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Empowering the changemakers of tomorrow – reflections by Dr Kevin Stannard
Dr Kevin Stannard, Director of Innovation and Learning, has been a driving force behind the GDST’s educational strategy for over a decade, championing innovation and excellence across our family of schools. As he geared up to retire from the GDST, his reflections are not about endings, but about momentum – and why the GDST is more confident than ever in its mission to empower girls to be the changemakers of tomorrow.
Before joining the GDST in 2011, Kevin was Director of Education at Cambridge International Examinations, part of the University of Cambridge. He previously taught at leading independent schools, including Eton College, where he was Head of Geography. His expertise in curriculum, assessment and pedagogy have underpinned the GDST’s research-led approach to girls’ education, cementing our reputation as a global thought leader in the field.
When I joined the GDST I had never taught in an all-girls environment. Returning to teaching and learning after a career in public examinations was, and continues to be, eye-opening and inspiring.
Fourteen years ago the conversation around girls’ education was very different. Girls’ schools were seen as legacies of an earlier era, as excellent schools that just so happened to be single-sex. Many downplayed that distinction, worrying it may put off prospective pupils and families.
Today the narrative has changed – girls’ only education is innovative and forward-thinking – and the GDST has been instrumental in leading that change in mindset. We are proud of the unique power of a girls’ only education. Unlike co-educational schools, which are often mixed by accident or exigency, GDST schools are single-sex by design, crafted to support how girls learn best whilst freeing them from the limitations and perceptions that exist in the world. Girls should have the opportunity to be educated separately not because they need protection, but because they deserve a level playing field.
As pioneers and shapers of girls’ education, the GDST has never stood still. We are constantly evolving and improving, guided by research and driven by our mission to help girls learn without limits. Our landmark study, The Girls’ Future Report, reveals that across age groups, 66% of GDST girls agree they are comfortable taking risks compared to 52% of non-GDST girls. In junior schools, the contrast is even more striking. Only 6% of GDST girls aged 9 say they avoid some activities because of their gender, compared to 37% of 9-year-old girls and 31% of boys in the national samples.
But for me, the real evidence lies beyond the data – it’s within the girls themselves. I see it every day – in classrooms, at student events, in corridor conversations – our students are fearless, confident, curious and above all, happy. Every student I speak with impresses me with their wonder, their bold questions, and their thoughtfulness. It has been one of the greatest privileges of my career to have played a part in supporting the changemakers and leaders of the future.
Looking to the future
The challenges faced by the independent school sector are undeniable, but I remain deeply optimistic about the future of the GDST. Our superpowers – our unity as a family of schools and our unmatched expertise in girls’ education – provide us with the resilience and agility to adapt, lead and thrive.
What makes the GDST truly exceptional is our people. Our teachers, support staff, leaders and specialists are united in our value of putting girls first. Together we are fearless, forward-thinking and resilient and that’s exactly what we inspire in a GDST girl. The dedication, passion and energy of our people are the driving forces behind our success. It has been a pleasure to have worked with such talented and inspiring colleagues, who help to transform the lives of so many students and families every day – GDST girls are building the future, and their teachers’ guidance and support are helping them along the way.
Every year I have had the joy of setting and marking essay submissions for year 12 students for the Somerville and Gurney Essay Prize. A few years ago, we asked them to reflect on their experience of an all-girls education and from among the many thoughtful responses, one that has stayed with:
“The privilege of learning within a liberal, female-centred school is unrivalled.”
As I prepare to step away, I do so with immense pride in all that we’ve achieved together and with excitement for the future of the GDST and our remarkable students, the changemakers, problem solvers and pioneers of tomorrow.
The Girls’ Futures Report
To mark the GDST’s 150th anniversary, the GDST commissioned a landmark survey of 5,000 girls in state and independent schools and academies across the UK. Our aim was to understand what matters most to girls today and how they feel about what lies ahead in their futures, in both their personal and professional lives.
Read the full report