Independent School Parent Senior Summer 2019

C E L E B R AT I N G T H E V E R Y B E S T I N E D U C AT I O N

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F R E E | S E N I O R E D I T I O N | S U M M E R 2 0 1 9 | i n d e p e n d e n t s c h o o l p a re n t .co m

Bursaries & Scholarships OUR GUIDE TO FUNDING OPTIONS

SPEAK UP! The power of debate

plus

STEAM vs STEM

Putting the arts into science, technology, engineering and maths

REACHING OUT

EXPERT ADVICE

Moving schools at sixth form

How schools support their local communities

DIGITAL DETOX

Roedean’s retreat to strengthen friendships

ON SE EN AS

Coding & Tech Camps For children aged 7 to 16 years

★★★★★

★★★★★

★★★★★

Really good instructors, really fun. Amazing.

The best camp I’ve ever been to.

I had a fantastic week and I learnt a lot about python.

Minecraft Electronics John, Aged 10

Lego Robotics Junior Devin, Aged 9

Python Coder Chloe, Aged 13

Children love technology, games and having fun. Parents want to give their children the best and brightest future possible...

At FunTech, your child will gain vital tech skills in a positive and encouraging environment. All our courses incorporate teamwork, logic and problem solving. You can be confident your child will be in a safe and nurturing environment.

Most of all, they will have fun. Because, as we’ve learned in our 23 years of experience, the “Fun” must always come before the “Tech”.

That’s why 97% of those that leave a review give us a “Recommended” rating.

Explore our courses at funtech.co.uk

See how one week with us can help your child on page 10.

01628 621216 camps@funtech.co.uk

INSIDE

WELCOME

INDEPENDENT SCHOOL PARENT • SENIOR EDITION • SUMMER 2019 The University of Newcastle

7 12 14 16

CLAUDIA DUDMAN, EDITOR

The key to handling adversity How to balance playing with studying

Must try harder We decode the school report

Steam vs stem Time for a flexible approach

First impressions Tips on writing your personal statement

36

Getting accepted

39

Facing the future

41

Fond farewells

44

Bursaries & scholarships

51

Social awareness

52

Local heroes

56 59 63 64

Follow us @ISParent.Mag

The great debate Learning to make a point effectively

Rugby tackled

54

Like us at @Independent SchoolParent

ISOTY 2019 What your school can gain by entering

26

34

Tweet us @ISParent

All the essential facts and figures

Staying strong

30

A

School stats

25 28

ccording to the latest census published at the end of April by the Independent Schools Council, the body that represents 1,364 independent schools in the UK, schools give more than twice as much means-tested fee assistance as opposed to non-means-tested, totalling £420 million, which is an increase of 6% compared with last year. Read about the ISC’s latest census in School Stats on page 12.

We have more on bursaries and scholarships on page 44, where Dr Helen Stringer, Head of Northampton High School, writes how bursary provision means they can give pupils life-changing opportunities they wouldn’t otherwise have. For those of you who are changing schools at Sixth Form in September, five headteachers give their expert advice on how to make the transition as smooth as possible (page 59).

And if you’re looking for a new skill to learn this summer, why not try a sailing course? Find out more in Sea The World on page 70. Finally, in Rugby Tackled (page 26), with the World Cup kicking off in Tokyo in September, Rugby School explains how their students play the sport at top level while keeping abreast of their studies. Enjoy the summer!

In brief A roundup of the latest school news

Heading to Jesus College, Oxford Advice to find a career you love Saying goodbye to Sixth Form leavers A case study special The benefits of needs-based bursaries Making a difference in the community

Friendship offline Meeting people in person

Well rounded Behind the scenes at King’s Rochester

Ask the experts Moving schools at Sixth Form

School hero An outstanding Boarding Deputy Head

In 10 pictures...

Sibford School, north Oxfordshire

66

Ones to watch

70

Sea the world

72

Country style

76

Calendar

82

The all-star alumni Train to be a sailing instructor Historic hotels in West Sussex

Diary dates for the weeks ahead

School memories London-based milliner Camilla King

SUMMER 2019 | independentschoolparent.com

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WHO’S WHO

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INDEP E

INDEPENDENT SCHOOL PARENT The Chelsea Magazine Company Ltd, Jubilee House, 2 Jubilee Place, London SW3 3TQ Tel (020) 7349 3700 Fax (020) 7349 3701 Email editor@independentschoolparent.com

EDITORIAL ADVISORY BOARD Meet the experts sharing their years of invaluable educational experience

DAVID MONCRIEFF a publisher specialising in education and heritage, he previously worked for more than 12 years as Director of Marketing Services at the British Tourist Authority.

EDITORIAL Editorial Director Maxine Briggs Editor Claudia Dudman Online Editor Jennifer Read-Dominguez Sub Editors Sally Jones, Charlotte Methven

COLIN BELL is CEO of COBIS, which works with and supports students, teachers, leaders, support staff and governors from high-quality British international schools in more than 80 countries worldwide.

Creative Director Chloë Collyer Senior Designer Natalie Dourado Freelance Designer Matt Bookman PUBLISHING Managing Director Paul Dobson Deputy Managing Director Steve Ross Chief Financial Officer Vicki Gavin Digital Publishing Director Paul Rayner Director of Media James Dobson Production www.allpointsmedia.co.uk Printed in England by William Gibbons Head of Circulation Daniel Webb 020 7349 3710 ADVERTISING Head of Market Julie Price Advertising Manager Harriet Cottrell Senior Sales Executives Henry Barton, Andrew Mackenzie,

SUE WOODROOFE

was Headteacher for 12 years at The British School of Brussels and, since 2016, has been Principal at The Grammar School at Leeds (GSAL). She trained at Durham University as a teacher of English and history.

Distributed by Seymour Distribution Ltd. 2 East Poultry Avenue, London, EC1A 9PT | Tel: 020 7429 4000 Fax: 020 7429 4001 | Production All Points Media. Printed in England by William Gibbons ©The Chelsea Magazine Company Ltd 2019.

All rights reserved

TORY GILLINGHAM is the Managing Director for Admissions, Marketing & Communications in Independent Schools (AMCIS), which now has over 500 schools in its membership. She has over 25 years’ experience of the independent schools sector.

SIR ANTHONY SELDON is Vice-Chancellor of the University of Buckingham. He was 13th Master of Wellington College in Berkshire from 2006 to 2015.

DISTRIBUTION Independent School Parent is for parents of children in Prep and Senior independent schools. The Independent School Parent magazine in Prep and Senior issues is published termly. Parents can subscribe for a free issue at: independentschoolparent. com/register © The Chelsea Magazine Company Ltd 2019. All rights reserved. Text and pictures are copyright restricted and must not be reproduced without permission from the publisher. The information contained in The Guide to Independent Schools has been published in good faith and every effort has been made to ensure its accuracy. All liability for loss, negligence or damage caused by reliance on the information contained within this publication is hereby excluded.

ANDREW FLECK is Principal of Sedbergh School, Cumbria, having been Headmaster since 2002; he relinquished that position to take up his new role, encompassing strategic oversight and operational direction.

PETER YOUNG is an independent school governor and Chairman of the Business Marketing Awards.

BEN VESSEY

joined Canford in 2013 as Head from Christ’s Hospital, where he was Senior Deputy Head. Prior to Christ’s, he was Head of the history, politics and law faculty at Millfield. He is Vice-Chair of the HMC Professional Development sub-committee.

AILEEN KANE is the Boarding Schools Association’s Director of Operations, which oversees all media, marketing, sponsorship, finance and HR facilities. Aileen is also a member of BSA’s senior leadership team.

RACHEL KERR has worked with independent schools since 2000.

She is currently Communications Manager at the Girls’ Schools Association (GSA).

HELEN WRIGHT is a former President of GSA and Vice-Chair of ISC. Since 2014, she has worked in international education and advises, recruits and coaches senior leaders in schools across the world.

Independent School Parent also publishes The Guide to Independent Schools biannually to help you choose the right school.

COVER: MAGDALEN COLLEGE SCHOOL, OXFORD

ALISON FLEMING has been Headmistress at Newton Prep, Battersea since September 2013. Educated at grammar school, she began her teaching career learning her ‘craft’ in state schools.

MARK STRETTON joined HMC as Communications Manager last year, bringing with him more than 15 years’ experience in education sector communications.

JULIAN THOMAS

is the 14th Master of Wellington College and Chief Executive of the Wellington College Group of Academies and Schools. He was previously Head of Caterham School in Surrey.

IAN MASON worked in local authority communications teams across London, before becoming Head of Media and Communications for the Independent Schools Council in 2017.

SUMMER 2019 | independentschoolparent.com

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GORDON’S SCHOOL BOARDING IN SURREY

Ranked in the top 1% of all schools in England and Wales over the past 3 years at A Level.

Years 7, 9 and 12 boarding places available from £5,615 per term.

2019 Open Days Please see website www.gordons.school to book a place.

SCHOOL NEWS

IN BRIEF

STUDENT SUCCESSES • LANDMARK CELEBRATIONS • FUNDRAISING FEATS • NEW HEADTEACHERS Now 47, KGS alumnus James Cracknell is still seeking new physical challenges to conquer

PHOTOGRAPHY: ADAM DAVY/PA WIRE/PA IMAGES

An oar-some achievement

Kingston Grammar School

James Cracknell attended KGS between 1984 and 1990, and it was during this time that he learned to row, at the Kingston Grammar School Boat Club.

Cracknell continues to inspire generations with his determination, and his latest feat is becoming, at the age of 46, the oldest rower to take part in – and win – the Oxford v Cambridge boat race (representing Cambridge). As well as winning Olympic gold medals in 2000 and 2004, and six gold medals in the World Rowing Championships, Cracknell has undertaken

a number of gruelling challenges, many of them for charity, including, in 2008, spending 10 days rowing, cycling and swimming 1,400 miles from London to Africa. He has also worked as a sports broadcaster and columnist and was awarded an OBE in 2005.

KGS Director of Rowing, Mr Ed Green, says: “We’re proud of our thriving rowing legacy and for James Cracknell, who attended KGS almost 30 years ago, to be selected to row for the Cambridge crew is a tribute to a quite remarkable athlete.”

SUMMER 2019 | independentschoolparent.com

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SCHOOL NEWS

BEST OF THE REST Heating up the school hall

• LIVELY DEBATE Northampton High School

BBC One’s Question Time filmed at the school in May, with opposing politicians like Anna Soubry, Nigel Farage and Amber Rudd debating Brexit in front of a 150-strong audience.

• SHINY AND NEW Malvern College, Worcestershire

Swim, bike, run Charterhouse School, Surrey

On 12th May, some 800 children took part in the triathlon at the Godalmingbased school, raising £85,000 for Restless Development and other charities. Dr Alex Peterken, Headmaster of Charterhouse, said: “We are delighted to welcome the Flight Centre Schools Triathlon and for the Charterhouse campus to be used for such a good cause. It’s wonderful to see the children taking part and pupils giving up their Sunday to volunteer.” The Flight Centre Schools Triathlon series has already raised an amazing £1m since it started four years ago.

All-female battalion

Beloved actor and writer Simon Callow has relaunched the College’s Rogers Theatre after a major refurb. A former Edwardian boxing stadium, it has been extended to include a large multi-use glass foyer.

• OVERSEAS ASSETS A new census says there are 28,910 overseas pupils in ISC schools, or 5.4% of all pupils; and they support £1.8billion of value added, 39,310 jobs and £550million in annual tax revenues. For more stats, see page 12.

‘Pashmina’ was a winner

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One giant leap for…

Historical honour

Bridgewater School, Manchester

Tonbridge School, Kent

King Edward’s School, Birmingham

Freya Melia won the Max Gate Essay Prize for her piece ‘Danger! Keep Away!’ Freya wrote from the perspective of a young rabbit that goes against its mother’s advice and explores the forest. “I tried to think about a vulnerable creature and the dangers it might face,” she said.

The school’s Barton Science Centre hosted a Mission Discovery week, giving pupils the opportunity to work with renowned NASA astronauts.

The mission was to create an experiment, with the Argonaut team’s winning one to be carried out on the International Space Station.

US Ambassador Woody Johnson presented a plaque to the school on 13th May to commemorate an all-female African-American army unit that had been based there during the Second World War. They were sent to Birmingham in 1945 to clear the backlog of post in the European Theatre.

independentschoolparent.com | SUMMER 2019

• FRAMING SOCIETY Benenden School, Kent

Pupil Saiesha Gupta, 16, has won a photography contest organised by the Economic and Social Research Council. She took home a £150 prize in the Better Enivironment category.

PHOTOGRAPHY: US NATIONAL ARCHIVES

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WHAT’S ON THIS SUMMER

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At a glance Boys & Girls aged 7 to 16 July & August 2019 Day & Boarding Camps 9am to 5pm

How one week at FunTech could help your child

Locations Aldgate Canary Wharf Hampstead Maidenhead Milton Keynes Oxford Richmond Tonbridge Westminster

School summer holidays are just around the corner, and if you are looking for ways to keep your child happy and engaged – whilst trying something new – then FunTech may have some good news for you.

As England’s longest established tech school for children, FunTech have a wealth of experience. They know how to fire your child’s enthusiasm for technology and prepare them for the digital future.

Barbican Chester Maida Vale Marylebone Northwood Reading South Bank West Kensington Wimbledon

Courses

Each step is clearly explained, the very small class size and great teacher meant that there was lots of one-on-one help so I really understood all the coding for the game.

Clara, aged 16 – Python Game Developer

Stop Motion Animation Lego Robotics Junior Minecraft with Mods Scratch Coding Minecraft Electronics Roblox Game Maker 2D Game Design Code-a-Bot: Robot Wars 3D Modelling & Printing 3D Game Design Python Coder Cyber Security: Hackathon Python Game Developer Java Coder Touch Typing with FunTyper

So, what skills can your child learn at FunTech?

Touch Typing: It’s an inescapable fact that all youngsters need this skill. So, Funtech have taken 23 years’ experience and devised a method that can easily be mastered by all kids – including those with dyslexia. In so doing, they have turned what can be a tedious task into a fast, fun, high energy and thoroughly rewarding experience.

Coding: This is one of the most exciting learning opportunities of the 21st century. Code is the language in which the success stories of the future will be written. Not only will your child gain an essential talent, but in the process they will enhance their problem solving, creativity, and communication skills.

Game Design & Development: UK gaming is booming! In fact it is now worth more than video and music combined. Which means it makes sense to introduce your child to the industry of the future – and give them a head start by learning how to design their own games in the same engaging interactive way the professionals are using already.

With an average of one tutor to eight pupils, they coach those who aren’t too tech-minded and bring out the best in those who already shine.

FunTech have over 250 camps running throughout July and August this year.

For more information visit www.funtech.co.uk or call 01628 621216.

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independentschoolparent.com | SUMMER 2019

FunTech is awesome! It’s honestly the best camp I’ve ever been to! All the staff are super nice and helpful, they are always there for you.

I loved the redstone machines and circuits, they were very cool – awesome and interesting in there own way.

At the end of every lesson I just wish I could carry on!

Harry, aged 9 Minecraft Electronics

SCHOOL NEWS

Musical sensation St Mary’s Music School, Edinburgh

Finn Mannion, a 17-year-old cellist from Crieff and pupil at Scotland’s only specialist music school, is the youngest of four musicians to be awarded the prestigious 2019 Royal Philharmonic Society (RHS) Julius Isserlis Scholarship. This year, after auditioning an exceptional shortlist, the panel decided to split the scholarship – totalling £35,000 – among four musicians. Finn was awarded a government-aided place at St Mary’s in 2012, aged 10. He hopes to use his scholarship to continue his musical studies in Germany.

HEADS ON THE MOVE It’s all change for these schools

James Dahl is the new head of Wellington College, Berkshire.

Matthew Faulkner takes over at Parsons Green Prep, Fulham in September.

Plymouth College welcomes Jonathan Cohen this term.

Dominic Findlay takes over at Llandovery College in September.

Guy Ayling is the new Head of Mount Kelly School in Devon this term.

A future financial whiz?

Testing out career choices

The future of money

A job well done

Burgess Hill School for Girls, Sussex

Warwick and King’s High School

A blog by Sixth Former Sofia ComperCavanna, 18, has been judged a runnerup in a competition run by the Financial Times and Bank of England. Bank of England Governor Mark Carney’s brief was ‘to provide a view on what the future holds for money’ as members of ‘the next generation... who will be designing and using the currencies of tomorrow’.

From accountancy to veterinary science, almost all careers were covered at the biennial Higher Education and Careers Fair hosted by these two schools.

Attended by several hundred students, it featured more than 40 UK universities.

Additionally there were a wide range of employers in attendance – from the British Army to Jaguar Land Rover.

SUMMER 2019 | independentschoolparent.com

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SCHOOL STATS ll the facts and figures at your fingertips

St Andrew’s Prep School,Kent

The Independent Schools Council brings together seven member associations of independent schools, their heads, governors and bursars. They represent 1,364 schools in the UK. Every April, the ISC publishes a census; below are some of its recent findings: There are now a record 536,109 pupils at ISC member schools, up from 529,164 in 2018.

34% of ISC pupils are from a minority ethnic background.

Schools give more than twice as much means-tested fee assistance as opposed to non-means-tested, totalling over £420million and representing an increase of 6% compared with last year.

UK independent schools have recorded an increase in pupils from European Economic Area (EEA) countries in the current academic year, despite ongoing Brexit uncertainty.

Just over 84,000 pupils identified as having special educational needs and disabilities (SEND), equating to 15.7% of all pupils.

Between £10million and £15million was raised for charities at ISC schools this year and 901 ISC schools organise volunteering opportunities for their staff and/or pupils.

The majority of schools have fewer than 300 pupils. The mean school size is just under while the mode is just under 170. Only 83 schools have more than 1,000 pupils.

How much does it all cost?

£106,179: Total senior school day fees from 11-18* £175,170: Total senior boarding school fees from 13-18*

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*ALL FACTS AND FIGURES FROM THE INDEPENDENT SCHOOLS COUNCIL CENSUS 2019. AVERAGE SCHOOL FEES PER TERM AT SENIOR DAY SCHOOL ARE £5,009 INCREASING TO £5,174 PER TERM FOR SIXTH FORM YEARS. SENIOR BOARDING SCHOOL AVERAGE FEES PER TERM ARE £11,304 PLUS TWO YEARS SIXTH FORM BOARDING FEE OF £12,239 PER TERM.

SCHOOLS

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AWARDS

After the success of last year’s launch, our prestigious awards scheme has returned. Read on to find out what you and your school can gain by entering INDEPENDENT SCHOOLS OF THE YEAR 2019

I

ndependent Schools of the Year is an awards programme designed by Independent School Parent magazine to offer UK independent schools a platform that showcases their success stories and celebrates the student experiences they provide.

The 20 awards categories for this year’s campaign have been chosen to reflect the diversity of life in independent schools in the 21st century.

The awards are free to enter for all independent schools which are members of any association that’s a member of the Independent Schools Council*.

They will be judged by a distinguished group of educationalists. The judging panel will once again be chaired by Dr Helen Wright, international education advisor and past Vice-Chair of the ISC. Helen Wright comments: “I’m absolutely delighted to be chairing the judging panel for a second time.

These awards recognise and celebrate the amazing experiences and opportunities for students in independent schools across the UK. Every day, students in independent schools benefit from the innovation and commitment of their teachers and support staff; we want to hear these inspirational stories and spread the word about excellence in the sector. We were delighted by the breadth and depth of the entries we received last year and hope we’ll get even more in 2019.”

The judges will be looking for schools to share stories of success underpinned by supporting evidence. Success comes in many forms and we want to celebrate them all.

Entries are free and easy to submit using the online nomination forms on our awards website, independentschoolsoftheyear.co.uk.

Shortlisted schools will be announced in June, with winners revealed at a champagne reception in October. Winning and commended schools will be

Latymer Upper School

Cheltenham Ladies’ College

presented with specially commissioned rosettes and supporting collateral to use across their print and online marketing materials celebrating their success.

Winning schools will also be awarded a trophy. The announcement of the winners will be the centrepiece to a PR campaign led by Independent School Parent, celebrating the successes of the independent schools sector. *Any British International School which is a member of COBIS is eligible to apply for the British International School Award.

To find out more about the awards and to download your entry form, logon at:

independentschoolsoftheyear.co.uk/about

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independentschoolparent.com | SUMMER 2019

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SENIOR SCHOOL

Dulwich College, south London

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SENIOR SCHOOL

The

Great Debate

Being able to articulate ideas effectively while still respecting the opinions of others is something independent schools encourage and help to develop for all their students

A

s

debate is a formal type of discussion that has a structure. It is based around a “motion” or a “suggestion” relating to an idea or policy.

Debate occurs in public meetings, academic institutions and, of course, legislative assemblies, like Parliament.

It can be traced back to Ancient Greece, Ancient India and the years of the Great Enlightenment, which was the intellecual and philosophcal movement in Europe during the 18th century.

Independent schools have a long tradition of debating, embracing it wholeheartedly with extracurricular clubs held at lunchtime or after the school day has ended. It is usually introduced in Years Seven and Eight and pupils are often taught or mentored by older students as well as teaching staff.

Articulating what you want to say and learning how to speak well has a range of benefits from expanding your vocabulary, using correct grammar, learning how to think before you speak and improving your posture and confidence. It helps you to consider and engage opposing views and think strategically in order to present yours.

SUMMER 2019 | independentschoolparent.com

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SENIOR SCHOOL

DULWICH COLLEGE, SOUTH LONDON

The Debating Society continues to facilitate the careers of debaters who wish to compete at the highest standards. Teams regularly compete in the finals of most of the major Schools Competitions and Dulwich debaters have been, and continue to be, well represented in the England team selection for the World Schools Debating. There is also ample opportunity for pupils who simply enjoy debating to learn the necessary skills to allow them to take part.

Debating is a part of the learning culture of the school and this is reflected in the House Debating Tournament in which 72 pupils take part annually. Dulwich runs its own Schools Competition at the start of the season where 60 teams from around the country take part and where the pupils learn about hosting and helping to administer a large scale debating tournament. The strong culture of debating is sustained, in part, by the large appetite for politics, history, and culture fostered by the curriculum. The debating culture is, first and foremost, the product of many hours of training and competition practice with expert coaches and dedicated staff.

Novice debaters in the Lower School enjoy a weekly lunchtime session where they are coached by Sixth Formers

SCHOOL STATS HEADTEACHER:

THE DEBATING CULTURE AT DULWICH IS, FIRST AND FOREMOST, THE product of many hours of training and competition practice WITH EXPERT COACHES AND DEDICATED STAFF

Dr Joe Spence NUMBER OF PUPILS:

1,600 (Years 3-13) FOUNDED:

1619

MOTTO:

Detur Gloria Soli Deo – Let Glory be Given to God alone LEAVERS’ DESTINATION:

Primarily Russell Group universities, including Imperial, KCL, LSE, UCL, Bristol, Durham, Edinburgh, Exeter and Warwick in addition to Drama and Art Foundation courses and, more recently, Degree Apprenticeships.

About 12% of our pupils win places at Oxbridge every year.

NOTABLE ALUMNI (HISTORICAL):

Sir Ernest Shackleton; PG Wodehouse & Raymond Chandler; Trevor Bailey, cricketing legend; Lord George, Governor of the Bank of England.

NOTABLE ALUMNI (CONTEMPORARY):

Pupils from the Oxford Debating Group in January

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Dr Gabriele Finaldi, Director of the National Gallery; Rupert Penry-Jones & Chiwetel Ejiofor; Sir Peter Bazalgette, Chairman of the Arts Council England; Jeremy Deller, Turner prize winning conceptual artist; Graham Swift & Michael Ondaatje, Booker Prize winning novelists; Tom McCarthy & Tom Rob Smith, Booker nominated novelists; Ed Simons, one half of the Chemical Brothers; Phil Manzanera, guitarist with Roxy Music.

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Pupils are exposed to speaking and debating opportunities in various areas of school life.

Years Seven and and Eight experience interform debating competitions in their English lessons and can opt to attend debating clubs in lunchtimes. Years Nine and 10 represent their house in the inter-house debating championships, or attend termly friendly debating competitions with other local schools.

Each year group takes part in at least one public speaking competition during their time at the school. Girls are encouraged to speak compellingly about a topic of their choice for 2-3 minutes: initially to their form group; potentially in front of the whole year.

We are fortunate that the importance of debating is embedded in the school culture.

Most girls will address the whole school at least once during their time at the schoool. At the top end, exceptional speakers and debaters can also flourish: the school encourages debaters in Years 10 and above to attend debating competitions run by schools and universities, such as the International Competition for Young Debaters, and Oxford and Cambridge Schools competitions.

Awareness, understanding and respect are the cornerstones of a strong debating position

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SCHOOL STATS HEAD:

Jane Gandee NUMBER OF PUPILS:

510

YEAR OF ESTABLISHMENT:

1884

Speaking and debating is encouraged across the school

MOTTO:

Caritas, Humilitas, Sinceritas – Compassion, Integrity, and a Quiet Selfconfidence LEAVERS’ DESTINATIONS:

In 2018, 15% of leavers chose to study medicine, and 13% opted to study engineering. The top 2018 university destination was the University of Exeter, and over the last five years over 25% of our leavers have gone to either Oxbridge, Durham or Bristol.

ADDED VALUE:

Girls achieve on average over half a grade higher than their baseline ability would suggest at A-level. At A-level our value-added scores place us in the top nine per cent of all schools nationally and at GCSE in the top three per cent of all schools.

BRYANSTON SCHOOL, DORSET

Led and encouraged by history teacher and senior tutor, Pippa Quarrell, a dynamic debating programme is available as an activity for all pupils. Debate topics of national and global significance are selected to provide the opportunity to challenge preconceptions and assumptions. And the focus of the programme is to develop the rhetorical skills of pupils, to encourage political and ethical awareness and to highlight the importance of respecting alternative views and opinions.

“The ability to research topics from different standpoints, to present persuasive commentary and to understand the importance of evidence are attributes of considerable value across all academic areas,” says Quarrell. “Awareness, understanding and respect are not only the cornerstones of a strong debating position, but are also important life skills that our pupils will take into their future lives.

Roedean is situated on the south coast

ROEDEAN SCHOOL, EAST SUSSEX

Debating club for sixth formers has recently been revived at Roedean and the school is looking to expand its offering down to Year Seven. The first debating match will be against Harrow School this month.

Head of Classics, Claudia Hindle heads up the club and is excited about the new life skills the girls will develop as they train for their debating competitions. She explains: “We are basing our debating on the British parliamentary style and the girls will learn about putting a compelling argument across, how to counter it and the importance of fully researching your subject before putting it to the house. They will learn how to react quickly, how to understand other people’s point of view and how to be persuasive in your language.

These skills not only really help them across all their subjects but also when they leave school.”

“What makes debating club so much of a challenge is that the girls will be given various issues for debate to prepare for but they won’t be told which side they are going to have to argue. They could be asked to argue for or against anything from animal testing to capital punishment. To be able to debate successfully, you have to have developed a flexible mind with the ability to strategise on the go.”

“While Bryanston recognises the importance of developing expertise and confidence in public speaking, the skills and approach required for effective debating are quite different. That’s why we have a dedicated debates programme that not only supports the personal development of pupils but also encourages pragmatism and inquisitive insight.

We have very enthusiastic participation in our regular debates and the events certainly prompt much intrigue and discussion throughout the school community.”

SCHOOL STATS HEADTEACHER:

Oliver Blond

NUMBER OF PUPILS:

620

FOUNDED:

In 1885 by three sisters, Penelope, Millicent, and Dorothy Lawrence.

They wanted to set up a school which prepared girls for entrance to the women’s colleges at Cambridge, which were Girton and Newnham MOTTO:

Honneur aulx dignes – Honour the worthy LEAVERS’ DESTINATIONS:

34.4% bound for university aim to do a STEM subject; 4% will go to Oxbridge; 57.5% to a Russell Group university; 7% will go to an international university.

NOTABLE ALUMNI:

WHAT MAKES DEBATING CLUB A CHALLENGE IS THAT THE

girls are given issues for debate to prepare for BUT AREN’T TOLD

WHICH SIDE THEY WILL ARGUE Pupils go on to study across a wide variety of courses at university

Former Europe minister Baroness Chalker of Wallasey, MP Layla Moran, actress Tess Dahl, nurse Dame Cicely Saunders, creator of the London A to Z Phyllis Pearsall, and Ursula Graham Bower – an anthropologist who became a guerilla soldier fighting against the Japanese invasion of Burma, Actresses Rebecca Hall, Sarah Miles and Honeysuckle Weeks, journalists Katharine Whitehorn and Nancy Spain.

SCHOOL STATS HEAD:

Sarah Thomas NUMBER OF PUPILS:

692

MOTTO:

Et nova et vetera – The New and the Old FOUNDED:

In 1928 by JG Jeffreys LEAVERS’ DESTINATIONS:

In 2018, pupils went to study at Cambridge, Durham University, Bath, King’s College London, Oxford, Birmingham, Leeds, Trinity Laban Conservatoire of Music and Dance, Royal College of Music, Georgetown Washington and the University of British Columbia.

NOTABLE ALUMNI:

Ben Fogle, Emilia Fox, Sir Terence Conran, Sebastian Conran, Jasper Conran, The Rt. Hon, the Lord Phillips of Worth Matravers KG (former President of the Supreme Court), Lucian Freud.

SUMMER 2019 | independentschoolparent.com

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SENIOR SCHOOL

GRESHAM’S SCHOOL, NORFOLK Debating is thriving: we host at least 21 inter-house debates each year. We have trophies for sixth form, Year 10 and 11 and Year Nine inter-house competitions, and all Year Nine pupils are taught the skills of debating as an enrichment activity.

The inter-house competitions are very popular within the school and play to packed houses. Debating has a regular weekly protected slot in the calendar: 7.30-8.30 pm on Mondays and an audience of 40-50 pupils is the norm. The debates are drawn home and away in houses, which adds to the atmosphere, with the finals held in bigger venues like our School Chapel. At the end of each debate we have a tradition of open, informal debating while the adjudicator decides on their verdict.

Debating at the school has a rich history going back to 1900. Our debates stay true to a tradition of topicality and controversy, with debates including motions such as whether this House supports a second people’s vote referendum, applauds the formation of the Independent Group of MPs or has sympathy with the legal appeal of Caster Semenya.

The school has hosted debates where staff and pupils speak together; including a lively debate on the night before the EU referendum.

Pupils often debate in the School Chapel

SCHOOL STATS HEAD:

Douglas Robb NUMBER OF PUPILS:

500

ESTABLISHED:

1555

THE INTER-HOUSE COMPETITIONS ARE very popular within the school AND PLAY TO PACKED HOUSES

LEAVERS’ DESTINATIONS:

Oxford, Cambridge, LSE, Imperial College, King’s College, Manchester, Edinburgh, Exeter, Bath, Bristol, Birmingham, Glasgow, Leeds, Newcastle, York.

NOTABLE ALUMNI:

Olivia Colman, Sir James Dyson, rugby players Tom and Ben Youngs, composer Benjamin Britten and poet W H Auden.

ALL ABOUT GRESHAM’S:

The nearby beach gives pupils the perfect place to train and enjoy some downtime

Nestled in the buzzing market town of Holt with an award-winning north Norfolk coastline as a backdrop, Gresham’s encourages independent thought, tenacity and creativity to enable pupils to explore their own interests and futures. Our pupils are prepared for rewarding personal and professional lives with the intellectual, personal and social qualities and skills needed to make a positive difference to the communities in which they live.

We are proud of their enthusiasm and generosity towards each other.

ADVERTORIAL

A mother’s concern Bupa Global research reveals the main health and wellbeing worries mothers have for their children

W

hen your children head to school, that parental instinct kicks in and you start to worry. Are they fitting in OK? Are they getting on with their peers? Are they performing as well as they could be?

Premium health insurer Bupa Global surveyed nearly 3,000 mothers with children aged 16 and under to find out their biggest health concerns regarding their children’s health and wellbeing. Half globally (50%) were most worried about bullying. This increased to 60% among mothers of 11 and 12-year-olds.

Stress was the second greatest concern, with over a third (39%) of mothers worried about their children’s stress levels. 39% were also worried their children might experience anxiety either now or in the future, with 35% concerned they might experience depression.

“As young people are increasingly under pressure, factors such as stress at school, body-image issues, bullying online and offline, and around-the-clock social media can have a significant impact on their mental health,” says Dr. Søren Carstens MD, Head of Clinical Operations at Bupa Global.

A 2017 poll of 14 to 24-year-olds by the Royal Society of Public Health in the UK found that Instagram, Facebook, Snapchat and Twitter all increased feelings of inadequacy and anxiety, worsened children’s body-image worries, exacerbated bullying and caused sleep problems, feelings of depression and loneliness.

PHOTOGRAPHY: ISTOCK

Let’s talk about it

But children don’t need to be suffering from stress or anxiety for parents to have an open conversation with them about how they’re feeling, he believes – talking, and more importantly, listening, starts at home.

“Listening can actually be more important than talking – it helps you to gain their trust and makes them feel important and loved.”

“The difference in your age means that you’ll often see a contrast in your choice of language and opinions, so be aware of this and be open.

Don’t interrupt, avoid closed body language, like crossed arms, and refrain from judging.”

“You can also help improve their mental resilience and support their emotional wellbeing with exercise, a healthy diet and good sleep as well as talking to them,” he adds.

can be a fun way to bond, whether that’s through walking or trips to the pool.”

Prevention is key

Live your best life

For Carstens, this intervention can really help children stay healthy not only in mind, but in body too. Giving children a healthy start to life can also help their future, where they may be less likely to develop health problems such as diabetes, heart problems and cancer.

The study showed that in addition to mental health worries, nearly half (47%) of mothers were concerned their children were eating unhealthily, with a third (35%) worried about lack of physical exercise or balanced nutrition.

“It’s never too early to get your kids involved in cooking simple and healthy recipes,” says Carstens. “The best way to get your kids to be healthy is leading by example in your own lifestyle and eating habits. Exercising together

It’s important for parents to be vigilant and to have regular conversations with their children about their health – whether that’s mental or physical – and seek the guidance and support of professionals if necessary.

Bupa Global helps to provide peace of mind by giving children the same level of cover as their parents, at no extra cost (up to two children under 10 years as part of the Elite Health Plan, subject to underwriting). “Bupa Global offers a range of premium health insurance options for families,” Carstens explains, “offering the care that’s right for you, when and where you need it.”

To find out more call 0333 355 7683 or visit bupaglobal.com/bestlife SUMMER 2019 | independentschoolparent.com

23

Open Days 2019

Saturday 28 September (11+ and 13+) Wednesday 9 October (16+) Saturday 16 November (11+ and 13+)

To book a place, please visit www.stdunstans.org.uk or email admissions@sdmail.org.uk

020 8516 7200 Stanstead Road, London SE6 4TY

COMMENT

HEADS UP

STAYING STRONG Perseverance, resilience and standing up to adversity are important qualities we work hard to instil in girls, writes MARINA GARDINER LEGGE his behalf made a deep and lasting impression on PC Wardell – he felt hugely indebted and went on to campaign tirelessly to push through legislation which makes it an offence to harm or abuse an animal acting in the line of duty. The Act, coined Finn’s Law, received Royal Assent on 8th April this year, having completed all of its parliamentary stages.

The story is a perfect example of why it is important to face adversity, build resilience and persevere. It was this that prompted me to invite PC Wardell and Finn – Britain’s bravest dog – to come along to Heathfield, to present to our girls and provide them with a moving illustration of why these qualities are important.

The presentation started on Girls at Heathfield got to a high note as, low and behold, meet PC Dave Wardell and his dog Finn when PC Wardell and Finn had also they visited the school recently starred in Britain’s Got Talent – presenting a dog/magic show that stunned the audience and moved ur mission at Heathfield is to discern and develop Simon Cowell to tears. The girls watched the every student’s unique talents to enable them to BGT video avidly and then went on to learn excel. Fostering confidence and self-belief alongside more about PC Wardell’s career in the police compassion, empathy, understanding and the ability to build strong friendships are all qualities we look to instil. force and his relentless lobbying of parliament.

The presentation was wrapped up with Good habits for life: work ethic, self-discipline, independence, integrity a Q&A session, followed by a scent-tracking and ‘having a go’ are also viewed as important, as is commitment to the demonstration in which Dave’s colleague Seb community and service to others. ran off across our sports field and hid, only to I’m a firm believer in the power of ‘example’ and how it can be used be tracked by Finn and taken down by the arm. to embed these qualities in our pupils. I was particularly struck by the Heathfield pupil Claire said, “PC Wardell’s plight and journey of PC Dave Wardell, whose eight-year-old German journey was such a great example of how Shepherd Finn was stabbed with a 10-inch blade when intercepting important it is to get back up after difficult a police suspect on the 5th October 2016. Finn saved PC Wardell’s life, times. The lifelong friendship between he and placing himself between his owner and the suspect just as the offender Finn is so strong – together they have faced leapt forward to plunge his knife deep into the officer’s neck. Finn took adversity and, most importantly, changed the blow, sustaining a life-threatening wound to his chest, teetered history and the treatment of service animals on the brink of death for several days, only to pull through last minute, by lobbying to get Finn’s Law passed by the make a full recovery and – much to everyone’s amazement – return to Government. It was a life lesson and a truly duty just 11 weeks later. delightful and moving day.”

The trauma of seeing his best friend sustain such terrible injuries on

O Marina Gardiner Legge is Headmistress of Heathfield School in Ascot

SUMMER 2019 | independentschoolparent.com

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SPORT

Rugby tackled How do you play top-level rugby and stay on top of your studies?

Through flexibility and a careful balancing act, says GARETH PARKER-JONES, Deputy Head Academic at Rugby School

P

laying rugby at the birthplace of the game is an honour the XV players at Rugby School never take for granted. But they are also the first to admit that it takes teamwork to ensure they can play at a professional level while still ensuring they get the best academic education.

Many keen rugby players from the school have gone on to pursue their love of the game professionally, most recently Harry Mallinder for Saints and Tom Hardwick for Tigers.

And it’s Rugby School’s approach to educating the whole person that sees real dedication and cooperation between academic and sports staff to enable students to excel in their chosen sport, but still reach their goal of a clutch of A* results.

Students Ben Muncaster, 17, and Jonny Law, 18, are the latest of the school’s professional rugby players. Ben plays for both the Scotland U18 and U19 sides, representing the latter in the Six Nations, while Jonny, who played for England in the U19 Six Nations, has just signed for Tigers.

“It’s something special running out on to The Close,” says Ben, who scored 7 A*s and 3 As at GCSE. “The fact that the game was invented at Rugby School is really motivating. It can be easy to

26

take it for granted, but your time at school goes so quickly – all of a sudden, you’re in your last year – so you have to appreciate what a special opportunity it is.”

But he points out that it was made clear to him that he had to get his academic work right too.

“Our Director of Rugby and our head coach said that in order to get it right on the pitch, you have to get it right off the pitch.”

Jonny says the first thing he noticed when he joined was how sentimental everyone felt about The Close. “To be able to say that I’ve played on the pitch where the game was invented is pretty special, and it never wears off.”

independentschoolparent.com | SUMMER 2019

But he remembers that, in his final year, the school built flexibility into his timetable to allow him to keep on top of his academic work while freeing up time for his gym work and rugby practice.

We believe our students thrive in the classroom because they are busy and purposeful across a range of other activities. The academic and co-curricular parts of the school are mutually supportive. Lessons learned outside the classroom support the learning inside it, and vice-versa.

Many of our students perform at the highest levels in music, sport and drama, and I believe that their success and enjoyment in those Ben Muncaster says students feel sentimental about The Close

areas contributes to how they perform academically. So, when international honours and other prestigious sporting opportunities come along, we have the flexibility to release students from some academic commitments and to reorganise their timetables, safe in the knowledge that we have the facilities and expertise to ensure that their studies are not adversely affected in any way.

Coaching is a major part of teaching and learning at Rugby.

In sport, as in academic work, students are encouraged to analyse their performance. They analyse their essays after they have been marked, and they analyse (via video analysis platforms) their performance on the sports field, both as an individual and as a member of a team.

Debbie Skene, our Director of Sport, knows her ‘star turns’ must have enough time with their tutors to discuss their marks and their study plans and devote enough time to their academic work.

It’s all about flexibility – a skill everyone needs to perfect whether they are at school, university, work or, indeed, at home.

The School currently has three players in Wasps Rugby Academy, five in Tigers and three in Saints, but whatever the sport, all of us will be watching the Rugby World Cup with special interest. After all, the game started here.

XXXXX

The sport of rugby was invented at Rugby School

IN SPORT, AS IN ACADEMIC WORK, STUDENTS ARE encouraged to analyse their performance.

They analyse their essays after they have been marked, and they analyse THEIR PERFORMANCE

ON THE SPORTS FIELD (VIA VIDEO ANALYSIS)

Even star players like Jonny Law are expected to devote significant time to study

SUMMER 2019 | independentschoolparent.com

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COMMENT

MUST TRY HARDER Don’t worry if your child’s school report is not as glowing as you’d like – it could mark the start of a brilliant career, writes THALIA THOMPSON

N

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All students need to write papers clearly and neatly

access to the latest information about their child’s progress.

There are clear environmental benefits to going paper-free but it remains to be seen whether digital reports will be treasured in the same way paper reports were in the past. In some cases, these have become part of a historical archive.

The Roald Dahl museum in Buckinghamshire has a collection of reports from the writer’s days at Repton School in Derbyshire from which we learn he “has possibilities” but “is a persistent muddler, writing and saying the opposite of what he means”.

Report cards from Alan Turing’s days as a pupil at Sherborne School in Dorset have been exhibited at the Fitzwilliam Museum in Cambridge. These tell us that the school boy who went on to become the brilliant

independentschoolparent.com | SUMMER 2019

codebreaker at Bletchley Park during World War II “shows distinct promise” but go on to offer advice that many students today could still profit from: “He must realise that the ability to put a neat and tidy solution on paper – intelligible and legible – is necessary for a first-rate mathematician,” and “he must remember that Cambridge will want sound knowledge rather than vague ideas.”

But whatever their use to historians of the future, the best school reports are those where you get the sense the teacher really knows your child. So perhaps the last word ought to go to the headmaster at Stowe School in the late Sixties, who reportedly made the final comment on Sir Richard Branson’s school days there: “He will either go to prison or become a millionaire.”

DECODING THE REPORT Key phrases to look out for…

They say: He plays an active role in class discussions, always keen to take the lead and argue his point.

They mean: The boy never shuts up.

They say: She shows real creativity.

They mean: Spends the lesson doodling, then comes up with extravagant excuses for why she hasn’t done her homework.

They say: He is a popular member of class and is very mindful of his impression on others.

They mean: The vainest teenager I have met in 10 years.

PHOTOGRAPHY: ISTOCK

othing marks the end of the academic year better than the arrival of the school report. These days it’s as likely to ping into your inbox as drop weightily on to the doormat, but the importance of this annual review of your child’s progress remains the same.

A good report is something to be treasured. But if the one you read this term isn’t as glowing as you’d like, you can always take comfort in all the great men and women who have failed to impress their teachers in the past, a tradition going right back to the story of the exasperated school master who, in 1895, declared the teenage Albert Einstein “will never amount to anything”.

Today’s teachers would never be so brutal, but perhaps there was once some benefit in a degree of plain speaking. The novelist Jilly Cooper has spoken about how her school reports from Godolphin School in Wiltshire – “Jilly has set herself an extremely low standard which she has failed to maintain” – acted as a spur, to encourage her to prove them wrong.

Stephen Fry received similarly eloquent reports from Uppingham School, Rutland: “He has glaring faults and they have certainly glared at us this term.” But the way schools communicate with both parents and pupils has changed immeasurably since these days.

Nowadays there shouldn’t be any surprises in the school report.

It’s just one part in a dialogue that includes face-to-face meetings, email or telephone contact and parent portal systems that give parents continuous online

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HIGHER EDUCATION

The University of Newcastle

SCIENCE AND TECHNOLOGY ARE key

components of discovery, but you often need creativity TO SOLVE THE MOST

COMPLEX PROBLEMS BY ANSWERING THEM IN DIFFERENT WAYS

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independentschoolparent.com | SUMMER 2019

HIGHER EDUCATION

STEAM vs STEM STEAM, which puts the arts into STEM, promotes a more flexible educational approach and recognises the skills inherent in the arts – primarily creativity – writes ELIZABETH IVENS

J

ust five years ago, the Governmentbacked campaign for STEM leapt into the public consciousness with a vengeance when we were told our children’s future chances depended on them studying the subjects – Science, Technology, Engineering and Mathematics – that are the supposed keys to global success.

Stark warnings abounded about the UK falling behind in the world’s marketplace.

Schools were told that they must do more to promote STEM, and the arts were effectively devalued when the then-Education Secretary Nicky Morgan said the previous generation had got it wrong when they opted for the arts.

Coupled with the introduction of the Government’s controversial eBacc, record

numbers of students shunned arts subjects.

Senior figures in the arts world were outraged, with Nigel Carrington, Vice-Chancellor of the University of the Arts London, calling it an “absurd discrimination”.

A COMBINED APPROACH

LIBERAL ARTS

Many institutions have also launched – or are considering launching – combined honours degrees, which may eventually change the face of degrees in the UK. At Royal Holloway, students can take a BA in liberal arts, a mixture of arts and science units, major/minor degrees in physics and maths with music or philosophy, or the more recently introduced BA/BSc in digital media culture and technology, which brings together computer science and media.

Liberal arts degrees have become increasingly popular with other universities offering them including King’s College, London and the University of Bristol.

At the University of East Anglia, where a liberal arts degree will begin in 2021, Clare Connors, Senior Lecturer for the School of Literature, Drama and Creative Writing, defended the study of arts and humanities and the many professions in the creative industries they open up to graduates, but said

s

But amidst the outcry, an innovation from the US was quietly slipping into the education sector to correct that imbalance: STEAM. Across the board, UK universities are embracing the concept, building comprehensive strategies around it as a future tenet of teaching and research.

Projects incorporating science and the arts have sprung up at campuses around the UK. Universities have recognised that STEAM can promote a combined approach to learning which can Royal Holloway is working on result in multi-skilled graduates STEAM project, fully future-proofed for the StoryFutures uncertainties of the job market.

Professor Katie Normington, Deputy Principal of Royal Holloway at the University of London, explained: “Science and technology are key components of discovery, but you often need creativity to solve the most complex problems by answering them in different ways.”

Major STEAM projects at Royal Holloway include StoryFutures, which brings together electronic engineering, computer science, artificial intelligence, psychology, media and theatre to discover the

next generation of story-telling.

At the University of Sheffield, Director of Public Affairs Ruth Arnold also recognises the importance of a shift to STEAM, saying: “Policymakers reference the importance of STEM subjects, but knowledge in these areas doesn’t exist in isolation. Human and social issues require something more, an understanding of what makes us human and how society responds to the forces which shape it. Awareness of this reality has led to a shift from STEM to STEAM, bringing creative thinking from the arts into education.”

SUMMER 2019 | independentschoolparent.com

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HIGHER EDUCATION The University of Newcastle now aims to establish joint degrees for an interdisciplinary education

NO PERSON IS ALL SCIENCE OR ALL ARTS AND NEITHER IS THE WORLD. There’s

At the University of Bradford, courses now aim to prepare to future-proof students’ careers with science and art skills for a changing job market

the university had long been renowned for its “interdisciplinarity”.

It is this approach that has led to the development of the new degree course which Connors heralded as “giving students the intellectual flexibility required by leading employers across multiple industries”.

CREATING NEW STRATEGIES

At the University of Bradford, STEM Programme Leader Janet Smith-Harrison points to the long-term benefits to graduates and employers of developing STEAM skills.

She said: “We promote the concept that great ideas are manifested by a multi-skilled team of people. All skills and talents are needed, artsand science-based. It’s important that students recognise the wide range of talents employers are looking for, and in turn recognise and develop these in themselves. They’ll then present the types of skills employers in a wide range of sectors are looking for.”

At the University of Newcastle, existing science and arts combinations will be formalised with a strategy that will include developing joint-degree programmes, a new departmental home and recruiting new Fellows to drive forward the changes.

beauty in chemistry and science in dance. e polarise the world into specific sub ects, BUT NATURE AND LIFE DON’T BEHAVE ACCORDING TO OUR PROSPECTUS

Deputy Vice-Chancellor, Professor Julie DIGITAL MEETS CREATIVE Sanders, says the university’s new vision and The joint approach has had a striking effect strategy is “majoring in interdisciplinary on the university with “an interdisciplinary education and research in its new strategy”. approach to medicine at the heart of Sheffield’s Universities hope that combining and Medical Humanities Centre, which brings promoting the joint approach to sciences and together more than 100 colleagues from the the arts can only benefit their students.

Faculties of Medicine, Arts and Humanities, Professor Normington explained: “Major Social Sciences and Engineering”. companies such as Google and IBM look to Ruth Arnold explained: “It describes its recruit arts graduates, as they offer insights mission as ‘to locate, understand and privilege that the data scientists aren’t accustomed to what it is to be human’.” looking for and create better teams because of Professor Normington at Royal Holloway their range of skills.” said she believed the new ways of working Ruth Arnold highlights a collaboration would continue, adding: “We’re in a world now between Sheffield’s School of English and its where digital and creative must continuously medical students called Storying Sheffield. blend and, as a result, we need to create multiShe explained: “The project works closely skilled graduates.” with the Sheffield Health and Social Care At Bradford, Janet Smith-Harrison agreed: NHS Foundation Trust and medical students “No person is all science or all arts, and neither specialising in is the world. There’s Storying Sheffield brings psychiatry, working beauty in chemistry together the School of with individuals who and science in dance.

English and medical students lived with serious We polarise the world challenges to generate into specific subjects, stories of their lives and but nature and life don’t identities for their own behave according to our purposes and to be used prospectus, whatever in training clinicians.” we offer!”

HIGHER EDUCATION

FIRST IMPRESSIONS Planning on drafting your personal statement during the summer holidays? ELENI CASHELL of whatuni.com has this step-by-step guide to help you get started…

Saturday job in your local café, jot down what you’ve learned from it.

Hobbies and achievements: Admissions aren’t going to believe that you spend 24/7 studying, so tell them about any interesting hobbies and achievements that you’re especially proud of.

Although make sure it’s either relevant or interesting – they probably won’t care about your Netflix all-nighters.

Why they should pick you

F

or those of you applying to university, the summer holidays provide the perfect breathing space to work up a first draft of your personal statement.

Get the tone right

If text arguments have taught us anything, it’s that getting the right tone in your language is vital if you want to convey the right message. And a personal statement is no different; it’s not just what you say, but how you say it. Sound as bored as watching paint dry and the admissions team will doze off, but show you are passionate and enthusiastic and you’ll have them hooked.

Why that course?

Tell them why you want to study

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that particular course. Whether it’s because you’ve been inspired at school or because a certain expert made you keen to find out more, tell the admissions team why you’re so eager to study it for the next few years.

You can apply for up to five different courses, but you can only submit one personal statement – so beware of referencing specific universities or specific course titles. If you’re applying for courses that are all fairly similar, writing your personal statement shouldn’t be too difficult.

However, if your choices are quite different from each other, this is where it gets a little more tricky. You’ll need to blend your statement carefully so all five admissions tutors feel it is relevant to their specific course. Applying for a joint honours or combined

independentschoolparent.com | SUMMER 2019

degree? Make sure you engage with both subjects fairly equally.

And if you can draw connections between the subjects, even better!

Remove anything that is unprofessional. Applying because the lecturers are attractive? Maybe leave that out.

All about you

Studies: Talk about what you’ve studied/are studying. If you’ve studied a subject that’s relevant to your application, make sure the admissions team knows it.

Showing you’re eager to learn more, at their institution of all places, should get you some serious brownie points.

Work experience: If you’ve done work experience, shout about it!

Whether it’s relevant to the subject (which shows you have a passion outside school, too) or just a

What to delete

There are some things that should not be in your personal statement.

Here are the top five no-nos: Exaggerations. Keep your language honest with a hint of humility. For example, say you’re a team player, but not that you built the team from scratch and led them to glorious, unprecedented victory.

Bad language. Don’t swear in your applications. Admissions teams don’t like it.

Irrelevant information. While your family may love the fact you earned a swimming medal when you were eight or take really good selfies, it’s not massively relevant to your uni application.

Negativity. Leave critical thinking off the page and make sure they know how awesome you are.

Spelling mistakes. Use spell check, get a friend to read it, spell check, ask your family, spell check, ask a teacher… you get the idea.

PHOTOGRAPHY: ISTOCK

Make sure your personal statement has no spelling mistakes

It’s time to wrap this up like a present. Explain why everything you’ve just told them makes you the perfect fit for their university.

Time to create an impressive sign off. Leave them in no doubt that there will ever be a better applicant than you.

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HIGHER EDUCATION

PUPIL VOICE

GETTING ACCEPTED EMILY MANOCK, 17, a pupil at Bolton School Girls’ Division, describes her successful application to study languages at Jesus College, Oxford When did you first think about applying to Oxford?

I started to consider the Oxbridge route when I was in Year 10. Before this, I didn’t see it as a possibility, as I didn’t believe I was gifted enough for a place, and I was sceptical of my chances as a disabled student.

So, what spurred you on?

I performed exceptionally well academically at the beginning of the year, particularly in my YELLIS test, and was invited on the Oxford trip that year. When we visited Jesus College, I saw a student who had cerebral palsy, as I do, and that’s when I began to set my sights on Oxford.

What did you have to do to apply?

The application process required a lot of work. The first step was the UCAS application, for which I received support from the school careers department, specifically with regard to my personal statement, which was brought up several times during my interview. Having initially applied for English and German, I studied intensely for my English and modern languages aptitude tests to improve my knowledge of German grammar and English language devices.

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to abstract questions on language and my answers surrounding the two literary extracts were good. We touched on a number of subjects, including translation, swearing and sign language, as well as topics I’d mentioned in my personal statement.

Do you have any advice for those applying to Oxford?

Try to maximise your supercurricular activities, such as lectures, workshops, summer schools and wider reading. I’d also advise candidates not to worry about being allocated to other colleges and courses, because the university does, in fact, take it into account.

Once Emily had visited Jesus College, she became less sceptical of her chances there

Anything else?

The exam was complex, but there were past papers online, which helped. I also had to submit written work in English and German that had been verified by school to show my writing ability. Then I had to wait to be called for interview.

Was there anything that didn’t go to plan?

Having initially applied to Worcester College, I was told that I had instead been allocated to Jesus College, and also that I could not take English and German, but was welcome to try for French

independentschoolparent.com | SUMMER 2019

and German. This meant I had just over a week to study for another aptitude test and to submit more work.

That’s quite a challenge.

How did you do it?

I received a lot of support from the MFL department, without which I would have struggled immensely, as a week was hardly enough time to prepare. Focussing on the interview and practising with both my language teachers – and within the Oxbridge CEP sessions – helped a lot. The interviews themselves were a lot less intimidating than I’d expected them to be.

Why was that?

I felt confident in my approach

What happened when you received your offer?

I had refused to check UCAS before going home, because I had two exams that day, and having heard about other people’s rejections, I wasn’t wholly confident that I’d be offered a place. But when I got home, I was greeted by the envelope and was pleased to find it was heavy. When I opened it, I was elated, but I could only celebrate for half an hour before going back to revise for the next day’s exams! I’m not sure what the future holds for me beyond Oxford; the change in my course has led me to consider other career options, as well as possibly entering postgraduate education.

COMMENT

FACING THE FUTURE How do you find a career that you love? CLAIRE REID-WARRILOW has some top tips to help you blaze a trail in the workplace A related skills and interests inventory will help you align your passions with your talents.

Embrace inner curiosity

The formality of a career aptitude test is one thing, but never lose your curiosity. Even if you don’t yet have a clear vision for your career, you’re probably curious about things which may or may not be obvious to you. It’s important to uncover your less obvious interests.

Pursuing them sets you on the path of unlocking who you are and your individual creativity. By following your natural curiosity and asking the right people the right questions, you’re far more likely to land in a destination that you find fascinating.

It’s important to be passionate about a career path, but also to nurture the necessary talents and skills for it

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or many 18-21 year olds, choosing a career – and a Higher Education provider to help you achieve your aspirations – can be a daunting task. For those of you struggling to decide which university and which course to enrol on, this can be stressful. Here are some practical tips to help you to make this crucial step and put you on track for a career you’ll love.

Follow your passion Claire Reid-Warrilow is Director of Undergraduate Recruitment UK and Europe at Sommet Education

You hear it all the time – to be successful in your career, and in life, you’ve got to be passionate about what you do. Put simply, if you hate your career, you’re devoting most of your waking hours to something that’s draining your energy away from the things that give you meaning.

Passion is crucial for career success, but it probably won’t be enough if you’re lacking the supporting skills and competencies needed to realise your dream; these need to be nurtured through further study.

PHOTOGRAPHY: ISTOCK

Take a career aptitude test

Aligning your passions to a potential dream job could begin with a career aptitude test, which will help to determine what you enjoy and what you’re good at, as well as the difference between your core versus supporting passions and talents. This is important, because you might have a skill that would make you miserable if it were the focus of your career, but will empower your passions if placed in a supporting role.

Ask friends for feedback

Peer-to-peer discussions provide a great source of ideas. Friends may have clearer aspirations than you, and while you shouldn’t necessarily be swayed by what they’re doing, it may help you to ‘rule in’ or ‘rule out’ particular options around further study or career possibilities. Reading up on the destinations of alumni and seeing what they’re doing now may also spark some fresh vocational inspiration. In many cases, schools will be visited by former students sharing their career stories.

Give a few things a try

The best way to discover where your passions and strengths will be most valuable is to give a few things a try. So as a next step, studying a course that gives you options and the opportunity to discover what you really enjoy, through real-world learning, work placements and internships, is going to be important. If you’re already in the world of work, consider shadowing other people in that environment and moving laterally between positions to really determine what you love and which things you shine at.

SUMMER 2019 | independentschoolparent.com

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OPEN MIND. OPEN DOOR. OPEN FUTURE. Whole School Open Mornings 21st September 9.30am – 12.30pm No need to book, please just come along.

6th and 7th November 9.30am – 12 Noon Please call Admissions to book your tour.

Sixth Form Experience Day 10th October 9am – 4pm Please call Admissions to book your place.

Awarded to the Futures Department

School of the Year for Student Careers Programme Highly Commended Independent Schools of the Year Awards 2018

‘Excellent’ in all areas ISI Inspection Report 2016

www.sthelens.london St Helen’s School, Eastbury Road, Northwood, HA6 3AS 01923 843230 admissions@sthelens.london

2 mins walk from Northwood Tube.

30 mins from Baker Street.

(Metropolitan Line) School coaches are available.

An Independent Day School for Girls aged 3-18

COMMENT

FOND FAREWELLS It’s hard, but it has to happen every year. So how do schools say goodbye to their sixth form leavers? Katie Hughes finds out

PHOTOGRPAHY:: CHRIST’S HOSPITAL, WEST SUSSEX

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f I could offer you only one tip for the future, sunscreen would be it,” wrote journalist Mary Schmich to college leavers in her famous 1997 Chicago Tribune column. Her other advice included: “Don’t waste your time on jealousy”, “Do one thing every day that scares you” and “Floss”.

Independent schools may not find their farewells to sixth formers as widely-lauded as Schmich’s, but they recognise the significance of getting the parting message just right. And it doesn’t always need to be conventional.

Take Chris Wheeler, Principal of Monkton Combe School in Bath, who said goodbye to recent Year 13’s by breaking into song on speech day with One Day More from Les Misérables. Staff joined in with solos, while parents looked on in delighted surprise.

At Fettes College in Edinburgh, it’s traditional for a third form pupil to interrupt leavers’ speeches in pyjamas and dressing gown, while saying, “Sorry I’m late, sir”.

“No one knows why, but it is a highly anticipated moment,” says Charlie du Vivier, Housemaster of the school’s upper sixth house.

Fettes, explains du Vivier, says goodbye to its leavers “at considerable length” – and it’s not alone in doing so. At Christ’s Hospital in Horsham, a lengthy Beating Retreat with the school band has been an annual farewell feature since 1948 – whatever the weather. At Gordonstoun in Moray, leavers complement a lavish ball with ‘Futures Week’ workshops, where they learn skills that cover everything from unblocking a kitchen U-bend, to everyday first aid and self-defence.

Meanwhile, at Shrewsbury School in Shropshire, a recent

The school band plays a major part in Christ’s Hospital’s farewell ceremony

leavers’ supper was significantly prolonged by matron producing historic ‘sorry’ notes from leavers.

“The comedy was in the fact that there were so many notes… all saying they wouldn’t do it again,” says Anna Peak, the school’s Deputy Head (pastoral).

But farewells aren’t just organised by schools themselves.

Alumni of Alleyn’s School in London recently recorded a poem for departing pupils, spearheaded by writer and director Nell Butler and addressed “To the youth of today from the youth of the past”.

Offering an overtly reassuring message, “It’s written by people you may never know. But we’re here to support you wherever you go.”

However, schools agree that good intentions from ex-pupils don’t always materialise. “It raises

a wry grin every year when some say they’ll stay in touch,” says Paul Gibbs, Director of Higher Education at Bede’s School in East Sussex. “They almost never do, unless they need something.

And then, of course, we are only too happy to oblige.”

Despite this, both pupils and teachers find the leaving process painful. “One Houseparent can usually be found blubbing at some point in the evening,” says du Vivier of the leavers’ speeches.

And “It’s always the boys who start crying when I Vow to Thee cranks up in the chapel.”

But as Peter Pyemont, the founding Headmaster of Bede’s, wisely said, “You only go to school in order to leave school.”

From the light-hearted to the life-enhancing, some parting words to sixth form leavers:

“If going to St Andrews, choose your boy or girlfriend carefully. It is likely you will end up marrying them.”

(Because 10% of all St Andrews graduates are married to another St Andrews graduate.)

CHARLIE DU VIVIER, FETTES COLLEGE

“Don’t believe everything you see on Instagram or read on Facebook – not everyone is having as fabulous a time as they might make out.”

DR ROB ATKINSON, HEAD OF UPPER SCHOOL, ALLEYN’S, LONDON

“We will not miss questions like ‘When is the deadline?’ and ‘But when is the actual deadline?’ and ‘When is the final deadline?’ and ‘When is the actual final deadline?’

We will not miss any of that. We will miss you.”

TAKEN FROM A POEM BY DAVID CHESHIRE, HEAD OF LOWER SIXTH AND PRE-SIXTH AT BEDE’S SCHOOL

SUMMER 2019 | independentschoolparent.com

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ADVERTORIAL

Thinking creatively The creative arts take centre stage at King Edward VI School, Southampton

K

ing Edward’s is steeped in tradition with a rich cultural heritage. Educating children since 1553, it is Southampton’s oldest school with roots deep in the city’s history through their founder, William Capon. The co-educational school is one of the south coast’s leading secondary institutions academically, not least as a result of the acquisition of Stroud School in Romsey as their preparatory school.

Naturally, promoting intellectual excellence and developing curious minds take precedence as a selective, academic school. Almost all students go on to higher education institutions, with over 80% attending Russell Group universities with an average of 10% taking up places at Oxford and Cambridge. However, academia is not the sole focus. Fostering a sense of personal worth in every pupil and equipping them with the practical skills to be successful in the wider world are also priorities. The creative arts themselves can

provide a gateway to innovative methods of thinking that are valuable in every industry, and the King Edward’s departments consistently produce exhibitions and performances of the highest calibre.

The school has invested over £20 million in its infrastructure over the past decade with the refurbishment of all of its teaching accommodation and the purchase of an outward-bound facility on Dartmoor. The crowning glory of the developments thus far is the Dobson Theatre, which sits at the heart of a dynamic creative arts programme. The impressive space not only acts as a hub for dramatic and musical activity, but is a forum for outside lecturers and public speaking.

The Dobson is the epicentre of the biennial arts festival, #KESFEST, which returns this

summer and celebrates creativity in all its myriad forms within the local community.

The school-wide three-day festival features lectures, performances, and workshops run by creative arts professionals which give King Edward’s and local primary school students the opportunity to engage with physical theatre, stage combat, photography, jazz ensembles, acapella, and much more. Annual highlights include King Edward’s Dance Gala, and the Peter Foulkes Art Exhibition, where budding artists from Hampshire’s prep schools showcase their work to the public.

The drama calendar boasts impressive plays and musicals, including exclusive Lower School and Sixth Form productions, the latter entirely devised by students. Musicians enjoy numerous opportunities to perform abroad

STUDENTS ARE FOUND IN ALL WALKS OF LIFE AND COMBINE ACADEMIC ACHIEVEMENT WITH THE skills they acquire through directing a production, ORGANISING A FUNDRAISER, OR CAPTAINING A TEAM and in prestigious regional venues including Winchester Cathedral and various Oxford colleges. Sport is a vital part of provision, supported by regular sports tours to far-flung corners of the globe and full use of the 33-acre Wellington Sports Ground. Former students have won medals at the Beijing, London, and Brazil Olympics, including gold for Iain Percy.

Students from King Edward’s are found in all walks of life and combine academic achievement with the impressive communication and leadership skills they acquire through directing a production, organising a musical charity fundraiser, or captaining a sports teams. They leave with the values that every employer will prize and the independence of mind to shape changes.

To attend the Open Evening on 4th October, contact registrar@kes.hants.sch.uk, or call 023 8079 9216.

SUMMER 2019 | independentschoolparent.com

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BURSARIES AND SCHOLARSHIPS SPECIAL orthampton igh chool s mission since its 1 th-century foundation has een to pro ide life chances to young omen in the form of ursaries and scholarships. eadteacher Dr Helen Stringer explains ho her school remains true to that mission to this day

A

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independentschoolparent.com | SUMMER 2019

A well-placed investment

Parents also want to know that their investment – of money, of course, but also (and even more importantly) of their trust in the school to do its best for their child – is well placed. We know that the vast majority are making serious sacrifices to provide the transformational opportunities for their children that we provide. As school leaders, we must never lose sight of that reality. That is why the school must never become a business first and foremost, although it must be run in a business-like manner. For myself, I see the task as one of stewardship of precious resources, of money and talent, in a high-pressure environment, where scarcity spurs us to evergreater clarity of purpose.

Our charitable status is, for this reason, vital to us. For the High School, this means being part of the Girls’ Day School Trust (GDST) family of schools. The Trust, a beacon of excellence in girls’ education, is a not-for-profit organisation where the bulk of financial assistance goes into means-tested bursaries. The GDST’s Bursary Scheme is operated on a system common to all of its 23 independent schools, thereby ensuring a fair, consistent and transparent assessment of means.

Currently, the GDST supports 1,100 pupils at our senior schools with a means-tested bursary, and since 1997, we have

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s a girls’ school with its origins in the 19th century, Northampton High School has social mobility woven into its very fabric. The school’s founding mission, in 1878, was to provide life chances to a social group usually excluded from the benefits of an academic education, that is young women. Today, 140 years later, the school’s governors and leaders remain true to that mission in a world where social inequalities, of many kinds, remain entrenched.

Parents, current and prospective, of independent school pupils want to know that the place where their children are nurtured in the most important years of growth of their lives will be a diverse and welcoming community.

Narrow elitism in school makes for a poor preparation for a diverse, dynamic and interconnected world, where an understanding of difference and a sense of ease in the company of strangers are vital attributes for professional success.

Moreover, young people care deeply about social justice and they know, instinctively, whether their school is authentic in its commitment to its high-sounding principle to nurture every individual in their uniqueness.

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School should be a diverse and welcoming community

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FOCUS

CASE STUDY: 1

HOW TO PREPARE

ANDREW FLECK Principal of Sedbergh School, Cumbria advises on the questions you should ask before embarking on the scholarship journey

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cholarships are competitive awards made following a formal assessment. Most schools will offer academic scholarships and many will offer them for music, sport, art, technology and drama; some will offer awards for leadership potential and for all-round achievement. However, a scholarship award from one school may not equate to that in another, so parents and pupils might wish to explore some or all of the following: If a pupil has been designated a scholar of considerable talent, what programme does the school have to further develop this?

What does the school expect of its scholars and can a scholarship be taken away? If so, under what circumstances? How long does an award last?

How many scholarships may be awarded in each category?

Is the award honorary, or is there a financial element to the scholarship? If so, how does this

change as fees rise?

Please consider carefully the level your child is performing at. The higher profile the school in a particular discipline, the greater the competition.

As Headteachers we become concerned to hear that pupils are sitting five sets of scholarships at differing schools, or when we see an 11-year-old distressed because they discover the standards sought are well beyond their ability. Parents must be realistic about their child’s performance.

Scholarships need preparation, no matter what a school says.

The ability to write fluently, to discuss with confidence and to wrestle with unforeseen challenges can all be developed in the months before the assessments. Discussion about current affairs and abstract or philosophical concepts can all take place at home while reading should be suitably demanding and varied. We are looking for open minds and sparkling

Alex has felt strongly supported to fulfil her potential at the school

Schools offer scholarships across many disciplines

WE LOOK FOR open minds and sparkling eyes which show PUPILS ARE EXCITED ABOUT LEARNING eyes which show that pupils are excited about learning.

When results are published, please understand that many applicants will be disappointed.

This is neither a barrier to success nor a rejection of the

candidate. It is our response to applicants’ performance on the day. Schools will provide feedback. Where scholarships have a financial element, it is invidious to discuss the levels awarded to different pupils.

Alex Duckitt, 17, is a pupil in Year 12 at Sedbergh School. Here she explains how her all-round scholarship enabled her parents to fund her education I started my education at a small independent primary school in Cumbria before moving away from home to a boarding school near Newcastle. There, I threw myself into a range of subjects and activities becoming a solid academic with interests in music and sport, but without excelling in any one discipline.

When it came to the time of looking at senior schools, I knew that I had to achieve a scholarship for my parents to be able to fund both my brother and I through private education. My parents and I investigated the scholarship application process and quickly decided that an all-round scholarship best matched my strengths and interests but without limiting my opportunities by tying me to a specific department in the senior school. My prep school helped me to prepare for interviews and by encouraging me to research and read widely and to explore current affairs. This formed the background to the conversations at interview. I undertook extra study to prepare for the papers I sat in maths, English and verbal reasoning to make up the academic element of this particular scholarship. Since arriving at Sedbergh, I have been strongly supported to fulfil my potential throughout my time here. I have prospered and have had a responsibility, as a scholar, to present myself as a role model to fellow and prospective students. s

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independentschoolparent.com | SUMMER 2019

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THE SCHOOL IS PART OF THE GIRLS’ DAY SCHOOL TRUST, which is a beacon of excellence in

girls’ education and a not for profit organisation,

WHERE THE BULK OF FINANCIAL ASSISTANCE GOES INTO MEANS-TESTED BURSARIES helped over 4,500 girls with a bursary; that’s 4,500 lives transformed.

Fulfilling their dreams

A demanding process

Scholarships are much sought-after markers of achievement. Ensuring equality of opportunity for all applicants means a great deal of careful work behind the scenes to establish clear criteria and fair rules of competition. I like to emphasise the value of the application process as a learning experience, regardless of the outcome, and that is why I encourage girls to put their hat into the ring.

Competition is tough and the process is demanding. It requires careful preparation, attention to detail in the rubrics and strict adherence to deadlines. Therein lies its true value. It provides a useful dress rehearsal for experiences later in life – a high-stakes exam, a job interview – when such qualities will make all the difference. I want everyone who applies for a scholarship to gain lasting value from the experience, whether they succeed in their application or not.

That is why we give individual feedback to every applicant as well as the raw result. Our school, as an educating community, should approach every aspect of our work as an opportunity to educate.

SUMMER 2019 | independentschoolparent.com

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At Northampton High, we have girls on bursaries from 30% to 100% of full fees – and one of the most rewarding aspects of my time as Head has been seeing past holders go on to reach the university of their dreams.

Faces of soon-to-be doctors and designers come into my mind as I write.

The proverb says that ‘if you educate a girl, you educate a community’, and nowhere is this more true than in the matter of bursaries. Our alumnae prefer to donate their money to bursaries, rather than to buildings, creating a living legacy whose impact stretches far into the future. This is just one of many ways in which our students learn the importance of giving back to their community, which also includes an emphasis on community service as part of school life and fundraising for Plan International, a humanitarian organisation promoting education rights for girls worldwide, which is supported by all Girls’ Day School Trust Schools.

Financially, scholarships, which are not means-tested, but are awarded on merit through competition, are a much smaller deal than bursaries for the High School. However, they loom large, and rightly so, in their symbolic importance. The scholarships on offer send a powerful signal to prospective pupils about what the school values. One of my first decisions as Head was to extend the range of scholarships on offer

to reflect the true breadth of our programme. This included launching the Ellie Robinson Swimming Scholarship, in tribute to the Paralympic Champion, who is a pupil here. The GDST Spirit Scholarships, awarded for the Sixth Form, include an element of service in their judging criteria, to reflect the importance we attach to this in school.

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FOCUS

CASE STUDY: 2

HOW I DID IT

LUKE WHEELER, 21, alumnus of Reed’s School, Cobham, explains how he applied for a Foundation bursary When did you apply for your bursary at the School?

My mother was told about the Reed’s Foundation by my then hockey coach at Teddington HC. He worked at Reed’s School and, being aware of my family difficulties, knew I’d need extra pastoral support during my senior schooling.

My state secondary school then supported my 13+ bursary application when I was in Year Nine.

Can you give me an indication of the bursary application process?

Because I met all the criteria for a Reed’s Foundation place (ie; I had lost the support of my father due to his mental illness, my home life was unsettled due to my brother’s brain cancer and there were financial burdens as a result), the bursary application process was very sensitively managed by the staff at Reed’s.

I was unaware of all the checks going on. The focus was on making sure that I was comfortable coming to a boarding school.

What checks did the school make to ensure that you/your family met the Foundation’s criteria?

As part of the application process, Foundation staff from Reed’s met my mother for an initial meeting at our family home. This took place after they’d guided her through completing a Foundation The school is situated on a application form, 40-acre campus in Cobham in which she had to provide details about our family life and the impact on me (verified by specialists) as well as financial information. I made a visit to the school for a tour to meet some of the senior members of staff and sat

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every other year?

The Foundation bursary I received was for the full five years of my education with mini-reviews held each year; in fact, because of the difficulties at home and the effect on me, the Foundation funded me to retake my Lower Sixth year in order to achieve better A-Level results, so I ended up being at Reed’s for six years.

Luke was awarded a Reed’s Foundation bursary for the entirety of his school life

independentschoolparent.com | SUMMER 2019

Did you apply for a bursary at another school?

No, as my mother felt that Reed’s was the ideal place for me which has certainly turned out to be true!

How much did you know about the bursaries on offer at Reed’s?

I knew very little, but my hockey club coach and state school were aware of the Reed’s Foundation and how it provided lifechanging education and care to children who had experienced trauma and disadvantage in their formative years.

Which members of staff knew that you were a bursary student and did the other pupils know?

It’s not school policy to make too many people aware of which pupils are Foundation pupils; it’s very much on a ‘need to know only’ basis. However, my Housemasters were instrumental in supporting me and acted as conduits to others as and when it was necessary.

As I got older and became more aware of how much the Foundation had helped me get ahead, I was prepared to share my background and bursary status with a wider audience, including my peers. I’m now very proud to be a Reed’s Foundation Ambassador.

Did you have the bursary provision for the entirety of your school life? Is it reassessed each year or

Luke is now an undergraduate at Loughborough University and is hoping to become Student Union President next year.

the necessary entrance test. My case was then put forward to the Reed’s Foundation Funding panel for consideration and the subsequent approval of my bursary award.

FOCUS

SOCIAL AWARENESS JOHN ATTWATER, Head of King Edward’s Witley, says needs-based bursaries enefit not only the indi idual, ut also the ider school community

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his morning in the post I had a card from a 13-year-old boy who will be coming to King Edward’s Witley in September.

The message reads: “Thank you so much for giving me this fantastic opportunity and for believing in me, Sir”, and he enclosed a copy of Paulo Coelho’s book The Alchemist, which he had told me about with enthusiasm when I interviewed him a few weeks ago.

Mark (not his real name) will be the beneficiary of a Foundation Bursary because we identified him as needing a boarding style of education, in that his home circumstances mean he would not be able to fulfil his potential by living at home during term time. For many of our bursary students, this is because they have lost one or both parents in traumatic circumstances, or there is chronic or terminal illness in the family, or perhaps a disabled sibling who gets all the attention, or because they undertake caring roles at home which impact on their studies. This support harks back to King Edward’s founding mission in 1553 as Bridewell Royal Hospital, a place for the housing, training and education of the destitute children of London.

Such bursaries can be transformational for children, giving them the opportunity to grow up in as “normal” an environment as a boarding school can manage, and, of course, with the access to the benefits of a world-class independent education. These benefits are well documented.

For example, a 2018 study commissioned by the Department for Education (DfE) and the Boarding Schools Partnership underpinned the view that giving vulnerable children a boarding-school place can dramatically improve their future. The Royal National Children’s SpringBoard Foundation’s research shows that 92% of children supported by the charity claim that their lives have changed for the better, with 90% agreeing that the bursary has opened up new opportunities that would previously have been denied.

Less well documented, though, is the benefit to the wider school community of having needs-based bursary students in the school. But I believe it to be hugely important, and as

Pupils at King Edward’s Witley are all part of a socially diverse enivironment

transformational to the school as it is to the beneficiary, in so many ways.

Foundation Bursary pupils give perspective, so often lacking in the bubble of school life. Pupils’ (and teachers’) day-to-day concerns are thrown into a new light when you know what others are having to deal with. It brings real-life issues such as disability, poverty and injustice to life for pupils, because they know people who are living them first-hand. Many of our bursary pupils have had to demonstrate extraordinary resilience and resourcefulness at an early age, which tends to give them an emotional maturity and inspirational motivation that rubs off on others. Many have an instinct to care for others which is a great example to others. Many (like Mark) come with a sense of gratitude for the opportunity which is an effective foil to entitlement and materialism.

Having needs-based bursary students gives depth of purpose to an organisation, and allows a more explicit living out of our Christian ethos and mission. It is attractive to teachers pursuing a vocation and to parents uneasy at the social elitism of private schooling. And of course, it creates genuine social mix, raising, as the SpringBoard Impact Assessment notes: “awareness of social, socio-economic and ethnic diversity, breaking down barriers, prejudice or ignorance and supporting staff in strengthening an accepting and tolerant ethos.” Above all, it creates a culture of care, humanity and community which places education in context and gives it purpose for our children’s future.

MANY OF OUR BURSARY PUPILS HAVE HAD TO DEMONSTRATE resilience and resourcefulness AT AN EARLY AGE, WHICH GIVES THEM AN EMOTIONAL MATURITY THAT RUBS OFF ON OTHERS

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OUTREACH

LOCAL HEROES

JOHN TAYLOR, Assistant Principal (Boarding) at DLD College London, discusses the impact of the boarding community’s charitable work

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s a culturally diverse, vibrant boarding school in the heart of London, our community outreach programme is certainly thriving.

Boarding schools in particular are exciting places in terms of outreach, not least because of the impactful contribution that international boarders have on the whole school community, but also in their local communities.

Originating from various countries with different cultures and alternative ways of looking at the world, international students can help UK pupils to view things from a different perspective, broadening their horizons and opening their eyes to the wonderful opportunities on offer out there.

In my view, a flourishing outreach programme is an optimal way to encourage students to consider themselves part of their local, national and international communities, while creating opportunities for international students to discover more about the country they are living in, as well as providing

occasions for domestic pupils to learn about other cultures and nationalities.

We actively encourage international students and day students alike to get out of their rooms and into the local community. Although, this isn’t just about fundraising for charity, I believe it is important for students to experience what life can be like for other people.

We are proud to see many of our students engaging with external organisations, gaining hands-on experience in support of others.

When students organise events and activities themselves in a proactive way, this advances their leadership skills and develops their teamwork abilities. Charitable outreach

OUTREACH PROJECTS ARE valuable

for a sense of wellbeing by boosting the realisation that although we can work independently, WE ARE BEST WORKING TOGETHER AS A COMMUNITY

DLD’s boarding students do their bit to help out in their local area

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projects are incredibly valuable, not just for doing good in general, but also for an individual’s sense of wellbeing and pride by boosting the realisation that although we can work independently, we are best when we are working together as a community.

Over the course of the year, our students have raised money in a variety of ways for a number of charitable causes, including organising a charity run and bake sale for Evelina Children’s Hospital. A group of students also recently hosted a ‘count the jellybean’ stall to raise funds for the Waterloo Food Bank.

We have built a close relationship with the

Oasis Trust, who operate two academies, a food bank, debt advice centre, local library and an urban farm right on our doorstep here in Waterloo. Just before Christmas, our boarders visited the food bank to help organise the shelves, and our business studies students have undertaken an academic project at the food bank. Students also spent a Saturday morning helping to set up for the Christmas Fair at Oasis Farm, and have donated clothing and essential toiletries to local shelters to help tackle homelessness in London.

Further outreach to local organisations includes our support of the children’s charity AAA in Newham, with a programme that consists of playing with children, chopping up old trees for recycling and cleaning the centre.

Far from a ‘boarding bubble’, our boarders have opportunities, with their Londoner friends, to experience the country we are living in and to contribute to charitable work.

Through these activities, we are able to help young people feel good about themselves, while encouraging pupils to understand that we can make a difference.

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PUPIL WELFARE

FRIENDSHIP OFFLINE OLIVER BLOND, Head of Roedean in East Sussex, says an emphasis on building friendships, bonding and teamwork are at the heart of the school’s inaugural digital detox retreat

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his October, a group of Year 12 and 13 pupils will travel to the English countryside for a school retreat, having packed everything they need for a week of debate, discussion and outdoor adventure. But one thing they will be leaving behind is their mobile phone.

The trip is a week of detox from social media and, believe it or not, it was the idea of one of our Sixth Formers. She had noticed that beyond her immediate circle of friends there were many other girls who she considered herself to be friendly with, but when she thought harder about it she realised that all the communication that took place between them happened online.

I too had been thinking about this issue – about how well girls really knew each other – and this was starkly highlighted one afternoon when two friends were chatting to me in my office. It became clear that, despite them having known each other for a year and having sat next to each other every day, one did not have a clue which city the other came from.

It got me thinking about how the growth of reliance on the mobile phone as a means of communicating with friends may be resulting in those friendships not being as deep as perhaps they would be if they were always conducted face to face.

To start with, when you meet someone face to face for the first time, it’s normal to chat about the basics about a person, such as where they are from or whether they have brothers and sisters. While engaging in small talk, we are simultaneously using our inner brain and our judgment and instinct to tell us how the other person is reacting to us. We constantly appraise the situation and act accordingly. This can be the start of strong friendships.

Without that visceral face-to-face connection, which goes beyond words, a stage has been skipped. Instead, the lives of potential good friends are followed only superficially.

A few likes and a comment on someone’s weekend pictures that they’ve posted and children feel like the friendship is maintained.

One Sixth Former explained: “There’s something about social media that makes it really difficult to approach people after a

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IN THIS ONLINE WORLD, CHILDREN CAN SEEM SO CONNECTED, but at the same

time isolated. I want to see them laughing with friends, INSTEAD OF LIKING THEIR

INSTAGRAM OR SNAPCHAT PICTURES certain amount of time. It’s almost as though we are hiding behind those screens.”

Like every school, we feel that providing an environment that supports good mental health is paramount, and we believe the bedrock for good mental health is connecting with family and friends properly. In this online world, children can seem so connected, but at the same time isolated. I want to see them talking and laughing with friends, instead of liking their Instagram or Snapchat pictures.

Together with my director of Sixth Form, Gemma Hannan, we are now planning the retreat, which we hope will encourage a deeper bonding between girls who may only know each other through social media until now.

In the morning, there will be time for critical

thinking, discussion and debate without the distraction of technology. And in the afternoon, they will be getting out into the fresh air for walks, outdoor sports and team tasks that will require them to really work together and get to know each other. In the evening, there will be board games, dinner and time to chat about the day’s events.

It’s my hope that after this experience, they will return back to school with a deeper knowledge of a far wider group of friends and the realisation that friendship isn’t real friendship if it’s only conducted via a social media platform. I hope they will feel the experience was a positive one which has given them an insight into getting to know new people without the help of the digital world.

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Small class sizes enable pupils to shine

BEHIND THE SCENES

WELL ROUNDED BEN CHARLES, Principal of King’s Rochester in Kent, says that educating ‘the whole child’ is the best way to prepare pupils for the 21st century

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ing’s is a remarkable school with a rich and diverse heritage. People have been educated here for over 1,400 years under the watchful gaze of Rochester Cathedral and Rochester Castle. Founded in 604AD, King’s is the second oldest school in the UK and the oldest Cathedral Choir School in the world.

While a sense of place is bound to have an impact on the development of the children learning here, it is the skills, experiences and opportunities provided to them, both within and outside the classroom, that will enable them to thrive in an uncertain and fast-changing world.

At King’s, we believe in preparing children for the 21st century by educating ‘the whole child’, through academics and co-curricular pursuits. Our priority is ensuring that happy children perform to the best of their abilities. As such, our school is an exceptionally happy, friendly place, where moral values, self-discipline, emotional intelligence and a Christian spirit underpin our family community.

Our academic results are excellent at all levels, but we believe that building a love of learning and developing

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Sports facilities are extensive

independent thinking skills is just as important as achieving the best grades. With this in mind, we keep our class sizes small so that teachers know their pupils as individuals and can help each of them shine. We are a school where all are cared for as individuals and where links between home and school are a real strength.

We offer, and encourage pupils to take part in, a huge range of co-curricular opportunities to ignite and nurture their interests, providing experiences which will develop confidence in them for life. Sport, music, drama, outdoor pursuits, CCF and a range of clubs and societies are integral to the school’s commitment to provide a broad educational

SENIOR

Choristers have won many awards

Concerts are held at Rochester Cathedral

Drama performances at King’s are first-rate

SCHOOL STATS NAME

King’s Rochester LOCATION

Rochester, Kent AGE RANGE

Co-ed, 3 -18 NO. OF PUPILS

610

PRINCIPAL

Ben Charles MOTTO

A community which enables individuals to flourish

experience.

Music is a huge strength, and we are privileged to use Rochester Cathedral as our chapel. We hold seasonal concerts throughout the year in the Nave and the Cathedral choristers are educated in our Preparatory School.

Music scholars go on to leading international conservatoires.

Recent pupils have received accolades including the BBC Young Chorister of the Year and an Olivier Award, and our brass section was commended by Julian Lloyd Webber.

Under the refurbished Vines Church is our drama studio, equipped with digital sound and lighting. We are a proud Royal Shakespeare Company Associate School, and our pupils have staged productions of Romeo & Juliet and Julius Caesar at the Marlowe Theatre, Canterbury and Macbeth at Dover Castle. King’s has a reputation for exceptional drama, and recent productions of Into the Woods and Titanic the Musical, in particular, have been considered on a par with performances in the West End.

Our coaches and many of our pupils play sports at county, national and international levels. The King’s Rochester Sports Centre provides pupils with extensive facilities in which to train; we have playing fields, a heated indoor swimming pool and a boat house situated on the banks of the River Medway, while the Paddock is regarded as one of the finest cricket pitches in the country. All pupils play on a variety of games teams, with fixtures held throughout the year.

The boarding community at King’s reflects the personal approach of the school. Boarding starts from age 11, and we have 60 beds across our two boarding houses, St Margaret’s House for girls and School House for boys.

The small boarding community ensures a real family feel to both houses, which are comprised of both British and international students.

We offer co-education from three to 18, and our structure of separate Pre-Prep, Prep and Senior Schools enables us to provide a tailor-made experience for each age group while giving access to the excellent facilities of the whole school.

King’s Rochester is truly a community which enables individuals to flourish.

SUMMER 2019 | independentschoolparent.com

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ADVICE

ASK THE EXPERTS

How do you make moving schools at Sixth Form as smooth as possible?

We ask our headteachers for their advice

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SUMMER 2019 | independentschoolparent.com

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ADVICE

weeks of starting your school, you could have the confidence to be talking about it to others.

Helen Pike, Master, Magdalen College School, Oxford

Tracy Pollard, Headmistress, Abbey Gate College, Chester Starting a new school for Sixth Form can be trepidatious so look to make the most of opportunities to meet like-minded people and to integrate with the rest of the school.

We run a study skills morning and teambuilding afternoon for both Sixth Form year groups to help students get to know each other, which has the added bonus of helping new students settle in, too. With a Lake District study skills and team-building residential for Lower Sixth a few weeks later, new students feel very much part of the fabric when they return.

Also, consider taking up positions of responsibility. Roles such as Form Prefect and Subject Ambassador will develop your leadership skills and make you a familiar face to younger pupils and staff that don’t teach you.

Activities like Young Enterprise, Duke of Edinburgh’s Gold Award, Social and Charity Committees as well as sport, music and drama opportunities are great ways to integrate with other students. They also enable you to develop key skills for your personal statement.

Kieran McLaughlin, Headmaster, Durham School Changing schools works for many pupils as a dry run for the changes they will make two years later when they move on to university.

Sixth Form teaching is different in style, and that change of emphasis to a more collaborative, discussion-based model is excellent preparation for the style of teaching they will meet in HE. More than that, however, are the benefits from changing to a different type of school.

Many youngsters move from single-sex to coeducational schools, some will move from day schools into boarding. Those changes are the real preparation for life that they need: the opportunity to make new friends, experience

It doesn’t matter if you have attended the same school since you were four, or if you are the only person from a comprehensive miles away: Sixth Form is a fresh start for everyone.

If this is your first time in a co-ed environment, here is what I say to our Sixth Formers. To girls: this is probably not the first time you’ve ever seen a boy, but you might be surprised by how intimidated they are by Sixth Form you. That will change — and you’ll soon find goes by quickly, so make the that boys think out loud while you are still most of it honing your finely-crafted idea in your head.

So learn from them and speak up for yourself a different environment and enjoy a boost in class. To boys: the girls might stick to their in confidence, all of which will contribute female friendship groups at first, and some to a robust university application. of them will seem alarmingly mature. But Most Sixth Forms offer behind their hesitant ‘I’m not sure leadership opportunities that if this is what you’re looking for?’

OUR EXPERTS may not be available earlier in comment, in class is a ferociouslythe school – my advice to new organised intellectual powerhouse pupils who start with us is to get with a full set of Sharpies. involved and make your mark.

Most importantly, I tell everyone The two years will fly by, but there this: in three weeks’ time, it will be is an opportunity to make a real as if you’ve all been here forever. difference if you try.

Tracy Pollard ABBEY GATE COLLEGE

Kate Reynolds, Headmistress, Leweston School, Dorset The reality of starting a new school is that everyone is in the same boat. All students, including those who have moved up from Year 11, will be facing new challenges: learning to take more responsibility for themselves and their study; exploring new interests; and preparing for university applications.

We advise all Sixth Formers to grasp the different opportunities on offer, be it leading a school committee, taking part in the Model United Nations or starting a new sport or hobby.

Communicate and seek advice from those around you, be it academic, boarding staff or fellow students. Take the initiative and ask questions. Often you will find you are not the only one who wants to know.

Every year a new Sixth Former speaks to Year 11s at our Sixth Form Information Evening in October so, within three to four

Kieran McLaughlin DURHAM SCHOOL

Kate Reynolds

LEWESTON SCHOOL

Helen Pike, MAGDALEN COLLEGE SCHOOL

Anne Lynch

THE ROYAL SCHOOL

Anne Lynch, Principal, The Royal School, Surrey

So, GCSEs are finally over and you are looking forward to putting on your suit and starting Sixth Form.

Start as you mean to go on.

Make sure that you complete the pre-reading for your courses over the summer. Accept that the work will be quite a bit harder. You may not achieve high marks initially, but with practice, you should reach your potential.

A Saturday job is a great idea, but don’t take on more than 12 hours per week of part-time work. Work hard and play hard.

Take every opportunity to try out new activities and make new friends. And once in Lower Sixth, undertake an EPQ. The research skills you will learn will be invaluable at university.

Start researching your post-Sixth Form options early. Talk to your teachers, careers advisers, family and friends. Organise work experience early, so that you can use it for applications.

Enjoy it. It goes quickly, but these will be your best years yet!

SUMMER 2019 | independentschoolparent.com

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STAR STAFF

SCHO OL HERO

GENEVIEVE FORD The Boarding Deputy Head at Downe House gives girls the tools to thrive

I

joined Downe House in 2004, first as a Housemistress, and then as Head of Upper School, before taking on my current role in which I am responsible for the residential welfare of the girls in our care.

Benefits of full boarding

Life in a full boarding school is always busy and every day is different. The pressure on girls in today’s world is considerable and it can be a tricky time emotionally. I believe that girls are in need of strong leadership, high expectations and consistency.

Each individual girl should have the opportunity to realise her potential. I’m convinced that boarding offers girls the opportunity to gain much more from their education. Many schools now offer flexi-boarding – this can mean that the pupils only live on site during the working week, or that they sleep in school only on the occasional night.

While this can be convenient for some parents, at Downe House our girls are ‘full boarders’, and we believe that this gives us a distinct advantage when it comes to ensuring that our girls receive a broad and valuable educational experience.

Our job is to help equip girls to make a real impact on the world

The gift of time

One of the greatest benefits of full boarding is the gift of time. The extended day allows longer for learning, enrichment, fun and friendship. Downe House girls like to get involved in lots of different activities and living at the school means that it is easier for them to make time to do more. They can fit in extra tennis lessons, rehearsals, dance classes and still have time with their Girls full board at the friends. school in Berkshire

A holistic approach

The Housestaff and teachers also have the opportunity to get to know each girl extremely well. The staff at Downe House

understand that girls in our care have been entrusted to us by their parents, who hope and expect that we will nurture every aspect of their daughters’ development while they are at school.

We take a holistic approach to pastoral care to take account of each girl’s wellbeing, placing emphasis on healthy, balanced minds and bodies. Our wellbeing programme gives the girls the tools for life to care for themselves as well as each other and includes regular yoga sessions, sound therapy through gong baths, mindfulness coaching and regular lectures on managing stress, healthy eating, financial skills and internet safety, to name but a few.

The boarding environment is designed to nurture friendships, and this is cemented by the term

that all of our Year Eight girls spend in the beautiful Périgord Noir in France, at our smaller “farmhouse” school in the rural commune of Veyrines-deDomme.

A school’s culture holds a huge influence over what a child believes they can achieve. In a girls’ boarding school, the pupils benefit from a culture that encourages them to stretch themselves, that tells them it is important for their fulfilment that they give back to society and that supports them in their ambitions.

Having a global outlook is vital; we are very fortunate to have partnered with 15 like-minded schools around the world, which gives our girls the opportunity of school exchanges, where they can learn and make friends in a different setting. The concept of service and helping others is also hugely important to us and each of our boarding houses supports local charities and causes further afield, in places such as Malawi, Myanmar and India, giving girls a chance to gain an understanding of different cultures.

A worldwide community

Once a Downe House girl, always a Downe House girl!

Our alumnae stay connected with us and current girls benefit greatly from an established and extensive worldwide community of alumnae who have gone out into the world and have much advice to offer. Our DH LINKS alumnae and parent network provides invaluable careers-based knowledge, guidance and practical support to give girls a headstart and a guiding hand on their journey beyond Downe House.

SUMMER 2019 | independentschoolparent.com

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SENIOR

IN 10 PICTURES…

Sibford School

The school provides a values-driven education where the individual is nurtured at its attractive campus in north Oxfordshire

Sibford School first opened its doors in 1842 as a boarding school for the children of Quaker families and has from the outset been a centre of educational excellence Students at Sibford are encouraged to ‘live adventurously’, and pupils have the chance to partake in a variety of trips and expeditions throughout the school year, including Duke of Edinburgh and World Challenge

The school is set on the edge of the Cotswolds in over 50 acres of grounds and surrounded by glorious Oxfordshire countryside, just an hour away from London by train

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The school has a strong equestrian team that competes nationally and is always a crowd favourite at the annual open day in June

SENIOR

Sibford students benefit from small class sizes in all lessons, and the school offers excellent support for pupils with learning difficulties, like dyslexia and dyscalculia

The climbing wall was built in 2018 to provide an opportunity for not only students, but also members of the local community, to climb

Students are encouraged to take part in a broad range of extracurricular activities – from drama to computer coding to young enterprise

Sport is a big part of life at Sibford and we achieve huge success across many disciplines, from rugby to netball to triathlon

Boarding at Sibford is an enriching experience that allows pupils to be part of a community.

We offer a nurturing family environment across three friendly boarding houses. Full and weekly boarding options are available.

Sibford’s beautiful location and extensive grounds provides the perfect setting to embed outdoor education across the curriculum, giving an unrivalled learning environment where pupils can benefit from the freedom to explore and engage with the natural world

EACH TALENTED. EACH DIFFERENT. ALL VALUED Sibford School is a co-ed day and boarding school in Oxfordshire for pupils aged three-18 that focuses upon a values-driven education. The school values and nurtures individual talent, celebrates success and endeavour and helps each pupil to become a rounded, confident, community-minded young person, ready to meet the challenges of the 21st century.

SUMMER 2019 | independentschoolparent.com

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STAR ALUMNI

ONES TO WATCH Independent schools have instilled excellence, drive and determination in these talented alumni

Jennifer Anderson, 28 Associate, Mishcon de Reya LLP, London, Bolton School Girls’ Division After school, I read history at the University of Birmingham and began considering the possibility of a legal career, as the transferable skills between history and law are numerous. After uni, I did a law conversion course (GDL) and legal work-experience to boost my training contract applications. It was an intense but rewarding period. The final step was the Legal Practice Course, after I had secured a training contract.

I have been at Mishcons for almost four years and am a qualified solicitor in the Incentives team. My job is interesting, varied and challenging, and while it was a long road to get here with some setbacks, I am proud of what I have achieved.

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After leaving school, I moved on to the University of Warwick to study history.

At this stage, I didn’t have a plan for what I wanted to do after I graduated, but I knew I wanted to do something which had a visible impact.

After completely loving a year abroad in Melbourne, Australia, I was convinced that I wanted a job where I could travel. I finally decided to apply for the Civil Service.

This matched the idea that I had at school that I wanted to do something meaningful, and the diplomatic scheme led me to the FCO. I now work helping British nationals who get into trouble abroad, which continuously allows me to help people while creating opportunities to travel to new and exciting places.

It’s a challenging job which gives me a chance to use all my people skills and creative thinking to try and find a way out for Brits who manage to get themselves in some truly unbelievable situations.

independentschoolparent.com | SUMMER 2019

Isabella Inchbald, 27 Actress, Benenden School, Kent When I was young, everyone warned me being an actor requires a ‘thick skin’. But my love of acting and relative success in it at Benenden motivated me, and after university I took the plunge and went to drama school, where I won the Carleton Hobbs award in 2017. I joined BBC Radio Drama for five months and performed in over 30 productions for Radio 4. I’ve acted in TV pilots, short films and London theatre productions and have continued my voice work, even voicing the eponymous Emma in Audible’s dramatisation, alongside Emma Thompson.

It’s been far from plain sailing, and I’ve realised that the ‘thick skin’ people referred to was less about keeping self-doubt out – in the face of frequent rejection – and more about keeping self-belief in.

I’ve also found that fully committing to a role is the best reminder of the joys of acting and the ultimate reward for putting up with all of the uncertainty!

Josh Gillespie, 18 Professional Rugby Player, Millfield School, Somerset The Upper Sixth pupil has signed a contract to play for Northampton Saints starting in July. The 18-year-old also became the youngest player to represent the club last November after being called up for the team’s Premiership Rugby Cup game against Wasps just 15 days after his birthday. Josh, who has played for the Northampton Saints’ Academy since summer 2017, is taking A-levels in economics, chemistry and psychology while training with the premiership team. Josh also represented the England U18 team in South Africa last summer, starting in test matches against France and Wales and scoring a try in his debut match against France.

PHOTOGRAPHY: ISSY CROKER

Anna Moscuzza, 23 Consular Officer, The Foreign & Commonwealth Office, The Stephen Perse Foundation

STAR ALUMNI

Myles Hopper, 30, and Giles Cooper, 32 Entrepreneurs, Exeter School, Devon

A shared love of sport and Edmund his co-founder wellness and inspired Myles and Flore de Taisne Giles to launch Mindful Chef

Following his time at Exeter School in Devon, Myles went on to study business at The University of Cardiff. While there, he pursued his love of sport, playing the highest level of 1st XV rugby from his first year until graduating.

Myles then went on to play professionally in France and Spain before an injury ended his career. It was his time at Cardiff that piqued his interest in the health and wellness industry, and after retiring from rugby he became a Precision Nutrition coach and a UK ambassador for Fitness First.

Having worked in this industry for over a decade, Myles is able to draw upon client data and experience while running Mindful Chef’s brand partnerships, nutrition and content.

Giles left Exeter School in the summer of 2004 and went on to spend three years at the world’s premier academic sporting institution, Loughborough University.

While there, he studied sports science and business. It was this motivational sporting environment that led to Giles establishing a number of projects and business ventures while completing his degree. He scaled some of the university’s most prestigious events, ran the national governing body for students’ snow sports and built up a heap of experience, creating, marketing and scaling businesses. Upon graduating, Giles took his marketing and sports interests to a role at Betfair; following this, he moved to highly regarded marketing agency M&C Saatchi before finally taking the leap and creating Mindful Chef with his business partner and friend Myles in 2015.

SUMMER 2019 | independentschoolparent.com

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Consistent outstanding academic results at GCSE and A Level Commended for Pastoral Care, Wellbeing and Discipline (Good Schools Guide) Varied programme of sports and outdoor pursuits activities www.christcollegebrecon.com 01874 615440 admissions@christcollegebrecon.com

G U I L D F O R D

Open Mornings 2019

Thursday 26 September Wednesday 2 October Tuesday 15 October Tuesday 12 November

2020

Thursday 19 March Monday 30 March Tuesday 28 April

9.00 - 11.00am

We bring out the best in our girls Contact us via registrar@tormeadschool.org.uk Bursaries and Scholarships are available at 11+ and 16+

Independent Day School for Girls 4-18 years

www.tormeadschool.org.uk @TormeadSchool

Tormead School, Cranley Road, Guildford, Surrey GU1 2JD

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Registered Charity No: 312057

TIME TOGETHER

ENJOY THE SEASON

FAMILY LIFE

Country house hotels, sailing courses and lots of al fresco entertainment

There’s nothing quite like the anticipation of the summer holidays to get your mind whirring with ideas of things to do. Whether it’s a bit of downtime at a festival, spending time with family and friends or equipping yourself with a new skill, the opportunities out there are numerous.

And being the stylish individuals that you are, why not kick proceedings off by treating yourself to this prettiest of apparel courtesy of gant.co.uk

SUMMER 2019 | independentschoolparent.com

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SCHOOL HOLIDAYS

Sea the world If you’re looking for something constructive to do over the summer where you learn a skill while having fun, why not consider an instructor training course at UKSA?

Learn how to sail a dinghy

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I

t takes just four weeks with the United Kingdom Sailing Academy (UKSA) to train to become a qualified Royal Yachting Association (RYA) Windsurf Instructor. Our all-inclusive Summer WIT (windsurfing) course is run from our site in Cowes on the Isle of Wight during the UK’s long summer holidays and presents a perfect opportunity for students aged 16+ to gain indispensable instructor training qualifications that can be used worldwide. There is currently a massive demand for high-calibre instructors in the holiday leisure sector, with positions available in the most idyllic locations.

The Summer WIT course is ideal for students who want to use the summer to learn a new sport; it is also a great idea for those on a gap year. It could take you in a whole new direction that you haven’t yet considered as a career. The qualification could even enable you to work between September and November, followed by employment overseas on a winter ski season.

UKSA is excellently placed to teach new skills. We have over 30 years’ experience in delivering superlative training from our waterfront location in Cowes; our site is fully

residential and our experienced instructors will provide unrivalled guidance, coaching and one-to-one mentoring. UKSA can also provide links to people within the maritime industry who may be helpful to future careers.

Tasha Bateman, who came to us just after her A-levels, chose us because of our reputation. She said: “I was impressed with UKSA’s prime sailing location and the quality of its teaching. The course was residential so I could learn some independence as well as become fully absorbed in watersports. Right from the start, I found everyone at UKSA really welcoming. The campus was relatively small which meant that I was always near to my friends and the staff members. It’s right on the water’s edge so there were always students having an amazing time on the water, which reminded me why I was there.

“Since qualifying, I have been working at the AHOY Centre in London and last month flew out to Porto Heli in Greece to work as a dinghy

SCHOOL HOLIDAYS USKA’s training facilities are in Cowes

THE WINDSURFING COURSE IS IDEAL FOR

students who want to use the summer to learn a new sport; IT IS ALSO A GREAT IDEA FOR THOSE EMBARKING ON A GAP YEAR

PHOTOGRAPHY: UKSA

GET ON BOARD

As one of the world’s leading maritime training providers, UKSA has an outstanding fleet.

Its purpose-built facilities are on a fully-residential, secure site. There’s also a social aspect to training and that includes multiple networking opportunities. As a charity, its focus is on young people: its Industry Guidance department offers mentoring and help with CVs, while its in-house placement service can help with finding employment. Living on campus enables students to gain skills in teamwork and independence.

and windsurf instructor with Ocean Elements.

If you’re looking for a life where there’s always a new challenge, UKSA is the place to train.

I had an unforgettable experience there and I promise you won’t regret going there.”

The Summer WIT course includes all food, accommodation, books, training equipment and kit (excluding wetsuit boots). The only prerequisite is a minimum of one week’s recent windsurf experience. However, even if you don’t have this experience, our Kickstart course can help get you up to speed.

There is also recreational summer amusement for eight-15 year olds. UKSA’s Fun Days are a fantastic introduction to the enjoyment to be had in on-the-water activities.

During the school holidays, each Fun Day runs from 8.30am-4.30pm and includes a packed lunch, so providing an ideal childcare solution. The activities are suitable for young people of all abilities who can try a range of exhilarating and esteem-boosting watersports.

Train to teach others how to windsurf

These days can open their eyes to a whole new way of life, introducing them to a hobby that they may want to continue for years to come.

Our multi-activity Summer Camps are also suitable for eight-15 year olds. These fullyresidential, five-day camps will teach children how to windsurf, sail or kayak under the expert guidance of our friendly and experienced instructors. Students are supervised at all times and have access to their own social area.

UKSA is the UK’s largest RYA centre and offers a range of five-day RYA-accredited dinghy sailing courses. The RYA Dinghy Start will teach complete beginners how to get to grips with essentials such as steering, sail handling, rope work and safety at sea.

Students can then hone their skills further on the Dinghy Improver course, before moving up to higher-level programmes such as Dinghy Advanced. This provides the chance for them to experience the thrill of highperformance dinghy sailing and to learn how to use asymmetric spinnakers. And for those interested in teaching sailing to others, there is a Dinghy Instructor course. This qualifies students to teach the RYA syllabus.

So why not make this summer one to remember and experience all UKSA has to offer?

Call 01983 203028 or visit careers@uksa.org SUMMER 2019 | independentschoolparent.com

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SCHOOL HOLIDAYS

Country style

Explore the beautiful Sussex countryside

Claudia Dudman discovers the delights of staying at a luxury hotel in West Sussex steeped in history

HISTORIC HANG OUTS

Ockenden Manor Hotel & Spa

The rooms are light and spacious

W

ith no flight to take to get to my destination, it was a joy that all I had to do was jump on a train from south London to Haywards Heath, and to Ockenden Manor in West Sussex. Within an hour, I was settling into my home for the next 36 hours: an impressive 28-room Elizabethan manor within nine acres overlooking Cuckfield Park.

Dating back to the 1500s, the hotel has had many reincarnations, including a private

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home, a boys’ school, and during the Second World War, Canadian troops were housed there. It’s this back catalogue of years gone by that makes your stay. Bar a resident ghost, it’s got it all: low-beamed ceilings, a woodpanelled bar, winding staircases, four-poster beds and an elegant drawing room where you can sip on your pre-dinner drinks. But while the hotel brims with the past, it isn’t stuck in it: for Ockenden is well-known for that hallmark of modernity – a spa. Set within the walls of the hotel’s garden, it has an inside-outside swimming pool, treatment rooms, a gym and studio. I stayed in one of the suites above the spa which had views across the Sussex Downs.

They take their food seriously, too, at Ockenden. Head chef Stephen Crane’s tasting menu started with home smoked mackeral with beetroot, horseradish cream and oyster crackers followed by Trenchmore beef, and to finish, citrus fruits and apple soufflé.

Stays at Ockenden Manor Hotel & Spa are from £199 per night, hshotels.co.uk

The Spread Eagle Hotel, Midhurst, West Sussex Along with Ockenden Manor and Bailiffscourt Hotel (below), these three hotels all make up the family-owned Historic Hotels Group.

This charming country inn is perfect for families, where you can discover the cycling and walking trails around the South Downs and explore the nearby Cowdray Ruins. hshotels.co.uk

Bailiffscourt Hotel, Climping, West Sussex You can take a bucket and spade down to Climping Beach which is a few minutes’ walk from this 39-room luxurious family retreat, or explore the woods and parkland of the 30 acres it encompasses. hshotels.co.uk

Adventurous Learning

“Campbell College has been inspiring individuals for generations; each generation guiding the next.”

Inspiring Generations

Jake, Prep 6, with his Great Uncle Mervyn – both Campbellians Inspiring individuals for 125 years, Campbell welcomes boys from ages 3–18. Situated in a stunning 100 acre woodland campus on the edge of Belfast, the College is only five minutes from the airport and a short one hour flight from London. Offering a quality UK education in a traditional and safe environment, Campbell is home to boarders from all over the world. With fees from only £4,915 per term, it is often referred to by parents as a ‘hidden gem’.

www.campbellcollege.co.uk #InspiringGenerations

SUMMER 2019 | independentschoolparent.com

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WHITGIFT OPEN MORNING 21 SEPTEMBER 2019

Whitgift is one of Britain’s finest independent day and boarding schools for boys aged 10 to 18.

Set in 45 acres of parkland, we offer pathways for IB and A Levels plus a Section Française.

Generous bursaries and scholarships are available.

Join us at our Open Morning on 21 September to find out more about our inspiring school community. admissions@whitgift.co.uk | +44 (0)20 8633 9935 | www.whitgift.co.uk/opendays Whitgift School | Haling Park | South Croydon | CR2 6YT

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Boarding Brentwood School is a leading HMC co-educational independent school in Brentwood, Essex. We offer full and weekly boarding for 13 to 18 year olds in comfortable houses where experienced husband and wife teams ensure the best possible care for all boarders. The houses are set within the School site close to the town and 30 minutes from central London.

Book a tour today

01277 243 314 www.brentwoodschool.co.uk Independent School Parent Advert 2019.indd 1

21/05/2019 13:59:53

LEADING INDEPENDENT COLLEGE IN WEST LONDON

Teaching the individual We provide bespoke learning journeys for exceptional results that help students reach their true potential.

Enrolling for September 2019.

Scholarships available.

Book a visit and tour of the College tel 020 8579 6668 admissions@ealingindependentcollege.com www.ealingindependentcollege.com

SUMMER 2019 | independentschoolparent.com

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DIARY DATES

CALENDAR Our roundup of fun and inspiring things to do this summer

Natural selection

Swiss bliss

Natural History Museum UNTIL 30TH JUNE

Suvretta House Hotel, St Moritz, Switzerland FROM 15TH JULY

Now in its 54th year, Wildlife Photographer of the Year showcases the breath-taking diversity of life on Earth. Explore the world’s best nature photography, exhibited on 100 light panels. Chosen from more than 45,000 entries by expert judges, the images were awarded for their creativity, originality and technical excellence. nhm.ac.uk

If spending time in the Swiss Alps this summer grabs you, then why not head to Suvretta House in St Moritz? Younger travellers will love the four-day sports camps available throughout the summer and for all age groups. Activities include horse riding, cycling, tennis and climbing. suvrettahouse.ch/en/ Get down to the Beachlife festival for a weekend of adventure

Hampton Court will be in full bloom this summer

Horticultural haven RHS Hampton Court Palace Garden Festival, Surrey 2ND-7TH JULY

With fabulous florals, beautiful gardens and the chance to shop ‘til you drop, don’t miss out on seeing the stunning horticultural displays at this year’s show.

New for this year, the Global Impact Gardens category explores themes, using innovative planting and design ideas to get across their messages.

Tickets from £19.50, rhs.org.uk

Star gazing THRILLRIDE BY THE SEASIDE

Beachlife festival

Eastbourne, East Sussex 13TH-14TH JULY

If you fancy a thrilling weekend, head to the best free sports festival around. There’s bungee jumping, a roller derby and the VW Bus Stop Tour, a display of colourful campervans. beachlifefestival.co.uk

Kedleston Hall, Derbyshire 5TH-7TH JULY

s

Experience your favourite blockbuster films outdoors this summer at the National Trust estate. Set against the backdrop of the landscaped parkland and lakes, sit back and enjoy an evening under the stars. There’s a choice of Bohemian Rhapsody, Ghost and Jaws to choose from. nationaltrust.org.uk

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Chelsea_Magazine_Aug2019_202mmX129mm_no bleed

OPEN MORNING SATURDAY 14 SEPTEMBER Book today: www.qas.org.uk/bookanevent or phone +44 (0)118 918 7333 Day and boarding Full and flexi options available

An extensive transport network, including a London service

Paddington to Reading in just 26 minutes

BAREBOAT CHARTERS

SKIPPERED & CREWED CHARTER SPECIALISTS

SAILGRENADINES.COM +44(0)800 321 3801 info@sailgrenadines.com

SAILIONIAN.COM +44(0)800 321 3800 info@sailionian.com

PRIVATE OR GROUP SAILING COURSES SUMMER 2019 | independentschoolparent.com

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DIARY DATES

Mary Quant

Magic, mirth and mayhem

Victoria & Albert Museum UNTIL FEB 2020

Alnwick Castle, Northumberland UNTIL 27TH OCTOBER

From miniskirts and hot pants to vibrant tights and make-up, discover how Mary Quant launched a fashion revolution on the British high street, with over 200 garments and accessories including unseen pieces from the designer’s personal archive.

For tickets, go to vam.ac.uk

Hang on to your hats, cloaks, boots and broomsticks as the 11th-century castle opens its great doors again. This year, you’ll find an amazing array of events every day. During Wizarding Weeks and Wizard Weekends, you may see lookalike characters from the Harry Potter films mingling with the crowds and conjuring up all sorts of fun. alnwickcastle.com

The designs of Mary Quant

Fun and games in Scotland

Hot spot Situated on the private island of Furanafushi, the Sheraton Maldives is the ideal family retreat, located just a 15-minute speedboat ride away from Malé airport. This dream location prevents parents from worrying about additional travel time or costs of seaplanes so children can be on a jet-ski or at the Adventure Club within an hour of touching down. marriott.co.uk

Scottish pride Scotland UNTIL 21ST SEPTEMBER

It’s that time of year again when the nation’s Scotsmen and women compete in their annual Highland Games, including tug o war, caber toss and track and field events. Held within the towns, villages and islands across and surrounding Scotland, these Games are the perfect combination of sport, fun and culture. shga.co.uk

Blooming lovely BBC Gardeners’ World Live Birmingham NEC 13TH-16TH JUNE

Experience stunning show gardens and beautiful borders packed with ideas to recreate in your own garden; visit the Floral Marquee and Plant Village to shop from a vast array of nurseries with an unbeatable variety of plants; buy the latest gardening kit from hundreds of exhibitors; enjoy demos from the TV presenters Monty Don, Carol Klein, Adam Frost and Joe Swift, plus Alan Titchmarsh and much more. thenec.co.uk

Al fresco entertainment Penzance, Cornwall UNTIL 29TH SEPTEMBER

s

Described as Cornwall’s most famous open-air theatre, the Minack sits perched on a cliff edge overlooking the Atlantic Ocean. This summer you can watch Romeo and Juliet, Ali Baba and the Forty Thieves or wait until the end of the season and go to the Proms. minack.com

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PHOTOGRAPHY: MARY QUANT AND MODELS AT THE QUANT AFOOT FOOTWEAR COLLECTION LAUNCH, 1967 © PA PRINTS 2008.JPG; BILL ROBERTSON, SAUCHIE; GRAHAM HUNTLEY

Sheraton Maldives Full Moon Resort and Spa, Furanafushi, Maldives

Open Day Saturday, 21 September 2019 8.30am - 1.00pm

Independent Co-educational HMC Day School 7-18

Bancroft’s

High Road, Woodford Green, Essex IG8 0RF 0208 505 4821 www.bancrofts.org “An outstanding school - bright children and dedicated staff” Good Schools Guide Means tested awards, academic and music scholarships available

Forest School encourages outstanding academic progress and personal development, offering single-sex teaching in a co-educational environment for girls and boys aged 4-18yrs. Forest is a city school on the edge of North London with 30 acres of grounds.

Forest - Where People Grow 0208 520 1744 | admissions@forest.org.uk | www.forest.org.uk | E17 3PY

ISP autumn 2019.indd 1

“ONE WORD: EXCEPTIONAL”

“MOST FORWARD THINKING SCHOOL”

“THERE’S A RICH VEIN OF KINDNESS”

TATLER

THE WEEK

TATLER

23/05/2019 13:25:16

BRIGHTON COLLEGE

WISH YOU WERE HERE

GCSE Maths Success

IN A BOX! Helping year 9, 10 and 11 GCSE students achieve success in their maths exams

OPEN MORNINGS | COLLEGE SAT 28 SEPT NURSERY, PRE-PREP & PREP SCHOOL SAT 5 OCT BOOK YOUR PLACE 01273 704200 BRIGHTONCOLLEGE.ORG.UK England’s Independent School of theYear 2019 THE SUNDAY TIMES

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16/04/2019 15:48

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I N D EPEN D EN T DAY S C H O O L FO R G I R L S AG ED 4 TO 1 8 I N S O U T H K EN S I N G TO N

Queen’s Gate offers girls a warm, supportive environment where individuality is nurtured, academic standards are high and a broad-based curriculum ensures a well-rounded education.

Senior School Open Morning SUMMER 2019 Friday 21 June · 9.30–11©am Senior School Open Evenings AUTUMN 2019 Wednesday 25 September · Tuesday 8 October Thursday 7 November · 5.30–8©pm Book online: www.queensgate.org.uk/admissions/ssopenevents For a prospectus or to arrange a visit, please contact the Registrar, Mrs Ceili Roberts-Beresford: registrar@queensgate.org.uk · 020 7594 4982 Queen’s Gate School, 131–133 Queen’s Gate, London SW7 5LE

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EACH TALENTED. EACH DIFFERENT. ALL VALUED. NURSERY

JUNIOR SCHOOL

SENIOR SCHOOL

SIXTH FORM

A CO-EDUCATIONAL INDEPENDENT DAY AND BOARDING SCHOOL FOR PUPILS AGED 3 – 18 Set in 50 acres of beautiful Oxfordshire countryside, Sibford School focuses upon a values-driven education

OPEN MORNING – FRIDAY 4 OCTOBER admissions@sibfordschool.co.uk SibfordSchool

01295 781 203

SibfordSchOxon

sibfordschool.co.uk

@sibfordschool

FULL AN WEEKLY BOARD DING OPTIONS AVAILABLE

DIARY DATES

Soak in the Cornish sea views at Watchful Mary

Taste of the bay

PHOTOGRAPHY: GIFFORDS CIRCUS BY GEM HALL

Watergate Bay, Newquay FROM MAY

Cornwall’s surfing mecca welcomes a new bar in June.

Set on the sea wall with unbroken views out to the horizon, the bar is called Watchful Mary, inspired by the sunset’s rare ‘Green Flash’ – a green light that can be seen as the sun goes down.

It will serve craft beers and cocktails. watchful.co.uk

Game, set, match The Campus, Quinta do Lago, Portugal AUGUST

Combine a family break in the Algarve with a special tennis camp hosted by Judy Murray. Held at Quinta do Lago’s sports complex for one week in August, participants will learn skills in a fun environment. Suitable for all abilities, Judy will share the tips that helped her two sons become tennis champions. €550, quintadolago.com

Gallery gardens Gifford’s Circus is back with more fun and frolics

Kew Gardens, Richmond UNTIL 27TH OCTOBER

In one of the most biodiverse places in the world, the perfect marriage of science, art and nature meets in the form of glass artworks by the iconic artist Dale Chihuly. Chihuly’s dazzling sculptures transform the gardens and glasshouses into a contemporary outdoor gallery space. Prepare to be amazed as you walk among the gardens of this botanical and research instititution. kew.org

Roll up, roll up!

Nationwide UNTIL 29TH SEPTEMBER

Venture to the circus for Giffords’ latest spectacular performance. Touring throughout the country until early autumn, Xanadu promises a plethora of new acts, from a swinging trapeze artist to a talented juggler, as well as much-loved regulars, including Tweedy the Clown.

Plus, the 70s-inspired music and art references are sure to please the more mature members of the family. giffordscircus.com

SUMMER 2019 | independentschoolparent.com

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MEMORY LANE

SCH OO

L M E MOR I E

S

CAMILLA KING The London-based milliner spent Sixth Form at Stowe in Buckinghamshire where her love of costumes led her to starting her own business.

Describe your school in three words?

Beautiful, fun, mischievous.

always say: ‘Do whatever you want, just don’t get caught!’

Out for yourself or a team player?

A team player all the way.

There’s something about the experience of boarding that instils that in you.

Who was your best friend?

One of my best friends was with me at my school previous to Stowe. We both went our separate ways to different boarding schools and used to write to each other on a weekly basis. We also had phones, so our letters to each other were always old news by the time we’d received them.

We’re still great friends, and I have a hat named after her in my latest millinery collection.

All-star sports captain or outside field lingerer?

Definitely the latter. I am not a natural sportswoman, but watching the rugby or cricket on the North Front with friends was always good fun.

Did you win any prizes?

I was in a girls’ boarding house called Nugent and received my house colours for drama.

Our main play of the year was called the Senior Congreve,

What did you want to do after school?

After Stowe, I went to drama school and always wanted to act full-time, so most of my free time was either spent in the drama studio or in a costume cupboard: I loved dressing up, which is where my love of hats and headpieces comes from too.

Any pranks?

Loads, including sneaking out of our boarding house at night and painting what was known as ‘The Red Corridor’ back to its original shade after it had been re-painted white.

Needless to say, it was not a good paint job!

Let’s talk about the food…

Let’s face it, school food is

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MY FRIEND’S DAD USED TO DROP US BACK after an exeat and would always say: ‘Do whatever you want, JUST DON’T GET CAUGHT!’ never going to be worthy of a Michelin star, but we did at least have a salad bar that you could always fall back on when situations got dire.

Where was your favourite place at school to hang out?

At Stowe, we were very fortunate to have 750 acres of National Trust land to roam about in, and there were endless places for us to retreat

independentschoolparent.com | SUMMER 2019

to and enjoy with friends.

Teacher’s pet or always in the detention room?

Stoics had a bit of a reputation back in the day for being “naughty”, so there was a lot of competition for detention. My friend’s dad used to drop us back after an exeat and would

and I was one of the lead characters. After the last performance, I was given a big bunch of flowers – I still have one of the roses.

What advice would you offer your school-age self?

Enjoy it while it lasts and don’t sweat the small stuff.

camillaking.co.uk

Richer Richer Education Education INSPIRATION-LEARNING-FUN INSPIRATION-LEARNING-FUN

Educational Holiday Camps in South Kensington at Baden Powell House for children aged 4-11 and at Imperial London for children 9-14 Educational Holiday Camps in SouthCollege Kensington at Baden Powellaged House for children aged 4-11 and at Imperial College London for children aged 9-14

www.richereducation.co.uk/camps www.richereducation.co.uk/summer-camps www.richereducation.co.uk/camps www.richereducation.co.uk/summer-camps

www.richereducation.co.uk | T: +44 (0) 207 769 6732 | T: +44 (0) 753 522 5432 www.richereducation.co.uk | T: +44 (0) 207 769 6732 | T: +44 (0) 753 522 5432