Ramsay, Joint Head of School on Leadership, Sixth Form and Life After Sedbergh

As pupils move through Sixth Form, the final year at Sedbergh brings new responsibilities alongside important decisions about life beyond School.

Ramsay, one of this year’s joint Heads of School, reflects on what leadership means to him, the experiences that have shaped his time at Sedbergh and how his thinking about university and the future has developed. For current and prospective parents, his answers offer an insight into the confidence, independence and breadth of experience that can grow through academic life, boarding, co-curricular opportunities and relationships with staff and fellow pupils.

How does it feel to be starting Year 13 as Head of School? Does this year feel different from Year 12?

Although I’m only a few weeks into Year 13, I’ve already noticed the step up from Year 12. With important exams on the horizon, it can feel a little daunting at times. However, it is also incredibly exciting to be entering my final year at Sedbergh. As Head of School, I’m aware of the expectations placed upon me to be a positive role model and to take on greater responsibilities within the School community. Nevertheless, it is an exciting challenge, one that I am proud to embrace and one that I know I will thoroughly enjoy.

What kind of Head of School would you like to be?

What is most important to me as Head of School is being a kind, genuine and respectful figure whom younger pupils feel they can always approach and talk to. I believe it is incredibly important to build strong relationships across all year groups, and I want to be an older pupil who makes others feel comfortable, supported and included.

When I leave Sedbergh, I hope to be remembered as a friendly and approachable person who always has a smile on his face and treats others with kindness and respect.

What do you think pupils at Sedbergh need most from their Heads of School this year?

Personally, I think pupils need Heads of School who are approachable and always willing to listen. I want pupils to be comfortable coming up to us, whether they have a concern, an idea or even if they just want a chat. As life at Sedbergh can be incredibly busy, having an older pupil who is looking out for you is important and can certainly make a difference.

As Heads of School, we are also there to lead by example and create a positive influence within the School community by getting involved in School life, treating people with kindness and making sure everybody feels included.

Leadership can sometimes mean speaking up, making difficult decisions or representing people whose views differ from your own. What do you think good leadership looks like?

Being a successful leader is certainly a challenging task. To me, good leadership means listening to others and being willing to understand their views, even when you do not always agree with them.

As Head of School, I want to represent pupils fairly and make sure their opinions are heard. Good leadership also means having the courage to speak up when something is wrong or unjust, and making difficult decisions even when they may not please everyone. In those situations, a leader should always treat all opinions and viewpoints with the utmost respect.

In addition, a good leader should be able to admit when they have made a mistake and learn from it. I believe humility, honesty and a willingness to learn from mistakes are just as important as confidence when leading others.

Looking beyond Sedbergh, what do you think are the biggest challenges facing young people as they leave school today?

In my opinion, one of the biggest challenges young people face as they leave School is the pressure to know what they want to do with the rest of their lives. Questions such as “What are your plans for the future?” or “What career do you want to pursue?” can feel daunting when you’re still figuring out your interests and strengths.

Looking ahead can be exciting, but also overwhelming. I think it’s important to remember that you don’t need to have everything worked out straight away, and that it’s okay to explore different opportunities and change direction as you learn more about yourself.

How do you think Sedbergh prepares pupils for those challenges?

I think the wide range of activities, sports, societies and academic opportunities that Sedbergh offers helps pupils discover their interests and strengths, while keeping their options open. Having opportunities to try new things can make decisions about the future feel less daunting because you begin to understand what you enjoy.

For me, living in a boarding house and getting involved in School life have also taught me to be independent, work with different people and balance my responsibilities. I think those experiences will matter most when I leave, giving me the confidence to adapt to new situations and explore different opportunities.

What are you currently considering for life after Sedbergh?

After Sedbergh, I am planning to study Economics at university and I am currently applying to universities in both the UK and the US. I would also love to spend a year abroad studying, experiencing a different culture, meeting new people and taking on new challenges.

At university, I hope to build on the opportunities Sedbergh has given me by challenging myself academically, pursuing my sport and getting involved in a range of societies. I want to make the most of university life and take advantage of everything available to me, just as I have done at Sedbergh.

Has your thinking about that pathway changed during your time at Sedbergh, or have you always had a clear idea of what you wanted to do?

My thinking has become clearer during my time at Sedbergh. I haven’t always known exactly what I wanted to do, but studying Economics at A level has guided me towards an Economics pathway at university.

The opportunities I’ve had at Sedbergh have also encouraged me to keep an open mind and try new things. That is something I want to carry into university, particularly through the possibility of studying overseas. Although I now have a clearer idea of what I want to study, I’m still looking forward to discovering where it might lead.

Who or what at Sedbergh has helped you think about your next steps most clearly?

My teachers have helped me most when thinking about my next steps. They are always willing to give up their time, whether that is to talk through university options, help with my applications or simply listen when I’m unsure about something. I really appreciate how well they know me and my interests, which makes their advice feel personal. Having that support has helped me feel more confident about my choices and what comes after Sedbergh.

What advice would you give to younger pupils who feel pressure to know exactly what they want to do after school?

My advice would be that it is completely normal not to know exactly what you want to do after School. You don’t need to have your whole future planned out, and your interests may change the more experiences you have.

Rather than putting pressure on yourself to have all the answers, focus on the subjects and activities you enjoy and give yourself time to discover your interests. Everyone works things out at their own pace, so don’t worry if others seem to have a clearer plan than you.

What is the most valuable thing Sedbergh has taught you so far, inside or outside the classroom?

The most valuable thing Sedbergh has taught me is to be willing to try new things and get involved, even when I feel outside my comfort zone. There are so many opportunities here, whether through sport, societies or in the classroom, and I have learnt that you don’t have to be good at something straight away to enjoy it or gain something from it.

Getting involved helps you discover new interests, build confidence and form friendships with people you might not otherwise meet. It has taught me to give things a go rather than worry about getting them wrong, and that is an attitude I hope to take with me beyond Sedbergh.

Is there a particular experience, person or moment that has shaped the way you think about yourself or your future?

Throughout my time at Sedbergh, I’ve been fortunate to learn from many pupils, teachers and experiences that have helped shape who I am today.

One experience that particularly stands out is the welcoming nature and kindness shown by the Upper Sixth in my House when I joined in Year 9. Joining a new school was nerve-racking, but they helped my year group and me settle in, always offering support, giving advice or simply checking in on us. Those small gestures made a real difference and helped us feel comfortable and included.

Now, as I begin my final year, I want to offer younger pupils that same encouragement and support. Looking back, that experience taught me how much influence you can have simply by making time for someone, and that is something I hope to carry with me beyond Sedbergh, particularly when supporting younger pupils in the House and across the School.

What is your favourite Sedbergh memory so far?

I don’t want to be too clichéd, but my favourite Sedbergh memory so far must be the Wilson Run. It’s not just the run itself, but everything leading up to it: the Epic runs every Wednesday, the qualifiers and helping friends who haven’t yet qualified by running alongside them and encouraging them around the course. That shared experience makes the build-up special.

Last year, we had to wait a little longer than expected as the run was postponed due to the conditions. With all the anticipation that had built up, having to wait another two days only added to the excitement. The run itself was certainly a challenge, but it was an amazing experience to be part of. Celebrating together at the evening ceremony and singing Winder and The Long Run made it even more memorable.