Building the Crown: The first 10 years
The Dukes Way
This book is about our culture, about what makes Dukes Education distinctive.
We call it the Dukes Way: a way of working, leading, and caring for one another that has shaped us from the very beginning.
In our first decade, we have grown faster than any of us imagined, from a handful of schools to a family spread across the UK and Europe. Through every new chapter, it has been our culture, not our size, that has bound us together.
Our four values - We lead with heart, We’re a team, We do it well, and We love learning - remain at the centre of everything we do. Alongside them sit the three pillars of our Leadership Framework: High Performance, Service, and Innovation and Adventure. Together they describe how we work, how we lead, and how we care for one another.
These are not rules or slogans. They are lived every day in classrooms, staff rooms, and boardrooms, in small acts of service, bold decisions, and the way we treat each other. Formed through the voices of our people, they carry the wisdom of the Dukes Education family and show how our values become behaviours in action.
Few organisations last a decade, and only a very few last a century. I want Dukes to be one of them. That means staying restless, staying true, and never losing the sense of joy and purpose that brought us here.
I hope you read these pages and see yourself in them. Because our culture is not written by me, or by a few, but by all of us, every day.
Aatif Hassan Founder & Chairman
“Ten years behind us, a hundred years ahead.”
Leadership
Leadership
At Dukes, leadership is about how we show up - with selfawareness, presence and collaboration - through service, high performance, and a spirit of innovation and adventure.
High performance
We think big
At Dukes Education, ambition isn’t a buzzword. It’s how we’ve grown from a handful of schools to a thriving international family. Thinking big means daring to aim higher, imagining new possibilities, and creating opportunities that inspire children, families and colleagues alike.
Ambition sits at the heart of our High Performance pillar - the belief that children, teachers and schools flourish when the bar is set high. From the start, Dukes Education has been fuelled by bold ideas. “I thought, if we’re going to do something, we’re going to do it really well,” says Aatif. “I hand-wrote some notes about how big the company would get. Anyone looking at the figures might have thought they were crazy. But I was serious about the target, and we achieved it.”
Growth has followed at a remarkable pace. In just four years, pupil numbers have risen from 2,500 to 23,000, and 8–10 new settings join us each year. But thinking big isn’t only about scale; it’s about what we make possible. Our Festival of the Arts brought 1,000 pupils from 25 schools to the Royal Festival Hall. Our staff conference fills Wembley Stadium with 1,800 colleagues learning side by side.
The Dukes Club has welcomed thousands of families to experiences ranging from wilderness training to sleepovers at the Science Museum.
“It was always Aatif’s dream to expand Dukes and share opportunities with as many
people as possible,” says Executive Assistant, Vivienne Melville. “But nobody thought the organisation would grow so quickly. Except Aatif.”
We also think big for our pupils. Cardiff Sixth Form College has been ranked the best A-level school in the world for more than a decade, setting a standard that inspires us all. Across Dukes, from cradle to Cambridge, we want every child to meet and exceed their learning goals.
As Tim Fish, CEO for UK and Ireland, explains: “Thinking big is about lifting our eyes. It’s the difference between asking ‘what’s required?’ and asking ‘what’s possible?’ That shift of mindset changes everything.”
High performance means stretching ourselves, but not to breaking point. Mike Stanley, Headteacher at The Lyceum, explains: “High performance at Dukes isn’t about piling on pressure. It’s about creating the right challenge and support so that every pupil and colleague can reach their best.”
Every Dukes school brings its own strengths - from pioneering sustainability projects to cuttingedge teaching models in Dublin. “Thinking big means thinking
beyond borders, sharing ideas across countries and cultures to give pupils the best,” says Jonathan Cuff, Managing Director, Colleges.
Thinking big is part of our DNA - ambitious for the group, for our people, and for every child who walks through our doors. It shows up not just in big moments, but in everyday choices to aim higher and give children extraordinary opportunities.
Behaviours in Action
– Set ambitious goals for your pupils or projects, then support each other to reach them.
– Look beyond your own classroom or school for ideas worth trying.
– Ask yourself: “How could this be extraordinary, not just good enough?”
– When someone aims high, back themeven if the outcome isn’t perfect.
– Follow through - deliver on promises and finish what you start.
“Nobody thought the organisation would grow so quickly. Except Aatif.”
- Vivienne Melville
Service
We all stack the chairs.
At Dukes Education, leadership starts with service, and no one is above rolling up their sleeves. “Stacking the chairs” is our shorthand for servant leadership - the belief that true leaders put others first. Whether it’s clearing a hall, carrying boxes into a new school, or tidying a space for the next day, we pitch in together. This is what leadership looks like here: humble, practical, and side by side.
The phrase “we all stack the chairs” has become part of Dukes culture. It’s about more than clearing away after assemblies or concerts - it’s a mindset. True leaders serve others first, and at Dukes that spirit shows up in small, everyday acts. “It’s not what you say, it’s what you do,” says Tim Fish, CEO for UK and Ireland. “If colleagues see you pitching in - stacking chairs after an event, carrying equipment, clearing a space - that sets the tone. Leadership is service.”
Claire Little, Director of People explains: “In our culture, we’re looking for people who lead with humility. We want leaders who can inspire others but who don’t put themselves first. Not everyone can do that comfortably, so it’s something we look for when we’re hiring.”
That humility is lived out at every level. Richard Fletcher, Director of Performance, recalls arriving with Tim Fish, CEO UK and Ireland, at Dukes House one evening to find a hall full of crates: “We looked at each other, decided we couldn’t leave it like that, and started clearing up. One of the cleaners, Bishal Aryal, offered to
help, so the three of us worked together. That sums up our ‘stack the chairs’ philosophy. We’re a team at all levels. It doesn’t matter if you’re a cleaner or the CEO.”
Annika Yerushalmy, Marketing and Admissions Director, remembers opening Eaton Square Senior School: “I have a vivid memory of Aatif wheeling a trolley of water bottles across Piccadilly. It shows what Dukes is all about - he was willing to drop everything to help out at a crucial moment.”
From bongo drums delivered on a summer’s day to Board members with buckets and brooms, Dukes Education people step in where they’re needed. This is servant leadership in action. We do it not just to get the job done, but to show our pupils what real leadership looks like: practical, humble, and part of the team.
Scott Giles, Sales & Marketing Director, reflects: “The best leaders serve. They make the people around them stronger, not smaller.”
David Fitzgerald, CEO Europe, adds: “Servant leadership means starting with humility. It’s about asking: how can I serve my community best?
You can’t build trust unless people see that in action.”
Because in the end, culture isn’t built in grand gestures. It’s built in small acts of service, repeated every day.
Behaviours in Action
– Step in to help, even when it’s not in your job description.
– Notice what needs doing - and do it before you’re asked.
– Make space in conversations to ask, “What do you need from me?”
– Celebrate others’ achievements more than your own.
– Lead by example in small, practical ways that show care and humility.
“We’re a team at all levels. It doesn’t matter if you’re a cleaner or the CEO.”
- Richard Fletcher
Innovation & Adventure
We innovate
Innovation at Dukes isn’t about chasing novelty. It’s about asking “what if?” and being brave enough to try. We believe in simple plans that free people to act, in learning by doing, and in moving quickly when opportunities arise. That spirit of curiosity and courage is why no two Dukes Education schools look the same - each is alive with fresh ideas for its pupils and community.
Innovation and adventure form the third pillar of our Leadership Framework. We encourage everyone to experiment, take bold ideas forward, and stay curious, because standing still isn’t an option. From classrooms to leadership and operations, we’re always asking: What can we do differently? What can we do better?
That mindset shows up in programmes that stretch pupils and grow colleagues - from the Dukes Young Leaders Award and the Mini MBA™ to working groups of Dukes staff from different schools sharing what works.
Suzie Longstaff, former Executive Principal at London Park Schools and now a Dukes Education board member, has led some of our boldest ideas. “For me, innovation starts with asking how we can make school more human and more inspiring,” she explains. “At London Park Schools we brought nature into classrooms through biophilia, took pupils onto a Tall Ship for integrated learning at
sea, and pioneered the UK’s first pupil wellbeing check-in system. Each idea was about helping children thrive in new ways.”
Innovation runs through our international family too. Verbier International School in Switzerland is the world’s only ski-in, ski-out IB school - a model built for place and purpose. The International Sharing School in Portugal leans into technology and design thinking. We don’t clone schools; we design for context and for children. Philippe Grosskost, Managing Director for Central Europe, explains: “Innovation starts with trust. When we give people freedom to try, they often surprise us with what’s possible.”
We favour action instead of over-engineering. Clear goals, light processes, and the freedom to test ideas help us learn fast. Some ideas fly, some don’t - both matter when we’re honest about results and willing to learn. This approach depends on trust. When leaders make space, colleagues step forward with ideas - and pupils feel the benefit.
As Scott Giles, Sales & Marketing Director, puts it: “Parents and pupils expect more every year. The brilliant basics will always matter,
but leadership means going further. Innovation has to be built into everything we do so that what we deliver really makes us distinctive.”
Innovation at Dukes Education is also about adventure - the courage to step into the unknown. As Charlotte Crookes, Headteacher at The Pointer School, says: “Adventure in education means saying yes to the untested - and sometimes discovering the future.” That sense of discovery keeps Dukes moving, learning, and shaping what education can be.
“Innovation has to be built into everything we do so that what we deliver really makes us distinctive.”
- Scott Giles
Behaviours in Action
– Try at least one new idea each term, however small, and reflect on its impact.
– Share experiments (successes and failures) so colleagues can learn with you.
– Keep processes simple and clearavoid unnecessary complication.
– Approach change with curiosity and courage.
– Involve pupils in shaping new ideas - their curiosity is often the best spark for innovation.
Leading with heart means putting people firstchildren, colleagues, and communities. It’s about courage in decision-making, kindness in how we treat others, and integrity in the way we lead. It doesn’t mean being soft; it means leading with strength and humanity, so that people feel seen, respected, and inspired to give their best.
What makes your heart sing?
From the beginning, Dukes Education has been guided by a simple question: What makes your heart sing? It invites us to pause, to look deeper than the job in front of us, and to connect with what truly motivates us.
On the night Dukes Education was launched, Aatif stood on a boat on the Thames and asked a room of friends, family, and early colleagues to close their eyes and reflect: “What makes your heart sing?”
“It was a profound moment,” he recalls. “Everyone was quiet, intensely thoughtful, with the occasional tear. It made people seriously consider what brought them joy and how they could bring that joy to their work.”
“We like to think we’ve got the brains of a business and the heart of a charity.”
- Jon Pickles
That question has shaped Dukes ever since. It reminds us that when we make decisions, children come first. As Aatif says: “Whenever we make a decision, this question ensures we lead with heart.”
It also shapes how we nurture our people. Appraisals and conversations aren’t just about performance; they’re about what matters most to each person. “Aatif asked me, ‘What do you want to achieve in the next three years
that will make your heart sing?’” recalls Libby Nicholas, Group Education Director. “It enables us to make our own dreams come true while we’re at Dukes. And if every individual is thriving, Dukes and our children will benefit too.”
That same belief applies to pupils. Kelly Gray, Headteacher at Prospect House School, says: “Even on the busiest day, asking what sparks a child’s curiosity - or a colleague’scan change everything.”
At Dukes, asking what makes your heart sing is more than a nice sentiment. It’s a way of working - a promise that joy, ambition, and care will always guide our choices.
Doing the right thing
Doing the right thing isn’t always easy, but it’s the only choice that matters. It means putting children first and making decisions with integrity, kindness, and couragequickly, without red tape, and always in the best interests of those we serve.
“Having the heart and bravery to do the right thing, never mind how difficult that might be.”
- Trish Watt
For Aatif, it’s rooted in family tradition. “Every Sunday morning when I visit my father for breakfast, he asks me two questions: ‘Have you prayed and given thanks for what you’ve received?’ and ‘How much money have you given to others this week?’ It reminds me that our purpose is to leave the world a better place.”
That belief has shaped Dukes Education since the beginning.
“What does it mean to lead with heart?” asks Trish Watt, Headteacher, Eaton Square Prep. “It means having the bravery to do the right thing, even when it’s hard. Profoundly meaningful values should be difficult to stand behind, or they’re just marketing spin.”
Doing the right thing also means investing back into our schools.
“People think of profit as money in shareholders’ pockets, but that’s not how we do things,” says Jon Pickles, Business Development Director. “Our surplus goes into capital projects - a new lab, an extra playing field, helping a school expand.”
Sometimes it’s deeply personal. “Two-year-old twin boys at one of our nurseries suddenly lost their
parents,” recalls Libby Nicholas. “Within hours, we agreed to waive their fees so they could stay with their key worker. It meant they were safe and cared for until they were adopted.”
That speed and compassion are part of who we are. We act quickly when children or families need us most, without bureaucracy getting in the way.
Our commitment to doing the right thing also extends to the planet. Every Dukes Education school builds sustainability into its curriculum, with some leading the sector through award-winning green initiatives. “Sustainability has to be part of how we think and act every day,” says Sally Cornelius, Sustainability Manager. “We’re on a journey, and every step counts.”
Looking ahead, the Dukes Foundation takes this ethos even further - aiming to become the largest provider of transformational bursaries in the UK and supporting 500 children from low-income backgrounds to access extraordinary opportunities. “One of the greatest gifts we can give our children is a sense of the importance of giving to wider humanity,” says Aatif.
Heart-led leadership
Heart-led leadership means putting values into action. It shows up in how we listen, how we challenge, and how we care. Tim Fish explains: “Heart-led leadership means helping others grow, even when the message is tough.”
“Heart-led leadership means helping others grow, even when the message is tough.”
- Tim Fish
Richard Fletcher, Director of Performance, calls it “leading the whole person” - recognising that leadership isn’t just about tasks and outcomes, but about supporting mind, body, and spirit. When leaders bring their whole selves, they give others permission to do the same.
It’s also about honesty and humility. “There are no egos in leadership here,” says David
Fitzgerald, CEO Europe. “It leads to a very open and collaborative organisation where everyone can speak their mind.”
Heart shows up in moments of challenge, too. “We are guardians of people’s selfesteem,” says Libby Nicholas, Group Education Director. “Even in a difficult conversation, truth can and should be kind.”
And it shows up in humour and humanity. “Humour is a management tool,” says David Goodhew, Managing Director London Schools North and West. “It helps you build resilience and stamina to deal with daily stresses.”
To make this real, Aatif often describes leadership as “Poetry, Presence, and Plumbing.”
– Poetry is about vision: painting a picture of where we’re heading and inspiring others with words that lift us higher.
– Presence is how leaders show up: warmth, care, and attention that make people feel supported.
– Plumbing is about the unseen systems - the timetables, frameworks, and processes that keep everything flowing.
Together, these remind us that leadership is both inspiration and perspiration: the speech on the stage and the rota behind the scenes.
Henrietta Adams, Head, Orchard House School, sees it every day: “I’ve seen leaders bring poetry to assemblies, presence
to corridor conversations, and plumbing to the systems that make schools run. All three matter.”
Heart always circles back to children - waiving fees to support a vulnerable family, adapting lessons so a child can thrive, or staying late to reassure a nervous teenager before exams. Heart is action, not words.
The Dukes Young Leaders Award shows pupils that service is a privilege, while leadership programmes across the group show that heart and high performance belong together. To lead with heart is to remember that how we achieve results matters just as much as the results themselves.
As Aatif reminds us: “True leadership balances courage and compassion.”
Behaviours in Action
– Take time to ask colleagues and pupils what excites them - and listen with interest.
– Show presence: give people your full attention in meetings and conversations.
– Give feedback with honesty and kindness, even when it’s tough.
– Keep pupils at the heart of every decision, balancing care with responsibility
– Treat every pound spent as if it were your owninvest wisely for pupils
At Dukes, we make an impact that goes beyond results or recognition. It’s the difference we create every day - in classrooms, in communities, and in the lives of children and families. Everyone, whatever their role, has the power to make a difference, and together those daily actions add up to a legacy that lasts.
Doing it well is about more than outcomes - it’s about how we go about our work. Whether we’re teaching, planning, designing, or welcoming a family at the front desk, we take pride in the craft of what we do. It’s the care in presentation, the follow-through on promises, and the attention to detail that make our schools feel special. Excellence here isn’t
perfectionism; it’s professionalism with heart - doing ordinary things extraordinarily well.
Mike Giffin, Group CFO, explains: “Data tells us how we’re doing, but what matters is what we do with it. Insight only has value when it helps our schools and pupils to thrive.” His perspective reminds us that excellence isn’t just felt - it’s
“Doing it well means balancing ambition with responsibility.”
- Juan Casteres
measured, understood, and used to make meaningful improvements.
That sense of purpose runs through every part of Dukes.
Chris Eversden, Managing Director, Spain, says: “I joined Dukes because its purpose was crystal clear - to put children at the heart of every decision. Two years on, it’s obvious that
our success comes from keeping educators and school leaders at the centre of every conversation.”
Juan Casteres, CFO Europe, adds: “Doing it well means balancing ambition with responsibility - ensuring every euro creates excellence for our students and community.” Together, these reflections show that doing it well isn’t confined to classrooms - it’s a mindset shared across every part of Dukes, from teaching to finance, from local leadership to global growth.
Doing it well also means making a difference you can see and feel. Impact begins in the small things: the teacher who stays late to help a pupil crack a tricky concept, the PE teacher who sparks a love of sport, the nurse who quietly supports a child through a difficult day. It lives in the generosity of our people - colleagues who volunteer, fundraise, and give their time to causes close to their hearts.
It starts early too. “The early years are the most powerful in shaping a child’s future,” says Jo Allen, Director at Little Dukes. “Whether children are caring for ducklings, exploring forest school, or making art from shells at the beach, these experiences build the
foundations for learning, wellbeing and confidence. They may look like play, but they’re life-changing.”
Our Heroes Behind the Crown awards celebrate the many unsung colleagues whose impact is profound, even if it happens out of sight. From cleaning and catering teams to bursars, admissions, HR, property and IT staff - every role matters. As one receptionist said: “We might not be teaching, but every smile at the front desk helps children and parents feel they belong here.”
Impact also reaches beyond our schools. The Dukes Foundation aims to widen access to extraordinary education by supporting 500 children from low-income backgrounds through transformational bursaries. It also partners with children’s charities - from inner-city youth
programmes to Great Ormond Street Hospital and mental health support. “This is just the beginning,” says Glen Fendley, Director of the Dukes Foundation. “Our ambition is to multiply the good we can do and make Dukes a real force for change in society.”
Our sustainability commitments - from embedding the UN Sustainable Development Goals into our teaching to pledging net zero - reflect our responsibility to the planet as well as to people.
Finally, doing it well means thinking long-term. “Not many organisations make it to ten years. Even fewer make it to 100,” says Aatif. “I want Dukes to become a true legacy.” We are building something designed to last - a family of schools where every colleague, in every role, leaves their mark on future generations.
Behaviours in Action
– Take pride in your impact: share achievements, highlight good practice, and help others see the difference your role makes.
– Support or take part in charitable events, however modest.
– Celebrate success by sharing credit with everyone involved
– Reflect regularly on what worked and what could be even better next time.
– Help others grow by mentoring, coaching, or developing their talent.
Being part of Dukes Education means belonging to something bigger than ourselves. When people work side by side, they achieve more than they ever could alone. At Dukes, being a team means collaboration across schools, services, and countries - sharing ideas freely, supporting one another, and drawing strength from the diversity of our people and places.
“What distinguishes Dukes is the power of the collective.”
- David Goodhew
Matt Tompkins, Managing Director, Portugal reflects: “Culture is about understanding each other and growing together. From my first day, I’ve felt genuinely welcomed, valued and part of the Dukes family.”
The Dukes story is proof that collaboration works. A Festival of the Arts brought together pupils from Athens, Dublin, Lisbon, and London in a shared celebration of creativity. “It proved how every individual school and educational service benefits from being part of the Dukes group,” says Aatif. “It gave me an insight into what the future can be - and I’m very excited by that.”
That collective strength is felt at every level. “We now have over 70 schools across the UK and Europe, which gives us an extraordinary ability to collaborate and discuss how to make things better for children,” says David Goodhew, Managing Director, London Schools North and West.“These regular touchpoints create camaraderie and help us share best practice.”
For many, being part of Dukes means never feeling alone in leadership. “When you run a
college, it can be quite lonely because you can’t really talk confidentially to your senior team,” says Candida Cave, Principal, Hampstead Fine Arts College.
“With Dukes, I’ve been able to talk to other principals and heads I have a lot in common with.”
Shared learning is a hallmark of our culture. “If a Dukes school needs help developing a STEAM curriculum,” says Professor Mark Bailey, Chair of the Global Advisory Board, “we assemble a small team of specialists, heads and deputy heads who can assess, support and provide resources.
That way we spread good practice in a collaborative way.”
Collaboration runs through every part of Dukes. Property managers compare notes on energy efficiency. Chefs swap healthy menus. Teachers create networks around music, sport and SEN. “When we plan together, we unlock new possibilities for our children,” adds Charlotte Crookes from The Pointer School.
“That support is unique.” Liza Humphrey, Director of Marketing and Admissions, adds: “Being part of Dukes means we never stop learning from each other - every school has a story worth sharing.”
Training programmes also strengthen those connections.
“Our Foundations of Leadership programme broke down barriers and encouraged people to share what they could learn from each other,” says Claire Little, Director of People.
“Those sorts of relationships usually take years to build.”
At Dukes, teamwork starts with who we are. “When we look for new colleagues, we look for high ability but low ego,” says Aatif.
“It’s a quick way to describe what makes a Dukes person: talented, ambitious, but humble enough to put the team and the children first.” Inspired by Jim Collins’ idea of Level 5 leadership, this mindset keeps collaboration real, not rhetorical. Colleagues share credit, step in when another school faces challenges, and mentor new heads. “Support across Dukes isn’t just about resources,” says Carolina Lopez, Director, Engage International School.“It’s about people giving time and expertise so everyone can thrive.”
A family spirit
Being a team at Dukes Education also means being a family - a community that celebrates together, supports one another, and cares deeply about every member. We stay “intimately big”: large enough to offer extraordinary opportunities, but personal enough to know and value each individual.
“The people I work with at Dukes are not just my team - they feel like an extended family,” says Anna Aston, Director of Communications. That sense of connection shows up in big moments and small gestures alike - sharing a meal, lending a hand, or being there when someone needs support.
Families eat together, and so do we. Around those tables, laughter and friendship build bonds that cross schools and
departments. “When we sit down to share a meal,” says Aatif, “the real spirit of Dukes comes alivelaughter, stories, and friendships that go far beyond work.”
We also celebrate and care for one another’s milestones - a message on a birthday, flowers in tough times, or simply listening when someone needs it. “When we acknowledge each other’s moments - the joyful ones and the difficult ones - we show that Dukes is more than a workplace. It’s a community that cares,” says Tim Fish.
That care extends to how we help each other grow. Our SEQR programme - where peers review the quality of education in one another’s schools - is a good example. It’s not about catching people out but about being a critical friend who challenges with kindness.
That sense of belonging is lived every day. In Porto, Marco Carvalho and Sofia Chamusca at Colégio Júlio Dinis know each of their pupils by name. “Knowing each pupil by name is the first act of family - it tells them they
“From the beginning, I wanted Dukes to feel like a family… a community where everyone belongs and looks out for one another.”
- Aatif Hassan
belong,” says Marco. At Pippa Poppins Nursery, children love it so much they ask to go in on weekends. And at Cardiff Sixth Form College, two former students invited their Principal, Gareth Collier, to their wedding - because he had become part of their family. We honour that connection too. The Wall of Names at Dukes House records everyone who has ever worked here - a lasting reminder that every contribution matters. Some colleagues have been part of the family for more than 30 years.
Across borders, that same spirit endures. From Hampstead
to Athens, Lisbon to Verbier, colleagues rally to support one another, share ideas, and celebrate successes.
Above all, family is about trust and care. “From the beginning, I wanted Dukes to feel like a family,” says Aatif. “Not a corporate group, but a community where everyone belongs and looks out for each other. That’s what makes us different - and that’s what will carry us forward for the next hundred years.”
Behaviours in Action
– Welcome new colleagues into the group by sharing knowledge freely.
– Acknowledge others’ contributions in meetings and give credit openly.
– Put humility into practice: act with high ability, low ego.
– Share information and feedback openly - accountability builds trust.
– Look out for milestones (birthdays, successes, challenges) and mark them.
Every day is a school day. At Dukes Education, that spirit runs from the classroom to the boardroom. We believe the best organisations are the ones where curiosity never stopswhere everyone, from teachers to leaders to support staff, is still a student, always learning and always growing.
“The only way to keep moving forward is to stay curious. The day we stop learning is the day we stop leading.”
- Aatif Hassan
Aatif often reminds us: “The only way to keep moving forward is to stay curious. The day we stop learning is the day we stop leading.” That belief shapes not only how we teach children, but how we develop ourselves as adults.
From the beginning, Dukes has treated professional development with the same ambition we bring to children’s education. “Compared with my experiences in the military, financial sector and sport, I was struck by how little professional
development happened in education,” Aatif recalls. “So we set about building the most comprehensive and enriching learning and development programme. Now I believe it’s the best in the sector - with over 400 free courses available to all staff.”
David Goodhew, Managing Director London Schools North and West, puts it simply: “There’s something for everyone at every level of the organisation. We need to be lifelong learners - and for
younger folk who may live 100year lives, that matters even more.”
Learning at Dukes is about mindset as much as opportunity. “For me, it’s about modelling the attitude we want in our pupils,” says Adam Anstey, Head at Broomfield House. “I want my staff to see me learning too - reading, listening, asking questions. If we get that right, children grow up knowing that learning never stops.”
That culture of trust and curiosity empowers people to stretch themselves. “I’ve been encouraged to try new initiatives and given the support to learn along the way,” says Lila Vasilescu, Head at Verita International School. “That culture makes it easier to take risks and grow.” And Marcelle Stewart, Director of People, reflects: “Great leadership is about growing others. Coaching, mentoring and sharing knowledge are the ways we turn potential into confidence.”
Across the Dukes family, learning is active and honest. In many schools, teachers sit the same assessments as their pupils - not as a stunt, but to build empathy and sharpen practice. Training opportunities span every stage and role, from early years pedagogy and counselling to our Senior
Leadership Programme and Foundations of Leadership days.
Even our buildings tell the story. “Dukes House isn’t a corporate HQ - it’s a training centre,” says Damian Quinn, Director of Properties and Estates. “It shows what we think is important: giving people outstanding opportunities for growth.”
For many, our leadership programmes are a turning point. “It was transformational to explore vulnerability and emotion as a leadership subject,” says Will Finlayson, Director – Summer Boarding Courses. “It changed how I lead and clarified my purpose.”
And often, learning at Dukes is deliberately quiet. “The good thing about Dukes is that it’s invisible,” says Professor Mark Bailey, Chair of the Global Education Advisory Board. “We do everything in the background so teachers and pupils can thrive.”
Our investment in training shows this commitment at scale. Every colleague - whether a new teaching assistant, a head, or a central team leader - has a journey of growth that matters. Because at Dukes, loving learning means never standing still.
Behaviours in Action
– Undertake at least one learning or training opportunity every year - and share what you learn with your team.
– Ask questions in meetings, even when you think you “should” know the answer.
– Model vulnerability by admitting mistakes and showing how you grow from them.
– Stay curious - treat every day as a chance to learn something new.
– Support others’ learning as actively as your owncoach, mentor, and share knowledge generously
Dukes Education Dictionary
The words we use to live our culture
This isn’t a glossary of acronyms or technical jargon. It’s a collection of the words and phrases that shape how we talk about ourselves at Dukes Education. Shared language builds shared understanding — and this dictionary helps make sure we all mean the same thing when we say the things that matter. It’s a way to connect our everyday words with our culture and values, so that new colleagues feel at home quickly and long-standing colleagues have a clear reference point for what makes us Dukes.
Adding value phrase
In education, Value Add measures the progress a pupil makes from entry to exit, not just their final grades. At Dukes, it’s how we think about impact everywhere — helping children, colleagues, and schools go further than their starting point.
Shorthand: “Value Add is progress beyond the baseline.”
Adventure noun Education is about more than lessons. Adventure is part of our leadership framework — encouraging curiosity, risk-taking, and the courage to step outside your comfort zone.
Bounce quotient (BQ)
noun
Like IQ (intelligence) and EQ (emotional intelligence), BQ is our measure of resilience and wellbeing. It’s about having the support, mindset, and tools to bounce back when challenges come your way. Your BQ is how well you recover.
Breaking bread verb (figurative phrase)
Sharing a meal is a simple but powerful act of community at Dukes Education. From festive parties to eating lunch together in the staff room, it reminds us that relationships matter just as much as results.
Continuous learning noun
At Dukes, learning doesn’t stop at the classroom door. Every colleague, whatever their role, is encouraged to keep growing — through training, courses, coaching, and curiosity.
Cradle to career phrase
Our model of education spans from early years to sixth form and beyond. We prepare children not only for exams, but for extraordinary lives in the decades ahead.
Critical friend
noun
We care enough to challenge. Being a critical friend means offering honest feedback and support so that schools and colleagues can achieve their very best.
Dukes — ducare
noun (etymology)
The word Dukes comes from the Latin ducare, meaning ‘to lead.’ It reflects our belief in leadership with service, courage, and responsibility.
Dukes Club
noun
Our community hub for families, pupils, staff, and alumni. Dukes Club offers events, experiences, and support that bring people together and create magical memories.
Dukes Difference
noun
The Dukes Difference is what sets our schools apart - from academic excellence to character education - that together create an extraordinary education. Parents should feel a clear, tangible benefit in choosing a Dukes school over a non-Dukes school. That benefit comes to life through things like Dukes Plus enrichment, the Dukes Club community, our Learning & Development opportunities, the Dukes Young Leaders Award, and our Centres of Excellence that support every school.
Together, they add up to an extraordinary education.
Dukes Education (not Dukes Schools Group)
noun (proper)
We are one family, not a corporate group. That’s why we are called Dukes Education, not “Dukes Schools Group.” We’re more than schools: we also run nurseries, summer schools, career preparation through InvestIN, tutoring, and university consultancy. What unites us isn’t a business structure, but a shared mission and values.
Every day is a school day phrase (idiom)
A phrase that reminds us learning never stops. No matter your role, there’s always something new to discover, practise, or improve.
Family (not group)
noun
We describe ourselves as a family because belonging matters. We celebrate together, support one another, and value each member of the team. When one school needs support, others step in.
Flat structure – board to floor in no more than four phrase
We keep hierarchy light. At Dukes, the gap between board and school staff is kept as small as possible so decisions can be made quickly and voices are heard.
Flywheel
When all parts of Dukes work in harmony, momentum builds like a flywheel — steady, powerful, and unstoppable.
Giving people opportunities verb (phrase)
We spot talent and give people room to grow. From new projects to leadership roles, Dukes is about creating extraordinary opportunities.
Heroes Behind the Crown
noun (proper/plural)
Our award for the unsung heroes — the people who quietly make things work every day. From custodial teams to school nurses or catering staff, they embody the Dukes Education spirit of service and deserve to be celebrated.
Humility
noun
At Dukes, leadership is not about ego. Humility means being willing to serve, to listen, and to pitch in wherever needed.
Inclusivity
noun
Everyone belongs. Inclusivity at Dukes means valuing different voices, cultures, and perspectives, so that all pupils and colleagues can thrive.
Innovation
noun
We never stand still. Innovation means questioning how things can be better, trying new ideas, and daring to do things differently.
Intimately big adjective (compound)
Though Dukes has grown, we remain close-knit. We’re large enough to offer extraordinary opportunities, but small enough to care personally about each individual.
Leadership framework
noun
Our approach to leadership is built on three pillars: high performance, service, adventure & innovation. If Dukes was described in one word, it would be leadership.
Leading with heart verb (phrase)
One of our core values. Leading with heart means making brave, kind, and value-led decisions that put people first.
Long-term thinking
We are building for the future. From sustainable growth to lasting impact, long-term thinking keeps us focused on legacy, not short-term wins.
Positivity
Optimism is part of our culture. Positive people lift others, find solutions, and make Dukes a better place to work and learn.
Power of the collective noun (phrase)
Together we are stronger. Sharing ideas and working as one family means we can achieve more than any of us could alone.
Pupil-centric adjective
Children come first. Every decision we make should be guided by what will give pupils the best chance to thrive.
Quality of education noun (phrase)
The heart of what we do. Quality means stretching pupils academically, supporting their character, and helping them flourish.
Safeguarding is
responsibility statement / phrase
Keeping children safe is not just the job of specialists. Every colleague, in every role, shares this responsibility.
Service
noun
We lead by serving others. Service means putting pupils, colleagues, and communities first. It’s one of the three pillars of the Dukes Leadership Framework.
Stewardship of resources
noun (phrase)
We invest carefully. From lean central teams to our training centre (instead of a corporate HQ), stewardship means using resources wisely for the benefit of children.
Sustainability commitment
noun (phrase)
We are committed to the UN Sustainable Development Goals and to achieving net zero. Our responsibility is to pupils, families, and the planet.
The Box (me, us, it) noun (framework name)
A framework we use to reflect on leadership. Me (how I show up), Us (how we work together), and It (the results we deliver).
The Crown (symbol
noun (symbol)
of quality)
Our logo, the crown, symbolises quality and aspiration. It represents the high standards we set for ourselves and our pupils.
Together we’re extraordinary phrase / motto
A phrase that sums up the spirit of Dukes Education. By combining our talents, perspectives, and strengths, we can achieve remarkable things.
Wall of Names noun (proper)
At Dukes House, every colleague’s name is inscribed on a wall. It’s a living reminder that each person matters and is part of our shared story.
We all stack the chairs verb (figurative phrase)
A phrase that sums up our approach to servant leadership. No matter your role, everyone pitches in to get the job done — because humility and teamwork make us stronger.
We do it well phrase
Another of our core values. Doing it well means striving for excellence in all things, because children deserve the very best.
We love learning phrase
We are lifelong learners. At Dukes Education, every colleague has the chance to grow, improve, and be curious.
We’re a team phrase
Collaboration is at the core of our culture. We succeed and fail together, and every contribution matters.
What makes your heart sing? question / phrase
A founding question at Dukes Education. It asks us to focus on what brings joy, meaning, and purpose — for ourselves, and for the children we serve.