Inspiring Role Models in Our Community

Truro School is proud to boast an incredible array of supportive staff across both campuses.

For Mother’s Day, we shared a story celebrating the wonderful individuals who nurture and care for pupils from Nursery through to Sixth Form. As Father’s Day approaches this weekend, we’re taking a moment to shine a spotlight on some of the other inspirational role models our pupils turn to for support, advice and guidance as they journey through their education.

We spoke to a handful of staff across different roles to learn more about why they love their work and how they help pupils feel welcome, supported, and encouraged throughout their time with us.

Mr Sanderson, Director of Sport at Truro School, said “As Director of Sport, I aim to provide opportunities for our pupils to get active and discover their passion in sport and exercise. I have the pleasure of seeing every pupil in the school during games lessons and I support pupils on fixtures across various sports. Watching how our pupils try to develop their skills and understanding of their sport and then applying it successfully in fixtures and matches is one of my favourite parts of my job. Their sense of pride and achievement when they have accomplished something after working at it, always makes me smile. My role allows me to help pupils to understand the bigger picture, it is the process that matters more than the result. Learning a new skill takes patience and time. Nothing worth having comes easily or quickly. Resilience and perseverance are key traits to acquire. Sport is also a fantastic social vehicle, which can create friendships for life”.

Mr Excell, Head of Rugby, said, “I am incredibly lucky as I get to work with every pupil at some point in their time at Truro School, I will see them either in a PE or Games lesson context and work closely with many pupils with Sporting aspirations through our co-curricular program as Head of Rugby. What I love about my job is that no day is the same and that there are always ways to support pupils in their journey, no matter what stage they are at. We are a small stepping stone in their life and by having the opportunity to give them my experience, opinion and knowledge I have learnt along the way, if that helps them in anyway, I have had some small positive contribution towards their future. Every pupil is different and if I can be any positive part in them aspiring to be/do better I feel a sense of worth that can only be found in teaching, and this is incredibly rewarding and motivates me each day.”

We strive to provide a wealth of opportunities through co-curricular and core subjects, as well as through Wednesday Afternoon Activities, which might take pupils off-site, onto sports fields, or into art studios. We know how important it is for pupils to have staff they can trust and spaces where they feel safe and supported.

Mr Picton, Head of Middle School, supports pupils from Year 9 through to GCSEs. He says, “I work with heads of year, tutors and teachers to give guidance and support to pupils when needed. This helps each pupil reach their full potential in the middle school. I love the variety, and that each pupil in the middle school is on their own journey. I am happiest when our pupils are successful in something that matters to them, and this drives us in seeking to understand their dreams and aspirations and support them towards these. It’s so incredibly rewarding to see every one of our pupils enjoy their unique successes with us, whether that’s a sporting win, national team selection, a standing ovation in a school or community production or GCSE results that allow them to continue to follow their dreams. Information sharing and reassurance goes a long way in creating confident young people that are ready to deal with the world at all levels. In my role I see the value in collating as much detail about opportunities and guidance to share with the pupils and their families as possible, to reduce stress and anxiety and ensure clear consistent messages. Having access to information allows me to meet and engage with pupils one-to-one to discuss their personal progress and how this sits with their future plans, setting targets and strategies.”

For some pupils, additional support comes from our dedicated Learning Support team. Two key members are Mr Mill and Mr Height.

Mr Mill commented, “I love being a Learning Support Teacher because it allows me to make a meaningful difference in pupils lives every day. Helping them overcome challenges and reach their potential is incredibly rewarding. I enjoy finding creative ways to support different learning styles and building strong, trusting relationships with my pupils. Seeing their confidence grow and celebrating their progress—no matter how big or small—is what makes this role so fulfilling.”

Mr Height told us, “I love working with a range of pupils, carefully tailoring the support to their needs. I love championing our neurodiverse community by helping my pupils identify their strengths and harness their potential so that they can thrive.  A 5th Year pupil, who I have been teaching for two years, came to find me earlier this week to tell me that they had just completed a “great GCSE Biology paper!” The joy and confidence that I could see in the pupil’s face, is why I love my role. We had come a long way, and it was all worth it!”

Mr Blackie, teacher of Geology has said, “I support pupils academically by helping them discover the fascinating and dynamic study of Earth processes. My aim is to show them how these processes are vital to our society, introduce potential career options in the field, and help them achieve their best. I also aim to draw on cognitive science to make learning effective, and help pupils to build strong, independent study strategies that will benefit them well beyond school I am passionate about the school’s focus on providing a holistic education that goes beyond academic success providing so many opportunities for character development. I support the Outdoor Education department, regularly getting out on the coast path and moors for Ten Tors training and Duke of Edinburgh expeditions, and I enjoy being on the games fields coaching sport (particularly Hockey and Cricket). I love the variety in my job; the chance to teach a subject that is constantly fascinating in a world-class location; to see young people grow over time in an environment and community that they are valued in and can gain value from. I try to help pupils see that school is an opportunity to develop as a whole person; not just academically, but in all areas of life. Through the different roles I have (teaching, pastoral care, and co-curricular), I seek to support them wherever they need it and encourage them to make the most of all the opportunities here”.

Dr Spring, Head of History, runs a number of clubs that are thoroughly enjoyed by pupils, he has said, “It was mainly a passion for History that brought me into teaching, and which has kept me in the job. This was certainly the model that my own public school exposed me to in the 1980s: the masters there were very definitely subject experts first, with educational theory much lower down their list of priorities (in those days independent school teachers did not require teaching qualifications). Things have changed since then; teaching now requires more than a knack for clear dictation and a ‘devil take the hindmost’ approach. TS teachers must study data streams that quantify children’s abilities across a range of skills, be conversant with concepts like metacognition and develop and employ a quiver of techniques and teaching activities to help along every child. That said, it remains primarily my love of the subject, and my joy in communicating that to the pupils/students, that keeps me here. That, and my sense of humour! As a History teacher I must work to get the best out of the pupils/students. Many are rightly confident in their impressive knowledge, skills and understanding; others need shepherding to trust themselves to make mistakes from which they can subsequently learn and to take pride in their achievements. If a pupil/student is not achieving their potential, I must explore the causes and take action. I must also make sure my department provides useful and relevant resources that the pupils/students can use independently in preparing themselves for their assessments and final exams: independent learning is a key element of academic success. My responsibilities as a 1st Year tutor are similar. I commonly remind my tutees that I am ‘in loco parentis’ – standing in for parents or guardians during the school day. They know they can always find me in our tutor room (also my teaching room) and are encouraged to bring me any problems with which they need help. Mrs Thurlow regularly provides ‘talking points’ which we discuss together in our tutor sessions, which are designed to help the pupils navigate their journey through the school and later life. I also oversee the process by which my tutees set and review meaningful targets for their progress each term. Aside from my role as History teacher and tutee, I provide a hub for the kind of children who do not necessarily thrive in the sporting or musical activities that tend to make up the bulk of most schools’ co-curricular provision. As a schoolboy I was strongly drawn to the lunchtime ‘society’ for strategy games and miniature wargaming. These wonderfully rewarding pursuits remain popular and I make sure to provide a supervised place for likeminded pupils/students to enjoy them. On a Tuesday after school you will find a group roleplaying in the Star Wars universe (“We need a plan to get past that stormtrooper! Any ideas?”). On Wednesdays and Fridays you will find others simulating Napoleonic battles, refighting the American Civil War, competing to build the most impressive ancient civilisation, or working together to survive the zombie apocalypse. We have probably the best range of games and specialist simulations of any school in the country, and I have no doubt that those who come get a great deal from it.”

Around 10% of our senior pupils are boarders who live on-site, not just attending school during the day but also spending evenings and weekends here. Our boarding team is committed to creating a warm, home-from-home atmosphere.

Mr McKeown, Head of Boarding, has an important role to support pupils that live on side in the boys Trennick Boarding House. He has said “ I help, alongside our wider boarding team, to nurture the pupil’s overall growth. I work closely with the pastoral and academic teams, with the school clinic team, with the sports staff, catering, housekeeping, IT, estates, safeguarding teams and many others to ensure that our boarders are well supported. The saying ‘it takes a village to raise a child’ is incredibly relevant within our community. Boarding life is about ensuring a well-balanced and healthy lifestyle (as any parent would wish for their child) – my role is to ensure that our boarders develop well academically, mentally and emotionally. This sometimes means also playing the parental role in terms of consequences for actions, checking that homework has been completed, ensuring that the students are eating healthily and managing lights out and screen time. I am the proud bonus father of 60+ students – plus two of my own children and dog, Alfie! I see all of the students and duty staff at breakfast every day – time to check in, see how they’re feeling, and catch up on their life and ‘family’ news. Just like any other busy family. Every day is different – I enjoy being with the students, I enjoy learning about their cultures, their families, and enjoy seeing them develop a sense of independence and ultimately mature and develop ready to take that next step to university and beyond.”

Alongside his role in Geography, Mr Blackie also works within our boarding community as a Non-Resident House Tutor. He says, “I support pupils pastorally, ensuring that each one is known individually and can make the most of the opportunities available to them at school. This is through my role as a Middle School form tutor (currently with Third Year pupils) and as a non-resident tutor in Trennick House, seeking to make that space a home-from-home for each boy and an environment in which they can grow individually and as a boarding community.”

When leaving the school, many pupils will always have a connection and strong bond to their years spent here. Our Alumni team, headed by Mr Willsher, foster these relationships into adulthood, forming a connection that lasts lifetime. Mr Willsher says, “The Old Truronian community is an immensely supportive group who are always on hand to offer career advice and industry insights to our current pupils. A recent example of this generosity was being able to connect an aspiring pilot from our Sixth Form with an experienced British Airways Pilot from the Class of 2003. A Truro School education connected both individuals and this support proved invaluable when preparing for Pilot School interviews. The most rewarding experience was when I arranged the meeting of a Foundation Award Holder and a Donor. What I witnessed in that meeting changed the lives of the student and the donor in equal measures. Witnessing that shared appreciation and mutual respect between two people, with a powerful connection to Truro School, will stay with me forever.”

We would like to thank all members of our community for the care and commitment they show every day. We wish all our families, alumni and friends, a very ‘Happy Father’s Day’ for this weekend.