When I first heard of Thomas Tallis School, it was the Spring of 2005, and I was a 24 year old Newly Qualified English Teacher looking for his first job. Knowing that I wanted to leave Kent, where I had trained, I was looking for a comprehensive school, like the one I had attended myself as a child, to work in, rather than the grammar system in which I had trained. Although I knew the kind of school I wanted to work in, I was less sure about where I wanted to move to: Brighton, near where I grew up, and where many of my old friends now lived, or the big smoke of London for a fresh start? Hedging my bets, I applied for two jobs, one in Brighton and one in London, figuring I could make my final decision at a later point.
Why Tallis? Well, when I visited the website, it talked of creativity, of the arts, of being a ‘Leading Edge’ school (whatever that meant). The English department was heavily represented on the website, and described as a strong one. And the website celebrated diversity and inclusion. As a former A-Level Music student, I also knew who Thomas Tallis was (and my friend’s dad was a founder member of the Tallis Scholars). If I’m honest, though, the main thing that really sticks in my mind all these years later was a picture of a teacher I would later come to know as Mr Bradshaw, with a broad grin on his face. The website mentioned that lots of school staff were proud to educate their own children there. It all seemed good enough to me. Applications duly sent, I waited. The school in Brighton never got back to me; Tallis did – they’d like to invite me to interview. So off I went.
Making my preparations, I mentioned to a neighbour at the time where I was off to. ‘Kidbrooke!?’, they exclaimed, ‘Rather you than me!’ was their not very helpful comment. Alighting from the train at Kidbrooke Station on a warm Friday and being confronted by the breeze blocks and broken windows of the by now crumbling Ferrier Estate, I began to see why they might have felt as they did. The old school building itself wasn’t much more inviting: further breeze blocks and broken windows and a sign reading ‘DEAD SLOW’ in red block capitals. I’d be lying if I said that I didn’t feel like turning round and heading back home.
But on I went, stepping into the old Reception. Mrs Roberts herself has said that you know within just a few moments of setting foot in a school whether you like it or not, and I immediately felt as if I hadn’t made a mistake. The school felt vibrant, lively, happy and, in spite of its exterior appearance, welcoming. The students didn’t turn and stare at you as soon as you walked in, as I was used to from my experiences in Kent. They were friendly, as were the staff I spoke to, who also had an air of casual happiness in the t-shirts and jeans that most customarily wore in those days. I met the department (‘It’s great here – you can teach what you like!’) and felt like the interview had gone well. Walking back to the station I felt I had found my school. I awaited the phone call impatiently.
But if it was love at first sight for me, evidently my own first impressions weren’t quite as strong as I had thought. I didn’t get the job – it had gone to another candidate. Oh well, I consoled myself, plenty more schools out there to apply to. I drowned my sorrows and moved on, vowing to forget all about Thomas Tallis School. All until the next Monday morning, when a frantic phone call advised that I’d had a reprieve: a second post was available, teaching A-Level philosophy (and a bit of KS3 drama – a one year experiment about which the less said is the better!) in addition to the English. I thought for all of a few seconds before excitedly accepting. I believe I have the still smiling Mr Bradshaw to thank for that one.
As was customary at the time, before starting for proper in September, it was agreed that I would spend two weeks in school at the start of July. I didn’t know at the time quite what a momentous two weeks they would turn out to be for me. If you would have told me then that I would still be here 17 years later, that I would eventually find myself as Head of School, I wouldn’t have been able to believe it.
So, let’s rewind to the 7 July 2005. It had been decided that the whole school was going to go on a trip that day: every tutor group to a different location around London in order to experience and appreciate the architecture and landscape of the city. The Big Day Out was an excellent plan long in the making, and it would prove to be a memorable experience for all concerned – just not for the reasons we might have expected. My group hadn’t made it far beyond Kidbrooke when urgent calls started to be received on our, in those days far from smart, mobile phones. Terrorists had attacked central London, killing 52 people and injuring hundreds more. It remains the worst single terrorist atrocity on British soil.
Thankfully, no members of the Tallis Community were injured that day. Checking orders, we returned to school, with the staff remaining calm and the students, as ever, keeping in good spirits, engaged in fervent debate about the relative merits of Flaming Hot Doritos or Olive wraps. Later that evening, still feeling shocked and confused after the events of the day, I agreed to meet some friends in a pub in East London, where I would find myself introduced to the woman who is now my wife and the mother of my three children. A momentous day indeed.
In addition to teaching English and Philosophy, and (with a colleague) introducing A-level Creative Writing (RIP), I have been fortunate to hold many fantastic roles at Tallis: UCAS Assistant, Head of English, Assistant Headteacher, Deputy Headteacher, and now Head of School. I have loved every single one of them. Why have I stayed so long? Well, aside from a lack of imagination and a dislike of moving, the Tallis values, which predate any of us and will outlive us all are a significant factor. Creativity, Inclusion, Community, intellectuality, celebrating diversity, non-conformity – these are I think the essence of what one of our governors refers to as our Tallisy-ness. Over the last decade, we have done some work on formulating these values more coherently: we want students to be Inquisitive, collaborative, persistent, disciplined and imaginative. We want to send out young people into the world who are honest, respectful, fair, optimistic and, most of all, kind. Looking back on my own experiences, these more recently defined attributes of the Tallis community have always been there, I think, in my beloved colleagues – the staff - as well as in you, the students.
So why am I leaving now? Well, like Thanos, change is inevitable, and unavoidable. Having been at Tallis for a third of its 50 years, now seems like as good a time as any to move on. I have found another community comprehensive school, this time near Brighton, looking for a Headteacher to help make it the leading creative and inclusive school in its region, and I think that I have learned enough from my time at Tallis to help to lead it towards its goal. Although I may be leaving Tallis, I remain fully committed to the comprehensive educational ideal, believing that the community comprehensive school is the best tool society has for enabling its young people to understand the world and change it for the better.
Tallis isn’t a building (the breeze blocks of the old site or this more appealing one), and it isn’t any individual students or staff. It’s an idea, a principle; values, habits and character. And as I prepare to move back to Sussex with my family, it is these that I will be carrying with me, in my heart.
-- Jon Curtis-Brignell
The life of the father of English choral music Thomas Tallis is an enigma. Historical documents that reveal his character and thinking habits are like finding a needle in a haystack. What does survive in abundance is the huge volume of musical scores that illuminate many of our inferences about the qualities he must have displayed during his 45 years of working for four Tudor monarchs at the Greenwich Palace of Placentia.
With so little to go on other than the musical scores, how was the History Department going to conceive of a celebration of his life in the form of a KS3 visit and historical enquiry? Where should we go? What might we see? What would we ask the students to consider? What use might it be today as the school that bears his name celebrates its 50th Anniversary year?
In an attempt to solve these puzzles, staff members made their way to the Church of St. Alfege and the Old Royal Naval College Visitors' Centre in the heart of the world heritage site of Greenwich in the summer of 2021 and from there the vision began to take shape.
The wonderful staff of St Alfege Church would help illuminate the artefacts in their Tallis corner and a visit to the crypt using torches to investigate further. Similarly, colleagues at the ORNC Visitors Centre would reveal evidence of the former Greenwich Palace of Placentia where he worked for the best part of five decades. The aim? To exercise student inquisitiveness and consider the relationship between Tallis the man and the place where he worked. Furthermore, to explore the connections with the character and habits that the school encourages the students to develop in their journey through Thomas Tallis school, in the 5 decades of public education provision it as provided in this part of southeast London.
The result? Ten consecutive days of trips for the whole of Year 7 and 8 that witnessed the collaboration not only of our school with external providers but the invaluable contribution of staff from pastoral, special needs, administrative and kitchen staff ably supported by our Senior Leaders Team, too many to mention.
The legacy? Our students know who he was, where he worked and the incredible character and habits, he maintained throughout his time here in Greenwich 1540-1585. Our students understand the reason these characteristics and habits remain of such significance in their own journeys in life, wherever they may lead. A webpage documenting the visits can be viewed here. And, thanks to colleagues and students in the media arts, here's a film version of our shared adventure:
Here's what some of colleagues had to say about the experience:
May 1995 … I was in the last two months of my teacher training, in my second placement at, what was then, Kidbrooke School. I had a verbal offer of a teacher role there but also been for interview at another local school – Thomas Tallis. I received the “You have been successful …” phone call and a couple of days later the official letter, the letter that started it all, arrived.
I began my first teaching year in September 1995, as a Newly Qualified Teacher, joining the maths department led by Trish Dooley. The team, as I remember, consisted of Trish, Dave Ellis, Jenny Ward-Ure, Tony Antonioni, Marilyn Clare, Angela Taylor, Cress Senkus and Allen Skuse. A much smaller department in a smaller school then. It was a great place to work and learn how to be a teacher, with really good people around me. They all made teaching look so easy and I couldn’t not learn from them and they were always ready to support the newbie!
I was also a Year 7 tutor and the first 7SF tutor group was formed. Head of Year was the great Stuart Turpie and I can certainly say some of his ways were unique! Come the Spring, I experienced my first school journey to Inverliever in Scotland with a number of 7SF making the trip. A real highlight of the school year for all involved. Horse riding was one of the activities available and I was encouraged to have a go by some of the students. This would be the first, and last, time I got on a horse and spent what seemed like hours quite un-nerved by the experience. So much so that I did not correct the instructor when she continually called me George. Something the students with me found most amusing!
Back then, when I was first starting out on my teaching journey, did I know that Tallis would be the only school I would ever work in? Probably not, but I like to think a part of me hoped so. And here I am, 27 years later, still loving working at Tallis. Over half my life now spent at Tallis. That in itself tells you what a great place Tallis is and has been over the past 25+ years.
-- Steve Fyfe
In the December of 1999 I came to Thomas Tallis school for the first time. I was visiting for the day to have an induction, ahead of my PGCE placement due to start in January.
I arrived dressed in a suit and was asked to sit in reception and wait for my mentor, Mr Steve Fyfe. Over the next 5 minutes or so people came in and out at the start of a busy day of school life. One man was wearing jeans and a Ferrari polo shirt and carrying a clipboard. I remember thinking he must be delivering something as he was clearly looking around for someone. It turns out he was looking for me - this was Mr Fyfe! Those informal dress days are distant memory now.
He introduced himself and led me up to the maths department. We got on straight away, discussing my first teaching placement in Hackney, maths, teaching and within no time at all, football.
He gave me my timetable, which I still have. I was very lucky to spend those first few weeks learning from the best. Ward-Ure, Senkus, Dooley, Clare and the late Tony Antonio. Oh, and Steve. As you can see from the photo, my timetable was written on a student report. They have not changed much! You can also see that we had week A and B, an early close on a Wednesday week B and the structure of the day wasn’t too different either.
I learnt so much from them all (including SF). Not least Tony. He was a lovely man and I recall 2 distinct things about him. Firstly, how he would come in EVERY Friday with the TES jobs section. He would slam it down on his desk and announce how many maths teacher jobs there were that week. The second thing was he would announce, on an almost daily basis, how many teaching days there were left until the next holiday or the end of the year. He did this more than ever as he approached his well-deserved retirement. He very sadly passed away within months of his retirement. So many teachers count away their lives, myself included. We must remember to live life and enjoy every day.
As well as the staff mentioned above, I also met others on that first day, including Ms Taylor who is still here and shares an A-level group with me. There were also other staff around the school who I probably passed on that first day and would go on to work with for the next 2 decades.
Over the last 22.5 years, there have been many constants and many variables. Very fitting for a maths teacher.
-- Chris Hordern
It was in an assembly at Kidbrooke Girls’ School in the early eighties, when my close friend and teacher colleague, Di Bruce, leant over and whispered, “You know there’s a vacancy in the English department at Thomas Tallis!” I was supply teaching at Kidbrooke at the time, having had three children in quick succession. “Very progressive and exciting - Tallis,” she added, grinning.
So that was how I found myself in 1983 covering an English vacancy in a department, led at the time by Margaret Sandra, an ardent feminist, with the impressive Beryl Husein, as headteacher. Within weeks the Head of the English, Music and Drama faculty post became vacant, and I somehow found myself, taking it on temporarily, and then, quite surprisingly, permanently…not exactly the supply job I’d envisaged. I was Head of Faculty from 1983 to 1990. Colin Yardley became headteacher soon after I joined; an inspirational and incredibly diligent leader. It was hard work, exciting and challenging but also great fun and very rewarding.
The original school building was in awful condition by 1983. The flat roof was full of holes and when it rained buckets were places strategically in the corridors, which the kids dodged round or kicked over. The windows in the classroom and corridors didn’t close or fasten properly, so we cobbled them together with wire coat hangers. We often froze in the winter and boiled in the summer.
However, the ethos of the school was brilliant, with the clear aim of ensuring every single child achieved at their optimum level; the curriculum was broad and progressive and the collegiate spirit amongst staff was uplifting. It was an interesting time curriculum wise too. A debate was raging about the pros and cons of 100% coursework in English, which led to some lively discussions within and beyond the faculty. It was a challenge in the mixed ability classroom but we embraced it and dealt heroically with the endless marking. At the end of the day there was always a constant stream of kids lined up outside the Faculty Office seeking help with their coursework and English teachers gave them their time tirelessly.
After an exhilarating seven years working with such brilliant colleagues as Cath Green, Maggie Holland, Geraldine O’ Mahoney and Elliot Furneaux, the kindly District Inspector, Tom Barrowman, persuaded me that it would be a good idea to apply for the English Inspector post for Greenwich. The break up of the Inner London Education Authority had led to education being taken over by individual Boroughs and each one set up its own inspectorate.
And so it was that my relationship with the school changed. I visited several times in this role, happy to see the school I had sadly left – evolving and thriving. I was also in charge of the Advanced Skills Teachers in the borough and was delighted to be involved in the work of two brilliant ASTs at Tallis: Tony Hier and Doug Greig, both inspirational and dynamic members of the Humanities Faculty. They radiated creativity and were key members of the AST community. It was a joy to watch them teach.
With characteristic openness and a truly progressive spirit Tallis also became a part of the Royal Greenwich Teaching School Alliance, which, as the Local Authority lead on workforce and curriculum development at the time, I helped to form. This led to many opportunities for the school to share its good practice with others: for example, a project focused on Modern Foreign Languages in collaboration with Goldsmiths and University of Greenwich, for which I managed to secure funding from the Mayor’s Fund. Thomas Tallis was one of the ten secondary schools involved in this project and made a significant contribution: agreeing to host a group of colleagues from the other nine schools to observe two of their teachers. This was brave and generous of Juliette Robinson and her colleagues and much appreciated by the teachers from other local secondary schools from Greenwich and Lewisham. Tallis was also a key member of the Music Trust, another cross borough project I was involved with during my time with the local authority. Carolyn Roberts kindly accepted the role of Chair and gave generously of her time and the school premises for concerts.
And now I have two of my grandchildren at the school, one in Year 11 and one in Year 9, with a third due to start next September. They go willingly to school and come home happy. They find it friendly, tolerant with a comfy school uniform - which one of them has even slept in over night! The youngest one can’t wait to join them!
-- Maggie Croxford, former Head of English
The deaf community is currently campaigning for British Sign Language (BSL) to be officially recognised as a language of the United Kingdom. MP Rosie Cooper gave the 3rd reading to the Private Members Bill on Friday 18th March 2022, and over three thousand people - deaf, hearing, deaf-blind people, attend Trafalgar Square to rally for the BSL Bill. Tallis’ KS4 DSC students and some students from Year 10 BSL class attended the rally to support the BSL Bill. Rose Ayling-Ellis (Eastenders and Strictly 2022 winner), Nadeem Islam (Small World, The Bay, also ex Tallis student) were on stage addressing the importance of passing the BSL Bill. We met a couple of ex Tallis students, Jazzy Whipps (Youtuber) and Benny Ngo (Youtuber) and they chatted with our students. It was an unequivocally historical event of epic proportions, especially when the reading swiftly passed with unopposed votes!
Great news! The House of Lords passed their 1st reading on 21st March 2022, and the 2nd reading is scheduled for 1st April 2022, where politicians will debate whether to pass the BSL Bill prior to Royal Assent. We at Tallis are optimistic that the House of Lords are in favour.
The day went smoothly, we were so grateful of the glorious weather and were met with a friendly and joyful atmosphere.
Channel 5 News broadcast the event.
Here are some comments from students:
-- Jane Newman, Deaf Support Centre
I write this as part of a celebration of 50 years of Thomas Tallis School in 2022. This reminds me of 1997 when, as Head of the Staff Association, I organised the 25th Anniversary event, held at The National Maritime Museum Greenwich. Former and current staff came together for a wonderful evening of celebration in a tremendous setting; indeed a perfect metaphor for Tallis - the centre of the world, the Mean Time.
I worked at Tallis from 1985 to 2019 under all its Headteachers, whilst fulfilling a wide range of roles and responsibilities - Head of Pavilion (On site Unit); Youth Centre worker (in the early days Tallis had both a Youth Centre and a Community Centre where on most days OAPs were welcomed – this later became the 6th form base); Deputy Head of Year; SENCo – I have probably done more IEPs, (Individual Education Plans) than are healthy to do – one year they took 400 hours+ at home and they were still not completed; Head of Citizenship and PSHE; teacher of Social and Religious Education (SRE), Pastoral Studies, Humanities, A-Level Sociology, A-Level Psychology, which I introduced into the school; Chief Invigilator/Exams once I retired from teaching; and also Parent Governor.
Our son, Lewis, went to Tallis and his words are salient:
I went into a tutor group, year 7, where there were 30 pupils and for about 10, English was not their first language. I was so lucky to have that, such richness of diversity. The school portrayed the best of humanity. All children were given a chance and it was so wonderful what it stood for, in its inclusivity, collaborative learning, every child being given a chance, and demanding and producing excellent results. At its best, people were not allowed to fail and there was a focus on the Arts - and winning football teams!. A child was allowed to be!
In its early days, possibly due to the rather unfortunate reputation of the Ferrier Estate which was on its doorstep, Tallis was certainly not the flavour of the month. However, by the 90s, according to National league tables, it was considered to be in the top 200 schools in the country, at least for A-Level. How did this ‘bog standard comprehensive’ in SE London attain such pre-eminence? No doubt the headteachers: Beryl Hussein, Colin Yardley, Nick Williams, Rob Thomas and more recently Carolyn Roberts, and key Deputies – Allen Skuse, Agatha Maguire (who sadly passed away so young), Spyros Elia and Rosemary Leeke, all helped set a tone and create an environment where teachers and pupils could thrive. However I am sure that they would all say that it was everyone - all teachers, pupils, support staff, even the building itself that helped make and ensure that Tallis was a very special place. While always maintaining respect for others, Tallis was an institution that had a clear sense of confidence in itself, its identity and practices, and this led to creative innovation, self belief and solid teaching, and dedication that demanded the best from its teachers and pupils. There was envy around. I once heard a teacher from another school say in a public meeting, “Oh, Tallis, you have to be a girl with a double barrelled name, play the cello and live on the Cator Estate to go there”. And such myths were marvellous because the facts were quite different. Indeed as SENCo, each year, I organised reading age tests for all incoming pupils, and generally at least 75% of the year were at, or more usually below, their actual age. Obviously as a local comprehensive we had no say regarding entrants, even our own children. Lewis was initially 93rd on the waiting list. Only the parents of Statemented children had that right and many, many used it, no doubt attracted by the overall success of the school and because Special Needs had a very good reputation. The school was the first in London to gain the prestigious ‘Basic Skills Agency Quality Mark’. Also, the Local Authority chose Tallis as the home for the Speech and Language and Hearing Impaired Units.
So success must have been due to the practices developed once students arrived. The old school was crumbling but not in spirit! There was a clear sense that both the pastoral and the academic – the whole child – were important. Great emphasis was given to extracurricular activities - after all, if you ask a student about memories it is usually what went on outside the classroom that first comes to mind. For myself, I am very proud that as football manager for the older students I managed to get to a few London Cup Finals, including beating private schools on the way, and winning the competition later became the norm under Richard Ankar. Also, when I moved into Debating after an invite from a competition the day after I was sacked as Football manager by the inimitable Terry Richards (after a couple of sendings off and the worst refereeing display I had ever witnessed, including a goal being disallowed for offside after our captain, in his anger at decisions, had dribbled from just outside our penalty box past every one of the opposition team and put the ball in their net). Not only did we win various debating competitions but we were also asked to represent London in Paris as part of the Entente Cordiale celebrations. Various public schools requested that we join their Debating League. Turning up to compete at Westminster School will be remembered by us all as one the scariest moments of our lives. John Bradshaw’s generosity of spirit also led to us to representing the school in a discussion group at 10, Downing Street for a meeting with Tony Blair and George Brown. Wow!
For a mixed comprehensive to be successful it has to ensure that all abilities want to go there and that it maintains a healthy mix of girls and boys. Colin was brilliant in managing to get middle class parents to demand and trust Tallis instead of sending their children to private or selective schools, of which there are many locally. This was achieved not only by going on a ‘Ferrier Watch’ every lunchtime and chasing after any miscreants, but also emphasising the importance of Art, Drama, English and Music, ably assisted by people such as Howard Nicholson, Cath Barton, Geraldine O’Mahoney and Keith Lark, in leading their subject teachers; too many people to mention, all brilliant. Speaking of Colin, as a ‘Gooner’ I always saw him as George Graham, with Nick Williams as Arsene Wenger – keeping up the great defence but with a bit more style. Indeed the old school could be seen as Highbury, without the grandeur, and the new build as The Emirates. It looks good but perhaps something is missing.
When every teacher left they were given a farewell speech and if they had been there for a couple of years they were expected to reply with their own. When Colin left it was a bit more special… far more song and dance, including a rendition of ‘Love Letters’… In the breaks I read out, totally flat and without dramatics, words from the many disciplinary letters he gave to me. I don’t think anyone could fully understand why I got so many. One was because I had been absent – in fact I did not have a day’s absence for more than 22 years. On the day in question I had organised paternity leave anyway; however, sadly, on that day, my mother died… and yet there was his disciplinary letter! But I loved the man.
A few more words about The Pavilion. It was the on-site unit for pupils who were struggling, or creating struggles in the classroom. One boy ‘just’ came to the unit for drama. That subject ruined his entire week. Another could not face any ‘normal’ lessons. Each student had their own reasons, their own stories. I came with quite a therapeutic, psychoanalytical background, and it was interesting to introduce these approaches both in the 'Pav' and in training sessions in the school. I grew to be doubtful about the convergence of therapy and teaching, but it was really fascinating at the time. There was only one pupil who frightened me in over 45 years of working with young people. I interviewed them all on entry to the Pavilion. He sat so tightly, saying nothing. I was quite fearful that he might suddenly explode and attack me. My dog Charlie came in and rested by him. I was very afraid for my dog. The boy did not move and did not respond to my words. Charlie’s head rested next to his knee. This seemed to go on forever, and then the boy’s hand moved and he started stroking Charlie. Symbolically he was joining the group, and Charlie had done all the sophisticated work.
Beryl Husein was invited to a pupil-cooked lunch at the 'Pav' a couple of weeks after I started. From day one, without asking, because I thought if I asked then refusal would have been the only reply, my dog Charlie (golden retriever/border collie mix) had come to school with me, as he had in my previous place of employment. On her return to the main school Beryl said, “I was given two wonderful pork chops”, whereas what I remembered most was the incredible lick that Charlie had given her and her look of bliss. Charlie worked there for the rest of his life. Interestingly the whole area was an RAF base during the war, with the Pavilion being a hospital for injured airmen. Charlie seemed to feel their ghosts.
There was something wonderfully ‘Napoleon’ about Beryl, diminutive but colossal. Indeed when I arrived a couple of minutes late for my first SSC (Senior Staff Committee) meeting, having in that short time sorted and cleared up the blood after a very rare contretemps in the 'Pav', she said very clearly and firmly “Richard, I do not want to hear the reasons why, but if you are ever late again, do not bother to come ever again”. Clear messaging!
I was Deputy Head of Year to ‘Mrs Tallis’, Margaret Young, another wonderfully formidable woman – there were so many at the school. Pupils thought her very hard, but she had a very kind heart; indeed she was often soft cop to my hard. She would have hated the pupils realising this. Every day she wore her ‘Thomas The Tank Engine’ apron. It always seemed incredible to me that by the end of the first week of term she could put names to faces of all the 210 children. Our year base overlooked the concourse; marvellous for her to keep an eagle eye over all proceedings! Indeed, one summer, Colin and I knocked down the dividing wall between classrooms so as to make a proper sized year base. Not sure too many headteachers would do, or be allowed to do that nowadays. The NRA, annual National Record of Achievement Ceremonies, probably called ‘The Prom’ nowadays, were started by Margaret but evolved into the most wonderful events, especially led by Tim Joyce and Cath Barton, when all the leaving Year 11 students, their parents and special guests came together in celebration. In 1992 Margaret asked me to ‘run’ it. No Deputy had ever done this. I bought a special Hugo Boss cream linen suit. Everyone wore their finest. I shall never forget turning around on the stage and seeing Colin in an almost identical outfit. It was also raining heavily, and totally worryingly I had lost my speech – I had raced home twice to try to find it, which I did 3 weeks later in my car - and the moment for coordinating and giving the welcome and core speech of the evening was getting ever closer. One of my tutees, Chris Williams, said, “Don’t worry Sir, you will do fine”. I didn’t feel it.
Pastoral issues were always taken very seriously, and Tim, Cath and I had counselling training. I became a sort of specialist in working with older students, Year 10/11 and 6th formers, writing all the key reports and testimonials and supporting them in putting together their UCAS statements. And over the possible 5 years of staying with a tutor group one had the privilege of getting to know the parents really well, always phoning home that day if their child was absent, and it was embedded in the culture of the school that one worked alongside the parents in getting the best for their child.
Special times were the ’Reading Weeks’, held every year, where literature and reading took pride of place, largely organised by the English faculty. I was very pleased when Nick Hornby, of ‘Fever Pitch’ etc fame, and the future Poet Laureate, Carol Ann Duffy, each accepted my invitation to spend a day with staff and students. Carol Ann was a close friend of my wife’s family; indeed the poem ‘Warming her Pearls’, studied by so many pupils, is dedicated to Sara’s mother Judith, who had first alerted Carol Ann to what became the central theme of the poem. Neither writer demanded a fee.
Geography field work weeks are also fondly remembered. Many staff took part, although Stuart Turpie, another who has sadly passed away, and the Darenth/Dartford studies plus Margate trips remain vivid in the memory. There we were on top of a huge vacuous, empty gravel pit and Mr. Turpie says, “This is going to become a huge shopping centre”. Oh yeah right!? – and now it is: Bluewater! Coming back from Margate and the coach full of kids and breaking down on the M2 will also not be forgotten. Inverliever Activity Centre in the Highlands of Scotland became a regular venue for students, massively encouraged by Colin, Tim Joyce and Keith Lark; although for me, travelling up on April 15th 1989, and desperately trying to keep up with the Arsenal game I was missing, all became largely irrelevant with the news from Hillsborough.
Activity weeks were fantastically enjoyable with everybody undertaking incredible adventures out of school to all manner of places and things. Except, of course, for the day of the 7/7 bombings, when hundreds of Tallis kids and their teachers were stranded all over London, miles from Kidbrooke, and everything shut or closed down, and they all had to walk home safely.
Elliot Furneux and Martin Collier were two teachers who enthusiastically promoted pantomimes by the teachers for the kids at Christmas time. So many took part, but without their drive it is doubtful they would have happened. Very firmly in my memory bank at least is my ‘Loads Of Money’, (Harry Enfield) and Mr Blobby, but I am sure all teachers have their own stories. What is worth highlighting is that there were many times of fun, laughter and enjoyment alongside all the academic hard work. Have times changed?
Jamie Oliver’s TV series based on improving nutrition and school meals was filmed at Kidbrooke School and Tallis, and I remember Jamie serving me my lunch. Interestingly, because Tallis students took to his dishes so positively, and there were no parents lobbing chips over the fence to their distraught sons and daughters, the series seemed to be ¼ Tallis and ¾ Kidbrooke. There is a message there somewhere.
Because I worked most of all on the Pastoral, SEN, Arts and Humanities side of the curriculum my insights into Maths and Sciences are limited. They can tell their own stories. However Mr Carvin must be mentioned. He was so wonderfully old school, always in his slippers and his white lab coat. He was totally feared and totally loved. One look achieved impeccable behaviour and for this he was respected. The students felt absolutely safe in his company. They were going to learn.
There are so many stories that could be told:
In 1990, With Colin’s agreement, 9RS set up a business - ‘DK Enterprises’, with pupil Sonya Reader as CEO, a sort of lunchtime tuck shop. Soon we were making over £400 a week. Every child in 9RS was involved and paid for their work, and we had more money in our business bank account than the school had in theirs. Colin demanded our closure and put all the money to school projects such as Martin Dean being paid to restore the school exam tables!
Other memories include the introduction of formal organised counselling, headed by Jane Weinberg; ‘Red Rum’, perhaps the greatest Grand National horse ever, visiting the school; Fred the groundsman and his 32 procedures to create the perfect wicket; Sports Days and student/pupil games; uniform innovations, later followed by almost every school; Friday lunchtime football in the old sports hall, with year 11 for many years, each week a mini/massive epic which all ended with the a/b weeks; close links with the National Theatre; Brian Jones and my A-Level group achieving 100% pass and all A* or A; Nick Williams and his superb managing of the school throughout his tenure, especially during times of crisis, including tragically a murder; Nicholas Serota of The Tate Gallery being headteacher for the day; the move to a new build.
But, most of all, every teacher in every department and every student everyday and their hard work to achieve success and often with a smile on their faces. So here’s to 50 more years!
-- Richard Stubbs
Thomas Tallis kept much of his life to himself which was probably wise in a bloodthirsty century when serving a monarch could be good news one day and fatal the next. The first post we know he had was as organist at Dover Priory, where he was described as joculator organorum, player of the organs. Joculator means ‘player’ and is also where we get ‘juggler’ and the French ‘jongleur’. It sounds a jolly sort of job.
Tallis the professional musician spent most of his life as a court musician, serving the kings and queens at their Greenwich palace. The latest biography says that in his lifetime he saw "a massive influx of new musical practices from outside England. He saw the birth of the music publishing industry in London. He saw the creation of new genres and the transformation of old genres beyond all recognition."
How did he know what to do? How did he measure the risks and opportunities? What made him decide, in the courts of mercurial, violent and unpredictable monarchs, what was worth risking his neck for?
I think there’s a clue hidden in his epitaph:
As he had lived, so also did he die
In patient quiet sort (O happy man);
To God full oft for mercy did he cry,
Wherefore he lives, let death do what he can.
Tallis had a long view. He was a Roman Catholic Christian, which he had to hide for a huge chunk of his life. He would have been ready to die. He would have kept his soul in order. He would have hoped patiently for the best, cultivating optimism about what he could build and what he could leave behind. He would have hoped that the world would change for the better.
And he wanted to know that world. He was inquisitive. Tallis learned from anyone who passed through the court, questioning the great musicians of Spain and the new, plainer singing from Germany. He worked with it all to develop a unique music that’s still in daily use five hundred years later.
Tallis can’t be pigeonholed as just a survivor, though that was itself a remarkable achievement. He was an artist, a thinker, dedicated to a creativity that flooded his days.
What a gift that example is to our school, to be named, at four hundred years’ distance for a man who was "at ease with a broad range of styles and could move freely among them while keeping a distinctive voice of his own [...] He did not merely survive constant change; it made him even more resilient and more capable.’"
Fifty years of school history seems like a long time to us, earthbound and rational as we are. But Tallis’s optimism and inquisitiveness made his name live forever. The songs of his past echo round the world and as long as singers sing he’ll be known and loved. Though he died in 1585 he’ll live as long as history because he loved the thought of the future, of wondering, questioning, exploring and investigating and challenging assumptions that terrified lesser people. You’ve got to love the man’s optimism.
I remember feeling a mixture of relief and fear.
Relief because I had a school to go to at all. According to my primary school I had got the highest mark of any child in Greenwich Borough in the year 6 tests, but I had been turned down for places at all the schools on my list, including Tallis. A week before school started I did not have a school place. No grammar schools had been included on my list on principle, but Charlton Boys, Woolwich Poly, Crown Woods, Abbey Wood, Tallis, all had sent letters saying thanks but no thanks.
Being a sensitive soul I was gutted, nobody wanted me. On appeal I got an interview with the Head of Tallis back then, Mrs Husein . I had to visit her on my own in her office at Tallis, and she grilled me about my character. Different times... But I was in!
I remember the gates opening on the first day. At the old site there was a long walkway that dropped down to the concourse, with the two arms of the building on either side. It felt like entering into an alien spaceship, or the mouth of a massive, terrifying animal, hundreds of little ants tumbling in with no idea of what went on inside the belly of the beast. Aargh!!!
But out we came at the end of the day, a tiny bit less scared, and even starting to feel just a little excited about the years ahead.