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

GETTING TO KNOW YOU Why offer holder days give a taste of uni life

TAKING A YEAR OUT? How to have a productive gap year

Going LOCAL SCHOOLS GIVING BACK TO THE COMMUNITY

WIN

A luxury holiday in Turkey

YOUR GUIDE TO BURSARIES AND SCHOLARSHIPS • WHAT IT’S LIKE TO STUDY AT OXFORD • EASTER SKIING IN SWITZERLAND • EXPERT ADVICE ON THE BENEFITS OF SUPER-CURRICULAR • WHAT’S ON IN THE HOLIDAYS

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INSIDE

WELCOME

INDEPENDENT SCHOOL PARENT • SENIOR EDITION • SPRING 2020

7 12 14 16

In brief A roundup of the latest school news

School stats All the essential facts and figures

A brave new world Creating leaders of the future

Paying it forward Engaging with the local community

Categorically the very best

10 years and counting

Meet our ISOTY award winners

Celebrating a decade of co-education

Family values Princess Marie-Chantal on table manners

A-level reforms Elizabeth Ivens looks at what’s changed

A taste of the future The importance of uni offer-holder days

The award entries demonstrated that the UK independentschool sector is very much thriving

ast October, the 13-strong judging panel announced the winners in our Independent Schools of the Year 2019 at an awards ceremony in London with 200 members of the schools’ community in attendance. We were thrilled with the nominations that we received (more than 250), in our second year of running the campaign. You can read all about some of the finalists in this magazine: Independent School of the Year for Community Outreach award winner Sedbergh shares its story on page 18. I’m also delighted to announce that nominations for this year’s campaign are now open. You can read more about what the judges are looking for on page 25, as well as on our awards website at independentschoolsoftheyear.co.uk. Good luck!

CLAUDIA DUDMAN, EDITOR

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

INDEPENDENTSCHOOLPARENT.COM/DIRECTORY

Gappie happy

Independence days

Bursaries: Sharing privilege

Opening doors

I’ll be there for you

Ask the experts

One and the same

64 66 Tweet us @ISParent

Like us at @Independent SchoolParent

70 72 76

Taking a year out before further study

Adapting to the pace of university life

A look at the scholarship process

Questioning diversity at top universities

Improving student welfare

The benefits of super-curricular learning

The pros and cons of school uniforms

In 10 pictures... Wellington School, Somerset

Ones to watch All-star alumni under the spotlight

Piste de résistance A visit to the glorious Swiss Alps

Competition Win a three-night stay in Turkey

Calendar Diary dates for the weeks ahead

School memories Anabel Kingsley recalls her school days

SPRING 2020 | independentschoolparent.com

Aim high, stay grounded

We offer academic excellence, state-of-the-art facilities and expert staff. At the same time, we provide a school environment which helps our pupils mature into open-minded and spirited individuals and prepares them for life in the real world.

Find out more at: cliftoncollege.com

WHO’S WHO

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INDEPENDENT SCHOOL PARENT EDITORIAL Editor Claudia Dudman Sub Editor Laura Sutherland Editorial Assistant Henrietta Easton

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

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

DESIGN Creative Director Chloë Collyer Senior Designer Natalie Dourado Freelance Designer Matt Bookman ADVERTISING Sales Director Cameron Hay Head of Market Julie Price Group Advertisment Sales Manager Harriet Cottrell Sales Executives Eleanor English Account Managers Balvin McKenzie, George Roberts

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

DIGITAL Digital Product Manager Ben Iskander PUBLISHING Executive Chairman Paul Dobson Chief Operating Officer Kevin Petley Chief Financial Officer Vicki Gavin Director of Media James Dobson Managing Director of Sales & Chelsea Create Steve Ross Publisher Caroline Scott Circulation Manager Daniel Webb EA to Chairman Sarah Porter PUBLISHED BY The Chelsea Magazine Company Ltd, Jubilee House, 2 Jubilee Place, London SW3 3TQ Tel 020 7349 3700 Fax 020 7349 3701 Email editor@independentschoolparent.com

ANDREW FLECK

is Principal of Sedbergh School, Cumbria, having been Headmaster since 2002 he has relinquished this position to take up his new role which encompasses strategic oversight and operational direction.

Distributed by Seymour Distribution Ltd. 2 East Poultry Avenue, London, Ec1a 9Pt | Tel: 020 7429 4000 Fax: 020 7429 4001 | Production All Points Media. Printed in England by William Gibbons

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

PETER YOUNG is an independent school governor and Chairman of the Business Marketing Awards. AILEEN KANE is the Boarding Schools’ Association’s Chief Operating Officer and oversees media, marketing, sponsorship, finance and HR facilities. Aileen is a member of BSA’s senior leadership team. RACHEL KERR has worked with independent schools since 2000. She is currently Communications Manager at the Girls’ Schools Association.

DISTRIBUTION Independent School Parent is for parents of children in Prep and Senior independent schools. The Independent School Parent magazine in Prep and Senior issues is published termly. Parents can subscribe for a free issue at: independentschoolparent. com/register © The Chelsea Magazine Company Ltd 2020. All rights reserved. Text and pictures are copyright restricted and must not be reproduced without permission from the publisher. The information contained in The Guide to Independent Schools has been published in good faith and every effort has been made to ensure its accuracy. All liability for loss, negligence or damage caused by reliance on the information contained within this publication is hereby excluded.

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

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

TORY GILLINGHAM

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

ALISON FLEMING has been Headmistress at Newton Prep, Battersea since September 2013. Educated at grammar school, she began her teaching career learning her ‘craft’ in state schools. MARK STRETTON joined HMC as Communications Manager in 2017, bringing with him more than 15 years’ experience and expertise in education sector communications. IAN MASON worked in local authority communications teams across London, before becoming the Head of Media and Communications for the Independent Schools Council in 2017. 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 Professional Development sub-committee.

SUE WOODROOFE

COVER: LEWESTON SCHOOL, DORSET PHOTOGRAPH: MILLIE PILKINGTON

has been a Headteacher for 12 years, at The British School of Brussels and now at The Grammar School at Leeds.

SPRING 2020 | independentschoolparent.com

Khadijah Mellah, SHS alumna Magnolia Cup Winner, 2019 Young Sportswoman of the Year, 2019

Photo credit: Peter Tarry / Sunday Times

Record breaking GCSE & A Level results. Fearless pupils. Discover more by visiting us. Senior School Open Morning: Wednesday 18 March & 29 April

Prep School Open Morning: Thursday 26 March

Book online at www.sydenhamhighschool.gdst.net 020 8557 7004 | admissions@syd.gdst.net 15 & 19 Westwood Hill, London SE26 6BL

SCHOOL NEWS

IN BRIEF

STUDENT SUCCESSES • LANDMARK CELEBRATIONS • FUNDRAISING FEATS • NEW HEADTEACHERS

A Night for Malala

Oxford High School hosted activist Malala Yousafzai’s parents at the special student-organised event

Oxford High School, Oxford The school held an event to welcome the parents of activist and Nobel Prize Laureate Malala Yousafzai, in aid of the fund founded in her name. Charity prefects Amina, Alice and Claudia organised the entire event themselves, which included a screening of the documentary He Named Me Malala and a panel discussion on the importance of girls’ education. The charity helps girls who started their lives in poverty and oppression enter education.

SPRING 2020 | independentschoolparent.com

SCHOOL NEWS

BEST OF THE REST

• A golden triumph Bolton School, Lancs

Year 10 pupil Lucy Dixon won 13 medals in the Lancashire County Swimming Championships, winning gold in her age group for the 200m, 400m, 800m, 1500m Freestyle and 400m Individual Medley.

• First in the family

The hi h yin fi e Exeter School, Devon

Five pupils at the school have been offered places to study at Oxford and Cambridge Universities. This year’s selection includes the current and former Head Boys, as well as the current Deputy Head Boy, with offers to study music, earth sciences, natural science and medicine. In the last five years, 37 Exeter School pupils have received Oxbridge offers, and the establishment has an impeccable record of success in placing pupils in a range of leading universities.

A report by the Higher Education Policy Institute suggests that students who are the first in their family to go to uni should be given a year’s free tuition, dispelling graduate debt fears and encouraging applicants to continue into higher ed.

• Time to talk King Alfred School, London

A day-long TEDx event took place at the school, with 10 students taking to the stage to talk OCD, online bullying and the healing power of pets. You can watch all the talks on the school’s website.

The show must go on

Reaching digi heights Great expectations

Pocklington School, Yorkshire

Giggleswick School, Yorkshire

Gad’s Hill School, Kent

When the original venue had to be changed due to flooding, Pocklington School hosted a day of girls’ rugby for over 90 players aged 18 and under organised by the Yorkshire Rugby Football Union. A quarter of players represented their respective counties for the very first time.

The school has been given the high global accolade of Microsoft Showcase School, one of just 18 in the UK. This esteemed listing is thanks to the school’s use of technology in the way it teaches. Every pupil from year six upwards is gifted a laptop or iPad to aid their studies.

The pupils at Gad’s were lucky enough to perform their production of Oliver Twist to Marion Dickens, the greatgreat granddaughter of the author himself. Mrs Dickens, a former pupil, commented that Charles himself would have been most entertained by their lively production.

independentschoolparent.com | SPRING 2020

• Olympic dreams Millfield School, Somerset

Year 12 pupil Lucy-Jayne Mathews, a keen hurdler, is on course for Olympic selection as one of just 46 UK athletes to compete in the British Athletics Olympic Futures Programme.

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ROYAL DRAWING SCHOOL THE FOUNDATION YEAR Private Tours for Parents and Students – Contact the office to arrange a one-to-one tour of our studios and facilities

Applications open in September 2020 – now welcoming international students The Foundation Year is an intensive course that helps students to develop the making and thinking skills needed for the next level of study at top-ranking universities in the UK and abroad, providing a route to careers across the creative industries. This one year skills-based course has five days teaching per week and a limit of 60 places. The School ensures one-to-one tuition, with a supportive learning environment in an inspiring part of London’s Docklands. www.royaldrawingschool.org

SCHOOL NEWS

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

Jane Evans will take over as the Headmistress of Bruton School for Girls in September.

Alex Hutchinson will join James Allen’s Girls School in Dulwich as the new Head in September.

Paul Dwyer will take over as Head of Redmaids’ High School, Bristol in September.

Kate Martin will join Mowden Hall School, Northumberland as the new Head in September.

Richard Girvan is the new Principal of The Stephen Perse foundation from August.

Head for a day

Beech Hall School, Cheshire Head Girl and Boy, Anna Kingsley and Jack Meeks (both 15) were given the chance to step into the position of Joint Head Teacher for a day as part of an induction in their new roles of responsibility in the school. They were addressed by former pupils as ‘Miss Kingsley’ and ‘Mr Meeks’ and took on duties such as greeting pupils in the morning, officiating at a parent breakfast event, presenting certificates to pupils and attending meetings about future plans for the school.

Cheltenham College is teaming up with Severn Star’s sporting heroes

In the hoop

Here’s to the future

Cheltenham College, Gloucestershire

Brentwood School, Essex

The school has announced a sponsorship agreement with the Severn Stars Superleague netball team this season. The partnership will give Cheltenham students the opportunity to take part in Q&A sessions with Severn Stars players, watch them play live and discover more about the dedication required to become a top-level athlete.

The school has announced that six students have offers to study from Oxford and Cambridge universities, with another five waiting to hear the results of interviews with Ivy League Schools in the United States. Other students have offers to study medicine, dentistry, veterinary science at top UK universities, while three more have spots at music conservatoires.

SPRING 2020 | independentschoolparent.com

SCHOOLS

SCHOOL STATS

An overwhelming 86 per cent of independent school learners go on to higher education

The Independent Schools Council bring together seven member associations of independent schools, their heads, governors and bursars. They represent 1,364 schools in the UK. Every April the ISC publishes a census: below are some of its findings: There are now a record 536,109 pupils at ISC member schools, up from 529,164 in 2018. The majority of ISC schools have fewer than 300 pupils. The 33.8% ethnic diversity ratio in ISC schools closely mirrors that of the general population, with similar regional variation.

86% of pupils go on to higher education. The majority - 54% of pupils go to study at Russell Group universities, with 5% choosing to study at Oxbridge. There are 28,910 pupils whose parents live overseas. This represents 5.4% of all pupils and brings cultural diversity to the sector. How much does it all cost*?

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

independentschoolparent.com | SPRING 2020

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

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COMMENT

HEADS UP

A BRAVE NEW WORLD Creative and analytical skills will be crucial for the 21st century’s dynamic job market

Suzie Longstaff is Head of Putney High School GDST, which won the Student Careers Programme Award in the Independent Schools of the Year 2019.

e’re living in exciting times. As science fiction rapidly becomes science fact, emerging technologies are out there solving real-world problems and completely reframing the job market. Instead of having just one career, your working life will probably involve a portfolio of several, and thanks to increased automation, many of those roles will have been freed from the more mundane and repetitive tasks. The doors are open to a raft of possibilities, but with the landscape changing at such pace, being adaptable and ready to seize an opportunity, is key. According to the World Economic Forum, 35 per cent of the skills demanded for jobs across industries will change by 2020. Of course, the employers of tomorrow will be looking for scientists, and machinelearning specialists with digital and technical skills, but they’ll also be looking for creatives to design the next sustainable buildings and the empathetic, with the EQ to care for our longer-living population. The new ‘hybridisation’ of jobs is transforming traditional roles; the most in-demand and highest paid roles increasingly requiring a variety of skills, across multiple disciplines. The rise of today’s ‘hybrid’ job presents opportunity for all, but chiefly for those who can keep up, ready to equip themselves with the broad range of skills to succeed. Evidence

independentschoolparent.com | SPRING 2020

of change is everywhere you look. Marketing and PR roles today require not just creativity, but a greater understanding of analytics and digital. Similarly, highly analytical jobs, in science or finance for example, already require skills in consulting, visual communications and the ever-important, creative thinking. Of course, a great set of results and solid subject knowledge are prerequisites for most careers, but don’t underestimate the value of some very human traits. Being interested and interesting, and crucially, knowing which questions to ask, will stand you in good stead. Be curious and open-minded. The ability to innovate, think critically and problem solve are hugely valuable school-taught skills that we know employers are crying out for. Look at any successful entrepreneur and you’ll see that possession of the right ‘frame of mind’ is often a great place to start. Successful business people often demonstrate, originality, resilience and share similar behavioural traits. Being strong on communication and intuition helps them to literally win friends and influence people. Putney’s entrepreneurship programme has been showing students that this ‘entrepreneurial frame of mind’ is a precious commodity, whether you’re joining a FTSE 100 company or taking the initiative with your very first start-up. Soft skills can be just as important as an impressive CV. So which industry should you aim for? A key message from our digital technology careers evening last year was that only 15 per cent of technology positions are held by women, but that looks set to change. Even if tech isn’t your strength, don’t set limits on your future by ignoring it. Jobs are encompassing technology in creative new ways, combining art and science in new roles that’ll appeal to every character. Envisioning expert, empathologist and NUI (natural user interface) designer will soon be commonplace job titles. Take time to find what you’re good at, seek out a work culture that’s right for you and above all, discover what you really enjoy.

PHOTOGRAPHY: ISTOCK/ALES-A

A multi-disciplined broad range of skills and the right mindset is key to a promising future in an everchanging world, says SUZIE LONGSTAFF

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AWARDS

Sedbergh cancelled Christmas to put their full focus on the local community

independentschoolparent.com | SPRING 2020

AWARDS

Greshamâ€™s welcomed children from three local schools to their summer camp

Paying it forward The finalists in our Independent School of the Year Award for Community Outreach 2019 demonstrated a concerted effort to engage and include those from the maintained sector and members of their local communities

SPRING 2020 | independentschoolparent.com

s the nominations came in, the judging panel were hugely impressed by the number of initiatives through which schools are giving back to the local community in inspiring, plentiful ways. These could mean ensuring campus facilities are shared with pupils from the maintained sector, seconding teaching staff and sharing valuable expertise. Outreach can also, among others, take the form of volunteering, beach cleaning, helping charities and providing donations for homelessness projects. In a mark of understanding how fortunate their pupils are, the winner of this category, Sedbergh School in Cumbria, even cancelled Christmas: school festivities were put on hold to the following year and instead, 550 students spent a day helping out in their community...

AWARDS Sedbergh pupils take part in an annual Challenge Week

SEDBERGH SCHOOL, CUMBRIA

It is both an honour and a privilege to be afforded an independent education, and pupils at Sedbergh are also aware of their good fortune through the work they do outside of their immediate community. Launched under the social-media campaign hashtag #SedberghGivesBack, Sedberghians are contributing to the community in a myriad of ways. An annual Challenge Week provides tangible benefit and all pupils spent a week providing services to the people of Sedbergh by throwing themselves into various projects to improve local facilities and rejuvenate existing public spaces. In just three days, a public playground was repainted and restored, an education and seating area was built and installed in a community orchard, pathwork and new seating areas were constructed in a local park and a picnic area built in an area of local interest. Flower beds were weeded, metalwork repainted and trees were planted in the local car park, while the Adam Sedgwick heritage trail was brought back to life through some backbreaking path-laying graft. Throughout the bitter winter months, a whole year group of pupils worked with the Yorkshire Dales National Trust Millennium Project, planting 3,000 trees on local farmland. And in September 2018, Sedberghians worked with a charity to help rehabilitate criminals working towards their English and maths GCSEs as part of a community-wide project. Every week, our chapel collection goes towards charities chosen by the pupils themselves, and individual fundraising efforts for a myriad of causes are the norm. #SedberghGivesBack is more than a hashtag campaign; for our pupils it is a way of life.

THROUGHOUT THE BITTER WINTER MONTHS, A WHOLE YEAR GROUP OF PUPILS worked with the Yorkshire Dales National Trust Millennium Project, PLANTING 3,000 TREES ON LOCAL FARMLAND SCHOOL STATS NAME OF HEAD

Daniel Harrison NUMBER OF PUPILS

530, aged 3-18 FOUNDED

1525

MOTTO

A Stern Nurse of Men ABOUT THE SCHOOL

The pupils are responsible for organising a number of their own fundraising endeavours

independentschoolparent.com | SPRING 2020

Sedbergh School is an independent boarding and day school based in Cumbria for girls and boys aged 3-19. The Sedbergh organisation comprises Sedbergh Senior and Prep Schools and The Mulberry Bush Nursery, as well as a partner school in Fuzhou, China. All of the schools share an ambition to provide an outstanding and inclusive education for its pupils across a broad selection of academic and extracurricular opportunities. The school prides itself on its friendly atmosphere, exceptional pastoral care and communitycentred ethos.

A range of activities are on offer at the camps

GRESHAM’S SCHOOL, NORFOLK

The original London Children’s Camp was established after the end of the Second World War by Gresham’s teachers and alumni to offer young Londoners an escape to the countryside in Kent. Like the tale of the phoenix from the flames, after a period of inactivity and through the dedication of a committee of governors, alumni and staff, new facilities were built and the camps relocated to Gresham’s 200 acres in 2017. Within a designated Area of Outstanding Natural Beauty in North Norfolk, the running of the activity camp has been brought under the remit of Headmaster Douglas Robb. In total, 54 pupils from three schools came for a week-long activity camp in July and the group enjoyed all sorts of outdoor activities. In deciding the focus of the camps and which schools to partner with, parts of Norfolk were identified as having greater need, for example, the town of Great Yarmouth. The rate of unemployment in Great Yarmouth is higher than the national average. To help address the qualifications gap of the area, Gresham’s has established a scholarship programme with the Ormiston Academy Trust (OAT) East, offering full-boarding places for year 12 and year 13 pupils.

SCHOOL STATS NAME OF HEAD

Douglas Robb NUMBER OF PUPILS

800 approximately, aged two-18 FOUNDED

1555

MOTTO

All Worship Be to God Only NOTABLE ALUMNI

Broadcaster Baron Reith of Stonehaven and actress, Olivia Colman ABOUT THE SCHOOL

IN TOTAL, 54 PUPILS FROM THREE SCHOOLS came for a

week-long activity camp in July

AND THE GROUP ENJOYED ALL On image caption white SORTS OF OUTDOOR ACTIVITIES The St Pius X Prep pupils assist vulnerable members of their community

independentschoolparent.com | SPRING 2020

Founded in 1555 and set in 200 acres of Norfolk countryside, Gresham’s is a historic and vibrant school for girls and boys aged two to 18. Gresham’s educational philosophy is to provide pupils with a rewarding personal and professional life, with the intellectual, personal and social qualities needed to make a positive difference to the communities in which they live. Gresham’s is the only school in Norfolk to offer the International Baccalaureate.

ST PIUS X PREP SCHOOL, LANCASHIRE

People are blown away by the children’s generosity of spirit – they’re always looking for the next opportunity to help, always looking for that chance to make a difference, always looking further afield than their own backyard. The school’s Harvest Act of Worship thanked God for his abundant bounty, with School Council pupils delivering crates of contributed groceries to a regional food bank. Sponsored by neighbouring churches and supported by additional partners, Share It! assists vulnerable and deprived individuals whose needs are often complex. St Pius X children always choose an annual charity too, becoming an anchored spotlight for specific fundraising. Delegates from each class propose an aid organisation – then everyone participates in a rigorous elective process. By majority vote, the one chosen for 2018-2019 was The National Autistic Society.

AWARDS

HIGHGATE SCHOOL, NORTH LONDON

For 11 years, Highgate School has been transforming the lives of thousands across London via our innovative Chrysalis Partnership Programme. Starting in 2008 as a summer school with 12 Haringey schools, Chrysalis is now a year-round programme involving over 50 schools from Haringey, Camden, Islington, Ealing, Newham, Brent and Barnet. It involves teaching, summer schools, conferences, masterclasses, university admissions test preparation and enrichment days. To deliver such a robust programme, Highgate employs the equivalent of four full-time teachers. This means more than 20 Highgate teachers are involved in giving timetabled classes, delivering sessions in schools and running events for partner pupils and staff. We have five Chrysalis Fellows (recent graduates or year 14 pupils who coordinate projects), plus a full-time senior team member and a teaching coordinator. As part of Chrysalis, in 2017, Highgate became the lead educational sponsor of the London Academy of Excellence in Tottenham (Tottenham Hotspur Football Club is the business sponsor). LEAT, an academically rigorous sixth form in a community where such educational opportunities were lacking, saw its first cohort complete their studies last summer. Highgate supports LAET by seconding teachers, and offers significant support with school governance.

SCHOOL STATS NAME OF HEAD

Patrick Gush

NUMBER OF PUPILS

264, aged two-11 FOUNDED

1955

MOTTO

Prepare, Believe, Succeed ABOUT THE SCHOOL

Adam Pettitt NUMBER OF PUPILS

1,455 aged three-18 FOUNDED

1565 MOTTO

Alitiora in Votis (Higher Through Prayer) NOTABLE ALUMNI

More than 20 of Highgate School’s teachers are involved in the Chrysalis Partnership Programme

Highgate School sponsors the London Academy of Excellence in Tottenham

We also donated a Public Access Defibrillator unit to the local area last year. Wherever you live, wherever you work, simply knowing the closest location of this device may avoid wasting precious seconds when ringing the emergency services to report a suspected cardiac arrest. Our children really appreciate the fact that, having helped establish this shared medical resource, they’ve potentially saved many members of the public’s lives.

Poet Laureate Nicholas Rowe, mathematician John Venn and fashion designer, Hussein Chalayan ABOUT THE SCHOOL

Founded more than 450 years ago, Highgate School is a co-educational day school based in London, for girls and boys aged three-18. At the heart of Highgate School’s ethos is a passion for learning and scholarship, a reflective community spirit with an inclusive and Christian tradition, and a desire for a healthy and happy school life where self-confidence, self-belief and resilience are nurtured in pupils. Highgate supports more than 50 state schools in seven London boroughs, promotes sustainability through all of its teaching initiatives and rigorously encourages the practice of making moral decisions, good manners and common courtesy.

The pupils appreciate the opportunity to touch – and potentially save – lives

St Pius X is a Catholic prep school based in Lancashire for boys and girls aged two-11, belonging to the Catholic Independent Schools’ Conference. The St Pius X family ethos welcomes pupils of all beliefs and cultures, instilling in them Catholic values, Christian beliefs, respect for all faiths, good manners and diligence, as well as academic rigour and high standards of behaviour. St Pius also holds the trophy for The Smartest Children in Britain, after the year-six class won the first series of CBBC’s general knowledge quiz – Top Class.

SCHOOL STATS NAME OF HEAD

The children chose to fundraise for The National Autistic Society last year

SPRING 2020 | independentschoolparent.com

AWARDS

BEDE’S, EAST SUSSEX Children in Care, or Looked After Children (LAC), are the most vulnerable children in our society and it’s well documented that they’re the children whose educational outcomes are the lowest. Bede’s has developed a boarding programme with the aim of raising the educational aspirations and expectations of children in care and everyone around such children – the foster carers, social workers and foster siblings. The programme was established in September 2012, in partnership with East Sussex Local Authority, and has received support from the SpringBoard Bursary Foundation since September 2013. Bede’s works closely with the East Sussex Virtual School to identify LAC who are resilient enough to thrive in a boarding environment. Those identified benefit from a strong ethos of personal and social development and gain access to many extracurricular activities and opportunities and they experience an environment which enables educational success. The language is one of aspiration, expectation and achievement for each child and that of commitment, which is often in stark contrast to the experience of many teenage children within the care system. The work with East Sussex Local Authority

The school offers full-boarding places to resilient LAC candidates

isn’t limited to offering boarding places. Bede’s also provide positive learning experiences for the wider LAC community (namely, those children too vulnerable to access our boarding programme). LAC groups are invited to enjoy extracurricular activities in sport, art, music, media, science and animal management. Drama workshops have been delivered in a local secure unit for vulnerable children, while school refusers have been given sessions to help build confidence and self-esteem. The

school hosts the annual East Sussex Children in Care Awards for more than 50 children and their carers to celebrate individual educational achievements. Bede’s is represented on the East Sussex Virtual School Governing body and also shares staff training opportunities. The school’s LAC Boarding and Outreach programme is the first of its kind. It provides a model of how an independent school and local authority can work together successfully to improve the life chances of children in care.

DRAMA WORKSHOPS HAVE BEEN

delivered in a local secure unit for vulnerable children, WHILE SCHOOL REFUSERS

HAVE BEEN GIVEN SESSIONS TO HELP BUILD CONFIDENCE

SCHOOL STATS NAME OF HEAD

Peter Goodyer NUMBER OF PUPILS

750, aged three months-18 years FOUNDED

1979

NOTABLE ALUMNI

Actor and comedian Eddie Izzard and actor Nicky Henson ABOUT THE SCHOOL

Many extracurricular opportunities are shared with vulnerable children

independentschoolparent.com | SPRING 2020

Bede’s is a co-ed boarding and day school for pupils aged three months to 18 years, located on two sites, one by the sea in Eastbourne and the other in the Sussex countryside. The school’s principal aim is to be the Educational Trust of choice for parents looking for an outstanding, all-round education for their children. Believing that if children are happy outside the classroom they’ll thrive within it, the school offers a strong extracurricular programme of arts and sport, as well as a warm and caring community spirit.

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AWARDS

Categorically the very best

After record numbers of nominations and much deliberation, 2019’s ISOTY award winners were chosen and celebrated

e were delighted to announce the winners of the Independent Schools of the Year 2019, which were kindly sponsored by Bupa Global. Back in October, at the Royal Thames Yacht Club in Knightsbridge, more than 200 guests –including headteachers and school staff from across the country – gathered excitedly for the big reveal: which school had scooped the top spot in a wide range of categories ranging from Pre-Prep School of the Year to Rising Star of the Year award. The purpose of the awards was to celebrate the student experience and the very best of what an independent school education has to offer. Our judging panel was comprised of leading educationalists who devised the criteria and worked tirelessly to whittle down the entries to a shortlist. Every single nomination we received was read; every school initiative pored over, considered and digested. Congratulations to the winners and to all of those who entered!

MEET THE WINNERS Independent School of the Year 2019

British International School of the Year

Highgate School

Dubai College

Pre-Prep School of the Year

Boarding School of the Year

Perrott Hill

Cothill House

Small School of the Year

Sporting Achievement

St Ives Haslemere

Caldicott School

Prep School of the Year

Student Careers Programme

Handcross Park

Putney High GDST

Boys’ School of the Year

Community Outreach

Tonbridge School

Sedbergh School

Girls’ School of the Year

Contribution to Social Mobility

Norwich High School for Girls GDST

Highgate School

Co-Educational School

Performing Arts

Bradfield College

Dulwich College Adam Pettitt, Head of Highgate receiving the award for Independent School of the Year

Student Wellbeing Fettes College

Healthy Eating Fettes College

International Student Experience Millfield School

Brand Communication Rugby

The Green Award for Environmental Achievement Bury Grammar School

The Rising Star Award Sedbergh School

AWARDS

NOMINATIONS ARE NOW OPEN FOR THIS YEAR’S AWARDS CAMPAIGN

he Independent Schools of the Year Awards are back and this year they’re bigger and better than ever! Nominations are now open – all you need to do is tell us your school’s story. There are 21 categories across a range of awards: from Small Independent School of the Year to British International School, all essential educational practices are represented and celebrated. Have you got an amazing initiative, campaign or projects going on at your school? Then tell us about them: the judges want to hear your stories in no more than 500 words. These awards showcase the positive impact that independent schools have on the lives of young people across our country, both in our schools and beyond, in all types of schools, not to mention on the lives of the thousands more who are educated in British international schools overseas. There’s no charge to submit a nomination and you can enter as many categories as you like. So hurry, the race is on: start thinking and get storytelling! For more information, visit the awards website at independentschoolsoftheyear.co.uk Andrew Fleck presenting Bradfield College with the Co-Educational School award

MEET THE JUDGES FOR 2020 DR HELEN WRIGHT, Chair of the Judging Panel

Helen 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 in international education, and advises, recruits and coaches senior leaders in schools across the world.

DAVID MONCRIEFF, Vice-Chair

David is a publisher specialising in education and heritage, he 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.

CHARLOTTE AVERY Charlotte is Headmistress of St Mary’s School Cambridge, GSA Vice-President, and a Governor of Haileybury College, Mill Hill School and a local 11-16 MAT. She is an ISI team inspector and former lay member of the MoD’s Research Ethics Committee.

ANDREW FLECK Andrew is currently the Principal of Sedbergh School, Cumbria, having been Head of the school since 2002. He relinquished the headship position in order to take up this new role, which encompasses strategic oversight and operational direction. He was also previously Head of Ashville College.

ROBIN FLETCHER Robin is the Chief Executive of the Boarding Schools’ Association. Robin worked for 30 years as an award-winning journalist, newspaper editor and comms director. He is also a Fellow of the Royal Society of Arts and Honorary Fellow of Cardiff Metropolitan University.

TORY GILLINGHAM Tory is the Managing Director for AMCIS, Admissions, Marketing & Communications in Independent Schools, which has more than 500 schools in membership. She has more than 25 years’ marketing experience within the independentschools sector.

JULIE ROBINSON Julie was Head of Ardingly College Junior School and Vinehall Prep School, then took up the role of Education and Training Director for the Independent Association of Preparatory Schools before becoming General Secretary of the Independent Schools Council.

PETER TAIT Peter is a former prep school headmaster who also taught extensively in senior schools. He chaired the Education Committee for IAPS and was a member of ISEB. Currently a school governor and trustee, he writes widely on education issues.

SUE WOODROOFE Sue has been a headteacher for 12 years, at The British School of Brussels and now at The Grammar School at Leeds. She has a particular interest in the three-to-18 learning journey and the benefits of multicultural and international learning.

PETER YOUNG Peter is a school governor and Chairman of the Business Marketing Awards; a non-executive with start-up and established businesses. He also advises a corporate security risk consultancy and is a former management member with marketing companies.

JIM MASSEY Jim has been Headmaster of Daneshill Prep School since 2018. Daneshill, founded in 1950, is a co-educational school, set in rural Hampshire, situated on part of the Wellington Estate, with a roll of approximately 270 children aged between three and 13.

PHILIPPA SCUDDS A chartered marketer, Philippa has more than 25 years’ experience across the marketing, communications and public relations fields. She spent 12 years in the City, and since 2004 has focused on the education sector, working with prep, senior and all-through schools.

JAMES PRIORY James joined Tonbridge School as Headmaster in 2018 from Portsmouth Grammar School. He’s known for his passion for the creative arts and for his commitment to widening access.

SPRING 2020 | independentschoolparent.com

A flexible all-through education for your whole family Boys and Girls 2-18 years old To book a tour of any of our schools visit:

www.eatonsquareschool.com Nursery

Preparatory

Senior

Sixth Form

Ages 2-4

Ages 4 -11

Ages 11 -16

Ages 16 -18

COMMUNITY

Today, the co-ed sixth formers benefit from a purpose-built base

Todayâ€™s fully-integrated female sixth formers donâ€™t attract as many curious stares as in 2010!

YEARS AND COUNTING

This autumn, Magdalen College School in Oxford celebrates 10 years of its co-ed sixth form. The change marked the first time in its 500-year history that girls joined boys in the classroom SPRING 2020 | independentschoolparent.com

COMMUNITY

The introduction of female students has meant an influx of new perspectives at MCS

A positive change

The first co-ed cohort joined the lower sixth at Magdalen College School in 2010, several years after the initial announcement by then Master Tim Hands (2008-16). As the girls settled in, their male classmates quickly realised that the addition of girls, who came from a wide variety of schools and backgrounds, lent different perspectives to debates and made for an altogether more balanced sixth-form experience. For the drama department especially, the opportunity to cast girls and boys in performances was relished, and a performance of The Critic at Blenheim Palace was one of the school’s first drama productions to benefit from the addition of girls to the cast.

Overcoming challenges

Those first years were not without their challenges, though. As the first women to enrol at MCS in more than 500 years of the school’s history, the girls reported quite a few stares from younger pupils in their first weeks as pupils got used to the idea of MCS

independentschoolparent.com | SPRING 2020

transitioning to co-ed. The girls also reported feeling intense pressure to prove themselves academically, living up to the label of ‘the first’ to pass through the school. Several also recalled the occasional comment from disgruntled parents who felt that their sons’ educations were at risk because the girls might pose a distraction!

A wealth of opportunities

The consensus among the class of 2012 – the first co-ed year-group to complete their studies at MCS was that joining the sixth form allowed them to pursue a wealth of extracurricular opportunities that wouldn’t have been possible at their former school, from music concerts in Oxford’s Sheldonian Theatre to sports matches and even drama productions.

A springboard to success

While daunting at first, joining MCS proved

The first generation of MCS girls felt a lot of academic pressure

a hugely positive experience for that first pioneering cohort, and passing through the school clearly opened up opportunities for them. Having left MCS, that first intake in 2010 have gone on to enjoy diverse and successful careers in their chosen fields, with female

COMMUNITY

The girls benefit from an array of extracurricular activities they wouldn’t otherwise get to sample

A MALE PERSPECTIVE Andrew Willis, Head of School in 2011-12, shares his take on the transition from all-boys’ education to a co-ed sixth form...

AS THE FIRST WOMEN TO ENROL AT MCS in

more than 500 years of the school’s history, the girls reported QUITE A FEW STARES FROM

YOUNGER PUPILS IN THEIR FIRST WEEKS alumni from the class of 2012 including an F1 motorsport engineer, a detective constable, two teachers, a medical student, an accountant and a portfolio manager, to name but a few.

Preserving values

MCS geography teacher Nick Marshall was in the last cohort of boys to have a single-sex sixth form, before joining the staff body in 2019. He says: “Moving to a co-educational sixth form has probably been one of the best decisions MCS has made; I think it has been such a boost to the sixth form. With any significant change in a school, I feel it would be easy for the character of a place to change, particularly

when involving admissions and increasing the number of students, but I think the core values that make MCS what it is have been preserved, while fully embracing an overwhelmingly positive change.”

The sixth form today

A decade on, the sixth form at Magdalen College School continues to thrive, with around 150 pupils joining the lower sixth each year. In 2018, pupils moved into the Richard Record Sixth Form Centre, their first purposebuilt base, complete with expansive common room, quiet and group study rooms, and even its own coffee shop.

•“The news that the sixth form was turning co-ed came utterly out of the blue when Master Tim Hands (2008-16) made the announcement in Chapel. There was a collective gasp, broken by a sixth former who punched the air and cried “Yes!” in utter joy at the news. When the Master then went on to say that the change wouldn’t be happening for a few years yet, many of the boys looked utterly crestfallen. There was initially some controversy over the announcement, but in general the school’s decision to go co-ed was widely supported.” •“It was definitely a positive change for the school, making all the students better rounded as a result. The introduction of girls, who came from a wide variety of schools and backgrounds, lent many different perspectives to classroom debate, and also led to a fantastic and diverse team of prefects.” •“Overall, co-education has meant that MCS has gone from strength to strength, with the appointment of the first female Master being the next stage of what has been a very smooth transition.”

SPRING 2020 | independentschoolparent.com

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COMMENT

FAMILY VALUES

In her new etiquette book, Princess Marie-Chantal of Greece reveals why eating together as a family is essential and mobile phones at the dinner table are a no-no Princess Marie-Chantal has carried on the breakfast-table ritual of her childhood years with her own family

anything like the smart phones we have today. The three older kids were allowed to have mobile phones at the appropriate age, but we set house rules: no screens before bed and rigid screen-time limits. It’s important to teach your children that everything they share on the internet is permanent. Even then, it used to be easier. In the mid-noughties, social media had yet to be invented and televisions were restricted to the sitting room. Now everything is portable, and technology and social media not only dominate children, but parents as well. I despair when I see families out at restaurants, with children glued to iPads and no conversation taking place at all. Nowadays, electronics seem to offer more ways of avoiding human interaction and connection. As a parent, one of our most important roles is to teach children how to behave – this is best taught through role

AT THE BREAKFAST TABLE, our hands

first became a mother in 1996. My husband Pavlos and I were starting our life together and I was so excited to have a child. I’d read all the books on pregnancy, but no one really prepares you for how to raise children with emotional intelligence; it’s something all parents have to learn to do the best they can as they go along. Straight away, I felt that surge of responsibility – I knew I wanted to set the right examples and instil the right values, so I looked back to my own childhood for inspiration. My hardworking father, Robert Miller, though busy building a business, insisted each morning that we sit down together as a family at breakfast. At the breakfast table, our hands washed and hair brushed, we were taught so much: how to sit up straight or how to cultivate conversations on current affairs. We’d listen to stories about our family, my grandparents, and my parents’ childhoods. It’s so important to pause, and it’s where we learn how to hold a knife and fork, how to say please and thank you. That’s why I named my book Manners Begin at Breakfast. I always believed that sitting at the table is where real family bonding time happens.

washed and hair brushed, we were taught so much: HOW TO SIT UP STRAIGHT OR

HOW TO CULTIVATE CONVERSATION When my children were little and we lived in London, I made sure that each day began with breakfast as a family, just as my father did. Even now that we’ve moved back to New York and the older children are out of the house, sitting at the breakfast table is as important as ever. A typical scene from our home would be Pavlos and I getting up early and having a hot, cooked breakfast with our two youngest kids, Aristides and Odysseas, who are 11 and 15; the table is always set properly and we sit together as a family. After all, the table is where good habits are picked up. Like the golden rule: little elbows (and any other body parts!) should stay off the table. Hands should be washed before a meal, napkins should be on laps, and a simple please or thank-you goes a long way. It’s important to always compliment your children on how well they’re behaving, so they remember and carry on their good behaviour in the outside world. Then there’s my cardinal rule: no phones at the table. When our first two were born mobiles were around, but they weren’t

modelling and face-to-face conversation. My children are older now and I still pester them all, even though the older ones are adults. One of our rules is they have to wear a proper shirt when they go out; only the other day my son Achileas came to a restaurant with me wearing a turtleneck, which he took off to reveal, to my absolute horror, a T-shirt. I literally had a fit. T-shirts aside, I believe in manners, healthy routines and happy habits. When I think back to the 27-year-old me, as a new mother, I think that I’ve done okay. Because that’s all you really want as a parent – to make sure that your kids are okay. Manners Begin at Breakfast by Princess Marie-Chantal of Greece is published by Vendome Press. Available in all good bookstores and online (£19.95). SPRING 2020 | independentschoolparent.com

CURRICULUM

A-LEVEL REFORMS Was it all worth it? ELIZABETH IVENS reports…

independentschoolparent.com

that didn’t have the exams.” While it’s clear independent schools and their staff have worked hard to ensure the syllabus and examination changes have been introduced as seamlessly and painlessly as possible for students, frantic work has been necessary to facilitate that. At St Gabriel’s, Ricki Smith praised his staff for being ‘amazingly professional’ in getting prepared for the new courses, in the face of some serious challenges. “There has been a sense of uncertainty as the new courses from the exam boards often were provided to teachers later than they should have been and sample material to help teachers understand the focus of the assessment was at best limited, and often non-existent.” Julie Potter at Stowe said the the trickiest aspect of the changes which caused an enormous amount of extra work for teachers and difficulty for students, was the fact they were faced with a new exam with no past papers and new teaching resources. At Mount Kelly, which also navigated a merger and transformation during the reform years, James Dixon also agreed that this had been the biggest practical problem, adding that “more sample papers would have made the issue of grade boundaries easier The new two-year A-level to work out. There’s at least now a system results in an examsense of reaching calmer waters”. heavy schedule in year 13 He also believes that the content of some subjects has certainly changed more than others, one of the common concerns about the new qualifications. “There does seem to be some inequality still,” he said, “For example, politics has been made harder in terms of the content

He added: “With more pupils going to universities, it was more important than ever that the system was fair and seen to be fair.” At St Gabriel’s School in Newbury, Head Ricki Smith said he believed there were some benefits in the previous modular system, despite traditionalists seeing them as ‘easier’. He said: “As someone who has taught sixth form since the early 1990s, I can understand why this was changed. However for young people, the new system implemented in Curriculum 2000 meant that they could build on their knowledge and assessment was more than just a mega-memory test.” Others felt that the timing of the reforms itself could have negated some of the benefits to students. At Stowe in Buckinghamshire, Deputy Head Academic Julie Potter called the timing of the rollout and the short lead-in time ‘nonsensical’ and said the reforms could have worked better with another year of lead-in time and a simultaneous switch to the new qualifications for all subjects: “A staggered schedule of change benefited nobody, but rather just eroded the benefits, as most students still had exams in some subjects, that meant they downed tools in those courses

ive years ago, some of the most controversial education reforms in history started to become a reality for millions of children, as a total overhaul of the examination system in England began. The then Education Secretary Michael Gove’s vision of more challenging and rigorous qualifications included sweeping changes in the way A-levels were taught and examined. In what some critics dubbed a return to the dark ages, two years of study with exams at the end replaced the system whereby AS-levels, coursework and re-taken modules could be put towards an A-level pass. The new linear A-level courses were rolled out from September 2015 and first examined in summer 2017, with more subjects being taught in the new style each year until new curricula for all A-level subjects had been phased in. Most subjects have all now been examined for the first time, with only a few still to be examined this summer. As schools stop to catch their breath and reflect on the whirlwind of change, what do those working on the ground in the independent sector make of the reforms with the benefit of hindsight? At Mount Kelly College in Tavistock, Devon, Deputy Head Academic James Dixon said change was definitely needed because “over time, the variation in the level of difficulty between subjects, and to a lesser extent between exam boards, had become too obvious to ignore”, and that schools turning to IB and pre-U showed that “the system was fragmenting”.

CURRICULUM

THE SYSTEM WAS FRAGMENTING, AND WITH MORE PUPILS GOING TO UNIVERSITIES it was more important

than ever that the system was fair AND SEEN TO BE FAIR

Many sixth-form students would have preferred to have more past papers to help with their revision

SPRING 2020 | independentschoolparent.com

CURRICULUM

WHAT WE’RE BEGINNING TO SEE is the growth of other post-16

ualifications that offer alternative pathways FOR THOSE SUBJECTS

WHICH ARE MORE PRACTICAL AND VOCATIONAL

With less assessments, the new linear course allows sixth formers some breathing space

WHAT DO THE STUDENTS SAY?

• “The A-level content varies between subjects, however, each department caters for differences in the amount of course material and provides more or less depending on the mark scheme criteria.” Alice Warner, 17, Stowe School, Buckinghamshire

Some A-level courses have changed more significantly than others

and assessment, while history wasn’t changed significantly. The biology course has become notably harder.” Elsewhere the demise of the modular system and a return to a two-year linear course has also been welcomed for giving sixth formers time to breathe and enjoy their A-level years without constant deadlines and exams. Ricki Smith at St Gabriel’s says “it has allowed the sixth-form experience to be more what it was like before...time to enjoy other aspects of being in the sixth form, because you’re not having four assessment points in the two-year course. Doing away with modules has created opportunities for other things.” At St Gabriel’s, this included 2019’s leaving year 13s having the opportunity to put on a production of The Importance of Being Earnest on their own in their year 12 summer term. Summer sport participation had also been boosted. He says: “The educational value of such a thing can’t be seen on any results slip in August, but it has been of massive educational value to all those involved. That would never have happened in the old system. To that end, the reform is good in that it has created

independentschoolparent.com | SPRING 2020

extracurricular space in sixth-form life.” At Stowe, Julie Potter said she believed the changes had “helped to secure confidence in the rigour of A-levels, which is a good thing”. As for the future, she added: “What we’re beginning to see (and will probably see more of) is the growth of other post-16 qualifications that offer alternative pathways for those subjects that are more practical and vocational and for which long, terminal written exams aren’t an appropriate measure of ability.” At Mount Kelly, James Dixon, firmly believes that the new A-levels are ‘fit for purpose’ and are generally understood by universities and employers, but also feels that this outcome doesn’t rule out further change. He said: “The A-level system is by its nature more flexible than something like the IB. They’re fit for purpose now and can be reformed again, individually or collectively, if circumstances change. The proposal to have post-result applications to UCAS may force the next round of changes. Hopefully we won’t see the government return to the illiberal idea of requiring pupils to continue with subjects on a compulsory basis.”

• “By not having modules, it meant that we could really enjoy year 12 – in fact, I would say that was my favourite year in school. However, what that has meant is that year 13 is going to have a more intense finish, as we have all our exams, from two years of content, in a matter of just a few weeks. It could come down to having a good day or a bad day. I’m sure it will work out fine though...” Jenny, 17, St Gabriel’s School, Newbury • “The new A-levels are as I would have expected A-levels to be in general. There’s a lot of factual knowledge to understand, which is inevitable. However I would have preferred it if there were more past papers from previous years to work with.” Felix Holland-Bosworth, age 17, Stowe School, Bucks • “The lack of modules has meant that the exam timetable is pretty crowded in the summer for me.” Ellie, 18, St Gabriel’s School, Newbury

UNIVERSITY

Explore your chosen course in more depth at an offer-holder day

WHILE MOST STUDENTS BRING THEIR PARENTS TO OPEN DAYS,

at offer-holder days it’s likely that

ALMOST HALF THE STUDENTS WILL BE ON THEIR OWN

Durham University’s offer-holder days aim to give visitors a real sense of student life

independentschoolparent.com | SPRING 2020

UNIVERSITY

A TASTE of the FUTURE So you’ve received a bundle of offers for the next stage of your academic life. Well done, but what next? Thalia Thompson finds that even i you ve visited your top-choice universities on an open day attending an o er-holder day is a must

Going solo While most students bring their parents to open days, at offer-holder days it’s likely that almost half the students will be on their own. “I was a bit nervous, but going alone made me talk more to the other students,” says Rosalind Thomas, who’s hoping to study engineering at Nottingham. “It was easier to see how I’d fit in and I think it’s made me more confident. Even catching the train helped me imagine doing the journey in September.” However, as a parent, you might want to see the university for yourself, especially if you haven’t already attended the open day. Most universities do welcome parents as well as students at offer-holder days, but they’ll often split the groups for at least part of the day. As Sarah McFarlane, Head of Student Marketing at Bath University explains, “There are also separate sessions for parents and potential students, giving both groups the chance to ask any questions they may have.”

Tempting offers At this stage, universities are working hard to attract the best students. Some universities make

ow that students have their university offers, an offer-holder day is a way of deciding between them. Even if you’ve been to one of the university’s open days, it’s still worth attending. Offer-holder days are much less busy than open days, so you have more chance to speak individually to academic staff or current students. You’ll meet your prospective coursemates and see how you fit into your peer group. Sample lectures or seminars will give you an idea of the teaching style and there should be plenty of opportunities to talk to current students about workload, contact time or anything else that is important to you. Durham University perhaps goes to the greatest lengths to give offer holders a full picture of university life, with an optional overnight stay with dinner and evening entertainment laid on as well as academic taster sessions during the day. “We feel it’s very important that we do all we can to help and support offer-holders in making an informed next-step decision that’s right for them,” says Karen Wilson, Student Recruitment Manager at Durham.

SPRING 2020 | independentschoolparent.com

UNIVERSITY

SAMPLE LECTURES OR SEMINARS

will give you an idea of the teaching style,

AND THERE SHOULD BE PLENTY OF OPPORTUNITIES TO TALK TO CURRENT STUDENTS ABOUT WORKLOAD

unconditional offers based solely on the UCAS application. Others make conditional offers but then convert a proportion of these to unconditional after interviews on an offer holder day. Many universities also offer scholarships for some subjects. These aren’t means tested and are generally worth around £1,000, which is paid to students who choose the university as their first choice and get excellent A-level grades. For example, Cardiff awards up to £3,000 to students who achieve three A grades across a range of courses.

Finding time However, it’s a busy term. Students are revising hard and it can be difficult to find the time for offer holder days, especially if you’ve already been to open days or interviews. If you really can’t spare the time, you can always email or telephone the university’s admissions office with any questions you have. And you may not have to travel far to an offer-holder event. Most departments at Imperial College London conduct interviews before making offers, so offer-holders will have visited campus at least once. Offers are followed up with invitations to regional road-show events, often in the evening so students don’t have to miss school. Similarly, St Andrews runs offer-holder events in cities around the UK, as well as on campus in Scotland. Many universities also host special webinars or online-chat sessions. For example, King’s College London has a programme of live-chat events for offerholders with university staff and current students on topics such as student life, accommodation and student support. Of course, if you’re reading this with an eye to future university applications, one top tip is to apply early. The sooner an application gets in, the sooner offers come out, giving you the best chance of fitting in all of your offer-holder visits.

independentschoolparent.com | SPRING 2020

UNIVERSITY

As well as on-campus offer-holder days, some universities hold road-show events

ALL OUTCOMES So what happens if…

University offer-holder events provide prospective students with more time to speak to academic staff individually

• …none of your five applications have been successful – whether because you weren’t accepted or because you declined the offer – you’ve still got another chance with UCAS Extra. This runs until 4 July and allows you to search your online UCAS Track account for university courses with spaces still available. • You can only add one extra choice at a time, so don’t rush your decision. Think carefully about why your previous choices were unsuccessful. You might want to apply for a joint subject degree or even change course completely. Once you’ve identified a suitable course, contact the university directly to check they will consider your application before adding your choice to your Track account. You can’t alter your UCAS personal statement, so offer to send the university a revised one yourself if necessary. If this university doesn’t accept you or you decide to decline their offer, you can start again with another choice. • If you’re an aspiring doctor, dentist or vet, you’ll know that the relevant courses are very competitive, but places are sometimes available via UCAS Extra; as we went to press, Lancaster was accepting applications for medicine. The process is slightly different for these subjects, but you still need to search for available courses on the UCAS website, contact the university to confirm they’ll consider your application and then call UCAS on 0371 468 0468 for further application advice.

SPRING 2020 | independentschoolparent.com

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METAMORPHOSIS ORTHODONTICS CURRENTY OFFER 10% OFF INVISALIGN TEEN TREATMENT* – SO YOU CAN STRAIGHTEN YOUR CHILD’S TEETH FOR LESS normal, removing the aligners during meals. • Sport-friendly – Invisalign aligners lets teens enjoy an active lifestyle as they can remove them to play sport. It’s not just teenagers who benefit from Invisalign Teen treatment. As a parent, you benefit as much as your child: • Improved oral hygiene during orthodontic treatment could mean less risk of expensive dental treatment in the future. • Removing aligners while eating means there’s no need to prepare separate meals. • Fewer appointments and reduced risk of emergencies means greater convenience and less time off work and school.

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COMMENT

MY GAP YEAR

GAPPIE HAPPY KATIE TUSON, 18 is taking a year out to work at Windlesham House Prep School, West Sussex before studying a degree in English literature What is a ‘gappie’ and why did you want to spend time being one? At Windlesham House School ‘gappies’ are often referred to as ‘junior teachers’, as we support the teaching staff throughout the day. I’ve always wanted to go into teaching, therefore spending my gap year getting experience in a school made perfect sense. You’ve just left school, did you really want to go back quite so soon? Embarrassingly, yes! I was always known for loving school, and in our leavers’ year book I was voted ‘most likely to return as a teacher’! I was ready to leave when I finished A-levels as I wanted to escape where I’d been for so long, but I knew I’d miss the school environment and closeknit community. So you didn’t find it hard going back? No, I love it! I find it really interesting being on the other side of it all, as a staff member, not a pupil. How will this help you in your degree course and career you want to pursue? By the end of my time at school I was a bit fed up of studying, however I know that after a year out I’ll be excited and ready to learn again when starting my degree in English

Katie has always known that she wanted to be a teacher, so this gap year is a perfect fit

is taking the initiative - seeing what needs to be done and getting on with it without being asked. For example, helping a child who looks upset or tidying up a messy noticeboard!

literature at Manchester this September. This experience at a top prep school will also look great on my CV when I apply for teaching jobs (or any other career). More importantly, my communication skills have really improved and I feel I have matured a lot.

hands for the teacher; this is the perfect job for someone who loves laminating and guillotining (bits of paper)! Afternoons are spent on the sports fields and we often work in the dormitories in the evenings, where I’m on hand to help with pastoral care.

Do you get paid? Yes, we get paid a monthly wage and we don’t have to pay for accommodation or food. A lot of my money is going towards travelling; I’ve already explored Cardiff, Brussels, Cologne, Berlin and Porto with the money I’ve earnt so far!

What are the pupils like? The pupils are amazing. We have children from a variety of different nationalities, cultures and backgrounds and it is wonderful to see them all interact with each other. The children always cheer me up when I’m feeling a bit down. A lot of them view us like older brothers and sisters and look up to us.

What’s a normal day like? Typically, my days start with years three and four, reading with them and helping out those struggling in the class. I also act as an extra pair of

Do you ever have to go beyond the call of duty? If you want to do the job well, then yes! A lot of what we do

Do you enjoy it? I love it. I enjoy the routine and mix of different things that I’m involved in, along with the constant interaction with both staff and pupils. I also work and live alongside four Australians who have really influenced my outlook on life and encouraged me to travel. The entire experience has been so rewarding so far and I simply cannot recommend it highly enough. Was there anything that was unexpected in your role? I was quite overwhelmed by having a full-time job and everything that comes with it at first, but the Windlesham staff were very understanding and helped me out. After just two weeks, I felt like I’d been here forever! Anything else? I’d recommend applying to be a ‘gappie’ to any outgoing and motivated person who is considering taking a gap year. It’s an amazing experience for the future and I know I will start university as an independent person, capable of taking on challenging situations.

SPRING 2020 | independentschoolparent.com

ADVERTORIAL ADVERTORIAL

A creative education A creative education JO CAMERON, Principal of Queenswood School in Brookmans Park, JO CAMERON, of Queenswood Schoolarts in Brookmans reflects onPrincipal the importance of the creative in schools Park, reflects on the importance of the creative arts in schools

ueenswood enjoys an Queenswood’s girls can study excellent reputation ueenswood enjoys anfor Queenswood’s drama and academic achievement girls can study excellent reputation for musical theatre drama and and sporting prowess. academic achievement musical theatre There are so many and sporting prowess. reasons our girls There arewhy so many are so successful, but I believe that reasons why our girls the emphasis we place on creativity are so successful, but I believe that is hugely significant. the emphasis we place on creativity is Beyond the sheer satisfaction of selfhugely significant. expression, a creative education of offers Beyond the sheer satisfaction selfmany benefits. Research has found expression, a creative education offers that regular, sustained many benefits. Researchparticipation has found in musical activities stimulates the that regular, sustained participation students grow into confident, articulate public brain to form new neural networks, in musical activities stimulates the and leads speakers,grow whileinto working collaboratively on to better working memory (vital for mental students confident, articulate public brain to form new neural networks, and leads performances encourages engagement with arithmetic and reading comprehension), speakers, while working collaboratively on to better working memory (vital for mental others’ viewpoints, and develops qualities improved linguistic ability, improved attention performances encourages engagement with arithmetic and reading comprehension), such as compassion and tolerance: all qualities spans, emotional resilience, empathy and improved linguistic ability, improved attention others’ viewpoints, and develops qualities that’llasbecompassion prized by the future. self-confidence. drama and and dance such andemployers tolerance:ofallthe qualities spans, emotionalLikewise, resilience, empathy During their time here, at least two-thirds helps young people improvise, think laterally, that’ll be prized by the employers of the future. self-confidence. Likewise, drama and dance all pupils taketime instrumental or vocal and become adaptable problem-solvers. Drama of During their here, at least two-thirds helps young people improvise, think laterally, and become adaptable problem-solvers. Drama

of all pupils take instrumental or vocal

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Happy girls are successful girls

Excellent academic value added Door-to-door transport Flexi, weekly and full boarding ‘Pastoral care uniformly “phenomemenal”’ – Good Schools Guide

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lessons, with some specialising in two or more with instruments. Classical training lessons, some specialising in two in orchestral and keyboard instruments or more instruments. Classical training is popular, butand girls can alsoinstruments choose to in orchestral keyboard study music theatre, jazz piano or even is popular, but girls can also choose to DJing. We put on around 30 concerts study music theatre, jazz piano or evena year, both concert hall anda DJing. We in putour onown around 30 concerts chapel and at internationally renowned year, both in our own concert hall and spaces such the Ritz, the Barbican, and chapel and atasinternationally renowned St Mark’s English Church, Florence. spaces such as the Ritz, the Barbican, and space Florence. for these St While Mark’scurriculum English Church, subjects is being squeezed, and no While curriculum space for these provision for the arts is made in the subjects is being squeezed, and no Department for Education’s EBacc provision for the arts is made in the(the set of Department eight recommended GCSEs),EBacc our pupils for Education’s (the are fortunate to enjoy an education thatpupils values set of eight recommended GCSEs), our creativity, originality resourcefulness. are fortunate to enjoy and an education that values As Albert Einstein said ‘imagination is more creativity, originality and resourcefulness. important than knowledge.’ As Albert Einstein said ‘imagination is more For more information on our music, important than knowledge.’ drama, dance and art scholarships, For more information on our music,go to queenswood.org/admissions/scholarships drama, dance and art scholarships, go to

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COMMENT

STUDENT

VOICE

INDEPENDENCE DAYS Having just completed her first term at the University of Oxford, EMILY MANOCK, 18, reveals how she has adapted to the pace of student life

s I came towards the halfway point of my first term at Oxford, it seemed like a good moment to reflect on my time here. I remember being nervous at the prospect of meeting new people in the weeks leading up to Freshers, but, really, I shouldn’t have worried. I had been worried about how I’d be accommodated at Oxford. It’s a place whose reputation precedes it and how I’d fit into this highly competitive environment did concern me. Having cerebral palsy was going to affect every aspect of my student life, from managing my workload and living independently to social life, and I wondered if Oxford could meet my expectations. However, I couldn’t have been made to feel more welcome. Save a few hitches, everything had been arranged in time for me starting my work in first week, and I settled into a routine quickly and managed Freshers’ week and the weeks following. That being said, the first few days of my time here were strange. Having arrived here some days before the other freshers to make access arrangements, my first few days were a little isolated but once they were over I was able to enjoy the week in spite of some serious Freshers’ Flu.

Emily’s friendship circle has grown and grown since Freshers’ Week

I took part in my first bop (college party) dressed as Fantine from Les Misérables, and, since the theme was Dress as Your Subject, I was able to identify and befriend plenty of other languages students. The system of college families also gave me a great support network. At Oxford, you’re adopted by two college parents, who are in the years above, along with another fresher who is your College sibling. I had a great time with them at the Parenting Dinner and the House Party afterwards, and it was honestly the highlight of Freshers’ Week for me.

After that weekend finished, the work really began. I had my first lectures and seminars on the Monday, and I figured out how to deal with the lack of structure that came with my fluid timetable, and got used to having to plan out each week individually, rather than a weekly routine as I was used to at school. I did have to find a routine with learning to live independently though, and my first few weeks were hard in that respect, but eventually, I found ways to cope and I’ve learnt how to balance it with my academic work. Matriculation followed the next week, and as I looked at myself in my academic dress,

I finally felt the weight of where I was finally hit me. The ceremony itself was over as quickly as it had begun, and I couldn’t help being slightly underwhelmed by it. However, being pushed by my new friends around Christ Church Meadow, prosecco in hand, I felt a real sense of acceptance, even when one of my slightly more inebriated friends nearly got me hit by a bus on the way to Five Guys for a muchneeded lunch. Thanks to matriculation and eating the majority of my meals in the dining hall, my group of friends massively expanded. Taking part in the Cuppers drama competition was really fun and the fastpaced environment of working backstage was something I won’t forget. We were lucky enough to make the shortlist and win! I’m also a member of the Oxford Blues as their only disabled swimmer and I recently took part in a BUCS short course competition at Ponds Forge, where I managed to achieve a personal best in the 100m breaststroke. I must admit, I needed a lot of rest that week. All in all, it’s safe to say that my first term at Oxford has met my expectations, but some aspects of the term I could never have anticipated; I’m really happy and I count myself incredibly lucky to be one of the few that made it here.

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The bursary-appiication process at Bedford Girls’ School is anonymised

BURSARIES: SHARING PRIVILEGE Jo MacKenzie, Headmistress, Bedford Girls’ School discusses its place as part of the Harpur Trust group and the responsibility the independent-school sector has in widening access and offering opportunities to young students through bursary and scholarship programmes and initiatives

One-in-five of Bedford Girls’ bursary applicants are offered the fee-covering award SPRING 2020 | independentschoolparent.com

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The bursary programme creates a more diverse student body, ensuring pupils don’t live in a privileged bubble

BEHIND EACH CANDIDATE there will be a very

compelling story and while they’re all worthy recipients, I DON’T BELIEVE IT’S OUR ROLE TO

MAKE JUDGEMENT ON THEIR STORIES, WE ASSESS GIRLS ON ACADEMIC TALENTS

independentschoolparent.com | SPRING 2020

candidates being awarded a bursary. Some years, we’re only able to offer 10 to 12 full bursaries. Once a candidate is awarded a bursary it will stay with them until they leave us at the end of the upper sixth. For me the benefits of bursaries are twofold: not only do they unleash opportunities for a girl who could not afford our fees, often introducing them to way of learning, subjects and extensive co-curricular opportunities that they may not be receiving in their current schools, but also by widening access we improve the diversity in our community. Our role as educators is to prepare our students for the wider world, if we’re going to instil within our students the skills and attributes to prepare for a 21st century working environment, we need to ensure that they’re brought up to be open-minded, have a global outlook and above all, be empathic. It’s vital that our students don’t grow up in a bubble – they must understand the importance of valuing another student for their talents, not because of a family’s financial status. Bursaries provide an avenue to ensuring that our school truly represents the community within which we’re based. I would love to offer more bursaries. I meet amazing students each year who we’re sadly unable to offer support. Over time it’s the school’s ambition to be able to help more students. Our dilemma is of course the age-old issue of funding; a school requires constant investment and there are many demands so we have to balance competing needs. Like many girls’ day schools we don’t have big endowments as traditionally women weren’t in control of the purse strings or their wills and often as a result, their old schools did not benefit from large legacies. Our heritage schools traditionally had a number of students who came through on the government’s direct-grant system and the subsequent government-funded assisted-places scheme, and I now hope that many of those recipients are now at a stage in their lives where they’ll be able to reflect on their success and see the transformative value of their education, and in time, give back to the schools that helped them on the road to that success.

edford Girls’ School is part of the Harpur Trust, one of the UK’s oldest place-based charities and an extensive contributor to education in Bedfordshire, operating three independent senior schools, an independent pre-prep and funding a state-school academy. For me, being part of an organisation that put the provision of education at the heart of its values was one of the main attractions of joining the school, back in 2009. Like all headteachers, I believe in the transformative nature of education and the importance of social mobility. I’ve always been committed to widening access for students of talent, and like many heads this leaves me with somewhat of a dilemma: how can a selective, fee-paying school be truly inclusive? I believe that our bursary scheme does help to address this issue. At this school of more than 900 girls, we offer bursaries in our senior school for year seven to upper sixth. Our scheme is very transparent and we made the decision some years ago to only offer academic bursaries. Families apply against a strict financial criteria; it’s open to both potential or current students. All applicants across the Harpur Trust’s three senior independent schools are assessed against a financial criteria and eligible applicants are invited to sit a bursary assessment. As part of the Harpur Trust group of schools, we offer our bursaries through a Harpur Trust-wide bursary scheme, each year putting aside a percentage of our income for bursaries, which is then allocated by our governing body to the top performing candidates, through an anonymised process. All that the governors see is candidate A, B, C and so on. For me. this is a vitally important part of the process; we’re a selective school and are judging each candidate only on their academic merit. We have to remember that behind each candidate there will be a very compelling story and while they’re all worthy recipients, I don’t believe it’s our role to make judgement on their stories, we assess the girls on academic talents and that alone decides who will be awarded a bursary. Our bursaries are highly competitive, with only one-in-five

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CASE STUDY: 1

SCHOLARSHIPS UNWRAPPED STEPHEN MULLOCK, Deputy Head, External Relations, Ellesmere College, Shropshire, dispels the myths of the application process

cholarships can open doors to amazing opportunities – but they can wrongly be perceived as complicated or limited in the options they offer. Ellesmere College was built by passionate philanthropists and has a long history of supporting students through scholarships which continues to this day. In this tradition, we want to explain how they work stepby-step in the hope that people aren’t deterred from making a life-changing application. First, we’d urge parents and pupils not to wait until the secondary stage of school to apply. Scholarships are not just for middle and sixth form students. In fact, at Ellesmere, pupils can benefit from a scholarship award from the age of eight. Next, when exploring scholarships, the choice that can be applied for can come as a welcome surprise – there really

Rhian-Carys has received great support from Ellesmere College staff and pupils

There are some misconceptions about scholarships

is a rich variety. At Ellesmere we offer academic, art, drama, music, sports and all-rounder awards – among others. Once the type of scholarship has been chosen, parents and students are assisted through the application process which involves completing an application form and then the student may be invited, depending on the scholarship, to complete an exam, submit some work or to audition. Following a successful application, the scholarship will

FIRST, WE’D URGE PARENTS NOT TO wait until the secondary stage OF SCHOOL TO APPLY be awarded with the value, on merit and without reference to parental financial circumstances. However, means-tested bursaries can be offered to further supplement the award. Then that’s it – the student can embark on their scholarship at our college in the beautiful Shropshire countryside. They’ll be expected to work hard and to be committed to the life of the college, both in general

and specifically in relation to the award held. In return we’ll support them to develop as an individual, something that we feel genuinely marks us out. The scholarship could lead to anything from performing at our 200-capacity arts centre to learning from the top sports coaches in the country – and be a platform to national, or even international, success in academia, sports and the arts.

Rhian-Carys Jones, 18, a classically-trained soprano from Flint, North Wales, was awarded the Walker Music Scholarship to spend sixth form at Ellesmere College I was over the moon to be presented with the Walker Music Scholarship after a private performance of three songs in the college’s St Oswald’s Chapel. I’m thoroughly enjoying my time at Ellesmere and am incredibly grateful for the opportunity that I have been granted. The scholarship was created by Tom and Margaret Walker as a thank you for the education of their own two children, Rachael and Edward and I can’t thank them enough for this kind award. The support I’ve received from both the House staff and tutors at Ellesmere College has been amazing, it’s like a home from home. The opportunities given to you as a music scholar are phenomenal. There are so many solo opportunities, a vast amount of concerts and competitions and with the tours that are organised, you get to perform in some of the most prestigious venues in the world. The music department nurtures every individual and helps them achieve whatever it is they want to. Being committed to all aspects of life at the college, I’ve achieved so much in just under 12 months, having passed my Grade 5 in music theory, Grade 5 in singing and Grade 8 in singing (Trinty and Abrsm), a diploma and secured my dream place to further my studies at the Royal Welsh College of Music and Drama. s

SPRING 2020 | independentschoolparent.com

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CASE STUDY: 2

HOW I DID IT

In addition to having been awarded Kilgraston School’s first ever disability sports scholarship, FREYA HOWGATE is on a bursary. She and her mum, Alison, tells us what it has meant for the family When did you apply for your bursary? Freya: We put our speculative application for a bursary in on 1 March, 2015.

help with her application. From her primary school reports, we also know that she had a good level of academic intelligence and that this would be reflected in any references.

Can you give me a rough timeline of the bursary application process? Alison: After our open day visit in February 2015, we initially applied in March 2015. We received a response by letter within a month offering Freya an approved bursary of 25 per cent of the basic annual day fee. Within days of receiving the bursary, we got another written confirmation of a 10 per cent sporting bursary towards the basic day fee. How much did you know about the bursaries? F: At the time of the first visit we knew very little other than what we’d read on the school’s website. Our visit on the open day provided us with all the answers we needed, in addition to an excellent information pack which included application forms for bursaries and relevant contact details if we had any further questions.

Kilgraston made the application process easy for Freya’s family

What checks does the school make to ensure that you and your family are worthy recipients? A: I believe they check earnings, outgoings, etc. We had to complete quite a comprehensive form about our spending habits.

From a young age, Freya has shown an aptitude for sports, and in particular athletics

Do you have the bursary provision for the entirety of your school life? A: Yes, it was granted for the duration of her education, subject to an annual review of financial circumstances. How difficult was it to secure the bursary? A: We actually found the whole process extremely easy. We were surprised, as we thought that there’d be lots of hoops to jump through. Any initial uncertainty was responded to with helpfulness and encouragement. Did you apply for a bursary at another school or just to

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Kilgraston School? A: We only applied to Kilgraston. The reason behind this was the way Freya was made to feel very welcome and, being completely open, the process was so smooth that we were really encouraged that Kilgraston was the right place for her to be. What qualities do you have to have to consider applying for a bursary? A: Freya is a very sporty girl who, at the time of applying, already showed a lot of potential in disability athletics. We were quite confident that this would be a unique factor that would

What impact has receiving a bursary had on your family? A: My family had to make a lot of changes so that Freya can come to Kilgraston, but I know that the school is fully supportive. We do all the normal things families do, like meals out and holidays, but any important decisions we make together always has to take Freya’s schooling into consideration. What are Freya’s plans once she leaves Kilgraston? A: She really likes certain subjects; maths, art, PE, French and physics. Hopefully she can pursue a career or further education with these topics at the forefront of any decision. Additionally, she really enjoys being part of her athletics club, Strathtay Harriers, and fully intends continuing with it. She would really love to represent her country at the Olympics and will keep working hard and pushing.

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Tutorial method is the key to success ZOE SPILBERG, principal of Greene’s Tutorial College in Oxford, talks about developing critical thinking and seeing her students’ confidence and self-belief grow.

am often asked to explain the difference between a school and tutorial college – the difference is often in size and approach rather than outcome. Our aims are similar. We all recognise that some students cannot easily be slotted into a timetable. Some will want a high degree of flexibility with choice of subject, while others may need to restart or retake an academic programme. Some students need an accelerated programme to meet their specific aims, while others need to spend time consolidating their work. Greene’s can deliver all these with its individualised programmes. Greene’s is a small, friendly college, where each student receives careful attention, an individualised study programme and subject tutors who match, as closely as possible, their learning style. Our student-centred approach has been much praised by our regulating body, the Independent Schools’ Inspectorate, and is reflected in the excellence of the reports we receive from them. The inspectors likewise have commented on the extraordinarily high quality of our tutors and their teaching. We have been welcoming students to Greene’s

for over 50 years for full two-year A level, one- and two-year GCSE and gap year retake programmes, delivering engaging tuition in oneto-one and small group settings. The rapid progress that our students make is testament to the effective learning partnership that exists between students and their tutors. As the college principal, I am passionate about the effect the tutorial method has on developing critical thinking, and it is wonderful to see our students’ confidence and self belief grow during their time at Greene’s.

With the depth of experience that our longevity as a college brings, we continue to change and innovate. We recently introduced our Leadership Programme, combining seminars and workshops with collaborative group projects, as well as giving students opportunities to hear visiting speakers share their personal and professional journeys into leadership. The quality of some of our Greene’s additional courses and programmes are so regarded that we are asked to deliver them to schools nationally and internationally. We strive to help our students lay the foundations for success through personal development and self-awareness, as well as developing lifelong skills and extensive academic knowledge. The tutorial method of learning is the key to their success, and while we work with every student to achieve the university place or academic goal of their choice, even more valuable is the ability to understand how success can be achieved, and so taking skills forward into any career. In the words of one of our former students: ‘A Greene’s tutorial style of education is amazing. It is the greatest gift an educational establishment can give you.’ greenes.org.uk

beyond a school

“A down-to-earth, friendly and supportive environment that manages year-on-year to produce among the top results in the country” Sixth Form pupil, 2020

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COMMENT

OPENING DOORS A debate on why and how ethnic-minority students are under-represented at highly-selective universities gave Charles Fillingham real pause for thought

Dame Esther Rantzen chaired the panel debate on improving university access

I Charles Fillingham is Headmaster of Francis Holland School, Regent’s Park

n 1979, Sir Michael Rutter, Professor of Developmental Psychopathology at the Institute of Psychiatry in London examined the difference that a good secondary school can have on a child in his celebrated book, Fifteen Thousand Hours. Rutter, the first person to be appointed professor of child psychiatry in the UK, asked whether schools can help their pupils overcome the adverse effects of economic disadvantage. Some educational commentators, even more than 40 years later, would suggest that the answer may be in the negative. Rutter, however, contradicted the pessimism of the time to reveal the possibilities of education – schools can make a difference. To settle for schools that simply act as institutions of containment seemed to Rutter to be a strategy of despair. As a 21st century educationalist, his work remains a key motivation for me. Inequality matters at Francis Holland, Regent’s Park, every bit as much as it matters elsewhere. Schools such as ours confer advantage on our pupils, not least because the parental body is rich in cultural capital and because the school offers an unparalleled range of opportunities, both academic and social. I want the pupils at Francis Holland to always remain mindful of their privilege and to go out into the world as a force for good. To that end, I was delighted to be able to organise a recent conference to highlight modern-day issues of unfairness. On 26 February, some 150 headteachers, academics and journalists came to St Cyprian’s church in Marylebone for a debate chaired by

independentschoolparent.com | SPRING 2020

Dame Esther Rantzen on Widening Access to Highly-Selective Universities. The topic under consideration was race and, in particular, how young people with black or mixed-race heritage continue to be under-represented at our top universities. Professor David Gillborn, from Birmingham University’s Department of Education, highlighted evidence from his research which shows institutional racism in the British education system. For example, he told us that: black pupils are less likely to be entered for higher-tier GCSEs; they’re less likely to be encouraged to apply to selective universities; they’re more likely to be in lower sets for maths; they’re more likely to be excluded from school and their parents are more likely to be branded as troublemakers than white parents. Naomi Kellman, who also spoke, leads Target Oxbridge. She’s a PPE graduate and the co-chair of Oxford’s Black Alumni Network. Her organisation supports up to 9,000, mainly black, young people each year to apply for the most selective universities and to see that Oxbridge are places where they can fit in. The work of Sponsors for Education Opportunity, London, led by Andrew Fairbairn, a Stanford graduate of mixed race, raised in Jamaica, fulfils a similar role in steering able candidates towards top courses. Interestingly, both of these founders in the third sector said that word of mouth is the most significant way in which young people hear about their work – suggesting that advisors in schools and sixthform colleges recommend outside support from such organisations less than they could. Encouragingly, both Oxford and Cambridge are acutely aware of the race issue, and the two Pro-Vice-Chancellors for Education, Prof Graham Virgo and Prof Martin Williams were able to share with the audience the progress that has been made in recent years. Independent schools are already more ethnically diverse than the education sector as a whole. Nevertheless, this symposium acted as a wake-up call for all of us to return to our schools with a renewed determination to be agents for positive change in our country.

WELLBEING

I’LL BE THERE FOR YOU he niversity o he field places student wel are at the heart o campus li e with its programme o welcome tal s mentoring and counselling services

At University of Sheffield, every student is allocated a personal tutor

independentschoolparent.com | SPRING 2020

THE SERVICE HAS HIGHLY TRAINED, EXPERIENCED counselling staff on campus who provide one-on-one sessions FOR STUDENTS REQUIRING THAT SUPPORT the first few months. For students living in university accommodation, additional student mentors work with groups of student flats, providing information on social events, community living and helping to resolve any accommodation issues. During Intro Week, the week before classes start, welcome talks and events will provide information on the range of wider support services available. Whatever the problem, there will be a support service on campus to help. The important thing is to have the confidence to ask for help if you need it. The Student Mental Health Service provides a simple route into counselling or other mental health support for students with specific mental health needs. The service has highly trained, experienced counselling staff on campus who provide one-on-one sessions for students requiring that support. Its Mental Health Services are fully accredited by APPTS: Accreditation Programme for Psychological Therapies Service. It also has its own NHS

mental health and training in mental health first aid is offered to all staff. Weekly sessions are offered in topics like mindfulness and confidence building and regular events like pop-up therapy and pet therapy are organised to relieve tension before exams. All students also have continuous access to 24/7 digital mental health support. A new partnership with MIND and Goldman Sachs will enhance this work. The partnership will deliver additional group training for first years in managing their mental health and thriving at university. Students will receive training in mental health literacy and techniques for managing it. First and final year students will also have the opportunity for targeted training to build long-term life skills to equip them for the workplace, enabling them to support their own and others’ mental health, thereby contributing to a generation of resilient communities at work, university and throughout society.

PHOTOGRAPHY: ISTOCK/SDI PRODUCTIONS

s transitions go, heading off to uni for the first time is a pretty major one. The good news is that because everyone going to university experiences some degree of challenge, they’re well set up to help. Whether it’s leaving home, finding new friends, adjusting to new ways of learning or managing money, learning to navigate and manage these changes is a key part of your new university life. Highly trained and professional staff are available in every university to support students in making the transition and adjusting to student life. The key thing is to know and expect that help is there. At the University of Sheffield, all students are assigned a personal tutor – an academic member of staff – who’ll meet with them in the first few weeks of term and throughout their academic career. They’re there to provide help with any issues that arise. You can also choose to have a student mentor – an older student from the same course – to answer questions and provide support in

student health service on campus – students can sign up when they register at uni giving on the doorstep access to GP and nurse services. Uni life can be challenging and students may at times just need a little extra support in managing demands or keeping themselves well. The new Wellbeing Service gives all students support with managing their wellbeing, coping with stressful periods and taking care of themselves and friends through whatever life throws at them. The university also covers a wide range of practical support for students too. Whether it’s money, friendships, accommodation, spirituality or support for study abroad or industrial placements, there are experienced, professional staff on campus who are there to help. The trick is to just ask. The mentally healthy campus at Sheffield ensures that students are supported. Regular awareness campaigns serve to destigmatise

Co-educational independent day and boarding school 3 months to 18 years

WHAT AN ADVENTURE To register or find out more please contact admissions@sherfieldschool.co.uk Sherfield School, Sherfield-on-Loddon, Hook, Hampshire RG27 0HU +44 (0) 1256 884 800 www.sherfieldschool.co.uk

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arents whose work takes them around the world – especially those who are multilingual or multicultural – face a dilemma finding schools that meet the special demands of their children while ensuring a continuum of studies. Unlike local schools taught in a single language that can tie students to a national curriculum and restrict their future options in other countries, Lycée International de Londres Winston Churchill offers programmes that open global educational avenues, such as the International Baccalaureate Diploma Programme (IBDP). This international certification is highly respected for its breadth and depth and is recognised by the world’s best universities. The Geneva-based foundation that administers the multinational diploma says that “research from leading institutions shows that IB students are more likely than their peers to succeed in higher education.” Lycée International de Londres Winston Churchill is a co-ed independent bilingual school located on a five-acre campus in north London and housed in a magnificent art deco building. Inaugurated in 2015, the school serves 900 students from ages three to 18, and aims to develop each child into a forwardthinking, principled and joyful citizen. The school, which was rated ‘Outstanding’ by Ofsted for sixth form, personal growth and welfare, opened its IBDP in 2019. What sets the school apart isn’t just its remarkable diversity, with students from 45 countries and teachers and staff of 29 different nationalities. It’s also a modern ethos that blends traditional disciplines with initiative, exploration, critical thinking, teamwork and individual development. Rather than memorising facts, students learn to be curious and open, ask questions, and express their ideas with confidence. The highly-qualified faculty are empowered by the school’s enlightened use of technology, including tools that facilitate different styles

LYCÉE INTERNATIONAL DE LONDRES WINSTON CHURCHILL offers programmes that open global educational avenues, SUCH AS THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (IBDP) of learning and enable both collaboration and self-guided study. The staff play a crucial role, too, in fostering a supportive and energetic culture, which promotes resilience, responsibility, empathy and dialogue. The environment encourages ambition, rather than harsh competitiveness. University acceptance rates demonstrate the success of the school’s progressive pedagogy and values. Graduates receive offers from the most prestigious and desirable universities in the world, including schools in the UK’s Russell Group (Cambridge, Imperial, LSE, Central St Martins, etc.), Canada, the US Ivy League, and French Classes Préparatoires aux Grandes Ecoles. A remarkable 100 per cent of students in the French bilingual programme passed the competitive baccalaureate

examinations in 2019. In preparation for the IB diploma programme, which is available for students in years 12 and 13, the Lycée has created the English International Programme that starts in year seven. For the little ones, the primary section offers an exciting bilingual curriculum starting from age three. There are a dozen highly reputable IBDP programmes in London, but the families coming to the Lycée International de Londres Winston Churchill have made a conscious choice – not just for the benefits of the IB but specifically for the unique environment and opportunities of the school. To book a visit, email admissions@lyceeinternational.london or alternatively, visit the school’s website at lyceeinternational.com SPRING 2020 | independentschoolparent.com

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What are the enefits o super-curricular activities We as five headteachers or their advice

Truly aspirational students will take the initiative to expand on their sixth-form learning

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EXPERT ADVICE

Jane Gandee, St Swithun’s, Winchester

Gain a deeper insight into your A-level subjects by reading some university-level texts and journals

John Paget-Tomlinson, Leweston School, Dorset A-level should be about a lot more than just textbooks and attending classes or seminars. Interviews at university will depend on you being an historian or mathematician, rather than just having studied history or maths. My best advice is to grab a reading list for the course(s) and choose books that they suggest to extend or enrich your understanding. You should also consider academic lectures given by local universities or organisations, such as the Royal Geographical Society. These will show commitment and give you an insight into the breadth and depth of study of your chosen subject. Lastly, why not start a blog on your academic interests and research or comment on current issues in this or that field?

Chris Townsend, Felsted School, Essex How do you make yourself stand out against a competitive field of strong applicants? Of course, this depends greatly upon the subject area. If you’re an aspiring medic, there’s nothing to replace focused work experience. If you’re a budding historian, wide reading, essay competitions (preferably linked to the universities of your application!), and an A* EPQ (Extended Project Qualification) will be a good starting point. In addition, nearly all universities like to see voluntary work – the willingness to do something for someone else – somewhere on the CV. It’s great to take up the opportunities that might be on offer at school, but the really aspirational student will have taken the initiative, and perhaps reached out to experts in industry or research, participated in a

course at university, or tackled one or more MOOCs (Massive Open Online Courses). Oh, and don’t forget to make sure that you give yourself enough time to get the top grades in the classroom...

Sally Ann Harding, Rydal Penrhos, Wales The benefits of super-curricular activities are endless for sixthform students. Not only does it gain additional experiences you may not find on the regular curriculum, it will show universities their willingness to embrace new challenges. This will also bode extremely well for them in later life when they enter employment. Things such as the Duke of Edinburgh’s Award scheme, the student newspaper or even the Debate Club have been invaluable here at Rydal Penrhos and something that really captivates the imagination of each pupil involved. Participating in things like this is also a welcome distraction from the stresses of revision and is a significant boost to their wellbeing, which is another vital element during the preparation process ahead of examinations. The more you can show a potential university you are capable of, the better chance you have of securing a spot at your destination of choice.

OUR EXPERTS

John Paget-Tomlinson, LEWESTON SCHOOL

Chris Townsend,

FELSTED SCHOOL

Sally Ann Harding, RYDAL PENRHOS

Jane Gandee,

ST SWITHUN’S

Mark Mortimer,

BRYANSTON SCHOOL

Sixth-form students are often exhorted to ‘go beyond the syllabus’, but what does that actually look like in practice? A trip to the Stock Exchange for economists or a summer school for aspiring engineers? While those are certainly worthwhile in their own right, in my view the best approach is for students to be active learners rather than passive consumers. By all means, read widely or go on visits, but then do something with that information. At St Swithun’s we offer a series of academic lunches at which our students can present their own research and then be questioned by peers and visiting academics. The experience of explaining and defending your research is invaluable. Sixth formers could also plan and lead subject-specific clubs for younger students, take part in academic competitions or write blogs or articles.

Mark Mortimer, Bryanston School, Dorset Having the opportunity to discuss course content away from the classroom, and from different perspectives, is crucial for strengthening the understanding of sixth formers and preparing them for university life and career success. I’m a firm believer in the benefits of personal tutoring and the importance of an independent approach to learning. Over and above the personal encouragement to read around the syllabus through books, magazines and podcasts, this approach enables us to fine-tune support and opportunities for every pupil. Each department at the school, for example, provides its own bespoke super-curricular activities, ranging from an Economics Breakfast discussion group to The Classical Symposium for Latin and Greek scholars. Providing pupils with practical experiences and deeper insight is also vital, so visits to specialist organisations – both in the UK and overseas – are always high on the supercurricular agenda.

SPRING 2020 | independentschoolparent.com

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COMMENT

ONE AND THE SAME

School uniforms are designed to unite a student body. But when it comes to sixthform, the transition to grownup garb needn’t be so jarring, says Charlotte Phillips Then there are the multi-coloured socks, all evil twins whose ability to break free from the laundry basket and start a new life overseas with a new partner is legendary (if there’s a better explanation, I’d love to hear it). School shoes, meanwhile, are an attempt by schools to show parents who’s boss. The restrictions on style, material and colour are masterful in their devilish detail and – I now realise – deliberately designed to make it impossible ever to buy a pair that actually fit. You can get either the right size or the right specification, never both. Many shoes, perhaps because of this, are sensitive souls (pun intended). Conscious of all the trouble they’ve caused, they hurl themselves from school bags and car windows to end up lying pitifully in gutters, hung by the laces in trees, and deserted next to (but oddly

TAKE SCHOOL JUMPERS: just itchy enough

PHOTOGRAPHY: ISTOCK/FERRANTRAITE

pinions on school uniforms can be almost as divisive as Brexit. Parents and children either love or loathe them. The clue’s in the name. Don a uniform and your child ceases to be a family’s treasured one-of-kind. Instead, they become a single volume in a standard edition, homogenised into unrecognisable anonymity. Admittedly, the replacement contact lenses had been delayed in the post, but surely I can’t be the only parent to have welled up at prize giving for someone else’s child... But that’s just the start. Uniforms aren’t just a weirdly repurposed version of normal clothes but also come complete with a complete set of instructions on how to behave. Take the school crest. The motto always reads as part challenge, part cryptic crossword clue. A vague blend of inspiration and instruction, it’s mission possible articulated in chain stitch. If pupils choose to accept it, they’ll be striving for glory, reaching for the stars – never for themselves, of course, but always for the greater good. Fortunately, schools have also found a way of ensuring that despite planning for

to provide some permanent background irritation. THEN THERE ARE THE SHIRTS

THAT RUB THE NECK, JUST A LITTLE stratospheric achievement, pupils don’t get above themselves, thanks to the clever way that parts of the uniform are designed to provide constant, if low level, discomfort. Take school jumpers: just itchy enough to provide some permanent, background irritation. Then there are the shirts that rub the neck, just a little, all the time. And everything, of course, comes with a care label handmade by grudge-bearing artisans from sandpaper and indelibly sewn in with cactus spikes. The blazer, the school’s shop front, is designed simultaneously to fulfil parents’ aspirations and provide a high level of challenge on the personal care front. If made of tweed, it speaks of centuries of history, tradition and massive dry-cleaning bills. Contrasting piping, high-maintenance linings and impossible-to-replace buttons tell you everything you need to know about the the school’s sense of self-worth. And no matter how much blazers cost, your kids will still leave theirs on a peg and bring someone else’s home.

enough, never inside) rubbish bins. Uniforms do, however, offer a massive benefit to anyone who who relishes the chance to swap individuality for relative anonymity. The perfect disguise, uniforms act almost like a cocoon, a safe way of hiding in plain sight while you mastermind your future persona. It’s just a shame that so many schools appear unable to cope with an outpouring of this individuality at 16. At a time when students are old enough to marry and think about leaving home, going to university or starting a job, a school’s solution to preparing them for this grand entrance into adult life, all too often, is... to insist that they turn up for school in ‘smart business dress’ for the final two years of their school career. Could it be that schools that endlessly trumpet creativity and risk taking can really only tolerate it when it’s beige coloured? If so, one thing’s for sure. You certainly won’t ever find it lovingly adorning a tweed blazer as an up-to-the-minute motivational motto. SPRING 2020 | independentschoolparent.com

SENIOR SCHOOL

IN 10 PICTURESâ€Ś

Wellington School Steeped in heritage, the Somerset school offers an outstanding education â€“ in and out of the classroom

All Wellington pupils are expected to have a pursuit of excellence, as this student demonstrates by clearing this high jump level The memorial Chapel is set at the heart of the school campus and is central to life at Wellington

From year 10 and upwards, pupils can join any division of the CCF and the Corps of Drums regularly turns out for school, town and community events

Pupils and teachers have positive relationships that are built over years at the school

independentschoolparent.com | SPRING 2020

SENIOR SCHOOL

Occupying a 35-acre site in the heart of the beautiful Somerset countryside, the school is a central part of both the town and the community

With a strong tradition of sport, there are superb individual athletes performing at high levels across a range of sports

With more than 26 different nationalities, the boarding community is rich and vibrant and has a full programme of extracurricular activities to enjoy Outdoor education is one of the schoolâ€™s great strengths, with a range of trips, activities and adventures

An academically rigorous school with around 75% of students progressing to Russell Group universities or equivalent

The school boasts impressive alumni, including Poirot star David Suchet, Jeffrey Archer and Simon Singh, many of whom are still very involved in the life of the school

DID YOU KNOW?

Wellingtonâ€™s ethos rests on three principles: outstanding relationships, a love of learning and the pursuit of excellence. The teaching staff wants pupils to eel secure and confident supported and understood, and able to turn to those around them for guidance and encouragement. Relationships here are informed by kindness, tolerance, inclusivity and trust. SPRING 2020 | independentschoolparent.com

STAR ALUMNI

ONES TO WATCH We caught up with five high-flying alumni to find out how their school days shaped their stellar career paths

Ben Millar, 24 Physiotherapist, Millfield School Somerset

Louisa Fisher, 31 Head of Original Diving at Original Travel, Sherborne School for Girls, Dorset My passion for the underwater world started as early as I can remember, from poking around in rock pools as a toddler to learning to dive at the age of 11. There’s nowhere I’d rather be than under the sea! When I joined Sherborne, it was clear that my strengths lay in sciences. This was encouraged and went on to being the focus of my A-levels. By the age of 16, it was clear that the only way forward for me was to study marine biology which I read at Newcastle University, before moving to London and joining Original Diving (part of luxury tour operator Original Travel), specialising in creating tailor-made scuba diving holiday packages. After three years as a sales consultant, I was promoted to head up the Original Diving team, and have been doing so ever since.

I’ve played competitive sport since I was seven, so periods of my childhood were spent with physiotherapists rehabilitating from injuries. The combination of the two stemmed my interest in the human body. To become a physiotherapist, you have to obtain a Bachelor’s degree in Physiotherapy (BSc). I left Millfield in 2014 and gained my degree from Cardiff University. Knowing the theory is one thing but applying it to clinical scenarios is quite another. Throughout my time at university, I had multiple clinical placements. These ranged from working with elite sports teams to Care of the Elderly rehabilitation in community hospitals. Adapting assessments and I left Cardiff and commenced my junior rotations within the National Health Service at a large hospital soon after. After spending 20 months rotating in different specialties, I’ve just started a new role as a senior physiotherapist specialising in musculoskeletal conditions.

independentschoolparent.com | SPRING 2020

Yasmin Jones-Henry, 27 Journalist, St Margaret’s, Herts At 16 I was extremely ambitious, but unsure of the career path I wanted to take. I chose to take my A-levels in English, history and economics and the time I spent in sixth form at St Margaret’s School in Bushey, Hertfordshire really opened doors for me. I participated in extracurricular activities such as Young Enterprise and completed my LAMDA Gold Acting Solo Award. St Margaret’s was essentially a safe space in which to build strong friendships, explore, make mistakes and take risks, equipping me with the skills I needed to succeed at Birmingham, my next stop. I graduated with a joint honours degree in classics and English literature. Classics has really helped me progress in my career because what it taught translates into other areas including economics, which is a fundamental part of my day job: writing for the Financial Times as a national newspaper journalist.

Adam Rimmer, 31 Entrepreneur, Stamford Endowed Schools, Leics Science had always fascinated me and I chose the Cambridge course because of its breadth. After graduating I found RMS, a California-based company that builds computer models of hurricanes, earthquakes and other catastrophes for insurance companies. The perfect blend of science and finance, that’s where my career began. After five years at RMS, a colleague and I left to set up FloodFlash. FloodFlash takes an idea we had seen in reinsurance (something called parametric insurance, where pay-out is based on some measured event rather than cost of damage) and turns it into a mass-market product. We’re providing affordable coverage in the highest-risk areas around the world for the first time – and none of it would be happening without the training and inspiration I received at both Stamford School and university.

STAR ALUMNI

Ellie Judd, 24 Medical Writer, Benenden School, Kent

Ellie worked in the fashion Edmund and his co-founder industry before returning Flore descience Taisne to her first love,

I came into my job as a Medical Writer at Real Science, a medical communications agency, from a somewhat unconventional background. From day one I was sure it had been the right move, and a year on I’m still sure it was the right decision. After leaving Benenden School in Kent, I studied biology at University College London and, like many others at the time, struggled to decide what I should do afterwards as a career. I hoped that I’d ‘find myself’ while doing a bit of backpacking around Asia and Russia. I’ve always had a passion for creating things, mostly making clothes, and so set out to try to combine the analytical and logical skills I had learned at UCL. And so I used my creativity by working in the fashion industry. That was fun for a while, but I found myself missing the world of science and being up to date with new research. I wanted to work on something that I felt was meaningful, where I could be a part of something that has an impact on patients. I stumbled across medical writing and was immediately excited by the prospect of it: here I could use my creativity and keep up to date with new research, and use all of my scientific knowledge. There aren’t many other people I know who use their degree on a daily basis, and it feels great to know that the years I’ve spent studying have enabled me to take on this job. I learn new things every day, stay at the forefront of scientific news, create important, useful content, and what’s more, I get paid a salary for it, so I’m pretty sure I’m doing the job of my dreams! What more could anyone ask for?

SPRING 2020 | independentschoolparent.com

Claremont Fan Court School An independent co-educational school for pupils aged 2½ to 18 years

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An extensive transport network, including a London service

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TIME TOGETHER

ENJOY THE SEASON

FAMILY LIFE Our roundup of spring diary dates and Easter holiday inspiration

Arriving just in time for the light spring nights and long summer days, Gap Kidsâ€™ new season collection is a breath of fresh air, with super-fresh chambray playsuits, breathable cotton sundresses and oh-so pretty broderie anglaise details. Perfect for girls who are always on the go! gap.com

SPRING 2020 | independentschoolparent.com

HOLIDAYS

Piste de résistance After leaving the annual ski-trip planning up to the experts at Powder Byrne, ARABELLA SOAMES and family had a holiday to remember in the Swiss Alps

o take the stress out of arranging our annual family ski trip, which usually involves complicated logistics and levels of energy not normally exerted on relaxation, I decided to put my faith in well-known ski holiday provider, Powder Byrne. Guided by its very hands-on team, my husband, John and I chose Grindelwald in the Swiss Alps as the destination for our family sojourn. This charming village in the Bernese Alps – surrounded by the majestic mountains of the Mönch, Eiger and Jungfrau – wholly lived up to our snow-globe expectations, complete with a variety of on and off-piste skiing high jinks, as well as a buzzing main street crowded with bars for that all-essential après-ski. We started in style with a private chartered flight (available during peak school-holiday periods) and with extra luggage allowance, no extra costs for bulky ski equipment and private

independentschoolparent.com | SPRING 2020

airport transfers, our holiday felt like it started long before reaching our mountain idyll. Arriving in the picture-perfect village of Grindelwald, we checked in at The Schweizerhof, a five-star chalet hotel with a traditional alpine style that belies its contemporary light and spacious interiors. With its cosy rooms and one-, two- and three-bedroom apartments ideal for families, younger ones can enjoy the swimming pool or games room complete with bowling alley, while for adults there’s a Finnish sauna, herbal steam bath and ice grotto for post-piste pampering. There’s top-notch dining too, with a quality half-board dining room, and a superb à la carte restaurant, or Gaststübli if eating traditional Swiss dishes takes your fancy. Conveniently located close to the main ski lifts, skiing in Grindelwald is great for

The five-star Schweizerhof Hotel in Grindelwald

families whose skiing abilities might range from beginners to seasoned pros. The resort is well suited to novices, thanks to the designated Bodmi beginners’ ski area, but there’s also extensive skiing for intermediates, with links to nearby Wengen and Mürren. There’s

HOLIDAYS

There are ski programmes available for family members of all ages

CONVENIENTLY LOCATED CLOSE TO THE SLOPES, skiing in Grindelwald is great for families WHOSE SKIING ABILITIES MIGHT RANGE FROM BEGINNERS TO SEASONED PROS

AND IT’S NOT JUST ABOUT SKIING...

• Hiking and Nordic walking: There are more than 100km of groomed winter hiking trails leading skiers to several quaint mountain huts where you can savour a deliciously hearty Swiss lunch. • Day and night sledging: This will be a real hit with the children. • Snowshoeing: There are more than 20 trails to choose from, and you can even enjoy a moonlight snowshoe hike where your guide will identify various stars for you.

fantastic off-piste and itinerary routes for advanced skiers with 213km of slopes across the Jungfrau Top Ski Region, including an 8km piste from Oberjoch to Grindelwald. Serious skiers can take on the breathtaking Black Rock slope that comes down from the foot of the Eiger, and in Mürren there is the hair-raising vertiginous Kanonenrohr run. The infamous Lauberhorn World Cup downhill ski run is a great challenge for skiers and mountain guides will oversee some fantastic heli-skiing if it’s a high-octane experience that you’re after. Most of our time was spent at Jungfrau, which is ideal for families, with its variety of terrains: from longer blue slopes to steeper black runs, there was something for all of us. There are popular ski programmes for the children to take advantage of, including Yeti Primer for three and four year olds, the Yeti Club for ages four to nine years, and the SnoZone for 10-14 year olds. On the days that John and I decided to go it alone, it meant that we were able to ski with the peace of mind that our kids were safe, having fun and making friends. The programmes are run by professional ski instructors and include lunch on the mountain, early suppers and popular movie nights, with additional evening activities on the SnoZone programme, such as ice skating, bowling and indoor climbing. Meanwhile, we made the most of Powder

Byrne’s complimentary ski guiding, taking the worry out of map-reading and trying to find the best runs. For beginners or those looking to build confidence, a Learn to Ski in Style programme is perfect for honing skills without being stuck on the nursery slopes. A popular spot with my family was the Piz Gloria restaurant, which features in the James Bond film On Her Majesty’s Secret Service, and is a perfect place for people watching. After a long day of fresh alpine air, we all looked forward to the slower-paced, old-world charm of Grindelwald’s bars and restaurants where we could relax and re-fuel. If you’re stuck for some novel ideas as to what to do, the Powder Byrne Mountain Host team are on hand to provide recommendations, make reservations and organise activities such as night sledging, which we found was a fun way to tire the children out before bedtime. For a seamless, stress-free escape to the slopes, we were prepared to spend some money, but with every element taken care of from start to finish, it really allowed us to focus on the important stuff, like making memories and enjoying new experiences together. Stay with Powder Byrne at Hotel Schweizerhof, Grindelwald during the Easter school holidays from £2,295 per person on half board, including flights from the UK, private transfers and client concierge service. powderbyrne.com SPRING 2020 | independentschoolparent.com

COMPETITION

Win a three-night stay at Club Marvy in Turkey Enjoy an idyllic family break on the Aegean coastline

lub Marvy is offering one lucky reader a three-night family stay at the five-star hotel – a chic hideaway set in an idyllic private bay just 40 minutes from Izmir. This independently-owned, female-run hotel is changing the face of Turkish all-inclusive holidays with sleek, minimalist design, a manicured beach and rustic tavernas. The ocean-facing hotel sits on the edge of the Aegean Sea, blending seamlessly into its surroundings. The resort is split into separate family-friendly and adult-only sections, with 339 rooms (and three penthouses) spread out across the sprawling resort. During their stay, guests can expect to feel like a local with six à la carte dining options,

including Turkish mezze and the recently opened Italian restaurant, which is headed up by Michelinstarred chef, Cristina Bowerman. At Buon Italiano, Cristina uses organic local ingredients, mainly sourced from Değirmen Farm, the first and only organic farm in the Izmir region. Cristina has created a menu of delicacies specific to Italy and the Aegean. The on-site sailing club offers guests a chance to explore the magnificent Aegean Sea – with a variety of lessons from intensive courses to a fun family one. The club also offers a full D1 sailing licence, a highly regarded qualification created by the world sailing federation. There’s also a creative and engaging kids club, a waterpark, babysitting services and concerts. And the fun doesn’t end there! Indulge at the beautiful spa offering a range of treatments and the traditional Turkish Hammam, swim in one of the four pools, visit the jewellery and textiles boutiques, find zen at the open-air pilates and yoga studio, or take a leisurely look around the hotel’s art gallery.

HOW TO ENTER Answer the following question How many swimming pools does the resort have? A) two B) three C) four D) five

independentschoolparent.com/win COMPETITION CLOSES AT 23.59PM ON 20 APRIL 2020

independentschoolparent.com | SPRING 2020

TERMS AND CONDITIONS: The winner must be aged 18 years or over. The prize is non-transferrable and there is no cash alternative. The hotel stay will be subject to availability. The prize is valid for travel in May 2020 or from 15 September – 31 October 2020. The prize is a three-night stay for a family of four on an all-inclusive basis, including return airport transfers to and from Izmir airport. For The Chelsea Magazine Company’s terms and conditions, please visit chelseamagazines.com/the-chelsea-magazine-company-terms-and-conditions/

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SPRING 2020 | independentschoolparent.com

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DIARY DATES

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

Secrets of the Egyptians

Very egg-citing

The Saatchi Gallery, London UNTIL 3 MAY

National Trust Venues nationwide 10-13 APRIL 2020

Explore an ancient world of mystery at this special exhibition to mark the 100th anniversary of the legendary tomb’s discovery. Tutankhamun: Treasures of the Golden Pharaoh showcases these glittering World Heritage artefacts – including more than 150 authentic pieces – for the final time, before they return to Egypt forever. saatchigallery.com

If you head down to any National Trust venue this Easter weekend, you’ll be in for a wonderful surprise. Teaming up with Cadbury’s, the National Trust are holding Easter events up and down the country, including a very special egg hunt. This is one for the whole family to enjoy, and you’ll take some chocolatey treats home too. nationaltrust.org.uk

When a knight won his spurs Wrest Park, Bedfordshire 25-26 APRIL 2020

Immerse yourself in the story of England at the country’s biggest St George’s Day Festival this April at Wrest Park in Bedfordshire. The English Heritage site celebrates the legendary tale of George and the Dragon every year with clashing swords, gallant knights and, of course, a terrifying dragon. Enjoy live jousting, a civil war living-history encampment and cheer on your favourite competitor in the clash of the knights’ contest. english-heritage.org.uk

Shakespeare Week

To draw, or not to draw – that is the question Nationwide 16-22 MARCH 2020

This March sees Shakespeare Week take centre stage once again with nationwide events happening up and down the country. This year’s theme is Art and Design, with Shakespeare portrait competitions and art-school events taking place alongside drama and writing workshops. eshakespeareweek.org.uk

V for victory

Join the celebrations on this year’s May bank holiday to coincide with the 75th anniversary of Victory in Europe day, marking the end of the Second World War. The Tank Museum is holding VE Day 45, a street party to mark the occasion, including a special tank display, vintage fairground games and live music. tankmuseum.org

independentschoolparent.com | SPRING 2020

WORDS: HENRIETTA EASTON.

The Tank Museum, Dorset 8 MAY 2020

Kingsley_BSA Guide

6/3/20

Kingsley_BSA Guide

6/3/20

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KINGSLEY SCHOOL KINGSLEY SCHOOL “There is a strong emphasis on “There is strong emphasis kindness ataKingsley” ISI reporton 2019 kindness at Kingsley” ISI report 2019

Summer 2019 results Summer 2019 results 51% A & A* at A Level & BTEC 51% A & A* at A Level & BTEC 148 UCAS points average 148 UCAS points average

Boys and girls independent day and boarding school. Northdown Bideford, Devon 3LY. 01237 426200 Boys andRoad, girls independent day EX39 and boarding school. Northdown www.kingsleyschoolbideford.co.uk Road, Bideford, Devon EX39 3LY. 01237 426200 www.kingsleyschoolbideford.co.uk

We welcome day students from 3 months to 19 years and boarders from 6 years to 19 years. The No.1 independent secondary school in the North of England (QE College).Sunday Times Schools Guide 2020

Academic, sport, music and drama scholarships available for students in Years 7 to 13

Open day

Saturday 2 May 2020 10.30 - 3.00 or call to arrange a private tour

Queen Ethelburga’s Collegiate www.qe.org | admissions@qe.org 01423 333330 | York YO26 9SS

DISCOVER MORE #NoOrdinarySchool

We encourage our pupils to enjoy learning and pursue success to the best of their ability; to be prepared for the changing world beyond school. To find out more please call to book on to one of our forthcoming open events: Senior School and Sixth Form Open Afternoon, Friday 24th April 2020 Junior School Tour Morning, Tuesday 28th April 2020 Pre-School | Junior | Senior | Sixth Form 023 9236 0036 | www.pgs.org.uk

SPRING 2020 | independentschoolparent.com

DIARY DATES

On your bike!

Let’s talk about earth

Nationwide 22 APRIL – 5 MAY 2020

Various locations across Edinburgh 4-19 APRIL 2020

Schools across the country are invited to take part in this year’s Big Pedal 2020. Backed by Paralympian Dame Sarah Storey, and organised by the walking charity Sustrans, the event will see school pupils across the UK compete with each other to make the most journeys by bike, foot or scooter. bigpedal.org.uk

The Edinburgh Science Festival is set to return bigger and better than ever this April, with a special and topical focus on the environment. Festival-goers can enjoy a five-floor science playground at City Art Centre, and workshops, exhibitions, talks and hands-on activities at the National Museum of Scotland, Edinburgh Zoo, the Royal Botanic Garden, and Dynamic Earth Edinburgh. sciencefestival.co.uk

Big Pedal 2020

The Edinburgh Science Festival

When you believe Dominion Theatre, London UNTIL SEPTEMBER

Sing it loud Trafalgar Square, London 20-21 JUNE 2020

This June, London’s favourite stage stars will take to the stage once again for the annual West End Live performance in Trafalgar Square, an extravaganza of performances from London’s best shows. Take a picnic, a cushion, and settle in for a whistlestop tour of the city’s impressive musical scene. westendlive.co.uk

From the creators of Wicked comes a new stage musical set to take the West End by storm in 2020. The Prince of Egypt, based on the Bible’s story of Moses and adapted from the popular DreamWorks Animation film, will take audiences on a journey through ancient Egypt as two brothers face a destiny that will change history forever. A must-see! theprinceofegyptmusical.com

A taste of London In October 2019 the duo behind bespoke catering company Tart London, Jemima Jones and Lucy Carr-Ellison, alongside founder of Lock Studios Tom Warren, launched their new neighbourhood restaurant Wild By Tart, now open at Eccleston Yards, Victoria. Housed in a former power station the restaurant boasts a bar, deli, juice and coffee kiosk and an events space and photography studio. Tart London’s signature, seasonal menu offers wholesome, inventive dishes all designed to share alongside a homey, welcoming atmosphere and a truly modern feel. wildbytart.com

independentschoolparent.com | SPRING 2020

PHOTOGRAPHY: CHRIS FOSTER

Eccleston Yards, London ONGOING

Malvern St James Girls’ School 15 Avenue Road, Great Malvern, Worcestershire WR14 3BA

Head Teacher: Mrs Olivera Raraty. Admissions: Mrs Jennifer Moorhouse admissions@malvernstjames.co.uk 01684 584624

Independent day school for boys aged 11 - 18 in North West London For details of open days and evenings throughout the year visit www.johnlyon.org HARROW ON HILL SOUTH HARROW THE

Some young boys showed us around the School and they were pretty confident. I looked at those boys and I saw my son in them.

GENDER/AGES: Girls, 4-18 years. TOTAL PUPILS: 400. TYPE: Day, Weekly, Flexi, Full Boarding. FEES: Pre-Prep: Day from £7,170. Prep: Day from £11,145, Weekly from £20,520, Flexi Boarding from £13,215, Full Boarding from £22,905. Senior: Day from £16,815, Weekly from £28,035, Flexi Boarding from £19,215, Full Boarding from £30,345. Sixth Form: Day from £19,875, Weekly from £34,620, Flexi Boarding from £23,550, Full Boarding from £38,190. ENTRANCE PROCEDURE: Pre-prep & Prep: 2-day taster inc. assessments; Senior School: CAT4 test, English Comprehension, Interview; Sixth Form: Entrance exam for each subject to be studied at A level; Interview

School Philosophy: MSJ is a refreshing and inspiring school that helps girls to

grow and flourish as individuals, developing the courage and self-belief to go out into the world and be true to themselves. We achieve excellent academic results without being an exam factory. Our ethos is of inclusion and respect.

Open Days: Friday 15 May; Families are also welcome to visit for a bespoke private tour during term times. malvernstjames.co.uk

A prospective John Lyon parent

ST BENEDICT’S SCHOOL EALING a

m i n i m i s

Co-educational boarding and day school for children aged 11 - 18

i n c i p e

Outstanding Catholic Independent school for boys & girls aged 3 - 18

“The quality of the pupils’ academic and other achievements is excellent.” ISI Inspection Report, November 2019

Whole College Open Morning:

Saturday 25 April 2020 SENIOR SCHOOL OPEN MORNING - TUESDAY 5 MAY TH

View our website for a full list of our Open Events or arrange a personal visit with our Registrar, Louise Pepper, on 020 8862 2254 www.stbenedicts.org.uk

Book with the Admissions Team: 0118 976 7415 admissions@pangbourne.com www.pangbourne.com

SPRING 2020 | independentschoolparent.com

GCSE & A-level

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BE YOU, BE CREATIVE. Sibford School is a co-educational independent day and boarding school for pupils aged 3 - 18, set in 50 acres of Oxfordshire countryside.

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DIARY DATES

Young People’s Design Day

Passion for fashion

PHOTOGRAPHY: CHRIS FOSTER; HUFTONANDCROW.COM

V & A Dundee 30 MAY 2020

If you fancy being a couturier for the day, the V & A Dundee is holding a free day of design workshops for 14-24 year olds. Hosted by Young People’s Collective, you’ll have the chance to practise print-making and style and customise a full outfit from the musem’s wearables collection. vam.co.uk/dundee

Animal magic Natural History Museum, London MAY 22 – JANUARY 3 2021

Discover a world where magic and muggle worlds collide at the Natural History Museum. Fantastic Beasts: Wonder of Nature, in partnership with the Warner Bros’ Wizarding World, takes a look into how the natural world has inspired myths, legends and magical creatures, and celebrates the explorers who have helped us to understand our planet’s extraordinary animals along the way. nhm.ac.uk

Broadway export Gielgud Theatre, London MAY 21 – SEPTEMBER 5 2020

The stage adaptation of Harper Lee’s iconic To Kill A Mockingbird is heading to London in May, having already taken Broadway by storm. The classic novel tells the moving story of lawyer Atticus Finch and his children Gem and Scout, and their navigation through a turbulent and segregated 1960s deep-south America. tokillamockingbird.co.uk

Eat your Weetabix London 5TH JULY 2020

The iconic ASICS London 10K has partnered with Weetabix Protein to launch their Weetabix Protein Youth Challenge, a brand-new initiative to get children into running. For the first time those aged eight to 14 will be able to take part, completing as many kilometres as they can before the event, finishing their final distance in front of cheering crowds on race day. virginsport.com/youth

SPRING 2020 | independentschoolparent.com

MEMORY LANE

SCH OO

L M E MOR I E

ANABEL KINGSLEY Trichologist and daughter of renowned ‘hair doctor’ Philip Kingsley, attended Trevor Roberts School in Belsize Park, north London Your school in three words? I’d say creative, individual and supportive.

Did you win any prizes? I did, and still do, love to write – everything from short stories to poems and song lyrics. Trevor Roberts would hold creative writing competitions a few times a year. I think I won at least five times. The prize was a book voucher, which did vex me a little as I wasn’t a great reader. I was also the lead in our school plays. I’d always go for the male lead as they were much more fun to play. In Peter Pan, I was Captain Hook (see below left).

Who was your best friend? Benedicta. I think we gelled so well as we’re both creative and slightly eccentric. We’re still close! I was her bridesmaid, and she came to my wedding. What did you want to be when you grew up? I wanted to be an astronaut and went to space camp at the NASA base in Alabama. It was amazing! We did space flight simulations in equipment astronauts trained in.

Favourite teacher? Our French teacher, but not because of my love of French – it was the rhymes she used to make up and sing to us at lunch time: ‘keep your elbows

Most embarrassing moment at school? Probably having my jeans rip all the way down the back during PE when I bent over to pick up a netball. Being 13 at the time – and at a co-ed school – made it even more traumatic. Did you play any pranks? Pranks can border on being mean, and I was always very conscious about not hurting people’s feelings. But at home my sister and I’d put corks in the sink faucet and confetti buckets above doors, (charming, I know!) Let’s talk school dinners. Michelin-star worthy, or...? I remember a lot of people not liking the food. But I also

I’D ALWAYS GO FOR THE MALE LEAD

as they were much more fun to play.

IN PETER PAN, I WAS CAPTAIN HOOK remember often finishing the food on my friends’ plates – so it couldn’t have been that bad. Bread and butter pudding was my absolute favourite. Team player or going solo? Aren’t we all a bit of both? I’m highly competitive and this keeps me very driven. Running a company has so much to do with teamwork. Success depends on the team as a whole.

independentschoolparent.com | SPRING 2020

All-star sports captain or off the table. I’ll chop them off outside field lingerer? if I’m able’. Trevor Roberts wasn’t an especially sporty school, but What advice would you offer I really enjoyed sports. In my your school-age self? other schools I’d been captain Not to worry so much, and to of both the swimming and enjoy learning. It wasn’t until tennis teams. I also I went on to study went off to tennis trichology in my 20s, camp every year, a decision I made and participated in on my own, that I gymkhanas on the understood the power weekends at a local of knowledge and got pony club. Anabel chose to follow truly excited by it. her dad into haircare

YES, IT’S A CRYING SHAME…

…that she left it too late to apply for Hurtwood House, because it’s simply the best for acting, dancing, singing, film-making – “A Utopia for creative minds” – as the Good Schools Guide says. And crucially, this exciting school is equally successful academically. In fact, it’s statistically one of the top co-ed boarding schools in the UK. So, if you’re looking for a really exciting and rewarding change of school at 16 – don’t leave it too late. Call or visit our website for more information.

Please contact Cosmo Jackson

T: 01483 279000

E: info@hurtwood.net

hurtwoodhouse.com

A new integrated approach to individual education Individual Sessions

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One-to-one lessons (in preparation for 7+, 8+ and 11+) incorporating NLP and HeartMath techniques which will ensure your child surpasses even what they thought they were capable of!

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Programmes for Schools

Get in touch

We work with schools both in the UK and abroad to: a) help teachers become more aware of how their behaviour and language influences learners and how to use this to benefit children; and b) to equip children with skills that will help them to succeed at whatever they focus their attention on.

enquiries@educationbeyond.co.uk 07538 179 018 www.educationbeyond.co.uk