Heading into a bright future
September saw the arrival of our new head teacher Ms Barlow, with her enthusiasm to push the school to the very top of its game. This new term has already seen the introduction of the new ‘Heathfield Habits’ encouraging a range of aspects associated with a high-achieving, hard-working and caring school community, from honesty and compassion through to determination, reflection and ambition. The Vine sent a team to investigate why Ms Barlow chose Heathfield and what her appointment will mean for the school.
It is clear from the moment she starts speaking, just how passionate and proactive Ms Barlow is when it comes to providing students with the best possible education. Having worked in education since 1992, and having spent an impressively broad career working with schools across the country, Ms Barlow was drawn to Heathfield for its positive culture and the potential she could see in staff and students.
‘It really just felt right,' Ms Barlow told The Vine. 'The culture and ethos of the school appealed to me.’ Ms Barlow explained that she already feels comfortable at the school, and a large part of that is to do with the rural environment, one she is used to and enjoys. As far the actual methods of schooling are concerned, Ms Barlow explained that the demographics of the student and teaching body make little difference to her professional tasks. Although she now has the headship of a rural school with a predominantly white Christian or non-religious population, she believes the key principles of education apply wherever you are.
Ms Barlow recently visited the London school from which a number of girls disappeared to support ISIS in Syria. Ms Barlow explained that although this was a school with a dramatically different demographic, serving students of different nationalities and faiths and also from very different economic backgrounds and situations, what struck her was that for her as a teacher, ‘the conversations I was having with staff were the same ones’. The Habits that she has introduced across the school reflect priorities that she believes apply to students learning in any school, in any situation.
Supporting a high quality of teaching at our school is a crucial area for Ms Barlow in her role as head teacher, focusing on the methods and attitudes of her staff. She believes excellent teaching is about fully understanding each and every student in order to do the most appropriate things for them, give them the right opportunities and support so that they can excel long term. ‘We need to make sure they’re getting into those Russell Group universities, or accessing the right training or Further Education routes to suit their needs and ambitions.’
The responsibility of appointing excellent teachers and ensuring that they are doing their jobs at the level she expects, to ensure high achievement and harmony throughout the college, is something Ms Barlow takes very seriously. At the heart of all this is securing the best possible education for the students in her charge. ‘They are at the heart of everything we do,’ explained Ms Barlow. ‘This is why most of the initial changes we have made have been to do with student opportunity and the quality of teaching and learning.’
Ms Barlow’s intentions are clearly ambitious and she admits to having worked at high speed in her first weeks. Working as hard as possible is something she commits to ‘in everything I do, really’ – precisely the ethos she hopes to inspire in those around her. She really seems to care about the progress of the school on a personal as well as professional level. This degree of commitment and responsibility demands total dedication. ‘It has implications for the way you live the rest of your life,’ she said. It also takes away her time from her family, as it would for anyone in the role. She explained that as she pondered taking up the Head position, a conversation had to be had at home about sharing roles and chores successfully among the family – perhaps not a conversation or an issue that male head teachers always have to consider.
Ms Barlow sets an inspiring example to those who think that women in leadership are still rare or are beset by problems of the so-called ‘glass ceiling’ holding them back. ‘You can do what you choose as long as you are willing to stick by your intentions and can cope with the load you choose to take on,’ she said. Equality is essential in terms of parental duties and the home. If everybody does their share, anything is possible.
Ms Barlow is impressive. And if you’ve been on tenterhooks waiting for a cataclysmic shift under your feet in terms of how the school is aligned as a delicate machine, then you might be right. Look forward to positive change. Whatever alterations, dramatic or not, that we see in the next few years, it seems likely that they’re going to be good ones – putting excellent education and the success of the students at the very heart of the school.
Olivia Foskett, Year 13
Photos by Molly Stredwick, Year 13
It is clear from the moment she starts speaking, just how passionate and proactive Ms Barlow is when it comes to providing students with the best possible education. Having worked in education since 1992, and having spent an impressively broad career working with schools across the country, Ms Barlow was drawn to Heathfield for its positive culture and the potential she could see in staff and students.
‘It really just felt right,' Ms Barlow told The Vine. 'The culture and ethos of the school appealed to me.’ Ms Barlow explained that she already feels comfortable at the school, and a large part of that is to do with the rural environment, one she is used to and enjoys. As far the actual methods of schooling are concerned, Ms Barlow explained that the demographics of the student and teaching body make little difference to her professional tasks. Although she now has the headship of a rural school with a predominantly white Christian or non-religious population, she believes the key principles of education apply wherever you are.
Ms Barlow recently visited the London school from which a number of girls disappeared to support ISIS in Syria. Ms Barlow explained that although this was a school with a dramatically different demographic, serving students of different nationalities and faiths and also from very different economic backgrounds and situations, what struck her was that for her as a teacher, ‘the conversations I was having with staff were the same ones’. The Habits that she has introduced across the school reflect priorities that she believes apply to students learning in any school, in any situation.
Supporting a high quality of teaching at our school is a crucial area for Ms Barlow in her role as head teacher, focusing on the methods and attitudes of her staff. She believes excellent teaching is about fully understanding each and every student in order to do the most appropriate things for them, give them the right opportunities and support so that they can excel long term. ‘We need to make sure they’re getting into those Russell Group universities, or accessing the right training or Further Education routes to suit their needs and ambitions.’
The responsibility of appointing excellent teachers and ensuring that they are doing their jobs at the level she expects, to ensure high achievement and harmony throughout the college, is something Ms Barlow takes very seriously. At the heart of all this is securing the best possible education for the students in her charge. ‘They are at the heart of everything we do,’ explained Ms Barlow. ‘This is why most of the initial changes we have made have been to do with student opportunity and the quality of teaching and learning.’
Ms Barlow’s intentions are clearly ambitious and she admits to having worked at high speed in her first weeks. Working as hard as possible is something she commits to ‘in everything I do, really’ – precisely the ethos she hopes to inspire in those around her. She really seems to care about the progress of the school on a personal as well as professional level. This degree of commitment and responsibility demands total dedication. ‘It has implications for the way you live the rest of your life,’ she said. It also takes away her time from her family, as it would for anyone in the role. She explained that as she pondered taking up the Head position, a conversation had to be had at home about sharing roles and chores successfully among the family – perhaps not a conversation or an issue that male head teachers always have to consider.
Ms Barlow sets an inspiring example to those who think that women in leadership are still rare or are beset by problems of the so-called ‘glass ceiling’ holding them back. ‘You can do what you choose as long as you are willing to stick by your intentions and can cope with the load you choose to take on,’ she said. Equality is essential in terms of parental duties and the home. If everybody does their share, anything is possible.
Ms Barlow is impressive. And if you’ve been on tenterhooks waiting for a cataclysmic shift under your feet in terms of how the school is aligned as a delicate machine, then you might be right. Look forward to positive change. Whatever alterations, dramatic or not, that we see in the next few years, it seems likely that they’re going to be good ones – putting excellent education and the success of the students at the very heart of the school.
Olivia Foskett, Year 13
Photos by Molly Stredwick, Year 13