Where We’re Headed Next
Stepping back into the dual role of Head of Secondary and Head of Wellbeing has prompted me to think carefully about what really matters for our students, our staff, and our community right now. Schools can be busy places with competing priorities, but I’m keen to keep our focus tight, deliberate, and anchored in the things that make the biggest difference.
At the core of my thinking is a simple idea: students learn best when they feel safe, known, and capable. Everything we’re doing flows from that.
Getting the Basics Right—Every Day
One of my priorities is strengthening consistency across the secondary school. Not for the sake of rigidity, but because predictability creates safety. When students know what’s expected of them in every classroom—how lessons begin, how behaviour is managed, how support is offered—they’re far more likely to engage and succeed.
That means continuing to refine how we approach behaviour. We’re not interested in quick fixes or reactive systems that only deal with issues once they escalate. Instead, we’re building a shared approach that is calm, relational, and firm where it needs to be.
Reducing the “Small Stuff” That Gets in the Way
A clear message from our students is that when learning is disrupted, it's not by major incidents, but by the accumulation of small, low-level behaviours—calling out, off-task chatting, interruptions, and slow starts.
These “minor” disruptions matter. They make classrooms feel less settled, reduce learning time, and create frustration for students who are ready to learn.
This is an area we’re focusing on deliberately. Our aim is to:
- Strengthen clear routines at the start and throughout lessons
- Address low-level disruption early and consistently
- Support teachers and use practical, shared strategies that work
- Reinforce the message that every student has a right to learn without interruption
If we can reduce the frequency of these small behaviours across every classroom, the overall impact on learning will be significant.
Wellbeing That Actually Builds Skills
Holding the wellbeing role alongside secondary leadership reinforces something important: wellbeing is not an add-on—it underpins learning.
We’re seeing increasing complexity in the challenges young people face, and our response needs to be thoughtful and driven by evidence. Rather than relying on one-off programs, we’re focusing on building students’ skills over time—particularly around emotional regulation, resilience, and help-seeking.
This includes targeted small-group support where needed, ensuring vulnerable students are well known, and partnering closely with families. At the same time, we’re being careful to maintain a strong, hopeful message about students’ capacity to grow and navigate challenges.
Attendance, Engagement, and Belonging
Attendance remains a key focus—but it’s not just about compliance. It’s about connection.
We want students to be here because they feel like they belong, because they see purpose in their learning, and because they have strong relationships with staff and peers.
Improving attendance means improving the overall experience of school. Every student should have a reason to walk through the gate each day.
Supporting Staff to Do the Work Well
None of this happens without our staff. A priority for me is ensuring teachers feel supported, aligned, and confident—particularly when it comes to behaviour and wellbeing.
We’ll continue to focus on practical strategies and clear expectations. Just as importantly, we need to protect staff wellbeing. Sustainable schools rely on good systems and strong teamwork, not just individual effort.
A Strong, Unified Direction
Across all of this, my aim is coherence. We’ll be disciplined about what we focus on—and equally disciplined about what we don’t take on. Working with the rest of the executive team, and particularly Stuart Ablitt and Vaness Newbery, I'll be developing specific objectives for our secondary program over the coming years.
If something strengthens student safety, relationships, consistency, and meaningful learning, we’ll invest in it. If not, we’ll let it go.
Looking Ahead
I’m excited about where we’re heading. We have a dedicated staff, capable students, and an engaged community that cares about getting this right.
The mission now isn’t about doing more—it’s about doing what matters, doing it better, and doing it every time.
When we get that right—when our students feel known, supported, and able to learn without disruption—we build the best possible platform not just for school, but for their future.
Mr Ben Pope
Head of Secondary