Education Choices AUTUMN 2023 | £3.50
TH E KEY TO YO U R CH ILD’ S SUCCESS
EDUCATION CORNER PODCAST INTERVIEWS INCLUDE: • All-boys’ education at Sunningdale • ISEB and Tooled Up Education • Pupil voice at Highgate School •P ositive psychology at Surbiton High School • AI at Cranleigh School • Future Ready at The Royal School • Postcolonial Literature at UCL
SPECIAL FEATURE:
Director of EDI and Social Responsibility at Wellington College
GRAMMAR SCHOOLS FOCUS - an inclusive Grammar School listing for London and nearby counties, London property update and design tips!
21 Light up your night
Our recommendations for the best Bonfire Night events in London
22 Inspirational children’s books
The Tiger Who Sleeps Under My Chair and Dark Cloud
24-25 The Artivist
A roadmap for the younger generation on making the world a better place
26-27 Empowering Early Learners
A Journey of Discovery and Diversity with Philly & Friends
28 Fly Boy
Teaching children how to overcome turbulent emotions
29 Embracing equity in education
Levelling the playing field of learning
30-31 Bridging the gap
Parent and teacher strategies for effective school transitions
24 03 Postcolonial literature for young adults A global perspective
06-07 Making that first step
Top tips for choosing your child’s nursery
08-09 ECM Top 20 SW London Nurseries
32 Accommodating all learners
How to get the best out of your ADHD students
33 EPIC Think Learn
Supporting your child’s literacy and maths learning in ways that are fun and effective
34-35 Dyslexic Thinking
Why every school should be trained to recognise and empower it
36 Looking for a way out?
Childline’s advice for young people thinking about running away
A selection of parent favourites
10-11 Children’s activities
The Band Project, Music House for Children and more!
12-13 Football Fanatics
The Lambeth Tigers and the Lionesses
14 Finding Forest School in Chelsea Cameron Vale School’s hidden curriculum
15 Bat Night - not fright night!
Putney High Junior School’s outdoor learning adventures
16-17 More than just a story
The importance of Drama at St Catherine’s Bramley
18 World Afro Day at Swaffield School Embracing and celebrating differences
20 Spooky fun for families Halloween activities for families in and around London
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In the Autumn issue... 73 A Man’s Tide
EDUCATION CORNER PODCAST
A short film exploring the impacts of miscarriage on males
46
74-75 Latymer Upper overhauls GCSEs
EDUCATION CORNER PODCAST INTERVIEWS: 38-41 Mr. Tom Dawson
A whole school curriculum reform
42-45 Julia Martin and Dr. Kathy Weston
76 Benefits of online schools
Sunningdale School, Berkshire Independent Schools Examinations Board and Tooled Up Education
46-49 Mr. Adam Pettitt
76
Making it easier to access outstanding learning
77 SOAS On-demand
Highgate School, North London
A virtual open day
50-53 Mr. Stuart Murphy
78-79 Writing a Personal Statement
Surbiton High School, Surrey
The University of Warwick’s Top Tips
54-57 Dr. John Taylor
80-81 UCL and University of Exeter
Cranleigh School, Surrey
Interdisciplinary degrees and degree apprenticeships
58-61 Mr. Matthew Close 62-65 Mrs. Naima Charlier
82-83 The Prime Central London Housing Market
66-69 Dr. Lara Choksey
84-85 Moving back inside
The Royal School, Surrey
Wellington College, Berkshire
A closer look at Hampstead and Belsize Park
University College London
Styling your home for the colder months
50
86-92 GRAMMAR SCHOOLS Education Choices Magazine recommended grammar schools Founder: Chloe Abbott Social Media and Marketing: Ella Maria Co-Editors: Emily Parsons and Rohini Bhonsle-Allemand Assistant Editors: Megan Payne and Izzy Reeves Art Design: Peter Charles www.petercharlesdesign.com Podcasts: Emma Charleston www.emmacharleston.co.uk Cover: Wellington College EDUCATION CHOICES MAGAZINE is now available to purchase both online and paper copy. Please contact: chloeabbott@educationchoicesmagazine.com
70 Celebrating Black History
Incorporating diverse perspectives into the curriculum at DLD College London
72 Tesco’s Autumn Risotto Recipe Food for the perfect cosy night in
EDUCATION CHOICES MAGAZINE | AUT UMN 2023 | 5
THE ARTIVIST
The Artivist A roadmap for the younger generation on making the world a better place Do you ever worry about what today’s youth will ask us when they are old enough to realise what kind of world we’ve left them to live in? As a parent of a three-year-old, it’s a constant thought that circles in my mind. It’s a big reason why I wrote and illustrated The Artivist. This book is the story of my very own Artivist journey. The main character follows a very similar path to my actual career as an Artivist, which has spanned more than ten years so far. After one of my Sunday Sketches went viral, I realised just how much power there is in a single art piece to spark conversations centered around social justice. Sunday after Sunday, I began creating one art piece that reflected what was happening in the world. I often begin from a personal place, where I highlight a specific person or group of people who have been adversely affected by one of the many ‘broken bones’
in our society, whether that is racism, income inequality, global pollution, wars, gun violence or any other harmful issue that needs to be fixed. Once I have chosen that personal story, I will research the broken bone and the affected individual(s) and often paint a portrait or scene that speaks to their humanity and their situation. The final step is sharing it with the world, so that as many people as possible can learn about the issue and
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NIKKOLAS SMITH
and every one of us, no matter what age, to use our creativity to inspire others to make a positive change in the world. I see this book as a roadmap for the next generations of fearless creatives, to envision an inclusive and equitable future. Artivism is truly a tool for all creatives, but especially all the young creatives out there who, like the Artivist in the book, are starting to see all of the broken bones in our society and ask how things got to be this way, from global warming, to housing inequality, to racial/social injustices and more. T here is a biodiversity crisis. T here is a humanitarian crisis. T here is a global warfare crisis. T here is an economic crisis. T here is a housing crisis.
be inspired to play their part in making a positive change. In 2020, Michelle Obama shared my portraits of George Floyd, Breonna Taylor and Ahmaud Arbery, and once again I saw my activist art all over the world by way of social media. I closely mirrored my Sunday Sketch journey in The Artivist. You see the boy creating a mural that goes viral - as one of my
first Artivism pieces did - and it opens his eyes to the power that activist art has to inspire the entire world with just one image. He goes on to paint murals all over the country that call out the broken bones of the world and inspire the Artivist in all of us to use our creativity to protest injustice, protect the planet and stand up against inequality. It is a call to the Artivist in each
We cannot pretend as though our young ones do not notice all of this and are not affected by it. They do notice. They are affected. They need not only hope, but creative tools to fight back. I created The Artivist for young people filled with all those tough questions and to remind them that they have infinite creative solutions that can point us in the direction of a brighter world. I want this book to be a reminder that creative protest is an act of love and that love is a verb. It is up to all of us to love, today! NIKKOLAS SMITH Artivist, Author, Illustrator www.nikkolas.art Instagram: @ nikkolas_smith TURN TO PAGES 62-65 to read about social responsibility and EDI at Wellington College
EDUCATION CHOICES MAGAZINE | AUT UM N 2023 | 25
EDUCATION CORNER PODCAST
EDUCATION CORNER PODCAST INTERVIEW WITH
Julia Martin and Dr. Kathy Weston FROM THE INDEPENDENT SCHOOLS EXAMINATIONS BOARD AND TOOLED UP EDUCATION
Julia Martin, CEO of the Independent Schools Examinations Board (ISEB), and Dr. Kathy Weston, the Founder of Tooled Up Education, speak to us about the new partnership between ISEB and Tooled Up: the Parent Power Toolkit, which consists of resources designed to help parents and guardians prioritise their child’s mental health and wellbeing during the academic admissions process. To start with, could you both tell us about your personal backgrounds and your journeys towards where you are currently? Julia: Thanks for having us. I’m Chief Executive
at the ISEB (Independent Schools Exam Board). I keep saying I’m new, but I’m not – I’ve been there 42 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
nearly three years in January. During that time, we’ve been looking to transform the exam board (we’re 120 years old this year) and transform those paper-based common entrance exams that many of you may know or have taken, and start looking at digital examinations, project-based and skills-based qualifications, and most importantly a much more holistic way of looking at assessments. Kathy: I have a doctorate in Criminology from the University of Cambridge, and my specialism within social science was the sociology of coping, resilience and identity. I became incredibly interested in parental engagement in children’s lives and learning, wrote a couple of books with Professor Janet Goodall on how home and school can work together, then the culmination of that was Tooled Up Education, which is a digital
ISEB and Tooled Up Education
landscape of evidence-based approaches and resources for families and school communities. Going back to ISEB, it’s now a household word to many families from probably around Year 4 or Year 5, when they start thinking about their senior schools. Could you tell us, for parents who perhaps don’t know, what the ISEB exams and Pre-Tests are and how they’ve become increasingly popular over the past few years? Julia: So, the Pre-Tests (they’re
called the Common Pre-Tests, but we shorten it to Pre-Tests) were intended to have the same ethos - actually, it’s the same reason “So, the Common Pre-Test means that a child the exam board was founded 120 takes a digital multiple choice test online years ago. Essentially, the three once, and regardless of how many schools core associations – the Heads’ they apply to or at what point in the year, Conference (HMC), the Girl’s School Association (GSA) and the that exam result can be shared with any Independent Association of Prep school. It means that we are reducing that Schools (IAPS) – all came together assessment burden overall.” and recognised that every school had independent and very different divergent assessment mechanisms. And rightly so – every school wants to champion assessment burden overall. So, whilst they may what is brilliant about their school and their have to prepare and there may be individual education philosophy. But, obviously, in some school experience days, the testing element of cases that could lead to children doing a huge that is reduced using the Common Pre-Test. number of different assessments in a very short space of time. So, back in the day, 120 years ago, What brought about this partnership the word ‘common’ in ‘common entrance’ was between ISEB and Tooled Up? to say that, at its core, all children take the same Kathy: I think that, nationally, there’s been a assessments. Then, they can all be judged fairly greater interest in children’s mental health and by only taking one assessment that can be shared wellbeing. The pandemic has certainly amplified with the schools. the fact that anxiety, for example, is one of the Fast-forward around 110 years, and digital largest mental health conditions affecting children assessment became really, really important, and and young people. And we know that children we know this because of COVID. We use short, have to face tests and exams in all aspects of their digital multiple-choice tests. So, the Common Preeducational journey, and it’s really about knowing Test means that a child takes a digital multiplewhat we can do to make sure that we reduce – not choice test online once, and regardless of how eliminate, but reduce – their academic anxiety to many schools they apply to or at what point in enable children to thrive. The beautiful thing is the year, that exam result can be shared with that we know that little things parents do at home any school. It means that we are reducing that can make a tremendous difference in that regard. So, this is about balance. It’s about educating parents in the small things they can do in their TURN TO PAGES 58-61 to read about entry points and bursary provisions at The Royal School, Surrey busy lives that can really optimise thriving, EDUCATION CHOICES MAGAZINE | AUT UM N 2023 | 43
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EDUCATION CORNER PODCAST
EDUCATION CORNER PODCAST INTERVIEW WITH ASSISTANT PRINCIPAL - PUPIL DEVELOPMENT & WELL-BEING
Mr. Stuart Murphy FROM SURBITON HIGH SCHOOL, SURREY
Mr. Stuart Murphy speaks about how Surbiton High School supports both parents and children during exam periods, as well as the school’s specialist pastoral care, their focus on positive psychology and developing human intelligences. Children are increasingly under a lot of pressure to perform and do well academically. How are they supported through this at Surbiton High?
It’s partly about balance: I think one of the things we do well as a school is that we’re well-balanced between academics and cocurricular activities in the various aspects of the school. Some schools are really good at one specific thing, and I think one of the things that makes Surbiton a good school is that we do a lot of different things and that benefits young people in the different areas they’re interested in. I think the pressure exists, there’s no doubt about that, and on the pastoral side of the school that’s how we make our decisions to support them. Regarding the idea of positive psychology, we have a Charter for Well-being at school, based on the work of Martin Seligman, on something 50 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
called PERMA, which is positive emotion, engagement, relationships, finding meaning and accomplishment. On the pastoral side of the school, we use that as our foundation for the decisions we make to support students. Life is difficult, it has its ups and downs, and I think recognising that and making sure we have an ethos that sits behind all of our decision-making is one of the ways we help students get through things. By acknowledging that it will get difficult, we’ve got support systems in place to make decisions that are in their best interests, that ultimately help them to flourish - I think we see that as our goal. Someone once put it to me as: “More days with smiles” because it is hard sometimes. Being a young person today is harder than it’s ever been, I think. I certainly know it’s harder than when I was their age. Expectations are extremely high, particularly in our part of the world; we’re a South West London independent school, it is a fast-paced environment, their parents are hard-working, that’s our catchment. So then, there’s that expectation that their children will be successful and will make the most of those
Surbiton High School, Surrey
advantages. But I think that foundation of positive psychology and making those decisions every single day - whether it’s on a strategic level across the whole school or just a form tutor in a morning - is about finding the balance, it’s about getting them to manage those expectations, and ultimately I think they flourish because of that, not in spite of it. I think that’s why we’re successful. Girls can be highly competitive and grade focused, particularly as they enter senior school settings and face exams. How do you use positive psychology to ensure that they do not let these issues affect them in a negative way?
I think there’s definitely some truth in that, I think ‘competitive’ maybe, but also they drive each other on - that’s certainly what I see, it’s not necessarily competition at the expense of another person. I think the best example would be more about our rowing boats than it would be about someone doing an individual competition. We’re pretty good at rowing at the moment and that’s a good sign of what we do well, it’s everyone pulling together for the benefit of everybody. Beyond the positive psychology stuff, I think the idea of finding accomplishment and building relationships and meaning in what you do beyond your academics is really important. You know, we’re achieving really good academic outcomes for pupils, but we also have a huge co-curricular programme with over 150 clubs running every week, so every
“Life is difficult, it has its ups and downs, and I think recognising that and making sure we have an ethos that sits behind all of our decision-making is one of the ways we help students get through things.”
single pupil is more than just their grades. For me, I think that’s probably the single most important thing about when it gets difficult and tough and they are being competitive: they are more than just the grades on the paper. So, if you’re finding one subject hard or you might be better in another, at the same time you might be winning a national rowing title or a hockey competition. We’re football champions at two different age groups at the moment and runners up at another, and that’s national, not just independent schools. So, you’ve got an array of different experiences. To be honest, the community have to get the most credit: young women can be quite mean at points when they’re younger and finding their way, but it always amazes me that as they grow through the school and by the time our pupils are in Year 11, the atmosphere around the school is something to behold. The community they build is so positive because they’re all in it together. Last year was a good example of that for us. I spoke to lots of people at other schools and their Year 11s were really struggling, lots of people were fraying at the seams, and I was surprised to be able to confidently say: “Well, that’s really strange, because ours are actually in a really good place! They are happy, smiling, talking to each other, encouraging each other.” The atmosphere was so positive around exam time in Year 11 last year. And then you see the results come through and all that value added and I truly believe it’s a reflection of EDUCATION CHOICES MAGAZINE | AUT UM N 2023 | 51
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EDUCATION CORNER PODCAST
EDUCATION CORNER PODCAST INTERVIEW WITH DIRECTOR OF LEARNING, TEACHING AND INNOVATION
Dr. John Taylor FROM CRANLEIGH SCHOOL, SURREY Dr. John Taylor speaks about life at Cranleigh School, expanding the curriculum, using AI in schools and the changing role of technology in the classroom. Please tell us about your role as Director of Learning, Teaching and Innovation at Cranleigh School.
I’ve been at Cranleigh for the last eight years or so, and, in essence, my job is linked to what we term ‘Cranleigh Thinking’, which is to say that we think that education is better, richer, more enjoyable and more rewarding for both students and teachers if, instead of simply teaching those allimportant facts for the next test, we teach beyond the test. What lies beyond the test is a rich world of questions, problems and challenges where, bluntly, life doesn’t give us a mark scheme answer. I enjoy, for example, engaging in philosophical conversations with students and my colleagues. I’ve also been instrumental in pioneering qualifications such as the Extended Project, which we use extensively, and other project qualifications. This is all a long-winded way of saying that anything we can do to encourage Cranleighans to be thoughtful, 54 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
reflective, enquiring, independently-minded young people who don’t just ask: “What do I need to know for the next test?” but realise that real learning is something much deeper and richer than that. For me, that has involved working in qualification development, working with colleagues to support them in the classroom, and working with students in facilitating them on their own learning journeys. Can you tell us a little bit about the ethos and values at Cranleigh beyond that?
At Cranleigh, we’ve characterised the school in terms of the qualities and dispositions that we want Cranleighans to exemplify when they leave us, and I’ve already mentioned one of those: ‘Cranleigh Thinking’, which refers to our aim to promote thoughtful, reflective, enquiring young people who can take a question and pursue it deeper and further, perhaps, than is required by the syllabus, but in an independent and critically-reflective way. We also balance that with an emphasis on what we call ‘Cranleigh Being’, which characterises the nature of the individuals that Cranleighans become. Are they comfortable within themselves?
Cranleigh School, Surrey
“We’ve tried very deliberately and intentionally to structure our approach to learning around the kind of individuals that we want Cranleighans to become.” Are they secure in who they are in their own identity and the world? And from that basis, are they able to reach out in positive ways in relating to others and in making their mark in wider society? The third dimension is what we call ‘Cranleigh Giving’, which refers to our charitable aims, our philanthropic enterprises and our wider aim of producing individuals who will go out of their way to say: “As I have received so much, what can I give back to the world?”. Those three strategic objectives - ‘Cranleigh Thinking’, ‘Cranleigh Being’ and ‘Cranleigh Giving’ - inform all that we do inside and outside the classroom, in terms of our pastoral care and our whole school development. We’ve tried very deliberately and intentionally to structure our approach to
learning around the kind of individuals that we want Cranleighans to become. How do you feel about AI? Do you feel there are risks associated with it?
I think, for me, the starting point is to demystify AI a little bit. What I mean by that is, perhaps a couple of things, the first is that for those of us of a certain generation, as soon as we think about robots and artificial intelligence and so on; 1980s sci-fi movies come to mind. And, of course, there are the bleak dark images of robots destroying everything and terminating everybody, so that’s a very unhelpful, worrisome model to have in mind. Another question which came up early on when we all started to become aware of these technologies, was this slightly, again, worrisome thought that they were in some sense genuinely sentient or aware that they were processing information as much as other human beings would. Personally, I think all of those models just need to be put to one side quite deliberately, and we just need to start with the simple fact that this is a tool, it’s a device, it’s something we use like we use our computers every day, and as any tool, it’s neither good nor bad EDUCATION CHOICES MAGAZINE | AUT UM N 2023 | 55
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EDUCATION CORNER PODCAST
EDUCATION CORNER PODCAST INTERVIEW WITH
Dr. Lara Choksey Dr. Lara Choksey joined University College London as a lecturer in the Department of English in 2021. Lara has studied all across the UK, achieving her BA in English at the University of Leeds in 2010, followed by an MA in Cultural Studies at Goldsmiths College, London and a PhD in English and Comparative Literary Studies at the University of Warwick. She has been a Visiting Scholar in the Institute of Comparative Literature and Society at Columbia University, and has held postdoctoral research fellowships at Warwick’s Institute of Advanced Study (201718) and the Welcome Centre for Cultures and Environments of Health at the University of Exeter (2018-21). She has been affiliated with the UCL Sarah Parker Remond Centre as a Visiting Research Fellow since October 2020, where she is now Faculty Associate. What do you hope for students to take away from studying colonial and postcolonial literature?
Technically, our course, Colonial and Postcolonial Literatures, starts in 1492 with Columbus landing in Guanahani, and ends in 2020 with Black Lives 66 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
Matter and some of the Contemporary work around postcolonial ecocriticism. That structure meant that a lot of staff in the department could be involved with it, which is one of the things that excited me most back when we were first talking about it. So these set texts reflect departmental expertise in the Renaissance, with John Fletcher’s The Island Princess, and in American literature; we do The History of Mary Prince; on modernism with Conrad and the poetry of Claude McKay, as well as some more familiar postcolonial texts in the latter half of the term, such as Bapsi Sidhwa, and Steve McQueen’s Mangrove film, which was very exciting to end with. The second term lectures begin again with the early modern period, with a lecture on the Moroccan diplomat, Leo Africanus, and his Description of Africa and again moving through romanticism and empire, modernism, postcolonial film and ecocriticism. What are we hoping for students to take away from studying Colonial and Postcolonial Literature? I want to talk about a really interesting book by Ashley Cohen called The Global Indies. In this book, she talks about what she calls the “imaginative geography of British
ZOÉ LEMONNIER
LECTURER IN THE DEPARTMENT OF ENGLISH AT UNIVERSITY COLLEGE LONDON
Colonial and Postcolonial Literatures at UCL
“What the term ‘postcolonial’ did in the 1980s was to allow a set of critical approaches to take up space within the academy, so it had a practical function in this sense; but at the same time, some of its key theorists distanced themselves from it as a term almost immediately, so we got the emergence of comparative literature, world literature.” imperialism”, and this is a really important idea for this course, what it means to convey a sense of the imaginative geography. She uses literature in this book to tell a different story about 18th century England and how they understood these places that were now emerging through print, through stories coming back to the UK. She starts by talking about William Cowper’s long poem, ‘The Winter Evening’ from The Task, which starts with someone sitting in a countryside inn by the fire. It’s icy outside, and the speaker hears someone twanging a horn in the distance. It’s someone delivering newspapers, the herald of a noisy world; his boots are muddy and he’s got “news from all nations lumbering on his back”, and he dumps the papers at the inn before going off again into the night. It’s a chaotic interruption of this idyllic icy scene in winter and there’s a connection between this ‘careless’ figure and this ‘noisy world’ that he is delivering through print, and he is connected to the inn by a system of exchange: the inn is a commercial enterprise, buying newspapers for its clientele. This example really gets at how a system is emerging, and how that system arrives in these local contexts. It is a really mundane place to tell this story about this rapidly globalising world. That feels like a really exciting place to start, this idea of an imaginative geography that is in the process of being formed, and is coming into being through literary endeavours, through the ways that people are writing about this through literature.
Is there such a thing as postcolonial literature?
This is such a difficult question, and is such a bone of contention in postcolonial criticism. I remember thinking about it a lot when I was an undergraduate doing my course in postcolonial literature. What does that ‘post’ mean: it suggests an after, doesn’t it? ‘After decolonisation.’ What the term ‘postcolonial’ did in the 1980s was to allow a set of critical approaches to take up space within the academy, so it had a practical function in this sense; but at the same time, some of its key theorists distanced themselves from it as a term almost immediately, so we got the emergence of comparative literature, world literature. There are lots of debates around that word. My thought is that it’s still a useful term, because it allows us to name the massive transformation of the global literary scene after the national revolutions from the mid-twentieth century; it is really important for thinking about that process of who and what gets published. The Heinemann African Writers Series and the work that Chinua Achebe did to get literature from across the African continent translated and published into English was an extraordinary moment. So ‘postcolonial’ holds some of that energy. How can we construct a new canon out of these works? In many cases, the postcolonial canon is still defined by the old imperial centre, and this problem can be seen to impact the way such literature is taught in academic institutions in the UK. To what
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ECM GRAMMAR SCHOOLS FOCUS
State boarding at Haberdashers’ Adams Education’s best kept secret? Haberdashers’ Adams, a selective grammar school in Newport, Shropshire, has an enviable reputation for academic, musical and sporting excellence. Despite this, not everyone is aware that approximately 100 of its 1000 pupils are boarders. Boarding is an excellent option for families where parents work long hours or travel. Many families consider the cost of boarding outside of their budget; however, as a state school, there are no education fees to pay. Therefore, families only pay the fees associated with
boarding: £4,619 per term for 2023/24. Junior boarders start their boarding life at Longford Hall, a beautiful Georgian mansion set in 100 acres of grounds, with magnificent views of the surrounding countryside. Senior boarders continue their boarding life in Beaumaris Hall, a purposebuilt home just metres from the school entrance. Across the two boarding houses, the best of town and country is offered. Both houses provide a fantastic support network tailored to the needs of
the different age groups. Boarding offers stability and allows pupils to be supported with their homework and form strong and long-lasting friendships. Boarders can also use the time they previously spent commuting to school far more productively by becoming more involved in the extra-curricular activities on offer, helping to increase their confidence and grow as individuals. SARAH REYNOLDS Marketing Manager and Boarding Recruitment www.adamsgs.uk
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GRAMMAR SCHOOLS IN LONDON
GRAMMAR SCHOOLS IN LONDON Beths Grammar School Beths Grammar School is an all-boys’ school located in Bexley for students aged 11-18. Whilst they have a strong focus on academic achievement, they also aspire to create a generation of leaders and well-rounded individuals who can fulfil their ambition. They were rated Good by Ofsted in their most recent review (2022). www.beths.bexley.sch.uk
Bexley Grammar School Bexley Grammar School is a co-educational school in Bexley for pupils aged 11-18. Although they are no longer a Specialist School, the legacy of their Languages, Science and Mathematics specialisms live on, with all students studying all three sciences to GCSE as well as at least two languages. Their most recent Ofsted report (2022) rated them Outstanding. www.bexleygs.co.uk
Chislehurst and Sidcup Grammar School Chislehurst and Sidcup Grammar School is a co-educational 11-18 grammar school located in Bexley. This school offers strong academic provision as well as many opportunities for pupils’ personal development, from the RSE curriculum to a wide range of extracurriculars - over 100 clubs operate each term. The school was rated Good by Ofsted in its most recent report (2023). www.csgrammar.com
Henrietta Barnett School The Henrietta Barnett School is a non-denominational grammar school for girls aged 11-18 located in the Hampstead Garden Suburb. Ofsted rated the school as Good in their last report. www.hbschool.org.uk
Ilford County High School Ilford County High School is a selective grammar school for boys aged 11-18. The school describes their vision as offering a challenging and inspirational environment which delivers exceptional educational outcomes and strong character development. Ilford County High School was rated Good in its last Ofsted report. www.ichs.org.uk
Newstead Wood School Located in Bromley and categorised as Outstanding by Ofsted in 2022, Newstead Wood School is a highly selective all-girls’ state school with a co-educational sixth form. NWS is a diverse and inclusive school with a wide catchment area, and they pride themselves on their high academic standards and excellent range of extracurricular opportunities. www.newsteadwood.co.uk
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