The Chronicle 682

42 ST EDWARD’S CHRONICLE

Academic Perspectives

Margaret on Matthew I’ve worked closely with Matthew for long enough to know that he would hate any kind of panegyric to his achievements, even when they are as significant as completely changing the education that Teddies offers. He is not a man who seeks the limelight.  I have to admit that I was sceptical when he first arrived – I’d applied for his job after all. But I’ve loved working with him: he has vision, enthusiasm and absolute integrity, and has had the tenacity to see through the wide- ranging changes that have culminated in the implementation of the St Edward’s School Certificate - a major achievement and a fitting point at which to move on to new challenges. As you might expect from a for what is now the Christie Centre, considering the interaction between the space in which learning occurs and how that learning happens. His vision of education is truly holistic and he will never allow those for whom academic success is easy to rest on their laurels; his educational ideals go way beyond narrow measures of exam success and he has pushed us as teachers to focus on wider skills, changing how we define an excellent education. His principles and creativity will leave a lasting legacy at Teddies; Burford School has an outstanding new Head.  the senior management and academic teams for seven years. As they both depart for pastures new, we asked them to tell us about each other. Geographer, Matthew has a great love of urban design and the built environment and he was able to unleash a bit of his inner-architect on the plans Matthew Albrighton and Margaret Lloyd worked closely together as members of

Matthew on Margaret That Margaret does not consider

equality where Margaret leaves a significant legacy. These are areas that draw on her sensibilities. The importance of a contemporary, adaptable and relevant education matters to Margaret. She, like many, has found the limits of GCSEs deeply frustrating. With Pathways and Perspectives she has contributed to creating a programme that has implications not only for the School but nationally. Schools have been challenged in recent years to scrutinise how the education they provide is one that represents and supports fairly and correctly different groups in society. For such enlightenment, uncomfortable questions have to be asked. Margaret leaves behind a framework for equality that has lasting benefits for all pupils at St Edward’s. Margaret is a compassionate individual with integrity. An intellect of the highest standard and educator with the most sophisticated appreciation of the engines of learning; she is very rare. It has been a privilege to have worked alongside Margaret and I wish her the very best as she moves onto further academic study.

Mathematics her strongest subject should strike fear in all teachers. Indeed, Margaret is somewhat of a polymath. Her knowledge of History and Literature is frankly intimidating, and Margaret has shown in her time as a teacher at Teddies that she can turn her hand equally to all three areas. Margaret’s forensic eye for detail and a healthy scepticism of tradition for tradition’s sake has ensured that the Teddies senior team has been kept on its toes over the last seven years. She does not accept ‘good enough’, relentlessly pushing for the best. Further, Margaret will pull those of any position up for disregarding the serious issues. Without such individuals as Margaret institutions atrophy and wallow, with Margaret Teddies has thrived. It is impossible to understate the impact Margaret has had in all areas of school life. Whilst others may have taken the limelight Margaret has been the unsung hero; there is not one realm that has been overlooked. It is however with the Pathways and Perspectives programme and the drive for