Rev. Jez Barnes joins Simon to explore the theme of Christmas traditions, reflecting on the deeper meanings of the season amidst the hustle and bustle of modern life. They discuss the importance of community, the mixed emotions that can arise during the holidays, and the themes of hope and light found in the Christmas story. Jez shares insights on navigating these feelings with kindness and grace, contrasting the concepts of karma and the unconditional love represented by Christmas.

Takeaways

• Christmas traditions bring communities together.
• The holiday season is a time for reflection.
• It's important to acknowledge mixed emotions during Christmas.
• Hope and light are central themes of the Christmas story.
• Christmas offers a message of grace and unconditional love.
• Navigating the pressures of the season requires kindness.
• The contrast between karma and Christmas highlights grace.
• Receiving love and grace can be challenging but transformative.
• Books can provide valuable insights during the holiday season.
• Traditions can help ground us in the true meaning of Christmas.

Links:

Graham Tomlin article

The Boy, The Mole, The Fox And The Horse

The Greatest Story Ever Told

Chris Walker, the Director of Drama, discusses the recent production of 'Into the Woods'. Along with Simon, they discuss the creative challenges of staging the musical, the importance of teamwork among students of different ages, and the resilience and enthusiasm of young performers. Chris shares insights on the role of backstage crew, the significance of kindness in the drama department, and the future of drama at the school, emphasising the need for continued support for theatre attendance.

Takeaways

• Chris Walker emphasises the importance of creativity in choosing productions.
• The unique staging of 'Into the Woods' presented various challenges.
• Enthusiasm in young performers can outweigh the need for talent.
• Teamwork is crucial in a school musical, fostering relationships across age groups.
• Resilience among students is remarkable, balancing academics and performance.
• Nerves can enhance performance energy and focus.
• The backstage crew plays a vital role in the success of productions.
• Encouraging families to attend theatre is essential for its survival.
• Future productions will continue to challenge students creatively.
• The drama department is open to student-directed performances and ideas.

In this conversation Dale Gleed shares his journey as Head Groundsman at Dauntsey's, discussing the diverse responsibilities that come with the role, the importance of sustainability, and the changing perceptions of groundskeeping. He reflects on his love for the countryside, the significance of first impressions in a school environment, and offers insights into how busy parents can reconnect with nature. Dale emphasises the need for a balance between aesthetics and biodiversity, showcasing the evolving attitudes towards environmental stewardship.

Takeaways

• Dale Gleed emphasises the importance of first impressions in a school setting.
• His journey into groundskeeping stemmed from a love for sports and the outdoors.
• Sustainability is a growing concern among students and staff at schools.
• Dale manages a diverse environment, including sports pitches and woodlands.
• He believes in proactive planning for seasonal changes in groundskeeping.
• The role of a groundsman is multifaceted, involving various responsibilities.
• Dale has planted nearly 300 trees during his tenure at Daunsey's.
• There is a shift towards accepting less manicured landscapes for biodiversity.
• He encourages people to take time to appreciate the countryside around them.
• Dale reflects on how his childhood environment shaped his appreciation for nature.

In this episode, Alison Jury, Director of Music at Dauntsey's, shares her journey in music education, discussing her early influences, the impact of music in rehabilitation, and the evolving curriculum in music education. She emphasises the importance of practical skills in lower school music, the integration of music technology in secondary education, and the challenges of accessibility and elitism in music. Alison also reflects on her personal musical preferences and the joy of teaching music to students.

Takeaways

• Alison's journey in music began at a young age due to her musical parents.
• Working with prisoners in rehabilitation through music was a pivotal experience for Alison.
• The lower school curriculum focuses on practical skills and exposure to various instruments.
• Music education evolves in secondary school, incorporating diverse genres and technology.
• Music technology is becoming increasingly important in modern music education.
• Accessibility in music education is a significant concern, especially post-COVID.
• Alison aims to make music education inclusive and affordable for all students.
• The joy of music should be central to the classroom experience.
• Alison's personal playlist reflects her diverse musical tastes.
• Music education at the school is designed to engage and excite students.

In this conversation, Zoe, Deputy Head (Upper School) at Dauntsey’s, offers insight into the rich and varied experience of Sixth Form life at the school. She outlines her role in guiding students through both academic and pastoral aspects of their journey, highlighting the importance of fostering independence and responsibility. The discussion covers the smooth induction process for new students, the breadth of A Level and BTEC options, and the additional ‘plus one’ opportunities that allow students to pursue personal interests. Zoe also reflects on the strength of the boarding community, the emphasis on co-curricular involvement, and the role of outreach and volunteering in shaping well-rounded individuals.

Takeaways

1. The Upper School covers Years 10 to 13, with a focus on GCSEs and A Levels.
2. Sixth Form is a crucial time for developing independence and life skills.
3. Students are encouraged to take part in co-curricular activities and leadership roles.
4. A structured induction helps students settle confidently into sixth form life.
5. Dauntsey’s offers a diverse selection of A Level and BTEC subjects.
6. The ‘plus one’ option allows exploration beyond core academic subjects.
7. Boarding life provides supportive social spaces and fosters strong community bonds.
8. Sixth Former's are educated about responsible behaviour, including alcohol awareness.
9. Outreach and volunteering are key elements of the Sixth Form ethos.
10. While academic achievement is important, personal development is equally valued.

Links

https://www.dauntseys.org/

In this conversation, Eleni (Coni) Deputy Head (Lower School) shares her journey at Dauntsey's, reflecting on her 35 years of experience. She discusses the unique environment of the school, the importance of community, and the various roles she has held. Coni emphasises the significance of nurturing a supportive atmosphere for students, highlighting the Lower School's initiatives to foster kindness and resilience. She also outlines the steps taken to ensure new students feel welcomed and settled, and concludes with reflections on her highlights during her tenure at the school.

Takeaways

1. Coni has been at Dauntsey's School since 1990.
2. The school has grown from 550 to over 840 pupils.
3. Dauntsey's offers a unique environment with ample space for children.
4. The school promotes a sense of community and belonging.
5. Random acts of kindness are encouraged among students.
6. The Lower School has a structured approach to support new students.
7. Resilience is a key value developed in students.
8. Coni has held various roles, including head of girls' games and director of sport.
9. The school emphasises the importance of happy children for effective learning.
10. Coni reflects on the highlights of her 35-year journey at Dauntsey's

Links

https://www.dauntseys.org/

In this episode, Simon and Kathie explore the complexities of learning support within schools, focusing on inclusive terminology, the vital role of parents, and the need to foster environments that support students with a range of learning needs. Kathie offers valuable insights into navigating diagnoses, building community understanding, and recognising that success in learning support can take many forms. The conversation also looks ahead to future developments in the field, including the introduction of ADHD coaches to provide more specialised support for students.

Takeaways

1. Learning support centres on recognising and addressing individual needs.
2. The language surrounding SEND (Special Educational Needs and Disabilities) has evolved to be more inclusive.
3. Parents play an essential role in their child’s learning journey.
4. A diagnosis can empower students by helping them understand their own challenges.
5. Inclusive environments benefit the entire student body, not just those with identified needs.
6. Raising community awareness helps reduce stigma around neurodiversity.
7. Success in learning support is not solely academic and can take many forms.
8. Effective adaptive teaching begins with understanding the learner.
9. Specialists are key in delivering personalised, targeted support.
10. Future developments, such as ADHD coaches, reflect the need for more tailored interventions.

Links

https://www.dauntseys.org/

Summary

In this conversation, Jenna, the Head of Futures at Dauntsey's, shares her journey and reflections on the changing landscape of career education. She discusses the importance of giving students the freedom to explore a wide range of future pathways and the value of starting these conversations early. Jenna highlights how career trajectories are no longer linear and stresses the role of purposeful gap years in enhancing employability. She also touches on the impact of parental expectations and the importance of focusing on individual strengths and preferences. Above all, she celebrates the diverse successes of students at Dauntsey's, emphasising the need to find the right fit for each young person.

Takeaways

• The school provides a wide range of extracurricular activities for students to explore.
• The role of ‘Head of Futures’ reflects a forward-thinking approach to career guidance.
• Career paths are increasingly varied; many students will pursue multiple careers.
• Asking students “what do you want to be?” can be limiting and unhelpful.
• It’s more meaningful to ask where or how students want to work.
• Parental expectations can shape – and sometimes pressure – students’ choices.
• Future planning should begin with open conversations from a young age.
• A well-planned gap year can significantly boost a student’s personal and professional development.
• Every student’s success should be recognised and celebrated as unique.

Links

https://www.dauntseys.org/