ranulph feel he learnt from the project? ‘The main lesson I take away with me is the importance

of time-management. I was terrible before I embarked on this, but 11,000 words later, I feel I’ve sharpened up. Undoubtedly, the project has helped prepare me for university study.’ (Ranulph hopes to read PPE at Oxford.) So, what would he advise to other pupils about to start out on an Extended Project? Ranulph: ‘Give it a try; it’s rewarding, especially if you are really interested in the topic you choose. It should be a positive experience.’

What is an Extended Project? The Extended Project is a form of dissertation. It provides an opportunity for pupils to learn independent study skills, in preparation for university. Each project takes the form of a 6,000 word essay (a guide – not a limit) on a subject of the pupil’s choice, that is academically worthwhile, or of relevance to a future career. Projects are completed during the 6B year and teachers offer guidance on the choice of subject and on research, though pupils are encouraged to carry out the majority of the work over the summer holidays. Pupils give a presentation to peers and teachers on completion of their project.

2012 LEAVERS Ultimately, King’s is about people. Here are just six of last year’s leavers…

Jacob Ewens

Lucy Balicki

Ali Lyons

Chidera Ota

Freddie Holt

Louisa Dearlove

A levels: Music, Religious Studies, Biology

A levels: English, Economics, Spanish

A levels: English, Economics, Politics.

University: Bristol (English Literature)

University: Applied to Exeter, Bristol, Newcastle, Edinburgh and St. Andrews. (English/English and Philosophy/English and Drama.)

A levels: Mathematics, Chemistry, Biology, Physics

A levels: Chemistry, Maths, Geology, Geography

A-Levels: English, Politics, Religious Studies and Economics

University: Cambridge, St John's College (Medicine – 6 years with a BA)

University: Bristol (Geology/Earth Sciences)

University: Edinburgh University (English Literature)

Favourite moment at King's: Being admitted in the cathedral – I doubt I'll have an experience quite like that again.

Favourite moment at King’s: Playing in the Jazz on a Summer Sunset, the Jazz Concert and the Stevie Wonder shows.

Favourite moment at King’s: Every King’s Week, the Leavers’ Ball, the Morocco trip, last

Best thing about King's: The house system allows you to connect with other people on a unique level: the people you live with become like sisters.

Best thing about King’s: You can get involved in whatever you want. If you’re sitting idle, you’re not doing something right!

Christmas house dinner… the list could go on.

School sports: athletics

School sports: I played cricket for five years, representing many different teams and also going on tour to Dubai. I also rowed for the School and played football and badminton.

University: Oxford (Music) Favourite moment at King’s: Playing in the pit orchestra for West Side Story; winning House Song; the Crypt Choir tours to America and South Africa.

Favourite moment at King’s: The hockey – so many other memories which I will never forget. Best thing about King’s: The sheer

Best thing about King’s: King's Week – there's no end to a school year like it.

variety of opportunities. You can do almost anything that takes your interest.

School sports: swimming, hockey, and a keen footballer.

School sports: hockey, lacrosse, athletics, squash.

Other school activities: Music – rehearsing with various ensembles.

Other school activities: Social Services, Duke of Edinburgh Award.

Career aspirations: Professional musician of sorts.

Career aspirations: Undecided as of yet, thinking about journalism and management consultancy.

Favourite moment at King’s: Performing the play I directed in 2011

to the original cast, director and writer. Best thing about King’s: The support, in terms of both staff and facilities, across all school activities. You can try new things and develop in your chosen area. School sports: I played 1st XI football, 1st VI golf and U15A cricket, rugby and hockey.

Other school activities: Science Ethics discussion group; teaching Shells, as the Michael Foale scholar; both the Science and the Medical Societies.

Other school activities: I was involved in at least one theatre production each year and directed a play in 6b.

Career aspirations: To become a consultant surgeon, before moving into public health.

Career aspirations: Possibly a career in theatre as a director or writer, but I have no clear plans yet.

Other school activities: The Modern Jazz quartet and the School’s Jazz Orchestra; also the King’s Week rock shows. Organised JCR events, including open mic nights and themed nights. Career aspirations: A geological career, perhaps working abroad at one time or another.

Best thing about King’s: King’s Week, the Christmas Carol Service, Congers on Friday morning, House Song. School Sports: hockey, netball, girls’ football and cross-country Other School Activities: The Cantuarian; Purple; Head of House; Fashion Show; King’s Week Career aspirations: PR, Journalism or Advertising

JUNIOR KING’S SCHOOL Headmaster’s overview

Focus on drama

In a fast-changing world, I am encouraged that our model of education remains broad, as well as deep; stretching while supportive; progressive yet traditional.

Director of Drama, Ingrid Öbo has a shelf of plays at home waiting for the right moment. Two years ago she took down the play Monkey (the Chinese adventure story) from this shelf and put on what is now viewed as the most original and popular production in recent Junior King’s history. Monkey – with its eighteen foot Buddha and its cast of hundreds – was a revelation. Other productions have included The Wiz, Bugsy Malone, Great Expectations, Arabian Nights and The Iliad. She emphasises that her

choice of plays is governed by the opportunities they present for maximum participation, because she strongly believes that drama is for everyone.

Recently a parent summed up to me her experience of Junior King’s. She said, ‘My children have learned to put themselves forward and have been stretched to perform well above their comfort zone. They have made the best of friends and had fantastic opportunities to try so many different things.’ Other parents have commented upon our ‘village location’, and our calm environment for learning. We are achieving high standards across the full range of school activities, but for the purposes of this review we have provided an insight into four specific areas, which we believe make Junior King’s distinctive. We have also provided an outline of our exciting development activity. Peter Wells

‘… a joy in the expression of self through drama.’ All JKS pupils have at least one hour’s drama teaching each week (double this in Year 4). Ingrid: ‘There is a joy in the expression of self through drama and I feel strongly that all children should experience this.’ Beyond the actual drama lessons, it is clear that

Rooted in nature

Sport

drama permeates the school – for instance, children rehearse songs for plays in their music lessons, they learn to understand their parts in English and they even make their own costumes and props in Design and Technology. But Ingrid is keen to emphasise that the overall aims in drama are not simply the development of confidence and acting skills. ‘Drama is not the same as acting. For children it’s about finding out about themselves through working with others.’ She explains

Since the 1960s, the geographical radius of play for children in the UK has shrunk. ‘Stranger-danger’, the ‘cotton-wool society’ and litigation have conspired against childhood. The result is that young people are growing up unconnected to nature and unable to assess risks for themselves. In an effort to counteract this, Junior King’s has become a ‘Forest School’.

Looking back over 2011-12, Director of Sport, Andy Jamieson is clear on the main steps forward in Junior King’s sport. Andy: ‘The big developments over the past year for us have been the increasing level of co-operation in sports coaching between us and Senior King’s and of course the goahead for the Robertson’s Astro Pitch. Head of Hockey, Amanda ScottKilvert (aka Scottie) agrees that the collaboration between the two schools is better than ever, with a strong focus on coach-training. She

the importance of letting children take their ‘own route through a character’.

School programme, which started in 2007. Suzie: ‘Now children here don’t just see woodland as a backdrop; we teach them how to explore and interact with woods.’ The programme involves 10 woodland-based lessons during each year, between Reception and Year 2. The children learn bush craft skills, such as fire-lighting and tool-use. Suzie: ‘Every child feels an enormous sense of pride when they have made themselves an object from wood.’

‘It is clear that drama here is about much more than putting on plays.’ Ingrid is passionate about the value of creative subjects and believes that people too often focus on the end goal – the performance, or the exam in the case of Drama. Ingrid: ‘How you get there is where the real development takes place.’ And along the way she is keen to give her pupils freedom to be creative. ‘Letting children have space is a lovely thing.’

Pre-prep teacher, Suzie Larder coordinates the Junior King’s Forest

Suzie stresses the importance of children learning how to assess risk at an early age. ‘That means taking some risks, which we do in a controlled

is also enthusiastic about the benefits the new astro pitch will bring.

way.’ She is also clear that one of the great benefits of the Junior King’s Forest School is the increased opportunities to let young children play outside, in mud.

Scottie: ‘Up until now, we’ve been known as a school that is strong for girls’ hockey. We’re going to see this strength feed into the boys’ game now that we can offer hockey as a major boys’ sport.’ Scottie has every confidence that Junior King’s will soon win the IAPS hockey championship. ‘We’ve wanted to win that title for a long time. Thanks to the new astro, this is now a realistic hope.’

JUNIOR KING’S SCHOOL Modern Languages With strong language-learning foundations in place, Junior King’s pupils tend to perform outstandingly well in their secondary schools, in particular at Senior King’s. The young pupils build on their language skills through regular trips to France and Spain. They also host pupils from Madrid as part of a popular exchange programme, which involves staying with Spanish families the following year. Ana Tarazona, Head of Modern Languages came to teaching after

Development at Junior King’s a business edge. ‘There are neuropsychological benefits. The process helps your brain cope better with abstract ideas. It’s like exercising a muscle.’ Beyond the whole-class approach to language teaching, Junior King’s provides a different approach for overseas pupils. This comprises a tailored programme for the many bi-lingual pupils, with a strong emphasis on maximising their linguistic advantages.

As at Senior King’s, fundraising for development has been in the ‘quiet phase’, yet it is already clear that Junior King’s has strong support from friends. During the year, the School undertook two major developments identified within Master Plan. These important improvements were only made possible through donations.

Generations of pupils have gathered, played and performed in the Barn. It is an historic building which adds beauty and character to the School, which is why its refurbishment featured as a project within the Master Plan. A unique asset – refurbishment to the Tithe Barn: made possible thanks to a generous gift.

Thanks to very generous support from a friend of the School, we pressed ahead with the creation of a long-awaited new facility: the Astro

Music the next project

14 years in Sales Management. She believes this commercial background gives her a valuable perspective on the importance of languages in business. Ana: ‘Many of our pupils will go on to lead businesses where languages skills will be very important. In order to learn to speak a language with no inhibitions and with only a little accent, you need to start as young as possible.’ But Ana stresses that the benefits of learning a language are more profound than simply gaining

Summer 2012 – Thanks to a generous donation, groundwork begins for the new astro pitch.

Pitch and Tennis Courts (completed in 2013 and named ‘Robertson’s’ after former Junior King’s Headmaster, George Robertson).

Ana is confident that the Junior King’s emphasis on languages is unique. ‘We have a strong department here and the School puts its full weight behind what we’re doing.’

A generous donation from parents has also enabled the School to carry out a significant refurbishment of the historic Tithe Barn. This involved the installation of new lights, repairs to the beams, new doors and, most importantly, stripping the inside of the roof and fitting modern insulation.

Music is an important and enriching aspect of life at Junior King’s, with many pupils going on to achieve Grade 5, or higher in their chosen instrument while they are at the School. Given the numerous benefits of making music part of life from an early age, the School places a high priority on encouraging every pupil to find a path in music, which can be sustained into senior school and into later life. Yet, for all this emphasis on music, the School lacks ideal facilities. This is why the Master Plan identifies the creation of a music school as a priority project for Junior King’s. Over the past few years, the School has been looking at the most suitable way to address this issue and now has well-developed plans to create an inspirational, new music school. Peter Wells: ‘Music is so important to the

School. Here is an exciting project which would take us forward musically in a very big way indeed. We have the site; we have planning permission; if we can secure the funds, we can make this happen quickly.’

The music school would be built on a site close to the Robertson’s Astro Pitch and Tennis Courts.

WHERE we are going Our exciting future

LOOKING FORWARD Over the past two years, governors and staff have been working on a Master Plan for the development of the School. Nick Lyons, (LN 1972-77),Vice-Chairman of Governors and Chairman of the King’s Foundation, outlines progress.

Our vision: to be the very best co-educational boarding school in the country. Bursaries

Two years ago, we carried out a complete audit of King’s real estate in order to determine the areas where development would most effectively support the school’s future. From this work we identified a clear need for new facilities for science and the performing arts. So when two suitable sites became available – see the map

Most importantly, the Malthouse will also provide significant extra space – a new lung for the School. The other new site – the Diocesan & Payne Smith School – will extend the heart of King’s, potentially providing the space we need for a state of the art science centre.

We are using a ten-year loan to fund the site acquisitions. Our ability to repay this loan will be strengthened by the additional boarding accommodation we plan to create in the existing science department, though we have no plans for the Senior School to grow beyond 850, while maintaining our current day/boarder ratio.

Beyond the challenge of the emerging campaign for exciting physical developments, the long-term and continuing task of the Foundation is to raise funds towards the King’s Endowment, the main function of which is to provide means-tested bursaries for deserving and talented pupils. In addition to generous donations towards the Endowment

from parents and OKS, legacies will be critically important to King’s. This is why the Legacy Club, led by Peter Venn, has put great emphasis on encouraging more people to include the School in their wills.

The Endowment currently stands at around £7.7M and this needs to grow over the medium term to around £30M. If we can achieve this we will have the financial stability to ensure the long-term independence of King’s for future generations. It will also free-up the annual school surplus to maintain and enhance the core assets of our schools.

Two new sites to unlock Two new sites to unlock the future of King’s the future of King’s New Site

opposite – the governors were unanimous in their decision to seize these opportunities.

…a clear need for new facilities for science and the performing arts. The Malthouse, between Blore’s and Birley’s, provides us with the perfect starting point for a unique performing arts centre, which will complement the recently completed Edred Music School, and the proposed new music school at Junior King’s.

In addition to these two flagship projects, we have been assessing how we can develop our sporting facilities. The new astro pitch at Junior King’s is a major step forward in this respect. At Senior King’s, we believe we can improve Birley’s further, in particular through floodlighting and the possible extension of the netball and tennis courts. We can also use the Malthouse site to give ourselves additional allweather pitches. And there is potential to use an existing building there for valuable further gym space.

… successful development hinges on our planned fundraising campaign. The total development cost of these projects, including our plans for sport, will amount to about £20M. We anticipate that we will need to raise most of this sum through fundraising. So the successful development of these sites hinges on our planned fundraising campaign, which is now in ‘quiet phase’. Foundation Director, James Underhill explains more on p.44.

New Site

The proposed Science Centre

The proposed Centre for Performing Arts

SCIENCE – THE NEXT GENERATION Christina Astin, Head of Science explains the reasons behind investing in science and provides an outline of the proposed new science facilities. Now is the right time to be investing in science education. Bio-technology, green energy solutions, nano materials… exciting new fields are opening up and the UK has the potential to be a creative powerhouse, spearheading developments in these areas and others. We need to inspire more young people to pursue science, medical and engineering careers. At a national level, investment in science education will help our

Pupils and teachers want to take their involvement with science further.

However, for some time, science at King’s has been taught in charming, but cramped surroundings.

inspire all pupils in science because scientific issues affect all of us; more so now than ever before.

Furthermore, the three main sciences are geographically separated, with Physics out on a limb. We think it’s time we changed this. Better facilities will be the key to unlocking the full potential of science education at King’s.

economy; at an individual level, each pupil needs a strong science background because an ever-growing fraction of jobs now requires scientific knowledge and skills.

societies, such as the Harvey Science Society, the Linacre Medical Society and the Science Ethics Discussion Group. It is also telling that the international, pupil-generated Young Scientists Journal is largely edited by King’s pupils. And the appetite for science outreach-teaching (as outlined by Lizzie Morcom on p.19) just emphasises the point that pupils and teachers want to take their involvement with science further.

We want as much hands-on science as possible.

Better facilities will be the key to unlocking the full potential of science at King’s.

Our brief to the architect is to design a centre that encourages synergy and collaboration between the disciplines. We want open spaces, meeting areas and lots of light. We want labs you can look into, so that younger pupils can be inspired by the experiments the

Scientific issues affect all of us; more so now than ever before. What about the particular context of science at King’s? Each year, about 20% of our leavers goes on to study science in one of its guises at university, and this number is increasing. But given the potential growth in science and engineering, there is scope for this figure to grow further. More than this, we need to

Is there scope to take science further at King’s? Emphatically, yes. There is great enthusiasm for science here, which is illustrated by the pupil-run

Sixth Formers are working on. We want to embrace technology, moving towards paperless learning. We also want to design the building to cater for as much hands-on science as possible – for King’s pupils and for our outreach teaching programme. And the building should be energy-efficient with passive ventilation and heating.

Seeing the details of this project now developing is very exciting for all of us who work in the Science Department at King’s. We know we still have a planning challenge ahead of us, but we are already imagining what it will be like to teach and encourage the next generation of King’s scientists, medics, engineers and problem-solvers within inspirational facilities.

To inspire the next generation of scientists, medics, engineers and problem-solvers.

The addition of the Diocesan & Payne Smith School site to the King’s campus could give us the opportunity to create a state-of-the-art science centre. Great teaching facilities will make science more attractive to pupils; they will also help us recruit and hang on to the best teachers.

The proposed new science centre just over the city wall from the main school – still a planning challenge, but the potential is exciting

CREATIVITY – THE NEXT STAGE In 2012, King’s acquired a new site, with the aim of creating a centre for the Performing Arts. Graham Sinclair (Director of Drama) outlines the potential of the Malthouse project. School drama is more than the GCSE and A-level subject; it is more than the big shows. When drama is truly part of school life, it serves as one of the main drivers of creativity for large numbers of pupils. Drama also delivers so many lessons for life beyond school – from how to inspire a team to how to negotiate effectively in a group situation.

For our big shows – West Side Story and Les Misérables – we have managed to use Canterbury’s Marlowe Theatre. It’s an impressive venue, but it creates huge challenges for us and can only ever work for the blockbusters. We have used it twice in the last six years.

There is a strong theatrical tradition at King’s, which sits well with the emphasis the School places on creativity and the development of the individual. Now we aim to build on this and to encourage even more pupils to participate in the exciting and challenging world of Drama.

But although the big shows are wonderful for creating a school-wide buzz about drama and an enormous lift to the pupils’ self-esteem and confidence, it is actually through an increase in smaller productions – the house plays and pupil-led shows – that we will see the real increase in participation we are aiming for; but not without our own theatre…

… we will see the real increase in participation we are aiming for…

Creating a school-wide buzz about drama.

In addition to the creation of a proper theatre for King’s, the Malthouse will give us generous teaching spaces. It is the provision of high quality teaching and performance spaces under one roof that will allow us to give the pupils full rein in their drama work. And the functional nature of the Malthouse building also gives us the opportunity to create a centre of great character and atmosphere –

The benefits of the Malthouse will extend beyond drama. We have plans to accommodate a dance studio in the new centre and we aim to use the public spaces for exhibitions, giving new prominence to King’s Art. We are also hoping to include a centre for digital arts.

something which new buildings so often lack. This is going to be a venue which pupils and teachers feel excited about using each day and which has a strong draw for audiences.

We are particularly impressed by the way their practical ideas will respect the atmosphere of the building and save us money on construction.

Practical ideas that respect the atmosphere of the building.

We have appointed Tim Ronalds Architects to work on the design.

Take drama at King’s to a new level. In addition to the benefits for King’s itself, we are enthusiastic about what the Malthouse will do for Canterbury. We envisage show-programmes which mix school and public performances in the 400-450 seat theatre. In terms of size, our theatre will sit midway between the

Marlowe’s capacity and the capacity of the Gulbenkian, so it will increase the range of shows we can attract to Canterbury. The Malthouse will be a significant new venue which will help put Canterbury firmly on the cultural map of the UK, as well as enabling us to take drama at King’s to a new level.

The functional nature of the Malthouse gives us the opportunity to create a centre of great character.

THE KING’S FOUNDATION

ACKNOWLEDGEMENTS – DONATIONS AND LEGACIES

James Underhill, Foundation Director, reviews the progress of the King’s Foundation over the last year. People have been giving to King’s for centuries because it is a school which inspires loyalty and trust. And over the last decade the School has created a wonderful bank of goodwill, thanks to the work of Susan Tingle and her team, the OKS Association and the King’s Society. Last year, building from this helpful foundation, we began a new chapter of fundraising at King’s. Our long term

aim is to increase the size of our endowment. Our shorter term focus is an ambitious campaign to help fund our exciting developments. Fundraising works best where there is clarity, accountability and leadership, so we have recruited a Foundation Board of OKS and parents, chaired by Nick Lyons. The Foundation Board provides a helpfully critical, external view of the development of King’s. We have also rigorously appraised the School’s development plans, listening to many parents, OKS and members of staff in the process. The result is an emerging, compelling case for support. The developments outlined in this review are likely to cost around £20M – a challenging fundraising

target. Yet, though we are still in the ‘quiet phase’ of our campaign we now have pledges and donations totalling around £5M. This is very encouraging and we owe tremendous thanks to the parents and OKS who have pushed things this far with their ‘lead’ donations and pledges.

Despite the economic climate, we have seen extraordinary generosity towards King’s over the last year. In addition to work on the campaign, we have received generous donations towards the King’s Endowment. The King’s Ball, in November 2011 was a magnificent event in this respect and we are grateful to all those who helped make this such a success. We are also extremely grateful to the donors who have enabled us to press ahead with two important projects at Junior King’s – the creation of Robertson’s Astro Pitch and the renovation of the Barn. Looking to the longer term, we are feeling more confident about the growth of the Endowment Fund, thanks to the increasing numbers of OKS and friends who are including the School in their wills. Our campaign to promote legacies has already resulted in a 50% increase in the number of individuals who have pledged a legacy to King’s – taking the total from 60 legators to 91 in just six months. Despite the economic climate, the King’s family has been extraordinarily generous to both schools over the last year. This has put us in a strong position for the challenge ahead.

As this Annual Review is our first we have decided to go back six years in acknowledging the generosity of those who have supported King’s.

The OKS Association

Major Benefactors

While the Foundation has been gearing up for big challenges, the OKS Association has also been making positive changes. Thanks to input from a talented committee, we now have a new website, a new-style magazine, increased emphasis on networking and careers mentoring, and strong links with each new group of leavers.

Hans & Märit Rausing King's grandparents

Simon & Midge Palley Former King's parents

Dinesh Dhamija GR 1969 OKS

Sigrid Rausing King's parent

Peter Baldwin and Lisbet Rausing King's parents

The Edred Wright Music Committee

Benefactors

Peter Stone WL 1964 Governor & OKS

Susan Tingle OKS & Foundation Manager At King’s the relationship between development and alumni-relations is natural and supportive. Funds raised during the year: £2,804K

Roger De Haan, Governor, Former JKS parent, King's parent

The Swire Family Former JKS & King's parents

Jonathan Horsfall Turner LN 1964 OKS

Nicholas Lyons* Governor, OKS & Former JKS & King's parent LN 1977

Sam & Madelaine Sung Former King's parents

Andrew & Alex Lavery Former King's parents

Fred & Kathy Uhde Former King's parents

The Meddings Family King's parents

Ilya & Nataliya Yurov JKS & King's parents

Richard & Geraldine Prosser King's parents

Honoured Friends

Gavin & Nicola Ralston Former King's parents

One Anonymous The Atlas Fund 1

Honoured Patrons The Garfield Weston Foundation

1 2 3 4 5 6

Development Campaign 73% Undesignated 17% Scholarships and bursaries 4% Income from previous appeals 1% Junior King’s Barn 2% Jervis Trust Income 3%

Sally Hoppe Former King's parent

Peter & Leanda Englander Former King's parents

Felicity Lyons* OKS, Former JKS & King's parent SH 1977

5 6 3 4

Tom Hoppe WL 1977 OKS & Former King's parent

The King's School Ball Committee

One Anonymous

Philip & Gillian Broadley King's parents Robert Brooke Former King's parent & Former King's Staff

Key: * denotes former OKS President

Recent donations and legacies continued

OKS School House

Date Left

James Peschek Louis Halsey Mr Ivor Burt Mike Brown* Christopher Manning-Press Michael Hill William Watkins Terence Davey Ian Gascoigne-Pees Robert Iggulden Donald Anderson John Maycock Richard Ashworth MEP Michael Pearce Philip Garel-Jones Anthony Winlow Nicholas Steele Michael Sullivan Rupert Thornton Chris Whalley David Davison Philip Young Per Finsaas Jeremy Hall William Hayes Roscow Lucas Aidan Relf Kate Boyle (née Marlar) Sarah Hales (née de Rougemont) Graham Hill Tim Amos QC John Colley Nicola Methven Stephen Lark Charlotte Thomas Kate Chernyshov Laura Goodhart Ben Young Alex Homan Mark Belsey

1943 1947 1948 1949 1949 1951 1952 1955 1958 1958 1960 1963 1964 1964 1965 1966 1966 1967 1967 1968 1969 1971 1973 1974 1975 1976 1977 1980 1980 1980 1981 1982 1982 1984 1985 1986 1988 1991 1992 1996

The Grange

Date Left

Major Tim Dumas R Guy Powell Chris Hallewell Peter Seymour Michael Lupton Stephen Young Dr Desmond Kelly

1936 1945 1948 1950 1952 1952 1953

Kenneth Agnew Nigel Wright Robert Goodsall Roger Job Rodney Blackall Mark Gregory Brian Foord Roderick Frew Mr Roger Browne Tristan Garel-Jones Tim Dale Charles Dunn Patrick Hinchy Mr Stephen Davies Nigel Finn Alan Nash Graham Harris Nick Brown Justin Snoxall Elizabeth Hess John Mayne Mr Richard Briggs Mark Burges Watson Ross Reading Timothy Ball James Del Mar Mrs Fiona-Jane Drewett Guy Stevens Rupert Mead James McNaught

1953 1954 1955 1955 1955 1956 1958 1958 1959 1960 1960 1961 1961 1963 1964 1968 1974 1977 1979 1981 1982 1984 1985 1985 1986 1988 1988 1994 1995 1996

Walpole House

Date Left

Frank Thomas John Bradley Tony Laurence Peter Blackburn Richard Dewhurst Richard Fishlock John Rear Professor Nelson Graburn John Smalman-Smith Michael Bibby Guy Fletcher Roger Lunn Sir Michael Davies Dr Richard Brown Richard Dibley Hugh Dibley John 'Louis' Armstrong Paul Ray Peter Braude

1944 1948 1949 1952 1954 1955 1955 1955 1956 1957 1957 1958 1959 1961 1961 1963 1964 1965 1966

Howard Phillips Michael Cronk Malcolm & Penny Macfarlane Professor Anthony Jones Bill Eakins Nigel Hamway Dr Tony Wordley Martin Pengelley Julian Kirby-Johnson Rowland Gill Robert MacDonald Jonathan Williams Paul Chantry Greg Olszowski Mr Martin Birnhak Bruce Marson Emma Hayes Lucy Devenish

1967 1968 1968 1970 1970 1974 1974 1976 1978 1978 1982 1985 1985 1986 1987 1988 2000 2001

Meister Omers

Date Left

Claude Fielding Maurice Smithers Jeremy Lawson Stewart Betts Roger Bedingfield D.K.L. Morgan Professor Len Hollaway John & Rowena Jackson Anthony Smythe Jeremy Mallinson OBE Francis Hussey John Martin John Strom-Olsen Martin Robiette John Salmon Nigel Thomas Dr Jeremy Selman Charles Seller Charles Clark Charles Rowe Simon Tonking Neil Addison Alan Woolman John Roberts Adrian Brown Nicholas Frappell Matthew Justice James Dawkins Alastair Stevens

1941 1944 1945 1945 1946 1948 1947 1948 1952 1954 1958 1959 1960 1962 1965 1966 1967 1969 1969 1970 1971 1973 1974 1976 1980 1984 1984 1985 1994

Marlowe House

Date Left

The Revd Cyril Johnson Mr Benedict Birnberg Bernard Edwards Bill Newns Donald Bindon Paul Leggatt Jeffrey Moss John & Jill Bird Chris Barber David Watts Andrew Harvey Andrew Polmear Timothy Carpenter Roger Pinnock Nicholas Thompson Neil Tee Tim Cantor Edward Holman

1939 1949 1949 1951 1952 1957 1958 1959 1961 1962 1963 1963 1963 1964 1966 1967 1968 1968

David Darroch Keith Thompson David Mitchell Robert Jeffries Nicholas Clark Richard Chapman Dr Simon Powles Colin Poole Mark Presland Pete Jenness Nick Jamieson Robert Heddle Bruce Goldin Tim Davis

1968 1969 1970 1971 1976 1976 1976 1981 1981 1984 1990 1993 1993 1996

Luxmoore House

Date Left

Major General Patrick Lee 1946 Hugh Emerson 1946 His Honour Judge Devonshire 1947

Memo Spathis Richard Brewester Colin Von Bibra Peter Harding Bob Paterson Nick Burns John Padley Richard & Mary Dawkins Simon Barnetson Peter Strudwick Andrew Pengelly Michael Pollock Darrell Barnes Neil Mellor Mike Hull Robert Boyd William Wood Lawrence Burr

1954 1955 1955 1955 1956 1956 1956 1956 1960 1960 1961 1962 1963 1964 1964 1965 1965 1966

Mick Oldham Andrew Cleven Azim Karimjee Marcus Sephton William Stephens Simon Hayes Tim Raper Jonathan Walker Chris Appleton Jim Harper Andrew Strivens Lucinda Coulthard (nee Miller) Robert Clayton Austin Jackson Duncan Petrie Charles Miller-Jones

1965 1968 1970 1973 1973 1974 1974 1978 1978 1978 1980

Mike Wood Bryce Hamblin Christopher Spells David Booker Bazyle Butcher Clive Couzens Andrew Macfarlane Peter Martin Simon Gillate

1966 1968 1969 1969 1972 1974 1974 1978 1978

Linacre House

Date Left

1952 1953

Galpin’s House

Date Left

David Ryeland John Sales Richard Lane Jeremy Kane Ann & John Beaugié Anthony Addis Richard Halsey Archdeacon Clifford Offer

1953 1955 1956 1956 1957 1961 1962 1962

John Phillips Anthony Halsey The Revd Canon Roger Symon David Mortimer Philip Mansergh Howard Rawlinson David Wardrop David Learmonth Martin U L Williams Nigel Hall Jeremy Groom Mike Taylor Harry Godwin Nigel Baxter Jerry Franks Philip Murray-Pearce Elaine Roberts

1986 1993 1994 1995 1999

1954 1957 1959 1960 1961 1963 1963 1964 1966 1968 1968 1969 1971 1975 1976

Stephen Nicholl Angus Robson Stephen Paine Joe Phillips Tobie Brealey (nee Williams) Dr Jim Crawfurd John Vernède Peter Baines

1976 1979 1983 1988 1988 1992 1995 1996

Broughton House

Date Left

Neil Canetty-Clarke Rt Hon Hugh Robertson MP Simon Methven Mary MacClancy (nee Mallinson) Mark Ryeland Edward Linforth Abigail Mance Alexandra Hyatt

1978 1981 1982

Tradescant House

1982 1986 1990 1994 1996

Date Left

Michael Wenban Anthony Musson Alex Carr Taylor Jamie Paris Alistair Williams

1977 1984 1987 1993 1998

Mitchinson’s House

Date Left

Joanna Santini Nicky Brightling (nee Clarke) Amanda Monk Peak Myles Bowker Peter Speicher Jonathan Willis

1985 1988 1989 1990 1992 1993

Harvey House

Date Left

Dr Katherine Downey

1997

Governors, former Governors & Governors Emeriti Tim Steel Mary Berg Colin Brown Lady Kingsdown, OBE Jane Lloyd Roger Marsh Richard HB Sturt, OBE The Reverend Canon Roger Symon

Former & current JKS & King's parents & grandparents James & Meg Baker Richard & Lucilla Berliand John & Jill Bird Mr Benedict Birnberg Roderick Boulton Myles & Paradee Bowker Dermot & Alison Brady Mike & Mary Brown Michael & Gillian Bushell Mr Richard Briggs Richard Chapman Albert & Athena Cheung Stewart & Catriona Coltart Dr & Mrs Paul Dawson Bowling Hugh & Fiona Dibley Mrs Audrey Eyton Peter & Anne Farrar Roderick & Susan Frew Tim & Shirley Garrood Mrs Fiona Gilmore Chris Goldsmith Jeremy & Susan Hall Nigel & Griselda Hamway Martin & Anne Marie Harrison Leslie & Sue Hart William Hayes Roger Job Stephen & Annabel Lark Nick & Kate Lewis Michael & Alison Lurie Malcolm & Penny Macfarlane Macpherson Family Anthony Mayhew Neil McCulloch Jean-François & Ishtar Méjanès Simon & Nicola Methven Martin & Sarah Miles Iain & Angela Morpeth Ian & Juliet Odgers

Greg & Veronica Olszowski Gerry & Carol Pack Stephen & Claire Paine David & Sharon Parker Martin Pengelley Dr Christopher Peat Memorial Fund Michael Pollock Howard Rawlinson Charles Rowe David & Jill Ryeland David & Sally Sawyer John Smalman-Smith Justin Snoxall Tara Stack Tim & Sophia Steel Mollie & Geoffrey Tyler William Watkins David Watts Mr & Mrs A T Webb Peter & Jo Williams Anthony & Rachel Williams Brigadier Hugh & Jane Willing James & Avril Woodhouse

Current & former JKS & King's Staff Dick Barham Peter Boorman Michael Brewer Dick Churcher Mr Stephen Davies Andrew Dobbin Nick & Kate Lewis Susan Meikle Bill Redwood Christopher Tinker Michael Wetherilt The Revd Keith Wilkinson

Companies, Trusts & Foundations and other Friends of King's Johnnie & Lucinda Brooks The OKS Association Mr & Mrs Angus Fanshawe Barclay's Bank John Gaukroger The Beaufort House Trust David Holman Deutsche Bank Murray Lawrence Friends of JKS Anthony & Lindy Leschallas

The Esmee Fairbairn Charitable Trust Mark & Liza Loveday The Fanwood Foundation Pamela Michell The Lynn Foundation Marliese Myerscough The Pamela Champion Foundation David & Hazel Naumann University of Kent at Canterbury Gabrielle Nesfield UBS Ian Sayer Mr Julian Sheffield DL John Shipton 254 Anonymous

King’s School Legacy Club

Former & Current JKS & King's Staff

Meister Omers D F K Hodge William Lamb Stephen Durnford & Sandra Capildeo

1954 1955 1961

Marlowe House Dr Jack Cantor Edward Holman Nicholas King

1945 1968 1968

Luxmoore House Dr Bryan Waynforth Julian Stewart Commander William McNicoll Jim Browne

1955 1957

Robert Brooke Nigel Hamilton, QC Peter Henderson Dr Roger Mallion Martin Miles Maureen Milner-Grundy Mr & Mrs William Redwood Graham Wood Other Friends of King's Christopher Daniels Arthur Michael Reynolds Dr Charles & Hilary Sell

1959 1966

There are an additional 48 Members of the Club who wish to remain anonymous.

1962

During 2011-12, King’s received legacies from the following generous friends:

Legacy Club members have pledged to include King’s in their wills. Members are kept informed of King’s life and social events and meet for an annual lunch at the School. Over the last year the number of ‘legators’ has grown by 50% in response to the Foundation’s legacy campaign. School House Mr Ivor Burt Mike Brown William Watkins John Rowland Keith Plunkett

1948 1949 1952 1963 1972

The Grange Tony & Joan Venner Anthony G Davies Keith Adams Nevill Swanson Brian Foord Dr David Neale

Richard Halsey Linacre House

1939 1953 1955 1956 1958 1972

Walpole House Norman Scarfe John Smalman-Smith Michael Ayling Peter Venn (Chairman of the Club)* Brooke Himsworth

Galpin's House

1941 1956 1960 1960 1962

Peter Holmes-Johnson Former & Current JKS & King's Parents Robert Brooke Edmond Price James Thorne Former Governors Lady Kingsdown, OBE Richard HB Sturt, OBE

1959

Michael Herbert Former Governor, SH 1953 Sir Robert Horton Former Governor, LN 1957 Sir Patrick Leigh Fermor GR 1931 Robert Lloyd Roberts Former King’s Parent Clarise Yates

Design and production

GOVERNING BODY AND COMMITTEES during 2011/12 The Visitor The Lord Archbishop of Canterbury Governors The Very Revd Robert Willis BA DipTh FRSA, DD Dean of Canterbury (Chairman) The Reverend Canon Ed Condry BA B Lit DPhil MBA The Reverend Canon Clare Edwards SRN RSCN BTh The Venerable Sheila Watson MA MPhil The Reverend Canon Christopher Irvine BTh MA PGCE Appointed by the Dean & Chapter of Canterbury Mary Berg MA MSc (Econ) (Vice Chairman) (resigned 4 July 2012) Nominated by Trinity College, Oxford Dr Christopher Prior DPhil, PhD Nominated by Corpus Christi College, Cambridge Dr Oliver Rackham OBE MA PhD Co-opted Peter Stone (OKS) MA Prof. Sarah Gurr (OKS) BSc ARCS DIC PhD MA (resigned 16 March 2012) Emma McKendrick BA Andrew Stewart (OKS) Nick Lyons (OKS) MA (Vice Chairman) Roger De Haan CBE DL Jonathan Tennant MRICS Robert Bagley LLB Carol Evelegh Dip.C.E., Dip.Sp.L.D Governors’ Sub-Committees Finance & General Purposes Peter Stone (Chairman of this sub-committee)

Robert Willis Ed Condry Mary Berg Nick Lyons Roger De Haan Robert Bagley Junior King’s School Committee Mary Berg Andrew Stewart Clare Edwards Carol Evelegh Roger De Haan Audit Committee Peter Stone (Chairman of this sub-committee) Nick Lyons Ed Condry Christopher Prior Estates Committee Jonathan Tennant (Chairman of this sub-committee) Peter Stone Roger De Haan Robert Bagley Governance Committee Robert Willis (Chairman of this sub-committee) Sarah Gurr Mary Berg Nick Lyons Risk Management Committee Mary Berg (Chairman of this sub-committee) Jonathan Tennant Robert Bagley Investment Committee Ed Condry Peter Stone Nick Lyons Roger De Haan

www.theschoolbrandingexperts.com Photography

Pastoral Liaison Committee Mary Berg Clare Edwards Emma McKendrick

Matt McArdle www.mattmccardle.com Roddy Paine www.roddypaine.co.uk

Joint Academic Committee of Governors and Teachers Christopher Irvine Emma McKendrick Joint International Committee of Governors and Staff Nick Lyons (Chairman of this committee) Sheila Watson Foundation Committee Nick Lyons (Chairman of this committee) Roger De Haan Andrew Stewart Peter Stone Tim Steel (parent) Nick Harvey (parent) Tom Hoppe (OKS) Wol Kolade (parent) Andrew Ross (parent) Peter Venn (OKS) MA FRICS Officers of the School Headmaster Peter Roberts MA Mark Taylor Mark Lascelles BA (resigned 31 August 2012) Tanya Lee BA Geoff Cocksworth MA Peter Wells MA Ian MacEwen MA James Underhill

The King's School Canterbury Kent CT1 2ES 01227 595501 www.kings-school.co.uk Registered Charity No. 307942

The Kingâ&#x20AC;&#x2122;s School Canterbury

The King's School Canterbury Kent CT1 2ES 01227 595501 www.kings-school.co.uk