Despite the disparate natures of these two events, however, there was a linking thread between the conceptual discussion of the Parley and the manifest physical experience of the production: namely, the development of character and the nurturing of values. During the course of the Parley discussion, the question did not evolve to, “How do we compete with AI?” but rather, “What must we become so that we use it well and flourish as individuals?” The consensus was heartening. The future will not belong to those who can out-compute machines, but to those who can out-think – (and there’s a distinction) – out-care and out-judge them. If AI can generate answers in seconds, our boys will need their own broad learning, discernment and good character, bringing the capacity to decide which answers are wise, which are partial, and which should be challenged altogether.  

That places values centre stage. The process of staging a drama production is an excellent crucible for such; taking heart, aiming for excellence, bringing joy and so forth. 

I have regularly touched upon the school values and how they inter-relate with so much of what we aim for the boys to be and do. Indeed, in recent months I have had a number of conversations with parents and colleagues who have thoughtfully observed that while we rightly celebrate attainment — a fine performance, a strong result, a notable success — we might do even more to spotlight those moments when a boy embodies one of our values in a way that strengthens the whole community. Not the headline moments, but the small and significant ones: the boy who consistently shows kindness to younger pupils; the one who demonstrates integrity when no one is watching; the one who brings joy into a room on a wet Tuesday morning. (And goodness knows we’ve had enough of those recently!) 

I agree wholeheartedly. 

This is being reflected in the next step in the evolution of our rewards, which will be the introduction of new values awards in the prep section of the school during the course of the second half of term. These awards will be nominated weekly by staff, through Heads of Section, where a boy has been a shining example of any one of the values. They will wear the values award badge for that value for the week and will receive 3 show-ups and a Headmaster's tea. After a week, the badge will be returned for the next recipient. It will not necessarily be the case that all 5 values badges will be awarded every week; they will be awarded when merited. 

My hope is that this initiative will help towards recalibrating what we notice. Schools are very good at measuring performance; we must be equally deliberate about affirming character. If we want boys to grow into men who use powerful tools wisely — whether AI or influence or responsibility — then we should practise recognising wisdom in its early forms. 

A further strand of our Parley discussion concerned critical thinking. If technology makes it easier than ever to access information, it becomes even more important to interrogate it. Critical thinking is not about being contrary for the sake of it; it is about learning to pause before accepting, to examine before endorsing. It is a discipline of mind. 

Half-term offers fertile ground for this sort of mental stretching, and I appeal to the parents reading this to have a bit of fun with some of what follows. A car journey can become a seminar; a supper table can turn into a philosophy club (with better snacks). In that spirit, here are a few prompts that may spark debate, disagreement and, I hope, curiosity at home, or on holiday: 

• If a robot can perfectly imitate kindness, is it being kind? 

• Where do your thoughts go when you’re not thinking them? 

And three further provocations: 

• Some jobs, such as being a professional football player, come with very high salaries, even though they don't involve helping other people. But other jobs, like being a nurse, pay fairly little, even though they help to save people's lives. Why do you think this is the case? Do you think it is right? 

• Imagine you are flying in an aeroplane from Paris to New York. You take off at 8am on Sunday and arrive at 7am on Sunday. What has happened to time? Have you time travelled? 

• Imagine that everything that is going to happen in the future of your life was written down in a book. Would you want to read it? If so, why? If not, why not? 

You may find yourselves in lively disagreement. Excellent. The aim is not to win, but to think — and to enjoy thinking together. I encourage the adults not to present their own thoughts as ‘right’, just legitimate. 

Have fun! And may I wish you all a wonderful and restorative half term break. 

Tim Butcher
Headmaster