King's School Canterbury 2011-12 Annual Review
-
Upload
james-underhill -
Category
Documents
-
view
228 -
download
0
description
Transcript of King's School Canterbury 2011-12 Annual Review
![Page 1: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/1.jpg)
The King’s SchoolCanterbury
www.kings-school.co.uk
2011-2012
The King’s SchoolCanterbury
WHOwe are
WHATwe have achieved
WHEREwe are going
![Page 2: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/2.jpg)
Providing perspective
Providing perspectiveA message from the DeanThe view from Lattergate
The character of King’s
King’s at a glanceFinanceA conversation with the BursarInvestment reportReaching out
Bursaries – the rationaleSport for allYoung teachersInformation versus ThoughtGoing solo2012 LeaversJunior King’s School
Looking forwardScience - the next generationCreativity – the next stageThe King’s FoundationDonations and LegaciesGoverning Body andCommittees
CONTENTSOur aim in this document is to provide aperspective on the overall performance of theSchool – both as a place of teaching andlearning and as an organisation with a role in the wider community.
The strength of King’s is its people.We have therefore given teachers andpupils the opportunity to enthuse andspeak candidly about a number ofaspects of the school in order toprovide an overall sense of how King’s is performing.
3
We are on the brink of excitingchanges. So, while the main focus ofthis report is on the King’s of today,we have also devoted some pages tooutlining developments which willhave a profound effect on the King’s of tomorrow.
345
7
1416171819
20222426283032
384042444550
King’s could not be the school it iswithout the support we receive fromOKS, parents and friends. Included inthis report is a list of our donors –generous people who have helped usachieve much more than our businessaccounts alone would allow.
WHO
WHAT
WHERE
![Page 3: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/3.jpg)
And the historic and spiritual contextof the Cathedral community, living itslife around the School, gives a senseof perspective to all that staff andpupils do together.
In a World Heritage Site it is sometimesdifficult to find room to develop newfacilities, but happily we have managedin the past two years to identify twovery significant new areas of land and
buildings within the city of Canterburywhich will enable the School todevelop still further. The new MasterPlan is full of excitement and will mean initiatives in science, drama,
… prepare pupils for a worldwhich will be glad of their self-reliance and competence.
sport and many other areas of schoollife – aspects of King’s which will helpto prepare pupils for a world whichwill be glad of their self-reliance and competence.
A message from the Dean
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.
Development at Kings can only takeplace with the generous support of so many of you who value thisremarkable school. We owe you animmense debt of gratitude for yourgenerosity and know that it will haveresulted in a school which constantlyrefreshes itself and equips its membersfor the future.
The Very Reverend Dr Robert WillisDean of Canterbury and Chairman of Governors
Our longstanding aims were perhapsbest encapsulated by one of my mostdistinguished predecessors, the lateLord Pilkington, who said that a King’seducation rested on the simultaneouspursuit of academic and extra-curricular excellence.
The philosophy behind the pursuit ofacademic excellence at King’s is thattalented pupils are stretched by
enlightened and stimulating teaching,but not stressed. Parents know thatthe School adds great value to thenatural ability of their offspring. Thevibrant and intellectually exciting Sixth Form offers the perfect spring-board for realistic applications toOxbridge and other top UK and US universities. And the curriculumfor 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’sspirit gains its release and impulse bythe equal weight attached to co-curricular activities. Through theimpressive programme of sporting,musical and artistic opportunities wefind an individual passion within everypupil, one that often becomes alifelong pursuit.
We are not frightened ofcharacter: everyone is anindividual here.
The overall King’s experience nurturesyoung people and gives themconfidence. Pupils are all encouragedto remain true to themselves, but alsoto find themselves during theiradolescence. This is a school which isnot frightened of character: everyoneis an individual here. But the valueswe share are creativity, flexibility, acaring compassion, independence ofthought, enthusiasm, articulacy andthe cultivation of friendship.
The view from Lattergate
Nestled within CanterburyCathedral’s community, King’s is close knit and warm hearted, as wellas spiritually aware. Everyone herealso appreciates beauty. It is a placedevoted to bringing out the best fromtalented young people who want togive of themselves as much asdevelop themselves.
Peter RobertsHeadmaster
4 5
… the spiritual contextof the Cathedralcommunity gives asense of perspective toall that staff and pupilsdo together.
Pupils are stretched, byenlightened and stimulatingteaching, but not stressed.
Since that time the life of the Schoolhas always fitted comfortably into thelife of the Cathedral – now theMother Church of a worldwidecommunion and an internationalcentre of pilgrimage. The Benedictineway of life honoured a human being inbody, mind and spirit and was livedout in a community which was alwaysgiven to hospitality. This is still verymuch the case for both the Cathedral
community and the community of theKing’s School, where the creative giftsof an individual in body, mind andspirit are recognised and developed.
Now, in the 21st century, King’s has become one of the leadingindependent schools and is proud of its co-educational tradition and theway in which a balance of learning isencouraged, together with all otherartistic, creative and sporting skills. At King’s, pupils learn to respect each other and also to value their own gifts.
![Page 4: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/4.jpg)
WHOwe are
The character of King’s
7
![Page 5: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/5.jpg)
����
The Story-teller
Children and adults have been movedto tears by his stories. His novel WarHorse inspired one of the mostcompelling and innovative stageproductions in recent years and thenbecame a Steven Spielberg film. But on a hot afternoon during King’sWeek 2012, Michael Morpurgo
(GL 1957-62) was on stage in the Shirley Hall 50 years after he leftas Captain of School. For over anhour he held spellbound his audienceof more than 700.
Michael explained his approach tostory-telling – the events, people andobjects which have stirred hisimagination and his story-telling talent.
The Admiral
The Lark – the powerful story of Joanof Arc – was the main play for King’sWeek 2012, with Emily Championplaying Joan.
In a production of The Lark 40 yearsearlier, Robert Cooling (LN 1971-75)played a starring role.
After King’s, Bob went on to KeeleUniversity and then to a career in theNavy, rising to the rank of ViceAdmiral and taking command of theaircraft carrier HMS Illustrious. Helater became Chief of Staff to NATO’s Supreme Allied CommandTransformation, at Norfolk, Virginia in 2009.
THE CHARACTER OF KING’SHow 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 Chapel Choir, directed byHoward Ionascu, sang RichardShephard’s ‘Never weather-beatensail’ and ‘Jesu, grant me this I pray’.
He also spoke passionately aboutFarms for City Children, the charitywhich he and his wife Clare started in the Seventies.
8 9
The Visitor
In February 2012, BBC Radio 4’sSunday Worship was broadcast fromthe Shirley Hall. The King’s SchoolSenior Chaplain, Rev’d FredrikArvidsson, led the service and thepreacher was the school’s ‘Visitor’,the Archbishop of Canterbury, Dr Rowan Williams.
The Archbishop posed the question‘What is Freedom?’ and spoke aboutDietrich Bonhoeffer, the GermanLutheran pastor, theologian and anti-Nazi. Quoting from Bonhoeffer’spoem ‘Stages of Freedom’ (written in a Gestapo prison), Dr Williamschallenged his congregation and theradio audience to see that realfreedom involves discipline, action,suffering and ultimately death.
![Page 6: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/6.jpg)
THE CHARACTER OF KING’S
Young Scientists
2012 was the 120th anniversary ofthe Harvey Society – the School’sscientific society, named after OKSWilliam Harvey (1578 – 1657), whofirst explained and described thecirculation of blood.
Over the last 120 years, the HarveySociety has provided a forum throughwhich pupils can take their scientificstudies further and can roam beyondthe curriculum. Recently, the Societyprovided the focus for the significantKing’s input to The Young ScientistsJournal. This international, on-linemagazine, by and for scientists aged12-20, was edited by Cleodie Swire(MR 2007-12) during 2011-12, andthe current issue includes two articlesby Cleodie: 'The Life Cycle of Stars'and ‘The Endosymbiotic Cycle'.
The history of the Harvey Societyillustrates the long-establishedenthusiasm for science at King’s – an aspect of the school we intend todevelop through the creation of aninspirational new centre (as outlinedon pages 40-41).
The Minister
During the Olympics, King’s audienceswere naturally focused on the medalsand cheered when Tom Ransley (MR1999-04) won his bronze in theMen’s Eight. And some of us glowedwith pride when the Red Arrowssoared overhead during the openingceremony, knowing that SquadronLeader James Turner (MO 1986-91)was piloting one of the Hawk jets.
But how many of us knew that alongwith Sebastian Coe and BorisJohnson, an OKS was behind theoverall success of the LondonOlympics? In 2012, Hugh Robertson(BR 1976-81) was Minister for Sportand the Olympics (he is now Ministerof State with responsibility for Sport,Olympic Legacy and Tourism).
The show must go on
In 2012, King’s put on the Bernsteinmusical, West Side Story at the 1,300-seat Marlowe Theatre. Directed byDirector of Drama, Graham Sinclair,the show posed the dual challenges ofchoreography and an exhilarating, butcomplicated score. Rehearsals wereintense and demanding and, becausethe School could not gain access tothe Marlowe Theatre until the day
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 SideNew York, so impressively created for the actual show.
The production sold out for each of its five performances and captivatedaudiences with its authenticity. Herewere teenagers playing teenagers;young love, pride, passion… WestSide Story has it all.
OKS members of the audience wereaware that West Side Story is the latestin a long line of musicals stretchingback to the 1950s and Gilbert &Sullivan in the Shirley Hall.
10 11
![Page 7: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/7.jpg)
WHATwe have achieved
Our dynamic present
13
![Page 8: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/8.jpg)
Pupils
Total BoardersSenior school 817 615Junior school 260 68Pre-prep 100 0
Girls BoysSenior school 373 444Junior school 112 148Pre-prep 47 53
Staff
Number of teaching staff: 152,including 16 full-time equivalents (fte).In 2011 the School employed 159,including 15 fte.
The average number of Schoolemployees during the year was 341full-time and 150 fte. (2011: 338 full-time and 168 fte.)
Pastoral
12 boarding houses, 3 day houses
Pastoral teams compriseHousemaster/mistress, Deputy, tutorsand a matron. The School operates a vertical tutoring system in groups of 10-12. A significant advantage ofthis is the more effective integration of age-groups. School-wide pastoralcare is overseen by the DeputyHead Pastoral.
The house system facilitates healthyinter-house rivalry. In addition tohouse sport, King’s runs housecompetitions in Art, Song, Drama,Chess and Debating, as well as inter-house ‘socials’ and collaborations ondramatic and musical productions andcharity fundraising.
Spiritual
The peace and presence of theCathedral have a profound and lastingeffect on pupils: some OKS evenreturn to be married there. Each termthe School has three or four sungMatins services with a visiting preacherin the Cathedral. Additionally, thereare usually two Evensongs and twoEucharists. Other important Schoolservices are Commemoration,Confirmation and the Carol Service.Beyond the Cathedral, the Schoolmeets for worship in the Shirley Hallon four mornings of the week.
Although a Church of England school,King’s is inclusive of other faiths. Thereis a Jewish Society and Buddhist pupilsuse the Chapel for prayer, as doHindus. Muslim pupils go to prayers at the university.
Academic results
I/GCSE
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 successfullytook the post-GCSE Free StandingMaths Qualification and/or AS levels inFrench or Spanish.
A Level
A* – B grades: 87.6%. Average UCAS points score percandidate: 445 – the second highest
King’s score ever.The individual subjectscore of 114.7 (UCAS points per entry)is also the School’s second best ever.
In a year when the nationalpercentage of A* grades fell, King’sresults improved from 21.3% in 2011to 24.4% and five candidates achievedfive A* grades. (A* – A grades rosefrom 63% to 65%.)
University entranceMost popular university destinations. Chart shows numbers of places won byKing’s leavers in 2012
2011 Top 5 degree subject choices
Sport
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).
Average number of pupils representingKing’s on an Autumn Term Saturdayafternoon: 500, across 9 sports. LentTerm: 544, across 10 sports. SummerTerm: 380, across 9 sports.
Music
412 pupils (50%) have an individualmusic lesson each week.
Opportunities to perform musically:Crypt Choir (including tours, concertsand services, nationally andinternationally), Madrigalia, ChapelChoir, Choral Society, ChamberOrchestra, Symphony Orchestra,Sinfonia, Wind Band, ChamberEnsembles, Piano Competition, RecitalCompetition, Jazz Big Band, ModernJazz Group, male and female close-harmony groups (The King’s Men andThe King’s Swingers) and rock bands;and The House Song Competition(whole-school participation – 2011winners: Harvey).
Drama
King’s is known for its high standard of drama-teaching and schoolproductions. Pupils regularly write anddirect their own plays and there is along tradition of house productions.In 2012, the School sold out fiveperformances of West Side Story in
Canterbury’s 1,300 seat MarloweTheatre – as highlighted on p.11 of this publication.
King’s Week also provides a uniquefocus and large audiences for dramatic productions.
King’s Week
12,000 tickets were sold for King’sWeek 2012, with over 1500 separatepupil performances by more than 400individual pupils. Events ranged fromthe perennial music concerts(Serenade, Jazz, Gala, Virtuosi), threedifferent plays (The Lark, GreatExpectations and Travel Club & BoySoldier), King’s Week lectures, a StevieWonder tribute band, art exhibitionsand dance shows, to the new eventsof Show Jumping, the Debate, PodcastProductions and Circus Skills. Otherhighlights: the Lab on the Lawnexperiments – chilling bananas withliquid nitrogen and sending mini-rockets up into the air with waterpressure; poets Hilary Davies andSebastian Barker (OKS) judging theSpeeches in the Chapter House andthe fastest pupil-made car competition.
Societies
Debating, Marlowe (EnglishLiterature), Pater (Classics), Blaxland(Geography), Harvey (Science),Linacre (Medicine), Science Ethics (apupil-led discussion group), Tenterden(Politics), Cranmer (Christian Union),Club Hispano, Cercle Français, Vasari(History of Art), Theology, Durnford(History), Socratic (a pupil-leddiscussion group), Philosophy andThurlow (law). Additionally, there
is the editorial team of Mind’s Eye, the pupil-produced current affairs magazine.
CCF and Duke of Edinburgh Award
Number of cadets: 110. Leadershipcourses in Snowdonia, the BreconBeacons and Norway. Four cadetscompleted the Cadet LeadershipCourse at Frimley Park. Five cadetsattended the School Boy CadetCommando Course.
The CCF also helps deliver the King’sDuke of Edinburgh Awardsprogramme. Number of pupils whoachieved Duke of Edinburgh GoldAwards in 2011-12: 16 (10% of yeargroup). Other CCF trips included awhole-contingent training day, twoovernight exercises, the Coast-to-Coast Cycle Ride and two MOD-sponsored, national riding competitions.
The Adventure Activities programmeallows non-CCF pupils to completeDofE Awards. The package alsoincludes First Aid training andCommunity Service activities.
Social
King’s is a sociable place with manyopportunities for pupils to mix andenjoy each other’s company. Formalsocial opportunities are providedthrough house socials, the Pupils’Social Centre, JCR (Sixth Form SocialClub), the Sixth Form Ball, theLeavers’ Ball and the Shell, Remove & Fifth Form discos.
Politics /Intl RltnsEnglish/DramaLanguagesEcon/Bus/MgmtSciences
0 5 10 15 20 25
14 15
KING’S AT A GLANCEIt would be impossible to capture the diversity and richness of life at King’swithin a few pages, but we have attempted to provide an overview, mixingstatistics with explanation.
EdinburghBristolNewcastleCambridgeUS universitiesImperialOxfordSt AndrewsUniversityCollege London
0 2 4 6 8 10 12 14 16
![Page 9: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/9.jpg)
FINANCEWe have produced below a summary of the School’s accounts. Theseinclude both the Senior and Junior Schools and our trading enterprises.
16 17
Income
Gross school fees receivable
Scholarships and bursaries
Other educational income
Other ancillary income
King’s School Enterprises Ltd (KSEL)
Investment income
Total income
Expenditure
Teaching costs
Welfare
Premises
Support costs
Subsidiary expenditure, financing and governance
Trading costs – KSEL
Fundraising costs
Total expenditure
Net income
Foundation – donations and legacies
£,000
28,038
(1,771)
1,158
195
710
245
28,575
(£,000)
(15,553)
(4,099)
(5,674)
(1,333)
(352)
(401)
(319)
(27,731)
844
2,804
£,000
26,572
(1,638)
1,085
236
637
343
27,235
(£,000)
(15,028)
(3,703)
(5,756)
(1,430)
(463)
(321)
(109)
(26,810)
425
2,151
During 2011-12 we providedacademic scholarships andbursaries with a value of nearly£1.8M, compared with a figureof £1.6M for the previous year.
Mark Taylor, Bursar
1
2
3
56
1 Teaching costs 57%2 Welfare 15%3 Premises 21%4 Support cost 5%5 Subsidiary expenditure,financing and governance 1%
6 Trading costs – KSEL 1%
A CONVERSATION WITH THE BURSARFor 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.
MT It’s an interesting question.Experience shows that education isone of the last things people cut backon, for obvious reasons. But therecould be problems if the economysignificantly worsens, so we are doingall we can to keep our costs down.
TB Is there anything unusual aboutthe way King’s spends its money?
MT What’s different about us is thatwe don’t own all of our buildings,particularly in the Precincts. Anotherfactor is how expensive it is to maintainthis beautiful campus. For instance, we actually have a stonemason on the payroll. So, while the setting iswonderful, it is also expensive.
In a tank we all learned to doeach other’s job.
TB How do you organise the budgeteach year?
MT It would be easy to create abudget each year based on the yearthat’s been. We don’t. We ask everybudget-holder to start from scratchand justify the planned expenditure.It’s a ‘zero-base’ budgetary system.
TB How much do you think yourexperience as a tank commander hashelped you keep a close eye over theschool’s finances?
MT In a tank we all learned to doeach other’s job, so if I lost the driver I could hop down and take the pedals. That experience really set meup for the way I plan and organise my department.
TB Does the school make any profit?
MT As a charity, we are not driven byprofit. The accounts surplus, which issmaller than some would advise, isinvested back into the school. Thelack of a generous surplus is down toour location and the costs that goalong with it.
TB West Side Story was absolutelyfantastic, but it must have beenenormously expensive. Can you put a figure on it?
MT The total cost was over £100,000and it almost made that back on ticketsales, although it didn’t quite break even.Obviously renting the Marlowe Theatreconstituted a large part of the costs, butit gave us the opportunity to performto an audience of 1300 every night.
TB How do you see the schoolprogressing over the next ten years?
MT I think the general outlook is for a ‘flat-line’ number of pupils, but withsome big improvements in facilities –in particular, the Malthouse PerformingArts Centre and the proposed newScience Centre. We would also like toinvest more in sports facilities. All in all,we have an ambitious developmentplan that could see King’s really moveforward over the next few years.
TB What in your mind constitutes agood Bursar?
MT Well (laughing), it’s difficult to sayfrom my point of view, but clearly oneneeds to be well organised and I thinkit is important to be in tune with thewhole make-up and ethos of theschool. A good Bursar also has to be areal team-player.
TB What are the main areas ofexpenditure at King’s?
MT Teachers’ salaries are clearly ourbiggest cost. Other expensive areasinclude welfare and maintaining theSchool’s buildings.
We are doing all we can to keep ourcosts down.
TB Aside from fee-based income,what other areas create income forthe school?
MT Public membership of theRecreation Centre brings in about£1.1M. This allows us to provide ahigher level of facility than we wouldotherwise be able to afford. Theschool also earns money throughlettings and from the overseassummer school. And then there aredonations and legacies to theFoundation, but this money is fordevelopment projects and forscholarships and bursaries.
TB With fees now around £30,000, how do you think themarket for a King’s education will fare into the future?
‘‘
‘‘
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).
Year to 31st August 2012Total funds
Year to 31st August 2011Total funds
4
![Page 10: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/10.jpg)
INVESTMENT REPORT
In time, we wish to reach a positionwhere the Investment Fund producesa sustainable income stream to endowthe award of bursaries. However, thefund must grow significantly from itspresent level before it can generatesufficient income to make a seriousimpact on this. In the meanwhile theSchool 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 linewith our strategy for capital andincome growth, we are resisting usingour investments for developmentprojects. As Nick Lyons explains in hispiece on pages 38-39, we are takingout a term bank loan for that purpose.
The fund must grow if we are to support significantexpenditure on bursaries.
Unlike the School’s financial year,which runs from 1st September to31st August, reporting on theInvestment 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 thecontext of endowments held by otherlong-established schools of similarstature to King’s. The greater part ofthe Investment Fund has been derivedgradually over many years from theoperating surpluses of the School (inperiods when available), in line withthe policy of the Governors and
Bursars of the day. However, part ofthe fund is from one of the School’ssubsidiary charities (Hoffman) and partfrom the SEP Fund (Scholarships,Exhibitions and Prizes) built up overthe years from donations and legaciesreceived from generous benefactors.
The Investment Fund is managed forus by Sarasin & Partners within theirsizeable Alpha CIF for EndowmentsFund.This is used by many UK charitiesand other similar organisations andcovers the world’s principal stock,bond and currency markets, togetherwith investments in alternative assetssuch as property and hedge funds.
Our investment objective is at least to maintain the value of capital andincome in real terms, and to achievelong-term growth in both, whilstspreading risk. To meet theseobjectives, the investments aremanaged on a total return basis with diversification across a range of investment classes. We have atargeted income yield of not less than 2.5% per annum, and this hasbeen achieved for many years now.Although, against a challengingeconomic backdrop, the value of theportfolio fell back slightly during thehalf-year, we are pleased to report a positive absolute return for theInvestment Fund over the first half of 4.2%.
Portfolio distribution £7.67M
1 Fixed interest 11%2 UK equities 24%3 Global equities 33%4 Property 6%5 Alternative assets 4%6 Liquid assets 2%7 3 month cash deposit 20%
Peter Stone, OKS (WL 1959-64), Chairman ofthe Governing Body’s Finance & GeneralPurposes Committee reports on the performanceof the School’s invested funds.
REACHING OUTOutreach 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.
During the Sixth Form, Lizzie Morcom helped teach science at anumber of local primary schools. She reflects on the value of the King’soutreach initiative.
When we started we knew the aimwas to provide simple, structuredlessons. We were teaching Year 6 and
helping to reinforce basic scientificknowledge. It was a fantasticexperience. In addition to the science,I think we helped kick anystereotypical notions of independentschools into touch.
It was quite clear that therewas a two-way gain.
The school we came from did notregister with the children; it was theage difference that mattered. There issomething appealingly simple aboutthis. I think that’s one of the greatstrengths of involving King’s pupils inoutreach teaching.
It was also quite clear that therewas a two-way gain. The primaryschool children were not the onlyones who were learning. I enjoyedthe interaction; the answers the kids gave to my questions were often really thought-provoking; they made me look harder at mysubject knowledge.
I felt part of a very positive,community-spirited aspect ofKing’s life.
Being involved in the outreachinitiative was completely relevant forme because I already know that Iwant to teach, so it was wonderfulpreliminary training. It was also greatfor my university entrance personalstatement. But beyond the CVbenefits, there was a lot of personalsatisfaction. I felt part of a verypositive, community-spirited aspect of King’s. I would recommend it to anyone.
Educational outreach
The term ‘outreach’encompasses the teachingwhich King’s provides toother schools and individuals.In this sense, outreachteaching is a form of public benefit.
Academies – anotheraspect of King’s outreach
King’s is a sponsor of bothThe Folkestone Academy andThe Marlowe Academy. Inaddition to the involvementof senior staff and governors,King’s provides teachingsupport for the academies,focusing on subjects whereexternal input is of greatestvalue. The academies giveKing’s teachers opportunitiesfor career enrichment. They also provide the context inwhich to learn from bestpractice adopted by themaintained sector.
1918
2
1
3
4
56
7
![Page 11: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/11.jpg)
BURSARIES – THE RATIONALEThe Headmaster explains how King’s currently provides financial help topupils. He also outlines the School’s plans to offer more bursary places.
without a bursary. Many scholars mayqualify for bursaries.
The school has re-balanced its awards in line with the intentions of the original charter.
The simple distinction betweenscholarships and bursaries is that ourbursaries are means-tested, whereasscholarships are not. We are alsoparticularly keen to help pupils whowe feel will make an obviouscontribution to school life and will gainvery great value from all that King’shas to offer. Means-testing may belaborious and invasive, but with arelatively modest sum to allocate eachyear, we take it very seriously. Now,filling in a form is not enough: theBursar carries out home visits tocandidates, and there is GoogleEarth... In summary, the School hasre-balanced its awards, in line with theintentions of the original charter.
The third category of support we giveis for cases of hardship. There are noset rules for these, but we look to usethe limited funds we have available tohelp those families whose financialcircumstances suddenly change,threatening the end of a pupil’seducation at King’s. We are helped inthis category with funds from the OKSBenevolent Fund.
What of the future? We would like tobe able to attract greater numbers oftalented and financially-deservingpupils to King’s. From our experience,it is easier to identify suitable
candidates for places in the SixthForm; integration from state schools isalso more straightforward at this stage.Therefore we are currently assessingthe viability of offering up to 10% ofour Sixth Form places as high-end,means-tested bursaries.
In order to achieve our aims, ourendowment would need to increaseby about £10M over the next decade.Thanks to donations and legacies fromgenerous OKS and parents, we havealready raised £1.5M towards thistarget. Through donations andlegacies we hope to raise a further£8.5M within the next decade.
…to attract greater numbersof talented and deservingpupils to King’s.
The reasons for supporting deservingscholars with bursaries remain thesame as they were 470 years ago.We are here to nurture talent andpromise, and every individual scholarreminds us that the benefits flow bothways. For instance, the mother of oneof our current scholars wrote to say, ‘I have watched my son lap upeverything that King’s offers, andbenefit and grow. I could not be moregrateful to those whose generosity hasmade this possible’ – a resoundingconfirmation of the life-transformingexperience that King’s is providing forthis individual. From the point of viewof the School as a whole, I know thatthis pupil is also an inspiration to those around him – both his peersand his teachers.
The School’s founding document, The Cathedral Statutes of 1541,proclaimed: ‘we do appoint andordain that there be always in ourChurch of Canterbury fifty poor boysboth destitute of the help of friends,and endowed with minds apt forlearning, who shall be called scholarsof the grammar school and shall besustained out of the funds of ourChurch.’ The terminology ofscholarships today may be slightlydifferent to that of 470 years ago, butour intentions are broadly similar. Foran understanding of the full range ofways in which King’s now sustainspupils out of its funds, one needs tothink in terms of three distinctcategories of support.
We award scholarships in recognitionof outstanding talent (academic, musical,artistic or sporting). However, all ofour scholarships are now capped at amaximum of 10% of fees so that morefunds are available to give as bursaries.We also award honorary scholarshipsfor outstanding GCSE and AS levelresults. We still see our scholars aseducational role models – pupils whoinspire the whole school. And King’sScholars retain their historic placewithin the Cathedral Foundation.
The main emphasis today is on thesecond category of support – means-tested bursaries of up to 100%. The intention behind this is simple: we wish to help those who combinetalent with proven financial need –candidates who could not come here
The growth of means-testedbursary places
The current funding of means-tested bursaries
A win-winEd Whitehead (MR 2006-10), who wona generous bursary. An outstandingmusician, he flourished at King's andinspired everyone around him.
A growing commitment
During the year, and in fulfilment of the objectives of the charity, theGovernors made available 193scholarships (excluding 50 honoraryawards) and 75 means-testedbursaries (2011: 59), which together cost a total of £1,764k(2011: £1,638k). The means-tested element of this sumamounted to £867k (2011: £710k).Most of this cost is borne by theSchool, though donations certainlyenable King’s to be more generousin this important area than theaccounts alone would allow.
2011
2009
2007
2005
0 10 20 30
Provided by the schoolFrom donations
20 21
85%
15%
Numbers of pupils receiving means-tested fee remission of 70% or more.
![Page 12: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/12.jpg)
SPORT FOR ALLA national re-discovery of school sport is a desired legacy of the LondonOlympics, yet for many independent schools, sport has never lost its stature as one of the most important aspects of school life.
Director ofSport, RichardSingfield has theresponsibility ofoverseeing aprogramme ofsport that isright for King’s.
Reflecting on the fit of sport withinschool life at King’s, Richard Singfieldbegins by stressing the co-edapproach to sport. Richard: ‘Boys’ and girls’ sports have equal staturehere.’ Participation is also a school-wide theme which Richard applies tosport. ‘We want you to discover thesport you love doing. You have to take part in order to do that.’ Toencourage participation, the schoolprovides a wide range of choices –over 20 different sports in all –including a number of niche sports,such as riding, fencing and sailing, inwhich the School is enjoyingconsiderable success.
We want you to discover the sport you love doing. Youhave to take part in order to do that.
Alongside the timetabled sportssessions, King’s offers specialistcoaching through the ExcellenceProgramme for pupils who showoutstanding talent. The programme isled by triple Olympian, Jen Wilson(Hockey), who provides individualguidance on core-strength, balanceand agility, nutrition, and sportpsychology. Current pupils Eliza Brett,Dominique Masters, Justine Lambertand Charlie Kingsman are examples ofthe success of this approach. Duringthe year, Eliza and Dom played forEngland U18 Hockey, Charlie playedfor the England U18 Rugby team andJustine now ranks 5th in UK U17Fencing. Another rising star is EmmaTorkington who represents EnglandU16 in Table Tennis.
Many pupils, who wish to take theirsport beyond school, also play forCanterbury’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 associationwith Canterbury-based Kent Cricketthrough training sessions in theexcellent indoor facilities at the St Lawrence ground. However, asRichard points out, the location ofKing’s presents a challenge. ‘When itcomes to fixtures, we have to berealistic about our geography. Ourpool of suitable opponents is naturallylimited. But a fixture list that generallypitches us against the rightcompetition is important for all of us,so we’re prepared to travel for this.’Richard reflects on the issues: ‘Ouraim is to win against similar schools,but we’ll continue to include sometough fixtures because we like the
Individuals with a lastingpassion for sport.
So what are the developments whichKing’s needs in order to strengthen itssport? Richard: ‘The new astro pitchwill transform sport at Junior King’s. Ina similar way, being creative with thespace 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 pushingforward our work on strength andconditioning. We could also give ourselves some very useful additionalall-weather surface. But it’s not justabout facilities. Dinesh Dhamija (OKS)helped us do more to attract reallypromising and talented pupils when hefunded a sports scholarship. That hasbeen 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 comesfrom being at a school that is multi-dimensional.’
Eliza Brett
22 23
challenge, even if it means having tobe philosophical about a few defeats.Keeping on together when the oddsare stacked against you is a good life-lesson.’
Though numbers of players is anobvious strength of large single-sexschools, 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 topteams. That’s demoralising. Bycontrast, there are so many exampleshere of players who have gained greatconfidence because we have giventhem the chance to represent King’sat the highest level.’
Training and inspirationalcoaching are the keys to success.
Richard is unequivocal when it comesto his team of coaches. ‘Inspirationalcoaching is the key to success.’ In2011, Jon Williamson, a formercaptain of the London Rowing Clubjoined the staff. Richard: ‘With Jon, wenow have a real chance of making our
mark again at Henley.’ Other recentsports appointments include formerEngland Hockey coach, Dave Bridle,as Director of Hockey, and ChrisRoberts, as Director of Rugby.Richard: ‘Now, with these newappointments and with cricketinglegend Mark Ealham continuing toprovide first class coaching, we’regetting to the point where we haveall the bases covered.’
Richard is well aware of theimportance of inspiring pupils atfeeder schools. He and his teamfrequently visit prep schools to refereeand to umpire matches. And withJunior King’s providing the biggestannual intake pupils to King’s, Richardis acutely aware of the importance ofsport at the Junior School. ‘We’rekeen to develop complete sportingcoherence between the two schools.The astro pitch at Junior King’s is agreat example of this. One of the aimsof this project is to increase thenumber of boys we take in each yearwho have developed hockey skills.’(With the new facility, Junior King’s will now offer boys’ as well as girls’hockey, meaning that future yeargroups of boys going up to SeniorKing’s will have a depth of experiencein the game.)
![Page 13: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/13.jpg)
YOUNG TEACHERS
Matt GardnerEnglish
With degrees in both Music andEnglish under his belt, Matt was aboutto study for a doctorate when hedecided to switch to teaching. Matt:‘I’d had enough of theory: I wanted toapply my subject to something lived.’Matt looked at a number of teaching
posts, but settled on King’s after a triallesson. ‘I was struck by how open andengaging the pupils are here. Theyweren’t waiting for me to tell themthings.’ Once at King’s, Matt enrolledon the Graduate Teaching Programme.He reflects that his style may havedeveloped since his early lessons, buthe continues to stress the importanceof engaging with pupils. ‘Dialogue isthe key. You don’t listen to someonetelling you things.’
...doing something that reallyfits with what you are about.
Matt is conscious of the pressures onyoung people. ‘As a society, we’reworryingly obsessed by exam results;
ultimately this is probably driven byfear over jobs. But to my mind thebenefit of an education like this is thatyou become equipped to derive arewarding and happy life doingsomething that really fits with whatyou are about.’
Dialogue is the key
Looking to the future: ‘Technology hasdemocratised knowledge; it’s alsochanged the way we need to thinkabout teaching. Our emphasis morethan ever should be on instilling in ourpupils a working knowledge, ratherthan a memory bank.’
Eirian KornickiBiology
Eirian’s original intention was tobecome a doctor, but after five yearsof Medical School at Oxford, she found herself increasingly drawn toteaching. Eirian: ‘I was inspired by aspell of voluntary teaching in asecondary school and then I started tolook at ways into the profession.’Eirian enrolled on the Teach Firstprogramme and began her teachingcareer in a challenging Inner-Londonstate school.
Eirian had long been aware of King’s(in particular King’s Week) and appliedto the school the moment a suitable
Creating a lifelong love of learning, encouraging young people toquestion and to challenge, working long hours… Teaching is a vocationmore than it is a career. And the health of the nation’s education relies ona steady stream of talented young people joining the profession.
vacancy came up. ‘On the day of myinterview, I remember being struck bythe friendly welcome from pupils andstaff. King’s is an incredibly supportivecommunity.’ She was also impressedby the responsibility given to thepupils. ‘They can really change and influence things here and that leads tothe maturity you see in them.’
We’re at the start ofsomething very exciting.
Beyond the biology lab, Eirian runs the school’s Medical Society, the‘Crest’ science research activity,coaches swimming, and is DeputyHousemistress of Mitchinson’s House.Has she brought any medical skills toher teaching job? ‘In medicine, you’retaught to listen to patients and to treatthem as individuals. I have found thisinvaluable as a teacher at King’s.’
Looking to the future: ‘I feel we’re atthe start of something very exciting.Teaching methods are changing withtechnology. We’re going to have everbetter ways to enable pupils to learnand engage with their subjects.’
Nick ToddMusic
Nick came to King’s in 2004, havingbeen a professional singer since 1994.He still sings with the Tenebrae choir,among other ensembles, and wonBest Choral Disc of 2011 in the BBCMusic Magazine Awards.
Nick: ‘The Music Department is full of working pros. The school hasencouraged me to maintain my statusas a professional musician because Ican bring this to bear on my teaching.’
Nick reflects that he reached a pointwith his professional singing where hehad 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 alwaysimagined he might end up as ateacher, he originally saw teaching as an inferior career to that ofprofessional musician. ‘I alwaysthought it would be second best tohaving a professional singing career.I couldn’t have been more wrong.’
24 25
Over the years, a number of King’smusic pupils have developed tobecome Nick’s professional colleagues.But beyond the musical stars, Nick isupbeat about the ability of pupils atKing’s. He talks enthusiastically of thescope for introducing new anddemanding pieces.
You can do anything with clever kids...
‘Many pupils at King's have the abilityto achieve extraordinary artistic featsbecause of their natural intelligence,enthusiasm, confidence anddetermination. You can do anythingwith clever kids, and this is whatmakes the job so rewarding.’
… group members are self-motivated and tend todiscipline themselves.
The level of talent at King's creates acompetition for places in smallerensembles, and this helps to raise thelevel of discipline as far as Nick isconcerned. ‘For every pupil in mysmaller groups, there are severalwaiting for an opportunity to get in.As a consequence, group membersare self-motivated and tend todiscipline themselves. They getcollectively frustrated if one of theirpeers doesn’t show up or fails to pulltheir weight.’
Nick makes a point of using themomentum of collective music toteach. ‘The wind band is a mixedability group. It’s a junior ensemble.When I took it over you had to beGrade 3 to join. I’ve reduced this tozero. You can pick up the instrumentone week and join the ensemble thenext. It takes courage, but it’s doable.They just duck in and duck out, butthis way their learning curve is muchsteeper, and it's also far more in tunewith the reality of the outside world.’
… there is incredible scope for creativity.
Looking to the future: ‘Technology isgreat. I’m using Sibelius (composingsoftware developed by the OKS Finn twins) and Logic Pro (musicproduction software) all the time formy arranging and I couldn’t organiserehearsals effectively without beingable to track down pupils using theschool’s management system. It's alsotransforming King's Week with thepodcasts and access to events via livestreaming. Generally, this job isabsolutely vast as there is suchincredible scope for creativity.’
![Page 14: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/14.jpg)
With so much information available online it would be easy to believethat pupils have never had life so easy. But Alanna Fraser (OKS), Head ofOxbridge Entrance and Extended Projects, believes important changesneed to be made in teaching if we are to gain the best value from thedeluge of information.
INFORMATION VERSUS THOUGHT
In a recent survey it was revealed thatover 50% of university lecturersconsider new undergraduatesunprepared for degree-level study.The same survey also revealed thatmost lecturers believe that a lack ofindependent inquiry and criticalthinking skills are weaknesses of typical undergraduates.
Alanna Fraser is well aware of theseissues and helps develop and leadstrategies at King’s to encourageindependent study. Alanna: ‘Overall,the secondary education system in theUK is geared around the acquisitionand testing of knowledge, rather thanthe development of independentthinking. So it’s not surprising that theclassic Oxbridge rejection is becausethe candidate is “not a thinker”.’
A few years back, libraries and teachers acted as the gatekeepers of knowledge.
Alanna stresses that the issue ofknowledge-versus-thought is widerthan Oxbridge applications and is tiedup with young people’s over-relianceon web-based information. ‘Duringthe last decade, pupils have begun torely on the internet as their primary oreven sole information-source, oftensimply copying and pasting text fromthe top three sites of any Googlesearch. A few years back, libraries and
teachers acted as the gatekeepers ofknowledge, and research involvedwork and reliance on professionally-reviewed and published material.Now, when information is so readilyavailable, it seems pupils have lost theappetite for tenacious research.’
They need to develop theability to evaluate the good,the bad and the ugly that theyfind on the net.
Alanna makes the point that while thedigital revolution holds the promise oftremendous benefits for education,there are dangers associated withunquestioning reliance on websites.One striking example is provided bythe many pupils across the countrywho have been misled whileresearching the popular prep topic ofMartin Luther King. This is becauseone of the first sites to come up in aGoogle search, martinlutherking.org,is actually hosted by white supremacistgroup, Stormfront. Alanna: ‘Youngpeople need to develop the ability toevaluate the good, the bad and theugly which they find on the net.’
So, the emphasis on knowledge, as opposed to thought, and the sheer accessibility of informationcombine to create unquestioningstudents – the frustration of so manyuniversity lecturers.
What does all this mean for King’spupils? Alanna: ‘We need to integratecritical thinking into our teaching.’Thisis happening: King’s now includes aThinking Skills exam in the Shells, andhelping pupils acquire the skills ofcritical research in the age of Google
will be central to developments inthe Shell curriculum. Critical thinkingis also included in the Fifth Formcarousel of enrichment subjects andis available as an AS choice. Butperhaps the most promisingdevelopment, in terms of preparationfor university study, is the growth ofExtended Projects, which areundertaken in 6b or 6a, and have theadvantage of being either a timetabledoption or one that can be offered 'off-timetable' to motivated and interestedpupils. Alanna: ‘The rules for theseprojects are attractively simple: 6,000words or more; any subject you like;all your own work.
…giving pupils the opportunityto engage in philosophy,without the capital P.
26 27
The aims are to encourage pupils todistinguish between fact, opinion andspeculation and to learn to be moreself-reflective. In the broadest sense,we are giving pupils the opportunity to engage in philosophy, without the capital P.’
Some universities are evenlowering their grade offers onthe strength of a good project.
Alanna is keen to dispel the notionthat Extended Projects are solely thedomain of Oxbridge candidates.‘Showing you can produce a piece ofindividual research is tremendouslyhelpful in a personal statement. Someuniversities are even lowering theirgrade offers on the strength of a good project.’
Debating is another activity wherethinking skills come to the fore.Alanna: ‘King’s has a remarkableappetite for debating. For manydebates, the Schoolroom is packed,and then packed some more, withShells sitting on the floor.’ Some may
believe that the competitive edge indebating is gained through speakingskills. Alanna asserts that this is not thecase. ‘Debates are all about analysis.You can’t just say, “We have a humanright to…” You have to say why weshould have a right to anything.‘
In summary, the threats to thinking arereal, but it is too easy to say that it’s allthe fault of the internet. Used well,the net can be a friend to bothteaching and learning. More widely,we need to encourage our pupils tobe active in the way they processinformation. Alanna: ‘We need to doall we can to encourage pupils tospend less time in receive-mode andto switch their antennae to interpret.’
![Page 15: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/15.jpg)
GOING SOLO
Ranulph emphasises the point that anExtended Project need not relate tothe subjects a pupil is studying. ‘Thesubject I chose – Steinbeck andSocialism – was something I wasalready interested in. It was a personaldecision and had nothing to do withthe subjects I took at AS level.’ He isalso self-effacing about the title hechose (‘To what extent did Steinbeckportray a socialist uprising as an
inevitable consequence of Americansociety in the early 1930s?’). Ranulph:‘It sounds pretentious, but I worded itlike that so that I could propose aclearer conclusion.’
It's prepared me for university study.
Ranulph is not taking English Literature‘A’ level, but his research involved agreat deal of reading: Steinbeck’sCalifornia Series, written in the early’30s, Steinbeck’s journals, theCommunist Manifesto and a numberof books on Marx. ‘This waspredominantly library research, but Ialso used JSTOR (an online database
of academic journals) and the net toresearch things such as America’spolicy of Isolationism.’
Time-management: I wasterrible before I embarked on this.
What does Ranulph feel he learntfrom the project? ‘The main lesson Itake away with me is the importance
of time-management. I was terriblebefore I embarked on this, but 11,000 words later, I feel I’vesharpened up. Undoubtedly, theproject has helped prepare me foruniversity study.’ (Ranulph hopes toread PPE at Oxford.) So, what wouldhe advise to other pupils about tostart 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 ExtendedProject?
The Extended Project is aform of dissertation. Itprovides an opportunity forpupils to learn independentstudy skills, in preparation foruniversity. Each project takesthe form of a 6,000 wordessay (a guide – not a limit)on a subject of the pupil’schoice, that is academicallyworthwhile, or of relevanceto a future career. Projectsare completed during the 6B year and teachers offerguidance on the choice ofsubject and on research,though pupils are encouragedto carry out the majority ofthe work over the summerholidays. Pupils give apresentation to peers andteachers on completion oftheir project.
Sixth Former Ranulph Tees (MO) provides an insight into the ultimatelyrewarding work of an Extended Project.
28
![Page 16: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/16.jpg)
2012 LEAVERS
Jacob Ewens
A levels: Music, Religious Studies,Biology
University: Oxford (Music)
Favourite moment at King’s: Playing inthe pit orchestra for West Side Story;winning House Song; the Crypt Choirtours to America and South Africa.
Best thing about King’s: King's Week –there's no end to a school year like it.
School sports: swimming, hockey, anda keen footballer.
Other school activities: Music –rehearsing with various ensembles.
Career aspirations: Professional musician of sorts.
30 31
Ultimately, King’s is about people. Here are just six of last year’s leavers…
Louisa Dearlove
A-Levels: English, Politics, ReligiousStudies and Economics
University: Edinburgh University(English Literature)
Favourite moment at King’s: Every King’s Week, the Leavers’Ball, the Morocco trip, last
Christmas house dinner… the listcould go on.
Best thing about King’s: King’sWeek, 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 ofHouse; Fashion Show; King’s Week
Career aspirations: PR, Journalismor Advertising
Chidera Ota
A levels: Mathematics, Chemistry,Biology, Physics
University: Cambridge, St John'sCollege (Medicine – 6 years with a BA)
Favourite moment at King's: Beingadmitted in the cathedral – I doubt I'llhave an experience quite like that again.
Best thing about King's: The housesystem allows you to connect withother people on a unique level: thepeople you live with become like sisters.
School sports: athletics
Other school activities: Science Ethicsdiscussion group; teaching Shells, asthe Michael Foale scholar; both theScience and the Medical Societies.
Career aspirations: To become aconsultant surgeon, before movinginto public health.
Freddie Holt
A levels: Chemistry, Maths, Geology,Geography
University: Bristol (Geology/Earth Sciences)
Favourite moment at King’s: Playing inthe Jazz on a Summer Sunset, the JazzConcert and the Stevie Wonder shows.
Best thing about King’s: You can getinvolved in whatever you want. Ifyou’re sitting idle, you’re not doingsomething right!
School sports: I played cricket for fiveyears, representing many differentteams and also going on tour toDubai. I also rowed for the Schooland played football and badminton.
Other school activities: The ModernJazz quartet and the School’s JazzOrchestra; also the King’s Week rockshows. Organised JCR events, includingopen mic nights and themed nights.
Career aspirations: A geologicalcareer, perhaps working abroad atone time or another.
Lucy Balicki
A levels: English, Economics, Spanish
University: Bristol (English Literature)
Favourite moment at King’s: Thehockey – so many other memorieswhich I will never forget.
Best thing about King’s: The sheer
variety of opportunities. You can doalmost anything that takes your interest.
School sports: hockey, lacrosse,athletics, squash.
Other school activities: Social Services,Duke of Edinburgh Award.
Career aspirations: Undecided as ofyet, thinking about journalism andmanagement consultancy.
Ali Lyons
A levels: English, Economics, Politics.
University: Applied to Exeter, Bristol,Newcastle, Edinburgh and St. Andrews. (English/English andPhilosophy/English and Drama.)
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 trynew things and develop in yourchosen area.
School sports: I played 1st XI football,1st VI golf and U15A cricket, rugbyand hockey.
Other school activities: I was involvedin at least one theatre production eachyear and directed a play in 6b.
Career aspirations: Possibly a career in theatre as a director or writer, but I have no clear plans yet.
![Page 17: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/17.jpg)
JUNIOR KING’S SCHOOLHeadmaster’s overview
In a fast-changing world, I amencouraged that our model ofeducation remains broad, as well asdeep; stretching while supportive;progressive yet traditional.
Recently a parent summed up to meher experience of Junior King’s. Shesaid, ‘My children have learned to put themselves forward and havebeen stretched to perform well above their comfort zone. They have made the best of friends and had fantastic opportunities to try somany different things.’ Other parentshave commented upon our ‘villagelocation’, and our calm environmentfor learning.
We are achieving high standardsacross the full range of schoolactivities, but for the purposes of thisreview we have provided an insightinto four specific areas, which webelieve make Junior King’s distinctive.We have also provided an outline ofour exciting development activity.
Peter Wells
Focus on drama
Director of Drama, Ingrid Öbo has ashelf of plays at home waiting for theright moment. Two years ago shetook down the play Monkey (theChinese adventure story) from thisshelf and put on what is now viewedas the most original and popularproduction in recent Junior King’shistory. Monkey – with its eighteenfoot Buddha and its cast of hundreds –was a revelation. Other productionshave included The Wiz, Bugsy Malone,Great Expectations, Arabian Nights andThe Iliad. She emphasises that her
choice of plays is governed by the opportunities they present formaximum participation, because she strongly believes that drama is for everyone.
‘… a joy in the expression ofself through drama.’
All JKS pupils have at least one hour’sdrama teaching each week (doublethis in Year 4). Ingrid: ‘There is a joy inthe expression of self through dramaand I feel strongly that all childrenshould experience this.’ Beyond theactual drama lessons, it is clear that
drama permeates the school – forinstance, children rehearse songs forplays in their music lessons, they learnto understand their parts in Englishand they even make their owncostumes and props in Design andTechnology. But Ingrid is keen toemphasise that the overall aims indrama are not simply thedevelopment of confidence and acting skills. ‘Drama is not the same as acting. For children it’s about finding out about themselves throughworking with others.’ She explains
the importance of letting children take their ‘own route through a character’.
‘It is clear that drama here isabout much more than puttingon plays.’
Ingrid is passionate about the value ofcreative subjects and believes thatpeople too often focus on the endgoal – the performance, or the examin the case of Drama. Ingrid: ‘Howyou get there is where the realdevelopment takes place.’ And alongthe way she is keen to give her pupilsfreedom to be creative. ‘Lettingchildren have space is a lovely thing.’
Rooted in nature
Since the 1960s, the geographicalradius of play for children in the UK has shrunk. ‘Stranger-danger’, the ‘cotton-wool society’ and litigation have conspired againstchildhood. The result is that youngpeople are growing up unconnectedto nature and unable to assess risks for themselves. In an effort tocounteract this, Junior King’s hasbecome a ‘Forest School’.
Pre-prep teacher, Suzie Larder co-ordinates the Junior King’s Forest
School programme, which started in 2007. Suzie: ‘Now children heredon’t just see woodland as abackdrop; we teach them how toexplore and interact with woods.’ The programme involves 10woodland-based lessons during eachyear, between Reception and Year 2.The children learn bush craft skills,such as fire-lighting and tool-use.Suzie: ‘Every child feels an enormoussense of pride when they have madethemselves an object from wood.’
Suzie stresses the importance ofchildren learning how to assess risk atan early age. ‘That means taking somerisks, which we do in a controlled
32 33
way.’ She is also clear that one of thegreat benefits of the Junior King’sForest School is the increasedopportunities to let young childrenplay outside, in mud.
Sport
Looking back over 2011-12, Directorof Sport, Andy Jamieson is clear onthe main steps forward in Junior King’ssport. Andy: ‘The big developmentsover the past year for us have beenthe increasing level of co-operation insports coaching between us andSenior King’s and of course the go-ahead for the Robertson’s Astro Pitch.Head of Hockey, Amanda Scott-Kilvert (aka Scottie) agrees that thecollaboration between the twoschools is better than ever, with astrong focus on coach-training. She
is also enthusiastic about the benefitsthe new astro pitch will bring.
Scottie: ‘Up until now, we’ve beenknown as a school that is strong forgirls’ hockey. We’re going to see thisstrength feed into the boys’ gamenow that we can offer hockey as amajor boys’ sport.’ Scottie has everyconfidence that Junior King’s will soonwin the IAPS hockey championship.‘We’ve wanted to win that title for along time. Thanks to the new astro,this is now a realistic hope.’
![Page 18: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/18.jpg)
JUNIOR KING’S SCHOOLModern LanguagesWith strong language-learningfoundations in place, Junior King’s pupilstend to perform outstandingly well intheir secondary schools, in particular atSenior King’s.The young pupils buildon their language skills through regulartrips to France and Spain.They alsohost pupils from Madrid as part of apopular exchange programme, whichinvolves staying with Spanish familiesthe following year.
Ana Tarazona, Head of Modern Languages came to teaching after
14 years in Sales Management. Shebelieves this commercial backgroundgives her a valuable perspective on theimportance of languages in business.Ana: ‘Many of our pupils will go on tolead businesses where languages skillswill be very important. In order tolearn to speak a language with noinhibitions and with only a little accent,you need to start as young aspossible.’ But Ana stresses that thebenefits of learning a language aremore profound than simply gaining
Development at Junior King’sAs at Senior King’s, fundraising fordevelopment has been in the ‘quietphase’, yet it is already clear thatJunior King’s has strong support fromfriends. During the year, the Schoolundertook two major developmentsidentified within Master Plan. Theseimportant improvements were onlymade possible through donations.
Thanks to very generous supportfrom a friend of the School, wepressed ahead with the creation of along-awaited new facility: the Astro
Summer 2012 – Thanks to a generousdonation, groundwork begins for thenew astro pitch.
Pitch and Tennis Courts (completed in2013 and named ‘Robertson’s’ afterformer Junior King’s Headmaster,George Robertson).
A generous donation from parents has also enabled the School to carryout a significant refurbishment of thehistoric Tithe Barn. This involved theinstallation of new lights, repairs to the beams, new doors and, mostimportantly, stripping the inside of theroof and fitting modern insulation.
Generations of pupils have gathered,played and performed in the Barn. It isan historic building which adds beautyand character to the School, which iswhy its refurbishment featured as aproject within the Master Plan.
A unique asset – refurbishment to theTithe Barn: made possible thanks to agenerous gift.
34 35
School. Here is an exciting projectwhich would take us forward musicallyin a very big way indeed. We have thesite; we have planning permission; if wecan secure the funds, we can make thishappen quickly.’
Music - the next project
Music is an important and enrichingaspect of life at Junior King’s, withmany pupils going on to achieveGrade 5, or higher in their choseninstrument while they are at theSchool. Given the numerous benefitsof making music part of life from anearly age, the School places a highpriority on encouraging every pupil to find a path in music, which can besustained into senior school and intolater life. Yet, for all this emphasis onmusic, the School lacks ideal facilities.This is why the Master Plan identifiesthe creation of a music school as apriority project for Junior King’s.
Over the past few years, the Schoolhas been looking at the most suitableway to address this issue and now haswell-developed plans to create aninspirational, new music school. PeterWells: ‘Music is so important to the
The music school would be built on asite close to the Robertson’s Astro Pitchand Tennis Courts.
a business edge. ‘There are neuro-psychological benefits. The processhelps your brain cope better withabstract ideas. It’s like exercising a muscle.’
Beyond the whole-class approach to language teaching, Junior King’sprovides a different approach foroverseas pupils. This comprises atailored programme for the many bi-lingual pupils, with a strongemphasis on maximising their linguistic advantages.
Ana is confident that the Junior King’semphasis on languages is unique. ‘Wehave a strong department here andthe School puts its full weight behindwhat we’re doing.’
![Page 19: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/19.jpg)
WHEREwe are going
Our exciting future
37
![Page 20: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/20.jpg)
LOOKING FORWARDOver 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.
Two years ago, we carried out acomplete audit of King’s real estate inorder to determine the areas wheredevelopment would most effectivelysupport the school’s future. From thiswork we identified a clear need fornew facilities for science and theperforming arts. So when two suitablesites became available – see the map
opposite – the governors wereunanimous in their decision to seizethese opportunities.
…a clear need for newfacilities for science and theperforming arts.
The Malthouse, between Blore’s andBirley’s, provides us with the perfectstarting point for a unique performingarts centre, which will complementthe recently completed Edred MusicSchool, and the proposed new musicschool at Junior King’s.
Most importantly, the Malthouse willalso provide significant extra space – anew lung for the School. The othernew site – the Diocesan & PayneSmith School – will extend the heartof King’s, potentially providing thespace we need for a state of the art science centre.
In addition to these two flagshipprojects, we have been assessing howwe can develop our sporting facilities.The new astro pitch at Junior King’s isa major step forward in this respect.At Senior King’s, we believe we canimprove Birley’s further, in particularthrough floodlighting and the possibleextension of the netball and tenniscourts. We can also use the Malthousesite to give ourselves additional all-weather pitches. And there is potentialto use an existing building there forvaluable further gym space.
Bursaries
Beyond the challenge of the emergingcampaign for exciting physicaldevelopments, the long-term andcontinuing task of the Foundation is toraise funds towards the King’sEndowment, the main function ofwhich is to provide means-testedbursaries for deserving and talentedpupils. In addition to generousdonations towards the Endowment
from parents and OKS, legacies will be critically important to King’s. This is why the Legacy Club, led by PeterVenn, has put great emphasis onencouraging more people to includethe School in their wills.
The Endowment currently stands ataround £7.7M and this needs to growover the medium term to around£30M. If we can achieve this we willhave the financial stability to ensurethe long-term independence of King’sfor future generations. It will also free-up the annual school surplus tomaintain and enhance the core assetsof our schools.
38 39
Our vision: to be the very best co-educational boarding school in the country.
Two new sites to unlockthe future of King’s
New SiteThe proposedScience Centre
New SiteThe proposed Centrefor Performing Arts
Two new sites to unlockthe future of King’s
We are using a ten-year loan to fundthe site acquisitions. Our ability torepay this loan will be strengthened bythe additional boarding accommodationwe plan to create in the existingscience department, though we haveno plans for the Senior School togrow beyond 850, while maintainingour current day/boarder ratio.
… successful developmenthinges on our plannedfundraising campaign.
The total development cost of theseprojects, including our plans for sport,will amount to about £20M. Weanticipate that we will need to raisemost of this sum through fundraising.So the successful development ofthese sites hinges on our plannedfundraising campaign, which is now in ‘quiet phase’. Foundation Director,James Underhill explains more on p.44.
![Page 21: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/21.jpg)
SCIENCE –THE NEXT GENERATIONChristina Astin, Head of Science explains the reasons behind investingin science and provides an outline of the proposed new science facilities.
40 41
To inspire the next generationof scientists, medics, engineersand problem-solvers.
The proposed new science centre just over the city wall from the main school – still a planning challenge, but the potential is exciting
Sixth Formers are working on. Wewant to embrace technology, movingtowards paperless learning. We alsowant to design the building to cater foras much hands-on science as possible– for King’s pupils and for our outreachteaching programme. And the buildingshould be energy-efficient with passiveventilation and heating.
Now is the right time to be investingin science education. Bio-technology,green energy solutions, nanomaterials… exciting new fields areopening up and the UK has thepotential to be a creative powerhouse,spearheading developments in theseareas and others. We need to inspiremore young people to pursuescience, medical and engineeringcareers. At a national level, investmentin science education will help our
economy; at an individual level, each pupil needs a strong sciencebackground because an ever-growingfraction of jobs now requires scientificknowledge and skills.
Scientific issues affect all of us;more so now than ever before.
What about the particular context ofscience at King’s? Each year, about20% of our leavers goes on to studyscience in one of its guises atuniversity, and this number isincreasing. But given the potentialgrowth in science and engineering,there is scope for this figure to growfurther. More than this, we need to
However, for some time, science atKing’s has been taught in charming,but cramped surroundings.
Furthermore, the three main sciencesare geographically separated, withPhysics out on a limb. We think it’stime we changed this. Better facilitieswill be the key to unlocking thefull potential of science education at King’s.
We want as much hands-onscience as possible.
The addition of the Diocesan & PayneSmith School site to the King’s campuscould give us the opportunity tocreate a state-of-the-art sciencecentre. Great teaching facilities willmake science more attractive to pupils; they will also help us recruitand hang on to the best teachers.
Our brief to the architect is to design a centre that encourages synergy andcollaboration between the disciplines.We want open spaces, meeting areasand lots of light. We want labs you canlook into, so that younger pupils canbe inspired by the experiments the
Pupils and teachers want totake their involvement withscience further.
inspire all pupils in science becausescientific issues affect all of us; more sonow than ever before.
Is there scope to take science furtherat King’s? Emphatically, yes. There isgreat enthusiasm for science here,which is illustrated by the pupil-run
societies, such as the Harvey ScienceSociety, the Linacre Medical Societyand the Science Ethics DiscussionGroup. It is also telling that theinternational, pupil-generated YoungScientists Journal is largely edited byKing’s pupils. And the appetite forscience outreach-teaching (as outlinedby Lizzie Morcom on p.19) justemphasises the point that pupils andteachers want to take theirinvolvement with science further.
Better facilities will be the keyto unlocking the full potentialof science at King’s.
Seeing the details of this project nowdeveloping is very exciting for all of uswho work in the Science Departmentat King’s. We know we still have aplanning challenge ahead of us, but weare already imagining what it will belike to teach and encourage the nextgeneration of King’s scientists, medics,engineers and problem-solvers withininspirational facilities.
![Page 22: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/22.jpg)
CREATIVITY – THE NEXT STAGEIn 2012, King’s acquired a new site, with the aim of creating a centre forthe Performing Arts. Graham Sinclair (Director of Drama) outlines thepotential of the Malthouse project.
School drama is more than theGCSE and A-level subject; it is morethan the big shows. When drama istruly part of school life, it serves asone of the main drivers of creativityfor large numbers of pupils. Dramaalso delivers so many lessons for lifebeyond school – from how to inspirea team to how to negotiate effectivelyin a group situation.
There is a strong theatrical tradition at King’s, which sits well with theemphasis the School places oncreativity and the development of theindividual. Now we aim to build onthis and to encourage even morepupils to participate in the exciting and challenging world of Drama.
… we will see the real increasein participation we are aimingfor…
42 43
The benefits of the Malthouse willextend beyond drama. We have plansto accommodate a dance studio in thenew centre and we aim to use thepublic spaces for exhibitions, givingnew prominence to King’s Art. Weare also hoping to include a centre for digital arts.
We have appointed Tim RonaldsArchitects to work on the design.
We are particularly impressed by theway their practical ideas will respectthe atmosphere of the building andsave us money on construction.
Take drama at King’s to a new level.
In addition to the benefits for King’sitself, we are enthusiastic about whatthe Malthouse will do for Canterbury.We envisage show-programmeswhich mix school and publicperformances in the 400-450 seattheatre. In terms of size, our theatrewill sit midway between the
Marlowe’s capacity and the capacity ofthe Gulbenkian, so it will increase therange of shows we can attract toCanterbury. The Malthouse will be asignificant new venue which will helpput Canterbury firmly on the culturalmap of the UK, as well as enabling usto take drama at King’s to a new level.
In addition to the creation of a propertheatre for King’s, the Malthouse willgive us generous teaching spaces. It isthe provision of high quality teachingand performance spaces under oneroof that will allow us to give thepupils full rein in their drama work.And the functional nature of theMalthouse building also gives us theopportunity to create a centre of greatcharacter and atmosphere –
something which new buildings sooften lack. This is going to be a venuewhich pupils and teachers feel excitedabout using each day and which has astrong draw for audiences.
Practical ideas that respect theatmosphere of the building.
For our big shows – West Side Storyand Les Misérables – we havemanaged to use Canterbury’sMarlowe Theatre. It’s an impressivevenue, but it creates huge challengesfor us and can only ever work for theblockbusters. We have used it twice inthe last six years.
Creating a school-wide buzzabout drama.
But although the big shows arewonderful for creating a school-widebuzz about drama and an enormouslift to the pupils’ self-esteem andconfidence, it is actually through anincrease in smaller productions – thehouse plays and pupil-led shows –that we will see the real increase inparticipation we are aiming for; butnot without our own theatre…
The functional nature of theMalthouse gives us theopportunity to create a centreof great character.
![Page 23: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/23.jpg)
THE KING’S FOUNDATIONJames Underhill, Foundation Director, reviews the progress of theKing’s Foundation over the last year.
People have been giving to King’s forcenturies because it is a school whichinspires loyalty and trust. And over thelast decade the School has created awonderful bank of goodwill, thanks to the work of Susan Tingle and herteam, the OKS Association and the King’s Society.
Last year, building from this helpfulfoundation, we began a new chapterof fundraising at King’s.Our long term
aim is to increase the size of ourendowment. Our shorter term focusis an ambitious campaign to help fundour exciting developments.
Fundraising works best where there is clarity, accountability and leadership,so we have recruited a FoundationBoard of OKS and parents, chaired by Nick Lyons. The Foundation Boardprovides a helpfully critical, externalview of the development of King’s.We have also rigorously appraised the School’s development plans,listening to many parents, OKS andmembers of staff in the process. Theresult is an emerging, compelling casefor support.
The developments outlined in thisreview are likely to cost around £20M – a challenging fundraising
target. Yet, though we are still in the‘quiet phase’ of our campaign we nowhave pledges and donations totallingaround £5M. This is very encouragingand we owe tremendous thanks tothe parents and OKS who havepushed things this far with their ‘lead’donations and pledges.
Despite the economic climate,we have seen extraordinarygenerosity towards King’s overthe last year.
In addition to work on the campaign,we have received generous donationstowards the King’s Endowment. TheKing’s Ball, in November 2011 was amagnificent event in this respect andwe are grateful to all those whohelped make this such a success.Weare also extremely grateful to thedonors who have enabled us to pressahead with two important projects atJunior King’s – the creation ofRobertson’s Astro Pitch and therenovation of the Barn.
Looking to the longer term, we arefeeling more confident about thegrowth of the Endowment Fund,thanks to the increasing numbers ofOKS and friends who are including theSchool in their wills.Our campaign topromote legacies has already resultedin a 50% increase in the number ofindividuals who have pledged a legacyto King’s – taking the total from 60legators to 91 in just six months. Despite the economic climate, theKing’s family has been extraordinarilygenerous to both schools over the lastyear. This has put us in a strongposition for the challenge ahead.
Major Benefactors
Hans & Märit RausingKing's grandparents
Sigrid RausingKing's parent
Benefactors
Roger De Haan, Governor, Former JKS parent, King's parent
Peter & Leanda EnglanderFormer King's parents
Nicholas Lyons*Governor, OKS & Former JKS & King's parent LN 1977
Felicity Lyons*OKS, Former JKS & King's parentSH 1977
One Anonymous
Honoured Patrons
The Garfield Weston Foundation
The King's School Ball Committee
Simon & Midge PalleyFormer King's parents
Peter Baldwin and Lisbet RausingKing's parents
Peter Stone WL 1964Former governor & OKS
The Swire FamilyFormer JKS & King's parents
Sam & Madelaine SungFormer King's parents
Fred & Kathy UhdeFormer King's parents
Ilya & Nataliya YurovJKS & King's parents
Honoured Friends
The Atlas Fund
Philip & Gillian BroadleyKing's parents
Robert BrookeFormer King's parent & Former King's Staff
Dinesh Dhamija GR 1969 OKS
The Edred Wright Music Committee
Tom Hoppe WL 1977OKS & Former King's parent
Sally HoppeFormer King's parent
Jonathan Horsfall TurnerLN 1964 OKS
Andrew & Alex LaveryFormer King's parents
The Meddings FamilyKing's parents
Richard & Geraldine ProsserKing's parents
Gavin & Nicola RalstonFormer King's parents
One Anonymous
44 45
ACKNOWLEDGEMENTS –DONATIONS AND LEGACIESAs this Annual Review is our first we have decided to go back six years inacknowledging the generosity of those who have supported King’s.
Funds raised during the year: £2,805K
1 Development Campaign 73%2 Undesignated 17%3 Scholarships and bursaries 4%4 Income from previous appeals 1%5 Junior King’s Barn 2%6 Jervis Trust Income 3%
1
2
6435
The OKS Association
While the Foundation has been gearingup for big challenges, the OKS Association has also been makingpositive changes. Thanks to input froma talented committee, we now have anew website, a new-style magazine,increased emphasis on networking andcareers mentoring, and strong linkswith each new group of leavers.
Susan TingleOKS & Foundation Manager
At King’s the relationship betweendevelopment and alumni-relations isnatural and supportive.
Key: * denotes former OKS President
![Page 24: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/24.jpg)
Kenneth Agnew 1953Nigel Wright 1954Robert Goodsall 1955Roger Job 1955Rodney Blackall 1955Mark Gregory 1956Brian Foord 1958Roderick Frew 1958Mr Roger Browne 1959Tristan Garel-Jones 1960Tim Dale 1960Charles Dunn 1961Patrick Hinchy 1961Mr Stephen Davies 1963Nigel Finn 1964Alan Nash 1968Graham Harris 1974Nick Brown 1977Justin Snoxall 1979Elizabeth Hess 1981John Mayne 1982Mr Richard Briggs 1984Mark Burges Watson 1985Ross Reading 1985Timothy Ball 1986James Del Mar 1988Mrs Fiona-Jane Drewett 1988Guy Stevens 1994Rupert Mead 1995James McNaught 1996
Walpole House Date Left
Frank Thomas 1944John Bradley 1948Tony Laurence 1949Peter Blackburn 1952Richard Dewhurst 1954Richard Fishlock 1955John Rear 1955Professor Nelson Graburn 1955John Smalman-Smith 1956Michael Bibby 1957Guy Fletcher 1957Roger Lunn 1958Sir Michael Davies 1959Dr Richard Brown 1961Richard Dibley 1961Hugh Dibley 1963John 'Louis' Armstrong 1964Paul Ray 1965Peter Braude 1966
OKSSchool House Date
Left
James Peschek 1943Louis Halsey 1947Mr Ivor Burt 1948Mike Brown* 1949Christopher Manning-Press 1949Michael Hill 1951William Watkins 1952Terence Davey 1955Ian Gascoigne-Pees 1958Robert Iggulden 1958Donald Anderson 1960John Maycock 1963Richard Ashworth MEP 1964Michael Pearce 1964Philip Garel-Jones 1965Anthony Winlow 1966Nicholas Steele 1966Michael Sullivan 1967Rupert Thornton 1967Chris Whalley 1968David Davison 1969Philip Young 1971Per Finsaas 1973Jeremy Hall 1974William Hayes 1975Roscow Lucas 1976Aidan Relf 1977Kate Boyle (née Marlar) 1980Sarah Hales (née de Rougemont) 1980Graham Hill 1980Tim Amos QC 1981John Colley 1982Nicola Methven 1982Stephen Lark 1984Charlotte Thomas 1985Kate Chernyshov 1986Laura Goodhart 1988Ben Young 1991Alex Homan 1992Mark Belsey 1996
The Grange Date Left
Major Tim Dumas 1936R Guy Powell 1945Chris Hallewell 1948Peter Seymour 1950Michael Lupton 1952Stephen Young 1952Dr Desmond Kelly 1953
Howard Phillips 1967Michael Cronk 1968Malcolm & Penny Macfarlane 1968Professor Anthony Jones 1970Bill Eakins 1970Nigel Hamway 1974Dr Tony Wordley 1974Martin Pengelley 1976Julian Kirby-Johnson 1978Rowland Gill 1978Robert MacDonald 1982Jonathan Williams 1985Paul Chantry 1985Greg Olszowski 1986Mr Martin Birnhak 1987Bruce Marson 1988Emma Hayes 2000Lucy Devenish 2001
Meister Omers Date Left
Claude Fielding 1941Maurice Smithers 1944Jeremy Lawson 1945Stewart Betts 1945Roger Bedingfield 1946D.K.L. Morgan 1948Professor Len Hollaway 1947John & Rowena Jackson 1948Anthony Smythe 1952Jeremy Mallinson OBE 1954Francis Hussey 1958John Martin 1959John Strom-Olsen 1960Martin Robiette 1962John Salmon 1965Nigel Thomas 1966Dr Jeremy Selman 1967Charles Seller 1969Charles Clark 1969Charles Rowe 1970Simon Tonking 1971Neil Addison 1973Alan Woolman 1974John Roberts 1976Adrian Brown 1980Nicholas Frappell 1984Matthew Justice 1984James Dawkins 1985Alastair Stevens 1994
46 47
Marlowe House Date Left
The Revd Cyril Johnson 1939Mr Benedict Birnberg 1949Bernard Edwards 1949Bill Newns 1951Donald Bindon 1952Paul Leggatt 1957Jeffrey Moss 1958John & Jill Bird 1959Chris Barber 1961David Watts 1962Andrew Harvey 1963Andrew Polmear 1963Timothy Carpenter 1963Roger Pinnock 1964Nicholas Thompson 1966Neil Tee 1967Tim Cantor 1968Edward Holman 1968
David Darroch 1968Keith Thompson 1969David Mitchell 1970Robert Jeffries 1971Nicholas Clark 1976Richard Chapman 1976Dr Simon Powles 1976Colin Poole 1981Mark Presland 1981Pete Jenness 1984Nick Jamieson 1990Robert Heddle 1993Bruce Goldin 1993Tim Davis 1996
Luxmoore House Date Left
Major General Patrick Lee 1946Hugh Emerson 1946His Honour Judge Devonshire 1947
Memo Spathis 1954Richard Brewester 1955Colin Von Bibra 1955Peter Harding 1955Bob Paterson 1956Nick Burns 1956John Padley 1956Richard & Mary Dawkins 1956Simon Barnetson 1960Peter Strudwick 1960Andrew Pengelly 1961Michael Pollock 1962Darrell Barnes 1963Neil Mellor 1964Mike Hull 1964Robert Boyd 1965William Wood 1965Lawrence Burr 1966
Mike Wood 1966Bryce Hamblin 1968Christopher Spells 1969David Booker 1969Bazyle Butcher 1972Clive Couzens 1974Andrew Macfarlane 1974Peter Martin 1978Simon Gillate 1978
Galpin’s House Date Left
David Ryeland 1953John Sales 1955Richard Lane 1956Jeremy Kane 1956Ann & John Beaugié 1957Anthony Addis 1961Richard Halsey 1962Archdeacon Clifford Offer 1962
Mick Oldham 1965Andrew Cleven 1968Azim Karimjee 1970Marcus Sephton 1973William Stephens 1973Simon Hayes 1974Tim Raper 1974Jonathan Walker 1978Chris Appleton 1978Jim Harper 1978Andrew Strivens 1980Lucinda Coulthard(nee Miller) 1986Robert Clayton 1993Austin Jackson 1994Duncan Petrie 1995Charles Miller-Jones 1999
Linacre House Date Left
John Phillips 1952Anthony Halsey 1953The Revd Canon Roger Symon 1954David Mortimer 1957Philip Mansergh 1959Howard Rawlinson 1960David Wardrop 1961David Learmonth 1963Martin U L Williams 1963Nigel Hall 1964Jeremy Groom 1966Mike Taylor 1968Harry Godwin 1968Nigel Baxter 1969Jerry Franks 1971Philip Murray-Pearce 1975Elaine Roberts 1976
Recent donations and legacies continued
![Page 25: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/25.jpg)
48 49
Governors, former Governors & Governors Emeriti
Tim SteelMary BergColin BrownLady Kingsdown, OBEJane LloydRoger MarshRichard HB Sturt, OBEThe Reverend Canon Roger Symon
Former & current JKS & King's parents & grandparents
James & Meg BakerRichard & Lucilla BerliandJohn & Jill BirdMr Benedict BirnbergRoderick BoultonMyles & Paradee BowkerDermot & Alison BradyMike & Mary BrownMichael & Gillian BushellMr Richard BriggsRichard ChapmanAlbert & Athena CheungStewart & Catriona Coltart Dr & Mrs Paul Dawson BowlingHugh & Fiona DibleyMrs Audrey EytonPeter & Anne FarrarRoderick & Susan FrewTim & Shirley GarroodMrs Fiona GilmoreChris GoldsmithJeremy & Susan HallNigel & Griselda HamwayMartin & Anne Marie HarrisonLeslie & Sue HartWilliam HayesRoger JobStephen & Annabel Lark Nick & Kate LewisMichael & Alison LurieMalcolm & Penny MacfarlaneMacpherson FamilyAnthony MayhewNeil McCulloch Jean-François & Ishtar Méjanès Simon & Nicola MethvenMartin & Sarah MilesIain & Angela Morpeth Ian & Juliet Odgers
Greg & Veronica OlszowskiGerry & Carol PackStephen & Claire PaineDavid & Sharon ParkerMartin PengelleyDr Christopher Peat Memorial FundMichael PollockHoward RawlinsonCharles RoweDavid & Jill RyelandDavid & Sally SawyerJohn Smalman-SmithJustin SnoxallTara StackTim & Sophia Steel Mollie & Geoffrey TylerWilliam WatkinsDavid WattsMr & Mrs A T Webb Peter & Jo WilliamsAnthony & Rachel WilliamsBrigadier Hugh & Jane WillingJames & Avril Woodhouse
Current & former JKS & King's Staff
Dick Barham Peter BoormanMichael BrewerDick ChurcherMr Stephen DaviesAndrew DobbinNick & Kate LewisSusan MeikleBill RedwoodChristopher TinkerMichael WetheriltThe Revd Keith Wilkinson
Companies, Trusts & Foundationsand other Friends of King's
Johnnie & Lucinda BrooksThe OKS AssociationMr & Mrs Angus FanshaweBarclay's BankJohn GaukrogerThe Beaufort House TrustDavid HolmanDeutsche Bank Murray LawrenceFriends of JKSAnthony & Lindy Leschallas
Stephen Nicholl 1976Angus Robson 1979Stephen Paine 1983Joe Phillips 1988Tobie Brealey (nee Williams) 1988Dr Jim Crawfurd 1992John Vernède 1995Peter Baines 1996
Broughton House Date Left
Neil Canetty-Clarke 1978Rt Hon Hugh Robertson MP 1981Simon Methven 1982Mary MacClancy (nee Mallinson) 1982Mark Ryeland 1986Edward Linforth 1990Abigail Mance 1994Alexandra Hyatt 1996
Tradescant House Date Left
Michael Wenban 1977Anthony Musson 1984Alex Carr Taylor 1987Jamie Paris 1993Alistair Williams 1998
Mitchinson’s House Date Left
Joanna Santini 1985Nicky Brightling (nee Clarke) 1988Amanda Monk Peak 1989Myles Bowker 1990Peter Speicher 1992Jonathan Willis 1993
Harvey House Date Left
Dr Katherine Downey 1997
King’s School Legacy Club
Legacy Club members have pledgedto include King’s in their wills.Members are kept informed of King’slife and social events and meet for anannual lunch at the School. Over thelast year the number of ‘legators’ hasgrown by 50% in response to theFoundation’s legacy campaign.
School House
Mr Ivor Burt 1948Mike Brown 1949William Watkins 1952John Rowland 1963Keith Plunkett 1972
The Grange
Tony & Joan Venner 1939Anthony G Davies 1953Keith Adams 1955Nevill Swanson 1956Brian Foord 1958Dr David Neale 1972
Walpole House
Norman Scarfe 1941John Smalman-Smith 1956Michael Ayling 1960Peter Venn (Chairman of the Club)* 1960Brooke Himsworth 1962
The Esmee Fairbairn Charitable TrustMark & Liza LovedayThe Fanwood FoundationPamela Michell The Lynn Foundation Marliese MyerscoughThe Pamela Champion FoundationDavid & Hazel NaumannUniversity of Kent at CanterburyGabrielle Nesfield UBSIan SayerMr Julian Sheffield DLJohn Shipton
254 Anonymous
Meister Omers
D F K Hodge 1954William Lamb 1955Stephen Durnford & Sandra Capildeo 1961
Marlowe House
Dr Jack Cantor 1945Edward Holman 1968Nicholas King 1968
Luxmoore House
Dr Bryan Waynforth 1955Julian Stewart 1957Commander William McNicoll 1959Jim Browne 1966
Galpin's House
Richard Halsey 1962
Linacre House
Peter Holmes-Johnson 1959
Former & Current JKS & King's Parents
Robert BrookeEdmond PriceJames Thorne
Former Governors
Lady Kingsdown, OBERichard HB Sturt, OBE
Former & Current JKS & King's Staff
Robert BrookeNigel Hamilton, QCPeter HendersonDr Roger MallionMartin MilesMaureen Milner-GrundyMr & Mrs William Redwood Graham Wood
Other Friends of King's
Christopher DanielsArthur Michael Reynolds Dr Charles & Hilary Sell
There are an additional 48 Members of the Club who wish to remain anonymous.
During 2011-12, King’s receivedlegacies from the following generous friends:
Michael Herbert Former Governor, SH 1953
Sir Robert HortonFormer Governor, LN 1957
Sir Patrick Leigh FermorGR 1931
Robert Lloyd RobertsFormer King’s Parent
Clarise Yates
![Page 26: King's School Canterbury 2011-12 Annual Review](https://reader034.fdocuments.in/reader034/viewer/2022050800/568c49011a28ab4916926f75/html5/thumbnails/26.jpg)
Design and production
www.theschoolbrandingexperts.com
Photography
Matt McArdlewww.mattmccardle.com
Roddy Painewww.roddypaine.co.uk
The King's SchoolCanterburyKent CT1 2ES
01227 595501www.kings-school.co.uk
Registered Charity No. 307942
GOVERNING BODY ANDCOMMITTEES during 2011/12
The Visitor
The Lord Archbishop of Canterbury
Governors
The Very Revd Robert WillisBA DipTh FRSA, DD Dean ofCanterbury (Chairman)
The Reverend Canon Ed Condry BA B Lit DPhil MBA
The Reverend Canon Clare EdwardsSRN RSCN BTh
The Venerable Sheila Watson MA MPhil
The Reverend Canon ChristopherIrvine BTh MA PGCE
Appointed by the Dean & Chapterof Canterbury
Mary Berg MA MSc (Econ) (ViceChairman) (resigned 4 July 2012)
Nominated by Trinity College,Oxford
Dr Christopher Prior DPhil, PhD
Nominated by Corpus ChristiCollege, Cambridge
Dr Oliver Rackham OBE MA PhD
Co-opted
Peter Stone (OKS) MA Prof. Sarah Gurr (OKS) BSc ARCSDIC PhD MA (resigned 16 March 2012)Emma McKendrick BAAndrew Stewart (OKS)Nick Lyons (OKS) MA (Vice Chairman)Roger De Haan CBE DLJonathan Tennant MRICSRobert Bagley LLBCarol Evelegh Dip.C.E., Dip.Sp.L.D
Governors’ Sub-Committees
Finance & General Purposes
Peter Stone (Chairman of this sub-committee)
Robert WillisEd Condry Mary Berg Nick LyonsRoger 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 BergNick Lyons
Risk Management Committee
Mary Berg (Chairman of this sub-committee)Jonathan Tennant Robert Bagley
Investment Committee
Ed Condry Peter StoneNick LyonsRoger De Haan
Pastoral Liaison Committee
Mary Berg Clare Edwards Emma McKendrick
Joint Academic Committee ofGovernors and Teachers
Christopher IrvineEmma McKendrick
Joint International Committee ofGovernors and Staff
Nick Lyons(Chairman of this committee)Sheila Watson
Foundation Committee
Nick Lyons (Chairman of this committee)Roger De Haan Andrew Stewart Peter StoneTim Steel (parent) Nick Harvey (parent)Tom Hoppe (OKS)Wol Kolade (parent)Andrew Ross (parent)Peter Venn (OKS) MA FRICS
Officers of the School
HeadmasterPeter Roberts MA
Mark TaylorMark Lascelles BA(resigned 31 August 2012)Tanya Lee BAGeoff Cocksworth MAPeter Wells MAIan MacEwen MAJames Underhill
50