August 19, 2026
A Q&A with Mr Tom Bennett, Withington’s new Head
“I already knew of Withington’s national reputation for its academic results – league tables and Sunday Times’ awards put us at the top year after year. What I’ve really learned from the inside is that those results don’t happen by accident and they certainly don’t come from hot-housing. They come from care, nurturing, and a deep prioritisation of wellbeing.
“We create a safe, secure, joyful environment where pupils love learning, respect one another, and feel known. Combine that with consistently excellent teaching – teachers who are not just passionate about their subject, but about teaching and about young people – and you get the academic outcomes people see from the outside.
“Withington also works at the right scale: there’s the breadth of opportunity you’d expect from a leading school, but small enough that we can really nurture individuals. That combination is powerful.”
“Schools are judged narrowly on league tables, but when parents visit Withington, they quickly realise the real story is in the feel of the place: the vivacity, the joy, the warmth of relationships, and the care we take of each pupil.
“Success for me is the kind of young women who leave us. They’re confident, intellectually curious, courageous, kind, and morally grounded. They’re often activists and future leaders – people who want to contribute positively to society.
“I’m particularly proud of our bursary programme. We don’t offer academic scholarships; instead, we invest in means-tested bursaries. That choice reflects our belief that education should serve the common good, not just reward the already advantaged. Bursaries transform lives individually, but they also enrich the whole school by deepening our diversity.”
“We’re deeply rooted in Manchester and its surrounding areas. So, we aim to reflect the human geography of our region: culturally, ethnically, and socioeconomically.
“In a world where political and economic divisions seem to be widening, I think schools like Withington can help bridge those gaps. We want to create a narrative of respect, unity, and shared purpose, where pupils from very different backgrounds learn alongside one another and see each other’s full humanity.”
“I’ve experienced the full range – single-sex schools, co-ed, and state grammar – so I’ve seen the benefits and challenges from different angles.
“What stands out at a school like Withington is the freedom girls have to be themselves. They can make choices about their education without the social pressures that can come with relationships or certain stereotypes. They can take intellectual risks, put their hand up, be ambitious, and throw themselves into activities without constantly self-editing.
“Some of my ‘aha’ moments have been outside the classroom—the dance competitions, the productions, the music. You see this extraordinary sisterhood and joy. I don’t think that exact dynamic can be replicated in a co-ed environment. Educationally, we’re also bucking national trends: our girls are thriving in STEM, going on to top universities and degree apprenticeships in fields where women are still under-represented.”
“That’s an important question, and we take it seriously. While the school day is single-sex, there are many structured points of contact with other schools, especially in the Sixth Form.
“We work closely with Manchester Grammar School, for instance. Our students take part in Model United Nations, mock trial competitions, joint academic societies, and other events where they meet and work alongside both girls and boys.
“The goal is that when they step into university or the workplace, it doesn’t feel unfamiliar at all. They’ve already developed the confidence, voice and collaborative skills to excel within mixed environments.”
“It ties directly into our philosophy of pure learning. We’re selective, but we’re also very intentional about parity. We don’t want to build a hierarchy where one girl is constantly placed above another for her academic performance.
“Instead, we focus on love of learning for its own sake. That ethos carries all the way through to the end of school, where you won’t find the traditional academic prizegiving some schools have. Rather than using funds for academic scholarships, we put that resource into means-tested bursaries, which aligns with our mission and our impact on society.”
“We’re moving very deliberately towards having a shared language of teaching and learning. We’ve developed two frameworks: The CREATE model, focusing on how we teach; and The CARE model, focusing on how pupils respond and engage.
“These will be launched more fully in September 2026. They’re rooted in research-led methodologies, and they helped us gain national recognition through the TES Teacher Development Initiative shortlist.
“For parents, the jargon isn’t the important part. The key thing is that we have a coherent, evidence-based approach to teaching and learning, designed to maximise achievement while keeping wellbeing front and centre.
“AI has become ubiquitous very quickly, and education has a critical role. We don’t want our girls to be passive users; we want them to be active masters—the ones who understand, shape, and lead with these technologies.
“We’ve developed an AI policy, trained staff and pupils, and we’re weaving AI literacy into the curriculum. Just as importantly, we take our responsibility to safeguard pupils in the digital world very seriously – by understanding risks, ethics, and digital safety. It’s about helping the girls keep pace with change while helping them question and influence it.”
“Our alumnae network is absolutely central to who we are as a school. I recently attended the 50th anniversary of the Bursary Trust at the House of Commons, and it was extraordinary to meet alumnae who either left last year or who remember the trust being founded 50 years ago.
“Yes, their financial support matters enormously, especially for bursaries. But their stories, expertise, and ongoing involvement are just as important. When alumnae come back to speak about their careers or support current pupils, it enriches the school immeasurably.
“I’m keen to be out there meeting alumnae personally, answering their questions, and working with our development office to deepen those connections.”
“Firstly, I want parents to know that I believe deeply in the school. I know it from the inside, and I know the things that must continue: the academic ambition, the care, the bursary ethos, the diversity, the joy…
“At the same time, the best schools don’t stand still. We live in a changing world. So, I’m not here to keep everything exactly the same; nor to launch flashy projects for the sake of headlines. My focus is on purposeful evolution: continuing to raise the bar in teaching and learning, ensuring our pupils are safe and supported, and particularly refining the sixth form as the pinnacle of the Withington journey.
“Change will be thoughtful, not frantic – always rooted in listening and reflection rather than in quick fixes.”
“Over the next year, I’ve set myself the goal of meeting every pupil, every member of staff, and as many parents as possible. I also want to spend more time with prospective families and alumnae, particularly through visits to feeder and primary schools. I believe that listening isn’t passive. It involves hearing people’s experiences, reflecting on what they say, then using that to guide decisions and improvements.
“I want to be seen as accessible and open, someone people can approach with ideas, concerns, or suggestions. That’s how we’ll keep evolving in the right direction.”
“Yes, I’m Head of all stages, from Year 3 right through to Year 13. So, I particularly want Junior School parents to feel that their daughters are fully seen, and that decisions are made with the whole school journey in mind, not just the upper years.”
“Running is a big part of my life. I’m not especially fast, but I’m very enthusiastic! I came to running quite late, having resisted most forms of physical activity for years, and it’s been transformative. You realise your body can go on long after your mind tells you it can’t. That lesson in resilience – pushing through discomfort and discovering you’re capable of more than you thought – is something I love our pupils to learn. It’s a very tangible way of showing that anyone can do more than they imagine with persistence.
“I’ve been learning the drums from scratch for about a year now, with our drum teacher here. It’s been humbling and wonderful in equal measure. You rediscover what it feels like to be a beginner, get things wrong, and only see steady improvement through consistent practice. It’s great for my brain, but it also sharpens my empathy for pupils. I talk to girls who are learning drums too – many of them are better than I am – and that’s brilliant. It reminds me to stay humble, curious, and open to learning.”
“I’ve been very clear about this: I’d run a Texas barbecue restaurant! It might sound like a strange leap, but for me, it taps into the same instinct: I love feeding people and creating generous experiences. Whether through food or through education, I want people to leave feeling well cared for, happy, and nourished in some sense.”
“Probably my music taste. I’m not a serious musician beyond my drumming, but I’m a very enthusiastic listener. My tastes run from Wu-Tang Clan to Richard Wagner—it’s a pretty broad spectrum!”
“Just that I see this as a role of listening, reflecting, and continuously improving. We already have something very special at Withington. My job is to understand it deeply, care for it, and help it flourish, while making sure more people know about the extraordinary work that goes on here every single day.”
