Kirsty Nunn is Head of Computer Science at Millfield School, where she leads a forward-thinking department grounded in creativity, coaching, and cutting-edge digital learning. With a background in industry and over a decade of teaching experience, she blends practical expertise with a deep commitment to inclusive, future-focused education. She has been recognised as Edufuturist Uprising Educator of the Year and named in Computing’s Tech Women Celebration 50, reflecting her influence across the intersections of technology, coaching, and education. Her mission is to empower young people through curiosity, critical thinking, and the confidence to shape the world they are growing into.
Recently, in an exclusive interview with K12 Digest, Kirsty shared insights into her passion for computer science education and empowering young people to shape the future. She also shared her favorite quote, personal hobbies and interests, future plans, pearls of wisdom, and much more. The following excerpts are taken from the interview.
What inspired you to specialize in computer science education, and what have you learned along the way?
My journey into computer science began long before I realised it was a career. I was five when I got my first PC, and that single moment opened a doorway into a world of endless possibility. I’ve always had an insatiable curiosity, and that computer became the tool that fed it, helping me learn, create, and make sense of how things worked behind the scenes. Later, after graduating and spending eight years in industry, I realised that working for a large corporation wasn’t giving me the sense of purpose I was looking for. I wanted to do something that felt meaningful, something with real value. That’s when I began to see how much I enjoyed sharing what I knew and helping others understand the subject. Teaching felt like the natural next step, a way to bring my practical experience into the classroom while staying connected to a field that never stops evolving.
What keeps me in computer science education is the pace of change. The subject evolves constantly, and that makes it endlessly fun to teach. We’re living through extraordinary developments in the subject: AI accelerating at breakneck speed, quantum programming becoming accessible, the rise of smart cities reshaping how societies function and the constant hunger for what’s next. Technology is rewriting our world in real time, and I love being at the heart of that evolution with young people. There’s something incredibly energising about helping students understand not just how the world works today, but how they might shape the world that comes next.
What do you love the most about your current role?
What I love most about my role is the people and the sense of possibility that surrounds them. Millfield is full of remarkable students and colleagues who inspire me every single day. It’s a community where everyone is encouraged to thrive, to explore their own brilliance, and to lean into the things that make them who they are. Our students are curious, engaged, and wonderfully authentic. They challenge ideas, push boundaries, and, without realising it, push me to become a better teacher and a better human.
One of the things that makes Millfield special to me is its commitment to developing a coaching culture – an approach built on thoughtful questioning and reflection that allows each individual to understand their own thinking, evaluate their choices, and decide on their next steps with confidence. It gives both staff and students the space to make sense of their challenges, recognise their strengths, and take ownership of their growth. That sense of agency is transformative: people feel empowered rather than directed, supported rather than steered. The progress we’ve made in this area is something I’m genuinely proud to have been a part of.
Can you share some insights on how educators can work together to drive positive change in computer science education?
Positive change in computer science education is strongest when schools and their local communities work together. Collaboration allows us to share ideas, resources and expertise in ways that broaden young people’s opportunities and deepen their understanding of computing. Partnerships with universities, tech companies and community organisations help students see where computer science exists in the real world, from AI and cybersecurity to engineering and creative media. They also open up the many routes into a digital future. Working with other schools has a similar impact. Joint events, shared CPD, regional networks and co-designed projects raise standards collectively and give students access to experiences that may not exist within one school alone. It turns improvement into a shared endeavour rather than an isolated task.
I have also been fortunate to have had the opportunity to be involved in judging initiatives that highlight this collaborative spirit. The BRILLIANT Awards celebrate outstanding STEAM education and industry engagement, showcasing the innovation that emerges when schools and employers work together. Whilst, I am also a judge for the DiscoverE Future City competition, where more than 85,000 young people imagine and engineer cities 100 years in the future. Watching students tackle real sustainability challenges with such creativity is genuinely inspiring and shows the power of giving young people the space to think boldly.
Community involvement also supports inclusivity. Outreach, mentoring and diverse role models help students from all backgrounds see themselves in the subject. When schools and communities work in concert, computer science becomes richer, more relevant and more empowering for every young person.
How do you see technology changing the way we learn and teach in the future?
I see technology already reshaping education, and I think its evolution will take us even further toward genuinely personalised learning. AI and emerging tools will not replace teachers, but they will extend what teachers are able to do. We are already seeing it in action, from AI reading support that helps dyslexic students access texts more independently to real-time translation that opens up learning for EAL students. These tools are breaking down barriers that once limited participation. As they mature, learning will become more responsive, with adaptive scaffolding, intelligent questioning and timely feedback that can meet students where they are and guide them forward in a way that feels personal rather than generic.
But the cultural shift matters just as much as the technological one. Students will need to learn differently, with greater independence, interactivity and agency. Education will need to mirror the way knowledge is used outside the classroom, where problem-solving, collaboration and critical thinking are essential. Our role as educators must become increasingly focused on helping students question information, challenge assumptions and recognise the biases that sit within systems and technologies. At the same time, technology has the potential to lighten teacher workload by taking on repetitive or administrative tasks, freeing teachers to invest their energy in connection, creativity and the human side of learning.
For this evolution to have real impact, assessment will also need to change. A single high-stakes exam feels increasingly misaligned with a world that values adaptability, teamwork and complex problem-solving. If we want education to prepare young people for the future they will inhabit, then our systems must evolve to reflect the skills that future demands. Used wisely, technology is not a threat to education. It is a catalyst that can make learning more inclusive, more humane and more forward-looking than we have ever managed before.
What is your favorite quote?
One of my favourite quotes is from Sir Ken Robinson: “Our task is to educate their whole being so they can face the future. We may not see the future, but they will and our job is to help them make something of it.” His words have stayed with me because they capture the heart of why education matters. We’re not preparing students for our world; we’re preparing them for a world that is still unfolding, still unknown, still full of challenges and opportunities we can’t yet imagine. Every time I read that line, it grounds me. It encourages me to teach beyond the curriculum, to champion curiosity, to embrace difference, and to help young people build the skills, mindset, and self-belief they’ll need long after school. It’s a compass point I return to again and again.
Have you had any mentors or role models who have influenced your career path?
I’ve been incredibly fortunate to be shaped by many incredible people throughout my life. I wouldn’t be the educator, or the person, I am today without those individuals who invested their time, wisdom and belief in me. There are countless people I could name, but three stand out.
Ed Burnett, currently head of Taunton Prep School, was one of the first to show me what a deeply human approach to education looked like. His ability to meet every student, parent and colleague without judgement, to see potential rather than problems, has stayed with me. He modelled the kind of presence I wanted to bring into teaching: steady, compassionate and quietly transformative.
Another key figure for me has been Gavin Horgan, Millfield’s current head. His authenticity as a leader and his willingness to challenge long-standing assumptions make him a distinctive and inspiring voice in education. In many ways, his impact on educational culture reminds me of what Sir Alex Ferguson brought to football: a readiness to rethink the game, to make bold choices, to have the difficult conversations when needed, and to lead with a deep understanding of people. Gavin pairs ambition with humanity, and that combination creates an environment where both staff and students feel able to become their best selves. Being part of a school shaped by his vision has been a privilege.
Finally, I’d have to choose Dr. David Brooke, Deputy Head Academic at Millfield. David has been my line manager for the past two years, and his influence has been quietly significant. He has influenced me more than he probably realises. He is endlessly patient and level-headed, bringing a calm steadiness that has helped ground me in some of my busiest moments. His kindness sits alongside a thoughtful clarity, and that balance has shaped how I think about leadership. What I admire most is the way he pairs intelligence with imagination. He is able to think ambitiously about what education could be, while staying grounded enough to turn those ideas into something practical and implementable. That blend of vision and realism is rare, and inspiring. He has also been one of the strongest champions for adopting a coaching philosophy across the school. His trust, encouragement and commitment to that vision have given me the confidence to push forward with the work I’m doing.
Can you share a favorite hobby or interest outside of work that helps you recharge?
Reading has always been my anchor. I probably own far more books than one person could ever hope to read in a lifetime, but I love them all the same. I’ll happily disappear into any genre, any author, any world. There’s something magical about stepping out of your own reality and into someone else’s creation, whether it’s a fictional universe or a non-fiction deep dive that leaves your mind buzzing. Reading gives me both escape and expansion, often at the same time.
More recently, I’ve discovered the joy of Lego as a way to unwind. It’s wonderfully grounding. There’s something calming about following a set of instructions step by step, being fully present in the moment, and then seeing something take shape in your hands. It’s simple, tactile, and strangely meditative. Both reading and Lego give my brain space to breathe in very different but equally restorative ways.
Where do you see yourself in the next 5 years?
In the next five years, I hope to deepen my work around coaching in education. I’m increasingly drawn to exploring how a strengths-based coaching mindset can transform the culture of schools, not just in leadership but in the classroom, through wellbeing, and organisational design. I’d like to build that understanding through research, writing, and more opportunities to speak and collaborate with others in the sector.
Longer term, I see myself moving into a role with greater strategic responsibility, somewhere I can help shape the direction of teaching and learning on a wider scale. I’m passionate about the systems and environments that allow people to flourish, and I’d love to play a part in designing those conditions for staff and students alike.
For now, though, I’m very aware of how fortunate I am. I’m in a school that allows me to thrive, surrounded by an incredible community that supports me, challenges me, and gives me space to grow. It feels like exactly the right foundation for whatever comes next.
What advice would you give to someone looking to make a career transition into tech or education?
For anyone considering a career in education, especially as a CS educator, I’d say this: if you love working with young people, if you want to spark curiosity, and if you’re excited by the idea of questioning assumptions and exploring ideas together, then you couldn’t choose a better path. The pace of change in technology means in my subject the landscape is always shifting, but that’s part of the joy. You get to learn alongside your students and help them prepare for a future none of us can quite see yet. It’s challenging, energising, and deeply meaningful work.