The King’s School Report & Review 2014
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The King’s School, Canterbury, Kent CT1 2ES 00 44 (0)1227 595501 www.kings-school.co.uk
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Report & Review 2014 Change and continuity
Welcome to the Report & Review of The King’s School, Canterbury
King’s Report The Chairman’s Vision The Very Reverend Dr Robert Willis
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Change and continuity Headmaster
4
Change management in practice
6
King’s Financial Year
7
Ensuring change is fit for purpose
8
King’s Academic Report Academic vision
10
King’s digital curriculum
12
Academic results
14
King’s Review A day in the life of four King’s pupils
16
Partnerships in action
18
The science of sharing
20
The chicken and the egg
22
Ensuring continuity
24
The Paralympic flag bearer
26
Patently successful
28
The opera répétiteur
30
This sporting life
32
King’s Foundation
Admission of new King’s Scholars
King’s 2020 vision
34
Science 2020
36
Sport 2020
38
Drama 2020
40
Music 2020
42
King’s Legacy Club
44
Acknowledgement: Donations and pledges
46
Governing Body and Committees
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King’s Report
The Chairman’s Vision The Very Reverend Dr Robert Willis
This Annual Review gives in its photographs and articles a balanced and attractive picture of life in the King’s School as it is lived out day by day. It also sets out our vision for the future. King’s has a long history stretching back to the founding of the community in Canterbury by St Augustine over fourteen hundred years ago but while it is conscious of that history its life as a school has developed according to the educational needs of every successive generation. You won’t turn many pages of this review before you catch the atmosphere of confidence and enjoyment which are characteristic of the pupils themselves and of the way in which study, sport, creative art and imaginative leisure activities combine in a well-balanced rhythm of life to produce a school dedicated to the educational, social and spiritual development of every member of the community. Our vision as Governors is one which is faithful to that ethos but also intent on constantly providing the most modern resources and locations within the context of our historic and beautiful site.
“Keeping faith with the past; delighting in the opportunities of the present; full of hope for the future’.” The Review sets out many of our plans and ideas for the years ahead and we feel that while they are ideas which are faithful to the past, they spring from our enjoyment and confidence in the life of the school as it is lived in the present and from our belief in a future where those coming to King’s and Junior King’s will continue to enjoy every aspect of the life of this unique community.
The Very Reverend Dr Robert Willis Dean of Canterbury
Canterbury Cathedral is a place of international pilgrimage and the concept of ‘a journey’ is at the heart of its life. Thousands of people cross the world to journey here but for those of us who live and belong here, and that includes every member of the King’s School and the Junior King’s School, that idea of a journey is a challenge to develop mentally, physically and spiritually as we discover our own particular gifts and skills within the context of a lively, happy and energetic community.
Admission of King’s Scholars 2014 2
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King’s Report
Change and continuity A message from the Headmaster
King’s is a dynamic community in a dynamic world. Every year we have to respond to changes from outside the Precincts, whilst maintaining a continuity of the legacy for which the School is rightly famous. At the same time we constantly work to anticipate longer-term trends and developments so we can plan how to accommodate changes in education. We know that if we want things to stay as they are, things will have to change. In part, then, this document demonstrates how the School has responded to life within the Precincts and out and about in Canterbury over the past 12 months. In part, it is a vision of future changes we believe we must make. Finally, it is our official ‘Annual Report and Accounts’: to illustrate the School’s performance to the extended King’s family. The common link throughout is the application of a King’s ethos that is focused on three clearly articulated themes. The first is a willingness to adopt an open-minded and intelligent approach to change, then respond and adapt accordingly.
“If we want things to stay as they are, things will have to change.” Some things at King’s – the values, the culture, the experience – must never change. In the following pages you will find accounts of the School doing what it has always been best at – seeking out opportunities, then doing the extraordinary. However, there are changes we want to make and there are changes we need to make. To continue to be extraordinary we need to invest. We will approach that need in a thoughtful and open-minded way, be inventive in solving the challenges that arise, and develop the creative approach that best ensures the continuity of our 1,400 year old history. I would like to share with you how we propose to do that. I would also like to invite you to become involved and help King’s make a real difference.
The second is the development of multi-dimensional problem-solving through inventiveness and lateral thinking. The third is the fostering of a creativity that is never afraid to challenge the perceived wisdom.
Peter Roberts Headmaster
Our ethos is not just a mantra for the pupil body and Common Room. It equally applies to the manner in which we manage and govern the School fabric and its resources moving forward.
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5
King’s Report
King’s Report
Change management in practice
In an office in the middle of the Precincts, in the middle of King’s and in the middle of Canterbury Mark Taylor, King’s Bursar, has the task of maintaining continuity and managing change. He is unfazed by the challenges – after all as Chairman of the Independent Schools’ Bursars Association, and a Board member of the Independent Schools Council, he has a reputation to maintain!
Inside the Precincts, change management brings challenges unique to a World Heritage Site. Maintaining the medieval buildings in good condition calls for a full time stone mason. For new building projects, statutory consultations and permissions take far longer than normal. Once work starts an archaeologist attends full time. King’s is a school that has to make haste slowly. Despite this, work on the new Music School at Junior King’s (where planning regulations are less stringent) is already under way. The Senior School has acquired the adjacent Diocesan Payne Smith School which will become a new girls’ boarding house.
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Year to 31st August 2014 Total funds
Year to 31st August 2013 Total funds
£,000
£,000
Gross school fees receivable
30,692
29,049
Scholarships and bursaries
(1,605)
(1,665)
1,265
1,224
Other ancillary income
299
663
King’s School Enterprises Ltd (KSEL)
611
600
Investment income
367
276
31,629
30,147
Income
Other educational income
With over 500 support staff, the School is one of the biggest employers in Canterbury spending £5 million locally each year. Most years £1 million of this is on building projects alone. The commercial relationship between town and gown is well-established. The School sponsors the Canterbury Festival, which attracts 70,000 visitors every October. No money changes hands, but King’s provides space and staff. Many charities use facilities free of charge. King’s Recreation Centre has over 3,000 public members who contribute £1 million to running costs, with membership rates lower than comparable facilities in the City. Every week King’s coaches teach over 1,000 swimming lessons under the ASA National Teaching Plan. Centre staff work with NHS stroke and cancer patients.
King’s Financial Year
Total income
2 1
3 4 7
5 6
Mark Taylor, The Bursar
In a business context Mark Taylor is Chief Operating Officer of a £30 million turnover organisation. There are plans to improve the playing fields at Birley’s. A strategically located Malthouse has been acquired and world-class architects have been briefed to create the best school theatre and performing arts studios in the country. Perhaps the most exciting plans however are those to bring all three sciences together in an innovative new science school inside the Precincts. Nobody can accuse King’s of being afraid to experiment!
Expenditure
(£,000)
(£,000)
1 Teaching costs
56%
Teaching costs
(16,842)
(16,197)
2 Welfare
15%
Welfare
(4,359)
(4,274)
3 Premises
20%
Premises
(6,126)
(6,275
Support costs
(1,406)
(1,405)
Subsidiary expenditure, financing and governance
(730)
(561)
6 Trading costs – KSEL
1%
Trading costs – KSEL
(338)
(359)
7 Development costs
1%
Development costs
(284)
(275)
(30,085)
(29,346)
1,544
801
565
959
Total expenditure Net income
Foundation – donations and legacies
4 Support costs
5%
5 Subsidiary expenditure, financing and governance 2%
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King’s Report
Ensuring change is fit for purpose
Like any large organisation King’s is managed by specialist committees. At the centre of Governance is the Finance and General Purposes Committee chaired by OKS Nick Lyons (Junior King’s and then Linacre and Broughton 1967-77) whose ‘day jobs’ include Chair of a major City insurance firm and non-exec directorships of various PLCs. At King’s Nick was Captain of School, Head of House, a King’s Scholar and Captain of Tennis and Hockey. There have been significant changes in the way Governing Bodies govern themselves: ‘to make sure the School is fit for purpose,’ Nick says, ‘we have to make sure the Board of Governors is fit for purpose. That needs a team of individuals with high level skills to cover all constituent requirements’. Whilst the School hums quietly along like a well-oiled machine the Governors, working with the Headmaster, have to spot new trends, cope with changing compliance, and anticipate the ongoing requirements and demands of pupils and parents. Nick is a huge supporter of co-educational boarding. He greatly values the input international students bring to King’s. He champions the fact that in the midst of a Christian World Heritage Site the School is whole-heartedly ecumenical. ‘The Governors take great care to mirror our diverse world and bring inclusivity to the Precincts,’ he says. As in any organisation the task of management is a balancing act. The Common Room balances time-served wisdom with leading edge insights. The Governors know they can best guard King’s legacy through balancing innovation and investment in the academic and the co-curricular.
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Nick Lyons, Vice Chairman of the Governing Body
“It’s important that the Governors focus on what’s down the road rather than what’s in the rear view mirror.” ‘Currently the Governors are planning four major changes to school life,’ Nick says. ‘Three will transform the way we deliver science education, the performing arts and sport at Birley’s. The fourth will see a new girls’ boarding house to bring the gender ratio at the School to 50:50.’ Every year the School welcomes a new cohort of pupils and parents with their own vision of what the purpose of a King’s education should be. Every year the Governors ask what they can do to ensure King’s is fit for that purpose. King’s is in good hands.
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Academic Report
Academic vision A changing pedagogy for the 21st century
Education is changing – any school of today is quite different from that attended by most parents and teachers. Whilst our pedagogy benefits hugely from its firm foundations and long history, it must reflect the world at this present time and aim at preparing our pupils for the future. It’s not just a matter of new examination syllabuses. Nor is it that there is more going on, or that pupils get more individual attention. The fact is that the way pupils learn is different, so the way we teach has to be different. In particular, the way technology dominates the lives of children and drives change. Digitisation creates data, allowing us to track every aspect of learning. Today’s school children, and even some of their teachers, have never known a world without Google. The ‘internet in the pocket’ brings instant global connectivity and immeasurable information. We are in untried areas. Pupils search and find easy ‘facts’ and instant ‘solutions’ adeptly and effectively. But searching is different from researching; information is different from knowledge; discovering how to do something is different from being able to do it, and connectivity doesn’t mean connection. In this context, King’s is focusing upon three core themes of ‘researching, questioning and communicating’. Pupils practise finding their way around the information minefield to develop into modern scholars. Classrooms become places where pupils are challenged by questioning one another, being questioned by their teachers and challenging the perceived wisdom. Communication skills are vital. On the face of it children (and most adults) are communicating via their phones, tablets, and (perhaps soon-to-be) their watches and glasses. Yet very often this is a two-dimensional experience. At King’s communication in its fullest sense is, and will remain, at the heart of everything we do.
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Geoff Cocksworth, Deputy Head (Academic)
“The ‘internet in the pocket’ has changed the way we learn and is obliging us to re-invent the way we teach.” The School is also determined to maintain breadth in both the academic curriculum and the co-curricular provision. So modern languages thrive. Pupils clamour to contribute to debates and presentations and participate in music, drama, sport, service and a range of other activities. None of this is at odds with preparing pupils for public examinations. It helps ensure they reach optimum grades and move forward into a global community where they will work, play and even love across international boundaries. Pupils with this wider outlook, a willingness to ask and answer critical questions, and with high order communication skills, will fulfil their potential. 11
Academic Report
King’s digital curriculum A global perspective
The School’s 21st century perspective has resulted in two important changes to our Shell (Year 9) curriculum. The first has been to replace ‘Information Technology’ with a subject called The Digital Curriculum. The second was to introduce Global Perspectives as a new research-based topic. The Digital Curriculum ensures pupils develop the confidence and competence to use tools from the digital platform. Lessons reach across subjects, using material being studied elsewhere, and focus on internet safety, searching and information retrieval, the critical appraisal of sources, research practices and style (including referencing), extended writing, cross-curricular and multicurricular thinking, and design and presentation skills. These digital skills help pupils research, draft, refine and present work for I/GCSE and A level. They also support work in Global Perspectives where Shell pupils are expected to research topics and themes, usually from current newsfeeds, on aspects of China and India (Chindia) –areas largely ignored in the British curriculum. Pupils are asked to reflect upon their position in the wider global community, consider the significance of Chindia in their own lives, and develop critical skills regarding the information they gather. The course is research-based rather than taught. We want pupils to discover, question and communicate – so we provide them with stimulus material for discussion. Instructions and guidance, for both tutors and pupils, are delivered centrally through the School’s ‘Virtual Learning Environment’. Every pupil has a Global Perspectives page regularly updated with newsfeeds, blogs, video material, etc.
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The first term ends with a critical reasoning exam with pupils asked to reflect and evaluate analytically. The second term requires a research essay written to a standard academic structure. Titles, of the type that demand reasoned argument and judgement, have to be submitted in advance for approval. Examples in 2013-14 were: I
I
I
I
I
Can the leadership of China balance the economy with the need to control pollution? China is a one-party state, but is it still a communist state? Is the discrimination towards women in India due to the country’s culture? Win at all costs: is China’s grooming of young sportsmen and women ethical? Given there aren’t enough toilets in India and millions of people are living in poverty, is the country right to be sending a spaceship to Mars?
Throughout, pupils keep a progress blog about what they are learning and how, demonstrating that they have learned to think critically and synoptically. The course concludes with a presentation, followed by questions and discussion in their tutor groups. To enhance further the digital education on offer at King’s, the school has just appointed an experienced Head of Computer Science and Coding. His remit is to develop the A Level, which is already on offer, introduce the GCSE and develop coding skills in the Shells and across the curriculum generally.
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Academic Report
Academic results
University entrance Some 99% of the School’s Year 13 leavers gain places at university and approximately 83% of leavers proceed directly to further education, the remainder taking a Gap Year. The other 1% choose other paths such as full time employment.
6b/Year 12 AS Level: AS level results showed an improvement on 2013 in all the following categories: I I I
There were 153 successful applications for university in 2013-2014. Nearly all candidates opting for university in 2014 achieved a place, the majority at their first choice university.
I
Most popular universities
Overall, these marks/grades were much as predicted by teachers in April. Five pupils were made Honorary Scholars as a result of their performances in the AS exams.
Bristol UCL Cambridge Edinburgh Durham Newcastle Exeter Oxford Soton LSE
Fifth/Year 11 GCSEs/IGCSEs GCSEs/IGCSEs results didn’t quite match last year’s best ever but they held up very well and were an improvement on most recent years: I
I
0
2
4
6
8
10
12
14
16
Examination results 6a/Year 13 A Level: I The 20% A* grade count and the 58% at A*-A were marginally lower than in 2013 (22% and 60% respectively). A*-B grades (85%) were almost parallel to 2013. I As ever, there were many stunning individual performances with the majority of candidates very close to, or above, the final prediction submitted by their teachers in April. 10% of candidates achieved 3 A*s or more, with 16% getting 2 A*s or more. I Over 40% of candidates achieved 3 straight A grades or better.
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The percentage of A grades (53%) The percentage of A-B grades (78%) 25% of the year group attained 4 A grades or more 27 candidates (15% of the year group) achieved over 90% UMS marks making them very strong candidates for highly competitive university courses
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48% of all grades were A*s, lower than 52% in 2013, but higher than 46% in 2012 46 candidates acquired 8 or more A*s, as opposed to 50 in 2014 and 30 in 2012
Thirty pupils, including new entrants, were awarded Honorary Scholarships for achieving 9A*s or more; these are in addition to the existing Scholars. Pupils
Senior school Junior school Pre-prep
Senior school Junior school Pre-prep
Total
Boarders
826 269 99
634 81 0
Girls
Boys
372 124 43
454 145 56
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King’s Review
A day in the life of four King’s pupils There may be over 800 pupils at King’s but, whilst some do truly extraordinary things during their time here, the incredible range of opportunities for extra-curricular activity means there is really no such thing as an ‘ordinary’ King’s pupil. People frequently comment that King’s is a place of enormous energy. With so many young people involved in so many things so much of the time, that should come as no surprise – as the four pupils here demonstrate.
“Balancing your academic studies with your extra-curricular interests is all part of the fun of King’s – and good time management is an excellent skill to learn.” Tatyana
Henry Martin Remove, Carlyon
Tatyana Kalaydjian Serraino 6a, Bailey
Alex James 6b, Marlowe
Rose Meddings 5th, Broughton
Henry came as a Music Scholar from Junior King’s and made his mark singing an Ed Sheeran song a capella in his first house concert. He plays cello and bassoon which means inclusion in the Symphony and Chamber orchestras, the wind band, Madrigalia and his year quartet. Being a day boy he has to shuffle his instruments to and from School.
Leaving her school and home in Cyprus, Tatyana chose King’s over Wellington College and Wycombe Abbey School simply because of ‘the atmosphere and the people’. By the end of her first year in the UK she had starred in a BBC Culture Show documentary and become Head of House.
After 11 IGCSEs in the Fifth Form Alex finds academic life in 6b a little less stressful. Just as well as he is a musician of note singing in the Chapel and Crypt Choirs, and Madrigalia.
Having been at Marlborough House, Rose chose King’s in preference to Benenden because she felt the School offered more opportunities and because it was co-ed. She certainly makes the most of them. She sings in Chapel Choir (and enjoys Matins in the Cathedral) and plays hockey, netball and tennis.
He is taking 10 IGCSEs. When not in class or music lessons or prep he plays rugby, hockey and cricket. Sunday mornings he sleeps-in late at home – unless he is playing hockey for Canterbury. Currently his main ambitions at School are to ‘lead the cellos’ and to join The King’s Men singers. Henry says the essential thing he has learned since he arrived is ‘time management and organisation; I’m quite lucky it all fits in’. Some people make their own luck.
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Alongside modern languages Tatyana chose History of Art for one of her A levels – and fell in love with it. Through King’s she entered a national competition called ‘ARTiculation’ where her presentation on Alberto Giacometti’s ‘Walking Man’ (http://vimeo.com/90100660) saw her reach the finals at Cambridge and, hence, her TV debut. She now hopes to read History of Art at Cambridge to PhD level. Chapel Choir, Kidaco (King’s Dance Company), piano lessons, cooking and The Globalist – a modern languages magazine club – complete Tatyana’s schedule. ‘Balancing the academic with the extra-curricular is fun’, she says.
He is studying for Grade 8 piano, Grade 8 singing, plays the trombone and has formed a Barber Shop Quartet. It means endless rehearsals and being everywhere during King’s Week, an event which he feels shows the ethos that underlies King’s culture at its very best – ‘one big team where everybody knows what to do’. Talking of teamwork he’s in the First V for squash, plays hockey, is a keen climber and in the CCF. He fits it all in whilst studying A Levels in Music Tech, Maths, Physics and Chemistry and tutoring younger pupils. Alex thinks he might become a teacher as ‘sharing knowledge and shaping a generation could be really exciting’.
On top of this, most Tuesday afternoons Rose manages to fit in riding her horse Charlie, with the School riding team, preparing for the summer eventing season. She was in the show jumping at Birley’s, a new feature of King’s Week, during which she sang and also performed with Kidaco. Having excelled in the classroom, last year Rose was awarded the Remove Academic Achievement Prize – despite having to have three weeks off just before exams due to an appendectomy. She plans to take French and Sciences at A level and then hopes to go on to study medicine at Oxbridge. 17
King’s Review
Partnerships in action
King’s theme of fostering a creativity that is never afraid to challenge the perceived wisdom is aptly demonstrated by the innovative way it continues to forge and strengthen extra muros community partnerships. Christina Astin, Head of Partnerships, makes the point that involvement with the broader community has been part of the culture since the School was founded. However what goes on inside the walls can still be something of a mystery to the City’s population. ‘The School has a remarkable teaching skill set, a higher level of subject knowledge and better equipped resources than many other schools in the area’, Christina says. ‘We have a duty of care, a duty to share, and there are still opportunities to open the doors of King’s and show what goes on to the world at large’. The School is involved in many local initiatives. Outside pupils come into the Precincts to share opportunities whilst King’s pupils go out to projects within the community. King’s societies link to other schools. Music ‘master classes’ are open to all. Pupils from local academies come to King’s for targeted maths tuition. Sports facilities and coaching talent are pooled. Laboratories are opened to budding scientists. King’s is the biggest sponsor of the Canterbury Festival. Mandarin lessons and photography workshops for 10-year olds, rugby training pre-season with Academy students, theatre sets loaned across Kent: the activities are diverse and the potential exciting.
“My aim is that every pupil and every member of staff should not just reach out to members of our broader community, but inspire them and be inspired by them.”
A November 2014 bid by King’s to the DfE for an Independent-State School Partnership grant to support primary science in Canterbury was successful. Ten schools and thousands of pupils will benefit from teacher development and pupil workshops, with expertise coming largely from within King’s and Junior King’s.
On the following pages you can find out more about how partnerships are playing a role in demystifying King’s. The ambition to expand this work is pivotal to the educational philosophy of the School. However, this expansion requires investment – largely to support resources to deliver these partnerships. If you would like to know how you can help, we will be very happy to share our plans with you. Please contact Paul Sheldon, Director of Development.
Whilst the School reaches out across East Kent, the vision goes far beyond. Education is now a digital and virtual space and the internet can take King’s 18
Christina Astin, Head of Partnerships
right around the world. For some years now the King’s-founded ‘Young Scientists Journal’ has been a peer-reviewed global phenomenon with contributors from 17 countries.
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King’s Review
According to primary pupil Lucy, who now wants to be an archaeologist when she grows up, “King’s students were like teachers but more kind”.
The benefit of sharing King’s partnership policy delivers a ‘King’s-to-many’ facility that results in a variety of touch points. Saturday Smarties Saturday Smarties Master Classes invite promising young scientists from local primary schools to be mentored in experiments and problem solving by King’s pupils in years 11 to 13, working alongside King’s science teachers. Each term sees a new theme, so each pupil has 3 sessions to develop their skills throughout the year. One challenge involves dissecting and identifying parts of a cow’s eyeball. For another, pupils work as forensic scientists analyzing blood spatter and carrying out ballistics measurements. In the final session groups learn about the earth’s atmosphere and climate change.
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There are plenty of ‘wow’ moments – coloured fireballs from exploding hydrogen balloons, convection demonstrated using a burning teabag, and microscopic analysis of mini-beasts. Feedback from primary pupils showed they enjoy doing ‘real science’: “I loved dissecting the cow’s eye!” (Toby) “The lab coats and goggles made us feel like real scientists!” (Lucy) The experiments have lasting impact. One young scientist, George, got so excited about forensic science that he went to his local library and took out every book he could find on the subject. King’s mentors have found dealing with the ideas and questions raised by their young charges re-ignited their own passion. According to one King’s pupil, Jess, the sessions had a practical benefit too: “Teaching was really useful revision and I even learned some geology for the first time!”
Acting local – thinking global As well as sharing facilities King’s pupils are increasingly venturing outside the Precincts in a rare combination of ‘act local’ and ‘think global’. Volunteering has long been a Thursday afternoon activity and typically over 50 pupils give hundreds of hours to community projects. Acting local – getting hands-on with volunteering After some brief training King’s pupils Theo and Jessi spent last year giving one-to-one reflexology sessions to children with special needs at St Nicholas School. “It was emotionally draining but we loved it,” they said. “The children liked the one-toone connection with another person. The dimmed lights, and calm music, helped relieve their stress levels. One girl didn’t talk at all for the first two terms but gradually she started to communicate – that was amazing. We learned to deal with physical boundaries in a sensitive way and developed huge respect for the teachers’ patience and tolerance. It’s an experience we will take out into the wider world for ever. We think that reflects the King’s spirit.”
Thinking global – Young Scientists Journal International Once upon a time on a Thursday afternoon (actually in 2006) King’s pupils started a studentrun journal, publishing science research by school pupils. Fast-forward to 2014, seize the opportunities afforded by the internet, and King’s is at the hub of a global peer-reviewed science phenomenon that keeps on growing. At the last count authors from 17 countries outside of the UK were contributing. We asked a recent King’s editor what it meant to her. Mei Yin Wong (Editor 2012-13) “Being part of the YSJ team has shown me how young people like us can make a difference to the world of science. Despite our age and inexperience we can act as a bridge across cultures as our readers and writers span across the world...” If you want to look at the journal, or perhaps even submit a paper yourself (providing you are between the ages of 12-20), visit www.ysjournal.com
Pupils from partner schools join King’s Classics pupils to hear Dr Rosie Wyles on Medea 21
King’s Review
Which comes first – the chicken or the egg? Whilst no proper preparatory education could ever be described as a conundrum, the debate on whether the chicken or the egg comes first is a good metaphor for young learners. As Junior King’s has recently invested in its own hen house, and produced its first eggs in autumn 2014, it’s also topical. On the basis of ‘which comes first – the pupil or the education’ Junior King’s is more a place of experiential learning than of didactic teaching. Pupils learn by discovery in an environment that incubates talent whilst never being a hot house. Headmaster Peter Wells says the early years at Junior King’s are focused on creating ‘an ambience of gentle expectation’. He wants pupils to open their minds to the global context in which they will live their lives. They develop a sense of belonging and learn to appreciate the expectations their community has of them. That expectation brings opportunities to develop leadership skills. All Year 8 pupils have duties as prefects or monitors and are encouraged to display initiative. Introducing chickens was a suggestion by the Head Boy – pigs and goats may soon follow! Exploring the natural world is high on the agenda with Forest School and the River Stour right on the doorstep. Every year pupils visit Bude in Cornwall for an outward bound week. Pupils visit Madrid and stay with local families. Sports teams travel to Holland for hockey. Junior King’s also has a contingent of international families that bring a diversity of culture and experience of other communities.
“A preparatory education should be a tapestry where, within the warp and weft, all pupils have the chance to discover, develop and express their individual talents.” Intra muros pupils find limitless opportunities for the arts, music and performance. Peter Wells says teachers understand that education at this level should be a tapestry, within which the warp and the weft offer every pupil the chance to find and express their individual talents. There is a great sense of pride in links with King’s and the team understand that expectations work in two directions. The academic focus is to give pupils a first rate preparation for the intellectual rigours that will face them as they move up to the next challenge. In 2014, 19 of the new academic scholars within the Precincts had started their school lives in the warm, nurturing environment of Junior King’s at Milner Court. Perhaps we should conclude that at Junior King’s education may come first – but a 360° experience is there for the taking.
Peter Wells, Headmaster, Junior King’s School 22
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King’s Review
Ensuring continuity OKS Report
The OKS Association is now a world-wide community and symbolises the continuity of the King’s generations down through the ages, keeping the School relevant to a community that stretches around the world. Even this great bastion of continuity faces change. With increased connectivity through digital media and social networks, technology offers opportunities for the OKS Association to expand its careers and mentoring role. OKS collective wisdom is accessible to all and OKS members play an increasingly important role in the lives of current pupils. OKS Careers Day, where OKS return to give talks on their personal experiences, and the ‘Milk Round’ to which parents are invited at the end of the day, encompass an ever-widening selection of opportunities. Pupils in 6a can access the online Careers Database on the OKS website from Easter in their final year and ‘blind contact’ any OKS who has provided us with an email address. Today, membership of the committees is a mixture of old and young, male and female OKS who listen to what members want from their Association. In addition to popular social gatherings and career networking evenings, sporting fixtures are arranged in rugby, hockey, netball, golf, tennis, cricket, lacrosse, football and fencing. New OKS music events include a Choral Evensong in the Cathedral and a Jazz Evening in London. Charlotte Pragnell took the reins of the OKS Association in April 2014 and believes it’s a really exciting time to be President: ‘Current OKS members embrace generations who have seen the two greatest challenges to King’s since the Reformation,’ she says. ‘At one end of the timeline, our older OKS remember the time when the School was evacuated to Cornwall in the war.
Charlotte Pragnell, OKS President
“OKS members are playing an increasingly important role in careers advice and mentoring for current pupils.” More recently the move from boys-only to fully coeducational was an equally big cultural challenge. Then again, with a 1,400 year legacy, we should expect the School to be robust enough to accommodate change and thrive on it.’ Faced with the changes on the agenda from the School’s 2020 Vision, Charlotte feels that OKS will respond and support the School in typically generous fashion. ‘After all,’ she points out, ‘at heart King’s is really a family concern.’
Remembrance Day 24
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King’s Review
The Paralympic flag bearer Millie Knight
Identifying, nurturing and developing athletic talent has always been important at King’s. But elite sportsmen and sportswomen have special requirements. King’s ensures they have the flexibility they deserve to make the most of their talents.
In Sochi, Millie, the baby of the team, was asked to carry the British flag. It was, she said, ‘the best bit – although the flag was really heavy!’ On the slopes conditions were so tricky that skiers were not allowed a practice run. Despite the challenges Millie came a creditable fifth in both her events.
Nothing demonstrates that flexibility better than how King’s responded to welcoming a 15 year-old international skier into its ranks. Especially given that the skier is partially sighted and destined to become the Paralympic National Flag Bearer. It’s a great story.
It’s all part of a long-term plan. Sochi was the opportunity to get experience for the real target – South Korea in 2018, where Millie confidently predicts she will win Gold. Next though are the 2015 World Championships in Canada in March. As ever King’s will work with her training and race agenda to ensure she makes the most of all her opportunities.
Millie Knight started skiing at the age of six, just after she lost most of her sight. She has 5% vision in one eye, and 10% vision in the other. Since arriving at King’s she had been competing well on the European racing circuit. Then, on January 15th 2014, returning to her study from the Kent indoor rowing championships, the phone rang. She was told she had made the squad and was off to Sochi. Due to her poor vision Millie skis the course linked via a Bluetooth headset to a lead skier, the pair working as a team. They trained until February 28th then boarded the plane for Russia.
King’s makes sure Millie can train 21 hours a week – because that’s what it takes to be an Olympian.
But we’re going too fast. Because when she’s not on the snow, the everyday training, the real ‘grunt’, the work that makes elite competition possible, happens at King’s. Millie trains 21 hours every week –that’s what it takes to be an Olympian. The focus is on leg-work and cardio-work, mostly in the gym. Millie says that King’s has been simply incredible. She has a reduced academic curriculum, and is supported in the classroom by the latest technology. Her iPad connects to an interactive whiteboard and all the notes come up in 24 point print.
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King’s Review
Patently successful George Edwards
Few pupils more acutely express the King’s ethos of open-mindedness, inventiveness and creativity than George Edwards who left King’s in 2014. Like many, George left with a hatful of GCSEs and A levels. Extraordinarily George also left having registered a patent and having taken the manufacturing world by storm. We should start with George’s open-mindedness. Faced with designing an A level project most engineering students want to do something ‘cool’ – so probably not caravan cookers. However George discovered that those who like to caravan or camp have problems knowing how much gas they have in their cooker bottles. Looking at thermal images of gas bottles George realised the coldest area occurs where the liquid in the bottle turns into gas, which in turn shows the level of liquid left. The principle is quite basic science – but nobody had looked at it that way before. Accordingly George created a thermal sensor, attached it to the bottle, linked it to a computer or mobile device, and could instantly see how much gas remained. The device also learned patterns of usage to predict how long the gas would last. George’s teacher found a King’s parent, a retired engineer, to mentor George. The project, called Gas Sense, was entered in the ‘Young Engineer for Britain’ competition and qualified for the final. The School, recognising the value of the idea, suggested George should apply for a patent. George says that the School, his Housemaster and the OKS network were invaluable, providing excellent counsel at every stage.
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George didn’t win the ‘Young Engineer for Britain’ but did win the interest of commerce. Gas Sense has now been licensed for production by a manufacturer. Sales of 20,000 units are expected in the first year. George was invited to speak at The Manufacturer Directors’ Conference.* Not being afraid to challenge conventional wisdom he openly criticised the lack of empathy for young people in engineering. Sir Peter Luff MP used comments from George in a Commons debate that saw a unanimous vote to implement the recommendations of the Perkins Review of engineering skills. Not surprisingly the buzz in the UK has attracted interest from the USA where George has been encouraged to apply for a degree in engineering at MIT – the Massachusetts Institute of Technology. If successful he plans to ‘spin’ the course in an entrepreneurial way. ‘It’s the ideas that really interest me,’ he says. ‘Engineering is simply the implementation.’ *You can see George’s speech online at www.youtube.com/watch?v=w8gC9FRecQY
At the time of going to press George had been nominated to appear in a new list of the 100 most influential people in British manufacturing.
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King’s Review
The opera répétiteur Ed Whitehead
Musicianship is often precocious and managing the needs of young virtuosi puts demands on staff and pupils alike. It is a challenge to which every part of King’s culture responds in concert. Ed Whitehead joined King’s in 2006 from Junior King’s as a Music Scholar with bursarial support. He left in 2011 having won two music scholarships at Oxford. He then became a scholar at the Guildhall School of Music and Drama in London where he is studying for his Masters in répétiteurship. Ed could have gone to a specialist music school but says it was King’s much broader opportunities that nurtured his talents as a multi-instrumentalist. Ed loves the classics but plays a mean jazz piano – one of his favourite achievements was being King’s ‘Head of Jazz’ working with the Big Band and Modern Jazz Quintet. Jazz remains a hobby but the seeds for the current ‘day job’ were sown when he was asked to conduct King’s Crypt Choir. The association with the religious music broadened further when he was invited to try ‘the biggest instrument in the area’ – the Cathedral organ – working under the tutelage of organist John Robinson. Ed admits his biggest debt to King’s though is the way his mentors prepared him for the organ scholarship interview at Hertford College (he was also répétiteur scholar at New College). He says Sixth Form at King’s was akin to a university experience, making the transition to Oxford seamless. He graduated with First Class Honours. Long-term, Ed has his sights set on becoming a conductor. As a répétiteur he is already rehearsing opera singers at the Guildhall, in effect an ‘Assistant Conductor’. He maintains his choral conducting skills in his role as Director of Music at a church in Essex. He has already experienced the international stage conducting in an important competition in Austria*. 30
Ed Whitehead, School House
“I could have gone to a specialist music school – but King’s offered much broader musical opportunities.” King’s gave Ed opportunities but the School freely admits Ed created opportunities for the School and his fellow pupils. He still stays in close touch and recently played at the OKS concert at St James’s Piccadilly. *You can see a video of Ed conducting Haydn’s Symphony No. 104, 4th Movement, with the Kammerphilharmonie Graz at https://www.youtube.com/watch?v=BL-PM1B4PzA
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King’s Review
This sporting life Tunku Imran
Sport has always been a great metaphor for life. It fulfils our instincts to take part and typifies humankind’s genetic disposition to compete. Like life, sport is getting ever more competitive. Nobody sees the changing landscape more clearly than OKS Tunku ‘Pete’ Imran, President of the Commonwealth Games, and Member of the IOC. Tunku Pete started in Junior King’s then moved to Meister Omers, leaving the Senior School in 1966. He is particularly remembered for his singing and playing every sport he could. After King’s he read Law and was called to the Bar but never practised, choosing to return home to Kuala Lumpur and help establish the Malaysian National Corporation, PERNAS. He balanced work with sport – squash during the week and cricket at weekends, earning international honours in both. King’s, he claims, taught him the time management skills he needed to fit everything in. Cricket introduced him to the ICC and sports administration at an international level. The rest is history and now, aged 66, he devotes most of his time working with sport from grass roots to elite global performance. In terms of managing continuity and change Tunku Pete believes the challenges at the very top mirror those of striving to stay competitive at all levels – whether the subject is sport, exams, music or drama.
“Talent will only take you so far… those who win are those who have secured financial support.” He is clear that to become the best you have to compete with the best. ‘Young athletes need the opportunity to be tested at the highest level,’ he says. True to his word he has been very supportive of King’s cricket tours to Malaysia. Having amassed a plethora of accolades for promoting sport he follows a ‘sport for all’ philosophy and is passionate about creating the chance for everybody to participate at all levels. Not surprisingly he welcomes the richness of opportunity a school like King’s provides. Tunku Pete clearly sees that elite performance is now inextricably linked to money. Talent, training and coaching are important but, without funding, they can only take you so far. ‘Those who win today and tomorrow will be those who have secured the financial support,’ he observes. His words bear particular relevance for King’s development plans at Birley’s. But as a general insight they ring true for the School in all of the capital projects now under way.
‘To perform at the very top,’ he says, ‘you need the best resources. In my day you went to matches with a master. Today top teams go with a professional coach, having trained in the best possible environment and prepared to the highest possible level.’
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King’s Foundation
King’s 2020 vision
King’s is a world class school, yet it does not have a world class endowment. In comparison with many UK schools, King’s gets by on modest means. This brings two major challenges. One is that when the School needs to invest in capital projects it has to raise the funding to do so. The other is that bursaries for pupils are currently funded from operating cash flow. We now need to develop facilities and resources to maintain the excellence of the King’s reputation. That demands a more open and energetic approach to fundraising. At the same time we want to change how bursaries are funded to a more sustainable long-term way of supporting worthy pupils and offering them a King’s education. We have called the Foundation Campaign ‘The 2020 Vision’ reflecting where the School needs to be in the year 2020. On the following pages you will find the School’s vision for four major capital projects that, if we are to deliver them for 2020, require financial support now. One is for music, one for science, one for sport and one for dramatic arts. Investment in updating of facilities, resources and infrastructure is something that reoccurs from time to time. Bursaries however have been part of the King’s culture since the School started. Indeed the Cathedral Statutes of 1541 demand that: ‘… there be always in our Church of Canterbury fifty poor boys… endowed with minds apt for learning, who shall be called scholars and shall be sustained out of the funds…’ This legacy of benefaction has endured and been maintained since that day. Talking with OKS, and others from the extended King’s family, there is a desire to share in maintaining that legacy. So, in the following pages, you will find details of our growing ‘Legacy Club’ for those who want to remember King’s, and be remembered, using funds from their estate. 34
Paul Sheldon, Director of Development
“Those who have benefited from an education at King’s have long been generous.” Closely linked to this, is the school’s commitment to forming partnerships with other schools and institutions who would benefit from the use of our teaching experience and facilities. A special fund has been created to support an expansion of this most valuable activity. In many ways King’s is the ultimate family business – one that can trace its antecedents back for over 1,400 years. We want to keep our funding within the family and hope you will feel inclined to help support the continuity of King’s moving forward. Contact Paul Sheldon, Director of Development +44 (0) 1227 595 760 email: pcjs@kings-school.co.uk
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King’s Foundation
Science 2020 The Scientist’s Vision
Most changes in education are a process of gentle evolution. Science however re-invents its thinking and its methodology on an iterative basis. Sometimes this is a process of evolution, sometimes it calls for revolution. Scientists are at their most creative in their youth, before the pressures of publication, grants and professional reputation get in the way. They need to experiment, research, discuss, push boundaries and sometimes make a mess. If you ask a successful scientist, doctor or engineer what they most remember about school science it will be an inspirational teacher encouraging hands-on experimentation. Yet for all King’s demonstrably successful teaching skills it is impossible to be at the leading edge of scientific education unless you have leading edge laboratories. Currently the facilities at King’s are restricting our ability to provide the highest quality learning experience for our budding scientists. The ubiquity of the internet, innovations in display technology and exciting new design ideas drive the King’s vision for new laboratory plans. Biology and Chemistry, Physics and Geology need no longer be geographically separated. Essentially we need to bring these disciplines together into a sufficiently futuristic environment to allow cross-fertilisation of ideas amongst our pupils and teaching body.
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“We have to face the fact that King’s urgently needs a new science centre.” Science at King’s has evolved steadily. But now we need to innovate in order to match our pupils’ aspirations in science with first-class facilities. These must be bright, cleverly-designed spaces where debates, tutorials and classes encourage learning – alongside project rooms where pupils can build apparatus with the help of our highlyqualified technicians, and staff work areas for supervision. That vision already exists. We plan to bring the sciences together at the very heart of the School in the Mint Yard. The Governors are now looking to appoint world-class architects to deliver innovative designs that integrate the newest concepts in teaching these most future-facing of subjects. If you would be interested in hearing more, or would like to help, please contact Paul Sheldon, Director of Development.
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King’s Foundation
Sport 2020 The Corinthian’s Vision
Whilst holding true to its historic Corinthian values, King’s has produced athletes at National, International, Commonwealth and Olympic level. Sport has always been an integral part of King’s culture and, with teaching the importance of competing in a team or individual context, the School takes pride in the broad access offered to all pupils. However, just as in the world at large, levels of participation and competition are subject to changes in technology. King’s facilities have not kept pace and the playing fields at Birley’s require further developments if pupils are to have the best possible chance to develop and hone their talents. The 2020 vision is twofold. Firstly we want to develop and support talented and ambitious pupils
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“Investing in Birley’s will benefit the School, pupils and parents alike.” through our innovative Sports Excellence programme. Then we need to offer an enriched variety of sports so that every boy and girl can participate in an activity they enjoy. Investing in Birley’s will benefit the School, pupils and parents alike. If you would be interested in hearing more, or finding out how you could help, please contact Paul Sheldon, Director of Development.
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King’s Foundation
Drama 2020 The Dramatist’s Vision
The stars move still, time runs, the clock will strike. Christopher Marlowe When Marlowe came to King’s around 1580, the School had existed for the best part of a millennium. 450 years later time runs and the clock will strike – some things at School never change. But the drama of life constantly changes. And the Drama that is the lifeblood of the School changes with it. Performing arts are one of the most popular activities at King’s, both as an exam subject and as a foundation for many public performances throughout the year. Enthusiasm and thrilling talent ensure high standards of production, the enjoyment shared by performers and audience alike. Our productions of Les Misérables and West Side Story, at the professional theatre in the City that bears Marlowe’s name, have firmly cemented King’s reputation as a beacon for aspiring thespians.
“Our ambition is to create the most attractive school theatre in the country.” Our ambition is to create the most attractive school theatre in the country. Our vision is to create a 400 seat auditorium, and associated studio and teaching space at The Malthouse. We think young Marlowe would have wanted that. If you would be interested in hearing how you can support our plans, please contact Paul Sheldon, Director of Development.
Through opportunities like this, the importance of performance in developing confidence and leadership skills sits centre stage. Yet our own day-to-day teaching and production facilities remain much more humble.
The Comedy of Errors, King’s Week 2014 40
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King’s Foundation
Music 2020 The Young Musician’s Vision
At Junior King’s all pupils are actively involved in singing and music-making. They take lessons. They share informal workshops. They share joint choral concerts with the Senior School. They put on their own colourful productions. Nurturing the musical gifts and talents of children has invaluable benefits. It fosters creativity, builds confidence, encourages self-discipline, teaches patience, shows how to work as a team and complements other aspects of the broader King’s curriculum. However the current teaching and performing facilities for music are very restricted. We need to build a new stand-alone Music School at Junior King’s. By opening this wonderful new building we will be able to develop further the extraordinary talents of our boys and girls aged 4-13.
“The Foundation team have raised over £1.5m which will enable the vision to become a reality.” We are delighted to report that the Foundation team have raised over £1.5m which will enable building to commence early in 2015, with a target opening date of September. However, fundraising will continue for the first part of 2015 as we need to equip the new Music School with the highest quality instruments and equipment as well as build the Dean Bell Bursary Fund up to a more substantial level. If you would be interested in hearing more, or would like to help, please contact Paul Sheldon, Director of Development.
Junior King’s School 42
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King’s Foundation
King’s Foundation
King’s Legacy Club Peter Venn
For over fourteen centuries pupils have passed through the Precincts at King’s in search of an education. They leave owing a debt of gratitude to the School and its teachers. Many of them repay that debt handsomely. 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.
Most also believe that OKS and the extended King’s family have a responsibility to protect the King’s legacy. Whilst change is ever-present some things – such as the school’s commitment to bursaries – must never change. However one of King’s biggest challenges is that the endowment of education costs more every year. The School has an enviable and long-lived reputation but it lacks the financial resources of many of its contemporaries and competitors. So we need to respond by changing the ways we fund the endowment of our bursaries. That is why we started the Legacy Club, the members of which are all of those who remember King’s in their will. The Legacy Club provides a way to continue the tradition of generosity from OKS and others in a most tax-efficient manner. Including King’s in a will makes any amount pledged free from Inheritance Tax. Gifts of property or shares are exempt from Capital Gains Tax. There are different types of legacy you can make in your will, so your bequest to King’s can be flexible to your individual circumstances. You also have the opportunity to direct your bequest to bursaries for a specific area of school life you would like to support – for example music, sport, drama or science. Many members though choose to leave the ultimate decision to the School so funds can be allocated with the most beneficial impact when the time comes.
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Peter Venn, Legacy Club Chairman
“If you remember your years at King’s fondly, will you fondly remember King’s?” The Legacy Club has already raised over £3,000,000 for the King’s endowment which, over years to come, will help the School meet the obligations of its historic Charter. We all meet once a year for lunch so the School can say thank you and we can find out how the School is doing. If you would like to know more about becoming a member please contact me. Peter Venn, Walpole 1954-60 Legacy Club Chairman and member of the King’s Foundation Board. Call 01227 595567 or email foundation@kings-school.co.uk
School House Mr Ivor Burt J Michael Brown Kerith Nightingale John Rowland Keith Plunkett
1948 1949 1958 1963 1972
The Grange Tony & Joan Venner 1939 Anthony G Davies 1953 Barry David Stuart Lock 1953 Keith Adams 1955 Nevill Swanson 1956 Brian Foord 1958 Hubert Chesshyre CVO FSA 1959 Walpole House Michael Ayling Peter Venn (Chairman of the Club) Brooke Himsworth Meister Omers William Lamb Alan Philpott Stephen Durnford & Sandra Capildeo
1960 1960 1962
1955 1958 1961
Marlowe House Dr Jack Cantor Edward Holman Nicholas King
1945 1968 1968
Luxmoore House Dr Bryan Waynforth Julian Stewart Jim Browne
1955 1957 1966
Galpin’s House Richard Halsey Arthur Michael Reynolds
1962 1962
Linacre House Peter Holmes-Johnson 1959 Richard Blurton (partner of Martin Williams 1963) Former & Current JKS & King’s Parents Edmond Stuart Price James Thorne Frederick & Kathryn Uhde Mr & Mrs Peter Williams Former Governors Lady Kingsdown, OBE Richard HB Sturt, OBE
Former & Current JKS & King’s Staff Jane Edred Wright Nigel Hamilton, QC Peter Henderson Dr Roger Mallion Martin Miles Maureen Milner-Grundy Mr & Mrs William Redwood Fiona Tennick Brian Turner Graham Wood Other Friends of King’s Christopher Daniels Dr Charles & Hilary Sell There are an additional 50 Members of the Club who wish to remain anonymous. During 2012-14, King’s received legacies from the following generous friends: William C Young Norman Scarfe William Watkins Robert Goodsall Martin Williams
SH1938 WL1941 SH1952 GR1955 LN 1963
“The Legacy Club has already raised over £3,000,000 for the King’s endowment.” 45
Acknowledging the generosity of all those who are kindly supporting the current King's campaign.
King’s Foundation
Acknowledgement Donations and pledges
OKS Kenneth Agnew (dcd) Donald Anderson Timothy Ball Richard Bird Hubert Chesshyre, CVO & FSA Nigel Finn Richard Fishlock Ian Gascoigne-Pees Edward Holman Jonathan Horsfall-Turner Robert Iggulden Roger Lawrence Barry Lock Andrew Macfarlane Rupert Mead James Peschek Walter Roberts John Smalman-Smith Guy Stevens John Strom-Olsen Robin Sturgess
Acknowledging the generosity of all those who have kindly supported King's.
Major Benefactors Sir Roger De Haan Governor, Former JKS & King’s Parent
Honoured Patrons (continued) Wol & Kerry Kolade King’s Parents Barry David Stuart Lock OKS
Hans & Märit Rausing King’s Grandparents Sigrid Rausing Guardian & Former King’s Parent The Swire Family Former JKS & King’s Parents Benefactors Peter & Leanda Englander Former King’s Parents
Peter Stone OKS & Former Governor
Governors, former Governors & Governors Emeriti Lady Kingsdown, OBE Former & current JKS & King’s Parents & Grandparents Richard & Lucilla Berliand Patrick and Karen Booth-Clibborn Mrs Audrey Eyton Mr & Mrs Angus Fanshawe Dr & Mrs Bertrand Leung The Macpherson Family Jonathan Neame David & Sharon Parker Tara Stack Mollie and Geoffrey Tyler
One Anonymous LN 1977
Felicity Lyons* OKS, Former JKS & King’s Parent
SH 1977
Simon & Midge Palley Former King’s Parents Peter Baldwin and Lisbet Rausing Former King’s Parents Ilya & Nataliya Yurov JKS & King’s Parents
Honoured Friends Richard Blurton Partner of Martin Williams OKS Robert Brooke Former King’s Parent & Former King’s Staff Friends of JKS Tom Hoppe OKS & Former King’s Parent
One Anonymous
Sally Hoppe Former King’s Parent
Honoured Patrons The Atlas Fund
Andrew & Alex Lavery Former King’s Parents
Philip & Gillian Broadley Former King’s Parents
Richard & Amicia Oldfield Former King’s Parents
Simon Cua Former JKS & King’s Parent
Richard & Geraldine Prosser King’s Parents GR 1969
The Garfield Weston Foundation The King’s Ball Jonathan Horsfall-Turner OKS
WL 1964
Sam & Madelaine Sung Former King’s Parents Frederick & Kathryn Uhde Former King’s Parents
Nick Lyons* Governor, OKS & Former JKS & King’s Parent
Dinesh Dhamija OKS
GR 1953
The Meddings Family King’s Parents
WL 1977
Current & former JKS & King’s staff Mr & Mrs William Redwood Brian & Janet Turner Michael Wetherilt Companies, Trusts & Foundations and other friends of King’s Barclays Bank Friends of JKS The Fanwood Foundation Wilkins Kennedy FKC The Wallace Wilson-Haffenden Memorial Fund
Gavin & Nicola Ralston Former King’s Parents The Murray-Tacon Family King’s Parents *Denotes former OKS President
LN 1964
Rock Concert, King’s Week 46
GR SH GR WL GR GR WL SH MR LN SH GR GR LX GR SH GL WL GR MO GR
During 2012-14, King’s received legacies from the following generous friends: William C Young SH 1938 Norman Scarfe WL 1941 William Watkins SH 1952 Robert Goodsall GR 1955 Martin Williams LN 1963 47
Governing Body and Committees During 2013/14 The Visitor The Lord Archbishop of Canterbury Governors The Very Reverend Dr Robert Willis DL, DCL, DD Dean of Canterbury (Chairman) The Reverend Canon Clare Edwards SRN RSCN BTh The Reverend Canon Christopher Irvine BTh MA PGCE The Venerable Sheila Watson MA MPhil Archdeacon of Canterbury The Reverend Canon Nick Papadopulos MA Appointed by the Dean & Chapter of Canterbury Robert Bagley LLB Nominated by Trinity College, Oxford Dr Christopher Prior DPhil Nominated by Corpus Christi College, Cambridge Dr Oliver Rackham OBE MA Co-opted Emma McKendrick BA Andrew Stewart (OKS) Nick Lyons (OKS) MA (Vice Chairman) Sir Roger De Haan Jonathan Tennant MRICS Robert Bagley LLB Carol Evelegh Dip.C.E., Dip.Sp.L.D Michael Bax (OKS) FRICS Frances Judd (OKS) QC Tim Steel MA DL Governors’ Sub-Committees
Right: Liz Worthington, Senior Deputy Head Left: Tanya Lee, Deputy Head (Pastoral) 48
Finance & General Purposes Nick Lyons (Chairman of this sub-committee) Robert Willis Roger De Haan Robert Bagley Michael Bax Tim Steel Nick Papadopulos
Junior King’s School Committee Andrew Stewart (Chairman of this sub-committee) Clare Edwards Robert Bagley Carol Evelegh Audit Committee Nick Papadopulos (Chairman of this sub-committee) Christopher Prior Nick Lyons Tim Steel Estates Committee Jonathan Tennant (Chairman of this sub-committee) Nick Lyons Roger De Haan Robert Bagley Michael Bax Governance Committee Robert Willis (Chairman of this sub-committee) Nick Lyons Sheila Watson Robert Bagley Risk Management Committee Robert Bagley (Chairman of this sub-committee) Clare Edwards Christopher Irvine Michael Bax Investment Committee Tim Steel (Chairman of this sub-committee) Nick Lyons Nick Papadopulos Pastoral Liaison Committee Clare Edwards (Chairman of this sub-committee) Andrew Stewart Emma McKendrick Frances Judd
Joint Academic Committee of Governors and Teachers Christopher Irvine (Chairman of this sub-committee) Oliver Rackham Christopher Prior 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) Andrew Stewart Roger De Haan Tim Steel Peter Stone (OKS) Nick Harvey Tom Hoppe (OKS) Wol Kolade Andrew Ross Peter Venn (OKS) Senior Management Team Headmaster: Peter Roberts MA Bursar: Mark Taylor FRSA Senior Deputy Head: Liz Worthington MA Deputy Head (Academic): Geoff Cocksworth MA Deputy Head (Pastoral): Tanya Lee BA Headmaster of the Junior King’s School: Peter Wells MA Director of Strategy and Marketing: Ian MacEwen MA Director of Development: Paul Sheldon BA
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