In his last term after 17 years as Headmaster of Bedales, Keith Budge is writing a series of six reflections on the school. The theme of this sixth and final blog is ‘The Future’.
Photo: Bedales Orchard circa 1996
Encountering the now mandatory careers’ interest test in its fledgling stage of development, I and the other 16 year old boys in my year met our housemaster to our career fate; the witless algorithm had declared “Air traffic controller” for almost all of us. I said no, I might become a teacher and yes, even in a school rather like the one I was at. My housemaster’s brow furrowed: “Do you really think that schools like this will still exist in 20 years’ time?” was his reply. I said yes and but yes they generally do, albeit much changed. But what about the next 20 years? How well equipped is the independent boarding sector? And what about Bedales?
Photo: Class of 1968
- Nationally: easy targets – affordability and the toff trap: as boarding school fees continue to outstrip most professional class incomes, we run the risk of ceasing to serve our traditional core base of families. If inequality continues to grow, we therefore become more and more identified with the inequities of British society, the super-rich and the worst aspects of our class system. We already are an attractive political target and therefore vulnerable to increases in tax – either through VAT or losing business tax relief.
- Locally: in built, evergreen challenge: schools with our kind of heritage – liberal, progressive, informal, based on mutually trusting relationships – can too easily use their ethos as an excuse for lacklustre achievement. This is tempting as the ethos and atmosphere (as outlined in my previous Reflections pieces) are so much of the experience; but if they become excuses for lack of ambition, both academic and in conduct, then they work against the school’s success. So, it is not only a matter of the words we build into our strategic goals and our job descriptions (“academic achievement within a distinctive ethos”) but it is about ensuring that the systems and structures have the right bracing quality. “Only connect the prose and the passion, and both will be exalted..” as Margaret Schlegel says in E.M. Forster’s Howard’s End.
- Equipping students for the post 4IR future: the new work environment will need people who are natural collaborators, have high emotional intelligence and, having had a pleasurable experience of learning at school, are adept at learning afresh throughout their lives.
- Thinking laterally: John Badley’s mistrust of subject silos has proved a good instinct. Schools which enable their students to connect across the curriculum and develop in them the natural, inquisitive instincts to think laterally will be well placed. There is already very good stuff going on here across the 3-18 age range – think project work. (See my Reflections blog on Bedales’ Curriculum – first 100 years) What is possible in the space (curricular and physical) between Art & Design and Outdoor Work is one of the enticing areas to develop. Anything can be made here.
- Ability to respond to adverse influences: some public schools find adroitness tricky. The grip of tradition can be a drag on change. Bedales’ tradition is of innovating in response to influences in broader society which work against the welfare of the young people in our charge. Yes, it is more difficult to do this in the digital age but we can do more than most. Our size also helps: three smallish units as part of a family of schools which means we have sensible economies of scale. Investment enabled by good demand and efficiency will often be in distinctive areas which set us apart from other comparable schools.
- Courage in our convictions: schools with the strength to stick by their convictions, adapting as necessary to changing parental lifestyles, will be best placed, especially if the school’s educational convictions equip its students both to have fulfilling, successful careers, as well as enjoying life.
Photo: Whole school photo, 1893
By Keith Budge, Headmaster, Bedales Schools