The Queen’s School is excited to announce the appointment of a new Headmistress.
Former Deputy Headmistress, Joanne Keville, takes over from Sue Wallace-Woodroffe who retired over Easter.
Joanne is delighted to have secured the new headship following a rigorous recruitment process. Having worked at Queen’s for seven years she is well placed to take over and is excited to get started.
Read on to find out more about her, and her plans, in our Head’s Q&A.
Experience and Inspiration:
How long have you worked at The Queen’s School, and what originally attracted you to working there?
I have worked at The Queen’s School for 7 years as Deputy Headteacher and have taught every year group in Senior School. This has been really useful as I know all the girls and they know me.
I was originally attracted to working in an all-girls academic environment as I attended an all-girls school myself and knew first-hand what an empowering place it is. I was blown away on my first visit to Queen’s with the warmth and strength in community between pupils, staff and parents. Queen’s is a truly inspiring place to work.
From your early days at the School, what struck you the most about the girls?
The most striking thing initially was the girls’ resilience and confidence; their eagerness to take on challenge and work together to succeed. The girls at Queen’s are so supportive of one another and their determination to excel is truly uplifting. Whether they are preparing resolutions for Model United Nations conferences, planning the best route for Gold Duke of Edinburgh award, or raising funds for overseas expeditions; Queen’s girls always collaborate well and motivate each other to keep going. Their leadership qualities are exceptional.
Leadership and Growth:
What role(s) have you fulfilled during your time at Queen’s and what have you enjoyed most about them?
I started off as Deputy Headteacher with my primary role to ensure that every pupil continued to make excellent academic progress in all subject areas, as well as supporting the girls in making their GCSE and A-level option choices. I would then build a timetable to suit their choices. I particularly enjoyed working with Julietta Dawson, our full time Head of Careers, in enabling the girls to look ahead career wise, discover what their skills and interests could lead to, and helping them to make informed decisions regarding subject choices. After 18 months into my role as Deputy Headteacher, I stepped up as Acting Headmistress for two terms and this gave me a taste for headship and confirmed for me that this was a role I was keen to pursue.
The strength of The Queen’s School is in the amazing and talented staff, and having the opportunity to lead them was very exciting. When the new Headmistress arrived, we restructured the Senior Leadership Team and my role shifted to include oversight of staff CPD as well. Being able to support our operations and teaching staff to develop professionally and to keep learning has been very rewarding. At all stages in my career at Queen’s I have worked very closely with our parents, and I have built up strong relationships with them which is so important. This is another ingredient which makes Queen’s exceptional – staff and parents working side by side to ensure that every girl at Queen’s is able to thrive and achieve the best she possibly can.
Anticipation and Legacy:
How does it feel to have been named the incoming Head from April 2024?
It is the privilege of a lifetime, I am so excited at what lies ahead, and it is an honour to be named at the incoming Head from April 2024. The Queen’s School has educated girls to the highest standards for almost 150 years and to be able to lead the school forward towards the next 150 years imbues me with such pride. The launch of our new multipurpose Astroturf, refurbishment of our Sixth Form and Library area, and the growth of our partnerships with local school in Chester will kick start my term of office and that is just the beginning.
Is Mrs Wallace-Woodroffe a tough act to follow?
Absolutely! I have loved working with Mrs Wallace-Woodroffe (or Mrs WW as she is known to the girls) over the last 5 years, and I’ve learned so much from doing so. Under her leadership we have been awarded a range of awards including: Best Independent Girls’ School – North West England in 2023 and 2022; Gold Award Green School from The Woodland Trust in 2023 as part of our eco commitment; as well as Most Supportive Independent School – North West England in 2022. So yes, Mrs WW is a tough act to follow, but with a full term for our handover, where we work together every day, I am confident that the transition will be seamless.
What are you looking forward to most about being Head of Queen’s?
So much! I love Queen’s, I love the Queen’s family and I am proud of what we have achieved so far. Every single member of staff cares not only about doing the best by the girls, but about each other; they step in to help and step up to each challenge we are faced with. Our parents are also really supportive and being able to work with them in making sure every girl at Queen’s is engaged and embraces fully with the huge array of opportunities on offer is an honour. And of course, the girls, they encourage each other, they are not afraid to stand up and speak up for what is right, they celebrate each other’s successes, so continuing to see them thrive is something I am excited for. I am also looking forward to building on the aspirational and holistic education we provide at Queen’s. I feel in such a privileged position to really be able to know every girl and celebrate them as individuals, making sure they each have the support they need to excel both personally and academically. I am also looking forward to having the honour of leading Queen’s into her 150th anniversary and beyond!
Advantages of All-Girls Education:
What do you see as the benefits of an all-girls education?
Having attended an all-girls school myself from the age of 8 and worked in a range of schools (both co-ed and single sex), I’ve experienced and seen first-hand the benefits an all-girls education provides. These strong and solid foundations last a lifetime and I know that having a safe space to develop and grow, take risks, and step up to challenges, without the distraction of any gender stereotypes, is so empowering. Girls attending all-girls, enjoy various advantages that contribute to their personal and academic growth.
In a single sex environment, girls often experience a significant boost in confidence and empowerment. Free from the distractions of gender stereotypes, they actively engage in class discussions, pursue leadership roles, and excel in their academic pursuits. This fosters a strong sense of self-assurance that can last a lifetime.
Moreover, an all-girls education eliminates the constraints of traditional gender norms. Girls have the freedom to explore a wide range of subjects without conforming to societal expectations. This openness helps break down stereotypes associated with certain disciplines, allowing girls to pursue their interests and talents freely, something I see on a daily basis here at Queen's.
Research suggests that girls in single-sex schools also benefit from increased academic focus. The absence of social dynamics-related distractions enables them to perform better academically, aim higher, and express a greater interest in STEM subjects, fields traditionally underrepresented by women.
Another benefit of all-girls education is the abundance of leadership opportunities. With fewer gender-related biases, girls are more likely to assume leadership roles in student government, clubs, and sports. These experiences contribute to the development of essential skills such as leadership, teamwork, and a strong sense of responsibility.
Finally, in addition to academic and leadership advantages, an all-girls environment creates a supportive social environment. Girls can form strong and lasting friendships without potential distractions. This supportive atmosphere fosters camaraderie and mutual support among students, allowing for both personal and academic development.
As my own daughter begins her Queen’s journey in Year 7, I can see things as a parent too and couldn’t be happier. Queen’s is exceptional and I cannot think of anywhere either I, or Rosie, would rather be.
Teaching Philosophy and Classroom Dynamics:
How would you describe your approach to teaching?
I have been teaching geography for the last 25 years and my approach has always been to tailor each lesson to meet the needs of every individual. I have always used a wide range of pedagogical strategies as well as incorporating the latest innovations and technology to ensure that every pupil can make exceptional progress. Key to my approach is getting to know the girls really well and this goes beyond the classroom. Whether on a field trip in Rome, or climbing mountains in North Wales – taking time to build positive relationships with every pupil means that when the work becomes challenging, the girls know that they can trust me to be there and support them every step of the way. To me, what goes on outside the classroom is just as important as inside, which is why I’ve always valued a strong co-curricular programme. I am proud to say that at Queen’s the co-curricular offering is exceptional with every member of staff leading at least one enrichment activity, meaning they too get to work with all pupils in a different setting.
What would we find in a typical classroom at Queen’s?
There’s no such thing as a typical classroom at Queen’s, but what you will find in all of them are a lot of genuinely happy girls! I never cease to be amazed at the love of learning demonstrated by pupils in every classroom and that translates into excellent academic success later in the school.
If you were to peer through a window or step inside a classroom, you’d probably find a multitude of things happening. Pupils engaged in a variety of activities, from presenting and constructing to discussing and analysing, you’d witness pupils keen to ask probing questions, step up to the challenges facing them and embrace every opportunity to develop and grow. You might also see girls on their i-pads having a Kahoot quiz to test if they’ve accessed and understood what’s being taught. You’d see passionate teachers who enjoy sharing their knowledge and pupils actively engaged and focused.
In French, Spanish and Mandarin lessons for example, the use of iPads in the classroom is seamless, enabling all pupils to very quickly grasp the more challenging aspects of grammar; the latest technologies in computer-aided design allow pupils to plan and create products of exceptional quality in DT; problem-solving in Year 5 and 6 maths is fun and the finer details of trigonometry are made interesting and relevant by our talented team of staff.
The breadth and depth of learning ensures a real understanding of the topics, whether it be through activities and debate, trips to enhance their knowledge and bring learning to life, or student-led discussions. We are also always looking for ways to further stretch and challenge pupils. This is done through competitions such as CyberFirst in computing, Olympiad competitions in maths and science, Tycoon in business and economics, as well as through our own initiatives. Our Leadership and Enhanced Academic Programme (LEAP) for example is designed to offer learning opportunities and experiences in addition to the taught curriculum, such as how to critically engage with research and develop opinions and arguments based on their research, presentation skills, emotional intelligence, and leadership.
Programmes such as this empower our pupils to always strive to do their very best and more and I am really proud to see how engaged our pupils are and how much they enjoy the challenge.
Holistic Development and Outdoor Learning:
How many opportunities to experience new things do you offer outside of the classroom?
Our co-curricular offering at Queen’s is outstanding and we place great emphasis on our pupils getting outside or trying something new. Not everything can be (or should be) taught inside the classroom and both the Lower and Senior School offer a vast range of clubs and societies before, during and after school, whether it be sports, the arts or academic, there really is something for everyone.
What I particularly love about the Queen’s environment is, if there is something not on offer that the girls want to do, they let us know and either we can start it up, or the girls will even choose to run it themselves, further developing their confidence and leadership skills. Pupils can also be part of peer mentoring schemes and various pupil parliaments.
As an academically selective school we are committed to providing an ambitious, supportive learning environment with limitless opportunities for exploration and intellectual challenge and our co-curricular programme is a huge part of this.
Outdoor learning is also a huge part of the Lower School curriculum and our Beach School programme and Forest Days see the girls develop skills impossible to teach in the classroom. Exploring the great outdoors imparts practical skills but also instils a profound appreciation for the environment, teamwork, and creativity, making it an important aspect of our holistic education approach.
Vision for the Future:
What are your hopes for the future?
As we move towards our 150-year anniversary and beyond, I am looking forward to continuing to provide a transformative experience that only an all-girls’ education can bring.
The School was founded in 1878 and has enjoyed a distinguished history of academic excellence, affording opportunities for girls to develop a wealth of skills for use in their own lives and in the communities that they serve.
We will continue to nurture curious minds through hands-on experiences in nature, cultivating a lifelong love for exploration and discovery.
Developing self-confidence, collaboration, a global outlook, respect for others, and being a team player are key to the ethos of the school, and much care is taken to ensure that in each class there exists an atmosphere of hard work and supportive enterprise.
The key life skills of respect, hard work, empathy, and perseverance stand strong behind the ‘Honour Wisdom’ school motto and my hope is that this continues for the next 150 years.