Introduction
Deborah Bligh reflects on her start as headmistress at Mayfield School and why September promises plenty of exciting launches.
Early Attractions to Education
Q: Before we talk about Mayfield School, what originally attracted you to working in education?
I cannot remember a time when I did not want to be a teacher. My initial motivation stemmed from a deep passion and enthusiasm for my subject area, Theology and Philosophy, and a desire to share this knowledge while contributing to a profession focused on improving outcomes for young people. Teaching has always been about the joy I receive from spending so much of my day with students. Their natural enthusiasm and optimism are simply infectious. I genuinely believe I have the best job in the world, as I spend my days in the company of young people, playing my part in nurturing their hopes and dreams.
Journey to Mayfield
Q: How would you describe your journey before arriving at Mayfield School?
After completing my education at the Universities of Durham and Cambridge, I went straight back into the classroom! For 21 years, I enjoyed a professionally challenging and very happy experience at St Richard’s Catholic College, a state school ranking in the top 2% in the country for value-added. I was lucky enough to experience a vast range of roles during this time, from academic leadership, school reviewer, work as an SLE (Subject Leader of Education) in the fields of pastoral care and safeguarding, mental health schools lead, and operations and logistics. My conclusion from this is that if you always put the interests of the child at the centre of every decision you make, then the school and the students within it will flourish.
Joining Mayfield School
Q: Why did you want to work at Mayfield when you joined last year?
Visitors to our school frequently express a common sentiment: “There is something different about a Mayfield Girl.” I experienced this first-hand during my initial visit. There’s a remarkable sense of self-contentment and a genuine celebration of one another that I haven’t encountered so fully elsewhere. A great student goes beyond pursuing personal goals; they prioritise the happiness of others as much as their own. Their confidence in their abilities, talents, and identity is so strong that they naturally uplift and support their classmates. This wonderful sense of community led to me joining as Senior Deputy in September 2023, and I now proudly serve as the headmistress of 400 remarkable girls.
Life at Mayfield
Q: How would you sum up life at Mayfield?
Mayfield’s approach is encapsulated in our motto, “actions not words”, which drives everything we do. We actively pursue opportunities for our students to engage in real leadership, confront challenges, cultivate problem-solving skills, and recognise that a strong moral core will be their most important attribute. Our mission extends beyond the high academic success we enjoy; we are dedicated to equipping our students with the skills and resilience needed to navigate an ever-changing world. At the core of our educational philosophy are adaptability, resilience, and self-discovery, ensuring that our students are well-prepared to face the challenges and opportunities that await them.
Taking Over as Headmistress
Q: How privileged did you feel taking over as headmistress earlier this year?
I was thrilled about the opportunity to enhance something already incredibly strong and unique; the transformative power of an all-girls education, where students can be themselves, free from gender stereotypes. I love the fact that the school’s principles of joy, compassion, integrity, and respect are palpable across the school. I am proud that students are ambitious, determined to succeed and embrace all the exciting opportunities open to them whilst actively seeking to do good in their local, national, and global communities.
Leadership Style
Q: What kind of headmistress do you like to be?
One who leads with integrity and kindness and who fully recognises that a great school environment is one where belonging isn’t about conforming but about genuine acceptance. It is a place where staff are empowered with the time, resources, and encouragement to bring their enthusiasm, expertise, and dedication, fostering an atmosphere that ignites learning; where the structure of the school day is thoughtfully designed to prevent cognitive overload, allowing space for students to pursue their passions and form meaningful friendships. Ultimately, it’s a school infused with joy, where each child is celebrated for their unique qualities, empowered to recognise their own value, find their voice, and seize every opportunity. Through this nurturing environment, students leave ready to tackle the ‘needs of the age’, enriching society in the process.
Teaching Ethos
Q: Do you have a teaching ethos?
We have a duty to prepare our young people to go out and meet the world with more than just an excellent set of exam results. I firmly believe in the concept of “formation”. When teachers, experts in their fields, collaborate closely with parents, who are the experts on their children, we can provide the very best environment for children to grow and develop. This partnership nurtures young people who are prepared to engage with the world confidently, filled with optimism and a drive to achieve more. My motto for our students is simple yet powerful: “Be Seen, Be Heard, Be Ready.”
New Initiatives
Q: Have you looked to introduce anything new since starting in the headmistress role?
I have a strong belief in the power of working in partnership and, since starting, have introduced new parental forums to discuss and contribute to school initiatives. Recently, parents have reviewed a new parental communications portal and our new lunchtime dining experience and have helped plan for the launch of our wellness centre in September. This centre, a beautifully designed building that brings the outside in and offers an oasis of calm and tranquillity, will provide health, education, pastoral, and wellbeing care. We have also introduced more screen-free time, prohibiting phone and laptop use during social periods, and in doing so, helping to build interpersonal skills and relationships. Finally, our sixth formers are now teaching elements of the Personal Development and Life Skills programme to younger students, which not only boosts their confidence but also fosters excellent relationships between different year groups.
Observations and Future Plans
Q: What things have stood out for you at Mayfield over the past few months?
The fantastic sense of community at Mayfield is truly remarkable. Our school genuinely believes in allowing girls to grow, develop, and achieve at their own pace, ensuring that childhood is never cut short and each young person can reach their full potential and fulfil their ambitions. Every day is filled with opportunities for curiosity, wonder, optimism, and a healthy amount of challenge to help support those essential competencies of perseverance, resilience, and motivation.
Q: What plans do you have for the new school year?
What excites me most is our investment in a forward-thinking wellness centre. It will be at the core of our unwavering commitment to equipping our girls with the skills and strategies they need to navigate an ever-changing world confidently. We aim to foster a strong sense of self, an informed voice, and a determination to embrace challenges and opportunities with optimism.
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