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MADE IN WALES

UWC Atlantic College Behind the scenes at the school favoured by European royals

A QUESTION OF GIRLS

Winchester College on going co-ed at sixth form

BATTEN DOWN THE HATCHES

What’s it like to board during a pandemic?

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INDEPENDENT SCHOOL PARENT • SENIOR EDITION • SPRING 2021

In brief A round-up of the latest school news

School stats

Value added

All the facts and figures you need Stamford School’s Headmaster says that the pandemic has put things in perspective

We’re back! Framlingham College’s Principal outlines thelogistics of returning to the classroom

Made in Wales What makes UWC Atlantic an inspiring place to undertake sixth form studies

A question of girls Winchester College’s Headmaster explains the schools move from single sex to co-ed

Batten down the hatches Ashville College’s Head of Boarding reveals what pandemic boarding feels like

Rugby School, Warwickshire

Class unplugged Downe House’s Deputy Head discusses the school’s antidote to remote learning blues

Blowing off the cobwebs Teaching sports and music remotely

Paying it forward

A fresh perspective

A look at the importance of scholarships Bolton Girls’ School’s new virtual lecture series offers an insight into various careers

Behind the scenes

Ask the experts

We visit Felsted School in Essex Now that school’s are open, how can we make the most of last weeks of term?

In 5 pictures...

Ones to watch

It’s a shore thing

Bryanston School, Dorset Five independent school alumni share their career paths and workplace experiences

Tweet us @ISParent

Emma Robertson discovers the magical natural beauty of Northern Ireland

63 CLAUDIA DUDMAN, EDITOR

Making your mark An in-depth look at how this summer’s GCSE and A-level grades will be awarded

elcome to this spring term senior edition. As schools reopened and pupils returned last week, there’s no doubt that the past 12 months has changed education for a generation. On page 15, Nick Gallop, Head of Stamford School looks at what lessons have been learned, and how pupils who would have been taking public exams this summer have been able to reset with the brilliant programme of extracurricular activities that independent schools offer. On that note, if you’re feeling confused about how GCSE and A-level grades will be awarded this summer, you’re not alone! The exams regulator Ofqual announced its decision in late February and as Duncan Byrne, Head of Loughborough Grammar, explores on page 30, the guidelines are pretty vague. Finally, nominations for our brilliant Independent Schools of the Year 2021 Awards are now open. This year we’ve added a new category to the canon: the Special Award for an Outstanding Response to Covid-19. As well as delivering a full timetable through remote learning, many schools have made PPE, delivered food boxes to those in need and continued to try to improve the lives of those less fortunate than themselves. This new accolade aims to recognise this. Find out more on page 22 and download an entry form on our awards website independentschoolsoftheyear.co.uk. Nominations close on 28 May. Happy reading!

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Calendar

School memories

Socially distanced dates for your diary Novelist and historian Harry Sidebottom

SPRING 2021 | independentschoolparent.com

WORLD CLASS EDUCATION IN THE HEART OF THE LAKE DISTRICT

‘A glorious backdrop in which to learn and grow, and the school makes full use of it.’ - The Good Schools Guide

Independent Co-Educational Day and Boarding School for ages 3-18 Contact our Admissions Team by telephone: 015394 46164 or email: admissions@windermereschool.co.uk to organise a virtual tour for your family. www.windermereschool.co.uk

WHO’S WHO

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INDEPENDENT SCHOOL PARENT EDITORIAL Editor Claudia Dudman Sub Editor Laura Sutherland

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

DESIGN Creative Director Chloë Collyer

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.

ADVERTISING Group Account Director Catherine Chapman Advertisment Manager Harriet Cottrell Sales Executive Danielle Thirsk DIGITAL Digital Product Manager Ben Iskander

SIR ANTHONY SELDON is a contemporary historian and political author. He is former Vice-Chancellor of the University of Buckingham and was the 13th Master of Wellington College in Berkshire from 2006 to 2015.

PUBLISHING Executive Chairman Paul Dobson Chief Financial Officer Vicki Gavin Managing Director James Dobson Managing Director of Sales & Chelsea Create Steve Ross Publisher Caroline Scott Circulation Manager Daniel Webb Acting EA to Chairman Sophie Easton 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 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

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.

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

EDITORIAL ADVISORY BOARD David Moncrieff, Chairman Colin Bell, COBIS Andrew Fleck, Sedbergh School, Cumbria Alison Fleming, Newton Prep, Battersea Tory Gillingham, AMCIS Aileen Kane, Boarding Schools’ Association Rachel Kerr, Girls’ Schools Association Ian Mason, Independent Schools Council Mark Stretton, HMC Helen Wright, Educational consultant Sir Anthony Seldon, Commentator and author Ben Vessey, Canford School, Dorset Sue Woodroofe, The Grammar School at Leeds Peter Young, Marketing/Brand Consultant

SUE WOODROOFE has been a headteacher for 12 years at The British School of Brussels and now at The Grammar School at Leeds. 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.

© The Chelsea Magazine Company Ltd 2021. All rights reserved. Text and pictures are copyright restricted and must not be reproduced without permission from the publisher. The information contained in Independent School Parent 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. Independent School Parent also publishes The Guide to Independent Schools biannually to help you choose the right school.

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.

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.

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 across the world.

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. 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. MARK STRETTON joined HMC as communications manager in 2017, bringing with him more than 15 years’ experience and expertise in education sector communications.

RACHEL KERR

COVER: BEDFORD SCHOOL

has worked with independent schools since 2000. She is currently communications manager at the Girls’ Schools Association.

TORY GILLINGHAM is the managing director for AMCIS, Admissions, Marketing and Communications in Independent Schools, which now has over 500 schools in membership. She has more than 25 years’ experience of the independent schools sector. SPRING 2021 | independentschoolparent.com

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SCHOOL NEWS

IN BRIEF

STUDENT SUCCESSES • ALUMNI ACHIEVEMENTS • INSPIRING INITIATIVES • NEW HEADTEACHERS

A recipe for success

Exeter School, Devon Nestlé has agreed to acquire a majority stake in a company co-founded by Exeter School alumni. The Mindful Chef, created by Myles Hopper, Rob Grieg-Gran and Giles Humphries, is a B Corp certified healthy recipe box and prepared frozen meals company. Friends since their school days, Myles, Giles and Rob founded the company in 2015 and, along with CEO, Tim Lee, will continue to run Mindful Chef with the additional support and capabilities of Nestlé’s world-leading food business. In the current financial year, Mindful Chef has grown revenue six times from £8m to £50m. Exonians Giles and Myles have generously shared their time and expertise with current Exeter School pupils on several occasions. More recently, the duo returned to school to take part in the Lower Sixth Business and Enterprise Day as part of Futures Week, which prepares the pupils for life beyond school.

WORDS: LAURA SUTHERLAND

Exonians Myles, Rob and Giles founded Mindful Chef together in 2015

SPRING 2021 | independentschoolparent.com

SCHOOL NEWS

BEST OF THE REST • Lead the way Bolton School, Greater Manchester

A new entrepreneurship scheme for the school’s sixth form students is now underway. Five successful alumni will mentor the group across the current school year, helping them develop their business acumen and entrepreneurial vision.

• Singing praises Ellesmere School, Shropshire

Music scholar, Kizzy LumleyEdwards is celebrating two big prize wins. The 17-year-old singer has won the £1,000 Robinson Award towards her education, as well as bespoke training alongside renowned acapella choirs VOCES8 and Apollo5.

• Here come the boys St Gabriel’s, Berkshire

Just dance

Millfield School, Somerset

The school has been selected as one of a small number across the UK to offer the new, and highly prestigious, Rambert Dance Grades. The grades are a new benchmark in contemporary dance education, and the new grading within the industry focuses on making dance that is awe-inspiring, adventurous, dynamic and relevant.

The Newbury-based school will extend its co-educational offering to the senior school, welcoming boys into year seven from next September. The move to a fully co-educational senior school will be incremental with a second entry point of year nine and year 12 (sixth form) being established in September 2024.

• Wheely good West Buckland School, Devon

Heal the world

Spurred on

King Edward VI, Southampton

ACS Hillingdon, London

Mill Hill School, London

The school has become the vaccine training centre for the St John Ambulance during the nation’s huge vaccination rollout programme. It is providing its facilities as hundreds of volunteers are trained to carry out vaccinations in Southampton and the surrounding areas.

Created to inspire lockdown outreach activity, the school’s virtual series, What the World Needs, has been a hit. Headlined by co-founder of Global Citizen, Michael Sheldrick, the event was opened by year 12 student, Sarah Kebbell’s inspiring account of her NHS volunteering experience.

The Mill Hill Foundation is incredibly excited to be partnering with one of the world’s leading football clubs. Premier League team Tottenham Hotspur has a rich history in youth development and will create a wealth of new opportunities and experiences for the school’s pupils.

independentschoolparent.com | SPRING 2021

• Better together Haberdashers’ Schools, Herts

The boys’ and girls’ schools have announced a 10-year plan to provide single-sex education on a co-ed campus. There’ll also be a rich co-curricular programme to equip pupils with all the skills needed to succeed in today’s evolving workplace.

Just the shot

Year 11 student Amy Pullen has been selected as a guest apprentice for Team GB’s cycling team. As one of just seven cyclists chosen, she will attend the team’s educational workshops and race camps once lockdown is lifted.

I Amherst “ Everyone has a chance to shine.” Pupil Small class sizes, a supportive community and inspiring teachers who tailor education to each individual, are the key to helping every one of our pupils prosper and achieve their very best. Our pupils are, and always have been, our best advertisement. Confident but not arrogant; ambitious but not materialistic, and well equipped to face the worst and embrace the best that life offers. We look forward to telling you more.

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WELCOMING BOYS & GIRLS AGED 4-18 YEARS

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SCHOOL NEWS

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

Louisa McCafferty is the new Head of Upper School, Broomwood Hall, south London.

Dr Stephen Burley is the new Headteacher of King’s High School, Warwick.

Windermere School in Cumbria has appointed David Griffiths to succeed Ian Lavender who retires this summer after 12 years of service.

Laura Stotesbury takes up the reins at St Joseph’s College, Reading.

Dr Michael Gray is the new Headteacher of Hereford Cathedral School. He is currently Director of Studies at Harrow School.

An open book Roedean School, East Sussex

Year 12 students Emily Manders, Olivia Taggart and Megan Turtle have published a children’s book to raise money to buy school supplies for underfunded schools in Bulgaria, Romania, Moldova and Ukraine. Brighton to Bulgaria, An Adventure is on sale for £5.50, with all proceeds going to charity. The tale of a friendly deer who makes animal friends on its journey from Roedean to Eastern Europe, has made a profit of more than £900.

Best in show

Celebrating diversity

Charterhouse School, Surrey

Sutton High, GDST, Greater London

West End leading man Dean Chisnall will bring his West End expertise to the Ben Travers Theatre as the school’s first ever Actor in Residence. With a 15-year career taking in roles as diverse as Shrek and Les Misérables’ Jean Valjean, he will also help promote Charterhouse’s performing arts programme and lead exciting outreach projects with partner state schools.

Headteacher Beth Dawson has announced that the school has become the first independent girls’ school to adopt the Halo Code. A policy which aims to end hair discrimination in schools and workplaces, the guidelines – created by Black activists – protect pupils and staff with natural hair and hairstyles associated with their racial, ethnic and cultural identities.

SPRING 2021 | independentschoolparent.com

STATS

SCHOOL STATS

Godolphin School, Wiltshire

The Independent Schools Council brings together seven member associations of independent schools, their heads 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 A RECORD 537,315 PUPILS AT INDEPENDENT SCHOOLS

35% Ethnic diversity in ISC schools closely mirrors that of the general population, with regional variations

1,169 SCHOOLS ARE IN PARTNERSHIP WITH STATE SCHOOLS 106,552 new pupils at ISC schools. More than a quarter of new pupils joined from the state-funded sector

£442M PROVIDED IN MEANS-TESTED FEE ASSISTANCE FOR PUPILS AT ISC SCHOOLS. NEARLY HALF OF ALL PUPILS ON MEANS-TESTED BURSARIES HAVE MORE THAN HALF OF THEIR FEES REMITTED How much does it all cost?

£111,246: Total senior school day fees from ages 11-18* £178,455: Total senior school boarding fees from ages 13-18*

independentschoolparent.com | SPRING 2021

*ALL FACTS AND FIGURES FROM THE INDEPENDENT SCHOOLS COUNCIL CENSUS 2020. AVERAGE SCHOOL FEES PER TERM AT SENIOR DAY SCHOOL ARE £5,248 PER TERM, INCREASING TO £5,421 PER TERM FOR THE SIXTH FORM YEARS. SENIOR BOARDING FEES PER TERM ARE £11,609 INCREASING TO £12,329 PER TERM FOR THE SIXTH FORM YEARS.

All the facts and figures you need at your fingertips

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COMMENT

VALUE ADDED

After a year of navigating an altered educational landscape, teachers and parents are recognising what’s really important, says NICK GALLOP

f the last year has taught us anything, it’s that life’s certainties are, well, not quite so certain. The previously permanent features of our personal and professional lives, most often taken for granted as steadfastly enduring as family heirlooms, have disappeared. The same is true of the educational ‘furniture’ in the lives of young people too. Those familiar, eternal rites of passage: starting and finishing school; the tribulations of exams; sporting competitions, school plays and musical concerts; trips, expeditions and travel have all but vanished. In their place, young people are required to draw upon previously untapped mental reserves, firstly to make sense of the bizarre circumstances that they faced, and secondly to conjure new pathways, new purposes and new goals. Of all the havoc wrought by the virus, the educational lives of young people have been particularly badly hit. Most specifically, the spectacular failure of the nation’s globally-revered, gold-standard assessment model, twice in two

have been imagined. Instead, school life is integral and irreplaceable in developing the cultural and social identities of young people. If we’ve learned anything by their closure, it’s that the importance of the opportunities provided by schools outside of the classroom – for growth, development, personal enrichment and advancement – are profoundly missed and of the most significance. It wasn’t long ago that independent schools were all but lampooned for their unfashionably quaint, borderline subversive, emphasis upon cocurricular activities, while local authorities up and down the land set about disposing of the facilities and the staff that sustained provision within the maintained sector. It’s a source of national shame that it has taken a health crisis to reveal this. Of course, sporting engagement is not about physical fitness as an end in itself, but about self-confidence, trust in others, teamwork; about behaving responsibly, succeeding and about bouncing back from defeat and disappointment. Vital, critical life skills – none of which are

Nick Gallop is Headmaster of Stamford School, Lincolnshire

OF ALL THE HAVOC WROUGHT BY THE VIRUS, the educational lives of young people have been particularly badly hit. MOST SPECIFICALLY, THE SPECTACULAR FAILURE OF THE NATION’S GLOBALLY-REVERED, GOLD-STANDARD ASSESSMENT MODEL years. It has reminded us that the faith we place in exam qualifications is shaky at best, measuring only a tiny fraction of the true worth of young people. We’ve all long understood that the system comes close to accurately reflecting the skills, characteristics and qualities of young people, yet we’ve all been complicit in preserving it. So after a year of closures and lockdowns, what do we know? We know that the real-world skills we draw upon every day to navigate the personal and professional challenges we face were built and developed in a whole range of different contexts, only some of which were classrooms. We also know that in forgoing so many relationships and experiences over the last year, we’ve been forced to reassess their relative significance in our lives. Put together, the importance of school life for young people is a far cry from the transactional, certification experience that it might previously

measured or valued in examination halls. The recent loss of live music in our schools and wider society, has revealed the role that it plays in creating and sustaining our communities, further underpinning the wealth of evidence attesting to the developmental impact that musical engagement and proficiency has in other academic subjects too. Of course, the same is true of the performing arts, outdoor pursuits, and outreach activities, with conclusions that are apparent. A one-size-fits-all examination system is never, ever going to be a true measure of the value of young people. Instead, if the health crisis has revealed anything, it’s the transformative value and importance of an immersion in all that schools offer – in sporting, musical, outdoor and cultural endeavours and in enriching pursuits – to develop a balanced portfolio of skills, qualities and characteristics that will last a lifetime. SPRING 2021 | independentschoolparent.com

ADVERTORIAL

Expanding horizons

If, like many prospective medical students, you’d like to combine the best course with exceptional travel experiences, the American University of Antigua College of Medicine (AUA) may be right for you

espite the supply of doctors increasing, shortages remain. The average doctor-to-patient ratio in the UK hovers at around 2.8 doctors per 1,000 patients in comparison to Austria’s five, while oil-rich states exceed 7.7 per 1,000 patients. Although the growing global demand for medical study and practise and UK medical school places rise annually, capping and uncertainty over final grades makes studying abroad an increasingly appealing option. Top international medical schools have seen a rise in enquiries, as students are exploring options further afield without compromising the quality of study. The American University of Antigua (AUA), a division of Manipal Education & Medical Group, is one such medical college offering a quality academic experience with global clinical exposure. The question most frequently received from international medical students who are midway through a degree is if they can transfer to AUA, as they didn’t realise that either the clinical rotation wasn’t in an English-speaking hospital, or that the lectures weren’t delivered by someone fluent in English? Unfortunately, transfers from universities where curriculums are not recognised by our awarding body isn’t possible. AUA’s ethos has always been to offer all highly motivated individuals the opportunity to study medicine with the global and UK clinical rotations. AUA boasts over 3000+ graduates in 15 years (practice in US, UK, Canada and India). While education across the pond is different to the UK, it’s the outcomes that matter, and more than 91 per cent of AUA students secure residency in the US – career destinations include the Mayo Clinic, Cleveland Clinic, Yale New Haven Hospital, and more. While fees and quality of teaching vary worldwide, caution must be exercised when choosing an international medical institution.

independentschoolparent.com | SPRING 2021

AUA medical students will enjoy a backdrop of 365 beaches in Antigua

AUA’S ETHOS HAS ALWAYS BEEN TO OFFER all highly motivated individuals the opportunity TO STUDY MEDICINE WITH THE GLOBAL AND UK CLINICAL ROTATIONS When choosing an international medical school or college, you should ask: 1. Who is the curriculum recognised and accredited by? (eg GMC) 2. Where will this medical qualification allow me to practise? 3. What pastoral care is available? 4. What is the demographic makeup of your students and staff? 5. Do the staff speak fluent English? AUA offers: • A GMC-recognised curriculum • Multiple entry points across a 4.5-to-6.5-year programme • A diverse learning environment bringing together 21 different nationalities • No entry examinations • State-of-the-art laboratories and library

• A transfer to the Warwick Medical School • A 96% first-time US MLE exams pass rate • Global clinical rotations available in four countries – Canada, the US, India and UK • A backdrop of 365 beaches and Sir Viv Richards as AUA’s Ambassador!

Combining exceptional study opportunities, travel and endless sporting activities in a diverse, exciting environment, what more could a student ask for? AUA offers generous contributory scholarships and affiliated schools are guaranteed interviews. To stay in touch with all local AUA Events register your interest. To access any registration fee waivers and stay in touch with all local AUA Events register your interest. Contact the UK Admissions Director Dee Narga at dnarga@auamed.org or on 07738 512 117 to receive your AUA information pack.

COMMENT

WE’RE BACK!

LOUISE NORTH outlines the logistics of returning to the in-real-life classroom after months of separation and lockdowns

e were delighted to welcome pupils back to the College on 8 March. Our Covid-19 testing processes have been up and running since January, thanks to an excellent logistical plan, some fantastic parent volunteers and a calm and measured approach. Our priority has been to ensure that each child returns to their school routine confident, reassured and hungry to get back into the classroom. The wellbeing of our community: the pupils, the staff and our parents, is of paramount importance, and this lies at the heart of every decision that we make. Our focus has been on making sure that our Covid-19 risk assessments are up to date, our social-distancing instructions, the wearing of masks and the use of hand sanitiser are all at the forefront of our planning and communications. The pupils are accustomed now to the routines and restrictions that we have to introduce, but moreover they understand why they’re

extraordinary effort, and she’ll continue to do so for as long as is necessary. The College had a small number of boarders staying in school throughout lockdown, and many boarders returned prior to 8 March to complete their quarantine period before the start of school. This has meant that we have almost all of our pupils back in the College buildings, living and learning together once again. Straightforward, helpful communication is crucial to ensure parents, pupils and staff understand what arrangements are in place. This will continue to help us to create a safe, happy and purposeful environment.

Louise North is Principal of Framlingham College in Suffolk

Back to normal without the big song and dance

Our routines have changed to accommodate more social distancing and to allow pupils to maintain their year group and house and form bubbles. Across the prep and the senior school, we’re a community of approximately 700 pupils. Our

OUR PRIORITY HAS BEEN TO ENSURE THAT EACH CHILD RETURNS TO their school routine confident, reassured and hungry to get back into the classroom. THE WELLBEING OF OUR COMMUNITY: THE PUPILS, THE STAFF AND OUR PARENTS, IS OF PARAMOUNT IMPORTANCE important and have been brilliant in sticking to the guidance. They’re also supportive, kind and understanding towards each other.

Getting the logistics right

We’re following the government guidance with regards to testing, which has meant that every pupil will have been tested for Covid-19 three times over the last 10-day period. We ensured that every child completed their first test before 8 March. The College buildings were all deep cleaned before our return and we’ve increased our cleaning routines to ensure that all classrooms are cleaned in between lessons. Our boarding houses are also regularly cleaned and checked, and our pupils regularly use the hand-sanitiser stations spread around the sites. We also have protocols in place to keep pupils safe if they do test positive. Senior Deputy Head, Susan Wessels has led this

tutor system is such that individual proactive care is at the forefront of what we do, as we nurture each young person to be the best that they can be. We build confidence, equip our pupils with skills and give them the opportunities to develop into self-assured and creative young people with a zest for life.

Individual care remains a priority

Moving forward, we’re enhancing our pastoral support structures, drawing on health professionals and adding wellbeing seminars and yoga sessions by expert speakers to our offering. Our house structure, housemasters and mistresses, tutor programme and commitment to developing and celebrating the individual mean that we feel very well placed to look ahead with optimism. The future for the Framlingham College community is very bright indeed. SPRING 2021 | independentschoolparent.com

PROFILE

Made in

WALES

Its Gothic dining hall and fashionable cohort may have earned it the nickname ‘Hippy Hogwarts’ but UWC Atlantic is attracting a steady flow of blue-blooded Europeans, says KATIE HUGHES

independentschoolparent.com | SPRING 2021

PROFILE

The 12th century Welsh castle that houses UWC Atlantic is an arresting sight

SPRING 2021 | independentschoolparent.com

PROFILE

hen it was founded in 1962, The Times called it ‘the most exciting experiment in education since the Second World War.’ The Welsh castle that houses it once hosted lavish parties for guests like Charlie Chaplin, George Bernard Shaw and John F Kennedy. And today, students travel from over 90 countries to live, study and learn in it. UWC, or United World College, Atlantic has longcourted international interest, not least from the string of European royals who flock to its boarding dorms. And now, both Princess Leonor of Asturias (heir to the Spanish throne) and Princess Alexia of The Netherlands are to join its cohort. It’s clearly not the Welsh weather that’s making it irresistible to Europe’s elite – so what exactly is it?

Royal approval

With the Prince of Wales, Lord Mountbatten and Nelson Mandela as former presidents and Queen Noor of Jordan in the post today, UWC Atlantic could be mistaken for a highsociety finishing school. Its 12th century castle is even set in 122 acres of woodland and farmland, with its own valley and seafront. But scratch the surface and things become much more interesting. One reason for this is that the 16-19-year-old students – royal or otherwise – can complement their International Baccalaureate studies with an array of co-curricular activities that range from civic engagement to biodiversity and eco-craft to donkey care. And this isn’t all about enjoyment. The aim, says the college, is to develop ‘changemakers’ through lifelong commitment to service in the community, collaborative work and social engagement. As Queen Noor herself is quoted as saying, “A UWC education is designed to equip students with the skills they need to seek personal and communal fulfilment, to be mindful of the needs of others, and to become activists for a more peaceful and sustainable world.”

UNITED WORLD COLLEGES: SPOTLIGHT ON SOME WELL-KNOWN ALUMNI

• Princess Elisabeth: heir apparent to the Belgian throne • King Willem-Alexander of the Netherlands • Princess Raiyah: youngest daughter of King Hussein of Jordan and Queen Noor • Helen Pankhurst: British women’s rights activist and great-granddaughter of Emmeline Pankhurst • Mair Eluned Morgan, Baroness Morgan of Ely: Welsh Government Minister for International Relations and the Welsh Language • Ian Khama: Former president of Botswana • Anne Enright: Irish author • Richard E Grant: Swazi-English actor

independentschoolparent.com | SPRING 2021

Princess Leonor of Asturias and Queen Letizia

PROFILE

HOW THEY FOUND IT

• “I’m tremendously grateful to UWC for providing me with my passion for education, the ability to take action and the desire to impact the lives of others.” • “I wanted to attend a UWC college because I craved meeting people with the same global curiosities as me and I wanted the opportunity to explore what a global community would look like.” • “When I first arrived, I was awestruck to see the dining hall, the gardens... all the places I had been looking at in photos every day. I’ve done so much already, and yet there’s still so much for me to experience here. It has been completely life-changing.”

Actor Richard E Grant is a UWC alumnus

UWC Atlantic is open to students on 100 per cent scholarships as well as royalty

PHOTOGRAPHY: NIKESH PARBHOO; JEP CELEBRITY PHOTOS; EFE NEWS AGENCY/ALAMY STOCK PHOTO

Out of the spotlight

UWC’s windswept home on the South Wales coast isn’t just a good place for royals to escape the spotlight, but also to rub shoulders with an international student body. And this is no ordinary bunch of boarding school pupils. Described as a “deliberately diverse community” by principal Peter T Howe, UWC Atlantic welcomes 360 teens each year who “can range from royalty to refugees.” This is a true commitment to one of the college’s founding principles “To provide opportunity to deserving students from around the world to access this education irrespective of their ability to pay.” One pupil’s mother said, “While there are students from very privileged backgrounds, there are also students on 100 per cent scholarships and everything in between.” She added, “No matter their royal connections, they’re all in a dorm together and go through the same rigorous entrance procedure.” Good preparation perhaps for the rigour of diverse regal duties.

Modern values

Like its blue-blooded students, UWC Atlantic has a rich heritage, not least because it boasts a string of firsts; from creating the International Baccalaureate Diploma Programme to pioneering the Rigid-Hulled Inflatable Lifeboat (RIB). It’s also the founding college of the 18-school United World College Movement, which is dedicated to uniting cultures and countries around the world through education. Its pioneer, Kurt Hahn, believed that his approach to education could lead to a quicker resolution of international conflict (another useful skill for a would-be king or queen). “There are three ways of trying to win the young,” said Hahn. “There’s persuasion, there’s compulsion, and there’s attraction. You can preach at them; that’s a hook without a worm. You can say ‘You must volunteer’; that’s the devil. Or you can tell them ‘You’re needed.’ That hardly ever fails.” This approach certainly isn’t failing to win over Europe’s young royals today. SPRING 2021 | independentschoolparent.com

INNE

AWARDS

After the success of last year’s campaign, our prestigious awards scheme is back. Read on to find out what you and your school can gain by entering Independent Schools of the Year 2021

ndependent Schools of the Year is an awards programme designed by Independent School Parent magazine to offer UK independent schools a platform that showcases their success stories and celebrates the student experiences they provide. The 22 awards categories for this year’s campaign have been chosen to reflect the diversity of life in independent schools in the 21st century, with three new ones added to the canon. The awards are free to enter for all independent schools which are members of any association that’s a member of the Independent Schools Council. They will be judged by a distinguished group of educationalists. The judging panel will once again be chaired by Dr Helen Wright, international education advisor and past ViceChair of the ISC.

THIS YEAR THE CATEGORIES ARE: • Independent Pre-Prep School of the Year • Independent Prep School of the Year • Co-educational Independent School of the Year • Independent Girls’ School of the Year • Independent Boys’ School of the Year • Independent Boarding School of the Year • The British International School of the Year • Small Independent School of the Year • Independent School of the Year for Student Careers • Independent School of the Year for Community Outreach • Independent School of the Year for Performing Arts • Independent School of the Year for Sporting Achievement • The Marketing Award for Brand Communication • Independent School of the Year for Environmental Achievement • Independent School of the Year for Student Wellbeing • Independent School of the Year for International Student Experience • Independent School of the Year for Healthy Eating • Independent School of the Year for Contribution to Social Mobility • The Innovation Award for an Outstanding New Initiative • The Special Award for an Outstanding Response to Covid-19 • The Development Award for an Outstanding Fundraising Achievement • Rising Star of the Year Award

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

www.independentschoolsoftheyear.co.uk/about NOMINATIONS ARE NOW OPEN AND CLOSE FRIDAY 28 MAY

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Where ambitious boys belong. Helping boys to become the very best version of themselves. As a top performing boys school, academic achievement will always be our focus. But it is the journey to that attainment which is our hallmark. Outstanding opportunities, individual support and inspired teaching combine to create a unique community of boys, making confident strides to become courteous, caring and capable young men.

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WELCOMING BOYS FROM YEAR 6 TO SIXTH FORM

THE LOUGHBOROUGH SCHOOLS FOUNDATION

G ET BA D M I N TO N W H AT YO U L O V E

What are you into? Music? Dance? Art? Science? We provide a wide range of unique courses at our Sixth Form. And not only that, we have

Scholarships and Awards available giving you up to £4000 remission on fees, which can be further supplemented with bursaries.

COMMENT

A QUESTION OF GIRLS

After more than 600 years as a boys’ school, Winchester College is now welcoming female pupils. DR TIM HANDS explains the decision

he admission of girls at Winchester College has been a subject of discussion for more than 130 years. The school’s Second Master (or Deputy Head) George Dick made the first plea for co-education in his retirement speech in 1899, predicting that it would be the norm in 50 years “even in the great public schools”. Former Headmaster James Sabben-Clare was appointed in 1984 tasked with looking at the admission of girls. While the daughters of teachers have been educated at the school in small numbers for decades, there was a significant review of the topic again in 2005 where a Question of Girls Committee was formed. When the governing body decided not to go ahead with education in 2005, it agreed that it would revisit the discussion every 10 years or so. The recent announcement to admit girls in to the sixth form was therefore the

in to the school’s sixth form. We can no longer see any good reason not to allow girls access to Winchester’s unique approach to learning. We believe that co-education in the sixth form will prepare all our pupils better for life outside the school, and that it will enrich life in the school in multiple ways. I’ve moved all my life between single sex and co-educational establishments. Once I’ve been in a college, and twice I’ve been in schools, where the transition to co-ed has been made. At Oriel College Oxford, where I was a lecturer, I opposed the move; I felt the same at The King’s School, Canterbury where I was a housemaster. But this hasn’t stopped me from hugely enjoying the co-educational schools I’ve taught in, or feeling proud when introducing girls to the sixth form at Magdalen College School. This isn’t maverick but principled. Every school community is different,

Dr Tim Hands is Headmaster of Winchester College

WE CAN NO LONGER SEE ANY GOOD REASON NOT TO allow girls access to Winchester’s unique approach to learning. WE BELIEVE THAT CO-EDUCATION IN THE SIXTH FORM WILL PREPARE ALL OUR PUPILS BETTER FOR LIFE OUTSIDE THE SCHOOL conclusion of a century-long decision process – relatively speedy in our terms… But why now? Well, our focus is on two areas which were central to the thinking and ambitions of our Founder, William of Wykeham back in 1382, and which remain central to the future of the school: learning and access. We want as many people as possible who would benefit from a Winchester education to come to the school – irrespective of their financial means or gender. That’s why we’re increasing our bursary provision (initially to a target of 150 pupils in 2024), and opening the school to up to 80 day pupils. We also have significant plans to develop a new network of partnerships with state schools (building on those we already have), to identify ways we can support their most able pupils to fulfil their potential. The same logic applies to the admission of girls

and those with responsibility for the future of those communities need to make decisions based on their unique nature – not apply a one-size-fitsall approach. The stats of course are only going one way. Until the 1960s virtually all UK children went to single-sex schools. Today less than six per cent do. Arguably, if Brexit decreases continental interest in English schools, it’ll arrest this trend, while agents report that in the growing markets of China and the Middle East, single sex will long remain the preferred option. Every child is different and parents will make decisions based on the individual character of their son or daughter. Indeed, when choosing any school, my advice has always remained the same, their gender is not the issue: the agenda is the individual characteristics of the particular child. And those are not a mere binary issue. SPRING 2021 | independentschoolparent.com

BOARDING

Batten down the hatches

How do you manage a boarding community during a pandemic? SALLY WARREN, Head of Boarding at Ashville College, North Yorkshire, discusses providing as much ‘normality’ as possible at a time that has been far from normal

,ve always said that boarding is a passion of mine, and this could not be truer than at this particular moment. The College is where I live, this is my home, and I feel very proud to be able to get to know, support and interact with the pupils who board at Ashville. It’s safe to say boarders have been through an extremely challenging time over the past 12 months. Each individual has their own unique circumstances, background, needs, and reasons for being a boarder. When boarders returned to Ashville after the Christmas break at the beginning of January, the last thing they were wanting or expecting was to be plunged into an immediate lockdown situation here in

the UK. It was a potentially daunting prospect for everyone involved.

Safety is paramount

Their safety continues to be our top priority throughout these Covid-19 times, as it was before the pandemic began. Currently, each boarding house is treated as a bubble, with no mixing between the houses. There are designated bathrooms and social areas for pupils to encourage social distancing. Everyone gets out in the fresh air every day, to stay healthy and reduce the risk of any coronavirus spread. Boarding staff are tested twice a week; this includes all those who reside in boarding but

independentschoolparent.com | SPRING 2021

A close-knit community

In terms of day-to-day boarding life, it’s our responsibility as boarding staff to ensure that a lockdown existence doesn’t mean simply ‘existing’. Boarding is about more than just four walls and a roof, or the place where you sleep and follow the Covid-19 guidelines. As vital as those things are, what makes the difference between a good and bad boarding experience, particularly during times of uncertainty, is the care, respect and support you need to keep you whole, and the learning, friendships and experiences you need to keep you fulfilled. This is equally true of pre-Covid times. The practical ways in which we provide some of these aspects of boarding life may

IT’S SAFE TO SAY BOARDERS HAVE BEEN THROUGH an extremely challenging time over the past 12 months. EACH INDIVIDUAL HAS THEIR OWN UNIQUE CIRCUMSTANCE, NEEDS AND REASONS

also those who are involved in boarding, such as cleaners and maintenance staff. There’s also a well-rehearsed system in place for those pupils who need to quarantine on site after returning to the UK, which has been carefully planned to keep boarders safe while also ensuring that they’re well occupied and don’t feel lonely.

BOARDING

Ashville College’s campus sports facilities were still available for boarders to enjoy, even just for a bit of fresh air

SPRING 2021 | independentschoolparent.com

BOARDING

SO FAR THIS TERM, OUR BOARDERS HAVE enjoyed regular use of the on-site sports facilities AND THEY’VE PARTICIPATED IN BASKETBALL, FOOTBALL AND OTHER KEEPFIT ACTIVITIES, INCLUDING DAILY WALKS IN THE LOCAL AREA

A STRONG FOCUS ON WELLBEING

Outside of lessons, boarders are still able to have screen-free fun

have changed, but they’re still very much part of what we offer at Ashville, and why our boarders continue to create memories they’ll value for a lifetime.

Maintaining a healthy balance between learning and leisure time When it comes to lessons, our boarders are fully supported with their remote learning and there are always boarding staff on duty to help with any questions they may have. My colleagues and I keep in regular contact with their teachers to ensure they’re on track with their learning. Pupils also support each other, maintaining the strong Ashville family spirit. Pupils who share a room can participate in remote lessons together and many of our sixth form boarders have voluntarily offered in their free periods to help younger boarders with more challenging subjects. Outside of lessons, our boarders have still been having lots of fun despite the usual events and trips being cancelled. We’ve organised a variety of activities to give important time

independentschoolparent.com | SPRING 2021

away from screens and to maintain the ‘healthy body, healthy mind’ approach that’s also so important for pupil wellbeing. So far this term, our boarders have enjoyed regular use of the on-site sports facilities and they’ve participated in basketball, football and other keep-fit activities, including daily walks in the local Harrogate area. There’s even an on-site bouncy castle! Pupils and staff have enjoyed film nights together, Xbox competitions and various arts and crafts activities, such as painting, baking, tie dye and origami. There have been several birthday celebrations and theme nights at the weekend including a recent dinner where hoodies were swapped for formal attire. This was the boarders’ idea, an impromptu decision borne from the shared wish to create a sense of occasion, have some fun and boost self-esteem. Where possible, the staff will continue to facilitate the boarders’ own suggestions for new activities, and plans are now underway to hold more fortnightly themed nights in all the boarding houses.

Mental health and pastoral care are of the utmost importance right now As before the pandemic, the wellbeing of our boarders is paramount. Boarding staff are with the boarders every day to offer support and keep their doors open so boarders know they can approach them as and when they need to. Boarders are encouraged to take regular breaks away from screens, go to the common areas at break-times and get lots of fresh air. One boarding tutor’s dog is proving very popular with the children. We also ensure the boarders maintain regular contact with their parents, and staff continue to keep in touch with families throughout the week to provide updates and reassurance. One boarder in Norfolk, which is Ashville’s senior girls’ boarding house for girls aged 13 to 18, and where I’m also Housemistress, told me: “You’re never alone and always have someone to talk to about issues that might come up during this period of time. It has been great to be able to spend time with others in the house and take part in activities together, which really help to give us a break from schoolwork.”

Potential uncovered. Talents discovered. Discover all your daughter can be. Delivering the very best in academic achievement for girls, The High School’s supportive family and inspirational teaching promotes self awareness and respect for others as much as it does a lasting love of learning. It’s a community within which your daughter will have her voice heard, her horizons broadened and her ambitions encouraged.

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WELCOMING GIRLS AGED 11-18 YEARS

THE LOUGHBOROUGH SCHOOLS FOUNDATION

EXAMS

SCHOOLS HAVE BEEN INSTRUCTED THAT teachers must assess their students’ performance USING A ‘BROAD RANGE OF EVIDENCE’ FROM THROUGHOUT THE COURSE

independentschoolparent.com | SPRING 2021

EXAMS

MAKING YOUR MARK

The government’s announcement on how this summer’s GCSE and A-level grades will be awarded is far from clear cut, writes DUNCAN BYRNE Head of Loughborough Grammar School

PHOTOGRAPHY: ISTOCK/JACOBAMMENTORPLUND

ince the cancellation of GCSE and A-level exams, which was announced by the Prime Minister on 4 January, there has been a great deal of uncertainly among students, teachers and parents about how grades will be awarded. After a period of consultation that attracted more than 100,000 submissions, the Exams Regulator Ofqual finally published its decisions on Thursday 25 February. Unfortunately, in the eyes of most schools at least, these guidelines are extremely broad and vague. Schools have been instructed that teachers must assess their students’ performance using a ‘broad range of evidence’ from throughout the course. Exam boards will be producing some ‘mini-exams’ that schools might wish to use to help them gain more evidence of achievement, but these are entirely optional. The only point of absolute certainty seems to lie in coursework, which should be included in teachers’ deliberations, whether finished or incomplete. Therefore, at this point, it’s up to individual schools to devise their own policies as to precisely which evidence they’ll consider. Some schools had mock exams in December and may feel confident in the quality of this evidence. Others may prefer to focus on tests to be sat once students are back in school from 8 March. However, I anticipate that all schools will require their students to sit some assessments of their own devising during summer term. The deadline for schools’ submission of grades is 18 June. It therefore seems likely that students will be in school until at least half term at the end of May, completing their courses and then being assessed. Beyond that, much will depend on the school. Once assessments have been sat, there will be marking, moderation and checking of each grade to be done, so it’s unlikely that students will be kept occupied past the first week of June. The most significant difference from how grades were awarded in THE TABLE BELOW CONTAINS SOME OF THE EVIDENCE THAT SCHOOLS MAY WISH TO INCLUDE: Internal school exams (i.e. mocks)

Coursework (non-exam assessments)

Mini-exams to be published by the

Regular subject tests

exam boards and sat in April/May New assessments to be devised by the

Substantial pieces of homework or

school and taken in April/May. These

classwork

may include past papers

Summer 2020 is that teachers and schools are in control. There will be no ‘mutant’ algorithm as the Prime Minister termed it a year ago. Schools will, however, be randomly inspected by the exam boards to check that they have adopted robust procedures for assessing pupils’ achievement and moderating the marks awarded. For example, if a school were to double the number of A grades awarded in 2021 compared to its long-term trends, there would be a visit from the exam board to look at how these marks could be justified. Nevertheless, it’s expected that the grades awarded will be higher than national long-term averages, perhaps even higher than those awarded in 2020. I consider this rather inevitable. In a normal year, we know that some students don’t achieve their potential. They have a ‘bad day’ in the exam hall, misunderstand a vital essay title, or fail to finish a paper due to messing up their timings. When teachers are assessing their students, they don’t consider these disaster scenarios, but naturally look at them at their best. I feel that this explains the grade inflation rather than a systematic attempt to award grades that students don’t deserve. The evidence that schools will use to calculate students’ results will therefore vary, even perhaps from department to department. The only proviso is that schools must inform their students about how they will assess them. Exam results will be published on 10 August (A-level) and 12 August (GCSE), at which point students will have the right of appeal if they’re dissatisfied with their grades. The grounds on which appeals can be made haven’t been published yet, but the first step will be to submit an appeal to the school, particularly if the student feels that its policy has not been followed properly. When I wrote the first version of this article in January, I pointed out that the international GCSEs that are popular in independent schools were still due to go ahead. I’m relieved to confirm that the international exam boards have now confirmed that their qualifications will be assessed in a similar way by teachers. There remains therefore a great deal of uncertainty, and it’s likely that individual schools will adapt contrasting approaches. Some may insist that only assessments carried out in the next three months will count while others will be happy to trawl back through students’ results earlier in their courses. All academic managers will be hurriedly putting their policies together as you read this article, seeking to communicate plans quickly and coherently to worried students and parents. SPRING 2021 | independentschoolparent.com

ADVERTORIAL

Let’s stick together KATHARINE WOODCOCK, Head of Sydenham High School GDST, discusses the importance of maintaining consistent pastoral care standards and wellbeing practices beyond the pandemic

n a year that has been all about adhering rigidly to restrictions, how do we ensure that our pupils have the freedom to express themselves, explore ideas and develop skills beyond the curriculum? With health at the forefront of everyone’s mind, how do we keep pupils’ morale high and build mechanisms for them to check in with themselves and assess their mental fitness, as well as physical health? For most this has been a very challenging period and, even as adults, it has taken concerted effort to stay positive and continue with what can seem like mundane tasks in the midst of a global crisis. Coming to school may be the only semblance of normality for young people who have been forced to change their routines, not see their friends or extended family and cancel their weekend social activities or clubs. There’s no substitute for face-to-face teaching, but it’s about so much more than the grades on paper – the academic

independentschoolparent.com | SPRING 2021

and the pastoral aspects of any education are inextricably linked. We’re passionate about the wellbeing of all our pupils, empowering each and every one of them with a personal toolkit to cope with the day to day challenges and demands that life throws at them. As educators within a smaller school, we’re able to get to know our pupils individually, building a strong rapport so that they feel noticed and are visible. There’s no question that the pandemic has increased anxiety levels and with the uncertainty over further lockdowns, arrangements for public examinations, and many other unknowns, this has been an incredibly challenging time for young people. Feeling safe has always been paramount but it now includes the comfort of defined ‘bubble’ areas, the wearing of face masks and hand sanitising as second nature. It is, however, opportunities to express how this period has made people feel that are invaluable, alongside the chance to engage with and

explore interests, talents and passions. Our pastoral provision has been further enhanced and our co-curricular offer and school routines have been adapted to suit the needs of our pupils today. Our Body, Mind & Soul enrichment programme has taken on new importance. Year nine has spent lunchtimes developing digital theatre pieces to discuss an aspect of time in lockdown that has impacted them, ready to film as part of a devised piece entitled Opening Up. Others have relished the opportunity to come together and focus on something other than Covid-19, be it through gardening club, Afro-Caribbean society or street dance. The ability to gather and connect as a school community for live-streamed assemblies, including year group takeovers, has become a cherished part of the school day, where once upon a time it may have been taken for granted. As I supervise lunchtime chess club over Google Meet, a gymnast practises her contemporary routine in the Sports Hall, years seven and eight play socially-distanced games on the astroturf, coding club pupils tap away in the Mac Suite and musicians prepare for their ABRSM examinations. I’m reminded of how much is on offer to our pupils, whatever their passion, and how wonderful it is to have our pupils on site with us, in lessons, participating in school activities, face to face. We’ve all had to evolve and adapt to the new norms, to embrace new technologies and to be even more fearless and creative in this time of uncertainty and huge change and upheaval. Our pupils, however, have taken this all in their stride, embodying our ‘fear nothing’ motto. They continue to impress, continue to lead the way, continue to soak up the opportunities they have, demonstrating phenomenal resilience and determination along the way. They inspire me, and right now I could not be more proud of each and every single one of them. Sydenham High School is part of the Girls’ Day School Trust, a family of 25 schools, helping to shape the future of girls’ education. sydenhamhighschool.gdst.net Virtual open events bookable on their website sydenhamhighschool.gdst.net

COMMENT

CLASS UNPLUGGED Downe House pupils were encouraged to get off their screens as an antidote to remote learning in a recent school initiative that embraced the importance of the school’s seven core values, writes MARK HILL

n a world dominated by screen-time, Downe House took pupils off timetable and asked them to ‘unplug’ from technology for a day of self-led study to encourage them to be creative without any screens involved: the results were phenomenal! A much-debated concern for everyone involved in the provision of online learning for young people in the lockdown is the sheer amount of time that they’re spending in front of a screen and the effects it may be having on their wellbeing and mental health. No one disputes that online learning is the only viable solution during this time of national school closures, but in order to provide a sense of perspective and a welcome break from online learning in the third lockdown, we decided to give our pupils the opportunity to unplug, disconnect and go offline for a day to pursue a project of their own choice. Quite the novelty in a world that’s very much living online in so many ways from teaching and learning to socialising and shopping. The

included volunteering at a local foodbank, helping a neighbour, creating an artwork, studying cells through a microscope, embroidery, crochet, breadmaking, exploring a new culture through food or music, cooking supper for the family, taking photographs or baking a showstopper cake and of course, making the most of getting outside to exercise and engage with nature as far as was possible given local restrictions. One girl produced numerous beautiful boxes of food with thank-you letters for NHS staff, which were decorated with rainbows and contained flapjacks and butterfly cakes. Another fi lled several plastic bags with rubbish and plastic that she had collected from her local area while she was out exercising. I was impressed with the initiative and depth of ambition shown by the girls – whether they’d chosen to write a short story, help pack food boxes for frontline workers or learn how to make pasta from scratch. A lower fi ft h pupil called Sherry produced a stunning drawing of a nurse inspired by artist, Charlie

Mark Hill is Deputy Head (Academic) at Downe House in Berkshire

THIS UNIQUE DAY MADE US ALL PAUSE AND REFLECT ON THE WAY that technology has come to dominate our daily lives, and ﬁrmly RESOLVE TO TAKE TIME OUT TO BE MORE CREATIVE AND ACTIVE AWAY FROM OUR SCREENS Downe House Unplugged Project Day challenged girls to plan an activity day with a purpose and a clear link to the development of one of the seven Downe House DNA characteristics – compassion, collaboration, creativity, communication, aspiration, resilience and being outward looking. Under normal circumstances at school, everyone has the chance to develop the DNA characteristics daily in the classroom, on the playing field, in the boarding house and everywhere in between, and these core values are the hope, aim and challenge for every girl. We believe that applies just as much now, whether we are offline or online, whether we’re in school or at home. So we were aiming to give the girls an opportunity to challenge themselves and to make it a day fi lled with meaningful endeavour. There was an impressive scope of plans submitted by the girls for Project Day, which

Mackesy, who she spent time researching as part of her development for the artwork. In the weeks following the Project Day, the girls were asked to reflect on what they’d achieved and learned about themselves and then to share their experiences with their tutor or members of House staff. Each house nominated the standout projects to be rewarded for their exceptional depth, breadth, ambition and for service to their community as well as being celebrated in the whole school assembly. It was clear that the girls appreciated the ownership, independence and freedom they were given, resulting in tremendous levels of motivation and creativity. This unique day made us all pause and reflect on the way that technology has come to dominate our daily lives, and firmly resolve to take time out to be more creative and active away from our screens. SPRING 2021 | independentschoolparent.com

EXTRACURRICULAR

Music plays an important role in lifting spirits

BLOWING OFF THE COBWEBS

How do you teach music and sport remotely? Schools are ensuring that these subjects, which are so important for pupil wellbeing, are delivered in an engaging and creative way, reports ELIZABETH IVENS

port and music more than anything else children and young people do at school, have long been recognised as vital to their physical and emotional wellbeing. While their activity levels have dropped significantly in the last year, their access to a musical education has also suffered. Sport England reported in January that school closures had seen a further decline in

independentschoolparent.com | SPRING 2021

young people’s activity levels. Meanwhile, the Incorporated Society of Musicians warned that music education in schools was facing an “unprecedented crisis” as a result of the pandemic. In the independent sector, schools have been determined to find creative ways to engage students in both disciplines. At Notting Hill & Ealing High School GDST in West London, Director of Sports, Sophie Nicholas, is passionate about encouraging

students to exercise, saying: “Now, more than ever, engaging students in physical activity, no matter its shape or form, plays a crucial part in maintaining their mental and physical health.” She implemented a daily sports initiative during the first lockdown via social media, which captured the entire school’s imagination and led to further inspired challenges. “Every single day teachers (often beyond the sports team) demonstrated various sports-

EXTRACURRICULAR

SPORT ENGLAND REPORTED IN JANUARY THAT school closures had seen

related challenges, videoing their efforts via Twitter and challenging the girls to beat them: challenges included juggling, holding planks, bouncing a ball while putting on a T-shirt to name just a tiny handful.” Miss Nicholas said girls started to challenge the teachers and each other, adding: “Twitter was buzzing with girls holding headstands for record-breaking lengths of time, loo-roll kicky-uppies, Tik Tok challenges and ideas of their own devising, such as a hockey ball flick game being made up on the spot in the garden.” The challenge led to their trailblazing GoOutdoors Challenge, where individual girls’ exercise was collated to cover a weekly distance such as a trip to Brighton Pier and, from there, a fortnight student-teacher charity challenge was launched to cover the distance from one end of the UK to the other. “What’s interesting about this initiative is that we were probably the first school to have

SOCIETY OF MUSICIANS WARNED THAT MUSIC IN SCHOOLS WAS FACING AN “UNPRECEDENTED CRISIS”

done this and we’re now seeing other schools emulating this model,” Miss Nicholas said. At Sherborne Girls in Dorset, the focus of the latest lockdown has switched to wellbeing, said Mrs Jayne Dart, Director of Sport, Adventure & Leadership. “We’ve focused more on an holistic offering which ties in with our drive for wellbeing – keeping the girls mentally and physically well,” she explained. “Our aim this term was to develop an offering which kept the girls active, kept them engaged and was fun to participate in.” To that end, the school has been livestreaming yoga, pilates and HIIT classes, and has encouraged “a small amount of exercise each day, rather than long sessions”. Mrs Dart said uptake of the school’s running club had also “hugely increased” with girls sharing their achievements on the Strava app,

adding: “It’s encouraged positive competition and new increasing participation from girls who previously weren’t runners!” At Blundell’s Prep School in Devon, Headmaster Andy Southgate said the school had been “determined” to make music a big part of their educational challenge when the first lockdown began. He said: “Music lifts the human spirit, and we have all needed a little lifting these last 10 months.” And in line with this, one of the school’s first lockdown music projects was a virtual rendition of Lean on Me by pupils to lift spirts across the whole school. “As the weeks went by, we recorded small groups singing and through the wonders of technology, we learned to master the delay across Microsoft Teams (not ideal when singing together!) and created our virtual rendition,” he explained.

PHOTOGRAPHY: ISTOCK/LPETTET

a further decline in young people’s activity levels. MEANWHILE, THE INCORPORATED

SPRING 2021 | independentschoolparent.com

EXTRACURRICULAR

Music lessons have been able to continue via Microsoft Teams

INNOVATIVE WAYS OF DELIVERING

interactive music lessons at Queen Ethelburga’s have included pulse AND

The school also managed to continue its half-termly teatime concerts and hold a virtual carol service for Christmas. “We’ve had to be creative and the learning curve for editing multiple performances has been a steep one, but it has meant that we’ve been able to keep music at the heart of our school community and that has certainly lifted our spirits and kept our families feeling connected to one another,” said Mr Southgate. At Queen Ethelburga’s Collegiate in York, staff have used the growing range of online resources alongside teacher-led discussions to keep students “highly motivated and engaged” in musical activities, said Creative Arts Coordinator Matt Clayton. The school, like many others, has also continued one-to-one instrumental and vocal lessons via Microsoft Teams, with more than 1,200 lessons delivered to students across the globe in the first lockdown alone. Mr Clayton said the “greatest challenge” to

independentschoolparent.com | SPRING 2021

RHYTHM EXERCISES “THROUGH THE USE OF BODY PERCUSSION ACTIVITIES” the remote teaching of music “centred around not having access to a wide range of physical instruments to play at home”. Nevertheless, innovative ways of delivering interactive music lessons at Queen Ethelburga’s have included pulse and rhythm exercises “through the use of body percussion activities”. The school has also created small ensemble performances “where individual parts have been recorded and mixed as if students were performing together,” Mr Clayton said. Dipping in and out of lockdown meant schools could bring pupils together for some vital face-to-face time. At Sherborne Girls in Dorset, concerts were adapted to year group performances to fit in with year group bubbles and ‘bubble choirs’ were able to practise safely in the school’s new concert hall, explained Mr Ian McClary,

Deputy Head (Co-curricular and Planning). He said the huge challenges faced by restrictions had also seen some positive benefits, such as the development of enhanced skills and confidence using technology. This helped the school to deliver “its musical highlight of last term” – a virtual carol service which was seen by a much wider audience than the parents who normally attend when it was “shared around the world with alumnae”. “We had some fabulous feedback on the calibre of our current cohort’s skills,” he said. Sophie Nicholas also recognised the challenges schools had faced had brought advantages: “The activity challenges, which we started in the first lockdown have aided us in bringing the community together, from teachers, to sixth form, all the way down to our primary school students,” she said.

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

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BURSARIES AND SCHOLARSHIPS

independentschoolparent.com | SPRING 2021

BURSARIES AND SCHOLARSHIPS

Paying it forward

EMMA HANBURY, Alumnae and External Relations Officer at St Mary’s Cambridge, reveals why bursaries and fee assistance are essential in helping exceptional students reach their full potential, especially following the impact that the pandemic has had on education

ounded in 1898, St Mary’s School, Cambridge is the only day and boarding school in Cambridgeshire for girls aged three to 18 years. St Mary’s offers an education built entirely for girls. In small classes, each girl is valued, supported, and inspired, as they experience an education tailored to meet their needs. It’s this tailoring to meet each individual child’s needs that makes an independent school education so expensive. All children respond well to small classes, inspiring and passionate teachers, a huge and diverse range of extracurricular opportunities and a great set of friends, with whom they can grow and develop. As reported by the BBC, the amount spent on schools was a major topic in 2019’s general election campaign. So, where does all the money for educating the country’s children go? Spending on schools in England is much higher than it was 20 years ago. But that’s not the full picture in a country which has seen a population boom coincide with a decadelong squeeze on public spending. This means that in today’s prices, spending per pupil in England is lower than it was

IT’S THIS TAILORING TO MEET EACH INDIVIDUAL CHILD’S NEEDS that makes an

independent school education so expensive.

ALL CHILDREN RESPOND WELL TO SMALL CLASSES AND PASSIONATE TEACHERS

ST MARY’S SISTER CHRISTOPHER BURSARY FUND The school’s assistance fund is a tribute to a very special teacher Sister Christopher, who has just celebrated her 104th birthday, is a former pupil, teacher and headmistress of the school. This fund, in her name, is used to offer support to parents facing financial challenges, as well as girls whose families wouldn’t ordinarily have access to a St Mary’s education. As the gap between state and independent school pupils’ attainment levels widens, we see the latter becoming even more important for our local communities. This fund makes a real difference to children whose lives would otherwise be derailed by the crisis – pupils already at the school who may have to leave, or those who were planning to join us in September and are now facing hardship. We want it to do more for pupils who’ll benefit from the education we deliver to reach their full potential in life.

SPRING 2021 | independentschoolparent.com

BURSARIES AND SCHOLARSHIPS

Now, more than ever before, bursary assistance is proving to be an educational lifeline for struggling families

independentschoolparent.com | SPRING 2021

at least seven months behind in their learning, whereas those with an independent school education have received a full timetable since schools closed. Bursary assistance now has a more essential part to play than ever before. There are two types of bursary support available at St Mary’s – one that is a stop-gap source of funding for a family who are facing temporary hardship; perhaps due to a low income, redundancy or bereavement, or other such family crisis but in normal circumstances would be able to cover the fees and are asking for short-term help until they can resume the payments. These bursaries generally come from a hardship fund. Many independent schools have set up hardship funds since the pandemic started. The other is for a 110 per cent bursary and is for lifechanging bursary support to provide an education for a pupil who would normally not be able to attend a school like St Mary’s, Cambridge, but shows exceptional potential. We work with Royal Springboard, an organisation which identifies and screens students that would be worthy recipients of this type of bursary and who fit the criteria of the type of students we as a school would like to help: a student with talent who is also otherwise in a vulnerable and unsafe situation.

in 2010. Spending on schools isn’t shared out equally. The amount spent on each primary school child in England in 2018-19 was £5,000, compared with £6,200 for secondary school children. However, priorities have shifted, with per pupil spending on primary schools increasing by 145 per cent since 1990 after accounting for inflation, compared with 83 per cent for secondaries. The cost of independent day school fees is currently just over £16,000 per annum and boarding fees averaging at £36,000 per annum. In addition to this, parents should always be reminded to make allowances for the extras. These are of course, drama, singing, music lessons or extra sports coaching and trips or outings, plus the associated costs that go with this. It is good advice to budget around £500 per term for day schools and £1,000 for boarding. Since our school was founded, the world has changed beyond all recognition, including the relatively modern possibility to apply for bursary assistance. The need for this assistance has grown exponentially since the onset of the pandemic. With remote learning that continued into a third lockdown, the attainment gap between state and independent school-educated pupils is widening by the day. Current predictions estimate that state-school children are

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Alleyn’s School

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Alleyn's offers co-educational excellence in a caring community for children aged 11-18. We offer means-tested bursaries worth up to 100% of fees, as well as a range of scholarships.

Visit www.alleyns.org.uk for details. 020 8557 1500 | Townley Road, Dulwich SE22 8SU

SPRING 2021 | independentschoolparent.com

St Benedict’S School a

m i n i m i s

i n c i p e

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

VIRTUAL SENIOR SCHOOL OPEN MORNING THURSDAY 6 MAY

SCHOLARSHIPS AND BURSARIES ARE AVAILABLE 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 stbenedictsschool

stbenedicts

stbenedictsschool

BURSARIES AND SCHOLARSHIPS

CASE STUDY

HOW WE DID IT

Abbi, 18, a St Mary’s Cambridge alumna benefited from the support of the school’s Sister Christopher Bursary Fund. She’s now studying medicine at the University of East Anglia and has been working on local hospital wards during the pandemic. Here’s her story, as told by her mother, Emma When did you apply for a bursary? We applied in 2017 when Abbi was 15 and had been in the school since she was 11. Abbi wanted to continue into the sixth form, but this was at the same time her younger sister was joining the school, I could cover most of the joint fees but needed support with the part I couldn’t cover, I needed support for the period when both girls were at school together. Can you give a rough timeline of your bursary application process? The application process was fairly quick, but naturally rigorous. I had a response within three to four months from collating all the required information to receiving an offer. How much did you know about bursaries before applying? I had read about them and did as much research as I could from the internet and other school websites. Did you apply for a bursary at another school or just to St Mary’s? St Mary’s was a good fit for my daughters, I knew it was the right school, so I didn’t apply for another. How easy or difficult was it to secure the bursary for Abbi? As a maths teacher I’m not afraid of figures or filling in forms, so I understood what was being asked, and was able to answer with complete transparency which is essential. Did you have bursary provision for the entirety of Abbi’s school life? No, I knew I had two years of paying fees for two girls, so I knew, as a single parent, I needed help for those years only. I didn’t apply for assistance until necessary.

THE WHOLE FAMILY BUDGET IS UNDER SCRUTINY, so in terms of qualities, I think you need to be comfortable DISCUSSING YOUR FINANCES WITH THE BURSAR What qualities do you have to have to consider applying for a bursary? The whole family budget is under scrutiny, so in terms of qualities, I think you need to be comfortable discussing your finances with the bursar and governors who make the decisions on who receives funds. What checks does the school make? Bursaries at St Mary’s are administered by an independent company – Bursary Administration Ltd (BAL), who assists the school with the administration of the bursary application, and ensures that when governors meet, they have all the information they need. Once you complete the required forms, BAL contact you and schedule a 45-minute appointment.

There’s then a rigorous checking process where BAL clarify the information provided on the application form and make sure they understand your expenditure as well as your income, so that if the governors and bursar are able to help you, they can offer a bursary at a level as close to your needs as possible. Once you’ve met with BAL, you’ll receive a final decision in writing on your application following the governor’s finance meeting. What impact has receiving a bursary had on your and your family? It has been life-changing and I’m so proud of what Abbi has achieved. We couldn’t have secured her dream of studying medicine without St Mary’s and the bursary assistance. SPRING 2021 | independentschoolparent.com

CASE STUDY

HOW I DID IT CHARLOTTE JEFFREY is in year 10 at Kilgraston School in Perthshire and explains how her equestrian scholarship has helped develop both her riding skills and her understanding of the sport

eing awarded an equestrian scholarship has made a huge difference to my riding and personal confidence. AlthoughI’ve been riding since I was four, it was only in 2018 that I started to think about the future. I was 12 – old enough to compete in affiliated British Eventing competitions. After my initial approach, Kilgraston encouraged me to apply and I really began to believe in my ability. The application process took a while but the school was very clear with direction. We had to complete a presentation, detailing my experience and achievements within the sport. Kilgraston’s equestrian manager evaluates the applicant’s attitude and ambitions; competition is tough, girls must set an example through hard work and commitment. I’ve been fortunate to represent Kilgraston in dressage, show jumping and eventing teams. Riding is about your relationship with your horse, but there’s a real sense of belonging. I’ve benefited hugely from regular teaching and input. Kilgraston has an on-site equestrian centre so riding is very popular with lots of pupils, many having their horses at livery within the school grounds. Last summer saw me and my new horse Joey take part in my first BE90 event. The extra support of the scholarship has definitely given me the confidence to participate. I’m in the process of taking my Pony Club C+ Test and Duke of Edinburgh Bronze Award. For both qualifications, I have had the opportunity to volunteer at the Equestrian Centre and benefit from expert knowledge and encouragement from the staff. Being awarded a scholarship is a big responsibility, but it does make you hold your head high because someone else believes in your skill.

independentschoolparent.com | SPRING 2021

Kilgraston students with Mrs MacGinty

IN PRACTICE DOROTHY MACGINTY, Headmistress of Kilgraston, explains how scholarship assessments are being conducted now

he awarding of a scholarship at Kilgraston is designed to be a reflection of the principles on which our school operates throughout the academic year; namely the development of intellect and character. As with life for a pupil at the school, the scholarship application process is rigorous – designed to challenge applicants, making them think about the undertaking, while simultaneously fostering value and community. Scholarships are assessed in February but we start to receive written applications from several months beforehand, right up until the cut-off at the end of January. Several different types of scholarship are available – academic, excellence in art, music, sport, drama and all-rounders, for those who excel in a number of disciplines. As we are fortunate enough to have our own on-site riding centre, equestrian scholarships are also extremely popular, with many pupils bringing their own horse or pony to live just a few steps away while they progress through BHS exams and national-level competitions. While scholarships are honorary and carry a no-fee discount – recipients also receive free lessons in their specialism and, of course, are given the prestige of being a scholarship pupil. As with many aspects of life, the pandemic has necessitated a process rethink. Currently, school visits are regulated, so bringing prospective pupils into our ‘bubble’ has to be managed carefully. This year, most assessments will be made online. Initially, the parent or guardian, pupil and myself have a relaxed Zoom call together. During the half hour or so, everyone gets a very good ‘feel’ for the situation and any questions – however trivial – can be answered in a full and friendly manner. Normally, candidates are invited to the school in February, but this year, all assessments (other than the outdoor equestrian scholarships) were made virtually. Music pieces were set in advance, with our Director of Music performanceassessing online. Sport too was slightly different, with candidates asked to produce a short video of their particular discipline. For academic scholarships this year, papers were despatched in sealed envelopes – with candidates asked to open them in front of a teacher from our school before sitting down to take the exam online. However, some traditions remain. Successful applicants have always received the good news via a personal call and that’s a habit that we’ll be guarding closely!

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OUTREACH

A fresh perspective Bolton Girls’ School’s new virtual lecture series, which is available to pupils from local schools as well as its own community, offers an insight into a variety of careers, says JOHN NEWBOULD

he inaugural presentation of the Bolton Girls’ School Perspectives lecture series was given by Old Girl Sally-Anne Huang (Class of 1990), who last year became the first female High Master at St Paul’s School in its 510-year history. Her talk Bossy Women focused on ambition and leadership from a female perspective. In her opening remarks, Sally-Anne said: “I recall when I was young, prior to my Bolton School days, being called bossy quite a lot. I don’t think boys get called bossy in the way that girls do; of course, no one said to me at the time that I was demonstrating incredible leadership skills and strategic thinking!”

She recalled how leadership and ambition were celebrated at Bolton School, instilling the attitude that she could go out and rule the world. However, she admitted that she was not entirely prepared for the sexism, misogyny and prejudice sometimes found in the real world. Though her time at Oxford University wasn’t particularly enjoyable, it provided her with a good degree and a husband, both of which have stood her in good stead! She moved away from her original career choice, journalism, and into teaching, where she could retain a degree of work-life balance and support people. She implored girls to find a job where they can be themselves, and to find an area where their personal leadership style will suit without

SOMETIMES WOMEN CAN BE HELD BACK BY only applying for a role if they

can do everything on the job description: SHE LEANS TOWARDS TAKING JOBS WHERE SHE HAS THE OPPORTUNITY TO LEARN AND DEVELOP

independentschoolparent.com | SPRING 2021

compromising their values and principles. Sally-Anne recalled how the Bolton School spirit kept pushing her forward: she became a boarding housemistress at Sevenoaks School by the age of 25. Though her social life was curtailed, she is now thankful to her younger self as the appointment helped set up her career. She said that sometimes women can be held back by only applying for a role if they can do everything on the job description: she leans towards taking on jobs where she has the opportunity to learn and develop. She also added there has nearly always been a cheerleader or mentor encouraging her when applying for a new position. Her next challenge came when she had children. She said this is something of a taboo subject among female leaders, as motherhood is almost seen in contrast to leadership. She conceded that things are better now than what they were in the 1990s, but still thinks that having children is the biggest thing that will impact a woman’s career. However, she also reflected on her positive experience at St Paul’s, an all-boys’ school, where she was made more welcome and shown more respect on arrival than at any other organisation she has joined. She also noted that she has had support from men throughout her career. She told the audience that it’s important to not be too pushy but you should make sure you are noticed: her leadership style is to sit and listen quietly and then use evidence and authority in her decision-making. Addressing the question of appearance, she said it is one thing that women have to think more about than men and reflected on having worn a lot of grey and navy suits as a headteacher!

Felsted staff and pupils embrace adventurous challenges and fun in the pursuit of learning

SENIOR

BEHIND THE SCENES

FELSTED SCHOOL

Headmaster CHRIS TOWNSEND explains why developing character is as important a part of a school education as academic achievement

ducation at Felsted is not just teaching children to pass exams. We aim to prepare each child to have an impact in life beyond school. This is done through educating the whole person to develop young women and men that want to make a difference in whatever field they pursue in life. Fortuitously based on a rural campus in North Essex’s stunning countryside, Felsted welcomes boys and girls, aged four to 18, from all over the world to be part of the best of British boarding school education. Throughout the school, students are spoilt for choice in terms of opportunities to try new things and develop their passions. Just as we seek to make a difference through the experiences we provide as a school, we want each student to understand that he or she has a responsibility to make a difference in the wider world. Exam results should be a by-product of a good education that has strong values, such as hard work, rather than being the sole focus. However, it’s not just providing opportunities that supports the development of an individual’s character. It’s the school’s whole approach to learning that can have a major impact on a child’s character development. Our purpose and strapline at Felsted is to ‘develop character’ and a desire to ‘make a difference’, and as such, our school values underpin all we do in order to achieve this. They’re best understood in the following five words: • Welcoming: Felsted immediately strikes any

visitor as a friendly place, with a strong sense of community. Our students are taught to express these welcoming attitudes both in school and the wider community. • Respectful: We develop character with integrity. We’re courteous, confident and humble. Confidence without arrogance, and care and kindness towards others whatever their culture or background are expected of all. • Adventurous: We have a passion for life-long learning. We love adventure, exploring and testing ourselves. We’re not afraid to ask why or make mistakes to learn. This feeds off and encourages an entrepreneurial spirit that runs through the school and in life beyond Felsted. • Fun: Having fun is essential for learning. We’re vibrant and dynamic and believe that fun is a powerful vehicle in education. • Inspirational: We challenge ourselves to reach our full potential. We work hard and are determined and resilient to reach

our goals. We strive for and value personal achievement and team success, including celebrating the successes of others. We understand that success looks different for every student, and value all progress as much as absolute achievement. We’ve been hugely impressed by the character displayed among our student body during this pandemic, but also by former pupils in their fields of work. Examples include pupils challenging themselves to raise funds for the NHS, local hospitals and charities in the UK and overseas that have been desperate for support. School prefects have led various challenges to inspire the student body to make a difference from home. Some pupils have challenged themselves fitness-wise, while others have sold artwork or cakes to raise thousands for good causes and those in need. Many former Felstedians in the medical profession have been on the front line of the pandemic, as has former pupil Chris Smith, virologist and ‘Naked Scientist’. In other professions, we have pupils working to make a difference to our planet, to diversity and in championing mental health; in every walk of life we witness Felstedians reflecting the fact that we’re developing individuals, rather than seeking to fit one particular model of what character means. What is evident within many of them, is their drive to go that extra mile to make a difference for the benefit of the people around them and the wider community. This demonstration of character is what makes us proud. SPRING 2021 | independentschoolparent.com

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independentschoolparent.com | SPRING 2021

EXPERT ADVICE

ASK THE EXPERTS

Now that schools are open, how can we make the most of the last weeks of term? Five headteachers give their advice…

On image caption white

Pupils started returning to school at the beginning of March

SPRING 2021 | independentschoolparent.com

EXPERT ADVICE

Helen Pike, Magdalen College School

Louise Simpson, Exeter School Back to school means connecting and making sure that children and their teachers get as normal an experience as possible. During lockdown much of our concern has focused on the mental health challenges of being at home – even with excellent remote learning and technology to help, and so our aim is to encourage pupils to get out in the fresh air, run on the school field, do sport and the activities that they love – all within the Covid-19secure year-group bubbles that we know are necessary. Young people have had a tough time recently, but we also know that they can be remarkably resilient and resourceful and it’s this which we hope to see upon returning!

Katharine Woodcock, Sydenham High School GDST Schools reopening has been the best news, so now is the time for pupils to grab every opportunity on offer and treat every second in school like gold dust. While there are challenges – weekly testing, face coverings, bubbles – there are so many silver linings and so we should seek out, and focus on, the positives. With spring in the air, we can look to the future with optimism. We need to continue to be kind to ourselves and others, and remember that, in the words of Charlie Mackesy, when the big things feel out of control, ‘focus on what you love’. Pupils and parents alike will need time to adjust, but schools are on hand to support children every step of the way, so do not hesitate to ask for help and advice. Finally, when it comes to devices... let’s give the online world a break (that goes for parents too) and focus on those all-important face-to-face interactions, making the most of the more clement weather to enjoy a blissful period of digital detox.

The almost giddy gratitude of being back in school is something to be treasured and to hang onto. I wish us all a lingering summer of sport and (socially-distanced!) events. There is much talk of lost learning, but many of you have been working hard; it’s the social serendipities of learning to be your fullest self which you might have missed. These are precious days so make the most of them. Lockdown or no lockdown, this is always my advice. As Philip Larkin puts it: ‘Where can we live but days?’. To pupils in years 11 and 13: it’s quite extraordinary that it’s still not entirely clear Students at Dulwich College have by what alchemy and conjuring your grades been encouraged to embrace co-curricular activities now that will be arrived at. But your schools know you. they’re back in the classrom You’re in good hands—we’ve got this. You should be proud of all that you’ve achieved, particularly since March Lara Péchard, OUR EXPERTS 2020. You’ve learned far more St Margaret’s Hertfordshire than you realise… Right now, schools are working quickly to keep up with the everchanging government advice and Dr Joe Spence, guideline U-turns. Talk through Dulwich College your child’s anxieties so they’re The joy of returning to school to aware, but not obsessively worried. catch up with friends and teachers Louise Simpson, Discuss testing and what this was palpable in students’ faces. EXETER SCHOOL involves. Consider your school’s Doing experiments in the science position on face coverings; no labs, the theatre, art studios, coschool wants to enforce them curricular activities, lunch, clubs and hopefully this a short-term and societies, or simply running measure. Unsurprisingly, students around together with a ball at don’t keep their face coverings break has been welcomed by all. that clean! Review what mask But for any residual concerns or Katharine Woodcock, SYDENHAM HIGH they’re wearing; my advice is, get wobbles, form tutors, Heads of SCHOOL GDST some close-fitting, disposable Year, our counsellor, the Chaplain ones, even if these are worn under and Head of Wellbeing are all their chosen one. present to lend an ear. As a headteacher, I can tell To celebrate our return, you that some school rules seem choristers from the school’s trivial after the year we’ve had. Madrigal Choir are delighted to So whether a student is wearing share just a few of our favourite Lara Pechard, ST MARGARET’S full uniform or not, or has their things about coming back to HERTFORDSHIRE hair longer or shorter, is not a school (with many apologies to priority. Schools want to bring Rodgers and Hammerstein): their students back safely and We don black and blue blazers, support their wellbeing. Don’t our bags full of sports kit. sweat the small details. We study History and Science, There are many questions and PE to stay fit. around how grading works for With our folders of artwork, Dr Joe Spence, DULWICH COLLEGE years 11 and 13, how universities fastened with strings will respond and whether we’ll These are a few of our be in bubbles forever. With such favourite things uncertainty, it’s perhaps more If there’s testing; important than ever that students If there’s homework; are encouraged to focus on the If we’re feeling sad horizon and are inspired to look to We simply remember our Helen Pike, MAGDALEN the future in terms of their chosen favourite things COLLEGE SCHOOL career or university choice. And then we don’t feel so bad. SPRING 2021 | independentschoolparent.com

SENIOR

In 5 pictures…

BRYANSTON SCHOOL

Founded with a liberal arts ethos almost a century ago, this Dorset school still embraces and fosters creativity, curiosity and individuality

Inspired by 90 years of innovative practice, Bryanston School’s distinctive culture and approach to education nurtures pupils socially, emotionally and academically, helping them become purposeful, curious and well-rounded individuals who are ready to take on the flux of the modern world of work.

independentschoolparent.com | SPRING 2021

SENIOR

Bryanston’s unique culture celebrates the individual and their boundless potential. This is a community that is proud to be different. Teaching staff work alongside pupils as they guide them on their academic journey.

At the heart of the Bryanston approach is a one-to-one, five-year relationship for every pupil with a handpicked tutor who acts as champion, mentor and enabler for their entire time at the school.

The school sees creativity as an essential practical element of all disciplines, and encourages expression in all artistic forms. This prioritising of the arts is what makes Bryanston a very different learning experience.

Bryanston is an open-minded, challenging and inspiring environment for personal growth where teachers provide the necessary space, encouragement and pastoral care to help pupils find their passions.

DID YOU KNOW? The old kitchen wing of the previous Portman House on the school’s estate is home to a colony of rare greater horseshoe bats (affectionately known as ‘the Bryanston bats’ by staff and pupils). Great care has been taken over many years to avoid any disruption to the roost.

SPRING 2021 | independentschoolparent.com

ALUMNI

CHARLOTTE SMITH, 22

Bishop’s Stortford College, Hertfordshire

Commercial Marketing Graduate, Centrica I graduated from Nottingham with a first-class degree in Management BSc in June 2019 and managed to gain a place on Centrica’s Commercial Marketing Graduate Scheme, commencing in September 2020. During the year before starting the scheme, I undertook marketing work experience in different sectors, as well as enjoying a small amount of travelling before the beginning of the pandemic. My degree allowed me to gain the position on the graduate scheme because the course taught me about the main marketing principles in an interesting and engaging way, and I was able to convey this enthusiasm in my interview. Today, I use a lot of the knowledge that I learned in my degree and apply it to my job, highlighting how important my module choices at university were to my understanding of marketing. I’ll spend the next 18 months rotating around different areas of marketing within Centrica and their different brands, which is something to look forward to and hopefully my passion for marketing will continuously develop throughout these placements.

CHARLOTTE SMITH

ONES TO WATCH We find out how five independent school alumni have achieved success in their chosen careers, from junior doctors to music scholars and engineers

KISHAN BODALIA, 25 Warwick School, Warwickshire

Junior doctor and DJ I graduated with a degree in medicine in July 2019, beginning my career as a doctor in A&E at New Cross Hospital, Wolverhampton followed by a rotation on the respiratory ward in the height of the pandemic. The dreadful impact of Covid-19 soon became apparent when a colleague of mine had to call six families in one shift, to tell them their loved ones were reaching or had reached their end of life. I contracted the virus in early May, luckily with mild symptoms. I work with a great team and value the responsibility of being a doctor during unprecedented times. I’ve always loved music, especially dance music. At university I loved going to festivals and began DJing as an artist. Last April, with the NHS under extreme pressure, and finding dance music so uplifting, I began posting my DJ sets from my kitchen in my scrubs, on social media. It took off as it appealed to all sorts of people who love dance and who also wanted to connect with the NHS.

independentschoolparent.com | SPRING 2021

KISHAN BODALIA

ALUMNI

GRACIE CATON, 20

Harrogate Ladies’ College, North Yorkshire

GRACIE CATON

Music scholar, The Royal Northern College of Music Being a pupil at Harrogate Ladies as a music scholar gave me incredible opportunities that I’ll always be grateful for. The support I received from my teachers helped me enormously on my journey to the Royal Northern College of Music where I’m currently in my third year of vocal studies. I joined the school chapel choir at a young age and the head of music Mrs Morgan was very supportive. As it’s a small school, the teachers know the pupils incredibly well and encourage each girl to follow their own path. As the human voice isn’t fully developed until 38 years of age, I didn’t expect to be accepted in to the Royal Northern College of Music at 18. I’ve always loved music and my ambition post-study is to continue singing and perform opera.

LUCY SALES, 31

The Leys School, Cambridge

LUCY SALES

Compliance Associate Director, AstraZeneca When you tell people you work for a global pharmaceutical company, they always assume you have a Life Sciences degree and a PhD, but my journey towards my current position at AstraZeneca was much more unusual. While at school I became very interested in ethics and really enjoyed ethical debate which is why, not knowing what I wanted to do after university, I chose theology as my degree subject. After graduating from university I didn’t have a clear career path off the back of my degree but having chosen to study an academic subject enabled me to try a variety of different jobs. I fell into the pharmaceutical industry by accident when I accepted a temporary filing administrator role. Once I started, I quickly came to love the work and, because I had a degree, even though it wasn’t a Life Sciences degree, I was promoted into more senior positions. I naturally gravitated to compliance roles, as I enjoy advising on the ethical considerations of business decisions.

HARRI BELL-THOMAS, 23 Monmouth School for Boys

HARRI BELL-THOMAS

Forward-deployed engineer I studied A-levels in computing, maths, further maths, Latin and Classical Greek achieving three A*s and two As. I found my time at Cambridge very stimulating: the people I met were inspirational and driven to go as high and far as they could. I now work for Palantir, a company based in London and am currently working very long days at home just outside Monmouth on a project to help the NHS with its Covid-19 response. I discovered my love for computing at school. I had a brilliant time at Monmouth – Mrs Lyndsay Hope (head of computing) was an excellent teacher and gave us a wonderful grounding. She encouraged us to explore all areas to find our true passion. SPRING 2021 | independentschoolparent.com

ST GEORGE’S ASCOT Independent boarding and day school for girls aged 11-18.

TERMLY OPEN MORNINGS

admissions@stgeorges-ascot.org.uk www.stgeorges-ascot.org.uk | 01344 629900 Private transport available for day girls and weekly transport service to and from Central London for London boarders. New daily Richmond route from September 2021.

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.

VIRTUAL

King Edward’s Witley is an independent boarding and day school for girls and boys aged 11- 18 set in 100 acres of beautiful parkland.

OPEN MORNINGS

Visit us and you’ll find a vibrant, forward-thinking school united by diversity since 1553.

Thursday 29th April 10am Saturday 19th June 10am A SPRINGBOARD FOR ADVENTURE

Call our admissions team on 01428 686735 or book online at www kesw.org • Godalming, Surrey GU8 5SG

independentschoolparent.com | SPRING 2021

Pre-School | Junior | Senior | Sixth Form 023 9236 0036 | www.pgs.org.uk

TIME TOGETHER APART

ENJOY THE SEASON

FAMILY LIFE

Future holiday inspiration, socially-distanced fun and a competition to enter

If you’re looking to update your not-so-little one’s wardrobe this spring, you may want to take a look at French lifestyle brand Cyrillus. Launched in 1977, and offering ranges for the whole family (with this children’s range going up to age 16), find styles that you’ll love today and forever. With a focus on quality, fabrics and detail, the label’s outfits can be passed on from child to child. Also, Cyrillus is committed to a more responsible approach, using natural materials, recycled fibres and materials that make less of an impact on the environment. cyrillus.com/en/

SPRING 2021 | independentschoolparent.com

It’s a shore thing

EMMA ROBERTSON experiences the fascinating history and awe-inspired natural beauty of Northern Ireland

espite being one of our bucket-list destinations – and a convenient distance from home – we still hadn’t visited Northern Ireland. So after much research, we decided to take the plunge with a weekend-long road trip. With so much to see and do, it was the only way to get around and tick off as much as possible in a few short days, plus it was a great way to see the full beauty of Ireland as a family. Flying into Belfast meant a mere hop across the Irish Ballygally Bay is a breathtaking beauty spot on The Causeway Coastal Route

independentschoolparent.com | SPRING 2021

Sea, and from there we hired a car. However, there are equally accessible ferries leaving from various locations in England and Scotland, so you do have the option of taking your own car. As we were keen to get out and explore the more adventurous side of Northern Ireland, we didn’t stay in Belfast for long, although the city is definitely somewhere we’d return to. We did, however, make a quick pitstop at Titanic Belfast, which has claimed the title of World’s Leading Tourist Attraction. It was a fabulous ‘indoors day’ option for the family with so many interactive features and exhibitions for all ages. The children especially loved the ride that takes visitors on a journey through the construction of the ill-fated liner. It brought the history alive for them. As we only went for a long weekend – with kids and luggage – we chose to stay in one location for the duration. We opted to make a Hastings Hotel property, Ballygally Castle Hotel, our base. It was perfect for exploring The Causeway Coastal Route and all the adventures to be had along the rugged shores. As the hotel is based right on the coast, there are beautiful views out over Ballygally Bay

Ballygally Castle boasts spacious family rooms

and towards Scotland, as well as a generous garden for the children to enjoy. The hotel is positioned at the start of the scenic Antrim Coast, near the foot of the famous nine Glens of Antrim, and Gobbins Path, a famous and dramatic coastal walk originally built in the early 20th century. It’s one of the area’s leading tourist attractions, comprised of staircases along the cliff edges, dramatic tubular bridges and numerous tunnels. We stayed in one of the six family rooms in Ballygally Castle, which were spacious and comfortable, but the main selling point for the children was the idea of staying in a real castle – especially one with its very own ghost room. Lady Isabella Shaw is the castle’s resident ghost, with numerous

TRAVEL It goes without saying that a visit to World Heritage Site Giant’s Causeway is a must

The entertaining and educational Titanic Belfast is an ideal family pitstop

CLIMBING STAIRWAYS CARVED FROM THE CLIFF FACE and exploring hidden smuggler caves IS DEFINITELY NOT A PURSUIT FOR THE FAINT-HEARTED Ballygally Castle guests can keep an eye out for resident ghost, Lady Isabella Shaw

FAMILY-FRIENDLY CAUSEWAY PURSUITS

PHOTOGRAPHY: ISTOCK/MLENNY; ISTOCK/DIETERMEYRL

There’s more than one way for you and your family to explore the coast

sightings having been reported over the years. We took a trip up the staircase to the Ghost Room to see if we could spot Lady Isabella, the hotel’s friendly ghost who has been around for 400 years. No luck this time! The Causeway Coastal Route is filled with epic scenery and windswept views and we took the opportunity to go back in time and feel like a smuggler. The Gobbins Path, which reopened fairly recently is a true adventure. Climbing stairways carved from the cliff face and exploring hidden smuggler caves is definitely not a pursuit for the faint hearted. We also caught a glimpse of Northern Ireland’s only mainland puffin colony along the way. One of the family’s favourite attractions was Giant’s Causeway, which for many, needs no introduction. It was hugely busy but still a highlight of the trip, the incredible site of the basalt columns and the magical story of warring giants, definitely sparked the imagination. It’s also the only World Heritage Site in Northern Ireland. On the way to Giant’s Causeway we took a few detours to pass through tranquil countryside and magical glens. The warmth of the welcome we received

from locals everywhere, and the incredible diversity of the verdant landscape we passed through, really showcased so many different sides of this beautiful corner of the world. The whole Northern Ireland experience was a magical one, and the family definitely fell under its spell. From sleeping in a castle to visiting rugged coastlines, smugglers caves, hanging bridges and mesmerising glens, there was so much to explore. For a more adult trip, Bushmills Whiskey Distillery and Game of Thrones filming locations would definitely be added to the list. However, with so much to see and do as a family, I doubt we would be able to get away with coming back alone. Hastings Hotels offers a double room at Ballygally Castle from £110 per night on a bed-and-breakfast basis; hastingshotels.com

There was so much we didn’t have time to fit in including surfing and paddleboarding along the coast, coasteering and archery sessions. There are lots of hiking opportunities such as waterfall hikes, fishing and horseriding along the coast and in the countryside – The Glenariff Forest Park waterfall walkway is a photographer’s dream. In addition, foodie families can take a picnic into the glens or stop by some of the villages along the way. Some include tours with local producers, whereas others are full day experiences. If the family are history fans, there are plenty of castles to satisfy from Carrickfergus Castle and Glenarm Castle and Gardens. Carnfunnock Country Park is another one to add to the must-visit list. Positioned at the gateway to the nine famous Glens of Antrim at Ballygally near Larne, it offers bungee trampolines, mini golf, a miniature railway and much more.

SPRING 2021 | independentschoolparent.com

Shrewsbury School

Visit Shrewsbury The Independent School of the Year

Boarding and Day School for Girls and Boys aged 13-18

admissions@shrewsbury.org.uk 01743 280 552 | shrewsbury.org.uk

Start your journey now at:

shrewsbury.org.uk/open-days HIGHLY COMMENDED

WINNER

SHORTLISTED

WINNER

Boarding School of the Year Creativity Award

Independent School of the Year Community Outreach Award

Transforming boys’ lives through education… Whitgift is one of Britain’s finest independent day and boarding schools for boys aged 10 to 18. Set in 45 acres of parkland, we offer pathways for IB and A Levels. To find out more about our School, please visit our website.

INDEPENDENT BOYS’ SCHOOL OF THE YEAR 2020

independentschoolparent.com | SPRING 2021

admissions@whitgift.co.uk | Telephone: +44 (0)20 8633 9935 |

www.whitgift.co.uk

Whitgift School | Haling Park | South Croydon | CR2 6YT

XXXXXXXXXX

Hand Picked Hotels has many delightful spots across the UK for enjoying a quintessentially British afternoon tea – fizz is optional!

WIN afternoon tea at a Hand Picked Hotel There’s no better way to celebrate the end of lockdown as a family than with a traditional afternoon tea for four at one of Hand Picked Hotel’s beautiful boltholes

and Picked Hotels, is a family-owned collection of luxury hotels in spectacular and undiscovered country locations across the UK and The Channel Islands. From Rhinefield House in The New Forest to Fawsley Hall in the striking Northamptonshire countryside, the collection includes some of Britain’s most impressive and historical aristocratic homes and buildings, all with spectacular gardens and grounds. Brimming with quintessentially British character and charm, each hotel has its own story to tell. Afternoon tea is a staple of British tradition and Hand Picked Hotels’ afternoon tea includes all of the occasion’s traditional delights – a selection of finger sandwiches, delicious desserts, a pot of fragrant tea and the obligatory fluffy scones topped with lashings of cream and jam. These delicacies can be enjoyed within the spectacular gardens at Rookery Hall, or overlooking the Surrey Downs at Nutfield Priory, and if the unpredictable British weather forces you inside, New Hall’s resplendent historic interiors will not disappoint. New this summer, Hand Picked Hotels has launched its Tailor-Made Stays package. A Great British getaway that’s seamlessly crafted and bespoke to each party from the moment of arrival to check out. When booking, guests are invited to take a questionnaire that aids Hand Picked Hotels to create the ideal stay, whether it be the desire for private dining rooms or alfresco dining, a cinema experience or perhaps a spa day after a tense year is calling. Hand Picked Hotels Tailor-Made Stay will shape the perfect staycation, right down to the individual tastes and needs of their guests. handpickedhotels.co.uk

TERMS & CONDITIONS: • The prize is for the winner plus up to three guests – the prize includes full traditional afternoon tea for up to four. • The prize is subject to availability. • The prize must be booked by August 2021 and must be booked at least one week in advance. • The prize is non-transferable. • There is no cash alternative. • The prize excludes anything in addition to that which is stipulated. • Any extras must be paid for on departure by the prizewinner or guests. Excludes bank holidays and festive dates. • Travel, drinks and additional charges are not included. • Competition available to United Kingdom and overseas residents aged 18 or over only.

HOW TO ENTER

Please answer the following question and enter at the website address below:

In which national park will you find Rhinefield House? a) Galloway Forest b) The New Forest c) Kielder Forest

independentschoolparent.com/win COMPETITION CLOSES: 20 APRIL 2021 SPRING 2021 | independentschoolparent.com

ISP2021

Oceans of opportunity for every young person

Experience a wide range of water-based yachting and watersports activities with education and maritime training provider UKSA. The Sea.Change Foundation is an inspirational programme, showcasing the career opportunities in the maritime sector for 14-18 year olds in the school holidays. All-inclusive

Industry guidance

01983 301901

Registered Charity Number 299248

development@uksa.org

JOIN OUR VIRTUAL LEARNING COMMUNITY IN 2021!

uksa.org

ot try Why n our one of in ll Ro g rm Half-Te ts! c a r t Con

The learning experience at InterHigh is like no other Our flexible and affordable primary, secondary and sixth form provision offers learners the opportunity to achieve their best results and stand out from the crowd. Accessible to any child, in any location, as long as they have a computer and internet connection. Fall in love with learning again with our virtual school and inspiring community.

Harrison Year 9 InterHigh learner

Visit interhigh.co.uk to start your journey.

independentschoolparent.com | SPRING 2021

DIARY DATES

CALENDAR

A roundup of fun and exciting things to do while still in lockdown this spring Girl power London 22 MARCH

While the British Museum’s extensive collections are open for online perusal, it’s also hosting an array of talks. Classics students will enjoy the Pandora’s Jar with Natalie Haynes Zoom session, which takes a look at Greek myths from the perspective of their female protagonists. Log on for a fascinating insight into BCera feminism. britishmuseum.org

Laugh out loud Online 26 MARCH, 30 APRIL & 28 MAY

Last year, Comedy With the Stars pioneered the Zoom comedy festival format, and this spring, it brings a family-friendly series of on-screen events guaranteed to raise more than a few chuckles from tweens and parents alike. There’s even an opportunity to go BTS after the show. starevents.online

Art therapy

Full bloom

Manchester UNTIL 31 OCTOBER

One of the joys of lockdown life has been embracing nature, and Kew’s new immersive festival The Secret World of Plants is a wonderful way to celebrate British summertime. Get up close to pretty native plantscapes and indulge in activities such as tree-listening. kew.org

In the frame Buckinghamshire 3 APRIL

During this online workshop with artist Jo Gane, young photographers will learn about light, shadow, projection and how to assemble a working camera obscura, creating an opportunity to view the world in a whole new way. miltonkeynesartscentre.org

Great outdoors Edinburgh ONGOING

For Edinburgers, there’s no better place to get fresh air and take in spectacular panoramic views of the city than at The Royal Botanic Garden. Set in 70 acres of rolling greenery and boasting 100,000 plant varieties, it’s the ideal spot for youngsters to explore nature and let off steam. Visiting is free, but to ensure adequate social distancing, Advance booking is essential. rbge.org.uk

While Manchester Art Gallery’s Grayson’s Art Club exhibition is currently closed due to Covid-19 regulations, the curators’ video tour is on the website. Having invited the nation to harness their creative muse to channel their quarantine frustrations with a different theme each week, Turner Prize-winner Grayson Perry curated pieces by armchair amateurs and celebrated artists (such as David Shrigley) alike. Watch out for free tickets to see these masterpieces in the flesh post-lockdown. manchesterartgallery.org s

WORDS:LAURA SUTHERLAND. PHOTOGRAPHY: ANDREW BROOKS

London 1 MAY - 19 SEPTEMBER

SPRING 2021 | independentschoolparent.com

Giggleswick School is one of the leading independent boarding and day schools in the north of England for boys and girls aged 2 to 18 years. Set in 250 acres of stunning Yorkshire Dales countryside, the school is renowned for its rich and broad education that brings out the best in every child.

ARRANGE A VISIT Come and find out what makes a Giggleswick education truly outstanding admissions@giggleswick.org.uk | 01729 893 000 | giggleswick.org.uk #BeYouBeSibford

14 Scottish Schools admissions@sibfordschool.co.uk 1 Day Sibford Ferris, Banbury, OX15 5QL Endless Opportunities VIRTUAL EVENT Saturday 22nd May 2021 REGISTER HERE scotlandsboardingschools.vfairs.com

BE YOU. BE CREATIVE.

sibfordschool.co.uk +44 (0)1295 781200

admissions@sibfordschool.co.uk Sibford Ferris, Banbury, OX15 5QL

Sibford School in Oxfordshire offers inspiring education to pupils aged 3-18.

VIRTUAL OPEN EVENTS

Discover how we encourage aspiration by watching one of our virtual open events. Visit sibfordschool.co.uk/events to access online today. Connect with

independentschoolparent.com | SPRING 2021

@SibfordOxon

DIARY DATES

Sound of the season London 22 MARCH

Live-streamed from the Royal Academy of Music’s Angela Burgess Recital Hall, the Song Circle musicians will perform a selection of pieces by composers such as Claude Debussy, Edvard Grieg and George Butterworth. Connected by the theme of spring and its arrival, the Spring Recital’s song list offers a poignant meditation of the time we’re living through. ram.ac.uk

What’s cooking? London ONGOING

If your teen’s recipe repertoire begins and ends at beans on toast, it’s probably time that they hone their kitchen skills. And what better way than with a six-week intensive Leiths School of Food and Wine cookery club? Health and safety, knife skills, the perfect pizza base and meltin-the-mouth brownies are just some highlights of this online and app-based course. leiths.com

Totally oar-some Cambridgeshire 4 APRIL

Don’t let the fact that The Boat Race is closed to in-person spectators this year, stand in the way of catching this always nailbiting competition. Taking place on the Great Ouse in Ely rather than the Thames this year, you can watch both races on BBC 1 from the comfort of your couch. theboatrace.org

From stage to screen

PHOTOGRAPHY: KING’S ELY SCHOOL, CAMBRIDGESHIRE

London ONGOING

Just because theatres are still indefinitely closed doesn’t mean that you can’t get your fill of culture. The National Theatre has launched the NT at Home online service, which paying members can use to stream some of the London stage’s most important archive performances. From Angels in America featuring Andrew Garfield to Mosquitoes starring Oscar-winner Olivia Colman, enjoy British drama’s starriest performances from your at-home front row seat. Subscription starts from £8.32 a month. nationaltheatre.org.uk/ntathome

To a tea Nationwide ONGOING

Whether you’re celebrating Easter or making the most of the bank holidays, there’s no more cheering spring activity than a picnic. Pencil in some quality family time and add a touch of luxury to the occasion by ordering an Afternoon Tea at Home delivery from all-natural London bakery Cutter & Squidge. Delivery box options start from £29.90. cutterandsquidge.com

Through the looking glass London 30 APRIL

Complementing the V&A’s Alice: Curiouser and Curiouser exhibition, this Friday Forum session allows attendees to hear about how Lewis Carroll’s iconic heroine – and surreal Wonderland – have influenced fashion designers, film makers, theatre directors, photographers, musicians and artists, providing an endless catalyst for creativity. Order tickets now and tune in to give your arty teens some lockdown inspo. vam.ac.uk

Starry, starry night Birmingham 7 & 14 APRIL

Join Birmingham Planetarium’s officer, Colin, as he tours the constellations above in Tonight’s Virtual Sky event, sharing highlights for emerging astronomers to spot for themselves at home later. Enjoy majestic views of other planets and be sure to keep an eye out for the North Star. Pre-booking (tickets are £4) is essential for this journey through space. birminghammuseums.org.uk

SPRING 2021 | independentschoolparent.com

INTERVIEW

SCHOOL MEMORIES

HARRY SIDEBOTTOM

The bestselling novelist, historian and tutor at St Benet’s Hall, Oxford reminisces about his King’s Ely Cambridgeshire school days Your school in three words? Cathedral, smalltown, Fens.

Harry enjoyed his fair share of detentions for trips to the bookmakers

Who was your best friend? I made several lifelong friends. Although I knew my best friend, Jack Ringer, before we arrived. Both our fathers were Newmarket trainers. Jack followed them into horse racing. I took a different path.

Did you win any prizes? Only one – a fountain pen for the most improved handwriting. Given that I still write with an indecipherable scrawl, I presumably couldn’t write at all before that.

Childhood ambitions? I had four: to be a novelist, to be an Oxford Don, to be an actor, and to play international rugby. Two out of four ain’t bad, as Meatloaf almost sang. The only person I know who has successfully nailed the latter two is Javier Bardem. Your most embarrassing moment at school? Getting caught coming out of the bookmakers on the market square. It happened more than once. Let’s talk about school dinners… worthy of a Michelin star? As I have no recollection of the food, it can’t have been too bad. However, I do remember having to write an essay on manners. It started with, ‘It is not good manners to shout down the table “more spuds, no custard”’. A mantra for life. Favourite place to hang out? Secluded spots in Cherry Hill Park and the Stagecoach Café for meeting girls.

All-star sports captain or outside field lingerer? I played rugby and tennis for the school. But it was a small school then, and not that hard to get into the teams. King’s has superb playing fields and that gave me a love of sport.

Harry (middle of back row) in his King’s days

Did you have a favourite teacher at King’s? My favourite teacher was Mark Wilkinson, who had the misfortune of trying to teach us geography. He impressed me enormously. When my sons went to King’s, I was amazed and delighted that

DESPITE THE SOLITARY (AND ULTIMATELY SELFISH) life and pursuits

of a novelist, I still see myself as a team player. THAT SELF-IMAGE, HOWEVER, CAN WEAR A LITTLE THIN

Teacher’s pet or always in the detention room? Some teachers seemed to like me. The headmaster was very supportive, writing glowing reports for mathematics; a subject at which I was terrible. I suspect he might have confused me with Sillitoe, the boy alphabetically next to me. There was quite a bit of detention (usually because of the bookmakers).

independentschoolparent.com | SPRING 2021

Are you more of a lone wolf or a team player? Despite the solitary (and ultimately selfish) life and pursuits of a novelist, I still see myself as a team player. That self-image, however, can wear a little thin in interminable academic meetings. My colleagues at Oxford may well have a different view of me. Harry’s new novel, The Return, is out now

Mark (still seems odd to call Mr Wilkinson that!) was still there, coaching rowing. What advice would you offer your school-age self? Don`t shout “more spuds, no custard” at the table. How would your teachers describe you? As being insufferable, I imagine.

The Johnson Trust. Registered Charity No. 277439

Day • Flexi • Weekly • Full Boarding

www.seaford.org

A CENTRE OF EXCELLENCE WHERE ACADEMIC PERSONAL BESTS ARE ACHIEVED ALONG WITH EXCELLENCE IN MUSIC, SPORT & THE ARTS Seaford College is a hidden gem tucked away at the foot of the picturesque South Downs near Petworth, West Sussex

Love to learn

EXTENSIVE BUS ROUTES ACROSS SUSSEX

Visit www.seaford.org to watch our Virtual Tour of Seaford.

For more information contact the admissions secretary. Email: jmackay@seaford.org or Telephone: 01798 867456

A leading independent day and boarding school for girls and boys aged 4-18, set amid stunning countryside in Northern England

Throughout these unprecedented, challenging times, ‘Barney’ has led the way with an innovative, proactive approach, combining academic study with high quality pastoral care and a diverse co-curricular offering To learn more about our School and what makes a Barney education so special, contact our Admissions Team on 01833 696030 or admissions@barneyschool.org.uk @BarnardCastleSchool

@barnardcastleschool

@barney_school

Barnard Castle School | Co Durham DL12 8UN | www.barnardcastleschool.org.uk