Rhubarb October 2022

ST EDWARD’S

The transition to full co-education H ere the 11thWarden, David Christie (1988-2004), talks about the transition to full co-education and gives us an insight into the way the School adapted during this time. compared to the introduction of Sixth Form girls in 1983. John Phillips, thenWarden, faced significant difficulties in realising his strategy – see Malcolm Oxley’s chapter on ‘Co-education’ in his excellent A New History of St Edward’s School. Suffice it to say that Phillips’ plans were at first rejected by the Governors, later accepted (but with a resignation) and there was some strong opposition as well as support in the Common Room. Phillips won the day and by 1988, when I becameWarden, there were more than 20 Sixth Form girls in a school of 583. That it was a full and happy school was the legacy of John Phillips, aided by his wife, Pat, who played a key role in our story. Although preparing for full co-education at St Edward’s was complicated, it was straightforward

FEATURE

First girls intake into Shells, 1997

wishes of many parents to have their children attend the same school; recruitment difficulties, particularly in girls’ schools. During the early nineties, I was frequently asked by parents, ‘When are you going fully co-ed?’ More members of the Common Room and many prep school heads wanted it, and having been educated in mixed environments, I believed in it. Why? Assertions are hard to prove – but co-education gives a superior all-round education, not just a preparation for life

after school.There are more diverse views in the classroom, greater understanding by half of the population of the other, wider scope in extra-curricular activities, the opening of unforeseen opportunities. Inside St Edward’s the argument for full co-education was easily won. For detailed planning, a strong team was established, including governance, bursarial and registrar expertise, academic and pastoral leaders, all working very effectively. In addition, a number of specialist committees, covering all the issues, was established. Every member of Common Room chose or was allocated to a committee, the different aspects integrated into a final plan.

“ I was the last year of just boys, so I had an unusual year. It was great to be part of a school that was developing into something new. I loved being part of a boy's school at first but looking back really valued the transition to a co-ed school by the end. ” Barney Rodgers (Mac’s, 1995-1997 and Tilly’s, 1997-2000)

There were, of course, teething troubles: new relationships that had to be forged between Housemasters and landladies; initially there was an unpleasant edge of some boys’ adolescent bad behaviour ; teachers needed to become more used to mixed classes in the Sixth Forms although some treated the girls as ‘honorary chaps.’

All that changed.

However, the model was creaking.There were the problems of girls sharing Sixth Form studies in the “boys’ Houses”; girls living off-site with landladies; no communal space for girls.

There were times when I felt I was holding back on the introduction of full co-education. But the team and I were reluctant to launch it too soon.To get it right, all sorts of issues had to be resolved and we took time to think about and address them. Some schools did rush and so were unprepared and had difficult experiences which took years to fix. Among many issues to be addressed were – gender balance in the Common Room (in 1988 there were ten women out of a cohort of 68: now there are 55 women in a much enlarged Common Room).We needed more women and with a wider age profile.

In spite of its strengths, it was not scalable, there were pastoral risks and it was very expensive in resource and money terms.We opened Oakthorpe House, first as lodgings in 1990 for Sixth Form girls, who continued until 1992 to share “boys’ studies”. It then began life as an autonomous boarding House. The outside world was changing too – the Children Act of 1989, with its associated external inspections; the advance of co-education throughout the independent sector ; the

18