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Born: 1968 Married to Alexandra, sons
Philip (17) and Peter (13)
Schools and University Attended: Sandroyd School, Wiltshire; Radley College, Oxfordshire; University of Bristol (BSc Hons Physics); University of Oxford (PGCE)
First job: 1987 Royal Navy, Seaman Of cer
First management job:
1991, Royal Navy, Navigating Of cer, HMS BRINTON
First job in education:
1995, Physics teacher, Abingdon School, Oxfordshire
Appointed to current job:
Favourite piece of music:
Anything by J S Bach
Favourite food:
Crème brulée
Favourite drink:
Cloudy apple juice
Favourite holiday destination:
Croatia (for sailing)
Favourite leisure pastime:
Sculling or making music (piano,  ute or singing)
Favourite TV or radio programme/series: I do not watch TV and only listen to the radio when driving.
Suggested epitaph:
Saved through faith in Jesus Christ
Pro le In conversation with Thomas Garnier
Q Pangbourne College celebrates its is the rising number of nominations from their peers.
The Flag Values are reinforced through talks from the Bible in Chapel, by staff in assemblies – whole school, year group and house – and through tutors. They are an important feature of the peer mentor training for which almost all members of the Lower Sixth volunteer and an essential factor in deciding promotions of Upper Sixth students to Cadet
The College is home to the Falklands Islands Memorial Chapel, opened in 2000 to commemorate the 258 service
centenary this year, having been founded
in 1917 to train boys for a career at sea. It is now a co-ed school for young people between the ages of 11 and 18. Are any naval traditions maintained today, and, if so, what do they add to sAchool life?
Although the purpose of the school has changed, there is a strong ceremonial tradition which is still recognised by
aptains (prefects).
parents and pupils as a valuable, even essential, part of the ‘Pangbourne Experience’. Pupils in Year 9 and above wear a naval uniform, the  ag (technically,
a ‘defaced’ blue ensign) is raised and lowered each day in the colours and sunset ceremonies, and the strongest tradition is that of parade – a practice
at least once per week and a formal parade after
a chapel service on College Sundays, once every month. The traditions contribute a huge amount
to the ethos and personal development of pupils. I used to identify growth in self-discipline, teamwork, leadership and con dence as the most bene cial things – these are still highly signi cant but now
I would say it is the incredibly strong sense of community that it generates, not just among the pupils but also among family members and the
lumni. aQ
Industry, Resilience and Integrity. They are rooted in the College’s Christian heritage and you have described them as “going a long way to prepare our pupils for life’s challenges and the responsibilities of adulthood”. How are the Flag Values woven into
The Flag Values were inspired by Professor Bart McGettrick, the Emeritus Professor of Education at Glasgow University,
whom I heard speak in 2006 at a BSA conference. I can remember exactly what he said: “Time spent on values is not time wasted. All the evidence suggests it is like the tide rising: everything rises with it.” That has certainly been true in our experience – the school is a kinder and more emotionally intelligent place; pupils work harder in general; there is greater trust evident in the relationships between pupils, and pupils and staff. We talk about the Flag Values all the time and, recently, the school council asked for them to be embedded in our Code of Conduct. Flag Awards are given out at the end of each term to pupils who display one or more of the Flag Values in conspicuous measure – a pleasing feature of these
the issues you have mentioned, but I don’t think that in an already congested curriculum it is something I would advocate for all. However, at
a basic level, all con ict arises out of problems in our relationships with one another and I do think schools have a responsibility, with parents, to encourage consideration for others, an appreciation of our responsibilities towards others. Young people need to be helped to learn how to live with others positively and to resolve con ict when relationships go awry, and that is something I would expect to be part of any good school’s approach to PSHCE and to pastoral care; I think boarding schools offer an excellent context in which to learn how to relate well to others. Notwithstanding my response to your question about formal peace studies, I am certain that the college’s stewardship of the Chapel, the national war memorial for the Falklands War, gives our pupils some appreciation of the cost of war and I hope this will inspire them to work harder towards peace in whatever context they  nd themselves in the future.
of hindsight, how do you feel now about boarding from such a young age? Did you choose such a route for your own two sons, now 16 and 13?
Pangbourne lives and thrives by what are described as ‘Flag Values’ - Kindness, Sel essness, Moral Courage, Initiative,
veryday school life?
personnel who lost their lives whilst liberating the South Atlantic islands from Argentinian invaders. The Chapel is reminiscent of the shape of a ship denoting hands ‘cupped’ in prayer and features which describe a journey from the turbulence of war to the tranquillity of peace. In a 2017 world still much troubled by con ict and extremism, are formal peace studies something you would
I think there are many students who would  nd a peace studies course interesting, particularly in view of
dvocate for schools, alongside ‘Flag Values’?
You boarded from the age of 8 at Sandroyd School, Wiltshire, and at Radley College, Oxfordshire. With the wisdom
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