Expert advice and tips Choosing a school NURSERIES • PRE-PREP • PREP • SENIOR SCHOOLS •CELEBRATING THE VERY BEST IN BRITISH EDUCATION• 9 7 7 2 0 4 9 7 0 2 0 5 4 1 9 £9.99 | AUTUMN 2022 | independentschoolparent.com CURIOUS MINDS NURTURING PUPILS FOR TOMORROW’S WORLD FIRST STEPS THE ADMISSIONS PROCESS AND THE QUESTIONS TO ASK
22 schools competed across five divisions during the one-day polo event in Cirencester
From all corners of the country, 22 independent schools came to Cirencester Park Polo Club to participate in The Open Division of the Schools & Universities Polo Association (SUPA) Senior Schools National Championships. Sponsored by Glion Institute of Higher Education, one of the world’s finest specialist hospitality and luxury management institutions, the one-day event was devised to celebrate polo’s grass-roots talent. Students from Ampleforth College, Harrow School, Kilgraston School, Radley College and many others came together to compete across five divisions. The winning teams – Cheltenham College (Open Final), Stowe School (Open Subsidiary Final), Rugby School (Open 2), Marlborough College White (Intermediate), Sherborne Girls (Novice) and Millfield Blue (Beginner) –were presented with their prizes by Claire Reid-Warrilow, Director for Undergraduate Recruitment at Sommet
Education, a global hospitality education leader, which includes Glion, alongside its London and Switzerland campuses. Speaking after the event, she said: “We were delighted to sponsor this championship. It was a fantastic day and wonderful to see so many independent schools represented and giving their students an opportunity to play polo in such a prestigious setting.”
Nationwide
Chukkasaway!
9independentschoolparent.com SCHOOL NEWS STUDENT SUCCESSES • EXTRACURRICULAR EXCELLENCE • INSPIRING INITIATIVES • NEW HEADTEACHERS IN BRIEF WAKENHAMJOANANDROBPOLOPHOTOPHOTOGRAPHY: SUTHERLANDLAURAWORDS:
Rydal Penrhos School, Wales
BEST OF THE REST
West House School, Birmingham World’s strongest men, Tom and Luke Stoltman, filmed a BBC Commonwealth Games show at the school. Elite sport stars, such as basketball player, Kofi Josephs – also gave pupils hoop-shooting tips and challenged them at di erent disciplines. However, mascot Perry was the biggest draw for the youngsters.
A new age of learning
• LATYMER LIONESSES
This summer saw the launch of Freddie Flinto ’s Field of Dreams, in which the cricketing legend is determined to teach the game to reluctant children from his hometown, Preston. In episode three, the team visits the college to play a fixture against its pupils. The series is available on BBC iPlayer now.
Bryanston, Dorset
The school’s U13 girls’ football team has won the Independent Schools Football Association’s Girls’ Final. Speaking about the team of year seven and eight girls, Director of Sport, Natalie Maclean said: “I’m absolutely delighted to see them lift this trophy. They deserve it!”
• PASTURES NEW Edge Grove, Hertfordshire
The new chorister programme at the Rugby Group co-ed starts this term. Welcoming 34 successful auditionees (18 boys and 16 girls) aged between six and 11, the scheme will involve high-level music theory and vocal coaching, as well as daily Evensong rehearsals in the school chapel.
• MOTION PASSED
The Watford school is celebrating a host of impressive scholarships won by last term’s leavers. Head Boy Ediz Karakas will take a place at Eton as a King’s Scholar, while other students’ destinations include Westminster, Harrow, Shiplake College and The Leys School.
DLD College, London
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Aspiring tennis superstar, Toby Evans had the privilege of spending a week at the Rafa Nadal Academy in Spain, which is run by the King of Clay. The year four prep pupil worked with exceptional coaches on improving all areas of his game. This follows his North Wales squad debut in the County Cup, and his past success representing Kent.
Founded in 2016, Forfar Education – a group with nine schools dotted across the UK – has opened its many doors to Ukrainian children in urgent need of nurturing, safe spaces to learn. Brackenfield in Harrogate has already welcomed one child who is settling in well, and will welcome another this month; as will sister schools, Park School in Bournemouth and Prenton Prep on the Wirral. CEO John Forsyth says: “It’s important to show solidarity in times of crisis. Everyone has the right to a good, safe education, which is why we’ve opened our arms to those who need it most.”
• HOLDING COURT
Good DenstoneinningsCollege,Sta ordshire
Forfar Education, Nationwide
With speakers such as, children’s author Michael Rosen, the 2022 Education Summit covered three core areas: Teaching and Learning, Creativity and Wellbeing. Presentations focused on the opportunities for providing children with the skills and qualities to achieve fulfilment in an ever-changing society.
Latymer Upper School, London
Witness the fitness
Warm welcomes
The college hosted its first graduation ceremony for three years, due to the pandemic, at the Houses of Parliament. Students processed across Westminster Bridge in gowns and caps, before celebrating with a ceremony in Committee Room 14.
• IN FINE VOICE
Bilton Grange Prep, Warwickshire
The number of pupils attending independent school has increased since the pandemic. Thalia Thompson looks at the reasons why parents feel that a private education is more enriching for their children in the long term
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Seaford College is in West Sussex
CHOOSING SCHOOLS
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• For busy, working parents, the practicalities and convenience o ered by independent schools are invaluable. For day-school pupils, wraparound care is available with breakfast and after-school clubs. And in any case, the school day often extends beyond the usual hours with sports practice, music or drama clubs and other activities. And with so many extracurricular activities taking place on one site, there’s no need to juggle the demands of taking one child to football training when their sibling needs to be at a drama club.
Pastoral care and academic excellence
Class sizes tend to be smaller in independent schools with higher teacher-to-pupil ratios; there’s one teacher for every nine pupils in the independent sector, compared with one
Gri n House Prep has created an environment of individualised learning to support each child
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FEES VARY BY TYPE OF SCHOOL, LOCATION AND age of pupil, andaccording to the ISC, are typically around £5,000 a term for day schoolsand £12,000 for boarding schools (THOUGH IT’S WORTH NOTING THAT ABOUT A THIRD OF ALL PUPILS RECEIVE ASSISTANCE WITH FEES)
e beauty of the independent system is the choice on o er. Your child could attend the same school from their earliest nursery days all the way through to sixth form. Or you might choose a combination of day or boarding schools, single sex and co-educational, or even swap in and out of the state sector. Some schools have competitive entrance exams, some are less formal and some are non selective. It’s all about nding the right environment for your individualPre-prepchild.isthe term o en used for schools catering for the youngest children. Prep schools are for children aged eight to 11 or eight to 13 years. At academically selective schools, there are entrance exams at seven+ or eight+ years old, then admissions to senior schools are governed by 11+ or 13+ exams. Sometimes pupils who have joined lower down the school can progress to the senior school without
• Day pupils can often do their “prep” or homework after school in supervised sessions, with help on hand if they need it, meaning that time at home really is family time. Similarly, older pupils might opt to use the school library for independent study before or after school.
• Flexi-boarding can be a great way to introduce a child to boarding and to see if it suits them, and it can also provide a solution for parents who have to travel occasionally for work or who need to work early, late or in shifts. In rural areas, children often commute a considerable distance to reach a good school, so boarding for a couple of nights a week reduces daily travel time to enable both children and parents to use their time more productively.
THE PRACTICALITIES
e uncertainties of Covid-19 and the economic climate seem to have only emphasised the importance of education, with the Independent Schools Council’s (ISC) 2022 Census showing that there are now more than 540,000 pupils at UK independent schools (a record amount), with more than a quarter of new pupils transferring from the state sector.
Fees vary by type of school, location and age of pupil, and according to the ISC, are typically around £5,000 a term for day schools and £12,000 for boarding schools (though it’s worth noting that about a third of all pupils receive assistance with fees, see our article on bursaries on p62).
From homework to boarding, independent schools make day-to-day life easier for both pupils and their parents
having to sit further exams. Places do become available at schools outside these main entrance points too. ere are three types of boarding school. Full boarding means pupils will have one long exeat or half-term break, plus some shorter weekend exeats each term. Weekly boarders stay at school from Monday to Friday and are home at weekends. Flexi-boarding means you can choose the nights that suit your family best.
The choices on o er
hoosing an independent school education for your child is an investment in their future. And it’s a choice that increasing numbers of parents are making.
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Our daughter is flying at Stamford – academically, socially, and in terms of confidence. The curriculum is broader and more challenging, the sporting provision is superb and the vast array of cocurricular clubs has given her the opportunity to try things that she never would have before – from stop-motion animation to gymnastics.
had her own Surface Pro device, online lessons started at 9am and she was interacting virtually with teachers and classmates all day – none of this had happened before.
For any parent considering an independent education for their child, I would say just call the admissions team of your chosen school(s) and have a chat, then go for a tour – you’ll get a real sense of whether the setting is right for your family.
We feel that an independent education is absolutely worth it. E e is happy, focused and takes great delight in trying all the new things that come her way. We’re confident that her journey through Stamford will ensure she leaves confident and fully equipped to set out on her path in life.
WHY IT’S WORTH THE EXPENSE
However, when E e was in year three of our local village state primary school, she started coming home regularly saying that she was bored. We didn’t feel she was being stretched academically and the tiny size of the school limited her friendship group. The first Covid-19 lockdown really shone a light on just how important a good primary school is.
Stamford’s approach to learning is based around the four Cs: creativity, collaboration, critical thinking and complex problem-solving
E e joined Stamford in the autumn term of 2020 in year four. When the second Covid-19 lockdown happened in January 2021, we immediately saw the di erence. At Stamford, she
We took a tour of Stamford Junior School and were blown away by the amenities, the friendly and knowledgeable sta , and the general atmosphere of happy, engaged children. We decided there was nothing else we would rather spend our money on.
my and amie indley are arents of ffie, a e ere they e lain why they mo ed their daughter from her state primary to independent school Stamford in Lincolnshire
We weren’t happy with the state secondary school provision where we live in Northamptonshire and had been discussing investing in a private secondary education for our only child, E e – it would be financially tight, but we knew that we could just about do it.
work hard, play hard and achieve great results. e school is proud of its pupils’ academic success, particularly being a non-selective school, and in 2021 there was a 92-per-cent pass rate of GCSE exams.
SMALL CLASS SIZES AND EXCELLENT COMMUNICATION between staff and familiesensure that BEECH HALL STAFF FOCUS ON EVERY CHILD AS AN INDIVIDUAL
Pupils bene t from a team of expert specialist teachers and dedicated learning support sta , as well as the opportunities o ered in terms of extracurricular activities outside scheduled lessons. e school believes
that young people bene t greatly from contributing to the ethos of the community, and encourages every pupil to participate in the sporting and cultural life of the school. e school has a long and proud history of sporting achievement, and plays all the major team sports including football, rugby, cricket, netball, hockey and rounders. Pupils also have the opportunity to represent the school in sporting activities such as cross country, athletics and swimming.
Beechcounsellor.Hallchildren
B
Beech Hall in Macclesfield is a family school where pupils’ individual needs are at the heart of their learning journey
Beech Hall has its own swimmingoutdoorheatedpoolforsummerlessons
A CHILD-CENTREDAPPROACH
SOPERTOMPHOTOGRAPHY:
The school groups students by ability in the core subjects
eech Hall is a non-selective school for boys and girls aged six months to 16 years, situated in a beautiful 16-acre site on the edge of the Peak District. e school prides itself on providing a truly childcentred approach to education and pushing the boundaries of what is possible – as was recently demonstrated by two teams from the school swimming the English Channel to raise money forBeechMencap.Hall is a small school and this ensures sta can evaluate and prioritise the needs of every individual pupil. Sta not only monitor the academic progress and pastoral welfare of each individual child from an early stage in his or her career but also put in place an individually devised academic pathway through to 16 – that evolves as children’s capacities and interests develop. Beech Hall is a school with a family feel where pupils thrive and realise their potential.
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Small class sizes and excellent communication between sta and families ensure that the Beech Hall sta focus on every child as an individual. It also enables the school to provide a mainstream educational environment for all pupils, including those (around a third) who have an additional educational need, such as dyslexia or autism. is approach, fully supported by the highest levels of pastoral care is, the school believes the best way to support children with learning needs and help them reach their full potential. As part of this approach, the school groups children by ability for the core subjects and starts the GCSE programme a year early, in year nine. Talented and experienced teaching sta are also supported by a learning support team, which includes a full time SENCO and school
Beech Hall School knows what makes children happy, knows how to help them achieve academically, and knows how to provide them with opportunities to shine. is ensures children leave Beech Hall hugely con dent in who they are as individuals, and ready for their next step. To nd out more, visit beechhallschool.org, and to organise a visit, email secretary@ beechhallschool.org or call 01625 422192.
Each pupil has their own bespoke academic pathway opportunityhaveChildrenthetoshineatBeechHall
“Our alumnae are invited to contribute as keynote speakers at Downe House events and we provide the opportunity for alumnae to gain new connections through networking,” says Matthew Godfrey. “ is is very useful for our younger alumnae, who bene t from the support early in their careers, as well as for those looking to change their career path.”
You’ll also nd rst-class sports facilities and coaching, with many schools having their own tennis courts, tness centre, or swimming pool, as well as the usual sports pitches. ere are schools o ering fencing, rowing, skiing or equestrian sports. And sports opportunities are open to everyone. At Stamford, all junior school pupils represent their school in at least one sports team each term, “Our Sports For All philosophy exposes students of all abilities to the bene ts of a lifelong a liation to sport, and instils a commitment to tness,” says Jo York.
and challenged in equal measure to be the very best versions of themselves.”
Based in Ealing in West London, St Augustine’s Priory is a independenttop-performinggirls’school
Tonbridge School currently educates around 800 boys aged 13 to 18 years
ALL OF THESE ACTIVITIESEXTRACURRICULAR lead to a very fullschool life – AND IT’S ONE WHERE LASTING FRIENDSHIPS ARE MADE
All of these extracurricular activities lead to a very full school life – and it’s one where lasting friendships are made. Strong bonds are made in and out of the classroom and of course, pupils will have access to a network of alumni contacts with role models and mentors to inspire them and connections across the globe.
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to spend a term in France at the Château de Sauveterre. And you can expect a wealth of extracurricular activities at every independent school: at Loughborough Grammar School for instance, the music department alone runs dozens of groups and ensembles and there are clubs ranging from bee keeping to model-car racing. Everyone can nd something they’re passionate about, giving every pupil a chance to shine or as Downe House’s Matthew Godfrey puts it, “pupils are nurtured
Strong connections
Our school tradition of spending time
rd rec ear ed a pot a a fi ali t i o r a ard ca pai or the o tdoor lear i pro i io it o er Sarah Mannion, Head o P pil el are at the co ed prep chool tell ore
Ardvreck is set in 40 acres of land in the foothills of the Scottish Highlands
Let the children play? We certainly do! Without free play, and without adults constantly jumping in to say ‘be careful!’ or to sort out friendship issues, how can a child learn to navigate the essential skills of negotiation? Of risks? Of deep communication? Of standing up for their own ideas? Of sticking up for others? If we don’t give them space and time to practise these essential life skills in a safe environment, they will most likely grow into people who will continue to need ongoing help and support to navigate every aspect and intricacy of adult life. ese skills must be allowed and encouraged to develop as early as possible in children. Children’s abilities are o en underestimated or held back by adults who ‘interfere’ (with good intention, of course) far too quickly. Although children will know that an adult is, of course, always on hand to help – if help is required.
LETPLAYTHEM
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e school bell rings a er our long morning break, and more than 100 welly-booted children will appear, climbing down from the trees, emerging from streams and woodland areas, feeling more refreshed, calmer, and ready to go back to work in their classrooms a er their time outdoors. Do they go out in the rain and snow? Of course! at’s why we have warm and waterproof clothing as part of our school uniform. From the nursery right up to the oldest 13 year olds – they come back to classes o en wearing plenty of mud, with leaves in their tangled hair, big grins on their faces, sometimes blasted by wind, sun, snow and rain!
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can be tough! Regular and repeated time spent in nature allows time for learning to be processed and for lessons to ‘click’. Learning to ask for help, and then accepting help when it’s needed, is a key life skill. Learning that resolutions don’t have to be perfect is another. is social and emotional growth begins in the earliest days of Ardvreck with sessions in our woodlands.
he restorative e ects of spending time in green space for mental health and wellbeing purposes has become more widely understood and valued in recent years. Ardvreck School, set in 40 acres, surrounded by stunning views of high mountains, elds and ancient woodland, is incomparable in its location and has been promoting the importance of outdoor play since 1883. It has green space by the bucketload and every single pupil uses it on a daily basis. From three year olds in nursery to 13 year olds at week-long adventure camps – and everyone in between, learning in nature is part of what we do best.
Time spent in green space is known to be a facilitator of mental health, reducing stress and lowering heart rates. We take the wellbeing of our pupils as seriously as academic and sporting achievements. Time spent in a green space enhances concentration and learning, improving attention span and the ability to embed and retain information. Of course we spend time in more traditional classroom settings too, but we have found a great balance. As everyone knows life skills are about far more than just academic skills – and at Ardvreck we prepare children for real life. Our pupils are resilient, they work hard, play hard and achieve excellent results in their examinations for senior school entrance to the very best of schools across the UK. What more could you want for your child?
outdoors is what makes Ardvreck special. ere’s a whole-school approach to planning and delivering an outstanding programme of balanced learning activities in order to provide developmental experiences, build resilience and to enhance pupil con dence, progression, self-esteem and wellbeing. From the earliest days spent learning to entertain themselves, to collaborate and to play freely in the forest environment, will later become full adventure days, learning skills in bushcra , mountaineering, canoeing, kayaking etc, before progressing to even longer journeys (by foot or on water), to climbing several munros and doing overnight camps. e nal term at Ardvreck includes a week-long adventure camp; the pinnacle of their time at our school. It’s time to show o what accomplished, practical, t, brave and caring young people they’ve become as they tackle new challenges in the outdoors.
Everyone wants their children to be ‘happy’ at school – but school is a learning environment. And sometimes the lessons
Children in nursery at Ardvreck enjoy daily nature walks
REGULAR AND REPEATED TIME spent in nature allows time for learning TO BE PROCESSED AND FOR LESSONS TO ‘CLICK’
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24 independentschoolparent.com PREP P is for Prep
What di erentiates preps from the primary-school model? Katie Hughes finds that it’s about more than a bespoke curriculum and enriched pastoral care
At The Elms, children clamber into carts and race around on roller skates. At Queen Mary’s in Thirsk, they surf down the grand staircase on gym mats and set o on secret pirate missions. And at Cundall Manor they camp out in tipis and enjoy Wild Wood expeditions.
here are currently more than 640 prep – or preparatory – schools in the UK, educating close to 150,000 pupils*, in an array of locations stretching from Crie to Croydon and Edinburgh to Ealing. But what exactly do prep schools o er and how do they do it?
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WHEN CHILDREN CAN BE CHILDREN
“Children should be children for as long as possible, climbing trees, building dens, riding ponies and playing in the garden,” concludes Hanford’s Headmaster Rory Johnston.
The grounds at Hanford give the girls plenty of opportunity to play
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Sompting Abbotts pupils often gain scholarships to prestigious senior schools
To parents asking what prep schools are, Sussex-based Sompting Abbotts explains, “ ey are UK private schools, equivalent to the primary and middle schools of the state education sector.” Headmaster Stuart Douch says that, over the years, they’ve changed from “small establishments designed to make boys aged eight to 13 ready for boarding school”, to fully edged co-educational schools. Today, 44 per cent of prep school pupils are girls.*
The principles of prep education
Alastair Speers, Headmaster of Sandroyd Prep in Wiltshire, explains the di erence between primary schools and preps, saying, “Prep schools are independent, so can follow a broader curriculum than state primaries. is, he says, “allows children to spend more time outside of the classroom, developing their important character and communication skills.”
If there’s one common thing that bonds many prep schools up and down the country, it’s their ability to o er children a healthy dose of good old-fashioned fun.
THIS BROADER CURRICULUM COULD INCLUDE subjects such asforeign languages, classics (Latin andGreek) AND SEPARATE SCIENCES
2022IN(ISC)COUNCILSCHOOLSINDEPENDENTTHEOFMEMBERSARETHATSCHOOLSFROM*DATA
