Independent School Parent Senior - Autumn edition

SENIOR EDITION ÞAUTUMN 2013 Þ www.independentschoolparent.com

INSIDE...

P 77

What’s on..?

Family fun at Christmas

P 82

Caroline Charles My school days

COMPETITION

Win a luxury holiday in Portugal

Parenting teenage boys

IN FOCUS

Paying your way through university

How to navigate classroom politics, girls and growing up MORE ON... ROLE MODELS Þ LEADERSHIP SKILLS Þ CYBER BULLYING

Tess Canon Slade Church of England School Philosophy BA with Politics & Economics (PPE)

Professor A C Grayling MA, DPhil (Oxon), FRSL, FRSA Professor of Philosophy & Master of the College

Where a quick mind

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Where quick minds

Contents

CONTENTS Issue 8 Autumn 2013 independentschoolparent.com

WIN!

holiday to A family on Portugal page 75

Welcome to the Autumn edition of

Independent School Parent. In Boy World, (p. 10) Charlotte Phillips reviews the latest book from bestselling author and parenting expert, Rosalind Wiseman. Charlotte Avery, headmistress of St Mary’s Cambridge, says it’s easier for girls to develop leadership skills in a single-sex school environment, in her piece, (Girl Power, p. 23). And we’ve got some inspiring ideas for things to do at half term and Christmas on our events pages (p. 77). If you’re heading to London for some festive shopping, why not drop into our first ever reader event, (for details, see p. 81), where we’ll be hosting early evening drinks, courtesy of luxury travel operator, Select Collection, at their Mayfair boutique. We hope to see you there!

Claudia Dudman, Editor

Pupils from Millfield, Somerset

Cover: Charterhouse School, Surrey

Education

Comment

5 News Our round-up of hot topics 16 Flying the flag Josephine Price looks at the independent schools who have set up shop overseas 23 Girl power Charlotte Avery examines leadership skills 28 A glossary for parents Sandra Leaton-Gray takes a humorous look at the intricacies and eccentricities of the independent school sector

15 Head viewpoint In response to the tragic death of Hannah Smith, headmaster of Sedbergh School, Andrew Fleck, outlines his school’s antibullying policy and guidelines 25 Comment Headmistress of Heathfield School, Jo Heywood, writes on the confusing messages some female role models give 27 Grammar Fastidious grammarian, Nevile Gwynne, explores the link between creativity and grammar

49 Drama schools Thalia Thompson explores why independent schools are a breeding ground for stars of the stage Follow us... Like @ISParent us on...

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59 School hero

Health

Jay Green of Bedales School explains his path to becoming a teacher

61 Eating disorders Thea Jordan examines eating disorders and how they are dealt with at school

In Focus

School’s out

32 University We take a look at applying to university, funding and what we wished we’d known.

46 Bright young things Josephine Price checks out the stars from the independent schools sector

EDITORIAL Editor Claudia Dudman Art Editor Rhian Colley Assistant Editor Josephine Price

CNP Ltd, Jubilee House, 2 Jubilee Place, London SW3 3TQ Tel (020) 7349 3700 Fax (020) 7349 3701 Email editor@independentschoolparent.com For website and subscriptions, please visit: independentschoolparent.com/register

www.independentschoolparent.com

PUBLISHING Publisher & Managing Director Paul Dobson Deputy Managing Director Steve Ross Commercial Director Vicki Gavin Publisher Simon Temlett Subscriptions Manager Will Delmont 020 7349 3710, will.delmont@ chelseamagazines.com Marketing Manager Chatty Dobson Production www.allpointsmedia.co.uk Printed in England by Wyndeham Heron, Essex ADVERTISING Senior Sales Executive Andy Mabbitt Sales Executives Thomas McMahon, Adam White

55 Careers Virginia Isaac looks ahead to the competitive world of employment

Life 10 Boy World Charlotte Phillips reviews a new book which looks at parenting strategies for boys 21 Three-generation Christmas Glynis Kozma looks at how to keep the whole family happy throughout Christmas 65 Book club The best new titles for your teenager 66 Skiing Richard Smith of Millfield School, explains the thrill of ski racing 73 Quiz Test your general knowledge 75 Competition Win a luxury family holiday to Portugal 77 What’s on Our roundup of what to do with your family during the Christmas holidays 82 School memories Designer Caroline Charles on Woldingham

EDITORIAL ADVISORY BOARD David Moncrieff, Chairman Tor Down, Parent James Durant, UCAS Andrew Fleck, Sedbergh School Tory Gillingham, AMDIS Rachel Kerr, Girls’ Schools Association Glynis Kozma, Educational Journalist Zoe MacDougall, Teacher Heidi Salmons, The Headmasters’ & Headmistresses’ Conference Dr Anthony Seldon, Wellington College Elaine Stallard, Elaine Stallard Consulting The Rt Hon Graham Stuart MP, Chairman of the Education Select Committee Sheila Thompson, Boarding Schools’ Association Ben Vessey, Canford School David Wellesley-Wesley, Independent Schools Show Peter Young, Marketing/Brand Consultant

DISTRIBUTION Independent School Parent magazine is for parents of children educated in prep and senior independent schools across the UK. The prep and senior issues are published termly. Parents can subscribe for a free issue at: independentschoolparent.com/register Independent School Parent also publishes A First Eleven Guide to Independent Schools biannually. © CNP Ltd 2013. All rights reserved. Text and pictures are copyright restricted and must not be reproduced without permission from the publisher. The information contained in Independent School Parent magazine 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. All pictures by Thinkstock unless otherwise credited.

AUTUMN 2013 INDEPENDENT SCHOOL PARENT 3

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News

NEWS

Our pick of the top parenting and education news HOME TO THE BEST

fruit for thought

Crowdfunder UK has launched a schoolsled campaign to get children planting fruit trees across the nation – and it’s all in order to provide an edible education legacy that will last for years to come. In conjunction with TV’s River Cottage, food campaigner, Hugh Fearnley-Whittingstall (right) said: “I am on a mission to make the most of fruit, so what better place to start than with kids.” crowdfunder.co.uk/fruitshare

laUnch of the tUtorS’ aSSocIatIon

the annual world-university rankings has revealed that the UK is now the proud home of six of the world’s top 20 universities. the QS world University rankings placed cambridge, Ucl, Imperial and oxford in the top 10, alongside renowned US institutions that included Yale, harvard, MIt and Stanford.

Supported by six leading tuition agencies and spearheaded by the education think tank, Centre for Market Reform of Education, The Tutors’ Association launched in October. The association will act as a regulatory industry body and aims to set codes of practice for tutors. Graham Stuart MP, chairman of the Education Select Committee and a member of our Editorial Advisory Board, gave a keynote speech at the launch in support of the initiative.

Independent SchoolS Show

independent school pupils head to overseas universities

New research from the Headmasters’ and Headmistresses’ Conference (HMC) has shown that headteachers at independent schools have seen an increase in pupils looking abroad for university courses over the past two years. Popular destinations include the United States, Holland, Canada and Australia.

www.independentschoolparent.com

AUTUMN 2013 INDEPENDENT SCHOOL ParENT 5

IMAges: COrbIs

The Independent Schools Show returns to Battersea this year for its seventh year. The show is a great opportunity for parents to learn more about independent schools, to meet representatives and to get a taste of life in each school. Over 150 UK independent schools will be exhibiting at this year’s show from 9th-10th November.

Visitors are able to learn about different schooling options as well as getting expert advice on related issues, such as admissions, scholarships, bursaries and school fee payment options. schoolsshow.co.uk

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NEWS Social Skills In Decline New research from Debrett’s, the leading authority on manners and etiquette, has shown that social and professional skills in the workplace have declined due to the use of mobile devices.

To tackle such problems,

BEHIND THE SCENES

Prestigious public school Harrow in north west London hit our TV screens this Autumn in an eight-part documentary filmed by Sky1 HD. Harrow: A Very British School gives a glimpse into life at this historic institution, filming pupils and staff around the clock for an entire academic year. The series concentrates on West Acre, one of the 12 boarding houses. Harrow’s renowned alumni include prime ministers (it has in fact produced eight), Sir Robert Peel, Sir Winston Churchill and Stanley Baldwin, writer Lord Byron and, latterly, actor Benedict Cumberbatch.

Debrett’s have devised a programme of training schemes for young people to teach them interview skills, dress code and modern manners to prepare them for their future, both in education and the workplace. debretts.com

HOLA..!

Spanish lessons have been getting some special treatment at Solihull School, West Midlands, due to the influx of Chilean teaching assistants. The Spanish department has had three gap-year students from Chile helping students to improve their grammar, conversational and debating skills during their four-month placement in the school.

INSPIRING THE GIRLS

IMAGES: CORBIS

Academic and feminist Germaine Greer visited Sherborne Girls, Dorset, this summer to give a talk on the visibility of women as they grow up.

She is the latest speaker in their “inspirational people” programme.

Chicken House Goes Audio

Children’s publisher, Chicken House, has teamed up with leading audiobook publisher AudioGO. The creative partnership will make all of the Chicken House titles available for retail, download and spoken word distribution.

Each collaboration will feature new unseen material such as interviews with the characters and hidden chapters. The small independent publisher specialises in children’s book publishing and this collaboration will ensure children have audio access to the wealth of bestselling children’s authors that they represent, such as Lucy Christopher and Roderick Gordon.

www.independentschoolparent.com

Kew House School Opens...

A new independent senior school opened in Kew this September.

Part of the London Prep Schools Group Ltd, it is the sister school to Ravenscourt Prep and Kew Green Prep.

AUTUMN 2013 INDEPENDENT SCHOOL PARENT 7

E L T H A M

C O L LEGE

LARGE ENOUGH TO EXCEL SMALL ENOUGH TO CARE

LARGE ENOUGH TO EXCEL SMALL ENOUGH TO CARE

Prelude from Bach’s Suite No1, played by a budding chemist.

School Tours available throughout Autumn Call 020 8857 1455 to reserve your place

At Eltham College, everyone is someone else.

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The tennis captain designs websites. In a challenging yet caring environment, we nurture each pupil’s skills and talents. All of them.

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NEWS A RoyAl viSit

the Royal Hospital School, Suffolk, celebrated its 300-year anniversary this summer with a royal visit. HRH the Duke of york, KG, visited the school in June to take part in the tercentenary Speech Day and watch their formal parades. He also opened the school’s new Heritage Centre, which houses its historic artefacts.

GoinG Global

Cranleigh School, Surrey, is expanding overseas in 2014. Cranleigh Abu Dhabi will become one of the largest school campuses in the region catering for pupils from three to 18-years-old. It joins the growing number of independent schools who are setting up franchises abroad.

Heads on the move

Westminster School, London has appointed Patrick Derham as headmaster for 2014.

Guy Sanderson will be joining Eltham College, London, in 2014 as headmaster.

YoUNG ShAKESpEArE NATioN The Royal Shakespeare Company (RSC) and The Prince’s Foundation for Children and the Arts (CATA) have launched a new initiative for schools, Young Shakespeare Nation. The programme plans to reinvent the way Shakespeare is taught in schools by offering free performances streamed into classrooms, engaging educational resources and live theatre experiences. The initative is part of the 450th anniversary of the Bard’s birth in 2014.

Any Questions at the Marist

iMAGES: © pA, iLLUSTrATioN: LoUiSE QUirKE

BBC radio 4’s programme Any Questions? was held at Berkshire school, The Marist, this September. Chaired by broadcaster Jonathan Dimbleby, the weekly topical discussions included a panel of individuals from politics and the media. The Marist Senior School pupils (below) were able to spend time with the panellists and put their questions to them during the programme itself.

www.independentschoolparent.com

 Emma Hattersley will become the new head of Godolphin, Wiltshire in 2014.

voGuE lESSoNS

As part of the Worldwide health initiative launched in 2012, British Vogue has devised a lesson plan to help pupils understand what goes into the polished fashion shots in its magazine. The lesson plan features a film with well-renowned models and British Vogue editor, Alexandra Shulman (above).

Paul Norton has joined Kings Monkton School, Cardiff as the new head.

Lavant house, Sussex welcomed Caroline Horton as their new head this September.

AUTUMN 2013 INDEPENDENT SCHOOL ParENT 9

Boy world S

ome of your friends have almost certainly said it. Chances are, you’re also guilty as charged. It’s routine coffee morning conversational fare, served up with a slice of lemon drizzle cake. Boys, so the lazy thinking goes, are a doddle compared with girls. Their friendships with other boys are easier, their worries about everything else, from body image to girlfriends, more straightforward and easily resolved. It must be the case. After all, they don’t seem to want to discuss them with you, unlike your daughters, who rarely do anything else.

Right? Wrong, so very, very wrong, to the point where Ringleaders and Sidekicks: how to help your son cope with classroom politics, bullying, girls and growing up, the new book by US parenting expert Rosalind Wiseman, should very possibly come with a health warning. Her insights into what she terms “Boy World” – the codified and occasionally grim territory that boys inhabit – don’t pull any punches when it comes to spelling out our parenting deficiencies with the male sex.

The book was born out of public demand, clinched, apparently, when Wiseman was told she had “boys in her eyes” – not a nasty infection but a pent up understanding of parents’ issues with their sons that only a book would release.

As it makes clear, boys are no different from girls when it comes to the width of their emotional operating range. It’s just

that, like bat squeaks, they are not always audible to the parental ear.

Meanwhile, there are some aspects of behaviour that boys simply can’t help or avoid, particularly during their teenage years, reckons Dr Simon Moore, a chartered psychologist. “Physiologically, they get a surge of hormones at that particular time. You don’t see the underlying stuff. You just see this grunting thing in front of you.”

“Girls have a much more sophisticated approach to giving each other social support, which is reciprocal, complex and often quite subtle. Boys don’t have that,” says Anthony Curtis, editor of Hodder Education’s Psychological Review, the bestselling magazine for A-level pupils studying psychology, and the head of psychology and careers of Stonar School, Wiltshire.

“I’m acutely aware that Rich isn’t easy,” says Christa, a mother whose teenage son and daughter have attended independent schools in the UK and Canada. “He doesn’t often articulate his feelings but he also can’t hide his sadness or anxiety as well as he thinks.”

For parents facing similar issues, one of the book’s most notable features is the insights that dot its pages. Unusually, they come from the boys themselves, a panel recruited by the author and who, according to the publishers, have “confessed things to her that they would not tell their parents”. Their authentic voices are gold dust, helping mums and

10 INDEPENDENT SCHOOL PARENT AUTUMN 2013

IMAGES: CORBIS

Charlotte Phillips reviews the latest book from US parenting expert Rosalind Wiseman. This time, she’s turned her attention to boys…

Wiseman’s book takes you on a guided tour of “Boy World’s” sights and sounds

www.independentschoolparent.com

LIFE LIFE

www.independentschoolparent.com

AUTUMN 2013 INDEPENDENT SCHOOL ParENT 11

LIFE

images: Corbis

“ Physiologically, they get a surge of hormones at that particular time. You don’t see the underlying stuff. You just see this grunting thing in front of you..! ”

dads see not only what’s going on in their sons’ lives, but their heads, too.

Read the boys’ comments and it’s not hard to conclude that they need every ounce of understanding and insight that they can get. In Rosalind Wiseman, they have a powerful advocate. She’s focused on the teenage years (10-18) and boy (no pun intended) does she know her subjects.

At times, more anthropologist than guru, she takes parents on a guided tour of “Boy World’s” sights and sounds, including the need to recognise that although our sons can suffer as much as girls, they can also be bullies, homophobes and racists – perpetrators rather than the victims.

Frequently stressed is the price we pay www.independentschoolparent.com

Above, boys need every ounce of understanding and insight that they can get

if we ignore, undermine or embarrass our sons. Demonstrating a flaky sense of right and wrong can be just as bad. Boys may say nothing when parents fail to speak up if they or their friends suffer at the hands of others but if boys clock the fact that our moral compass is spinning wildly about on its bearings, it’s unlikely to set them on the right path themselves.

Stressing your beliefs is vital, agrees Simon Moore. “It means they have a different repertoire when it comes to conflict resolution.”

At the top-achieving Perse School in Cambridge, where pupils in the first co-educational Year 11 cohort have just achieved record top GCSE grades, head Ed Elliott is quick to point out the risks

of letting gender overwhelm the debate.

“Twenty years of teaching have led me to conclude that while there may be some typical boy or girl behaviours, there are just as many differences within the girl or boy populations as between them.”

Schools can also do a huge amount to help pupils shed preconceptions, thinks senior teacher Pierre Pillet, shortly to join the Perse School, and who is the father of a young son. Explaining the “why” behind any activity, providing feedback and using IT to help boys close the literacy gap can all make a difference. “It all helps to create a culture where subjects and activities have no ‘sex label’ ” he says. By way of proof he cites a poetry recitation competition in one senior school, which attracted over 100 entries from boys.

Not all parents will be convinced of the need for yet another book about how we should raise our sons.

Any soupçon of cynicism is strengthened when you clock the fact that one of Ms Wiseman’s previous top sellers was Queen Bees and Wannabees, whose insights into the complexities of girl group social structures inspired the popular teen film Mean Girls.

However, try though you might to write off Ringleaders and Sidekicks as a prime example of the Noah’s Ark complex – no bestselling single gender title is complete until you’ve created a matching pair – it’s a no go.

Few would deny the fact that boys, and men, are in trouble. “They are losing their way, struggling in an increasingly challenging world where they have to be macho or seen to be macho,” says Anthony Curtis.

In the UK, for example, while boys this year narrowed the gap with the girls in A level top grades, they are doing worse just about everywhere else, from literacy rates to university admissions.

Trawl any mass circulation newspaper and the negative stories about teenage boys means they’re often condemned to the badlands of polite society.

Ringleaders and Sidekicks is a fascinating read. It’s not, however, always a comfortable one. But if the insights it offers parents means they, in turn, can throw a lifeline to their sons, it’s the sort of tough love we can all use.

Autumn 2013 INDEPENDENT SCHOOL ParENT 13

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heAd viewpoinT

how we keep the bullies at bay Andrew Fleck, head of Sedbergh School, Cumbria, explains his school’s anti-bullying policy and guidelines

T

he news of teenager Hannah Smith’s death this summer prompted me to examine how we protect our pupils from the dangers of online social networking sites.

It is thought that Hannah committed suicide after becoming subject of cyber-bullying on the website Ask.fm. She has no connection to Sedbergh School, but her death, and the death of three other teenagers, associated with cyberbullying, I felt, demanded a response.

I wrote to our parents outlining the nature of how young people may use the site. Users ask (often controversial) questions and responses can come anonymously via written or video reply.

All content is public – there are no privacy settings and no means of reporting offensive comments. Because this website places young people at risk of vicious anonymous abuse, the first step we took was to block access via the school’s intranet; however, this cannot prevent pupils accessing it from their mobile devices and the issues are not unique to Ask.fm.

We wish our pupils to use technology in a way that is safe and considerate of others – E-safety is a topic frequently addressed in IT lessons, PSHE lessons and within our nine boarding houses.

The issue does not stop with toughening up IT policies or imposing restrictions.

The nature of an online community is that it is widely dispersed with a huge range of value-sets. The crucial steps to take are to ensure that the school works closely with parents, with IT specialists in the school, and with support groups.

Our responsibility is to make our pupils

Above, Andrew Fleck ensures his pupils (right) are aware of the school’s online guidelines

aware of the risks and how best to stay safe. This message cannot be reiterated too many times.

Sedbergh School’s online guidelines, in our Anti-Bullying policy, include: Never post identifying personal information online. Never post information about others.

Anything you say online should be something you would say face-to-face. Anything you post online (photo, video, text) can be viewed by others.

When you post, you relinquish control. Anything you say or post online in any digital medium (BBM, text, email) can be retrieved. Increasing numbers of people are successfully prosecuted for posting abusive messages. Consider the scope of the Malicious Communications Act. All digital communications can be monitored and

❝ Understanding the value of face-to-face

relationships is a key weapon in the fight against cyber-bullying ❞

www.independentschoolparent.com

recovered – many universities and employers will scan the internet when considering applicants.

If we accept that pupils know most of this already, then we ask the question why do sensible young people place themselves at risk on certain websites?

So often it is a case of self-esteem, be it through loneliness, the pressure placed upon the high-flier or the pressure of fashion and body image.

Resilience is a major part of Sedbergh education and culture. The competitive nature of the school and our rural environment provide a strong environment for community strength.

In addition, we have a programme of guest speakers, whose presentations are designed to boost self-esteem, promote resilience and give purpose.

Pupil-to-pupil cyber-bullying in school has diminished over the last five years. Understanding the value of face-to-face relationships remains a key weapon in the ongoing fight against cyber-bullying and this is something that life at Sedbergh reinforces every day.

AUTUMN 2013 INDEPENDENT SCHOOL ParENT 15

FLYING THE FLAG...

Josephine Price takes a look at the boom in British independent schools overseas

A

n increase in the number of expatriates living abroad coupled with the rising demand for British education from foreign-based students has seen a boom in independent schools overseas.

The 2013 Independent Schools Council (ISC) census showed that almost 30 of the 1,223 ISC registered schools have set up franchises abroad, with many more set to follow.

The reason for the uptake in British education abroad is that it is seen as a

Above, Brighton College, Sussex, has franchise schools in China, Abu Dhabi and South Korea

passport to a British university and ultimately to a good job.

Harrow School started the trend back in 1998 when they set up a franchise in Bangkok, Thailand.

Pupils wearing their renowned straw boaters were certainly a novelty on the streets of the Thai capital!

Fast-forward to 2013 and schools have capitalised on thriving expatriate and developing communities: Haileybury School, Hertfordshire, has made its mark on Kazakhstan with franchises open in

two major cities. The Knightsbridge Schools International Group has dominated the overseas prep school market with schools in Montenegro, Colombia and Turkey. It has also added boarding facilities to its school in Montenegro to facilitate the needs of the yachting community that reside there.

The bulk of the revenue that schools make from their overseas franchises goes towards funding generous bursaries and scholarships for pupils here in the UK.

OVERSEAS SCHOOLS

HAILEYBURY,

DULWICH COLLEGE,

HERTFORDSHIRE

LONDON

HAILEYBURY ASTANA City: Astana Country: Kazakhstan Number of pupils: 310 Date opened: September 2011 Age range: 5-18

DULWICH COLLEGE INTERNATIONAL City: Shanghai Country: China Number of pupils: 1,400 Date opened: September 2003 Age range: 3-18

HAILEYBURY ALMATY City: Almaty Country: Kazakhstan Number of pupils: 501 Date opened: September 2008

DULWICH COLLEGE INTERNATIONAL City: Suzhou Country: China Number of pupils: 835 Date opened: September 2007 Age range: 3-18

Age range: 3-12

SHERBORNE SCHOOL,

SHREWSBURY SCHOOL,

DORSET

SHROPSHIRE

SHERBORNE QATAR City: Doha Country: Qatar Number of pupils: 800 Date opened: September 2009 Age range: 3-16

SHREWSBURY INTERNATIONAL SCHOOL City: Bangkok Country: Thailand Number of pupils: 1,500 Date opened: September 2003 Age range: 3-18

AdverToriAL

New solutions for “re-takers” A level re-takers have been finding alternative solutions to the loss of the January resit exam, writes James Wardrobe

L

ast summer, A-level students who just missed out on the grades needed to meet their university offers faced an additional problem. In the past their options, assuming they still wanted to go to university, were either to accept their insurance offer, enter the UCAS clearing system or retake their A levels.

Students who were only a grade or two short of their desired higher education objective were ideally placed to resit their weaker modules in the January exam session, offered by all the examination boards. The results came out in early March and, provided the re-taker had reapplied through UCAS, improved grades could well mean a confirmed place achieved five months before the next cohort of university entrants received their summer results. Job done, and off

on a shortened but still feasible “gap”.

Unfortunately, for some of these A2 students, last January saw the end of the winter exam sessions. Now, A levels can only be taken in June. According to the Council for Independent Education (CIFE), whose member colleges specialise in A-level tuition, two big trends have emerged for the new wave of “re-takers”.

Firstly, and predictably, students needing to improve their grades are more likely now to devote a whole year to the task rather than attempting a short course. Steve Boyes, Principal of MPW in London, explains: “Re-takers who are seriously pursuing a place at a Russell Group university don’t want to suffer a loss of momentum in their studies.

Enrolments for short courses pre-June 2014 have only proved popular so far with those who only need, for example, to

This year’s trends will be of particular interest to next summer’s A-level students

improve a B in one subject and who are happy with their other subject grades.”

Secondly, many of last year’s Lower Sixth pupils who are unhappy with their AS grades are opting to begin again. Their major anxiety is that otherwise they will be forced to take too many exams, both AS and A2 modules, in the same exam session next June. Mike Kirby, Principal of Ashbourne Sixth Form College, adds: “We are finding that students with quite reasonable AS grades from last summer are prepared to sacrifice an extra year to get into a top university, so they are starting their A-level courses afresh.”

This year’s trends will be of particular interest to next summer’s A-level students who don’t receive the grades they want the first time around.

For more assistance on A-level course options visit: cife.org.uk.

Make Make Make Make the the the grade the grade grade grade atatA atat Alevel Alevel Alevel level

At CIFE At CIFE At we’re At CIFE At CIFE we’re not CIFE we’re we’re just not we’re just about not notnot just about just getting just about about getting about the getting getting getting right the right the the grades the right right grades right or grades grades getting grades or getting or or getting getting or getting you you intoyou into you theyou into best into theinto best the the university. the best best university. best university. university.

We’re university.

We’re about We’re We’re about We’re bringing about about bringing about bringing bringing outbringing the out best the out outout best the thethe best best best in you in you asin inan you as you inindividual. an you as asindividual. an an as individual. an individual.

That’s individual.

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To discover To discover To To discover To discover how discover how CIFE how how CIFE can how CIFE CIFE can enable CIFE can enable cancan you enable enable enable you to achieve you you to you achieve to to achieve your achieve to achieve your fullyour your full your full fullfull potential, potential, potential, potential, call potential, call call call 020call 020 8767 020 020 8767 020 8666 8767 8767 8666 8767 or 8666 8666 visit or 8666 visit www.cife.org.uk or or visit or visit www.cife.org.uk visit www.cife.org.uk www.cife.org.uk www.cife.org.uk

i i ii 18 ParENT AUTUMN 2013 14INDEPENDENT INDEPENDENTSCHOOL SCHOOLS AUTUMN 2012

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A very merry ChrIstmAs Keeping everyone happy under the same roof during the festive season can seem a monumental task, writes Glynis Kozma

iLLUSTRATiON: ANDY wARD

I

t seemed such a good idea: rent a cottage for you, the children, and the grandparents, roast chestnuts over the log fire, enjoy giving gifts, then the children amuse themselves while the adults recover from the excesses. Add a dash of snow and it’s all the more special.

The reality – whether you are playing host, are a guest, or are joining family in a rented house – may be very different.

We have high expectations of a family Christmas; one of the reasons cited for the post-Christmas peak in divorce and family breakdown. We look forward to meeting our extended family but after three days of non-stop eating, drinking, television, and fractious children, it’s no surprise that someone’s often thinking, “Next Christmas, we’ll leave the country”.

Elizabeth Juffs is a life coach and mum to two teenagers. She has plenty of tips based on personal experience. “Our maximum number for Christmas dinner was 24, and it’s always over 20. The hardest part was doing it for the first time.

I plan everything well in advance, delegate – someone makes the Christmas pudding, others bring desserts – and try not to have relatives stay with us, so we can at least have the house to ourselves at the start and end of Christmas Day.” Margaret has a different approach. “My husband is one of six, so we decided to rent the village hall. Everyone arrives for Christmas lunch with some contribution.

That way there’s little stress and no one has disproportionate amounts of work.

The beauty of it is that there’s plenty of room and none of the children are bored because there are plenty of people to play with them and lots of space.”

But if you are putting your guest up, comfort is paramount; nothing frays tempers more than lack of sleep. What suits children’s sleep-overs won’t suit elderly grandparents. It’s not surprising that sale of mattresses and bedding peaks

www.independentschoolparent.com

them. This includes how many nights relatives will stay, whether they can bring pets, what your feelings are on smoking, and so on.” Juffs adds: “Leave while everything’s going well – not when arguments break out or boredom sets in.”

Most people are only too willing to muck-in but be very clear whether you want to go-it-alone in the kitchen, or want some help. Children love to feel they are involved, so asking them to take round the tray of canapés or refill glasses is a great way to prevent boredom. Juffs says: “Play to your guests’ strengths. Give them chores they are good at, whether that’s helping with meals or entertaining the children. And don’t be afraid to say ‘No’ if they try to tell you how to deal with your children, or how to cook something. Be firm, but polite – and count to ten before you say anything!”

Getting everyone out of the house for a walk, or even taking the children to the cinema can ease the pressure on the host, so volunteer.

Dust off those board games: children who are glued to the computer or Xbox might find Monopoly, Cluedo or Scrabble a novelty. Older children can be cajoled into teaching younger children how to play them, or can organise games such as charades.

❝ Everyone arrives for Christmas lunch with some

contribution. That way there’s little stress and no one has disproportionate amounts of work to do ❞

in the run-up to Christmas, so throw out the lumpy mattress and treat your guests to some comfort.

How long should you or your guests stay? Juffs suggests: “If you are the host, establish boundaries and communicate

Above, we all have high expectations of a family Christmas

And finally the gifts. No matter how disappointed you are, or your children are, with the reindeer socks, the pongy scent, after shave or novelty jumper, never ever show it. That way, everyone will have a lovely, happy Christmas.

AUTUMN 2013 INDEPENDENT SCHOOL PARENT 21

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COMMENT

Girl power

It’s easier for girls to develop leadership skills in a single-sex environment, writes Charlotte Avery, head of St Mary’s Cambridge

T

he UK labour market has completely altered in the last 50 years through women’s participation in it.

“Pull” factors that have enabled the shift, include the growing appetite among women to become economically independent and engage in public life; increasing levels of employment rights through the Government’s “Modern Workplaces” policies, which have introduced the possibility of shared parental leave and extended flexible working requests to all employees; and state investment in childcare. A “push” factor is the economic imperative for women to work since a single income per household has become increasingly untenable as a result of flat wages.

Women’s increasing participation in the labour market should be welcome news: it matters for women themselves, for their autonomy and economic independence, and for society more generally. Employment and employability are linked to women’s wider status in public life and ability to access positions of influence, and for the economy in general, by helping raise living standards.

However, a report commissioned by The Fawcett Society, (a campaigning organisation for women’s equality and rights) entitled: The Changing Labour Market: Delivering for Women, Delivering for Growth, painted a bleak long term prognosis of a “female unfriendly” and a much more maledominated labour market, where few women work and funding for programmes tackling gender segregation is slashed.

If women cannot keep a foothold in the labour market, getting more women into leadership positions as heads of FTSE 100/250 companies will continue to be an uphill struggle. Therefore, the place at which we need to start reform is at school level. It is vital that schools www.independentschoolparent.com

Below, a single-sex environment enables girls to develop leadership roles more fully

give students the opportunity to practise their leadership skills since this will be key to making their mark both at university and in the world of work. It is particularly vital that schools offer girls the opportunity to develop leadership skills, which in turn starts from supporting the development of confidence.

Further, the 2008 (US) Girl Scout Research Institute’s Change It Up: What Girls Say About Redefining Leadership report states: “The single greatest factor deterring girls from leadership roles is the lack of confidence in concrete skills.

Forty five per cent of girls report avoiding leadership positions specifically because they dislike speaking in front of others.”

This can often equate to a particular dislike of speaking up in front of male peers. In her report, Women Graduates of Single-Sex and Coeducational High Schools: Differences in their Characteristics and the Transition to College, American academic Linda Sax, found that girls who attend all-girl schools are more likely to rate their speaking ability as “above average” or “in the highest 10% of

their peers.” A third piece of research goes some way to analysing why this might be so: Dr Alison Booth (Australian National University) and Dr Patrick J. Nolen (University of Essex) in their study Gender Difference in Risk Behaviour: Does Nurture Matter? observed: “Female school students were more likely to take healthy risks than girls in co-ed settings … a girl’s environment plays an important role in explaining why she chooses not to compete.

Girls from single sex schools behave more competitively than do co-ed girls.”

A related, obvious but important fact that contributes to girls’ confidence in leadership positions is that at all-girls’ schools, a girl occupies every role. It is obvious therefore why in US research undertaken by the Goodman Research Group entitled, The Girls’ School Experience: A Survey of Young Alumnae of Single Sex Schools, found that “93% of girls’ school graduates say they were offered greater leadership opportunities than peers at co-ed schools and 80% have held leadership positions since graduating from high school.”

Sixth form students at St Mary’s Cambridge are presented with opportunities to take responsibility for aspects of school life, demonstrate initiative, grow in independence and learn effective ways of working that can continue to be applied in the future. This includes being prefects in our day and boarding communities or house captains; running clubs and societies; supporting the coaching of junior sports teams; training to be peer counsellors; participating in community service; and working with teachers in our own and other, local schools. Through such leadership experience, sixth formers learn invaluable skills for their future, such as ownership and shared responsibility, and develop the personal skills needed for life beyond school.

AUTUMN 2013 INDEPENDENT SCHOOL ParENT 23

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COMMENT

The wrong cue?

Some of today’s so-called female role models give mixed messages to young girls who look up to them, writes Jo Heywood, head of Heathfield School, Ascot

imAge: © PA

F

or a moment back in 2012, there was talk that today’s generation of young women had some worthy female role models. Who could forget the glory of Jessica Ennis, Victoria Pendleton, Katherine Grainger and Nicola Adams to name but a few of our gold-medal winning Olympians. It seemed that finally women were being recognised for their achievements rather than their looks, which reality show they were on or which celebrity they were dating.

As head of an all-girls school, I have long been yearning for more appropriate female role models for today’s young women to look up to. We knew what these sportswomen stood for – hard work, sacrifice and achievement. They were clear-cut role models for young women to look up to and they did so.

Now, a year on, I am not so sure that anything has really changed. I am more than a little concerned that some of the so-called role models young girls may look up to are giving them confusing mixed messages. As a sometime viewer of The Apprentice, my heart sank earlier in the year when I tuned in to watch the latest series. I do not think anyone watching could fail to be struck by the particular emphasis on appearance this year. What really saddened me was the business the eventual winner Leah Totton was planning to go into – cosmetic surgery for all – albeit with “proper regulations”. This bright and beautiful 24-year-old, a trained doctor, landed Lord Sugar’s investment by persuading him that her plan for such clinics could really take off and make him a fortune. He made the somewhat controversial decision to back this business plan and whether it works, time will tell. Leah has since gone on record to insist that her planned clinics are not aimed at her age group. Here is

www.independentschoolparent.com

Right, Miley Cyrus has gone from an all-American teenager to a headline grabbing performer

❝ Young girls are being confused and manipulated

by potential role models ❞

the nub – what message is this young woman projecting to other young women by her choice of business and what message is Lord Sugar giving by investing in this business? Leah is a confusing role model. As a young woman who has clearly worked hard and excelled in her medical career thus far and as a winner of The Apprentice, she has many admirable qualities and yet what she stands for and what she plans to do is far less admirable.

Fast forward to the end of the summer and another example of how young women are being manipulated and confused by potential role models.

Many young girls have probably grown up as fans of Disney’s Hannah Montana.

Hannah, played by petite and pretty Miley Cyrus, was the archetypal

all-American teenager: a girl to look up to and for parents to probably not be too concerned about.

A few years later and we find Cyrus giving a headline-grabbing and controversial performance at the MTV Video Music Awards. Worryingly, Miley has apparently said she does not know what all the fuss is about. However, I think there is plenty to be concerned about, especially when these once clean-cut role models steer another course so publicly.

At my school, we are taking a close look at the confusing way women are represented in the media. Equipping teenagers to make sense of what the mass media presents in their formative years is something, which I believe is key to developing their own sense of self-esteem now more than ever.

AUTUMN 2013 INDEPENDENT SCHOOL ParENT 25

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F : I “ N w x y G H z ~ K E‘ A P I z ; H H D yO N Bx : ; Grammar check L PB D T O x G M Vocabulary has changed, and spelling to some extent, but not grammar C S y A

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Our ability to communicate effectively relies on the use of good grammar, insists N. M. Gwynne

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ime was – and a long time it was, lasting for the entire recorded history of education at least – when grammar was the first subject to be taught to children, and was regarded as the single most important subject, and was taught really thoroughly, down to the tiniest detail.

In England, the leading schools – Winchester, Eton and the rest – were even called grammar schools.

In the 1960s, all that came to an end in England. Grammar was officially abolished as a school subject.

Phew ! Thank goodness for that! The mystery is how the former state of affairs lasted as long as it did. Nowadays, children are encouraged from their earliest years to be creative, unhindered by having had to learn dry, technical names by heart – terms such as clause, complement and conjunction. About time too. Our language, after all, belongs to all of us. Who can have the right to take it upon himself or herself to tell others what our language should and should not be?

What is more, since the English language is always changing, to prescribe what it is supposed to be at a particular point of time is simply time-wasting as well as the result of wrong-thinking.

We agree so far?

Actually, we by no means do. I certainly do not agree with the rubbish I have just put my name to in that last paragraph; and bad for you, dear reader, if you do.

With the many children I been teaching over the years, I have considered it an important duty to ban creativity, in any form, until they have learnt the technical rules governing writing or whatever other school-subjects they might be engaged in, including even drawing and painting.

www.independentschoolparent.com

Would not a driving instructor be justifiably outraged at any of his pupils wanting to drive around on busy roads before they have a proper idea of what the driving instruments were for and how they work. In every human activity, the only practical way to learn something well enough to be genuinely and enjoyably creative is to learn the technicalities thoroughly first, and then develop an

Creativity! No one ever stayed more firmly within the strict rules of grammar than did the author of the works attributed to Shakespeare. Would anyone dare to suggest that his creativity suffered as a result?

But English grammar is always changing, is it not? No, it is not. Nothing could be further from the truth. The grammar of the 20th century is

❝

❞

individual style on that foundation.

This principle, moreover, applies more to grammar than to any other skill. Any other skill that we might want to acquire as useful, enjoyable, or both, necessarily depends on our ability to think and to communicate. Words are the tools of thinking and communication – without words we can do neither. Grammar is simply the use of those tools in the most effective and exact way.

Use words wrongly and, because our decisions depend on our thoughts, we shall inevitably decide wrongly, which can sometimes be disastrous and tragic. Our very happiness, therefore, depends partly on our competence in grammar.

Creativity! If we try to be creative before we have mastered the basic techniques of any activity, what unfailingly happens is the formation of bad habits which will be difficult, sometimes impossible, to get out of. That, after all, is why good coaching when one starts to learn something like cricket, tennis and golf is important.

substantially the same as the grammar of the 19th century, and of the 18th century, and of earlier still. A grammar textbook in my possession written by William Cobbett in 1821 and another in my possession written by Joseph Priestley in 1761 would both serve perfectly well as a textbook today. What is more; as the literature before then shows, the same would apply to a textbook as far back as 1500, if one had been written. Vocabulary has changed, and spelling to some extent, but not grammar. Thus my case against myself. Are we now all agreed?

READ mORE . . .

For a thorough grounding in grammar, as prescribed

by N.M. Gwynne, we recommend his book Gwynne’s Grammar (Tradibooks) available in most book stores.

AUTUMN 2013 INDEPENDENT SCHOOL PARENT 27

School life

[ a GloSSaRy foR paRentS]

independent schools Sandra leaton Gray takes a humorous look at the intricacies and eccentricities of the independent school sector

e

ducation today is not all about lessons, bells and teachers. In the independent sector there’s a well-established code of practice that serves a number of very useful purposes. Firstly, it often harks back to historic times, so parents can be confident that a school has “An Illustrious Past”, (in fact, the more monastic a school manages to sound, the better!)

Next, the use of particular words hints at the type of educational philosophy that a school aspires to, usually representing the sorts of values that “Built The Empire”, even if a school is perfectly contemporary in reality, as they usually are. Finally, using their own language and

clockwise from left, Rugby School, Warwickshire, hanford School, Dorset, fettes college, edinburgh

28 INDEPENDENT SCHOOL PARENT AUTUMN 2013

terminology and offering unique sports means that a school is able to mark itself out as a bit different from the usual educational establishment, in other words, a quality operation. Here is a handy glossary of some of the more generic terms, so you can test yourself on your knowledge of independent school eccentricities.

THE MONASTIC PAST

Refectory A room named after the monastic roots that secretly underpin so much of

organised education. Visited by pupils up to five times a day for breakfast, break, lunch, tea and supper, with meals that include eggy bread, curried mince, ubiquitous crumbles with fruit from the school estate, spotted dick, white sliced bread, chocolate biscuits and very many sausages! Meals are recalled with deweyeyed fondness by alumni in later years.

Dormitory Usually a room in a converted Victorian or Georgian house accommodating up to five or so children at a time, unless you are in a purpose-built Victorian boarding school, where rooms are larger and www.independentschoolparent.com

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2-Year Undergraduate + 1-Year Postgraduate = FAST TRACK TO SUCCESS •• •• •• •• •• •• •• •• ••

Guaranteed Guaranteedaccommodation accommodationfor fornew newstudents students Safest Safestcampus campusin inthe theUK UK 60% 60%international internationalstudent studentbody body Teaching-oriented Teaching-orientedacademics academics Oxbridge Oxbridgestyle styleteaching teaching Small Smallclass classsizes sizes Multiple Multipleentry entrypoints pointsin inJanuary, January,July Julyand andSeptember September Picturesque Picturesquecountryside countrysidecampus campus Conveniently Convenientlylocated located11hour hourfrom fromLondon Londonand and40 40minutes minutes from fromOxford Oxford •• Staff: Staff:student studentratio ratioof of1:1:10.5 10.5 •• Top Topin inthe theNational NationalStudent StudentSurvey Surveyforstudent forstudentsatisfaction satisfaction for for77years yearsrunning running •• The Theonly onlyprivate privateuniversity universitywith withaaRoyal RoyalCharter Charter

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First class facilities for music, art and drama New dedicated Sixth Form Centre for independent independent learning •• Duke 70 acre working farmForm and BHS approved Equestrian Centre New dedicated Sixth Centre for learning wall and of Edinburgh’s Award Scheme to Gold level school facilities • Outstanding outdoor education programme with indoor climbing wall and • First class facilities foroutdoor music, art and drama First class facilities forForm music, art and drama New dedicated for independent learning First class facilities for music, art and drama • Duke of Edinburgh’s Award Scheme to Gold level Scholarships and forces bursaries available •• excellence Outstanding education with indoor climbing Sporting• withSixth key focusCentre onprogramme hockey, rugby and cricket • • Sporting excellence with key focus on hockey, rugby and cricket wall and Duke ofbursaries Edinburgh’s Award Scheme to Gold level Scholarships and forces bursaries available •• First classforces facilities for music, art and drama Scholarships and available Scholarships and forces bursaries available • • 70 acre working farm and BHS approved Equestrian Centre COME ALONG TO TO OUR OUR NEXT OPEN EVENT EVENT ALONG 70 COME acre working farm andNEXT BHS OPEN approved Equestrian Centre • • New dedicated Sixth Form Centre for independent learning Sporting excellence with key focus onEVENT hockey, rugby and cricket • Scholarships and forces bursaries available SATURDAY, SEPTEMBER 29 COME ALONG TO OUR NEXT OPEN EVENT COME ALONG TO OUR NEXT OPEN • Next First class facilities for music, art and drama Next Open Day: Saturday 9th March, March, 2013 from 9.30am learning COME ALONG TO OUR OPEN EVENT Next Open Day: Saturday 9th 2013 from 9.30am Open Day: Saturday 9th NEXT March, 2013 from 9.30am Next Open Day: Saturday 9th March, 2013 from 9.30am • New dedicated Sixth Form Centre for independent RECEPTION PLACES AVAILABLE FOR SEPTEMBER SATURDAY, SEPTEMBER 29 • Next Scholarships and forces bursaries available RECEPTION PLACES AVAILABLE FOR SEPTEMBER SATURDAY, SEPTEMBER 29 Next Open Day: Saturday 9th March, 2013 from 9.30am • 70 acre working farm and BHS approved Equestrian Centre Open Day: Saturday 9th March, 2013 from 9.30am Information event for Year 7 entry entry in September: September: Information event for 7 SATURDAY, SEPTEMBER 29in COMEDay: ALONG TO7 OUR NEXT OPEN EVENT Information event for Year 7Year entry infrom September: Information event for Year entry in September: Next Open Saturday 9th March, 2013 from 9.30am RECEPTION PLACES AVAILABLE FOR SEPTEMBER RECEPTION PLACES AVAILABLE FOR SEPTEMBER Next Open Day: Saturday 9th March, 2013 9.30am Information event for Year 7 entry in September: Information event for Year 7 entry in September: •Friday First class facilities for music, art and drama Friday 11th January, 2013, 5.30pm RECEPTION PLACES AVAILABLE FOR SEPTEMBER Friday 11th January, 2013, 5.30pm Scholarship morning for Year 7, 9 and Sixth Form entry for learning SATURDAY, SEPTEMBER 29 Next Open Day: Saturday 9th March, from 9.30am •January, New dedicated Sixth Form Centre independent Contact Jessica Ash on 01889 594 265 Friday 11th January, 2013, 5.30pm 11th 2013, 5.30pm Information event for 72013 infor September: Information event Year 7Year entry in September: Contact Jessica Ash onentry 01889 594 265 Friday 11th January, January, 2013, 5.30pm Contact Jessica Ash on 01889 594 265 September 2014 – for Saturday 16th November from 8.30am.

RECEPTION PLACES AVAILABLE FOR SEPTEMBER Friday 11th 2013, 5.30pm Information event for Year 7 entry in September: Friday 11th January, 2013, 5.30pm or visit www.abbotsholme.co.uk Contact Jessica Ash on 01889 01889 594 265 265 or visit www.abbotsholme.co.uk Contact Jessica Ash on 594 or visit •January, First class facilities for music, art andwww.abbotsholme.co.uk drama Contact Jessica Ash on 01889 594 265 • Scholarships and bursaries available Friday 11th 2013, 5.30pm orforces visit www.abbotsholme.co.uk Contact Jessica Ash on 01889 594 265 or265 visit www.abbotsholme.co.uk or visit www.abbotsholme.co.uk Contact Jessica Ash on 01889 594 265 visit www.abbotsholme.co.uk Contact Archer on 01889 594or or visit594 www.abbotsholme.co.uk Contact Jessica on 01889 265 FridayMichele 11th January, 2013, 5.30pm Contact Jessica Ash on 01889 01889 594Ash 265 or visit visit www.abbotsholme.co.uk Contact Jessica Ash on 594 265 or www.abbotsholme.co.uk or visit www.abbotsholme.co.uk Contact Jessica Ashand on 01889 594 265 or visit www.abbotsholme.co.uk • Scholarships forces bursaries available or 01889 visit www.abbotsholme.co.uk Contact Jessica Ash on 594 265 or visit www.abbotsholme.co.uk COME ALONG TO OUR594 NEXT OPEN EVENT Contact Jessica Ash on 01889 265 or visit www.abbotsholme.co.uk Abbotsholme School Abbotsholme School Abbotsholme School Abbotsholme School SATURDAY, SEPTEMBER 29 COME ALONG TO OUR NEXT OPEN EVENT Next Open Day: Saturday 9th March, 2013 from 9.30am

Next Open Day: Saturday 9th March, 2013 from 9.30am Rocester, Uttoxeter, Rocester, Uttoxeter, Rocester, Uttoxeter, Rocester, Uttoxeter, RECEPTION PLACES AVAILABLE FOR SEPTEMBER SATURDAY, SEPTEMBER 29 9.30am NextNext Open Day: Saturday 9th March, 2013 Open Day: Saturday 9th March, from 9.30am Abbotsholme School Abbotsholme School Information event for 72013 entry infrom September: Information event for Year 7Year entry in September: Staffordshire ST14 5BS Staffordshire ST14 5BS RECEPTION PLACES AVAILABLE FOR SEPTEMBER Staffordshire ST14 5BS Staffordshire ST14 5BS Rocester, Uttoxeter, Information event for Year 7 entry in September: Rocester, Uttoxeter, Friday 11th January, 2013, 5.30pm Information event for Year 7 entry in September: Next Open Day: Saturday 9th March, 2013 from Jessica Ash on 01889 594 265 9.30am FridayContact 11th January, 2013, 5.30pm ST14 5BS Contact Jessica on 01889 594 265 Friday 11th January, 2013,Staffordshire 5.30pm Staffordshire ST14Ash 5BS or visit www.abbotsholme.co.uk Information event for Year 7 entry Contact Jessica Ash on 01889 594 265 or in visit September: www.abbotsholme.co.uk or 01889 visit www.abbotsholme.co.uk Contact Jessica Ash on 594 265 or visit www.abbotsholme.co.uk Contact Jessica Ash on 01889 594 265 or visit www.abbotsholme.co.uk

Abbotsholme School School Abbotsholme

Rocester, Uttoxeter, Uttoxeter, Next Open Day:Rocester, Saturday 9th March, 2013 from 9.30am Staffordshire ST14 5BS Staffordshire ST14 Information event for Year 75BS entry in September:

Further Furtherinformation informationabout aboutthe theuniversity universityand andits itscourses courses can canbe befound foundon onits itswebsite: website: www.buckingham.ac.uk. www.buckingham.ac.uk.

Queries Queriescan canbe beaddressed addressedto tothe theAdmissions AdmissionsOffice Officeon: on: admissions@buckingham.ac.uk admissions@buckingham.ac.uk or or++44 44(0)1280 (0)1280820313 820313

@UniofBuckingham @UniofBuckingham

facebook.com/UniBuckingham facebook.com/UniBuckingham

www.thestudentroom.co.uk/uniprofiles/university-of-buckingham www.thestudentroom.co.uk/uniprofiles/university-of-buckingham

30 INDEPENDENT SCHOOL ParENT AUTUMN 2013

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sChool lifE

grander. Great competition for the bed nearest the radiator, as well as the coolest duvet cover!

Sanatorium The “San” conjures up images of motherly types in starched uniforms, keen to spray mouth ulcers and dispense paracetemol, while handing out loving advice about friendship management and teacher/ pupil relationships to any passing trade!

In reality, of course, it’s essentially a room where sick pupils are treated when they are unwell.

If we all had access to a “San” during the day, the world would probably be a far happier place.

Chapel A religious building with massed wooden chairs, which pupils are required to visit regularly, sometimes twice a day. Here they develop early multitasking skills by attending to their spiritual wellbeing while loudly singing hymns and simultaneously wondering what is likely to appear in the maths test later! www.independentschoolparent.com

THE SECRET CODE

Prep Short for “preparation”. Extra work set for pupils to do out of school hours, to save parents having to become overnight experts in all subjects when exam revision beckons.

Rooms with strange names In independent schools, the rooms are usually named after founders or donors but they tend to sound like they ought to be something else, for example the Driver Committee Room at Wellington College, which sounds like a place where pupils’ chauffeurs might have congregated in 1910! They are often some of the best appointed rooms in the school, containing ornate plasterwork and antique furniture polished to a discreet gleam. Used for school drinks parties, fundraising meetings and the occasional small music recital.

Clockwise from left, Belmont Grosvenor, North Yorkshire, Bradfield Colege, Berkshire, Eton College, Berkshire

Exeat These are regular weekends twice a term where boarders don’t have to be in school, with Saturday school cancelled. This also serves as an opportunity for day pupils’ parents to have a much longed for break from frantically driving them to school first thing on a Saturday morning when they would rather be having a lie-in, in the absence of suitably-timed public transport at the weekends!

Mufti This ex-army term means “non-uniform clothes”, otherwise known as home clothes. It can be seen as a method of pupils expressing themselves out of hours, however, the reality is usually a self-imposed, semi-uniform of jeans or leggings and trainers, which is almost as regimented as the school’s idea of daywear!

Dr Sandra Leaton Gray is a senior lecturer in education at the Institute of Education, University of London, and an Old Girl of Huyton College, Liverpool.

AUTUMN 2013 INDEPENDENT SCHOOL PARENT 31

image: corbis

32 INDEPENDENT SCHOOL ParENT autumn 2013

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Focus

The righT universiTy

charlotte Phillips rounds up the main considerations when choosing a university, so that your child is well placed to make the final decision

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autumn 2013 INDEPENDENT SCHOOL ParENT 33

Short Courses 2013â&#x20AC;&#x201C;2014 Central Saint Martins

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www.arts.ac.uk /csm/shortcourses Short Course Office, Central Saint Martins, Granary Building, 1 Granary Square, Kingâ&#x20AC;&#x2122;s Cross, London N1C 4AA, UK. Email: shortcourse@csm.arts.ac.uk Sign up for special offers and updates by email: www.arts.ac.uk/csm/subscribe.

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FocuS

F

or a minority of lucky people, university and course decisions are a doddle. Ever since they first picked up their toy stethoscope or scraped their first notes on a 16th-size violin, they’ve known exactly what they wanted to do.

“Some people have very clear ambitions and aspirations from the age of seven or eight,” says Hilary French, president of the Girls Schools’ Association (GSA). “The earliest thing they wanted was to go to Oxford or Cambridge, or to do medicine or veterinary science.”

For other pupils, however, choosing what to study tends to be a classic head-versus-heart battle. It’s important, cautions Susan Ingram, director of sixth form at Heathfield School, Ascot, to temper idealism with pragmatism. “The advice we give is that when they make their applications, our pupils have two universities that are aspirational, two that would meet their predicated grades and then one as a reserve.”

The centrepiece of the university application form is the 47-line, 4,000character personal statement designed to present applicants’ qualities,

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achievements and academic aspirations in a way that makes them utterly irresistible to their chosen universities.

Given that “it could be the only piece of written work admissions professionals see before making a decision,” says James Durant, press and public affairs officer at UCAS, it’s hard to overstate the importance of getting it right, from proof-reading (basic spelling mistakes are unlikely to impress) to ensuring it’s all your own work – sophisticated software will sniff out any hint of plagiarism.

“Put simply, your personal statement could well make the crucial difference in terms of whether or not you are offered a place,” says Anthony Curtis, head of careers and psychology at Stonar School, Wiltshire, and editor of Psychology Review. No pressure, then.

Susan Ingram cautions against using jokes in your personal statement,

Above, Swansea university is a top 50 university in The Times’ Good University Guide 2014

however tempting. Hilary French, similarly, urges caution when it comes to resonant quotes. “The majority of people won’t be called for interview but if they are, you can bet your life that they’ll pick up on the quotes and want to know why you’ve referenced it.”

And as for lies – it’s not worth the risk. One pupil blithely included an impressive reading list, only to suffer the mortification of explaining to the author of one of the books he had included that he hadn’t got further than page one.

It’s a high stakes business where, ironically, parents who find themselves relegated to the sidelines may find the whole process even more stressful than their children.

“Schools give a huge amount of support in how to write a personal statement. I can’t see anything wrong in parents being involved but in the end it has to be what the girl or boy wants to say,” says Hilary French.

As you’d expect, lovingly handcrafting something this important takes time.

Not that there’s any excuse for making it a last-minute business as the form is online from the end of the lower sixth year, a good three months off the first application deadlines (October for medicine, dentistry, veterinary science and Oxbridge, mid-January for just about everything else).

But although the personal statement can dominate the educational horizon, it’s the end point of a long-term research programme to determine what pupils might study, and where.

Just as universities come in a multitude of shapes and sizes – “there’s campus, inner city, rural and collegiate and different people like different types,” says Hilary French, who advocates incorporating an informal

“ The centrepiece of the university application form is the 47-line, 4,000-character personal statement ” autumn 2013 INDEPENDENT SCHOOL ParENT 35

SUCCEED WITH PLYMOUTH UNIVERSITY

Dominic List, Plymouth University Graduate

Dominic List is a highly successful entrepreneur who graduated from Plymouth University with a degree in Design Technology and Business.

Following graduation, Dominic has subsequently been crowned IAB’s Entrepreneur of the Year after his most successful company, Comtact, a technology services and integration firm, was listed in The Sunday Times Tech Track 100, UK Deloitte Fast 50 and the European Fast 500. Dominic recently made an appearance in Channel 4’s Secret Millionaire and as a result now believes that giving time and advice to charities is equally as valuable as donating money. Many of Britain’s youth have benefited from his expertise by developing the confidence and skills to succeed in life.

Dominic said: “Plymouth gave me a lot of direction and focus, and as the enterprise university, I believe there is so much more we can achieve together. I’m excited about the commercial tie-ups that have been, and are being, set up by the University, providing a real proof point between learning and practical application. Through this, I hope I can inspire other students to do great things with their lives.”

Dominic is also involved in an organisation called Gandys, a social enterprise raising money to build orphanages across the world. With the provision of Dominic’s expertise and resources, founders Rob and Paul Forkan have gone from strength to strength. 2012 saw their products being stocked in retailers across the United Kingdom, and now in 2013, overseas as well.

/PlymouthUni

@PlymUni

Becky Sadeghian is one of a number of students who has benefitted from both Dominic and the University’s support for young entrepreneurs: “Getting involved with a University organised event opened doors by getting me in touch with Dominic. As a result of this I landed a year’s work placement as a Lead Designer at Gandys (which I still hold now during my final year here at University). It also allowed me to partner up with Dominic and develop a product for the NHS which will be released next year. I am thankful to the University for making it possible for all this to happen, and also to Dominic and all of his support.”

CO E ST AC P N UD NN TE EX C RO O SU EC RP BU TA EN SU DPER M GR CC T AW RI RS LE T ST IS T F MOESS EE ED E ARSE DAR NT CO A CO RI D Q D I TA NNINA VEENDATI UA MO ISCD W SPI XPED WREAES LE EC BL RY LY ON LIT DE O EL RIT RT IN M

Focus

“ Senior teachers stress the advantages of allowing children to follow their dreams.

Enlightened parents would agree ” nose around to as many as possible during family holidays – so do courses.

It is a tribute to the quality of higher education in the UK, which translates, as James Durant explains, into an awful lot of options. “There are around 35,000 courses on offer and each one is different in some way.”

And that includes far more than just the classic subjects like maths and English. Degrees in everything from disaster management to adventure recreation or Viking studies, as listed on The Complete University Guide website, mean there’s almost no interest, however niche, that isn’t catered for.

Narrowing down the choices is a daunting business, made more so by the fact that while some ultra-desirable options are in short supply – would-be vets have fewer than ten courses to choose from – elsewhere, the variety is so overwhelming that even the most assiduous of number crunchers is at risk of a severe case of percentage overload.

Even something as deceptively simplesounding as history comes served as a three or four-year course, on its own or www.independentschoolparent.com

with, say, American Studies.

Some national newspapers produce league tables (The Sunday Times’s is highly rated) that rank universities by everything from student satisfaction to employability or the proportion of first-class degrees awarded.

A handy Government site, Unistats, delivers the goods, too, allowing you to compare and contrast everything from average graduate salaries to the quality of tutor feedback. Even Oxford hopefuls can see which subjects have the highest acceptance rates (almost 40% of Classics applicants were successful, compared with just over 10% of would be medics).

Naturally, parents want to be involved in the process – and so they are.

According to a UCAS survey, 95% of UK-based university applicants ask parents for advice.

But though parents’ advice is valuable, it shouldn’t be the tipping factor. If your child opts for a degree that doesn’t have an obvious career trajectory, says Hilary French, employers, who tend to bemoan graduates’ lack of softer skills such as collaboration and teamwork, may value

Above, Nottingham university is ranked in the top 1% of universities worldwide

it much more than you think.

“When you look at most employment abilities, the subject of your degree is irrelevant. It’s only the highly vocational ones like engineering and medicine where what you do at university is essential to get on to the training programmes for the rest of that career.”

With the economy still on an invalid diet it’s no wonder every rational bone in a parent’s body wants to urge their child into a three-T subject – tried, trusted and traditional. Few were surprised this year when UCAS reported a rise in applications for many science-related courses while some arts-related degrees, in contrast, showed a slight drop.

Senior teachers, however, stress the advantages of allowing children to follow their dreams. Enlightened parents would agree. When her 18-year-old daughter was looking at universities, Pauline Kent was able to draw on her experience from her PR firm. “Because I employ graduates, I was able to explain that the degree subject was considerably less important to me than non-academic qualities such as enthusiasm and energy. I am not sure this applies to every employer but it probably gave Olivia the confidence to enrol for philosophy rather than a subject with a more obvious career at the end of it.”

POPuLarITy STakES Despite efforts to wean students – and their parents – off the golden glow of Oxbridge, the two universities continue to dominate top league table positions across the wide subject range.

Other universities also have particular subject strengths. UCL, for example is “amazing” for psychology, enthuses Anthony Curtis, while Bath is also well regarded. Imperial College is considered an outstanding place to study maths.

There’s also fashion to contend with. “At the moment, Birmingham is

unbelievably popular for everything from sport to history and medicine,” said one mother.

A senior teacher had experienced the same phenomenon in terms of popularity. “About ten years ago, Newcastle was the place to be. Then Leeds shot up.”

Currently, Bristol and Durham are experiencing a revival – among independent schools. “For quite a while there was a feeling that they were anti students from independent schools and we had some pupils who were turned away. This year, several more have been accepted.”

autumn 2013 INDEPENDENT SCHOOL ParENT 37

FActs on Funding

Funding your child through university needs planning and research. giulia Rhodes navigates tuition fees, loans and grants to help guide you through the process

manchester

£8,885

DunDee

£5,000

(living costs away from home per academic year)

(living costs away from home per academic year)

lonDon

£11,076 (living costs away from home per academic year)

A

s school days draw to a close, university beckons. It is – for young people and their parents – an important and exciting step. It is also one, which, now more than ever, requires careful financial planning. Yet while money management may not be the most thrilling part of this new adventure, neither need it be the most daunting.

The cost of your child’s university experience, and how this will be met, will depend on the university and subject chosen, where you live and your family’s income. So it pays to begin the

research as soon as possible.

Universities and colleges in England and Wales can set their tuition fees up to a maximum determined by the Government – currently £9,000 (the fee, selected by the majority of institutions). Charges for each course are shown on university websites. In most cases, fees will be covered through a repayable loan (see later for more information about variations around the country), which is paid directly to the institution. In addition, students can apply for a loan towards their living costs. The current maximum for

38 INDEPENDENT SCHOOL ParENT autumn 2013

Above, students need to take into account how much living away from home will cost

students starting in 2014 is £5,555 for students living away from home outside London – 65% of which is non-means tested. This is paid to the student in installments once they arrive at university.

Families with low incomes may qualify for some additional non-repayable support. In addition, institutions may offer their own grants and bursaries for some students. Details of these can be found on university websites.

Scottish domiciled students studying for their first degree in Scotland are eligible for non-means tested, nonrepayable grants to cover the cost of their fees. Those who live in Wales are also able to apply for a tuition fee grant to cover a portion of their fees, wherever they choose to study in the UK. There are also means-tested maintenance grants payable to those who meet the criteria. Reduced tuition fees also apply to students from Northern Ireland choosing to study there.

How to apply for student finance Student loans and grants are assessed and administered by the Student Loans Company. The student must apply to the student finance provider in their home country: student Finance England

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ipsum Focus

sfengland.slc.co.uk student Awards Agency for scotland saas.gov.uk student Finance Wales studentfinancewales.co.uk student Finance Northern ireland studentfinanceni.co.uk

Applications should be made on the basis of the most likely course and university, and details can be adjusted later. The student will also need to provide their passport number, National Insurance number and bank account details. If applying for any additional funding based on household income, parents will also need to provide evidence of their income.

Once the application has been processed – usually within four to six weeks – the student will be informed of what they are eligible to receive.

Living costs

“The issue of how much the student will need to live on is really more complicated than the fees,” says Mo Oynett, Secretary of the National Association of Student Money Advisers, nasma.org.uk. “The fees are clear but the cost of living varies a great deal around the country, and families really have to think about all the specific costs and expenses. There are different www.independentschoolparent.com

kinds of accommodation on offer – private accommodation may involve bigger deposits and charges through the summer – travel costs, socialising, insurance and so on.”

Information about living costs is available on the websites of individual universities and also through unistats. direct.gov.uk. For example, Imperial College, London, suggests a budget of around £11, 076 for the academic year.

Cambridge University estimates costs of around £7,850. Manchester University advises students to budget around £8,885, while Dundee University students expect to spend around £5,000.

Oynett suggests that even parents, for whom funding a child through university is financially comfortable, should think about their choices. “Some parents may prefer to apply for the maintenance loan, with a view to saving to support their children through post-graduate study, which is usually unfunded or to help them into the housing market.” Maintenance loans and grants are paid directly into the students’ nominated UK bank account.

The money is delivered in three installments each year, the first being paid after students have enrolled.

Daunting as it may seem, Oynett says that parents and students should be able to navigate the system well.

maintenance grants and loans are paid directly into a student’s bank account

Teaching your child to budget Sharon Sweeney, head of student funding at the University of Dundee, advises students and parents to have detailed conversations about managing money before starting the university application process. “In many cases children have never really been involved with these issues before, but it does really help them to know what things cost and how much money is available.

Break the costs down – accommodation, travel, phone contracts, food and so on.

It is new territory for everyone but it needs to be done.”

Repaying the loan

Repayments are only begun once the student has graduated and is earning over £21,000 a year (though early repayments can be made and incur no charge).

Once this threshold has been reached, your child will be required to pay back 9% of any income over £21,000.

In most cases, this will be taken from their salary by their employer, along with tax payments. However, if income drops below this amount payments are stopped. autumn 2013 INDEPENDENT SCHOOL ParENT 39

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Focus

RouTe To ReseaRch Dr Kerstin Rolfe, head of research at the British College of Osteopathic Medicine, explains the value of a career in medical research

T

he aim of medical research is to increase the body of knowledge on topics related to health and medicine. Medical researchers are involved in a number of disciplines which can result in developing new drugs, treatments or developing new medical equipment, determining the cause and incidence of diseases and in the assessment of current therapies and the prevention of diseases.

Research can be conducted in a number of different settings: studies can occur in the laboratory but can also occur in a hospital or clinic environment involving patients, in offices reviewing medical notes, or even in the community. The setting for the medical researcher will depend on the research being conducted.

Medical researchers are employed by a number of organisations from higher education institutes, hospitals, industry, governmental agencies and charities to name a few. In universities or colleges the medical researcher is often involved in teaching and supervising students in their own research projects. Unless the lecturer has a permanent position, research jobs are often funded by research grants which have a definitive tenure.

Medical research can be chosen as a career without a PhD, but as with other research careers, it is easier to advance with a PhD especially if they aspire to be an independent investigator conducting their own research. However no

research job is 9 to 5, and no day is ever the same. Medical researchers have a passion and love for their research and do not see their work as a “job”. It can be hard and often perplexing with experiments which worked perfectly in the past no longer working, deadlines for funding submissions, administration such as ethics applications and preparation of manuscripts and presentations. However, there is a great deal of satisfaction when an experiment works or a manuscript is published with the thought that they may be helping future patients.

Studies have shown that studying for a PhD, not only increases your career choice in medical research but also

No research job is 9 to 5, and no day is ever the same

“ Medical researchers have a passion for research and do not see their work as a ‘job’ ” www.independentschoolparent.com

increases your employability in a number of industries including business, industry and commerce.

Medical researchers can be found in commercial research and development especially in the pharmaceutical industry, biotechnology companies and consultancies. Other career options include science communication, writing, civil service and healthcare itself though clinical scientists require specialised degrees and therefore further training may be required.

Medicine and healthcare is now moving towards evidence-based practice and this also applies to health professions such as osteopathy.

Healthcare professions are now moving their disciplines forward with increasing presence in research literature and with a burgeoning development in the sector; medical research will continue to enhance the body of knowledge and provide stimulating challenging jobs for those that are interested in this career. autumn 2013 INDEPENDENT SCHOOL ParENT 41

Swansea University Open Days 2013 Swansea University Open Days 2013

Saturday Saturday 5th 5th October October Saturday Saturday2nd 2nd November November

Where Where bright bright futures futures begin begin

swansea.ac.uk/makingwaves swansea.ac.uk/makingwaves

Name:Lewis LewisJones Jones Name: Education: Clayesmore School Education: Clayesmore School Degree: 2nd Year BSc. (Hons) Economics Degree: 2nd Year BSc. (Hons) Economics I originally considered Swansea University because I originally considered Swansea University because my Economics teacher was very positive and my Economics teacher was very positive and passionate about her experience there as a student. passionate about her experience there as a student.

So I went for an Open Day and fell in love with the So I went for an Open Day and fell in love with the wonderful surroundings, the site itself and of course wonderful surroundings, the site itself and of course the beach, located about 200 metres away. the beach, located about 200 metres away.

I am studying Economics which I am enjoying I am studying Economics which I am enjoying very much. The workload is stretching but manageable, and the staff are very much.

The workload is stretching but manageable, and the staff are experts in their fields. experts in their fields.

For my first year I lived on the university campus which I found very Forconvenient my first year on the university campusItwhich I found verya great (bedI lived to lecture in under 3 minutes!) also engendered convenient to lecture in under minutes!)

It also engendered a great social life,(bed as I quickly made many3new friends.

On reflection, I settled into social life, as I quickly made many new friends.

On reflection, I settled university life surprisingly quickly, and this was certainly assisted by theinto university surprisingly andServices this wasteam. certainly assisted by the help andlife support of the quickly, Residential help and support of the Residential Services team.

This year I have been working on Applicant Visit Days, helping applicants This year I have beenget working Applicantand Visitthe Days, helping applicants (and their parents) a taste on of Swansea university when they (and their get a taste of Swansea andto. theBased university they come to parents) visit the department they’ve applied on mywhen personal come to visit the department applied and to. Based on mythat personal experience, I try to pass on they’ve the impressions information I think experience, tryhelp to pass the impressions and information think they need,Ito themon decide which university is really rightthat forI them.

Much of my spare timedecide is takenwhich up byuniversity the University’s Royal Unit. they need, to help them is really rightNavy for them.

Every andthe lectures about Royal different aspects Much ofThursday my sparenight timeIisattend takendrill up by University’s Navy Unit.of Navy life and night work.I At weekends I’mlectures frequently on board a Naval patrol Every Thursday attend drill and about different aspects of ship,life and travelling theweekends UK. Navy and work. At I’m frequently on board a Naval patrol ship, and travelling the UK. My ultimate goal is to join the Royal Navy. With the help and encouragement fromRoyal university staff, thethe time they invest in me My ultimate goal isI receive to join the Navy.

With help and and the opportunities university provides I aminvest confident encouragement I receivethefrom university staff, me the with, time they in me Swansea will help me achievingprovides this aim.me with, I am confident and the opportunities theinuniversity Swansea will help me in achieving this aim.

Swansea Swansea University University Making MakingWaves Waves n n

£450m investment in a new Science and £450m investment in a new Science and Innovation Campus opening 2015 Innovation Campus opening 2015

n n

93% of graduates in employment 93% of graduates in employment or further study within 6 months or further study within 6 months

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15 subjects in the UK top 10 for 15 subjects in the UK top 10 for Student Satisfaction Student Satisfaction

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Ranked 2nd in the UK in the WhatUni.com Ranked Choice 2nd in the UK in the WhatUni.com Student Awards Student Choice Awards The University in a park, in a city, The University by the beach in a park, in a city, by the beach Academic and Sporting Scholarships Academic Sporting Scholarships worth up toand £3,000 worth up to £3,000

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Focus

What I wish I’d known...

Jane Phelps of New College of the Humanities, gives some top tips for your child’s last year at school

I

f your son or daughter has just started their last year at school, you have my sympathy! I have lived with over 1,400 girls and boys as their housemistress, as they have navigated their final school year. I’ve also shared with parents all the challenges that have ensued to ensure that everyone stays friends and the very best is made of the school year.

It is a time of hugely mixed emotions for all – “the last time I will…” for the pupil; “what will happen next?” for the parents. Whether you have loved school or hated it, it has created security and friendship for pupils, while as parents you have attended events, met other parents and been part of the community.

– make the most of the last year, you will never again have anything similar to share with your son or daughter, so do go to everything you can!

The last year in school should be the best ever – pupils are at the top, running things, learning to balance massive academic commitment with the requirements of thinking about other people, and working in teams to produce the best outcomes! They are also enjoying the best facilities they will ever have!

On these pages, I aim to highlight some of the dilemmas that your sons or daughters may be wrestling with, and some suggestions on how you can support them. I hate blanket recommendations, as each pupil is individual. Having helped around 200 students a year make these decisions for the last 40 years, or more, I am very well aware that one size does not fit all!

The university experience is very different now from your day – student numbers are much greater, and contact time and student satisfaction much lower, even for top Russell Group univeresities. However, there is much more information out there if time is taken by the pupil to consider it.

So here goes: www.independentschoolparent.com

Above, your child might want to consider a gap year rather than go straight to university

Does your child want to study further (do not take this for granted!) and if so, what, where and when?

It is vital to make a definite decision that more study is desired, either because it is necessary for long-term career goals – doctor, engineer, architect, psychologist, dietician etc – or because your child loves a subject so much that nothing other than studying it for a further three years will give intellectual satisfaction. It is important to make a conscious decision and to not get swept along on the conveyor belt of school organisation!

If your child does want to study, what sort of course and in what sort of institution do they want to study?

If they would prefer to really enjoy their last year at school, they could take a gap year and apply then with all the confidence that having their results brings. They might have more knowledge of what they really want to study, having completed the full sixth-form course. (I am a great fan of gap years if they are well planned,

include some serious involvement in the working world and money earning, some opportunity to “save the world” by volunteer projects and some serious travel. This generation will work until they are at least 75 – there is no hurry to get into the work place!)

Do I know enough about the content of the course – what I will actually be studying, how much contact time I will get, how big will teaching groups be, will I get any individual support?

Checking the Unistats website, contacting existing students of their subject through Facebook etc are good ways for your son or daughter to find out more. Work out what will be the best academic environment for them.

It is important to do your own personal statement for UCAS. On the other side of the divide in the HE sector, I can confirm that it is always apparent if a personal statement has been written by a 40+ Dad! What are the deadlines?

It’s 15th October if you are including autumn 2013 INDEPENDENT SCHOOL ParENT 43

An alternative to university

“I

come to Oxford Media & Business School every day to make a difference to people’s lives.

Most of my students actively chose not to go to university. With unemployment hitting the one million mark for young people aged between 16 and 24 years this is a brave decision.

It is my job, and that of my staff, to train those young people in exactly what the business world requires right now, not in three years time.

Our students need to be able to

perform well and make a significant contribution to their employer from the very first day.

It is possible? On the right are extracts from an unsolicited email which we received last term from a company that had just employed one of our graduates from last year. The full content plus similar emails from happy companies, students and ex-students 2014. can be read on our website.

We are currently interviewing for September 2014.

”

www.oxfordbusiness.co.uk • Oxford Media & Business School 5 Cambridge Terrace, Oxford, OX1 1UP • 01865 240963

2014.

SHAPE

WORLD AFFAIRS 2014.

In order to change the world, you need to understand it.

SOAS researchers and graduates influence government policy and the lives of individuals all over the globe.

From day one our students are encouraged to challenge conventional views and think globally and that’s one of the reasons why they develop careers that make a real difference.

Make your own impact on the issues that matter and interpret our changing world.

Meet the world at SOAS www.soas.ac.uk Protester - Tahrir Square, Egypt

44 INDEPENDENT SCHOOL ParENT AUTUMN 2013

• Languages & Cultures • Arts & Humanities • Law & Social Sciences

www.independentschoolparent.com

Focus

Oxford or Cambridge (you can’t do both!) in your choices, or are applying for medicine, dentistry, or veterinary science.

What is the right strategy for my five choices?

Be ambitious, so two blue skies, two middle of the road and one dead cert!

Consider New College of the Humanities in London as an extra choice (not in UCAS) to study economics, English, history, law, philosophy, or politics & international relations – alongside a liberal arts diploma including a professional programme to equip students for the working world.

Will I see my reference?

Pupils should ask to see their reference if it is not shown to them as a matter of course. There should be nothing there that takes the pupil by surprise but they might want to comment, in their personal statement, on any deficiency mentioned in the reference.

When will I get my offers?

Rejections come first! There is no need for your son or daughter to reply to anyone until responses have been received from all the universities that they applied to. www.independentschoolparent.com

What if I get rejected?

Remember it is all a bit of a lottery so your son or daughter should not take rejection too personally, but they should ask for feedback on rejections given – they are entitled to it and it certainly helps with planning.

Above and below, visit department open days once your child has been given an offer

Which open days should I go to?

Your son or daughter should go to the department open days once they have been given an offer. They should talk to existing students about whether the university delivers what they promise!

What is it really like to study the chosen subject at that university? Pupils should also take the opportunity to visit and get the low down on the halls of residence.

What will I do if I don’t get in?

Your son or daughter does not need to settle for second best – it is better to think outside the box, think of alternatives, and reapply if necessary.

And finally – and this applies to students only…

Don’t throw your work files away (we hope you won’t need them again, but...)

And remember to say: “thank you” to your teachers and house staff – leave on absolutely the right note.

Everyone wants to remember you at your best, so I’d strongly advise keeping end-of-term pranks to a minimum!

Jane Phelps was formerly a housemistress at Rugby School, Warwickshire.

For more information visit... www.independentschoolparent.com

autumn 2013 INDEPENDENT SCHOOL ParENT 45

BRIGHT

YOUNGTHINGS Up-and-coming stars from the independent school sector, by Josephine Price Lily James, 24

Actress

TRING PARk SCHOOL , HeRTFORDSHIRe Lily James started performing at the Tring Park School for the Performing Arts before going on to the Guildhall School for Music and Drama. She has appeared in The Wrath of the Titans where she played alongside Hollywood names such as Rosamund Pike, Bill Nighy, Liam Neeson and Ralph Fiennes and her TV credits include Downton Abbey, Just William and Secret Diary of a Call Girl.

alexis Housden, 27

Menswear designer BeDALeS SCHOOL, HAMPSHIRe Alexis Housden’s name was whispered excitedly at London Graduate Week earlier this year as his menswear collection created quite a stir in the industry. After leaving Bedales, Alexis studied at the London College of Fashion and this year won the the Collection of the Year at the end of year show. He has now secured backing and studio space from London

Kirsty Schneeberger, 28

Environmental lawyer THe MARIST SCHOOL, BeRkSHIRe

Having been awarded an MBE aged 25 for her services to environmental conservation, Kirsty has definitely got the groundwork in for a stellar career.

Kirsty is a campaigner for sustainable development and intergenerational equity and has participated in the UK Youth Climate Coalition. She has worked with a list of renowned NGOs in both environmental law and sustainable development policies. Her career path was inspired by her university years in Sydney, Australia where she was first exposed to environmental politics. In the future she would like to work with community groups on cases which will help to protect the environment for future generations.

46 INDEPENDENT SCHOOL ParENT

College of Fashion itself and is embarking on his own fashion label. He also hopes to take on the role of creative director in a fashion house in the future. Alexis has also been selected to be represented at the Young People’s Fashion Festival in London’s V&A Museum in October.

roma agrawal, 29

Structural engineer NORTH LONDON COLLeGIATe SCHOOL, LONDON Roma has one big talking point on her CV, after spending the last six years working on the tallest building in Western Europe, The Shard with WSP Group. Since leaving North London Collegiate School, London, Roma has worked on bridges, skyscrapers and sculptures with award-winning architects. In 2011 her work was recognised and commended as she was awarded the ‘Young Structural Engineer of the Year’ prize. In her spare time she promotes engineering, scientific and technical careers to young people, especially women, in the UK and abroad. With a BA from the University of Oxford and a MSc from Imperial College, Roma is soaring to new heights.

www.independentschoolparent.com

SCHOOL’S OUT

Bertie Gregory, 20

Wildlife photographer bradfieLd COLLege, reading Bertie is an award-winning wildlife photographer who is currently studying Zoology at Bristol University but is also taking charge of his future career on the side. Bertie is a Young Champion of the 2020 Vision project which is the biggest nature photography project in the UK. The project aims to inspire people around the world to understand the link between healthy living and the environment. He is working for them to capture images of wildlife in urban settings. In addition, he is also creating his own documentary called West Coast Adventure which can be found on YouTube. He spends his summer on Vancouver Island, Canada where he enjoys taking photos of bears, whales and eagles.

His passion for photography began when he was given an underwater camera when he was 12 years old. He has always been interested in wildlife and aged 12, with a camera in hand, his two passions began to

ImAge: © KeITH mAYHeW / AlAmY

merge together.

Stuart Broad, 27

england cricketer OakHam SCHOOL, rUTLand

At school Stuart excelled at rugby and hockey alongside cricket but Oakham School encouraged him to focus his talents and cricket won his vote. He’s been going great guns ever since, and has quickly progressed on to international test cricket. After a successful summer he will be heading to Australia this month. He has been tipped as a future England captain. www.independentschoolparent.com

For more information visit... www.independentschoolparent.com

autumn 2013 INDEPENDENT SCHOOL ParENT 47

770-LUni 129x202mm UGVisitDay Ad 2_Layout 1 19/09/2013 18:56 Page 1

Visit Days Lancaster University is a world-class university, located on a beautiful campus between the Lake District and Manchester. Join us at one of our Undergraduate Visit Days this year to ďŹ nd out more about our unique student experience.

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48 INDEPENDENT SCHOOL ParENT AUTUMN 2013

www.independentschoolparent.com

Drama

The sTars of sTage and screen Thalia Thompson explores why independent schools are the source of so much stellar acting talent

www.independentschoolparent.com

autumn 2013 INDEPENDENT SCHOOL ParENT 49

M

any of our very best actors have independent school backgrounds, whether it’s Hollywood A-listers like Carey Mulligan who went to Woldingham School, Surrey, or rising stars such as former Bryanston School pupil, Max Irons, (who starred in the recent BBC drama, The White Queen), or Old Etonian, Eddie Redmayne. But as well as nurturing the next generation of award-winning actors and actresses, these three schools all believe that a thriving drama department brings many benefits to the whole school.

Fabulous facilities

Like many independent schools, these schools have drama facilities that would be the envy of many professional companies. Bryanston has a 650-seat theatre and an open-air Greek theatre; Eton has the 400-seat Farrer Theatre, plus two smaller studios; and Woldingham has a purpose built drama facility, which includes a 600-seat theatre and studio theatre.

Backstage, things are just as professional with dedicated lighting directors and technical managers training students.

50 INDEPENDENT SCHOOL ParENT autumn 2013

InspIrIng success The success of former pupils inspires current ones, and this is certainly true of Carey Mulligan (above) at Woldingham. “But even when she was here she was very inspirational to the younger girls,” says Lyn Mann, explaining that Carey, whose most recent film appearance was in The Great Gatsby, was the drama ribbon while at school. She has continued to make time for the school, even accompanying a group of sixth formers on a trip to the cinema to see her first film, Pride and Prejudice.

www.independentschoolparent.com

iMageS: © Pa

Previous page, dance show at Bryanston School, Dorset, above, Guys and Dolls and, below, The Borrowers, Bryanston School

Drama

Keeping it simple

A place on the timetable

But while the facilities are impressive, they’re only part of the story. Simon Dormandy, previously director of drama at Eton College for 15 years, and now a freelance theatre director, says: “It’s really got nothing to do with having lots of high-tech lighting – you can have creative aspirations that are sky high when you’ve only got a small studio.”

Jane Quan, director of drama at Bryanston agrees, explaining that for some projects she deliberately sets students a tight budget, “so they realise that sometimes you have to do things on a shoestring, using initiative and creativity.”

Drama is a proper, timetabled subject in all three of the schools, compulsory in the first year at Eton and Bryanston and in the first two years at Woldingham.

After this it becomes one of the subject options – and all pupils can still participate in extra-curricular drama, whether or not they’re taking it as a timetabled lesson.

For Simon Dormandy, the creativity at the centre of drama justifies its place in education. “If you don’t encourage creativity in the young, then you’re building for a barren future as a society,” he warns. “If a school values creativity, then they’re being irresponsible if they don’t encourage drama.”

www.independentschoolparent.com

autumn 2013 INDEPENDENT SCHOOL ParENT 51

Creating time for each and every pupil to develop, grow, enjoy and achieve their full potential.

Eastbourne College will be at the Independent Schools Show this November. Come and see us on stand 405.

Take the time to discover more at: www.Eastbourne-College.co.uk AD_115604_Kent_Independent_Layout 1 05/09/2013 16:53 Page 1

A PLACE TO INSPIRE YOU/ AN APPROACH TO CHALLENGE YOU Kent offers academic excellence, inspirational teaching and a superb student experience.

• £2,000 scholarship to all students achieving AAA at A level or specified equivalents • 5th in the UK for student satisfaction (NSS 2013) • Ranked 22nd in the UK (Guardian 2014) • Our Canterbury campus has fantastic facilities including a nightclub, cinema and sports centre all set in 300 acres of parkland.

• Our Medway campus has high-tech facilities, a great riverside location and is only 30 miles from London.

To find out more come along to an Open Day www.kent.ac.uk/opendays

01227 827272 www.kent.ac.uk

52 INDEPENDENT SCHOOL ParENT AUTUMN 2013

www.independentschoolparent.com

Drama

above, Sedbergh School, Cumbria, below, malvern College, Worcs

ImagES: © Pa

Star quality Sometimes star quality is apparent from the start. The first time Hailz-Emily Osborne, director of drama at Eton, saw Eddie Redmayne (above) act, she was a visitor judging a competition.

The extract was from The Madness of King George and she remembers, “there was a little boy playing Queen Charlotte.

She had no lines; she just had to watch this terrible scene unfolding around her. I didn’t give that play the prize but when I summed up, I said there was one outstanding performer and it was the little boy playing Queen Charlotte who just watched everything that was going on – and that was Eddie.”

important. And nothing teaches these better than drama.

Jane Quan at Bryanston agrees: “Drama is a thing that massively brings on confidence, physical presence and the ability to step forward and lead.”

The ultimate leadership challenge in drama is directing – and all these schools give pupils a chance to do just that, whether it’s for a house drama or creating a show to take to the Edinburgh Festival, a regular occurrence at Eton.

Art for art’s sake

But despite all the benefits of teamwork, confidence and transferable skills, all the schools we spoke to agreed that these weren’t the real reason for drama in schools. As Hailz-Emily Osborne, director of drama at Eton, comments “I have to say, in the end we do plays because we think they’re worth doing – because they’re great writing or they say something about the human condition.”

Team games Nobody questions sport’s place in a school and in many ways drama is the ultimate team game, uniting a disparate group of people in a common purpose, whether they’re acting on stage, operating computerised lighting boards or working out how much the project will cost. This can be invaluable in creating a school community spirit. “I don’t think there’s anything else that quite brings a group of different people together so well” says Simon Dormandy. A drama lesson is very different from the normal school life of sitting in a classroom, offering a change of pace as well as the opportunity to exercise the imagination as well as the intellect.

At Woldingham, there’s a Year 7 play with a part for every girl and taking part in this production can be one of the highlights of a school career. “The girls might forget what they did in a maths or geography lesson,” says Lyn Mann, head of drama, “but they’ll remember being in that play for the rest of their lives.”

Transferable skills

These days, no matter what your career plans, personal presentation and communication skills are becoming more www.independentschoolparent.com

autumn 2013 INDEPENDENT SCHOOL ParENT 53

Carmarthen | Lampeter | Swansea

A choice of campusâ&#x20AC;Ś city, town and rural locations

Business Computing/IT Early Childhood Film & Media Art & Design (UCAS C22) Performing Arts Primary Education Studies Psychology Religious Studies Social Inclusion/Youth & Community Sport, Health, Outdoor Education Teaching with QTS

Ancient Civilisations Anthropology Archaeology Chinese Classical Studies English/Creative Writing History Medieval Studies Philosophy Religion/Theology Joint & Combined Hons available and many with Education

Art/Design/Media Automotive/Product Design Built & Natural Environment Business/Management Computing Educational Studies Engineering (Automotive/ Manufacturing) Leisure/Tourism Performing Arts Psychology/Counselling

w w w.tsd.ac.uk

w w w.tsd.ac.uk

www.smu.ac.uk

CAreers

How to really get ahead...

In a competitive world, first-class academic qualifications are not enough to get pupils into a good university or lead to a well-paid job, writes Virginia Isaac

Image: corbIs

are predicted straight A or A* grades.

At the same time, employers frequently lament the fact that many school leavers and graduates are simply not “work ready” when they start to apply for jobs. This is often regardless of whether they have good academic grades. Having been captain of the rugby team or head girl, helps but is not enough. This is because, while identifiable leadership roles are, of course, a bonus, it is often the skills that have propelled them into positions of this kind which are most important.

In a rapidly changing world where 40% of jobs today were not even thought of ten years ago, it can be hard to determine which skills will be most relevant and stand the test of time in a rapidly changing jobs market. There is an increasing realisation – indeed acceptance – that, in addition to solid academic qualifications, a young person needs to demonstrate that they have a range of “life” or “non-cognitive” skills too. Most parents are aware of the importance of interpersonal skills – getting along with people; being able to work as a part of a team and being able

A

recent survey for the Independent Schools Council of 2,057 parents showed that they rated “Better start to life/more chances in life/ better chance for future careers”, as the third most important reason for sending their child to an independent school.

This compared with “Better results/ would get on better” which was seventh.

In an increasingly competitive and global world, many young people are realising that “just” having first-class academic qualifications may not be enough. So, what do students need to give them the edge both in terms of

www.independentschoolparent.com

40% of jobs today were not even thought of ten years ago

“ In an increasingly competitive and global world, young people are realising that ‘just’ having first-class academic qualifications may not be enough ” getting in to a prestigious university, and subsequently, to a rewarding and well-paid job? If you talk to admissions officers from Oxford or Cambridge, for example, they will say that they have, by default, to look beyond A level or IB results because most of their applicants

to demonstrate confidence, but there are also other qualities that make a real difference for employers.

Megan O’Malley, head of recruitment at McKinsey & Company, the global management consultancy firm supports this view.

AUTUMN 2013 INDEPENDENT SCHOOL ParENT 55

Book your place online at www.hull.ac.uk/opendays Saturday 9.30am – 4.00pm 29 June 2013 14 September 2013 12 October 2013

Study Drama at Hull for the Full Experience of the Theatre Visit the Campus Meet Our Students Talk to Our Tutors See Our Facilities

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Studying Drama at Hull: an experience that stimulates your imagination, creativity and intellect.

We develop the potential of bright minds, passionate performers and committed theatre-makers. If you www.hull.ac.uk/opendays are or think you one, give it a try.

Scancould it! Usebe your smartphone find range out more.

We offer atohuge of experiences in theatremaking: from playwriting and dramaturgy (with award-winning graduates like James Graham or Oscar-crowned Anthony Minghella), through acting and directing (Marianne Elliot won Best Director at The Oliviers this year), drama translation, performance art, management, scenography, sound, light and projection to the actual making of sets and props in our workshop. We do drama, comedy, improvisation, street performances, music theatre, opera and applied theatre – in one of our own performance spaces or in collaboration with Hull Truck.

Come and master the stage in the Gulbenkian Theatre, in the Minghella Studio or one of the rehearsal rooms, meet thought-provoking tutors, experienced theatre practitioners, help build the developing Scenographic Centre, try out costume making, directing a show, doing a digital visualisation, making a radio play, writing a play… In short: take part in the vibrant community of Drama at Hull.

MAKE Y

Book your place Saturday 9.30am – 29 June 2013 14 September 2013 Drama and Theatre Practice are modern programmes a 12with October 2013 hands-on experience of the performing arts. With 50 years of experience, Hull has one of the oldest drama departments in the UK, with hundreds of successful graduates.

Drama is part of the School of Drama, Music and Screen Visit the Campus and has one of the best facilities in the UK for cutting edge Meet Our Students theatre work, offering unique opportunities for open minds, Talk to Our Tutors and keen performers See Our Facilities If you have a passion for the theatre, come and study Drama in Hull with us.

TwitterDramaHullUni or Facebook www.facebook.com/hulluni.drama

www.hull.ac.uk/opendays

www.hull.a Scan it! Use to find out

The BA in Drama and Theatre Practice and the MA in

BRITISH COLLEGE OF OSTEOPATHIC MEDICINE

MAKE YOUR MOVE

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56 INDEPENDENT SCHOOL ParENT AUTUMN 2013

YouScan.me

www.independentschoolparent.com

Careers

image: aLamY

“ Parents need to ensure that their son or daughter can understand how to improve and make the most of their skills”

“Academic results are important but we also want recruits who are team players and can demonstrate commitment and leadership in other activities, not just in the exam hall. In our experience, range of academic and extracurricular backgrounds creates stronger, more effective teams.”

And interestingly, Laslo Bock, Senior Vice President of Google states, “There is no correlation between good exam results and good employee interview scores. How you perform in the workplace is not the same as how you perform in college.”

Supporting their findings, business lobbying organisation, the

Confederation of British Industry (CBI) comments, “Employees today are required to demonstrate a range of qualities and skills enabling them to be part of a flexible and responsive workforce.”

There is now evidence to suggest that academic qualifications and subject or functional knowledge count for around 50% of a young person’s ability to do a job well – at any level. The other 50% is made up out of an individual’s ‘character’ – focus, persistence, ability to cope with failure, make connections and think critically. Some of these attributes are a valued by-product of the act of study itself. It might seem a grind at the

exam results are a useful proxy, but on their own they are not enough

“ There is no correlation between good exam results and good employee interview scores ”– Laslo Bock, senior vice-president at Google www.independentschoolparent.com

time, but application and good study skills will stand a young person in good stead when the world of work beckons.

Many young people will already have picked up many of these characteristics from their family background. But in addition, the ‘socialisation’ continues at school and this is where the extracurricular activities have such an important role to play. There may be complaints about having to run around a hockey pitch in the rain or give a presentation to parents on a Saturday morning, but this is exactly where important characteristics such as resilience, determination and confidence are acquired.

Exam results are a useful proxy, but on their own they are not enough.

Parents need to ensure that their son or daughter can understand how to improve and make the most of their skills. Some of the best schools use psychometric profiling tools to help students identify their strengths and weaknesses, likes and dislikes, interests and aptitudes, and then link them to possible future careers. This, in turn can help a student understand their passions, choose what further studies might suit them best, and be motivated to pursue a career where they can reach their full potential. Other schools invite in stimulating speakers and send their students on “employer insight days”.

There is a real role for parents here too. If your school is looking for volunteers to come and talk to the students about your occupation, remember that this can give young people valuable insight into the world of work and what it might entail. Equally, lobby school leaders and governors to start taking careers advice and guidance seriously. When it comes to our children’s future, as they say “every little helps”.

Virginia Isaac is the Chief Executive of The Inspiring Futures Foundation, which gives expert careers advice and guidance to young people and helps them make informed decisions about their future.

AUTUMN 2013 INDEPENDENT SCHOOL ParENT 57

58 INDEPENDENT SCHOOL ParENT AUTUMN 2013

www.independentschoolparent.com

scHool Hero

[ Meet tHe… ]

Head of drama Jay Green of Bedales School, Hampshire, didn’t want to go into teaching but he turned it into a very creative career

I

t is difficult for me to write about why I became a teacher because I never wanted to be one. To find myself at Bedales, 20 years later, is both a surprise and a delight.

I wanted to write the Great American Novel but the drawback there was that I was not born in the USA, but Wembley Park. I wanted to be a professional footballer, specifically George Best, but had to settle for playing with Vinnie Jones and naming my first daughter after him.

But more than anything I wanted to be Bruce Springsteen. Unfortunately this role had already been filled by Bruce Springsteen and despite a dogged pursuit over the years of various Springsteenian accoutrements from goatees, plaid shirts, earrings, biker boots, a self-conscious “hyuk-hyuk” chuckle and an inadvertent slight limp (his from a motor bike accident, mine from a rugby injury), there was never a vacancy.

Instead, I found him infiltrating the place where I ended up. I confessed to another publication that I drifted into teaching on the back of a road accident and a casual relationship with a nice suit, but once I was lodged in the independent sector, I never really wanted to be anywhere else. Initially it was Springsteen’s work ethic and commitment to creating “work that cannot be denied” that lead me to pursue what I perceived was truth through art, in directing and making theatre in schools. In time, I came to realise I was doing no such thing. Instead I was doing that equally Springsteenish thing of attempting to discover my own identity, to (re)narrate my own life through a series of works that defined who I was. At this point it wasn’t art but a craft that I worried and gnawed away at until I grew closer and closer to the essence of things.

When I had my own kids and resolved to let them make their own mistakes – my teaching and directing www.independentschoolparent.com

Above, Jay Green admits that once he started teaching in the independent sector, he didn’t want to be anywhere else

assessment objective. They were hurdles to leap in order to gain the highlands of what I believe to be a real education, where there is a sense of a journey. My travels brought me in 2010 to Bedales; here the progressive spirit was made flesh. In the spirit of exploring the deeper waters, this summer I attended an eight-day Hoffman Process, (hoffmaninstitute.co.uk) and it opened a new path for me, rebalancing the emotional and intellectual parts of my work.

After 20 odd years, I’m still teaching and I’m still searching. It’s been a privilege to have done it in some of the most supportive institutions who valued the individual and the creative, as much as the other facets of education. The Bedales Assessed Courses are testament to that. I’m still teaching because I’m still learning. None of this makes me any sort of school paragon – after all I have long known “I ain’t no hero, that’s understood”. However, from the faces of my own children, to the ex-pupils I meet, to a colleague with endless mugs of hot water and lime today, and even in my own 48-year-old eyes, I realise that

took another turn towards finding a personal truth that allowed me to keep open the window of joy that having children manifests for many adults.

Sometimes the window closed and I

❝ I wanted to be a professional footballer,

specifically George Best, but had to settle for playing with Vinnie Jones and naming my first daughter after him ❞

produced my equivalent of genre exercises (this would be my Human Touch era for those of you still following the New Jersey metaphor), sometimes it flickered open again and I would draw all the strings together and find new ways to express the adult dilemma of making the hard choices that accepted and revelled in the freedom and responsibilities of any parent’s life.

You may tell from this approach that I have no great love of the syllabus and the

in teaching just like in everything else: it’s easy to let the best of yourself slip away. I’m no more a hero than any teacher. The game is in asking the most of yourself and others, accepting the best you and they can give and always looking for the reasons to smile and share the joy of it all. It’s a belief, an adventure and an article of trust – and that’s all you can do and it’s where I came in, in a small classroom in Surrey in 1989.

AUTUMN 2013 INDEPENDENT SCHOOL ParENT 59

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60 INDEPENDENT SCHOOL ParENT AUTUMN 2013

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healTh

Striving for perfection Schools are equipping staff with the right training to deal with eating disorders writes Thea Jourdan

I

❝

t’s the most terrifying experience I have ever lived through. My child was starving herself right in front of my eyes and she still thought she was fat.” Mary Johnson’s 15-year-old daughter, Tara, was attending a girls’ only boarding school in England when she was diagnosed with the eating disorder, anorexia nervosa (AN).

A year on, Tara, who stands 5ft 4ins high and was around six stone at her thinnest, is now well on the way to a full recovery after receiving help from a specialist eating disorders unit at a private clinic. Her school has been really supportive, which means that Tara can choose whether to return, says her mum, who admits to being “desperately relieved” that the situation is now resolving.

illuStrationS: Jayne PankhurSt

Where control is the issue...

Most larger independent schools and boarding schools routinely deal with the issue of anorexia nervosa, a potentially fatal eating disorder when the sufferer deliberately reduces his or her calorie intake due to a devastating fear of weight gain. Typically, a school with around 600 pupils may have one young person with an eating disorder in every year group

and perhaps one individual in the school who needs urgent medical intervention.

“It is something that we are all aware of and take very seriously,” says Neil Roskilly, CEO of the Independent Schools Association, representing 300 schools in England and Wales.

Worryingly, the incidence of AN and other eating disorders seems to be on the rise. The Department of Health does not keep records of people diagnosed with AN, but hospital admissions have shot up in the last decade by around 80%. One accepted estimate is that about 1,600,000 people have an eating disorder in the UK, including those who have never been formally diagnosed and manage to recover without recognition or help.

Teenage girls are typical AN sufferers, but children as young as ten are being treated. Contrary to public opinion, boys account for one in ten of those with the condition and numbers are increasing, says the Royal College of General Practitioners, which wants doctors to be more aware of the problem because it is usually seen as a female issue.

Whatever their gender, sufferers tend to be people who share similar personality traits like perfectionism and a tendency to see the world in “black and white” without shades of grey. They can come from any socio-economic group. The idea that

❝ Sufferers tend to share similar personality traits like perfectionism

and a tendency to see the world in ‘black and white’ ❞

www.independentschoolparent.com

AUTUMN 2013 INDEPENDENT SCHOOL PARENT 61

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heAlth

anorexia is a disease of the affluent has now largely been discounted.

Dr Jamie Arkell is a consultant psychiatrist who has spent time working at a specialist eating disorders unit at a London teaching hospital. He says: “People with eating disorders, whether male or female, tend to be black-andwhite thinkers, perfectionists and strivers and anorexia is a way for them to feel in control of their lives. If they are diagnosed with AN it is vital that they seek professional support.

Research has shown that people diagnosed with AN under the age of 21 do better with family-based therapies, when the whole family may be involved. Over that age, it seems to be best if the individual has treatment like cognitive behavioural therapy.”

Help and support

It’s important that the sufferer receives lots of help and support to build their self-esteem, which has become disproportionately dependent on their ability to control their weight and shape.

There is no right answer to whether it is best to remove the young person from school or university. It depends on the resources available to cope with the condition at home. Every case is different.

Tara was a perfectionist who found failure hard to cope with and was worried about upcoming GCSEs. Reducing her food intake and micro-managing her weight gave her back a sense of control. Her recovery happened as her self-esteem issues were addressed and she was taught a range of coping mechanisms to help her deal with her perfectionism.

All schools need to be aware of the problem, but boarding schools, which have to stand in loco parentis, have perhaps a greater responsibility to oversee and deal with any incipient mental health problems, including eating disorders.

Often, teachers or friends notice the tell-tale signs before absent parents.

Kathy Compton is nurse advisor to the Boarding Schools’ Association, with 170

www.independentschoolparent.com

❝ Schools that encourage peer groups to talk and

share experiences are more likely to head off problems at the pass ❞

Anorexia is an eating disorder where the sufferer has an irrational fear of gaining weight

member schools, and makes recommendations on school policy and training staff. “We advise schools to develop a mental health policy which includes what to do if a child has a suspected eating disorder.”

Ideally, a boarding school should have its own medical centre and trained nurse.

“Matrons have an important role to play and because they tend to live in. They are the first line of defence, but they are not medically qualified,” says Compton.

Schools that encourage peer groups to talk and share experiences are more likely to head off problems at the pass.

“Anorexia is a disease of secrecy – getting young people together can really help break this code of silence,” says Compton, who runs a course for school nurses at Roehampton University.

Parents should be involved, despite concerns about confidentiality. “It is a mental health issue and arguable that the child is not competent to make decisions about treatment.”

It’s not just a teenager’s disease

It isn’t just school age children who are affected by the “teenage disease”, which some believe has been fanned by the ProAna websites which encourage sufferers to compete to lose weight and idolise skinny celebrities like Nicole Richie.

Anorexia is found among university students too. Some students will arrive with an eating disorder but often it starts here. “There are many reasons why anorexia can be triggered at university,”

says Louise Dunne of Beat, the eating disorders charity. “Young people have to adapt to a completely new environment, make new friends and are expected to stand on their own two feet, as well as cope with academic demands. It can trigger the onset of an eating disorder as the person struggles to keep control over his or her life.”

Counselling for students at university is available but provision is “patchy” and rarely specialised. “Not many universities offer specific help for people with eating disorders,” says Dunne. So Beat is actively promoting the establishment of volunteerlead self-help groups in UK universities.

There are now 13 groups, run by an affiliated organisation SRSH (Student Run Self Help) and more are planned.

“This is definitely the way forward, as long as the groups are run according to very specific guidelines with firm ground rules,” explains Dunne. No numbers are allowed (no weight competitions or calories) and the meetings provide a confidential space for people to talk about and share their experiences.

Eating disorders aren’t going to go away but at least parents can be reassured that independent schools and universities are getting better at dealing with anorexia.

“A great deal has changed over the last 20 to 30 years and schools are now fantastically safe and secure environments for children and young people with AN,” says Neil Roskilly, of the Independent Schools Association.

“Schools are often the first place where people seek assistance and that means we need to take our responsibilities seriously.

Lots of eyes have been opened.”

AUTUMN AUTUMN 2013 INDEPENDENT 2012 INDEPENDENT SCHOOL SCHOOLS PARENT XX 63

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Autumn reads

Our pick of the best books for your teenager’s bookshelf

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www.independentschoolparent.com

AUTUMN 2013 INDEPENDENT SCHOOL PARENT 65

❝ School trips are the perfect way to start to ski, where

you learn and have adventures with your friends, with the back-up and care of teachers and coaches ❞

66 INDEPENDENT SCHOOL ParENT autumn 2013

www.independentschoolparent.com

Skiing

the thrill of the race

Skiing catapults pupils into a world of adventure, teamwork and performance, says richard Smith, head of ski racing, at Millfield, Somerset

i

went on my first ski trip with my prep school to Davos in Switzerland, aged 10, and instantly fell in love with the mountains and everything to do with skiing. The whole experience was so intensely exciting and fun, that I have been hooked ever since.

Happily, I am still skiing regularly, nearly 40 years later, and for the last 11 years have been managing the ski race team at Millfield School. I do confess to

www.independentschoolparent.com

above, Millfield pupil, tom Doyle competing in the english alpine championships in Bormio, italy

being utterly passionate about the development of young people in this sport as the benefits I see, day by day, are so wide ranging and profound.

Skiing catapults you into a world of adventure, drama, physical endeavour, teamwork, performance, responsibility and companionship. The list goes on.

And not forgetting the wonderful exhilaration of being in the mountains, surrounded by breathtaking scenery.

autumn 2013 INDEPENDENT SCHOOL ParENT 67

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frontier-ski.co.uk/whistler 68 INDEPENDENT SCHOOL ParENT AUTUMN 2013

www.independentschoolparent.com

Skiing

So why go skiing at school?

School trips are the perfect way to start to ski; where you learn and have adventures with your friends with the back-up and care of teachers and coaches. Everything is laid on for you and all you have to do is get on with having fun. I do believe that in terms of coaching input, in a supportive environment, this is a great way to start in the sport. Alternatively, there is the plastic slope, where regular weekly lessons will get you going. Kids constantly amaze me at just how good a skier they become in a very short space of time on an artificial slope; and just how much fun they can have in the process! It is also a great way of getting more out of your first alpine trips by getting past that often frustrating “snowplough phase” so that you can get shredding around the mountains straight away!

I have many parents come to me saying that their son/daughter is a good skier and enjoys family ski holidays, but wants to know what can their child do to progress in the sport? My answer is

always to “start racing”! Skiing becomes highly technical as you delve deeper into the sport and the discipline of racing ensures that any beginner, or intermediate “leisure” skier, is coached to a level where they really do become sleek, controlled and stylish skiers who can cover varied terrain, safely, at speed.

The discipline of slalom skiing ensures that all of this is in place. I also firmly believe that it is the foundation upon which increasingly popular freestyle skills are built.

Competitive spirit

Sport is very high on the agenda for independent schools, no more so than at Millfield as it is in the field of competition where we believe young people develop and learn so much about themselves and others. The sport of skiing is no exception and I have had many parents comment on the increased confidence/self esteem/maturity/ cooperation, and more, of their children, even after a single trip.

Obviously it is grossly unfair that we have no mountains with glaciers in England (especially here in Somerset),

❝ It is grossly unfair that we have no mountains with glaciers in

England (especially here in Somerset), but nevertheless my thriving ski team gets plenty of speed and action! ❞ Above and left, pupils at Millfield, Somerset

but nevertheless my thriving ski team gets plenty of speed and action. We go to many school race competitions, over the season, starting in the autumn with ESSKIA regional and national competitions up and down the country.

This culminates with the British schools championship final, which alternates each year between Scotland, Wales and England. In December, we turn our sights to the mountains and travel to Tignes in France for our first alpine training. We then travel to competitions in France and Switzerland in the Spring term. Snowdome competitions in England are also are interspersed throughout the season too.

Minimising the cost Unfortunately all this adventure, endeavour, and high-octane fun comes at a price, but there are ways to minimise costs. For trips, there are many good deals to be found from tour operators and early bookings with flights can save huge amounts. In www.independentschoolparent.com

autumn 2013 INDEPENDENT SCHOOL ParENT 69

Tailor Made Family Holidays

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www.independentschoolparent.com

Skiing

“It is in the field of competition where we believe young people develop and learn so much about themselves and others ” terms of equipment you can easily spend a small fortune but you really don’t have to “buy all the gear”. Youngsters grow out of things fast and we all know how expensive this can be, but buying good second-hand skis and clothing is usually a fraction of the cost new and can be resold when outgrown. I encourage my skiers to own their skis as they make much better progress, week by week, and it is also an excellent discipline for them to learn to sharpen and maintain their skis. This is especially important in terms of safety and getting the most out of the equipment. One thing I do emphasise is that all skiers should have a good quality “full” helmet that covers the ears and that has been fitted properly. It keeps their heads really warm too! The undisputed Godfather of British independent ski suppliers is Terry Bartlett of Ski Bartlett on the outskirts of London and this is where we get all of our kit (second hand and new), along with generous amounts of invaluable ski advice. www.independentschoolparent.com

Ski clubS and race academieS – and where to buy the gear

There are some great ski clubs, up and down the country, along with specialist race academies. The ones that Millfield has close links with and that I recommend you take a look at, are listed below: Ambition Racing ambitionracing.co.uk British Ski Academy britskiacad.org.uk Downhill Only Ski Club downhillonly.com English Schools Ski Association . esskia.com downhillonly.com/site/schoolboys.shtml Ladies Ski Club ladiesskiclub.org/britishschoolgirlsraces. co.uk/index.html Ski Bartlett skibartlett.com Team Evolution teamevolution.eu Skiing has given me a lifetime of enjoyment, both for leisure and teaching.

It is a great sport to be involved in and if your school offers regular training and trips, you have the perfect opportunity for your children to learn and progress.

Richard Smith

autumn 2013 indePendenT ScHOOl ParenT 71

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72 INDEPENDENT SCHOOL ParENT AUTUMN 2013

Ind Schools Ad.indd 1

12/04/2013 11:31:17

QUiz

Test your wits 1. What countries do these currencies belong to? a) Rupee b) Dirham d) Yen e) Won

5. Which of these countries was not once part of the British Empire? a) Maldives b) Hong Kong c) Hawaii

2. Who is the patron saint of Scotland? a) St Patrick b) St George c) St Andrew

6. Whose summer holiday retreat is at Castel Gandalfo? a) Barack Obama b) David Cameron c) The Pope

3. Which of these is a famous French philosopher? a) Jean-Paul Sartre b) Max Weber c) Niccolò Machiavelli

7. What colours are the five Olympic rings?

4. What is the largest brass instrument in an orchestra?

8. What is the name of the most recent Bond film? a) Skyfall b) Skydrop c) Casino Royale

9. Which birthday did Nelson Mandela celebrate this year? a) 90th? b) 95th? c) 100th?

10. The eye of an ostrich is larger than its brain.

True or false?

11. What is the only state in the USA that begins with P? 12. What sweet substance do bees create? a) Syrup b) Marmalade c) Honey 13. What colour is vermillion a shade of?

ANSWERS: 1. A) INDIA B) EmIRATES c) JAPAN D) KoREA 2. c 3.A 4. TuBA . 5. A 6.c 7. RED, BluE, BlAcK, yElloW AND gREEN 8. A 9. B 10. TRuE 11. PENNSylvANIA 12. c 13. RED

ImAgES: coRBIS

Do you know your James Bond from your Jean-Paul Sartre? Take our quiz to find out just how wise you are…

www.independentschoolparent.com

AUTUMN 2013 INDEPENDENT SCHOOL PARENT 73

WANT TO GET AHEAD IN FASHION?

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f youâ&#x20AC;&#x2122;re looking to get away for a long weekend, why not look further afield to the Quinta do Lago resort perched on the Southern tip of Portugal. Providing up to 300 days of sunshine each year, it is the ideal luxury destination with enough activities to keep the whole family occupied. Located between the impressive coastline and the rugged beauty of the Ria Formosa Natural Park, the resort has three championship golf courses, spread out between the natural blue lagoons, full of impressive birdlife. Villas are located in amongst the beautiful verdant surroundings guaranteeing you both privacy and peace to relax, but leaving you never too far from the resortâ&#x20AC;&#x2122;s lively activities including everything from horse-riding, watersports and nature trail trekking.

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How to enter: For your chance to win, simply answer the following question on our website (independentschoolparent. com/win): Q What is the resort renowned for? www.independentschoolparent.com

Terms & Conditions: For full terms and conditions, visit independentschoolparent.com. For more information on the resort visit quintadolago.com.

Competition closes 29th December 2013. Prize is redeemable throughout 2014, excluding June to September.

AuTumn 2013 INDEPENDENT SCHOOL ParENT 75

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76 INDEPENDENT SCHOOL ParENT AUTUMN 2013

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What’s on?

LiFe

Our roundup of events for the Christmas holidays

[

sCOtland

]

royal Scottish national orchestra: Christmas Concert [

lOndOn

]

GeT on The iCe

As the temperatures drop each winter, the renowned venues in London whip out their ice rinks to wow the skaters and create a real holiday feel. The Tower of London, natural history museum, hampton Court Palace (pictured) and Somerset house are just a few of the great locations which make a great day out for the whole family. many of them also offer skate schools to help build confidence and technique. To find out more, visit the website of each venue for more details.

[ [

COtswOlds

]

CREDiT: SnOwmAn EnTERPRiSES

Cooking in the Cotswolds

Foodworks Cookery School runs a variety of intensive residential courses, including “Duke of Edinburgh Gold Award”, “Skills for Life” and “Off to Uni” which are ideal for teens. The small, hands-on classes welcome both beginner and advanced chefs. All courses aim to help develop skills and build confidence. As well as their time spent in the kitchen, students can participate in clay shooting, tennis and croquet each evening to make the most of their stay at the beautiful Colesbourne Park Estate in the heart of the Cotswolds. foodworkscookeryschool.co.uk

www.independentschoolparent.com

switzerland

The esteemed conductor Christopher Bell is hosting an evening of Christmas fun for the whole family at concert halls across Scotland. Festive melodies including classics from The Nutcracker will be played out alongside a screening of Raymond Brigg’s The Snowman. visitscotland.com

]

The Chedi, AndermATT

The renowned Chedi group is bringing the brand to Europe with the opening of its luxury five-star hotel this December in the Andermatt region of the Swiss Alps. Situated at the crossover of three mountain paths, this makes the perfect luxury pitstop for your family ski holiday. thechedi-andermatt.com AUTUMN 2013 indePendent sCHOOl Parent 77

FAST TRACK

INSTRUCTOR QUALIFICATIONS 10 WEEK COURSES FOR SKIERS AND SNOWBOARDERS IN THE WORLD’S PREMIER SKI RESORTS OF

VAL D’ISERE COURCHEVEL MERIBEL LA TANIA FOR MORE INFORMATION AND TO BOOK YOUR SPACE: WWW.BASIGAP.COM OR CALL 08448 044 099 RIDER: MARK JONES, BASI TRAINER.

PHOTO: MARK JUNAK, WWW.SNOWIMAGES.CO.UK

See u BASIGa s on the p stand at the J12 London 30 Oct Ski Show –3N Earls C ov 2013 ourt 2

IN ASSOCIATION WITH

LiFe [ Chester 12-23 DeCember ]

Lantern Magic at chester Zoo Take family and friends on an unforgettable night-time journey to see the life-size animal lantern menagerie at Chester Zoo. Prepare to meet their toweringly tall giraffe, asian elephant, sumatran tiger (below) and many more favourite animals in this real lantern display. Try out lantern making and make sure you don’t miss the Giant Wishing Tree where you can make your Christmas pledges. chesterzoo.org

[ NatioNwiDe ]

[ loNDoN ]

insider’s guide to the city

head to the city of London this winter for a unique weekend break as qualified London Blue Badge guide and The Daily Telegraph’s heritage expert, sophie campbell, takes you on a bespoke tour of the square Mile. you’ll be staying at five-star boutique hotel, threadneedles, where the package includes one night’s accommodation, champagne and canapés on arrival, a full day’s bespoke tour of the city, and of course, a “Best of British” afternoon tea. combine your visit with a spot of christmas shopping, or simply use it as an excuse to indulge yourself in the rich history of the square Mile. hotelthreadneedles.co.uk

[ bristol 28 Nov – 18 JaN ]

the Little Mermaid

get skiing

The British Association of Snowsport Instructors (BASI) are holding courses over the Christmas holidays for teenagers to become accredited ski and snowboarding instructors. Skiing is a fantastic lifelong skill introducing teens to high-octane adventure and teamwork. Courses include snowboarding and different types of skiing, such as Alpine and Nordic, at venues across the UK. basi.org.uk

This year The Little Mermaid is joining the Old Vic’s programme of special Christmas shows. The much-loved tale by Hans Christian Andersen is brought to life with a world record beatboxer, Shlomo, who adds a modern twist to the sounds of the seascape on stage. bristololdvic.org.uk

www.independentschoolparent.com

autumn 2013 iNDePeNDeNt sChool PareNt 79

Get Behind

Greene’s Tutorial College

the Scenes at

the Museum Depot, Acton

Monday 28 October – Sunday 3 November 2013 Workshops 28 – 30 October

Animation class, photography sessions, plus behind-the-wheel views and guided tours.

Advance booking only.

Open weekend

1– 3 November Open for one extra day on Friday. Family fun workshops, costumed characters, story-telling, miniature tram and railway rides.

London Transport Museum Depot 2 Museum Way 118 –120 Gunnersbury Lane London W3 9BQ Check the Transport for London website before you travel at tfl.gov.uk

KIDS GO FREE For more information

Begin your BIG adventure with

FAMILIES WORLDWIDE

45 Pembroke Street, Oxford OX1 1BP

T: 01865 248308 W: greenes.org.uk Head Teacher: Mr Matthew Uffindell, M.A. (Oxon.), Cert. Ed. (Exeter).

Admissions: Miss Carmen Prozzillo, B.A. (Exeter), M. St. (Oxon.)

E: enquiries@greenes.org.uk

Key facts

Gender / Ages: boys and girls, 16-18 years Total pupils: 200, boys 100, girls 100 Type: Day, Weekly, Flexi, Full Boarding Fees: Senior: Day from £16,695 for three A level subjects over 35 weeks Typical class size: Sixth Form – 1-3 Entrance procedure: Interview Main exit schools: U.K., other European and U.S. universities

School Philosophy: For over 45 years Greene’s has offered thousands of students the benefits of courses based on the tutorial method. We believe our carefullytrained tutors are exceptional: passionate about learning, skilled at communication and knowledgeable about examination demands. When you come to Greene’s you will find an educational setting, which fosters independence, responsibility and high academic standards: an ideal environment in which to develop your understanding of a subject and improve your grades.

You are assigned a Personal Tutor who provides strategic guidance and direction for your studies. Your Personal Tutor ensures a well-managed and well co-ordinated programme, helping you to develop your organisational and independent study skills, while monitoring your progress and supporting your general welfare.

Greene’s is an accredited examination and testing centre. We have considerable expertise preparing students for A levels, other U.K. examinations, Oxford and Cambridge entrance, and for the many specialised aptitude tests required by universities world-wide, including the U.S. SATs.

Academic Record: Exam Type: A level, Pre U. Exam Results (%): A Level: A*/A - 39%. Higher Education (%): Overall: 90%; Russell Group: 47%; Overseas: 5%.

Special Educational Needs: Moderate.

mountains activityelephant rainforest island discovery morocco peru

jungle hiking learning zip-wire

europe kayaking dolphin culture thailand nature cycling costa rica snorkel fun Small Groups & Bespoke Holidays

01962 737 560

www.familiesworldwide.co.uk

80 INDEPENDENT SCHOOL ParENT AUTUMN 2013

Extra-curricular: Your Personal Tutor can help you participate in the many active sporting, cultural and social clubs and societies that Oxford has to offer. You may also take up membership of the Oxford Union giving you access to excellent library facilities and world-class debates.

Notable achievements and alumni: one of our priorities is to equip you with the independent study skills that you will need at university and in the workplace.

To measure your level of independent study we have developed an Index of Independence (IOI) that allows you to see and track your performance as an independent learner.

The IOI is calculated from the information provided in your tutorial reports and takes into account the relationship between the amount of independent study you have completed and the number of hours of tuition you have taken. Based on our past students’ A level results ,and their recorded IOI averages, we have created an index that accurately predicts A level results and university entrance success.

Open Days: Students and their families are welcome at any time by appointment with the Director of Studies

www.independentschoolparent.com

LiFe

[ LONDON ]

reADer eVent

Thursday 5th December Select Collection boutique in Mayfair, London 18:30 - 20:30 Come and join the Independent School Parent team for our first reader event in the heart of Mayfair. We are inviting 15 readers to meet the team for an evening of champagne, pampering, holiday-planning, and of course, independent school discussions. The evening will be hosted by luxury tour operator Select Collection in its travel boutique and QMS Medicosmetics will be providing mini hand treatments for guests.

Simply visit our website and register your details here for your ticket: independentschoolparent. com/readerevent

[

NOvEmbEr

BAth ChriStmAS mArket

Christmas markets pop up throughout the country as the festive season settles in. the historic city of Bath hosts their beautiful version for 18 days situated between the Bath Abbey and the roman Baths. more than 150 traditional wooden chalets adorn the streets offering unique, handmade gifts to fill stockings and decorate the house for the Christmas holiday. in 2012 the market became the first in the Uk to be given a Quality Visitor Attraction award from Visit Britain. bathchristmasmarket.co.uk

www.independentschoolparent.com

LONDON 1-3 NOvEmbEr

]

Behind the Scenes at Acton Depot Continuing their 150th anniversary celebrations, the London Underground Acton Depot will be having an open weekend this November. Visitors will be able to explore the collection of posters, artworks and historic rail vehicles. Creative workshops and miniature railway rides will be on offer and best of all, the children go free! ltmuseum.co.uk autumn 2013 INDEPENDENT SCHOOL ParENT 81

MEMORY LANE

School memories British fashion designer, Caroline Charles, OBE, looks back on her time at Woldingham School, Surrey I was a frequent winner of the school art prize and I once received a book in recognition of outstanding talent.

maths classes when I 11 years old due to being too inquisitive and questioning the different topics on the syllabus.

Where was your favourite lunchtime hangout?

There was not much hanging out in my time but when it was particularly cold the only place we would dare venture and congregate for a gossip were the scalding hot radiators! I imagine present-day pupils would have more freedom.

Were you an all-star sports captain or outside field lingerer?

I was in the top first teams for tennis and netball.

Which teacher stays with you to this day?

There were a number but the most memorable was Dr Waldale, the piano teacher. There were only two males in the whole school, the other being the window cleaner!

Describe your school in three words A classic convent school.

Did you customise your uniform?

Yes! I would have liked to have been more experimental with the uniform but the rules were very strict. I could only customize small pieces.

Were you a stalwart of the detention room or teacher’s pet?

I was often in detention and was punished further as I had to leave classes due to asking too many inquisitive questions, especially in maths lessons!

Caroline Charles celebrates 50 years in fashion this year with a new book and an Autumn/Winter 13 collection

What’s your view? Discuss on Twitter... @ISParent

What achievement were you most proud of at school?

Let’s talk school food: only fit for the slops pail or worthy of a Michelin star?

The more fortunate girls had frequent Harrods deliveries of food and the less fortunate ones had to make do with handouts and Marmite, which were very ordinary. We had to improvise with what we had and found Marmite made great cocktails !

Best prank?

We were lucky enough to be given a hamper once and decided to make a night of it with a party and midnight feast around the school swimming pool.

Would you rather double maths or an afternoon of art?

Definitely art! I was asked to leave the

❝ We had to improvise with what we had

and found that Marmite made great cocktails ❞ 82 INDEPENDENT SCHOOL PARENT AUTUMN 2013

Homework: all done by Friday night or left until Monday?

There was always a specific scheduled time to do homework and I was responsible myself for ensuring it was done without any parental supervision.

Team player or out for yourself?

Always a team player, which is still an important company ethos at Caroline Charles today.

When I was growing up, I wanted to be a…

I always wanted to be a dress designer and relished every copy of Harpers & Queen that I could read as they were difficult to come by. Dior was of particular inspiration. I have always made my own clothes and enjoyed being creative with cut and design.

Finally, what piece of advice would you give your school-age self?

In the later years I have enjoyed literature and read constantly across a wide variety of books. Looking back now, I would definitely have made more of English and history and been more conscientious. It is a great achievement to have now been able to write a book of my own called 50 years of Fashion, which I will be discussing at the Cheltenham Literature Festival and next year at the V&A Museum in London.

For more information visit... www.independentschoolparent.com

www.independentschoolparent.com

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T R U S T E D

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