Independent School Parent Prep & Senior Spring 2025 by The Chelsea Magazine Company

INDEPENDENT SCHOOL PARENT

WELCOME

INDEPENDENT

SCHOOL PARENT • PREP & SENIOR EDITION • SPRING 2025

Welcome to this spring prep and senior schools edition of Independent School Parent. As this issue goes to press, spring has most deﬁnitely arrived in all its glory: the magnolias are in full bloom and cherry-blossom trees are around every corner. The beneﬁts of outdoor learning for children are well documented and on page 18, Leanna Barrett, Head of Liberty Woodland School writes on the practical ways families can engage with nature now that longer days are with us.

Recent headlines have suggested that state schools may drop Latin GCSE due to budget cuts. Daniel Sabato of St Albans School in Hertfordshire writes about its beneﬁts and how the subject can survive by making it relevant to young people and hopefully propelling it once more up the academic agenda. Read more on page 13.

With VAT being added to school fees this term and family ﬁnances under more pressure than ever before, Katie Hughes looks at how an independent-school education can still be a ordable: from bursaries and scholarships to ways of spreading the cost, and schools that charge fees that maintain accessibility – all while still providing small class sizes and excellent specialist teaching. Find out more on page 24.

Nominations are now open for this year’s Independent Schools of the Year 2025 awards. As the campaign enters its eighth year, you can read all about the categories and the criteria required by our esteemed panel of judges on page 22. Visit independentschoolsoftheyear.co.uk for all the information on how to enter.

@ISParent

@IndependentSchoolParent

CLAUDIA DUDMAN, EDITOR

@independentschoolparent

Visit our schools directory where you can ﬁnd details of hundreds of pre-prep, prep and senior schools across the UK INDEPENDENTSCHOOLPARENT.COM/DIRECTORY

Embley in Hampshire ensures that children are prepared for exams with plenty of revision support and tips

Celebrating 140 Years Of Excellence

Providing families with choice by offering a Prep or a Prep & Senior journey. We support the transition to the right senior school or sixth form at the right time for each pupil.

dulwichprepsenior.org.uk

INDEPENDENT SCHOOL PARENT

EDITORIAL Editor

ADVERTISING

Acting

Simon.Temlett@chelseamagazines.com

Portfolio

of oracy for future

145 SCHOLARSHIPS awarded to independent senior schools in the last three years (2023 - 2025)

ISI Inspection 2023 TOP GRADE in all categories

FINALIST for the Independent Pre-Prep School of the Year Award 2024

WINNER for our Wonder, Inspire, Discover curriculum in Pre-Prep 2024

Brand New Nursery & Pre-Prep Now Open

Finding the brilliance in every child

Every child has the potential to shine. At Aberdour, we aim to find the brilliance in every child, by providing an individual tailored education that identifies their potential and maximises their opportunities to learn, grow and succeed.

Founded in 1928 Aberdour is a thriving and extremely successful preparatory school for girls and boys aged 2-11 years. Set in 12 acres of beautiful Surrey parkland, Aberdour is truly a hidden gem, providing a safe and happy haven for your child. With our many purpose-built facilities for learning, sport and play, your child can develop his or her talents and skills whilst experiencing an exceptional breadth of opportunity both inside and outside the classroom.

Aberdour developed P.A.L® in 2007, providing a truly personalised education with breadth and flexibility. We have supported P.A.L® with major investments in our staff, our systems, our buildings, our IT and our resources, and the combination of a child-focused education. Through Personalised Achievement Learning®, we believe that every child will fulfil their individual potential if we nurture the talent that is within them, whatever that talent may be. Genuinely innovative teaching has made a real difference to the children’s skills, achievements and enjoyment of life. Our brand new Pre-Prep (Nursery, Reception and Yr 1 classrooms), opened in September 2023.

We invite you to come and see for yourself. Please visit our website for information on our Events and to contact the Registrar.

IN BRIEF

STUDENT

SUCCESSES • EXTRACURRICULAR EXCELLENCE • INSPIRING INITIATIVES • NEW HEADTEACHERS

A wildreallytime

Bede’s,

East Sussex

The senior school welcomed renowned wildlife broadcaster and conservationist Michaela Strachan as the latest speaker in its Pyemont Lecture series.

With a remarkable 30-year career in television, Michaela shared her incredible journey, captivating pupils, parents and sta in an evening of conversation with Head, Peter Goodyer.

Best known for presenting nature and wildlife programmes, including the long-running BBC series Springwatch, Autumnwatch and Winterwatch, Michaela has become a beloved ﬁgure in British broadcasting.

She spoke about her career journey – beginning on the stage, studying musical theatre at the Arts Educational College in London and performing in the West End. However, her career took a fascinating turn into television, where she became a familiar face on iconic children’s programmes of the 1980s, such as The Wide Awake Club and The Really Wild Show. Her recent projects, including impactful documentaries like Ice Age and

Swimming in Sewage, demonstrate her unwavering commitment to raising awareness about critical environmental issues. Adding to her already busy schedule, Michaela has also just ﬁnished as runner-up in the latest series of Dancing on Ice

A highlight of the visit was Michaela’s time spent in Bede’s own zoo. Accompanied by pupils, BTEC animal management teachers and the zookeeping team, she learned about the diverse range of more than 70 species of mammals, reptiles, amphibians and birds housed within the school’s facility. She even met three Grandidier’s vontsiras, a little-known species of mongoose with a population of just 1,000 remaining in the world.

Michaela got close to the zoo’s residents during her school visit

Fine tuning

Dame Allan’s Schools, Northumberland

A bold new initiative is breathing life into rare orchestral instruments at risk of disappearing from the national music scene. The Endangered Instruments programme offers pupils from years three to 11 the chance to learn and master oft-overlooked instruments – including the viola, French horn, oboe and bassoon –alongside the cello, which has seen a decline in players at Dame Allan’s. The musicdepartment scheme has already inspired 20 pupils to join its first cohort.

Looking ahead

Froebelian School, West Yorkshire

This year’s leavers are celebrating that 100% of them have been offered places at their first-choice senior school. Four scholarships were awarded: two academic scholarships, one headmaster’s scholarship, and one foundation scholarship, while one child received a drama exhibition, and three more have secured places at Heckmondwike Grammar School.

Yes, chef!

Queen’s College, Somerset Dame Prue Leith cut the ribbon to launch the college’s new state-of-the-art Teaching Kitchen. By partnering with Leiths Education of London and the University of Roehampton, this new facility is a significant milestone in culinary education in the south-west. A constellation of Michelin experts was also in attendance, including chefs Michael Caines, Simon Hulstone and Mark Dodson.

Scaling new heights

Ludgrove School, Berkshire

Intrepid year seven Charlie was on top of the world during half term, after climbing Mount Kilimanjaro. Having trekked for a gruelling six days, he proudly flew the Ludgrove flag at 5,895m above sea level. The school is very proud of his achievement, especially as he took on the challenge to fundraise for Tanzania’s Larchfield Children’s Home, so far making £13,000 for the charitable organisation.

• ROYAL MILESTONE

Croydon High, south London

The Girls’ Day School Trust (GDST) school, was honoured to welcome the Duchess of Gloucester as part of its 150th birthday celebrations. Her visit continues GDST’s generations-long royal connection. Her mother-inlaw, Princess Alice, was part of the ceremonial laying of Croydon High’s foundation stone in 1964.

• COME

TOGETHER

Aysgarth School, North Yorkshire

The co-ed day and boarding school is set to join the Rugby School Group from 1 July 2025. The countryside prep has always enjoyed a strong relationship with Rugby, and the schools are keen to work together to promote best practices in teaching and share resources.

• SPRING

AWAKENING

Windermere School, Cumbria

This May, the school will celebrate the grand opening of its Junior School, bringing pupils from early years to sixth form together on one site. With Tim Farron MP on ribboncutting duties, parents will get a glimpse of cuttingedge classrooms, dedicated play areas and enhanced Forest School facilities.

• INTO

EXTRA TIME…

Horris Hill School, Berkshire

The leading academic prep has announced plans to expand its educational offering by three extra years, from year nine to 11. This means that GCSE courses will be part of the provision. It’s expected that the first year-nine class will start in September 2027.

CHANGING PLACES

Headteachers on the move

In September, Rishi Boyjoonauth will take over as Head of Rosemead Prep and Nursery, south-east London.

Jonathan Williams will step up as Head of Heathfield School, Berkshire, effective September 2025.

Langley School, Norfolk has appointed Clare Rackham as its new Head of Prep, starting this September.

Weird science

Downe House, Berkshire

Students have enjoyed a week-long STEM residency at the school’s on-site Murray Centre during British Science Week 2025. A wide range of interactive displays, innovative demonstrations, expert talks and fascinating activities were on offer, allowing both students and staff to indulge their interest in all things STEM. Activities included programming robot cars, sessions replacing hip joints and lectures on extraterrestrial life.

Berkhamsted Boys School, Hertfordshire welcomes Tom Hockedy as its new Head in April.

In September, Dr Sarah Squire will take over as Head of Cokethorpe School, Oxfordshire.

Back in the saddle

This autumn, Leighton Park School, Berkshire will welcome Luke Walters as its new Head.

Hazlegrove Prep, Somerset Harry Cobden, Champion Jump Jockey and racecourse ambassador for Cheltenham and Aintree Racecourses, visited his old prep to inspire the children and to talk about his amazing achievement ahead of the Cheltenham Gold Cup. The children were thrilled by his school-day stories, his year-six dreams of being a professional jockey, glorious accounts of race victories at Cheltenham and Aintree, and to handle his childhood saddle and race boots.

Trade secrets

Benenden, Kent

Prominent business trailblazers including Rob Law MBE, the founder of Trunki, and Demetra Pinsent, the CEO of Charlotte Tilbury, spoke at the school’s Enterprise and Innovation Conference aimed at inspiring the next generation of entrepreneurs. Benenden welcomed 120 guests from nine other schools from across the south-east to join its sixth formers for the conference, which was held in partnership with Burfields House Wealth Management.

• SPAR STAR

Durham High, Durham 11-year-old pupil Annabel Cooper is celebrating after winning gold in the World Traditional Kickboxing Association British Open. The double-medallist took first place in the Creative Forms category, as well as a well-deserved bronze in Traditional Forms.

• ALL HANDS ON TECH

Bromsgrove School, Worcestershire

Students participated in the GCHQ CyberFirst Girls competition, a key initiative that supports Cyber STEM education as part of the curriculum. Through partnerships with local organisations, the school has worked to ensure that its students are prepared for the complexities of the future.

• A DOUBLE FIRST

New Hall School, Essex

Both the Head Boy and Head Girl have received offers from Oxford University. While Theo Smith is set to to read geography at St Catherine’s College, Romilly Ireland is on track to start a degree in history at Balliol College this September.

• NEW MASTER

Bryanston, Dorset

Art teacher Jack Dickson recently featured on the BBC programme

Extraordinary Portraits ’ fourth series, presented by comedian and art enthusiast Bill Bailey. Tasked with creating a portrait of a life-saving railway worker, the teacher captured the essence of Rizwan Javed MBE.

Curtains up

Halliford School, north Surrey

Talented students brought Mark Haddon’s acclaimed novel The Curious Incident of the Dog in the Night-Time to life on stage at the school’s refurbished John Crook Theatre. The ambitious production showcased the students’ incredible acting, as well as the dedication of the drama department. The rotating cast featured Dylan in year nine, Ollie in year 10, and Jack and Lucas in year 11 in lead as Christopher Boone, all delivering mesmerising performances capturing the character’s unique perspective.

Conversion time

Finborough School, Suffolk 16-year-old Charlie Tamani was fortunate to join England Rugby for a development camp at Burton upon Trent. He was part of a 57-player cohort at the England U17 Men’s pathway development camp. The call-up came just a few weeks after Charlie and two other Finborough students played in the Premiership U18 Academy League final for Northampton Saints.

Mastered strokes

Feltonfleet, Surrey

Sophia Samonas not only took the gold at ESSA Surrey Schools Championship in the 100m butterfly, but she also broke the Surrey Schools record. This follows the Surrey Age Group Championship 2025, where she recorded a time that ranked her the second-fastest in her age category in Britain. She also won medals in the 50m freestyle, 200m and 400m individual medleys.

All at sea

Bedford Girls’ School, Bedfordshire

Year 11 student Emily Borner was appointed as a First Sea Lord Cadet for 2025, with the investiture taking place onboard HMS Victory in Nelson’s Quarters. This prestigious appointment, one of only three awarded to CCF Royal Navy cadets nationwide, recognises her dedication and ability to inspire others.

CARPE DIEM

Daniel Sabato discusses the benefits of learning latin, and how rethinking where it fits into the curriculum could be the key to its survival

Following recent headlines that state schools may have to drop Latin GCSE due to budget cuts, it’s important to reflect on the dwindling numbers of students taking Latin in the UK, the benefits of learning the language and also the impact of scrapping this historic subject in our schools. Learning Latin offers several benefits to students, boosting their level of vocabulary and comprehension. Yet the very roots of the language can also enhance our understanding of English and other languages, while serving as the cornerstone to ancient literature, history and the foundations of Western civilisation, enriching our knowledge of classical art, philosophy and science.

Likewise, Latin’s complex grammar strengthens analytical and problem-solving skills, enabling us to think more critically. Because Latin is intellectually

relation to analytical thinking and fostering cultural awareness, so its removal would likely narrow our students’ educational experience across the country. While budget constraints are real, preserving subjects like Latin could be crucial for maintaining a well-rounded education, especially for those interested in humanities or pursuing academic careers. By providing Latin as a subject, we are automatically enriching the cultural capital of all young people.

That said, schools certainly need to adapt to meet evolving student interests and needs, and this includes rethinking how Latin is offered in our schools. Rather than scrapping the subject completely, schools should try to explore more flexible ways to integrate Latin into school life. One approach might be offering Latin as an elective or co-curricular option, perhaps paired with modern languages or delivered through digital

THE VERY ROOTS OF LATIN CAN ALSO ENHANCE OUR understanding of English and other languages, while serving as the CORNERSTONE OF WESTERN LITERATURE, HISTORY AND CIVILISATION

stimulating, many of the great works in philosophy, science, and literature were originally written in Latin, giving students direct access to foundational texts from thinkers such as Cicero, Virgil, and Aristotle. Studying Latin allows deeper engagement with the roots of modern Western thought, offering insights into the origins of modern languages, legal systems, and intellectual traditions, thus broadening students’ understanding of the wider world.

Find flexible new approaches

Despite its clear academic advantages, Latin’s decline in popularity among students today can be attributed to several factors. Firstly, the language is often seen as less practical, as it’s not spoken conversationally like modern languages. In an increasingly globalised world, students may prioritise languages like Spanish, French, or Mandarin for bolstering career opportunities. However, in the UK, this tallies with a growing misperception that language learning itself is not something worth pursuing. Secondly, with a growing focus on STEM subjects, subjects like Latin may seem less relevant. Finally, there’s something to be said for the wider perception that Latin is difficult, highly complex material to navigate.

The potential removal of Latin GCSE in UK state schools due to funding cuts is however, concerning. As mentioned, Latin offers unique academic benefits in

platforms. Online courses or hybrid models could also allow students to access resources and interact with the language beyond the traditional classroom setting.

Making it relevant for young people

Perhaps a cultural shift is also required to propel Latin further up the academic agenda – if teachers could link Latin more closely to contemporary subjects like law, medicine, and literature, this might also help to demonstrate its relevance in the world today and help students to visualise its practical application. Likewise, schools could incorporate more interactive and engaging teaching methods that seek to connect the language to students’ personal interests and contemporary culture. This could include integrating technology through the use of apps and online resources that gamify vocabulary learning and grammar exercises.

To cement interest in Latin from a younger age, the curriculum could also consider creative projects, such as translating popular songs or movies into Latin, or exploring the fascinating history of the Roman Empire through role-playing and immersive activities. By fostering a sense of community around Latin through clubs, competitions, and cultural events, schools can create a vibrant environment that encourages students to appreciate and enjoy the language in a way that’s relevant to them today.

Daniel Sabato is Deputy Head Academic, St Albans School, Hertfordshire

Admissions for September 2025 Intake is still open

Situated in the heart of Oxford City. Cherwell College offers bespoke educational provision to suit every individual’s unique needs

Cherwell College Oxford

Independent Co-Educational Day and Boarding School for GCSE and A-Level Students

As featured in:

A Personalised Education Our Programmes

Traditional 2-year A-Level and GCSE

Fast track 1-year intensive A-Level and GCSE A-Level and GCSE retake / exam prep courses

Learn through Oxbridge tutorial-style small group and one-to-one tuition

Receive expert UCAS, Oxbridge, and international university application support

SCAN ME

EXTREME VIEWS

David Paton sets out the challenges presented by online influencers sharing misogynistic views and advises parents how best to address them

In the wake of the tragic murders in Bushey, Hertfordshire, where Kyle Clifford took the lives of his ex-girlfriend Louise Hunt, her sister Hannah, and their mother Carol, concerns have intensified regarding the influence of anti-social figures like Andrew Tate on vulnerable individuals. Clifford’s actions were reportedly fuelled by the “violent misogyny promoted” by Tate, highlighting the urgent need for parents to help their children build resilience against such harmful influencers.

Understanding the threat

Andrew Tate, a self-described misogynist and controversial social-media personality, has been linked to promoting harmful ideologies that can negatively impact impressionable minds. His content often portrays women in a derogatory manner, advocating for male dominance and control. Such messages can resonate with

WHILE

THE

question the motives behind the messages they receive and the potential impact on their beliefs and actions.

3. Promote positive role models: Introduce your children to influencers and public figures who promote positive values, such as equality, respect, and kindness. Highlight individuals who use their online platforms for social good and discuss the qualities that make them admirable.

4. Encourage offline activities: Balance screen time with offline engagements. Encourage participation in sports, arts, and community service, which can provide a sense of purpose and belonging. These activities can also help children develop empathy, teamwork, and leadership skills.

5. Monitor online engagement: While respecting privacy, maintain an awareness of your children’s online interactions. Use parental controls and regularly review the platforms they access to ensure they’re engaging in

INTERNET OFFERS EDUCATIONAL AND SOCIAL

opportunities, it also exposes users to content that can shape their PERCEPTIONS AND BEHAVIOURS IN DETRIMENTAL WAYS

young individuals, particularly those seeking identity and belonging, making them susceptible to adopting the toxic beliefs of Tate and others.

The digital landscape

Today’s children are digital natives, spanning Gen Z to Gen Alpha, navigating a complex online environment where influencers can wield significant power. While the internet offers educational and social opportunities, it also exposes users to content that can shape their perceptions and behaviours in detrimental ways. The case of Kyle Clifford underscores how online material can translate into real-world violence, emphasising the need for vigilance.

Building resilience – a parental guide

1. Open dialogue: Establish a home environment that encourages open discussions. Regularly talk to your children about the content they consume online and address any concerning material together. This approach fosters critical thinking and helps children question and analyse the information they encounter.

2. Educate on digital literacy: Teach your children to critically evaluate online content. Help them understand the difference between credible sources and harmful propaganda. Encourage them to

safe and positive online communities.

6. Provide emotional support: Be attentive to changes in behaviour that may indicate exposure to harmful content. Offer support and, if necessary, seek professional guidance to address any emerging issues.

The role of schools and communities Educational institutions and community organisations play a pivotal role in reinforcing these protective measures. Schools can implement digital literacy programmes that educate students about the potential dangers of online content and how to navigate the digital world safely. Community centres can offer workshops and activities that promote healthy social interactions and provide safe spaces for youth to express themselves.

Conclusion

The tragic events in Bushey serve as a stark reminder of the potential consequences of unchecked exposure to harmful ideologies. As parents and teachers, it’s our collective responsibility to equip our children with the tools and resilience needed to critically assess and resist negative influences. By fostering open communication, promoting positive role models, and encouraging balanced lifestyles, we can help our children navigate the complexities of the digital age safely and confidently.

David Paton is the Headmaster of Radnor House Sevenoaks

GET CONNECTED

Katharine Woodcock espouses the merits of a phone-free school while her pupils find joy in rediscovering the art of conversation

For a long time now at Francis Holland Regent’s Park, our pupils have accepted that mobile phones should be out of sight and mind during the school day. Recently, we’ve doubled down on this intention by introducing Yondr pouches, in addition to physically taking in mobile phones for most year groups.

Ivor Place is now a mobile phone-free site for everyone, from pupils to staff (except in some staff-only areas). The liberation from addiction to tiny screens and their various distractions enables our pupils to maximise on all the wonderful opportunities available to them at school.

As a result, conversation continues to flow. We walk and talk, we interact and look at one another rather than down at our phones. We aim to ensure we maintain

to foster a strong culture of oracy in our school. The removal of mobile phones from teenagers at school isn’t just a policy; it’s a clear demonstration of our commitment to encouraging young people to talk, to converse and engage with one another, face-to-face. In a world that can be so polarising, it’s essential that we should listen to, and respect, the views of others, and when necessary, disagree with them. Such is the art of conversation, but social media can be too one-dimensional to promote it. Precious and vulnerable young minds need to be steered away from the harm that can come from ‘doomscrolling’ on their phones.

Further measures

How long will it be before we take a stronger stance nationally to protect our

THE REMOVAL OF MOBILE PHONES FROM TEENAGERS AT SCHOOL

isn’t just a policy; it’s a clear demonstration of our commitment to ENCOURAGING YOUNG PEOPLE TO TALK, CONVERSE AND ENGAGE

and strengthen those all-important social and interpersonal skills. At lunchtimes and breaktimes, the school’s corridors and spaces are alive with conversation, and every time I walk through the school I’m treated to greetings, small talk and sometimes longer discussions, which invariably make me smile.

Courtesy and kindness are commonplace here, and we truly believe this is because the lack of phones enable us to talk to one another. As Oscar Wilde rightly said, conversation is “the bond of all companionship”.

The art of conversation

We’re born to interact and to engage with each other and the art of conversation is certainly not lost at Francis Holland Regent’s Park. Our girls have strong eye contact and aren’t reticent to speak to staff or raise concerns. We all work hard

children from the harm that we know social media can engender? Australia has already taken that bold step, and we applaud the increasing number of parents here who are refraining from gifting their children smart phones, favouring ‘feature’ or ‘brick’ phones instead. Bravo, I say. There’s a time and place for technology, and an appropriate age for social media. A young mind has to be nurtured and developed in the right way, and young people need the right role models. Rather, social media can be detrimental to the wellbeing and mental health of our children. So, until such time that there is further regulation of the design, supply and marketing of mobile phones, as well as the ensuring of greater protection for our children from the potential harm of social media, we, as a school, will continue to promote the art of conversation and keep mobile phones at bay.

Katharine Woodcock is Head at Francis Holland School, Regent’s Park

Leading Independent School for Girls aged 11-18

OPEN EVENTS 2025

Senior School Open Morning Tuesday 29th April

Scholarships available and bursaries up to 100%

Scan the QR code to book your place

Leading Independent School for Girls aged 11-18

OPEN EVENTS 2025

Senior School Open Morning Wednesday 30th April

Scholarships available and bursaries up to 100%

Scan the QR code to book your place

registrar@fhs-sw1.org.uk www.fhs-sw1.org.uk 020 7730 2971

registrar@fhs-nw1.org.uk www.fhs-nw1.org.uk 020 7723 0176

Forest School is an enriching aspect of Early Years learning

GREEN TIME

Leanna Barrett, Head of Liberty Woodland School in Morden writes on the practical ways families can integrate nature into everyday learning

As Head of Liberty Woodland School, I have the privilege of seeing first-hand how powerful nature can be as a teacher. In an increasingly digital world, where children’s lives are often structured and screen-heavy, ensuring they have daily contact with the natural environment is more important than ever. The benefits are vast –enhancing curiosity, creativity, resilience, and wellbeing. While Forest School and outdoor learning have gained traction, integrating nature into daily family life is just as vital. Small, simple changes can make all the difference, helping children foster a deep and lasting connection with the outdoors.

What are the benefits of nature-based learning?

The evidence supporting nature-based learning is clear: children who spend regular time outdoors show improved concentration, greater emotional regulation, and better academic performance. Nature stimulates all the

CHILDREN WHO SPEND REGULAR TIME

outdoors show improved concentration, greater emotional regulation, and BETTER ACADEMIC PERFORMANCE

senses, encourages problem-solving, and nurtures independence. Whether it’s counting conkers, observing the behaviour of garden birds, or discussing the changing seasons, the natural world provides endless opportunities to support learning in a way that’s handson, engaging, and memorable. What’s magical about children is that they’re so attuned to nature and often so good at observing changes that given the time, they’ll lead the way in pointing out to you the new bulbs popping up, or the blossoms emerging on the trees.

Ways to embed nature into your child’s everyday life

1. Daily outdoor exploration

A simple walk to school, a weekend visit to the woods, or even a wander around the garden offers a chance to engage with the natural world. Take the time to look out for seasonal changes, listen for birdsong, or challenge children to spot different colours in nature. These small moments help build curiosity and appreciation for their environment.

2. Move learning outside

Take everyday learning outdoors. Reading stories under a tree, practising maths with natural objects, or sketching landscapes all make learning more dynamic. Writing poetry inspired by the seasons or recording observations in a nature journal can spark creativity and a deeper connection to the world around them.

Spending time engaging with nature teaches youngsters about the changing seasons and wildlife

3. Keep a nature journal

Encourage children to document their discoveries in a simple notebook. They can press leaves, sketch plants and insects, note down interesting observations, or even record the phases of the moon. This not only supports literacy and scientific thinking but also helps them notice the small, beautiful details of the world around them.

4. Use nature to support STEM learning Maths and science are alive in nature. Count petals, track the weather, explore the Fibonacci sequence in flowers, or measure shadows throughout the day. Making these connections in a real-world context brings learning to life in a way that feels meaningful and relevant.

5. Create a mini wildlife haven Encourage biodiversity by making small changes at home. A bird feeder,

a small pond, or a wildflower patch can all attract insects and birds, helping children understand ecosystems and the importance of conservation.

6. Get children involved in growing food Gardening teaches patience, responsibility, and where our food comes from. Even a small windowsill herb garden can help children connect with the food cycle and appreciate the effort involved in growing what we eat.

7. Seasonal foraging and cooking

Springtime is perfect for gathering wild garlic, while autumn brings an abundance of blackberries. Learning to forage safely helps children develop an understanding of the land while reinforcing sustainable and seasonal eating habits.

8. Encourage natural and loose parts play Nature provides the best resources for imaginative play. Sticks, stones,

SIMPLE WAYS YOU CAN ENGAGE IN NATURE TOGETHER

• Walk to school where possible and take part in nature on the go.

• Eat meals outdoors whenever the weather allows.

• Go on seasonal scavenger hunts to spot signs of changes in the local environment.

• Make nature crafts, such as leaf rubbings, flower pressing, or making clay tree faces.

• Set screen-free outdoor time as a non-negotiable part of daily life.

• Read books about nature to inspire curiosity and discussion.

• Encourage ‘I wonder’ questions, such as “Why do birds sing more in the morning?” or “Where do hedgehogs go in winter?”

pinecones, and leaves can become anything in a child’s hands – from building materials to storytelling props. This type of play fosters creativity, resilience, and problem-solving skills.

9. Foster a sense of adventure From den building and tree climbing to orienteering and wild camping, encouraging a sense of adventure and risk-taking in nature is essential for building confidence, independence, and resilience in children.

By integrating nature into everyday routines, we create meaningful and lasting experiences that foster curiosity, wellbeing, and a genuine love for the outdoors. Whether through simple observations in the garden or exciting family adventures in the woods, there are countless ways to make the natural world a central part of childhood learning.

Celebrating excellence

The Independent Schools of the Year 2025 awards, brought to you by the team at Independent School Parent magazine are recognised as the leading national awards campaign for the independent schools’ sector in the UK and overseas resulting in a surge of new enquiries to schools from prospective parents.

As with last year’s campaign, the focus of the 2025 awards is to celebrate the demonstrable

beneﬁts of an independent-school education and to showcase the student experience which pupils in our schools receive. With schools and parents under a considerable amount of pressure due to the new tax on school fees, a school’s role, purpose and value continues to be under scrutiny.

We believe that the 2025 awards provide the ideal platform for schools to celebrate and promote everything they’re achieving in the many and varied areas of school life. Every school makes a di erence to the lives of young people, and empowers them to make the very most of their experience in school and in life beyond it.

As per the T&Cs, the awards are open to all independent schools which are members of associations which are themselves members of the ISC or COBIS. The judging panel is made up of leading educationalists including membership association heads as well as headteachers, and chaired by Dr Helen Wright, international education advisor and a past vice-chair of the ISC.

Chair Dr Helen Wright with fellow judges, David Moncrie and Julie Robinson at the event

in independent-school education

2025 AWARDS

This year the categories are:

• Independent Pre-Prep School of the Year

• Independent Prep School of the Year

• Co-ed Independent School of the Year

• Independent Girls’ School of the Year

• Independent Boys’ School of the Year

• Regional Independent School of the Year: Central

• Regional Independent School of the Year: South

• Regional Independent School of the Year: North

• London Independent School of the Year

• Independent Boarding School of the Year

• The British International School of the Year

• Small Independent School of the Year

• Independent School of the Year for Outstanding Fundraising Achievement

• Independent School of the Year for Best Use of Education Technology

• Independent School of the Year for Student Careers

• Independent School of the Year for Outstanding Educational Partnerships

• Independent School of the Year for Diversity, Equality, Inclusion and Justice (DEIJ)

• Independent School of the Year for Sporting Achievement

• Independent School of the Year for Performing Arts

• Independent School of the Year for Student Wellbeing

• Independent School of the Year for International Student Experience

• Independent School of the Year for Contribution to Social Mobility

• The Marketing Award for Brand Communication

• School Trip of the Year

• Rising Star of the Year Award

Christ’s Hospital’s Head Simon Reid attended with selected students to accept the top award of the night

Charlie Jenkins, Head of Small Independent School of the Year ﬁnalist Shebbear College, attended the event

Eastbourne College was a ﬁnalist in the School Trip of the Year category

Independent School Parent

Editor Claudia Dudman mingles with nominees

Teachers from Northwood College for Girls were in attendance to collect the Independent School of the Year for DEIJ

How to access THE BEST EDUCATION ON A BUDGET

In light of VAT on fees, schools are offering ever more routes to financial support. Katie Hughes explores how families can secure an independent-school education that’s within their means

Bag a bursary

The latest Independent Schools Council (ISC) census shows that almost 160,000 privately educated pupils get help with their fees from schools¹. Much of this comes via bursaries or scholarships, and the support is significant. According to the ISC, which represents nearly

1,400 independent schools, almost half of pupils receiving means-tested bursaries pay less than 50 per cent of fees². Scholarships, which reward academic or other abilities (and are sometimes means-tested), are typically less generous but offer discounts that can be combined with bursaries to boost funds. s

Grammar School at Leeds

Most proli c in terms of bursary provision is Christ’s Hospital in West Sussex, where more than two-thirds of the student body (650 students) receive a reduced-cost place based on their family income and circumstances. Meanwhile, Eton College budgeted £9.7m for scholarships and bursaries in the last nancial year and enabled more than 260 boys to pay reduced fees the year before. Of these, more than 100 boys’ families paid no fees at all.

Where bursaries are concerned, there’s something for everyone. At Reigate Grammar, for instance, bursaries cater for children whose parents work in the NHS, who want to pursue careers in science and engineering, who live locally and much more. Best of all, the school o ers up to 100 per cent fee support.

“I would encourage any family thinking about applying for a bursary to do their homework,“ advises Cat Sutherland-Hawes, Head of Schools Advisory for Oppidan Education. “Identify the schools you think will suit your child and research their bursary provision. Just because the school doesn’t advertise it massively doesn’t mean they don’t o er bursaries.”

Cat concludes, “Find out what they’ll want from you – and it’ll likely be a detailed look at your circumstances, which you need to be totally honest about. But don’t think that because you’re not in genuine need of a 100 per cent bursary they won’t consider you – that’s not the case and it’s certainly worth applying.”

Choose a school that’s right for your circumstances

Bursaries and scholarships aside, independent schools o er other discounts too, not least for the families of HM Forces sta , school employees and clergy, as well as siblings of current pupils. But if all these are o the cards, there are other ways of making an independent education more a ordable. And a no-frills approach is one of them.

FOR ANNUAL FEES SHY OF £8,500, MVA’s students can expect online lessons from subject experts for IGCSEs, A-LEVELS AND EVEN BTEC ESPORTS

Catherine Openshaw, Head of the Mead School in Tunbridge Wells (where fees start at £4,945 a term) says, “ ere are plenty of schools that provide an exceptionally good education without exorbitant fees. Remove those highcost items from the o ering, and there are still signi cant bene ts they can o er: small class sizes, a reliably strong standard of education with excellent teachers, sport as an integral part of school life and room for the arts.”

ere are also more innovative educational options, not least online schools like Minerva’s Virtual Academy (MVA), where pupil numbers have grown from four to more than 1,000 in the last ve years.

For annual fees just shy of £8,500, MVA’s students (aged 11 to 18 years) can expect online interactive lessons from subject experts for IGCSEs, A-levels and even BTEC esports. ere are community and socialisation activities too, among them school trips, assemblies, extracurricular clubs and one-to-one mentoring.

For parents preferring in-person education for their o spring, regional variations in day-school fees may provide another light at the end of the school fee tunnel.

According to the ISC, average day-school places in the north-west cost around £3,000 less per term than their London counterparts³, which could make relocating the family home an attractive option. But saving money doesn’t have to equate to a house move. Choosing a day school over a boarding place, for instance, can save your family thousands more each term.

Mead School o ers many of the beneﬁts of independent schools with lower-than-average fees

One-to-one tuition designed for students to make academic progress.

THREE FACTS ABOUT FEE ASSISTANCE

1 In 2023/2024, independent schools gave £517m1 worth of meanstested bursaries and scholarships to pupils

2 The total value of fee assistance given by schools was almost £1.1bn, including HM Forces, sibling support and other discounts2

33.5% of pupils at private schools got help with their fees, not just from the schools, but also through government and other schemes3

Limit the ﬁnancial pain

A mix-and-match approach that combines state and private school provision is yet another option to lessen the fee burden.

Alexandra Loydon, director of advice at wealth management company St James’s Place, says, “Waiting until secondary school to go private could mean an extra seven years to save. And this might mean, with the bene t of compound interest, some families can make private education a reality.”

Limiting private education to the early years can be similarly sensible. “Choosing a private prep school doesn’t commit you to a private senior school,” says e Mead’s Catherine Openshaw. “ e thorough grounding pupils receive in those crucial early years gives them a real advantage when they arrive at secondary school, full of con dence to put themselves forward, and with a strong work ethic.”

Independent schools are coming up with other ways to reduce the nancial pain too. Take the Grammar School at Leeds, where annual fees can be paid in nine monthly instalments. Or Our Lady of Sion in Worthing, which narrows the range of fee increases for older year groups, to help families make a long-term commitment to the school.

Above all, an independent education is a valuable investment in a child’s future. And schools are working hard to help parents keep that investment going.

FOUR INDEPENDENT SCHOOLS THAT CHARGE LESS THAN

£10,000 A YEAR

Independent School, West Yorkshire (2-16 years): Reception: £8,136 pa

Michael’s School, Carmarthenshire (3-18 years): Reception: £6,693 pa

Oak Heights School, Hounslow (11-16 years): £6,900

Wakeﬁeld

St.

Scarborough College, North Yorkshire (3-18 years): Reception: £9,852

Reigate Grammar o ers bursaries for children keen to pursue careers in STEM

Go Further Discover Your Potential

An excellent day and boarding school on the Derbyshire-Nottinghamshire border for ages 0–18 years.

CASE STUDY

HOW I DID IT

Boarder

Melino Fakahau

, 14 shares his experience of earning a Malvern College bursary and how he’s immersing himself in its rich sports programme

When did you apply for the bursary?

Head of Rugby Mr Tisdale visited my prep school when I was in year seven and watched me playing rugby, then my family applied for a Malvern College bursary while I was in year eight.

Can you give a rough timeline of your bursary application process?

As I was on a full bursary at Caldicott Prep, the application for a bursary was considered alongside my scholarship application.

How much did you know about bursaries?

Not very much at all! There were a few other good, wellknown schools that I looked at, but I really enjoyed my visit to Malvern College. My parents are from Poland and Tonga, and London is my home. Therefore I knew wherever I went to school, I’d need to be a full boarder, so I’m very grateful to be on a bursary here.

Did you apply for a bursary at another school, or just to Malvern College?

Malvern College was the only school I applied for a bursary at because it was the one I set my heart on.

How easy or difficult was it to secure the bursary?

Caldicott supported my family through the application process and the college admissions team did the same, to ensure we had all the support we needed.

I’M A GOOD TEAM PLAYER and I’d say I lift spirits in my house. I like to think I’M A GOOD MALVERNIAN!

Do you have bursary provision for the entirety of your school life?

Yes, I do.

What qualities do you have to have to consider applying for a bursary?

I’m very thankful that Mr Banks, my Headmaster from Caldicott Prep, saw my potential and recommended me to Malvern College. I’m already playing rugby for the school, Ledbury RFU and Gloucester Academy, as well as playing cricket and football.

I love sport and I’m ambitious, but I also bring academic qualities. I love history, DT and maths, so I hope that I’m also

a good pupil for the school! With my passion for sport and the boarding environment, I’m a good team player. I take part in lots of extracurricular activities, including CCF and I’d say I lift spirits in my house. I like to think I’m a good allround Malvernian!

What checks does the school make to ensure that you’re a worthy candidate?

The college uses an independent third party to assess a family’s needs. This means-testing process indicates the level of support a family needs to join the college, which is considered by the Bursary Committee.

Which members of staff know you have a bursary, and do other pupils know? Most staff know I’m on a bursary in the same way they know who in their class is a scholar. I don’t know which other pupils know I have one, hopefully they just know me as Melino, or the boy who really likes rugby, or the boy from their boarding house!

What impact has receiving a bursary had on your family?

They’re really proud I’m here at Malvern College, which is such a good, prestigious school. I told my sister all about it here and she decided to apply and join for sixth form. She’s also on a bursary but more importantly her scholarship means she has a place to develop her volleyball, football and rugby. As well as covering fees, bursarial support allows me to get kit for all the clubs I play for and travel to matches and coaching sessions. The bursary and the support from Malvern means I can follow my dreams.

Hitting the high NOTES

With alumni ranging from Sir Christopher Wren and Lord Lloyd-Webber to Helena Bonham Carter and Louis Theroux, Westminster School has a well-established reputation for producing world-leading creatives, which includes among them award-winning singer and songwriter, Mika

Known for its gold-standard education, Westminster School in London not only boasts the second highest national Oxbridge acceptance rate, but also a strong music programme that offers both academic coursework and diverse musical activities. It’s perhaps little surprise then that it was at the school – which is located in the precincts of Westminster Abbey itself – that singer and songwriter Mika began to build a solid foundation in music.

Among many engagements beyond the classroom, the school arranges visits to renowned venues like the Royal Opera House, the Southbank Centre and a host of West End theatres. Students also benefit from masterclasses with internationally acclaimed musicians and participate in composition workshops, fostering both discipline and creativity.

It was this and more that attracted the parents of Mika (real name Michael Holbrook Penniman Jr). The family initially moved to Paris from war-torn Lebanon, then on to London, where Westminster became a pivotal space – the doorstep of one of the world’s most

vibrant cultural, historic and architectural cities, combining with the emergences of his own natural talent for stage and studio.

Mika, who was diagnosed with dyslexia at a young age, also benefited from special attention at Westminster School, with his diligence and aptitude leading to him winning a place at the London School of Economics.

Once at Westminster, he began to put the building blocks in place for a music career, enrolling after his time at the school at the Royal College of Music, where he remained until the release of his debut single, Relax, Take It Easy (which topped the charts in Belgium, France and the Netherlands). Having opened the door, follow-up smash hit Grace Kelly truly made Mika a household name globally, with album Life In Cartoon Motion going platinum six times over, setting him on his way to become the world’s biggest-selling rock-pop solo artist in 2007.

Mika has gone on to release five further long-players, as well as serving as a judge on the French version of The Voice, and The Piano in the UK.

“I’d had what I’d describe as an inconsistent childhood in the sense I’d moved around

“AT WESTMINSTER SCHOOL, there’s this perfect blend of old and new that made it an inspiring place TO LEARN AND GROW”

Mika studied at the Royal College of Music after school

a lot, struggled at other schools and even been home-schooled for a while. I remember arriving at Westminster School with all the usual trepidation – I knew I didn’t want to be restricted by genre labels and was relieved to find in the school (and London itself) that it was going to be possible to forge my own path.

“The school itself is absolutely stunning. Set in the heart of London, the buildings reflect a rich cultural and social history. The old school has this beautiful, classic architecture with intricate stonework, and the cloisters and courtyards are peaceful, almost timeless. The contrast between the busy city and the serene space inside the campus is incredible. There’s this perfect blend of old and new that made it an inspiring place to learn and grow.

“I was obsessed with music and that was my world, but I wasn’t the stereotypical ‘geek’ – the one who excelled academically and was admired for their brains. At the same time, I wasn’t exactly the cool kid, either.

“As I wasn’t out on the football field or at the centre of the social scene I kind of ended up in my own space, and that shaped who I am today. As I’ve said, sometimes being on the fringes offers the freedom to view properly and to explore, and Westminster was great for the development of what always should be a unique sense of self.

“The school also provided great assistance with my dyslexia. The teachers there were incredibly supportive, providing me with the space and resources I needed to work at my own pace. They really understood my challenges, which made a big difference in how I approached learning.

“Naturally, my performance side soon came to the fore and one of my first proper

experiences in front of an audience included a production of Vaughan Williams’ The Pilgrim’s Progress when I was about 15 years old. It was around that time I fell in love with the stage, the lights and the rush of connecting with a crowd. It was an exhilarating way to learn the ropes and inspired me to think seriously about a career in music. I wrote songs constantly, drawing on the contrasts around me. That balance taught me so much about fusing genres and finding my own voice. I wasn’t a traditional Westminster School student, but I think the mould has been broken even further since.

“Having had a real taste of the arts there, I knew going on to study Economics at LSE was never going to be for me. I just knew music was where I needed to be, but at that age you tend to go with the flow until it’s too late!

“Subsequently, I lasted a day at LSE! When

I moved on to the Royal College of Music I underwent a period of incredible discovery and challenge. London was a whole new world for me – bustling, dynamic and filled with endless cultural inspiration. Like at Westminster, there was an intense dedication in the student population, and it’s those high standards that drive us all to constantly push our limits.

“As time went on, I was living two lives, in a way. There was this formal world of intense practice and then, at night, I’d go to clubs and let my imagination run wild. I wanted to break free from strict genre definitions and create something entirely of my own, with London in the early noughties acting as a hotbed for creativity and independence, a place where I felt free to experiment and begin to shape my own musical identity; and the belief to do that came from my time at Westminster School.”

Westminster School is set within the prestigious grounds of Westminster Abbey

Stardom called early for Mika with his debut album being a global hit

A CLUBHOUSE BY THE SEA, WITH VILLAS IN THE HILLS

There’s nowhere quite like Peligoni – a private villa holiday combined with all the fun and facilities of a hotel, but without the crowds or rigid routines. It’s two holidays in one; the best of both worlds.

Guests can play and socialise at The Club before retreating to their home in the hills nearby, having found the idyllic antidote to the one-size-fits-all escape.

Open from May until October.

Sebastian Johns, Director of Music at Eltham College in London, considers the newly discovered link between music education and academic results, as well as social and cultural benefits

STRIKE A CHORD

Music for all, and musical excellence for those who desire it.

ese core principles underline everything we do at Eltham College.

From cra ing tailor-made programmes for our advanced music scholars, facilitating high-level solo and ensemble performance opportunities, international competition entry and solo record releases, to every yearseven pupil performing in our annual Chart Toppers concert, musically, there’s something for everyone here. It’s a cornerstone of what we o er as a school and, sitting right at the heart of the school site, our music department sees hundreds of pupils walk through its doors every day.

Why should parents considering independent education for their child look as hard at a school’s commitment to music as at its place in academic league tables?

Eltham College is a London day school known for exceptional academic standards. 68% of A-level grades in 2024 were A* or A; 88% of GCSEs made the equivalent 9-7 band. It was named e Sunday Times’ London Independent

STUDIES SHOW LEARNING TO PLAY AN INSTRUMENT brings about changes in the brain which may enhance intellectual skills; this is no surprise to me. Music theory INVOLVES COMPLEX COGNITIVE PROCESSES

School of the Year 2024 in response to these results (as well as in recognition of our outstanding pastoral care and broad co-curricular provision).

Why, then, should parents care that the majority of its 800-strong senior school cohort of girls and boys learn an instrument? at nearly 700 one-to-one music lessons take place every week, that we have more than 50 large- and small-scale ensembles and put on more than 70 concerts and events each year?

Because, I believe, the two are inextricably linked. To me, where our results get interesting is when you draw out, for comparison, those pupils having in-school one-on-one music lessons. In 2024, notwithstanding the exceptional GCSE grades achieved by all pupils, the average grade for those learning music one-on-one was no less than 0.5 of a grade higher on average across every subject.

And this is no one-o : the data for 2023 and 2022 yield the same half-grade di erence. And the important thing to point out here is that this is for pupils having their one-on-one lessons during school hours, and therefore missing academic

Studies show that learning a musical instrument brings about changes in the brain

lesson time to do so.

Counter-intuitively, the deeper a student’s involvement in the musical life of our school the better their academic results. Our current year-nine music scholars, for example, who all attend a minimum of six rehearsals every week and learn at least two instruments (most at Grade 8+), are deemed on track to achieve an average of 0.5 GCSE grades higher than their peers, in what’s already a very bright year group.

Eltham College isn’t alone in seeing this phenomenon. Recent research from the University of Cambridge revealed that, regardless of a child’s initial academic attainment, learning an instrument substantially boosts progress in mathematics and English between the ages of 11 and 16. e length of time learning to play an instrument also made a signi cant di erence, with those learning for longer seeing the greatest improvements.

e key question, then, is why? Studies show learning to play a musical instrument brings about changes in the brain which may enhance intellectual skills; this is no surprise to me. Music theory and the art of practising involve complex

cognitive processes; reading sheet music, interpreting and performing all challenge the brain, strengthening its ability to handle other complex tasks. Other studies suggest that the self-discipline it takes to sustain musical practice is key in developing organisational skills and the ability to concentrate, while others point to the importance of receiving positive feedback, and ‘seeing’ musical development, in enhancing self-belief and motivation. On an emotional level, the act of playing can help with stress management, ever more important for young people today, while contributing to ensembles is a wonderful social activity. But to make this wider di erence, music needs to be enjoyable. For me, making it possible for one of our scholars to release a professional recording this year of e Lark

Ascending, at the age of 13, is just as important as seeing a year-seven student with no previous background in music on stage with their friends singing in their rst-ever concert. No matter the level or the interest, music makes a world of di erence; I’m proud to be part of that di erence and exhort you to include it in your thinking for your own child.

The college holds concerts at Greenwich’s St Alfege Church

Musical theatre is a popular extracurricular activity at Eltham College

There are more than 50 small- and largescale music ensembles

The sixth form building at Stephen Perse Cambridge

Studying success

Richard Girvan, Principal, Stephen Perse Cambridge gives his strategies for success and how your child can prepare for their exams

Year 11 and year 13 students will soon be taking their GCSE and A-level exams

– marking the start of an important period in their lives. It’s no secret that students can find the exam period stressful but, with your support, they can rise to the challenge of assessments without a detrimental impact on their wellbeing.

During exam season, protecting students’ wellbeing is just as important as content coverage. At Stephen Perse Cambridge, we support our students by offering workshops on different things to anticipate during exam season, such as what to expect on the day of the exam and how to manage exam anxiety. Students are also encouraged to make time and space to keep up with their hobbies, take regular breaks and

socialise. At home, you can support this by encouraging them to find and maintain a balance between their studies and their other interests.

While everybody’s unique in how they best learn and retain information, there are many strategies that your child can employ to ensure their revision is effective. At Stephen Perse Cambridge, we encourage all of our students to reflect on their approaches to revision as a starting point. Some questions you can ask your child are:

• What revision techniques have you used previously?

• Did you try different techniques for different subjects?

• What did you find worked well and what didn’t work as well?

• How can you refine the process to get the results you want?

EXPLAINING A TOPIC TO SOMEONE ELSE reinforces your understanding of the information and creates deeper connections in your brain, KNOWN AS THE PROTÉGÉ EFFECT

Some of the techniques that we recommend to our students to help them strengthen their understanding of a topic and improve information recall include:

Visualising a ‘memory palace’

A memory palace is a strategy to enhance memorisation through visualising spatial locations. Your brain’s spatial memory is exceptionally strong, so associating information with physical locations in your mind helps to strengthen recall. Memory experts advise associating each room in your memory palace with a di erent famous person who performs a specific action (especially something bizarre, funny or surprising) related to the thing you wish to remember. For example, if your child is memorising the periodic table, they would visualise a symbol for the first element – hydrogen – and place it in the first location of their memory palace. So, if the first location in their memory palace is a door, they may imagine the sun opening the front door to them as they enter the room.

I would recommend reading the book, Moonwalking with Einstein, by Joshua Foer to better understand this technique, and explain to your child how they could utilise it.

Teaching someone else

Explaining a topic to someone else reinforces your understanding of the information and creates deeper connections in your brain, known as the protégé e ect. As a parent or guardian, you can take on the role of the learner, and have your child teach you the basics of a subject or concept. Doing so will oblige your child to actively retrieve information rather than passively reading, reviewing, or reciting it, making it more likely that they’ll be able to recall it as needed in the future. Your child may also ﬁnd it beneﬁcial to create an instructional video on the topic that they can rewatch, which will help further reinforce their understanding and recall.

Revisit material in fresh formats

Changing the format your child consumes information through, such as text, video or podcast, engages di erent brain pathways, enriching their learning experience and making it more likely that they can access the information from their memory during an exam. Encouraging your child to use a wide range of resources can be helpful, especially if they tend to rely on one medium.

Above all, feeling stimulated by the subject they’re studying will make the learning process much more enjoyable and ultimately successful. So, invite your child to bring the subject to life for themselves however they can, whether by using memorable, funny mnemonics, or creating memorable imagery or audio or video content to assist them.

Practice makes perfect

In subjects where students have to apply practical understanding in answering questions or solving problems (rather than simply regurgitating facts or knowledge), there’s signiﬁcant value in doing plenty of practice questions, and, once they become familiar with the topics and techniques, doing so under test conditions (i.e. timed practice without access to textbooks or notes). As your child moves closer to their actual exams, this kind of practice should increase and become the dominant activity used to prepare. This will build conﬁdence as well as recall, and will hone technique, ensuring they make the most of the time available in the exam.

At Stephen Perse Cambridge, students are welcome to take part in study workshops

Consuming a wide range of study media will help embed information and improve recall

FREEONLINE

Independent School Virtual Open Days

l e essential online guide for open days from leading independent schools all in one place.

l Gain access to virtual tours, webinars, events and many more!

l e open day calendar splits the open days by month.

l View interactive school maps as well as take virtual tours.

l Search by month, name, location.

l Find online open days from leading independent schools all in one place.

EXAM SEASON

With exam season around the corner, how do you support your child’s wellbeing and keep stress, nerves and unhealthy habits at bay?

We ask our five experts for their advice…

Embley’s Deputy Head Pastoral recommends ample relaxation time

At New Hall, students are encouraged to engage with the study material interactively rather than simply reading

Suzanna Minnis, Assistant Principal, New Hall School, Essex

As exams draw near, it’s natural for students and parents to feel pressure; however, with the right balance of preparation and wellbeing, this time can be managed with con dence. Parents should recognise that their child needs both motivation to study and space to recharge. Encouraging regular breaks, supporting hobbies and social time, and allowing time to relax can help students stay motivated without feeling overwhelmed. E ective revision is about quality, not the number of hours spent studying. Engaging with material interactively, rather than passively highlighting notes, helps improve understanding and retention. Alongside good study habits, getting enough rest, eating well, and allowing for a little downtime are key to maintaining focus and energy. Most importantly, open conversations about exam worries ease anxiety and help children feel supported. Ultimately, success in exams is about more than grades; it’s about building con dence and resilience. With the right encouragement and balance, parents can help their children approach exams with calm and readiness.

ENCOURAGING REGULAR BREAKS, SUPPORTING hobbies and allowing time to relax can help students stay motivated without feeling overwhelmed. EFFECTIVE REVISION IS ABOUT QUALITY, NOT HOURS SPENT

Leah Goodey, Deputy Head Pastoral, Embley School, Hampshire

1. PLAN: A revision plan can make the task feel less daunting. We encourage students to make a timetable they can stick to. It should also take into account when they work best.

2. SPACE: Your child needs a calm place where they can spread out and make notes. Do they work best in their bedroom, the dining table, or your study? ey might work well outside.

3. DISTRACTIONS: Phones could be on ‘do not disturb’ mode, or le in another room. Gaming time could be limited. Some children concentrate best when listening to music.

4. REST: It’s really important that the plan makes allowances for time to rest, relax and get away from work. Time o boosts wellbeing and productivity. Some students are motivated by

an incentive to get through the work. is could be something as simple as a lm night, their favourite dinner or a new book.

5. MOVEMENT: Exercise can increase energy, self-esteem and mood, and reducing stress. Even a walk or a short bike ride will be bene cial.

6. EATING: Encourage them to enjoy a healthy, balanced diet and stay hydrated. A good breakfast will help concentration.

7. SLEEP: Eight to nine hours a night is ideal for teens. Keeping devices out of bedrooms overnight will help a good bedtime routine.

8. SUPPORT: Keep things as normal, routine and calm as possible. Help keep the exams in perspective; how they do won’t de ne them for the rest of their lives. Reassure your child that what really matters is that they do their best.

Ben Evans, Headmaster, Windlesham House School, Sussex

Exam season can be a pressurised time for children and their parents, but it’s essential to keep things in perspective. Children can place a great deal of pressure on themselves but there are a number of strategies that parents can follow to reduce stress levels and ensure children achieve their potential.

Get organised: sit down with your child and write a revision timetable that covers all areas but in a way that’s achievable for the time available. Be proactive: liaise with your school to ensure that your child understands how to

revise and has access to all of the necessary work and revision materials. Most importantly, the brain needs time to rest and recharge so be realistic: build in lots of breaks, activity periods and treats to ensure that stress levels are kept as low as possible and the work is completed in bite-sized chunks.

Finally, try to be positive by always encouraging and motivating your child and ensure they understand that their best is good enough. Remember that exam periods pass quickly and they’re only one relatively small part of a child’s educational life, so try to enjoy the journey.

Hannah Sheehy, Deputy Head, Pastoral, London Park School Sixth

Matthew Shales, Director of Student Welfare, Halliford School, Shepperton, north Surrey

At Halliford School, we understand the pressures that our students experience in the lead-up to and during the exam period. As exams draw near, it’s essential for parents and students to work together to navigate the challenges that can occur. Balancing academic commitments with mental wellbeing is key to success during this stressful period.

E ective time management and consistent (not constant) revision are vital. Remember to take breaks, engage in relaxation techniques such as exercise or meditation, and don’t hesitate to reach out for support when needed.

Parents play an essential role in fostering a supportive environment at home. Encourage open communication about any concerns or anxieties your child may be experiencing and celebrate any and all accomplishments.

By prioritising wellbeing and maintaining a healthy balance between study and recharging activities, students and parents can help one another to thrive rather than just survive during exams. e joy of celebrating their achievements then lies ahead in August – Good luck!

With 85% of students experiencing exam anxiety – yet 71% seeking no support – parents play a crucial role in alleviating stress and fostering success. Here are some simple yet e ective strategies to help:

• Create a study sanctuary – A quiet, comfortable, and distraction-free space that feels like their own can help boost a child’s focus and con dence.

• Prioritise healthy habits – Encourage a well-balanced diet, consistent sleep patterns, and regular breaks to sustain energy and concentration levels.

• Keep them moving – Exercise, whether a brisk walk, a run, cycling or swimming, is a fantastic stress reliever.

• Celebrate progress – Acknowledge e ort and small achievements to keep motivation high. Above all, emotional reassurance is key –remind them that their wellbeing matters more than results. With practical, physical, and emotional support, you can help your child approach exams with con dence.

EFFECTIVE TIME MANAGEMENT AND consistent (not constant) revision are vital. Remember to take breaks and ENGAGE IN RELAXATION TECHNIQUES

Windlesham liaises with parents to ensure students have all the materials needed

Halliford promotes a balance between academic focus and mental wellbeing for success

Windlesham teachers work with parents to ensure that all students have access to revision resources

A GENTLEWOMAN’S game

As women’s sports continues to gain prominence, we shine a spotlight on the history of girls’ cricket at Roedean in Sussex and North London Collegiate School

At NLCS, the enthusiasm for cricket is such that it’s become a year-round sport

Visit the sports ground of any independent school come the summer term and you will be unsurprised to hear the sound of leather on willow. What may cause you to look twice, however, is the fact that the players are female.

Girls’ cricket is booming at independent schools around the country as students fall in love with “the gentleman’s game” (surely a rebrand is in order). Sport England statistics show that schoolgirls taking part in cricket rose from 35,000 in 2017 to 58,000 in 2024, with England and Wales Cricket Board (ECB) funding boosts, the prominence of the women’s professional game and the dumping of netball from the GCSE PE curriculum being cited as major drivers. The argument that sporty girls are drawn to cricket’s more solid progression pathway at junior level is also raised as a reason why girls are turning to the sport that excluded them in decades gone by.

Roedean School on the Sussex coast is seeing this upswing, with 16 teams playing fixtures across the year groups, as well as the first team. “That’s a big increase from five years ago,” says head of cricket Mike Smethurst, a former England player himself. “Girls can make a choice between the summer sports and we’re seeing more and more opt for cricket. It might be that they’re already playing at clubs outside school or just that they have seen women’s cricket on TV – perhaps watched it with parents or grandparents – and fancy giving it a go.

“It’s also worth noting that a lot of primary schools and prep schools got rid of rounders and moved to cricket, so we find more girls than ever have already been introduced to the sport.”

He added: “We’re also fortunate here in Sussex that we have a healthy and successful women’s county professional team and quite a few of our girls go to watch it. The women’s team is local and visible and very active in fostering girls and women’s cricket.”

So do girls encounter any outdated prejudice on the crease now? “No, that’s all gone.

Women’s cricket is mainstream now. They play cricket and they’re very good at it. Females in cricket is the norm.”

Roedean, recently named in The Cricketer’s top-20 schools for cricket, actually has a long history of playing – stretching back to the days when it used to host a Lords v MPs annual fixture. Roedean teacher and mid-century England cricketer Mary Cecilia Robinson taught the game on Roedean’s fields although she must have been somewhat hindered by balls flying over the seafront road – a situation remedied now by the installation of nets!

Meanwhile at North London Collegiate School in Edgware, enthusiasm for cricket is growing at such a pace that it is now played through the winter, with indoor competitions running through the year.

The school’s head of cricket James Davies joined NLCS in 2022 and is overseeing a steady strengthening of skills.

He explained: “The school has recognised the importance of cricket for girls. Pupils

“WOMEN’S CRICKET IS MAINSTREAM NOW. They play cricket and they’re very good at it. FEMALES IN CRICKET IS THE NORM”

Last year, Sport England found that 58,000 schoolgirls were taking part in cricket s

THREE PLAYERS TO WATCH….

Flo Bannister, year 10: Flo was just 13 when she joined the Singapore Ladies’ national squad before moving to Roedean. Now 15, she plays county cricket for Hampshire, as well as for Brighton and Hove CC Women’s 1s and U17, plus Roedean’s First XI. Her ambition is to sign a professional contract and eventually play for England.

Bella Dye, year nine: Bella fell in love with cricket as a youngster in South Africa, and when she moved to the UK, aged three, she joined her village club with her brother. She now plays for the village’s mixed, adults and women’s team, as well as Sussex U11 and U13.

Wren Thomas, year seven: Wren got the cricket bug after seeing boys at her former school progress through the pathway. She has played for Worthing and was captain of her school team prior to arriving at Roedean. Says Wren: “In my past experience, it was a boys sport but I got asked if I wanted to play and was really happy. I do think it could be played more by women, though!”

“I’M HAPPY TO SAY THIS IS VERY MUCH a game for girls and women too these days, and I never get the impression that THE GIRLS THINK OTHERWISE”

A HISTORY OF SCHOOLGIRL

CRICKET:

• Girls and women are no strangers to the game historically – the ﬁrst recorded women’s cricket match was played back in 1745 near Guilford between the villages of Bramley and Hambledon.

play from year three up to year nine, then a er that select their summer sport – and we’re seeing a growing number opt for cricket. All the age groups have an opportunity to play throughout the year with indoor cricket clubs on a Friday night and indoor competitions taking place. In the summer, there’s cricket on the PE curriculum and it’s also a part of the PE GCSE, with participation really growing. Our Friday-night winter cricket club is getting more and more popular and there’s a real excitement about the xtures in the summer as well as the House cricket competition. e girls are really

looking forward to the MCC London Schools competition at Lords too.

He added: “A lot of the girls watch cricket at home with their families and go to games in the summer, and many play for clubs outside school too. I’m happy to say this is very much a sport for girls and women too these days, and I never get the impression that the girls think otherwise. It’s worth noting too that cricket is more popular here than football by far!”

“ ere’s also much more of a pathway into the professional game with cricket, and we do have girls who are Middlesex County players.

• During the 1800s, the game was popular with middle-class women and was played from then on, culminating in the eventual creation of the Women’s Cricket Association in 1926.

• By 1938, the WCA had 20 county associations, 105 clubs and even 82 a liated schools.

• Roedean, Wycombe Abbey and St Leonards schools were early proponents of girls cricket where the game flourished. Roedean first XI also used to play against the parliamentary cricket team the Lords and Commons. MP Angela Eagle was the first woman to play in this in the 90s, and recalls the chagrin of her Labour colleague Roger Stott, who was immaculately turned out in the club kit, being dismissed first ball by the Roedean opening bowler.

ere’s a clear progression pathway and I think that attracts girls to the sport too.”

Both Roedean and NLCS have guest players coming into coach pupils – Pakistani international player Umar Amin pops down to Sussex in the summer, while England cricketer and Southern Viper Charlotte Taylor does masterclasses at NLCS.

With schools showing such commitment to girls’ cricket by providing great facilities, ample opportunity to practise and compete and inviting in great female role models, there has never been a better time for girls to get into cricket.

GIRLS’

UP FOR DEBATE

Chris Wolsey, Headmaster of Ibstock Place in south-west London, explains the importance of harnessing oracy skills for future success

Public speaking has always been a vital skill learned at school

In 1958, Harold Macmillan badly misquoted Churchill. Contrary to popular belief, Sir Winston never quite said “Jaw jaw is better than war war.” Nevertheless, active engagement through spoken discourse is a critical component of a peaceful and democratic society. In a modern world dominated by war, both real and cultural, and where civil discourse has seldom felt so debased, schools have a key responsibility in ensuring that their young people can speak in public with both confidence and conviction. A curriculum which enshrines debating and public speaking, alongside a systematic programme of skills acquisition, has never been so important. Today, there’s a growing recognition that, to paraphrase the title of an influential paper recently published by the English Speaking Union, Why Oracy Matters. Indeed, last autumn, the government-convened Oracy Education Commission, chaired by former headteacher Geoff Barton, published a report which argued that oracy should be regarded as “the fourth R”, equal to reading, writing and arithmetic. For many in the independent sector, the findings resonate deeply.

Of course, the stereotype of a school debating society is an enduring one, long associated with Britain’s “engines of privilege” and its ancient public schools. In truth, though, modern-day school debating looks very different. Not least owing to the work of organisations like The Noisy Classroom and Debate Mate, the debating community which convenes almost weekly across the country’s universities and schools is a remarkably diverse and inclusive one, inherently tolerant and meritocratic in its outlook. This is a field which is fertile for partnerships and many independent schools, like my own, work with colleagues in the state sector to ensure that as many young people as possible can enjoy all of the advantages which a systematic approach to oracy can confer.

The academic edge

Certainly, the benefits are legion. The Hughes Hall Centre for Effective Spoken Communication at the University of Cambridge has published an Oracy Skills Framework which highlights the cognitive edge which school debaters and public speakers can experience; the ability to think critically, to select material, to summarise and to spot logical flaws all have currency across the curriculum and for our school, participation

in competitive debating programmes maps strongly on to successful applications to the world’s most competitive universities. Increasingly, global employers favour these skills as well. Indeed, as the advance of AI re-invents our workplaces and problematises many of the more traditional models of assessment which we use in schools, we can expect oral assessment to gather even more force. PhD-style viva examinations might be repurposed and, if that happens, then schools with established oracy programmes will be especially well-positioned.

Emotional and social capital

Nor are the benefits exclusively intellectual. The Cambridge Framework highlights the emotional and social dimension of oracy as well. Its domain is fundamentally collaborative and through it, young people are impelled to find new ways to build connection, be it through their own language and delivery, or through their ability to listen carefully and critically to others.

Empowered for the future

Perhaps, though, the most powerful argument for oracy comes from its ability to nurture confident and empowered young citizens who can animate a democratic process which can only survive through an established culture of reasoned – and reasonable – debate. Democracy depends on an understanding that disagreement and dialogue are desirable parts of the decision-making process and that power works best when it’s pluralistic. Earlier this year, a study commissioned by Channel 4, Gen Z – Trends, Truth and Trust, found that an alarming 52% of 13-to-27 year olds believe that the UK would be a better place if a strong leader was in charge “who doesn’t have to bother with parliament and elections”. It’s hard to imagine that young people schooled in oracy will likely subscribe to such views. Debating offers a potent lesson in the power not just of speaking, but of listening. It shows the limitations of a “post-truth society”. Debaters are trained to look at both sides of every issue –for them, blind polarisation is anathema.

A CURRICULUM WHICH ENSHRINES

debating and public speaking, alongside a systematic programme of skills acquisition, HAS NEVER BEEN SO IMPORTANT

Oracy, then, offers a powerful counterbalance to the solipsism of the screen, as well as to the gathering sense of social isolation which many young people report today in the pandemic aftermath. Schools with well-developed programmes invariably find that it strengthens their community, with all of the benefits to wellbeing which this can imply.

Macmillan might, then, have misquoted his prime ministerial predecessor, but the words which he mangled remain as true today as they ever did. Schools which teach their pupils to “jaw jaw” through a systematic approach to oracy do themselves, their pupils and the rest of our society an inestimable favour. Nobody should be silent about that.

Many independent schools partner with the state sector on debating programmes

TIME

Although a national ban on smartphones in schools was deemed unnecessary by Sir Keir Starmer, Elizabeth Ivens looks at how senior independent schools have limited student use

Restricted smartphone use means Benenden students connect with their friends more during the school day

Calls for mobile phones to be banned in schools have become louder and more urgent, with more than eight in 10 parents calling for a ban.

With 97% of 12 year olds now owning a phone, nearly three-quarters of teachers also agree phone use in schools causes problems, according to research by Public First.

The last government introduced guidance to schools to encourage them to ban phones but it has proved difficult to enforce, leading to calls for legislation.

Ofsted Chief Inspector Martyn Oliver and Tory leader Kemi Badenoch have all called for a national ban. But Prime Minister Sir Keir Starmer said recently that a total ban was unnecessary, as most schools were already implementing their own ban.

But research by Policy Exchange has also shown that while 84% of primary schools had effective phone bans, only 11% of secondary schools do.

Mr Oliver said: “Ban them. Ban them. Ban them. I’ve been banning them as a headteacher since at least 2009. I haven’t allowed a smartphone in one of the schools in which I’ve worked. Headteachers already have the power to ban them and they should ban them.”

It comes as the government was accused of watering down a popular private members’ bill introduced by former teacher Labour MP Josh MacAlister to introduce legislation to ban phones, while the Conservatives were defeated in a bid to amend the Children’s Wellbeing and Schools Bill to introduce a ban.

“BAN THEM. BAN THEM. BAN THEM. I’ve been banning them as a headteacher since at least 2009. HEADTEACHERS ALREADY HAVE THE POWER TO BAN THEM”

Calls have grown for a ban since a number of high-profile cases, including the murder of teenager Brianna Ghey in 2023.

Her mother Esther Ghey is campaigning for a total ban as her daughter’s murder has been linked to her fellow pupil killers accessing the dark web.

At Gordonstoun, alma mater of King Charles, a 2017 trial period of limited mobile

phone use which was introduced over concerns about their addictive nature, was extended in 2023.

Pupils aren’t allowed to have their phones with them during the school day and they must hand them in at night. Only sixth form students are allowed to keep their phones on their person, but they must be switched off during the day.

The school has reported a marked change in student behaviour since the policy was introduced in consultation with the school community and parents.

Daniel McLean, a House Parent at Gordonstoun, said: “The response in the boarding houses has been overwhelmingly positive, with some students even voluntarily leaving their phones untouched for far longer than required.

“Applying a policy to the whole school means that we’ve removed the fear of missing out that results from individual confiscations. Now students can relax in each other’s company without worrying that they’re missing something online.”

Staff also reported increased concentration and engagement in the classroom.

Languages teacher Stephanie Ottens added: “As a tutor I’ve already seen a marked difference in how the students engage with one

Mobile phone-use is restricted at Benenden School

At Alleyn’s Senior School, students hand in their phones at the start of the day

another and, overall, a positive change around the Gordonstoun campus.

“Restricting the use of mobiles makes the school day much easier, removing the pressure on students from constant phone notifications and improving concentration levels and student performance.”

In the last academic year alone, Eton College has banned new pupils from bringing smartphones to school, instead asking them to rely on a basic Nokia handset.

As at Gordonstoun, pupils aren’t allowed to have phones on them during the day and must hand them in at night, unless they’re in the sixth form.

Similar policies were introduced at many other independent schools including Brighton College and Alleyn’s in south London this year.

At Benenden School in Kent, Headmistress Rachel Bailey said she didn’t support a total ban but does believe in restricting use.

She said: “As a boarding school, it wouldn’t be appropriate for us to ban phones outright because they’re a vital communication tool with home.

“We do restrict the use of phones in school; our 11- to 15-year-olds have limited access, starting with 30 minutes per evening, which increases gradually as they get older until our sixth formers are allowed to have phones with them all day but on the strict agreement that their phones aren’t seen.”

Mrs Bailey said she was a believer in a ‘healthy balance’ between banning and educating girls about device use.

“You can only achieve so much through banning something outright. As with many aspects of modern life, we’ve found that the most effective method of helping our students achieve a healthy balance with their devices is through education.

CASE

STUDY

HOW WE DID IT

Students share their experience of restricted smartphone use at school

At Gordonstoun School in the Moray Firth, pupils have been overwhelmingly positive about the mobile phone restrictions, reporting improved concentration and social time with their friends:

Year 13 student

Ruby Giddy said:

“My general wellbeing has improved since the new policy has been introduced. There’s a more positive atmosphere on the school campus because of the restrictions on mobiles in social spaces.

“There’s less focus on our online presence and more on real life. The new policy is an improvement for everyone in school, as it allows everyone to have more in-depth conversations as opposed to speaking to someone while looking at a phone.

“I feel like I do focus more during my lessons as my phone was quite a large distraction before. I now find myself paying more attention in my lessons, which is only beneficial to me and my studies. Overall, I think this is positively impacting on

everyone’s work and grades.

“The atmosphere among friends is so much more positive, as there are a lot more conversations happening around mealtimes, as opposed to us all sitting on our phones.”

Year 13 student

Daniella Fagbemi said:

“Removing the constant interruption of beeps and bleeps from phones has prompted a considerable shift in my relationships around the school campus, as I’m now spending more time talking to and being fully engaged with my friends.

“Ensuring that no one has access to a phone throughout the day means that no one feels they’re missing out on any important social activity online.

“The new mobile phone policy has allowed me to reevaluate the impact that social media has had on my wellbeing and being able to take the time to disconnect throughout the school day has encouraged me to continue this trend during my free time.

“Removing the distraction of my phone means I’m also using my free time more productively.”

“There’s also an important aspect of the influential adults in a child’s life setting a good example, so we ask our staff to ensure they’re always modelling positive phone behaviour, and we ask parents to replicate school rules about phones when their daughters are at home to ensure that consistency of message.”

She added: “One of the joys of boarding school is that there’s so much going on here at school that our students have plenty of positive activities to occupy them, so that they don’t need to routinely turn to their devices for entertainment.”

Gordonstoun students enjoy creative screenfree time together

Your best is good enough

Samantha Dainty of Bespoke Minds

Education outlines the ways in which parents can help their child break unhelpful perfectionist cycles

If you’re a parent of a high-achieving child, you’ll know the fine line between healthy ambition and overwhelming pressure. We all want our children to do their best, but what happens when their drive for success starts causing more stress than joy?

I remember being on boarding duty during the summer months, supporting students through GCSE and A-level revision. I saw firsthand the myriad ways in which perfectionism manifested in students. Some would rewrite their notes obsessively, unable to move on until everything looked immaculate. Others would avoid starting their work entirely, paralysed by the fear of making mistakes. This pressure, often self-imposed

but reinforced by external expectations, was leading to exhaustion, anxiety, and burnout.

Indeed, schools are taking steps to counteract perfectionism. Despite critics arguing that it may inadvertently discourage the pursuit of excellence, Lady Eleanor Holles School’s ‘anti-perfection’ classes encourage students to embrace ‘good enough’, while Oxford High School’s Death of Little Miss Perfect campaign and Wimbledon High’s Failure Week aim to normalise setbacks and build resilience.

But what can be done before exam years?

Research by Flett and Hewitt (2014) indicates that perfectionist tendencies can begin as early as seven or nine years of age, and so parents need a toolkit to aid with early intervention.

What is perfectionism

and when does it become harmful?

Perfectionism is more than simple ambition and a desire to succeed – it’s a fear of failure meaning that achieving anything less than perfection feels unacceptable. While selfmotivation is healthy, perfectionism becomes harmful when it leads to:

• Chronic stress and anxiety – constant worry about making mistakes.

• Procrastination or avoidance – fear of failure causing children to delay or abandon tasks.

• Low self-worth – tying one’s identity to achievement, leading to extreme feelings of inadequacy.

• Burnout and exhaustion – overcommitting to studies, extracurriculars, and social perfection with no built-in rest time.

Research by Curran and Hill (2019) shows that perfectionism in young people has increased significantly over the past three decades, partly due to rising academic expectations and social comparison.

Later in life, this feeds into a workplace culture where boundaries are impossible to uphold because exhaustion is glamourised and burnout is worn like a badge of honour.

OXFORD HIGH SCHOOL’S DEATH OF LITTLE Miss Perfect campaign and Wimbledon High’s Failure Week aim to normalise setbacks AND BUILD

A parent’s support through stressful times reassures children that effort is more important than achievement

The prep and senior school experience: how perfectionism manifests in the classroom

Prep-school years (ages nine to 11)

At this stage, children are forming their sense of identity and becoming aware of competition. Perfectionist tendencies may manifest as:

• Reluctance to try new things for fear of not being immediately good at them.

• Overreaction to minor mistakes in schoolwork or sports.

• Seeking constant reassurance from adults.

• Comparing themselves to peers and feeling pressured to “keep up.”

Senior-school years (ages 11 to 18)

As students approach adolescence, perfectionism can become more deeply ingrained due to external pressures:

• Academic perfectionism – pressure to maintain top grades and secure competitive university placements.

• Social perfectionism – the need to appear flawless online and offline.

• Extracurricular overload – feeling the need to excel in multiple areas.

• Fear of disappointing others – worrying about letting down parents, teachers, or peers. There’s an increasing body of research that demonstrates that students who struggle with perfectionism are more likely to experience anxiety, depression, and self-criticism in and beyond school.

Works cited: Curran, Thomas, and Andrew P. Hill. “Perfectionism Is Increasing Over Time: A Meta-Analysis of Birth Cohort Differences from 1989 to 2016.” Psychological Bulletin, vol. 145, no. 4, 2019, pp. 410–429. https://doi.org/10.1037/bul0000138. Flett, Gordon L., and Paul L. Hewitt. Perfectionism in Childhood and Adolescence: A Developmental Analysis. American Psychological Association, 2014. Neumeister, Kristie Speirs. “Gifted Children’s Perfectionism: Examining the Influence of Parents and Teachers.” Gifted Child Quarterly, vol. 60, no. 4, 2016, pp. 257–271. https://doi.org/10.1177/0016986216669057. Walden, Celia. “‘Anti-Perfection’ Classes Are a Mistake. Schools Should Not Be Promoting Mediocrity.” The Telegraph, 16 Dec. 2024, https://www.telegraph. co.uk/news/2024/12/16/warning-girls-against-perfection-risks-mediocrity/.

How parents can help break the perfectionist cycle

Parents play a crucial role in helping children develop a healthy relationship with success and failure. Here are some useul strategies:

1. Shift the focus from outcomes to effort made

Praise hard work, resilience, and learning progress rather than just acknowledging results, especially when reading reports or attending parents’ evenings. Avoid using phrases like “You’re so clever” and instead praise them with phrases like, “I love how much effort you put into this.”

2. Encourage healthy risk-taking

Support activities where success isn’t guaranteed – creative hobbies, new sports, or leadership roles – so they learn to tolerate mistakes and setbacks. You could model this by signing up for a new activity as a family.

3. Model self-compassion

Children mirror parental attitudes. Show selfacceptance by sharing your own mistakes and avoiding the comparison trap, reinforcing that self-worth comes from growth, not perfection.

4. Teach balance and boundaries

Ensure your child’s schedule allows time for rest and unstructured play. If they’re constantly overcommitted, discuss reducing activities to

create a sustainable work-life balance.

5. Open up conversations around stress and anxiety

Encourage discussions about failure, selfworth, and unrealistic expectations. Ask openended questions like, “What’s something you’re proud of that wasn’t perfect?”

6. Monitor social media influence

Talk about the curated nature of online content and help them recognise that in reality, no one’s life is perfect.

7. Seek support when needed

If perfectionism is leading to high anxiety or emotional distress, consider speaking to a teacher, school counsellor, or psychologist for additional support.

Conclusion: let’s start redefining success

Helping children step away from perfectionism doesn’t mean lowering expectations – it means redefining success. Research by Neumeister (2016) shows that students who learn to overcome perfectionism grow into more adaptable, confident, and resilient adults.

By shifting the focus from perfection to progress, we can help our children thrive – not just in school, but in life. bespokeminds.education

CHILDREN MIRROR PARENTAL ATTITUDES. Show self-acceptance by sharing your own mistakes and reinforcing that SELF-WORTH COMES FROM GROWTH

TOP TIPS FOR PARENTS OF PERFECTIONISTS

• Praise effort, not just achievement – Reinforce perseverance and problem-solving.

• Normalise failure – Share your own mistakes and how you overcame them.

• Encourage variety – Let them try activities outside of their comfort zone.

• Teach self-compassion – Replace any negative self-talk with supportive language.

• Set realistic expectations –Avoid pushing for excellence in every area.

• Watch for signs of burnout – If they seem constantly exhausted, reassess commitments.

• Keep communication open –Encourage honest conversations about stress and pressure.

Modelling self-compassion will help your child learn to be kinder to themself

Keep living your life TO THE FULLEST

With 25 years’ experience in the sector, Trinity Homecare is the proven choice for your home-care needs

Tinity Homecare is a proud awardwinning home-care provider, dedicated to supporting you on your life’s journey. Whether it’s offering compassionate companionship or delivering respectful, personalised care, the thoughtful team is here to support both you and your loved ones.

Trinity Homecare offers live-in and visiting care services, all regulated by the Care Quality Commission (CQC), ensuring that its services meet rigorous standards through regular inspections and assessments. It’s proud to have earned an ‘Outstanding’ rating, reflecting its commitment to providing safe, effective, caring, responsive and well-led services.

Trusted for more than 25 years, Trinity Homecare has consistently met the highest home-care standards. Its overall ‘Outstanding’ rating places the provider in the top four per cent of all care providers in England.

With more than 25 years of experience, Trinity Homecare is committed to delivering the highest standards of bespoke in-home care. The team recognises that each person has individual needs, so they’re equipped to offer a comprehensive range of services.

The friendly and experienced team is available to help find a perfectly matched carer, providing you with personalised support in the comfort of your own home.

Live-in care: full-time support

Rated as ‘Outstanding’, the Trinity live-in home-care service provides you and your loved ones with all the support you need. You’ll be provided with a dedicated live-in carer offering round-the-clock support, so you can continue to live safely and confidently in your own home. Trinity live-in care services is responsible for every aspect of your care, including full-time support from the team seven days a week.

How does live-in care help?

• Full-time care in the comfort of your home

• CQC-rated ‘Outstanding’ care, so you know

THE TEAM RECOGNISES THAT EACH PERSON has individual needs, so they’re equipped to offer a comprehensive RANGE OF SERVICES

you’re always in safe hands

• One-to-one support with your daily routine

• Support with personal care, such as washing, dressing and any continence care (if required)

• Someone to prepare all of your favourite nutritious meals

• Confidence that medication is taken at the right times of day

• Someone to accompany you to medical appointments or social outings

• Companionship, friendship and reassurance

• Someone to enjoy your hobbies, activities and crafts with

• Someone to take care of the housekeeping, and ensure your home is clean and comfortable

• Safety – live-in care results in fewer falls, less dangerous injuries and fewer hospital admissions than a care home

• Better value for money than a care home

• Private carers that will help you stay at home with your partner and loved ones

• Support, peace of mind and ongoing advice for you and your loved ones

• A new lease of life

To discuss your needs with one of Trinity Homecare’s helpful client services advisors, please call 0207 183 4884, or email the client services team at info@trinityhomecare.co.uk

Trinity Homecare’s dedicated team offers round-the-clock support

Movers and MAKERS

From fashion PR and finance careers to big-screen debuts and Olympic gold medals, meet the independent-school alumni making their dreams come true

HARRY MORGAN, 29

Social impact leader, Microsoft Solihull School, West Midlands

VICTORIA (TORI) BAKER, 24

Fashion marketing assistant, The Atelier London Haberdashers’ Monmouth School, Wales

I studied A-level art at Haberdashers’ Monmouth School, where the independent structure and one-to-one support helped refine my skills and build confidence in my creative strengths. I also took co-curricular courses in fine art, photography and environmental fashion, attending workshops by visiting artists.

After completing my A-levels, I studied fine art at Oxford Brookes University. After graduation, I returned to Monmouth to recover from a major leg operation. I worked at the junior boarding house at Haberdashers’ and volunteered in the art department and continued to attend co-curricular talks. Through this, I was fortunate to meet Professor Jimmy Choo, his niece Lucy, and his daughter Emily, which led to a close mentorship.

Now based in London, I work in fashion marketing and PR under Professor Jimmy Choo’s creative direction at The Atelier London. I’ve had the privilege of organising fashion shows, designing garments and walking the catwalk in front of design icons like Karen Millen and Jimmy Choo.

The holistic education I gained at Solihull equipped me with the skills and capabilities to develop my career, as well as explore professional and personal passions head-on.

I recently relocated to the US to work at Microsoft; a company I joined as an intern during my Loughborough University degree. It was the EPQ I completed at Solihull that convinced the recruiters to take a shot on a history student for this prestigious marketing internship.

The confidence gained through acting and debating at school enables me to say ‘yes’ today – to big presentations at work, or even to recently performing in a rock band for 200 people. I credit Solihull for helping me build the human skills – empathy, resilience, creativity - that are increasingly important in today’s world.

Talented people are everywhere, but opportunity often isn’t. That’s why I was proud to run the London Marathon for the Royal National Children’s Springboard Foundation, to help people facing barriers access a transformational education, like the one I gained at Solihull.

LEE BRAITHWAITE, 23

Actor

Harrogate Ladies’ College, North Yorkshire

To make my feature film debut starring alongside Andrew Garfield and Florence Pugh was a dream come true. I played Jade, a commis-chef in We Live in Time directed by the BAFTA-winning John Crowley.

At Harrogate Ladies’ College, I had the opportunity to take part in multiple drama productions, including Antigone, The Wizard of Oz and Annie. The support I received there helped me believe that acting could be a real career path. After leaving in 2019, I trained at the London Academy of Music and Dramatic Art (LAMDA), graduating in 2023 with a BA (Hons) in professional acting.

The response to the film has been incredible, and Florence saying, “What a beautiful performance you gave” was surreal. I’m so grateful for my time at Harrogate Ladies’ College – it’s where it all began. I’ll always be proud to be part of that community.

JAMES GUY, 29

Triple Olympic gold medallist swimmer Millfield School, Somerset

SIMRAN KOHLI, 20

Student and aspiring finance professional DLD College London

I attribute many of my achievements to the confidence I gained from my time spent studying at DLD College London. It inspires a culture of curiosity that has shaped my attitude and much of my academic and personal pursuits.

I’ll be graduating from the University of Exeter this year with a BSc in politics and management. My interest in politics flourished at DLD College – I have fond memories of walking across Westminster Bridge with friends to catch PMQs, and of lively debate with tutors who had front-line political experience.

Over the last two summers, I’ve interned at a consulting firm in Singapore and at one of Britain’s largest banks. I’ve travelled independently and extensively across east Asia, and now hold an offer to join a bulge-bracket bank upon graduation. I’m looking forward to an exciting career in finance, and feel incredibly grateful for the inspiring experiences I had at DLD, which helped shape my journey.

I’d always had Olympic ambitions since I was young but they became more real when I became part of Millfield’s ethos. When I joined Millfield Prep in year eight, it was a very well-balanced and skills-based programme; not being pushed too hard and making sure the love for sport comes first. Training and academics were challenging but I was fortunate to have amazing teachers who helped a lot by offering one-to-one support.

Everything attached to the Millfield brand has helped me get to where I am, including returning for training ahead of the 2024 Paris Olympics. The coaching staff brought the best out of me, achieving Olympic gold in the 4x200m freestyle relay, alongside OM Kieran Bird and performance squad member, Matt Richards.

The school helped me become who I am today, taught me what’s important in life and is even helping with my career ambitions for after sport. I’m a very proud OM.

Hanging paper-honeycomb blooms, bunny-ear crowns and unicorn garlands, oh my! It must be a springtime Meri Meri celebration. The playful partyware brand has brought together all of the joy of the season in a parade of pastelhued tableware and ﬁesta-friendly decor that’s sure to delight little ones, whether it’s an alfresco picnic spread or a spirited birthday party. Prices start from £5, merimeri.co.uk

ENJOY THE SEASON

FAMILY LIFE

With lighter nights on the horizon and longer, sunnier days, here’s our roundup of all the fun your family could be having together this spring

A northern gem

Niki Browes took her 15-year-old son on a half-term jaunt to north-western metropolis Manchester for a culture fix

You’re in the heart of Manchester, the pre-eminent industrial metropolis of the United Kingdom, and the world. That was then. Now? Manchester is possibly the most glamorous English city outside of London. If you’re looking for evidence, the Kimpton Clocktower Hotel sums it up perfectly. Walk inside and the thoroughly impressive interior is exactly what you want from a weekend away. Polished and majestic, the hotel is set within a distinctive terracotta Grade II-listed building with a history dating back to 1890, when it first opened as The Refuge Assurance Company headquarters. Constructed in stages until 1932, the grand clock tower at the centre of its striking Victorian architecture is an unmistakable feature of Manchester’s impressive skyline. And you can’t be failed to be wowed with the double- and triple-height ceilings in its 270 loft-style bedrooms. Why did I choose to visit with my son,

a hockey scholar at the prestigious Trent College in Nottingham? It was nothing to do with sport, on this occasion at least. There wasn’t a hockey stick in sight. My sister and her family live there. So, Emma and her son, Elliott, came and joined us for a delightful dinner in the hotel’s main restaurant, the award-winning The Refuge, which was filled with diners ranging from football stars and their WAGs (polished and preened like nothing I’ve ever seen before) to city residents. Once we’d eaten our feast of delicious burgers, fish and enough sourdough to strain the buttons on even the smallest waistline, the boys –bored of their mums’ company – roamed the fabulous grounds of the spacious hotel, tucking into the free sweets and popcorn and checked out the cinema room in The Den. After, they played ping pong, perhaps a little too energetically. Meanwhile, my sister and I had a jolly good catchup, free of teenage responsibility, relaxed as we knew the boys were entertained. All of this entertainment can

be found in the space of one, admittedly huge, property. It’s the perfect place to take children if you fancy a little luxury, great food and free time.

My son, Burt, is 15 years old. When I remarked on how fabulous the tiles are throughout the hotel, he looked at me as if I was mad. He’s not into interiors. I, however, was thoroughly impressed. You can’t beat a good Victorian tile. The room, meanwhile, wasn’t lost on him. With two

Street art lines the city’s walls

MY SON, HOWEVER WAS MOST IMPRESSED WITH the street art we stumbled across as we pounded the pavement. The grafﬁti was consistently impressive. It’s all PART OF THE CULTURE OF THIS FABULOUS CITY

double beds and textiles by Timorous Beasties – a design studio which creates a diverse range of its own products and collaborations – it was way more than simply comfortable. I probably shouldn’t admit this, but we enjoyed bouncing in tandem on our separate beds like a couple of maniacs.

He was also utterly delighted by the Kimpton Forgot It? We’ve Got It service which o ers bath and hygiene products,

phone chargers and all other guest essentials, for free. We didn’t indulge but it’s a relief to know it’s there.

Breakfast the next morning had everything you can wish for. Boring old me had muesli; Burt steamed in and went for the full English, which he thoroughly enjoyed. Meanwhile, the people-watching on o er was utterly fascinating. The other guests are what can only be described as fabulous peacocks.

We didn’t take the dog, a puggle called Steve, but you can bring along your pooch, which I wish we had (allowing dogs in is always the sign of a great place, in my book). Still, I’m not sure he’d have been that impressed with the art galleries we visited. These included the Factory International, and the works of Pierre Valette, whose acclaimed paintings of the city’s urban sprawl are now in the collection of the Manchester Art Gallery. My son, however, was mostly impressed with the street art we stumbled across as we pounded the pavement The gra ti

MANCHESTER MUST-DOS

Soak up the city with this to-do list of cultural fun for all ages

• Visit Manchester United and Manchester City, two world-famous football clubs: manutd.com/en/visit-old-tra ord/ museum-stadium-tours mancity.com/tours

• From retail behemoth the Arndale Centre to quirky indoor market A ecks in the Northern Quarter, shopping’s a sport here: manchesterarndale.com a ecks.com

• From modern displays at Whitworth and Factory International to Manchester Art Gallery’s exhibitions, there’s no shortage of culture: whitworth.manchester.ac.uk manchesterartgallery.org factoryinternational.org

• See the city on a river cruise: manchestersightseeingtours.com/tour/ manchester-river-cruise-from-city-centre

• Explore the nearby countryside using established walking routes: peakdistrict.gov.uk/home

was consistently impressive and skilful. It’s all part of the culture of this fabulous city. We went back to the hotel and didn’t have to check out until midday, a rare treat. Burt went back to sleep, which parents of teenagers will understand – as I tidied up. A tasty lunch followed in the hotel’s Winter Garden and then we drove home, back through the Peak District and past Marcus Rashford’s childhood home, which went down a treat with the boy, even though he’s a diehard Queens Park Rangers fan.

We’ll deﬁnitely be back. It’s the perfect escape for a child of his age. And incredibly, I didn’t seem to get on his nerves too much because he was entertained by all that the hotel has to o er. Score.

I thank the excellent, relaxed surroundings of the hotel, the facilities, the truly amazing sta and the city for our great and enjoyable stay.

Go, enjoy and relax. See you at the bar? Rooms at the Kimpton Clocktower Hotel start at £189 per night, kimptonhotels.com

The Kimpton’s red sandstone clock tower is a striking landmark

Elliott, Burt, Niki and Emma

Guests can take advantage of the Forgot It? We’ve Got It service

The mid-century style rooms are comfortable

The Refuge

CALENDAR

Fun and inspiring events, exhibitions and activities to check out this spring

Field of dreams

30 MAY – 1 JUNE

Cheltenham

Festival season is almost upon us and kicking things off in style is Wychwood Festival and its exciting mix of live performances, vibrant arts and workshops for all ages. Set in the sweeping grounds of Cheltenham Racecourse, families can enjoy a slew of activities over the course of the weekend, including a live PE session with Joe Wicks, storytelling and silent discos with podcaster Ranger Rae and the Wildlifers, fire and LED displays, arts, crafts, junk drumming and so much more. The music lineup includes The Zutons, Shed Seven, Lucy Spraggan, Doves and Scouting for Girls, so there’ll be plenty of pop and rock to keep you going until it’s time to pad back to your tent with the kids and hit the hay, too. Tickets from £169.50, under-10s go free. wychwoodfestival.com

Cracking the case

UNTIL 20 APRIL

Edinburgh

Explore how science is shaping the future and discover new ways to engage with nature and the world of plants with the Edinburgh Science Festival and the Royal Botanic Garden Edinburgh this April.

Visitors young and old can enjoy everything from hands-on lab workshops that explore how scientists at the garden examine plant DNA to discovering how the Botanics Herbarium might shape our planet’s future in new exhibition, Pressed for Time (until 29 June). While you’re there, don’t miss the chance for younger family members to bag themselves a tasty treat by following the clues around the garden on the magical Easter trail. Some events are ticketed, others are free drop-in sessions, so do check before you book. rbge.org.uk

Curtain calls

UNTIL 23 AUGUST

London

Literary lovers, unite! Shakespeare’s Globe has a wealth of activities to keep families entertained over the next few months, including over May half term, with fun workshops and storytelling for children of varying age groups. Enjoy everything from interactive storytelling of Shakespeare’s comedy A Midsummer Night’s Dream (designed for children aged five to 11 and their families) to workshops packed with games and activities that bring the likes of Macbeth (ages 12 to 14), Romeo & Juliet (ages five to eight, nine to 11 and 14 to 16) and Hamlet (ages 17 to 19) to life. Tickets from £5.

shakespearesglobe.com

Sow much fun!

3 MAY TO 1 JUNE

Kent

Half term is the perfect excuse to embrace the great outdoors – and nothing gears us up for the school holidays quite like a family-friendly farm attraction. One of our favourite under-the-radar spots, Kent Life Heritage Farm Park in Sandling, will come alive with traditional arts, crafts and activities this May, including maypole dancing, tractor rides and big-top shows over the early bank holiday weekend, as well as its extra-special Great Outdoors Forest School (from 25 May) which allows children of all ages to enjoy bug hunts, campfire storytelling, orienteering and more. Tickets from £13. kentlife.org.uk

Natural selection

UNTIL 2 NOVEMBER

London

How do chameleons change colour? How do bats see at night? What makes grasshoppers leap so high? Discover the answer to all these questions and more at the brand-new (and rather fascinating) Robot Zoo exhibition at the Horniman Museum & Gardens this summer. The interactive exhibition features larger-than-life animals that have been made using familiar machine parts and gadgets from around the home to reveal how their real-life counterparts eat, hunt, hide and see. Children can shoot a chameleon’s ‘tongue-gun’ or try jetpropelled squid racing, as well as explore the specially commissioned murals, get hands on with sorting games and more. Be sure to make the most of this incredible museum’s free-to-explore gardens and on-site farm, too. Robot Zoo tickets are priced from £6.50. horniman.ac.uk

Pot art

26-30 MAY

Stoke-on-Trent

If you haven’t already visited the charming World of Wedgwood, then half term could be the perfect opportunity to do so – the awardwinning Staffordshire ceramics destination is opening up its decorating studio for pottery-painting fun and children’s potter’swheel sessions every day of the week at the end of May. Children of all ages can choose from various hanging decorations, pots, vases and lanterns to paint, while the Clay Club 30-minute potter’s-wheel sessions are specifically designed for kids aged four to 14 to get hands on and make their own. And the best way to explore these breathtaking ceramics? With a Clay Club behind the scenes factory tour, of course. Don’t miss your chance to grab afternoon tea in the Wedgwood Tea Rooms, too. Pottery painting prices start from £4.50, depending on the item; Clay Club potter’s-wheel sessions start from £18. worldofwedgwood.com

Ready to rumble

5-11 JUNE

Nationwide

For mini Marvel fans aged eight years and upwards, the epic on-screen cinematic journey that is the Marvel Studios Infinity Saga Concert Experience is something really quite special. Taking place across venues in Birmingham, Liverpool, Manchester, Glasgow and Edinburgh until 11 June, the film concert covers 23 superhero movies in one momentous event, revisiting the early days of Iron Man, Captain America, Thor, Black Panther and more, all backed by a spine-tingling live orchestra and scores from some of the country’s most acclaimed composers. The experience was sold-out in London earlier this year, so run, don’t walk, for tickets. disneytickets.co.uk

Celebrating excellence in independent-school education

The campaign which highlights the very best in independent-school education has returned for its eighth year. Read on for more information on how to enter the Independent Schools of the Year 2025 awards

2025 AWARDS

This year, the 25 categories include:

• Independent Pre-Prep School

• Independent Prep School

• Co-ed Independent School

• Independent Girls’ School

• Independent Boys’ School

• Regional Independent School: Central

• Regional Independent School: South

• Regional Independent School: North

• London Independent School

• Independent Boarding School

• The British International School

• Small Independent School

• Outstanding Fundraising Achievement

• Best Use of Education Technology

• Student Careers

• Outstanding Educational Partnerships

• Diversity, Equality, Inclusion and Justice (DEIJ)

• Sporting Achievement

• Performing Arts

• Student Wellbeing

• International Student Experience

• Contribution to Social Mobility

• The Marketing Award for Brand Communication

• School Trip

• Rising Star of the Year Award

Nominations are now open and close on Thursday 5 June 2025. To ﬁnd out more about the awards and download your entry form, log on at: www.independentschoolsoftheyear.co.uk/about

Making waves

UNTIL 4 JANUARY 2026

London

This spring sees the launch of brand-new exhibition Pirates at the National Maritime Museum in Greenwich, a fascinating in-depth look at the truth about pirate life and the changing depictions through the ages. Set o on an interactive trail to spot everyone from comical characters like Captain Pugwash and Hook to anti-heroes like Long John Silver, and delve deeper into the global history of piracy and the issues of modern piracy facing seafarers today. Violent criminals or heroic rascals? You decide! The exhibition is recommended for children aged 10 years and older, as well as adults (though younger siblings are welcome too). Tickets are priced from £7.50. rmg.co.uk

Run wild

UNTIL 31 AUGUST

Nationwide

High-rise life

22 MAY – 27 JULY

London

Step into the life of a young boy growing up in the heart of a bustling city tower block, in powerful, coming-of-age drama, Overheard in a Tower Block at Little Angel Studios from May. Inspired by award-winning poet Joseph Coelho’s book of the same name, this captivating, 50-minute tale invites families to listen to the rhythms of life through vivid, thought-provoking poetry brought to life on stage. Beautiful, poignant and relatable – a must-see if you’re north of the capital. Suitable for children aged seven and older. littleangeltheatre.com

Fill the coming weeks with outdoor pursuits thanks to the National Trust and its abundance of family-friendly activities happening at its properties across the UK. Discover, play and do on the Spring Things Activity Trail at Lyme in Cheshire (until 8 June); become a Nature Detective at Studland Bay in Dorset (until 1 June); or enjoy a time-travelling experience on the Horrible Histories Gorgeous Georgians trail at Osterley Park in Middlesex (until 31 August). There’s plenty for young adventurers of all ages and their loved ones. nationaltrust.org.uk

Regnum Carya is a luxury allinclusive resort located in Belek on the outskirts of Antalya on the Mediterranean Sea. A white-sandy beach, 557 rooms, suites and villas, a golf course and a pine forest spread over 1,000,000 square metres makes it a great place for a family holiday. While some all-inclusive resorts in the region close during winter, Regnum Carya has a year-round concept, with a wide range of restaurants, bars, activities and entertainment. e hotel also regularly hosts concerts, and in the past has welcomed artists such as Dua Lipa, Jennifer Lopez and Rita Ora.

As impressive as this star line-up are the dining options. e lavish all-inclusive o ering is 24 hours a day at Regnum Carya. e resort’s master chefs serve up the best of every cuisine, with one bu et, two-child-friendly bu ets, 10 ne-dining

HOW TO ENTER

restaurants, four casual-dining restaurants, one patisserie and chocolatier, one Turkish bakery and patisserie, and 24-hour in-room dining options. e à la carte restaurants in the resort cover cuisines from all corners of the globe. Visit Ubon Tai for ai food, Kushimoto serves Japanese, Ristorante Tramonto for classic Italian food, as well as multiple Turkish and Mediterranean options. For children of all ages, clubs and adventures await them at the resort. Younger kids can enjoy the kids’ club, pools with fun waterslides, the Aquapark and an adventure park. For older kids, there’s a teenage club and a games arcade where they can socialise, allowing parents some much needed downtime. Families can also enjoy a unique experience at Ali Baba’s Farm. Chickens, goats, turtles, various types of ducks, and koi sh are among the many animals you’ll nd there. regnumhotels.com Please answer the following

WIN a family holiday in Antalya, Turkey

Enter our competition to win a ﬁve-night luxury all-inclusive stay at the ﬁve-star Regnum Carya resort in Antalya, Turkey

PRIZE

• A ﬁve-night complimentary stay in a Jade Room on an ultra-luxury, all-inclusive basis for two adults and two children (0-12 years).

Enjoy a familyfriendly day at Ali Baba’s Farm

Grab a shady spot looking out across the white-sand beach

Regnum Carya has a year-round concept, with a wide range of entertainment and amenities for guests of all ages

MY SCHOOL DAYS

AMANDA WAKELEY

The

internationally renowned womenswear fashion designer, podcast host and Cheltenham Ladies’ College alumna looks back on her school days

Describe your school in three words?

Collegiate, kind, hard-working.

Who was your best friend?

Joanna Percy. We were roommates for several years before she became a day girl for the sixth form and after school we lost touch. Our lives took di erent turns, as sometimes happens.

What did you want to be when you grew up?

I was desperate to be grownup and living an independent life. My entrepreneurial spirit started young, as I made a lot of my own clothes in the holidays and would often take commissions from my school friends, which I’d then make for them during the following school holidays.

Cheltenham was a very academic school, so the focus was on which university to apply for but the careers o ce was the size of a postage stamp. Career counselling wasn’t a priority; I’m sure it’s very di erent now.

Most embarrassing moment at school?

Honestly, I don’t remember… I’m sure there were many as I was pretty mischievous.

Play any pranks?

All the time…there was a lot of humour and leg-pulling in our house at school.

Let’s talk about the food… worthy of a Michelin star or…? It was horrendous, really not

All-star sports captain or outside-ﬁeld lingerer?

Sadly not good enough to be the sports captain but I always got involved in team sports.

Win any prizes at school?

“I MADE A LOT OF MY OWN clothes and would take commissions from my school friends, which I’d make DURING THE SCHOOL HOLIDAYS”

good. It certainly wouldn’t be acceptable by today’s school-dinner standards. I lived o toast and homemade marmalade made in the house common room.

Where was your favourite place at school to hang out with friends?

The house common room; endless chatter about clothes, boys, makeup and music –typical teenage girl stu . It was always particularly good on the ﬁrst night back from school holidays. My peers were from around the world,

and so holiday stories were always fascinating.

Teacher’s pet or always in the detention room?

Let’s put it this way, I managed to duck and dive the system well enough. I was a prefect at one point but then got caught out for an incident of unprefect-like behaviour, so I had that privilege removed pretty sharpish.

Were you out for yourself or a team player?

Oh, I’ve always been a team player, of course.

The August Art Prize and it was a complete shock. It was given at the end of our ﬁnal term and I hadn’t even considered that it was a possibility. It was a huge honour for me. The school had incredibly high standards and many world-class students, but it always nurtured a student’s particular talent, be that sciences, art, or sport and I’m grateful to have been at an amazing school… even if I didn’t always love it!

Who was your favourite teacher there?

My history of art and art teacher – Gill Holloway – she opened my eyes in so many ways. I’ll be forever thankful for the wisdom she shared.

What advice would you o er your school-age self?

I think I did what I would advise my school-age self, actually: follow your passion and be tenacious. As long as you’re passionate about what you’re doing for a living, it’ll never really feel like work.

How would your teachers describe you?

Hard-working, diligent but with a strong preference for being in the art wing!

Amanda followed her creative passions beyond school

Amanda at school