We are delighted to bring you a series of interviews from a range of inspiring and emerging leaders in the Schools and Education sector. Each interviewee has generously and honestly shared their reflections, hopes and advice for those succeeding to leadership in the sector over the next decade.
For our third interview, we welcome Irfan Latif, Headmaster of the Royal Hospital School (RHS), who shares his vision for balancing the school’s rich 300-year naval heritage with a forward-looking approach to education. Irfan discusses the innovative strategies RHS employs to foster discovery, exploration, and challenge in its curriculum, ensuring pupils are prepared for a dynamic and global future. He also reflects on his experience leading independent and state schools, the importance of inclusivity in education, and his commitment to developing the next generation of diverse leaders.
The Royal Hospital School (RHS) has a unique naval heritage, established over 300 years ago. In a modern day context, how does the school continue to evolve and offer a current and outward looking perspective for pupils and staff?
Pupils are at the heart of our holistic all-round educational approach. We excel in our pastoral care, which ensures above all that our pupils are happy and nurtured. That comes from an innovative co-curricular programme which extends beyond the normal teaching paradigms and offers an innovative and inclusive culture. We have a focus on learning which stretches past the confines of the classroom and encourages each pupil to explore new interests, passions and skills.
This is all underpinned by our heritage and culture and reflects how the Royal Navy has transformed over the years. The Navy’s strapline today is: Global; Modern; Ready. That is how we are looking at our education – a modern curricular approach which meets the needs of the 21st century learner so our pupils can compete on the global stage.
We retain a strong link with children coming from military backgrounds and they add huge value here. The school maintains a very strong CCF, as do many independent schools, and it’s great to see those traditions maintained, but with a firm focus on the skills needed for the future.
We do also maintain a unique sporting connection with regards to our naval heritage: sailing. By the time they leave us all of our pupils achieve the RYA1 level as minimum.
Reflecting the school’s naval heritage, there are three very distinct themes of ‘discovery, exploration and challenge’ which continue to shape your ethos. Can you share examples of how these are translated in the day to day curriculum and educational opportunity?
The modern curriculum enables our pupils to discover their academic interests ranging from the more traditional subjects at GCSE and A level through to BTecs in business and enterprise, and Esports.
We’re a Microsoft Showcase school – an accreditation we gained this year. All of our teachers go through training to become Microsoft experts in Office 365. As leaders I believe it is crucial to leverage technology in a way which will enhance but not replace our human capabilities.
In the work I did previously at DLD we used technology and AI to drive efficiencies, enhance productivity and gain predictive insights, while allowing us to focus on human intelligence. We outsourced some of the heavy administrative lifting so we could allow our teachers to focus on what was important – teaching and caring for our children. That is what I am looking to deliver here at RHS too.
This will be vital from a curriculum perspective as we consider a world with whole range of new jobs, such as cloud consultants, big data analysts, VR engineers, AI specialists and cyber security experts. We believe that it is our responsibility to explore the jobs that will be in existence (although that is not always easy to predict) so that we can prepare our pupils for the jobs they will actually be applying for in the future. It needs to be a curriculum which meets their needs, keeps them motivated and engaged, and allows them to access everything that is available online but in a very safe way.
I am also very keen to explore our diverse and vibrant community at RHS, celebrating this throughout the year and across all areas of our curriculum and pastoral approach. A coaching culture will be important to allow pupils to flourish and grow, but also to challenge one another and the world around them, in a respectful way.
Our scholarship programme drives that challenge and discipline in academic and sporting activity, but also in music, which is one of our big areas of focus, and a key part of our culture.
You took on the Head role at RHS in 2024. Previously Head at DLD College independent school, and prior to that Head at Sexey’s School, a state boarding and day institution. How is your previous experience across independent and state schools shaping your approach and ambitions in your new role?
I have a clear and ambitious vision of an exciting future for RHS, which has been developed from those experiences in the other schools where I have worked and led.
At Sexey’s, a state sector day and boarding school, there was a significant amount of financial and work-load pressure. I was always looking at the wellbeing of staff and students and how we needed to address the challenging headwinds facing the state sector.
DLD is a private equity-backed model, and that gave me a much better view on the commercial aspect of operating a school and learning about the business of education. This has positioned me well for the daily finance conversations we now face, particularly in light of VAT and the impact that will have on fees.
At RHS I have the opportunity to look at how we might navigate economic headwinds to allow our school to thrive and provide more unique learning opportunities for our pupils, as well as continue to professionally develop our staff.
All in all, I think the experiences that I gained in my previous two Headships have put me in a good place to confidently charter the potentially choppy waters we face and help RHS sail through them confidentially.
“Relationships between our pupils and our staff make for a very inclusive and loving community, which is built on trust and a strong commitment to succeed both in and out of the classroom.”
You are a strong advocate for inclusivity and pastoral care across education. How is the current system faring in this respect? And does this apply to the independent and state-run schools equally?
In the context of pupils at RHS we offer significant learning support as part of our everyday offering, with small classes and tutor groups. RHS is very inclusive because the School is able to support every single learner to reach their potential, who otherwise may not be able to do so in a larger classroom setting.
Relationships between our pupils and our staff make for a very inclusive and loving community, which is built on trust and a strong commitment to succeed both in and out of the classroom.
Our state school colleagues are working hard, but they are up against it, both from a financial and workload perspective, which is challenging. In my experience they do everything they can to ensure the best possible outcomes for the children they are teaching.
“I would not have progressed as I have without the Heads who saw potential in me and wanted to develop the next generation of leaders. They opened the door, gave me the step up and put their trust in me.”
What do you believe is hindering a greater representation of diverse leaders in education in the UK and what challenges is that creating?
When we look at our pupil body and the demographics and representation, the same diversity isn’t always reflected in staff teams across the sector. So, it is very important that we think about how we attract more colleagues from wider backgrounds into our schools, especially independent schools, where they feel that they may not fit in because they don’t have the same education or background.
But I do think it is changing, and especially governing bodies are becoming more diverse and much more open to recruiting to enable this wider representation.
From a very personal perspective, to be the first male of colour to run an HMC boarding school is interesting to a point, and I am proud of that. But, honestly in 2025 it really shouldn’t be news, I don’t think.
I would not have progressed as I have without the Heads who saw potential in me and wanted to develop the next generation of leaders. They opened the door, gave me the step up and put their trust in me.
I feel I’m in a very privileged position and I hope my example will allow others to see that it is possible to achieve headship in schools such as RHS. My advice to others is to keep at it because there is a school out there for you. There are governing bodies who are open-minded and schools who will embrace you. And, importantly, pupils and staff who need to see leaders they can relate to now and in the future.
What gives you cause for optimism in the education sector?
The young people – they are why we do these jobs; they are the ones who keep us grounded. They’re optimistic about the future and have a real passion for justice and the causes which are important them. They won’t tolerate some of the inconsistencies that they see and will fight for them. We’ve seen this from young activists such as Malala Yousafzai and Greta Thunberg. They’re giving others hope, inspiration and a real sense that young people can be whoever they want to be.
The next generation coming through will be the ones who will help us all to adapt and change cultural perceptions. By using their knowledge whether that be through school or their own personal independent learning, they are the future and I’m very optimistic about that.
I’m so impressed with the pupils here at RHS and how confident they are. They’re not arrogant, they’re quietly confident, but still humble. They get on with things and manage their workloads, sports, music, drama and everything on top of that. One day they will be singing as part of the choir at St. Paul’s Cathedral; the next day competing in a sailing competition in Weymouth.
I hope we produce young men and women who will be comfortable in their own skin. People who will have the confidence and resilience to develop as individuals, but also the ability to change the world.
We need to have a healthy respect for the past, while keeping a firm eye on what’s happening now or will happen in the future. We need to make sure that the school continues to be agile and nimble and remains relevant for the next 300 or more years. Our pupils will be the ones who determine that.
Irfan Latif – Biography
Irfan Latif joined the Royal Hospital School as Headmaster in 2024. He was previously Principal of DLD College London, Headmaster of Sexey’s School and Deputy Head (Academic) at Bedford School. Irfan studied Chemistry at King’s College, University of London and gained a Masters in Educational Leadership from the University of Buckingham. The son of a bus conductor, Irfan was awarded a scholarship at Emanuel School, London where he was an officer in the CCF, played representative rugby, cricket and enjoyed rowing. Married with two children, he enjoys marathon running, cooking, ballroom dancing, travelling and supporting Arsenal.
Saxton Bampfylde has a strong track record of identifying and placing leaders across a broad spectrum of schools and settings. We are continuously challenging the approach to increase diversity in the sector by encouraging a wider scope for candidates, as well as by supporting internal talent development. We believe there is a great opportunity for inclusion and the positive outcomes that delivers.
About our Schools’ practice
We have a firm commitment to the independent, maintained and commercial education sectors and are proud of the impact made by the appointments with which we have been involved. We advise a broad range of schools and educational organisations from the iconic and world-leading to the small and distinctive, supporting the appointment of Heads, Bursars, Chairs of Governors and business leaders.
For a discussion on how we can help to support your School’s next leadership appointment, please get in touch with Emma Hattersley, Head of Schools’ Practice.