We recently caught up with Rugby School’s Heads of School, Bexie and John, to talk about what leadership really means in practice. From building a strong sense of belonging to balancing academic life with the demands of the role, they reflect on the highlights, challenges and initiatives that have shaped their year. Working closely as a team, they share how collaboration, communication and a shared vision have helped them make a lasting impact on the School.

What does being Head of School mean to you personally?

John: To me, being Head of School means being visible and approachable around the School, so people feel able to speak to me about anything. It is about representing the School in its best light and building strong, genuine connections not only with the School Levée but also with the wider student body and staff.

Bexie: For me, Head of School means being the bridge between students and SMT, a role model, an ambassador and a strong leader. It is about having the opportunity to make a difference, introduce and oversee new initiatives, and represent the student voice to effect change. Collaborating closely with John and the Deputies has highlighted the importance of teamwork, and that leadership is about being dependable, supportive and serving others.

How do you work together as a team? What strengths do you each bring to the role?

John: Confident, outspoken, presence and personable.

Bexie: Hands-on behind the scenes, highly organised, communicates effectively, but equally enjoys leading assemblies.

Both: Communication and a foundation of friendship have been key to the success of this partnership - we genuinely enjoy working together.

Our ability to work effectively as a team is built on clear communication. We share the same A Level subjects, which meant we were already seeing each other frequently before becoming Heads of School, and we continue to meet often outside of lessons. Together, we plan meetings, communicate and speak in front of the School as a pair, which makes our workload much more manageable and ensures we are always on the same page.

What initiatives or changes are you most proud to be driving within the school this year?

Both: At the start of our tenure, we consulted with our previous Heads of School to formulate an overarching theme for the year which would inform everything that we would encourage the Levée to strive for.

The theme was ‘Uplifting’ and ‘Belonging’. All Levée-driven initiatives aim to uplift or strengthen students’ sense of belonging. This early focus provided clarity and direction ensured we never lost sight of our goals.

It was crucial to us that students knew who the Levée were and what they were trying to do. We started a “You Said, We Did” campaign to respond to student feedback and make real change.

Our central goal for the year has been to act as a guiding force for the Levée. We have encouraged them to remain focused, driven and committed to following through on their team goals. This has led to  initiatives such as the Academic Levée launching the ‘Come for the lecture, stay for the social’ evenings, as well as beginning work on a Rugby School Global Academic White Paper.

We also felt strongly that being present at school events and visible to the student body was essential, and we have enjoyed celebrating a wide range of successes throughout the year.

What’s the biggest challenge of the role, and how do you tackle it?

Both: In this role, you have to be ready for anything, which becomes easier with time. Our biggest challenge came just seven days into the role, when Rugby School received a call from ISI announcing an inspection within two days. The School was well prepared, but we, as Heads of School, had to organise and mobilise a brand new Levée team, carry out escorting duties with inspectors and adapt schedules and plans within a short timeframe.

This early experience really galvanised our work ethic and set the standard for everything that followed.

We are often under pressure in some form on a daily basis. We are very front facing, whether leading meetings with the Levée or welcoming students to Chapel, and this can feel quite exposing. To manage this, we focus on being well rested and confident.

The biggest challenge of the role are:

living up to the role and doing it justice.

doing the right thing in difficult situations.

How do you balance your academic work with the responsibilities of being Head of School?

Bexie: Being Head of School is a juggling act that requires strong multi-tasking, prioritisation and forward planning.

Both: We have created a rhythm to our week and plan ahead. For example, before a Levée meeting, we meet two days in advance to prepare and share ideas so we can be as effective as possible.

Another approach is completing prep as it is set and using way ‘outs’ (free lessons) for academic work to stay on top of everything.

John: The role can be busy at times and quieter at others, so we are often balancing our workload. I like to structure my days with a mix of sport, academic studying and also Head of School responsibilities, which creates a wonderful balance.

What subjects are you studying, and what drew you to them?

Both: We both study Geography, Economics and Politics at A Level. This was a coincidence but has proved to be useful. It is helpful to work closely with someone studying the same subjects.

Bexie: I have a strong interest in real-world current affairs, which features in all three subjects. They complement each other well and I have really enjoyed studying this combination.

John: I chose these subjects because I have always been interested in the world and, on a smaller scale, how politics can influence business decisions. The overlap between the subjects allow us to make synoptic links.

What else are you particularly interested in? Sports achievements? Music achievements? Something you're really proud of achieving here?

Bexie: I am 2nd XI Hockey captain, and we have had a successful season, winning all but one of our fixtures, with an unbeaten away record. I have enjoyed developing my  leadership on the pitch and hope to continue playing hockey at university.

Undoubtedly, a highlight of my school life was the 2025 Sports tour to South Africa, where I played hockey and netball against strong opposition and creating lasting memories, including a safari in Kariega Game Reserve, and visiting such incredible places as Stellenbosch, Cape Town, and Plettenberg Bay.

Completing Gold D of E in the Cairngorms was also an unforgettable experience, and I would recommend this to everyone.

John: Sport has been a massive part of my Rugby experience. I play rugby, hockey, and cricket, with a particular passion for cricket. I especially enjoy the summer term and the team spirit within cricket teams is unmatched.

I have also played a lot of social tennis in the evenings which is a great break from work, and I have loved playing Rackets. Although it is a niche sport, participation has increased during my time at Rugby, which I am proud of. A highlight is trips to Queen’s Club and other schools, including having around 20 Rugbeians supporting at the schoolboys’ rackets competition this Christmas.

Academically, I have loved the Ostrom Society - our economics society. I have submitted several essays for the society and won the Lower XX policy competition with a piece on the impact of the 2024 budget on the UK hop industry.

In LXX, I went on a cricket exchange to Australia. This was an incredible experience, where I was able to study new subjects such as Agricultural Science, Engineering and accounting while playing a significant amount of cricket. During the two months I was there I was able to make great friend that live across Australia and I was particularly lucky to visit their houses, many farms in the middle of nowhere- a truly eye-opening experience.

What do you hope your legacy will be when you leave Rugby School?

Both: This is something that we and the Deputies often discuss. From early on, we decided that we wanted to make a meaningful difference. In practice, this was to improve every student’s day-to-day experience at Rugby, and at the centre of this is to bolster a sense of belonging.

Together, we want to be remembered for championing new initiatives, being approachable and, above all, being kind.

What’s the most rewarding part of the role for you?

Bexie: The role has been multi-faceted and has provided me with amazing opportunities, challenges and experiences.

On a personal level, the most rewarding part has been my growth in confidence, which I will carry with me into university and beyond, into the workplace. Being able to listen to the students and represent their ideas to the Management Team to create real change has been particularly fulfilling.

Being in this position alongside John has been a real joy and has enriched the role because we have been in it together.

John: The most rewarding part of the role is the Levée breaks, which take place every two weeks and give us the opportunity to lead meetings. These often generate a realise sense of energy and motivation within the Levée.

I have also really valued working with different teams, including the marketing team, SMT and teaching staff.

How do you support and inspire other students in the School?

Both: It is important we act as role models, especially for younger students who may aspire to be in our role.

We aim to do this through humility, kindness and respect. We make an effort to speak to everyone, stay aware of what is happening each day and embed ourselves fully in student life.

Tell us something surprising or fun about your partnership as Heads of School?

• We talk at least ten times a day.
• One assembly took an unexpected turn when John found himself without the required script and it took a painful 30 seconds of complete silence from the School for him to find the missing sheet.