Education Choices - Spring 2021

education choices ​Spring 2021

The key to your child’s s uccess.

Providin ge educatio xciting nn and upd ews ates.

Foundations and Bursaries​ Reed’s School and the Tim Henman foundation are working hard to support and educate children from all backgrounds.

Attain - helping children catch up!

Latymer Upper School and St Paul’s supporting children at local schools post Covid-19.

Countryside schools An interview with Simon Williams from Churcher’s, Edgeborough and Charterhouse merge - plus news from Lancing College, Blundell’s and more...

Photo - Mark Weeks photography

Resilience and positivity in the face of adversity Linda Summers shares her story since losing her beloved first son and mother

Education Choices Magazine | Spring 2021

PLUS top tips for navigating senior school choices, a university focus and directory

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Please join us for an open event to explore further, held online and in person throughout the year.

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Education Choices Magazine | Spring 2021

From the Founder Dear readers, I am thrilled that our third edition of Education Choices is so packed with content and hope that you enjoy reading about so many nurseries, schools and universities and their exciting news! Here is an uplifting story about a boy who fell in love with a book.

Enjoy!

Chloe Abbott

Founder and Publishing Director chloeabbott@educationchoicesmagazine.com www.educationchoicesmagazine.com

Reading corner

Polar Bear Explorers Club by Alex Bell inspires a young boy A child inspired by reading Alex Bell’s recent series Polar Bear Explorers Club sent her pictures of his birthday cake and she replied...

as he thought she would like it too. She loved it and incredibly kindly sent him a surprise package, a letter, explorers’ badge and a signed copy of the latest book in the series The Ocean Squid Explorers Club. He was absolutely thrilled and is engrossed midway through the latest adventure.

Natasha Lycopoulos Mother

We started reading Polar Bear Explorers club with my son Lukas after Christmas.

Within a few chapters he was entranced and reading alone into the night through all 3 books, leaving me to catch up after he had gone to sleep. For his birthday he wanted all the excitement from the books and we made a birthday cake of the Polar Bear Explorers Club Headquarters. Lukas wanted me to send a photo of it to the author, Alex Bell (and some cake as well) Education Choices Magazine | Spring 2021

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In the Spring issue...

03 Polar Bear Explorers Club by Alex Bell - inspires a young boy 06 Noddy’s Nursery Schools Putney

07 Children are born to love music!

Monkey Music, SW London

08 One day at a time…

Wandsworth Prep, SW London

10 It’s OK to not be OK

Edgeborough School, Farnham

12 How do you choose a secondary school?

Saint Christina’s, NW London

16 Interview with Mr. Simon Williams, Headmaster at Churcher’s College, Hampshire 25 Lessons from remote learning that can be carried forward…

Wetherby Senior School, London

27 Facing a challenge head on!

Shiplake College, Henley-on-Thames

29 Attain up and running, helping children to catch-up!

Latymer Upper School, London

35 The advantages of a boarding education away from London and the UK’s big cities Blundell’s School, Devon

36 The future is not cancelled

Impington International College, Cambridge

38 Millfield launch industry leading Indoor Golf and Cricket Centres 40 Charterhouse and Edgeborough School announce merger Farnham, Surrey

42 Tim Henman and former teacher serve up help at Reed’s School

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44 Reed’s School - An outstanding school delivering a values-based education Cobham, Surrey

47 Giving children transferable skills for their futures Lancing College, Sussex

49 Oxbridge Advice from Surbiton High School Surbiton, Surrey

54 Going to Oxford University in 2021 Farringtons School, Chislehurst

56 Advice on applying to US Universities – Interview with Susan van der Linden, Putney High School Putney High School, SW London

59 The new ‘Skills for Jobs’ White Paper South Bank UTC, London

61 Suggestions for students considering Exeter University 63 Aberdeen University - an ancient university with impact 64 About Bath Spa University 65 Making Global Connections at SOAS University of London 67 Liverpool Hope University have set up a ‘Community Engagement’ team 68 University Choices: Advice for Sixth Formers and Lower Years Putney High Student

72 Resilience and positivity in the face of adversity Linda Summers, parent

75 Amanda Blunden art 76 The power of ‘mother’s guilt’​Part Two Mrs. Barbara Gottardi, parent

78 Top Tips for buying residential property in the UK Rivera Property, London

82 Using Interior Designer Services when Moving House Prado Design, SW London

84 WOW - supporting single mothers in Wandsworth manage childcare costs 85 University Directory Education Choices Magazine | Spring 2021

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Nursery news

Noddy’s Nursery Schools Noddy’s was founded in 1985 and operates two leading nursery schools in Southfields & Putney, South West London. The schools were founded by the current Principal, Sarah Matthewman (NNEB Dip.Mont) and William Edwards, beginning with just 6 children at the Trinity Church Hall in Southfields. In 1994 this was redeveloped, creating one of the first purpose-built nursery schools in the country with capacity for 81 children. The sister site, Gwendolen Avenue School, Putney, was opened in 1987 in a converted Victorian House. Many improvements have been made in its 34-year history, creating the impressive ‘home feel’ school that stands there today. The baby room was built in 1992, making Noddy’s one of the first schools in London to take children under the age of two.

Since 1985 thousands of children have attended Noddy’s under the immensely talented, caring and watchful eye of the

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Principal, Sarah. With over 40 years of childcare experience there are not many childcare related matters that she has not experienced.

Noddy’s aims to create a feeling of a home from home where children can feel inspired, grow in confidence and receive the best levels of care and attention in London.

Harry Edwards, Sarah and William’s son, joined Noddy’s as a Director in June 2020.

He is a qualified Chartered Accountant and an ex-pupil, leaving Gwendolen Avenue in 1993. He aims to ensure that Noddy’s continues as a family business for another 36 years, providing the highest levels of childcare and schooling in London to those under the age of 5.

Fun activities for children

Children are born to love music!

We all want to give our babies the best start, emotionally and academically, and from many years’ experience in early years settings, I think music could be the answer. Here are just some of the benefits of introducing music to your little one right from the beginning…

• Music is a universal language that you can use to communicate with your little ones long before they can talk.

• Babies who move rhythmically to music smile more and are easier to settle.

• Singing regularly helps your little one to build up a bank of vocabulary and speech sounds, even before they can understand meaning. Babies take great comfort from the sound of their parent’s voice – to them it’s the most magical sound in the world!

• Moving to music helps children build skills like balance, body awareness, coordination and rhythm, while allowing them to practice self-expression.

• Active music making, from experiencing the steady beat to learning to play an instrument, helps with gross and fine motor skills, mathematical and language skills, and is a great outlet for our emotions.

At Monkey Music we believe that it’s important for babies and small children to be immersed in making music in a fun, exciting and structured environment.

Captivating, perfectly paced and full of smiles and laughter, our age-specific award-winning classes are perfect if you’re looking for a nurturing, stimulating musical environment in which to make friends and share precious time with your little one.

Monkey Music is the highlight of the week for lots of local families, so get in touch and arrange your first FREE class! www.monkeymusic.co.uk

Award winning music classes for babies & young children Lots of venues all across London

Education Choices Magazine | Spring 2021

Please visit our website to book your first free class

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Prep school news

One day at a time…

Wandsworth Preparatory School’s Jo Fife takes stock of her first year as Headteacher, and discusses the power and impact of teaching drama alongside her headship.

It’s my first year as a brand new headteacher, and what a year to choose.

“What a time to take this on… how are you coping?” are the words from friends and family, as they helpfully remind me of the responsibility of keeping a whole school community safe and well, both in mind and body.

My first response, one that I feel many people in all kinds of diverse situations must share, is that I just have to take each day at a time. I also feel very lucky that my new job comes with the added benefit of working with children, who always keep you grounded.

One of the joys of being headteacher of a small school is that I’m still able to teach drama from Reception to Year 6. I have been worrying about the effect of Covid-19 suffocating the use of drama as an educational tool for children to express themselves, collaborate and see the world from different perspectives.

I don’t believe that drama in primary school is about producing actors; drama is so much more than that and months of online learning has proved that to me.

Seeing our 11-year-olds throw themselves into imaginary worlds with the same enthusiasm as four-year-olds reminds me that active story-telling and workshop drama sessions are priceless jewels of primary education.

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During a session intended to inspire writing about a storm, a Year 5 boy who recently joined, was busy building a boat out of benches. “Why is your school so much fun?” he asked me, all wideeyed and grinning. I felt that warm glow again and remembered that if you can disguise learning as something that is fun, engaging, curious and sometimes surprising, children will learn without even knowing they are doing it.

So, if I take a moment to properly answer the original question, it is this:

“I am coping by drawing on the power, authenticity and inspiration created in those weekly drama sessions”.

Shrewsbury House School is an outstanding IAPS Independent Prep school for boys aged 7–13 located in Surbiton, Surrey.

With a superb academic record, committed staff, small class sizes and dedicated pastoral care, every boy has the opportunity to fulfil his potential.

Take the Virtual Tour and discover the wonderful facilities and stunning grounds using the interactive map at www.shrewsburyhouse.net/virtual-tour.

Shrewsbury House School has a national reputation for success in Scholarships and Awards to top day and boarding Senior Schools at 13+. Its boys achieved 50 scholarships or awards to some of the UK’s leading senior schools in 2019/20.

Shrewsbury House School Trust is a charitable Trust and operates three independent day schools that seek to provide the best possible educational experiences for children.

shppadmissions@shstrust.net | 01372 462781 www.shrewsburyhousepreprep.net

registrar@rowans.org.uk | 0208 946 8220 www.rowans.org.uk

registrar@shstrust.net | 0208 399 3066 www.shrewsburyhouse.net

A warm reception It's never been easier to connect with us at Wandsworth Prep.

Book a one-to-one tour and be shown around by our Headteacher, Jo Fife. www.wandsworthprep.com / ��� 88�� ���� #WeBelieveHappyKidsAchieve Education Choices Magazine | Spring 2021

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It’s OK to not be OK Dan Thornburn, Headmaster of Edgeborough, offers mental health advice over lockdown I read a wonderful post recently which said: “30 days hath September, April, June and November. All the rest have 31.

Except for Lockdown/Home Learning/Dry January 2021 which has 16,849,218 days, easily!” It captured my rather downbeat mood perfectly and, with a chuckle, somehow my day seemed just a little bit brighter again.

Now I’m not a psychologist. I am a husband, a father, a son, a brother, a friend and, like everyone at the moment, I’m juggling all of those competing pressures with my job running Edgeborough, where I am ultimately responsible for the wellbeing of 350 pupils and 100 staff. So while I am not pretending to be an expert on children’s mental health, I do have some first-hand experience to call upon!

Here, then, are 3 strategies to help your children (and you!) cope with the pressures we are all encountering. Before that, though, consider briefly the line we hear every time we get on a plane (remember that?) about an oxygen mask appearing from above your head. What do they say?

Be sure to fit your mask before helping others with theirs – so please look after yourself, too.

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Talk and then listen, and then listen some more.

A young person’s head can be a confusing place at the best of times, so add a global pandemic to the mix and minor worries can rapidly turn into major mental health issues . So make time to talk to your children. Schedule it into every day. Make this a pleasure for them by having a hot chocolate or a piece of cake when you do. The key is to listen and then listen some more. We all have a tendency to want to fix things. But sometimes, in fact a lot of times, there’s not an easy fix.

Instead, just listen while your child shares their concerns, however minor. Often, having aired and released them from their brain’s solitary confinement, the worries that earlier seemed huge, miraculously lose their power once out in the open.

Routines and rules – let your children create them both.

We know that children love routine; we love it too, don’t we? It helps us gain some control on the world around us.

So work with your children to create a daily timetable and then stick to it.

Order creates peace in the mind of most children. I remember as a newly qualified

teacher learning from a major study that most children preferred ‘strict’ teachers.

Initially I didn’t believe it. But then I saw it with my own eyes. Children don’t need us to be scary, shouting monsters but they do need to know where the boundaries are. Even better, they need to be involved in creating and signing up to those boundaries, too. So get them to draw up ground rules about screen time, Roblox or HouseParty with you.

They’re more likely to comply with the rules if they’ve helped to create them.

Think, feel, do.

If you haven’t heard of the ‘think, feel, do’ theory, look it up. Every parent focuses on building their children’s literary vocabulary, but consider too a child’s ‘vocabulary of feelings’. Children all have feelings just

like us, but often they don’t know how to label them. So spend time getting them to think about something negative, and how it made them feel, and then what that feeling made them do. Now ask them to experiment by replacing any negative thoughts they had with positive ones – how does that change their likely feelings?

Often, if we change what we think, literally changing what the voice in our head is saying, we can alter the way we feel and then act. Try it yourself – it’s very effective!

Finally, remember no matter what you see or hear of the perfect lives on social media, we are all struggling at the moment – it is OK to not be OK! Dan Thornburn Headmaster Turn to page 40 to see the exciting news about Edgeborough merging with Charterhouse!

Edgeborough Farnham, Surrey

Book now for your virtual tour Nursery|Pre-Prep Prep|Flexi-Boarding www.edgeborough.co.uk (01252) 792495

Education Choices Magazine | Spring 2021

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Choosing a secondary school

How do you choose a secondary school?

Mr Alastair Gloag writes about what to consider when choosing your child’s secondary school The educational choices that we make for our children are some of the most important decisions that we will make as parents. Choosing a secondary school can be particularly daunting as there is so much (often conflicting) information that we are urged to consider as we make our choices. As someone who has been through this process many times as a father and Headteacher, I can say that actually, in most situations, things work out really well.

However, here are some things to consider.

League Tables: These can be helpful and give a measure of how a school is doing.

However, they come with a health warning.

Different measures give very different results so a school can easily be in a very 12

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different position in different league tables.

Additionally, league tables tend not to distinguish between selective schools and non-selective schools, and therefore can be comparing a brick with a boot. It is also worth noting that the information in any league table contains information about a cohort of children within a school of which your child is not a part. Consistency over time is a good indicator of the level of achievement you might expect, but be careful to note what criteria has been used to formulate the rankings.

School Guides: Can be very helpful in giving a sense of what a school is about.

An entry in a guide is often the result of some sort of selection process and the

information presented will have been written following a visit to the school but also in consultation with the school.

Schools sometimes pay to be in a guide.

Ultimately, the information can be based on a reasonably short experience of the setting.

Facilities: Obviously, it is absolutely fantastic to be able to send your child to a school that is kitted out with really good facilities. You can imagine your children learning within the state-of-the-art teaching facilities whilst ambling around the neatly cut lawns at lunchtime. But, be careful to look beneath the surface: many successful and well-adjusted children have emerged from a school that does not have a world class velodrome.

Selective vs. Non-Selective: It is easy to think that selective schools are the most successful schools because many will do very well in the league tables. Conversely, people can consider a non-selective school as being less good because it may feature lower down a league table. Both assumptions are dangerous. A selective school should be by most academic measures, well placed within any league table by its very nature, but it does not mean it is a good school. Non-selective schools have a broader intake and often focus on the ‘whole person’. The teaching within the school can still be outstanding (check the value-added score), and the progress made by the children far greater.

of the school and the learning environment that the children are able to enjoy.

Digital Forums / Social Media: A lot of schools use social media to showcase the things that they are doing. Obviously, media posts tend to be about the successful rugby team rather than the punch-up in the school yard, but again, as a barometer over time, posts can give you a good flavour of what a school is about. Beware forums where individuals are able to post their thoughts about a school anonymously.

Consider the age or motive behind any comment that has been posted. It is often the case that those who are most satisfied with a school are least likely to comment.

Inspection Reports: These are obviously extremely important sources of information about any school you are considering.

In the Independent sector, schools are inspected by the Independent Schools Inspectorate every 6 years for educational quality and every 3 years for regulatory compliance. Whilst the latter will tell you that the school is safe and takes its regulatory obligations towards safeguarding etc., seriously, the former will tell you what you really want to know about teaching and learning, ethos and pupil achievement.

Check the date of the report, as an old report may no longer reflect what the school is like.

Single-sex vs. Co-education: There is no seminal educational research that I am aware of that can demonstrate that either single sex or co-educational approaches to education are ‘the best’, although schools will argue the point because it is in their interest to do so. Where pupils do very well within either type of school, it is because of the quality of the teachers, the leadership

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Values, Ethos and Leadership: It’s really important that you understand the Head and their vision for their school. Good Heads are hardworking and sincere individuals who are passionate about their school. They have clear values and a credible vision for the children and the setting that they lead. Every good Head will be keen to talk about their next big project or initiative. Every Head holds the school they lead ‘in trust’ so ensure you understand its values and are at least in sympathy with them.

Get close up and personal: Open events can be very helpful in giving you a feel for the school and more specifically the leadership, teachers and pupils within the community; however, you should always organise a separate visit on a working day to get a more authentic experience.

In addition to this, consider what people say about the school. Parents of children already within a school can normally give 14

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a balanced view, and will point out things that a school can do to improve as well as give the positive points.

A tour around the school on a working day is really important. Great teachers are really enthusiastic about their subjects and have an ability to bring that interest and passion to the children they teach in an engaging and relevant way. Do you get excited about a subject talking with a teacher? Does the teacher speak to your child as well as to you when you visit? Do you think that this person, who will have so much input into your child’s development, has what it takes to inspire, enthuse and nurture them?

Make sure that you have the chance to meet the people who will look after your child and ensure that you understand their approach and the values that your child will be exposed to. Also ensure that you know what the school offers in terms of enrichment, both academically but also in terms of extra-curricular activity.

Aside from the intrinsic benefits to deeper learning and a balanced education, extracurricular interests are often the things that stay with our children well after they have left school.

Ultimately, choosing the right school for your child is time-consuming and involves serious leg work. You need to be able to imagine your child within the school you are considering and you need to involve them in the choosing: if they do not like the school you are considering, they are unlikely to settle. In making your choice, choose for them, not for you. It is, after all, they, not you, who will be taught by the teachers, and they, not you, who will benefit or not from what is on offer within the school (whether or not the cupola over the dining hall was designed

by Christopher Wren).

[Obviously, with the current restrictions around the pandemic, this is not always possible; however, you should try and get the best view that you can through virtual tours and events and don’t be shy about asking for a virtual personal meeting.]

Mr Alastair Gloag Head of Saint Christina’s RC Prep School

Mr Alastair Gloag is a father of four children aged 6-17. He taught History and Politics at secondary level for over twenty years before becoming the Head of a 3-18 boarding and day school in the north of England for 6 years. He subsequently became the Head of Saint Christina’s RC Prep School, which is located in St John’s Wood, London.

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Insights into senior school life

Interview with Mr. Simon Williams, Headmaster at Churcher’s College, Hampshire In January 2021, Mr. Simon Williams spoke to Education Choices about how Churcher’s College has coped with the COVID-19 pandemic and how life at the college is still bustling - despite the many challenges they have faced… You can listen to the podcast here How are you coping as a school with the COVID-19 pandemic?

It is difficult for everybody because you are adapting to a new environment, remote learning, which can be hugely beneficial in some ways, but hugely detrimental in others as well. Beneficial in the sense that it removes many of the distractions that school can present to children, but 16

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detrimental in that actually children learn enormous amounts from each other and they are not getting that same feeling when they are learning online as they were when they were all in the same classroom. Happily, we are tending to find that the children’s enthusiasm, energy, interest and passion for subjects have not diminished when online, and that reflects the passion, enthusiasm and innovation of their teachers as well. So, from an academic point of view, the children are probably ahead of the game, versus where they would be in a normal year, partly to do with the fewer distractions, less sport, fewer concerts and all those sorts of things which remove children from the academic

environment on occasions. But it has got to be more than that, school has to be about more than the academic.

One of the perennial concerns we have with online learning is that pupils are somewhat isolated from their peer group and children and teenagers are desperate for social interaction. That is why FOMO, or fear of missing out, is so important to them. So, we have to try to maintain that social interaction, even though we can’t all be in the same room or even in the same school. The pastoral care that you give the children, even though it is remote, is just as important as it is when you are within the school. The extracurricular activities are just as important, if not more important, now that they are stuck in their bedrooms at home rather than being in school. We spend a lot of time, energy and effort not only making sure that academically they are getting their full desserts, but also that we touch base daily with every child.

Either in small groups or on an individual basis, members of staff are allocated to children so they may have 4 or 5 children that they take away into what we call breakout rooms and have a sit-down conversation and ask, “How is it going for you? How is remote learning?” Just so that they can interact with each other.

We also encourage the children to have their cameras on; for a somewhat selfconscious 13/14-year-old, they may not like having the camera on, but from a pastoral and wellbeing point of view actually that visual interaction is just as important as the verbal.

record themselves singing or playing at home and then knitting that all together into a concert is extraordinary. It actually produces a pretty impressive product, and something tangible for the children to say “I was part of that” and they get a lot of reward from that. Also, because the children have fewer distractions and there are fewer things they can do, they get involved in activities probably more than they would, so we have photography competitions, we have art competitions and actually some of the children who you would least expect to be artists have really shown their talent, it’s come to the fore.

We have the Art of the Week Gallery, and right the way across the school from the Junior all the way up to the Senior, some of the art being produced at the moment is exceptional.

Then there have been new activities, the staff are showing a tremendous enthusiasm to offer something. Amanda, who’s a Psychology teacher here, is offering cake decorating, not normally a club that we would offer in the school, but actually the children are coming on board because they want something to do and they see those programmes on television.

I mentioned the extra-curricular and the thing that has amazed me is how clever people can be at working out ways of making things work even if nobody can be in the same room. So, we had concerts, almost as many concerts as we normally have, the technology now of having a child Education Choices Magazine | Spring 2021

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Also Cooking with Kev, one of the P.E members of staff is teaching the children how to cook and of course he has a lovely patter and humour in it and they really enjoyed that. We’ve got Running Clubs; we’ve got Cycling Clubs, that are still taking place online even though the children can’t be there. There’s a Dog Training Club! One of the Housemasters here has his own dog who he’s trying to train and he’s just sharing those experiences with the children who seemed to grab their own dogs and force their own dogs through the same exercises, with varying success. We’ve got an Illustration Club and a Coding Club! All these things are so important for the emotional and mental wellbeing of children as well as the academic.

The biggest change that has been announced since Christmas is the cancellation of summer exams. How do you feel students are coping and how are you addressing the change and uncertainty?

That’s the keyword: uncertainty. Children are very adaptable, they’re very stoic, but they just need to know where they’re going and what’s happening. They don’t 18

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like uncertainty. It makes them feel insecure, and that’s the biggest headache at the moment. The Sixth Form can be a really special time for lots of different reasons, especially the social side, and you feel sorry that they missed out on many of those rites of passage. With this year’s Upper Sixth and 5th year, again we are in this no man’s land of nobody quite knowing what’s going on. But for the children who are in the 5th year and Upper Sixth, they know there’s not the normal A-Level and GCSE exams. Normally you know when those are and even what time and what day you’re going to do that exam, so you can plan your progress up to that point.

However, they do know there’s going to be some form of teacher assessment, so they constantly think every piece of work they do is being assessed and will affect their grade.

Would you agree that though last year’s cohort struggled with their situation, it is even tougher for the Year 13’s this year?

One other thing that is different this year to last year is it’s all happened earlier.

Students last year didn’t know until the Easter Holidays that exams were not going to go ahead. This year’s Upper Sixth has known since January they’re not going to go ahead and so that has extended the period of uncertainty.

There is certainly a lot of WhatsApp messaging, and often parents hear rumours before the news or government speaks on the situation, which only adds to the uncertainty...

Absolutely, even when the news comes out or the directive from the government comes out it’s almost inevitably last minute and maybe a knee jerk reaction to the way

in which the pandemic is going. I can understand exactly why it has to be that way but then it almost requires a knee jerk reaction in the school as to how best to react to the next instruction from the government. That’s never a great place to be when you work with children and trying to plan their future and their education, constantly just waiting for which way the wind blows.

Do you think this third lockdown has been smoother and more manageable than the earlier lockdowns?

I think on lots of different levels, yes. One reason is that we’re more used to using online software like Teams or Zoom or whatever, but also that families themselves have got some kind of organisation. Many families with maybe two, three, four even five children all trying to get online at the same time can cause friction if nothing else. Technically it may be very difficult but I think families have tried to find ways around that. Also, schools have begun to understand that not everybody can be online at the same time. So, it creates an extra pressure for the teacher because the teacher basically ends up creating two lessons for every lesson. One is that live interaction, much as we’re doing now across Teams, but also, they are recording a lesson that can be utilised by a child who can’t go online at the moment because older siblings have stolen all the bandwidth. It does put greater pressure on the teachers but we have to show that flexibility to make sure that every child gets access to education, and so far it seems to be working well. The key thing is that return communication - we already mentioned that we have daily contact with the children but we also have very frequent contact with the parents as well. It’s not just ringing up children and emailing the children, it’s ringing up the parents and

asking parents how’s it going, are there any problems? We have questionnaires as well as other free flow communication so we can react because every child reacts to the situation in a different way, but actually as a family the technical side of life can be variable.

Are you seeing signs of ‘learning gaps’ or is it more the socialising and interaction that you feel that they’re missing out on?

I have three children: Dominic, Pippa and Ben. Ben being the youngest Dom being the oldest. Ben started walking and talking at an earlier age than Dom. Why? Because he had that role model, he had somebody to copy, and children learn as much by copying other children as they do by any adult standing at the front of the class. They’re missing out on that learning experience and the younger you are the more you’re learning by absorbing what’s going on around you. It’s quite difficult to absorb that when you are just staring at the screen. I would say that their progress is certainly not enhanced because of lockdown.

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Children from Churcher’s Junior and Senior schools

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Whether that will be any kind of permanent effect, I don’t think so at all and children have the remarkable ability to adapt. How do I know this? Well because we have children that come into the Senior school from around 175 different feeder schools ranging from the most prestigious prep school to a tiny primary school, where you may have three or four year groups merged. Within a very short period of time, you wouldn’t know where they came from, because they come up to speed remarkably quickly. I think all primary school children will generally come up to speed pretty quickly.

in the first year were missing out on the role modelling that the senior pupils in the school can give. In normal circumstances you’ll get an interaction between year groups, but during last term where you had to have that separation between the group bubbles, the first year weren’t able to see or interact with the six formers for example in the same way as they would normally do so. Their behaviour was modelled more on the general behaviour of the year group rather than the older pupils and I think that they lost out slightly. By the end of the Christmas term, I think they were catching up.

One of the things we did find after the last lockdown though was that it’s not just learning, it’s natural behaviour that is modified by your environment. So, at some stage we thought some of the children

What are the best points of entry to Churcher’s? How do parents know which school fits best?

Education Choices Magazine | Spring 2021

If you want to give the most valuable bequest to any child, give them an

education. Don’t store up the money and give it in your will, actually give them an education now because it will have the greatest impact on them. From my perspective, if you like the ethos and you like the feel of the school and the way the children in that school interact with each other, then engage with it early.

Why wait? Some people ask me how can I know? Under normal circumstances, visit the school. If it feels right in your gut, it probably is right. It’s much like when you choose a house, sometimes you go look at a house and just think this is not my house. Circumstances may not allow you to do that. Circumstances may not allow you to make a choice for your child from the age of 2 and a half through to 18.

Especially during COVID, where people’s employment has probably changed direction or their trajectory has been altered with the pandemic. But there are some key entry points: • Into the nursery • Into reception, so 4+ • 7+ • 11+ • 13+ • 16+ There is a slight question mark about things like 13+, at the moment. Churcher’s is very buoyant in terms of admissions.

Remarkably so given the pandemic. It does mean that we fill up at 11+. We have around 250+ applying for 130 places at 11+ but 25 applying for 5 places at 13+.

We are seeing a big move from the SW London area particularly. What do you think about this shift?

I can look out my window and see the South Downs. We have plenty of fields on site and greenery so you get the freedom of space. In this area of Hampshire (if you’ve ever been here) we’re very close

to the sea and there is so much space - so many walks and rides that you can go on. You think, ‘I’m completely in the countryside’ and you wouldn’t believe that you were 45 minutes from London.

I think post COVID-19, although people will inevitably commute, I wouldn’t be surprised if you commute two or three days a week, and for the rest you work from home. What you get here is not only a lot more land for your money but it’s also the space around your house, which is just as critical.

Scholarships and bursaries - is there a best point for a family to approach you if they cannot meet full fees?

We have means tested awards and merit awards. The merit awards are scholarships and exhibitions in the school, they are general in the sense that academics are inevitably an important part of it. But we don’t have a specific sport award or a drama award or anything like that. So, a child getting a merit award here will probably be quite good in the classroom but also be involved and contribute outside the classroom as well. Music is the only exception and we have music scholarships and music exhibitions within the school. The level of award and the value of the award tends to be relatively small because the governors here believe it is more important to keep the fee level for everybody at great value for money than just for a elite few. So we don’t offer 50% or 100% scholarships here, we offer 5% and 10% scholarships.

However, the bursary awards we have are called the Richard Churcher Foundation, which provides a significant number of bursary awards every year. There are two types of bursary: transformational and transitional bursaries. Transformational are for those parents and families who,

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Rugby at Churcher’s

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under normal circumstances, just couldn’t afford a Churcher’s education, and for them the bursary award may be 100%, may even be 110% covering uniform and travel etc. The transitional awards are for those who are probably already in the Churcher’s system, but circumstances have turned against them, maybe they lost their job. Again, those awards can be anywhere up to 100%, but they tend to be shorter lived than the transformational.

The transformational may be throughout the child’s entire time at the school, and the transition may be for one, two, three or four years while they get through a little bit of a rut. The earlier you get in contact, the better. We don’t provide many awards at Junior School level, but at Senior School level there are a significant number of awards. The awards are based upon the old Government assisted places scheme, which we have extrapolated to take into account fee rises, salary rises and inflation over the years. It looks at assets as well as income, so it looks at the family income and it also looks at assets because there are those parents that have very little income but have extraordinary assets.

We need to take both into account. There is a means test process and we ask for openness from parents and we will give openness in return.

Could you describe a typical Churcher’s child?

I often refer to personal anecdotes when answering this question. When I started at Churcher’s Ben was 2, Pippa was 6 and Dominic was 7, and at that age I had no idea where their talents and their aspirations would take them. So, I was looking for a school where, independent of where your strengths lay, they were recognised equally. Certainly, I didn’t want any gender discrimination, and that is what Churcher’s offered back then and still does now. It is also the way in which the

children react to each other. So, the children value playing in the orchestra as much as being first 15 fly half, being an artist, being an academic, being an adventurer, being a musician, they are all equally important which is great because it encourages the children here to keep fingers in lots of pies.

Unlike the American system where you join the Glee Club or you are a jock, the children tend to be broad in their interests.

There is a new, enormous level of involvement in the extra-curricular activities here and I would like to take credit for that, but actually it probably has something to do with our location in Hampshire - in the sense that it is a Sixth Form College county. If you want to do A-Levels in Hampshire you go to a Sixth Form College, which encourages Year 11 across the county to consider where they are going for their A-Level years.

At 11+ the decision tends to be made by the parents, at 16+ the decision tends to be made by the young adult themselves.

That means that the children that stay at Churcher’s, usually it is around 85%, mix with those children that come to us from outside. I think this year we had around 75 registrations from people who Education Choices Magazine | Spring 2021

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wanted to come here, people who are really onside with what the school offers both inside the classroom as well as outside the classroom. Little kids copy big kids, and if the little kids see the big kids getting involved, they will do so as well so there is this natural momentum of little children really wanting to be involved in the extracurricular offers within school.

That is really very important to me because although your academics are a passport to your next stage, most of the children here go on to university or music conservatoire or drama school or art college, they tend to aim for the top ones and so they need to get really good A-Level grades. But once you have got through that door to university, actually A level grades become yesterday’s currency. You need other talents to survive at university: you need to be able to communicate, you need self-confidence, self-awareness and selfesteem. An example I often use is that we

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are a direct licensing centre for the Duke of Edinburgh award because so many pupils here take the D of E. If you imagine on a rainy day up a mountain it’s cold and miserable, yet you find your way home and your self-confidence shoots through the roof! It is experiences like that which will make you a success at university and life beyond.

I think the children here are multitalented, but with a competency and a confidence, which allows them to progress onto the next stage in their life, but also to make a grand success of whatever they go on to do - they are not frightened to do something they are weaker at. Often you learn more from achieving something in an area of weakness, than you do achieving something in an area of strength, and the children here are confident enough both in themselves and in the reactions of their peers to give things a go that are not in their areas of strength.

Wetherby Senior School boys

Lessons from remote learning that can be carried forward…

Ms Kate Bainbridge (Deputy Head - Academic, Wetherby Senior School) discusses the lessons that they have learnt and how they will use them in the future I don’t think there is a teacher in the land who isn’t looking forward to returning to normal classroom teaching. We have all become acutely aware of how much the interpersonal relationships in the live classroom are an integral part of enjoyable and effective learning. However, I firmly believe that remote teaching and learning have given us new skills as educators and helpfully thrown certain aspects of good practice into relief. This can help us focus on the best strategies moving forward.

At Wetherby Senior School we have used the challenge of delivering great remote teaching as a way, in Mark Enser’s words, of ‘keeping the conversation going’ about what great practice is. We have weekly top tips, shared recordings of example lessons and showcase best practice at heads of department meetings – all this we will keep. What has this conversation taught us?

Regular low stakes testing reassures pupils and allows teachers to plan better – this testing can be Microsoft forms, Kahoot,

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Years 10 to 13 to ask what they have gained from online learning – the overwhelming response was exemplified by ‘learning to spend longer working independently on difficult tasks’. So much for the ‘snowflake’ generation; I believe our pupils are resilient learners.

Quizlet, use of mini-whiteboards or even paper tests.

Pupils want maximum engagement in learning – questioning strategies that require all pupils to reply whether it is simultaneous posting in an online chat, quick cold calling, think-pair-share or random name generators keep everyone focussed.

Personalised 1:1 verbal feedback, whether it is in a breakout room on Teams or live in a classroom, enables pupils to make specific progress.

Most importantly of all the pupils – how will the experience of remote learning help them in the longer term? At Wetherby Senior we asked them, because remote learning has offered the perfect opportunity to embed student voice more deeply. We used our academic survey of

CREATING EXTRAORDINARY FUTURES

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www.wetherbysenior.co.uk

Facing a challenge head on!

One of the great challenges that schools faced throughout the national lockdowns this past year has been how to create opportunities for shared school community experience.

‘We have all shared the privilege and joy of listening to the thought-provoking experiences of a variety of guests, each giving an insight into their own particular journey’.

Throughout the pandemic, Shiplake College has not only faced, but embraced, this challenge head on. Weekly Friday evening virtual family quizzes, Wednesday night family bingo, and the Saturday Strava Club became regular features of school life whilst the school was physically closed.

The series of conversations have ranged from discussions about the challenges of running a business throughout COVID

During this last lockdown, however, Shiplake has gone one stage further.

Headmaster, Tyrone Howe, explains, ‘I wanted to give everyone – pupils, parents, staff, and members of the local community, something to look forward to and enjoy through the dark nights of January and February.

Over this last term special guests have joined the Headmaster in conversation and ‘An Evening With...’ has caught the imagination of all.

“An Evening with Andrew Cotter” was just superb this evening.

Please pass on our thanks to him and Mr Howe, as well as to you all at Shiplake for organising it.

Just brilliant. The therapy we all needed on a cold and dark winter’s evening. We really appreciate being included in these events ahead of our son joining the school in September.

Thank you.”

Prospective Parent

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with James Timpson, CEO of Timpson Ltd, to apartheid in South Africa with the greatest British and Irish Lion, Willie John McBride; finding out about how sports commentator Andrew Cotter’s two dogs, Olive and Mabel, have taken social media by storm and given pleasure to millions around the world with their antics and his humour, to hearing from educational activist Lavinya Stennett about the social enterprise ‘the black curriculum’ and her drive to steer history in schools away from a narrow anglo-centric focus to a more inclusive position. An amazing tale of ‘never give up’ as Kate Richardson-Walsh’s GB hockey team rose from the ashes of non-qualification for the 2004 Olympics to plot a path via bronze medal in London 2012 to the epic gold medal four years later in Rio. Finally, for a school renowned for its rowing pedigree, it was fitting that

the series of evenings was finished off by inspirational words from rowing royalty, Sir Matthew Pinsent.

While the messages have varied, the commonalities are clear: the formula for any success is based on passion, individual and collective behaviour driven by clear values, communication, learning from failure and defeat, and sheer hard work.

‘An Evening With...’ has played an integral role in keeping the Shiplake College community together but the inspirational messages and take-home lessons from the various guests have been relevant to the viewers of all ages and not just the pupils watching from home.

Tyrone Howe Shiplake Headmaster

VIRTUAL OPEN EVENT: Saturday 20 March, 10.00am OPEN MORNING: Saturday 8 May 28

Education Choices Magazine | Spring 2021

www.shiplake.org.uk/opendays INCLUSIVE • INDIVIDUAL • INSPIRATIONAL

Attain up and running, helping children to catch-up!

‘Attain’ is now in its first phase with teachers from Latymer Upper School, St Paul’s and St Paul’s Girls’ Schools supporting Year 5 and 6 pupils at local primary schools whose education has been badly disrupted by the pandemic.

Pupils involved in the programme have been nominated to take part by their class teachers. They have been selected on the basis of the impact the Covid-19 pandemic has had on them and their education. Each child will receive up to 15 hours of catch-up support in Maths and English, as part of a small group of 3-4 children, tailored to the needs of the schools.

“The disadvantage gap, like holiday hunger and the digital divide, pre-dates Covid-19 and will sadly outlast it,” observed David Goodhew, Head of Latymer Upper School. “The pandemic has highlighted and exacerbated these problems,” he continued. “According to the Education Policy Institute, the disparity between high versus low-income families’ experience of lockdown learning is estimated to be 75 minutes per day, which equated to 15 days by July 2020. This means that by the Summer, state-school families had experienced 12 weeks of disruption or lost learning, but the poorest had lost 15 weeks.

As educators, we felt compelled to do something to help. At the beginning of the first lockdown we had provided laptops and dongles to students at partner schools who would otherwise not have had devices or WIFI access to log onto their lessons.

As the lockdown went on, it was clear that we had to do more. At the holiday camps we ran we focused on children’s wellbeing, giving them fun and interesting activities to be part of as well as making sure they were getting fed.”

Latymer has a long history of promoting social mobility through education, going all the way back to the 17th century. As well as its extensive bursary provision, Latymer is also well known and well regarded for the extensive array of ‘outreach’ programmes and events, which reflects the school’s strong social ethos. Through more than 50 partnership programmes with local state maintained primary and secondary schools and charitable organisations, it is estimated that the School impacts around 1,000 Education Choices Magazine | Spring 2021

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Mr David Goodhew, Head of Latymer Upper School

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children at maintained schools each year.

During the first national lockdown the school reached out to its network of partner schools and Attain was born out of this collaboration during the Summer of 2020. “The feedback was overwhelming,” says David. “When we asked Heads what we could meaningfully do to support them and their pupils through this pandemic, the feedback was unanimous: support with English and maths to pupils in small groups to help them catch up with the learning they had lost out on as a result of the disruptions to their education.”

Thanks to the generous support of the Latymer Foundation and their donors, Attain is being offered to partner schools free of charge.

Michael Schumm, Headteacher at St. Stephen’s CE Primary School in West London said: “This has been the most challenging time I’ve known in all my years of teaching. There has been so much disruption for our pupils and we are all working so hard to help them through this. As well as supporting their health and wellbeing we are doing everything we can to help them catch up on their learning; but it is a huge task, which is why I’m so very grateful to Latymer Upper School for offering this incredible support. I really appreciated being asked what would make the most impact and they really listened.

The support is very much tailored to what we and our pupils need and they’ve taken the time to match their teacher with mine. We are thrilled to be one of the first schools to get the programme up and running which means that our pupils can reap the benefits and catch up as quickly as possible.”

As Latymer was keen to help as many children as possible, it meant recruiting not only from within Latymer Upper and

Prep Schools, but from other like-minded schools in the area. Latymer reached out to colleagues at St Paul’s and St Paul’s Girls’ schools, with whom they have worked on many projects in the past and happily they agreed straight away.

Teachers and a wider network of partner schools were then brought into the programme.

“Each teacher that we recruited has been provided with training, resources and regular support from a designated, primary-trained teacher, as many of them would usually be teaching secondary school age children,” “We then worked hard to carefully pair them with a peer at a partner primary school. Together they then codesigned individual tuition plans with impact measures over the course of the programme, that complimented what the pupils are learning in class. It’s taken us a whole term to develop, but all the preparatory work meant that when we suddenly went into lockdown and we had to pivot to remote delivery, we had good foundations in place.”

One of the pupils taking part in the sessions is Bethel, aged 11. She said: “My classmates and I are finding school very hard in lockdown so I’m really enjoying this tutoring opportunity I was given, as well as the others in the group – I know they are enjoying it too!! Thank you so much for these tutoring lessons, they help a lot.”

“By February half term, we had seven teachers running sessions across seven schools, supporting 27 children, with a further six schools which started soon after

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the half term holiday. Sadly, I think this programme will be needed for a long time to come, which is why we are keen to grow and develop the programme so that we can reach more children who need support,” commented David.

The 13 primary schools involved in the first phase of the Attain Programme are: • Avondale Park • Avonmore Primary • John Betts Primary School • Kenmont Primary School • Leopold Primary School • St Charles RC Primary School • St. Francis of Assisi Primary School • St John’s Walham Green CE Primary School • St. Mary’s Catholic Primary School • St Paul’s CE Primary School 32

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• St Stephen’s CE Primary School • The Good Shepherd Catholic Primary School • Thomson House

1

Latymer Upper and Prep Schools have a long history of working in partnerships with local schools. Every year we run about 100 projects with 50 local schools and we are also part of the West London Partnership supporting schools across the area.

For many years Latymer has run programmes for primary and secondary school age children in our area. From STEM Academy to Saturday School, Primary Debating, careers and networking events to university applications support, we run a variety of activities to support children and young people. We aim to be a good neighbour, working with local

community and charity groups supporting a myriad of projects that our Sixth Formers volunteer at as part of their service in the community. We also share our music and sports facilities with local schools.

Latymer has one of the biggest networks of partnerships in London, impacting approximately 1,000 students at maintained schools in the local area. This work was recognised when the School was awarded the TES Awards 2018 Independent-State School Partnerships Award; Latymer was also the first school to be nominated for a Social Mobility Award.

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The Attain programme provision will run for up to a maximum of 10 weeks and is based on the Education Endowment Foundation (EEF) suggested model of three, 30-minute sessions per week.

3

St Paul’s School, St Paul’s Girls’ School & Latymer Upper School, are all part of the West London Partnership, an association of secondary schools from both the independent and state sectors in west and south west London. Its aim is to create a genuine partnership built on sustainable, collaborative projects, social inclusivity and diversity, and the sharing of resources and expertise, in order to address educational needs and to enrich learning for everyone.

4

St Paul’s School and St Paul’s Girls’ School Partnership programme consists of three main strands: Working in partnership with a number of local primary and secondary schools, volunteering opportunities in the local community for pupils and supporting charities. All of the Year 12 and 13 students have the opportunity to contribute to the

Mr Michael Schumm

programme and each week around 100 boys & girls are involved in the work. Every year, over 1000 students from around 30 different schools get directly involved in the schools’ programmes and many more are involved indirectly or in one-off events.

St Paul’s School recently launched Colet Mentoring, a learning app which allows students to snap a photo of their question and get instant STEM help from a student peer mentor. The school’s annual Science residential programme for state school pupils could not take place in summer 2020, so a Particle Physics Summer School was held online, run in cooperation with Queen Mary University of London.

A total of 633 pupils and teachers registered for the online programme.

St Paul’s Girls’ School funded a food bank and delivered over 4,000 hot lunches to care homes, NHS staff and those in need. In addition to the Colet Mentoring programme, SPGS has supported hundreds of children in the maintained sector through ‘buddying’, higher education support, book clubs and opening up its talks and seminar programme.

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Rounded & grounded Academic excellence in a dynamic, friendly community.

To find out To find howout to apply, how toplease apply, please visit our visit website our website or contact or contact our Admissions our Admissions team team T 020 8629 T 020 2024 8629E2024 admissions@latymer-upper.org E admissions@latymer-upper.org www.latymer-upper.org www.latymer-upper.org

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Escape to the countryside

The advantages of a boarding education away from London and the UK’s big cities Matthew Radley discusses the advantages of attending Blundell’s - a ‘hidden gem’ in Tiverton, Devon Devon has long-been one of England’s most popular places to live, but it is also a great place to go to school. The absence of the distractions and temptations provided by proximity to large cities is an obvious attraction. Pupils and parents greatly appreciate the fresh air, open spaces and gentler pace of life we experience in Devon. At a time when there is, rightly, an ever-growing focus on adolescent mental health and wellbeing, the advantages of a location such as ours are self-evident. Devonians are known for their warmth and this is certainly reflected in the strength of the relationships we see within the school, fostered by the Boarding House system so central to our ethos.

We are also grateful for our safe, secure campus, set on the edge of the market town of Tiverton, yet surrounded by gentle hills and green space.

We count ourselves very lucky here at Blundell’s to be so close to a huge range of sought-after locations and exciting experiences for our pupils; opportunities to camp, sail, surf and hike are right on our doorstep, as are ‘hidden gem’ towns and cities like Taunton and Exeter.

Outdoor activities are a key element of the Blundell’s experience, not just because the pupils love them (which they do), but because such experiences develop

characteristics such as resilience and resourcefulness and, more simply, help pupils to learn the joy of discovery.

A final advantage of being based in Devon is that we are able to attract a truly outstanding staff body. Teachers at Blundell’s are diverse, talented and committed, allowing us to be thoughtful and progressive in all that we do.

Inspirational teachers focus not just on learning, but on the process of learning, both in and out of the classroom. As a result, we not only consistently rank among the top schools in the country for value-added data, but also regularly achieve national success and recognition in sport, music and drama. Our open ambition is to be more thoughtful in understanding our pupils, and more innovative in developing their potential, than any other school in the country. Come to Devon and you will find that, while the scenery is unchanged, nestled within it is a school as progressive and dynamic as you will find anywhere in the country.

Matthew Radley Second Master, Blundell’s School, Tiverton, Devon Are you moving to the countryside? Read design tips from Prado Design on page 82.

Education Choices Magazine | Spring 2021

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International Baccalaureate updates

The future is not cancelled Jo Sale, Vice Principal, Impington International College A student’s journey at school comprises a number of big milestones, one of which is, of course, examinations. While examinations are an important ritual of closure that signify an end to different stages of education, for me, and our students at Impington International College, they mean so much more than just a grade on a piece of paper.

At the College, we teach the International Baccalaureate (IB) Diploma Programme (DP) and the IB Career-related Programme (CP); a huge advantage of the IB is that its assessment methods focus on the development of skills and applied knowledge rather than solely teaching to pass tests. Although our students will not sit their examinations again this year, this 36

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development of crucial skills gives them the confidence to know that their futures are not cancelled.

If this past year of education has taught us anything, it is that our students are resilient and know how to adapt; I am extremely proud of all of our students, who have stayed engaged with their learning despite not physically being in school. It is because of this determination that our brilliant cohort have made applications to, and received fantastic offers from, a variety of universities this coming September. Four students at our College have received conditional and unconditional offers to study at the University of Oxford and the University of Cambridge, reading Biology, English, Geography and Mathematics.

Some students have set their sights further afield, applying for Harvard and Massachusetts Institute of Technology (MIT), in the USA, whilst others have applied closer to home and leading UK universities, including the Universities of Reading, York, Durham and Bristol, studying a range of degree courses from Mechatronics and Robotics to History and Media Communications.

These university offers are a well-deserved accomplishment for our students in what continues to be a testing time, and when I look back over the last year of uncertainty, three words spring to mind: resilience, adaptability and community. All of our students should be extremely proud, and we are so looking forward to seeing what the future holds for them!

“I am extremely proud of all of our students, who have stayed engaged with their learning despite not physically being in school.”

Vice Principal Jo Sale

e: international@ivc.tmet.org.uk t: 01223 200 402 w: impingtoninternational.org.uk

A World Class IB education from Impington International College – your ticket to a world of opportunity The UK’s top non-selective provider of the IB Sunday Times Parent Power 2020 Contact us to find out more.

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Celebrating 30 years of the IB in 2021

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Education Choices Magazine | Spring 2021

Millfield launch industry leading Indoor Golf and Cricket Centres Millfield’s new state of the art £2.6 million indoor Golf and Cricket Centres are officially open. The new centres have received endorsement from leading cricket and golfing figures including former England Cricket captain Michael Vaughan, and feature world-leading through motion tracking and simulation software. The introduction of the new centres places Millfield at the forefront of school and university facilities for both sports.

The John Graveney Golf Centre enhances Millfield’s already impressive facilities with the latest in technology and video analysis, including two teaching bays with the opportunity to hit balls from the inside to outside, a further 6 practice bays, an 81 square meter Huxley putting green and the use of launch monitors GC Quad and SkyTrak, giving instant feedback on ball and club data.

For Millfield Cricket, the new centre will enable the sport to practise all year round and enhance the already 370 strong programme (including 80 girls).

The centre features new PitchVision technology on three lanes, a state of 38

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the art 4G fielding area, three adaptable bowling and batting surfaces, as well as five nets and an expansive 22 metre runup. Former England international Michael Vaughan said the Millfield Cricket Centre has everything a cricketer would need: “The most important thing about the indoor practice is to get it as close to the outdoors as possible. You need a full run up, different conditions along the wickets lanes, a nice big fielding zone and good height so you can feel that the ball travels when you’re batting; all things that are in the Millfield Indoor Centre. My advice to the students at Millfield is to just use the centre as much as you can to get as much practice as you can!”

Millfield is one of the leading UK independent schools for boys and girls, aged 2-18 years. Located in over 200 acres of open Somerset countryside, both Millfield and Millfield Prep Schools are hubs of activity 24/7 and offer outstanding education, co-curricular and weekend programmes. With full, weekly and flexi boarding from age 7 at Millfield Prep and 950 boarders (75% of the cohort) at Millfield Senior School, Millfield is the perfect place for young people to discover their brilliance. millfieldschool.com We also have a very popular podcast that you can share as well, here is the episode with Mark Garaway, our Director of Cricket.

DISCOVER BRILLIANCE millfieldschool.com/open-days

NEXT OPEN DAY 1 MAY BOOK ONLINE

# D I SCOV E R B R I L L I A N C E Education Choices Magazine | Spring 2021

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School news bulletin!

Pupils on the Lancing College Farm

Charterhouse and Edgeborough School announce merger Charterhouse and Edgeborough School have just announced that Edgeborough will join the Charterhouse family in September 2021 as the two charities merge to create an exceptional independent, co-educational prep and senior school offer.

“For parents seeking a joined-up prep and senior school education for their child, we believe our offer will be exceptional; rooted in an academic yet all-round curriculum, with a real breadth of choice and delivered in beautiful, inspiring grounds and facilities.’’

Welcoming Edgeborough into the family, Dr Alex Peterken, Headmaster of Charterhouse said:

Dan Thornburn, Headmaster of Edgeborough, said:

“Under the leadership of Dan Thornburn, Edgeborough is enjoying significant success and momentum, with record pupil numbers and growing interest in admissions. At the same time, Charterhouse is currently undergoing the most exciting transformation you will find in any independent school in the country, and we are delighted that Edgeborough can be part of that journey.

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“This merger will see Edgeborough joining with one of the foremost senior schools in the country, with the overriding aim of providing a truly exceptional educational offering, unparalleled both in the local area and beyond.

Building on the excellent all-

“I am proud of everything we have achieved at Edgeborough in recent years, and this exciting development will now help inject further energy, immense educational history and additional expertise into our onward journey. It is the most wonderful opportunity for Edgeborough to move onwards to the next level.”

Whilst a steady stream of Edgeborough pupils already move to Charterhouse at thirteen and thrive there, there will be no expectation following the merger that an Edgeborough pupil will join Charterhouse, and those wishing to apply will participate in the usual admissions

process, just like any other applicant.

Similarly, Charterhouse will continue to recruit pupils from the same wide range of schools as today.

A single Governing Body will have responsibility for both schools, with three current Edgeborough Governors joining that body. Dan Thornburn will remain as Headmaster of Edgeborough, and Alex Peterken will continue to be Headmaster of Charterhouse with overall executive responsibility for both schools. Both schools will retain their current identity, name, ethos, values, badge and uniform, as well as their day-to-day operational autonomy.

The merger will take effect from the start of the 2021/2022 academic year, and both schools are looking forward to building on their respective success to create the preeminent combination of prep and senior schools in the region, and beyond.

Go back to pages 10 and 11 to read more about Edgeborough

Go to pages 10 and 11 to read more about Edgeborough

round education on offer at each school, coming together will further enrich the experience for all pupils.”

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Tim Henman OBE at one of their outreach programme events

Tim Henman and former teacher serve up help at Reed’s School Tim and his former teacher, Richard Garrett, are working together to try to help children gain access to an education through the Tim Henman foundation scheme.

Most know Tim Henman as Britain’s number one tennis player of the 1990s, or more recently part of the BBC’s punditry team, but far fewer know about the charity he founded helping young people across Surrey and beyond.

The six-time Wimbledon semi-finalist left his Oxfordshire home to board at Reed’s school, in Cobham, aged 11. Mr Henman’s opportunity arose when financier Jim Slater, along with former professional tennis player David Lloyd, developed a 42

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tennis scholarship scheme at the school.

This allowed around a dozen boys a year to attend while having their fees covered.

Henman was one of the early beneficiaries, and his time at Reed’s greatly influenced the vision for his own Foundation. Founder and philanthropist Andrew Reed originally established Reed’s school as an orphan asylum more than 200 years ago.

Nowadays, Mr Henman’s foundation also part-funds the education of some of the students there. He said: “Reed knew

a good education was a fortune a child could never spend, and my scholarship enabled me to fulfil my potential. “Now is the time for me to help create “One Life, One Opportunity” moments for other young people.” Mr Henman’s organisation has supported the school in rejuvenating Andrew Reed’s initial vision, giving the school’s founding premise a modern interpretation. It also fosters links between Reed’s and state schools in order to provide opportunities for children from broken homes.

Mr Henman said: “I am thrilled by our state school scholarship scheme at Raynes Park High school, where we receive nominations from staff, then provide opportunities for the children including… building a robot, attending music lessons or joining a club outside school. This enables them to pursue their dreams when they wouldn’t normally be able to.” There is also scholarship funding for state school teachers in our partner schools who excel in their lesson delivery and for THF alumni to develop and manage projects in their home communities.

The former world number four is involved in fundraising events such as his Pro-Am annual doubles tournament, which allows

amateurs the chance to play alongside the likes of Sir Andy Murray and John McEnroe. Coronavirus permitting, the foundation will host a dinner at Hampton Court Palace later this year and split the money with the Children’s Trust in Tadworth, which supports youngsters with brain injuries.

Mr Henman’s economics teacher Richard Garrett was his favourite and, despite their relationship beginning in a formal capacity at Reed’s in the 1980s, it has since blossomed into a lifelong friendship.

The retired teacher now leads the organisation’s operations and said their outreach programmes focus on areas where they have identified skill shortages, not just within racquet sports but arts, science, maths and technology too.

He added: “We originally just gave to other charities, but since 2016 we have worked on our own identity.” The Tim Henman Foundation now runs outreach programmes in Surrey, Berkshire, London, Yorkshire and the Midlands, but with an ever-growing online presence they hope to expand even more broadly.

To find out more about its work or to donate, visit the foundation’s website here

Mr Richard Garrett and Darren leaning on the Andrew Reed statue

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Reed’s School - An outstanding school delivering a values-based education Mr. Mark Hoskins, Headmaster of Reed’s School in Cobham, Surrey, explains how the school has become so successful today by shaping itself on the values and vision of its Founder Reed’s School is an HMC independent day and boarding school for nearly 800 pupils, with boys aged 11 to 18 and a coeducational Sixth Form. So far, so normal you might think. However, it’s our strong set of values based on the vision of our founder, Rev Dr Andrew Reed, that has seen Reed’s School’s reputation for excellence in all areas – academically, culturally, socially and in sport - grow exponentially over the past few decades.

These well-established values are integral to life at Reed’s: Compassion, Curiosity, Independence, Integrity, Responsibility and Resilience.

Our excellent academic results place Reed’s amongst the leading independent schools in the country with over 50% of all grades at A Level awarded at A*/A in 2019 and 80% A*-B. In 2019 our GCSE 44

Education Choices Magazine | Spring 2021

results produced another record-breaking year with 75% of grades awarded at A**-A (9-7). Year-on-year our pupils are awarded places at prestigious universities, conservatoires and academies around the globe and go on to follow courses ranging from Medicine and Veterinary Science to History and Philosophy.

Music and Drama flourish with performances at esteemed London venues such as Cadogan Hall and the Royal Festival Hall. In 2019 our sports teams won over 16 National titles and more than 25 pupils represented England or GB in their respective sports; we’re also the only school in the world to have won the World Schools’ Tennis Championship three times.

These achievements culminated in us winning the TES Sports Award in 2020.

But it is our strong-set, deeply-embedded values that make Reed’s standout. These values come from our founder, Rev Andrew Reed, who was a man ahead of his time. He was a human-rights activist, long before the term even entered the common lexicon, who campaigned fervently against slavery and the oppression of the indigenous people when he visited America in the mid-1800s. Reed was driven to set up a school in London because he was appalled by the options available to children who had lost their fathers in the Napoleonic War and whose mothers could not support them. He believed that if children could be provided with an excellent education in a family-like environment, they would thrive and reach their full potential; a belief and vision that has stood the test of time.

His ethos of compassion and care for others continues to this day which, in turn, has created a Reed’s community that embraces all the positives that having charitable foundation at its core can bring: the passion of our staff, the energy of our pupils, the support of our parents,

Headmaster, Mr Hoskins, talking to boys

the vibrancy of our alumni network and the long-term loyalty of our external supporters and partners.

Our charitable beginnings also ensure we treat each of our pupils as unique individuals; because that is exactly what they are – curious and independent young people. Every achievement, success and accomplishment is celebrated, whether that be on the sports pitch, at the debating club or in a musical performance. We understand that exceptional pastoral care is fundamental to shaping our pupils’ character and this we do within a happy educational environment where we nurture and encourage, where we stretch without stressing and push without pressurising.

We have not lost sight of our Foundation and it remains an integral part of the School today. Currently, we have over 70 children who are supported by the Foundation to attend Reed’s, benefiting from our excellent pastoral care and education.

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Our work also extends to developing partnerships with over 40 primary and secondary schools in disadvantaged areas who take part in our extensive outreach programme. This programme helps to bring us together with other charitable entities to extend the reach of the Andrew Reed Foundation. Amongst these are The Tim Henman Foundation - Old Reedonian and tennis legend Tim Henman OBE, not only directly supports Foundation pupils at Reed’s, but also supports our outreach programme. We also work with charities such as Rackets Cubed who run integrated squash, tennis, STEM/Maths education, and nutrition programmes for local innercity children - Reed’s is a founding host school for this programme.

RECOMMENDED REED’S

This is all vitally important – not only because of the difference such integrity and responsibility can make to society – but also in demonstrating to our pupils how to apply and live by our School values.

‘Excellent in every category’ LAST ISI INSPECTION

Visit the V I RT U A L O P E N D AY on our website Our Values: An education for life 01932 869001 admissions@reeds.surrey.sch.uk Sandy Lane, Cobham Surrey KT11 2ES reeds.surrey.sch.uk Founded 1813 Patron: HM The Queen

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Education Choices Magazine | Spring 2021

HMC Day & Boarding School for boys 11-18 and girls 16-18

Life lessons at Lancing College

Giving children transferable skills for their futures Every day the messages our young people hear about the global economic environment change, so is it any wonder that they struggle to anticipate what their future might look like? Recent research by the Mental Health Foundation and Swansea University has shown the vast majority (68 per cent) of British teenagers fear the pandemic will make the future worse for people their age.

This is a time for parents and schools to support teenagers to focus on what they can control rather than being afraid of what they cannot. There is something immediately liberating and empowering when children can take responsibility for things around them; even more so when it means they can focus on future goals and ambitions.

There are activities which teenagers can do now which will increase selfconfidence and enhance their prospects of getting a future job, whether after university or direct from school. Employers

and university selection panels are looking for young people who have gained transferable skills, all of which have been shown to impact positively upon on job satisfaction, graduate recruitment and job application screening. Employers frequently talk about attitudes and aptitudes for work being of the highest importance in graduate recruitment. This is something that young people can start to address today.

These skills are not necessarily taught at university but are being acquired every day at good schools, especially at UK boarding schools. These skills are rarely labelled as such, but a quick review of what is taking place will clearly pick out examples.

Transferable skills include independent learning, communication, team working, problem solving, listening, and an ability to self-reflect and set goals. UK boarding schools offer the perfect place for young people to build and hone these skills in

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a safe and supportive community. Trying new things, learning exciting skills and making a wider group of friends, whilst living away from home, is a happy byproduct of the whole experience. Not only is the teaching and learning environment at boarding schools of the highest quality, but care, attention to the individual with time spent on supporting mental health and well-being, as well as careers advice about direction after school, are offered in abundance.

‘Lancing gave me the confidence to form my own path in life and through living in a boarding house, enabled me to develop interpersonal skills I wouldn’t have gained elsewhere.’

Former Lancing pupil

Boarding schools offer the space for pupils to get really involved in a wide variety of activities and academic enrichment.

Lancing offers over 100 different cocurricular activities which underpin the normal academic programme across the weekly timetable. More opportunities exist after school through activities such as debating, lectures about the wider world and hearing from former pupils; all provide extensive opportunities to learn about the world and explore wider interests. Debating is an excellent example of how young people can improve their critical thinking skills, acquire communication skills, collaborate and learn to construct well thought-through arguments.

Mrs Diana Cree Director External Relations and Communications, Lancing College

Be inspired Be brilliant Be you Sixth Form spaces still available for 2021 - enquire for 2022

Contact our Admissions Team for further details admissions@lancing.org.uk

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Education Choices Magazine | Spring 2021

Registered Charity No. 1076483

University Focus

Oxbridge Advice from Surbiton High School We all know why students consider applying to the two most esteemed establishments, but there is a lot of myth and misunderstanding about Oxford and Cambridge. In this article, Surbiton High School’s, Terry McDermott, Director of Careers and Head of Oxbridge, dispels some of those preconceived ideas.

What are some of the misconceptions about Oxbridge and what are your responses?

“I won’t have fun” – there’s a vibrant social scene with all the clubs and music venues you’d expect from medium-sized cities. On top of that, you have the club nights, balls, sports, theatre, etc. which go on at a university level but also, crucially, at college level. Arguably Oxford and Cambridge are more fun and vibrant than similar sized cities as a result of the college system. Further, Oxford and Cambridge are only an hour or so from London by

bus or train, so if you’re desperate for the megacity experience, it’s not difficult to find it.

“It’s more pressured” – you will likely have more work than at many other universities, but students there compare the hours to what you do in Surbiton High School’s Sixth Form. One said she was more surprised by how little some of her other friends were doing at their universities than how much she was doing at Oxford.

“I won’t be good enough” – Oxford and Cambridge put a lot of effort into selecting their students. They look at interview performance, use tests, look at schoolwork – all this is designed to select people who are going to thrive. As a result, Oxford and Cambridge have the lowest drop-out rates of any universities and students achieve a significantly high proportion of the higher degree classifications (i.e. firsts and upper seconds where around three quarters plus students achieve at this level).

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more diverse than many top UK universities.

What are your top tips for gaining a place?

“I’m not suited to it” – perhaps not but if teachers are indicating they think you may be, you have little to lose by applying since you get 4 other university choices anyway.

If you are vaguely realistic as an Oxbridge applicant, it is very highly likely you will get offers elsewhere.

“It’s not diverse” – this is something I’ve been hearing more recently – perhaps the old buildings and centuries of history embody privilege in the age of BLM and #metoo? However, around 70% of students are from state schools.

Approximately a quarter of students at Oxbridge identify as BME, similar to the national proportion of BME in the 17-25 age group and far more than the overall proportion in the UK. Just over 3% of students identify as black, again similar to the overall national percentage. At Cambridge, 19% of students identify as non-heterosexual compared with 1.5% of the wider UK population and Cambridge has been called the UK’s “gayest university”. The gender balance is approaching parity with 47% of students at Oxbridge female. While these stats over-simplify the situation and there are still improvements to be made, Oxbridge is 50

Education Choices Magazine | Spring 2021

Choose the right degree subject: sometimes the right degree course for you isn’t one of your A-levels or isn’t obviously career related like law or medicine. Stop and really consider what makes YOU curious. If that’s Anglo Saxon Norse and Celtic Studies, knock yourself out and yes, you can still get a good job! Remember more than two thirds of careers can be entered with any degree. Similarly, be open minded to new options. Some of the less considered degrees are relatively undersubscribed precisely because they are not on everyone’s radar like the most popular subjects. This does not mean you should apply strategically but with subjects like theology, classics, archaeology or earth science, be open minded to really exploring them if there’s indications you could be suited to them.

Make the right choice between Oxford and Cambridge: some degrees are only offered at one or other university, in which case this isn’t a factor, e.g. architecture and veterinary medicine are both only available at Cambridge. However, if there is a choice, think carefully about differences between the courses and the differences in the way they select you. For example, the economics related courses at Oxford and Cambridge suit different people and the selection approaches are quite distinct – you could be a competitive applicant for one and not the other. We have a lot of expertise at Surbiton High to help you understand this.

“Read” – you should be “reading” beyond your GCSE and, particularly, you’re A-level studies. I say “reading” because this could

also be doing academic competitions, attending galleries, lab work experience, MOOCs (mini university courses online) and watching lectures. It is anything that is meaningfully helping you to explore your subjects. It is particularly important to do this super-curricular work in subjects you don’t study at school, such as law, engineering, archaeology, anthropology, etc., since no course page on a university website will give you a true flavour of the degree.

Talk to other people about your subject and ask them to challenge you: this will help you develop the critical verbal skills for the interview - read an article with a friend or family member and then ask them to speak to you about it. How would you summarise it, what do you think about what it’s saying and above all, get them to challenge your point of view.

Understand how your Oxbridge application relates to your other university applications: you have one personal statement for five universities, so you will need to apply for roughly the same course across your choice; it’s unwise to choose a course at Oxbridge you would only be happy studying at Oxbridge.

However, it is possible to write a thematic personal statement so that you could viably and successfully apply for Theology at Oxbridge and English and Theology or Theology and Philosophy elsewhere (e.g. by talking about the existence of God (covers Theology and Philosophy) and then religious themes in literature (covers any courses with English in them whilst not compromising your Oxbridge choice). You should focus your personal statement at your Oxbridge personal statement choice and then cover your other different choices thematically. If this proves too difficult, check that your other university will accept a supplementary personal statement –

many do. And some may not even look at your personal statement.

There are a few Oxbridge courses such as Land Economy and Education where they understand you will likely be applying for a different degree elsewhere. In these cases, it is fine to focus on your main subject of application elsewhere although it is likely to have some relevance to your Oxbridge choice. Note: if it is a Cambridge course, you should explain in your Supplementary Admission Questionnaire (SAQ) why you want to study this particular, unique Cambridge course like education or land economy (there is a 1200-character space in this form that Cambridge requires you to complete).

Don’t focus on the wrong things: for example, being a great rower or Head Girl or doing Duke of Edinburgh or Young Enterprise are all worthwhile things to do for many reasons but they will not directly aid your Oxbridge application. Oxbridge – and most other universities for that matter – are interested primarily (in the case of Oxbridge, exclusively) in your academic passions and abilities. With this in mind, if you are seriously interested in Oxbridge, I would encourage you to think carefully about how much extra-curricular

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(as opposed to super-curricular) you take on. If you are a committed rower, then you probably won’t have the time to also do lots of other extra-curricular activities as well as making a competitive Oxbridge application.

Similarly, don’t agonise over college choice. For the most part, it isn’t very relevant in determining whether you will get a place or not. Therefore, choose a college that you think you will be comfortable at but don’t be too wedded to the decision since many students end up at other colleges anyway through the various pooling systems Oxbridge operate.

Everyone ends up loving their college!

How do Surbiton High successfully support students’ applications?

We understand the issues involved in making the most competitive applications.

From the differences between subjects and between Oxford and Cambridge to what should go in a compelling teacher reference and student UCAS personal statement, these are all things in which we are well versed.

Our Oxbridge Mentoring Programme starts in Year 12 and is highly individualised.

Each applicant receives a subject specific mentor with whom they meet every week or so to help with aspects of the application. During Year 12 the focus is on exploring prospective degree subjects and guiding reading. Students begin to apply their learning in interview-style situations e.g. becoming used to dealing with unseen extracts or problems. They are also supported with their personal statement, written-work submissions (for many arts and humanities subjects), entry-test preparation and much more besides.

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Education Choices Magazine | Spring 2021

Surbiton High School averages around eight offers a year, outperforming other schools with similar GCSE results. I genuinely believe there is no better school you could go to. The value-add that characterises Surbiton High School certainly extends to our Oxbridge provision and outcomes.

About the Author Terence McDermott holds a degree in law from Gonville & Caius College, Cambridge and is Surbiton High School’s Director of Careers and Head of Oxbridge.

He also leads an Oxbridge project with state academies within United Learning, and founded the careers and higher education consultancy www.londoncareeradvice.com

Hundreds of individuals.

One community.

Discover now at www.farringtons.org.uk A leading independent, co-educational, day and boarding school for pupils aged 3 to 18 in Chislehurst, Kent BR7 6LR. #OneFarringtons

General 2020-21 _148x210.indd 1

23/11/2020 15:22

Where will your daughter’s future take her?

90%

Russell Group University

10

pupils offered places to Oxbridge in 2021

96%

A*-B grades at A-level

Inspire | Encourage | Empower

Contact admissions@surbitonhigh.com for further information Education Choices Magazine | Spring 2021 Part of the Surbiton High School family | Tel: 020 8439 1309 | Part of United Learning

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Grounds at Farringtons School

Going to Oxford University in 2021 A level student from Farringtons School, Chislehurst, discusses being awarded a place studying Biology at Oxford University For me, getting into Oxford still hasn’t quite registered - a feeling not uncommon to students in my position, but more so for the offer holders this year. I suppose the pandemic has had a hand in this feeling of detachment between the university and us, leaving the entire admissions process a sequence of apprehensive clicking and typing, watching our futures unfold through the filter of a screen. Strangely, the removal of the physical experience of the process seemed to heighten our emotions, each stage feeling that much more out of our hands.

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Education Choices Magazine | Winter Spring 2021 2021

Despite the unique circumstances of this year’s applications, there remain key experiences within the process that all applicants hold in common. We all began staring down a blank page, attempting to capture the essence of our individuality within the 4000 characters of our personal statements. It’s a strange feeling knowing that these words would be read by professors who could soon interview us, and possibly teach us for the next four years.

I was first introduced to the anxiety of the applications process in the weeks after sending in my UCAS application, flinching at each email which could be a reply from Oxford, checking each notification with my heart drumming in my ears - but in the end the feeling of getting an interview was incredible, having successfully jumped the first hurdle! The Oxford interview is renowned as being extremely difficult, but for this year’s applicants also came the oddity of it being online. I suppose this was for the best as my interviewers couldn’t see my legs shaking beneath the scope of the webcam.

Arman Parsa, Deputy Head Boy Turn to page 61 to learn how to navigate an online open day.

Disbelief, joy and gratitude toward the teachers who helped me at each step – this is how it feels to be accepted into Oxford. Now, I sit and wonder what awaits me in the coming years.

Education Choices Magazine | Winter 2021

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American university applications

Advice on applying to US Universities – Interview with Susan van der Linden Susan van der Linden has been the US Universities Coordinator at Putney High School for the last seven years.

In that time, she has seen fantastic success with helping girls win places at some of the most highly regarded universities and colleges in the US and Canada including, Stanford, Middlebury, Bowdoin, University of Southern California and McGill, among others. We spoke to her to find out more...

What is the main appeal of the US University system?

If you’re not sure what you want to study, the US is really exciting as you don’t have to specialise too early. Liberal Arts colleges are a great choice for many Putney students as in the first two years you study an array of subjects before narrowing down to your ‘major’ at the end of the second year.

There are so many classes on offer - you take four courses over a term with midterm and final grade assessments in each before you move on to take a new set of classes the following term. Teaching time can be as much as 20 hours a week (even more for Science classes) and you get to know your Professors very well – even having lunch with them.

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If you know you want to be a medic or a lawyer then it’s better to stay in the UK where you can specialise earlier – in the US you’d have to do four years of college education before even starting those graduate degrees.

What is extra-curricular life like in US Colleges?

This is definitely another reason that people choose the US over the UK – the amazing facilities they offer. The gyms, the libraries, the dance studios, the concert halls - they are unbelievable. They have a lot of proud alumni and incredible endowments pouring into the facilities.

Admissions officers are looking at candidates who are going to take advantage of all those facilities. They want people who will get involved: join the singing groups, have a slot on the radio station and be on the sports teams.

When does the application process begin?

In Year 10 I begin spending time with tutor groups, telling them about the opportunities available to them, identifying early on any students who may be interested.

Sixth former in PHS library

What are US Universities looking for?

Grades are very important but so is the whole person. The US schools look at your entire school career (which is why we start early!). They’ll be very interested, not just in your grades, but in whether you’re a trumpeter in the school orchestra, Captain of the lacrosse team, active in student government, or participate in the charity sector.

When does the application process begin?

There are two phases to the application process, which begins at the start of Year 13.

‘Early decision’ allows you to apply to just one school but you have to commit to it, saying that if you get in, you will go (you find out by mid-December). ‘Regular decision’ applications are done in January and allow you to apply to several colleges; you hear by April.

Tell us more about the application process.

The gateway to the US universities has traditionally been the SAT and ACT but

with the pandemic, most colleges and universities have now ruled those out for a year or so.

All of our girls have taken the SAT this year because it’s part of the US preparation we provide at Putney, with an outside tutor group. But this year more than ever, admissions officers have been interested to find out what our students have been doing during lockdown. What is their resilience like? How have they responded to the pandemic? They want that kind of colour.

What kind of references are involved?

Students mostly apply through the Common Application, which is similar to the UCAS system. Putney provides a school reference which includes how the student engages with the opportunities at school and discusses the student’s overall performance and impact on the school.

Then further academic subject references

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are required to describe the student’s performance and academic journey in the classroom.

What kind of essays are involved?

The Common Application involves a 650-word essay. Students pick from five prompts, for example: “Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking?

What was the outcome?”. The colleges want to hear the student’s voice, and the essay is the main way to do that. Each university also requires supplemental essays, which are an opportunity for them to hear what students have been doing with their time and, crucially, why they have chosen their particular college.

What are the chances of a successful application?

success: Everyone who has applied has got in, some on scholarships.

Obviously, we hear a lot about the ‘Ivy League’ (Brown, Harvard, Cornell, Princeton, Dartmouth, Yale, and Columbia universities and the University of Pennsylvania). Those are undoubtedly hard to get into and when you look at the so called ‘top four’ (Harvard, Yale, Princeton and Columbia) worldwide there is only a 5% chance of getting in. But the important thing to remember is that there are 4000 universities and colleges to apply to all over the US and Canada, and some great meritbased scholarships available.

Turn to page 68 to know more about applying to university

Historically, Putney has had phenomenal

Flo is a leading light amongst the school’s many philosophical

MADE IN PUTNEY

minds, a scholar in every sense of the word.

Introducing Flo. Scholar, philosopher, meaning of life-erer Asks the big questions.

Finds equally big answers.

We are grateful to all of the teachers who have inspired our daughter and for an environment that fosters independent thinking and bold choices.

PUTNEY PARENT

Putney inspires a genuine love of learning and opens minds to a world where asking the right questions is as important as knowing the right answers.

Teachers share their infectious passion for their subjects in a curriculum that achieves outstanding results, not just because it is founded in scholarship, but in the way it encourages pupils to become independent learners.

Lessons in Philosophy, Politics and Economics and Putney Ideas Exchange talks with world-renowned thinkers develop higher cognitive skills, giving students the confidence to ask difficult questions and to challenge pre-conceived ideas.

From debating Ethics in our Forum, to attending Hot Topics and LEAP lectures in the Sixth Form Centre, students are encouraged to venture beyond their comfort zone in preparation for the more demanding learning style of university. They learn conceptual and interpretational thinking, reasoning and problem-solving, how to hypothesize and counter-hypothesize, all much sought-after skills from the tutor room to the boardroom.

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Education Choices Magazine | Spring 2021 www.putneyhigh.gdst.net

The new ‘Skills for Jobs’ White Paper Executive Principal of South Bank UTC (University Technical College), Mr Dan Cundy, discusses the new ‘Skills for Jobs’ initiative.

The government has recently published its Skills for Jobs White Paper. The issue of skills in the UK economy has never been higher on the agenda: many sectors of the economy have a chronic skills gap, likely to be exacerbated by Brexit. These skills gaps are not being effectively addressed through existing structures in education.

Many graduates fail to secure graduatelevel employment in their chosen sector upon finishing their degrees, while at the same time many companies struggle to recruit the young talent with the skills they require to grow and thrive. Many young people are still not being appropriately advised and guided. I am sure many of us can recall the poor-quality careers information and guidance we were given at school, but surprisingly many schools are still not giving the advice students need in order to inform their future choices - for example on technical education or

apprenticeships - and many schools do not access up-to-date regional labour market information.

It is therefore really welcome to see the White Paper recognise and begin to address some of these issues. Employers will be given a bigger role in working with education to co-design courses at Post16. Higher Technical Qualifications, many of which are tightly targeted at the skills gaps expressed by employers, will be given a higher status and more financial support. Finally, there is an increased focus on ensuring that schools do a far better job at giving high quality, independent advice and guidance to all their learners.

Enterprising providers such as the London South Bank University Group are using this as a platform to develop high quality technical and professional education programmes with university, Further Education and school components with close linkages with employers; they and others will make a positive difference in a rapidly changing world.

Education Choices Magazine | Spring 2021

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YOUR JOURNEY TO HIGHER EDUCATION Join us this winter for online events with our academic staff and students.

@DiscoverUniExe

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Education Choices Magazine | Spring 2021

/DiscoverUniversity

UCAS: online university open days

Suggestions for students considering Exeter University...

Going to a Virtual Open Day! Hi! I’m Annie, and I’m studying for a Master of Science in Mechanical Engineering.

Choosing which universities you want to apply for at the moment may be daunting for some. Without being able to visit the cities to get a feel for the place, you might find it difficult to picture yourself living there. HOWEVER… many universities are adapting to offer online open days!

You may be hesitant to attend as you feel it won’t be the same experience and you won’t be able to get the information that you need. BUT… fear not I am going to explain all the resources you have available on an online open day and what you can get out of it!

1

Campus tour

It might seem a bizarre concept, but campus tours are available for all University of Exeter campuses. If you want to get a feel for the campus this is a great way to

see it, led by one of the university’s student ambassadors.

2

Subject booths

Each subject available has a subject booth that can be accessed through the main auditorium. At the stand there are various resources available to read and print, as well as students and staff members online to answer any questions you might have.

It’s a great way to interact with students already on your course and get to know their experience.

Admissions 3 At the admissions stand there are a number of resources available for students who may require help with the admissions process. There are several useful links, as well as staff members available to answer your questions.

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A great way of getting to see the accommodation as well as understand current student experiences is to visit the accommodation stand. There you can access videos about the different types of accommodation available as well as listen to students talking about their personal experiences. Moreover, there are staff on hand to answer questions you might have about accommodation.

There is a range of support available whilst studying at the university, and an overview of these can be found at the support services stand. There are also people online to answer any questions you might have.

5

Student Life

The student life stand is a fantastic way of getting to know what it’s like to be a student studying at the University of Exeter. There are a variety of videos and documents on sports, life and opportunities available whilst studying at the university.

6

International Admissions

As well as an admissions stand, there is a more specific international admissions stand. The process for international students is often very different and so specific content has been created for those looking to study internationally. It also covers funding available as well as the support that is provided.

7 Networking If you are interested in speaking to other prospective students as well as academics, students and staff, the networking booth is a great way to get involved in conversation. There are various live threads you can add to!

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8

Accommodation 4

Education Choices Magazine | Spring 2021

Support services

9 Auditorium The auditorium stand has a selection of helpful videos available, including talks on subjects and student life. These presentations would otherwise be available at a normal open day and are a great way of finding out information about your course and the university.

The University of Exeter’s online open days are a brilliant way to find out more information about the university and your course. There are students and staff members across the stands providing a great way to interact and get to know their experiences. The platform also allows you to download resources that you might find useful in gaining a deeper insight. Overall, I would thoroughly recommend attending!

How to book an online open day?

Postgraduate Undergraduate

Fancy a Scottish university?

Aberdeen University an ancient university with impact Founded in 1495, the University of Aberdeen is the fifth oldest in the UK, but combines this rich heritage with an outlook that is truly 21st century.

At Aberdeen, we consider the quality of our teaching and student experience to be of paramount importance. Featured in the Guardian University Guide’s Top 20 UK Universities 2021, Aberdeen is consistently ranked highly for teaching, student satisfaction and research excellence.

Named the third safest university city in the UK by the Complete University Guide

2021, Aberdeen prides itself on a welcoming and supportive environment.

The Aberdeen campus blends stunning medieval architecture with state-of-theart learning facilities. Over £280 million has been invested into the campus, with another £288 million of planned development over the coming years.

With flexible study routes, a wide range of scholarships and over 370degree programmes to choose from, there is something for everyone to discover in Aberdeen.

TOP 20 UK UNIVERSITY

Guardian University Guide 2021

Ancient University Modern Approach Find out how to become part of our next chapter at

abdn.ac.uk Education Choices Magazine | Spring 2021

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About Bath Spa University Bath Spa University is where creative minds meet. One of the UK’s leading creative universities, Bath Spa nurtures talent and innovation, offering a wide range of courses across the arts, sciences, education, social science and business to over 7,000 students. The University employs outstanding creative professionals, who support its aim to be a leading educational institution in creativity, culture and enterprise. Based in stunning countryside just a few minutes from a World Heritage City, Bath Spa University ensures its students graduate as engaged global citizens who are ready for the world of work.

The University’s School of Education has been inspiring students, teachers and other education professionals since 1946. As a leader in its field, the School trains, inspires, creates and connects with educators in the region and all over the world, working with over 670 school 64

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partners, as well as with colleges, early years settings and anywhere learning takes place. All of its Primary and Secondary teacher training programmes have been rated ‘Outstanding’ by Ofsted – the highest possible grade that can be achieved.

To learn more click here

“Being creative isn’t just about art, music, drama… although that’s part of it. It’s ingrained in the way we teach. Our ethos.

All our students are encouraged to be creative problem solvers – they are enterprising and innovative.”

Professor Sue Rigby, Vice-Chancellor

Making Global Connections at SOAS University of London It’s no surprise that Politics, Philosophy and Economics (PPE) is a popular choice for students starting an undergraduate degree who want to understand, analyse and shape the contemporary world. PPE graduates are sought after because of the course’s interdisciplinary nature and the way in which it encourages critical thinking, comparison, and analysis.

However, what most PPE degrees have in common is that they focus on the Global North. Western-centric, these programmes often adopt a narrow approach, and centre themselves on the political, philosophical and economic concerns of only a small part of the world.

Yet Politics,

Philosophy and Economics are all global concerns: they impact upon and influence every country, not just those in the West.

A brand-new BSc PPE course at SOAS puts the Global centre stage, looking at each discipline in conjunction, from a non-Western, cosmopolitan perspective at SOAS takes a holistic, applied approach, reflected in the core modules of the degree. In addition to these , students can choose to home in on one of the disciplines, take a regional focus, or choose language modules to really personalise their degree programme.

Taught by world-class academics who are all experts in their fields, with particular focus on Asia, Africa and the Near and Middle East, PPE at SOAS is unlike any other PPE programme in the world. Students will gain a holistic understanding of the contemporary challenges the world is facing, and recognise that for global challenges, we need a global perspective, which is why SOAS graduates go on to develop careers that change the world.

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07738238273 info@cjaeducationalconsultancy.com www.cjaeducationalconsultancy.com

Chloe Abbott

Educational Consultant • Introductory meeting to get to know your family and your child/children • Assessment when required to establish your child’s levels • School advice for both primary and secondary in the London area and beyond • Support and advice on suitable school choices • Booster sessions in key exam skills

Place your rising stars in our hands...

Where everything connects Discover the range of exciting undergraduate degree programmes available to study either online or at our vibrant central London campus. www.soas.ac.uk

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Liverpool Hope University have set up a ‘Community Engagement’ team Liverpool Hope University launched a new ‘Community Engagement’ team - to offer support and reassurance to those who needed it through the pandemic and beyond...

From making sure school children had the learning resources to study from home, to pen pal initiatives and wellbeing-boosting film clubs, students have been encouraged to get involved. At the beginning of the Covid-19 outbreak last year, the University formed a Volunteering group. It rallied together to provide free hand cream to nurses, members created Personal Protective Equipment (PPE) for frontline NHS staff, and the Volunteering Team also worked to help the victims of domestic abuse - to name but a few of the activities.

A huge sum of £3,650 was taken in donations through Hope’s online portal and you can read about all of the Team’s past projects. Now, however, that project has blossomed to become the Hope Community Engagement group - and it now has a much wider remit when it comes to student participation.

One of the group’s organisers Tracy Ramsey, Professional Tutor in Youth and Community Work, explains: “The global pandemic has generated some really

unique challenges for a lot of people, not just in the local community but also in the wider Hope family. The Hope Community Engagement group is really about finding ways that we can give something back as an institution, whether that’s through charitable initiatives or simply by creating spaces for people to thrive within the University itself.”

If you’ve got a project or initiative you want to get off the ground, then please email: hopecommunityengagement@ hope.ac.uk.

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Top UCAS tips

University Choices: Advice for Sixth Formers and Lower Years Ella Barker, A Level Putney High student, gives some top tips on completing UCAS. Applying to go to university can be very daunting. As an Upper-Sixth student, I know the feeling all too well. For some, this part of the process is obvious. These people have probably known what they wanted to do since they were five years old and have always known: what they want to study; where they want to study it and what job they want to go into.

However, there are other people (like me) who have been left in a state of complete panic when facing a decision which will impact the rest of their life, because they have no clue what they want to do. If this is you, then do not worry! In this article, I will talk you through my experience of deciding what to apply for at university, and provide some top tips along the way.

Speaking from a personal perspective, I am a student who has many interests. To further the dilemma that is created by this, I am equally interested in each subject.

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psychology, law, politics, history, theatre and art all equally fascinating and would love to study all of them. As a result, I struggled when I had to decide what my GCSEs would be and (if I could) would have happily done about 15 different subjects, which would have been impossibly difficult! As you can imagine, I found selecting just three subjects for my A levels equally challenging (and my school’s timetable coordinator had a very difficult time because of my indecisiveness). Finally, I managed to settle on English Literature, Psychology, Art and the EPQ (extended project qualification), alongside about 10 different clubs!

When choosing these subjects, I wasn’t particularly thinking about what I wanted to study at university, it was mainly based on what I thought I’d find most interesting and least stressful to study. Then, over summer last year, we were asked to think about and decide what we wanted to study at university. Consequently, I spent my entire summer going back and forth between different ideas of what I wanted

Prime Minister… or maybe do just about everything? As I write this now, I have completed my UCAS form and have applied to study English and Philosophy.

But how did I come to this conclusion?

Tip 1. Research, research, research…

My first piece of advice for those who are unsure what they wish to study or even do with the rest of their life is to do some research. I would strongly suggest making a list of all the subjects you are interested in and any jobs you would be interested in doing. Then spend a couple of days finding out what these subjects are like to study at university, what courses different universities offer, the grade requirements and anything else you can find. This is most certainly the best place to start.

Have a notebook with different pages for different subjects and make a list of pros and cons about that subject. It may seem like a lot at first but you will narrow it down eventually.

For example, I looked up careers which surrounded my subjects of interest as well as what careers you could go into from certain undergraduate courses. I then managed to narrow down a list of different courses at five universities which I was interested in. In addition to this, I looked at each module from my courses of interest and considered whether I thought I’d enjoy studying it or not.

To further this, I have also found it useful to look up student reviews of certain courses at different universities, so I had an understanding of what other students found to be particularly interesting or difficult about the course.

Tip 2. Modules If you enjoy a broad range of interests like me, do not fret. Alongside the subjects which you choose to study, the university will offer a separate selection of modules which will include subjects outside of your main one(s). For example, my brother is currently doing an English module alongside Politics and International Relations as his main studies, to help improve his essay writing skills. These modules may not be in as much depth as your chosen subjects, but it allows you to explore other areas along with your core subjects.

My second sub-note for those with multiple interests is about liberal arts.

Until recently I had no clue what this was and had presumed it to be something to do with acting, photography or general artsy subjects. However, this is not the case. Liberal arts cover three areas: arts, sciences and humanities. In addition, its central academic disciplines include philosophy, logic, linguistics, literature,

One fact which I feel is very important to stress here is look at the university websites! They contain everything you need to know. There should be a section for undergraduate courses with a list of every course on offer. From each course there will be a breakdown of what you will be able to study year by year, as well as a summary of each module itself.

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aka COVID-19) visiting universities has been quite a challenge. As a result, we have had to book online open days at the universities in which we were interested. This has been a very positive experience for me and I have found each open day very insightful and I commend the universities for organising them for us. One way or another, I strongly recommend visiting universities.

By doing so, you will get a feel for the environment in which you will be learning for the next 3-4 years. You will also have an opportunity to ask any questions that you may have and discover which university is right for you. To further this, do not be afraid to email the universities. I am sure they will be happy to answer any of your queries! history, political science, sociology and psychology. In this course you can choose a group of subjects which you would like to study alongside the core modules, which could be on a chosen language, literature or anything which falls under the academic disciplines listed. This course would allow someone to explore multiple different subjects all at once. As this course had such flexibility, I seriously considered it; the only reason I decided not to do it is because I felt that I would most probably enjoy all of the subjects equally and that it would be likely to confuse me further when narrowing down my career choices. In addition to this, I am someone who likes to have a regular routine and felt that this course would have less stability than others.

However, I have been told by people who have studied it that it is brilliant so, if you feel that this might work for you, then I encourage you to look into it.

Tip 3. Visit Universities For my year group, (as a result of the virus which has messed everything up, 70

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Tip 4. Talk to people If I learnt anything in this process it is not to be afraid of talking to people. Talk to your parents, teachers, friends, brothers, sisters, cousins - talk to anyone about it.

I can assure you that this will help. I have talked to multiple teachers at my school about what they studied, what they would recommend and what it was like studying their course. It is especially helpful if you can talk to students who are currently studying one of your chosen courses as they will have the most up to date knowledge on what it is like.

In addition to this, talk to your parents.

Ask them what led them to studying their subjects or what inspired them to go into their chosen career. They may have contacts with people who can email you about their experience doing certain courses or jobs or may even be able to offer you some work experience!

I was lucky enough to have the opportunity to have a meeting with an

English lecturer at the university where my brother studies. Therefore, if you have older siblings at university who are studying similar subjects to those you are considering, ask them if you can talk to a lecturer or even get a private tour around their university.

Tip 5. Gap Year Although this is not the option which I chose, I did consider taking a gap year.

You can either apply and defer or apply the following year. By taking a gap year, you will have an opportunity to take time to decide what you want to do and explore different career options through work experience. This will allow you to take a bit of pressure off your shoulders and will give you that extra bit of time needed to ensure that you make the right decision.

As long as you spend your time wisely by exploring your interests and learning about the working world, universities will still take your application seriously.

Tip 6. Conversion Courses One piece of information which I found to be particularly useful was about conversion courses. A conversion course is completed after your undergraduate degree and prepares graduates for a specific profession. These courses give students a chance to study a new subject focused on a particular career. This means that you can study a new subject at postgraduate level, and not worry about needing to narrow down your career options too early. This will cost you the same amount (if not more) than your first course. However, there are various funding options. For example, employer sponsorship is commonplace; non-law graduates who secure a training contract with a law firm will often have their GDL fully financed. This knowledge has been

really useful for me as it has meant that if I did decide that I wanted to become a lawyer or psychologist, then it is possible to do so.

Tip 7. Take Your Time Finally, I want to stress that you should take your time with this decision. There are plenty of options available and you are always allowed to change your mind. You can even change course once you are in the university itself, so do not worry!

Moreover, the average person will change careers between five and seven times in their life, according to statistics. Therefore, if you are like me and want to achieve several different things in your lifetime, don’t worry! You will not be forced to stick to the same career for the rest of your life.

You can do whatever you want. The world is your oyster!

After going through this process, I decided that English would be the most suitable subject for me. This is because it is incredibly broad and you can explore a wide range of subjects from history to psychology through the study of various poets, novels and authors. Moreover, it teaches me how to write both convincingly and creatively which is an indispensable skill. Philosophy is a subject which I have always held a deep fascination for and I greatly look forward to being able to learn more about it. In addition to this, I now know that if I decide I want to become a lawyer or psychologist afterwards, then I have a means of doing so through a conversion course.

I hope that you have found this article useful and I would like to wish readers the best of luck for the future!

Ella Barker Putney High School Education Choices Magazine | Spring 2021

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Positive parenting

Resilience and positivity in the face of adversity Linda Summers, a working mother of two boys in Fulham, shares her story of resilience and how she and her husband, Scott Summers, have been supported by their community and by taking a positive approach to life since the terrible tragedy they faced when they lost their beloved first son and later losing her dynamic mother.

I was born and raised in London, where my mother brought me up and as a single parent. We originally lived in Kensington and then we moved to Fulham where my mother ran two restaurants. She worked from 9:00am in the morning straight through to midnight. Nonetheless, she always made sure she came back between 3:00pm and 6:00pm to see me.

I remember sitting on the staircase (after our au pair was asleep) around midnight, going to bed quite late, waiting for her to come back (any excuse to stay up later in those days - a habit has continued through to adulthood)!

My mother was an inspirational and selfless woman, who was self-driven and tenacious but I only appreciated her qualities when I became a mother myself. She came over in the 50’s from Malaysia and has only known the UK as her home. My mother was an immigrant and was brought to the UK by my Uncle and Aunt who were doctors here and offered her another life. Although my grandparents were very wealthy in Malaysia, they didn’t allow my mother the

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opportunity to be educated and therefore she never attended school.

My parents divorced when I was two and my mother was instrumental in schooling me through private education. I went to a school in Kensington until the age of 11. Then I went to boarding school in Buckinghamshire from the age of 12 until A Levels. Mum was only 4’11” but she didn’t mince her words, she was forthright and quite a force of nature if you crossed her!

She needed to be like that because life wasn’t easy for her.

She used to tell me stories about running a neighbourhood ice cream van, trying to earn extra money - times were tough!

Deciding to leave my father so young and moving to Fulham was very brave. She had been running a restaurant in Kensington and decided to let my father run that and brought me up instead. She started a new life and worked with my uncle, who had two other restaurants, and ran them as Head Chef, hence her very long hours.

That takes me on to my education. I met Scott at Surrey University when we were 18 and 19 years old. We’ve been together 30 years! Scott has always been there for me.

I had always wanted to go to law school.

So, after university, we both took a year out and we travelled, which was an incredible experience. I studied for my post graduate at The College of Law, London. My first job was in Executive Search, which is a career

path that I have enjoyed for over twenty years.

My mother looked after my children, which allowed me to start my career as it was extremely time intensive. After complications with my first pregnancy, I then had my eldest son, Sebastian, who was born in 2005. Three years later, I remember sitting in an important meeting with my boss, someone rushing in and saying, your son has been taken to hospital and I had no idea at that stage, what was about to unfold. I rushed upstairs; I was told that he had a slight temperature. I got in the car, called my mother on my way to the hospital, she was in tears. She was incomprehensible.

“Is Sebastian okay?” I asked, “No, he’s dead.” She simply replied, The nurse then came on the phone and I asked, “Is Sebastian okay?”

She replied, “No, can you please get here as soon as possible?”

I don’t actually know how I managed to get to Chelsea & Westminster Hospital that day. Even then I couldn’t actually comprehend what my mother had just told

Photos - Mark Weeks photography

me. I had seen Sebastian that morning and he was absolutely fine. We never had any issues with his health whatsoever.

Scott was coming back from a meeting in Oxford, and still doesn’t actually know how he managed to get there in half an hour.

It was so crazy. Sebastian passed away March 19th, 2008. He was almost three years old. When everyone talks about resilience, and being able to rebuild your life, I really think we have been through it...

Even now, throughout every obstacle, nothing will ever be as bad as that; that is how I look at my life and of course I had to take a perspective, and you create a perspective. My mother passed away over two years ago and that was dreadful, but it wasn’t the reversal of life that we had experienced with losing Sebastian. I think that Scott and I are very positive people and I encourage my kids to be like this. You can’t expect them to be able to relate, I mean, how can you? I do think that if you Education Choices Magazine | Spring 2021

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Josh was only one year old when Sebastian passed away, but he was our reason to keep fighting. Amazingly, I fell pregnant with William a month after Sebastian’s death and my new life started in January 2009 when William was born.

Actually, 2008 had been a horrendous time for everyone globally - we were all so glad to see the back of it.

are positive in life, and you are resilient and you are tenacious and if you have an aim in life, then you will eventually get there, you will. You have to bring people along with you, and you have to be respectful of what people go through.

We were so fortunate to have such a supportive family and friends and we are so grateful to them; it is so comforting to see how people can help each other get through very dark times.

Linking back to Covid 19, talking about lockdowns, talking about how women have to multi task - it’s resilience.

Whether you have a real desire to make a difference. I think it’s important to use the things in life which challenge us to build strength. I know close friends of mine who have had to get through some very tragic circumstances. We don’t want to be connected just because of tragedy, but I think that turning negative thoughts into positive ones, and being able to reach out, makes such a difference and not to suffer in silence. It comes down to one’s own resilience and willpower to say, “I’m not going to be down trodden by this!” We all have a decision. There are many different paths in life, you can walk down one path and say, “I’m beaten, I’m going to give up, forget it! This is so horrendous I can’t go on.” Or you can say, “I’m going to keep fighting!”

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My mother had such strength of character, and despite what happened with Sebastian, she didn’t turn to me and say, “I can’t look after your boys!” She continued and I am so grateful to her because I could always go out to work without worrying.

I was re-building my life and I was rebuilding a career as well. My career gave me a different focus and a distraction.

Despite lockdown and the lack of sport for the boys, they are fortunately doing okay. We have tried to instil structure in our day. We are both working and trying to juggle like every other family with children! Having support you can rely on, be it in the community or a network, is key. Having a strong foundation is also very important. If Scott and I didn’t have a strong relationship, after Sebastian passed away, we would have crumbled. We had to accept what had happened and then had to have the strength and resilience to move forward, which can be so difficult, but if you are able to achieve this, then every step along the journey gets that little bit easier each day.

Linda Summers Fulham parent Dedicated to: Sebastian James Summers 26/07/2005 - 19/03/2008 and Dorina Yeo Supit 31/12/1937 - 11/08/2018 Photo - Mark Weeks photography

Fine art feature

Amanda Blunden art Amanda Blunden is a contemporary artist and painter living and working in SW London where she has her studio.

Most recently she has exhibited her paintings at the RWS Contemporary Watercolour Competition at Bankside Gallery, London (2018, 2019 and 2020); her monoprint, ‘Night Pool’ also won the Intaglio Printmaker’s Prize at the National Original Print Competition in 2017.

Two paintings have been accepted by The Royal Institute of Painters in Watercolour for their 208th Exhibition at the Mall Galleries shown in September 2020.

Amanda is currently represented by Carina Haslam Gallery, The Art Buyer (soon to exhibit in the virtual Spring show) and Murus Art.

Before the Spring

‘Memory, mood, light and space are the driving forces that guide me and the intangible qualities they offer. I look for contrasts in everything and believe it’s the balance of those differences that help a painting breathe its own life and connect emotionally with the viewer.’

To view Amanda’s website and her online shop go to: www.amandablundenart.com Instagram @amandablundenart

Anchored

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Working parents - Mother’s Guilt

The power of ‘mother’s guilt’​ Part Two 1. Things have changed through the years – certainly, things are changing: I am an optimistic person and I do believe we are doing better overall, but it does still vary country to country, culture to culture and organisation to organisation. So well done all of you, female and male, who by your actions have made a difference! Personally, I do recall having been accused of wanting a ‘long weekend’ when returning from maternity leave on a 4 days basis…From my perspective I just needed the Monday off to make time for my child. From my manager’s view…I was looking for a cool life. (Yes, the boss didn’t have kids…nor a spouse!?). I also did not enjoy the running joke of being a ‘part-time worker’ when running out at 5pm to ensure I could avoid rush hour on the tube and be at the nursery on time (nor the lack of acknowledgement that I was more than making up the time after I had put my kids to sleep). I think that has certainly changed …at least in mature organisations.

2. But we are far from done! Amongst the positive stories you have shared, I have also heard too many recent examples of organisational and individual behaviours that are simply unacceptable and have brought great and unnecessary unhappiness to those involved.

3. The COVID factor – some of you said it has levelled the field and allowed people

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to stay at home and work via video conference but …. not for all….we need to be wary of the fact that many mums with younger children actually had it worse and, in many cases, were buried in home tasks, keeping the kids educated and trying to do a fulltime job.

4. Father’s feedback – this is certainly my favourite piece of feedback from a fantastic dad and full-time employee who is on 6 months paternity leave.

Having shared the time with his wife, he commented: “Before my wife returned to work, she was overwhelmed with mum guilt and the first couple of weeks were tough.

However, this is where the role of the father is so important. By taking the shared parental leave time off, I was able to mitigate a lot of the struggle for her.

She wasn’t at work worrying about the nursery calling her or how to ask her old school boss to leave early to pick up the baby. She knew the baby was safe and happy with me in a similar daily routine, so she could hit the ground running and set the right impression that she was just as ambitious as she was before.

From my perspective, this experience has

taught me what parenting really is. I’m not just home for the odd bath time and nappy change but I’m stuck into the importance of naps, weaning and routine.

Something which sounds so easy to a guy when in the office but sooooo different when battling the relentlessness of it. This experience will make me a more understanding boss down the line, will make me truly be 50% responsible for my child and not just “babysitting” and has significantly improved my patience and time management which will make me a stronger person.

To conclude, I think it is the responsibility of the father to support the mother’s return to work. Giving her the platform to transition back into it without worry or undue stress and companies should encourage fathers to do it. Not only does it help the gender diversity at senior level by guys taking an equal ownership of their child, but also makes me a stronger, more rounded employee to the company” I loved this message, so true and so real.

This is very much in line with Tash’s (@ Natasha McIndoe) way of coaching people – if you imagine yourself, or someone you care about, in that situation you might act differently.

5. Childcare cost – this is a tough one. As some of you pointed out, this is an issue for many because the simple economics mean that it is not worthwhile returning to work. I don’t have an answer for this one: in our case we were able to cover the costs (but not by much at the time!) and I

felt I needed the stimulation of work so we decided the investment was worthwhile.

I doubt there is a perfect solution and I certainly do not pretend to have one but I feel sure that we can do better than we are doing today.

6. Power of Network – this is critical!

There are a lot of mums and dads in t he exact same situation as you and we can all help each other – sharing some of the care, sharing the pick-ups and dropoffs, giving advice on what works and simply being there to listen and provide emotional support.

7. Different needs at different ages – a lot of you who have responded have kids of all ages. Yes, young kids are a handful but the emotional support they need growing up is critical to their development. Do not underestimate how much more they understand growing up and make sure you do not miss out on critical time with them you won’t get that time back.

8. And finally… We care…. this is critical and important. People who know me well call it ‘my Italian passion’ …when I try to get something done or I fight for what I believe is the right thing to do. I have said many times ‘I wish I didn’t care and my life would be easier’, but we should care and if we all do, we can make a difference and change things. The power of influencing positively!

Thank you all! I hope it was helpful. Let’s keep talking and support each other. And don’t judge if you don’t know the situation behind the work façade - you might find yourself in the same situation at some point!

If you related to this article contact here Turn to page 84 to read about solutions to Catch 22 problems for single mothers!

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Buying a property in London

Buying a property in London

Top Tips for buying residential property in the UK Buying a home should be an exciting process, beginning with seeing what’s available in your price range in the area you’ve chosen. These are some of the main points to be aware of when looking for UK property from abroad...

Tax and Financial Advice As an overseas buyer, it’s extremely important to seek tax advice as owning a property in the UK could affect your tax liabilities in your country of residence.

Once you are comfortable with that and if you’re considering buying with a mortgage, speak to an independent financial advisor. They have access to the whole market and will be able to explain how much you can borrow and how much your monthly outgoings will be.

Where to Buy? The next step is to identify the area that best meets your lifestyle and budget. Many international buyers tend to gravitate to the areas they have heard of; however, each has its own very distinct characteristics.

Spend as much time as possible getting to know them. If you don’t have the time or

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inclination, then you can always employ a buyer’s agent to advise and work for you.

Estate Agents The UK is different from almost any other country in the world because you will find that rather than working with just one dedicated agent / realtor who can show you any property you like, in the UK property tends to be represented by lots of different estate agents. It’s really important to remember that whilst the estate agents are generally friendly, professional and helpful, they are paid by the seller and have a duty of care to get their clients the best possible price. Nonetheless, it is imperative to get to know the agents and to constantly keep in contact with them so they remember you, your search criteria and how serious you are about buying.

Viewing Properties When you are out viewing and have identified a property that you are interested in, some useful questions to ask the agents are: How long the property has been on the market, how many viewings

of the ground rent and the annual service charge. Also ask if there are any prohibitive clauses in the lease that the agent is aware of, such as not being allowed pets in the building and what is required when carrying out renovation work to the apartment.

Making an Offer

have they had, what offers have been received, what are the seller’s circumstances and have any offers been accepted? If an offer has been accepted and subsequently the sale hasn’t been successful, ask why and whether it was something to do with the property; the agents must disclose this. You might also want to ask what the neighbours are like and if the sellers have ever had any disputes with them. If buying in the countryside as opposed to a city like London, you should ask about whether they have ever suffered any flood damage, or if there are any current or historic quarries or mines nearby. If the property has some land, you should also ask about whether there are any disputes with boundaries or public rights of way. Some properties in the countryside have their own toilet waste system and rely on oil for heating as they are too far away from mains gas lines, so it’s really key that you are aware what the set-up is at each property and whether you are happy with it. The vast majority of apartments in UK cities are not freehold, but classified as leasehold and you should do some research to understand the difference. If the property is leasehold, ask the agent what the remaining lease term is, the cost

When you have identified a property you like, do your due diligence on the seller and try to find out exactly why they are selling. Some of the best deals I have managed to negotiate have been achieved by finding out information about sellers and their circumstances and using it to your advantage. When submitting an offer, it’s perfectly acceptable to give a verbal offer, but I always find it beneficial to put it in writing so that it’s 100% clear what you are offering. You should include details of your financial situation, your lawyer and financial advisor (if you’re getting a mortgage) or if you’re proposing using all cash, then show proof of those cash funds (this can be a letter from your accountant or bank manager). State what timescale you are happy to work to and consider putting in a bit of personal information about who you are and why you love the property. Then, ask the agents to forward this onto the seller. The reason to do this is, firstly, seeing the offer in writing

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and your position is far more powerful than just a verbal offer, and by telling the owner a bit about yourself and why you love their home, it makes you more human, more attractive and relatable. While this helps the seller to relate to you, if you are in competitive bids, it could ultimately be the deciding factor in having your offer accepted over a competing one - the more information you provide, the more serious you look as a buyer.

Lawyers Prior to submitting an offer, it is important to identify a good lawyer.

The Final Stage Once you’ve had your offer accepted, I think it is worth taking out an indemnity insurance policy as this covers various costs up to a certain level if the sale was to not proceed due to no fault of your own. The national average of sales failing between the offer being accepted and unconditional exchange of contracts is

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roughly 1 in 3. It’s also worthwhile having an independent survey done by an established, local surveyor. There are different types of survey so it is worth asking their advice to see if they feel it is worth doing a full structural survey or if they feel a slightly less detailed ‘home buyers’ survey would be sufficient. Then, stay in regular contact with your solicitor and agent throughout as if you don’t sales tend to drift along and one of the biggest killers of deals is time. It also demonstrates that you are serious about buying, so that if something does come up during the sale process, which inevitably it will, then you will have a better relationship with the agent and understanding of the problem to ensure that the issue is overcome.

Ben Rivera London Property Consultant www.riverapropertyconsultants.com Photos by Maurice L www.gfzholdings.com

WELCOME TO WELLINGTON “Outward-facing and modern.

A leader in the world of education.”

- TATLER SCHOOLS GUIDE

wellingtoncollege.org.uk @WellingtonCollege @WellingtonUK

Lifestyle and Living

Using Interior Designer Services when Moving House Moving house can be a very stressful event, as many will know. During this past, highly unusual year, I have helped a few families through it, completing part of the work in each job remotely. Using an interior designer in the process can help your family settle into their new life, avoiding some of the stress. For example, we can help formulate creative storage solutions, advise on different shaped rooms, reorganise the space and find the right places for all your belongings and needs. Most importantly, we can help you in visualising the outcome so you can be sure it all works before you move.

The role of a designer is to enhance the interior space to achieve a healthier and more aesthetically pleasing environment.

During the process of moving house, a designer can help with the conceptual development and space-planning before you pack. This would start with the following two steps: first, a survey of your existing furniture, objects and art to be used in the new home; second, the 82

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creation of a floor plan with a furniture layout alongside other visuals - it could also include suggestions of additional pieces for your new home. The interior designer will be able to find solutions faster and help you optimise the packing stage, with the result you will feel settled in your new home that much quicker!

Tips for moving with a plan (what the interior designer would do): • Make a list of what pieces of furniture you have that are moving with you.

• Have the measurements of the big items, such as sofas, tables, cupboards, sideboards, art pieces etc.

• Measure the new space or have a floor plan with measurements.

• Take photos of the new space to remind you of different shaped windows, how doors open and other aspects which might affect where you position a piece.

• Make a list of any potential new solutions needed.

When hiring an interior designer, you would usually be provided with not only the above but a set of visual documents, too. This would start with a concept mood board to define the style desired and how it would apply to your space. The concept board will also guide you with any new purchases, so they complement the existing pieces in a harmonious manner.

Visuals provided by the designer can be images of existing furniture alongside suggested new ones, 3D CAD (computeraided design) drawings, or a mix of CAD images and photos of actual pieces, as shown in the examples. All of these can be very helpful in decision making. The interior designer would help clients make confident choices with the reassurance that they will work.

Adriana is Prado Designs’ founder and main interior designer. Her elegant and sophisticated interiors include residential, vacation, and investment properties. Together with her team, Adriana provides a bespoke design service. Personally designing and following up with each project, Adriana gives her clients the peace of mind that the project will be carried out smoothly, on time and on budget.

Adriana believes that design can change lives and make the most of a property. At Prado Designs we believe that good design does not only mean beauty, but quality and functionality, too.

www.prado-design.com

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WOW - supporting single mothers in Wandsworth manage childcare costs Women of Wandsworth (aka WoW) found a solution to the Catch 22 problem many single parents face, where in order to work they end up spending a lot of money on child care, leaving them out of pocket and with a weakened bond with their child.

Our aim is to help all single mothers to become entrepreneurs and work from home, so they can bring up their children in their own home, teaching them their culture and speaking their native language.

Our WoW Enterprise Club has helped mothers start their own businesses by organising enterprise workshops.

These are delivered by professionals, who provide business training and write business plans and other constitutional documents for the women attending. This means parents can jump over those initial hurdles and start working as CEOs of their own small businesses.

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We have featured in ConneXions magazine, published by Wandsworth Chamber of Commerce, as an exemplar Enterprise Club solving the problems of single mothers.

For further information please contact Women of Wandsworth here

University Directory A

B

University of Aberdeen

Bangor University

King's College AB24 3FX T: +44 (0)1224 272000 Online enquiry form

Bangor, Gwynedd LL57 2DG T: 01248 382005 E: enquiries@bangor.ac.uk

Abertay University

University of Bath

Bell Street, Dundee DD1 1HG T: +44 (0)1382 308000 E: sro@abertay.ac.uk

Claverton Down, Bath BA2 7AY T: +44 (0)1225 388388 E: admissions@bath.ac.uk

Aberystwyth University

Bath Spa University

Aberystwyth, Ceredigion SY23 3FL T: +44 (0)1970 623111 E: ug-admissions@aber.ac.uk

Newton St Loe, Bath BA2 9BN T: +44 (0)1225 875875 E: admissions@bathspa.ac.uk

Anglia Ruskin University

University of Bedfordshire

Two campuses East Road, Cambridge, CB1 1PT Bishop Hall Lane, Chelmsford, CM1 1SQ T: +44 (0)1245 493131 E: answers@aru.ac.uk

Luton, England LU1 3JU T: +44 (0)1234 400 400 E: study@beds.ac.uk University of Birmingham

Arden University Multiple locations: Ealing, Tower Hill, Holborn, Birmingham, Manchester, Berlin T: 0800 268 7737 E: contactus@arden.ac.uk

Edgbaston, Birmingham B15 2TT T: +44 (0)121 414 3344 E: living@contacts.bham.ac.uk Birmingham City University

Aston University, Birmingham Birmingham, England B4 7ET T: +44(0)1212043000 E: a.j.birch@aston.ac.uk

Bartholomew Row, Birmingham B5 5JU T: +44 (0)121 331 5000 E: Admissions@bcu.ac.uk

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University College Birmingham

University of Brighton

Holland Street, Birmingham (Moss House) B3 1QH T: 0121 604 1000 E: admissions@ucb.ac.uk

Lewes Road, Brighton BN2 4AT T: 01273 600900 Online enquiry form

Bishop Grosseteste University

University of Bristol

Longdales Road, Lincoln LN1 3DY T: +44 (0)1522 527347 E: reception@bishopg.ac.uk

Queens Road, Bristol BS8 1QU T: +44 (0)117 928 9000 E: choosebristol-ug@bristol.ac.uk

University of Bolton

Brunel University London

Deane Road, Bolton BL3 5AB T: +44 (0)1204 900 600 E: Enquiries@bolton.ac.uk

Kingston Lane, Uxbridge UB8 3PH T: +44 (0)1895 274000 Online enquiry form

Arts University Bournemouth

University of Buckingham

Wallisdown, Poole BH12 5HH T: +44 1202 533 011 E: hello@aub.ac.uk

Hunter Street, Buckingham MK18 1EG T: +44 (0)1280 814080 E: info@buckingham.ac.uk

Bournemouth University

Buckinghamshire New University

Fern Barrow, Poole BH12 5BB T: +44 (0) 1202961916 E: enquiries@bournemouth.ac.uk

Queen Alexandra Road, High Wycombe HP11 2JZ T: +44(0) 1494 522141 E: advice@bucks.ac.uk

BPP University

C

Uxbridge Road, London W12 8AW T: +44 (0) 3300 603 100 Online enquiry form University of Bradford Richmond Road, Bradford BD7 1DP T: +44 (0) 1274 232323 Website

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University of Cambridge Admissions office Cambridge, CB2 3PT T: +44 (0)1223 337733 E: admissions@cam.ac.uk Canterbury Christ Church University N Holmes Rd, Canterbury CT1 1QU T: +44 (0)1227 927700 E: courses@canterbury.ac.uk

Cardiff Metropolitan University

Cranfield University

Two campuses Llandaff Campus - Western Avenue, CF5 2YB Cyncoed Campus - Cyncoed Road, CF23 6XD T: +44 (0)29 2041 6070 E: askadmissions@cardiffmet.ac.uk

College Road, Cranfield MK43 0AL T: +44 (0)1234 750111 E: info@cranfield.ac.uk

Cardiff University Cardiff, Wales CF10 3AT T: +44 (0)29 2087 4000 Online enquiry form

University for the Creative Arts Four campuses - Canterbury, Epsom, Farnham and Rochester T: Different numbers depending on campus Online enquiry form University of Cumbria

Parkgate Road, Chester CH1 4BJ T: 01244 511000 E: admissions@chester.ac.uk

Campuses - Carlisle Fusehill Street, Carlisle Brampton Road, Ambleside, Lancaster, London, Barrow and Workington T: 0333 220 4746 E: enquirycentre@cumbria.ac.uk

University of Chichester

D

University of Chester

College Lane, Chichester PO19 6PE T: (+44) 01243 816000 E: help@chi.ac.uk City, University of London Northampton Square, London EC1V 0HB T: +44 (0)20 7040 5060 Website Coventry University Priory Street, Coventry CV1 5FB T: +44(0)24 7765 7688 Website

De Montfort University The Gateway, Leicester LE1 9BH T: +44 (0)116 255 1551 E: studentservices@dmu.ac.uk University of Derby Three campuses - Derby, Buxton and Chesterfield T: +44 (0)1332 591044 E: marketing@derby.ac.uk University of Dundee Nethergate, Dundee DD1 4HN T: +44 (0) 1382 383838 Online enquiry form

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Durham University

F

Stockton Road, Durham DH1 3LE T: 0191 334 2000 Online enquiry form

Falmouth University

E University of East Anglia (UAE)

G

Norwich, Norfolk NR4 7TJ T: +44 (0) 1603 456161 Website

Goldsmiths, University of London

Edge Hill University Ormskirk, Lancashire L39 4QP T: 01695 575171 Online enquiry form University of Edinburgh South Bridge, Edinburgh EH8 9YL T: +44 (0)131 650 1000 Online enquiry form Edinburgh Napier University Sighthill Court, Edinburgh EH11 4BN T: 0333 900 6040 E: studentrecruitment@napier.ac.uk University of Essex Wivenhoe Park, Colchester CO4 3SQ T: +44 (0) 1206 873333 E: admit@essex.ac.uk University of Exeter Reception - Stocker Road, Exeter EX4 4PY T: +44 (0) 1392 661000 Online enquiry form

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Woodlane, Falmouth TR11 4RH T: 01326 211077 E: futurestudies@falmouth.ac.uk

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New Cross, London SE14 6NW T: +44 (0)20 7919 7171 Website University of Glasgow Glasgow G12 8QQ T: +44(0)141 330 2000 E: ruk-undergraduate-enquiries@glasgow. ac.uk Glasgow Caledonian University Cowcaddens Road, Glasgow G4 0BA T: +44 (0)141 331 3000 Online enquiry form University of Gloucestershire Park campus - The Park, Cheltenham GL50 2RH T: +44 (0)1242 714700 E: admissions@glos.ac.uk University of Greenwich Three campuses - Avery Hill, Greenwich and Medway T: 020 8331 8000 E: courseinfo@gre.ac.uk

H

University of Hull

Harper Adams University

Hull, UK HU6 7RX T: +44 (0)1482 346311 Website

Newport, Shropshire TF10 8NB T: 01952 820280 E: admissions@harper-adams.ac.uk

I

Hartpury University

Imperial College London

Gloucester GL19 3BE T: +44 (0) 1452 702 244 E: admissions@hartpury.ac.uk

South Kensington Campus, London SW7 2AZ T: +44 (0)20 7589 5111 E: Specific email addresses available here

Heriot-Watt University

K

Edinburgh, Scotland EH14 4AS T: +44 (0) 131 449 5111 E: studywithus@hw.ac.uk University of Hertfordshire Three campuses - College Lane, de Havilland, Bayfordbury T: +44 (0)1707 284000 E: ask@herts.ac.uk University of Highlands and Islands Integrated university that encompasses both further and higher education, has 13 partners.

T: 01463 279190 Click here for relevant emails for college University of Huddersfield Queensgate, Huddersfield HD1 3DH T: +44 (0)1484 422288 E: university.reception@hud.ac.uk

Keele University Staffordshire, UK ST5 5BG T: +44 (0)1782 734010 E: admissions@keele.ac.uk University of Kent Canterbury, Kent CT2 7NZ T: +44 (0)1227 764000 Online enquiry form King’s College London Strand, London WC2R 2LS T: +44 (0)20 7836 5454 Use this webpage Kingston University Kingston upon Thames, Surrey KT1 1LQ T: +44 (0)20 8417 9000 E: admissionsops@kingston.ac.uk

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L

University of Central Lancashire Preston, Lancashire PR1 2HE T: +44 1772 201 201 Online enquiry form Lancaster University Lancaster LA1 4YW T: +44 (0)1524 65201 E: ugadmissions@lancaster.ac.uk University of Leeds Leeds LS2 9JT T: +44 (0)113 2431751 E: study@leeds.ac.uk Leeds Arts University Leeds, West Yorkshire LS2 9AQ T: 0113 202 8000 Online enquiry form Leeds Beckett University Leeds LS1 3HE T: (+44) 113 812 0000 E: admissionsenquiries@leedsbeckett. ac.uk Leeds Trinity University Horsforth, Leeds LS18 5HD T: 0113 283 7100 E: admissions@leedstrinity.ac.uk University of Leicester University Road, Leicester LE1 7RH T: +44 (0)116 252 2522 E: admissions@le.ac.uk 90

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University of Lincoln Brayford Pool, Lincoln LN6 7TS T: +44 (0)1522 882000 E: enquiries@lincoln.ac.uk University of Liverpool Brownlow Hill, Liverpool L69 7ZX T: +44 (0) 151 794 2000 E: irro@liverpool.ac.uk Liverpool Hope University Hope Park, Liverpool L16 9JD T: 0151 291 3000 E: enquiry@hope.ac.uk Liverpool John Moores University Liverpool, Merseyside L2 2QP T: 0151 231 5090 E: courses@ljmu.ac.uk University of London Malet Street, London WC1E 7HU T: +44 (0)20 7862 8000 Website London Metropolitan University Three campuses - Holloway, Aldgate and Shoreditch T: +44 (0)20 7423 0000 Online enquiry form London South Bank University Borough Road, London SE1 0AA T: 020 7815 7815 Online enquiry form

Loughborough University

University of Northampton

Epinal Way, Loughborough LE11 3TU Phone: +44 (0)1509 222222 Email: enquiries@lboro.ac.uk

University Drive, Northampton NN1 5PH T: 01604 735500 E: study@northampton.ac.uk

M

Northumbria University, Newcastle

University of Manchester Oxford Rd, Manchester M13 9PL T: +44 (0) 161 306 6000 E: study@manchester.ac.uk Manchester Metropolitan University All Saints, Manchester M15 6BH T: +44 (0)161 247 2000 Online enquiry form Middlesex University The Burroughs, Hendon NW4 4BT T: +44 (0)20 8411 5555 Online enquiry form

N Newcastle University Newcastle upon Tyne NE1 7RU T: +44 (0)191 208 6000 Online enquiry form Newman University, Birmingham Bartley Green, Birmingham B32 3NT T: +44(0)121 476 1181 Website

Newcastle-upon-Tyne NE1 8ST T: 0191 232 6002 E: bc.applicantservices@northumbria.ac.uk Norwich University of the Arts Redwell Street, Norwich NR2 4SN T: +44 (0) 1603 610561 E: studentrecruitment@nua.ac.uk University of Nottingham Nottingham NG7 2RD T: +44 (0)115 951 5151 Online enquiry form Nottingham Trent University City campus - Shakespeare Street, Nottingham, NG1 4FQ T: +44 (0)115 941 8418 Website

O The Open University Campuses: Milton Keynes, Northern Ireland, Republic of Ireland, Scotland, Wales T: 0300 303 5303 Online enquiry form University of Oxford Wellington Square, Oxford OX1 2JD T: +44 1865 270000 E: Email specific college here Education Choices Magazine | Spring 2021

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Oxford Brookes University

Queen’s University Belfast

Oxford OX3 0BP T: +44 (0) 1865 741111 E: query@brookes.ac.uk

Belfast , Northern Ireland BT7 1NN T: +44 (0) 28 9024 5133 Online enquiry form

P

R

Plymouth Marjon University

Ravensbourne University London

Derriford, Plymouth PL6 8BH T: 01752 636700 E: admissions@marjon.ac.uk

Penrose Way, Greenwich Peninsula SE10 0EW T: +44 (0) 20 3040 3500 E: info@rave.ac.uk

University of Plymouth

Robert Gordon University

Plymouth, Devon PL4 8AA T: +44 1752 600600 E: admissions@plymouth.ac.uk

Garthdee Road, Aberdeen AB10 7QB T: +44 (0) 1224 262728 E: admissions@rgu.ac.uk

University of Portsmouth

University of Roehampton

Winston Churchill Ave, Portsmouth PO1 2UP T: +44 (0)23 9284 5566 E: admissions@port.ac.uk

The colleges - Digby Stuart College, Froebel College, Southlands College, Whitelands College T: +44 (0)20 8392 3232 Online enquiry form

Q Queen Margaret University, Edinburgh Edinburgh EH21 6UU T: +44 (0)131 474 0000 E: admissions@qmu.ac.uk Queen Mary University of London Mile End Road, London E1 4NS T: +44 (0) 20 7882 5555 Online enquiry form

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Royal Agricultural University Cirencester, Gloucestershire GL7 6JS T: +44 (0) 1285 652531 E: admissions@rau.ac.uk Royal Holloway, University of London Egham, Surrey TW20 0EX T: +44 (0)1784 434 455 E: study@royalholloway.ac.uk

S

University of St Andrews

University of Salford

College Gate, St Andrews KY16 9AJ T: +44 (0)1334 47 6161 E: admissions@st-andrews.ac.uk

Salford M5 4WT T: +44 (0) 161 295 5000 E: enquiries@salford.ac.uk University of Sheffield Western Bank, Sheffield S10 2TN T: 0114 222 2000 E: study@sheffield.ac.uk Sheffield Hallam University Howard Street, Sheffield S1 1WB T: 0114 225 5555 E: enquiries@shu.ac.uk SOAS University of London Russell Square, London WC1H 0XG T: +44 (0)20 7637 2388 E: undergradadmissions@soas.ac.uk University of South Wales Pontypridd CF37 1DL T: 03455 76 01 01 Online enquiry form University of Southampton University Road, Southampton SO17 1BJ T: +44(0)23 8059 5000 E: enquiries@southampton.ac.uk Solent University Southampton SO14 0YN T: 023 8201 3000 E: admissions@solent.ac.uk

St George's, University of London Cranmer Terrace, London SW17 0RE T: 020 8672 9944 Online enquiry form St Mary’s University, Twickenham Strawberry Hill , Twickenham TW1 4SX T: 020 8240 4034 E: accommodation@stmarys.ac.uk Staffordshire University Stoke-on-Trent, Staffordshire ST4 2DE T: +44 (0)1782 294000 E: enquiries@staffs.ac.uk University of Stirling Stirling FK9 4LA T: +44 (0)1786 473171 E: recruitment@stir.ac.uk University of Strathclyde Richmond Street, Glasgow G1 1XQ T: +44 (0)141 552 4400 Website University of Suffolk Ipswich, IP4 1QJ T: +44 (0) 1473 338000 Online enquiry form

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University of Sunderland

U

Chester Road, Sunderland SR1 3SD T: +44 (0)191 515 2000 Website

University College London (UCL)

University of Surrey Guildford, Surrey GU2 7XH T: +44 (0)1483 300800 Website University of Sussex Falmer, Brighton BN1 9RH T: +44 (0)1273 606755 E: study@sussex.ac.uk Swansea University

University of East London London E16 2RD T: +44 (0)20 8223 3000 E: study@uel.ac.uk University of the Arts London High Holborn, London WC1V 7EY T: +44 (0)20 7514 6000 Website

Two campuses Singleton Park Campus - Swansea, SA2 8PP Bay Campus - Crymlyn Burrows, SA1 8EN T: +441792606000 Online enquiry form

Ulster University

T

University of Law

Teesside University, Middlesborough Middlesbrough, Tees Valley TS1 3BX T: 01642 335021 E: enquiries@tees.ac.uk The London School of Economics and Political Science Houghton Street, London WC2A 2AE T: +44 (0)20 7405 7686 Website

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Gower Street, London, WC1E 6BT T: +44 (0) 20 7679 2000 E: undergraduate-admissions@ucl.ac.uk

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Three campuses: Belfast, Coleraine, Jordanstown, Magee, Birmingham and London Contact details here

Campuses: Birmingham, Bristol, Chester, Guilford, Leeds, London Bloomsbury, London Moorgate, Manchester, Nottingham, Online T: +44 (0) 800 289 997 E: study@law.ac.uk University of Wales Trinity Saint David Has three campuses - Lampeter, Swansea, Carmarthen T: 0300 500 5054 E: admissions@uwtsd.ac.uk

University of Warwick

University of Worcester

Coventry CV4 7AL T: +44 (0)24 7652 3523 E: ugadmissions@warwick.ac.uk

St John's, Worcester WR2 6AJ T: 01905 855 000 E: admissions@worc.ac.uk

University of the West of England, Bristol

W

Coldharbour Lane, Bristol BS16 1QY T: +44 (0)117 9656261 E: infopoint@uwe.ac.uk University of West Scotland Three campuses: Ayr, Dumfries, Lanarkshire, London and Paisley T: 0800 027 1000 E: ask@uws.ac.uk University of West London St Mary's Road, Ealing W5 5RF T: 0800 036 8888, select option 2 E: courses@uwl.ac.uk University of Westminster Regent Street, London W1B 2HW T: +44 (0)20 7911 5000 E: ugadmissions@westminster.ac.uk

Wrexham Glyndwr University Mold Road, Wrexham LL11 2AW T: 01978 290666 Online enquiry form

Y University of York York YO10 5DD T: +44 (0) 1904 320 000 E: ug-admissions@york.ac.uk York St John University Lord Mayor’s Walk, York YO31 7EX T: 01904 624624 Use relevant contact

University of Winchester Sparkford Road, Hampshire SO22 4NR T: +44 (0) 1962 841515 E: course.enquiries@winchester.ac.uk University of Wolverhampton Wulfruna Street, Wolverhampton WV1 1LY T: 01902 321000 E: enquiries@wlv.ac.uk

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