Heads & Tales - Eugene Du Toit

Can you reflect on your journey with mentoring, particularly if you had a mentor growing up and during your early career? 

Absolutely, mentoring is fantastic. I've been fortunate to work with wonderful mentors. Clarissa Farr at St Paul's Girls’ was incredibly supportive early in my career. I've worked with other mentors, previous heads who provided valuable guidance. I truly understand the value of mentorship and wholly subscribe to it. 

Could you share some insights into your early educational experiences before becoming a teacher? 

Even as a youngster, I appreciated people who shared their wisdom. I believe in intergenerational wisdom, finding priceless insights from those who have walked the road before. So yes, I sought out wisdom from elders from a young age. 

In your view, what specific elements contribute to creating an ideal teaching and learning environment? 

There's no one-size-fits-all approach, but outstanding teaching often involves deep subject knowledge, enthusiasm, and building rapport. The combination of subject love, rapport building, and good subject knowledge creates an environment where great learning can happen. 

Could you elaborate on your thoughts about the reform of GCSEs and how schools can navigate these changes? 

I'm part of the HMC Working Group on curricular reform and, to be honest, I believe we're ripe for GCSE reform. The world of work has changed, and the current model may not be entirely fit for purpose. The GCSE process, at times, sucks the joy out of learning. We need a more creative and relevant system that recognizes individuality in learning. Young people are currently assessed in a singular way, whereas it should test for both subject knowledge as well as skills.  

How has your experience in rugby influenced your leadership style and the way you run a school? 

The importance of teamwork stands out, understanding what makes a good team. Playing in well-functioning teams and poorly led teams informed my leadership. It highlighted the interdependence of teamwork and the importance of leadership in supporting it. Having fun is vital too. If you can’t have fun, you’re sunk!  

Independent schools are facing challenges, and there's ongoing discussion about their roles. What are your thoughts on this, and how can schools showcase the positive impact they have on their communities? 

There's a misconception that every independent school and every independent school parent is awash with money, which is factually incorrect and unfair to parents making sacrifices for an independent education. The incredible work schools do to support their communities often goes unrecognized. For example, at Wellington, only this week we have been sharing our Remembrance Day and school pool with the local community. We’re not unique in doing this and many private schools around the U.K have similar initiatives, but these are small ways in which our work has extended value.  There needs to be more engagement and open conversation between independent education and policymakers are crucial. 

Looking ahead to 2024, both personally and professionally, what specific goals or achievements would you like to see for yourself and Wellington School? 

For the school, we're working on curriculum changes to better support our students. Personally, I hope to get back to running, as rugby left me with a dodgy right knee. By the end of 2024, I aim to be more mobile and enjoy the benefits of staying active.