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Dukes is a family of schools, teachers, learners, parents and partners connected by our pursuit of an extraordinary life for every member of our community. We believe that education is a journey to be enjoyed and shared at every stage of life. Insight is testament to this ongoing commitment to learning: a termly publication of articles written by some of the extraordinary educationalists in our schools and organisations. dukeseducation.com

No.13

Contents

A fresh approach to secondary education. Susan Brooks, Head of London Park Schools Clapham, explains how smaller schools such as hers are leading the drive to deliver bigger thinking by approaching teaching and learning in a novel and more dynamic way

A fresh approach to secondary education Susan Brooks, Head, London Park Schools Clapham London gets a breath of fresh air.

A pioneering approach to pastoral care Lisa Morton, Deputy Head, Cardiff Sixth Form College Setting the standard for pastoral care.

Beyond the classroom, beyond the books Jonathan Cuff, Director, Dukes Education Reflections on classic movies.

‘Leading with Heart’ in action Glen Fendley, Director, Dukes Foundation The Dukes Foundation aims to become a pioneer in marrying business with purposeful philanthropy.

Radnor House School joins an exclusive group Henry Meller, Deputy Head, Radnor House School The journey to become a Microsoft Showcase School.

Unconscious cognition and creativity 34 Katy Deacon, Head of Senior, Hampton Court House School A reflection on the malleability of human intelligence. Let’s make life work Libby Nicholas, Managing Director, Dukes Education A personal view on work-life balance.

Music and Movement 44 Mary Price O’Connor, Music Teacher, Orchard House School Dalcroze Eurhythmics is at the heart of music teaching at Orchard House School. New thinking about mobiles in schools 50 Katherine Vintiner, Principal, Hampton Court House School Safeguarding mental health in the digital age. Pioneering in the USA 54 Alison Bissell, Director of A-List Education A look at the universities some historic pioneers could attend. Re-imagining the education environment 58 Miguel Ladeira Santos, Chief Executive Officer, International Sharing School, Portugal How the creative use of space transforms the way students learn. The last word 62 Wit and wisdom from the world's greatest thinkers from our colleagues at Dukes Education. 3

Tim Fish Editor’s letter

Bringing Insight to a coffee table near you…

Tim Fish, editor-in-chief of Insight, is Managing Director for Dukes Education’s colleges, and founded Earlscliffe, a co-ed, international boarding school for students aged 15-19, in Folkestone, Kent.

elcome to Insight No. 13, and its theme of ‘Pioneering.’ It is not easy to be a true pioneer in education, given that western society has been providing schooling for its children in very similar ways across cultures, languages, governmental systems over centuries. In this edition you will encounter examples of pioneering across the curriculum (main, extra- and super-), whatever the setting or key stage, and thought pieces on how challenging norms can lead to pioneering activities and outcomes. My father was a headmaster in one school for close to twenty years, and in the late 1970s, about half-way through his tenure, he undertook research on reading in the primary years, and over time and many a dinner, I was introduced to the

Insight No.13

names of Piaget, Bruner and even Desforges. However, it is unlikely that any of us has ever entered a classroom or setting, surveyed the scene, inhaled the air and announced ‘Ah… Piaget!’ The Pestalozzi Trust was founded in East Sussex in 1957, eventually to open a Pestalozzi Children’s Village in Sedlescombe, modelled on its namesake established in Trogan, Switzerland in 1946. The education on offer in these village trusts was based on the principles of Johann Pestalozzi (1746-1827), a Swiss educational reformer whose motto ‘Learning by head, hand and heart’ has influenced generations of thinkers, reformers and practitioners over two centuries, and not least Friedrich Froebel, the creator of the kindergarten concept, himself a student of Pestalozzi.

Whenever I visited the Pestalozzi village in Sedlescombe in the early 2000s, I was struck by the endeavour, wholesomeness and integrity of the students (on scholarship from subSaharan LEDCs) and their staff. They studied the IB (and invariably entered the LSE), but they cooked, danced, sang, constructed chairs and tables, and zip-wired from dorm to front gate. They loved welcoming their peers from other schools to their home, where as an educator, you could indeed look around, breathe in the atmosphere and declare ‘Ah…Pestalozzi…!’ Part of the epitaph on Pestalozzi’s grave in Brugg, reads ‘Father of the orphan… Founder of the New Primary Education… Educator of Humanity.’ In short – a pioneer. Tim Fish Editor-in-chief 5

A fresh approach to secondary education In the competitive and sometimes cut-throat landscape of London’s secondary education market, London Park Schools emerges as a breath of fresh air. Susan Brooks, Head of London Park Schools Clapham, explains how smaller schools such as hers are leading the drive to deliver bigger thinking by approaching teaching and learning in a novel and more dynamic way

n a world where educational norms often tend to favour uniformity, London Park Schools (LPS) brings a refreshing perspective to the world of learning. Its guiding principle is to prioritise personal attention, nurture agility, promote creativity and problem-solving in learners; a philosophy encapsulated in its mantra, ‘smaller schools for bigger thinking’. This approach is not just about the physical size of the institution; it encompasses a focus on the individual and the myriad benefits that this can bring.

Smaller secondary schools, as interpreted by London Park Schools, signify a commitment to creating an environment where students are known by name and are not just a tick in the register. Each student’s unique journey, strengths, and needs are recognised, and every student is known by every member of staff, allowing for tailored support and guidance. It’s a shift from the one-sizefits-all approach to a more individualised and studentcentric method of learning. Agility is another pivotal aspect of the LPS educational 7

vision. In a world marked by rapid changes and evolving demands, students need to develop not only knowledge but also adaptability. Smaller schools provide an environment where educational strategies can be adjusted swiftly to draw from the best practices around the world and to meet the dynamic needs of students and the workforce of the future.

Clapham have already been tried and tested, delivering measurable results, and enabling us to speak with confidence about the benefits of our approach. There are three elements that really stand out at LPS Clapham: integrated learning, experiential learning, and design thinking.

Integrated learning — gateway to comprehensive understanding Integrated learning is one of One vision, individual our key differentiators. This school application approach recognises that The collaborative leadership knowledge transcends the team behind London Park confines of subject-specific group comprises Principal Suzie Longstaff; LPS Clapham boundaries. It fosters a deeper appreciation for the Head, Susan Brooks; and interconnectedness of history, Adrian Rainbow, Head literature, art, and culture by of LPS Mayfair and LPS connecting English and the Sixth. Together, they are Humanities in Years 7, 8, and pioneering a new model 9. This not only enhances of collaborative education, academic understanding and where smaller schools work lightens the cognitive load, in synergy to deliver the but it also ‘just makes sense’ best of both worlds: more according to the students individualised learning who love making their in a smaller environment, connections. This approach with a supportive structure also cultivates empathy and to provide ‘bigger school’ a deeper understanding of opportunities. the human experience and While each London Park prepares students for more School works to the same contextual understanding of manifesto, its application GCSE subject matter further within each school varies up the school. according to the needs of Having seen the positive that school’s student body. impact of this approach, we extended interdisciplinary LPS Clapham leads the way collaboration between While very much part of Mathematics, Science, a new school body, LPS Design Technology, and Clapham emerged from Computing. Synergy Northwood Senior, whose empowers students to see educational philosophy was the real-world applications similar to that planned for London Park Schools. As such, of their knowledge. By connecting concepts from many of the strategies and different disciplines, the approaches employed at LPS 8

‘ Agility is another pivotal aspect of the LPS educational vision. In a world marked by rapid changes and evolving demands, students need to develop not only knowledge but also adaptability’

learning experience becomes more engaging and relevant. Collaboration ensures that mathematical concepts are taught consistently in Mathematics and Physics, and that a unified approach in DT and Physics fosters synergy between theory and practice. Making learning meaningful Experiential learning is another cornerstone of the LPS Clapham approach. Wherever possible, our focus is on doing, not just hearing. Our Science curriculum is designed to be ‘hands-on’ with an emphasis on practical experiments, enabling students to develop a deep understanding of scientific principles and learn from their own mistakes. Our tutor groups are vertical, enabling younger students to develop cross-year friendships and enabling older students to hone their mentoring skills. We encourage students to fully understand that mastering maths is more than rote learning, but a full exploration of conceptual thinking. Learning is made as relevant and meaningful as possible, not only in the classroom but out and about too. London is our playground, and because we are smaller and more agile, we can take advantage of getting out and about more quickly. We also have opportunities to explore marine conservation by being on a tall ship in the Mediterranean and the impact of climate change by staying in the Alps, making education tangible and captivating. 10

‘ London is our playground, and because we are smaller and more agile, we can take advantage of getting out and about more quickly’

Preparing for the future We place great emphasis on design thinking and practical problem-solving and teach conceptual modules such as ‘Empathy’ within subjects. LPS Clapham collaborates with Cambridge University to look beyond the ‘how’ and focus on the ‘who’ and ‘why,’ by putting the designer in the shoes of the end user. By simulating experiences like limited mobility or poor vision, students develop an appreciation of how design can solve everyday problems. Our emphasis on problem-solving goes beyond knowledge acquisition. Our ‘Deep Dive Maths’ approach teaches students how to approach a problem from multiple angles, not just to learn a simple formula. In a world increasingly dominated by AI and automation, we use every opportunity to foster big-picture thinking to ensure that students are wellprepared for the opportunities of the future.

Skills for life We believe that exams are ‘part of the journey, not the destination,’ so while our systems are robust, and we offer a broad range of IGCSE and GCSEs, we look at the skills students need for life beyond education. Our Global Citizenship programme covers leadership, community work, and sustainability. Examples of topics include human rights, the role of UNICEF in protecting children’s rights, the effectiveness of governments in providing aid, careers and skills, financial literacy, leadership styles, sustainable impacts on the planet, and financial literacy. In addition, critical thinking skills are honed through units that challenge students to dissect fake news, enabling them to become discerning consumers of information; something that will become ever more important with the impact of AI. Sport and clubs for all The school’s approach to sports is inclusive and coeducational. Whether you love sport or have a passion for a particular subject, we try to draw that out so that everyone has something they love doing. We know that not everyone loves traditional team sports, so we offer a range of activities that cater to different interests including cycling at the velodrome, spike ball, Aussie rules football, climbing, and lacrosse. Clubs are similarly mixed, and we offer both hands-on doing and the more cerebral.

A more compassionate admissions process London Park Schools have set out to do something different, and this extends to how we select our students too. The 11+ and, to some extent, the 13+ entry processes in London can be brutal. We want to provide a more compassionate approach to the admissions process. Our focus is on getting to know students in advance, listening to current schools to understand an individual’s strengths and weaknesses, looking at an example of recent creative writing, and utilising digital data scores to see whether a student has the potential to access our curriculum. We invite all registered students into the school for an experiential ‘Discovery Day’ with plenty of team activities and, above all, fun. While we will observe — and interview — during that day, the most important thing is that students are relaxed and enjoy their time with us. A breath of fresh air for London This collaborative and innovative model, pioneered by London Park School Clapham and LPS as a whole, is a gamechanger, providing a welcome alternative in the overheated London market. With our commitment to integration, experiential learning, design thinking, and holistic skills development, we prepare students not only for academic success but for the complex and dynamic world that awaits. It’s an educational revolution, and London Park Schools are leading the charge. n 11

A pioneering approach to pastoral care Cardiff Sixth Form College has a vision to be the best academic school in the world. Now their high-performing students have a pastoral care programme to match. By Lisa Morton, Deputy Head of Pastoral at Cardiff Sixth Form College

ardiff Sixth Form College (CSFC) has been the UK’s top school for A-levels over the last 12 years and has topped The Telegraph school league tables for A-levels more than any other school. CSFC students, and their parents, have high expectations. They attend the college because it is unashamedly academic, university preparation is demanding, and career options are aspirational. Pressures on students, both extrinsic and intrinsic, are high and a proactive approach to developing a supportive structure for students to live healthy lives, encourage balance, develop resilience and build healthy futures is of paramount importance. 13

‘ Developing a supportive structure for students to live healthy lives, encourage balance, develop resilience and build healthy futures is of paramount importance’

Research showed that no pastoral care system existed in the marketplace, or in other schools, that fitted CSFC’s high achieving student profile, academic aims and the requirements and attitudes of the college’s international parent stakeholders. We innovated and developed our own bespoke solution to supporting healthy lives, the CREATE© Portfolio, which not only ensures but enhances students’ academic achievement. It has gained recognition for its suitability and trailblazing nature, but it can be taken further and benefit more students in the wider community. The CREATE© Portfolio is a unique pastoral management programme first developed in 2018 to enhance and promote a sense of positive mental health and wellbeing throughout Cardiff Sixth Form College. There has long been an understanding that academic pressures in high-achieving students 14

led to increased anxiety and lessening ability to handle mental health stress. The highly motivated CSFC students will be the global change-makers of the future and it was clear that our unique blend of high achieving international and UK students meant that pastoral care had to be handled differently to best support their aspirations. This led to a focus on ensuring that students were given access to increasing provision to enhance self-care and resilience; preparing them as young adults for the inevitable stresses and tribulations of later life. Learner voice surveys showed that desire was mirrored by the student body who acknowledged that they wished to see more emphasis on resilience and mental health. The CREATE© Portfolio was developed to ensure that pastoral care was firmly embedded in all areas of college life and linked to other areas of the curriculum,

Cardiff Sixth Form College aims to CREATE©

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complementing the already excellent teaching well as A-level students. Younger students are able to select three of the six CREATE© options and learning. At its core, the CREATE© Portfolio has the aim of creating learners to make a bespoke programme tailored to their who, whilst attaining academic excellence, interests. A wellbeing website was created are independent, self-sufficient young adults to support students learning remotely and with a genuine care and interest in others in students can upload examples and evidence the world. When originally established, the of their activities for review and response by portfolio was split into six key areas each the college’s pastoral team. Delivery of the mapped to different themes and initiatives in CREATE© Portfolio is carried out through order to demonstrate to pupils that positive pastoral curriculum sessions, such as PSE, mental health and wellbeing are explicit in all assemblies and enrichment sessions, extra areas of life. Due to the multicultural nature of and super-curricular activities and a new the college, global perspectives on wellbeing Platinum award has been added. and mental health were alsoThrive embedded into Tutoring disadvantaged students in the the portfolio to make the scheme something local area proved particularly popular with that was readily relatable to all learners. students. Learning to connect with the The six key areas represented a letter of wider community and helping others really Active © the word CREATE resonated with our students and chimes with — Community, Respect, Enrich the Dukes Education value of leading with Engage, Active, Thrive and Enrich, each heart. Students, and staff, are encouraged to having its own theme: for example staying embrace service to others, to be wholehearted active, resilience, self care, volunteering and and kind. Through assisting other young university preparedness. Pupils were able to achieve set key tasks over a two year period in people to consider and apply to universities in the UK through a free advisory service order to be awarded a Bronze, Silver or Gold. helped CSFC students develop empathy, a Since its creation, feedback from students, sense of purpose and better understanding parents and staff has enabled CREATE© to be of the local community. developed and adapted to include GCSE as

‘ The highly motivated CSFC students will be the global change makers of the future’

Initial concerns that CREATE© would distract from the high academic focus of students were refuted, with academic standards improving and the number of students successful in gaining places on highly competitive course — such as medicine — improved. During the first student voice survey after CREATE© was embedded, 91.4% of pupils cited that they felt that the College equipped them with valuable life skills that they will be able to utilise in their higher education and beyond, increased their sense of wellbeing and allowed them to develop in areas they they would not have had the opportunity to have done previously. We are looking forward to achieving accreditation from the Welsh Accreditation Authority which will be a vehicle for acceptance and credibility in the wider education world in Wales and in UK universities. We are incredibly proud that CREATE© has been recognised by the education industry, including the Independent Schools Awards and the Welsh Independent Schools Council, and led to CSFC being a top three finalist in the World’s Best Schools Prizes in the ‘Supporting Healthy Lives’ category. n 17

Beyond the classroom, beyond the books

A chance viewing of classic movies on a plane led Jonathan Cuff, Director, Dukes Education, to reflect on how education approaches knowledge acquisition

was sitting on the plane heading back from my summer holidays scanning for something to pass the time when I stumbled across two of my alltime favourite movies, Dead Poets Society and Good Will Hunting — hugely successful films of the 1980s and 90s starring the irrepressible Robin Williams. Both films are not only fantastic stories, but the underlying lessons permeating through the movies have always struck a chord in how I have viewed education. 18

For those who haven’t seen it, Dead Poets Society is set in the illustrious domain of Welton Academy, an institution celebrated for its rich heritage, discipline, and academic excellence, where the resounding words of ‘Captain’ John Keating, as played by Robin Williams still resonate with timeless wisdom. Keating’s impassioned speech to his students carries a profound message, reminding us that education is not confined to the pages of textbooks but encompasses the

boundless spectrum of life’s experiences. To me, this is an exploration of pioneering in education, where we delve into the significance of stepping beyond conventional boundaries to embrace the world as our classroom. In my favourite scene, Keating’s introduction invites us to reflect on how we approach knowledge acquisition. “We don’t read and write poetry because it’s cute. We read and write poetry because we are members of the human race. And the human race is full of passion.”

Similarly, Williams’ character in Good Will Hunting, therapist Dr Sean McGuire, talks to the teenage mathematics genius Will about life and experience. “If I asked you about art, you’d probably give me the skinny on every art book ever written,” he begins, emphasising the tendency to intellectualise our understanding of the world. While academic exploration is undoubtedly invaluable, the heart of the matter lies in engaging with the raw emotion and awe-inspiring 19

‘ Genuine wisdom is derived not solely from absorbing knowledge but from immersing ourselves in the world around us’

beauty of art through direct experience. The Sistine Chapel’s ceiling is more than just a subject to be dissected in textbooks; it should be an encounter that transcends words and intellect. The concept of pioneering in education involves going beyond the confines of traditional classroom learning and venturing into real-world experiences. It encourages us to understand that genuine wisdom is derived not solely from absorbing knowledge but from immersing ourselves in the world around us. It calls for education to be a dynamic blend of theory and practice, bridging the gap between what we learn and what we experience. This notion extends beyond the realms of art and knowledge. It applies to the way we engage with life itself. We might read countless books on love, relationships, and human nature, yet a detached, scholarly perspective can never capture the depth of these experiences. As Dr McGuire asserts, “You can’t 20

tell me what it feels like to wake up next to a woman and feel truly happy.” Life’s most profound moments, whether the warmth of love, the tenderness of connection, or the ache of loss, can only be genuinely understood when lived. Education undeniably plays a vital role in shaping our minds and providing us with the tools to navigate the world. Nevertheless, we must always bear in mind that life, as the most profound teacher of all, offers unparalleled lessons. “You’ve never held your best friend’s head in your hands, watching him gasp his last breath,” McGuire reminds us, underlining the importance of experiential learning. Authentic knowledge isn’t merely derived from reading about life; it blossoms when we embrace its joys and sorrows first hand with an open heart. As pioneers in education, we are called to break free from the boundaries of the classroom and venture into the world. We must actively seek opportunities to apply

on the world around us. what we’ve learned and True education is not a gain insights that transcend solitary pursuit of personal theory. Prof Keating’s and Dr McGuire’s speeches challenge achievement; it is the journey toward becoming us to view education as a dynamic fusion of knowledge compassionate, empathetic, and deeply connected and experience. Our schools individuals who will go out should not only teach the and make the world a better subject, but provide the place. This is our challenge opportunity to experience it. as educators: to not focus McGuire’s most profound on making our children lesson is that love, genuine hardened and resilient to the and unconditional love, unkindness in the world, but exceeds the realm of mere to teach them to bring more knowledge. Love once again transcends memorised verses empathy and love into it. Both films beckon us to and recited sonnets, sitting look beyond the constraints deep within the heart, where vulnerability and authenticity of a purely intellectual existence and embrace thrive. As Dr McGuire aptly pioneering in education, a declares, “You wouldn’t know about real loss because it only path that immerses us in life’s experiences, relationships, occurs when you’ve loved and love. As we step beyond something more than you our comfort zones and into love yourself.” the world, let us remember In the pioneering spirit, that genuine wisdom lies we view love as a not solely in books but in transformative force that our pioneering spirit to extends beyond personal explore and learn from the desires and aspirations. richness of life itself. As It becomes a catalyst ‘Captain’ Keating says, “Carpe for empathy — a force diem… seize the day. Make that propels us to make your lives extraordinary.” n a meaningful impact

‘Leading with heart’ in action The divide between for-profit organisations and charitable endeavours may seem vast — and growing. The Dukes Foundation has the potential to bridge this gap and become a pioneer in marrying business with purposeful philanthropy. Glen Fendley, Director, Dukes Foundation, explains

ince its inception in 2021, the Dukes Foundation has given over £1 million and supported over 20 good causes, acting as a grant maker and supporter of a small portfolio of charities addressing concerns affecting children and young people’s quality of life, including mental health and wellbeing, access to education, research and treatments for children facing critical illnesses, and initiatives aimed at helping to sustain our planet. The launch of the Foundation’s new website in the autumn signified the end of ‘phase one’ of its evolution which focused on strengthening the Board of Trustees, establishing better governance and administrative structures, and establishing charity grants.

In the next phase of development, the Foundation will deviate from simply staying on the well-trodden, traditional grant-maker path taken by thousands of UK foundations and take a pioneering approach by integrating Dukes Foundation’s mission with Dukes Education’s goals. Chair of the Dukes Foundation, Aatif Hassan, talks with passion about its future: “Dukes Education was founded on four values, We Lead with Heart, We Love Learning, We are a Team, We do it Well. By taking our pledge to Lead with Heart into all that we do at the Foundation and aligning the forces of the two organisations, there will be far more opportunity for making real and lasting social impact.” 23

The four pillars of this integration are already yielding benefits.

Leveraging Dukes leadership to support charity grants Dukes Education retains a wealth of knowledge and experience across its executive leadership, teaching faculty, and extended business networks. This diverse pool of skills and expertise presents unique opportunities that, when coordinated effectively by the Foundation, will help to support grantees to navigate challenges, make informed decisions, and improve their overall effectiveness. This high-level perspective will provide much greater value and complement the financial support they receive. Dukes leadership supporting charity grants The Foundation has already begun to explore how we can leverage Dukes unique employee assets, starting initially with two, small schoolsfocused charities. A peer mediation charity is receiving strategic support from one of our Managing Directors, who is providing valuable insights into strategic planning, resource management and business sustainability, and the Director of Dukes Foundation is providing fundraising strategy advice on how to improve the charity’s case for philanthropic support. We are also exploring a potential partnership with an overseas education charity, based in Africa, where there are a range of opportunities for Dukes network of teachers to provide guidance on curriculum design, teacher training, and integration of new educational technologies.

2 Supporting Dukes student leadership programmes The Foundation’s support of Dukes student leadership programmes is an investment that aligns naturally with its goals to empower future generations to create positive change in society. By aligning the Foundation’s funding priorities with Dukes Education, these programmes can be enhanced in scope and scale to meet the evolving needs and aspirations of Dukes Education’s student leaders. Dukes Foundation Youth Advisory Board The Dukes Foundation Youth Advisory Board is one of its first initiatives towards supporting the Dukes schools and colleges’ student leadership programmes. It was established to ensure that a range of student voices, perspectives, and valuable insights from across the Dukes family help to inform the Foundation’s initiatives. By engaging in the diversity of the Foundation’s work and programmes, students also develop a range of skills that will both enhance their academic performance, and also equip them with the tools necessary to succeed in their future careers.

‘ Our mission is to change lives, create opportunities and spread hope’

3 Investment in Dukes bursary places The Foundation can serve the wider community by ensuring equitable access to a Dukes education by targeting motivated students who have limited financial resources. The Foundation recognises that if it is to make such a profound difference and achieve that level of scale and reach, it cannot rely on traditional grantmaking alone. In response, the Foundation is exploring a range of entrepreneurial and investment options to help fund its ambition. Investing in funding places The Foundation is developing the ‘Leading with Heart’ Bursary Fund as a demonstration of its commitment to provide pupils from all backgrounds with the very best start in life, enabling families that may not otherwise have the financial capacity to have the opportunity of a Dukes Education. This initiative largely involves a scheme to partner with Dukes schools and colleges providing a matched gift for each participating school or college that raises funds for bursary support from its local community.

4 Integrating the Foundation’s work on Environmental, Social and Governance (ESG) Environmental, Social, and Governance reporting has gained significant prominence for corporate entities, covering a wide range of measurable issues including resource management, supply chain management, organisational health, and safety policies. Dukes Education has already developed ESG strategies to deliver and measure what is mutually good for business, people, and the planet. By aligning the Dukes Foundation’s ESG priorities, there is an opportunity to create a powerful synergy that can drive sustainable and impactful change. Integrating ESG The Foundation will ensure that ESG considerations are integral to all grantmaking decisions and support projects which focus on sustainability, energy efficiency, eco-friendly infrastructure, and conservation efforts within the education sector. The Foundation will also coordinate an annual survey of Dukes settings to understand their service leadership, philanthropy and wider community giving. Dukes Foundation’s annual performance data, philanthropic initiatives, and impact outcomes will inform and enhance Dukes Education’s ESG indicators and reporting.

INCLUSIVE

MEANINGFUL

PA S S I O N AT E

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In aligning values, leveraging resources, scaling impact, fostering shared learning, demonstrating leadership, and ensuring long-term sustainability, both Dukes Education and the Dukes Foundation can amplify their efforts and create a greater 26

collective legacy of positive change. Forging a more integrated relationship through a system of carefully considered checks and balances will ensure that both entities can foster a pioneering marriage of business and social purpose. n

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Radnor House School joins an exclusive group Radnor House School has gained accreditation as a Microsoft Showcase School. Henry Meller, Deputy Head Teaching & Strategic Development explains how

rincipal at Radnor House, Darryl Wideman, is always keen to find objective, external validations for the work we do in school. Put simply, he loves a certificate that we can put on the wall to show that it is not just us who think we are doing things well. Of course, we all appreciate that the drive for excellence means much more than a piece of paper, and we believe our efforts to become a Microsoft Showcase School provide an impressive case study of how we have made pioneering educational progress with our pupils and staff. When you consider that there are fewer than 100 Microsoft Showcase Schools in the UK and fewer than 500 worldwide, you get a measure of the achievement.

Back in 2019, we took the decision to carry out a full transition from Google to Microsoft because we believed that the MS suite of programmes would offer us a digital platform that was more collaborative and coherent, and better designed to support teaching and learning. It also allowed the MS apps used on the desktop to combine more effectively with the cloud. Our teachers were all provided with a Microsoft Surface device as part of this process and the move to MS 365, and more specifically to MS Teams, enabled us to establish a far more transparent and better-connected approach to academic and pastoral leadership, management and administration, which quickly became a key factor in the excellent outcomes of our ISI inspection in February 2020. 29

‘ When you consider that there are fewer than 100 Microsoft Showcase Schools in the UK and fewer than 500 worldwide, you get a measure of the achievement’

Following the pandemic, with a significantly upskilled cohort of teachers and pupils, we initiated our ‘Bring Your Own Device’ programme, asking all pupils in Year 9 and above to use devices of a particular specification, which quickly became part of our pupils’ daily experience, and which allowed significantly more collaboration, independence and exploration in the classroom. Having confronted and successfully navigated the pandemic, it was clear that the pace of educational change was finally beginning to accelerate after years of relative inertia, and we wanted to be at the forefront of this transformation, seeking to ensure that innovation and digitalisation form the basis of the constant drive for improvement in our classrooms and across our school. When we all returned to more normal routines after the pandemic, it was clear that we were now seeing a high level of technical and digital skill across our community of teachers and pupils, and it was at this point that we made the decision to begin working towards Microsoft Showcase status. 30

Underpinning our development into a Showcase School were three key assumptions: ȅ It is not always about the level of technical skill, but rather a case of fostering a culture of openness to change and development ȅ We use technology to improve outcomes, not for the sake of using technology ȅ We want technical experts, but we need to ensure that all staff and pupils understand the vision and buy into it. As Microsoft themselves put it: ‘Our Showcase Schools form a global community of pioneering educational institutions that offer their pupils inclusive experiences that inspire lifelong learning and instil future-ready skills to empower them to achieve more.’ Teachers at Radnor House use Microsoft digital technology across the curriculum to enhance and extend learning. This provides more innovative teaching practices, enables faster and more directed feedback, encourages creativity, collaboration and teamwork, and provides easy access to learning materials both in and out of school.

Our pupils have become confident digital innovators, equipped with skills for the workplace and, more broadly, for all aspects of their lives. As a Microsoft Showcase School, we believe we now have the capacity to drive towards ensuring our vision of a successful, holistic, digital education. We joined the Microsoft Incubator pathway in 2022, as part of our application towards achieving showcase status. Throughout the process, we were carefully guided by Microsoft’s showcase criteria and rubric, which outlined how we might reach the requisite level of sustainable transformation. MS 365’s various tools and applications are fundamental to our teaching and learning, but also to our leadership, analysis of data and provision for learning differences, each of which needed to be evidenced. In addition, we needed to demonstrate how significantly we engage with the training and certification provided, with the result that we now have 100% of our teachers and pupils using MS Teams and well over 60% of teachers holding a developed MS Learn profile, many of whom are now Microsoft Certified Advanced Educators, Microsoft Innovate Educator Experts and Microsoft Office Specialists, having completed the various examined qualifications on offer. Our status as a Microsoft Showcase School was confirmed in September 2023 and we are now engaged in the following: ȅ Staff training, including ensuring enough staff have the required Microsoft Educator badges ȅ Encouraging staff to use learning technology and keeping them up to date ȅ Using the showcase school rubric to set targets for the year and work with staff to implement them ȅ Hosting and training visitors from incubator schools. We now find ourselves in a very strong position with our ability to deliver a curriculum that is genuinely making a significant difference to educational outcomes for our pupils. It also keeps our Principal happy, of course, because he has got another certificate to put on the wall! n 32

‘ Pupils have become confident digital innovators, equipped with skills for the workplace and, more broadly, for all aspects of their lives’

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Unconscious cognition and creativity Katy Deacon, Head of Senior, Hampton Court House School, reflects on cognitive scientist Guy Claxton’s theory of the malleability of human intelligence

n his own words, Guy Claxton is ‘a cognitive scientist interested in the malleability of human intelligence — the many ways in which our ability to live intelligently can be expanded or constricted by the experiences we accumulate in our families, our schools and colleges, our religious communities and our cultures’. He has written over 30 books on psychology and education. He is a prominent figure in the field of education, known for his pioneering work in developing practical methods to maximise school achievement whilst fostering the capacity and confidence for lifelong learning. His approach focuses on helping schools

transform students into highachieving individuals who are also strong, inquisitive, independent, and lifelong learners. I was excited to hear Guy Claxton talk at the Dukes Conference in Wembley earlier this year; having read a lot about and, indeed, by him, I was keen to hear his insights in person. Claxton’s remarks on the limitations of GCSEs and the need for schools to explore alternative approaches to student development were particularly compelling. His call for us as a network to take the lead in reshaping education for the better left a lasting impression on me and emphasised the importance of revaluating our current educational practices. 35

In his words, children need to be able to become ‘powerful, independent learners, willing and able to pursue their dreams and tackle difficulties calmly, confidently and creatively’. The learning power approach is a way of teaching delivering strong academic results whilst also developing independence, initiative and a love of learning. Put simply, learning power is the ability that people have to be able to deal with situations that are complicated, difficult or strange. The sad reality is that children often enter schooling brimming with creativity, curiosity, resilience, and a sense of adventure, but as the years pass these qualities tend to diminish. Whilst it’s undeniable that broader societal influences play a significant role in this transformation, schools bear a crucial responsibility in nurturing these essential skills. Schools should serve as environments where children can develop the capabilities necessary for navigating adulthood, including resourcefulness, independent thinking, and the ability to adapt and rise to challenges. Whilst the societal context cannot be ignored, it is clear that schools have a vital role to play in helping students emerge as self-reliant, quickthinking, and adaptable individuals ready to face the demands of the adult world. In the early 2000s, when Guy Claxton introduced his books on Building Learning Power, many schools eagerly embraced 36

the concept, however, some misunderstood the essence of the approach and artificially engineered scenarios to develop these skills. This often resulted in one-off lessons focused on creativity or activities designed to showcase resilience, or even the display of character trait posters around the school. The most successful schools, on the other hand, took a different approach to their implementation, integrating these principles into teaching methods and the curriculum, fostering a culture of continuous skill development that permeates all aspects of a child’s education. Teachers have a range of effective strategies at their disposal to help students grasp the skills they are developing and shape the classroom culture in a way that aligns with Guy Claxton’s principles. One key shift is moving away from labelling ‘good’ and ‘bad’ behaviour and instead focusing on how students are behaving as learners. Additionally, teachers can create what Claxton calls a ‘classroom current’, pulling students in the direction of becoming more experimental, resourceful, and imaginative. This involves shifting the emphasis from merely completing activities or tasks to cultivating these traits in learners. By actively promoting and discussing this culture of exploration, problem-solving, and creativity, teachers can help students internalise these valuable skills, preparing them for a lifetime of learning and adaptability.

A critical example of creating this learning environment is the need to redefine the concept of mistakes within the classroom. It is essential to dispel the notion that students who are considered ‘bright’ or ‘successful’ are such because they never make mistakes. In reality, as adults, we understand that personal growth and learning often occurs through trial and error. Many of our most significant learning moments stem from the mistakes we make and the subsequent lessons we draw from them. Therefore, it is of utmost importance to help students embrace this concept and provide them with a safe space where they can make mistakes, understanding that errors are a normal and valuable part of the learning process. Education should extend beyond grades, examinations and the pursuit of university admissions. It should aim to equip young individuals with a versatile mental toolbox, regardless of their academic outcomes. It should empower them with the cognitive skills and adaptability needed to face the unpredictable challenges of life. In an everchanging world, the ability to think critically, problemsolve, and approach situations with a flexible, resilient mindset is imperative. The goal is to prepare all students to navigate life with strong, supple minds capable of thriving in a wide range of circumstances. Guy Claxton’s ‘12 Pillars of Fulfilment’ represent a valuable framework for

‘Put simply, learning power is the ability that people have to be able to deal with situations that are complicated, difficult or strange’

teachers and leaders to focus on. These character strengths — presence, discernment, self-care, critical thinking, self-awareness, craftsmanship, adaptability, collegiality, buoyancy and resilience, self-discipline, curiosity and imagination — should be integrated into the ‘classroom current’ mentioned above. Teachers should engage students in discussions and activities that promote the development of these traits, making them a core part of the learning experience. Learning conversations held by teachers in every lesson can play a pivotal role in helping students recognise and appreciate the skills they are acquiring, fostering a deeper understanding of their own growth and the importance of these qualities in their learning journey.

Some people believe that Guy Claxton’s emphasis on the development of character strengths may not be the panacea for current educational challenges as has been suggested above. Critics argue that an overemphasis on fostering creativity, resilience, and adaptability might come at the expense of a rigorous focus on academic content. Some also argue that Claxton’s ideas could be interpreted as downplaying the importance of standardised assessments and more traditional academic achievements, which are ultimately used as benchmarks for success in our current education system. In their view, a balanced education should equip students not only with a versatile set of life skills but also with a solid foundation 37

of knowledge to navigate complex academic and professional challenges. Guy’s perspective on the teaching of skills versus knowledge aligns with the idea that it doesn’t have to be an ‘either/or’ situation; it can be a ‘both/and’ approach. In other words, it is both possible and beneficial to integrate the acquisition of deep knowledge and the development of skills in education. This perspective acknowledges that knowledge is essential for understanding and problem-solving, whilst skills are equally crucial for applying that knowledge effectively. By combining the teaching of knowledge and skills, we can provide students with a well-rounded and comprehensive education that prepares them for success in various aspects of life. Children need a strong knowledge base as a foundation for their understanding of the world and their ability to contribute positively to the future — it is crucial for informed decisionmaking, critical thinking, and innovation. It provides the context within which skills can be applied effectively; however, whilst good grades and academic achievements are important, they are not the sole determinants of a successful and fulfilling adult life. Success is multifaceted and requires adaptability, resilience, creativity, and the ability to navigate a complex world. Therefore, it’s essential to provide students with a holistic education that prepares them for a lifetime of learning and challenges. 38

It is our responsibility to be education pioneers, following Guy Claxton’s lead, and critically assess the education system to ensure that every student we teach not only excels academically but is also prepared for life. This means having knowledgeable, passionate teachers who can impart both subject matter expertise and essential life skills. Our schools should empower these expert teachers to innovate their teaching methods, making the curriculum engaging and relevant whilst fostering a classroom culture that promotes independence, adaptability, imagination, and other crucial skills for the future, benefitting both the individual and society at large. n

‘Critics argue that an overemphasis on fostering creativity, resilience, and adaptability might come at the expense of a rigorous focus on academic content’

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Let’s make life work

Libby Nicholas, Managing Director, advocates for a shift in perspective on work-life balance

What is more, having arlier this year, the female representation on UK’s largest listed each board is one thing, businesses gave having women running themselves a big pat on the back for hitting a target organisations is quite another. The truth is we are falling of having women fill 40% of board seats, three years ahead short. As of August 2023, there are still only ten female of plan. The governmentbacked ‘FTSE Women Leaders CEOs in the FTSE 100 and just 19 in the FTSE 350, a mere Review’ announced in 5% of the total. February 2023 that there is at Our own experience tells least one woman serving on us that diversity in leadership every FTSE 350 board. What is good for organisations they didn’t shout about was and this is being backed by that 90% of those female research. For example, a directors are non-executives Harvard Business Review and only 18 are Chairs.

‘ The traditional notion of family still lingers in societal perceptions and impacts all women including those who chose not to have children’

report on the male-dominated venture capital industry found that “the more similar the investment partners, the lower their investments’ performance”. In fact, firms that increased their proportion of female partner hires by 10% saw, on average, a 1.5% spike in overall fund returns each year and had 9.7% more profitable exits. Something needs to change and at Dukes Education we are laying the very foundations for that change to empower our next generation of women leaders. We recognise that the journey toward empowering women in leadership roles is not merely a statistical battle but a holistic endeavour that involves transforming mindsets, policies, and perceptions from an early age. Our commitment to nurturing future leaders is evident through initiatives like the Dukes Young Leaders Award. This comprehensive programme not only empowers our students to realise their potential but also instils in them the skills necessary to serve others and become the leaders of tomorrow. By emphasising areas such as community service, personal finance literacy, diversity, equity and inclusion, sustainability, and environmental and social governance, we aim to encourage our pupils to become compassionate and inclusive leaders who value every voice, regardless of gender or background. Central to our approach is the belief that work and life should not be seen as 42

opposing forces, but as complementary aspects that can coexist harmoniously. The concept of ‘work-life balance’ inherently pits these elements against each other, creating unnecessary stress and challenges. Instead, we advocate for a shift in perspective: let’s make life work. A crucial aspect of creating an environment where women leaders can thrive lies in the ability of organisations to be adaptable and responsive to individual needs. This means embracing flexibility in all its forms — from secondments to parttime positions, from working flexibly to negotiating periods of absence. Decisions, we firmly believe, should be made with people at the forefront, not constrained by rigid policies. The tide is certainly turning, but I still see behaviours that are unhelpful in setting male and female leaders apart in the workplace and nowhere is this more obvious than when it comes to remuneration. It is always surprising to me that when hiring across senior roles including Headteacher positions, the vast majority of men when offered the role will negotiate the opening salary, but the female candidates almost never do. So now when I offer a starting salary to a female candidate, I invite her to negotiate with me. I find that women may feel uncomfortable expressing their worth in monetary terms and need to be given the voice to raise it. Financial literacy is important for addressing

on, you create the opportunity this, and that is why Dukes to adapt family life, whatever Education schools have shape that takes, around work. worked with Abi Foster, Having had my first child founder of finance education at 26 and my last two in my platform Elent, which aims early forties, I understand to reduce the financial the delicate balance between inequality gap by offering career ambitions and family one-on-one coaching to commitments. female staff, and hosting A huge turning point for workshops in our schools for me as a leader came when pupils too. I was interviewed for my However, the journey current role. I was pregnant toward empowering women with my third child and in leadership roles is not just shortly after I fell pregnant a financial or professional with my fourth child and it one; it is deeply personal. simply wasn’t an issue for Family responsibilities often Aatif Hassan, our Founder add an unseen burden on and Chairman of Dukes women. Indeed, I am often referred to as a ‘working mum’, Education, who said ‘take as many female colleagues are your time, family comes first’. My suitability for the role and too, but male colleagues who the time I needed as a mum are fathers are never referred was never called into question to with the phrase ‘working and that is exactly how it dad’ — an indicator that the should be. concept of a working mother I certainly do not have is still seen as anomalous. all the answers and the The traditional notion of ‘superwoman’ persona, in my family, where women were opinion, is not helpful anyway. expected to stay at home to As if we can ever get it wholly care for children or elderly right! What is helpful is parents, still lingers in finding yourself a really good societal perceptions and mentor. At crunch moments it impacts all women including really helps to have someone those who chose not to have you can turn to for advice. children. This outdated Having a mentor provides perspective fails to recognise a steady hand to navigate the immense efforts working through challenges, offering mothers put into their wisdom and support during careers while shouldering crucial moments. My own family responsibilities. As mentor shared invaluable women, it’s imperative that advice early in my career we learn the art of self-care, understanding that we cannot that I still live by. Always read papers before meetings give our best when our own as many other people will not wellbeing is neglected. have done so. Take the time For those embarking on to switch from operational their careers, my advice is thinking to strategic thinking; to climb the ladder swiftly one is practical and the other and reach for the stars in imaginative. The brain needs the initial years. By gaining a different mode for each type professional autonomy early

of thinking to be successful. Lastly, and perhaps most important, remember it is a marathon not a sprint. Take time when it is important — family should come first. To this sage advice, I have added a personal mantra: ‘no decision based on fear’. Something my close colleagues hear me say often! Fear, in many ways, acts as a barrier to progress and aspiration. By casting it aside, we empower ourselves to step into the unknown, embrace challenges, and see through difficult decisions. Empowering women in leadership is not a mere aspiration; it is a commitment to equality, respect, and understanding. It is about dismantling barriers, embracing flexibility, and championing self-care. It is about acknowledging the human experience in its entirety and valuing every contribution, regardless of gender. As we continue together, let us collectively rise above limitations, shatter glass ceilings, and pave the way for a future where every woman, whether a leader, a professional, a mother, or all three, is empowered to thrive and flourish. n

Music and Movement Dalcroze Eurhythmics is at the heart of music teaching at Orchard House School. Mary Price O’Connor, Early Years and Key Stage 1 Music Teacher, explains why

his pedagogy of music education was conceived by the educator, composer, accompanist and pianist Emil Jaques Dalcroze (1865-1950) throughout his lifetime. As Professor of Harmony at the Geneva Conservatoire of Music in the early 20th century, he observed that his students had a theoretical understanding of music. However, they didn’t bring that into their active music making. To solve this problem, he developed a phenomenological music pedagogy that used natural locomotor movements, such as walking and integrating the breath, creating exercises which became his method. His students would use space, voice and partner/ group work to develop their musicianship. He spent the years 1911–14 developing his method at

Hellerau in Germany where he generated a great deal of interest and people visited to observe his teaching and train with him. Due to the outbreak of the First World War he moved to Vienna and he eventually settled in Geneva where the Institute Jaques Dalcroze is still located as a centre of excellence for teacher training using the Dalcroze Eurhythmics method. There was evidence of Dalcroze Eurhythmics being taught in UK schools as early as 1907 at St Paul's Girls School. In 1913 the London School of Dalcroze Eurhythmics (LSDE) was opened; overseen by Dalcroze himself and having undergone many changes, it exists today as a site of teacher training and promotes the method now known as Dalcroze UK.

Photo by ullstein bild/ullstein bild via Getty Images

The method comprises three areas elements of which can be found integrated into most lessons:

Rhythmics The body as the primary instrument of a musician is trained through exercises and group teaching within a space suitable for movement. Occasionally objects such as balls, hoops and scarves are used to extend the student’s experience of their autonomous movements.

Aural training using the Kodàly method as a basis, the students develop active listening, pitch recognition, rhythm and pulse recognition, and develop inner hearing using the voice and movement also in space with a group.

Improvisation through voice, body percussion, movement or instruments, this brings out the expressive and alert side of musicianship. This is also taught within a group and can be a vital part of ensemble training.

In the 1940s a Londonbased Dalcroze teacher called Ann Driver was approached by the BBC and invited to broadcast lessons over the radio called ‘Music and Movement’ which continued to be broadcast through to the 1960’s. Annie Lennox of Eurythmics is a patron as she learned music through Dalcroze principles at school as a child in Scotland. Dalcroze at Orchard House School Dalcroze Eurhythmics has been a part of the House Schools’ music curriculum since the mid-1950s. Ann Palmer, who trained at LSDE, was recruited by Sylvia Rentoul, founder of Bassett House to teach Dalcroze Eurythmics. Ann also taught at Orchard House, the sister school, when it was opened in 1993. I joined the music staff teaching KS1 and EYFS at Orchard House in 2007 and although I had some awareness of Dalcroze Eurhythmics, it was only on attending an open lesson for parents in July 2008 that I saw Dalcroze in action and was instantly inspired to begin training to become a certified teacher with Dalcroze UK. I used elements of Dalcroze in my classroom music teaching from the start and in 2015, when Ann retired in her mid-80s, still holding the professional certificate, I took on her Eurhythmics classes at both Bassett House and Orchard House. The inspirational Ann Palmer sadly passed away in September of this year aged 93.

Dalcroze method still pioneers musicianship training Dalcroze is musicianship taught through the whole body and students participate with bare feet. This ensures that the whole nervous sensory system is integrated into the learning. It develops musicianship and autonomy from the very start. It is a system of experiential learning that enables students to say not, ‘I know’ but ‘I have experienced’. From the first lessons, the children understand that although they will move, it is a listening lesson. My improvisation of exercises and games at the piano is the primary source of learning. The musical elements introduced are through changes in music starting with extremes of tempo (fast, slow) pitch (high, low) dynamics (soft, strong). Alongside this, the children learn awareness of body, self, self in relation to others, balance, and proprioception. The method follows Vygotsky’s scaffolding principles, taking children through understanding by layering, reinforcing and building. This is an entirely childcentred approach, engaging children’s imagination and sense of play to develop musicianship. Foundations of musical literacy are taught through the children’s own locomotor movements: a walk becomes pulse and, following the principle of sound before symbol, the symbol of crotchet is introduced, Children may be fully engaging in partner work and whole-group work, turn 47

taking, leading and following. Through Bruner’s principle of spiral learning, a song learned at the beginning of Reception can become a source for teaching many elements of music, learning notation, metre, pitch recognition making the unconscious conscious through to the end of KS1. The method is still pioneering because today, more than ever, children need the kinaesthetic multimodal approach to completely grasp concepts and principles as foundations for their whole musical lives. This pedagogy is holistic and also rigorous. The children learn through play and are led through the structured creativity of the teacher, guided by music not through the spoken word. Children hear the difference between crotchets, quavers and minims improvised at the piano and move accordingly. They develop a sense of phrase structure and form. I use objects such as scarves and hoops for them to play with. Children learn Anacrusis Crusis Metacrusis

through, for example jumping into ‘hoop puddles’ at the end of the phrase of the song ‘rain is falling down’ actively listening to the improvisation of the teacher and moving appropriately. You may have not heard of Dalcroze Eurhythmics; in part because the teacher training is only taught by the holders of the Diplôme Supérieur gained from the IJD and there are, to date, only 60 active Diplômes in the world. It is valued and taught to children in most of the Music Conservatoire junior departments in the UK: Royal Welsh College of Music and Drama, Royal College of Music, Trinity Laban Conservatoire, Guildhall School of Music and Drama, Birmingham Conservatoire and the Royal Northern College of Music. Jaques-Dalcroze stated that ‘to be completely musical, a child should possess an ensemble of physical and spiritual resources and capacities.’ Orchard House School continues to pioneer its integration into the music curriculum. n

‘ The children learn through play and are led through the structured creativity of the teacher’

New thinking about mobiles in schools In an age where digital distractions abound, helping children focus and safeguard their mental health is crucial believes Katherine Vintiner, Principal at Hampton Court House School

n early 2023, Hampton Court House School in Richmond-upon-Thames adopted a pioneering strategy to address the challenge of digital distraction among students. While phones were permitted in school during the day in the senior years, staff and parents were concerned about the time students could spend on their phones and the wider implications of phone use in schools. Principal of Hampton Court House School, Katherine Vintiner explains, ‘My previous experience of safeguarding young people and as a former director of the children’s mental health charity Place2Be, led me to question whether having phones in school was the right approach. As a parent and educator, I could see for myself how all-encompassing phones can be and how challenging it is for young people to be without them. ‘FOMO’ drives young people to be constantly attached to their phones — often to the exclusion of everything

else. What concerned me most however, was the potential for harm. In previous roles, I had seen how phone use could quickly become problematic and how cyber bullying could have a devastating impact on young people. I was determined not to let that happen at Hampton Court House School.’ Having discussed the issue with the school’s senior leadership team and the students themselves, it was clear that an outright ban on phones was not the right approach in a school that prides itself on having a strong student voice, so the search began for a method of allowing students to keep their phones, but have restricted access to them. The team worked with Yondr, a USbased tech company that has developed an innovative approach to the issue. Yondr have created a slim, form-fitting pouch that the school has provided for each student in Years 5 to 11. The pouches work by using a 51

‘ 70% of students felt that restricted phone use during school improved their mental health’

magnetic locking system: at the beginning of each school day, students place their devices inside the pouches, which are then securely locked at designated Yondr stations at the school entrance. For Years 5 to 11, students keep their phones off so the students have the reassurance of keeping their phones with them but are not disturbed by pings and buzzes. At the end of the day, students unlock their pouches as they begin their journey home. There is also a Yondr station located in the school reception where pupils can gain permission to temporarily access their phones with the supervision of school staff. Sixth Form students are able to keep their phones with them for reasonable use. ‘Almost a year after the introduction of Yondr pouches, we conducted a student survey to assess how their use had impacted their students’ concentration and overall wellbeing during school hours. The survey results revealed substantial improvements and advantages stemming from the restriction of mobile phones throughout the school day,’ 52

said Katherine. ‘Not only were students able to concentrate in class better, around 70% of students felt that restricted phone use during school improved their mental health, disconnecting them from the constant barrage of social media and online content during their day, giving them valuable breathing space.’ One of the most significant changes was the way students communicate with each other: 76% of students reported that they discovered the value of face-to-face interaction and strengthened their friendships and relationships generally. ‘We are delighted with the impact Yondr pouches have had on our school community,’ explains Katherine. ‘With Education Secretary Gillian Keegan’s plans to ban mobile phones in schools gaining traction, we believe this pioneering approach puts us ahead of the curve. Involving the students in the scheme has empowered them, shielded them from online danger while at school and, in many ways unshackled them from the tyranny of their phones.’

Top tips to help your child to improve concentration and mental health at home: Limit phone use More than 90% of students at Hampton Court House reported reduced distractions from irrelevant content after the lockable Yondr pouches were implemented. Consider a similar approach and limit phone use at home, for example during homework time in the evening Promote concentration Over 80% of students at Hampton Court House found that they could concentrate better without the temptation of using their phones at school. Encourage your child to focus on their studies at home by leaving their phone securely locked away Encourage communication Hampton Court House found that limiting phone use during school hours can lead to pupils getting creative in finding other ways of communicating with friends. Your child may discover the value of face-to-face interaction and strengthen their friendships and relationships generally, just as 76% of students at Hampton Court House reported Improve mental health Around 70% of students felt that restricted phone use during school improved their mental health. Encourage your child to disconnect from the constant barrage of social media and online content during their day, giving them valuable breathing space Enhance communication skills Taking away phones at certain points throughout the day not only improves focus but also enhances communication skills. Limiting phone use can help your child develop this skill more naturally. n

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Pioneering in the USA Alison Bissell, Director of A-List Education, takes a light-hearted look at the American universities some historic pioneers could attend

he ‘pioneer’ has long played a dominant role in the American imagination, with universities like Lewis & Clark College drawing direct inspiration from the 19th century expedition across the United States of the same name. For many new undergraduates, moving to university, particularly if that involves moving cities, countries or continents, is their first major adventure. In the lead up to this new chapter of a student’s life, the role of the University Advisor is to guide a student through a sequence of simultaneously ambitious, yet responsible, university applications. By getting to know each student and their unique disposition,

strengths, and preferences, consultants can advise on a university’s ‘fit’: that mystical quality of a school being perfectly suited to the student. Founded in New York in 2005 by a team of Ivy League graduates, A-List’s goal is to deliver outstanding admissions results and use the US university application process as a catalyst for a student’s personal growth. A-List’s services include personalised support for exams and applications including SAT or ACT support and helping students find the best-fit American universities. A-List also offer tailored in-school SAT and ACT courses and university guidance for many top UK schools. 55

Whilst A-List’s advisors evaluate fit based on personal and professional experience, let’s take a look at the modern-day universities to which we would be sending history’s great pioneers.

Whilst Isaac Newton studied at Trinity College, Cambridge, today we might recommend that Isaac pursues a ‘dual track application’; this would give him university options in both the US and UK to choose from (we know all about those intimidating Oxbridge admissions rates after all…) In the US, our calculus pioneer would have thrived in an interdisciplinary academic environment such as the Ivy League school, the University of Pennsylvania. UPenn encourages interdisciplinary collaboration through programs like the Integrated Studies Program and the University Scholars Program. We feel this would keep teenage Isaac on his toes!

Marie Curie, the pioneering physicist and chemist who is known for her groundbreaking discoveries on radioactivity, would be an admissions team’s dream at Stanford University’s Department of Physics, equipped with its SLAC National Accelerator Laboratory which is used for cutting-edge research in nuclear and particle physics.

Katherine Johnson, who overcame sexist and racist barriers during her lifetime to become a pioneering mathematician who calculated flight trajectories for NASA, would be a great match for the Massachusetts Institute of Technology (MIT). MIT consistently ranks as one of the top universities in the world, and is particularly known for its rigorous mathematics program.

William Shakespeare changed the face of English literature and drama so Yale’s School of Drama would be a great fit with its prestigious playwriting program and rich history of producing successful playwrights.

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Pablo Picasso never visited the United States, but we feel that the Cubist movement co-founder and modern art revolutionary would be top of his class at the School of the Art Institute of Chicago (SAIC). Although perhaps he would enjoy the vibrant, energetic vibe of the Arts program at Hunter College in New York City too!

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Young Beethoven might want to hone his musical craft at The Juilliard School or Berklee College of Music but we would encourage him to explore the highly regarded composition program at the University of Southern California Thornton School of Music.

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Malala Yousafzai, advocate for girls’ education in Pakistan and around the world, studied at Oxford. We suggest that Georgetown University’s School of Foreign Service would be an interesting choice for Malala, with its renowned programs in international relations and diplomacy.

We would advise Jane Austen, early pioneer of the modern novel, to apply to The Iowa Writers’ Workshop, at the University of Iowa, for graduate studies or the Creative Writing M.F.A. at Syracuse University. n

Re-imagining the education environment Miguel Ladeira Santos, Chief Executive Officer of International Sharing School, Portugal, explains how the creative use of space and different learning environments transforms the way students learn

‘ How can we stimulate creativity, innovation, and inspiration when the space and environment depict an outdated school teaching style?’

n the education industry and around different social media platforms, podcasts or interviews with individuals considered influencers, we often hear clichés such as ʻeducation models need to change’, or ʻwhat we learn in school is no longer fit for purpose’. Most schools around the world teach the same content using the same methods, usually choosing standardised curriculums with the valuable goal of being recognised worldwide. In a rapidly evolving world, the need for an adaptable, creative, and collaborative education system has never been more pressing. At International Sharing School (ISS), we understand that there are improvements that can be made in different educational models, but we also understand the importance of following a high-quality curriculum which is recognised all around the world. We believe that education models could

do with some updating, but we do not believe that what we learn is unfit for purpose. We believe how we learn is what needs to change. With this in mind, we set out to think how we could do this at ISS. How can we change the way we work, teach, and learn in school? How can we stimulate creativity, innovation, and inspiration when the space and environment depict an outdated school teaching style? We concluded that to make changes in our educational model and the adjustments that would most benefit our students and teachers, we had to first change the environment where teaching and learning happens. We understood how traditional schools’ interior design and conventional use of spaces can limit students’ creativity and comfort, and started to understand the impact of a monotonous environment in what should be an exciting time of learning and discovery. 59

We teamed up with designers who helped us re-imagine the whole interior of our school, as well as our working flow. We discarded the classic notion of classrooms with four walls, opting instead for a diverse array of working areas tailored to different teaching and learning styles. We created different working areas which are used for different styles of teaching and learning. The approach at ISS centres on transforming the way students learn, placing emphasis on dynamic teaching methods and creating a conducive environment for collaboration, critical thinking, and assertive decision-making. As adults, we all have different ways of working. Some of us need silence and a closed space to work, while others are comfortable working in common spaces, cafes, or other crowded venues. Some need a comfortable chair and a desk, while others prefer a more relaxed setting in a lounging area or couch. Some adults prefer to work

individually, while others prefer collaboration. We understand that, just like adults, students possess unique needs and differences and they too have individual preferences which can change daily. With this in mind, we created spaces that cater to these choices by providing a spectrum of options. We have learning spaces that offer tranquillity, while others buzz with activity. Vibrant colours contrast with neutral tones, and formal settings coexist with informal, relaxed atmospheres. Our learning spaces accommodate various group sizes, fostering an environment that supports different modes of learning, while stimulating students’ and teachers’ creativity, naturally promoting collaboration between all individuals in our school community. Besides having the opportunity to learn in different spaces with unique designs, by constantly changing learning spaces, settings, and moods, we prepare our students for the dynamic challenges they

‘ The pioneering design of our learning spaces has been strategically designed with the goal of promoting the development of adaptability, creativity, and respect for each other’ 60

‘ The approach at ISS centres on transforming the way students learn, creating a conducive environment for collaboration, critical thinking, and assertive decision-making’ will encounter in the real world. This adaptability is a critical skill in today’s fastpaced, ever-changing global landscape. At International Sharing School, we place a significant emphasis on soft skills, recognising them as essential components of a well-rounded education. The pioneering design of our learning spaces, our environment, and the different use of these spaces has been strategically designed with the goal of promoting the development of a set of soft skills for our students, such as adaptability, creativity, and respect for each other, as working in shared spaces can be challenging at times. By working in open spaces, our students learn the value of effective communication and collaboration. We understand and promote that there can

be multiple valid solutions to a single problem, and many right answers to the same question. These experiences prepare students for a future where adaptability and effective communication are crucial. At International Sharing School, our interior design, use of learning spaces and our educational model are innovative and progressive concepts that are in constant evolution, which we believe will never really be complete, as we see education as an ever-evolving field. As we continue to evolve and refine our approach, we remain dedicated to providing a unique educational experience that prepares students not only for academic success but also for a future marked by creativity, innovation, and lifelong learning. n 61

The last word… Every week at Dukes, we share a ‘Quote of the Week’ offered up by one of the team. We’ve collected some of our recent favourites. “ The way we get started is to quit talking and start doing.” Walt Disney Thanks to Jonathan Cuff, Director of Dukes Education

“ Be the change that you wish to see in the world.” Mahatma Gandhi Thanks to Chrissie Brierley, Deputy Head, St Andrew’s College, Cambridge

“ Too many people in the modern world view poetry as a luxury, not a necessity like petrol. But to me it’s the oil of life.” John Betjeman Thanks to Sebastian Hepher, Principal, Eaton Square Schools

“ Don’t judge each day by the harvest you reap but by the seed you plant.” Robert Louis Stevenson

“ I believe every human has a finite number of heartbeats. I don’t intend to waste any of mine.” Neil Armstrong Thanks to Judith Curran, Head of Finance, Institute of Education, Dublin

“ The way I see it, if you want the rainbow, you gotta put up with the rain.” Dolly Parton Thanks to Andrew Kingston, Senior Digital Marketing Manager

“ The secret of success is to do the common thing uncommonly well.” John D Rockerfeller Jr Thanks to Connie Cooper-Berkhout, Marketing and Events Co-ordinator 62

“ The greater danger for most of us lies not in setting our aim too high and falling short: but in setting our aim too low, and achieving our mark.” Michelangelo Thanks to Shona Colaco, Head at Knightsbridge School

“ This is the true joy in life – the being used for a purpose recognised by yourself as a mighty one.” George Bernard Shaw Thanks to Tim Fish, Managing Director

“ Storytelling can educate, can entertain, but, in the end, the most important thing storytelling can do is to inspire us, to move us, to change us, to have us think differently.” Matthew Luhn, Pixar scriptwriter

“ Seek first to understand, then to be understood. Most people don’t listen with the intent to understand, they listen with the intent to reply” Stephen R Covey Thanks to Scott Giles, Group Sales and Marketing Director

“ The footsteps of a pioneer become ultimately the highway of a nation.” Ameen Rihani Thanks to Anna Aston, Director of Communications

“ The oldest, shortest words – ‘yes’ and ‘no’ are those which require the most thought.” Pythagoras Thanks to Laura Skinner, Marketing Director, Special Projects

Dukes Education is a family of nurseries, schools, and colleges in London, Cambridge, Kent, Cardiff, Dublin, Lisbon, Porto and Verbier. Our schools cater to children from 0-19, serving them from their earliest years at nursery until they leave school to go on to university. Surrounding our schools, we also have a collection of complementary education offerings — day camps, international summer schools, and university application support services. This way, we create a wraparound experience for every family that joins us. Dukes Education 14-16 Waterloo Place London SW1Y 4AR +44 (0)20 3696 5300 info@dukeseducation.com dukeseducation.com Founder and Chairman Aatif Hassan Dukes Board of Directors Aatif Hassan, Jon Pickles, Mark Bailey, Tim Fish, David Goodhew, Glenn Hawkins, Libby Nicholas Dukes Education Advisory Board Jenny Aviss, Christine Leslie, Pam Mundy, Neil Roskilly Insight Editor-in Chief Tim Fish Insight Managing Editor Anna Aston

Dukes Education Group Ltd is registered in England and Wales number 09345899. Registered Office 14-16 Waterloo Place, London SW1Y 4AR.