Appointment of the Co-Education Project Director

Westminster School

About the School

Westminster School’s reputation as one of the world’s foremost centres of academic excellence is built upon our pupils’ genuine enjoyment of open-minded enquiry, rigorous discussion and the search for explanation well beyond any examination syllabus.

Westminster School is a selective day and boarding school for boys aged 13 to 18 and girls aged 16 to 18. There are approximately 360 boys in the Lower School (Years 9 to 11) and 400 boys and girls in the Upper School (Years 12 and 13). One quarter of the pupils board, and the School is structured and run as a boarding school, with an extended day and week and a strong House-based system of pastoral welfare, for boarding and day pupils alike.

Westminster is an ancient school, whose origins can be traced to a charity school established by the Benedictine monks of Westminster Abbey. Its continuous existence is certain from the early 14th century. Henry VIII personally ensured the school’s survival by statute and Elizabeth I, who confirmed royal patronage in 1560, is celebrated as the School’s foundress. Westminster is rare amongst long-established schools in remaining on its original site in the centre of London. Its proximity to Parliament and Westminster Abbey and the use of the Abbey for its chapel, together with the stimulating diversity of the South Bank and West End, account in part for its special atmosphere and outlook.

The School is one of the foremost centres of academic excellence both in this country and internationally. Central to its academic ethos is the dialogue between teachers and their pupils, whether in the classroom or in tutorials, inspiring enjoyment of intellectual inquiry, debate and search for explanation and the development of skills of rational, independent thought well beyond any standard examination syllabus. The desired environment is happy, busy and purposeful; the pupils are intellectually, socially, ethically and politically engaged, with plenty of opportunities to develop initiatives and to articulate and defend their views in line with the enduring values of the liberal tradition reflected in the School’s Charter. That tradition is fully committed also to the nurture of each pupil’s spiritual, moral, emotional and physical development and wellbeing – with a particular emphasis on drawing out individual talent wherever it lies – and to the preparation of young people for fulfilled private and public lives beyond School.

The ethos

The ethos of the School resides in the tradition reflected in the 1560 Elizabethan Charter, which declares: “The youth which is growing to manhood [today we would properly say adulthood], as tender shoots in the wood of our state, shall be liberally instructed in good books to the greater honour of the state”. 

Westminster is a highly academic school where individual and institutional excellence are expected and promoted in an atmosphere of open-minded enquiry without dogma, prejudice, or unthinking conformity. This is what we mean by ‘liberal’, enshrined in a broad curriculum which supports the widest possible range of disciplines and activities and encourages the search for deeper understanding which goes well beyond any examination syllabus. 

Central to Westminster’s approach is the open dialogue between teachers and their pupils, both inside and outside the classroom. This dialogue inspires passion for the subject, conveys knowledge and develops skills of informed, rational, independent thought, which sustain a lifelong love of learning. What makes Westminster so special is that enjoying one’s learning seeking true mastery of a subject, is warmly encouraged by pupils and teachers alike, supported by the administrative and support staff whose work enables everyone to flourish in an atmosphere of mutual respect, generosity and compassion.

Thus, while academic and other attainments are highly prized, the School is fully committed to the development of each pupil’s moral, emotional, physical and spiritual wellbeing and development. Westminster pupils are all individuals, but they tend to share a commitment to the pursuit of excellence, critical engagement and ethical action. These qualities equip them for admission to the top universities worldwide and for success and fulfilment in whatever careers they choose to pursue as well-informed, well-rounded and kind, responsible adults. 

The atmosphere at Westminster is happy, busy and purposeful. The pupils are intellectually, socially, morally and politically engaged. They enjoy opportunities to articulate their views and to listen to other perspectives – in the classroom, society meetings, twice weekly services in Westminster Abbey, and in Latin Prayers. Everyone is welcome, and all may have a voice.

Just as the Founder wished, the School seeks to prepare responsible young people to lead good and useful public and private lives far beyond their formative years at Westminster. 


The following might be said to characterise a Westminster education. It is a series of statements designed neither to exhort nor to exhaust but hopefully to encourage. 

Enjoying an academic education in which we are “liberally instructed in good books” and encouraged to develop intellectual curiosity, critical self-reflection and a passion for seeking truth through evidence, informed discussion and a healthy scepticism. 

Cherishing a culture which marries ambition with compassion, integrity and empathy so that each individual, with all their particular enthusiasms, can flourish safely and happily in a climate of mutual respect and physical, emotional and spiritual wellbeing. 

Embracing opportunities to be creative and collaborative, recognising that through the arts, sport, spiritual exploration and service, we can develop our full range of talents and build resilience, confidence and insight as fully rounded human beings. 

Challenging prejudice, promoting justice and committing to fairness, equality and inclusion in all our interactions with individuals and communities, proudly conscious that we are a progressive school in the heart of one of the world’s most diverse cities. 

Promoting personal responsibility in all that we do, including our behaviour towards others and respect for our shared environment, so that subsequent generations have the opportunity to enjoy the benefits of a liberal education and to make a difference. 

Westminster has always cherished idiosyncrasy. At the same time, we know that individual talent is stimulated and supported by the collective pursuit and celebration of excellence. 

By working together with kindness, rigour and respect, we can each be nourished intellectually, physically and spiritually as we strive to be good citizens and to achieve distinction. 


Broadly speaking, our vision for the 2020s can be expressed as three main objectives, ever mindful of the need for patience and humility, which is implicit in the School motto: Dat Deus Incrementum. 

Transforming lives
We are committed to widening access and becoming needs-blind on entry, as well as supporting families in the School who encounter unexpected difficulties. Mechanisms to achieve these goals include the Ben Jonson Foundation and the George Herbert Fund, both of which are supported by our generous donors. 

Transforming experience
We want to ensure that the experience of all our pupils – drawn from as wide a range of backgrounds as possible – continues to evolve and improve over time. This will be achieved by structural and curriculum reviews, capital expenditure, and the harnessing of digital opportunities. A commitment to increase diversity, equality and inclusion in all areas of school life will further enrich the experience of all and equip pupils for informed and sensitive engagement with the twenty-first century world. 

Transforming impact
We believe in the value of liberal education and want to work with local and global partners to contribute to positive outcomes for young people in the UK and beyond. This will be achieved by existing programmes like Platform and Horizons, by overseas ventures, and by digital means in order to have the greatest impact. 

Taken together, our vision is to cherish, sustain and develop a community of well-rounded scholars, irrespective of financial means, background or beliefs, who care deeply about the life of the mind and the lives of others and who have the educational wherewithal to be good ancestors for those who will build upon our stewardship. 

Working at Westminster

Westminster School is a busy, purposeful and vibrant place to be and an excellent workplace. The community is made up of 750 pupils, 120 teaching staff and 108 support staff. 

Westminster School is friendly and welcoming, and all newcomers quickly become part of the rhythm of life here. 

There is a real sense of community here as, being a boarding school, many members of staff and pupils live on site and the School’s premises are very much treated as a home away from home. School life starts before breakfast and continues way beyond the working day; as a result, there is always a lively atmosphere in and around School and always someone to share a tea and biscuit with in the Common Room. Support staff as much as teaching staff are encouraged to embrace the School’s day-to-day activities, whether that be attending an evening concert or a morning service in the Abbey. 

At Westminster we will always select the best candidate for every position. We do know, however, that we can only truly choose the best person on every occasion if a broad and diverse pool of candidates see the job advertised and are encouraged to apply. 

As such, we continue to work on how our job roles are encountered, and particularly welcome applications from groups who have traditionally been underrepresented here. 

Westminster School is for everyone, regardless of gender, ethnicity, sexual orientation or any other protected characteristic. We hope you are encouraged to apply. 

The role

Co-Education Project Director (AQ2475)

Apply now


This position is a key role at the charity which operates Westminster School and Westminster Under School and is critical to the successful achievement of the charity’s strategic plan for both schools to become fully co-educational by 2030.

The Co-Education Project is a very complex project across both schools, including the expansion of the Under School and the introduction of girls for the first time from 2026. Though girls have been in the 6th form at Westminster School for 50 years, the expansion of co-education across all years will be a major change.

This role will report to the Co-Education Project Sponsors, who are the Head Master at Westminster School and the Master at Westminster Under School, with operational line management from the Bursar & Chief Operating Officer. The post holder will support the Co-Education project sponsors with the design and implementation of the Co-Education Project.

The role holder will work closely with all members of the Senior Management Committee at Westminster School and the Senior Management Team at the Under School and the Co-Education Project team in order to support the smooth running of the project and the achievement of its objectives. The role holder will be a standing member of the Co-Education Steering Group, which acts as the project Board, as well as the Co-Education Oversight Group, which is a joint Governor and Management Group set up to act as a sounding-board for the Schools’ planning for co-education across the charity by 2030. This includes the expansion to include a pre-prep at Westminster Under School, boarding and co-curricular provision and facilities for girls from 13+ and all other related aspects.

Main duties and responsibilities

The detailed activities and responsibilities for this role are outlined below.

  • Strategic planning: The Project Director will work closely with the Project Sponsors and the Bursar & Chief Operating Officer to align the strategic objectives set by the Sponsors with operational planning and delivery, ensuring successful delivery of the project as a whole. They will develop a programme roadmap, set priorities within the objectives set by the Sponsors, and ensure that individual projects within the programme align with the overall strategic direction.
  • Programme governance: The Project Director will establish and maintain the programme governance framework. They will define the decision-making processes, roles and responsibilities, communication channels, reporting tools and escalation procedures to ensure effective programme management and stakeholder engagement.
  • Programme leadership: The Project Director will provide strong leadership across all projects within the programme to ensure the overall programme across the charity is cohesive and will deliver what is required, when it is required. They will provide guidance on project execution, and ensure collaboration and coordination between project teams. They will act as a point of contact for project managers, offering support, guidance, and mentorship.
  • Programme planning and coordination: The Project Director will oversee programme planning activities, including defining program scope, objectives, deliverables, and resource requirements. They will coordinate project schedules, budgets, and interdependencies to ensure efficient use of resources, manage conflicts, and mitigate risks.
  • Programme monitoring and control: The Project Director will ensure effective monitoring and control of the programme’s progress. They will track key performance indicators, monitor project milestones, budgets, and risks across all projects. They will implement corrective actions when needed and report programme status to stakeholders, sponsors, and senior management.
  • Stakeholder management: The Project Director will engage with program stakeholders, including executives, sponsors, customers, and project teams. They will manage stakeholder expectations, communicate programme updates to key internal stakeholders and contractors, and ensure alignment between stakeholders and programme objectives. They will address concerns, resolve conflicts, and ensure effective stakeholder engagement.
  • Risk and issue management: The Project Director will oversee program-level risk and issue management. They will identify, assess, and manage programme risks and issues, ensure appropriate mitigation strategies are in place, and escalate critical risks or issues to senior management when necessary.
  • Programme reporting: The Project Director will report on the progress of the project programme, risks and issues management to the Co-Education Steering Group on a fortnightly basis. They will also prepare reports on the same, or as otherwise directed, on behalf of the Sponsors on a termly basis for the Governing Body, which will be approved by the Sponsors.
  • Programme benefits realisation: The Project Director is responsible for tracking and measuring the programme’s benefits against the intended outcomes. Not all of these benefits can be measured in financial terms. The Project Programme Manager will work with the Sponsors to define what needs measuring, and how they can be done. They will work to ensure that the programme delivers the expected benefits.
  • Programme closure: The Project Director will lead the programme closure activities. They will ensure that all projects within the programme are completed, evaluate the programme’s overall performance, capture lessons learned, and communicate programme outcomes to stakeholders. They will also facilitate the transition of programme deliverables into business operations.

Equal Opportunities
We are an equal opportunities employer. We therefore encourage candidates to apply irrespective of age, disability, marriage or civil partnership status, pregnancy or maternity, race, religion and belief, gender identity, sex or sexual orientation.

Safeguarding and Child Protection
Westminster School is committed to safeguarding and promoting the welfare of children. Applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers and the Disclosure and Barring Service.

All of the following criteria are considered essential unless otherwise noted.

Qualifications/professional development

  • Appropriate qualifications and experience relevant to the role.
  • Evidence of continuing relevant professional and personal development.


  • Able to evidence previous experience of leadership of delivering complex and long-term programmes, achieving demonstrable impact in areas such as improved user experience, efficiencies in ways of working and meeting company KPIs.
  • A working knowledge of project governance and associated tools and materials required to ensure strong programme and project management.
  • A working knowledge of different agile/lean approaches and when and how to apply them given the context.
  • An in-depth understanding of how to drive collaboration in and across an organisation.
  • A record of effective leadership and delivery at a senior level which demonstrates:
    • Taking corporate responsibility
    • Delivering results
    • Flexing the style and approach
    • Flexibility and personal resilience to adapt
      as necessary to business and operational challenges
      • Providing systems leadership
      • Resilience, drive energy and enthusiasm
      • Motivating and empowering / works
      through others
  • A successful record of leading, motivating and managing a team of staff to achieve a major change project and deliver excellence.
  • Sound political and organisation awareness with a good understanding of the political perspective and experience of giving professional advice.
  • An understanding of, and commitment to, the Schools’ Equal Opportunities policies and a willingness to promote equality of opportunity an all aspects of the work.

Skills and abilities

  • Demonstrable ability in developing and managing high-performing programmes, achieving effective results, with the ability to flex style according to individual and contextual need.
  • Excellent stakeholder management skills and experience working with senior leaders from business and/or government to deliver products and services.
  • Excellent communication, interpersonal, negotiation and influencing skills with the ability to build credibility and confidence to persuade and influence key stakeholders.
  • Ability to work collaboratively as part of a team, across the Schools’ and with partners and stakeholders, to gain and retain the confidence of colleagues, to secure a shared and strategic approach and take joint responsibility for decisions as appropriate.
  • Excellent organisational, project management, performance management and financial management skills with a methodical approach to ensuring high standards.
  • Experience of financial budgeting, planning and forecasting and managing a budget.

It will be an asset for this role if the candidate has knowledge and understanding of the education sector.

Terms of appointment

Line Management

This is a senior appointment with the school and will be accountable to the Head Master, Bursar and Co-Education Project Board’.

Hours of work

09:00 – 17:00, Monday to Friday, with an hour lunch break. The role holder will occasionally be expected to work evenings, as required for special events and other activities. Flexibility will be considered for the right candidate.




25 days plus 8 Bank Holidays per annum. Annual leave should usually be taken during School holidays.

How to apply

Anderson Quigley is acting as an advisor to the School, an executive search process is being carried out by Anderson Quigley in addition to the public advertisement.

The closing date for applications is noon on Sunday, March 3 2024.

Applications should consist of:

  • A covering letter setting out your interest in the role and details of how you match the criteria outlined in the person criteria.
  • A completed Westminster School application form.
  • A CV if applicable.

Should you wish to discuss the role(s) in strict confidence, please contact Hayley Mintern on, or +44 (0)7596 954 387 or Phil Gifford at, or +44 (0)7743 936 121.