AUTUMN 2025 | £8.50
THE KEY TO YOUR CHILD’S SUCCESS
BLACK HISTORY MONTH ENTRANCE EXAMS | Education Corner
| OXBRIDGE PREPARATION
PRE-TESTS REGISTRATION Registration for pupils taking the Pre-Tests between September 2025 and May 2026 is open online now. To access the Guardian Portal and for registration support, visit the ISEB Pre-Tests Admissions Toolkit at www.iseb.co.uk.
THE PRE-TESTS (11+) PREP PACK Prep with confidence. Prep with ISEB. Set your child up for success with the official prep pack from the exam board behind the Pre-Tests. Includes printed past CE 11+ English and Maths exam papers, VR and NVR activities, pupil wellbeing resources, an interview masterclass, and a set of Pre-Tests guides. More than 65 resources for just £149 (RRP £282.00).
Also great prep for other 11 Plus exams including the GL Assessment 11 Plus used by grammar schools!
Order now at: prep-pack.iseb.co.uk Bond Online Premium Plus is the only Pre-Tests practice platform endorsed by ISEB. It is the most authentic Pre-Tests prep platform, featuring real questions and mock tests written by ISEB. Try it free for 7 days. From Century Tech. Ts&Cs apply.
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FROM THE FOUNDER
Dear Readers, We are very excited to be starting our sixth year of producing Education Choices Magazine and Education Corner Podcast with such an incredible array of school and university features. We have also been able to speak to Joseph Vambe, recipient of the Stormzy Scholarship into Cambridge, about his experiences growing up in care and his encouraging words for all young people about taking opportunities and self-belief, no matter what their background is. We remain indebted to the many schools, universities and education experts that contribute to the magazine and share their insights and expertise with us. We are also now on Tik Tok please visit: www.tiktok.com/@educationchoicesmagazine?lang=en-GB Happy Halloween!
Chloe Abbott (Founder)
www.educationchoicesmagazine.com
“ Never be limited by other people’s limited imaginations.” EDUCATION BOOK CORNER
Dr. Mae Jemison, first African-American female astronaut
Celebrating Black History Month Black History: poems and stories for all ages AGES 0-2
Baby Young, Gifted and Black - Jamia Wilson and Andrea Pippins Featuring Zadie Smith, Serena and Venus Williams and Jean-Michel Basquiat, this baby board book lets young dreamers see themselves alongside inspiring Black icons. AGES 3-5
Coming to England Floella Benjamin and Diane Ewen In this picture book for young readers, Baroness Floella Benjamin shares an optimistic true story about the Windrush generation. Sulwe - Lupita Nyong’o and Vashti Harrison The debut picture book by Academy Awardwinner Lupita Nyong’o is a heartwarming, magical story about a young girl’s struggle with colourism and learning to love her skin. AGES 6-8 We are Britain Benjamin Zepheniah A collection of poetry about
British children of many different backgrounds by the influential Benjamin Zepheniah.
Hidden Figures: The True Story of Four Black Women and the Space Race - Margot Lee Shetterly and Laura
Freeman The true story of four incredible African American women who were mathematicians at NASA and helped send astronauts into space.
AGES 9-12 Race to the Frozen North: The Matthew Henson Story Catherine Johnson From a Carnegienominated author, this dyslexiafriendly book follows the Black arctic explorer, Matthew Henson, who may have been the first person to reach the North Pole. THE GOOD TURN Sharna Jackson When 11 year old Josephine learns about the first Black Girl Scout group in America she decides to start her own but soon discovers a mystery waiting to be solved.
Black and British: An Illustrated History David Olusoga, Jake Alexander and Melleny Taylor In this beautifully illustrated edition, award-winning historian David Olusoga OBE outlines a history of Black people in Britain from Roman times to present day. AGES 13-17 Noughts and Crosses Malorie Blackman Blackman’s speculative fiction novel offers an alternative racial history of 21st-century Britain. It is a thought-provoking modern classic for older readers. Part of a Story That Started Before Me: Poems about Black British History - George the Poet A collection of poems by various writers collated by awardwinning spoken word artist George the Poet which draws on Black History in the UK and looks towards the future. CARYS RICHARDS Assistant Editor
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EDUCATION CORNER PODCAST EDUCATION CORNER PODCAST INTERVIEWS: 36-38 SPECIAL FEATURE Joseph Vambe
39 07 Sporting Innovation and Inclusion Embracing diverse sports for all
08 The Lionesses’ Legacy Inclusive and inspiring sport for all
09 A Superpower for the Future
Recipient of the Stormzy Scholarship to Cambridge University
39-41 Mr. Ravi Kothakota Emanuel School, London
42-44 Mrs. Michelle Holder Godolphin and Latymer School, London
45-47 Megan Murphy International Coalition of Girls’ Schools
48-50 Mrs. Emma Watson St Catherine’s School, Bramley
Developing resilience
10 Top Tips for Success Preparing for 11+ entrance tests
11-12 Preparing the Whole Child Finding the best senior school fit
13-14 The 11+ Debate How should you prepare your child for senior school?
15-16 Preparing for the 11+ and 13+ with Confidence
27 Embracing Black History The importance of teaching Britain’s diverse past
28 Reflecting on the Richness of Our World Celebrating identity and belonging
29 Exploring African History and A Courageous Journey Learning about the slave trade and celebrating the Windrush Generation
Finding the best senior school for your child
30-31 Re-imagining Classic Tales
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Using fairy tales to inspire wider conversations
32 Speaking Out When It Matters Most What does it really mean to be an ally in education?
34 Rewriting the Rules Finding our own rhythms of expression
35 Nurturing Resilience in the Next Generation Equipping young people with the skills to thrive
51 Empowering Young Women First impressions of St Paul’s Girls’ School from the new High Mistress
17-22 11+/13+ Entrance Procedures Applying to senior schools in London and beyond
23 Resilience and Resourcing Preparing young people for a complex world
24 Bridging the Gap The importance of building resilience in boys
25-26 Random Acts of Kindness The power of creativity to support mental health
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In the Autumn 2025 issue… 52 A Progressive Approach
72-73 The Future of Education
Preparing young people to thrive beyond school
Inclusive research at Cambridge University
53 Meet Mr. Will Scott The new Headmaster of Churcher’s College
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54 New Beginnings 55 Applying for Sports Scholarships
Black History Month celebrations at SOAS
World-class sporting opportunities
A new addition to a leading family of schools in Sussex and balancing school, family and extra-curriculars
Things to consider when applying to Oxford
76 Celebrating Black History in Bloomsbury
Welcoming a new Head
56 Welcome to the Family and Myth Busting Saturday School
74-75 Why Choose Oxford University?
77 Championing Social Mobility Widening access to higher education for all in the South West
78-79 Families, Schools and a Steady Property Market Why West and South West London continue to shine
80-81 A Home for All Seasons Spaces that suit the whole family
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58 Where Every Child Thrives A nurturing and ambitious education
59 Inspire, Empower, Achieve A global school in Canterbury
60 21st-Century Success Preparing girls for the future
61-62 A Transformative Approach Why neurodiversity belongs at the heart of every curriculum
63-64 Back to School Blues How can I support my autistic/ADHD child when they’re anxious about going to school?
64-65 A Parent’s Guide How AI can help with the EHCP process
66-67 Oxbridge Ambitions Supporting pupils to achieve their dreams
68-69 Finding the Right Fit Navigating the US university admissions process
70 A Global Outlook Applying to US universities
Founder: Chloe Abbott Social Media: Megan Payne and Ella Maria Co-Editors: Megan Payne and Rohini Bhonsle-Allemand Assistant Editors: Carys Richards, Hannah Williamson and Imaya Turner Art Design: Grant Lucas Podcast Editor: Emma Charleston Photography: Martin Bond for King’s College, Cambridge. The picture was taken as Joseph was addressing a group of donors at the College. EDUCATION CHOICES MAGAZINE is now available to purchase both online and on paper copy. Please contact: chloeabbott@educationchoicesmagazine.com
71 Applying to University and Equity, Belonging, Progress Top tips for the new UCAS personal statement and Bath’s Bronze Award success
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11+ PROCESS
flourish when they feel confident, supported and known as individuals. Our pastoral structures are designed to ensure exactly that. From Year 5, every pupil benefits from a strong network of personal and family-focused support. Michael Hodge, Principal and Head of Prep - Boys, explains: “Families are invited to information sessions about the 11+ process and the transition from Year 4 onwards.” In Year 5, the Heads meet individually with parents to review each child’s progress and discuss next-step school choices, considering not only academic progress but also the child’s character, confidence and wellbeing. McCafferty adds: “The success of our distinctive tutor or ‘champion’ model allows our pupils the space to celebrate successes, set goals and talk through challenges with a trusted advisor.” We encourage an open dialogue between pupils, teachers and parents. Regular wellbeing surveys, group interview clinics, individual check-ins and thoughtful tracking allow us to identify trends, address concerns swiftly and celebrate progress.
How do we support parents?
At Broomwood, we recognise that choosing the right next school for a child is a significant decision for families. Our Heads work closely with parents to provide tailored guidance and support throughout this process. In the Spring term of Year 4, the Heads meet with parents to outline the range of options available
and to understand the family’s priorities and aspirations. Some parents have clear preferences, while others are open to exploring different pathways. The Heads take these criteria into account alongside each child’s individual strengths and needs, to make thoughtful recommendations. Parents are provided with a longlist of schools to research and visit during Years 4 and 5, followed by a review meeting at the end of Year 5 to refine the shortlist and ensure it remains a suitable fit. Throughout this journey, families benefit from the school’s extensive experience and strong relationships with senior schools, ensuring that guidance is informed, practical and supportive. Our approach helps parents feel confident in making well-informed decisions, with the reassurance that each recommendation is tailored to what will work best for their child - academically, socially and emotionally. HARRIET LOMBARD Head of Marketing and Admissions www.broomwood.com
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11+ ADMISSIONS
The 11+ Debate How should you prepare your child for senior school? In reality, what is the 11+ process? It is a way for competitive academically selective schools to maintain their positions at the top of the academic league tables by ensuring that they only select students with the highest underlying level of intelligence. While this makes perfect commercial sense, the by-product is an industry of expensive tutoring and unnecessary (and damaging) stress for children and parents.
Most prep heads and senior school registrars will say that they do not believe in tutoring - they believe that this time is better spent by the children reading books, writing stories, sketching, pursuing other interests or, in the spirit of Jonathan Haidt’s research, simply being bored. Taking this one step further, tutoring removes children’s self-efficacy and, in turn, severely hinders their ability to be independent learners and reduces their intrinsic motivation to do well. In my experience, these, along with happiness, are probably the biggest drivers when it comes to success in public examinations at age 16 and 18. Yes, you do need to start thinking about that when children are 10 and 11 because these are the years in which the foundations for this learning are securely built. There are clearly situations where tutoring helps fill gaps and is important for certain learners, but this is not the tutoring that is being driven by parental anxiety. Sadly, science tells us that 11+ exams, much like SATs in America, can be ‘gamed’ by hours of practice and coaching. But the question is, to what end? Children will often also be interviewed and senior school interviewers are very experienced at judging real intellect and, critically, genuine interest in academics. It is also the case that children who end up in the wrong school for them academically are at a real risk of suffering mental health issues and, possibly, then doing less well in public exams than they would had they been happy at another school. A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 1 3
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EDUCATION CORNER PODCAST
Special Feature EDUCATION CORNER PODCAST WITH
Joseph Vambe RECIPIENT OF THE STORMZY SCHOLARSHIP TO CAMBRIDGE UNIVERSITY In this episode of Education Corner Podcast, we spoke to Joseph Vambe, recipient of the Stormzy Scholarship to Cambridge University and one of London’s youngest elected councillors. Joseph spoke about his experience at the University of Cambridge, supporting students from all backgrounds to aspire to top universities and the power of mentorship. Joseph was raised in care on an inner-city council estate, he described his childhood: “I’m just a typical inner city London kid really, so I dealt with all the various inner city troubles that you could experience growing up.” Despite the challenges he faced, Joseph reflected on his childhood fondly, especially due to the strong community around him, he shared: “It was a difficult upbringing due to family and socioeconomic status. But that sense of community really allowed me to kind of flourish and enjoy my childhood while I was working on my identity.” Throughout his school years, Joseph shared: “I grew up very acutely aware of the kind of barriers I would have to overcome in order to do something and wanted to be productive with my life.” Despite aspiring to Oxbridge for several years, it was the encouragement of a teacher at his Sixth Form which prompted him to apply and eventually attain the Stormzy Scholarship. The Stormzy Scholarship, launched in 2018, now provides fully funded places for at least ten 3 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | A U T U M N 2 0 2 5
undergraduate students at the University of Cambridge each year. In 2023, five years after the launch of the Stormzy Scholarship, HSBC UK pledged a further £2 million in support of 13 new Stormzy Scholarships over three years and the #Merky Foundation continues to fund a further two students per year. Through initiatives such as this, over 500 UK black students have accepted places at Cambridge in the last three years. Joseph described the scholarship: “It was really groundbreaking.” Joseph was fortunate to be applying for university in 2018 as the programme launched and was one of the first two students to be awarded the prestigious scholarship. The application process included writing a personal statement describing why he wanted the scholarship and how it would benefit him and culminated in a chance to meet Stormzy and access world-class education without tuition or maintenance loans. In the years since its launch, the scholarship has not only provided opportunities for many Black British students to access the University of Cambridge, but also have supported countless others by fostering an environment of equality, diversity and inclusion. However, the university remains aware of the need for ongoing progress, stating: “There is however still more work to be done to ensure that UK Black students not only apply to study at the University, but feel at home here and achieve their full potential.” Reflecting on his
THE STORMZY SCHOLARSHIP
own experience, Joseph described: “It was really tough because you’re going to one of the top institutions in the world, surrounded by the smartest brains in the world. A lot of the students come from different backgrounds to me, more affluent backgrounds and private schools, so naturally, there was a feeling of intimidation.” Despite this, Joseph persevered with the support of those around him: “Ultimately, what helped me get through was the support from Cambridge. There was lots of support from lots of people at my college, King’s College, but also the university itself and that was massive.” With this crucial support, Joseph soon settled in and began to look towards his future with confidence and pride in his abilities and achievements. Research from The Sutton Trust reports that whilst 93% of pupils in the UK are state educated, in 2024, only 66.2% of UK undergraduates at Oxford university and 71% at Cambridge came from state schools. Although this is a much more diverse and representative student body than in the past, students from independent schools continue to receive better support from their schools than their state educated peers. On encouraging and supporting more students to aspire to and achieve Oxbridge education, Joseph emphasised the importance of encouraging young people to believe in themselves. He stated: “It’s not a question of grades. My secondary school was placed into special measures by Ofsted and later closed down, so it was a really deprived school, but we still had students that were getting the highest grades, but they didn’t end up going to Cambridge or Oxford or these top universities and that’s because actually they didn’t have the belief that
“There is however still more work to be done to ensure that UK Black students not only apply to study at the University, but feel at home here and achieve their full potential.” Cambridge University they could.” The support of others around them and open discussions about aspirations is key to supporting young people from all backgrounds to feel that Oxbridge is attainable to them, Joseph believes: “Once you get that belief and buy in, what you’ve really done to a young person is give them hope and ambition to go and get there.” Further to this, Joseph encourages families and teachers to discuss universities and career aspirations with young people from a younger age to give them time to explore options and build strong applications. Joseph described: “When I was in secondary school, the advice was: ‘You don’t need to think about what you want to do for now, keep your options open, do what you want to do.’ But in those independent private schools, they’re really narrowing in much earlier.” He encourages young people to work with their families and schools to identify their strengths; learn about universities and the applications; and to begin to build extracurriculars that will strengthen their knowledge and application throughout their senior school years. Mentorship is A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 3 7
SUPPORT FOR STUDENTS
also a crucial part of Joseph’s story and one which he hopes more young people will be able to experience. He described the value of attending a sixth form where they were mentored by Oxbridge graduates, which allowed him to explore the universities and application processes in a supported and knowledgeable environment. However, he also highlighted the inequalities in education for many and how this vastly impacts students’ prospects: “It shouldn’t be that you go to one school or another school 15 minutes away and that just changes your prospects. That’s not right.” To students aspiring to Oxbridge, Joseph encourages them to: “Just go for it.” He explained: “Just by making that step, you’re already developing your own skills as a person and as an individual by willing to step out of your comfort zone. Cambridge is not going to get more diverse if more diverse people don’t attend. So you have to be that change.” Joseph also believes that the process of applying is in itself a valuable experience, he advised: “Even if you apply and don’t get in, that very step is huge and you should take real pride in that because that is not an easy thing to do.” Since his time at Cambridge, Joseph has held a position as Councillor for the Labour Party in Southwark and works at Christian Aid, continuing to promote his belief in providing support and resources for people from a diverse range of backgrounds
“Just by making that step, you’re already developing your own skills as a person and as an individual by willing to step out of your comfort zone. Cambridge is not going to get more diverse if more diverse people don’t attend. So you have to be that change.” to thrive throughout their lives. He stated: “My commitment is to the right organisations: enabling them to break new ground, strengthen their relevance, and remain authentically human.” He hopes to continue to support and inspire young people to aim highly and urges organisations to continue to implement forwardthinking programmes to support EDIB and social mobility across education and beyond.
We would like to thank Joseph Vambe for giving up his time to speak to us.
CLICK HERE TO LISTEN TO THE FULL PODCAST TURN TO PAGES 66-67 to read about Oxbridge success at Tiffin School, Kingston 3 8 | E D U C AT I O N C H O I C E S M AG A Z I N E | A U T U M N 2 0 2 5
www.linkedin.com/in/joseph-vambe
EDUCATION CORNER PODCAST
EDUCATION CORNER PODCAST WITH THE HEAD
Mr. Ravi Kothakota FROM EMANUEL SCHOOL, LONDON In this episode of Education Corner Podcast, we spoke to Mr. Ravi Kothakota, Head at Emanuel School. Ravi spoke about the school’s core values, the importance of partnership work and preparing students for the future. Ravi recently became Head at Emanuel, following a career at the likes of Hampton School as Head of Year, as well as several years as Deputy Head at Emanuel. He stated: “I was very fortunate around about a year ago to be offered the job to take over and to succeed Robert Milne.” The Emanuel values are described as ACE: aspiration, connection and empathy. Ravi emphasised the importance of these: “This has been a really important part of my start at the school. For me, it was about codifying this for everyone.” Each element of these values is essential to Ravi and the Emanuel school community. Ravi described the meaning of each aspect: “We want the students to aspire to be the best versions of themselves. We want them to really try things and challenge themselves and throw themselves into everything the school has to offer. Connection is very much about actually what schools are all based on, making those connections with their peers and forging strong relationships with their teachers. It’s also about kindness, it’s about compassion, it’s about understanding other people and working within this community.” For Ravi, embracing this across school life also involves
parents and he described the “really, really close and supportive parent body” who support these values within school and beyond. In fostering this supportive, empathetic community, Emanuel also works to embrace equality, diversity, inclusion and belonging across the school through a variety of ways. There are a number of student clubs, including: The Archer Group, dedicated to EDIB across the school; Every Name Matters, working to ensure all students’ and staff ’s names are known and pronounced correctly; and PRISM, the LGBTQ+ group, as well as student representatives at school council meetings throughout the year. Ravi described the importance of incorporating student voice in all aspects of this: “I think pupil voice is fundamental to any successful school, mainly because any pupil that feels heard, listened to and feels that they have a sense of agency within the school to help make it better is engaged with that school and they will feel happy and they will feel supported.” The school also continues to look for ways in which they can build on and improve this, with recent additions including Culture Club, whose aim is to celebrate the many global cultures represented across the school community. As well as the typical 11+ and 16+ admissions routes, Emanuel also offers 10+ entry, taking approximately 50 pupils into Year 6 each year. This process runs concurrently to the 11+ process and A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 3 9
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AC H I E V E M E N T W I T H H E A R T
A Progressive Approach Preparing young people to thrive beyond school Set on the edge of the beautiful Bushy Park, Hampton Court House (HCH) is a co-educational independent day school for pupils aged 2-18. With entry points at Reception (Little Courtiers), 11+, 13+ and Sixth Form, the school is defined by its ethos of Achievement with Heart - a blend of academic ambition and individual care. HCH is known for its progressive approach: there are no uniforms, students and teachers are on first-name basis and every child is valued as an individual. This ethos creates a supportive environment where students flourish both personally and academically. Alongside a broad curriculum focused on academic excellence, students benefit from experiential learning, language proficiency and
a thriving arts programme. Recent results reflect this balance of high expectations and nurturing environment, with 61% of GCSE grades at A*/A and 35% at A*/A at A Level in 2025. HCH was nominated as a finalist for London Independent School of the Year after being shortlisted for two years running. The school also won a national award for ‘Developing Student Voice’ - a driving force within the school. Its unique ‘Prepared for Life’ Sixth Form programme recently won the ‘Support for Life Beyond School’ national award for Innovation in Education. It offers a holistic curriculum encompassing physical health, mental health, leadership, cultural literacy and community.
At Hampton Court House, education is about more than results - it is about preparing young people to make a positive impact in the world. RICH ESKINAZI Head of Marketing and Brand www.hamptoncourthouse.co.uk TURN BACK TO PAGE 24 to learn about building resilience in boys
INTRODUCING MR. WILL SCOTT
Meet Mr. Will Scott The new Headmaster of Churcher’s College Churcher’s College is delighted to announce the appointment of Will Scott as its new Headmaster, effective September 2026. Following a rigorous selection process involving the full Board of Governors and the existing leadership team, Mr. Scott was chosen for his extensive leadership experience and commitment to delivering a broad, high-quality education. Will brings a wealth of expertise to Churcher’s College, currently serving as Principal of Dame Allan’s Schools in Newcastle upon Tyne. His diverse background spans service in the Royal Navy, a career in international finance and a passionate dedication to education. Will’s leadership has been marked by significant improvements in
academic standards, co-curricular opportunities and school facilities. Born in Omagh, County Tyrone and educated in Dublin and Edinburgh, Will studied Economics at the University of St Andrews. After six years of naval service, including postings on HMS Broadsword and HMS Ark Royal, he transitioned to financial markets before finding his true vocation in education. His teaching and leadership roles have included positions at the Royal Grammar School Newcastle, Clifton College Bristol and St Lawrence College Kent. Reflecting on his appointment, Mr. Scott stated: “I am deeply honoured to become Head of Churcher’s College, a school with a proud 300-year history and a reputation for outstanding academic and co-
curricular achievements. My goal is to preserve and strengthen the school’s ethos while guiding it confidently through the challenges of a changing world. I look forward to working closely with staff, pupils, parents, governors and alumni to continue providing an exceptional education.” Mr. Scott and his family are excited about their move to Churcher’s College and look forward to becoming part of the vibrant school community. AMANDA INKLEY Head of Marketing www.churcherscollege.com
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A leading independent day school for girls and boys 3 - 18
O W N YO U R F U T U R E
21st Century Success Preparing girls for the future disrupted by 2027, our curriculum places a strong emphasis on adaptability, lifelong learning and digital resilience. Pupils are introduced early to critical futurefocused skills such as teamwork, communication, ethical leadership, entrepreneurship and creativity. Unifrog, used from Year 7 to Year 13, enables pupils to explore pathways, track skills and build meaningful career portfolios. Furthermore, Sixth Formers receive support in setting up professional LinkedIn profiles and mastering networking. Tiered Support for Every Stage of Development
In an era of unprecedented change, traditional careers education is no longer enough. Sydenham High School’s ‘Own Your Future’ programme isn’t just about preparing girls for jobs; it’s about instilling a future-focused mindset, empowering them with the confidence, curiosity and clarity to thrive in careers that may not even exist yet. A Pioneering and Intentional Design for 21st-Century Success
Ten years ago, we spearheaded the ‘Power Skills Programme’, a bespoke and unique aspect of our Sixth Form timetabled provision. This programme was an early recognition of the need to equip students with the transferable skills essential for life beyond school. Building on this foundation, we launched The Elevate Curriculum, offering timetabled periods across the Senior School for pupils to study key future skills, emphasising holistic development. Our goal is to ensure every girl is ready to take her seat at the boardroom table, whether that’s
for a global corporation or a startup agricultural innovator! Comprehensive Support and Real-World Immersion
One-to-one guidance from our Head of Futures, sector-specific talks, regular workplace visits and our annual Futures Fair, ensures students have continuous engagement with the evolving world of work. Our commitment culminated in the launch of our inaugural Futures Conference 2025. This landmark event brought together leaders from STEM, public service, the creative industries and graduate recruitment. The impact was clear, with a remarkable 94% of attendees reporting that they felt: “Better informed about the range of options available,” and “more confident about their future.” Aligning with Evolving Employer Needs and Technological Empowerment
In an environment where the World Economic Forum warns that 40% of core job skills will be
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From our Prep’s Daydream Believers programme to selfawareness and discovery in Years 7 and 8 and workplace visits and subject-career links in Year 9, each step is carefully designed. Years 10 and 11 focus on one-toone advice, research skills and work experience, while Sixth Formers receive tailored support for UCAS, apprenticeships and gap year planning, alongside essential life skills. Transforming Futures, Cultivating Mindsets
‘Own Your Future’ is more than a programme; it’s a transformational mindset. Our pupils leave not only with ambition but with the insight, skills and networks to realise it. In a world of uncertainty, we prepare our girls not just to navigate change, but to confidently shape it. Our pioneering curriculum transforms futures, equipping every Sydenham High girl to achieve anything she sets her mind to. LAURA HOOPER Director of Marketing and Communications www.sydenhamhighschool.gdst.net
A D H D AWA R E N E S S
A Transformative Approach Why neurodiversity belongs at the heart of every curriculum Walk into any classroom and you’ll see children learning about history, religion, culture, race and what it means to live together in society. In PSHE, they explore how to be kind, how to stay safe and how to be a good friend. Many schools even celebrate neurodivergent role models on display boards and talk about neurodivergent celebrities in assemblies - a wonderful step in raising awareness. But, with October marking ADHD Awareness Month, it’s a timely moment to ask: “Is this really enough?” What if neurodiversity was taught as a core part of the curriculum - not as a poster or passing mention, but as a dedicated subject that helps every child understand what it means to be human, in all our neurological diversity? By neurodiversity, we mean the natural variation in how human brains develop and process information. This includes differences such as autism, ADHD, dyslexia and dyspraxia, among others. Some people are described as neurodivergent, while others are neurotypical - their brains develop in ways that society tends to expect.
Why spell this out? Because while awareness has grown, myths and outdated ideas persist. Too often, neurodivergence is still framed only through deficits or stereotypes, rather than understood as part of human diversity, with real strengths, challenges and needs. Why Understanding Matters
Children make sense of themselves through the eyes of the adults around them. When parents, teachers and carers understand neurodiversity,
they can respond to behaviour with curiosity, rather than judgement. They see behaviour as communication - a clue that something isn’t working - and can take steps to support the child. Without this understanding, children are often misunderstood. A child who calls out may be labelled ‘disruptive’ rather than recognised as understimulated. A child who lashes out may be punished, when in reality they are overwhelmed and don’t have the tools to cope just yet. Over time, these patterns can leave children anxious, disconnected from learning or doubting their own worth. Understanding neurodiversity isn’t just ‘nice to have’ - it’s the difference between a child who feels seen and supported and a child who feels like they are always getting it wrong. A Curriculum for the Brain
Current school programmes tend to stop at surface-level awareness: celebrating differences, showcasing famous neurodivergent role models and reminding children that: A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 6 1
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NEURODIVERSITY IN THE CURRICULUM
“We are all unique.” While this is valuable, it’s not transformative. Imagine a subject where children explore the different ways brains process information, where they learn that each nervous system has unique needs and that strengths and challenges come hand-in-hand. A neurodiversity-focused curriculum could support children to explore: • Nervous system regulation: how to notice internal stress and return to calm. • Neurochemistry: why key brain chemicals like dopamine, serotonin and oxytocin matter, and practical ways to replenish them. • Cognitive differences: how executive function skills and rejection sensitive dysphoria impact on emotional regulation, and how different brains process information. • Self-advocacy: how to explain needs clearly and confidently, and support others in turn. This isn’t about labels. It’s about equipping children with self-knowledge and the confidence to act on it. They learn to recognise what helps them thrive, and how to communicate their needs in ways that others can understand - building confidence, resilience and empathy from a young age. This kind of knowledge is powerful for neurodivergent and neurotypical students alike. Breaking Generational Cycles
Many adults didn’t grow up with this knowledge. They entered work and adult life without the tools to understand themselves or how to create a life that worked with their brain, rather than against it.
“Understanding neurodiversity isn’t just ‘nice to have’ - it’s the difference between a child who feels seen and supported and a child who feels like they are always getting it wrong.” Too often, this has led to burnout, low confidence or struggling to meet expectations that were never designed for them. Children who learn about neurodiversity early can break this cycle: growing up self-aware, emotionally resilient and able to advocate for themselves. These lessons ripple outward, shaping young adults who will go on to lead classrooms, families and communities where difference is not just tolerated, but valued. A Call to Action
Our children deserve more than facts and figures. They deserve to understand their brains, bodies and emotions. They deserve to know how to regulate themselves, advocate for their needs and celebrate the strengths of those around them. Making neurodiversity a core part of the curriculum isn’t just about helping neurodivergent children. It’s about creating a generation of compassionate, resilient, and self-aware individuals who see difference as essential to the success of communities and society as a whole. Awareness alone is no longer enough. By equipping children with the tools to understand and regulate their own brains, we empower them to thrive, reduce unnecessary conflict and build classrooms - and ultimately communities - where everyone can flourish.
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MAISIE CASS ADHD Speaker and Neurodiversity Specialist www.maisiecass.co.uk
OV E R CO M I N G A N X I E T Y
Back to School Blues How can I support my autistic/ADHD child when they’re anxious about going to school? All children deserve access to education, but for many autistic and ADHD children, mainstream primary and secondary schools can be incredibly challenging. Each child is unique, but there are common difficulties many neurodivergent children face at school, including: • Sensory overwhelm: loud noises, strong smells, crowded spaces and uncomfortable uniforms. • Social demands: needing to speak, respond to questions or engage in group activities. • Unpredictability: sudden changes in staff or timetable; unstructured break times. • Physical expectations: staying still and focused for long periods. • Executive functioning challenges: struggling with organisation, memory and selfregulation. • Lack of autonomy: having little say in how they learn or move through their day. • Task-switching stress: difficulty disengaging from a focused activity to start another.
Many children, especially girls who’ve been socialised to ‘fit in’ and ‘be good’, mask their distress at school to avoid getting in trouble. You might not even know they’re finding these things difficult. This can result in emotional outbursts or shutdowns at home - meltdowns that involve screaming, crying, or aggression, or shutdowns where the child becomes withdrawn, non-verbal or unable to function. These moments are distressing for both the child and their family. Over time, some children begin to feel intense anxiety about attending school. This can be heartbreaking and stressful for parents, who worry about both the immediate and long-term effects on their child’s wellbeing and education. It also puts strain on the entire family. So, what can parents do to help? Here are three key areas of focus: 1. Adapt How You Communicate Keeping communication open is essential. To understand
what’s bothering your child, you need to create safe, lowpressure opportunities for them to express themselves. Many autistic and ADHD children have communication preferences that don’t use spoken words, especially after a full day of speaking demands at school. Consider alternative communication methods like: • Texting • Writing/Drawing • Using toys or teddies • Thumbs up/down gestures Try ‘sliding’ communication into quiet, low-stress times like bedtime instead of formal conversations at the dinner table. Neurodivergent children are often highly sensitive to pressure and may shut down if they feel forced to talk. Over time, this approach can help you learn more about their internal world - sometimes in small crumbs and sometimes in floods. Be ready for both. 2. Find an Ally in School Change at school often starts
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A P P LY I N G T O OX F O R D
Why Choose Oxford University? Things to consider when applying to Oxford For Oxford hopefuls, the application process takes place over several months. Sophie McSpadden, Undergraduate Admissions and Outreach Officer at St Hilda’s College, outlined the key information to be aware of. Applications, including a personal statement and teacher reference, are submitted in October, followed by an admissions test at a Pearson VUE centre. Some students, typically those applying for the humanities, will also need to submit written work. Candidates are then shortlisted for interviews, which take place online in December, and conditional offers are made in mid-January. For international applicants, the process is very similar. There are Pearson VUE centres across the world and online interviews account for different timezones. International candidates should first ensure that Oxford accepts their type of international qualifications and that they meet the University’s English language requirements. There are no quotas on how many international students can be accepted, except for in Medicine, where there is a governmentmandated cap. When it comes to writing a personal statement, Sophie advised that applicants shouldn’t fixate on standing out: “Having a knighthood, climbing a mountain or mentioning 100 books you have read is not going to get you into Oxford!” Instead, she emphasises demonstrating an understanding and passion for the course: “It’s called a ‘personal statement’ for a reason.” While it is important to include supercurricular activities, Sophie highlighted that: “This shouldn’t be a
Oxford University
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shopping list of achievements. Tutors want you to engage critically with what you have explored independently.” Oxford interviews can be daunting for students. Sophie shared: “Oxford interviews are purely academic, so no questions about the Duke of Edinburgh Award! They should be treated as a conversation about your chosen subject.” Students are sometimes asked questions about their personal statements and written work, if they have had to submit any. Sophie also explained: “All students, however, will be asked to tackle something unseen. This could be a poem, primary source, image, graph, equation or research paper, depending on the subject.” Sophie suggests that the best way to prepare for an interview is: “Talking out loud, whether that’s with a teacher, parent, classmate or a furry friend. Students need to get comfortable explaining their line of reasoning aloud and being able to formulate coherent arguments.” A common misconception about applying to Oxford is that the university is looking for a genius or a fully polished student. Sophie stated: “There would be no point in teaching someone who knew everything already. Tutors are looking for students with proven academic achievements, yes, but they also want to teach people who are enthusiastic, dedicated and flexible in their thinking.” All students at the University of Oxford are also a member of one of its colleges, which candidates can express a preference for when applying. Sophie emphasised that the academic standard and course content is the same across all colleges, and all colleges adhere to a Common Framework on Admissions. Sophie stated: “The choice, therefore, should come
S T H I L DA’ S C O L L E G E
down to where one can envisage themself living, as the college is first and foremost a living and social space.” All colleges offer accommodation, a dining hall, a library and a student common room, but they differ in their location, age, number of students and facilities. Sophie suggests attending open days to meet current students,tour the grounds and college. Alternatively, online resources, particularly YouTube, offer a wealth of information, including virtual tours. St Hilda’s College was founded as a women’s college in 1893 by Dorothea Beale and remained all-female until 2008. St Hilda’s continues to take pride in an inclusive and welcoming environment for all, with current Principal Professor Dame Sarah Springman stating: “We also champion equality. St Hilda’s College has a reputation for providing a welcoming and supportive environment for all its students.” St Hilda’s has made recent efforts to improve accessibility and mental health support, as well as having a diverse Junior Common Room, the student body which represents undergraduates. Sophie described: “There are womxn’s, LGBT+, BAME and international student representatives. These reps organise lots of events across the year, like teas or formal dinners.” Students from a diverse range of backgrounds are supported to access an Oxford education throughout the admissions process and their studies, Sophie shared: “The University of Oxford is committed to attracting the best and brightest students, regardless of their background or financial situation.” She shared that each college works with state school students and teachers in different parts of the UK to demystify the University and provide application support. There are also a number of excellent outreach initiatives that work
St Hilda’s College
“There would be no point in teaching someone who knew everything already. Tutors are looking for students with proven academic achievements, yes, but they also want to teach people who are enthusiastic, dedicated and flexible in their thinking.” closely with the University, such as UNIQ and Target Oxbridge, which support students from a diverse range of backgrounds. Sophie described: “There are also a range of student societies which represent minority groups, whether that be related to gender and sexuality, ethnicity and culture, or faith.” For Oxford hopefuls and their families, Sophie suggests taking advantage of free opportunities such as webinars, taster lectures and summer schools, acting as a listening ear when students want to practise interview techniques and providing emotional support during the admissions process. Sophie’s final advice to anyone hoping to study at Oxford is to remember: “Tutors view all the information they receive about a candidate holistically, meaning that you do not have to be perfect at every stage to be made an offer. The only way to guarantee that you will not be offered a place at Oxford is by not applying!”
We would like to thank Sophie McSpadden, Undergraduate Admissions and Outreach Officer at St Hilda’s College, University of Oxford, for giving up her time to speak to us. TURN BACK TO PAGES 45-47 to learn about international partnerships through the International Coalition of Girls’ Schools
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B L AC K H I STO RY M O N T H
Celebrating Black History in Bloomsbury Black History Month celebrations at SOAS School of Oriental and African Studies (SOAS) University of London is holding a series of events to celebrate Black History Month, located both on campus and alongside the wider London community. This year’s theme is Standing Firm in Power and Pride and SOAS events are diverse, including: film screenings by emerging filmmakers of African and AfroCaribbean heritage; a music social club celebrating the global influence of African music; a Black History Month-inspired menu in the World’s Kitchen restaurant, including dishes such as African peanut stew and Ghanaian red red; a presentation on Sickle Cell Awareness; and a Black History walking tour around Bloomsbury.
Bloomsbury has many rich cultural and historical connections with the Black community. Worldfamous civil rights campaigner, actor and singer Paul Robeson was an alumnus of SOAS, where he studied Phonetics and Swahili. Other notable figures, who are recognised by blue plaques around Bloomsbury, include: physician Sarah Parker Remond, one of the first Black women to be a student in London, a prominent anti-slavery activist
and physician; Jamaican-born Dr. Harold Arundel Moody, who campaigned against racial prejudice; Mary Prince, who wrote about her experiences of being enslaved in her autobiography The History of Mary Prince; The Reverend Dr. Martin Luther King, who preached in London for the first time at the Bloomsbury Central Baptist Church; and reggae musician Bob Marley, who lived close to the SOAS campus. SOAS offers a range of degree programmes and modules relating to African Studies and Black History, including BA Africa and Black Diaspora. ANDREW OSMOND Marketing Manager www.soas.ac.uk
Discover the Answers at SOAS - The World’s University Discover the range of exciting undergraduate degree programmes available to study on our vibrant central London campus www.soas.ac.uk
SOCIAL MOBILITY
Championing Social Mobility Widening access to higher education for all in the South West Exeter University has been named ‘University of the Year’ at the Social Mobility Awards, celebrating its outstanding support for social mobility across multiple national and regional projects dedicated to championing equal opportunities and improving outcomes for young people. Professor Lisa Roberts, President and Vice-Chancellor of the University of Exeter, stated: “We are thrilled to have been named University of the Year at the UK Social Mobility Awards. This achievement acknowledges the incredible work undertaken by colleagues across our University to make a real and lasting impact on people and communities, here in the South West and across the UK.”
The University of Exeter works extensively within and outside the region to promote equality through education. It supports around 1,500 learners each year from Year 10 upwards, including those returning to learning, in programmes to develop educational skills, inform choices and encourage progression into undergraduate study. Among these are award-winning schemes such as Exeter Scholars and the Mature Access Pathway, run collaboratively with further education colleges. University staff and students work with pupils across the South West through school and campusbased activities, including advice sessions, subject conferences and student-led tutoring, supporting many thousands of local learners each year. The award reflected the impact of the Success for All initiative, which is a comprehensive programme working to create a diverse and inclusive educational environment. Numerous recent activities have included collaboration with disabled students to make teaching TURN BACK TO PAGES 7-8 to read about the power of sports partnerships in prep schools
and assessment more accessible; wide-ranging costof-living support to help students overcome financial barriers; and initiatives such as Exeter Cares, which offers pastoral and practical help for students who may need additional assistance due to challenging personal circumstances. The University has also taken a leading role in the South West Social Mobility Commission, offering new educational programmes to develop skills that improve employment opportunities and engagement with policymakers through its Centre for Social Mobility. The award also recognised the University’s commitment to quality marks, such as the Race Equality and Mental Health Charters, while programmes such as 100 Women Black Professors NOW have helped improve the representation of staff from minority groups in senior positions. Professor Vrinda Nayak, Associate Professor in Medical Education and Associate Dean for Taught Students (Racial Equality and Inclusion), praised the work taking place across the University community: “Together, they are removing barriers, fostering inclusion and ensuring that talent, not background, shapes a student’s future.”
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