We all want a good education for our children. But what do we actually mean by the phrase?
At the heart of a good education is learning, in both senses of the word. This means not only a cultural education in the classical sense a somewhat Arnoldian “best which has been thought and said in the world” but also the inculcation of the ability, skills and desire to learn.
From a school’s point of view, this means providing a robust, challenging yet flexible curriculum for its pupils; a curriculum which provides not only a solid grounding in the traditional academic subjects but also is responsive to the demands of the 21st century. This comprises an ability to analyse, evaluate and criticise an argument; to develop tenacity, self-discipline and self-motivation in approaching challenges; to listen to, understand and empathise with others and their different points of view.
Success in public examinations is clearly very important, but equally so is the guidance given to young people to become happy and fulfilled citizens to accompany their glittering qualifications.
Whilst scholarliness is central to a good education, there is clearly a wider dimension too. Schools provide a preparation for life not just the workplace and the experiences pupils have at school are crucially important in their development as individuals. Schools have a responsibility a moral duty, in fact to provide a supportive environment where their pupils can take risks, make mistakes and grow to understand themselves. This not only includes the myriad extra-curricular activities they offer but also pastoral care which guides pupils through the long dark tunnel of adolescence without too many bumps along the way.
For me, the joy in education comes when we watch our pupils leave as capable and qualified young men and women, ready to make their way in the world.
