The extra-curricular challenge

At the recent biennial inspection of the Christ College CCF, as the cadets stood proudly to attention, the inspecting officer made his way along the ranks, speaking to every third or fourth pupil as I had requested him to do. He asked one female cadet what her favourite part of the Easter cadet camp had been. ‘The 24-hour exercise, sir,’ she responded promptly, and grinned. He looked at her and raised an eyebrow quizzically, but I knew it was the truth, because that particular cadet, my 15-year-old daughter, had limped in through our front door, exhausted but exhilarated, at the end of camp just a few weeks earlier.

I had been up to visit the contingent at Sennybridge during the camp, planning their assault on the enemy (two hapless housemasters in a bunker) on a windy hilltop in the horizontal rain. They were having the time of their lives, under the watchful eye of our energetic and enthusiastic SSI, Mark Bevan. And they were learning; learning fast, as they tried to solve problems, work in teams, exercise leadership, make and test a plan. They were learning patience, resilience, stamina, ingenuity and flexibility. They were experiencing a physical challenge with the rewards of camaraderie, good-natured competition and Army rations three times a day.

One of the most interesting questions I have been asked when showing prospective parents around my school is if they could see the list of those who had won prizes at the end of the last academic year. I was puzzled at the time, but reflecting later I thought it was an inspired question, because a school’s prize list tells you a great deal about what the school prizes (sorry!). For example, if there are numerous prizes for debating, public speaking and community service, or for sport and outdoor pursuits, it gives a strong sense that these things are important in that school, and that success in them carries some kudos and respect.

At Christ College, in addition to the usual raft of academic prizes, we have several dedicated to sport, music, drama, service to the community, contributions to the life of the chapel and leadership within the CCF. These are not just ‘after-school clubs’ but central, vital and highly valued elements of school life, and pupils respect and admire one another for endeavour and achievements in these areas.

The school’s colours system also tells a story. At Christ College, which has a powerful and highly respected rugby tradition, colours ties and blazers were historically awarded for sport, but out of a desire to promote excellence across the board, we have amended the scheme to reward excellence in academic endeavours, music, drama, outdoor pursuits and leadership. Full colours are rare – only a handful of pupils per year achieve the honour – but they ensure that the most admirable pupils in the school are also the most admired, and that our pupils are encouraged to aspire to excellence in whatever area of ability they may possess.

Boarding schools are particularly fortunate, because we have scope to offer a wonderful mix of academic, cultural, sporting and teamwork opportunities. One minute a pupil may be taking part in a Shakespeare masterclass, and the next setting off on a tall ships expedition. The busiest pupils are often the most successful academically, and often go on to the greatest success in their careers, too; they have learned the art of balance, and continue, for example, to play a full programme of sport throughout the summer examination period, benefiting from the stress-busting benefits of such activity.

I have several times been asked to speak to groups of parents about the options in UK boarding schools, and to give them a ‘toolkit’ of questions to ask when visiting schools and making a choice for their children. At Christ College, 20% of our families are Forces families, and we have a particularly strong link with the Royal Welsh Regiment, so I have been in a position to listen to the views of such parents on what they want for their children at boarding school. Understandably, they want stability and security; they want to know their children will be safe, comfortable and cared for. They want them to do well academically, of course, but they also value education for leadership (and ‘followership’) through the many and varied activities that take place outside the formal teaching time in our schools.

In the end, a boarding school, like any community, is made up of countless threads of different colours and textures. Every teacher has his or her own style and enthusiasms, each pupil has a different potential, character and preferences – there is an almost infinite number of combinations of academic interest and other commitments, so that the school flexes, shifts and provides a constantly changing landscape of challenge and achievement. It is a joy to be part of it, and it constantly reminds me that a good education must look to develop the whole person – mind, body and spirit.

Emma Taylor took up her post as Head of Christ College, Brecon, in September 2007. She joined from Dean Close, Cheltenham, where she was previously Senior Mistress and Admissions Tutor, and taught Economics, Philosophy and Religious Studies from 2001. She was previously taught and was housemistress at both Stowe School from 1990 to 1996 and at Canford School, Dorset, from 1996 to 2001. She was educated at St Anthony’s-Leweston, Sherborne and Canford School, Dorset. She won an open exhibition to read Politics, Philosophy and Economics at New College, Oxford, graduating in 1988. She has a PGCE from Westminster College, Oxford. She is a keen walker, and is a regular newspaper reviewer on BBC Radio Wales.