Charlie’s Journey: From Quiet Beginnings to School Leadership 

From a shy Year 7 pupil to our current Head of School, Charlie’s transformation demonstrates the remarkable personal growth that can happen during the secondary school years when young people are encouraged to embrace new opportunities and step beyond their comfort zones.  

Starting out  

When Charlie arrived in Year 7, the change was huge. Going from a small school where everyone knew everyone to our much larger community, with only a couple of friends for company, was daunting. As Charlie puts it, “It was certainly the biggest change that I’ve ever had.” Yet looking back, this early experience of adapting to somewhere new taught him skills that would prove invaluable later.  

Charlie describes his first few years and chuckles as “quite unremarkable” – and perhaps that’s exactly right. He settled into school life: making friends, getting on with his studies, playing sports, joining clubs. “There was nothing really in those early years which stood out to me as key moments,” he says. Sometimes the most important growth happens quietly, building foundations for what comes later.  

Finding confidence  

Things began to shift during Charlie’s GCSE years. “My class was quite vibrant,” he remembers, “and I started to realise that I could flourish in a more outspoken, confident environment.” This was when Charlie discovered something crucial: “I’ve got out of things what I’ve put into them.”  

This realisation changed everything. Charlie started trying things he might have avoided before. He joined the Spanish film club, became a regular at History Society meetings, discovering genuine interests that went far beyond the classroom. Cricket remained important too, and his natural leadership on the pitch eventually led to him becoming team captain.  

Adventures further afield  

Some of Charlie’s best memories come from school trips. The cricket tour to Sri Lanka was, he says, “an incredible experience.” Playing the sport he loves in a completely different country, experiencing new cultures – it was something he’d never imagined doing.  

Even more significant was his language trip to Salamanca, Spain, staying with local families. “The incredible nature of being able to sit with a Spanish family who you’ve never met before and discuss crazy topics like sport, bullfighting, politics in their own language was something which really sparked my interest,” Charlie recalls. This experience of connecting with the world beyond school has influenced his university choices, showing how these opportunities can shape future paths and open doors to fulfilling, purposeful lives.  

Giving something back  

Charlie’s involvement with the charity PDSA has been particularly rewarding. What started as an interesting opportunity has become something much deeper. The experience has been “incredible and mutually beneficial,” he explains – he’s gained as much as he’s given. He’s so committed that he plans to continue volunteering with them, even after leaving KES this summer.   

When it came to applying for Head of School, Charlie had personal reasons for wanting the role. With his sister starting in Year 7, he wanted to be the kind of role model others had been for him. “I remember in my interview talking about which Head of School is the most memorable for me, and it always is the one you have in Year 7,” he says. “I wanted to be that, for my little sister”.   

The philosophy of trying  

Charlie’s biggest lesson is simple but powerful: don’t be afraid to try new things. “I think the desire to be able to try things and not shy away from anything which seems potentially challenging or even outside your comfort zone,” he explains. His approach is refreshingly honest: “The worst that can happen is you go home and say well, I didn’t enjoy that and not go again.”  

He’s passionate about young people understanding that education goes far beyond exam results. “It’s really easy to look at a secondary school and solely focus on their exam results,” Charlie says, “but this part of your life is so much deeper and more important than just good grades. There’s so much development that goes on in these years. It’s where you really start to form your interests and your passions and work out what you’re good at.”  

What success means  

Charlie has a thoughtful take on success that reflects his multifaceted approach to life: “Success can be measured in so many different ways. Some people cherish status; some people look for strong connections. But at the end of the day, it depends on what you value the most and if you can feel like you’ve maximised your potential as an individual.” For Charlie, it’s clear that a truly successful life is one where you’ve explored your interests, built meaningful relationships, and discovered what fulfils you personally. 

Looking back  

Asked to sum up his experience in three words, Charlie chose “opportunities, development and sense of community.” These capture not just his individual journey, but what our School aims to offer every pupil.  

Charlie’s story isn’t about dramatic transformation. It’s about gradual growth, about being willing to step outside your comfort zone, and about making the most of the chances you’re given. From that quiet Year 7 boy to the confident Head of School who spent the last year addressing the whole school each week, his journey shows what’s possible when young people are supported and encouraged to discover their potential.  

As Charlie prepares for Oxford University, he takes with him not just his various badges and achievements, but something far more valuable – the confidence to keep trying new things and the knowledge that you really do get out what you put in. That’s a lesson that will serve him well, wherever life takes him next.