Established in 1883, St Christopher’s is an independent day school for girls aged 4 to 11 in the heart of bustling West Hampstead.

Sandrine Paillasse, the school’s headteacher and a practising psychotherapist, spoke to us about how a clear sense of purpose, pedagogical method and vision can galvanise a school community for pupils and teachers alike.

Paillasse, whose career has spanned positions in Kuwait and Tanzania before a series of high-ranking London secondary schools, says she took the role as Head of St Christopher’s following a visit where she was taken by the children’s creative confidence and inquisitive mindset. 

During her tenure, she has focused on pushing the school’s approach, team and architecture to continually evolve and live up to the school’s motto, ‘Forever curious’. 

‘If we look at our society and our politics, they all revolve around group dynamics,’ she explains. 

‘There is fluidity between the spaces that we call classrooms, and every space in the school is an opportunity for learning.’

When reflecting on her own education in the south of France, she recalls lessons where she would explore and learn about local woodlands with her classmates, returning with collections of tree bark, leaves and flowers that would form the basis of lessons in the sciences and the arts. 

These fond memories have inspired her approach today. She keenly offers her team the freedom to set their own curriculum and to cross-collaborate across disciplines and subjects.

‘Our teachers are very free to create their own curriculum,’ explains Paillasse. ‘Yes, we follow the national curriculum in Maths and English, but there is a real opportunity for creativity…

It’s not for everybody; it requires dedication, and it requires hard work and graft, but it is so freeing and liberating for teachers to work in a school where you can do what you need to do. We ask: what more can we do for the girls?’

To this end, the school strives to balance its rich history with the rapidly evolving landscape of digital technology and innovation. 

‘In a world where AI is going to be so important, let’s ensure we equip our children to think and use their minds, not just critically but also constructively,’ she explains. 

Pupils at St Christopher’s take lessons on how to sift through the online information overload, even learning about the application and ethics of AI. They are taught Philosophy from reception as a core subject – and are encouraged to take up activities such as chess to spur strategic thinking and problem-solving.

The school’s mantra, ‘Forever curious’, also applies to staff, both as educators and as individuals outside the school. Teachers are sponsored through a variety of further professional development activities, master’s programmes or postgraduate education. 

As Paillasse summarises simply:
‘They will be our children’s role models to remember in years to come.’

Today, the independent school sector faces fresh and formidable challenges, with many leaders fighting to keep their school communities intact. A sobering 40,000 teachers left the profession in 2022 alone. 

In their annual Teacher Wellbeing Index, Education Support reported that over a third of teachers experienced burnout last year, with over half saying their organisation’s culture had negatively impacted their wellbeing.

In the face of these figures, St Christopher’s stands defiant, with a culture that continues to thrive and a team looking to the future. The school recently filled a new post, Head of Constructive Thinking, who will teach a unique combination of problem-solving, creativity and philosophy. 

When asked what matters most to parents when considering St Christopher’s as a school,  Paillasse explains how this complex question tends to resolve at something very human.

‘[Parents] would all come up with something different, and I think that’s part of the complexity of any school: ensuring you are an ideal school for every single family, knowing they will come from different perspectives, different cultures, and with different priorities. 

If I were to pick just one, it would be happiness. Wherever we’re going – whether it’s towards innovative teaching or thinking about play – what’s at the core of it all is ensuring that the children are happy and enjoying their childhood. 

Yes, we’re preparing them for life. But we’re trying not to do this at the detriment of their childhood. 

It’s a balance of education and joy that builds a child’s confidence as they write their own future.’