The Governors of the Stamford Endowed Schools are delighted to confirm that Stamford will become fully co-educational at all stages.
This decision will transform outcomes for our Stamfordians. It will revolutionise the pastoral and social development of students; it will enable us to broaden and strengthen our academic programmes; and it will enable us to introduce new opportunities and ensure that access to those opportunities is the same for every child. We will be able to run far more efficiently, which means every pound of our parents’ fees will make a far greater impact on the outcomes for our students.
The move to become fully co-educational will take place over two years.
We have considered how we make this change extremely carefully, and we know that it is absolutely achievable for 2023. Both sites are large enough for the number of students who will be based there, and we have the time and the funding to create the additional infrastructure that we will need.
We want to transform the opportunities and outcomes for our students – but that doesn’t mean changing who we are, our purpose, or what we stand for. Producing rounded and grounded young people is what we do, and what we will continue to do. We want to keep our name, keep the traditions of our schools, and continue to cherish our history and heritage.
We are putting a new leadership structure in place. Will Phelan, as Principal, will be supported by Vicky Buckman as Head, who will lead the leadership team for our senior school. Our focus on academic ambition, pastoral excellence, and preparing our students for the future, remains our strategy.
All of our staff will still have a job. Some roles will change, and we will start working with those staff involved tomorrow. Looking after our staff, as much as our students, is a priority for us at every step of this process.
If you have questions, you can write to us at firstname.lastname@example.org. We don’t have every detail finalised at this stage, but please do get in touch if there is anything you would like to find out more about.
We would like to thank all of our parents, staff and students for their input over the last few months. The future for Stamford is clear, and we can be excited to be part of a transformation that will provide all of our students, now and in the future, with the outstanding support, experiences and environment that will equip them for their future lives.
Like all good schools, we have evolved over time to meet the needs of the community we serve. Our last big evolution happened twenty years ago, when the two senior schools came together under the diamond model.
In recent years, the need for further evolution has accelerated. Young people can develop the social and emotional skills they need far more easily in a co-educational environment; “Everyone’s Invited” and “Me Too” were a demonstration of the vital importance of supporting every young person in developing their inter-personal skills, and their social and emotional intelligence.
We want our schools to be inclusive, not divisive: a co-educational environment is an enormous step towards that. Co-education makes it far easier to ensure equality of opportunity, regardless of biological sex: indeed, there is now some question whether the diamond model can be legally compliant with the equality act.
There is no question, too, that the diamond model, which requires us to duplicate facilities, teaching and activities across two sites, is inefficient and, in the long term, unsustainable. From a financial perspective, we have a duty to operate as efficiently as possible. Changing to a co-educational structure will allow us to do that. Not only does this mean that we can make every pound we invest work harder for our students, it will mean that future fee increases will be kept at a lower level than they otherwise would have been.
In more general terms, the world is changing. The demand for single sex education is reducing all the time – there are now 39% fewer boys’ schools and 25% fewer girls’ schools than there were 25 years ago, whilst the percentage of co-educational independent schools stands at a record 80%. Similarly, the scoping exercise showed us that a large majority is in favour of the change to co-education, and for those parents considering us for the future, that proportion is even higher.
Our purpose is to support every student, and to provide them with the environment, challenges and opportunities that will prepare them to go on to lead happy and fulfilling lives. A co-educational environment will enable all of these things.
This has been a very carefully considered process, and we have taken into account a huge range of factors.
First and foremost, it is crystal clear that a co-educational environment is far better at helping children to develop social and emotional skills. We want our students to learn and grow in an inclusive and diverse community, which is at odds with a learning environment which, for five years of a child’s development, excludes the opposite sex. This alone is enough for us to want to make the change.
We have looked carefully at research into academic outcomes, and there is no compelling evidence to maintain a single-sex environment.
Maintaining equality of opportunity – including access to facilities and activities – is extremely difficult across two separate schools on different sites, and trying to do so inevitably results in duplication and inefficiency. Particularly in view of wider national and global economic pressures, we cannot justify running inefficiently: we want to be able to invest every penny to achieve the greatest possible impact for our students. As part of the decision process, we have reviewed our campus and we know that we can operate far more efficiently under the planned model. In turn, we can invest far more effectively in facilities for the future.
We have visited and spoken to numerous other schools that have travelled similar paths, to learn from their experiences. We have also reviewed sector data that shows a marked decline in the number and proportion of single sex schools in the UK; this is simply no longer a model that most parents want.
Finally, we have asked for the views of our parents, staff and students, and it is clear that this change will be welcomed. We know that many of you have questions about the practicalities of the change, and we have set out the answers to many of those below, but the principle of co-education is strongly supported. Prospective parents, who are still in the process of choosing the right school for their child, are even more likely to value co-education: this change will therefore ensure that Stamford remains attractive and sustainable in the long term.
We are phasing in the change over two years. The first changes will take place in September 2023.
There will be no changes for any of our students in academic year 2022-23, although we will be running a comprehensive transition programme so that they are fully prepared before any changes take place.
From September 2023:
From September 2024:
The table below demonstrates how the co-educational classes will be phased in until every year group is taught in co-educational classes from September 2024. Grey shading indicates that a year group will be co-educational; a white background indicates single-sex teaching.
In many ways little will change. Your child will continue to have access to the same subjects, and will be supported by familiar staff in the teaching and pastoral teams. They will have access to the same opportunities, through our comprehensive programme of activities, sports and trips. The catering team will continue to provide lunches on both sites.
For some subjects, students in Year 9 and above will still travel between the two sites to make use of specialist facilities, such as sport, Design & Technology, and Food & Nutrition, just as they do now.
However, the change will provide easier access to facilities that are important for each developmental stage. For example, younger students will have easier access to the swimming pool and more space for outdoor play and activities. The Sixth Form will have access to learning facilities that will prepare them for university and careers, with rooms designed for seminar-style teaching, as well as individually designated study areas. Older students will have access to café facilities, in addition to normal dining provision, and a variety of social spaces that will suit their needs.
All of our day to day processes will be absolutely consistent for all of the children in each year group, which will benefit both students and parents.
There is no change for September 2022: students will be based at the current Stamford School or Stamford High School sites, as presently, with Sixth Form based on their current “home” site and taught across both sites as they are now.
From September 2023, all students in Years 7-10 will be based on the current Stamford School site. Boys in Year 11 will remain on the Stamford School site, and Year 11 girls will remain on the Stamford High School site. Sixth Form students will be based at the current Stamford High School site, but will travel across both sites as required.
From September 2024, all students in Year 11 will also be based on the current Stamford School site.
Yes, for some specialist subjects, as they do now. Indeed, some feedback from the scoping survey told us that the opportunity to break up the day with a short walk is welcomed by some students and parents.
In Years 7 and 8, all teaching will be maintained on one site. Students in these year groups might make use of the sports facilities on the Kettering Road or at Stamford Junior School, as they do now, but they will not need to travel for any other lessons or activities.
As we work towards becoming fully co-educational from September 2023, we will be writing to you once a fortnight with an update on planning.
Parent information sessions
Thanks to all of you who attended the Parent Information Session over the past two weeks. We hope that you have found them useful. We have made a note of all of the points raised at the sessions, and we will be updating parents on the progress against all of the common topics and themes through these regular updates. You can continue to contact us with questions by writing to us at email@example.com, and we will reply as quickly as possible.
Phoenix Rooms explained
As you will have seen from the FAQs, we are extending our provision of Phoenix Rooms as part of the enhancement of our pastoral provision, and we want to share a little more detail about the purpose of these rooms and how they benefit our students.
Our first Phoenix Room was introduced at SHS September 2021, as part of the wider Phoenix Project, which is a student-led wellbeing and resilience initiative (you can watch the information video from the original launch here). The Phoenix Room is a quiet space where students can retreat – individually or with a small group of friends – when they feel overwhelmed, and where they can be supported by a member of the pastoral staff. A programme of lunchtime activities designed to support wellbeing and resilience is run by a team of Phoenix Prefects, who have been trained in providing support by our counsellors and pastoral staff.
The Phoenix Rooms are equipped with a range of games and activities that students can engage with to help shift their focus away from things they may be anxious about. These include word games and board games, as well as construction sets of various kinds and tactile objects which can be therapeutic to handle.
Regardless of gender, we believe that all children and young people sometimes need a place of sanctuary, so we will be introducing a number of Phoenix Rooms from 2023 that all of our students can use and benefit from.
Student Support Managers
Some parents have been interested in hearing more detail about the new Student Support Managers, and how those roles will work. We have one Student Support Manager already, at SHS, who is a full time (during term time) non-teaching member of staff. Their role is to act as a first line of support for students who are in need of help – to give some examples, this can be anything from dealing with friendship issues, to working through anxiety or worries, or even practical help with lost belongings. The role has been transformational in how we support students: they have immediate access to support when they need it, rather than trying to track staff down or wait until they have finished teaching classes or meetings, or having to have that support cut short for the same reasons. In turn, teaching staff can invest more time in helping with those problems where they are needed most. We have seen huge benefits for students at SHS: many pastoral worries can be solved very quickly by giving the child a listening ear at the moment they need it, whereas they can fester and become a much larger issue without the same support.
From a parent perspective, the introduction of this role also allows for a much quicker response time to questions or concerns, because the SSM does not have the same level of fixed commitments as colleagues with teaching timetables.
From September 2023, we will be extending the programme to ensure each year group has its own dedicated SSM. These will be protected as full time pastoral roles, without any teaching load, so that they can be available to our students whenever they need support, and extend the total resources that we have in place to develop and enhance the overall pastoral programme.
In one of the parent information sessions, the Principal, Mr Will Phelan, made reference to research by Professor Alan Smithers into the difference between single sex and co-educational models, and promised to share the link. You can read that paper here: https://alansmithers.com/reports/Paradox27Jul2006.pdf
This week’s priorities
The primary focus for this term is on working with staff who are affected by the change. We have a process in place for that consultation process, and we are supporting all of the staff involved. This is one of the most important elements of the transition, and will run until the summer holidays. We will not be sharing details about the staff consultation process, but we will share our staff structure with you as soon as we are able to once the process is complete.
Planning for the transition will continue throughout the summer term. Our main priorities at this stage in the planning process are: completing the staff consultation process, supporting staff and finalising the INSET programme; finalising the full transition programme for pupils; and working on the plans for refurbishment and redevelopment. We are also in the process of finalising a timetable for key projects, which will be shared with you during the course of the next half term.
We will be writing to all parents with a project update every fortnight during term time during the transition period, and you can write to us at firstname.lastname@example.org. The next update will be issued on Thursday 16 June.
The pastoral team is working hard on developing the transition programme that will run during the course of next academic year. At the core of the programme will be a series of six afternoons dedicated to team-building, pastoral and familiarisation visits, supplemented by additional activities throughout the course of the year.
The six afternoon events will take place on the following dates:
These afternoons are protected, and no other activities will be taking place on these dates so that we can ensure all of our students are able to attend. Details of the full programme will be shared with you in the first half of the autumn term.
SES Designated Safeguarding Lead
Safeguarding is always our first priority at SES, and enhancing and developing a proactive and robust safeguarding culture has been a prime concern for the senior leadership team and the governors.
Over the last decade, we have seen a clear transfer of responsibility onto schools of social work, health advice and enforcement duties. It is important that we respond to this new level of responsibility and are diligent in all aspects of protecting the young people within our schools.
Safeguarding encompasses many areas of school life, the most obvious being direct child protection. Within this field alone there are relationships with external agencies, meticulous record keeping, regular case meetings and risk assessment management plans, all of which need to be considered together with the wealth of child-focused safeguarding topics such as mental health, child-on-child abuse and bullying, to name but a few.
Under the safeguarding umbrella comes additional obligations including: staff and student training, online safety, the single central register, keeping abreast of latest government guidance, and policy compliance. Every year, there is – rightly - more emphasis on the school to ensure the safety of its pupils.
With this in mind, we are pleased to be able to announce that we are moving to a full-time dedicated Director of Safeguarding across SES. This is a senior leadership position, in line with government guidance and reflecting the significance of safeguarding. We expect to have someone in post by September this year, and we look forward to updating you with news of the successful candidate in due course.
This week’s priorities
Staff INSET programme
We are investing in an expanded INSET programme to provide additional support for staff during the transition period. The outline INSET programme for the next two years has now been shared with colleagues and will be developed further once we have received any additional input and suggestions from teaching staff.
The staff consultation process is still ongoing, and will be completed by the end of this term. As soon as that process is complete, we will share the details of the staffing structure with you.
Our priorities for the rest of this term are: completing the staff consultation process, supporting staff and finalising the INSET programme; finalising the full transition programme for pupils; and doing further work on the plans for refurbishment and redevelopment. We are also in the process of finalising a timetable for key projects, which will be shared with you in the next update.
Keeping you updated
The next update will be issued on Thursday 30 June.
If you have any questions regarding the transition process, you can write to us at email@example.com.
Staffing – proposed structure and appointments
Following the staff consultation exercise, we are very pleased to be able to confirm the leadership structure from 2023. A copy of the proposed structure is attached.
We can also confirm the following staff in senior roles:
Principal – Will Phelan
Head – Vicky Buckman
Deputy Head – Nick Davies
Deputy Head Academic – Sam McCormick
Deputy Head Pastoral – Libby Searle
Head of Sixth Form – Andy Murphy
These roles commence from September 2023, and the current staff structures remain in place for next academic year. All of our colleagues across teaching and operations will be closely involved in our ongoing planning during the course of the next year. Please take a look at the organisational structure here.
Below are the key dates for planning milestones and communications until the end of the autumn term. Further key dates and details will be published in the Autumn.
Monday 26 September
October Half term
End of autumn term
Following discussions with the pastoral team, we will retain two Heads of Year for all year groups in 2023-23, in order to provide additional support for students during their first year in a co-educational environment.
This week’s priorities
Staff consultations are now complete, and we have commenced a series of staff briefings to share more detail on proposals around academic, pastoral, facilities and Sixth Form plans. Staff have been invited to work closely with project leads, and share and discuss their ideas and suggestions. This is already underway, and will be a focus for the next stage of the planning process.
Planning work will continue throughout the summer holidays, not least by the Operations and Estates teams, who will be working on the first phase of new toilet facilities, and who will continue development work with our architects on plans for the new science labs, among other key projects.
Staff training in September will also have a clear focus on briefing staff on plans to date, seeking their input into planning over the next year, and supporting them in preparing for the transition.
Keeping you updated
The next update will be issued after the summer holidays on Thursday 8 September. Copies of these updates will be shared online at stamfordcoed.org so that you can refer back to them as necessary as the project progresses.
If you have any questions regarding the transition process, you can write to us at firstname.lastname@example.org. Please note that answers may be delayed during the holiday period.
Staffing – structure and appointments
Following confirmation of the leadership structure and the appointments at Head and Deputy Head level, we can now confirm the remainder of the Senior Leadership Team (SLT).
The following staff have been appointed at Assistant Head level:
Assistant Head Curriculum – Harvey Hewlett
Assistant Head Teaching and Learning - Richard Brewster
Assistant Head Data, Assessment and Reporting - Andrew Crookell
Assistant Head Sixth – Chris Hawkins
Assistant Head Staff Development – Suzy MacCarthy
Assistant Head Co-curricular – Geoffrey Brown
Assistant Head Conduct – Alister Pike
Assistant Head Pastoral – Katie Dexter
Director of Safeguarding – Anna Kennedy
These roles commence from September 2023, and the current staff structures remain in place for this academic year. All of our colleagues across teaching and operations will be closely involved in our ongoing planning during the course of the next year.
We are very pleased to confirm that Leigh Ware, one of the most experienced members of our Boarding team, and currently Houseparent of Browne House and interim Deputy Head (Pastoral), has been appointed as SES Head of Boarding. This is a new role which will oversee all aspects of our boarding provision. Mr Ware will combine this role with his other roles during this academic year, before focusing solely on Head of Boarding from September 2023. He introduces himself below:
“I have been teaching for 17 years in total, 14 of which have been at Stamford Endowed Schools. I’ve been a boarding Housemaster for 11 years and never lost a game of table-tennis on the house table; there is even a standing bet of a round of pizzas for the whole house if anyone beats me! When I first became a teacher, I gained a place on the Government’s Fast Track teacher programme as well as winning a Gatsby scholarship at Cambridge University which eventually allowed me to gain a Master’s Degree in Education. More recently, I have led the boarding community through the Covid-19 pandemic; a time in which the bravery and resolve of students, particularly those living internationally, as well as the boarding staff supporting them was nothing short of heroic. My family and I have two dogs (Hungarian Vizslas called ‘Nigel and Dillon’) and one of our ‘happy places’ is walking holidays in the Peak District. I also love to travel and count visiting the Galapagos Islands, climbing Mt Kilimanjaro, Mt Elbrus & Stok Kangri, white water rafting the Zambezi River and completing my ski instructor qualifications in Canada as some unforgettable life experiences.”
The summer holidays saw the completion of the first phase of new facilities in preparation for the move to co-education. We are pleased to report that the toilet facilities at LMS and changing rooms at the squash courts are already in use and have been very well received by students and staff. Focus has now very actively turned to planning for projects that will take place over the next year. This includes the extension of the St Paul’s science block and refurbishment work at St Martins to create the new 6th Form Centre
Staff training and integration
The first phase of staff training and integration got underway at our start of year INSET as we shared details of the extensive training and development programme planned for colleagues. The initial focus will be on team building as new teams form from both schools continue to plan for September 2023. To this end we are rolling out the Insights Discovery psychometric tool already used by senior teams across SES. Subject departments will be amongst the first teams to benefit. We are also investing in a coaching culture programme.
This week’s priorities
We are currently finalising the staffing at Head of Department, Head of Year, Head of House and Assistant Head of House level which we will announce once all contractual arrangements are in place. Sharing plans with staff and inviting their input continues to be a priority with a variety of communication forums launching this week. Open Day planning is also an immediate focus as we embark on the admissions cycle for families joining SES in September 2023.
We are finalising the arrangements for the transition afternoons, the first of which is on 26th September. Plans include a carousel of activities designed to build familiarity with the relevant school site, key staff and each other in advance of September 2023. You will receive details of your child’s transition plan once the finer details are concluded and we will be talking to the students about what to expect as each date approaches.
Over the course of this half term, we will be finalising the school timetable and will be reporting back on timetabling, and the associated points, such as shape of the school day, in the second half of term.
Keeping you updated
The next update will be issued on Thursday 22 September.
If you have any questions regarding the transition process, you can write to us at email@example.com.
Staffing – structure and appointments
Following confirmation of the Senior Leadership Team (SLT) appointments, we can now confirm appointments at middle management level.
The following staff have been appointed as Heads of Department:
Head of Art – Mr J Gosden
Head of Biology – Mr G Weeks
Head of Business Studies – Mrs S MacAulay
Head of Chemistry – Ms M Cox
Head of Classics & Latin – Mr A Smith
Head of Computer Science – Mr M Hearn
Head of Design Technology & Textiles – Mr S Newton
Head of Drama (Academic) – Mr J Rushton
Head of EAL – Mrs H Chew
Head of Economics – Mr L Roche
Head of English – Mr M Zacharias
Head of Food & Nutrition – Mrs K Wilson
Head of French – Mrs C Vie
Head of Geography – Mr A Ramsey
Head of German – Mr J Youngs
Head of History – Mrs S Sharman
Head of Mathematics – Mr D Burke
Head of Philosophy & Ethics – Ms F Harrison
Head of Physics – Dr A Patchett
Head of Politics – Mr T Cheatley
Head of Psychology – Mrs E Ware
Head of Russian – Mrs C Wray
Head of Science – Mr N Porteus
With the exception of those Heads of Departments highlighted in bold, (which are already SES wide roles) these roles commence from September 2023, with the current staff structures remaining in place for this academic year.
We are maintaining two Heads of Year for Years 7-11, and one each for Years 12 – 13, for the first year of co-education to ensure students remain well supported by familiar staff through the transition period. These will be as follows:
Head of Year 7 – Mrs A Colley and Mrs L Ditchburn
Head of Year 8 – Mr D Colley and Mrs E Farr
Head of Year 9 – Mr A Blumfield and Mr J Mitchell
Head of Year 10 – Mrs R Horwood and Mr B Morris
Head of Year 11 – Mrs J Furby and Mrs M Steven
Head of Year 12 – Mrs C Charles
Head of Year 13 – Miss A Halliday
Currently each school has four Houses, each with its own name and colour. From September 2023, the Houses will merge along colour lines ensuring that each student retains their original House colour, maintaining that important sense of identity.
We are pleased to announce that House staff have now been appointed as listed below. One of their first tasks will be to review House names. We had originally intended to make the House names double-barrelled to preserve the heritage, but they are keen to review all options before making a final decision.
Head of House
Deputy Head of House
Mr D Di Cataldo
Mrs R Nuzzo
Mr R Dexter
Mrs C Pike
Mrs V Wilson
Miss L McKenna
Mrs K Aluzzi
Mr P Turnham
Whatever the house names, we will maintain the same busy programme of House activities, including House sport and singing. We have no doubt that the sense of loyalty and friendly rivalry will remain every bit as fierce as it is now.
We are delighted to announce the appointment of three new Governors who bring a wealth of invaluable experience as we transition to being fully co-ed in 2023.
Detailed profiles can be found here Stamford Endowed Schools Appoints Three New Members To its Governing Body - Stamford Schools
This week’s priorities
With next year’s management structure in place, working groups are being formed to aid with the next phase of detailed thinking and planning. At this stage, we envisage there being working groups to ensure practice is aligned across the following areas: Sixth Form, Co-curricular, Academic, Boarding, Wellbeing, Rewards and Behaviour.
Culture is also a focus this week as the culture programme gets underway. The first phase sees the 2023 SLT working with a leadership and culture consultant to set a common culture for the merged schools.
Following this week’s staff roadshows focusing on academic and pastoral plans, we are finalising plans for next week’s roadshows on co-curricular and sixth form.
In our next update we will be updating you on the first transition afternoon and busting some popular myths about our plans for next year.
Keeping you updated
The next update will be issued on Friday 7 October. If you have any questions regarding the transition process, you can write to us at firstname.lastname@example.org
We will be running a programme of transition events from this autumn. Students will have opportunities to familiarise themselves with the site
The transition programme will include social events, shared lectures and academic activities, and structured transition events focused on team building and familiarisation with the school site. During the course of next year, activities will also be run co-educationally wherever practically possible to maximise opportunities for all of our students to develop friendships before they are based together full-time.
All of our students already have lots of experience of learning and working together. They attend co-educational junior and prep schools, at Stamford or elsewhere; they work together in many co-curricular activities, and we know that our students socialise together outside school. Learning together in the classroom will be an extension of the time that they already spend with each other.
Our pastoral and teaching teams will be working hard to deliver an extended transition programme, to help the students prepare, and we will have very strong pastoral provision in place for every year group as we move to become fully co-educational. Our teachers are already experienced in supporting students to learn together at A Level, and will apply the same techniques with the younger year groups.
We already have a strong PHSE / RSE programme in place, and teaching our students about these topics together will give them a far better understanding of the different perspectives on relationships and sex.
Absolutely. The Sixth Form will still be making use of some facilities on the Stamford School site, and will continue to play the same vital leadership role in activities such as CCF, music and drama. Prefects will have specific duties and published “office hours” on the Stamford School site, and will maintain a full student leadership role. Sixth Form students will also be more involved in running and leading councils, clubs and activities, and will be more visible in our fundraising and volunteering programme.
Currently each school has four houses. The House names and their colours are a fundamental part of our culture and heritage, and a large part of each student’s identity, and it is vitally important that we preserve them. By retaining and combining the House names we can protect that history and identity, and ensure we maintain a daily reminder of the heritage of the two schools.
From September 2023, the Houses will be as follows (names will be hyphenated):
We will maintain the same busy programme of House activities, including House sport and singing.
We will be creating a range of pastoral spaces that the students can access to meet their individual needs and interests. Although many students enjoy the “common room” environment, it does not suit all, and we will be creating indoor and outdoor areas where students can spend time quietly in smaller groups, as well as spaces to enjoy activities.
The Phoenix Room, a quiet space where students can go when they are feeling worried or upset and in need of support, has been trialled extremely successfully at Stamford High School, and additional spaces will be created on both sites.
Pastoral spaces will be overseen by staff throughout break and lunchtimes, and students will always have members of staff directly available to talk to at all times.
All of our students will be kept informed of how and when they can access their tutor. The pastoral team will also be enhanced by the introduction of a student support manager for every year group, who will have no teaching commitments and will be available at all times during the school day.
Heads of Year will be based on the same site as the year group that they look after.
There is good evidence that the mental health of both boys and girls is generally better in a co-educational environment: concerns about body image, friendships and relationships are often lessened by mixing boys and girls together. We will continue with our strong PHSE / RSE programme, and our students will benefit significantly from being able to discuss and explore mental health topics in co-educational groups. We will be able to invest further in wellbeing.
SES strives to offer an outstanding, contemporary education in which students develop the ability to think for themselves and to interpret the world around them. We have high expectations of all our pupils, and do everything we can to support them in reaching their full potential. This will not change.
Having one Head of Department for each subject will allow greater focus on raising academic ambition, standards and expectations. By removing the duplication in our teaching provision, it will also be feasible for us to explore the addition of new subjects, which will provide students with more opportunities to study the areas that interest them most, and in which they will naturally tend to do best.
Finally, we are planning a restructure of the school day which will allow more teaching time, and will transform our students’ ability to learn and get the most from their subjects.
Although we currently teach in single sex classes in Years 7-11, we run co-educational lessons in the Sixth Form across both sites, and every teacher at Stamford has experience of teaching in a co-educational environment. We will be running additional sessions for our teaching staff as necessary, but our teachers are already very highly skilled and experienced, and we know they will make this transition very smoothly.
The Heads of Sixth Form subjects will be based on the Sixth Form site. Other Heads of Department may be based on either site, and will still be accessible to students.
Yes. In 2023-24, each of the current Heads of Learning Support will remain on their current site to provide support during the transition year, and in particular as Year 11 complete their GCSEs. Learning support provision will be permanently maintained on both sites.
Yes. Each site will have its own library provision on site, each with its own librarian.
Stamford will continue to be a community where every student is known and supported as an individual. We intend for student numbers to remain roughly the same – that is, around 150-180 in each year group between Years 7-11, and around 200 in each year group in the Sixth Form.
It is extremely important to us at Stamford that individuals are known, challenged and supported, and our maximum class sizes will be no bigger than they are at the moment.
Where we have previously had some very small classes – for example, when only a small handful of students at each school choose a subject at GCSE – these will naturally be taught together in one larger group in future, which is not only more efficient but will also facilitate better discussion and debate.
Yes – both sites have plenty of capacity for the number of students we will have on site. Each has almost double the number of “desk spaces” that we need, and we are working with a timetabling specialist to make sure our timetable and use of facilities is as efficient as possible.
Almost all of the facilities we need are already in place, but we have identified four main areas where we are planning refurbishment and redevelopment.
Students will continue to make use of the existing specialist facilities (for example, Design & Technology, and Food and Nutrition) on both sites, as they do at the moment.
All our students will still be able to access the same range of facilities as they do at present, including science and language labs, IT suites, facilities for art and the performing arts and our ideal classrooms.
We will keep you updated on all of these projects in fortnightly updates throughout the transition period.
Yes – we are creating additional capacity this summer (2022) which will provide high quality, appropriate toilet facilities for all of our students.
At present, students from both Schools make use of the existing sports facilities at Stamford School, with some additional provision at SHS and SJS. It has been clear for some time that we have outgrown our existing facilities, and the new provision on Kettering Road, due to be finished this summer, will transform the level of opportunity for our students to take part in sport and physical activity.
With the move to co-ed, all of our facilities will be shared by all of our students, but the Kettering Road site will give us far greater flexibility and increase opportunities overall. Students will travel to the appropriate sports site just as they do at the moment.
There are several options for how we manage our lunchtimes, including staggered lunches (all of which would fall within a reasonable lunchtime window) or additional serving areas. We are working through the various options and we will share more information on dining provision in the coming months.
With the transfer of the Sixth Form to the Stamford High School site, the overall increase around the Stamford School site is smaller than might at first be suspected. There are two options for traffic and parking that we are exploring at present, and we will share an update with you later this year.
There is no parking (other than on-street parking) on the St Martin’s site, and this will remain the case.
We will create a Sixth Form that will properly prepare our students for the world they face when they leave us – as independent, confident individuals, who have had the opportunities and support to work out who they want to be.
We will create an environment in which every learning space – from classrooms to seminar spaces - is designed to maximise learning, and give them their first taste of what life will be like in their future workplaces and universities. We will treat them as grown-ups, with café-style social spaces, and their own areas for individual study, whilst keeping in place the exceptional standard of pastoral care that we offer to all our students.
We will structure the timetable to give them more time for enrichment activities, from clubs to volunteering, and at the same time give them more learning time in their vital A Level and BTEC programmes.
We will move to one-to-one tutoring, so that students can benefit from regular input and direction that is tailored to them.
We will establish an exceptional Futures programme, to support them in making the right choices for their next steps into work or study.
Sixth Form is a time of changing needs, and the Stamford Sixth Form will meet those needs.
Boys and girls will continue to be cared for in single-sex accommodation. We will still offer full, flexi, or part-time boarding options.
It is our intention to transfer boarding for Year 7 and 8 girls to the St Paul’s site to remove the need for them to walk across town. There are several different ways that we can accommodate them and we are working through these options at the moment.
We are also appointing a Head of Boarding, who will lead the overall boarding provision for Stamford.
Stamford will still be led by the Principal, Mr Will Phelan. Mrs Vicky Buckman will be Head of the senior provision, and her team will include a Deputy Head Pastoral, a Deputy Head Academic, the Head of Sixth, and a Deputy Head. Assistant Heads will be appointed to oversee specialist areas, such as teaching and learning or student conduct.
Our operations and professional services staff are already structured to support Stamford as a whole, and there will be no significant changes to staffing structures for these staff.
There will be no change at Stamford Junior School - Matthew O’Reilly will continue in his current role.
Mr Nick Gallop is moving on from Stamford School to lead Brighton College, Bangkok, and Mr Nick Davies will take over as Interim Head for 2022 as we prepare for the transition.
Mrs Buckman will remain with us as Head of Stamford High School during 2022-23, and will lead the senior school from 2023.
We have a job here for all of our staff. We will of course have to consider a change of role for some staff, but we will complete a full consultation process with all those affected, and we will have an extended programme of support in place. We have written to every member of staff individually to let them know what these changes mean for them, and the consultation process will begin immediately.
Yes, staff will continue to work across both sites when necessary, as they do at the moment. However, our initial modelling of the timetable indicates that no member of staff will have to make more than one return trip each day – that is, two short walks of about ten minutes each – and we will have time built in to the timetable to allow them to make the journey.
If any member of staff has mobility issues that might make the journey difficult, we will work with them to identify a solution.
The strength of Stamford is in our ability to produce “rounded and grounded” young people, who leave us with the skills and characteristics to lead happy, meaningful and successful lives. Everything that we do will continue to support that aim.
We know that the two Schools naturally have slightly different cultures, born of their individual histories and environments. At heart, though, both senior schools strive to provide the same thing: a supportive learning environment that caters for each child as an individual. We will be working with our staff across both Schools to preserve the very best elements of everything that we do, and make Stamford even better for all of our students, staff and parents.
We are not planning a major review of uniform to coincide with this change. We will, though, continue with some of the smaller uniform changes that have already been announced, such as the introduction of a trouser option for girls.
Our official name is and will continue to be the Stamford Endowed Schools. We will continue to use “Stamford” as the shorthand.
The names “Stamford School” and “Stamford High School” will no longer be used to refer to the two separate sites, although we will enshrine and celebrate them as a vital part of Stamford’s history. For day-to-day use, the Stamford School site will be referred to as the St Paul’s campus, and the Stamford High School site will be referred to as the St Martin’s campus.
Our many school traditions are hugely important to everyone who is a part of our community, and they will continue to be a vital part of our culture and identity. A permanent display will be installed on each site to celebrate the history of each of the Schools. All of the artefacts and documents that relate to the history of the Schools will be carefully preserved by the Archives team, and will continue to be displayed just as they are at the moment – for example, at Old Stamfordian reunions. Items such as existing honours boards are a physical representation of our history, and will be retained alongside new boards for co-educational honours.
Both our Schools have gone through numerous changes in their long history; from Stamford’s origins as a chantry school in St Mary’s in 1532, to the founding of SHS in 1877, and the move to become a diamond model twenty years ago. Becoming fully co-educational is the next step in the evolution of our Schools, and marks the beginning of another chapter in our long history.
Every family that chooses Stamford has a slightly different reason for doing so – but interestingly, the scoping study identified that although the diamond model may be unique in this area, very few families are choosing us because of it. Our location in Stamford, our emphasis on producing rounded and grounded young people, the range of opportunities that we offer – both academically and in terms of activities - and the high standard of pastoral care are the most important factors for the vast majority of our parents and all of these things will continue in our new co-educational structure.
No. The School has carried out detailed financial modelling as part of this process. Indeed, re-organising our structure in this way provides greater efficiency and allows us to protect against excessive future fee rises.
From a financial perspective, becoming fully co-educational will ensure that every pound of our income is spent as efficiently as possible. In turn, that means we can deliver better opportunities, experiences and outcomes for our students.
Stamford is in very good financial health, but as a charity, it is our responsibility to make sure that we operate as efficiently as possible. That has become ever-more important with the increasing pressures on the national and global economy.
The programme for sports, games and physical activity will continue at the same high standard. Students will continue to be taught separately in major sports. Our extensive fixtures programme will continue.
The Kettering Road site will form part of the overall SES sports provision, and all students will make use of it at different times.
No: students will continue to be taught separately for major sports as they are now.
Our extensive co-curricular provision is an integral part of the student experience at SES. As well as the long-term benefits of building skills and experiences, it de-stresses, enriches, unearths passions and contributes greatly to self-confidence by giving every student an opportunity to have fun and shine.
Because we will no longer have to duplicate our co-curricular provision across two sites, it opens the door to offering a greater range of activities. New initiatives can be much more easily instated once all of our students in each year group are on the same site. Most importantly of all, niche activities, that might only appeal to a small number of students, become much more viable.
By moving to a co-educational structure, it allows us to continue to build on the existing co-curricular provision, and to cater for the widest possible range of interests.
The admissions process for 2022 entry will remain unchanged, with girls joining Stamford High School and boys joining Stamford School as planned in September 2022. We will be running an extensive transition programme in 2022-23 to ensure that every child is fully prepared for the move to a fully co-educational environment in September 2023, including opportunities to familiarise themselves with the facilities and staff, and to meet and make friends with each other.
The admissions process will remain the same, but students will be invited to visit the site relevant to their age when they join the school. This means that all candidates for entry to the Sixth Form will tour the current Stamford High School site, and those for entry to Years 7-10 will tour the current Stamford School site. Whichever site you visit, we will make sure you have lots of opportunities to meet the relevant senior staff, and to ask any questions you may have about the Schools. We will also be running a series of Open Days and Discovery Mornings, as usual, and families are warmly invited to attend.
Yes, absolutely. If your child is joining is in September this year, we will arrange an individual visit for you as soon as possible so that you can explore those parts of our campus you haven’t yet visited.
For enquiries for September 2023 or later, we will be running a series of Discovery Mornings and Open Days in the months to come, and we will make sure that you are invited to these. You are, of course, also very welcome to come for an individual visit, but for the remainder of this term we may need to prioritise families who wish to join us this September.
We would love to welcome you and your family to visit Stamford. To book your visit, please contact us in the first instance at email@example.com, or call us on 01780 750 311.
The Old Girls’ Guild and the Old Stamfordian Club are the membership organisations for former students of Stamford High School and Stamford School. They are and will remain vital in our Old Stamfordian community. We will be working with the committees of the Club and the Guild to make sure that future generations of Old Stamfordians continue to have access to the same excellent supportive network and resources, and we will stay in touch with all of our Old Stamfordians as those plans develop.
The honours boards will be retained and will continue to be displayed as they are now. They are a vital part of our heritage and the historic record of the schools, and we will be very proud to maintain them alongside new boards for co-educational honours.
We already have a centralised archive that maintains the recorded history and artefacts of both Schools, and this will continue. Both sites will be home to a permanent display marking the history of the Schools, and we will continue to display documents, photos and artefacts at events, just as we do at the moment.
We will maintain the key traditions that are important to our students and staff, but we look forward, too, to creating new ones together.
We will be writing to all our parents and staff with a fortnightly update in term time throughout the transition and planning process, and the information page at stamfordcoed.org will also be kept updated.
We won’t be able to answer detailed questions – such as who your child’s subject teachers might be – until nearer the time. However, if you have more general questions that we may be able to help with at this stage, please contact us firstname.lastname@example.org.