We are a leading independent school for 3-13 years, set in the beautiful Cotswolds, just 90 minutes from London.
Wycli e promotes a pioneering spirit and encourages individuals to flourish and embrace their futures as global citizens. Wycli e Independent School is the perfect blend of place and culture where pupils develop and flourish from Nursery to Year 8 with options for day, flexi and full boarding. We combine academic learning with a wide range of extra-curricular activities, encouraging every child to try something new and reach their full potential. We inspire and educate every individual - this is not just acceptance of di erence, but an encouragement to be individual.
WELCOME
INDEPENDENT SCHOOL PARENT • PREP EDITION • AUTUMN 2024
It’s my pleasure to welcome you to this autumn’s prep schools edition of Independent School Parent
Our seventh Independent Schools of the Year Awards ceremony was held just before half term – more than 200 guests, including the finalists of the 24 categories, and senior leaders across the sector filled the Law Society in Chancery Lane, London for the big reveal. Head over to the website, independentschoolsoftheyear. co.uk for a list of the winners and commended schools. Many thanks to those of you who entered.
Aberdour School’s pre-prep provision thoroughly impressed our judges. Read more about it and why it was awarded a finalist spot on page 18.
After a hugely exciting summer of sport culminating in the 2024 Paris Olympics, Headmaster of Malvern College, Keith Metcalfe writes about how sport can create immensely positive energy among young people, regardless of background and nationality (page 40). And financial status is by no means a barrier to developing pupils’ success either. Year nine student Melino Fakahau, 14, who excels at rugby explains how his bursary is inspiring him to reach his goals.
And if you’re feeling ever so slightly short changed by the British summer and fancy some winter sun, enter our competition to win a family holiday for four in Grenada – head to page 73 to find out more.
Happy reading!
CLAUDIA DUDMAN, EDITOR
7 In brief
All the latest independent school news
13 Forward thinking
Thomas’s College’s forthcoming Founding Master shares insight into the groundbreaking curriculum it’ll o er upon opening in 2025
15 Come to the table
Princess Marie-Chantal of Greece shares some of her book’s advice on mealtime habits
17 Best behaviour
Cheam School’s character education programme instils emotional intelligence
18 Wonder years
A spotlight on award finalist Aberdour’s exceptional pre-prep education provisions
20 Together or apart?
The familial, academic and social pros and cons of sending siblings to the same school
24 Join the club?
Striking the balance between o ering your children fulfilling extracurricular activities and maintaining enough free time as a family
28 Potential unlocked
Pennthorpe in West Sussex unveils its new initiative, the Prodigy Programme 32 Future shaping
How AI technology, platforms and apps are being harnessed to aid teaching and learning 36 These girls can
How schools are supporting girls’ sports 40 A helping hand
A spotlight on the role that bursaries and scholarships play in o ering opportunities
48 Ask the experts
How should schools regulate students’ mobile-phone use?
52 Behind the scenes
St Catherine’s, Bramley
55 A special relationship
Ashville College in North Yorkshire’s partnership with RAF Menwith Hill 60 Movers and makers
Successful independent-school alumni
64 Life lived o -grid
Phone-free camping in rural Kyrgyzstan 67 Calendar
Autumn fun for the whole family
73 Competition
Win a holiday for four in Grenada
74 My school days
Contemporary artist Nina Brooke reminisces about her time at Bryanston School, Dorset
Malvern College in Worcestershire is a school committed to helping gifted students through fee assistance
PURPOSE
PASSION
2
INDEPENDENT SCHOOL PARENT
EDITORIAL
Editor Claudia Dudman
Sub Editor Laura Sutherland
DESIGN
Designer Barbara Stanley
ADVERTISING
Group Sales Director Catherine Chapman
catherine.chapman@chelseamagazines.com
Head of Sales Operations Greg Witham
greg.witham@chelseamagazines.com
Portfolio Manager Nicholas Gavigan nicholas.gavigan@chelseamagazines.com
without permission from the publisher. The information contained in Independent School Parent 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.
EDITORIAL ADVISORY BOARD
Colin Bell, COBIS
Alison Fleming Newton Prep, Battersea
Aileen Kane, Boarding Schools’ Association
Rachel Kerr, AMCIS
David Moncrieff, Chairman
Sir Anthony Seldon, Founding Director, Wellington College Education
Mark Stretton, HMC
Ben Vessey, Canford School, Dorset
Sue Woodroofe, The Grammar School at Leeds
Helen Wright, Educational consultant
EDITORIAL ADVISORY BOARD
COLIN BELL
is CEO of COBIS, which works with and supports students, teachers, leaders, support staff and governors from high-quality British international schools in more than 80 countries around the world.
ALISON FLEMING has been Headmistress at Newton Prep in Battersea since September 2013. Educated at grammar school herself, she started out her impressive teaching career honing her classroom craft in state schools.
AILEEN KANE is the Boarding Schools’ Association’s Chief Operating Officer, overseeing media, marketing, sponsorship, finance and HR facilities. Aileen is a member of BSA’s senior leadership team.
RACHEL KERR is Communications Manager for AMCIS, the association for Admissions, Marketing and Communications in Independent Schools. Previously, she led
communications for the Girls’ Schools Association and has been director of external relations for a large independent school.
DAVID MONCRIEFF is a publisher specialising in education and heritage, having previously worked as Director of Marketing at Mayfield School, and for more than 12 years as Director of Marketing Services at the British Tourist Authority.
SIR ANTHONY SELDON is a contemporary historian and political author. He’s the Emeritus Professor of the University of Buckingham and was the 13th Master of Wellington College in Berkshire from 2006 to 2015. He was also the 15th Head at Epsom College, Surrey.
MARK STRETTON joined the Headmasters’ and Headmistresses’ Conference (HMC) as Communications Manager in 2017, bringing with him more than 15 years’ experience in education sector communications.
BEN VESSEY joined Canford in 2013 as Headmaster from Christ’s Hospital, where he was Senior Deputy Head. He’s currently Vice-Chair of the HMC’s Professional Development sub-committee.
SUE WOODROOFE has been a Head for 12 years, first at The British School of Brussels, and now at The Grammar School at Leeds. She has a particular interest in the three-to18-years educational journey, as well as the benefits of multicultural and international learning environments for children.
DR HELEN WRIGHT is a former President of the Girls’ Schools Association and Vice-Chair of ISC, with three major headships under her belt. Since 2014, she has worked primarily in international education and advises, recruits and coaches senior leaders in schools all over the world. She has been Chair of our ISOTY Awards since 2018.
IN BRIEF
STUDENT SUCCESSES
Riding to success
Hanford School, Dorset
It was early days into the new term but two students in year seven gave the all-girls prep much to celebrate. Fleur won her heat and went on to win the final of the Shetland Pony Grand National at the recent Moreton Show. Fleur was also named ‘Rider of the Day’. She was cheered on by her team, Cherhill Shetlands, and all her friends at Hanford have loved hearing about her amazing riding achievement!
The Cherhill Shetlands is a team of ponies and jockeys that race all over the country raising money for charity. This year’s charity is the Bob Champion Cancer Trust.
Last month, Emily and her pony Lucky competed at Moreton Equestrian Centre. Emily came 6th in the 70cm class, but then took second place in the 80cm class. This fantastic result means she has qualified to go to the NSEA (National Schools Equestrian Association) National Championships at Addington in October half term.
Hanford’s Fleur was named ‘Rider of the Day’ at the Shetland Pony Grand National
Off to a good start
Thomas’s College, Greater London
The school which is set to open at the start of the academic year in September 2025 has announced the launch of its Founding Scholarship Programme – a one-off opportunity providing free places to exceptional young people. More than 100 free school places are available across years seven, eight, nine, 10 and 12.
All recipients will be required to make an annual donation of 10 per cent of their school fees (means-tested circumstances may allow for exemption) to the Thomas’s Foundation for the duration of their scholarship to ensure a continued cycle of support to future families looking to access a Thomas’s education. While applications for sixth form founding scholarships have now closed, the deadline to enter years seven to 10 is 4 November 2024. thomas-s.co.uk/thomass-college
Making a splash
Taunton Preparatory School, Somerset
In August, 13 pupils aged 12 and 13 successfully completed a relay night swim of the English Channel, contending with strong tides, high winds, sea sickness and swarms of jellyfish. The two teams have so far raised £13,500 for the Barnaby Webber Foundation. They recorded times of 14 hours and 40 minutes and 15 hours and one minute.
Channel champions
Beech Hall School, Cheshire
Six pupils successfully completed a relay swim of the English Channel, taking the whole school’s Mencap fundraising total to over £105,000. The young swimmers, who were accosted by a swarm of jellyfish, achieved the feat in 11 hours and 48 minutes, beating the school’s previous record by six minutes, demonstrating real teamwork.
• GLORIOUS FOOD
Ursuline Prep School, Essex Pupils and families were asked to donate food items and household products to its Harvest Festival Foodbank Collection. This year the chosen charity is volunteer-run Community Embrace in Harlow which provides people in need with access to a wide range of food and essential supplies.
• A HELPING HAND
Highfield & Brookham, Hampshire
The Highfield School Centenary Bursaries Fund has been boosted by the extraordinary sum of £27,017, through the whole-school Giving Day fundraising initiative. Since 2007, the school has awarded 22 bursaries through the fund.
• GOT TO RUN
Felsted School, Essex Head Chris Townsend alongside Simone Gubbins, whose daughters attend the prep rose to the challenge to complete the 12 four-mile runs in 48 hours, all in aid of the mental-health charity YoungMinds. Chris and Simone took on the Goggins Challenge which required them to run four miles every four hours across 48 hours.
• GOING GREEN
St Andrew’s Prep, East Sussex Pupils have received international accreditation for their work in promoting sustainability and raising environmental awareness among their peers. The accolade was achieved by a pupil-led Eco-Committee which was established to spearhead the school’s environmental initiatives and develop a plan of action.
CHANGING PLACES
Headteachers on the move
Nisha Duggal will take over as Head of Queen’s College Preparatory School, London in January 2025.
This term, Brentwood School, Essex has welcomed Alice Goodfellow as its new Head of Prep.
In September 2025, Dr Clare Ives will become Head of The Leys School in Cambridge.
Dr Scott Crawford will take over as Head of Lancing College, West Sussex from September 2025.
Phil Sturt will be Head of Mowden Hall, Northumberland, starting from January 2025.
Grub’s up
Strathallan, Perthshire
Rebranded dining facility
Harry’s – named after the school’s founder, Harry Riley – aims to create a more contemporary on-campus canteen environment, with versatile food offerings that reflect and cater to the diverse tastes and needs of both students and staff. Made possible through a partnership with catering providers Independents by Sodexo, the new dining hall is set to bring the community together in a vibrant way and enrich students’ social lives.
Chris Seal is the new Head of Stamford School in Lincolnshire from next September.
Title holder
Bede’s Schools, West Sussex
Bede’s prep and senior schools have been recognised as a STEER Champion School, a prestigious recognition for exceptional work in applying the STEER programme. STEER is the company behind AS (Affective Social) Tracking, which Bede’s use to track pupils’ social and emotional development.
Girls aloud
Aysgarth School, North Yorkshire
This term, 34 girls have joined the prep school classes for the first time in 150 years. Following more than 30 years of running a co-ed pre-prep division, this transformative step for years four to eight builds on the school’s reputation for providing exceptional educational opportunities.
Shrewsbury House – Home to Tatler’s Best Head of a Prep School
An outstanding prep school for boys aged 7–13.
At Shrewsbury House, we are committed to delivering an exceptional education that nurtures independent, curious and passionate learners, preparing them for success in a changing world.
We warmly invite prospective families to explore the magic of Shrewsbury House. Meet our Executive Head, Joanna Hubbard, recently recognised as Tatler’s Best Head of a Prep School and discover how her leadership, alongside our dedicated staff, creates an environment where pupils thrive.
We are incredibly proud to see our son flourish at Shrewsbury House. He goes to school with excitement every day!” – Parent
Brighton Girls Prep, East Sussex Head Sarah Griffiths has rewritten timetables for her reception class so that they’ll spend every Monday in the South Downs woodlands, where they’ll be given tasks that help them to problem solve, deal with peers, and build resilience. This is to combat any developmental delays that young children suffered during lockdown.
• TORCH
RELAY
Belmont Grosvenor School, North Yorkshire World, Commonwealth and three-time Olympic medallist Jonny Brownlee MBE joined sports day to share the secrets of his success with pupils. The triathlete presented prizes and showed off his complete set of gold, silver and bronze medals to the inspired youngsters.
• TOP
OF THE CLASS
Terra Nova School, Cheshire
Aaron Cao, a former year eight pupil at the school, has now started his first term at Eton College as a King’s Scholar. He’s one of only 14 boys out of more than 100 applicants to have been selected for this prestigious scholarship prize, and the first ever from Terra Nova School.
• KEEP THE FAITH
Prior Park College, Somerset
The school has announced a change in designation from a Catholic to Christian school. The move ends a relationship with the Catholic Church that has endured since the College’s formation in 1830 and will allow the school to expand the range of opportunities it can now offer its students.
At the helm
Wellington College Education, Worldwide
Sir Anthony Seldon has been appointed Founding Director of the college’s new global education network, Wellington College Education (WCE). Currently encompassing 10 schools around the world, its activities include Festivals of Education in the UK, US, China and Thailand. Sir Anthony is charged with developing the network in the UK and abroad, infusing it with a unified vision of what responsible and imaginative education means in the 21st century.
Question Time
Solihull School, Warwickshire
At the end of the summer term the school hosted a topical discussion with local election candidates. Led by Executive Headmaster Charles Fillingham, the event panel included Liberal Democrat Ade Adeyemo, Conservative Saqib Bhatti, Labour’s Deirdre Fox, and the Green Party’s Max McLoughlin. Mr Fillingham welcomed an audience of more than 350 guests before leading the Q&A session.
Joining forces
Haberdashers’ Monmouth Schools, Monmouthshire
A major milestone was reached as His Royal Highness The Duke of Edinburgh officially opened the school as a fully coeducational institution. The visit highlighted the school’s commitment to cutting-edge education, supported by world-class facilities and the longstanding connection to the Worshipful Company of Haberdashers.
Well versed
Queen Anne’s Caversham, Berkshire
The school community welcomed poet and mathematician, Harry Baker, as part of its National Poetry Day celebrations. The English Department is proud of its long tradition of inviting prominent poets to the school, with Harry Baker’s visit following in the footsteps of Patience Agbade, John Agard, Mary-Jean Chan, Carol Ann Duffy and Simon Armitage.
FORWARD THINKING
Will le Fleming unveils Thomas’s College’s groundbreaking senior curriculum, new qualifications, a radical approach to the 11+ process and a three-year sixth form
In September 2025, a remarkable new school will open in south-west London: Thomas’s College, offering co-educational day, weekly and flexi-boarding places for young people from 11 to 18. The five-acre campus is spectacular and the vision for the school matches it: we want this to be an exciting and compelling prospect for every London family considering independent secondary education. There’s been intense interest in the foundation of the college. The Thomas’s schools hold such a distinct place in the London prep market, and one glance at the building confirms the ambitious scale of this expansion into senior. The questions are: what is this new school seeking to achieve? What will a Thomas’s senior school be like? Well – first and foremost, it’ll be a true
follow, but the way they follow it: with delight and belief in what they do and a readiness to get involved and collaborate with those around them.
As for what’s broken, many people share a view on that: the stress caused by rigid and overblown assessment. An 11+ system that, despite any rhetoric to the contrary, positively encourages tutoring and the erosion of the freedom and joy of childhood; and a secondary examination system that imposes valuable rigour – but at the cost of wider experience, creativity and individual choice.
So that’s what we’re setting out to fix, with radical innovation. An 11+ process that identifies a range of abilities by assessing character and playfulness of mind, where the only ways to prepare are to read books, be excited by ideas and do things for others. A genuinely broad
FIRST AND FOREMOST, IT’LL BE A TRUE THOMAS’S SCHOOL. That means an extraordinary breadth of experience, academic excellence AND EFFECTIVELY ONE GUIDING PRINCIPLE: BE KIND
Thomas’s school. That means an extraordinary breadth of experience, academic excellence and effectively one guiding principle: be kind. This powerful philosophy is so deeply embedded that it drives everything that young people across the group do, and stems directly from David and Joanna Thomas and the foundation of the first school in 1971. Education has meaning at Thomas’s, and it’s centred on values that matter. Those values provide a wonderful foundation upon which to build, and with the college, we have the chance to build from scratch. Opening a new school allows everyone involved to ask two questions: what matters most in education? And how do we use the freedom of a blank canvas –what does this give us an opportunity to fix?
In answer to the first question: what matters most to us is creating a sense of hope and assurance in bright, curious, well-rounded young people. Helping them to fulfil their potential and achieve excellence, with the confidence to go out into the world with what they’ve learned and challenge both themselves, and what they find, to do better. We need to equip them to move on to the world’s best outcomes and experiences when they graduate – and it’s not just the path they
curriculum built on four interconnecting faculties. No subjects restricted to sixth form – and a threeyear sixth form, starting in year 11, with space for new joiners at 16+. Meaningful choice that starts in year nine. Assessments that follow learning rather than leading it, and that are adapted to the individual, supporting students to acquire outstanding GCSEs and A-levels they need in the courses where they need them, alongside new qualifications that foster real-world skills. An optional year 14 full of opportunities to broaden horizons and take those skills to the next level.
This is a ground-breaking programme for a school that’s nevertheless designed around a keystone of traditional excellence: we’ll do things differently and better, while preserving what’s needed to support the ambition and aspirations of all our young people. When David and Joanna started Thomas’s, they sought to offer something transformative to parents frustrated by the limitations of a tired, narrow 1970s primary curriculum. The same sense of mission, reform and improvement will drive everything we do at Thomas’s College. It’s a profoundly rewarding prospect. The opening in 2025 will be such an exciting moment in the ongoing Thomas’s story.
Will le Fleming is currently Head of Abbey School, Reading. From September 2025, he will be the Founding Master of Thomas’s College, Greater London
COME TO THE TABLE
In a new edition of her book, Manners Begin at Breakfast, Princess Marie-Chantal of Greece addresses how to instil good mealtime habits
Now more than ever, I see the importance of a family meal. This is where storytelling happens, and we learn about our children. Some of my fondest memories are of sitting around the kitchen table with my parents and siblings. The family table is a place where children develop not only healthy eating habits, but also good manners and conversational skills. Carving out a few minutes each morning to have breakfast with your family creates a structure that’s both nurturing and stabilising. As I say, manners begin at breakfast.
Although I love to cook, I know it’s unrealistic to prepare a home-cooked meal every night. And you don’t have to serve a three-course feast; the mere act of eating together has been scientifically proven to promote greater happiness within the family unit,
guidelines. Here are a few that have worked for my family and some that I’ve gathered from my friends.
I love routines! Many parents allow their children to eat in front of the television, or while playing a video game, as it may seem easier and we probably think that it makes the child happier. However, children who routinely have meals in front of the TV or at different times from their parents don’t get the chance to engage in conversation on an adult level.
Family conversations give your child a sense of belonging and help to raise children who feel comfortable around adults. The family table is where these social skills are cultivated, from holding a knife and fork properly, to engaging in meaningful conversation. It teaches children to be good listeners, which helps them to foster empathy. Encourage your children to join in the family conversation and to talk
WHEN CHILDREN HELP OUT IN THE KITCHEN, THEY LEARN HOW to set the table and work well with others. These simple activities can lay THE FOUNDATIONS FOR THEIR CULINARY AND SOCIAL SKILLS
manage portion control, and possibly even boost grades. And when children help out in the kitchen, they learn how to set the table and work well with others. These simple activities can lay the foundation for their culinary and social skills later in life.
When your child is small is the best time to introduce a variety of foods and flavours. Not only is this a proactive approach, but it helps fuel their willingness to try something new, while avoiding unnecessary fuss at the table when an unfamiliar ingredient is suddenly introduced.
Giving our children proper nutrients might be the primary function of breakfast, lunch, and dinner, but I think one of the most important aspects of a meal is family bonding. I believe that engaging in conversation is how we unite as a family. The family table is where stories are exchanged and where basic manners are learned. So, when to start and how? It should begin the moment you place your baby in a high chair. After all, as they grow, we give them utensils, tell them to sit up straight, and teach them when to say “Excuse me,” “Please,” and “Thank you.”
As most family meals are casual affairs, we may not always follow the same rules we do when dining out with others. This doesn’t mean that we should set these rules aside, of course; rather, we need a set of house
and to share news of their day at mealtimes; dining at the family table should be an enjoyable experience.
Children are confronted with change on a daily basis, which is essential for character development but can also be quite stressful. Establishing routines and traditions like eating together at a set time offers them what they need most: structure and a sense of stability. When my children were younger we served dinner at 6pm every evening. Then it was bath time, followed by a story or finishing their homework before bed. Although we’ve now grown out of this family ritual, I’ve noticed how daily routines like this help to shape good mealtime habits.
Tasteful takeaways
When having takeout, I’ll still take the time to place the food in pretty bowls as if we were having a homecooked meal. Just because it isn’t homemade doesn’t mean I allow my children to forget their manners. Don’t compromise—manners are for life.
TV dinner
Although dining in front of the TV isn’t to be encouraged on a regular basis, it can be a fun way to bond as a family. As an occasional treat, why not set up trays and watch a film together during dinner?
Manners Begin at Breakfast: Modern etiquette for families by Princess MarieChantal of Greece (Vendome Press)
Princess Marie-Chantal of Greece is the founder of a lifestyle brand and is a mother of five children
100 SCHOLARSHIPS awarded in the last two years to independent senior schools (2023 & 2024)
ISI Inspection 2023 TOP GRADE in all categories
FINALIST for the Independent Pre-Prep School of the Year Award 2024
Finding the brilliance in every child
Every child has the potential to shine. At Aberdour, we aim to find the brilliance in every child, by providing an individual tailored education that identifies their potential and maximises their opportunities to learn, grow and succeed.
Founded in 1928 Aberdour is a thriving and extremely successful preparatory school for girls and boys aged 2-11 years. Set in 12 acres of beautiful Surrey parkland, Aberdour is truly a hidden gem, providing a safe and happy haven for your child. With our many purpose-built facilities for learning, sport and play, your child can develop his or her talents and skills whilst experiencing an exceptional breadth of opportunity both inside and outside the classroom.
WINNER for our Wonder, Inspire, Discover curriculum in Pre-Prep 2024
Aberdour developed P.A.L® in 2007, providing a truly personalised education with breadth and flexibility. We have supported P.A.L® with major investments in our staff, our systems, our buildings, our IT and our resources, and the combination of a child-focused education. Through Personalised Achievement Learning®, we believe that every child will fulfil their individual potential if we nurture the talent that is within them, whatever that talent may be. Genuinely innovative teaching has made a real difference to the children’s skills, achievements and enjoyment of life. Our brand new Pre-Prep (Nursery, Reception and Yr 1 classrooms), opened in September 2023.
We invite you to come and see for yourself. Please visit our website for information on our Events and to contact the Registrar.
BEST BEHAVIOUR
Annabel Billinger reflects on how Cheam School’s character education is paving the way for a kinder, more emotionally intelligent world in the future’s evolving landscape
“Educating the mind without educating the heart is no education at all.” Aristotle
At Cheam, we’re incredibly passionate about character education. From the moment the children walk through the gates here, they begin a journey of not just academic growth, but of personal and social development. In a world where knowledge is easily accessible, what will truly set children apart are social skills, personal skills, and character. There are many benefits to an education that values character as much as academic progress and traditional milestones. With a holistic lens, we see our children in a broader light, providing them with so many opportunities to thrive. As the landscape evolves, with the rise of artificial intelligence and
personal, social, health, and economic (PSHE) education programme, and in everyday interactions such as leading a group in an academic setting, the children are taught how to navigate the complexities of life with strength and integrity.
As a school, we want to model, reward and embed good character, as well as encourage children to think critically about who they are, how they relate to others, and how they can positively influence the community.
We believe this will be a cornerstone of how we nurture character in the years to come.
A significant initiative that we’ve launched is the Cheam Diploma. The Cheam Diploma allows pupils from years six, seven and eight to reflect on their own behaviour using Kloodle, an online platform specifically adapted to respond to our ambitious programme. Through the platform, the pupils log
THE FUTURE OF WORK, RELATIONSHIPS, AND SOCIETY WILL rely on individuals who are resilient, adaptable, responsible and kind. OUR CHILDREN DEVELOP GREATER EMOTIONAL INTELLIGENCE
rapid technological advancements, the need for strong, well-rounded individuals is greater than ever. The future of work, relationships, and society will rely on individuals who are resilient, adaptable, responsible and kind. Our children develop greater emotional intelligence, critical thinking skills, social responsibility and self-awareness.
There are three categories of character education:
1. Character caught: Knowing that children learn by example, and it’s crucial to ‘catch’ and reward those moments when children naturally display positive behaviours. When a child is kind, respectful, or takes responsibility without being asked, the school want to recognise and celebrate that.
2. Character sought: Equally important is providing opportunities for children to develop character. Over the years, Cheam has created many ways for children to take ownership of their growth, including joining committees such as the Food Council, Boarding Council, and more. Through these initiatives, pupils are encouraged to reflect, contribute, and lead –building confidence, empathy, and leadership.
3. Character taught: The staff actively teach the key traits they believe are essential: resilience, resourcefulness, reflectiveness, respect, responsibility, and building positive relationships. Through our
examples of their character development.
The Cheam Diploma encourages the children to focus on five areas of personal development. responsibility, resilience, respect, relationships and reflection & resourcefulness. Each pupil has a ‘skills wheel’ on their Kloodle profile, which illustrates their growth across the five areas. We can see that the skills of meta cognition and an ability to identify strengths and weaknesses are directly impacting academic outcomes too. There’s a strong correlation between character development and attitudes to learning.
We also chose to focus on character education as it’s a compassionate, inclusive and non-competitive approach. It’s about personal development and growth; pupils aren’t comparing themselves to others, and this in turn means they’re supportive of one another. What’s exciting is that we know character isn’t innate, behaviours can be learned; taught, caught and sought. This opens up a world of opportunity for all.
What’s the benefit for parents? They see, as do we, children who can communicate, know themselves, are self-aware and resilient, and move to senior school with increased independence. It’s through a pupil-led system where children are accountable that we can unlock the most potential and help children to feel empowered, happy and purposeful.
Annabel Billinger is Head of Character Education at Cheam School in Berkshire
WONDER YEARS
The ISOTY judges were impressed by the resources and approach of Aberdour’s pre-prep department. Headteacher Anna Terry tells all…
Every child has the potential to shine. At Aberdour, we aim to find the brilliance in every child, by providing an individual tailored education that identifies their potential and maximises their opportunities to learn, grow and succeed.
Aberdour little learners
Founded in 1928, Aberdour is a thriving and extremely successful preparatory school for girls and boys aged two-11 years. Set in 12 acres of beautiful Surrey parkland, Aberdour is a hidden gem, providing children with a safe and happy haven. With our purposebuilt facilities for learning, sport and play, children can develop their talents and skills while experiencing an exceptional breadth
of opportunity, both inside and outside the classroom. Our brand-new pre-prep opened last September, using sustainable and ecofriendly materials, creating a unique learning environment for our Little Learners.
The learning landscape
Through our highly resourced classrooms, the physical environment becomes the ‘third teacher’. The children have access to natural resources, in both inside and outside classrooms; our gardens, linked to our Wonder, Inspire, Discover curriculum, include performing arts areas, still life art zones, and the natural world. Multisensory play areas inspire imaginative play, and STEAM learning (science, technology, engineering, art and maths) is an integral aspect to the curriculum.
Our strong adult-to-child ratio enables small focused group, paired, and one-to-one learning to take place; allowing children to be supported in developing their thoughts and ideas, through a process of inquiry and building upon previous skills and experiences. Many studies have shown that children learn more effectively when adults engage them in activities that are based on their interests. We take a closer look at what captures children’s attention, and find ways to join them in their interests, and interact with them in ways that build upon their communication skills. The children are exposed to an environment that immerses them in a personalised learning experience that’s meaningful to them as individuals. These rich learning experiences leave the children
The Bakery is the base for much of the Wonder element of Aberdour pre-prep’s curriculum
OUR LITTLE LEARNERS AT ABERDOUR ARE inquisitive, creative, inspiring individuals. We follow an INQUIRY-BASED LEARNING APPROACH THAT VALUES THE BELIEF THAT CHILDREN ARE STRONG
with the desire to nd out more, creating children who are well versed in re ection and analysis, inference and explanation and problem solving and decision making.
Aberdour’s pre-prep is truly a unique setting, as well as inspiring classrooms, we’ve also created four purpose-built spaces, which became the foundation of Turret Learning. ese provide exceptional settings and a unique approach to learning, away from a traditional classroom.
Wonder, Inspire, Discover
Our Little Learners at Aberdour are inquisitive, creative, inspiring individuals. We follow an inquiry-based learning approach that values the belief that children are strong, competent and capable, as well as full of wonder and curiosity to learn. e powerful image of the child is at the heart of all we do; teachers are deeply aware of the children’s potential and construct all of their work and environment linked to the children’s experiences.
Stemming from the children’s innate desire to want to ask questions, be curious and explore new concepts, our school’s Wonder, Inspire, Discover programme develops these natural curiosities.
Our Wonder, Inspire, Discover curriculum is embedded into all aspects of our learning landscape; Wonder: inspired by nature and food takes place in our wonderful woodland and the bakery. Inspire: inspired by pictures and theatre, this takes place in our atelier and dance studio. Finally, Discover is inspired
by explorers and the community takes place in our House of Little Explorers turret.
Within our curriculum is a wealth of opportunities for aspirational development; o ering children an early insight into a tapestry of future vocations and pathways. Every week, the children either visit the woods for Woodland Wonder, take part in Inspire, which is linked to expressive arts, or participate in Discover by unearthing new things and exploring self-discovery. Our new build has taken the Wonder, Inspire, Discover programme to the next level. As well as inspiring classrooms, we’ve also created four purpose-built turrets:
• Atelier – art and design workshop
• House of Little Explorers – STEM space
• e Bakery – cookery area
• Sensory – sensory space
GETTING CREATIVE
Take a look inside the Atelier turret
The Atelier, inspired by pictures, is linked to the Inspire curriculum. The class is transported to a traditional artists’ studio with a double-vaulted ceiling, wall of peg boards and shelves showcasing di erent tools for budding artists.
The children work in small groups with large sketch books as they’re introduced to the design phase. Paint, printing, textiles, wood and sculpture, along with photography, are used as mediums to capture our pictures theme.
Aberdour’s sustainably designed new pre-prep classroom is an inspiring learning space
Performing arts, such as ballet classes, feed into the Discover element of the school’s initiative
Getting hands on in the Atelier turret
SIBLINGS WHO ATTEND THE SAME SCHOOL benefit from the “spillover effect” where the academic success of an older sibling POSITIVELY INFLUENCES THE YOUNGER SIBLING
TOGETHER OR APART?
Samantha Dainty of Bespoke Minds Education looks at the pros and cons of educating siblings at the same school
In Larkin’s often-quoted poem This Be The Verse, he uses humour to make light of generational trauma and how children can be damaged by the choices their parents make. While I’ll steer clear of both profanity and the poetic form in making my point, one of the major choices that parents make is where to send their children to school. Given that they spend roughly six or seven hours a day at their chosen institution, it’s certainly an important choice.
I recently asked my parents if they had any regrets about my schooling. Despite divorcing and having limited communication, their answer was the same: they wished that they’d put my identical twin sister and me into different classes.
Having taught twins at several boarding schools, I’m inclined to agree that twins should be separated. But what about siblings in general? And what about different schools?
Greater cohesion
So, what are the pros of siblings attending the same school? Firstly, with the majority of households being reliant on dual income, coordinating schedules can already be an area of strain within a family. Smith and Brown’s research in 2021 focused on “logistical simplification” when researching the benefits of siblings attending the same
school. There’s only one set of teachers’ names to learn, one online portal to navigate (who wants to learn both SIMS and iSAMS?), and the same key dates resulting in more “family cohesion”. Furthermore, research by Parker and Roberts (2019) highlights that logistical simplification can lead to increased parental involvement in school activities, which is linked to better academic outcomes for children.
Plus, if you’ve chosen the independent route, a sibling discount can move the needle!
Comfort zone
Most significantly, perhaps, is how siblings who attend the same school benefit from the “spillover effect” observed in research from the University of Essex, where the academic success of an older sibling positively influences the younger sibling, leading to increased academic performance and motivation. Furthermore, a study by Johnson et al. (2018) found that the effect can be even more pronounced in subjects where the older sibling excels, further boosting the younger sibling’s performance in those areas.
And it’s not just academically where benefits can be seen; siblings attending the same school share a sense of familiarity, serving as a mutual support system, though Turner and Smith (2015) warn of the dangers of “over-reliance”.
Building resilience
Conversely, separate schools can offer each sibling the opportunity to attend an institution that aligns with their individual needs and interests. Harris and Wilson (2020) posit that separate schools can mitigate sibling rivalry and allow each child to develop at their own pace and reduce the pressure to meet or exceed the sibling’s achievements. Furthermore, separate schools can also promote independence and resilience; each child
IT’S WORTH NOTING THAT FAMILIES LOOKING AT different schools should also consider that there may be times when events clash, SUCH AS SPORTS DAYS
schooling options affords tailored educational experiences for each child. To make life easier, schools can accommodate early drop-off and collection times and school bus routes to reduce the logistical burden. However, it’s worth noting that families looking at different schools should also consider that there may be times when events clash, such as prize-giving ceremonies and sports days which could prove to be a challenge, albeit an infrequent one!
can build their own network of friendships, fostering interpersonal skills and diversity of experiences. Indeed, a study by Lee and Kim (2017) found that children attending different schools are exposed to diverse environments and peer groups, which can enhance social skills and cultural awareness. This exposure is particularly beneficial in urban areas with diverse school options, promoting inclusivity. As such, although it may necessitate additional coordination for parents, choosing different
CASE STUDY
Split decision
Still unsure? They could attend the same school, but be in different houses to avoid comparison. Both choices have their merits. Parents should consider their family dynamics and the wellbeing and academic success of each child. By weighing up these factors, they can make the decision with confidence and clarity. For a full list of cited works used in this piece please visit independentschoolparent.com bespokeminds.education
WHY WE DID IT
Here, a mother explains the various reasons for the decision to send her two sons to separate prep schools
Nicole, a mother from London, decided to send her two boys to different schools after they initially attended the same independent prep school. This choice, made when her older son was in year three and her younger son in year one, was influenced by their distinct personalities and needs.
“Our youngest is very sporty and needs space to be active,” she explains. “He loves football, and the new school has better facilities
and more space for him to be active during breaks and lunchtime. He thrives on challenge and competition, so being in a larger school with more boys in his year group has allowed him to achieve better academically.”
By contrast, Nicole’s older son benefits from a different environment. “Our eldest works better in a smaller, more nurturing setting. He enjoys sports but isn’t as competitive as his brother. A school that offers physical
activity without intense competition suits him perfectly. Having them in different schools allows them to develop as individuals and avoid one sibling overshadowing the other.” However, this decision has presented logistical challenges. “The logistics are tough,” Nicole admits. “Each of us has to drop off and pick up one of our sons, and the school we moved our youngest to is further from home, making it harder to
build relationships with other parents. Since he moved at the start of year two, we’ve had less time to integrate into the school community.”
Despite these challenges, Nicole believes the decision has been positive for her children’s development. Her sons started year six and year four in September, and she remains confident that the benefits of individualised educational environments outweigh the logistical difficulties.
Separate schools can enhance each child’s social skills and network
Join the
club?
How do you strike the right balance when it comes to how many clubs or extracurricular activities your child is signed up to? Kate Freud finds out…
Even very young children these days can participate in several a erschool clubs a week, which increases as they get older, leaving some with little free time at all. “ ere’s a tendency to sign our children up to endless activities and try to shape them into the person we want them to be,” says Liat Hughes Joshi, parenting expert and author of the parenting guide New Old-Fashioned Parenting. “With so many clubs on o er, the message is that you’re short-changing your child if you don’t sign them up for karate or cello lessons.”
Identify
the overwhelm
As a parent of three children, aged six, nine and 12 I’m inclined to agree. We’ve come to a point where we don’t have a single weekday night free, their a er-school hours consumed by everything from ballet to cricket, with me hotfooting from one to the next with very little let up in between. We try to keep the weekends free but I’m aware it’s a lot for them, and me. ough research from the Social Mobility Commission shows that a er-school activities are bene cial for children in many ways, particularly teaching them ‘so skills’ like communication, creativity, con dence and self-esteem, how do we strike a balance between helping our children thrive and preventing them from becoming exhausted and possibly resentful?
“Children need down time a er school, just as we adults do a er work,” explains Chartered Educational and Child Psychologist Hannah Abrahams. “ erefore, it isn’t advisable to ll
Riding lessons are fun for energetic animal lovers
every moment of their day. Some may find the busyness of school enough and often need time to decompress or engage in non-structured play at home – which is also an important skill.” As exciting as it is introducing your children to new activities, it can be very easy to get caught in a whirlwind of competitive parenting, where you feel they need to be doing more and more to achieve their potential.
Follow their lead
Though Hannah recommends letting your child try lots of different activities, there should come a point where you only focus on those they really enjoy. “Observe which your child naturally gravitates to. And try not to let your own preferences influence what your child is interested in.” If children spread themselves too thinly, they may not see much improvement in each activity and ultimately, it’ll take a toll on their confidence.
“I often see children who are living in a frenetic world of school and activities ending up with behavioural problems, anxiety and low selfesteem,” Hannah explains. “It’s important to listen to your child and notice what’s going well and what isn’t. Often scaling activities in terms of enjoyment and commitment helps.”
Find the right balance
So, what happens when your child wants to quit something, like, say, a musical instrument, even if they’re really good? Should you encourage them to stick with it?
“Learning an instrument is a skill and supports overall development,” Hannah explains.
“Rehearsing and practising is also important psychologically, encouraging planning and providing a sense of autonomy and pride. But if a child is really disengaged or not prepared to play it’s important to validate their feelings and not push it. Music should be something to be enjoyed, not something they dread.”
The most important thing is to know your child. There’s no magic number of activities. For some kids, more than one activity a week might prove too much, whereas others can handle several with no problem. Most children know their own limits so make sure you check in with them and make sure they’re getting enough down time, sleep and time with friends and family. “If your child regularly becomes disgruntled or overwhelmed it’s time to reflect if you’re doing too much with them,” says Hannah. “Ultimately if you’re feeling a sense of overwhelm yourself, it’s likely your child is mirroring that too. So, take time to stop, reflect and adjust.” I realise myself, having so enjoyed the quiet, spontaneity and freedom afforded by the summer holidays, moving into this term we’ll be making some changes ourselves.
Learning an instrument is a skill which instils a sense of discipline
BE MINDFUL
Help young children choose the right classes for them. For example, if they’ve experienced gross motor challenges don’t put them into a team gymnastics environment but instead a smaller, supportive movement class.
READ YOUR CHILD
Some kids can cope with lots of activities, some with just one or two. Follow your child’s lead.
TRY A VARIETY OF ACTIVITIES
Observe what your child naturally gravitates to, then if they choose, allow them to do more of that.
DON’T INFLUENCE THEIR CHOICES
Let them find out for themselves what they enjoy, rather than encouraging them towards the activities you prefer.
DON’T OVERSCHEDULE
Downtime is as important as structured play, so allow them the freedom to make their own fun too.
WATCH FOR RED FLAGS
Moodiness, nervousness about an activity or making excuses not to go may be signs that your child needs more free time.
hannahabrahams.com
POTENTIAL unlocked
The Prodigy Programme at Pennthorpe in West Sussex aims to foster exceptional talent in children. Jon Marler, Deputy Head, Academic tells us more about this unique initiative…
Talented musicians are encouraged to apply for the programme
Budding athletes will gain entry to sports enrichment initiatives
The programme includes extracurricular activities, such as drama fun
UNLIKE
TRADITIONAL SCHOLARSHIP
PROGRAMMES with strict deadlines, the Prodigy Programme offers a fluid timeframe that accommodates THE CHILDREN’S READINESS
In the summer, we announced the launch of the innovative Prodigy Programme.
Aimed at nurturing exceptional talent in children from year three to year eight, this initiative o ers specialised support and tailored educational pathways designed to foster academic excellence and personal growth.
A wholly modern approach to nurturing talent
Recognising the need to reshape the traditional scholarship model, Pennthorpe responded to parent feedback with this new concept. Historically, the scholarship programme was based entirely on attainment and a one-o performance day, an approach that was increasingly seen as outdated and not aligned with the realities of diverse and enriching learning experiences. A er extensive consideration, we identi ed a growing demand
for a programme that would better support gi ed and talented children, complementing their unique needs and aspirations.
Applications for the Prodigy Programme are based on a combination of factors: attainment, the child’s approach and attitude towards learning in their chosen subject, and their ability to serve as a positive role model for younger peers. is new approach extends the observation stage from a one-o assessment day, from the previous scholarship o ering, to two terms – to avoid the pressures of a single assessment day and allowing for a more comprehensive assessment phase shared between the subject teacher, the heads of department, and myself.
Unlike traditional scholarship programmes with strict deadlines, the Prodigy Programme o ers a uid timeframe that accommodates the children’s readiness and comfort in applying.
Furthermore, to celebrate the diversity of strengths among the applicants, submissions can be made in various formats, including written applications, videos, and imagery.
Offering tailored support and enriching experiences
e Prodigy Programme is funded wholly by Pennthorpe on behalf of all participants and o ers enriching opportunities that encourage cross-year group engagement. For example, the rst “Prodigy Experience” invites art scholars from year four to year eight to visit the National Gallery and Courtauld Gallery in London – a signi cant and positive experience that brings together di erent year groups for the rst time. e programme o ers advanced learning opportunities, one-on-one mentorship, and extracurricular activities, each designed to challenge and inspire students who demonstrate
Candidates can enjoy specialist masterclasses in their area of excellence
THE PENNTHORPE PRODIGY PROGRAMME
exceptional aptitude in a speci c discipline. ese children perform signi cantly beyond age-appropriate standards and serve as exemplars in their elds of expertise. e Prodigy Programme re ects Pennthorpe’s commitment to holistic education, ensuring that each child’s unique abilities are recognised and cultivated to their fullest potential.
Multi-disciplinary focus
e Prodigy Programme supports children who exhibit exceptional talent in a wide range of disciplines, including academics, art & design, digital learning, performing arts, and sport. Applications can be submitted across multiple disciplines, enabling children to explore and develop their talents fully. e programme is designed to accommodate di erent strengths, recognising that written applications don’t suit all children, the process allows for video and imagery submissions which have been equally as popular.
Successful applicants are o ered a range of opportunities, including enrichment sessions, both in-school and external events, sessions with visiting speakers, and subject-related opportunities such as portfolio support, masterclasses with leaders in their respective elds, and workshop-based learning. e Prodigy Programme also aligns with our skillsbased learning curriculum.
Recognising the importance of digital learning in the modern world, we introduced the Digital Learning category to the Prodigy Programme to support children with exceptional digital skills. Additionally, digital
represents a significant shift in how schools need to approach the education OF ITS MOST GIFTED STUDENTS
literacy has become a timetabled lesson for all children from year ve through to year eight, ensuring that every child gains essential skills for navigating the digital landscape.
A new path to excellence
e school’s Headteacher Chris Murray, says, “ is unique industry initiative not only celebrates the children’s extraordinary abilities but also provides a customised curriculum that goes beyond our already outstanding skills-based learning environment. rough this tailored programme, we ensure that each participant can fully explore and develop their unique talents, setting them on a path to excellence and success.”
Looking ahead
e Pennthorpe Prodigy Programme represents a signi cant shi in how schools need to approach the education of its most gi ed students. By recognising and nurturing diverse talents and strengths, this concept successfully ensures that each child is provided with the opportunities, resources, and support they need to thrive both academically and personally.
THE PRODIGY PROGRAMME –HOW TO APPLY
Pennthorpe launched its Prodigy Programme to nurture exceptional talent in children from year three to year eight. This innovative initiative replaces the traditional scholarship model, focusing on a holistic, flexible approach to foster academic excellence and personal growth. The programme assesses candidates over two terms, considering attainment, attitude, and role-model qualities. Applications are accepted in various formats, including written, video, and imagery, to accommodate di erent strengths. Funded entirely by Pennthorpe, it o ers opportunities like mentorship, advanced learning, and unique experiences, including visits to galleries and specialist masterclasses, supporting talents across multiple disciplines.
Children can apply through the medium that best suits, whether that’s the written word, art or video
Prodigy Programme children will be able to make the most of Pennthorpe’s facilities
Artistic scholars will have their horizons expanded with gallery trips
FUTURE SHAPING
Tom
Wade, Assistant Head, Digital Strategy and Learning at Haileybury,
shares how the school is ensuring that students can enhance their learning through safe experimentation with AI platforms
Artificial intelligence, also known as AI, has been a hot topic over the last year but isn’t always fully understood.
AI essentially refers to a collection of technologies that allow computers to perform tasks that are similar to human intelligence, such as problem-solving, decisionmaking, data analysis and creativity.
Still in its infancy in education, AI is being used to varying degrees in schools across the UK. While there’s been interest in how it can support teacher workload, there have been concerns about the risks to learning. Subsequently, some schools are banning AI, while others are using it.
At Haileybury, we believe AI is here to stay, with young people already using it in their everyday lives, from Siri reminders to Spotify recommendations. Therefore, rather than ignoring it, we’re proactively embracing it and ensuring that we understand how it can be harnessed effectively, as well as the possible pitfalls. We can then teach pupils how to use it successfully, responsibly and safely to bolster independent thought, enhance learning and support critical thinking to equip them for successful careers.
We undertook extensive research, speaking to schools and experts internationally
who are using AI; launched staff and pupil working groups; trained our teachers and they experimented with different tools to find the best solutions for subjects; and created a school-wide strategy.
As part of the strategy, we wanted to bring our parents onboard. We held webinar training for families to support their understanding of AI, answer questions and showcase the positive power of AI, giving practical demonstrations of how it’ll be used in learning. Additionally, we explained our AI policy and sought parental permissions, crucial when using AI tools for pupils aged 13 to 18, so parents knew that we were keeping their children safe. For example, we ensure that no pupil data is ever entered into AI platforms.
We continue to keep parents updated through fortnightly AI newsletters, which include training videos and information about what we cover in digital innovation lessons. We also host workshops to educate parents and pupils on the ethical implications of AI, discussing the importance of not plagiarising, understanding bias in AI systems, and using AI to complement, but vitally not replace, their own thinking. We also introduced a year-nine AI course to further educate pupils on the ethical debate and develop their digital and analytical skills. Our approach is ‘process vs.
By teaching students how to use AI responsibly, teachers are giving them tools that will aid deeper research
AI IS BEING USED TO VARYING DEGREES in schools across the UK. While there’s interest in how it can be used to support TEACHER WORKLOAD, THERE HAVE BEEN CONCERNS
WE FLIPPED OUR HOMEWORK MODEL and now set pre-lesson learning and research for homework, rather than RECAPPING LESSONS AND WRITING ESSAYS
product’ so pupils can use AI as part of their process, but the final product must be their own work.
We distilled down the five AI apps that we felt would best aid learning through our working groups. These were Perplexity for AIassisted research, Canva for design, ChatGPT for text interaction, PI for verbal interaction and support, and MagicSchool for safely distributing AI tools to pupils and teachers. We trained pupils in using these applications in assemblies and videos and our pupil digital leads provide regular feedback on AI tools, highlighting emerging trends or issues. We’re also actively engaged with educational companies in trialling AI apps and providing feedback on their development. Our pupils and staff have a real impact on the future of AI in education.
These tools have already had a significant impact. Sixth formers report Perplexity searches almost entirely replace Google searches and provide more useful educational responses and our art department teaches Canva as part of the core curriculum. Our theology and philosophy department created revision GPTs on ChatGPT, where pupils can
ask questions and receive support, curated to only include validated information, offering 24/7 support.
We also flipped our homework model and now set pre-lesson learning and research for homework, rather than recapping lessons and writing essays. Pupils gather information using AI and other sources, building knowledge just as they would via a textbook. Then, within lessons, we have meaningful discussions about their findings, interrogate sources, cover the curriculum and set handwritten essays. This teaches pupils about AI’s shortcomings and ensures that they apply what they have learned to their own work.
We now provide support to schools globally in developing their AI policies and embracing AI in education. For us, AI is a tool that supports teachers, not replaces them and if harnessed effectively, enhances the learning experience for pupils. We strive to be at the forefront of integrating AI into education in a way that benefits pupils while also prioritising ethical considerations. Looking forward, we’ll continue providing resources and support to pupils and parents as AI continues to evolve in the educational landscape.
FIVE WAYS YOUR CHILD IS USING AI IN EVERYDAY LIFE
1 Personalised learning: Many apps that young people use for learning, such as Khanmigo and Duolingo, use AI to tailor the experience to the user. This means that they can adapt to strengths, weaknesses and pace. They adapt in real time to keep users engaged.
2
Homework aid: Young people can turn to AI for support with homework tasks. Tools like Grammarly are free to install and improve writing. Tools like Quizlet are popular to aid revision while apps such as Photomath allow the user to take a photo of a maths problem, which AI solves with stepby-step instructions.
3 Editing: Photos uploaded on to a young person’s social media may have been edited to look perfect. Samsung and Google phones now have AI editing built into them and Apple is releasing more AI photo tools this autumn.
4 Creating: From AI-created music on platforms such as Suno to AI art and enhanced creative tools on platforms such as Canva, AI is allowing young people to access their creative side more than ever. Interestingly, this is the area of AI tech that some people have the biggest misgiving about, as they feel it shouldn’t be used in a creative process.
5 Chatbots: Today, young people regularly engage with chatbots as part of their daily routines. They use chatbots to seek information, create content using sophisticated language models like ChatGPT, or seek advice from platforms like Snapchat. Platforms such as Character.AI enable young people to converse with AI versions of famous or fictional characters. With many chatbots now employing realistic voice models, these interactions will soon transition from text-based to voice-based conversations with AI.
Haileybury students use five different AI apps to aid classroom learning
These girls
can
As global interest in women’s sport increases, Katie Hughes looks at how schools inspire passion in the next generation of female athletes and sports stars
Female athletes in this year’s Paris Olympic Games didn’t just make history by (almost) matching their male counterparts in number, they also wrestled, boxed and kicked their way to medals in what some would see as traditionally male events.
ankfully, the Olympics are no longer an “exaltation of male athleticism”, as the founder of the ‘modern games’ wanted them to be. Nor is it accepted that running, jumping and climbing might damage women’s reproductive organs or make them unattractive to men (a bygone theory highlighted by historian Kathleen McCrone).
As England gears up to host the 2025 Women’s Rugby World Cup, interest and participation in girls’ sport, especially activities once considered the preserve of boys, is set to ramp up another notch. And independent schools are well ahead of the curve.
Turning the tide
e Youth Sport Trust cites improved self-perception and con dence among the many mental health bene ts of sport. And it says that playing sport at school can promote life skills like teamwork, resilience and self-discipline.
Not so positive, however, is that recent research from the charity Women in Sport shows that girls nationally are less likely to be physically active than boys, and more likely to lose interest in sport when they hit their teens.
By giving girls more sporting choices than ever, independent schools are helping to buck this trend.
And they’re not just starting young with pupils, they’re also reversing traditional gender stereotypes in sport.
Truro School’s girls often compete in surfing competitions
SPORTS STAT
According to the Women’s Sport Trust, a record-breaking 22.6-million people tuned in to watch women’s sport between January and May 2024 – and this year’s Women’s Six Nations rugby tournament was the most viewed on record
GIRLS’ THOUGHTS FROM THE FOOTBALL PITCH…
“THE COACHES ARE SO NICE AND SUPPORTIVE. Even if you’re not as good as others, they treat you just the same, AND HELP YOU PUT IN MORE EFFORT. BEING A PLAYER IS GOOD BUT IT’S BEING A TEAM THAT’S BETTER.”
LEIGHTON PARK
“I LIKE BEING PART OF A NON-MAIN SPORTS TEAM. It promotes that we had a choice to play what we wanted to, and not what was expected of us. HAVING OUR OWN DEDICATED COACH HAS MADE SUCH A DIFFERENCE.”
QUEEN ETHELBURGA’S
Danny Gower, Assistant Head at London’s St Dunstan’s College (a nursery-to-sixth-form school) explains, “The sporting landscape has changed, and schools have a responsibility to take the lead.” He says, “Our genderneutral approach to sport ensures boys and girls get access to the same opportunities, and every child will benefit from the same level of support.”
It’s a similar story at Chinthurst Prep in Surrey, where Head Cathy Trundle, says, “Pupils choose whether they want to play football and rugby or netball and hockey without being constrained by conventional norms.”
A winning formula
Deviation from conventional sporting norms is also evident at Leighton Park in Berkshire, which has partnered with Her Game Too – a charity tackling sexism in sport – to encourage girls’ uptake of football.
The school’s Head of Football Callum Beasley explains, “We aim to be a leading voice in the education sector for a more inclusive and supportive environment for girls involved in football.” And the skill of the school’s female teams on the pitch is testament to its success.
There are plenty more professional collaborations driving girls’ sport too, not least at Mount Kelly in Devon, which has partnered with Chelsea Football Club to launch a highperformance girls’ football programme. This year, the team won both the ISFA U18 Girls’ National Cup Final and the Chelsea Foundation Cup.
Similarly successful is Hill House in Doncaster, which has recently celebrated its girls’ rugby teams being crowned U16 Yorkshire Cup winners and U14 champions at Rosslyn Park’s National 7s contest.
Meanwhile, at Millfield in Somerset, where girls have 30 different sports options and many a female Olympic athlete has been nurtured, girls can pursue a passion for ski racing. And they’ve picked up medals at national and international schools’ championships alike.
Scholar success
High-performance is certainly synonymous with Lauren Atkinson. A pupil at Malvern College, she recently fought off stiff competition to win the school’s Rachael Heyhoe Flint Cricket Scholarship.
Heyhoe Flint herself captained and played for the England cricket team in the 1960s and 1970s and was the first woman allowed into the Marylebone Cricket Club (MCC). It follows that she’s an important role model for aspiring sportswomen. And she’d probably approve of the sporting awards now springing up for girls all over the independent sector.
Among these are basketball, cricket and football (as well as netball) scholarships at Queen Ethelburga’s Collegiate in York, which are open to girls currently playing for a team, ideally at county or equivalent level.
Successful scholars join Queen Ethelburga’s Performance Sports Programme, which includes individual development
plans that cover everything from coaching, nutrition, strength and conditioning to physiotherapy, sports massage and tactical, physical and mental training. Scholars often progress to professional contracts and university placements too.
Inclusive activities
Having the chance to do something sporty doesn’t always call for scholarship standards from girls. Schools are creating a huge range of opportunities for novices and experts alike across traditionally male-dominated sports and beyond.
At Leighton Park, for instance, a regular Girls Can Week gives girls the chance to step outside their comfort zone and have a go at different, lesser-tried activities, most recently archery, American football and judo. At Truro School, girls regularly set off for the sea with surfboards and compete in surfing contests. And at Brighton Girls, gloves are donned for boxing sessions.
Meanwhile, at Christ College Brecon, girls take to the saddle on mountain bikes and help with “dig sessions” to build bike trails. The school also partners with top-level regional bike parks and offers female-only coaching to encourage more pupils to try the sport. One pupil has even become the new women’s U13 4X MTB British Champion. The concluding message to girls from schools seems to be loud and clear: it doesn’t matter if you’re good or bad at sport, it’s all about grabbing these wider opportunities, finding something you like and seeing where it takes you.
MILLFIELD’S MAGIC
• Millfield is ahead of the game when it comes to meeting girls’ needs in sport.
• The co-ed school, whose pupils range in age from two to 18, launched a specialist Girls in Sport programme well before professional sporting bodies themselves.
• The programme raises awareness of and removes taboos around girls’ needs that can hamper sports progress, like puberty, menstruation and hip and breast health.
• Millfield’s sports coaches have been specially trained to support female athletes and their specific needs.
• And it has swapped girls’ white PE shorts and skirts for blue ones across football, rugby, and hockey.
Brighton Girls’ students enjoy sparring together during boxing sessions
Leighton Park’s Fryer girls’ football team enjoys a busy schedule of match fixtures
Chinthurst takes an ungendered approach to sports lessons
A helpinghand
Keith Metcalfe, Head of Malvern College, Worcestershire explains the importance of supporting gifted students of all means through fee-assistance initiatives…
Malvern College’s rugby players receive dedicated coaching support and development
As the sporting world went crazy for the summer Olympics, we were all reminded how the goal of ‘stronger, higher, faster’ can create a massively positive energy among young people from every background and nation across the globe.
Countries and organisations within the UK, such as Sport England, have worked hard to promote and source funding initiatives to ensure that sport is available to all.
As an educator and leader of a school that truly promotes an holistic approach to education, where we look for every opportunity to develop positive attitudes to learning, personal growth and impact on society, I’ve particularly loved hearing the back stories to the various sportsmen and women who have almost always talked about the coach, teacher or mentor who inspired them to follow their dream, set their targets and achieve their goals.
All educators want to encourage commitment and support the hard work required to develop talents, while also ensuring financial status isn’t a barrier to achieving success.
That’s across the board, regardless of whether you work within the state or independent sector and, for those who have the ability to support others to achieve that aim, it is something which is a privilege to do.
A philanthropic leg-up
Scholarships and bursaries for an independent school are a very effective means of doing this, and these vital initiatives have helped generations of pupils from all backgrounds to access first-class education and greater opportunities in sports, the arts and in academia. It’s long been an accepted philosophy that those who can, support the education of others through philanthropy.
We only have to take a look back at a summer of sensational sport and some inspiring reactions to that competition – both from medal winners and those yet to reach that goal – to see what an impact these programmes can have, not only in developing sporting prowess, but also s
ALL EDUCATORS WANT TO ENCOURAGE COMMITMENT and support the hard work required to develop talents, while also ENSURING FINANCIAL STATUS ISN’T A BARRIER TO SUCCESS
WHILE THE NUMBER OF ATHLETES AT THE OLYMPICS WITH an independent-school background has come under scrutiny, it’s not so well publicised JUST HOW MANY OF THESE WERE ON SCHOLARSHIPS OR BURSARIES
in all of the transferable skills, inner-confidence and core qualities that are developed alongside.
While the number of athletes at the Olympics with an independent school background has come under scrutiny, it’s not so well publicised just how many of these were on scholarships or bursaries, or where the independent schools were working in partnership with local clubs sharing facilities, coaches and mentoring opportunities.
Before they reached Paris, each of these athletes had to start somewhere. Families may have worried that a certain type of school isn’t right for them, or that they wouldn’t qualify for a scholarship because their child isn’t a grade eight musician or playing sport at a national level.
But take inspiration again from Team GB, many of whose stories start with a chance interaction with somebody who just spotted their potential. Schools are the same: they are looking for that spark of potential and attitude. They specialise in taking raw potential and developing it within each child on their individual journey to becoming the finished article – they’re not expecting to see the end result before the journey has begun.
In most cases, a bursary is a means-tested financial award to support the family’s ability to pay the school’s fees.
The ‘scholarship’ part means the recognition of that spark of potential, which is usually the first hurdle to being eligible for a bursary and can be part of the entrance process for that school. This entrance process is likely also
to involve some entrance tests and an interview.
The process will try to establish aptitude and thinking skills, rather than prior knowledge. The school will be more concerned with how well your child can learn and what attributes they have, which means they contribute to life at the school in a positive way. One of the key aims here is looking for young people who they can support to grow into adults who will add value to the world outside of the classroom, thanks to the education they’ve had.
A lot of this will be probed using appropriate questions during an interview. When headteachers and admissions teams talk to potential pupils, they’ll be looking to see if they’re curious, independent thinkers who demonstrate self-awareness, as well as empathy for others.
Making the application
At Malvern College, we regularly repeat the message about making the most of any and every opportunity, and this process is no different. It’s always worth giving it a go, as very often schools go to great lengths to make entrance exams and scholarship days a really engaging experience in their own right. They’re very aware that they’re looking to help children demonstrate their potential and will do everything in their power to bring out the best in them.
If a family is eligible for a bursary, how much that will be is means-tested against your household income, and can vary from school to school.
Malvern College has a reputation for producing hockey players who go on to play at junior national level
Schools may have other schemes in place to help cover extra costs, so it’s always best to ask as schools are only too ready to discuss all options. Essentially, schools want to help those children who would most benefit from what they have to offer and will want to find a way to make it happen.
At Malvern College, our transformative scholarships and bursaries inspire children to reach their greatest aspirations, and expectations are high for all scholars and award holders, not just in their pursuit of excellence but in their conduct and behaviour.
Building role models
They are also an integral to our ethos of creating role models that not only inspire while they’re at school but also go on to make a positive difference beyond school. Scholarships are offered at 11+ (for prep school, The Downs Malvern), 13+ and sixth form.
We have a long tradition of providing opportunities to children who would thrive in our school environment but lack the financial means, and we’re very proud of our inclusive cohort. Bursary awards are means-tested and if needed, can cover up to 110% of school fees, funded by philanthropic support.
The college’s admissions team are wonderful at helping guide people through the process to make it as accessible as possible. I would urge anyone who feels that they’d really benefit from the support that’s in place to contact the team to talk it over.
AT MALVERN COLLEGE, OUR TRANSFORMATIVE scholarships and bursaries inspire children to reach their greatest aspirations, AND EXPECTATIONS ARE HIGH FOR ALL SCHOLARS AND AWARD HOLDERS
Cricket is another popular sport among sports scholars at Malvern College
Established 159 years ago, the Rugby Group school promotes a global vision
HOW I DID IT
Boarder Melino Fakahau, 14, joined Malvern College in year nine, on a full bursary and sport scholarship due to his talent for rugby. Here, he shares his story…
When did you apply for a bursary?
Mr Tisdale visited my prep school when I was in year seven and watched me playing rugby, then my family applied for a Malvern College bursary while I was in year eight.
Can you give me a rough timeline of your bursary application process?
As I was on a full bursary at Caldicott Prep, the application for a bursary was considered alongside my scholarship application.
How much did you know about bursaries?
Not very much at all! There
WITH MY PASSION FOR SPORT AND THE boarding environment, I’m a good team player. I’d say I lift spirits in my House. I LIKE TO THINK I’M A GOOD ALL-ROUND MALVERNIAN!
were a few other good, wellknown schools that I looked at, but I really enjoyed my visit to Malvern College. My parents are from Poland and Tonga, and London is my home. Therefore I knew wherever I went to school, I’d need to be a full boarder, so I’m very grateful to be on a bursary here.
Did you apply for a bursary at another school, or just to Malvern College?
Malvern College was the only school I applied for a bursary at because it was the one I set my heart on.
How easy or difficult was it to secure the bursary?
Caldicott supported my family through the application process and the college admissions team did the same, to ensure we had all the support we needed.
Do you have bursary provision for the entirety of your school life?
Yes, I do.
What qualities do you have to have to consider applying for a bursary?
I’m very thankful that Mr Banks, my Headmaster
from Caldicott Prep, saw my potential and recommended me to Malvern College. I’m already playing rugby for the school, Ledbury RFU and Gloucester Academy, as well as playing cricket and football. I love sport and I’m ambitious, but I also bring academic qualities. I love history, DT and maths, so I hope that I’m also a good pupil for the school! With my passion for sport and the boarding environment, I’m a good team player. I take part in lots of extracurricular activities, including CCF and I’d say I lift spirits in my
House. I like to think I’m a good all-round Malvernian!
What checks does the school make to ensure that you’re a worthy candidate? The college uses an independent third party to assess a family’s needs. This means-testing process indicates the level of support a family needs to join the college, which is considered by the Bursary Committee.
Which members of staff know you have a bursary, and do other pupils know?
Most staff know I’m on a bursary in the same way they know who in their class is a scholar. I don’t know which other pupils know I have one, hopefully they just know me as Melino, or the boy who likes rugby, or the boy in their boarding house!
What impact has receiving a bursary had on your family? They’re really proud I’m here at Malvern College, which is such a good, prestigious school. I told my sister all about it here and she decided to apply and join for sixth form. She’s also on a bursary but more importantly her scholarship means she has a place to develop her volleyball, football and rugby. As well as covering fees, bursarial support allows me to get kit for all the clubs I play for and travel to matches and coaching sessions. The bursary and the support from Malvern means I can follow my dreams.
How should schools regulate students’ mobile-phone use?
By the age of 12, 97% of pupils in England and Wales* own a mobile phone. We asked five headteachers about their schools’ device policy…
Francis Holland School’s use of Yondr pouches aids its phone-free policy
Daniel Cox
Edgeborough School, Surrey
Edgeborough is proud to have established itself as a mobile phone-free school. However, as a parent myself, I understand the challenges that come with making decisions about when and how to introduce mobile phones, or other enabled devices, to our children.
In recent years, there has been a growing trend for children of an increasingly young age to have their own smartphones. Some research has shown that excessive screen time, particularly on smartphones, can have detrimental e ects on children’s physical, cognitive, and socio-emotional development.
Equally, we recognise that there may be pressure from peers and society in general for children to have smartphones, especially when it seems like “everyone else” has one. On this point, I very much encourage parents, especially with children in our younger years, to talk amongst their social groups and to seriously consider some collective agreement in not opening the world of smartphones to their children too early.
As a school, we will continue to educate the pupils on responsible digital citizenship.
BY LOCKING THEIR PHONES AWAY DURING
the school day, our pupils can focus on connecting with each other IN REAL LIFE AND ESCAPE THE TYRANNY OF NOTIFICATIONS
Alexandra Haydon
Francis Holland Sloane Square School
We have a phone-free policy for years seven to 11, using bespoke technology from Yondr, a company that works with educators, artists, organisations and individuals around the globe to create phone-free spaces where genuine connection, focus and creativity can ourish. Our pupils are given a Yondr pouch to store their phones in for the duration of the school day. e pouch is locked magnetically, so girls are in possession of their phone at all times but are spared from the distraction it poses, leaving them free to concentrate on learning and having fun! Unlocking bases are placed at main exit points of the school at the end of the day, upon which girls simply tap their pouches to release their phones ready for their journey home.
Mobile phones are brilliant in so many ways, but a lot of self-discipline is needed to use these powerful devices appropriately, and we are actively encouraging parents of new year sevens to consider non-smart phones for their daughters. By locking their phones away during the school day, our pupils can focus on connecting with each other in real life and escape the tyranny of noti cations, all while having the security of knowing their phone is in their possession. To have so many phonefree hours every day releases precious time for far more worthwhile activities than sel es and scrolling, and applying the policy to entire year groups removes the ‘fear of missing out’ that results from individual con scations, so girls are able to relax in each other’s company and develop healthier young minds.
Edgeborough School is a phone-free community, and recommends that parents come to a collective agreement
Suzannah Cryer Highfield and Brookham School, Hampshire
UNFETTERED ACCESS TO A SMART PHONE can lead to a world of unpleasantness that NO PARENT WOULD EVER KNOWINGLY LET THEIR CHILD BE PART OF
We have a no-mobile-phones policy at High eld and Brookham, and in a school of almost 480 children from nursery age to year eight, I’m con dent that this policy is adhered to. e only exception concerns our international pupils, who are able to contact their parents, but these phones are held by the boarding sta and children’s usage is carefully monitored. I’ve been interested to hear of many more parents wanting their children to board, so that they can get away from social media and spend time communicating in person with their peers. ere’s nothing better than seeing our boarding community outside on the front lawn, running on the grass in their bare feet, without the stresses of being online. Within our children’s age groups, educating them on developing their critical eye is what’s most important, equipping them for a world where online communication is very much part of their lives but in moderation.
Maxine Shaw, Notting Hill Prep
Smart phones have no function in the school life of a prep school child. For children travelling independently a mobile is a safety net, so pupils may bring phones to school, but they’re collected and stored safely to avoid temptation. Anyone found with a phone during the day knows that they’re in trouble. Too o en, signi cant behaviour issues I have dealt with have started with poor choices with mobile phones. Unfettered access to a smart phone can lead to a world of unpleasantness that no parent would ever knowingly let their child be part of. Targeted adverts draw young people into inappropriate sites and the camera function means mistakes that disappeared when I was a child are now on record for perpetuity, which can be life changing. If I had my way, children under 16 would only be allowed to have an old-fashioned brick to call and text on!
Katherine Vintiner
Hampton Court House School, Richmond
At Hampton Court House, we’re always seeking ways to enhance our students’ learning experience. Last year, we took a bold step by introducing secure Yondr pouches to lock down students’ phones during the school day. is wasn’t about rejecting technology, but nding the right balance.
We anticipated resistance, but were concerned about how habitual phone use was a ecting focus, and communication. Within weeks, the change was clear. Students were more
engaged in lessons, less distracted, and their communication skills noticeably improved.
It was heartwarming to see students of all ages at breaktime, sitting in circles, playing board games, chatting, and truly enjoying each other’s company.
A recent survey con rmed the positive impact of the mobile phone policy: more than 90 per cent of pupils felt less distracted, 82 per cent found it easier to concentrate, and 70 per cent reported improved mental health. Many also discovered new ways to communicate and strengthen friendships without relying on their phones and social media.
Highfield and Brookham School encourages an outdoorsy, sociable boarding community
Hampton Court House School finds that children are more engaged without mobile-phone access
Mobile phones are stored away safely until the end of the day at Notting Hill Prep
In 5 pictures… ST CATHERINE’S, BRAMLEY
This prep is dedicated to providing an exceptional education to girls aged from three-to-11 in a happy learning environment where they can thrive as individuals
Girls
DID YOU KNOW?
The school offers more than 40 extracurricular clubs and activities across music, sport, drama, creative and skills. In a recent ISI inspection, the school was awarded a ‘significant strength’ for its extensive, enriching extracurricular programme. Girls are encouraged to try new activities, whether that’s creative writing, construction club or science club.
In the Soundscape Music Studio, rhythm is introduced via drums, chime-bars and melodic boom-whackers. There’s also a dedicated podcast-recording area, where girls have the freedom to record a variety of content, including music ensembles.
The prep prides itself on its holistic approach education, recognising that academic success is intrinsically linked to mental and emotional health. The Wellbeing Pod is a sanctuary that allows girls to take a break and foster mental clarity and resilience.
Confidence is built as girls apply their digital skills to collaborate with others, make digital content and develop flexible thinking. From coding and Google Workspace skills to stop animation and robotics, they become digital dynamos.
The purpose-built Wonder Lab aids hands-on experimentation, group work and collaborative thinking. The prep earned the prestigious Primary Science Quality Mark (PSQM) Gold Award for outreach in recognition of its science teaching.
A SPECIAL RELATIONSHIP
A unique partnership at Ashville College in North Yorkshire aims to help the children of relocated US armed forces sta at nearby Royal Air Force Menwith Hill settle into school life, says Head of Prep Phil Soutar
The huge white ‘golf balls’ that sit on the horizon on the outskirts of Harrogate, out towards the beautiful Nidderdale Valley are a much-loved local landmark.
ey’re part of Royal Air Force Menwith Hill, which provides support services to the UK and US.
Families relocate from overseas to the base, which is one of the largest local employers in the Harrogate area, and now Ashville College, an independent school in the area, has developed a new initiative to help Menwith Hill families settle into school life.
e college, which comprises pre-prep, prep and senior years, has established a new US parent-liaison role, working alongside the school’s Director of US Studies.
Prep school teacher Jenny Tropia will be the main contact for families of American pupils aged two to 11 years who need advice or support. She’ll work alongside the Director of US Studies and partners at NEASC (the New England Association of Schools and Colleges).
It’s a brand new role for our prep school, so we’ll be meeting with parents, pupils and sta to ensure that the
support we o er meets everyone’s needs, and to align the curriculum work we do in prep with the recommendations of the NEASC inspection report.
We want to make sure our American parents feel connected and part of the community from the beginning, and throughout their child’s time at Ashville.
It can be be quite transient, as American pupils come and go, o en due to the nature of their parents’ jobs. is can be quite challenging, as you want them to hit the ground running, but also exciting because children bring in new stories, new experiences and new ways of doing things.
We work hard to help our families settle and it takes a combined e ort across the entire school.
All the children, no matter their nationality, learn from each other, and we’re constantly adjusting the curriculum to ensure that learning is meaningful for every child. For example, in history this year, we’ve looked at the Romans, the Vikings and the Anglo Saxons, and included the themes of diversity and migration. It’s been exciting to do this project together and for the children to learn about these topics from various angles.
RAF Menwith Hill is just a 20-minute drive from Harrogate’s Ashville College
WE WANT TO MAKE SURE OUR AMERICAN PARENTS feel connected and part of the community from the beginning, and THROUGHOUT THEIR CHILD’S TIME AT ASHVILLE
We have a lovely, supportive community within Ashville, all the way from two to 18, with experienced sta to help not only teach the children but also prepare them for moving on to senior school or make the transition back to the US. Some children will be with us all the way through to sixth form. No matter how long a child spends with us, we’re always looking at what we can be doing to support them and sequencing their American curriculum.
We have the capabilities and resources to tailor each pupil’s experience, connect them to their learning in a meaningful way, and prepare them for the next step. Our meetings with parents will help us improve on this and sharpen our focus. is is important. Rather than us saying this is what we think we should do; we’re getting direct feedback from those who have the most to gain from what we o er.
ere are some major di erences between the UK and US education system. One thing is the uniform. In many American schools there isn’t a uniform, so it can be a big shi to start wearing the Ashville blazer and uniform, which is so important for building community cohesion.
Children in America start school at a di erent time. Whereas children in the UK start reception in the September a er their fourth birthday, children start kindergarten (the rst year of primary education in the US) when they’re ve or six. Not all children attend pre-school in the US, so for children joining Ashville from the US, we
need to be aware of their schooling to date and adjust our support accordingly, for both the child and the parents.
Mrs Tropia, who has taken up the role, worked in America with her husband, who is American. She also taught at a school there, which gave her a good insight into the American curriculum and working with American families.
She says: “I learned that, despite the di erences in the curriculum, essentially teaching is the same anywhere. It’s about building connections and ensuring that each child can grow and become their best self.”
“It’s my job to make sure every child can succeed and to help them to build ‘their community’ and connect with the opportunities Ashville has to o er, whether it’s sport, music, art, drama, or foreign languages. e breadth of expertise we have here is phenomenal.
“ ere is a great community here, both the one that exists between the teachers and sta , and the mini communities we create in the classroom. Everyone is an important part of that, and everyone has a di erent story to tell.”
Education here is designed to support and complement the transience of American pupils’ schooling experience
Ashville College o ers an all-through education from pre-prep to sixth form
Committed to excellence
Committed to excellence
Meet Alice Goodfellow, the new Head of Brentwood Prep in Essex
Meet Alice Goodfellow, the new Head of Brentwood Prep in Essex
MMrs Alice Goodfellow has been appointed as the new Head of Brentwood Preparatory School, effective September 2024. Mrs Goodfellow, was formerly Deputy Head for Staffing, Cocurricular, and Operations at Brentwood Senior School and succeeded Jason Whiskerd upon his retirement.
rs Alice Goodfellow has been appointed as the new Head of Brentwood Preparatory School, effective September 2024. Mrs Goodfellow, was formerly Deputy Head for Staffing, Cocurricular, and Operations at Brentwood Senior School and succeeded Jason Whiskerd upon his retirement.
In addition to her senior-school duties, Mrs Goodfellow taught religious education at the prep school and has played a pivotal role in advancing key initiatives across the three-to18-years age range, particularly in teaching and learning, staff development, and sport.
In addition to her senior-school duties, Mrs Goodfellow taught religious education at the prep school and has played a pivotal role in advancing key initiatives across the three-to18-years age range, particularly in teaching and learning, staff development, and sport.
Mrs Goodfellow’s journey in education began after her work as a policy advisor on climate change and sustainability for the Department of Communities and Local Government. She quickly discovered her
Mrs Goodfellow’s journey in education began after her work as a policy advisor on climate change and sustainability for the Department of Communities and Local Government. She quickly discovered her
passion for teaching and has since made significant contributions in the field. Before joining Brentwood in April 2019, she held leadership roles at The UCL Academy in Camden, London, where she was Vice Principal responsible for teaching and learning and curriculum, and earlier at Hendon School in north-west London as Assistant Head. Mrs Goodfellow holds two master’s degrees: one in globalisation and post-national communication
passion for teaching and has since made significant contributions in the field. Before joining Brentwood in April 2019, she held leadership roles at The UCL Academy in Camden, London, where she was Vice Principal responsible for teaching and learning and curriculum, and earlier at Hendon School in north-west London as Assistant Head. Mrs Goodfellow holds two master’s degrees: one in globalisation and post-national communication
from SOAS and another in education from the Institute of Education. Alongside her Brentwood School position, she remains actively engaged in educational advancements through her role on the Assessment Board for the Chartered College of Teaching.
from SOAS and another in education from the Institute of Education. Alongside her Brentwood School position, she remains actively engaged in educational advancements through her role on the Assessment Board for the Chartered College of Teaching.
Expressing her enthusiasm for her new role, Mrs Goodfellow said, “It’s a great privilege to be appointed as the next Head of Brentwood Prep School. I’m committed to continuing the tradition of excellence and innovation that defines our school.” She emphasised her dedication to fostering a collaborative and ambitious environment, where every staff member plays a crucial role in creating an outstanding educational experience for pupils. “Being a headteacher is a great responsibility,” she added, “and I’m passionate about getting it right for our students.”
Expressing her enthusiasm for her new role, Mrs Goodfellow said, “It’s a great privilege to be appointed as the next Head of Brentwood Prep School. I’m committed to continuing the tradition of excellence and innovation that defines our school.” She emphasised her dedication to fostering a collaborative and ambitious environment, where every staff member plays a crucial role in creating an outstanding educational experience for pupils. “Being a headteacher is a great responsibility,” she added, “and I’m passionate about getting it right for our students.”
brentwoodschool.co.uk
brentwoodschool.co.uk
Mrs Goodfellow has held senior positions at UCL Academy and Hendon School
Movers and MAKERS
Independent-school alumni are successfully forging ahead in their chosen career niches, from powerlifting Paralympians to innovation entrepreneurs
UMAR HUSSAIN, 32
Visual Effects Producer Bradford Grammar School
I joined Bradford Grammar School (BGS) in year seven and stayed through sixth form, leaving in 2010. It was here that I discovered the power of asking the right questions – a lesson that has served me well in my career as a visual effects producer. From my early days at BGS, juggling multiple subjects and extracurricular activities and clubs like the Film Society, I learned crucial organisational skills and the importance of persistence.
Being polite and empathetic, values emphasised at BGS, have opened countless doors for me. It’s these qualities, along with the technical skills and life lessons I gained at school, that have helped me rise from an intern on Made in Chelsea to working on Hollywood blockbusters such as Guardians of the Galaxy and Star Wars franchises. The warm atmosphere and the supportive environment at BGS truly set the foundation for my success. My journey from Bradford to Miami, working on some of the industry’s biggest films, began with what I learned at school.
CLAIRE TRANT, 33
CEO & co-founder, Untap Health
St Swithun’s School, Hampshire
After school, I pursued a BSc in physics, an MSc in petroleum geophysics, then a PhD in fatigue in aerospace engine alloys with Rolls-Royce. St Swithun’s taught me resilience and the importance of curiosity, both of which have been critical in my career. During my PhD, I developed a passion for industrial innovation, leading me to co-found Untap Health in 2021.
Untap Health focuses on early-stage illness detection through sewage surveillance, measuring viral and bacterial markers to monitor community health. The concept came during the pandemic. The company has received funding from prominent global VCs and tech industry leaders. We’re piloting our technology at several sites, with plans to expand soon.
I’ve also earned awards, including Woman in Innovation 2023 from UKRI and High Growth Woman Founder from UKBAA, which validate the importance of our work. My journey from aerospace to health tech has been full of exciting turns.
CLAIRE TRANT
UMAR HUSSAIN
ALFIE STEVENS, 18
Dancer, Rambert School of Ballet and Contemporary Dance Wells Cathedral School, Somerset I joined Wells in the lower sixth, specialising in dance for two years under the tutelage of dance teacher Miss Cannon, After 16 months of intensive training, plus tuition at National Dance CATS (Centres for Advanced Training) and the Sue Hill Dance School, and studying for my A-levels, I gained a place at Rambert. I was also fortunate to receive offers from other esteemed institutions, including the Northern School of Contemporary Dance, Trinity Laban Conservatoire and The Place.
I had two auditions and it was unlike any of the schools I’d auditioned for before. The first audition consisted of ballet, contemporary, improvisation classes and a solo dance which I’d prepared. I was called back for the second round, making the final cut out of 500 dancers! Since the other candidates were so accomplished, I was doubtful I’d receive a place. So, when I received my acceptance email, I was over the moon. It was my top choice, but just over a year ago it had seemed impossible.
LOTTIE MCGUINNESS, 22
Paralympian powerliftter
Harrogate Ladies’ College
My time at Harrogate Ladies’ College was incredibly special; I look back and feel so fortunate to have had the experience of being a student there. I went on to study sports science at Leeds Trinity University. Among all the studying, in 2019 I was spotted at the National Dwarf Games for Para Powerlifting, and from there I was put on the National Talented Pathway Programme, which led me to compete at international competitions just 10 months after being spotted for the sport. Ever since I was a young girl watching London 2012, becoming a Paralympian has always been a dream, and to now say I’ve made that come true is truly special. These past four years have been incredible, and I’m so excited for what’s still yet to come. Harrogate Ladies’ College made me become the woman I am today, the motto “I Am Me” really empowers young women to be themselves and not let anything change that. I know especially when performing – if I’m my true self, I’ll perform well.
SIMRAN KOHLI, 20
Student and aspiring finance professional DLD College London
I attribute many of my achievements to the confidence I gained from my time studying at DLD College London. It inspires a culture of curiosity that has shaped my attitude and much of my academic and personal pursuits.
I’ll be graduating from the University of Exeter this year with a BSc in politics and management. My interest in politics flourished at DLD – I have fond memories of walking over Westminster Bridge with friends to catch PMQs, and of lively debate with tutors with front-line political experience.
Over the last two summers, I’ve interned at a consulting firm in Singapore and at one of Britain’s largest banks. I’ve travelled independently and extensively across East Asia, and now hold an offer to join a bulge bracket bank upon graduation. I’m looking forward to an exciting career in finance, and feel incredibly grateful for the inspiring experiences I had at DLD, which helped shape my journey.
ALFIE STEVENS
LOTTIE MCGUINNESS
SIMRAN KOHLI
ENJOY THE SEASON
FAMILY LIFE
Autumnal fun for youngsters, half-term inspiration and a competition
From Halloween parties to trick or treating, Meri Meri’s enchanting new costume range is sure to cast a playful spell over all of October’s fun occasions, with all of the accessories required for head-totoe fancy dress. Abracadabra! Witch cape, hat and wand, £90; wizard cape, hat and wand, £115 merimeri.co.uk
Life lived
off-grid
“AWhen Alexandra Tolstoy took seven teenagers camping in rural Kyrgyzstan this summer, they had the adventure of a lifetime – as well as freedom from phones, wifi signals and social media
re you insane?”. Friends weren’t reacting to me climbing Everest or swimming the Bosphorus, but to the decision to take seven teenagers riding and camping in Kyrgyzstan this summer. I’ve been running trips for intrepid travellers in this beautiful nomadic country for 25 years but until this point, my clients had all been sensible, rule-abiding adults.
In 1999, I rode 5,000 miles of the Silk Road on horse and camel with three girlfriends. Starting on horses in the mostly featureless Karakum Desert of Turkmenistan, we then passed through the exotic and historic Silk Road cities of Uzbekistan, I became more enamoured, but it was only upon ascending into the
valleys of the Tien Shan Mountains of Kyrgyzstan that I truly fell in love with our adventure. I’d never encountered such natural beauty: alpine meadows of wild poppies, tulips, marigolds and peonies. The snow-tipped mountains, sparkling rivers, yurts pitched on the remotest of plateaus and enchanting villages of adobe houses were just heavenly.
And so my business was born: I decided to bring others here, riding and camping for a week at a time in my favourite part of the country, Sary-Chelek – a special destination, even for the Kyrgyz.
I run the trips in term time, to fit around my children but this year my middle son started begging to join me. We all know how unwilling teenagers can be to do things, so I couldn’t resist this opportunity.
Riding through the Tien Shan Mountains was an adventure full of fun and heartstopping panoramas
I asked my friend Lucy, one of the girls who rode with me in 1999, to join with her two children. I’ve never received such a quick answer: “Yes, yes, yes!”. At a school drinks I mentioned our trip and two brave parents signed their boys up to join us.
And so, in July we set out. I knew it’d be a testing but safe journey – over the years, I’ve honed a team of shepherds who are the absolute best. Their lives are a sort of Boys’ Own dream – riding, hunting, playing goat polo (ulak) – the healthiest alternative to most children’s lives in the west.
As we headed out from Bishkek, the brutalist Soviet capital of Kyrgyzstan, on a 12-hour journey across the mountains, all phone signal dropped out – perhaps the biggest test for our teenagers!
Over the next week, Lucy and I watched the children enjoy the most exhilarating of adventures – riding over mountain passes and valleys in all weathers. None of them are particularly experienced riders but they were soon begging to canter in the open spaces. In camp, the boys spent hours shooting catapults, fishing, building dams and shooting an old Russian air rifle, brought by Sacha, our back-up driver. The girls swam, played Bananagrams, backgammon and cards. As the days went by, we were struck by the supper conversations – they became more political, covering lots of big topics – a result of phone-free time spent together.
On our penultimate day, we camped at our head guide Djuma’s yurt, where we watched our guides play a wild game of ulak on a mountain plateau, the valley sides clad in Tien Shan pines and loomed over by a glacier. My boys aren’t easily struck by natural beauty, but even they realised they were experiencing something unique in today’s world – wonderful people, living in harmony with their surroundings. That evening we celebrated my birthday with a local musician playing the Kyrgyz stringed komuz accompanied by my son on the bagpipes. Under the stars that night, I thought of how fortunate I was to share this experience with children – not just the adventure and the digital detox, but the exposure to a culture whose values have stayed simple and real. alexandratolstoytravel.com
MY BOYS AREN’T EASILY STRUCK BY natural beauty, but they were experiencing something unique in today’s world – WONDERFUL PEOPLE, LIVING IN HARMONY WITH THEIR SURROUNDINGS
The group loved watching the guides play ulak against a beautiful valley backdrop
In the evenings, the girls played cards by their tent’s lamplight
CALENDAR
Read on for fun family-friendly activities and events to enjoy this autumn
Family history
26 OCTOBER – 3 NOVEMBER
Gloucestershire
Mini history buffs, assemble! The Cotswolds market town of Cirencester will be hosting its inaugural History Festival this autumn, which promises to be a creative fringe full of crafting, workshops, cookery classes, storytelling, and even some Halloween fun. Children can enjoy dressing up at the Barn Theatre, making gargoyles at the Corinium Museum and painting in the New Brewery Arts centre, alongside plenty of other fun activities.
You’ll also likely spot some familiar faces – Jonathan Dimbleby will be there discussing his new book, Endgame 1944: How Stalin Won The War, as well as comedian and classicist Natalie Haynes, who’ll be delivering her stand-up show Divine Might for the adults. cirencesterhistoryfestival.org
Critics’ choice
UNTIL 22 NOVEMBER 2025
Nationwide
The Lion, the Witch and the Wardrobe is back to mark the 75th anniversary of the C.S Lewis novel, opening at Leeds Playhouse this autumn and continuing a year-long tour around the UK and Ireland until autumn 2025. It follows the journey of Lucy, Edmund, Susan, and Peter as they embark on a magical adventure in the faraway land of Narnia. lionwitchonstage.com
Coding, digital research, creating content - these are all skills that Katie Malins our Director of Digital Learning helps girls learn in our Computing and Coding Lab. From creating digital art to sequencing instructions in code; from recognising patterns to researching Bletchley Park codebreakers, qualified GoogleEducator Mrs Malins will prepare your daughter for a digital future.
Call Sarah Waller our Registrar on 01483 899665, or email
February 2025Friday 14
Leading boy’s only prep school in the North West of England St Catherine’s Prep,
GSA Day & Boarding School since 1885 | 3 - 18 years | Guildford | GU5 0AY www.stcatherines.info | prepadmissions
Halloween highlights
27 OCTOBER – 3 NOVEMBER
Suffolk
If you’re looking for the ultimate spooky stay this October, Bury St Edmunds in Suffolk could well be the place to visit. From ghostly legends to mysterious underground tunnels and pumpkin patches, this historic town offers chills and thrills galore, with plenty going on for all ages. Kentwell Hall will be buzzing with activity as the outbuildings, gardens and grounds are transformed for a magical monster celebration, with immersive fun for little ones aged up to 11 and their families, while older children (aged 14+) will love the Ghostly and Macabre Walking Tour. Individual charges apply. visit-burystedmunds.co.uk
Oarsome fun
UNTIL 2 NOVEMBER
London
Set in 25 acres of grounds on the bank of the River Thames, The Lensbury in Teddington, south-west London, is renowned for hosting many of the world’s sporting elite, thanks to its state-of-theart facilities. Now the resort is offering children aged eight-to-16 years the chance to follow in the footsteps of the likes of the Lionesses, All Blacks, and the Manchester United men’s team with its Watersports Fun Week courses for RYA stages 1-3, as well as paddle-sport courses for beginners and improvers. Be sure to stick around for the resort’s programme of Halloween events and Fireworks Spectacular, too. Watersports Fun Week prices start from £165 for non-members.
lensbury.com
Block party
UNTIL 3 NOVEMBER
Windsor
Got a Lego fanatic on your hands? It could be time to visit Legoland Windsor if you haven’t already. This Halloween sees the return of the much-loved theme park’s Brick or Treat event filled with Halloween characters, activities, and live shows, alongside all the usual rides and attractions. The Haunted House Monster Party ride isn’t for the fainthearted (or those who don’t like to feel like they’re upside down) – but kids will love it! legoland.co.uk
Light show
Book one of these festive light trails throughout the months of November and December for a dopamine-boosting injection of cheer as you count down to Christmas
22 NOVEMBER – 31 DECEMBER
Cardiff
Head to Bute Park in the Welsh capital for a mesmerising journey in the shadow of the historic Cardiff Castle featuring lasers, fire gardens, neon tunnels and shimmering globes galore. Don’t forget to fuel up with seasonal snacks and enjoy a mulled wine or hot chocolate to warm you up on your wintry walk. Year after year, this award-winning light show is the most popular in Wales, so grab your tickets while you can. christmasatbutepark.com
22 NOVEMBER – 31 DECEMBER
Newcastle
After a sell-out year in 2023, the Northern Lights Trail in Newcastle’s Leazes Park is back with an enchanting mile-long walk through the illuminated woodland and grounds, as well as tasty, seasonal refreshments from some of the north-east’s best food vendors. This year, look out for The Lily Show – a rather stunning, larger-than-life mirrored lily floating along the lake, each petal rimmed with colour-changing neon and projecting a shimmering effect across the surface of the water. northernlightsnewcastle.com
28 NOVEMBER – 1 JANUARY 2025
Sussex
Enchantment awaits at Glow Wild Wakehurst, the magical winter lantern trail set within Kew Gardens’ vibrant sister garden. Featuring more than 1,000 beautifully handcrafted lanterns, this much-loved trail allows families to marvel at the garden’s globe-spanning collection of plants from treetop canopies, wander past the serenely lit lakeside and toast marshmallows around a fire on route. Wakehurst is also home to the UK’s tallest living Christmas tree, so don’t miss your chance to snap a selfie with the giant decorated redwood. kew.org/wakehurst
Voice of a generation
UNTIL 23 MARCH 2025
Nationwide
Author, actress and presenter Floella Benjamin’s important and much-loved autobiographical story Coming to England has now been adapted for the stage and begins its UK-wide tour this autumn. Retelling the story of how Floella – who, despite being subjected to racism and adversity grew up to become Baroness Benjamin of Beckenham – moved from Trinidad in the 1960s with her siblings aged just 10 to join her parents in London, this vibrant and energetic show is filled with music, storytelling, and song. A tale of hope, determination, and triumph; we declare it a must-see show. Suitable for children aged seven and older. comingtoengland.com
It’s lit!
UNTIL 3 NOVEMBER
London
Head on down to the Southbank Centre for the annual London Literature Festival and enjoy a whole host of events for families with children of all ages. This year’s programme includes Alphabet Soup, an interactive installation for kids aged fiveto-11 years that celebrates the language of food; Russell Kane: Pet Selector, a highenergy children’s comedy show (for ages seven+) based on the comedian and podcast host’s new animal guide; as well as a celebration of all things Elmer, where families are encouraged to turn up in their most colourful outfits and enjoy everything from party games to live music to wish the iconic patchwork elephant a happy birthday. Many events are free, but some are ticketed – visit the website for further details. southbankcentre.co.uk
Call of the wild
UNTIL 3 NOVEMBER
Highland Perthshire
Scotland’s most awe-inspiring sound and light show, The Enchanted Forest, is back for another half term. Set in the heart of Faskally Wood in Pitlochry, Perthshire, this year’s theme is Symphony of Nature – designed to be a celebration of the natural world, and the harmonies created by the many creatures who call this magical woodland home. Promising kaleidoscopic colour and inspirational original music alongside animation, lasers, dancing fountains over Loch Dunmore, this immersive light experience attracts international visitors every year. enchantedforest.org.uk
All aboard!
20-21 DECEMBER
London
With only a few days left until the big day, nothing will excite kids quite like a ride on the nostalgic Santa Steam Express, embarking from Victoria Station. Families will be welcomed aboard the festively adorned vintage carriages with drinks and sweet treats, before enjoying a visit from Santa and his little helpers, who’ll come bearing gifts. Each trip lasts around 90 minutes, with four departures per day. Tickets start at £65 each. steamdreams.co.uk
Down on the farm
9 NOVEMBER – 31 DECEMBER
Kent
Looking to spend more time outdoors this winter? Wrap up warm and head to Kent Life Heritage Farm Park for some seasonal merrymaking. There will be fire performers, fairground rides and fireworks aplenty on Saturday 9 and Sunday 10 November as the much-loved Kent farm marks the beginning of its planned winter festivities, or visit throughout December to enjoy some vintageinspired Christmas activities, including teddy-bear making, gingerbread decorating and festive train rides. Just don’t forget your wellies! kentlife.org.uk/events
Fancy a getaway to picturesque Grenada, known as the Caribbean’s “Spice Isle”? is dreamy resort is tucked into the hillside overlooking Grand Anse Beach, one of the island’s most beautiful and popular beaches, and o ers breathtaking views of turquoise waters and the lush tropical landscape.
Mount Cinnamon has a collection of luxury villas and suites, each designed with a mixture of modern comfort and traditional Caribbean charm. All accommodation includes private terraces or balconies o ering stunning vistas of the Caribbean Sea. e resort prides itself on providing a host of amenities and activities that will ensure a memorable stay for guests. Savvy’s Beach Cabana serves delectable local and international cuisine and guests can enjoy their meals in the alfresco dining area – a
Please
WIN a holiday for four in Grenada
serene setting where you can watch the world go by. ere’s a full-service spa and state-of-the-art tness centre with Peloton bikes, plus water sports and beach activities. e resort’s beach cabana is a highlight, with a vibrant beach bar, plush loungers, and equipment for snorkelling, kayaking, and paddleboarding. ere are also yoga classes, cooking demonstrations, and guided tours, including visits to Grenada’s famous spice plantations and historic sites.
Mount Cinnamon is ideal for families seeking adventure, while combining the island’s natural beauty with luxurious accommodations and exceptional service. Its intimate and welcoming atmosphere, along with the stunning surroundings, makes it a perfect destination for holidayers looking to experience the best of the Caribbean. mountcinnamongrenadahotel.com
HOW TO ENTER
PRIZE
• Five nights in a two-bedroom Oceanview Villa (bed and breakfast) valid for two adults and two children under 16 years.
Mount Cinnamon Beach Resort is set into a lush hillside overlooking Grand Anse Beach
The contemporary villas and suites are bright, breezy and spacious
Kick back at the resort’s pool, cocktail in hand
MY SCHOOL DAYS
NINA BROOKE
The Cornwall-based contemporary artist recalls the many happy years she spent at Bryanston School in Dorset
Your school in three words?
I’d say creative, nurturing and progressive.
Who was your best friend?
I had loads of great pals at school (we’re close to this day), but Chloe Hicks and I were always thick as thieves.
What did you want to be when you grew up?
Either a pop star or an artist.
Most embarrassing moment?
Not so many embarrassing moments, but lots of mischievous ones spring to mind. The most memorable one being when me and 13 girlfriends got caught while up to no good and we got called to the headmaster’s o ce. When asked why no boys were involved, my emphatic response was: “girls just wanna have fun”. It remains the mantra for me and those 13 girls to this day, and it’s the song that always makes me think of school days.
Play any pranks?
I’m not really a prankster but I was often doing something slightly outside of the rules…. I was just quite good at not getting caught! I was a hard worker, but I also knew how to have fun, and I had some great friends and allies to get up to mischief with. We had a great time at school. There was always someone to talk to, someone to play with, someone to help out with a problem. It was a special place that made everyone feel at home.
She’s
keen on athletics. The facilities and teaching were excellent and this has given me a lifelong love of being active.
Did you win any prizes?
I was selected to show in an alumni exhibition in London alongside artworks by two of my all-time art heroes : Howard Hodgkin and Lucian Freud. This was the start of my career as a professional artist and a pivotal moment in my life.
“I’M NOT A PRANKSTER BUT I was often doing something slightly outside of the rules... I WAS JUST GOOD AT NOT GETTING CAUGHT!”
Let’s talk about the food… It was the best food ever! So outrageously good and it gave me a love of healthy and adventurous ingredients and flavours. I love to cook now, and I’m sure that stems from experiencing lots of di erent kinds of food at school. I love hosting dinner parties and I’m sure that comes from enjoying meals with lots of people eating, chatting and sharing time together.
Favourite place to hang out?
Beechwood Lawn was always the nicest spot to hang out.
Teacher’s pet or always in the detention room?
I was often in detention but also a teacher’s pet – a healthy mixture of both!
All-star sports captain or outside field lingerer? Sports captain all the way – I loved sports and I was really
Favourite teacher?
Mrs Haslum (Sue!) was really special she had such a positive impact on my life at school.
What advice would you give your school-age self, knowing what you do now? Keep working hard, really push yourself and follow your creative goals – the sky truly is the limit!
How would your teachers describe you?
I think my teachers would probably describe me as someone who was always on the edge of mischievousness, but essentially hard working, dedicated and fun. I think they’d also say I was a loyal friend and someone who looked out for others.
Nina will be artist in residence at the InterContinental Maldives Maamunagau Resort from 28 December 2024 – 9 January 2025.
living her childhood dream of being an artist
Sporty Nina was a hard worker but still found time for plenty of mischief
