A collective determination to learn, develop, improve and thrive

Giles Entwisle, Headmaster of Durston House, looks ahead to a future filled with promise amid global uncertainty

Having completed by far the most extraordinary term in my teaching career, facing unprecedented challenges, catching our collective breath at the beginning of the summer holidays has allowed time to reflect on Home Learning and my new post as Headmaster at Durston House from September. I have been involved in the Home Learning provision at Durston House as part of my handover and while these have been unprecedented times, it has also been heart-warming. Joining a school in such a period has allowed me to see how Durston has reacted and adapted to Home Learning successfully.

In the time BC or before-COVID-19, Durston House’s Virtual Learning Environment was used for homework and sharing curriculum resources. The real learning still took place in person, with the teacher in the classroom, on the fields, or out on adventures. The move to the alternative classroom or Home Learning, came upon us incredibly swiftly and required a comprehensive and radical rethink of how Durston does things, and how to ensure that outcomes for pupils would not suffer. Reflecting on how our teachers responded to live video-conference lessons and remote task setting so quickly and so professionally was a humbling lesson in how important it is to retain the commitment to being a life-long learner. Pupils were quickly following a core subject focused timetable, receiving live, detailed tuition and immediate personalised remote feedback. Durston laid out a solid foundation with provision adapted as teachers continued to learn this new form of delivering the curriculum remotely. Pupils and staff established capabilities, expectations and adjusted to ‘the new normal’. Pupil learning didn’t suffer; the boys embraced the change and rapidly came to appreciate a whole lot more. Feedback from parents and pupils saw a pattern emerge, whereby pupils were enjoying greater family time and connection. They talked about enjoying the simple things, like going for a walk, playing a game with the family, enjoying their own gardens and appreciating more profoundly, the immediate world around them. Pupils spent more time developing their cooking, photography, art, design, building and musical skills following the Enrichment program.

The opportunity for greater numbers of pupils to come back into school following the phased re-opening was grasped (at a distance) with both hands, carefully washed for 20 seconds with soap and water. Durston had remained open for children of key workers but welcomed back additional year groups and divided them into ‘pods’. Home Learning still continued for those who didn’t return but staff managed to expertly juggle both being in the classroom and being online.

It was only after properly reconnecting and talking with pupils and parents on their return that the overarching message became so clear. Distance had brought us all much closer together. The admiration from the parent body for the teachers in how they continuously went the extra mile for the pupils was humbling. Parents also appreciated the balance of the curriculum; that the academic was blended with the co-curricular program allowing for a varied and interesting curriculum. Most importantly it was manageable. There were large disparities with what families could manage and it was important for everyone’s well-being that the amount and type of work be engaging, challenging and most importantly, achievable.

Durston managed to host assemblies as well as some of our usual events like Sports Day and House Competitions. Durston’s Got Talent was also a roaring success. The ability to come together and celebrate achievements and take part in something created a palpable spirit of community, as well as allowing pupils to find comfort in the normality and familiarity these events offer.

There is at Durston House, a collective determination to take all we have learned from this pandemic. While it has been difficult at times, there have been many positives; Pupils have become more self-motivated, organised, and accountable and intrinsically driven which will be helpful in the future. The insight our parents have gained into what great teaching looks like, and the vital way in which parents and teachers have collaborated for the benefit of the pupils, is not something we are willing to lose as we go into the new academic year.

I realise we will not see a return to complete normality by any means in the near future We will need to keep learning and developing the provision for our pupils and staff. We will need to adapt to changing circumstances energetically and with meticulous planning. At Durston House there is an understanding in the transformative power of education. It will be our pupils’ personal qualities and values, not just exam results that will set them apart. It is critical to give young people the skills, confidence and capabilities to navigate their own paths through life – along with the unshakeable sense of self they need to influence the world around them for the better. I have no doubt that Durston House will continue to provide the highest quality education and finest pastoral care.

This article first appeared in Which School? 2021, which is available now in print and online. You can read the full version here...