My Burford - Matthew Wright Assistant Headteacher

Matthew, one of our Assistant Headteachers, reflects on his journey at Burford, highlighting the importance of belonging, support and strong relationships in helping every student succeed.

Since joining Burford School in September 2017, I’ve been fortunate to work in a range of roles that have helped me to really understand this community and what matters most to us as a school: making sure every student feels connected, supported, and able to succeed. I started as a Head of Year, moved into wider pastoral leadership, and in 2025 became Assistant Headteacher for Attendance & Engagement, having previously led the strategic work on attendance as Associate Assistant Headteacher from September 2024.

Before Burford, I worked in schools in Hertfordshire and the Royal Borough of Windsor and Maidenhead in roles including Head of Music, Head of House, and Head of Year. I also attended a state boarding school myself as a day pupil, so Burford’s strong sense of community immediately resonated with my own experience of education.

What first drew me to Burford, aside from it being a state boarding school, was the warmth and sense of belonging I felt when I came for my interview. From the outset, it was clear that this is a school that genuinely cares about young people, not just in terms of outcomes, but in who they become and how they experience school day to day.

When I first started leading attendance, schools were still dealing with the longer-term impact of COVID-19 on routines, habits, and engagement. My aim was simple: to build a culture where attendance is everyone’s responsibility. We wanted students, families, and staff to feel that we were all working together to make sure every young person was in school, supported, and able to make the most of what Burford offers.

My current role involves overseeing attendance and engagement, including Pupil Premium provision, acting as Forces Advocate for our service families, and leading our rewards and house systems. A big part of the role is understanding the barriers students may face and ensuring the right support is in place to help them overcome those challenges. At the heart of it all is making sure students feel known, valued, and that they belong here.

As a Music teacher, I’ve always believed that belonging is what makes everything work. Music teaches you that progress doesn't happen in isolation; it comes through consistency, teamwork, and trust. Whether it’s in rehearsals, performances, or classrooms, students do their best when they feel part of something bigger than themselves, and that thinking very much shapes how I approach attendance and engagement at Burford.

One of the most rewarding parts of the role is seeing students reconnect with school and start to rebuild confidence. Some of the most powerful moments are when students who have really struggled with attendance begin to come in more regularly, engage more positively, and start to see themselves differently. Those journeys take time, but with the right support and encouragement, they are incredibly meaningful. 

If I had to describe Burford in three words, they would be: memorable, inspiring, and supportive. Memorable because of the experiences students have here that stay with them long after they leave; inspiring because of the ambition and energy across the school every day; and supportive because there is a real sense that everyone here genuinely wants each young person to do well and feel part of something bigger than themselves.