Education Choices Magazine - Spring 2024

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SPECIAL FEATURE: Benefits of Boarding Podcast panel: Tonbridge School, Downe House School, Lancing College and The Duke of York’s Royal Military School TOP 20 THE KEY TO YOUR CHILD’S SUCCESS EDUCATION CORNER PODCAST INTERVIEWS INCLUDE: Streatham and Clapham High GDST Hampton Court House School Eagle House School Truro School Education Choices UK BOARDING SCHOOL LISTING - ECM top boarding options, a sustainability focus, countryside properties and design tips! SPRING 2024 | £8.50 PLUS: EDUCATION CHOICES TOP 20 BOARDING SCHOOLS 2024

Dear Readers,

We are excited to share this edition, which covers many key topics from EDI to sustainability, alongside a detailed boarding school index. The Education Corner Podcast features multiple education experts sharing their thoughts and passion for their schools and the education they provide. What a wonderful way to welcome Spring 2024!

Chloe Abbott (Founder)

“It is said that if you educate a man, you educate an individual, but if you educate a woman, you educate a whole nation.”

Benjamin Zephaniah 1958-2023


Saving our planet

10 books about sustainability and environmentalism for children

Old Enough to Save the Planet - Loll Kirby

Meet the children who are taking action against climate change, learn about the work they do and what a difference even the smallest of us can make.

My Friend EarthPatricia MacLachlan

This book reminds us of all the wonderful things our friend earth does everyday - from feeding animals to watering plants - and how important it is to protect her.

The Last Wolf - Mini Grey

In a twist on the traditional Little Red Riding Hood story, when Little Red is invited in for tea at the home of the Last Wolf’s house, Last Lynx and Last Bear, she soon comes to empathise with her new friends as she learns about the impact of the destruction of their natural habitat.

The Wild - Yuval Zommer

Set in a world where there is no more wilderness, The Wild warns us of what

might happen if we exploit our natural landscapes and urges us to band together to help the Wild regrow.

The Odd FishNaomi Jones

When Little Fish and her family encounter an odd new fish bobbing along on its own, they embark on an exciting journey to reunite it with its family in this ecoadventure about keeping oceans clean.

Greta and The GiantsZoe Tucker

Inspired by the work of Nobel Peace Prize nominee Greta Thunberg, this book teaches how anyone - no matter how small - can stand up against giants and make a difference.

There’s a Rang-Tan in My Bedroom - James Sellick

Published in Collaboration with Greenpeace, this book tells the story of a girl who discovers an orangutan on the loose in her bedroom. When Rang-tan explains that there are humans destroying her home so they can grow palm oil, the little girl vows to save the orangutans.

Omar, The Bees and Me

- Helen Mortimer

Omar, The Bees and Me encourages children to look after nature in local communities by planting wild flowers to form bee corridors. Themes around cultural identity are also explored through Omar (a new boy from Syria) and Maisie’s friendship.

Wild Cities - Ben Lerwill and Harriett Hobday

From penguins in Cape Town to parakeets in London, many animals have managed to adapt to our urban world. This book takes you all around the planet and shares tips on how to help these urban creatures thrive.

Somebody Swallowed

Stanley - Sarah Roberts

A powerful story about plastic pollution in the ocean, this book is about Stanley - a plastic bag who’s been mistaken for a jellyfish - as the other sea creatures try to figure out why he’s different. MEGAN



22 Building inclusive societies

Fostering a culture of equity, diversity and inclusion at Alleyn’s

23 Innovative new giving method

The importance of creating a philanthropic legacy

24-27 Principal Katherine Vintiner

Hampton Court House School, Richmond

28-31 Ms. Cathy Ellott

Streatham and Clapham GDST, London

32-35 Mr. Edward Venables

Eagle House School, Berkshire

36-39 Mr. Andy Johnson

Truro School, Cornwall

40-42 Boarding School

Panel Podcast

Tonbridge School, Downe House, Lancing College, The Duke of York’s Royal Military School

EDUCATION CORNER PODCAST 4 | EDUCATION CHOICES MAGAZINE | SPRING 2024 03 Saving our planet 10 books about sustainability and environmentalism for children 06 Buzzing into Spring Reception project on bees 07 Sustainability in schools Environmental work at Eaton House and The White House School 08 Earth Day Can climate education save our planet? 10 The benefits of solar power Reducing environmental impact at Churcher’s College 11 Why not be Inspired by a Trash Hero? Saving the environment EDUCATION CORNER PODCAST INTERVIEWS: 12 Exploring Nature Remembering your childhood 13 Cooking Rotis for Mum Celebrating brown characters 14 Stories Can Teach Us We’re Not Alone Neurodiverse characters in books 15 Sophie Says Making life’s most important lessons fun to learn 16-17 A Surprisingly Simple Approach Supporting Children with Challenging Behaviours 18 Benjamin Zephaniah A tribute to a revolutionary voice 19 Meaningful work beyond the classroom
School, Wimbledon
Community partnerships at King’s College
20-21 What is dyscalculia?
Top tips for supporting children with dyscalculia
24 36

77 Finding the right property

A bespoke countryside estate agent

78 What is Development Studies?

Studying real-world issues at SOAS

79 Family housing in Cornwall

Finding your perfect home

80-81 Finding the Perfect Property in the Countryside

Savills Country Houses

82-83 Putting a spring in your step

Brightening up your home with natural decor

84 Embracing Sustainability

How the University of Exeter and the University of Birmingham are covering sustainability

Founder: Chloe Abbott

Social Media and Marketing: Ella Maria

Co-Editors: Rohini Bhonsle-Allemand and Megan Payne

Assistant Editor: Izzy Reeves

Design: Peter Charles

Podcasts: Emma Charleston

Front cover photography: Ella Maria (featuring Lancing College)

EDUCATION CHOICES MAGAZINE is now available to purchase both online and on paper copy.

Please contact:

In the Spring issue...
1. Westminster School 2. St Paul’s School 3. Wycombe Abbey 4. Brighton College 5. Wellington College 6. Reed’s School 7. Tonbridge School 8. Lancing College 9. Cranleigh School 10. St Catherine’s School, Bramley 11. Downe House 12. Bryanston School 13. St Mary’s School, Ascot 14. Dulwich College 15. Marlborough College 16. Winchester College 17. Caterham School 18. Cheltenham Ladies College 19. Charterhouse 20. Haberdashers’ Adams (state)
were given according to EDI efforts taking place within the schools, pastoral care and parental feedback. PLUS: EDUCATION CHOICES TOP 20 BOARDING SCHOOLS 2024 43-76 BOARDING SCHOOLS FOCUS 54 TOP 20

Buzzing into Spring

Reception project on bees

To celebrate the arrival of Spring, the pupils in Reception have been participating in a project focused on finding out essential facts about bees: where they live, how they collect pollen and make

honey and why they play a crucial role in sustaining the ecosystem by pollinating flowers.

To reinforce their learning experience, the children engaged in hands-on activities. They collected facts about bees using bee-shaped cards, a fun and interactive way to remember key information. Additionally, they designed their own bees, which allowed them to express their creativity but also helped them visualise the physical characteristics of bees - and they tried their best to make them fly on the school terrace!

By actively participating in the project, allowing them to

learn about bees in a meaningful and memorable way, the pupils were able to develop a deeper appreciation for these busy creatures and understand the importance of working together to protect them and ensure their survival.

"Five star development for children" M.M
can tailor lesson plans and work with you to facilitate your Science Weeks Assemblies Demonstrations Workshops Afterschool Clubs Weekly Clubs Holiday Camps in schools, academies & nurseries to suit your needs LITTLE
Contact us 0800 092 1062 Celebrating 10 years having educated over 70,000 pupils CLASSES FOR CURIOUS MINDS Enrichment Science Classes & Activities

Student Sustainability

So far this term, The White House School Council and Eco Warriors have started to recycle coffee pods and printer ink cartridges at school, and have transformed yogurt pots into bird feeders for the Mindfulness Garden.

Later in the term, Year 6 are off to litter-pick at the River Thames and our annual Environment Day will see the whole school litter-picking at local green spaces and creating artwork using only recycled materials.

The school will also be having a ‘bring and swap’, encouraging children to bring in any unwanted clothes from home and swapping them. All students will also be adopting an endangered animal from the WWF charity, as well as having a bike and scooter swap, alongside a bike specialist, so that parents and children can find the best bike or scooter size for them.

GRACE McCAHERY Vice Principal

Clean and Green

Eaton House The Manor won the Gold Award for ‘Green School Building’ in the City Kids Green Awards, 2023 – a prestigious award for sustainability.

The school’s site produces 60% of its own electricity through 142 solar panels, and more are planned in the future. The Eaton House The Manor site also has over 300m2 of green roofs, and over 100m2 of living walls.

The schools’ waste is zero to landfill, with at least 60% being recycled each month, and the site has helped to save 230 trees in the past 12 months.

Pupils are encouraged to walk, cycle or scoot to school. Cycle parking is provided for pupils and staff, and staff can benefit from the ‘Cycle to Work’ scheme if they wish.

PENNY DASH Marketing

LIVE ONLINE DRAMA LESSONS Interview Technique Confidence Building Public Speaking Skills Diction & Vocal Coaching Lamda Exam Tuition GSCE Guidance Development with English Language Skills With Jemma Bateman One to One private lessons Lessons taught at times to suit you Booked as a series of 10 weekly lessons Contact Jemma for more details 07974 127 265 encouraging our students to reach their potential PREP NEWS
The drama Experience

Earth Day

Can climate education save our planet?

To secure a brighter tomorrow, we must instill in students the knowledge and skills essential for navigating and thriving in an eco-friendly world. This underscores the importance of green muscle memory and implementing climate literacy initiatives in school curricula.

This is particularly crucial because, unfortunately, we are not preparing today’s students for the green economy of the future. In the coming decades, the Department of Energy estimates millions of new green jobs will be added to the economy. According to the Bureau of Labor and Statistics, the demand for jobs like environmental engineers or wind turbine technicians will continue to increase.

It is already estimated that the number of green jobs has increased by 50% since 2019 and will continue to grow. In order to prepare the students of today to lead the green economy of tomorrow, we need to teach them the green skills necessary

for them to succeed today.

Society’s shift towards a sustainable future requires a united effort from educational institutions, communities and policymakers.

By integrating green education seamlessly into the curriculum, fostering essential green skills, and embracing collaborative solutions, we can empower the next generation to lead the charge towards a more eco-friendly and resilient future.

Our students cannot wait any longer for climate education, and neither can our planet.

TURN TO PAGE 84 to read about environmentalism at universities



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Our six-week programme provides two, 30-minute, one-to-one reading sessions each week, with a trained volunteer. These sessions take place online through our secure, interactive platform, alternatively face-to-face sessions are optional.

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The Benefits of Solar Power

Reducing environmental impact at Churcher’s College

As part of the Churcher’s College five-year plan to reduce its environmental impact by 2030, the school has unveiled 356 new solar panels on the roof of the school swimming pool. This solar panel array adds to the 48 panels already installed on the roof of the Goodfield Centre building in 2021, making 404 in total.

Ten representatives from the school’s ‘Green Team’ were joined on the swimming pool roof by the Headmaster, Mr. Simon Williams, to announce the official activation of the solar panels.

Mr. Williams explained the benefits: “From this new installation alone we have already benefited from over 8.52MWh of electricity being generated for the school. We estimate the annual output to be 130MWh each year, providing 11% of the

school’s electricity needs, avoiding 30 tonnes of CO2 emissions, and saving £36,500 each year. On every level, it is a fantastic green initiative which we plan to expand further in the future.”

The school’s five-year plan includes the installation of solar panels on more roofs along with the continued installation of eco-friendly heat pumps.

Solar panels play a crucial role in the effort towards achieving net zero carbon emissions by providing renewable energy without emitting greenhouse gases. In the UK, solar panels that are tilted at 15 degrees or more benefit from being able to generate electricity - even on cloudy days - therefore making them an effective alternative energy source.

An exceptional Early Years education
Spirit & Wonder

Why Not be Inspired by a Trash Hero?

Saving the environment

Children have always been naturally curious about the environment, and what eightyear-old doesn’t want to be a superhero? The Trash Hero Kids programme shows primary school children that they have the power to save the world and, in the process, helps to create a new generation of environmental stewards.

The programme is based around an illustrated story and activity book featuring ‘Trash Hero’, a fictional character who needs help to clean and prevent waste ending up in the ocean. Following the story, a series of challenges encourage children to take repeated actions to help him and collect points for doing so. This builds environmentallyfriendly habits and eventually rewards children with a certificate and Trash Hero t-shirt, which they can wear proudly as a badge of honour for their efforts.

The challenges include participating in cleanups, using

reusable alternatives to disposable plastic items, refusing plastic straws, reducing waste at home or school, recycling and upcycling. These activities can be undertaken independently, within classrooms, or as part of community groups.

The book has been translated into seven different languages to be used within the Trash Hero network in Europe and Southeast Asia. More than 23,000 copies have already been printed and all materials, including the t-shirt and rewards, are provided for free to schools, kids’ groups and clubs.

Community volunteers carry out regular cleanups and outreach work with adults and children and also support small-scale zero waste projects, including a free water refill network.

As of December 2023, Trash Hero volunteers have:

Organised 20,838 cleanups

If you are interested in finding out more about implementing the Trash Hero Kids programme, or would like to sponsor the materials we provide, please contact Free PDF copies of the book are available from the same address.

The Trash Hero global network is a dynamic, grassroots movement working for a clean world, free from plastic pollution. Founded in 2013 in Thailand, it is now active in 100 locations across thirteen countries.

Collected 2,451,362 kg of rubbish

Engaged 515,643 participants, including 137,882 children

We believe everyone can be a Trash Hero. Start by reducing your single-use plastic consumption and embrace reusable and refillable alternatives.

Remember, every action, every day, makes a difference.


Exploring Nature

Remembering your childhood

Wild, my first picture book, began writing itself on a concrete floor. It didn’t happen in a forest or even near a window – just a massive gallery space in London. At that time, my university classmates and I were at Truman Brewery, preparing the space for our degree show, ‘Feral’.

With a grad show title like that, it’s easy to see where Wild would have come from. I had puzzled over the word ‘feral’ for a long time. I was staying in London that summer and it was a jolting experience. It was the most unnatural environment for me - I felt like an animal, like cattle through the underground and a rat on the pavement. Feeling as if I were being herded, forced to keep moving.

The home I grew up in was Hilo, Hawaii. It was the very opposite of London, slow and green. If I were an animal, it would be one that could move at its own pace in its own boundaries. I spent a lot of

time outdoors, as most Hawaii children do. The beach, wooded parks and backyards of my neighbourhood were where I’d spent most of my time - often begrudgingly (I begged to lay on the couch, read and play games on the computer). Nature was our main source of entertainment growing up. I knew that on a changing island, I was living on something both delicate and powerful, but very alive.

I think about all this retrospectively. I live in London now, so it’s hard to avoid romanticising my hometown and childhood. When Wild came out, everyone asked: “Is this you?” and I always said no, with the exception that I hate brushing my hair as the girl does. People also said: “This is not an English forest”, despite there being crows and foxes. I didn’t agree initially, I had tried my best to draw a northern atmosphere! The people were right though, the forest in Wild is tropical and warm.

Ten years after the publication of Wild, I rethink everything a bit. Maybe the girl in the book was me all along, and maybe, even then, she was always on the verge of exasperation - is there anything more in this man-made city? Have we had enough of this pace, this place? Can we go back? Maybe it is not a physical place we long to return to, but the feelings we miss. To be a child laying on your stomach looking through the green, green grass.


Cooking Rotis for Mum

Celebrating brown characters

As a child of the ‘80s, I learnt to read on a diet of One, Two, Three and Away and Peter and Jane. They had me hooked on books from a young age and I’ll always be grateful for that. However, it wasn’t until I was an adult that I realised the impact that reading predominantly white characters’ stories would have on me as a brown child.

I remember feeling completely shocked the first time I spotted a brown person on the cover of a book. I was well into my teens, and I’m sure if my jaw could have hit the floor it would have because I’d never seen stories that reflected my culture on the shelves before.

What followed were years and years of hunting for more of these books, and then an eventual disappointment that all the stories I found only portrayed very stereotypical views of Indian people. Whilst I appreciated that the stories of racism and forced marriage needed to be told, I wondered where the stories of brown people just having a regular day were.

Not seeing characters who reflect you seeps deep into your subconscious and tells you over and over again that your stories don’t matter. That you don’t matter. That other people’s stories matter more.

That’s why it was crucial for me that, once I had an opportunity to have my stories published, brown children got to see themselves in books. It was important that they knew from the moment they picked up a book, especially the books they learnt to read with, that their stories mattered as

much as anyone else’s. Diverse books encourage all children to see themselves and to have a window into someone else’s life, and so I want to diversify bookshelves and book corners in schools and libraries across the nation.

Cooking for Mum follows Yash and Meena as they learn to cook rotis with their grandma; in Ishi on the Waves, Ishi is off to a surfing competition to follow her dreams. I wanted to tell fun stories - set in brown familiesabout teamwork and love, that were uplifting and without a focus on stereotypical ‘brown’ issues.

As soon as I had the chance

to play around in the world of Peter and Jane, I did! It was my chance to tell my younger self that her story mattered as much as Peter and Jane’s.


Stories Can Teach Us We’re Not Alone

Neurodiverse characters in books

Small confession here: when I started writing my very first children’s novel, The Someday Birds, I thought I was creating a quirky road trip story about a bird-loving autistic boy thrust out of his comfort zone. A character wholly inspired by my own wonderful (albeit sometimes exasperating) autistic child.

However, the deeper I got into the story, the more I realised that this Charlie, this character of mine, was based more on… me. He had my childhood fears of the world, my resistance to change. How strange! I thought to myself. Why on earth was my own childhood turning out to be such a rich source of story material?

Long story short, that’s how I ended up getting an autism diagnosis as a middle-aged adult.

This new self-knowledge has set me free, and has launched me into a new calling as a writer. I feel it’s my mission to populate the world of children’s literature with as many memorable and loveable neurodivergent characters as I can, because every child of every type deserves to read a story and feel seen. Feel that rush of emotion, that sudden epiphany

that hearing the right words at the right time can give us. Stories teach us we’re not alone. Stories teach us empathy for each other. Rates of autism, ADHD and learning disabilities are rising among children. In parts of the US, the autism rates are one in thirty-six - that’s at least one child in every classroom - and many more if you add ADHD, dyslexia and other forms of learning challenges. Yet, according to a 2019 study, only 3.4% of children’s books portray a disabled main character.

There are many stories out there, still waiting to be told.

To do my part, I’ve kept writing. Stanley Will Probably Be Fine is about a highly anxious boy with sensory processing issues and best friend problems who bravely enters a wild treasure hunt contest to try and prove himself. For younger readers, I have Benji, The Bad Day, and Me, a sibling story of

grumpiness, resentment, rain, a blue blanket, and brotherly love.

My latest is The Fire, The Water, and Maudie McGinn, about an autistic girl who, during a crucible summer, learns to lean into her own hidden strength and resilience. She finds a new community. She learns to surf and to ride life’s waves of change.

This is my main hope for all young people, and why I keep writing. I want to show kids how much goodness and growth they are capable of, no matter what the diagnoses are. To show them they can do hard things. That they, like Maudie, can be strong enough to ride life’s waves of change.


J. PLA Author

Sophie Says

Making life’s most important lessons fun to learn

For eight years, I worked at Unilever in roles such as Sustainability, Innovation and Diversity and Inclusion, ending up as the Global Lead for Gender Diversity. However, when I became a mother, something changed. I suddenly saw the world through my baby’s eyes and I wanted him to know that his mum could do just as much as his dad. There was one issue - in most of the stories I was reading to my son, there weren’t many strong female protagonists. I decided that, if I couldn’t find enough of the stories I wanted to read to my child, I’d better write one myself! So, Sophie Says I Can I Will was created and was the first book in the Sophie Says children’s book series. This is a powerful and uplifting story of empowerment. The aim: to allow boys and girls to achieve their dreams regardless of gender, race, religion or class.

My younger sister, a phenomenal artist, said she would do the illustrations and it would be our

joint project. For years, she had suffered with her mental health. At the beginning of 2020, I tragically lost my younger sister when she ended her battle with mental illness. Sophie Says It’s Okay Not To Be Okay, the second book in the Sophie Says series, was written as my way of healing, with the book poignantly dedicated to my sister. I so desperately want the next generation to understand the importance of looking after their mental health and speaking about their feelings. I also want to build a legacy for my sister through Sophie Says.

Sophie Says is now more than just a brand with books - while we now have more books, we also have school courses, workshops and many other products to help children with self esteem, resilience and positive wellbeing.

I commissioned research which found that 80% of parents are worried about their children’s mental health but only a third of parents have any resources or books in the home to educate on the topic, as parents are worried about saying the wrong thing and making the situation worse.

Everything we have created at Sophie Says acts as a toolkit for parents/carers and teachers to help tackle some of the trickier conversations and ultimately make life’s most important lessons fun to learn, ensuring we are building a resilient and happy next generation.

Summer camps for kids & teens | ESL

A Surprisingly Simple Approach

Supporting Children with Challenging Behaviours

Supporting children with challenging behaviours can be complex, yet there are simple and compassionate strategies that can have a significant impact. For over twenty years as an occupational therapist, I have supported parents, teachers and allied health professionals in understanding and assisting children who have behaviours we find challenging. Throughout this journey, the children themselves have been my greatest teachers, alongside the dedicated individuals striving to support them.

Knowing How to Support Children Can Be Challenging

In my own childhood, the strict behavioural approach prevailed. However, as I grew into my professional role, I witnessed a growing awareness of the detrimental effects of this approach on selfesteem and its inadequacies in fostering caring, confident adults. Essentially, if we control or coerce children through external punishments and even rewards, we fail to develop their internal compasses and we encourage them to perform for external validation and disregard their internal cues.

Throughout my career, I have seen adults struggle with how to support children with challenging behaviours in a way that is both caring and compassionate, and yet also effective. While this is no easy feat, there is an approach that is surprisingly simple.

This approach provides a way to better understand the origins of complex behaviours and to develop connected and caring strategies to support children. It begins with viewing the behaviour objectively, removing our subjective opinion. This allows us to view the behaviour without the bias of our own emotions, allowing us to shift our focus from the ‘what’ to the ‘why’ of the behaviour. This shift enables us to create environments where children feel safe, connected and empowered to engage and learn.

Challenging the Story

Challenging the Story: A Surprisingly Simple Approach to Supporting Children with Challenging Behaviours is an educational allegory conveying insights and strategies through a captivating

storyline. It follows Jenny, a dedicated teacher navigating the complexities of children’s behaviours with guidance from her mentor, Mrs Hoo. Divided into easily digestible chapters, the book explores topics such as understanding dysregulation in children, embracing objectivity, contextualising behaviours, and the transformative power of connection and relationship. While the characters are fictional, the examples draw from real-life experiences, making the book relatable and practical.

Challenging the Story underscores the importance of viewing children’s actions not merely as behaviours, but as a form of communication - a reflection of their underlying capacities, needs, experiences and interactions within their environment. By challenging our initial interpretations of children’s behaviours, we shift our


focus from the ‘what’ to the ‘why,’ empowering us to guide children towards a new, empowering narrative.

Supporting the People Who Support the Kids

In 2008, my wife Kathy and I established MoveAbout Therapy Services, a paediatric occupational therapy clinic in Sydney. Over the past sixteen years, our clinics have expanded to three locations, serving over 400 families. Our guiding principle has always

been to support the people who support the kids: our families, our team, and our communities.

This principle extends into Challenging the Story, where the core elements of supporting children with challenging behaviours are connection and collaboration. This involves fostering a connection between the child and their caring adults, as well as facilitating connections among the adults in the child’s life to form a cohesive support team.

The African proverb: “It takes a village to raise a child,” resonates throughout the narrative. Effectively addressing challenging behaviours cannot be solely the responsibility of the child or even the primary caregiver. It often necessitates the courage of the caregiver to ask for help and the collective support of the child’s community - family, teachers, school, and therapy team - to collaboratively guide the child through their journey.

DAVE JEREB Occupational Therapist, professional speaker, author, and co-founder of MoveAbout Therapy Services

TURN TO PAGE 38 to read about diversity and inclusion at Truro School

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Benjamin Zephaniah: A Revolutionary Voice

A tribute to Benjamin Zephaniah (1958-2023) and his remarkable impact on the literary, political and cultural climates of today.

Raised in Birmingham amidst the turbulence of the 1960s and ‘70s, Zephaniah experienced first-hand the racism and social inequality present in British society. He left formal, full-time education at thirteen after feeling marginalised and overlooked by the education system.

Zephaniah was later diagnosed with dyslexia at the age of twenty-one, which was not fully understood or accepted at the time, and this likely played a part in his feelings of not belonging within the traditional school environment. However, he refused to let this diagnosis define his capabilities, embracing it as a catalyst for creative expression. Instead, he relocated to London at twenty-two, where his debut poetry collection, Pen Rhythm (1980), sparked the beginning of an impressive and expansive literary career.

Zephaniah’s writing is

characterised by its stark exploration of race, identity and social justice, interweaving the AfroCaribbean experience in Britain with rhythms of reggae and the narrative power of Calypso music. Zephaniah also penned several novels, including Refugee Boy (2001) and Gangsta Rap (2004), which tackle difficult themes such as immigration, displacement and youth violence with compassion and sensitivity.

It was in performance, however, that Zephaniah would create his greatest revolution. In the early 1980s, a time of protest against stop and search laws (which seemed racially motivated given the disproportionate use on members of ethnic minority groups), Zephaniah’s poetry could be heard projected at demonstrations, outside police stations and at activist gatherings. His poetry became

synonymous with this type of revolution, bringing together activists in a call to action for all those fighting against injustice and oppression.

During his career, Zephaniah was heralded as Nelson Mandela’s favourite poet, and was spoken of as a potential Poet Laureate until he famously turned down an OBE for his contribution to literature in 2003, underscoring his steadfast commitment to anti-colonial beliefs.

Even after his passing, Benjamin Zephaniah’s legacy continues to inspire and empower generations of writers, activists and artists. His fearless pursuit of social justice, and his irrepressible commitment to amplifying the voices of marginalised groups and individuals, remain incredibly relevant and important, and his poetry is studied in schools and universities as a gateway to critical discussions of race and identity.


Meaningful Work Beyond the Classroom

Community partnerships at King’s College School, Wimbledon

At King’s, we are committed to nurturing thinkers and learners whose qualities of mind set them apart. We look to go beyond academic excellence to offer an education of the whole person and one that best prepares them for their future. An education of mind, spirit and heart enables our young people to excel intellectually and enjoy an exhilarating adventure of learning which embraces positive values, humanity and respect for others.

Known as one of the world’s leading schools for our academic results, our co-curricular programme of over 150 clubs

and societies is central to life at King’s and is one of the elements that makes our community such a special place to learn and grow. For over three decades, our community partnerships programme has been at the heart of our school ethos and curriculum. Beyond the classroom, our pupils engage in meaningful initiatives, which benefit both young and old, through our work with

local schools, charities and community groups, as well as our international networks.

Every Friday afternoon, over 400 of our pupils support more than 50 initiatives, ranging from leading sessions in science or Latin, to setting up a blues orchestra for primary school children, to enjoying tea and conversation with elderly members of the local community. We collaborate with more than 30 local maintained schools and have made a difference to over 2,370 local young people in the last year alone.

Check out our website for details of this year’s events.

16+ Open Evening: Monday 10th June

13+ Forum: Monday 10th June

11+ Open Evening: Wednesday 12th June

7+ Open Morning: Friday 14th June

find out more at

What is Dyscalculia?

Top tips for supporting children with dyscalculia

The current definition of dyscalculia refers to a specific and persistent difficulty in understanding numbers, which can lead to a diverse range of difficulties with maths. It affects individuals of all age groups, socio-economic groups, levels of education, abilities and experience. We say that dyscalculia often comes with a ‘friend’, as often there is significant co-occurrence of different neurodiverse conditions.

Maths difficulties are best thought of as a continuum, of which dyscalculia sits at the end. The condition is thought to occur in 6% of the UK population, equivalent to 1.5 children per a typical class size of 30 pupils. Therefore, it is almost inevitable that, over time, educators will have to teach many young people with dyscalculia.

However, unlike with other learning difficulties,

such as ADHD or dyslexia, research into dyscalculia is still relatively embryonic. In a recent piece of research by Loughborough’s Mathematics Learning Support Centre (MLSC), it found that those with dyscalculia were 100x less likely to be diagnosed and given appropriate teaching support than those with dyslexia.


Indicators of dyscalculia

There is a long list of indicators for maths difficulties and specifically dyscalculia, however a few common behaviours are:

Inability to subitise:

This is the innate ability to recognise a group of 4 or 5 counters without counting them. Often, a dyscalculic child will need to touch each counter as they count.

Lack of understanding of relative number value: Determining which number is larger or smaller. For some dyscalculic pupils, the digits have little or no meaning. This also makes estimating very difficult and often leads to wildly inaccurate answers to calculations, because the dyscalculic person cannot spot the errors.

Weak at making connections:

For example, a dyscalculic learner may not recognise patterns, such as, 4+4=8 therefore 14+4=18

Persistent counting in 1s/a lack of calculation strategies:

When tackling a calculation question, such as 5+2, a dyscalculic individual would often count up to 5 before adding 2 more to obtain an answer of 7. Counting backwards in 1s is much harder for these people, as it places demands upon their working memory and often leads to inaccuracy.

Poor memory for facts and procedures: Dyscalculic learners find it difficult to retain information and steps in maths. This makes learning times tables by rote, for example, very challenging.

Weakness in visual and spatial orientation: Dyscalculic learners may struggle in understanding and analysing graphical data, as well as working with shapes to determine area and volume.

Directional confusion:

This could lead to ‘reversing digits’ - 2 is written as a 5 and vice versa - or could lead to errors writing numbers, for example, 18 is written as 80 or 23 is written as 32.

Difficulty understanding language:

There are lots of terms which are only used in maths and often there are many words with the same meaning: subtract, minus, takeaway, less than and the difference between.

Counting errors:

For example, counting up in 10s… 70, 80, 90, 20 is often heard by dyscalculic children as they may fail to discriminate between ‘-teen’ and ‘-ty’ number families.

How can we support pupils with dyscalculia?

Once the indicators are identified, the next stage

will be to complete a full assessment which provides a diagnostic overview of the pupil’s strengths and weaknesses, so a really focused intervention plan can be implemented. It really needs to be targeted intervention, aimed at where things started to go wrong.

I like to compare the profile of a dyscalculic pupil as similar to a Jenga tower, where advanced levels of maths require firm foundations. Where bricks are missing in the key foundation areas of maths, it’s going to be wobbly and ultimately fall over. Any intervention needs to be pulled right back to where the problems started to occur. Teachers need to be on the lookout for these maths difficulties. Identifying these things at an early age means there is the best chance to put a plan into place to help a pupil.


For kids and teens aged 8 to 17 in the UK, Germany, France and Switzerland.



Building Inclusive Societies

Fostering a culture of equity, diversity and inclusion at Alleyn’s

In an era marked by polarising headlines and societal divisions, the role of schools in preparing students to build inclusive societies is more important than ever. At Alleyn’s School, we recognise the importance of fostering a culture of Equity, Diversity and Inclusion (EDI) to equip our students with the skills and mindset needed to contribute to thriving in an interconnected world.

Our commitment is personified by the vibrant array of studentled, staff-supported societies that enrich our campus life. The Minority Student Union (MSU), Feminist Society and LGBT+ groups stand as testaments to our dedication to embracing

and amplifying all voices. These groups serve as a catalyst for dialogue, action and reflection, ensuring that EDI principles aren’t just theoretical ambitions but are practically integrated into how we learn and work.

For example, our MSU have leaned into initiating activities in recognition of the UK’s National Black History Month and Alleyn’s own Multicultural Week. Many students of all backgrounds now have memories of joyfully dancing in the Quad to the rhythms of Afrobeats, Reggaeton, Soca and Bhangra.

Building a diverse and truly inclusive school community with a clear sense of belonging for all is

a commitment we take seriously. Through our partnerships with organisations like the African Caribbean Education Network (ACEN) and FLAIR, we aim to actively listen to and learn from the diverse experiences of our staff, using their insights to constantly evolve, adapt and improve the experiences of the whole Alleyn’s community.

Supporting students to become informed collaborators in fostering a culture of tolerance and peace is a foundation we are proud to build at Alleyn’s.

GINA VISRAM Head of Careers and EDI Lead

Innovative New Giving Method

The importance of creating a philanthropic legacy

Our innovative new fundraising method at Notting Hill & Ealing High School (NHEHS) recently won the IDPE School Fundraising Campaign of the Year 2023 award.

The groundbreaking ‘One Percent’ method has been designed to make regular giving as straightforward and accessible as possible. Parents are asked to donate an additional one percent of their child’s school fees towards the school’s new bursary appeal, which is then collected automatically with their regular fee payment.

True to our founders’ intentions in 1873, we want to make a firstclass education accessible to more young women and play a part in social mobility, especially within our local community. We are mindful of our responsibilities as a charity and are keen to be part of the national response to the opportunity gap crisis, particularly post-COVID.

The School’s 150th anniversary fell in September 2023 and, being passionate about giving our celebrations a philanthropic legacy, we launched the 150th Anniversary Bursary Appeal. This appeal aims to create a minimum of three new transformational bursaries. ‘Transformational’ means that 95% or more of pupils’ costs will be covered, thereby giving a disadvantaged student - with the ability but not the means - a way of accessing an NHEHS education.

We appealed for support across our communityto our alumnae, former parents and staff as well as current parents. We are acutely aware of

the economic challenges paying our fees already pose and so for our current parents we created the groundbreaking, and now award-winning initiative, the ‘One Percent’ method.

It’s been a successful and accessible way of getting more families on board with regular giving and we now have a community of parents committed to supporting our new bursaries, not just now, but into the future.

Bursary recipient Noor Ahmed (class of 2022) can attest to the importance of receiving a bursary: “Both my parents developed significant health issues that led to poor mobility and unemployment. Having no family

income other than benefits, a private education was far beyond what they could give me. Whenever it has been tricky, such as buying a leavers’ hoodie, going to the prom, or travelling to visit universities, NHEHS has been generous in ensuring I don’t miss out, for which I am so grateful. Here the teachers give you so much support; they really care. Being at NHEHS has made me realise that there isn’t a limit on what I can achieve. I have changed a lot here. My confidence and personality have grown and I have made lifelong friendships.”

As Margaret Mead said: “Never doubt that a small group of thoughtful committed citizens can change the world: indeed, it’s the only thing that ever has.”




Nestled in Bushy Park on the south west London and Surrey borders, Hampton Court House is an awardwinning independent co-educational school for children from 2-18, educating children in pre-nursery to students in Year 13. The majority of their pupils select to stay on to complete their full education, enjoying great success in their GCSEs and A Levels.

Principal Katherine Vintiner speaks to us about Hampton Court House’s purposeful informality, the school’s core ethos and values and provision for students wanting to attend from further afield.

How do you believe your previous experiences are contributing to your leadership of the school and your insight as Principal?

I have had an interesting and varied career. I’m not what one would call a ‘career head’; I haven’t worked all my life in schools - I’ve had the pleasure of working across lots of sectors and doing many different jobs, all focused on children, young people and education. It’s an absolute pleasure to be able to put all of my knowledge and experience into one school, focusing on the children and

making sure that we value each child as an individual. Our school is very much focused on the importance of relationships, allowing all children to find who they are, find their passion and fly.

It’s also really important that Hampton Court House has a very small familyfeel to our community, where it’s not just about our children, it’s about our parents and our staff. Hampton Court, as you know, is a very special place that combines both academic achievement with a small nurturing environment. I think that all of my past experiences in the wide variety of sectors that I’ve worked in contributes to my leadership role as Principal.

On the website, you describe Hampton Court House as embodying ‘achievement with heart.’ Could you explain to me what that means?

Hampton Court House is a unique place and has a unique approach to education - we’re small and we’re nurturing. All children are known, there’s no place to hide, but we’re a high-achieving school with high academic standards. For us, achievement with heart really embodied that, it was about thinking about the two things that mean a lot to us, including that personalised approach, really

“So, our whole approach is around enabling young people to feel confident, to find themselves, that sense of self-efficacy, that sense of self-awareness, to find their passion, and to really thrive!”

caring for the children. I want all of my children and young people to bounce into school and to want to be here and to want to learn. We love and cherish all of our children’s individual gifts at Hampton Court House, but it’s through that underpinning of every child that our children fly, find their passion and achieve. I’m absolutely blown away by some of their achievements: on average in GCSEs, 70% of our children - and just over 70% the year before - achieve A*s and As across the board. That’s a phenomenal achievement, especially because, while we are academically selective in Senior, our academic standards for that entry point are actually lower than most of the other schools in the area. That value-added aspect is what Hampton Court House brings to every child that joins our school. So, we achieve with heart - or sometimes probably the

other way around - we are heart with achievement, because it’s the heart, the nurturing, the love and celebration of each child’s individual gifts that allows them to reach their full academic potential.

Can you tell us a little bit more about the ethos and values at Hampton Court House? When I think about Hampton Court House and our core, two things come to mind. The first one is when we think about the root word of education: there’s this debate about the root word of education, whether it’s the Latin word educare, meaning “to mould, to nurture, to fill up with knowledge”, or whether it’s the Latin word educere, meaning “to bring forth what is within.”

DAY SCHOOL PODCAST Hampton Court House School, Richmond


Most schools that I’ve worked with do the first one really well: they mould children, they have an enriching curriculum that can impart knowledge, they shape and care for young people, but very, very few schools actually do educere, which is to bring forth what is within.

When I think about Hampton Court House, that’s the special bit that we do. Of course, we mould children, we’ve got an amazing curriculum, we feed them with knowledge, we nurture them, we care for them, but actually, what makes a difference in a young person’s life is bringing forth what is within. So, our whole approach is around enabling young people to feel confident, to find themselves, that sense of self-efficacy, that sense of self-awareness, to find their passion, and to really thrive!

As many people know, we are a non-school uniform school, we use first names and we have a relaxed approach to building relationships with young people, but it’s purposeful. It’s not random informality, it’s purposeful, enabling a relationship with our young people and our children, to create psychological safe spaces in classrooms so children feel that they can go beyond the curriculum and ask

“Everybody contributes like a hive of bees to a community in a purposeful way, so we end up with a beautiful, thriving academic community full of individuals.”

questions without worrying about their question being silly. They can move forward on every aspect of content for their curriculum, to embody the subject matters so that they can actually fly. At Hampton Court House, it’s about every single child, their individual gifts and how we can bring forth what is within every single child.

What are the main requirements and points of entry for children and families considering applying to Hampton Court House?

For us, it’s very much about the individual child. Of course, we have minimum entry standards and at our 11+ and 13+ pathways, it’s generally on the GL Assessment scale - about 110. We look for slightly above average, however it’s not just about exams at Hampton Court House, it’s about the individual. What we’re looking for is a young person who will thrive in our small, nurturing environment and who will want to contribute to our community.

What provision is there for the children that might be commuting from London?

We are just a short train ride away from Central London. We’re just over twenty minutes from Clapham Junction and 40 minutes from Waterloo. The commute into our beautiful parkland campus is really straightforward - you’re going from the centre of London, where it’s quite built-up, into what is almost the countryside.

Our children bounce into school. There’s an absolutely stunning campus where children can be free and spend time outside, either on the playing fields or playing in our beautiful grounds. We also have a bus service, offering both door-to-door and central pickup points, so for families wanting something a little bit more held, in particular for younger children, our bus service goes out and collects children from far and wide, both into town and further afield such as Esher and Thames Ditton, and out towards Richmond and Kew.

TURN BACK TO PAGE 22 to read about how Alleyn’s school promotes inclusivity


We’ve got families coming in from all over. Lower down the school we do have our French Immersion program, so we also attract a large number of international families. I was speaking to one of our families the other day, and they said: “Kate, your school is like a global village school,” and I thought that was wonderful, and it is, it’s incredibly inclusive.

On the website, it states: ‘non-uniform parkland campus environment, in which staff and pupils alike are addressed on first-name basis, cultivates an energy where pupils grow in confidence and find themselves.’ How do you feel the children are able to benefit from this more informal environment?

Well, it is true that we have an extraordinary, beautiful parkland campus, but our approach is far more than that: it’s built around purposeful informality. I’m ‘Kate’, I’m not ‘Principal Trunchbull’, all of the teachers are known by their first names. The reason that we have that purposeful informality in our approach is to enable our children to feel like themselves and to feel supported and comfortable to learn.

The educationalists among us will know very well about the social pedagogy approach and we are very much aligned to that - it’s not about directing children, it’s about travelling with them on their educational journey, making sure that we’re there when they fall and we pick them up and put them back. It’s really about empowering

them to own their learning, to make informed choices. It’s about creating that relationship with our children and young people so that they can succeed. I always go back to Guy Claxton’s model - when I was with him at the Dukes conference a couple of months ago, he had several different things he was talking about. I asked him: “Guy, if you were to pick one thing that had the greatest impact on young people in terms of their educational achievement, what would it be?” He replied: “Kate, it would be creating a psychological safe space in the classroom.” I was thrilled because I completely agree and that’s what we try to do at Hampton Court House - all of the various things that we do are purposeful in that approach.

What’s your vision for the future of Hampton Court House going forwards?

It’s really about making sure that we have a thriving academic community. All children are different; as a mum of three, I know that all children have different skills and gifts and for me it’s about valuing each and every child for who they are. It’s making sure that we take those unique gifts and talents and celebrate them together as a community. For us, it’s about focusing on what really matters. Of course, we’re a school and education is at the heart of what we do, but for us at Hampton Court House, it’s about each individual child and making sure that we give them the best opportunity to be the best that they can be as an individual. Everybody contributes like a hive of bees to a community in a purposeful way, so we end up with a beautiful, thriving academic community full of individuals.

We would like to thank Katherine Vintiner, Principal at Hampton Court House School, for giving up her time to speak to us.




Ms. Cathy Ellott

Located in South West London, Streatham and Clapham High School is one of the UK’s leading private girls’ schools, taking students from Nursery through to Sixth Form. The school is part of the Girls’ Day School Trust, an organisation which has pioneered girls’ education since 1872. Streatham and Clapham emphasise this community and equality in education throughout their school.

Ms. Cathy Ellott, Head of Streatham and Clapham High School, speaks to us about Streatham and Clapham’s holistic approach to education, the role of social change and responsibility in the student experience and the school’s diverse and multifaith cohort.

Can you tell us a little about how you perceive the ethos and values at Streatham and Clapham and where you hope to go with this going forwards?

There’s a really strong sense here that we’re a family - it’s not about creating the product of a great individual that goes on to be successful, it’s about nurturing these young people to be the very best versions of themselves.

In terms of ethos and values, one of the legacies

that stayed with me from St. Mary’s is the sense that we look to core values as a foundation point from which we live our lives. I thought really carefully over the summer about moving into a secular, multifaith contextStreatham and Clapham is the most diverse school in the GDST, so where would I find those rooted values that I think form the foundation of a really great school? Eventually I landed on four: kindness, respect, integrity and compassion.

We talk quite proudly about the fact that we’re a quirky school. We love the fact that we are a mixture of different strengths and capabilities and we have girls who have quite a wide range of academic abilities. We look for the ways in which we value ourselves and one another, along all sorts of axes and indices. It is not just about the hard data of exam results that you get at the end of your school career. While they are an important part of what a girl takes with her into the next stage of her educational journey, they aren’t everything. I’m really interested in how those girls are flourishing when they’re 25, or when they’re 35 and thinking about their own daughter’s education - is what we have inculcated in them still with them and are our

“We talk quite proudly about the fact that we’re a quirky school. We love the fact that we are a mixture of different strengths and capabilities and we have girls who have quite a wide range of academic abilities.”

values something that they come back to, in terms of how they learn and live their lives? Our ethos is about that sense of stretch and challenge for the individual and recognising strength and opportunity with no invisible girls.

You were at St. Mary’s Ascot, which was obviously a primarily Catholic school, but the community at Streatham and Clapham is very diverse. Are you enjoying the inclusivity and celebration of multiple faiths?

We have 33 different nationalities and 27 different home languages, so the girls come and expect there to be diversity in every moment as they

walk around the school. What I want to engender more and more is a sense of warmth, curiosity and interest in one another’s faith and non-faith experiences.

In my first week at Streatham and Clapham, I was sitting with some Year 11 girls and they said it would be really helpful if, in the winter months, we could have a designated prayer space for afternoon prayer. These were Muslim girls wanting to find a prayer space and I was so pleased they were able to ask me about that because we could then find that for them; I was only too happy to facilitate it. You need to create a culture in which young people feel they can ask, especially

DAY SCHOOL PODCAST Streatham and Clapham GDST, London

if it’s something that hasn’t been thought of or offered before.

We’ve redesigned our School Council: we’ve got 100 girls on the school council with representatives in four different committees from every tutor group, so that they can give feedback every half term on things that matter to their tutor group and their girls. We have a ‘You said, we did’ assembly every half term where we complete that feedback loop, updating the girls on topics that matter to them. Recently we’d had some reports of girls feeling uncomfortable about the way their hair was being touched and we were able to re-launch The Halo Code as part of our uniform policy, as well as give some more general education around respecting personal space, which some of the younger girls needed. That’s come from us having focus groups and feedback groups, as well as a lovely EDIB working party - equality, diversity, inclusion and belonging are integral across both our Prep and Senior schools. I’ve been so grateful for the way parents have leant into that and have given us frank, challenging and supportive feedback so we can address things accordingly.

I think you need to be brave as a school leader, you have to be ready to face feedback that might be difficult to hear or where you may not have all the answers. You just have to try to work humbly together with your community to understand that better. I’ve found that that’s been a real

honour in what we’ve done, not just in terms of race and ethnicity, but also exploring sexuality for young people within the school: we’ve just been celebrating LGBTQIA+ History Month, talking about inspiring role models in assemblies and also making the month more personal.

We understand that, at Streatham and Clapham, you take a holistic approach to education. Could you tell us some more about this? That comes back to the fact that we want to enable the young women who leave us to flourish, not just when they’re 18, going on to further education, but when they’re 25, moving into the world of work. Are they prepared for the relationships and connections that they will build in those more complex scenarios? I also think that there can be danger if one maintains a rigidly academic focus that lands your children in silos of educational experience, identifying themselves as being an extremely good mathematician while not valuing the fact that they’re also a brilliant trampolinist. Whereas, what one can genuinely celebrate here is that every girl has strengths - we love academic success, we love academic progress and we love the fact that we have girls excelling across all sorts of different areas; we have an energy and girls that love trying things out have all sorts of quirky opportunities to do so.

One of the things I’m most proud of is that we have an enrichment programme called Kinza. It comes from the Arabic term for ‘hidden treasure’ and every fortnight there is an afternoon dedicated to this across the school, throughout all year groups. The girls get to partake in all sorts of different things, such as horse riding, bouldering, jewellery making, skateboarding, script writing, filmmaking and circus skills. Some parents asked me recently: “Well, what’s the academic value of that? Wouldn’t they be better off in lessons?” However, I would say this is an indicator of a true

TURN BACK TO PAGES 11-14 for children’s books about social justice

Diversity and Inclusion
“I think you need to be brave as a school leader, you have to be ready to face feedback that might be difficult to hear or where you may not have all the answers. You just have to try to work humbly together with your community to understand that better.”

commitment to holistic learning, because what the girls are doing is learning other key skills, like getting on with other people, maybe teaching somebody else to do something - which is such a good way of learning for yourself - and, crucially, doing it with girls from different year groups.

A main area of focus for our magazine is equality, diversity and inclusion. On your school website, it says that: ‘Social justice will be even more of a golden thread that runs through our work in the coming months and years.’ How do you plan to bring this to fruition at Streatham & Clapham High School in your role as Head?

I feel it’s so important that we engage young women in understanding the challenges that face us as a society and community going forward. Therefore, sustainability is a really key focus for us as a school. In order to ensure that we are sustainable as an organisation, we talk to the girls about things like our energy choices and energy bills; we have a big poster up in our dining hall where we record how much food waste we throw out every week so that girls can be thoughtful about how much food they put on their plates. We also have our Eco Warriors in the school, who go around turning off all the lights - we’ve had to put stickers on the sockets to make sure they don’t turn off things that shouldn’t be turned off, because they’re so vehement about it!

I love the fact that there is social change and social responsibility in the daily lived experiences of the girls here and that’s something we’re really trying to engender. It comes through working in the local community, working with the elderly, with local state primary schools, with homeless organisations and food banks and so on. This involves the girls actually going and doing work in those organisations,

as well as raising money and awareness. We do have a global vision for this too, so we are partnering with schools in Kenya, Nepal and the Congo, where it’s about education exchange. Whenever you have these kinds of educational partnerships with the maintained sector, locally and internationally, it must be with the spirit of mutuality. This is a really open sense of what we learn from one another and the richness that we experience through connecting with one another.

Regarding your vision for the future for Streatham and Clapham - I think you’ve given us a very clear picture, but is there anything in particular that you’d like to mention?

I suppose, if the holistic strength of the school is truly realised, then in time we’ll become the nobrainer school for local families who’ve got girls and are thinking: “I want all-girls’ independent education from my girl, I want somewhere that’s going to be energised and ambitious and see her for who she is.” And then they’ll go: “Well, of course, Streatham and Clapham.” I understand that parents want different things for their children and they come to it with their own set of experiences of school and aspirations for their children. However, as a mother, I know what I want to say is that whatever I did, muddling through parenting them as children, I have ended up with really happy, interested and interesting, independent young people who understand emotional regulation, who understand that things are complex, that it’s about shades of nuance, that there aren’t always simple answers, that are critical in their thinking skills.

One thing I would really say, and I’m really glad I’m going to end here: it’s about friendship. I think the friends that girls develop in all-girls’ schools beat any other friendships. They love the fact that, in an all-girls’ school, every subject is a girls’ subject, all the sports are girls’ sports. Fundamentally, I come back to the fact it’s about the relationships and friendships. This is a school that has historically grown amazing friendships and I hope that’s what we’ll continue to do.

We would like to thank Ms. Cathy Ellott, Head at Streatham and Clapham High School, for giving up her time to speak with us.




Mr. Edward Venables


Founded in 1820, Eagle House is one of the country’s oldest preparatory schools, located in Sandhurst, Berkshire. The school has around 120 pupils in its Pre-Prep and Nursery, and over 230 pupils in the Prep School. Many Year 8 pupils from Eagle House are awarded scholarships from their choice of senior school, and the school takes pride in its excellent academic record.

Mr. Edward Venables speaks to us about the benefits of boarding at Eagle House, their Golden Eagle Programme and how their curriculum is preparing pupils for a future within a fastchanging world.

We understand that you started your new position as Head of Eagle House School in September 2023. You were the long standing Head of Admissions at Wellington College and have now taken over at Eagle House as Headmaster. How do you believe your previous experiences will contribute to your insight as Head and leadership of the school?

Thanks so much for having me, Chloe, it’s very, very exciting to be here! Going back a little bit further, I first worked in the city for twelve years in banking and hedge funds. I was Head of Department at Wellington, a House Master, which

was the best job in the world, and I also acted as Director of Admissions. Critically, I was also a Designated Safeguarding Lead at Wellington, which has very much formed who I am now and how I look at school. Understanding what the world of work looks like now, how a modern senior school is preparing children for that world is really, really critical. Aligned with that, having an understanding of the mental health challenges and other pastoral pressures that teenagers face allows me to work incredibly hard to equip the young people who come through Eagle House with the skills to be as prepared as possible for that next stage of their life. There’s a lot of work needing to be done on that transition from Years 8 to 9, as well as on the transition from Years 4 to 5, interestingly. At the heart of this, really, is pastoral care and understanding that we need to prioritise pastoral care for children of prep school age, so they are ready to flourish in the senior school world.

On the website you describe Eagle House as ‘progressive, friendly and buzzy’. Can you tell us a little more about the ethos and values at Eagle House?

Our values are kindness, respect and courage. As with many schools, we reiterate these values


regularly, but crucially we talk about them the whole time - they are the basis for all of our disciplinary interventions. We very much see ourselves as a positive school, but obviously, when children get things wrong, we need a framework around which to have the conversations. Our values are critical to that and the school is such a genuinely friendly place - when you visit, you see happy children.

I think our staff offer a supportive and unstuffy relationship with the children, which helps the children form relaxed and friendly relationships with one another. We’re ‘buzzy’ because the children are busy: they’re going from activity to activity all day, and crucially, they’re doing so in an independent way.

“We’re progressive in that we’re not afraid to make changes as the world around us changes.”

What are the main requirements and points of entry for children and families considering applying to Eagle House?

We’re progressive in that we’re not afraid to make changes as the world around us changes. Specifically, we’ve just built a whole programme into our digital curriculum around learning about the operation and ethics of AI. We’re changing PSHE, which is our ‘Learning for Life’ programme, to address the new and ever-changing issues affecting our young people. So, it’s busy but it’s fast-moving, which is exciting!

There are no specific requirements, other than that children must be able to flourish in our environment. Of course, being happy matters deeply to us, so the children must be able to access our curriculum and feel happy with the pace of life at Eagle House. Children can join any stage from nursery to Year 8 if we’ve got spaces. About two-thirds of our children end up going on to Wellington College, but it’s not an automatic transition, so we do need to be realistic with children and parents.

How do you think the children benefit from their boarding experience at Eagle House? Boarding at Eagle House, whether it’s a couple of nights a week, a full week or two weeks at a time, is great fun! It also brings out that sense of independence we’re fostering at Eagle House: the social skills you gain from spending extended time with all sorts of different people are immense and you get to learn different things from getting close to older and younger children. It’s different to the senior school world in this sense, but you’ve got loads more siblings and it’s so lovely to see the children engaging with others that are both older and younger than them.

BOARDING SCHOOL PODCAST Eagle House School, Berkshire
Schools in
for the ECM Top Prep Boarding
“It’s about setting our children on the path to future happiness. We really believe that these are the most important years, where you can make a proper difference to children’s lives. It’s a privilege to be doing what we’re doing.”

Prep boarding often gets described as a giant sleepover, but it’s so much more than that. As with most boarding and senior schools, having most of the evenings with us allows so much time for extra pastoral care and the learning about yourself stemming from that. I think, for those going on to board at senior school, it also provides an opportunity to get used to it a little bit - most of them start with two nights and then request more nights because they love it!

The core pillars at Eagle House include: ‘Confidence, Friends, Passion and Skills for Life’. Could you tell us a little about how these are embedded into the daily life of the pupils? They’re embedded in everything we do and that really is the lifeblood of the school. For example, they’re embedded in our clubs programme, where every child picks at least three weekly clubs from a massive list of academic, sporty and creative activities. The children take part in independent play in our woodland at break - seeing children create and use a crazy golf course that they made

from pine needles is amazing; or performing a play in Wellington’s modern and vast theatre, or speaking in assembly in front of peers; playing a match against another school at least once a week; or, most excitingly jumping off a cliff into the sea in north Wales on our Golden Eagle trip. In short, everything we do is focused well beyond simply acquiring academic knowledge and preparing children for the dreaded senior school entrance tests.

On the website it states: ‘Design, code and create. Today’s experience is tomorrow’s invention, and who knows where this will take you.’ We are now living in a fast-changing world and it is expected that, in the next five years: ‘Employers anticipate 69 million new jobs to be created and 83 million eliminated - a net decrease of 14 million jobs, or 2% of current employment.’ (Economic Forum). Is this what you feel Eagle House is preparing the children for?

Whenever I meet new parents, I say to them that the world that our current prep age children will grow up into, post-university, is probably more unknown than it has been for many, many generations - we’re well aware of that and fully believe that that’s going to be the case, so we’re working on what we need to do about it. Primarily, we need to recognise the skills that they will need to flourish and stand out above others. In a world that’s driven by AI, these are going to be human skills, like empathy, proactivity, curiosity, curiosity, creativity, resilience, persuasion and entrepreneurship. Our education has always been designed to develop these skills, but it is even more

Global learning

so now. We’re actually working on ways that we can track them at all age levels, too, so in the same way that we track academic attainment, I want to be tracking age-related resilience and age-related creativity, for instance.

Running alongside that, we have an AI curriculum already, which gives children the skills required to prepare them for further learning at senior schools. They need to develop the ability to fully understand prompt engineering and everything that you use to make the most out of AI. So, we need to introduce our children to the concept of prompt engineering and how it works on a small scale - we’re already doing that in Art at the moment, where we use an AI programme requiring the children to describe their face - the AI programme then draws a self portrait of them and it’s such a good example of teaching them how these models work. It’s really exciting! I think the main concept is that we need to be brave to experiment with new things as technology changes and new opportunities open up. If there’s anything we’re going to be, it’s an early adopter of all of these things going forward. We’ll make mistakes, but we will be ahead of the curve as well. This way, we’ll be setting the children up to be very well placed to do this in future.

Could you tell us a little about the Golden Eagle Programme?

Golden Eagle is our Character Education programme, incorporating outdoor learning, leadership and service. It’s designed to allow the children, along with everything we do on the pastoral care front, to know who they are as people. If you know who you are as a person, you’re going to go to your senior school and be confident in who you are, you’re not going to be swayed by what’s cool or uncool. Whether the children are doing leadership challenges with us outside their comfort zone; doing a really long walk; helping to keep our local heathland healthy; cleaning churchyards; or on a week-long residential, they’re learning who they are and developing their characters. We are going to develop this programme so much more in conjunction with Wellington College over the coming years, but it is all about character education, because character education is what you’re going to need to survive in this AI-driven world.

What is your vision for the future of Eagle House going forwards?

My vision is to ensure that every child who leaves

Eagle House is fully prepared to flourish and be successful for the rest of their lives. Now, what does that mean? Specifically, I talked about wanting the children to be the best children at their next schools. Now, that doesn’t mean they’ll be the best academically or that they’ll be captain of their sports teams, but it means that, when the House Masters and House Mistresses are asked who the best children in their houses are, they’ll say: “It’s the children from Eagle House, because they are academically curious and intrinsically motivated. We never have to push them to sign up for things because they’re making the most of all the opportunities here. Crucially, they’re the ones who are kind to others and they help build the community that we’re in.” If we can get to that stage, it will be amazing because we will be setting those children up for happy futures and they’ll be showing such a passion for life.

We’re going to achieve this with a rigorous and complete focus on pastoral care. We’re building a purpose-built wellbeing hub over the summer and we’ve got a modern academic curriculum toowe’re investing in our facilities and our staff. We’re aiming to grow Year 7 and 8 by adding an extra class, because these years are so important in prep school. It’s about setting our children on the path to future happiness. We really believe that these are the most important years, where you can make a proper difference to children’s lives. It’s a privilege to be doing what we’re doing.

We would like to thank Mr. Edward Venables, Headmaster at Eagle House School, for giving up his time to speak to us.



Mr. Andy Johnson


Established in 1880, Truro School is situated in the southwest of England, and offers a distinctive boarding experience, amidst stunning landscapes and extensive coastline. Voted Boarding School of the Year finalist in the 2023 Independent Schools of the Year Award, the school offers an inspiring environment that celebrates academic success alongside personal growth.

Mr. Andy Johnson speaks to us about the bespoke boarding experience at Truro School, the school’s unique Cornish setting, mental health support and compassionate values.

On the school’s website, you describe the ethos of the school as ‘compassionate ambition.’ Could you explain what this means, and tell us a little bit more about the ethos and values at Truro School?

Our school motto is Esse Quam Videri, which means: “To Be Rather Than To Seem To Be.” The essence of that is about children, adults and our institution being able to flourish, being able to enjoy becoming the very best of themselves and not feeling like they have to be whatever someone else is telling them to be. I think that comes from our Methodist foundation as a school, that belief that all are welcome and that we should be doing good with what we have and what we can do. The school is really, really blessed in that regard. We’ve got all sorts of varied talents and commitments through the school and it’s not a hierarchy. I suppose that’s the compassionate side of this sense of ambition: having ambition for everyone as an individual, but without viewing certain types of excellence or ambition as being more or less worthy than others. There’s a real value set behind that and that’s really important.

For me, endeavour matters at least as much as achievement does, which I think is a very compassionate position to take, as an educationalist. I love the fact that children come here, aged eleven, and that they have this incredible, supported, opportunity-filled journey ahead of them where they can make right and wrong turns in an environment that will always try to believe in them and bring them back to the values that will underpin their successes, both at present and in the future.

What are the main entry points for children and families considering Truro School?


We have 11+ and 13+ admission. At those points it’s selective based on entrance examinations, school reports and interviews. At 11+, just under half our intake come from our lovely Prep School - which is about three miles across town - and then the rest of our intake come from schools from all over Cornwall, across the county and, indeed, sometimes beyond.

You’re one of the few independent schools in Cornwall. What do you feel are the benefits of this location for the school and for your students?

We are the only 3-18 co-educational independent through school in the whole of Cornwall and I think the benefits of that are immense. Truro is a cathedral city, albeit a relatively small city, but it’s still a city - all the benefits and amenities of being in a city are here but at the same time, we have the North and South coasts and the moorlands of Bodmin and Penwith within easy reach. It really is an astoundingly beautiful part of the world and that combination of being in an urban area while having those places on your doorstep is, I think, really quite precious.

A big focus of our magazine is equality, diversity and inclusion. How do you implement this at Truro School, and support pupils who may be struggling with things like mental health or neurodiversity, for example? It’s a great focus to have as a magazine, so I applaud you for that. I think this has never been

“I think ‘belonging’ speaks to people about how they can feel empowered - not just how they can feel involved - and I think that distinction is really, really important in any discussion around EDI and belonging.”

more important - EDI work is always needed and it always will be. The key for us is to try and foster that sense of belonging. We try to use the language of belonging as much as the language of inclusion. I think ‘belonging’ speaks to people about how they can feel empowered - not just how they can feel involved - and I think that distinction is really, really important in any discussion around EDI and belonging.

I think the fact that Cornwall - and therefore, our school - is not as culturally diverse as some other parts of the UK, creates all the more responsibility; we have a responsibility to champion diversity and that’s not always easy, but it’s always important and I’ve worked in some very, very diverse communities in parts of London and elsewherethe fact that we don’t have that here is an extra responsibility. That’s certainly the way I view it. I think the global reference points brought to us by our boarders in this space are very, very important. But EDI, in terms of race and culture, is not just about where you’re from, it’s about your identity. It’s not just about nationalities, it’s so much more than that, and that’s incredibly important.


I do think Cornwall, although it might not be as culturally diverse, is actually incredibly economically diverse. When we’re talking about EDI, our admission as a school is not just from the independent sector. Our means-tested bursary awards program is actively trying to broaden the social diversity and economic diversity of the school, which reflects Cornwall, as it should. We have an active, growing, dedicated and fully supported pupil-led diversity group who are championing LGBTQ+ and all sorts of valued minority voices in the school. This is growing and it’s exciting to see the children driving this in the school, supported by us. Of course, true to our Methodist heritage, we speak a lot in the school about everyone feeling welcome and that’s integral to that Methodist foundation - we’re always looking to learn more.

You mentioned mental health as well. I think a lot of that is often inextricably connected to EDI. We run an advice, counselling, help and empathy program. We have a large number of Sixth Formers who choose to train up for that and a majority of our staff have undertaken Mental Health First Aid training. The school’s pastoral system is really strong and partners very closely with families, parents and the children. That matters for the boarders too, maybe sometimes even more so, as they are physically distant from their families. It’s so important - going back to that sense of belonging - that the children here feel that they are in a place where they belong and can get support.

I have to mention Bumble as well: we have a school dog, who is absolutely essential to our wellbeing team. He’s also a bit of a minor celebrity; Bumble is a symbol, in some respects, I won’t overplay that, but he’s very important to the community.

This edition of the magazine is focusing on boarding. I know that you’ve said that your school community has 8% boarders, but could you describe the boarding experience at Truro School and the benefits of this for the boarding community?

At Truro School, we offer comprehensive boarding provision, full boarding, as well as weekly boarding and flexi-boarding options to accommodate various pupil needs and schedules. As you say, in school we have over 800 students from Years 7 to 13 and we’ve got a boarding community of around 70. With that scale, our boarding experience here is extremely bespoke. The boarding communities we have - both the boys’ and girls’ boarding housesforge really strong home-from-home bonds across year groups, not just within year groups, and we’re really proud of that. That comes from our very bespoke arrangement which is not industrial in scale. Our boarders are local, national and international, and the international boarders come from a huge variety of countries worldwide - again, there’s real diversity there: we’re not focused on a particular part of the globe, it genuinely is representative of many, many different continents, which brings a wonderful sense of globalism into the school and into Cornwall.

Like any strong boarding school - and there are many - we operate a very busy evening and weekend program both on- and off-site. Of course,

Diversity and inclusion
TURN TO PAGE 79 to read about properties for sale in Cornwall

we have that advantage of accessing everything about Cornwall. I suppose what makes our offer so exciting and really quite special, beyond all those generic strengths, is that Cornish connection, that bespoke offering in Cornwall. For our local boarders, many of their families choose to live in Cornwall, in its beauty, but work away. That’s a lifestyle choice, and it’s one that we want to support and cater for.

The children in the boarding houses socialise, cook together, share social spaces, study and enjoy all the activities around the school, supported by a very, very experienced and caring staff body. I think the opportunities offered by Cornwall in this context are really quite spectacular and, if I’m being very, very honest, I also think they’re pretty good value as well.

Partnerships: I know it’s a big thing, certainly with the London-based schools, but I’m sure that you, too, have partnerships with local schools that benefit the experience of your pupils?

Yes, absolutely. For us at Truro School, I think our partnership work is very exciting. It’s also actually quite humbling at points, too. I see our school as part of many wider communities in Cornwall because we’re so unique in that landscape - we have to be, it’s absolutely essential. What’s great about good partnerships is that everybody’s equal. Everybody’s seeking to work together to benefit everybody. There’s no hierarchy there and that’s what is at the

“What’s great about good partnerships is that everybody’s equal. Everybody’s seeking to work together to benefit everybody. There’s no hierarchy there and that’s what is at the heart of exciting partnerships.”

heart of exciting partnerships. Educationally, yes, there’s lots we do with local schools, like conferences, training, resource sharing, staff masterclasses and so on. However, I think it goes beyond this. I sit on a quite innovative committee called the Cornwall Education Partnership, which brings together educational leaders from across the whole county, from the Multi-Academy Trust, from the local authority, from the state sector, and we think we’re the only county in the country that’s doing anything like this at the moment. I represent the independent sector on this committee and, directly or indirectly, that group represents every child in the whole of our county who are of compulsory-school-age in education. We talk about education in Cornwall, we talk about the wider landscape, and that’s exactly what all of us around that table want to focus on. This school has to play a part in that.

What are your plans or hopes for the future?

I hope that we continue this pursuit of excellence in its broadest possible sense, that has to be what a great educational institution is trying to do. We want to be offering - and I think we are offering - a genuinely very dynamic and empowering educational journey, and that’s something we’re very proud of. Not to be too fixated on destinations and outcomes, but I think the importance of that educational journey for the children comes from the journey being right and empowering. That’s absolutely our focus, along with continuing to forge and build those community links.

We would like to thank Mr. Andy Johnson, Head at Truro School, for giving up his time to speak to us.



Mr. James Priory


Mrs. Emma McKendrick


Mr. Dominic Oliver


Mr. Stephen Haslehurst


A panel discussion about the differences between single-sex and co-educational boarding, the benefits of boarding and the future of boarding schools.

Mr. James Priory and Mrs. Emma McKendrickboth Heads at single-sex boarding schools - agree that a single-sex environment allows students to be themselves and build their confidence throughout their formative years without the pressure of gender expectations: “What we’re doing here is actually enabling the boys to be themselves and not simply define themselves as being boys” stated

Mr. James Priory of Tonbridge School. Mrs. Emma McKendrick, Head at Downe House, added: “That builds their confidence, they have that sense that anything is possible because all the role models around them are also wonderful young women.”

They are also aware of the need for children to socialise with the opposite sex during their school

years, which is achieved through partnerships with other schools. “I’m very mindful that we’re a school that is offering an education for boys, but obviously preparing them for a co-educational world,” Mr. James Priory told us. Tonbridge has a particular relationship with the all-girls’ Benenden School, holding social and academic events for pupils of both schools. Similarly, Downe House partners with Radley College and Mrs. Emma Kendrick reported: “Both Radley and Downe have a really strong commitment to working together so that the boys and the girls have an opportunity not just to socialise, but to work and collaborate together on projects of an academic nature as well.”

Conversely, both Lancing College and The Duke


of York’s Royal Military School are co-educational boarding schools. Both Mr. Dominic Oliver and Mr. Stephen Haslehurst feel that a co-educational setting best reflects adult life and prepares students for a co-educational future. “One of the fantastic things about being able to offer coeducational boarding is I think you get the best of both worlds. The world is, after all, co-educational. What we feel about that is we’re preparing young women and young men for the rest of their lives.” stated Mr. Dominic Oliver.

The Duke of York’s Royal Military School represents approximately thirty state boarding schools in the UK, Mr. Stephen Haslehurst explained: “The education that we provide is funded by the government. From the point of view of parents, therefore, what they are paying for when they come to the school is just for the boarding provision.” This can be very significant in making boarding more accessible: “That means that our fees are very affordable in comparison to independent schools.”

“They learn to live with all sorts of people from all sorts of different countries, different backgrounds and different approaches. When they’re out in the working world, they never worry about who they’re going to work alongside, because they’ve learned to live alongside a whole variety of different people.”
Mrs. Emma McKendrick

Despite the many changes to modern life, boarding education has remained popular and our guests believe it will continue to do so, thanks to its ability to support increasingly busy families. Mr. Stephen Haslehurst summarised: “We see ourselves very much catering for busy families, families who perhaps through long working hours or having to commute can’t spend the time that they would want with their youngsters during the working week.”

Boarding schools strive to prepare students to achieve not just academically, but also beyond their school years, according to Mr. James Priory: “It is about developing independence but it’s also about doing that in the context where there is a lot of support.” The opportunities and experiences provided by boarding also remain important, Mr. Dominic Oliver emphasised: “What we have to offer is so filled with a richness of opportunity.” Further to this, Mrs. Emma McKendrick added the importance of the interpersonal skills boarding teaches: “They learn to live with all sorts of people from all sorts of different countries, different backgrounds and different approaches. When they’re out in the working world, they never worry about who they’re going to work alongside, because they’ve learned to live alongside a whole variety of different people.” Mrs. Emma Kendrick.

According to a 2021 ISC survey, approximately 40% of boarding school pupils in the UK are international students. At Downe House, modern technology is employed to help international students settle in and keep in contact with their families and Mrs. Emma McKendrick told us that: “If they can’t come and do things like open days that we run beforehand, we make sure that we do Teams calls and Zoom calls with the House Masters and with other children so they get a bit of a sense of the school before they come. It’s one of the great things that technology has allowed us to do - we use it to keep in contact with families.” Mr. Dominic Oliver

BOARDING SCHOOL PODCAST Benefits of boarding
Tonbridge School
Downe House School


Single sex/Co-ed boarding

added to this, emphasising the importance of integrating international students into the school community and embracing diversity: “It’s about getting everybody to listen to each other, and listen to different perspectives, and learn from those different perspectives, and enjoy those differences and celebrate them.”

As with all independent schools, the possibility of new VAT on school fees may be concerning to many parents considering boarding for their child. Schools such as Tonbridge are aware of this concern: “We’re very keen to make sure that the opportunity of education at Tonbridge is something which is as accessible as it can be. We’re absolutely committed to continuing with that”. Schools such as Tonbridge are also looking into ways they can maximise other sources of income to cut costs: “We’re taking specialist advice as a school and, as the sector is, we are looking at ways in which we can maximise non-fee income” Mr. James Priory told us, whilst Mrs. Emma McKendrick reported that at Downe House they are considering ways they may be able to use the 110-acre campus to generate revenue. Until there is an election or news from the government, however, all schools like Lancing College can do is communicate and work with families: “We are committed to working with our families, to making sure that any fee rises are well-planned or welladvertised and that they will be as low as they possibly can be.”

However, as a state boarding school, The Duke of York’s Royal Military School and others like it will not be affected by any changes to VAT.

With the possibility of such changes on the horizon, the future of the long-standing institution of boarding schools may seem uncertain, however, our

Lancing College

guests are confident that they will adapt and remain a key part of the educational options available, with flexibility, pastoral care and community at the core of their predicted ongoing success.

It is clear that boarding schools may need to be flexible to adapt to the changing world: “I think we’ll see greater flexibility, probably greater personalisation around some of the curriculum” believes Mr. James Priory. Mrs. Emma McKenrick agreed, emphasising the importance of the allencompassing boarding education: “I hope what boarding will do is continue to provide that immersive all-encompassing education, but I think probably it’ll become more flexible for many, in terms of how parents can access that”. Mr. Dominic Oliver believes that pastoral care and relationships with the parents will also be key: “I think we work in partnership really effectively with our parents, I think the nature of those partnerships will continue to evolve as family needs change.”

Our guests were in agreement, overall, that the future of boarding may necessitate some flexibility or change, but that the benefitspersonalised learning, more contact hours and community environment - remain significant, and that across the board, boarding schools are prepared to continue to work for the benefit of the young people in their schools. Mr. James Priory concluded: “Committing to world-class boarding is really important, and that’s something that’s a priority for us.”

We would like to thank our boarding school panel for giving up their time to speak to us.

CLICK HERE TO LISTEN TO THE FULL PODCAST 42 | EDUCATION CHOICES MAGAZINE | SPRING 2024 TURN TO PAGES 47-76 to read about the ECM recommended boarding schools
The Duke of York’s Royal Military School

Eagle House School

Founded in 1820, Eagle House is one of the country’s oldest preparatory schools, located in Sandhurst, Berkshire. The school has around 120 pupils in its Pre-Prep and Nursery, and over 230 pupils in the Prep School. Many Year 8 pupils from Eagle House are awarded scholarships from their choice of senior school, and the school takes pride in its excellent academic record.


Horris Hill

Horris Hill is a school based near Newbury, Berkshire, which aims to provide its students with an excellent education tailored to each individual, encouraging academic ambition. Offering a plethora of experiences across the academics, sports and the arts, the school wants to ensure that every child is able to discover their skills and passions, and is happy and confident throughout their education. Horris Hill promotes kindness, courage, respect and resilience in its community, and focuses on the benefits of good manners, good humour, having the spirit to succeed, and hard work

Lambrook School

Lambrook is a co-educational school for pupils aged 3-13, offering weekly and flexi boarding for students between the ages of 7-13. Boarding is seen as a happy extension of Lambrook School life, with 75% of the Prep School taking advantage of boarding in some way. All boarders, whether weekly, flexible or occasional, are fully integrated into boarding life and are part of a home-from-home family environment where they eat, work and relax together. They make the most of the fantastic on-site facilities with various activities on offer, from baking and movie nights to swimming and sports tournaments!

Ludgrove School

Founded in 1892, Ludgrove is an independent school offering fortnightly boarding for boys aged 8-13. This fortnightly boarding allows boys and their families to find a balance between part-time and fulltime boarding, easing the transition into full boarding as the boys get older. The school’s principal aims for the boys to grow and develop in a happy, caring environment, to explore and expand their potential, and to learn to develop an awareness and concern for others around them. The school aims to enable boys to meet future challenges and opportunities

with confidence, good manners and humour.

Sunningdale School

Sunningdale School is a family-owned prep school for boys aged 8-13 that provides an exceptional educational experience. With a focus on the happiness and wellbeing of its pupils, the school offers outstanding pastoral care and high academic standards that bring out the best in every boy. Sunningdale boys are curious, engaged and not afraid to take risks, resulting in excellent academic achievements and entrance to the best senior schools in the country. The school also offers a wide range of sports, music and other activities that promote personal growth and wellroundedness. Sunningdale is located close to London and Heathrow, making it an ideal choice for families looking for a first-class education in a perfect setting.


Caldicott School

Caldicott is an independent preparatory school for boys aged 7-13, offering day, weekly, flexi and full boarding options. The school


prides itself on its boarding community, which encourages pupils to make use of the excellent facilities, including 40 acres of land and wonderful pastoral support. Caldicott offers up to five partly or fully funded 11+ places to boys who would join as boarders in Year 7 and stay on until the end of Year 8. Moreover, the opportunities provided by this Hitchin Scholarship do not stop after the boys’ time at Caldicott until the end of Year 8, but are extended until they are 18, at some of the top public schools in the UK.


Dragon School

Dragon School is one of the leading Prep schools in the UK, educating boys and girls from 4-13 years old. It is a vibrant, happy and aspirational school, which promotes a love of learning, breadth of opportunity, and a strong sense of community and fun. The Prep sits proudly amid stunning playing fields in North Oxford on the banks of the River Cherwell, and the Pre-Prep is in the heart of Summertown. Leavers go on to a wide variety of senior schools, with a third typically gaining academic and/or specialist awards. Full, weekly and flexi boarding options are available, and Dragon QUEST is a broad, exciting enrichment programme on Saturday mornings. Main points of entry for day places are Reception, Year 3 and Year 4, and boarders can join in Years 4-7.

Developing Students’ Independence

Boarding at Godstowe School

Boarding is an integral part of the Godstowe community. Our three Boarding Houses - one Junior and two Senior - provide a home from home for the girls who choose to board, which is available from Year 3 and above. Boarders have a busy and vibrant life at Godstowe during the week and over the weekends. We offer flexi, weekly and full boarding - the majority of girls choose full boarding.

Our boarding staff are dedicated professionals committed to the pastoral and holistic aspects of education; they have no classroom teaching commitment, but play an active part in the co-curricular programme in order to maintain a connection with both the boarding community and day girls. Junior staff, made up of gap year students, graduates and residential assistants, also work solely in a house. As such, the staff really know and understand how each and every girl ticks.

Boarding develops independence, self-confidence and maturityon top of that, nothing can be better than having friends, staff and facilities available 24/7. Godstowe boarders make friends for life.

We foster a home-from-home environment in all our houses. After-school boarders return to their houses for twenty minutes of downtime with a snack and chat about their day with staff. In the senior houses, there is always someone ‘at home’ for the girls to talk to about their worries, whether they’re about the joys of growing up or exam fears.

Each night in the junior house, the girls are read a bedtime story when they are snuggled up ready to sleep. They have a ‘Quiet Room’ as a sensory calm room, with a tropical fish tank, soothing lights and quiet music. Girls are always welcome to go and sit in the calm room for some downtime - this could be by themselves or with their friends for a story or a relaxing chat about their day.



Summer Fields School

Summer Fields School is a boarding and day school for boys aged 4-13, set in more than 70 acres of stunning grounds. With highly dedicated staff and a variety of co-curricular activities, pupils are encouraged to not only thrive academically, but also widen and develop their passions, skills and interests. As a result, Summer Fields’ students have an outstanding record of winning awards and scholarships to top public schools like Eton, Harrow, Radley, Stowe and Winchester, among others.


Old Buckenham Hall

Old Buckenham Hall is one of the country’s leading co-educational day and boarding schools for children aged 2-13 years. Celebrating record boarding numbers, OBH offers the highest academic standards and unrivalled co-curricular opportunities, all underpinned by exceptional pastoral care. Based in 90 acres of idyllic Suffolk countryside, it is a very special environment for children to begin their educational journeys.

Recent sporting successes include County Hockey Champions, Suffolk LTA School of the Year and IAPS Swimming champions. OBH is school that believes in children being children, removing distractions like

mobile phones, OBH specialises in developing character, which is far more important


Aldro School

Aldro is a co-educational day and boarding school for approximately 200 children aged between 7-13. Nestled in the quintessentially English and very beautiful village of Shackleford, Aldro lies just 30 miles southwest of London and is in easy reach of both Heathrow and Gatwick airports. With full, weekly and familyfriendly boarding, Aldro welcomes children from all over the world, as well as those looking for an idyllic country education away from the capital and many who join us daily from the nearby towns and villages.

Edgeborough School

Edgeborough is an award-winning, co-educational independent day and boarding school for pupils aged 2-13 years old, situated in the 50 acres of beautiful countryside just outside Farnham, Surrey. Edgeborough’s ethos is that happy children thrive in a warm and kind environment where opportunities are abundant. Edgeborough prides itself on finding talent in each child

that is recognised, nurtured and developed to create motivated, confident, independent learners. Kindness, happiness and respect for others are at the heart of everything. Emphasising a happy, family atmosphere, Edgeborough fosters all-round development and a balanced, first-class education. Key entry points are Reception, Year 3 and Year 7.


Brambletye School

Brambletye School is a coeducational day and boarding preparatory school for pupils aged 2-13 in the Sussex countryside. It was founded as a small boys’ boarding school in Kent between the world wars, and has since moved to West Sussex and become coeducational. From Year 3 to Year 8, boarders can stay at school all week with the option to go home after matches on a Saturday, returning to school on Sunday night or Monday morning. If the weekend activities appeal to them, they can opt to stay in for the weekend. Weekends at Brambletye are the times when children really have the opportunity to bond with each other, either during their downtime or during the extraordinary activities organised for them.

Cottesmore School

Cottesmore School is an awardwinning academic boarding prep school for boys and girls in West Sussex, less than an hour from London. Cottesmore is one of the few full boarding co-educational prep schools in the UK and has been preparing children for major



public schools since 1894. It provides excellent preparation for senior boarding schools who share Cottesmore’s belief in nurturing a rounded, dynamic individual. The school believes that endeavour and fun are the most important elements of intellectual life, and that success follows an explosion of discovery and purposefulness.

Leavers’ destinations include: Eton College, Downe House, Harrow, Cheltenham Ladies’ College, Radley College, Benenden, Winchester College, Wellington College, Marlborough College, Charterhouse, St Edward’s and other top schools.


Sandroyd School

A parent describes Sandroyd as: “ of very few true FULL boarding schools where friends will be present at weekends and overseas boarders are not left languishing by themselves for numerous nights per week.”

Sandroyd is an exceptional boarding prep school, where a modern approach goes beyond accommodation, creating a supportive and enriching boarding experience which allows children to grow. Boarding is at the very heart of our education; with full and flexiboarding options available, as well as the ability to be a day child, we give families the choice to find a solution which suits

Cumnor House

Cumnor House Sussex is one of the country’s leading independent prep schools for children from the ages of 2-13. Situated in the heart of the Ashdown Forest, Cumnor lives by its motto: ‘Aim High, Be Kind and Dare to be Different’. The school places the child at the centre of all it does, looking each day to help them become the very best version of themselves. The unique Cumnor Foundation offers talented children access to a free independent school education from the ages of 8-18.

Handcross Park School

Handcross Park School is a coeducational day and boarding school for pupils aged 2-13. Boarding is run by houseparents Mr. and Mrs. Carter, creating a supportive family environment that promotes independence as well as a strong sense of belonging and a homeaway-from-home feeling. Boarders at Handcross Park benefit from the academic support of the Boarding Tutors during supervised Prep sessions, as well as the opportunity to take part in a wide range of exciting evening and weekend activities to make the boarding experience educational, social, busy and, most importantly, fun!

them and their child. At present, over 70% of the Prep School are full boarders and 89% board at some stage during the week, testament to Sandroyd being a considerably happy, full boarding school, which offers a ‘home from home’ feel.

We have four homely boarding houses - Rockies, Atlas, Alaska and Himalayas - with common rooms that are cosy and inviting with age-appropriate activities. There is a mixture of downtime and action-packed activities for evenings and weekends, with the most-loved being the dog walks, bike rides, laser tag, pyjama breakfasts and Sunday roasts, all emulating home life.

According to one parent: “The children enjoy it so much they experience FOMO and now want to return early from exeats and half terms!”

Located in over 500 acres of fields, woods and parkland, there’s plenty of space to play, make memories and friendships here that last a lifetime.

Don’t just take our word for it, we were awarded Boarding School of the Year 2023.

A hidden gem in Wiltshire

Bradfield College

A home from home

Bradfield College provides an outstanding education for life, equipping the young people in its care to flourish personally and professionally and be a force for good in the world. From the boarding house, games field and chemistry lab to the debating chamber and Greek theatre, its pupils grow in confidence and resilience. Through living in a diverse community and through outreach partnerships beyond it, they become more open-minded and develop communication skills. Through wholehearted curricular and co-curricular engagement, Bradfieldians learn the importance of enjoying learning, of physical and mental wellbeing and of creativity, whilst developing their powers of inquiry and innovation.

Boarding life at Bradfield is intended to feel like a natural extension of family life at home, with a high standard of pastoral care and support. All pupils are under the care of a Housemaster or Housemistress, their day-to-day mentor and guide, who is responsible for looking after them throughout their time at the College. Boarding is a popular choice at Bradfield, with four girls’ houses and seven boys’ houses, allowing for a large yet close-knit boarding community. First years also have their own separate boarding house, allowing them to settle into boarding life before joining their peers in the senior boarding houses.

One former pupil said of Bradfield: “The best five years of my life were spent here.”

Downe House

A modern boarding experience

Downe House is one of the top allgirls’ boarding schools in the UK, offering a world-class traditional independent education with a modern twist. With a focus on excellence and the individual, girls are encouraged to make the most of the exceptional academic, co-curricular and enrichment opportunities on offer and to create their own paths, authentic to themselves.

Supported by personal tutors, girls excel not only in their studies but in Sport, Creative and Performing Arts and Music, going on to study at the top universities in the world. A Microsoft Showcase school, girls are equipped with outstanding digital skills, preparing them for a fast-developing modern workplace.

Eton College

Founded in 1440, today Eton College is one of the most famous schools in the UK. Eton remains committed to an ethos which: “encourages creativity, individuality, innovation and enjoyment through a broad vision of education based on wide-ranging academic and co-curricular opportunities.”

Eton has over 25 boarding houses, each home to 50 boys (ten from each year group). This system allows boys to form tight friendships with their peers, whilst also benefiting from the advice and friendship of older pupils.

TURN BACK TO PAGES 40-42 to read more about Downe House


Heathfield School

Happiness and wellbeing

Heathfield School is a dynamic girls’ day and boarding school located in 36 acres of grounds in Ascot, Berkshire. Their focus is ‘Girls First’, which is why exceptional opportunities are created for pupils both inside and outside the classroom. Heathfield puts happiness and well-being high on its list of priorities, and that’s part of why pupils’ academic success is so outstanding: in 2022, 100% of A Level students confirmed places at their first-choice destination. Heathfield pupils benefit from a remarkable 4:1 pupilteacher ratio, allowing individualised attention and support for each girl to thrive.

Heathfield offers day, weekly and full boarding for its pupils. The school believes their boarding system, living and working together, teaches empathy, respect, independence and self-confidence. On the weekends, there is a busy and well-structured age-appropriate programme of sports and activities. The co-curricular programme is central to life at Heathfield, with over 40 clubs and activities available. Girls in Forms I to III choose at least three activities a week, whilst girls in Forms IV, V and the Sixth Form are encouraged to participate in/organise after school clubs as well as following their own tailor-made programme in preparation for ‘life outside the school gate’.

One Heathfield parent said: “Heathfield does what it says on the tin and celebrates every girl’s unique qualities, encouraging effort and uncovering talent. It is a jewel of a school”.

Leighton Park School

Leighton Park School, located in Reading, Berkshire, is a co-educational day and boarding school for students from over 20 different countries aged between 11-18 years old. The school’s distinctive ethos, which is based upon Quaker values, enables students’ outstanding academic achievement and pastoral care. The site’s stunning location in 65 acres of parkland provides an enriching learning environment for students, where they can live, breathe, study, learn, grow and mature in an oasis of calm, while still being close to Reading town centre, just 25 minutes from London.

LVS Ascot

LVS Ascot is an independent coeducational day and boarding school for pupils aged 4-18. The award-winning school enables students to exceed their personal expectations by providing a rounded education, balancing academic excellence with co-curricular activities such as sports, performing and other creative opportunities. The spacious 26acre site houses four boarding houses, as well as all the facilities for the Infant & Junior School, Senior School and Sixth Form, located a short distance from London. Boarding facilities are modern and well-equipped, with strong pastoral care, supporting pupils to thrive in the boarding environment.


Queen Anne’s School

Queen Anne’s is an inspirational day and boarding school for girls aged 11-18 just 40 minutes from London. It stands as a beacon of academic excellence and outstanding pastoral care. The school’s pioneering education and rich co-curricular offering prepares girls for the challenges of the modern world. Tradition meets modernity in all aspects of learning here: while honouring the importance of writing and dexterity, Queen Anne’s embraces innovation such as Artificial Intelligence in learning and the use of digital devices. It inspires girls to explore their individuality, free from gender stereotypes.

St George’s Ascot

St George’s offers flexible boarding options with flexi and weekly boarding alongside full boarding. Flexible boarding gives parents the opportunity to choose the nights that fit best with any school activities or their own commitments, and adapt their choices during their child’s time at school. Many families use our daily and weekly bus services, combining some days travelling on the bus and some nights in the boarding house which can increase as a pupil goes through the school, offering a truly bespoke approach to boarding.

St Mary’s School Ascot

St Mary’s is an all-girls’ Roman Catholic boarding school in Ascot, Berkshire, for ages 11-18. With around 380 pupils, the school houses a warm community which aims to help each student reach their full potential. The school is proud of its tradition of academic excellence as well as its array of cocurricular activities on offer. As a Roman Catholic school, the Chapel is at the heart of life at St Mary’s, the school motto is ‘Ad Maiorem Dei Gloriam’: a Catholic education means fulfilling human potential, not for self-aggrandisement, but ‘for the greater glory of God’ and for the benefit of others.

Though they are a full boarding school, there are a few places available for day pupils living nearby. Girls share their boarding areas with other girls their age, so there are very strong relationships within each year. In Years 7, 8 and 9, girls get to know each other through sharing with other girls. Most girls also share in Year 10, and then all girls have their own room in Year 11.

Although year groups live separately, other year groups are always nearby, and strong friendships are formed between girls of all ages, through shared interests, societies, clubs and mentoring systems that involve girls from all year groups.

One parent said: “I would definitely recommend this school to anyone.”

Academic excellence 13

Wellington College

Planning for the future

Wellington College, located in Crowthorne, Berkshire, is an excellent co-educational day and boarding school which seeks to enable its 1,200 students, aged between 13-18, to help serve and shape a better world. Life at Wellington College is underpinned by its key values: kindness, courage, respect, integrity and responsibility. With both A Levels and the International Baccalaureate on offer for students, academic expectations are high, and the school’s sporting excellence has an international reputation.

The curriculum at Wellington College is currently undergoing changes: each subject taught at Wellington is being encouraged to develop a stand-alone course to be taught within the GCSE scheme of work, to ensure that not all learning is equated with assessment. Unique to Wellington, these courses will establish links within and between subjects, making sure the curriculum narrative is structured and connected.

In addition, ‘Fragments’ is an academic extension course being offered as an alternative



Truro School

Truro School offers a distinctive boarding experience amidst Cornwall’s stunning landscapes and extensive coastline. Voted ‘Boarding School of the Year’ Finalist in the 2023 Independent Schools of the Year Award, the school offers an inspiring environment that celebrates academic excellence alongside personal growth. Students live in three closelyknit houses, providing a family-like

to the Higher Project Qualification for all Year 10 pupils. It will allow pupils to study interesting and important topics that they may otherwise never encounter. Each course may move between areas of art, literature, technology, history, philosophy, music, architecture and so on, making connections between seemingly disparate areas of the formal curriculum.

One parent stated: “I have been mightily impressed [...]. Teaching is generally outstanding”

Stowe School

Part of the Stowe Group, Stowe School offers boarding for pupils aged 13-18. With over fourteen boarding houses and two day houses, each with around 60 pupils, Stowe boasts a large and bustling boarding community. Stowe’s ambition is to create change makers, by “future-proofing pupils so that they are agile, ambitious and ready to face the challenges presented by a volatile, unstable, complex and challenging world”. Boarding is undoubtedly a part of this, as the house system allows pupils to find comfort and confidence in their House community.

atmosphere, with dedicated staff ensuring safety, wellbeing and academic support. Weekends and evenings offer exciting opportunities for boarders to join organised activities to explore Cornwall’s attractions or enjoy outdoor adventures including surfing, golfing, horse-riding, coasteering and more.


TURN BACK TO PAGES 36-39 to read more about Truro School


Redesigning The Future

Wycombe Abbey’s global vision

At Wycombe Abbey, we have a bold and ambitious vision underpinned by six strategic pillars, one of which - Global Awareness and Future Focus - aims to broaden horizons and prepare pupils for life beyond school. As a school with a rich history and an eye to the future, we face the challenge of balancing tradition with innovation, maintaining the traditions which support our values and identity while embracing the fact that the world and the way in which we educate children is changing rapidly.

We are fortunate to have an international and engaged parent community, who readily share insights from their own professional experiences. They remain abreast of the latest global discussions regarding education and are interested to hear how we are preparing their daughters for life beyond Wycombe, irrespective of

the path their daughters may choose to take.

In February, I chaired a panelstyle conversation which considered the challenges that educators face as we prepare our pupils for a rapidly changing world and workplace. Our guests contained a wealth of experience: Baroness Rock (Member of the House of Lords and Chair of the Costain Group), Mark Steed (an experienced UK and International Headmaster), Rafi Azim-Khan (Head of the Data/Cyber and IP/IT Practices at an international law firm) and Morgan Dee (Director of AI and Data Science at EDUCATE Ventures Research). For over an hour, the conversation flowed as we discussed, amongst other topics, the most influential

technological developments of the last two decades, the place for traditional education and whether this has fallen behind a developing jobs market, the value of schools fostering an environment which nurtures creativity and promotes collaboration, and the use of technology to help reduce the attainment gap/employability chances for pupils from disadvantaged backgrounds.

But, in the end, one of the key takeaways for me was Baroness Rock’s challenge: during this time of rapid change, how can we ensure we are more human, more empathetic and more inclined to give back to society to support those less fortunate than ourselves? More than ever, employers value skills and employees with empathy, integrity and humility. Problem solving, creativity and innovation, together with the ability to analyse and think critically, seem more important than subject knowledge. For educators trapped in a system where academic outcomes are key, finding the time and the space to develop both is the real challenge.


(Strategy and Operations), Wycombe Abbey




Blundell’s School

Traditional values

Blundell’s School is an independent co-educational day and boarding school located in Tiverton, Devon. They possess a strong academic ethos whilst also maintaining traditional values of family life, encouraging students to try everything in a quest to find their true passions and reach their full potential.

The school’s motto, ‘Non Sibi’, encourages three values: courtesy, selflessness and empathy, which combine to create a safe, caring and special

atmosphere within the school community.

All pupils at Blundells, including day pupils, are assigned a Boarding House, which are central to life at the school. They believe that the house system helps pupils develop skills such as getting on with others, making conversation and studying independently, and values such as kindness, inclusivity, integrity and respect for others.

Regardless of whether a

student starts at their PrePrep or Sixth Form, Blundell’s ensures that every pupil gets the complete ‘Blundell’s Experience’. They possess a strong academic ethos whilst also maintaining traditional values of family life, viewing education as a means of developing students into young men and women who are prepared to make a meaningful difference within their communities. The school motto, ‘Non Sibi’, encourages three values: courtesy, selflessness and empathy, which enables students to go on to enjoy lives of consequence and fulfilment.

West Buckland School

West Buckland is a co-educational day and boarding school for students aged between 3-18, located on a stunning rural campus in Barnstaple. The school believes that academic excellence opens doors in pupils’ futures, and as a school they teach students to challenge their knowledge and develop as accomplished and wellrounded members of society who will have real impact. Pupils are encouraged to develop belief in their own abilities, make good judgements and take risks.


Bryanston is an award-winning co-educational school for ages 3-18, boarding and day, nestled in 400 acres of Dorset countryside.

We give our students the opportunity and self-confidence to become extraordinary.

Find out more at or call our Admissions Team on 01258 484 633.


Bryanston School

A school that combines the best of both worlds

Bryanston is a progressive and co-educational ‘through’ school in the heart of Dorset for pupils from 3-18. It marries the benefits of state-of-the-art facilities and teaching resources with the adventure, opportunities and wonder provided by hundreds of acres of beautiful countryside, as well as an award-winning approach to mental health and pastoral care.

This is a school where pupils are given dedicated personal support and continuous encouragement, not only to feed their curiosity and interests but also to develop resilience and true self-belief to become the very best person they can be. There is real scope for pupils to explore and extend their learning experiences, from science, technology and the environment to the arts, sports and a multitude of extracurricular activities.

World class

Bryanston’s reputation as a fertile

environment for the creative arts and the promotion of creative thinking is without questionthere’s a full-size concert hall onsite and a myriad of well-equipped art and music studios, as well as regular art exhibitions in London. The school’s young sports men and women also have direct access to world-class sports facilities, coaching and performance development equipment in the school’s Sports Centre, and both the Prep and Senior schools provide full

equestrian facilities.

Younger pupils in Bryanston’s Prep School also have the best of both worlds. In the morning, they can climb trees (under supervision!), build dens and enjoy the adventure and excitement of outdoor learning in the dedicated Forest School. In the afternoon, they can make full use of the school’s technology and innovation suite. Such a commitment to experiential learning helps to explain why Bryanston Prep recently secured a top award for ‘The Best Country Prep School’.

The Senior School also received national award recognition in 2023 as a Champion for Mind/ Mental Health and for its work in Equity, Diversity and Inclusion. Such accolades demonstrate that Bryanston is not just an extraordinary school nestled in glorious countryside - it is also an extraordinary educational community that is not afraid to lead by example and inspire new standards in educational excellence.


Canford School

Canford is a school of opportunities. We want pupils to be excited about learning, both through academic challenge and a rich and extensive co-curricular programme which offers a very wide range of options for creativity and self-discovery. We are able to achieve this through our full boarding model which gives every Canfordian the chance to fulfil our vision for all to “explore, express and excel”.

Cheltenham College

Cheltenham College is a coeducational boarding and day school for pupils aged from 3-18. Formed in 1841, Cheltenham College today consists of the Cheltenham Prep (for ages 3-13) and Cheltenham College (for ages 13-18). Both schools share a large campus in Cheltenham and benefit from outstanding facilities for academics, sports, the Arts and Boarding life. Pupils at Cheltenham receive an extraordinary education, with the opportunity to try everything, leaving College for a range of destinations, ready to make a difference in the global world of tomorrow.

Sherborne School

Founded by King Edward VI in 1550, Sherborne School is a leading independent full boarding and day school for boys. Sherborne School’s unique and strong partnership with Sherborne Girls offers the best of both worlds: single-sex education with social, co-curricular and academic collaborations. Shirburnians are kind and compassionate yet eager to make their mark on the world. Sherborne School was rated as ‘excellent in all areas’ by the ISI (2023).

Sherborne lies in the beautiful Dorset countryside with a direct train to and from London Waterloo.

Among its notable alumni are Hugh Bonneville, Jeremy Irons, Chris Martin and Alan Turing.

Cheltenham Ladies’ College Supportive

Cheltenham Ladies’ College is a private boarding and day school for girls aged 11-18. Consistently ranked as one of the top allgirls’ schools nationally, the school was established in 1853 to provide “a sound academic education for girls”.


The school prides itself in its diversity, with staff and pupils from over 50 countries, encouraging pupils to “think globally” and value diversity. They say: “A CLC education is about the person you become while you gain your grades. It is, and will continue to be, full of joy, excitement and challenge.” Through boarding, Cheltenham Ladies’ College aim to: “enable each pupil to: grow into independent, confident young adults, capable of forming mature, fulfilling relationships with family and friends and becoming contributing members of society; ensure their wellbeing; fulfil their potential; find opportunities to develop leadership and take on responsibility.”

A house system is in place to provide a community of support, especially key when new boarders join the school. Although primarily a full boarding school, there is flexibility at weekends for boarders to visit their families, this allows each family and pupil to find the balance that works best for them while at the school.



Lord Wandsworth College

An inspiring learning environment for boarding and day pupils, Lord Wandsworth College is a co-educational school welcoming students between the ages of 11-18. Situated within a 1200 acre campus of hills and wooded valleys, the school also won the Independent School of the Year Award for Student Wellbeing in 2020. Values like fairness, generosity, courage, creativity, perseverance and curiosity are taught deliberately in every lesson. It is no wonder, then, that students leave school with the desire to make a positive difference in the world and leave a legacy for the years to come.

St Swithuns

St Swithun’s is a flourishing independent girls’ school set in 45 acres of rural Hampshire within easy walking distance of Winchester city centre, yet only 50 minutes by train from London. It has a co-ed preschool, educates girls aged from 4-11 in its prep school, and offers day, weekly and full boarding options for girls aged 11-18 in the senior school.

The school offers excellent and forwardthinking teaching practice, sporting and recreational facilities and is supported by a thriving community of parents and alumni. There are approximately 220 girls in the prep school and 522 in the senior school across 27 nationalities.

Winchester College

Cooperative communities

As one of the world’s most famous and distinguished schools, Winchester College is a boarding school for boys aged 13-18, with a co-educational Sixth Form offering places for day pupils too. It is also one of the country’s oldest surviving schools, with a truly unique wealth of archive resources for students to access. The academic pace is fast and fulfilling, and Winchester has a welldeserved reputation for academic success.

Uniquely and historically, Winchester is not a centralised school, but rather a collection of cooperative communities in close proximity to each other and the main campus. Like a family home, each House feels intimate and personal, but is also professional. It is led by a Housemaster who lives in the boarding house alongside the pupils and will be central to their time at the school. In addition to their role in the House, each Housemaster is a member of the teaching staff, with experience in both the academic and extra-curricular life of the school. The pastoral care for every student is undertaken by their Housemaster or Housemistress, ensuring that each child has access to an extended team for support and to help them explore all that the school has to offer.

One parent’s review described Winchester as: “A first class school where they develop confident and intelligent young men for life.”


Berkhamsted School

The Berkhamsted family of six schools combines both singlesex and co-educational teaching.

At the Pre-Prep and Prep, boys and girls are taught together until the age of 11, separately from 11-16 (Berkhamsted Boys and Berkhamsted Girls), before coming back together again in a joint Sixth Form.

Although the majority of pupils at the senior schools are day pupils, there is a small and tight-knit community of boarders, including full, weekly and flexi-boarders. There is one boarding house each for girls and boys, both are located within a few minutes’ walk of both Senior and Sixth Form campuses and the town centre.

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


Haileybury is a leading independent co-educational boarding and day school for pupils aged 11-18, situated in 500 acres of beautiful Hertfordshire countryside. Of over 890 pupils, more than 550 board at Haileybury. Both day pupils and boarders are sorted into one of Haileybury’s thirteen houses, while some pupils may go home after sport on Saturday afternoon, weekends are fun, purposeful and relaxing, with a wide range of activities laid on both within and between houses.


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Benenden is one of the world’s leading all-girls boarding schools, situated on 250 acres of stunning parkland in the heart of the Kentish countryside. Through its complete education, Benenden aims to inspire future leaders and thinkers to shape a better world, through a forwardthinking academic curriculum, thrilling co-curricular opportunities and unrivalled pastoral care. The

Kent College Pembury

Kent College Pembury is an independent day and boarding school from three to eighteen years set in 75 acres of beautiful Kent countryside. The Senior School is all-girls and boarders can join the school from Year 7. Boarding at Kent College is a central part of school life and full of opportunity, and boarders are given the support to achieve academic success, grow in confidence and become a valued part of our school community. Boarders join from all over the world as well as the UK as termly, weekly or flexi-boarders, and are able to stay at school during exeat weekends.



school works to create a culture of intellectual curiosity, ignite a passion for creativity and innovation, nurture the value of community and inspire each individual to make a difference. World-class facilities, outstanding staff and a flexible boarding model give students at Benenden an individually-tailored, holistic education.

Tonbridge School

Tonbridge is renowned for providing a world-class education and was named the UK’s sixth best independent school in the Sunday Times ‘Parent Power’ Guide 2024. Boys are encouraged to be creative and intellectually curious, to approach new opportunities with confidence and to develop leadership skills. It has 800 boys, aged between 13-18, with a distinctive mixture of boarders and day pupils from a variety of backgrounds. Exam results at GCSE and A-level are outstanding, with boys taking up places each year at leading universities. The school has a strong community ethos and a vibrant programme of co-curricular activities.


Stonyhurst is the UK’s leading Catholic co-educational boarding and day school for pupils aged 3-18. The school empowers boys and girls to be the best they can be, shaping leaders of the future who carry a sense of purpose and a desire to make the world a better place. The school prepares young people to be ‘men and women for others’ and is a family where heritage and innovation are fused to inspire young people to be agents of change in the world.

TONBRIDGE SCHOOL, KENT 7 TURN BACK TO PAGES 40-42 to read more about Tonbridge School


DLD College London

DLD College

London is located on London’s Southbank and is the only school in Central London where boarding and teaching facilities share the same building. DLD offers state-of-the-art boarding, including modern en-suite rooms, common areas and kitchen facilities (many of which boasting stunning views across London) in addition to an on-site gym, pool and sauna. DLD College London is suitable for students aged 13 and up, offering Year 9, GCSEs, A Level, BTEC, EPQ, IFP and APC courses.

Marymount International School

Marymount International School is a private day and boarding school for girls in Kingston upon Thames, situated on a seven-acre campus just twelve miles from Central London. Marymount takes pride in being the first allgirls’ school in the UK to adopt the International Baccalaureate curriculum which promotes independent and creative thought among subjects. As a small boarding community, girls who board at Marymount, be it full time, weekly or flexi boarding, are given opportunities to thrive in the diverse and enriching environment of the school and its Greater London location.

St Paul’s School

At St Paul’s School, we offer full, weekly and flexi boarding to boys in Year 9 and above. School House is home to our small and welcoming community of boarders, providing a supportive environment which helps them concentrate on their studies, while granting them the independence and freedom to explore their many other interests. Besides structured daily prep time, boarders can use the school’s many facilities or relax in the common room together. At weekends, there are various trips to take part in, from cooking classes to go-karting. The Housemaster and team of House Tutors work to ensure pupils make the most of school life, but most importantly that they settle in and are happy.


When Tonbridge alumnus EM Forster wrote ‘Only Connect’ in his novel Howard’s End, he was writing about the essential connection between head and heart. Developing human values of empathy, compassion and collaboration, alongside important life skills, plays a large part in a Tonbridge education.

We are also pleased to report that, in the Sunday Times Parent Power Schools Guide 2024, we are ranked sixth in the national table, alongside our placing as best boarding school in the country and top boys’ school in the south-east.

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Boarding at Dulwich College

Cosmopolitan boarding

Recognised for its outstanding academic excellence and diverse community, Dulwich College’s boarding community comprises 140 boarders representing over 20 nationalities. The College has boarding houses located around a 75-acre campus and pupils - weekly and full-boarders - frequently describe their boarding house as a ‘home from home’.

Old Blew and The Orchard are home to around 55 boys from Years 9 to 13. It is a lively, warm and cosmopolitan environment with boarders from a wide range of countries and a variety of backgrounds. The mixed age range gives older boys the

opportunity to take on mentoring responsibilities as well as the chance to relax with their younger contemporaries who enjoy the company of senior boys.

80 boys live in Ivyholme and Blew House, with the link between the two making it feel like one large and vibrant home. Both houses are exclusively for Year 12 and Year 13 boarders and provide a stepping stone to university accommodation with their single en-suite rooms and focus on more independent living.

Dr Joe Spence, the Master of Dulwich College, notes: “Boarding teaches lessons

for life – independence (and interdependence), tolerance and working as a team – and our boarders leave not only with outstanding academic results, but with an equally valuable self-confidence and a global perspective which will serve them well in later life”

Dulwich Prep London provides an outstanding Values-led education for boys aged 3 to 13 with a co -educational nursery.


We offer a wide range of opportunities to nurture independent thinkers who go on to be thoughtful citizens of the world, equipped with a strong moral compass and the ability to adapt to our rapidly changing environment.

Our Early Years site is home to our Nursery and Reception classes. They are housed in an award -winning building with five acres of woodland and playing fields. We are now offering tours for 2024 entry at 9.15am every Thursday (term-time). We look forward to meeting you soon.

Contact our Admissions team on 020 8766 5525 or email


Queen Anne’s is an inspirational day and boarding school for girls aged 11-18 just 40 minutes from London. It stands as a beacon of academic excellence and outstanding pastoral care. The school’s pioneering education and rich co-curricular offering prepares girls for the challenges of the modern world. Tradition meets modernity in all aspects of learning here: while honouring the importance of writing and dexterity, Queen Anne’s embraces innovation such as Artificial Intelligence in learning and the use of digital devices. It inspires girls to explore their individuality, free from gender stereotypes.



+ Co-curricular Clubs, Activities and Trips
+ Senior School Destinations 260+ Scholarships Awarded in 2020-2022
+ School Community Events
+ Musical Ensembles
+ Stage Productions
+ Acres of Open Space and a Swimming Pool
+ Sports Played at Every Level
00am - 7 30pm Wrap Around Care


Westminster School

Open-minded enquiry

Westminster is a progressive school on an ancient site in the heart of the world’s most vibrant city. The school’s reputation as one of the world’s foremost centres of academic excellence is built upon our pupils’ genuine enjoyment of open-minded enquiry, rigorous discussion and the search for explanation well beyond any examination syllabus. Westminster is a safe, stimulating and supportive environmentpupils enhance their intellectual, physical, spiritual and social development by taking full advantage of the many opportunities in sport, music, art, drama and community service. Together, these opportunities


Chetham’s School of Music

Chetham’s School of Music, in the heart of Manchester, is the largest specialist music school in the UK, and the only one in the north of England. It is made up of 330 students aged between 8-18 and the campus is a melting pot of different perspectives and ideas - but everyone is bonded by a passion for music. This makes Chetham’s a truly unique and inspirational place to live, learn and make connections. Entry to the school is based solely on musical talent and potential, and never ability to pay.

help our pupils to prepare themselves for a life well-lived as informed and committed global citizens.

Westminster has a lively and supportive boarding community. With approximately 180 pupils registering to board each year, boarding life is an integral part of Westminster’s identity and history. Every Westminster pupil belongs to one of the school’s houses, which are each named after people historically connected to the school. There are eleven houses in total, six of which have boarders as well as day pupils,

and all of which have a mix of boys and girls, except for Purcell’s which is a girls-only boarding house.

In one report, 100% of Westminster school parents said their child enjoyed going to school “tremendously”, compared to a national average of 40%.


Radley College

Radley College describe themselves as a “profoundly traditional” boarding school, offering boys aged 13-18 an outstanding all-round education. Radley aims to instill in their pupils drive, ambition, confidence, kindness, loyalty, integrity and a love for life. Radley is a full boarding school, where every pupil is assigned one of eleven ‘Socials’ (houses), in which he will: “join a band of brothers who will have their back through thick and thin. These relationships contribute to the deep sense of community spirit and camaraderie across the College.”

Shiplake College

Shiplake College is a thriving independent boarding and day school situated on the banks of the river near Henley-onThames, Oxfordshire. From September 2023, girls will be welcomed into Year 7 to be part of an already established coeducational environment in the Sixth Form. Flexi, weekly and full boarding are available, as well as an extensive daily bus service. Every pupil is placed at the heart of Shiplake life and the College’s ethos is underpinned by the three Is – Inclusive, Individual and Inspirational.

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The Oratory School and Prep

The Oratory School is a coeducational private Roman Catholic boarding and day school for pupils aged 11-18. The school motto: “I am known: I am more” highlights The Oratory’s holistic, all-round approach to education. An Oratory education focuses on the whole pupil, seeing them as they are: “wonderfully made”, and seeks to draw out and develop each pupil’s innate gifts, skills and talents. As a small school, boarders at The Oratory experience a familial and welcoming environment, alongside the extensive co-curriculum and support. Pupils are assigned Houses when they join, even in the junior school before starting boarding, to support them throughout the school.

Uppingham School

Founded in 1584, Uppingham is a co-educational boarding school for pupils aged 13-18. Uppingham aims to embrace their long and proud heritage, as well as looking towards the future to prepare pupils for the changing modern world. They say: “Our pupils, in all their diversity, are appreciated for who they are.

They shape the community and, supported by staff who truly care, make Uppingham the rich and happy place it is.” The school takes a familyoriented approach to boarding life, which they feel helps pupils develop the skills, wisdom and compassion which will distinguish them for life.

Badminton School

Badminton is a thriving independent day and boarding school for girls aged 4-18, which has remained at the forefront of girls’ education for well over 160 years.

Whilst the school retains a nationally outstanding academic record, its focus continues to be on nurturing the girls’ natural curiosity and fuelling their passion for learning. The size of the campus, its community and excellent pastoral care give a homely and vibrant feel to the school. The holistic approach ensures that the girls can discover and develop not only their academic strengths but all their other talents via the wide-ranging extracurricular programme.

Clifton College

Clifton College offers day places, flexi and full boarding places for boys and girls from aged 3-18, Clifton are known for academic excellence, myriad opportunities, state of the art facilities, superb pastoral care and expert staff who deliver the very best learning and development. They provide a richly diverse and connected school environment, representative of the real world. The school implements strong pastoral care for boarding, day and junior pupils, in the form of House and

Tutorial systems, to allow pupils to mature into individuals who are ambitious, open-minded and spirited.

Millfield School

Millfield is a leading co-educational boarding and day school for ages 13-18, located in 240 acres of Somerset countryside. They offer a diverse range of subjects, sports, creative arts and activities, supported by outstanding facilities. These include an Olympic-sized pool, an equestrian centre, indoor golf and cricket centres, a 350seat concert hall, a theatre, an art gallery and a science centre. Their aim is to ensure that every child can discover their brilliance across all aspects of school life. Students and staff live by the school values: Be Kind, Be Authentic, Be Disruptors, Be Curious, and Be Brilliant. Millfield is home to 950 boarders who enjoy a full weekend programme of activities.


Caterham School

Wrap-around care and support

Caterham School is a global academic innovator and leader, recognised as an EdTech 50 and an Apple Distinguished School. Caterham is first UK school to be awarded with the National Children’s Bureau Wellbeing Award and named by Spectator Magazine as top in Surrey for Oxbridge offers and acceptances.

Wellbeing is the most important thing that they do as it underpins every aspect of school life and enables their pupils to thrive on every front. Caterham are one of just a few UK schools which dedicates weekly timetabled lessons to a range of wellbeing topics.

Caterham offers full and

Charterhouse School

Nurturing individuals

Charterhouse is a co-educational public school in 250 acres of green space in Godalming, Surrey, educating over 800 pupils, aged 13-18 years. Charterhouse boasts a strong academic foundation and is committed to ensuring that each child performs to their own academic potential, supporting and nurturing each individual every step of the way. But there are also a great number of opportunities, both in and out of the classroom, for pupils to succeed. The School’s FutureU activities are a central element of the Charterhouse experience, aimed at ensuring that pupils develop the transferable skills, knowledge, experiences and mindset required to thrive

weekly boarding, and they make great efforts to make boarding an enjoyable and beneficial experience, full of opportunities for discovery and personal development. They support and encourage their boarders to grow as confident and responsible young people, ready for education and life in every direction. They live and work together in a relaxed, friendly, family environment. Whether boarding or day, all pupils are fully integrated in the school, with everyone benefitting from the wrap-around care and

support provided. Pupils have access to over 36 different clubs and activities, held in the school’s extensive 200-acre grounds.

One parent’s review described Catherham as: “A fantastic learning environment with top notch facilities.”

throughout their later lives. The Sixth Form professional qualification in Applied Entrepreneurship is the first of its kind anywhere in the world. Both boarding and day pupils are allocated a House, with whom they take part in activities and competitions, building strong friendships and communities. During their first few weeks, each new pupil is allocated to an older pupil whose

responsibility it is to make sure they settle in, find their way around and learn quickly how the School and House works.

A parent commented that: “Charterhouse treats children like responsible human beings and they are expected to rise to the challenge. It creates balanced and well-rounded young people, who are charming company.”


Box Hill School

Located in the beautiful Surrey Hills, Box Hill School is a co-educational day and boarding school catering for pupils aged 11-18.

Their focus is on achieving the best academic outcome for each student, and their ethos of holistic education develops life-long skills which they see in their students as they develop into confident, resilient and wellrounded young men and women.

The school follows the national curriculum in the lower and middle schools and offers a diverse range of GCSEs and (I)GCSEs. In the Sixth Form, they run two academic programmes; the International Baccalaureate Diploma Programme (IBDP) and A Levels.

City of London Freemen’s School

City of London Freemen’s School is a co-educational private school for day and boarding pupils aged 7-18, located at Ashtead Park in Surrey.

The school’s founding ethos was all about community and that remains at the forefront almost 170 years later. City of London Freemen’s School was set up to look after the orphaned children of Freemen of the City. As well as committing to

a charitable, co-educational, broad education, the school has also continuously admitted boarders alongside day pupils and they remain an integral part of the school.

Epsom College

Epsom College is a co-educational independent school for pupils aged 11-18. It was founded in 1853 as a benevolent institution which provided a boarding school education for sons of poor or deceased members of the medical profession. Epsom is located in 72 acres of grounds, offering over 150 clubs, activities and societies to their pupils. The school also operates a six-day week, allowing pupils to dedicate time to their studies and extracurricular passions, as well as receive individualised attention from staff. From Year 9, all pupils, whether boarding or day, belong to one of thirteen Houses. Each House is a physical building where pupils meet, relax, eat and form a tight-knit community of friends, peers and staff.

Frensham Heights

Boarding at Frensham Heights, like the whole school, is built on a

very firm basis of mutual respect. Students are probably given more freedom than in other schools, but with that comes greater responsibility and ultimately a better understanding of how to live and behave beyond the school and home environments. Weekends follow the flow and pattern that is family life with big outings on Saturdays and lazy days on Sundays. Throughout, is a natural progression of what is expected from the youngest through to the oldest – a sliding scale of structure, freedom and responsibility

King Edward’s Witley

King Edward’s Witley is a vibrant school united by diversity. They aim to provide the best possible preparation for what is to follow in adult life by combining traditional values of excellence, breadth of opportunity and a high level of pastoral care with a broad, innovative and forward-thinking curriculum. They admit pupils aged 11-18 from different academic, social, economic and cultural backgrounds who reflect the real world. They are a community where all individuals can thrive, boarding and day pupils grow together in an atmosphere of cooperation, mutual respect and independence of thought. They want every pupil to take the happiest of memories and lasting friendships with them into the future.

TURN TO PAGES 80-81 to read about Savills country homes


Is Modern Boarding Right for My Child?

Becoming fully involved in your school experience

Whether to board is a big decision for any family. Although boarding environments can offer an excellent solution to the difficulties of juggling two demanding careers, the old image of bleak dormitories and cold showers persists. However, the traditional boarding environment has changed very much.

Modern boarding is about choice and variety, with flexi, occasional and weekly boarding alongside the more traditional full-boarding model. The

question is, which one is right for your family? Full-boarding promotes independence, allowing time for a breadth of educational opportunities. Flexi or occasional boarding models may fit more closely to the needs of family life but have their own challenges, such as building the sense of community that underpins boarding life.

The most important thing that boarding offers children is time. Full and weekly boarding gives greater time for pupils to be involved in a wide range of interests with the aim of becoming wellrounded characters. Boarding gives teachers time to develop deeper trust and partnerships, and allows boarders to really make the most of their school

day. They are playing out on the pitches, rehearsing in the studios, attending evening lectures from visiting speakers or simply hanging out with friends. Such a boarding experience ensures that pupils leave as confident, independent, personable, well-rounded, adaptable and caring young people who are equipped to make the most of their talents.


St Catherine’s, Bramley

A transformative experience

Just 45 minutes from London, the boarding journey at St Catherine’s begins in Bronte in Year 7, and continues through the older age group Boarding Houses up to their new Sixth Form boarding in ‘The 6’. Their ethos is built on kindness, tolerance and compassion to others.

The strength of their boarding community is reliant on this philosophy, and it is evident in the girls’ support of one another, their deep friendships and their enjoyment of boarding life which comprises over 18 nationalities. This global mix of experiences and perspectives means that their girls become more open-minded and learn how

to empathise, understand and appreciate other cultures and cultural practices.

At a time when girls are often very conscious of ‘fitting in’, their boarding community celebrates individual identities, characters and interests. At St Catherine’s, where 25% of their students are either weekly or full boarders, they truly believe that boarding offers girls a transformative experience that helps prepare them for life ahead. The strong sense of independence that girls develop allows them to grow in confidence, which is a joy to see. Boarding quickly develops the life skills so important for the wider world: learning how

to give and take, when to follow and when to lead and how to deal with individuals of different temperament and characters. St Catherine’s girls leave with the self-confidence and self-belief that they can achieve anything they set their minds to.

Cheltenham Ladies’ College

Subhead like the first spotlight ????

Cheltenham Ladies’ College is a private boarding and day school

GSA Day & Boarding School since 1885 | 4 - 18 years | Near Guildford
Samantha Knights KC, alumna 1989, Matrix
Self-belief from St Cat’s

St John’s School Leatherhead

St John’s School Leatherhead is a leading co-educational independent day and boarding school in Surrey for pupils aged 11-17. The school encourages high standards, both intellectually and emotionally, to prepare pupils to thrive in a complex world, delivering an outstanding educational experience in the 21st century. The school’s house system and flexible boarding philosophy are central to the school: “Fostering fun, friendship and strong relationships that flourish far beyond our walls.”

TASIS The American School in England

TASIS is part of a family of international schools, welcoming students from all over the world to an educational community which aims to foster a passion for excellence along with mutual respect and understanding. Offering the International Baccalaureate and American Advanced Placement (AP) qualifications, students from TASIS leave the school ready academically and personally prepared to succeed in whatever their desired field may be. From age 13, pupils can board in a diverse community of over 200 pupils of over 30 nationalities.

The Royal School

The Royal School is an independent day and boarding school for girls and boys aged 10-18.

The School’s ‘Future Ready’ philosophy goes beyond traditional academic knowledge and focuses on fostering and developing emotional intelligence, practical skills and critical thinking abilities. “Pupils demonstrate excellent levels of self-confidence, self-awareness, resilience, and self-esteem.”


ISI INSPECTION 2023 EXCELLENT in all areas WWW.ROYAL-SCHOOL.ORG | T: +44 (0)1428 605805 HOME-FROM-HOME full, weekly and exi boarding options from year 6 upwards. Independent day & boarding school for girls and boys in Haslemere, Surrey. BESPOKE TALK & TOURS AVAILABLE WEEKLY To book email DIRECT TRAIN TO CENTRAL LONDON in just 50 minutes. Dedicated bus service running to and from London for weekly boarders. 2024 REGISTRATIONS ARE STILL OPEN FUTURE READY For a world of opportunities ECM RECOMMENDED BOARDING SCHOOLS

Family Friendly Boarding

Working to support families at Reed’s School

Much like the vibrant tapestry of parenting styles, schools tend to have their own boarding style, often intrinsically linked with the school’s ethos and history and aligned to its vision. Given the organisation, time and care boarding staff pour into their charges, it is only natural that, like parents, every school believes passionately in its approach.

Reed’s School was founded in 1813 by the philanthropist, Rev. Andrew Reed, with the aim of educating children who had been orphaned. He believed all children, regardless of circumstances, deserved access to a good education to break the cycle of disadvantage. Although we are now a leading, independent fee-paying school, this charitable ethos remains our beating heart; we are a foundation with a school, not a school with a foundation.

Reed’s founding aim of educating children who were disadvantaged remains unbroken in two crucial ways: we continue to support children who have lost a parent through our Foundation, and we consider it our mission to find the best in every child, enabling them to flourish by finding their voice and direction. The second of these aims embodies all our pupils: they excel in every area of their education - academic, sporting, artistic and cultural - whilst being encouraged to experience as many opportunities available as possible to find not only what they are good at, but also what makes them happy. This means that the boarding - and school - approach centres on the pupil,

rather than vice versa. We see our boarding as highly individualised and bespoke, free from the constraints of a one-size-fits-all model.

Our boarders join the Boarding Family for a variety of reasons. Some are ambitious academics who value extended access to the school’s resources and teachers, others are committed athletes for whom early sessions in the pool, on a pitch, a court or in the gym are a crucial part of their training. Many pupils board from Monday to Friday, throwing themselves into school life and activities, aware that they also have busy working parents, and this means they can spend quality time with their families at weekends, unencumbered by work or other commitments. The school also encourages flexi-boarders for whom one or more nights of boarding can unlock travel logistics, specific commitments, wellbeing or workload; equally, many stay seven days a week and the school becomes a home-from-home for them.

There are three boarding houses at Reed’s, divided by age. This means that there is separation from pupils’ allocated main Houses, which are very much at the heart of the school, so they can easily move from day to boarding without having to change their House affiliation. The Close (Years 7 and 8) places an emphasis on a small, homely and nurturing environment with its mantra of ‘Ubuntu’ (“I am because we are”) and its friendly house dog, Honey. School House (Years 9 to 11) sees pupils undertake a programme of domestic, practical and social life skills aimed at increasing their independence whilst the co-educational Sixth Form House prepares pupils to thrive in the wider world; many start boarding at this point to experience communal living prior to going to university.


We keep numbers small and staffing specialists, meaning that pupils can forge the relationships they want with house staff, while enjoying the consistency of familiar figures. Each house has a Head of House who lives in the boarding house with their family, along with Boarding Assistants who also live in; they are all teachers and, collectively, they focus on the pastoral care and personal development of each boarder. There is a Matron for each boarding house too; they look after the children’s practical needs and provide support to them in many different ways. Boarders are also given access to a wider group of subject staff during evening prep sessions. At every stage, Reed’s encourages pupils to become the navigators of their own journeys.

Our responsibility to our boarders is diligently carried out without transgressing into a sense of ownership, creating a profound bond of trust between pupils and staff. The result is pupils who emerge comfortable in their own skin, confident but never arrogant, emotionally intelligent and adept at confidently navigating social interactions. Above all, they learn the invaluable lesson of taking control over their lives and understanding the paramount importance of happiness as a critical ingredient for success. At Reed’s, every child’s potential is not just discovered but celebrated and nurtured.

Our Values: An Education for Life

For further information: t: 01932 869001 | w: | e: Sandy Lane | Cobham | Surrey | KT11 2ES
Independent Schools Inspectorate - 2022


Woldingham School

Finding your voice

Woldingham students learn to ‘write their own story’ through excellent teaching, boundless opportunities and first-rate pastoral care. A leading boarding and day school for girls aged 11-18, set in 700 acres of stunning Surrey countryside, Woldingham is an inspiring place for students to become confident, compassionate and courageous young women.

Just 30 minutes from London by train, the beauty and peace of Woldingham makes it the perfect place to board. Woldingham’s exceptional programme of sport, clubs and performing alongside high-level academic achievement, means students develop a wide range of skills, interests and


expertise, securing places at leading universities and opening doors to exciting careers.

Boarding houses at Woldingham are organised by age group, so pupils get a chance to connect with their peers and take part in age-appropriate activities. All boarding houses are a home from home, with Wi-Fi, comfortable common rooms, televisions and games. Boarders eat lunch and supper in our whole school dining room, fostering a sense of community.

Each year group is cared for by a dedicated Head of Year, housemistress and assistant housemistress.

The school hopes that pupils will leave Woldingham with

Ardingly College

Ardingly is a co-educational day and boarding school for pupils aged 13-18. Ardingly is a values-led school and World Ready is a values-led education that values, above all, the personal qualities of our students. The College has Christian foundations and welcomes students of all faiths and none; seeking to express Christian values in a way that is meaningful for children regardless of their personal faith.

Every Ardingly student is sorted into a house. The house is their base, a safe and happy environment in which to develop, learn and experience new opportunities.

confidence, compassion and courage, and that the boarding experience at Woldingham will help pupils to find their own voice and develop the confidence to write their own story.


Bede’s is a co-educational school located on two stunning sites, one by the sea in Eastbourne and one in the heart of the Sussex countryside. Bede’s accepts children from the age of 3 months to 18 years, with entry points at Nursery, Prep, College and Sixth Form. Pupils are encouraged to aspire to be the best they can be, but most importantly they are empowered to enjoy their learning. Its Academic Enrichment Programme, which includes a variety of trips, workshops, masterclasses and competitions, ensures that pupils are provided with expansive and inspiring opportunities to experience life outside its campus.


Brighton College

Kindness and consideration

Brighton College is one of the country’s leading independent schools for girls and boys. The College regularly achieves the best A Level and GCSE results of any co-educational school in the UK, whilst ensuring children enjoy a wealth of extracurricular opportunities. Renowned for its focus on kindness, the school also excels in art, music, dance, drama and sport, and is proud to ensure every child is valued for who they are.

Recently named ‘United Kingdom School of the Decade’ by The Sunday Times, the College has been awarded ‘Britain’s most forward-thinking

Burgess Hill Girls

Burgess Hill Girls is one of the UK’s Top 10 performing girls boarding schools (2023 A Level results). Their facilities, curriculum and philosophy are completely designed to provide girls with the skills and opportunities they need to fulfil their potential. Girls have the freedom to be bold, to take risks, to challenge themselves, to try new experiences and to make and learn from their mistakes.

The school welcomes boarders from age 11 on a weekly or full boarding basis, and is set in fourteen acres of beautiful grounds within a conservation area in the centre of Burgess Hill, West Sussex. London, Gatwick and Heathrow are all within one hour by train or road.

school’ and ‘Top in Britain for STEM’ by The Week.

The College reports that the number of boarders has trebled in ten years. For full and weekly boarders, Brighton College is a home away from home, with family-like houses, state-of-the art facilities, a rich programme of clubs and activities, and all that the College has to offer.

Parent review: “Brighton College provides my children with a safe and stimulating learning environment. I like the way kindness and consideration for others is now part of my kid’s DNA and how they are developing as young people. The

Eastbourne College

drive for attainment is balanced with ample opportunity for recreation and a broad pastoral care network. The key to all this is excellent teaching and support.”

A traditional heart, a modern mind. Founded in 1867, Eastbourne College has always done things differently. It’s proud of its heritage, but is always looking forwards. Progressive and innovative. Empowering its pupils to question the answers and find their own path in life. Set in idyllic coastal surroundings, this is a place that truly makes a lasting impression. In 2021, 82% of the grades awarded at A Level were A*-B. 50% of the school’s top achievers were girls, going on to study at Oxford or Cambridge University. Boarding, day and family-friendly flexibility are all available. The main points of entry are Year 9 and Year 12.

Roedean School

Roedean School is a day and boarding school for 600 girls aged 11-13. It provides a distinctively academic, high-quality, all-round education within a caring and friendly community in a wonderful coastal setting. Roedean aims to inspire and challenge every student to develop her strengths and passions, to seek the highest academic and personal standards for herself, and to develop a strong foundation for her future. Main entry points are: Year 7, Year 9 and Sixth Form.

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The Boarding Way of Life at Lancing College

Boarding is highly valued at Lancing College as it plays a crucial role in shaping the College’s way of life.

Parents aim to foster independence, selfassurance and social growth in their children, and boarding provides an excellent platform for achieving these goals. At Lancing College, parents are reassured that their child is receiving an outstanding education alongside excellent pastoral care, whilst living in a secure environment with plenty of open space and fresh air.

Boarding starts at the age of 13 (Third Form or Year 9) and every year the school welcomes around 120 new boarding pupils to their seven Boarding Houses. It is in these Houses that pupils are given leadership roles, learn a keen sense of community and develop skills of caring and sharing. Older pupils mentor younger pupils, Heads of House and House Captains help in the day-to-day running of the House and matrons play a vital role in the wellbeing of pupils.

The ‘home from home’ boarding house atmosphere is cherished by both pupils and housemasters. Lifelong friendships are formed within this setting, extending beyond school years, and strengthened by the support of the ‘OL’ network, which consists of more than 8,000 former students. Parents believe that their child’s development is positively influenced by the

boarding experience at Lancing College, attributing it to the culture of trust and mutual respect between staff and pupils. Evenings and weekends are structured and tailored for each year group to ensure that time is allowed for academic studies, co-curricular activities, further enrichment, sports and the all-important free leisure time.

Lancing College’s recent Independent Schools Inspectorate’s (ISI) report, published earlier this year, reflects the excellence of the College and the superb nature of the care and work with pupils both within and beyond the classroom.

The College is recognised to meet - and, in many cases, exceed - all the standards and regulations governing the running of an independent boarding school, and to be compliant in all areas. The college’s pastoral provision has been recognised as a ‘Significant Strength’ - a rare accolade - and to be described in this way is the highest honour of the new Inspection structure. It is a label applied only where a school does something truly exceptional and with impact across the whole pupil body. Lancing College is one of the first schools in the country to have been awarded this hugely exciting validation. KATHERINE
the development
BACK TO PAGES 40-42 to read more about Lancing College ECM RECOMMENDED BOARDING SCHOOLS

Pupils feel valued as individuals and actively celebrate being members of a diverse school community.


Be inspired

Be brilliant

Be you 13–18 years, co-educational boarding and day school

ISI Inspection Report October 2023



WILTSHIRE Rugby School

Rugby is a co-educational day and boarding school for pupils aged 1318. The school aims to: “create a spark in the mind of the student, be it in the classroom, on the sports field, in the music rooms, on stage, in the art studios, or around any sort of activity.” Rugby is a seven-days-a-week boarding school, with thirteen boarding houses and two day houses open from 7.00am to 10.00pm. This allows pupils to undertake a wide range of co-curricular experiences, with countless clubs and activities, as well as excellent facilities.

Marlborough College

Community spirit

Marlborough aims to deliver the best independent, co-educational, full boarding education in the UK. Their community values ambition and scholarship, celebrates creativity, embraces diversity and encourages each pupil to be the best that they can be.

Marlborough offers an outstanding education with many gaining Oxbridge places and others heading to Ivy League Universities such as Yale,

St Mary’s Calne

Stanford and Harvard. The co-curricular provision is exceptional, with professional coaching in sport and the Arts. Their sports teams regularly reach the latter stages of national competitions, their Symphony Orchestra plays in partnership with the Southbank Sinfonia and their artists exhibit in the Mount House Gallery. The pastoral care delivered through their sixteen boarding houses is unrivalled, ensuring each child is known and cared for individually.

Marlborough boasts sixteen boarding houses, six each for boys and girls separately, and four mixed houses. These houses have a family atmosphere and strong community. Houses vary in character, composition and location, but they all share the central ethos of our community. Communication with parents is frequent, visits are encouraged and exeat weekends mean that pupils return home every third weekend for quality family time. Marlborough strongly believes in the benefits a full boarding environment can bring to supporting the development of successful young adults.

One parent said: “It [is] an academic school with high academic expectations”

St Mary’s Calne is an independent day and boarding school in Calne, Wiltshire, for girls aged 11-18, with a happy, flourishing community of 360 pupils (80% boarding, 20% day) and a fine tradition of academic excellence. Located in Wiltshire, the school prides itself on instilling in its pupils a love of learning and a desire to care for each other, their community and the wider world. St Mary’s is dedicated to developing each pupil’s full potential by providing a nurturing environment and an innovative, personalised curriculum that will challenge the girls as they grow and develop. They are proud to support girls to achieve their personal best, academically, socially and in the field of extra-curricular activities.


Stonar School

Stonar School, founded in 1895, is a non-denominational UK independent day and boarding school, located at Cottles Park. The school occupies 80 acres of parkland and gardens in a location about 8 miles from Bath, with about 420 pupils from 2-18 years old. Stonar describes their mission as: “To prepare each pupil to thrive in a globalised world by supporting them to develop the skills, knowledge and self-assurance to succeed academically and personally.” Stonar offers full and flexi boarding, including to prep pupils from age 10.



Harrogate Ladies College

Harrogate Ladies College is a leading UK independent school delivering a world class education in the heart of Harrogate for girls aged 11-18 years. The College, which has just been named in The Top 10 Schools Guide, retains a strong sense of history, but with a forward thinking, progressive and modern outlook. Preparing pupils for the future and ensuring academic excellence is at the heart of everything they do. Harrogate Ladies College are passionate about inspiring each and every pupil to achieve their full potential and also believe a modern education should go beyond academic development.

The Duke of York’s Royal Military School

This leading boarding institution offers high-quality, all-round education enriched with academic rigor and outstanding pastoral support. With exceptional student provision and unrivalled facilities, the school provides a constant homefrom-home to students, affectionately known as ‘Dukies’. The school prioritises each student’s personal growth, providing outstanding opportunities, be it in the classroom, on the sports field, on stage or during parade. This student-centred approach nurtures the skills required to be competitive and confident, guiding students on their chosen paths.


TURN BACK TO PAGES 40-42 to read more about The Duke of York’s Royal Military School

Gordon’s School

A non-selective state boarding school, Gordon’s School was established in 1885 at the behest of Queen Victoria. Gordon’s want education to be a force for a more caring and just world: “A world in which inequality in opportunities is diminishing; where individuals are treated similarly and have equal chances based not on privilege, but on how hard they work for themselves and others.” As a state boarding school, Gordon’s is able to offer day, weekly and full boarding at a much lower rate than many other independent private schools, as parents only pay fees for the boarding itself, with the state providing the teaching resources, helping Gordon’s fulfill its goal of creating a more inclusive and accessible education.


Haberdashers’ Adams

How do children benefit from state boarding?

Haberdashers’ Adams is one of just a few state grammar schools to offer boarding for boys, and boarding contributes much to the ethos of the school. Boarding can bring valuable stability to family life, but many families consider the cost of boarding outside of their budget. However, as a state school, there are no education fees to pay, only those associated with boarding - fees at Haberdashers’ Adams start from £4,619 per term for 2023/24.

State boarding looks and feels a lot like independent boarding. Haberdashers’ Adams is a selective school with a reputation for high academic

results, but this is equalled by a strong house system and a huge variety of enrichment activities. Life is exciting, busy and fastpaced at Haberdashers’ Adams. Pupils benefit from an active Old Novaportan alumni community and valuable links to the City of London provided by the Haberdashers’ livery company.

Across the Junior and Senior 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. Pupils have support with their homework as well as the opportunity to form strong

and long-lasting friendships and to get involved in all the extracurricular activities on offer.

Whilst competition for day places is fierce, the competition for boarding places is less so, although the entrance test must still be passed.


Old Wokingham Road, Crowthorne

Finding the Right Property

A bespoke countryside estate agent

At Avocado Property, we pride ourselves on pioneering the UK property market with a blend of cutting-edge technology and bespoke service. Our commitment to excellence and personalised attention sets a new standard in the industry, guaranteeing a seamless and successful experience for every client. With agents covering Berkshire, Hampshire, Surrey, Buckinghamshire, West Midlands and Oxfordshire, we are here to meet your property needs.

Finding the Right Home and School

We understand that choosing the right school for your children is just as crucial as finding the right property. Here are several family homes we currently have available near Wellington College, Luckley House School and Lambrook School.

Old Wokingham Road, Crowthorne

Located just a seven-minute drive from Wellington College in Crowthorne, this exquisite four-bedroom, three-bathroom property exudes warmth and

elegance. Featuring spacious reception rooms, an open-plan kitchen diner and a living area with vaulted ceilings, it is ideal for family gatherings.

Lynwood Cottage, Bracknell

Minutes away from Lambrook School in Winkfield, Lynwood Cottage offers a blend of charm and modern comfort. With four double bedrooms, three bathrooms, an inglenook fireplace and a heated swimming pool, it provides a unique living experience for families.

White Cottage, Barkham

Situated just a six-minute drive from Reddam House in Wokingham, White Cottage is a gorgeous four-bedroom character cottage sitting on a generous quarter-acre plot. With beautiful views to the front and back of the property and a seamless combination of traditional and contemporary living, White Cottage makes the perfect family home.

Here’s what’s happening in the market…

The UK property market is showing signs of recovery in February 2024, with average asking prices slightly increasing by 0.9% and annual prices seeing a marginal rise after six months of declines. Sales activity has grown, with a 16% increase in agreed sales compared to the previous year. However, the market remains sensitive to pricing, with accurately priced properties selling quickly, while overpriced ones linger.

Please be aware that while these properties were available at the time of writing, they may have since been sold or are under offer. For the most up-to-date information or to express interest in any of the mentioned properties, please contact us directly.

01344 249 500

TURN BACK TO PAGE 50 to read more about boarding at Wellington College

Lynwood Cottage, Bracknell White Cottage, Barkham

What is Development Studies?

Studying real-world issues at SOAS

Development Studies considers worldwide issues relating to social and economic development and brings together many diverse subjects, including economics, politics, anthropology and geography.

Increasingly, Development Studies examines some of the most important real-world issues currently affecting humanity, including climate change, migration and displacement, conflict, humanitarian action, labour, international politics, inequality and poverty.

SOAS University of London is ranked 2nd in the world for Development Studies (QS World University Rankings 2023). Its BA

Global Development offers modules on such diverse topics as Our Planetary Future: Environment and Development; Global Forced Migration; Conflict, Rights and Justice; and The Working Poor and Labour. Development Studies at SOAS is an exciting and intellectually stimulating subject, leading students to graduate with a deep understanding of the causes ofand responses to - social, political and economic transformation worldwide, and equipped with the skills to make a positive difference in the real-world. Staff in the Department are actively engaged

in shaping government policy and research in politics, anthropology, sociology, economics, conflict and the environment, often with a focus on Asia, Africa and the Middle East.

Students in the Department of Development Studies at SOAS have the opportunity to take work placements as part of their degree, and graduates have gone on to exciting careers which make a difference in the world, with organisations such as Amnesty International, Médecins sans Frontières and the United Nations World Food Programme.

ANDREW OSMOND Marketing Officer

Discover the Answers at SOAS - The World’s University Discover the range of exciting undergraduate degree programmes available to study at our vibrant central London campus

Family Housing in Cornwall

Finding your perfect home

The cathedral city of Truro is the capital of Cornwall, with a population of around 23,000. Truro is filled with a wonderful array of Georgian and Victorian properties which stretch up the valley sides and gaze at the Cathedral whilst being within easy walking distance of Truro School. These include everything from smaller, single-fronted cottages to grand, ornate period townhouses. Around the fringe of the city are many more modern houses, varying from terraced townhouses to larger, architecturally exciting homes in grounds. We generally have good availability of all types of city homes, with new ones coming to the market every day.

Many of our clients are searching for the perfect family home, close to outstanding educational institutions. At Lillicrap Chilcott we have hundreds of properties right across Cornwall, with an office in Truro and a team of 31 - our knowledge of the Cornish property market is second to none. Between us, we’ve been selling houses for more than 360 years and use all of our connections and expertise to achieve the best possible result for every one of our clients.

As you would expect from a city, Truro is a transport hub. Hop on a train to the popular port of Falmouth in under 30 minutes. Head to Paddington in 4.5 hours on the mainline railway. A £330m investment is being made on the main road, the A30 to make it quicker and easier to drive to Cornwall. It will now be a dual carriageway from Exeter in Devon

to Hayle just outside St Ives.

If you’re looking for an impressive family home over four floors, this fantastic Grade II Listed townhouse is minutes from Truro School, with peaceful gardens and parking. A short downhill walk, and you are in the city center, with restaurants, shops and a theatre.

This property boasts over 3,000 sq.ft. of accommodation, which includes 4/5 bedrooms, 5 bath/shower rooms, 4 reception rooms, and is elegant and well-proportioned throughout.

This is a brand-new contemporary home on the outskirts of Truro, with ample driveway parking, a spacious side garden and a further tiered lawned rear garden. This property is a four-bedroom detached house with circa 1,600 sq.ft. of spacious accommodation, including an open-plan kitchen/ dining room, a separate living room and an en-suite principal bedroom. It is just a short walk from Truro city centre, as well as various primary and secondary schools - it is within a mile of Truro School.

Contact us today and let us be the eyes and ears on the best properties that Truro and Cornwall has to offer.

DEBBIE McCRORY Marketing Manager

Guide price £900,00 - Guide price £675,000

Finding the Perfect Property in the Countryside

Savills Country Houses

For over 160 years, Savills has been helping people thrive through places and spaces. Savills’ team of highly experienced country house specialists covers the length and breadth of the UK, from the South to Scotland. With each team member having a regional countryside specialism plus direct access to Savills London and International networks, including the well-established Private Office, the department is able to provide a unique 360-degree service to clients. Our agents have considerable local knowledge and a granular understanding of the environment of each property, from school choices to planning policies and everything in between.

With an office network containing over 130 national offices and a further 600 global offices, we can market properties to a vast network of qualified buyers based both in the UK and overseas.

Head of Savills Country Department, Phillippa DalbyWelsh, has nearly 20 years’ experience in prime property. She originally worked in central London before expanding to the country markets following her own move out of the Capital with her young family. This journey is one experienced by many country house buyers and, as such, Phillippa has a detailed understanding of the key motivators for embarking on a move, for example: good schools,

more space or lifestyle choicesor often all three - as well as the common challenges when it comes to timing and logistics.

One of the key catalysts that drives housing demand out of London is the desire to buy a larger family home in an area with good schooling, and making the move often occurs in anticipation of a child starting school. In the case of boarding schools, the move can be a permanent one within a couple hours’ drive of the school, or a second home, which makes it easier for parents to spend time with their children on the weekends.

For some, a cluster of high performing independent schools will determine where they will look to buy, whilst others will

Mount, Oswestry, Shropshire, SY10 7PH Guide price £12,500,000

hone in on a single school, making their search area a little more closely defined.

Market overview:

Confidence is returning to the UK’s prime markets after a somewhat turbulent 2023. Across the UK, the market is increasingly driven by best in class properties though usually realistic pricing is advisable to achieve the best result.

We have a strong book of buyers and there has been encouraging activity in the sales market already this year, particularly in the Cotswolds and South West regions. We’ve had an early run of sales with numbers up on last year in these areas and new buyer registrations across the UK country are 5% up on 2023.

Our latest market survey in January showed an increase in buyers commitment to move during the course of 2024. This coincides with increased certainty as the mortgage market is settling down and there is the prospect of interest rate cuts over the course of this year.

If considering moving for the start of the academic year in September, buyers should begin

their search now as conveyancing timeframes have extended over the past 12 months. It is worth speaking to a country house agent at this time of the year as there will be numerous properties for sale privately which are not visible on the open market, presenting an opportunity for an early look in.

The UK is blessed with some of

the world’s top schools and many of these are located in the markets in which we operate.

The Cotswolds and surrounding counties are ever-popular with family buyers, with Oxfordshire and Gloucestershire being home to many more top schools.

Heading north, places such as Shropshire, Derbyshire and Yorkshire also offer excellent choices.

We have a country house specialist with expert knowledge in all of these areas and beyond.

PHILLIPA DALBY-WELSH Savills Country Department


EDUCATION CHOICES MAGAZINE | SPRING 2024 | 81 Offers in excess of £6,950,000 Wolf House, Great Wolford, Shipston-on-Stour, Warwickshire, CV36 Guide price: £4.5m Guide Price: £6,750,000
Park House, Conford, Liphook, Hampshire, GU30 7QP TURN BACK TO PAGE 56 to read more about Boarding Schools in Hampshire

Putting a Spring in Your Step

Brightening up your home with natural decor

can be as simple as not leaving the water running while you brush your teeth or do the dishes, reusing vegetable- or fruit-rinsing water for your plants, turning off lights as you leave a room or unplugging smaller appliances when not in use. It can be making sure you recycle properly and compost or ensuring you always have a handy reusable carrier bag for groceries and errands. It can mean switching to natural, botanical skincare - fully biodegradable and kinder to your skin, with less hidden harsh chemicals and therefore lower risks of allergies or damage. It can mean making a point of using natural cleaning products - their production requires less energy and less water. They reduce not only the risks of accidental poisoning, but also those of allergies (skin, breathing) as well as their impact on the environment once used (keeping your home microbiome healthy and balanced) or flushed (not damaging the water table or aquatic life forms).

Your home supports you in all of your life’s moments and it is essential that it does so in every possible way. You want it to be comfortable of course, versatile and adaptable. Is it not ideal if it provides access to all of the above as well? We have had time to regroup and hunker down these past few months and now, once again, it is finally time to regenerate, come out of our shells and reinvent ourselves, our homes and our outlooks.

As we enter into Spring, what is your focus? I would suggest giving yourself some Spring aspirations - approach these next few months as an opportunity for a fresh perspective on things.

Take your connection with the outdoors and nature, for example. Do you have one? Can you integrate one into your daily or weekly life? The benefits of spending time outdoors and in nature in particular are well proven, impacting overall wellbeing, physical and mental health, stress levels, sleep, socialising and integration within your community. Spending time in an area of greenery or woods, with less physical, industrial barriers like buildings and vehicles, frees and opens up the mind, allowing for new perspectives and perceptions. It can be compared to the benefits of meditating as a form of mindfulness; taking us out of our usual, fastpaced, noisy and intrusive environment. It provides physical space to ponder, muse and considersituations, relationships, options, decisions - with less distraction and a real change of scenery. A miniholiday for the body, mind and soul.

How about your degree of sustainability?

Whether you are an eco-warrior, a sustainability dilettante or an unconcerned dweller of this planet, sustainability can be an integral part of your life without having to be a crusade. It lies in small, daily choices and actions that have a compound effect. It


Wherever possible, incorporate some biophilic design in your home, so that nature is present everywhere you look - or at least in the areas where you spend the most time. Install a cluster of plants (with varying degrees of robustness and survival instinct depending on your level of ‘greenthumbness’) in a beloved corner. Repaint or paper a wall with green, foliage or a panoramic landscape to open vistas and perspective. Add natural fibres to your environment - a sisal, seagrass or coco

matting rug, a linen or dry wool curtain, or some bamboo - in the form of the plant, the fabric, the fibre as a rug, a cushion, a robe, some luxurious socks! Eliminate items and materials that do not align with your fresh, affirming outlook. Prefer more conscious, long-term (which do not need to mean significant or onerous) investments to temporary, cheap alternatives - whether we are talking cooking utensils, bedding and linens, soft furnishings, clothing, furniture or, indeed, building materials, should you undertake significant transformations.

We ask a lot of our bodies - they deserve to be fed quality food and drinks, wrapped and lathered in quality products. Equally, our mind needs to be protected and cared for, with mindful living, affirming, nourishing and healthy thoughts. Being surrounded by shapes, textures and materials that reflect this considered living is a natural gift to ourselves, to start this new cycle in the best possible way.


Exeter’s Centre for Circular Economy Research

Working on sustainable development

The University of Exeter is a partner in a new United Nationsbacked centre that will propel the transition to a future circular economy.

The International Centre of Excellence on Sustainable Resource Management in the Circular Economy will develop new approaches to the circular economy in areas such as metals, construction and critical minerals.

It is the first centre of its type in the world, established in the UK in recognition of the worldleading expertise in circular economy at UK institutions such

as the University of Exeter.

In a circular economy, resources are kept in use at their highest value for as long as possible, rather than being taken from the earth, used once and disposed of in landfill – with products and materials maintained, reused and remanufactured where possible.

The new centre, which will formally open in April 2024, is a collaboration between the University of Exeter, University College London (UCL), Brunel University, Swansea University, and the British Geological Survey.

Earth Day at Birmingham

The importance of fieldwork in the Earth Sciences

During Earth Day on 22nd April 2024, the Earth Sciences department at the University of Birmingham will be engaged in one of the highlights of the year: teaching and learning on a number of residential field courses across the UK. First-year students studying one of our unique undergraduate programmes will be in South-West Wales, whilst our second-year students will be in the South-West of England and Dorset.

These trips allow students to take in spectacular locations for geology and enable them to appreciate the Earth’s history. Fieldwork is an essential element of our undergraduate degrees, with some of our students spending up to eighty days in the field. The Earth Sciences

courses at Birmingham have an outstanding reputation for providing students with high quality field training. Our varied fieldwork programme, coupled with a variety of lectures and laboratory-based teaching, develops a range of practical scientific skills which allow our students to graduate as observational Earth scientists.

Within the Earth Sciences

Resources Minister Robbie Moore said: “This is real recognition of the UK’s global leadership in sustainable resource management and testament to Britain’s worldleading academic expertise. We are delighted to host this centre, enabling our cutting-edge UK academics to develop the tools and research that will help countries across the world seize the opportunities of the circular economy, leading the way in the transition to a greener future.”

department there are varied degrees, from Geology and Palaeontology to Global Environmental Change and Sustainability. Lead the change and become prepared to tackle global challenges, or unravel the disappearance of dinosaurs and uncover fossils in the understanding of our evolution and diversity of ancient life.

Find out more on our website or visit us in-person at our next Open Day on Friday 21 June 2024 or Saturday 22nd June 2024.

LAUREN WARNER Marketing and Student Recruitment Manager, College of Life and Environmental Sciences, Birmingham University gees/courses/undergraduate/earthsciences


Discover University for parents and supporters

Our online Discover University platform provides information, advice and guidance for prospective students, parents/guardians, teachers and advisers about studying at university.

We understand how important it is for parents and supporters to be wellequipped to support their young person’s journey to higher education. Our dedicated Discover University webpages and social media feeds will provide the key information needed at each stage of the journey.

We also run regular webinars, specifically aimed at parents and supporters, covering a range of topics such as:

l Accommodation

l Preparation for University

l Student Finance

l Support for Results Day

l Support Services for Students

Sign up for our free webinars aimed at parents/supporters: applying/accessexeter/parents

Follow us for regular updates, links to events and resources:


CONTACT The key to your child’s success! PLACES ARE SUBJECT TO AVAILABILITY EDUCATION CHOICES MAGAZINE If you would like to advertise Open Days or place an advert or advertorial in 2024/5 please contact:

Articles inside

Finding the Perfect Property in the Countryside

pages 80-82

Family Housing in Cornwall

pages 79-80

What is Development Studies?

page 78

The Boarding Way of Life at Lancing College

pages 72-77


pages 63-69

Boarding at Dulwich College

pages 60-63

Cheltenham Ladies’ College

pages 55-59

Bryanston School

page 54


pages 45-53

Mr. Andy Johnson

pages 36-44

Mr. Edward Venables

pages 32-36

Ms. Cathy Ellott

pages 28-31

Katherine Vintiner

pages 24-27

Innovative New Giving Method

page 23

Building Inclusive Societies

page 22

What is Dyscalculia?

pages 20-21

Benjamin Zephaniah: A Revolutionary Voice

page 18

Sophie Says

page 15

Stories Can Teach Us We’re Not Alone

page 14

Why Not be Inspired by a Trash Hero?

pages 11-12

The Benefits of Solar Power

page 10

Earth Day

pages 8-9

Buzzing into Spring

pages 6-7
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