Education Choices Magazine - Summer 2022

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Education Choices SUMMER 2022 | £3.50

TH E KEY TO YO U R CH ILD’ S SUCCESS

EDUCATION CORNER PODCAST INTERVIEW WITH BRITISH TENNIS PLAYER

Ben Draper AND TOP TENNIS TIPS

PLUS: DR. JOE SPENCE DULWICH COLLEGE Discussing inclusion and diversity MS. JOSEPHINE LANE ST PAUL’S GIRLS’ SCHOOL Shares their work with Project ReMAKE

SW LONDON SPECIAL - INCLUDING OUR RECOMMENDED MAINTAINED AND INDEPENDENT SCHOOL CHOICES, A PROPERTY UPDATE AND SUMMER DESIGN TIPS


Do you teach Students aged 15+? Want to offer them some invaluable advice and guidance around their future careers when they leave education?

Introduce them to CareerScope, so that they can access FREE and simple to use resources, including support from careers advisors and industry professionals in Scotland. Open your student’s eyes to the broad range of careers available in hospitality, leisure and tourism.

For more info and to get your class involved visit: www.careerscope.uk.net/school-leavers-support


FROM THE FOUNDER

“My motto is: I’m alive, so that means I can do anything.” Venus Williams, Wimbledon Champion

Dear Readers, This is our eighth edition of Education Choices Magazine and we are now celebrating the completion of our second year of publication. I am very grateful to the incredible team of experts that I have working so hard to ensure each edition is better than the last - thank you! We have so many parents both in the UK and globally now enjoying our nursery, school and university updates and have some incredible features in this edition: from British tennis player, Ben Draper, to St Paul’s Girls’ and their work on Project ReMAKE, Dr. Joe Spence from Dulwich College and the author Elizabeth Laird, to name but a few! Have a relaxing summer! Chloe Abbott (Founder) Email: chloeabbott@educationchoicesmagazine.com

EDUCATION BOOK CORNER

Compilation by Ella Maria

Books Based on True Stories for Teens Taking Flight by Michaela De Prince Taking Flight is an inspiring recount of the life of an orphaned girl who aspires to become a ballerina. Against all odds and facing many challenges, she succeeds. Because I Was a Girl: True Stories for Girls of All Ages by Melissa De La Cruz Because I Was a Girl is an inspiring collection of true stories by women and girls about the obstacles, challenges, and opportunities they’ve faced... because of their gender. Every Falling Star by Sungju Lee and Susan McClelland Every Falling Star, the first book to portray contemporary North Korea to a young audience, is the intense memoir of a North Korean boy named Sungju who is forced at age twelve to live on the streets and fend for himself. Wise and Otherwise: A Salute to Life by Sudha Murty

Wise And Otherwise: A Salute To Life contains sketches of various people, across the length and breadth of the country. These stories are all based on the author’s personal experiences, and it is a kaleidoscopic collection of human attitudes and character. We Will Not Be Silent: The White Rose Student Resistance Movement That Defied Adolf Hitler by Russell Freedman This book recounts the lives of a brother and sister who stood up to Hitler and the Nazis, creating the White Rose Student Resistance Movement. The Boy in 7 Billion. by Callie Blackwell This book tells the survival story of Deryn Blackwell, a boy who was diagnosed with a form of cancer called Langerhans cell sarcoma. Only five other people in the world have it. He is the youngest of them all, and the only person in the world known to be fighting it alongside another form of cancer,

making him one in seven billion Driving Over Lemons (trilogy) by Chris Stewart Chris Stewart, the former drummer of Genesis, gives a humorous account of his new life on a farm in Spain. Moving to a mountain farm in Las Alpujarras, misadventuress gleefully unfold as Chris discovers that the owner had no intention of leaving. The Nickel Boys by Colson Whitehead The Nickel Boys is a 2019 novel by American novelist Colson Whitehead. It is based on the real story of the Dozier School, a reform school in Florida that operated for 111 years and had its history exposed by a university investigation. It was named one of TIME’s best books of the decade.. Education Choices Magazine is deeply saddened by the crisis in the Ukraine and we send our thoughts and prayers to all those affected. Please support: https://donate.redcross.org.uk/appeal/ ukraine-crisis-appeal

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03 Education Book Corner: Books based on true stories for teens Some summer recommendations…

06-11 Lots to do in London! A sprinkling of activities for families visiting London this summer…

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12 ​​Minestrone soup recipe A healthy and tasty dish, Gill’s Cookery

13-14 With great power comes great responsibility Marvyn Harrison discusses giving his children complete control over their family budget!

15 Write the story you want to read Finding your voice, Christine Pillainayagam (author)

16 Meet Park Lane’s therapy dog trio Supporting children’s confidence and growth

A smooth start: a new school year Top tips for September 2022, St Christopher’s The Hall School

17 SEN-sational summer holidays for you and your autistic child Tips when transitioning from school to Summer, The Cavendish School

18 Inspiring others to swim Supported swimming sessions for those with special needs, Emma Gordon

19 Suttonbury Festival of Rights Celebrating the individual, Sutton High School

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EDUCATION CORNER PODCAST

20-23 Education Corner Podcast Interview Mrs. Louise McCabe-Arnold, Headmistress at Surbiton High Girls’ Preparatory School

24-29 Education Corner Podcast Interview Dr. Joe Spence, Headmaster at Dulwich College

30-33 Education Corner Podcast Interview Seyi Aiyegbusi, Old Reedonian and rugby player for the London Nigerian Rugby Club

SPECIAL FEATURE: 34-40 Education Corner Podcast Interview with Ben Draper British tennis player

42-46 Education Corner Podcast Interview Ms. Josephine Lane, St Paul’s Girls’ School

48-49 Education Corner Podcast Interview Miss Joanne Croft, Headmistress at Rye St Antony School, Oxford

50-52 Education Corner Podcast Interview Elizabeth Laird, Author

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In the Summer issue... 53 Education for Ukrainian refugees How the online Ukraine School ensures “no child is left behind”

54 Baroness Benjamin inspires students! A very special guest visit, Churcher’s College

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55 Soroptimist STEM Challenge 2022 Encouraging female involvement in STEM, Canford School

56 Equality & Inclusivity at King’s College Wimbledon Working towards a united community

57 Refugees in education What is King’s doing to help?

58-59 International Baccalaureate a 21st Century Education What you need to know about the IB, King Edward’s Witley

60 My reflections on applying to university amidst a pandemic Developing resilience and determination, Lavin Ousi (UCL)

64 Why go to the University of Bristol? Not just a place to study, but to explore…

65 A new culture of belonging The University of Nottingham celebrates equality, diversity and inclusion

SW LONDON SCHOOLS SPECIAL FEATURE Education Choices Magazine recommended schools

66 Maintained Schools Options 67-75 Independent School Options 76-82 London University Listing University choices in London

77 A future in fashion

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Studying at London College of Fashion

81 Studying Migration at SOAS University of London What does the University’s Department of Development Studies offer?

83 Demand surges in SW London property market Knight Frank details the ‘Race for Space’

61 Royal National Children’s SpringBoard Foundation A network changing the face of aspiration through education

62 Thinking ahead How can Springboard help secure you a job?

63 Fresh or Frightened? Advice for freshers, Ella Maria (UCL)

84-85 The summer days are here! Nurture the nature at home, Marie-Noelle Swiderski, Galuchat Assistant Editor: Ella Maria Editor: Tatiana Summers Magazine design: www.petercharlesdesign.com Podcast Editor: www.emmacharleston.co.uk Photography: www.klcfotos.com

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LOTS TO DO IN LONDON!

A sprinkling of activities for families visiting London this summer… Why come to London with your family this summer? Well, it is not just the recent Queen’s Jubilee celebrations that makes it one of the global hot spots! London remains an international centre of commerce and attraction to tourists from all over the world. There are so many experiences and many of them are stemmed in the unique history and culture that it has built up from Buckingham Palace, Big Ben and the Houses of Parliament to the stunning River Thames and Southbank. Many museums are free and transport is easy either on a traditional red bus or the tube system - walking and cycling are also easily accessible! If you want a birds eye view then why not take a ride on the 6 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 2

London Eye and see some of the most famous

landmarks as you rotate over the River Thames in a personal capsule? Or, of course, there is the Tower of London and you can absorb the 900 year history of it being a royal palace, prison and place of execution - even visited in the David Walliams’ book Gangsta Granny, when she tries to steal the Crown Jewels! If you like the rich and famous then Madame Tussauds is the place to go and see many famous faces including: Shakespeare, Usain Bolt, Lady Gaga and even the Queen. Another family favourite is the Warner Bros Studio tour of The Making of Harry Potter

and you can experience some of the films’ locations and even Hagrid’s hut!


SUMMER ACTIVITIES

ART GALLERIES INCLUDE: Dulwich Picture Gallery

The Hayward Gallery

www.dulwichpicturegallery.org.uk

www.southbankcentre.co.uk/venues/ hayward-gallery

Head to pretty Dulwich in south London, where you’ll find works by the likes of Rembrandt, Gainsborough and Canaletto at Dulwich Picture Gallery. Alongside its collection of Baroque masterpieces, England’s first purpose-built gallery hosts regular exhibitions spanning many art movements and mediums.

Housed within the brutalist Southbank Centre, the Hayward Gallery is one of London’s leading contemporary art galleries. Be captivated by boundary-pushing and thought-provoking shows from some of the world’s most adventurous artists, as part of the year-long programme of exhibitions.

The National Gallery

Tate Britain

From Pre-Raphaelite paintings to landscapes by Turner and Francis Bacon’s distorted nudes, there’s lots to look at in Tate Britain. The gallery is home to the largest collection of British art in the world. Eat at the gallery’s restaurant and study the famous Rex Whistler mural between mouthfuls!

www.tate.org.uk/visit/tatebritain

Home to one of the greatest collections of paintings in the world, The National Gallery contains a “who’s who” of art icons – from Titian and Turner to Van Dyck and Van Gogh. This iconic gallery on Trafalgar Square also features blockbuster exhibitions: past shows have included Gauguin Portraits, Monet and Architecture.

The Tate Boat

www.nationalgallery.org.uk

The Royal Academy of Arts

Walk through the gates off Piccadilly to the Annenberg Courtyard and into the Royal Academy of Arts. Founded in 1768, it’s home to an ever-changing programme of exciting blockbuster exhibitions. Highlights include Queen Victoria’s paintbox and the only Michelangelo sculpture in the UK. www.royalacademy.org.uk

(decorated with Damien Hirst dots) runs up and down the Thames between Tate Modern and Tate Britain every 30 minutes during gallery opening hours. Just tap in and out with an Oyster or contactless card as you would on the tube or bus. Tate Modern

Saatchi Gallery

Chelsea’s Saatchi Gallery is all about contemporary art, with work by young artists or international artists rarely exhibited in the UK. It will be renamed the Museum of Contemporary Art, London upon the retirement of owner Charles Saatchi, who has donated the gallery’s collection to the nation. www.saatchigallery.com

Serpentine Galleries

Small but perfectly formed, the Serpentine Galleries sit in the middle of Hyde Park. The galleries’ free exhibitions showcase international modern and contemporary art by world-famous artists such as Andy Warhol and Chris Ofili. In summer, don’t miss the annual architectural pavilion commission.

www.serpentinegalleries.org

Whitechapel Gallery

The Whitechapel Gallery champions contemporary art. Founded in 1901 to bring art to the people of east London, it is now internationally acclaimed for its exhibitions, education and event programmes. In the past, the gallery premiered artists such as Frida Kahlo, Jackson Pollock and Mark Rothko.

www.whitechapelgallery.org

Sitting grandly on the banks of the Thames is Tate Modern. Britain’s national museum of modern and contemporary art has a unique design due to the building’s previous life as a power station. Inside, you’ll find temporary exhibitions by top artists from Damien Hirst to Gauguin and restaurants offering fabulous views across the city. www.tate.org.uk

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LOTS TO DO IN LONDON

MUSEUMS INCLUDE: The British Museum

One of the county’s most famous institutions, dedicated to human history, art and culture. There’s so much to see at the British Museum –Parthenon sculptures, Lewis Chessmen, The Rosetta Stone. The world-famous Egyptian stone, the key to deciphering the hieroglyphs, is the most sought out item in the collection. If you think you’ve done it all, delve deeper by looking out for new acquisitions, or pop into one of the museum’s temporary exhibitions. www.britishmuseum.org

Horniman Museum

An ethnographic and anthropological museum, opened by tea trader John Horniman in 1902, which is known for its taxidermied animals, among (many) other things. Unlike a lot of museums, this south London gem allows visitors close contact with many of the artefacts displayed (some can even be held or tried on). Aside from impressive anthropology and natural history collections, the museum also has a pretty garden, and hosts events ranging from crazy golf to farmers’ markets. www.horniman.ac.uk The Imperial War Museum

London’s Imperial War Museum was founded in 1917 with the intention of documenting Britain’s participation in the First World War. It’s now a powerful look at conflicts both past and present. The IWM’s First World War Galleries examine the politics and legacy of the 1914-1918 conflict, but also day-today life in the trenches. In photographs, artefacts like tins of food and a collection of letters (many from soldiers who never came back), the museum tells a powerful story. There’s also the Holocaust Exhibition, featuring personal stories, incredibly moving testimony, clothes and artefacts from the death camps of Europe (not suitable for under-14s). www.iwm.org.uk

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Natural History Museum

A home to a rather impressive 80 million plant, animal, fossil, rock and mineral specimens. This South Kensington museum, which is also a world-class research institution, is full of wonders. You come faceto-face with animatronic dinosaurs, a man-sized model of a foetus, a dodo, a giant sequoia tree, an earthquake simulator and glow-in-the-dark crystals. There is even a great big blue whale skeleton, which hangs from the ceiling of the Hintze Hall and goes after the name ‘Hope’. www.nhm.ac.uk

V&A Museum

The V&A is the world’s leading museum of art and design, housing a permanent collection of over 2.3 million objects that span over 5,000 years of human creativity. The Museum holds many of the UK’s national collections and houses some of the greatest resources for the study of architecture, furniture, fashion, textiles, photography, sculpture, painting, jewellery, glass, ceramics, book arts, Asian art and design, theatre and performance. www.vam.ac.uk


SUMMER ACTIVITIES

Science Museum

Founded in 1857, the Science Museum is one of London’s largest tourist attractions, and one of the world’s major museums. From daytime play for little ones to lates for geeky grownups, the Science Museum is a happily noisy home of scientific discovery that’s free to visit for one and all. Head to Wonderlab: The Equinor Gallery, a state-of-the-art seven-zone area of the museum that’s ticketed, allowing you to see live experiments and shows away from the crowds, or Space Descent, an immersive VR trip through the cosmos with British astronaut Tim Peake as your guide.

The Shard

Western Europe’s tallest building and London’s one and only 95-storey skyscraper, so it’s certainly not to be sniffed at. Despite only being a few years old, The Shard has become a celebrated addition to London’s iconic skyline. There are bars and restaurants all the way up, but at public visiting area The View from The Shard, the tower boasts floor-toceiling windows with amazing views. You can peer out over the city at 244 metres above ground level. www.the-shard.com

www.sciencemuseum.org.uk

Southbank Centre

The Southbank Centre is made up of multiple venues hosting some of London’s most sought-after events.

St Paul’s Cathedral

The Grade I-listed St Paul’s Cathedral is one of the most famous buildings in Britain and an iconic feature of the London skyline. Sir Christopher Wren’s baroque beast is a marvel to look at, with an enormous dome and gorgeous interiors, but it actually still operates as a working church. Do visit the Whispering Gallery. That’s the indoor balcony at the base of the dome, where the acoustics of the cathedral’s architecture create a bizarre aural phenomenon. www.stpauls.co.uk

www.southbankcentre.co.uk

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LOTS TO DO IN LONDON

Chinatown

Cutty Sark

www.chinatown.co.uk

www.rmg.co.uk/cutty-sark

Sandwiched between Soho and the renowned theatreland, Chinatown is one of London’s foodie gems. There are bilingual street signs, colourful pagodas, lion statues and grand red-and-gold gates welcoming you to an area packed with restaurants and shops.

The world’s last surviving tea clipper, Cutty Sark was once the fastest ship of her age. That was over a century ago now, but she is still a spectacular sight, perched on her glass pedestal at the Thames’s edge in Greenwich.

Hampstead Heath Ponds Shakespeare’s Globe

A reconstruction of William Shakespeare’s circular theatre, which was destroyed by a fire, situated a few hundred yards from its original site. It’s the closest you’ll ever get to experiencing the Bard’s plays as his Elizabethan audience did. To stand or not to stand, that is the question. In the era of Mr. Shakespeare himself, many theatregoers would stay on their feet when watching a play.

With men’s, women’s and mixed ponds, there’s nowhere better – or more picturesque (the ponds are a short walk from Parliament Hill, with views over the city skyline) – to cool off on scorching London days. The mixed pond is members-only and not lifeguarded in winter. Competent swimmers aged eightplus are allowed. Just jump right in: there’s no shallow end! www.hampsteadheath.net/swimming-ponds

Richmond Park

This former royal hunting ground has changed little over the centuries, but modern-day visitors are more likely to be wielding a kite than a bow and arrow. Look out for wild red and fallow deer but be sure to keep your distance (especially during autumn’s rutting season). Visit the Isabella Plantation for swathes of blossom in spring and summer. Rent a bike to really get to see the whole park.

www.shakespearesglobe.com

Borough Market

Dating back to the thirteenth century, London’s oldest food market is a cornucopia of gourmet goodies - your go-to for artisanal finds. It used to highlight British produce but nowadays you’ll find global traders and street-food vendors: enjoy French confit-duck sandwiches, Ethiopian stews and scotch eggs. www.boroughmarket.org.uk

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SUMMER ACTIVITIES

Kew Gardens

This world-leading botanic garden is captivating any time of year. It is well worth visiting the newly restored Temperate House is a horticulturalist’s delight, home to encephalartos woodii, one of the rarest plants in the world, that outlived the dinosaurs. www.kew.org

Crystal Palace Park

Hampton Court Palace

A grand Tudor palace that Henry VIII ‘acquired’ from Cardinal Wolsey. It was later home to royal Stuarts and Georgians too, who all left their mark on the palace. You can stand in the very rooms where history was made. Wander down the corridor where Catherine Howard was dragged screaming, see how George I’s chocolatier prepared the king’s favourite tipple and even glimpse King Charles II’s royal toilet! There are also stunning gardens and the UK’s oldest surviving hedge maze. www.hrp.org.uk/hampton-court-palace/#gs.2fka8e

This south-east London park was once the grounds of an enormous glass exhibition hall known as The Crystal Palace, which burned down in the 1930s. The park is populated with Victorian dinosaur sculptures, which are extremely anatomically incorrect. Hire yourself a pedalo and you’ll be able to admire the beasts which inhabit the shores of the lake from a brand new angle. www.crystalpalaceparktrust.org

Spitalfields City Farm

A welcoming and brilliantly maintained urban farm, complete with cute animals, just off Brick Lane in east London. You can get a little taste of the countryside in the East End at Spitalfields City Farm. Friendly residents up for a pat include Bayleaf the donkey and a lovable pair of hairy hogs. The farm shop sells homegrown produce like freshly laid eggs, and the range of vegetables grown is remarkable for the location. www.spitalfieldscityfarm.org

“In London, everyone is different, and that means anyone can fit in.” Paddington Bear EDUCATION CHOICES MAGAZINE | S UM M ER 2022 | 11


SUMMER RECIPE

Minestrone soup recipe A healthy and tasty dish the onions and stir well. 3. Slice the celery and courgettes and add to the saucepan, stirring well to prevent the vegetables from sticking. 4. Quarter the tomatoes and add to the pan together with the can of tomatoes, an extra can of water and the vegetable stock cube. Bring to the boil and then turn the heat down and simmer for 10 minutes. 5. Add the beans and pasta and stir in together with the mixed herbs and seasoning. Simmer for another 10-15 minutes. Test by tasting a little to see if the pasta is “al dente”, and the vegetables are cooked, as well as checking for seasoning. Delicious served with grated parmesan. Ingredients:

2 tbsp Olive Oil, 1 Onion & 2 Cloves Garlic, 1 Potato, 1 Courgette, 2 Celery Sticks, 4 Tomatoes, 2 Carrots, Fresh or Frozen Peas, Tin Tomatoes, Vegetable Stock cube, 1 Can Cannellini Beans, Handful Pasta, Salt & Pepper and a few Basil Leaves, 1tsp Dried Oregano or Mixed Herbs

GILL ROBERTS, Gill’s Cookery www.gilljroberts.wordpress.com

pasta making and italian cooking classes

Professionally trained chef, DBS checked and First Aid trained

Utensils:

Large chopping board Large saucepan and lid Plate for peelings Vegetable Peeler; Vegetable Knife Wooden Spoon; Teaspoon Can opener Method: 1. Peel the skins off the onion and garlic and

finely slice and crush the garlic cloves. Add these to the saucepan with a good glug of olive oil. Heat gently and stir occasionally. 2. Peel the carrots and potato using the vegetable peeler and then cut into slices. Hold these together and then slice lengthways to form long strips. Cut these once more to form dice. Add to 1 2 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 2

Our 5* cooking classes are ideal for kids' parties, birthdays, and adult events. We also do 121 classes and camps. pastaandplay.co.uk vicky@pastaandplay.co.uk 07453262554 @pastaandplay


MONEY MANAGEMENT

In April, partnering with Starling Bank, Blake and Ocean were each given a Starling Kite debit card (suitable for children 6-16 years old), that would give them control of the family budget (for a set period of time, of course)! Having £150 to last three days, Blake and Ocean were tasked with just that. Sitting his children down, Marvyn opened his children up to conversations about what money is, and where did money “Money isn’t scary. And I think a lot of the time people think it is scary and give it so much meaning, and it can be really well gamified. And then at the end of it, they just learn that it gives you opportunities, but if you save it, it gives you bigger opportunities, which is the key thing.”

With great power comes great responsibility Marvyn Harrison discusses giving his children complete control over their family budget! Marvyn Harrison, founder of Dope Black Dads and BELOVD, spoke to us about an activity he and his two children, Blake (aged 6) and Ocean (aged 4), have been taking part in over the last few months.

Stemming from his own childhood where an understanding of money came from the lack of access to it, Marvyn wanted to teach his children the value of having it, and how to manage it.

come from for adults. As Ocean eloquently observed: “Pocket money is money in your pocket.” The family then ran through the different aspects the budget had to consider: food, petrol, travel, and activities. But they also had to consider the daily things they might come across that will have to be seen through the “lens of money”. Do we need to buy Josie a birthday present? Would we like to save the money, in Blake’s case, for a Nintendo Switch? Discussions turned into practical lessons, where out and about, Marvyn explained debates at the cash till surrounding the shopping list: pricey petrol station crisps or inexpensive, economical supermarket crisps? They

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MONEY MANAGEMENT

SO WHAT OTHER SKILLS CAN YOU DEVELOP AND LEARN THROUGH THIS CHALLENGE? Organisation: The children must

remember to not only bring their debit cards if they want to buy anything, but also manage their finances. Prioritisation and making choices: This or that? What do we need? What is most cost efficient? Responsibility: Being in control of a really important aspect of life. Maths: This is a numbers-related task! Working out what you’ve spent, and what you have left-over. Learning about each other: What are your children’s likes and dislikes? How do they distinguish between what is needed and what is not? What do they realise mum and dad need to think about every week?

“What was really good about that task with Starling, was that we were saying to them: “You have this much money”, and they couldn’t always deduce what the value of that much money was, but what they could deduce was that: I can have this but I can’t have that.”

reminisced about having to negotiate with Blake for a haircut to which his 8 year old son, with a grin, told him “No”, whilst doing the floss. Marvyn explained the excitement expressed over the act of paying, the questions about numbers and prices, the disbelief that £150 was probably not going to buy everything they

wanted for their lives forever… However, what began as a small challenge, has now grown into a weekly occurrence for Blake and Ocean. A weekly allowance of £20 is put on their cards as they continue to buy and budget their way in the world. A special thank you to Marvyn for speaking to us about this wonderful challenge. TATIANA SUMMERS, Editor How to embark on your own Starling mission: www.starlingbank.com/blog/kids-incharge-of-family-budget-challenge CLICK HERE to listen to Marvyn’s Dope Black Dads Podcast for further insights https://shows.acast.com/dope-blackdads-podcast/episodes/ad-bonusepisode-kids-control-the-family-budget

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CLICK HERE to buy I Love Me, Marvyn’s children’s picture book about improving their mental strength and confidence: https://amzn.to/3DyFnl9

CLICK HERE TO LISTEN THE WINTER EDITION’S PODCAST WITH MARVYN


CELEBRATING INCLUSION IN BOOKS

Write the story you want to read Finding your voice For as long as I can remember, I’ve had a recurring dream that ended in me trying to scream, but no sound coming out. I could never quite work out what it was about, until I wrote my first novel for young adults – Ellie Pillai Is Brown. Like me, Ellie is a brown kid growing up in a majority white

community, struggling to work out who she is and where she fits in, caught between two cultures; not quite traditional enough for her family, not quite ‘English’ enough for everyone else. For fear of standing out for the wrong reasons, Ellie tries to go unnoticed – essentially, she chooses to be voiceless. As someone who grew up not seeing themselves included in popular culture, I couldn’t help but feel my story was somehow less worthy than my contemporaries; less funny, or interesting – less wanted. As I got older, I realised the only way to change that narrative, was to rewrite it. To provide the mirror for others, that I’d been missing myself. So, I sat down and wrote the story I wanted to read. A story about identity and what makes us who we are.

About a brown girl who finds their voice and chooses to use it. Who realises she is creating her own version of the world, a world where she belongs. All stories deserve to be told, all children deserve to be represented. Whatever your story, pick up that pen and write it. Find your voice, and make sure people hear it. Ellie Pillai Is Brown out now with Faber Books. CHRISTINE PILLAINAYAGAM, Author of Ellie Pillai Is Brown Twitter: @ CPillainayagam IG: christine_ pillainayagam TURN TO P50 to read about the Education Corner podcast with author Elizabeth Laird

Help a child learn to read Volunteer with Bookmark Help a child develop the reading skills and confidence they need for a fair chance in life. Read together for 30 minutes, twice a week, for six weeks.

www.bookmarkreading.org/educhoices Registered Charity No. 1177681


PREP SCHOOL PERSPECTIVE

Meet Park Lane’s therapy dog trio Supporting children’s confidence and growth At Park Lane Primary School and Nursery, part of the Griffin Schools Trust, three dogs, Mylo, Ruby, and Ralph, are on-hand to support learning and soothe children. The three dogs are all hypoallergenic, friendly breeds, and fully insured, are all specially trained for use in the school as therapy dogs, supporting children with SEND and all children, as and when required. The dogs are timetabled for different needs, such as time in the nurture department, targeted teaching spaces, or specific classes. They were introduced with the idea that, when

necessary, they would help calm children and support learning, and they have done just that. Simply by stroking the dog, most children’s moods lighten; they have a calming effect. Another strategy is their use with reluctant readers. By reading to the dogs, children who would otherwise be lacking in confidence to read aloud, become more confident, leading to a greater love of reading. Within the nurture team, children can send letters to the dogs and ‘confide’ in them. For vulnerable children, this is incredibly powerful. Specially trained staff within the nurture

team can tailor sessions based on the information and escalate any identified issues. The dogs are another feather in Park Lane’s cap in their focus on therapeutic sessions for children. They complement such initiatives as Lego therapy and sessions disassembling mechanical items and computers which are also used. Such sessions allow children to feel safe, happy and secure, address mental health issues (particularly relevant since Covid), and reduce barriers to learning. ALEXANDRA LADBURY, Head of School, Park Lane Primary School and Nursery www.parklane-gst.org

A smooth start: a new school year Top tips for September 2022 Back to school is an exciting day for many children, looking forward to seeing their friends after a long summer with new things to experience and learn. However, there will be some who find the start of term more challenging. What can we all do to ensure that each child has the best start? Often, the source of anxiety will be due to uncertainties. Some will be apprehensive about the new start and leaving parents and the comfort of home, feeling nervous about a new environment with a new teacher, or worried whether they will fit in and make friends. Whatever children might be feeling, we all have a part to play to ensure that it isn’t stressful for children or for their parents alike. Parents can ensure this in practical ways: involving their child with school preparation,

especially in any shopping needed for the new school year (there’s always stationary or lunch boxes to buy!), outlining the daily routine in advance, and establishing good bedtime routines a week before the return, especially where they may have relaxed over the summer holidays. And finally, giving enough time to be ready in the morning. The last thing you want to be doing is rushing around to get organised, and arriving at the school gate after the bell has rung. This will only cause unnecessary stress for parent and child! Teachers are responsible

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for making sure children are comfortable in their new surroundings and are able to develop meaningful relationships and communicate effectively. Where possible, teachers should provide extra guidance and support to new learners in their new environment, to give an opportunity to familiarise themselves with the setting and develop a sense of belonging. The key to supporting children with the upcoming school year is to be there for them. Listen to their concerns without minimising their feelings or trying to fix the situation. Allow them the space to process their feelings without judgement. TOM CARTER, Headteacher at St Christopher’s The Hall School www.stchristophersthehall.org.uk TURN TO P20 to read about Cona, the school trained assistance dog


SEN SUPPORT

SEN-sational summer holidays for you and your autistic child Tips when transitioning from school to Summer

The summer holidays will soon be here, and while many students look forward to their six week break, the extended holidays can be stressful for children with autism. Up to half of autistic children routinely experience high levels of anxiety and the changes in your child’s routine associated with the holidays can turn anxiety to distress. Autism is a spectrum disorder and every child’s experience is different. This is why your strategy should be tailored to your own child’s needs. Below are some approaches that you may find useful to help your child manage the transition into the summer holidays.

family focused activities offered during the holidays. However, more organisations such as cinemas, museums, swimming baths and stables are offering autismfriendly activities. For example, therapeutic horse riding helps autistic young people to develop their communication skills, improve their motor skills and reduce anxiety. Your local National Autistic Society branch, other local charities, and Local Authority’s website are all valuable resources to help plan accessible outings for you and your child this summer.

Continuity

With so many stressors during the holidays, it is important to be prepared to help your child manage the symptoms of their anxiety. Our curriculum includes a Core Studies module that contains strategies which our students can use to manage the symptoms of anxiety, such as rectangular breathing, alphabet games and mindful colouring. By learning how to manage the symptoms of anxiety during term time, our learning community understands how to activate the parasympathetic nervous system and calm the mind, helping them to self-regulate and relieve feelings of anxiety. Practising these coping techniques in advance will help you to feel prepared to support your child during the transition period.

Changes to your child’s daily structure can be disorienting and overwhelming, so recreating their school routine and gradually reducing the time they spend ‘in class’ can help ease the transition from one routine to another. At The Cavendish School, we provide resources to enable parents to support their child’s learning at home. Visual aids, such as pictures, a calendar or a clock face provide a concrete reminder of your child’s schedule and can help them to prepare for new activities and adapt to their new routine. Community

Summer is a time for making memories, but rising temperatures, crowds and noisy environments can all contribute to sensory overload; making it difficult for you and your child to engage in many

Coping strategies

STEPHANIE SMITH, Deputy Headteacher, The Cavendish School www.cavendishschool.co.uk

EDUCATION CHOICES MAGAZINE | S UM M ER 2022 | 17


SWIMMING

Inspiring others to swim Supported swimming sessions for those with special needs “Helping young people with special needs and disabilities, and sharing my passion for swimming, has taught me to be more resilient and patient”, says Emma Gordon, an eleven year old girl from Wimbledon, London. Emma helps children and young adults at the Dolphin Special Needs Swim Club every Friday evening, supporting the teachers at the club by demonstrating strokes and exercises, and ensuring that all the participants are happy and engaged in the water. Emma also organises races against the children at the end of every session which she says makes the lessons really fun, whilst giving her great satisfaction to see how much they have all improved since she started helping over a year ago. Emma said: “Helping children to swim has been really rewarding, especially to see

“Helping young people with special needs and disabilities, and sharing my passion for swimming, has taught me to be more resilient and patient.” Emma Gordon

them transition from the smaller beginners pool to the larger pool for more able swimmers. At first, it was quite intimidating for them, as well as me, but after a couple of weeks we got to know each other and the children really started to increase in confidence in the water. It is great to have been able to inspire other children and young adults to participate in a sport that I love, and I feel really lucky that I have made some lovely new friends that I would otherwise not have had the chance to get to know.” Emma was first taken swimming by her parents when she was eight weeks old, and is now a member of Wandsworth Swimming Club, where she trains for five hours a week, as well as regularly competing in local swimming galas. For all children, swimming can be a fun and effective way of relieving stress as well as keeping physically fit, something that Emma recognises: “Swimming and coaching at the Dolphin Swim School was a real diversion for me when I was preparing for and sitting my 11 plus exams over the past year. It was great to have something else to focus on during that time, and it really helped me to sleep as the training can be really, really tiring!” The Dolphin Swim School is for children and young adults with Special Needs. The club runs term time only at Latchmere Leisure Centre on Friday evenings for children and young adults aged five years and above. EMMA GORDON www.placesleisure.org

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CELEBRATING DIVERSITY

Suttonbury Festival of Rights Celebrating the individual On Monday 21 June 2021 Sutton High School GDST held its inaugural ‘Suttonbury Festival of Rights’ event - a day created by pupils and staff to celebrate the variety of diversity of identity and traditions amongst the Sutton High staff and student population from around the world. So successful was last year’s event that it has now become an annual summer term staple at the school, with this year’s event due to take place in the coming month. The philosophy behind The Suttonbury Festival centres around the UNICEF rights of a child, and is an opportunity for all girls to be aware of their rights as individuals and to sign a Declaration of Rights to uphold them. The overriding point of the celebration is to remind our girls of their rights as human beings, and to engender tolerance and understanding with their fellow pupils no matter what their background is. The event is held in a marquee on the lawn at Sutton High and features performances from students and staff, and as at the Glastonbury Festival, there is music, dancing, stalls, and international foods. All students are given the opportunity to come together to learn more about different cultures and identities, such as LGBTQ+ and Pride, and to celebrate these cultural identities and traditions.

CONVENTION ON THE RIGHTS OF THE CHILD There are performances from students and staff featuring Modern, Sri Lankan, Greek and Persian dances, and traditional Indian songs. The School’s own Cultural Diversity Society plays an integral role in managing and overseeing the event. The Suttonbury marquee is also home to numerous stalls with face painting and tattoos, and special guests from local community groups such as SACCO, SAHM and their amazing international cuisine. Suttonbury is a day of celebrating the individual and aims to empower our students with knowledge and courage to be themselves. Sutton High School GDST is a leading independent school for girls aged 3-18. LIBBY ELLIOTT, Head of External Relations and Development www.suttonhigh.gdst.net TURN TO PAGE 3 to read see our Education Book Corner books based on true stories for teens

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EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST INTERVIEW WITH HEADMISTRESS

Mrs. Louise McCabe-Arnold FROM SURBITON HIGH GIRLS’ PREPARATORY SCHOOL

Mrs. Louise McCabe-Arnold speaks about her new role as headmistress, the ethos, supporting parents, bursaries and entrance procedures and even her school friendly dog. Would you like to tell us a little bit about your career prior to joining Surbiton High Girls’?

I spent the first part of my career in an all-girls prep school in Kent, before I moved to the Middle East. I spent six years there as Head of Maths, in a large co-ed British school in Abu Dhabi. I had a wonderful six years there, then I moved back to the UK and worked as the Deputy Head of a Girls’ Prep in central London before moving back to Kent again as the Deputy Head in another Girls’ Prep school. I have always followed that single-sex route. I have also always had a real passion for teaching Maths and PE. That was one of the things that attracted me to Surbiton: it was that mix of academic rigour and sporting success that is very much a part of me too. In a previous interview you have spoken about loving that ‘light-bulb moment’. Can you tell us a little more about this and the philosophy behind your teaching practice?

I think good teaching initially comes from passion and enjoyment for a subject. So much of Maths teaching, for example, is teaching children that they 20 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 2

can do it. It’s about making it relevant to real life. Every subject becomes more valuable when children see a connection between the content of it and their own life. I think that when that curiosity turns to interest, children become so much more interested in what they’re learning. I think that a teacher’s excitement for a topic is really contagious. Seeing a child suddenly grasp a concept is very rewarding. What are you hoping to bring to the school to initiate in the academic year ahead?

The Girls’ Prep is already an excellent school, so any changes I make will be small ones. I think the change that the girls have enjoyed the most is the introduction of the new school dog, Cona. Cona is a trained school assistance dog, she has just turned four years old and she has been with me in a school environment since she was eight weeks old. She is already making herself at home, she is getting to know the girls. They have enjoyed lots of cuddles and strokes with her. They are very excited about her being able to come into lessons and having the chance to work with her on a one-to-one basis. I think in the new academic year I will predominantly focus on three areas… Firstly, I’m looking at continuing the high level of academic provision, focusing on increasing that academic rigour across the school. I’m particularly looking at years 5 and 6, but I also don’t wish to


Surbiton High Girls’ Prep

my counterpart at the Boys’ Prep to improve those collaborations. Can you tell me a little about the ethos that drives Surbiton High School Girls’ Prep?

Our motto, that I really love, actually, was something that I was really impressed with straight away when I joined the school. The motto is: ‘May love always lead us.’ I think that this really sums up everything that we do as staff at the school and everything that the children do as well. As a school, we really believe in not only understanding a curriculum, but it is also really important to us that we develop their emotional intelligence. We want to ensure that they are kind, supportive, and generous members of the community with both their words and their actions. As staff, we seek to inspire and empower the girls by encouraging them to achieve anything that they set their minds to. I think that one of our strengths is that we deliver a really rigorous curriculum, but we also place a huge importance on the girls’ wellbeing. What’s the best time, in your view, for prospective parents to initially visit for an Open Day and start thinking about registering their child?

place undue pressure on the girls. I have previously worked in prep schools where the focus has been on school selection at eleven plus. I think that the wonderful appeal of Surbiton is that the girls reach that high academic standard, with an excellent education, but they get that without having to compete for a secondary school place. The eleven plus process is such a brutal process for them. I think that not having to focus on that means that we have a lot of time and effort to put towards giving the girls a really well-rounded education. Secondly, I think that I will be looking to improve on our sports provision across the school, keeping our ‘sports for all’ mentality, but with a focus on providing every opportunity for the girls who have got a talent in a particular sport, whether that is individual or a team, looking at really giving them an opportunity to shine in those areas. Thirdly, I will be looking at our collaboration with the Boys’ Prep. We have such a wonderful advantage here of offering a single-sex education, but with all the benefits that come from the Boys’ Prep. I am really looking forward to working with

We hold open events throughout the year where prospective parents can meet with myself, meet with the other staff, and then they can have a tour of the school by our Year 6 girls. We generally recommend visiting about eighteen months prior to application. Can you tell me a little bit then, about the application process?

Our registration for Reception entry can be made any time prior to November, before their daughter would begin school. Once registered, the children will be invited to a small group Stay and Play session. This allows for the girls to explore our learning environment, get to meet our staff, get to know some of the other pupils, and it also allows

“I think that a teacher’s excitement for a topic is really contagious. Seeing a child suddenly grasp a concept is very rewarding.”

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Scholarships and bursaries

us to observe the children in a particularly Early Years setting. As a part of that admissions process, everyone gets invited to the Stay and Play. We will also contact the child’s current nursery or preschool to request a confidential report. We also have the option of observing the children in their own setting that they may find more comfortable for them. We aim to inform the parents of the outcome of their daughter’s application as soon as possible. We offer places following our stay and play sessions. We have a limited number of places at seven plus as well. We hold a Maths and English entrance assessment in early January. That is during the school year prior to entry. What values and characteristics do you hope to develop in the girls in the time that they are with you?

We are looking to develop dynamic and wellrounded girls. What is important is that there is no such thing as a ‘typical Surbiton Girl’. We want to celebrate every girl’s individuality and harness what makes them unique. I think that a really lovely part of the school is that we have our Surbiton High Learning Habit. These are the foundations of how we teach and how the girls learn. This is based around the four areas of: Thinking, Productivity, Involvement, and Emotions. This very much underpins everything that we do. Scholarships and bursaries, as the children move on through the school, becomes a larger part of a consideration. I know that the Senior School is very generous with these. How do you support the families who may need additional financial support, or with children gifted in a certain subject?

We do have a limited number of means tested Church Schools Foundation Bursaries. We have some that are awarded in the Prep School, and some that are awarded from Year 7 to 11 in the Senior School. These are reviewed annually. We don’t offer full bursaries, but we do ask that parents can make a contribution to the fees alongside those bursaries. We have scholarships in a range of subjects: academic, art, drama, dance, performing

“We want to celebrate every girl’s individuality and harness what makes them unique.” 22 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 2

arts, music, and sport. Our main sports are: cricket, football, gymnastics, hockey, netball, tennis, and skiing. These are on merit from Year 7. We don’t have scholarships in the Prep School, but we do have that option as the girls move into High School. In fact, we’ve sent a number of children over with both academic and sports scholarships in the last few years. Do you have a strong SEN department for the children?

Yes. Although we are an academically selective school, we support the girls in a range of ways. Since joining the school I have been really impressed with our SEN department. They do a really fantastic job of ensuring that every girl reaches her potential and has access to a range of resources and specialist teaching. This could be an intervention for phonics, maths, or perhaps something more practical like needing a standing desk, or concentration breaks during the day. They are very active in making sure that all those things are available to the girls. Our focus on mental health and wellbeing is particularly strong. We have a really well developed programme


Senior school

that allows our girls the access to staff members that they can share concerns and worries with. We also have Cona, who works with the class, both as a whole and on a one-to-one basis, where that might be needed.

an academic scholarship to the High School, and that was whilst comparing them to the external candidates. We also had a range of scholarships offered as well in different departments.

Do the girls get an automatic place in the Senior School, or do they still sit an internal assessment?

Yes, we do. We welcome applications from children who have already got a sibling at the school. Places are always allocated on merit. All applicants still need to take the relevant age appropriate assessments. We do have a system where if any child has siblings attending any of the Surbiton schools at the same time, fees are discounted by 5% for the second sibling, and 10% for the third or any subsequent siblings.

The girls do receive an automatic place in the Senior School, although we do monitor their academic progress throughout the time at the Prep School, just to ensure that they will be able to thrive at the Senior School. We have those conversations with parents as we go along, it’s not a shock when they get to Year 6, it would be a conversation that has been had along the way. All of our girls in Year 6 sit the Senior School entrance paper. They are also interviewed at the same time as the external candidates. This is to see where they place amongst the external candidates, whilst also allowing for them to be considered for scholarships. This year 20% of our girls from the Prep School received

Do you have a sibling policy?

We would like to thank Headmistress Mrs. Louise McCabe-Arnold, Surbiton High Girls’ Prep, for giving up her time to speak to us. www.surbitonhigh.com/girls-prep/ CLICK HERE TO LISTEN TO THE PODCAST

EMPOWERING FUTURE LEADERS Find out more about a Surbiton High School education, by visiting www.surbitonhigh.com Boys 4 – 11 | Girls 4 - 18 | Part of the Surbiton High School family | Tel: 020 8439 1309 | Part of United Learning


EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST INTERVIEW WITH HEADMASTER

Dr. Joe Spence FROM DULWICH COLLEGE Dr. Joe Spence, long-standing headmaster at Dulwich College, talks about the ethos and efforts being made to ensure they are a fully diverse and inclusive school for boys’ in London. To begin, would you like to tell us a little about the ethos of Dulwich College?

Thank you, Chloe, it is delightful to be filling the niche at Education Corner. It is a real treat to be able to talk to you too. Yes, isn’t ethos such an interesting thing these days? There is such a stress on being more explicit about it. We are joining in on that, we like that challenge that is given by parents now to re-define it. I’d start by saying that for a long while now we have had the twin pillars, if I can call it this… I’ve been in this post now for twelve years. It is a social mission and an educational vision. I am proudly able to launch in and say that we are wanting to be a school of inclusivity. I’d start there, and when I say that, I mean wanting to be a school of access. We have 200 boys on bursaries at the moment. 150 of those are on full bursaries. I like the idea of being a school to which people can come for that socially transformatory fee relief. I’m sure this is something that we will talk about later, but I could well imagine being sector-wide eventually. All of the things that came out of the pandemic that have led us to be more explicit about things

such as, if you look at our website, we have a page which shows our ongoing response to all issues relating to race and gender, and our promotion of all peoples equally, in valuing them as an Equity and Respect page on the website. I suppose that the sense of there being a search for equity: we are not there anymore than any other institution. There is a sense that all must be respected. It is the sense that we have to work even harder than we once have done in order to make sure that this is a place where prejudice cannot exist. Prejudice is a human condition, but the messaging is such that people must understand why you have got to be so careful. You must respect all traditions. “They are there for the components of the evolving ethos of Dulwich College: a school of access; a school dedicated to a social mission; a school with a very strong sense of what it does as educators; and a sense of commitment to our place in social change.” How do you feel being at an all-boys’ school helps the boys with their academic success? What do you feel the benefits are?

I’m not sure it helps or hinders their academic success, I mean, it is a fascinating question. If you had asked me if I’d be leading an all-boys’ school fourteen years ago then I would have said “No.” I don’t think that boys learn that differently from girls. There is all sorts of neuroscience about

“They are there for the components of the evolving ethos of Dulwich College: a school of access; a school dedicated to a social mission; a school with a very strong sense of what it does as educators; and a sense of commitment to our place in social change.” 24 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 2


Dulwich College

the differences. I wouldn’t want to over emphasise that. I’m simply saying that we have created a space in which boys can learn in a way that seems to befit how they like learning. I imagine that there is quite a lot of mixing with the girls, you have got some fantastic schools on your doorstep. It must be a part of everyday life. What does Dulwich College’s commitment to diversity and inclusion look like? Have you taken steps since the BLM movement and all the different things that have all been happening globally? Has it changed your approach at all?

I think that understanding the different things that they mean and where, maybe, the greatest emphasis has to be put and the greatest work has to be done. On the links with local schools, we are absolutely delighted. I used that phrase a

TURN TO P56 to hear about equality and inclusivity at King’s College Wimbledon

few minutes ago, that not a week passes without the latest Free Learning initiative in or beyond the classroom. We have a dedicated team at the moment who are looking to work collaboratively, notably with James Allen’s Girls’ School as our number one sister school within the foundation, of three schools, of which Alleyn’s is the co-ed school. Not a week passes when we are not looking for new occasions, so just before we came on air, I was saying to you that we had a Junior School Forum last night. How lovely to lead the Junior School Forum where many parents were asking questions about what co-ed opportunities there were. At the end of this half term, we are about to have our first Junior Schools Orchestral Concert between the three schools. We’ve always done those things at a higher level. We have a joint Choir now with the girls of JAGS and the boys of DC. I use that phrase as we are living through it in this social revolution and in a way, I suppose, my duty is to make sure that good comes to it, and that we are an evolving institution that is ready

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Educating boys

for the challenge. What we have found is that certainly we have taken the two staging posts. It is the fact, that it is almost tragic, that we almost needed a publicised tragic death to lead to the coalescing of forces, saying that this is not good enough. The death of George Floyd in 2020 really did lead to the BLM movement, taking on a new vibrancy, a new energy, may I dare call it a new confidence, to come forward and say: “You may think that you are doing something, but you are not doing it fast enough.” If I deal with it more philosophically, again, we can give practical examples if time allows. It is an absolute change from ignorantly using language like colour blind: “Ah, Dulwich is a very diverse community, look at our pupils.” We want to be a school of access, and I realise that there is a patronising note in that. It wasn’t meant this way, but there is a problem with pretending that there is not an issue there, if you talk of colour blindness, because it makes a chessboard situation. Now we talk very much of colour consciousness, wanting to be respectful of all traditions and we listen to the lived experience of pupils, of our teachers of colour. Suddenly, once you do that, 26 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 2

opening the door. I hope I never did, but I know there is a rhetoric around, “Oh, what a shame there are no Black male teachers out there that would come here.” It doesn’t need much, it needs a slight change to the way you advertise, a slight change to the way that you look at your long list, a spreading of the word that we are open, and of the very fact of what has changed globally and nationally that just means that we are getting more applications from people who probably once thought: “Oh, they probably wouldn’t look at me.” From that university, with that background, from that schooling. Now, everyone has been empowered to believe that they should look at me. They should be looking at me because they want to, or because of enlightened self-interest, or because they feel they must. It is the feeling of “I will be looked at”, and it has transformed things in an incremental way rather than in any other way. I wouldn’t say that we are yet a fully diverse community when it comes to staff or governors, but we have made substantial progress in that sort of way. The establishment of a Diversity and Inclusion Alliance: a group of pupils and teachers and operational staff, with some input from parent


Inclusion and Diversity

“The death of George Floyd in 2020 really did lead to the BLM movement, taking on a new vibrancy, a new energy, may I dare call it a new confidence, to come forward and say: “You may think that you are doing something, but you are not doing it fast enough.” advisors, often working in this space including the African Caribbean Education Network. We have Flair Impact surveys that look at where you really are in race, and what your community says about where you are in race. I’ve talked about our Free Learning days, weeks, months, and one of the most important of those has probably been Dulwich College Identity Awareness Month which we ran this year for the third time. It is a chance within the month of February for everyone to look at and celebrate the multiple identities that go to Dulwich and define them. It began with thinking of race, but it’s gone way beyond that to incorporate gender questions, sexuality questions. Have we done enough in terms of able-bodied and people who have protected characteristics in respect of disability? Do we need to think more carefully about opening doors there, like the way that we have in other areas? The great thing about the Identity Awareness Month is that it is literally in the month that David Lammy published his book Tribes, and he has come and given a talk to all of the kids, and all of the community, about different identities and how to celebrate being more than singly defined, because that, of course, is the greatest way to defeat fundamentalism. If you are accepting that you, yourself, can carry more definitions than the one pure characteristic that might be celebrated or become a danger to you. You are open to that. That is a very broad answer, but it’s the sort of progress that we’re making. Black History Month is very important. I used to be very scathing of it as tokenistic, and I, and a number of pupils and teachers of colour, would be with me on this. We don’t actually make a lot TURN TO P30 to read about the Education Corner podcast with rugby player Seyi Aiyegbusi

of it because we’re worried that: “Should it be for one month only? What is that saying? Do we not want to do more work to look at the curriculum? To embed things more?” I’d now say that we have changed our focus on that. To me, it is just a trigger and we have changed our focus on that, this is the trigger in November for the rest of our work this year. It isn’t about ‘tick’ we did Black History Month. A year later, the death of Sarah Everard, to the generalised me too. movement, became explicit here in schools starting in London. The Everyone’s Invited movement led by Soma Sara. Then we had to look at questions of: “How are we progressing in terms of Gender Equity, what have we really done in that space?” By extension then, on the back of that LGBTQ+ pupils would come on board and discuss the abuse or harassment and the on-going banter that goes on in this world. Not enough has happened to change, and that is where we have moved towards having three strands of our diversity and inclusion work. One is Racial Equity, one is LGBTQ+ Rights, and the third is Gender Allyship. We understand that we are a boys’ school, so it’s about thinking what we can really be doing within that space. Our job is to be allies, and that leads very neatly into trying to educate the boys to realise that feminism is not about women versus men. It is not a girls’ issue. It is very powerful to move forward in that space and that is where we are at the moment. We have talked about everyday sexism, we have had a brilliant whole school inset for teacher training going on from a body called Gendered Intelligence, just making us think about language, and again recruitment, retention, looking after

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“I am talking about access, and if I may use the language of the moment, levelling up. If a child passes our exams, we would look to find them a place, if we can find them the financial support to get here.” How many bursaries does Dulwich College offer in an intake of 11+? How would a parent and child be able to find out about their eligibility?

people who want you to think carefully about the gender question. Soma has been here, she hasn’t yet spoken to the full pupil body, but I’d love her to. She is very wary of taking up too many invitations, and again, just appearing on the tick list of a school who can say that they have had her in. What we did with Soma is bring her to a conference that was hosted amongst twelve independent schools of different definitions including co-ed, single-sex, boarding, and day. We have had Soma talk about the work of Everyone’s Invited, discussing what she means when she uses a term like ‘rape culture’, what she still finds coming notably out of young women, about how we need to move to make abuse absolutely untenable within our institutions as much as we can. In addition, I haven’t talked a lot about the role of parents, but I must say in this, over these last two years we’ve encouraged conversations about what should be happening back at home as well as about what is going on in school. This has also been very important.

There are over 200 bursaries of any weight, and 140 plus are full fee bursaries at the moment. They are means tested, we can talk about the possibility of having more than 30% of boys being on a form of fee relief. A lot of this still remains residual scholarships. Sometimes the awards change, when a student decides they are more interested in swimming than music, for example, and we are very adaptable with that. We are very sensitive to people who may have some capital, but be cash poor. We are very set in that being the change in London of late. What has changed in recent years, is that I am not talking about bursaries going into an absolute academic elite. Sometimes with our old boys I have to be very careful to make sure that I am not looking at the replication of Dulwich as a school that had 60 Oxbridge scholarships in the 1960s, and why can’t it return there? It is because we are in a very different world. I am talking about access, and if I may use the language of the moment, levelling up. If a child passes our exams, we would look to find them a place, if we can find them the financial support to get here. It isn’t a pseudo-scholarship scheme. The bursary is reassessed annually in a meaningful way, we make sure we are not being abused in

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Looking to the future

the use of our charitable funds. We want that to grow. We have a body of parents and old boys who are ensuring that we are a school raising more than a million pounds a year for bursaries, that is explicitly for bursaries. In our benefit of being within the Dulwich Foundation, getting money from the Dulwich Estate. We have another million coming from there. We still substantially have to top that up with whatever we can make in a given year. Every parent at Dulwich knows that they are also supporting this, that they have bought into a school where they know that they are supporting other students. We are a diverse school, and parents agree. They know that they are a part of a social mission. This is a better way to go forward. The independent sector often gets bad press from the media, claiming that they are classist and a thing of the past. However, behind the scenes, many of these schools are changing, and creating changes, whereby schools are encouraged to say 33% of children are on full fees, 33% are on some fee relief, and 33% of children are on full fee relief. We could work with virtual schools and local authorities on this sort of work. I actually think

that we are working toward a hybrid future where the independent and state schools come closer together. Once you have opened a door, you have opened it. Behind the ‘us and them’ divide, we all want the same thing. We all want access for all. Just finally for the parents, what do you look for in boys joining Dulwich College?

We are an academically selective school. Our boys are coming in the top 15-20% academically. The first hurdle is that. Make sure that this is possible and if you really want it, we can find ways to work with that. Beyond that, we’re a big doing school, we have boys who ‘do’: joining clubs, societies, being committed. There is no such thing as a Dulwich boy, he doesn’t have to be a rugby player. We would like to thank Headmaster Dr. Joe Spence, Dulwich College, for giving up time to speak to us. CLICK HERE TO LISTEN TO THE PODCAST www.dulwich.org.uk

EDUCATION CHOICES MAGAZINE | S UM M ER 2022 | 29


EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST INTERVIEW WITH

Seyi Aiyegbusi Education Corner podcast was thrilled to welcome Seyi Aiyegbusi, an Old Reedonian and exceptional rugby player at the London Nigerian Rugby Club Seyi Aiyegbusi is the youngest son of his Nigerian family. Nevertheless, he was born and spent his early childhood in Ethiopia as his father worked for the Economic Commission for Africa, a division of the United Nations, that was headquartered in the capital city of Ethiopia, Addis Ababa. At age 10, he moved to the UK, where he joined his two brothers at St George’s (now called Finborough Hall) in Suffolk. After taking his GCSEs, Seyi eventually ended up studying at Reed’s School, Cobham. This became the supportive environment in which he underwent some of the most transformative years in his rugby career, which would launch him into a world playing rugby for Rosslyn Park and, eventually, the renowned London Nigerian Rugby Club. At what point did you transition to Reed’s, and what led you to choosing Reed’s?

One of the reasons we switched, was, I was talking to my oldest brother - and rugby was always kind of my thing, it was kind of the sport that I had naturally taken to and had a lot of success at - and so we wanted to get me into an arena where my rugby skills were going to be enhanced, and I’d have increased competition. That kind of Surrey circuit of South West London schools, really strong rugby 30 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 2

schools, schools that had been around for 50 to 100 years. I was going to be playing at a much higher quality of play; I was going to get better coaching. So, that’s one of the reasons why. Reed’s stuck out because it had the Foundationers Programme; it was built on a model of giving back and helping those less fortunate. When you joined, you were very good at rugby, and I remember this, what were you able to develop in your time at Reed’s?

To give you a little example, when I was at St George’s I played Suffolk county and also played for East Anglia, so divisional. When I arrived at Reed’s, I was in the First Team a month later, or three weeks later, as a Lower Sixth guy, which was fairly unique. But over that first year, we then get to that part of the season where kids start going for country trials etcetera, and start looking for representation and stuff. Nobody from Reed’s was being selected or put forward. So that first year, I had a conversation with Ian Clapp, and I said: “So nobody plays county rugby around here?” And he was like: “Well, no. We don’t seem to have players who do that.” So, I had to nudge him and be like: “Look, dude. Next year, put me up for that because I’m going to get selected.” I think he found that a little cocky and weird because this new kid is like “put me up there”, but true enough, next season, next year, I was selected for


Navigating UK Schools from Nigeria/Ethiopia

Seyi Aiyegbusi with London Nigerian RFC 1994-1999

Surrey Under 18s, and ended up in the London division. I think in my last year at Reed’s, I was part of the England Pre-Squad Under 18s at the start of the season. So, that’s where my rugby career went while I was at Reed’s. Did you continue with it beyond?

From Reed’s I started playing Club rugby, so I did all the county stuff and division, and ended up joining Rosslyn Park. Rosslyn Park are one of the oldest clubs in England, they have the Sevens Tournament in May with all the private schools etcetera. So I joined their Under 21 Team, but I made my debut for Rosslyn Park in the first team at 19 on the way to Redruth. I ended up in TURN TO P34 to read about the Education Corner podcast with British tennis player Ben Draper

the First Team at Rosslyn Park by the time I was 20. So I could have turned professional then. But the one thing that kept me in rugby after that, was the club I joined. The club I joined was the London Nigerians from Rosslyn Park. The London Nigerians was founded by my older brother and a bunch of expat Nigerians, to be a competitive expat rugby club like London Irish. The club was founded in ’93, and is really still hanging on, but most of us have left the country now so it’s kind of hard for the club to survive, but during that ten year period from ’93 to ’03, the London Nigerian Rugby Club was as successful as any other club on earth: we won promotion like seven times, five undefeated seasons, went to the Middlesex Twickenham twice, we beat Holland, the national team in Holland away. So, our record stands forever! That’s my rugby career.

»

EDUCATION CHOICES MAGAZINE | S UM M ER 2022 | 31


Reminiscing about rugby

New Orleans Rugby Club, and one of the guys that runs it was like: “Yeah, we’re interested in players!” I negotiated with them and said I needed a work visa, a job and they saw I had a Law Degree, and the guy’s a lawyer and has his own Law firm. That’s how I ended up in the US with a work visa, working for a Law firm, playing a lot of rugby and then coaching for a while. I then got married and stayed! Obviously for families looking to come over to the UK and educate their children, what top tips would you give them?

Seyi Aiyegbusi receiving the trophy as Captain of London Nigerian RFC for winning the Paul Bechet Cup in The Hague in 1998

What did you learn at Reed’s? What ways do you feel it helped you towards where you are now?

Reed’s was really important because it was the period where I went from being a boy to a young man. So I spent my 16 to 18 years at Reed’s. Socially, and I mean by interacting with other houses, taking us to the theatre shows in London and how they started a John Birch Society, and Debate Society, public speaking, and access to the library. Things like that developed me as a social individual. You went to university and you’re now in the US. What took you there?

University took me to the University of Buckingham. I did a Law Degree, graduated, and came back to London. I was playing a lot of rugby at the start and probably about 10-15 years after I graduated rugby took almost as much time as the full time jobs I was in. But then I got bored of London. Career progression in the UK, for a young man with my complexion, can be somewhat problematic. I looked for greener pastures. Rugby was my tool in that, given how well I played rugby, there were clubs around the place who were interested in recruiting me to come play for them. And there were opportunities to go to New York. One of the guys I played for was a sports agent and had a link to the

Visiting the school is a huge one. The days where you pick a school out a brochure and send your kid there, I wouldn’t do that. Definitely visit the school and speak to the students. One-on-one talk to students. Make sure you take your child with you so they can interact and ask questions. Be extremely direct. Be blunt. Write questions down, research the school, research any publicity about the school. If we had the magazine you run back then, we would have been accessing that information. The information that you are gathering in your publication is exactly the information a lot of these parents need. What do you feel schools and universities, because there’s a lot of work going on in schools and universities to make sure that they’re really addressing Black history, racism, gender equality, all the issues that are discussed now, perhaps more than ever before, what do you think is the best way for them to go about making sure education is diverse and inclusive?

The first thing is, they have to embrace diversity as a positive. I see that a lot in the discussions about diversity, equity and inclusion, these days. People love to paint it as disruptive or counterproductive. But what you have to understand is, the companies that embrace diversity, truly embrace diversity, see the benefits long-term. Even the institutions like the schools, universities etcetera, who embrace that. The benefits far outweigh the negatives that there are. You tend to have more open societies, more equitable societies, more equitable situations where people feel more comfortable giving you

“You tend to have more open societies, more equitable societies, more equitable situations where people feel more comfortable giving you their best effort, giving you their best ideas. Realising their potential.” 32 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 2


“The information that you are gathering in your publication is exactly the information a lot of these parents need.” their best effort, giving you their best ideas. Realising their potential. All of these things, in the long-term, benefit all of us. That’s the point of diversity, equity and inclusion. It’s not to punish a particular group, it’s not to restrict opportunity for a particular group. It’s to open it up so that everybody has access to opportunity. It’s humanity finally understanding that we have no way of identifying where the best of us come from. But, we have to make sure that the paths from where the best of us are going to come down, are available to them. That’s what equity is. That’s what transparency is. That’s what fairness is. That’s what meritocracy is. We’ve been sold the idea that capitalism is meritocracy. It is not. The key to a free

RECOMMENDED REED’S

market actually working, is all things being equal. The world is not equal, so let us take that into consideration and let us facilitate those who have less, or have less opportunity, providing them the chance to contribute. Realise the best. Succeed. Benefit society as a whole. A young man who could have solved the world’s energy crisis may have been born on a British council estate at some point in the last 30 years. Has that child been given the opportunities to fully realise their potential, which would save humanity? It’s the time now to ask these questions… We would like to thank Seyi Aiyegbusi for giving up his time to speak to us. CLICK HERE TO LISTEN TO THE PODCAST If you would like further advice about schools, please visit: www.cjaeducationalconsultancy.com www.reeds.surrey.sch.uk www.finboroughschool.co.uk

‘Excellent in every category’ LAST ISI INSPECTION

Visit the VIRTU A L O PE N D AY on our website Our Values: An education for life 01932 869001 admissions@reeds.surrey.sch.uk Sandy Lane, Cobham Surrey KT11 2ES reeds.surrey.sch.uk Founded 1813 Patron: HM The Queen HMC Day & Boarding School for boys 11-18 and girls 16-18


EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST INTERVIEW WITH BRITISH TENNIS PLAYER

Ben Draper Ben Draper talks about his exciting tennis career to date, his early introduction to the sport through his parents and attending Reed’s School, in Cobham, with his younger brother Jack Draper. Further to this he discusses his experience at UC Berkeley, USA, and he also offers some top tennis tips for success! We’re thrilled to welcome you, Ben, to the Education Corner podcast and to be able to hear a little more about your tennis career and how well you are doing. Would you like to tell us a little about your early tennis career?

Like a lot of people who play tennis, I started playing tennis at an early age. Tennis runs in my family, my grandmother was a very good player and coach, and my mother was a very good player. My brother is also a very good player. I was always around tennis. My mum used to coach at a tennis and squash club and my brother and I would have time after school where she was coaching. My brother and I would sometimes have time to kill and we’d have a racket in our hand, it looked massive in comparison to us, but that is how we learnt to hit the ball for the first time. From then onwards we were always close to tennis, we always loved watching tennis. We continued to play and improve right until now. How old were you when you first held a tennis racket?

It was a long, long time ago. I think I was probably very little. I think I was two or three years old. I started to take a real interest in it at about five or six. I remember my brother was hitting a ball 3 4 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 2

against a garage door when he’d just started walking almost, so he was very young. Richard, you had something to say?

Richard Garrett: Well, I just think that it is very

interesting that you hear Ben saying that he started playing at two, for example, in one of the participation schemes that I have set up in Yorkshire, there were nine, ten and eleven year olds who had never ever seen a tennis court before they were invited to play in the community tennis festival. It’s something where the earlier you have access to it, the more it gets in your bones, doesn’t it? Unfortunately, not everyone gets the access that they should. Richard Garrett: No, and I think that is one of

the most important things. I think that for the development of any sport or any interest, you have to try and get early access. Not only early access, but also the opportunity for those who start playing, and show potential to develop in the same way that Ben has done. That leads onto my next question in a way. You have mentioned that tennis has played a big part in your family life, your father served as the Chief Executive of the Lawn Tennis Association, and your mother was a former coach and athlete. How were they able to support you and your brother in the early years?

As I mentioned, my family has always been in tennis, but I think that the number one way in which they really helped was just by investing

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SPECIAL FEATURE Ben Draper talking tennis

KELLY L. COX

“My brother and I would sometimes have time to kill and we’d have a racket in our hand, it looked massive in comparison to us, but that is how we learnt to hit the ball for the first time.”

EDUCATION CHOICES MAGAZINE | S UM M ER 2022 | 35


SPECIAL FEATURE

their time. Whether it be taking us to tournaments on the weekends, training after school or work, it’s just a huge time commitment, and they were always a support. Whether it be travelling with myself and my brother, being an emotional support board when you have just lost a tough match. They were fantastic and always supportive of us and always pushed us to try and be the best we could be! Richard Garrett: There is a really, really important

point that Ben is making there. So much of sporting success is developed through the time and trouble that the parents take. Sometimes, that shared aspiration in a particular interest is, sadly, just not there. Also, if you look at the history of the High Performance Scheme that Ben was a beneficiary of at school, when that first started, the facilities were located off the school site. This meant that the players, similar to having the

“I learnt how to play doubles at Reed’s and I learnt how to be a part of a team, which I think is crucial and it has helped me very much in my tennis in the US.” parents running them around, had to have a driver that took them to the facility. To achieve highly advantageous and high performance schemes, you have to have it all located in the same space. Not only that, you have to have a very close proximity with the school on site. Not even in Ben or Jack’s case can you guarantee that there is going to be that success, and they need to have something that they can fall back on if things don’t work out. We have a lot of children who come to us through the consultancy who are on the circuit, and we covered a parent who was also a competitive player, and that was also one of the points that they raised, making sure that you still get the education, so that you do have a back-up in case you don’t make it all the way. Can you talk to me a little bit about how Reed’s School supported you with your tennis career? Richard Garrett: Fantastic teachers weren’t they

Ben?

Ben Draper: Fantastic, fantastic, that was going to

be my answer, Richard. I think that Reed’s helped me massively. I think that at Reed’s, I was given the opportunity to have a place and the resources around me to really allow me to focus on both my tennis and my academics. As Richard mentioned, we had the tennis facility on site, I could go to class in the morning, sometimes even waking up early. At 6:45am I did a lot of fitness in the indoor centre. Then we’d go to class and we’d have tennis in the afternoon and it was a very convenient set up for players, so Reed’s has helped me massively. I appreciate all the time that I spent there, and I look back now and think: “Wow, the set up there we had was amazing!”, and I think that I didn’t TURN TO P30 to read about Seyi Aiyegbusi at Reed’s School

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Reed’s and Berkeley US

quite appreciate it at the time. I didn’t quite realise just how much time and effort went on behind the scenes and that Richard played in setting up the High Performance Centre; it just helped me immeasurably. lane question for you: Am I right in thinking that when you first joined Reed’s, you weren’t quite into the performance bit? You had to demonstrate?

now had players around me who were of a similar standard. We would always push each other on in practice. There was an element of almost jealousy when one player would go off and win a tournament. Perhaps not jealousy, but it was inspiring. This person has just done this, wow, I could go on and achieve that too. Initially, I wasn’t in the Academy, but I put in the work, and I think that after a year of joining I was upgraded to the Academy.

Ben Draper: Yep, that is absolutely correct. When

Well done.

Richard Garrett: Ben, I’ve got a bit of a memory

I first came to Reed’s, one of the things that Richard has just mentioned, is that at Reed’s I

It was during your time at Reed’s that you met EDUCATION CHOICES MAGAZINE | S UM M ER 2022 | 37


SPECIAL FEATURE

“Everyone is unique and I think that these colleges want to hear your story. They are interested to hear where you came from. Don’t be afraid to put your achievement out there.” your partner, Jack Molloy, and went on to win 3 ITF Double titles - how did this make you feel and what did you learn from this experience?

I think that one of the biggest things that I will take away from Reed’s is the people that I met there. I am still very close to all of them. Jack was another great player who was at Reed’s with me. We were both training together every day, you end up spending more time with the people who you are playing tennis with than with your own family. You really get to know one another very well. You are also trying to push each other on, inspiring one another. I learnt how to play doubles at Reed’s and I learnt how to be a part of a team, which I think is crucial and it has helped me very much in my tennis in the US. What did you find were the biggest challenges you faced in your school years?

I think that knowing what to prioritise is a very difficult challenge. Especially when you are trying to play tennis to a high level, and you are trying to achieve good grades. There has to be some point where you make a decision to prioritise something on certain weekends where you know that you are not going to get a great grade in this class because you have been playing tennis all weekend. Or the other way around, maybe you need to study for an exam and you might have to sacrifice a bit of your tennis, so that is a challenging thing that you have to manage. It is also tough mentally to have to focus on two different things at once. I remember, you have been in the classroom for several hours and you go onto the tennis court and your mind is thinking of History and Geography and Maths, and you have to really focus on your tennis and improve in that session. There were the most challenging aspects when I was still at school. Jack, your brother, turned professional in 2018 and recently did very well at Wimbledon playing against Novak Djokovic - how did that 38 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 2

make you feel?

I was incredibly proud of him and everything that he had achieved. Obviously, it’s surreal that I’ve grown up with Jack and I’ve played tennis with him on the garage door since we were kids. Now, all of a sudden, he is walking out in front of, arguably, the best player of all time, on the biggest court of all time, in front of a packed house, opening up the 2021 Wimbledon Championships. It’s a surreal feeling. I still remember when the draw was announced, I was at home, just having a cup of tea. I almost choked on it because I was so shocked that he was actually playing Djokovic, you know. We played with each other before we finished practice, pretending we’re about to serve these people, saying: “You’ve got to hit an ace!” Now it was actually happening! I was incredibly proud. You have just completed a four year tennis scholarship at UC Berkeley. What advice and support were you given with your application, and do you have any advice for other young people seeking a sports scholarship programme in the US?

Firstly, I think that the UC colleges’ sports system is incredible. The amount of resources that they have there to enable you to excel in the classroom and on the tennis court is crazy. They have the most amazing set up in the world. For someone like me, who would want to have a backup option, certainly to my tennis, it gave me the opportunity to earn a degree whilst playing high level tennis. For people who are applying, I’d tell them to tell your story. Everyone is unique and I think that these colleges want to hear your story. They are interested to hear where you came from. Don’t be afraid to put your achievement out there. How have you adapted to studying in the US?

Balancing academics and athletics is something that I already had experienced at Reed’s, which really helped me transition to the US. I think it is a challenge finding the balance between the two. You have to get really good at time management and be able to switch off from school work or tennis so that you can focus on the other challenge. Have there been any challenges that you have faced since going there?

I think that one of the biggest things about going to college and playing tennis, for example, is that


Top tennis tips

freeze up a little bit and start rushing. When you have a crowd that is really supportive of you it can really help, it can also demoralise the other person as well. Which coaches have made the most significant impact on your game? Why and how?

tennis is usually a very individual sport. When you play it in the States, you are playing within a team. There are some days that you can have a really good day and play exceptionally well in your match, but if the team is having a bad day, then things will still go badly. So when I initially came here, it was a challenge of learning that I’m not just competing for myself, I am competing for something much greater than that. If you have a terrible loss, you know, you don’t have much time to think about that loss. You have to get right back onto the other court to support your peers. That leads onto my next question, so how can the crowd affect your game either positively or negatively?

Yeah, I think that the key there is that the crowd can affect you either positively or negatively. I think that whenever you are playing in front of a crowd, you have nerves. Sometimes you can go out there, hit the first two balls, and think you are playing well, then you settle in and maybe your opponent is a little bit nervous and they feel unsettled. You can get an advantage quite quickly because of the crowd. It can also work in the other way. With the crowd watching you can sometimes

“There are some days that you can have a really good day and play exceptionally well in your match, but if the team is having a bad day, then things will still go badly.”

Prior to going to Reed’s I was with a coach called Justin Sherring. I think that he was brilliant technically and I think that he is a fantastic coach. At Reed’s I was with Ben Haran, Nick Greenhouse, and Tony Lloyd. Having the blend of those three guys was really helpful for me. It gave me different perspectives on the technical and tactical aspects. I’d say that these three coaches had the most profound impact on my tennis career during my time at Reed’s, competing with other players who were of a similar standard. Past that, my coaches at UC Berkeley, and most recently Wake Forest, have all really helped me. Richard Garrett: Ben, I’ve got a question. If you

were thinking about applying for or were sending a child to a school or applying for a university place, and you were thinking about pursuing a specialism like tennis. What sorts of things would you be looking out for to help them make your decision? Ben Draper: I think that one thing to get right is

the coach. As I said, you end up spending all day with your teammates and coaches. If you have a good coach who both knows their stuff but is also a great human being, then it makes your life a lot easier. It is quite an important relationship.

It’s so crucial, and it can be the difference between you really enjoying your time at college or not as much and having to transfer. Make sure that you get the right coach and the right mentor who is going to guide you through college. What have you been studying at UC Berkeley?

I did Pre Law, so I did Legal Studies at Berkeley and I really enjoyed it. What has been the highlight of your tennis career to date?

I’d say that competing at Junior Wimbledon. As a young kid who was aspiring to play tennis, you’re always going to dream of playing in front of a crowd at Wimbledon. I was fortunate enough to get that opportunity. I managed to win

»

EDUCATION CHOICES MAGAZINE | S UM M ER 2022 | 39


SPECIAL FEATURE

a round there. I still remember, trying to get to sleep the night before and it just wasn’t happening. I was thinking: “Oh god, I need to get some rest.” As we mentioned previously with the crowd, I got out there and I won the first set six love. I think I was just on adrenaline and in the zone. Then I got a little nervous, but I managed to win in three sets. I’d say that that is the highlight of my tennis career to date. What advice would you give to a young person who wants to pursue a sporting career?

I would say that you really have to enjoy the process and really enjoy the journey, the ups and the downs, because there are moments that are terrible when you have lost a tight match and you feel so down. But there are also those extreme highs as well. Looking back on it now, maybe I didn’t fully appreciate how much fun I had during every training session and every practice. I was out there practising with my friends every day. I’d say enjoy the journey, enjoy the hard work, because you only get one shot at it. It involves quite a lot of resilience I imagine.

Yeah, enjoy the tough moments because that is what builds you and makes you stronger.

How does RMG Associates support children/ families with tennis?

Richard Garrrett: From my perspective, throughout

my life I’ve had a number of different incarnations. All of them have been centred upon creating different opportunities for young people. With RMG Associates, we are in a number of different parts of the country, beginning with participation programmes. We are then developing from those programmes, if we are lucky enough, into a company of high performance. We have

“As a young kid who was aspiring to play tennis, you’re always going to dream of playing in front of a crowd at Wimbledon. I was fortunate enough to get that opportunity.” funded a lot of programmes. There were two programmes, one was more embryonic than the other. There is one in Yorkshire, there is one in the Midlands, there are two in London. I have just started one in East Kent. We’re aiming to help thousands of young people, getting them to pick up tennis rackets, putting coaches in place. In certain circumstances I am able to help with the funding of those situations. However, that is not my primary focus. My primary focus is to show other organisations how we can attract investment because of what we put in place. It is the story and the structure that enables funding to be attracted. Are you working specifically with tennis?

Richard Garrett: No, I work in sport, STEM, and

scholarships and bursaries in general. I also work within some elements of wellbeing and mental health. We try to create those programmes and groups of schools across the educational divide, working together to achieve things. Ben, as a former pupil of mine, will know that I am fairly driven about trying to create more accessible opportunities for everybody. If there isn’t a theme of that, then I almost don’t want to know. The UK is currently very divided, I think it is really important that people address this from this perspective. Yes. Ben, just to finish off, do you have a funniest moment for us?

I’m not sure I could pinpoint one, but like I said, I didn’t appreciate how much fun I was having at the time. All the good fun, banter and coach journeys I have done too. We would like to thank both Ben Draper and Richard Garrett (RMG Associates) for giving up their time to speak to us. CLICK HERE TO LISTEN TO THE PODCAST

40 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 2


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EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST INTERVIEW WITH DEPUTY HEAD

Ms. Josephine Lane ST PAUL’S GIRLS’, DISCUSSING THEIR WORK WITH PROJECT ReMAKE

Recently, St Paul’s Girls’ School have taken part in Project ReMAKE and ReMAKE Educational, an outreach project that introduces sixth form pupils to ex-offenders. This gives both sides the opportunity to share experiences, debate ideas and, most importantly, learn. Could you tell us a little more about what Project ReMAKE is and how you came across it?

Thank you very much for having me, it is a pleasure to be here with you. Project ReMAKE is really close to our hearts at SPGS. It is a project that was founded in this country by a chap called Kameel Khan, who is a retired judge. It originated at Stanford University where he spent a time teaching. He brought the programme back to the UK about four years ago. It is a programme which supports ex-offenders, we call them “returning citizens”.It enables them to make a positive return into society, which gives them entrepreneurial skills and support, whilst helping them to develop business ideas. The programme itself works with business professionals. Currently, they are working with Queen Mary University, with the Schools of Law and Business. ReMAKE Educational is a development of Project ReMAKE. We have been working on developing the ReMAKE Educational side of the project, which is all about introducing young 42 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 2

people to the concept of social justice. We have run the pilot project over this last academic year and we are developing it for next year. Is it a part of the curriculum now?

It is a part of what we call a St Paul’s Programme, which is the non-examined curriculum, which takes place on a Friday afternoon and students take all sorts of different electives, and we had 32 students going through the ReMAKE Programme. Could you tell me a little more about how the students get involved? What topics do the Sixth Form students discuss with the ex-offenders?

The programme is partly a series of talks from a range of people who have been involved in the justice system, or are involved in the justice system. There are talks from lawyers, mentors, visitors, prison reform campaigners. Most importantly, they get to meet, talk with, and

“It enables them to make a positive return into society, which gives them entrepreneurial skills and support, whilst helping them to develop business ideas.”


St Paul’s Girls’ School

spend time with our returning citizens who are all graduates from Project ReMAKE. They are all no longer in prison. The discussions are largely based around their life in prison, but most importantly, the support they had when leaving prison. They discuss the significance of the support and how they got that. Support for incarcerated people is patchy at best. It is a hugely underfunded area. Many of the returning citizens that we have worked with at Project ReMAKE count themselves as being really lucky that they got referred to ReMAKE because of a hugely supportive community for them. We feel that our students at St Paul’s have been a part of that journey for them. 50% of people TURN TO P54 to hear about Baroness Floella Benjamin visiting Churcher’s College

“50% of people who are released from prison reoffend within twelve months. This is largely because of the lack of support. Project ReMAKE has seen no reoffending amongst ex-graduates.” who are released from prison reoffend within twelve months. This is largely because of the lack of support. Project ReMAKE has seen no reoffending amongst ex-graduates. It is largely men who have been in to talk with our students and we have had one woman. We’ve found it a lot harder to get women to talk to us because they

»

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Project ReMAKE

“Our students have come to a real understanding of how important it is to be seen as an important productive member of society. They want to have a sense of purpose and identity that is supported and that helps with the transition back into society.”

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have other issues that they are trying to juggle, such as family responsibilities, that they find themselves coming back to in different ways than men. What common questions do the students ask offenders?

Students often ask: What were the most important things for you on release? The answer is often having the ability to be with their families. It is the main thing and it is a massively significant thing. The other most important thing is a job. This helps to support them with entrepreneurial skills and having access to purposeful work for earning money. Our students have come to a real understanding of how important it is to be seen as an important productive member of society.


Rehabilitation of ex-offenders

“All of them said that it had given them a far wider understanding of what prisoners face, our prisoner system, and how they could be a part of the narrative of change.” They want to have a sense of purpose and identity that is supported and that helps with the transition back into society. It is important that we treat prisoners as normal people. Do you feel that ex-prisoners need to be given more of a voice in education?

Absolutely, I think that all of those who have been through ReMAKE Educational feel that they need a greater voice, full stop. We can only improve our justice system by really listening to these people, understanding how we could make things better. Students also need to hear those thoughts. They also need to hear the prisoner narrative so that they can be a part of the movement for justice. We asked students for feedback and it was unfailingly positive all the way through. At the end of it we asked them for written feedback, and one student wrote that it had literally changed her life, in terms of her life course and what she wanted to do with her life and what she felt was important. All of them said that it had given them a far wider understanding of what prisoners face, our prisoner system, and how they could be a part of the narrative of change.

How do you hope for the project to expand?

We are currently refining it to make it scalable in the schools. What we are working on now, is that we are talking of a West London partnership with a number of schools. We have also been talking to some of our partner state schools at the moment to see whether or not it is something that we could run with them. Ultimately, we would like to work with more and more schools in London. However, it is a cost and we do have to cover expenses and the charity has to make sure that they are not going to lose out from it. For us, if we can support schools, or encourage independent schools to participate in the project and support their partner schools, that is our longer term hope. What do you think could be done in the UK to further improve the lives of those who have previously been incarcerated?

I think that whilst people are in prison, they need absolute support to prepare for the release and access to health services and support to prepare for when they come out. They need access to proper training and jobs when they come out. We need to address the causes of crime as well, that is a huge, huge part of it. It is a massive question and it is a situation that we don’t want to shy away from. We need to work harder to prevent people

Alternatively, how have these discussions impacted the ex-offenders? What do you think they have taken from this experience?

It was really important to us that they took something from this too. We could see quite clearly what students and teachers would be able to take from this experience. We didn’t want to embark on this unless it was a two-way process, and they felt that they were empowered by what they were doing. They would say that by telling these stories, they are empowered to change their own narrative. Part of changing this narrative is being able to talk through your own narrative and sharing those experiences.

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Life lessons

from having to enter the prison system. There is a prison in Norway called Halden Prison. Its focus lies on the rehabilitation of inmates and has operated since 2010. The recidivism rates for prisoners who went there are significantly lower (20% after five years) than those who go to a regular prison (76.6% in the US). However, the costs of building such a prison are significantly higher. It cost 1.5 billion Norwegian kroner (£138 million) to build this prison. Do you think that it is worth the extra cost, given the successes of the design?

In Norway, they spend two years training a prison officer. In this country, basic training takes 8 weeks, that is a major difference. They don’t just invest in the building, but they invest in the people working in the building and how they relate to those who were incarcerated, helping them to transition into society in an effective

way. We need to invest in these people, we need to invest into community work. This enables a change before they end up in prison. But, one of the things that ReMAKE taught us as a school, is that once they enter prison, the punishment should be the sentence. People enter prison, then they start rehabilitation. The punishment should not be about how long you have got in prison. The punishment is that you have been sentenced and that you have lost your liberty. Once you enter prison, it is all about rehabilitation and being able to move out and becoming members of society who can give back to society. We would like to thank Deputy Head Ms. Josephine Lane, St. Paul’s Girls’, for giving up her time to speak to us. CLICK HERE TO LISTEN TO THE PODCAST www.spgs.org www.project-remake.org.uk

Whole School Open Day Saturday 24 September 2022 Sixth Form Open Evening Tuesday 4 October 2022 Scholarships and Bursaries available at 11+ and 16+ To find out more, visit www.stdunstans.org.uk or email admissions@stdunstans.org.uk 020 8516 7200 Stanstead Road, London SE6 4TY


Senior School & Sixth Form

Be inspired Be brilliant Be you Saturday Group Visits available To book your place contact Admissions@lancing.org.uk

Registered Charity Number 1076483


EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST INTERVIEW WITH HEADMISTRESS

Miss Joanne Croft RYE ST ANTONY SCHOOL, OXFORD

KEY TOPICS: Rye St Antony’s ethos What is ‘The Rye Way’? Being apart of the Girls on Board approach Boarding options Supporting the students’ academic, physical and emotional wellbeing SEN and bursaries The school’s Oxford location

Could you tell me a bit about the school’s ethos and how you achieve it?

I am thrilled to be able to talk about Rye because it is a real hidden gem in Oxford. It is a small place, although 12 acres, hidden away, but is a fantastic school that has been there for 90 years. The school is focused on the individual child and that is why we chose to be small. It is a choice that we make. Our school is all about empowering the child to be the best version of themselves. It is about giving the child space to learn and love learning. It is about giving the child space to find their own talents, their own individual

skills that they are good at. It is a place where they learn how to become global citizens, and that is so exciting for the future. The thing that underpins all that we do is our Catholic ethos. We are a community of respect. We show each other dignity and tolerance at all times. The school particularly emphasises its ‘Rye Way’. Can you explain to me what this means for both teachers and students?

Yes. The Rye Way is a phrase that we coined two years ago along with something else that we were doing. It’s all about ambition. We were taking a look at the school,

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coming up to our 90th birthday, celebrating the 90 years of Rye. We thought, where do we see ourselves and where do we see the school? What do our pupils need? They need a first-rate education at all costs. That means that they should be challenged. They should be challenged, pushed, and challenged to think and be curious in their learning. The Rye Way is all about the way in which we teach. It’s about making sure that we go over things, and that we challenge them, remind them. We get them to ask questions about our curriculum. We now ask lots of questions. We want children to be questioning what they are


Rye St Antony, Oxford

learning and asking questions for the next step. Curiosity is at the heart of everything. For our students, it allows for them to see the passion of their teachers in their specific subjects. It’s not just about the GCSE specification, it’s the rest of that subject as well, which is actually really important. It is the rest of it that sparks the passion for future study. In what ways do you think Rye stands out amongst the other schools in Oxford? What makes you unique?

As a school, we have been renowned for our excellent pastoral care. What we do alongside that is making sure that students have the academic opportunity too, and that is what is different. There are lots of hot houses in Oxford, it is known as a hot house city if you think about the University and the reputation that it has. Our school combines the two very well. We believe that children will do well academically if they are nurtured and supported. So, we have coined the phrase, ‘Be Well, Do Well’. Being well is all about mindfulness and wellbeing through sport, nutrition, having space to grow and develop. Does the school have a strong SENCo department to provide for children with additional learning needs?

Yes, we have a very strong

SENCo department and learning support department. These staff can work on an individual basis with children, or perhaps who oversee the individual education plan for children who are not having individual support outside lessons, but need individual support within a lesson. That could be through the class teacher themselves. We make sure that we have a really good communication and that we know the child’s learning journey. We learn what they like and what suits their learning, we review that all the time. The SENCo department is really important for the future. They help the children to embrace new ways of thinking. The use of technology for translation, scribing, it’s so many different things, and is

“Our school is all about empowering the child to be the best version of themselves. It is about giving the child space to learn and love learning. It is about giving the child space to find their own talents, their own individual skills that they are good at.”

about being open for the future, it’s about embracing things as they come along, that is super important. Alongside SEN is a strong team of G&T, which is really important, as some children who are dyslexic can also be the most able children. Giving them that support and that stretch can be crucial. You do offer bursaries, how does a family apply for this if it is something that they are interested in?

We offer means tested bursaries for anyone who wishes to apply from senior school upwards. The thing about bursaries is that they are completely confidential. It is really important that parents know that. We do all that we can to make sure that this is a confidential process. We don’t want parents to be too embarrassed to apply. We would like to thank Headmistress Miss Joanne Croft, Rye St Antony School, for giving up time to speak to us. CLICK HERE TO LISTEN TO THE PODCAST www.ryestantony.co.uk

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EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST INTERVIEW WITH AUTHOR

Elizabeth Laird write the book until the late 80s, when I watched Kurdish people return to their villages after Saddam Hussein had taken them to concentration camps. It was very moving. Upon my return to London, I interviewed Iraq refugees to get their stories. I always feel that with books like that, I have witnessed some of the greatest stories of our time. During the 1990s you travelled round Ethiopia collecting folk stories from traditional storytellers, and the British Council produced them in a series of readers for Ethiopian schools. A selection for a wider audience was published as When The World Began: Stories Collected in Ethiopia (2000). Do you want to tell us a little more about this?

Elizabeth Laird talks to us about her longstanding career as an author and the personal experiences that have led to her writing about topical issues related to refugees, plastic pollution and the inspiration for her latest book… You have written many books that are realistic and explore contemporary events, such as war, homelessness and the experience of refugees. You have lived and worked in many countries including Malaysia, Ethiopia, India, Iraq, Lebanon, and Austria. How do you feel this has impacted your writing?

It has been completely seminal to my writing. The first novel I wrote set in a foreign country was Kiss The Dust, which was set in Iraq, just after we’d visited Iraq-Kurdistan in the 1970s, although I didn’t 50 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 2

I lived in Ethiopia. I taught there back in the 1960s; I’m terribly old. I loved the country, and travelled very widely. When I returned, I was entranced all over again. I met the chancellor of the British Council in Addis Ababa, and I suggested to him that it would be great to get stories and produce readers. He enthusiastically took me up on this and provided translators and transport. I went back there five times and took five month long journeys to the farthest corners of Ethiopia collecting stories from farmers, prisoners in a prison and even, in Gonda, herdsmen in the desert areas. They were incredible journeys and I collected these wonderful folk stories. I have written a book about those journeys, but it’s one for grown-ups. It’s called Lure of the Honeybird. What was so exciting for me, was that I might be sitting in a village (in the middle of nowhere) and somebody will be telling me a story, I could talk about this forever but I won’t, and it would start with people who had thrown leaves into a lake to stun the fish to catch them, and the water parted from the left and the right, and they walked in. I thought, TURN TO P53 to hear about the Ukraine School


Elizabeth Laird (author)

‘Where have I heard that before?’ Hold on a minute, Moses and the Red Sea. There are resonances all the time with the Bible, the Quran, Aesop’s Fables, and I realised that the stories I was collecting in Ethiopia were extremely ancient and fascinating. You have written many books, and I know that they are very popular amongst the children we work with. Were these stories based on events that you experienced and witnessed?

They are based on experiences. I think that that is true of all writers, no matter what they are writing, even if it is fantasy. Red Sky in the Morning was about my little brother, he had a very great disability, and the others came from experiences my children had. The ones I wrote abroad, such as The Garbage King, which was written in Ethiopia, I got to know a gang of street boys partly through the folk stories, because I was asked to go and work with a gang of street kids. They told me their own stories, it took days, they poured out their own stories and I put them together in The Garbage King. In Orange is a No-Man’s Land, my husband and I were living in Beirut during the Civil War. There were bullet holes all along the wardrobe and we were on the green line, which was along the border, and I wrote that book there, which really came out of my experience. I would stand on my balcony, look down, and watch what was happening and take cover when necessary. We’d go through checkpoints with a baby and a pushchair and the soldiers would take him out and play with him. Welcome to Nowhere is more recent, from when I went to Jordan to work in Syrian refugee camps to teach English and storytelling to teachers. I talked to many, many people and they all told me their stories. Whenever I write something that is not about a white person living in Britain, I have to do meticulous research because, you know, who do I think I am to be taking on the voice of a boy on a street in Ethiopia, or a Palestinian kid, or a child from Syria? I am walking on thin ice, and I know that, so I don’t take that job very lightly. I really do research, I talk to people, I read, I listen, I wait, and sometimes I talk with an author from that culture. How do you think the books have impacted the children that have read them? Do they ever write to you?

They do, a bit. I think that it is important what children read. Some people say it doesn’t matter what they read as long as they are reading. Well… up to a point. You don’t say: “It doesn’t matter what

“I do think that what children read does have an impact on them actually, and I think it’s quite important that they read books which stimulate their imaginations and encourage empathy.” children eat as long as they are eating.” They can’t just eat chocolate. I think it’s great that children are reading funny books, that’s great. But, I think that when children get gripped by a story and they cry and they feel it. A child once wrote to me after reading Red Sky in the Morning, and she said: “I want to spend my life doing something good.” I think that what children read can really make a difference. When I was a kid in the 1940s and 50s, I’m going to be eighty next year, there was Little Women, Narnia, Heidi, there was almost nothing. I do think that what children read does have an impact on them actually, and I think it’s quite important that they read books which stimulate their imaginations and encourage empathy. Crusade (2007) was shortlisted for the 2007 Costa Children’s Book Award and The Fastest Boy in the World (2014) was shortlisted for the Carnegie Medal in 2015 – how did this make you feel? These are great achievements.

Absolutely fantastic. We don’t have a career structure when we are writers. You don’t get promoted. But, every now and then, if you are lucky, you get an award. It has this boosting effect. You don’t get any more money, but you do feel very boosted.

More recently, you have also written on environmental issues. Your novel Song of the Dolphin Boy (2018) concerns the impact on dolphins from plastic rubbish in the ocean off the coast of Scotland. This is a very timely and topical issue. How do you think it has helped address the issues related to pollution and the broader issues we now face regarding the planet and climate change?

It’s the big thing. It’s the big, big elephant in the room. We have all got to talk about it. With children, I think that it is terribly important that you give them a chance to think: “Oh, I could do that! That

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»


Writing about war

is something I could do! I could object to balloon release, as the rubber can be eaten by whales and hurt the animals in the ocean.” Apparently, Greta Thunberg was a very difficult child, but once she found something that she could do, she became a very much more cheerful person. Children are very depressed about the climate, worryingly so actually. I think that it is important to give them something to do and a role model of children who take action in a nice way. My final question. Many children love your books, I’m sure reading your books allows them to learn more about the world. What advice would you have for children who want to go on to write in the future?

I have three pieces of advice that I always give children. Number one, is to read. Read everything you can possibly read. Second, write. I have written a diary since I was twelve, it’s important to keep your hand in. Write anything you can. The third one is to live. Do things. Don’t get on your phone all the time. Don’t waste time on social media.

This is not life experience. If you want to write, you have to experience life and explore your feelings in a good way. Do sports, have clubs, have hobbies. Experience real things. Sometimes you are in a field with a bull and you have to run away from it. Children will have an experience that they will have to write down. Read, Write and Live! We would like to thank Elizabeth Laird for giving up her time to speak to us. CLICK HERE TO LISTEN TO THE PODCAST To buy Elizabeth’s new book The Misunderstandings of Charity Brown (released on the 7th July 2022), click here: www.panmacmillan.com/authors/elizabeth-laird/themisunderstandings-of-charity-brown/9781529075632

AN EDUCATION FOR LIFE Wetherby Senior School provides an outstanding, well-rounded and progressive education for boys aged 11-18 in the heart of London. Our Visitor Mornings run throughout the year and our next Open Day is on Saturday 1st October.

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100 Marylebone Lane, London W1U 2QU the Gold Standard in education

@WetherbySenior


UKRAINE SCHOOL

Education for Ukrainian refugees How the online Ukraine School ensures “no child is left behind” I was in Dubai when the Russian invasion of Ukraine happened. I own a development company there and have teams of people I have worked with in Ukraine for the past fifteen years, and who I deeply care about. So, I flew up to Bucharest to see how we could help. Apart from the obvious of renting hotel rooms and sending food trucks to the borders, I was trying to think how we could help daily. It was a 4am in the morning idea when I thought, if we use our eSchools platform, that operates in 1100 schools in the UK and Ireland, and reskin it as a Virtual School to connect children and their parents displaced by the war with their activities, teams at eSchools have worked teachers, then we calendar, for the past few weeks getting it could educate them blogs, projects ready to go to market. We started remotely in their and class to sign off our first schools two own language and discussions. weeks ago. The response has been connect them back It allows them pretty incredible. We’re signing up to their school in their to connect with schools from Mexico to Finland. school’s language. other Ukrainian Everywhere refugees are landing. Here in the UK, children are students and new friends Ukraine School is free of charge entering schools with no English. to start building their own safe so there’s no cost to the student, Ukraine School is available in 50 community. parent, or school. I hope we can languages so a child can work in Our motto at eSchools is help in our own small way through their language and then convert it that “no child is left behind,” so education. to English for teachers to engage. Ukraine School can assist across It’s wonderful to see Ukrainian We manage their homework, Europe as well. Teachers can mail people on the platform and using us at hello@ it daily. It’s hard to comprehend ukraineschool. what’s happened to them in com and we’ll the past few weeks, so we’ll do add their new whatever we can to help them get pupils. Parents through it and set up a new life can download here in the UK. I think everyone the eSchools wants to help, we just have to App, click on provide the correct solutions to let Ukraine School, them assist. and that will BRENDAN MORRISSEY, connect them Tech entrepreneur and Founder of with their Ukraine School child’s school. Our amazing www.ukraineschool.com EDUCATION CHOICES MAGAZINE | S UM M ER 2022 | 53


SENIOR SCHOOL NEWS

Baroness Benjamin inspires students! A very special guest visit Baroness Floella Benjamin blazed onto the stage at Churcher’s College to give the 2022 ‘Grill Lecture’ on the evening of the 12th May. She delivered an impassioned and moving story of ‘Coming to England’ from Trinidad as a child, and her continuing journey that has led her from children’s television, all the way to the House of Lords. There were tears, laughter and more than one song, with the Baroness holding the audience captivated with her warmth and generosity of

spirit. For those who were her ‘Playschool babies’ there was the added delight of a surprise appearance from none other than Humpty and Jemima! Earlier in the evening she met with around twenty of Religion and Philosophy students, along with the eponymous Judy Grill, former Head of R&P at Churcher’s, in the Garden Room. Regaling them with tales of her own experiences, she was generous with her

time, hugging, encouraging and championing the students; all left feeling uplifted and enthused. The same was certainly true of the audience who gave her a standing ovation after a moving and powerful rendition of ‘Smile’; Baroness Benjamin made reference to Charlie Chaplin who wrote the original instrumental version of the song, and his experiences with being marginalised as part of the traveller community. Many of the parents, students and staff stayed after the speech for their own time with Floella, as well as photos with the much-loved, and well-preserved, Playschool toys. Among her pearls of infinite wisdom were her ‘Three C’s’: Consideration for others, Contentment with your ‘lot’, and the Confidence to follow your dreams. All this, she told the students, needs to be wrapped up in Courage. It was an inspirational evening and one which has left the school buzzing. One of the students simply said: “Amazing, amazing, amazing!” The Education Choices team were honoured to be invited. www.churcherscollege.com

Summer Open Day Saturday 2 July 2022 10am – 2pm Please visit the website to book your space

ChurchersCollege.com


STEM/SUSTAINABILITY

Soroptimist STEM Challenge 2022 Encouraging female involvement in STEM In the Christmas Term, we decided to enter the Bournemouth Soroptimist STEM Challenge. The challenge was to create something that could be used to help people in LECs improve their daily lives. We wanted ours to be environmentally friendly, cheap, efficient, however also create jobs and economic progress in areas where it is needed most. We created a system that would automatically water plants that had been planted for reforestation in the rainforests. Our system was solar powered, therefore sustainable, and had different methods for

watering plants based on sunlight, time, and how moist the soil was. It would need people to help run it, which filled our criteria for creating jobs. We then had to present our project to a team of judges and parents. We spent the night talking to the judges about our project, and we also had a tour of Bournemouth University. At the end of the night, we were thrilled to find out we had won! This project really helped us to realize how important it is to have female representation in areas such as STEM, and how important STEM is to our everyday lives. We really enjoyed meeting the leaders of the female STEM field, and it definitely inspired us to continue to pursue our passions in STEM. To anyone wanting to get involved in projects such as this, we would highly encourage them. It taught us not only skills in STEM and public speaking, but also how to work in a team, how to problem-solve, and most importantly, we really enjoyed it! ZOE AND CLEMENTINE, students at Canford School www.canford.com

Creating a Green School St Dunstan’s College looks to a sustainable future St Dunstan’s College, Catford, south London, is passionate about creating a sustainable future. The College’s Environmental Policy focuses on three overarching strategies: 1. To reduce the negative impact that our estates and facilities have on the environment. 2. To significantly reduce our carbon footprint, as part of our journey to becoming carbon neutral. 3. To educate ourselves and others on sustainability through effective collaboration, communication, and curriculum content. This year, St Dunstan’s extensive planting programme has come into action, which included a number of ‘pollutant capturing’ trees that have been planted alongside the South Circular perimeter and a number of

wild-flower areas including outside the Wellness Centre – St Dunstan’s dedicated hub of student wellbeing. The estates team have also left ‘wild’ sections of the College grounds to grow and attract biodiversity, wherever they can. The team also created a new and improved cycle park, in a secure area at the front of the College, to encourage families to leave their cars at home, wherever possible. The College also marked the Queen’s Platinum Jubilee with the planting of more than 70 trees across the school’s two sites. The Sustainability Committee, a group of students, staff and parents, continued to focus on air quality improving projects and time spent travelling to and from school. Opening up pedestrian access routes on the east and west sides of the College site have been scheduled into the school’s programme of works, starting with

access via a new entrance located closer to transport links to the College site. Most recently, the College also marked Sustainability Week. Throughout the week students took part in an exciting programme of events, ranging from student led assemblies, to pop-up sustainable food taster bars. The College invited external speakers into College to discuss the impact our diet has on our carbon footprint. Students learnt about a range of sustainable future foods and held form-time activities, discussing why it is essential we get involved and why we should take action to influence others on their opinions about climate change. www.stdunstans.org.uk

EDUCATION CHOICES MAGAZINE | S UM M ER 2022 | 55


EQUALITY, INCLUSION AND DIVERSITY

Early in 2021 students from schools and universities across Britain shared shocking testimonies of peer-on-peer abuse in education. In response to this, King’s and Wimbledon High School jointly set up The Wimbledon Charter to review systems, education and culture, with the aim of setting out how to move forward positively and to continuously improve within this area. This pupil-led initiative has already seen both schools sharing best practice; collaborating on the coordination of PSHE and RSE; working with parents on the broader contextual and societal issues facing schools, young people and parents; and will regularly host academic and social partnerships. We hope that this partnership will continue to Working towards a united community grow and broaden its scope. King’s is committed to exploring including alumni and Alongside all this, how the school can do more to parents. King’s holds regular support and listen to all pupils As part of talks, workshops to ensure equality within our this work, and assemblies community. departments on EDI topics in King’s fosters an ethos of have been order to ensure social awareness and respect encouraged to that inclusivity for difference, and aims to look at their is a central part be a diverse and equitable curricula to of daily life at environment where all staff and consider how the school, and pupils feel like they belong, and our teaching at the heart of all Professor David Olusoga OBE where all members of our school can act as a that we do. We have stand up to discrimination. window into new recently welcomed Spearheaded by our Director perspectives as well various speakers including of Equality, Diversity and as a mirror in which students Professor David Olusoga OBE, Inclusivity (EDI), appointed in recognise themselves. Beyond the who spoke on the importance April 2021, we have developed classroom, a number of working of knowing our history and a comprehensive EDI action parties are being established some of the forgotten voices plan which spans all areas of following the work of an initial that have shaped our country; school life. The plan builds upon EDI group composed of teaching Peter Tatchell who detailed the all our work around support and support staff, current evolution of human rights in and visibility and considers EDI students, alumni and governors the UK and LGBT+ history; and in relation to staff and student and which focuses specifically on Catherine Johnson who discussed experience, the governing body the experience of Black students, her life experience as a Black and the wider school community sexuality, gender, and other races. author and ethnic minorities representation in history and literature. “King’s and Wimbledon High School have done a fantastic job in

Equality & Inclusivity at King’s College Wimbledon

making actual change. I am delighted that I was able to be a part of this crucial collaboration, which I do believe will positively impact not only my year, but also the generations to come.” King’s pupil, Jan 2022 The Wimbledon Charter

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READ MORE on Equality, Diversity & Inclusivity at King’s on our website: www.kcs.org.uk


ACCOMMODATING REFUGEES

Refugees in education What is King’s doing to help? We reached out to the King’s community to see what assistance we could offer in the short and long term. We were able to immediately hold collections and were overwhelmed with the response. Due to our contacts, we were able to safely transport supplies directly into Ukraine and Poland. Our long term plans will see us welcoming Ukrainian pupils to King’s via two different pathways: Pupils who are able to access our curriculum will be integrated as pupils on bursaries across the different age cohorts. Pupils who need help developing their English language skills to access education in an English school setting will be welcomed into our temporary English Language school during the summer term. The school would consist of English

language sessions, co-curricular activities and opportunities for social engagement. www.kcs.org.uk

“An inclusive, vibrant and friendly school.” KING’S MIDDLE SCHOOL PUPIL

AN IB AND A LEVEL SCHOOL · SW19 4TT · BOYS 7-18 · GIRLS 16-18 · 020 8255 5300 · kcs.org.uk


INTERNATIONAL BACCALAUREATE NEWS

International Baccalaureate a 21st Century Education What you need to know about the IB What is education for? Many will recall their school days working towards GCSEs (or O Levels) before going on to select a narrow range of 3 subjects for their A Levels. The system was established in the 1950s and has endured through the decades for those seeking university entrance before embarking upon a career. Yet in 21st century society, many would challenge this system as a valid route to prepare young people for their future lives. They seek not only knowledge, but also broader skills for study and beyond, helping young people grow as

learners, as people, and genuinely as citizens of the world they are entering. Founded later than A Levels, the International Baccalaureate (IB) has long existed to broaden young people’s horizons. The IB Diploma Programme (DP) is aimed specifically at pupils in the Sixth Form. It offers a broader, holistic approach where rigour is combined with breadth, and pupils are challenged to develop both academically and personally. What does the IB Diploma entail?

Inspired by other leading

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education systems globally, the IB upholds the need to provide rigorous subject content, and akin to A Levels, pupils must study three subjects to the DP equivalent, ‘Higher Level’. Yet the programme is designed as a package, and pupils enrich their favourite subjects here by undertaking an additional three ‘Standard Level’ subjects. The idea is to diversify pupils’ experiences and abilities in ways even the best A Level programme might struggle to achieve. The DP, however, reaches further than the confines of the classroom, challenging learners


to make connections with the world beyond the prescribed syllabus content, though a ‘core’ programme which is common to all – namely, the Extended Essay, Theory of Knowledge, and CAS (Creativity, Action, Service). With university preparation in mind, all students learn to write a university-style ‘Extended Essay’ under the guidance of a school supervisor. The essay enables pupils to indulge in a topic of personal interest arising from their studies and to explore that topic in depth. This culminates in a substantial piece of research undertaken in their school environment, developing confidence in skills required at university even before they enrol. Additionally, pupils come to understand that knowledge can – and should – be questioned! The ‘Theory of Knowledge’ course leads pupils to recognise that even what they learn in school might, in the end, not be beyond doubt - let alone information they receive from the so-called ‘information society’ of today! Pupils are taught to evaluate sources of knowledge and to be aware of the strengths and limitations of that information. With connections expected to be made between Theory of Knowledge and pupils’ individual subject areas, critical thinking is truly engrained in programme design. Finally, all pupils are reminded of the need to balance their studies with other interests. In order to pass their Diploma, IB students must demonstrate completion of a meaningful ‘Creativity, Action and Service’ (CAS) programme, underpinned by similar values to the muchrespected Duke of Edinburgh Award, so familiar to many today. Pupils may not be conscious of it, but their involvement in this programme can lead to life

lessons which will serve them well into their future careers, whilst ensuring they maintain a balance between life and study through their course. So what’s so good about it?

Any adult knows that ‘life’ requires more than a certificate of knowledge and understanding. A doctor must not only be a good scientist but also a communicator, who is able to empathise with others; a lawyer may need to understand key scientific or mathematical concepts as well as to listen and express themselves effectively; a designer needs to understand their client and the context they work in; a software developer needs an appreciation of the aesthetic as well as the mathematical. Such skills are often integral to IB courses, where inquiry, communication and application of knowledge and theory in realistic contexts are required, guided by the attributes that make up a recognised IB ‘learner profile’. The programme is also structured to help pupils overcome barriers through a requirement to follow that wider range of subjects. Pupils may start their courses worried about their ability to write and communicate, to interpret numbers, or to speak another language, but these skills are developed as they progress through their diploma. Pupils doubting certain abilities aged 16 can overcome those worries two years later, opening doors and opportunities that might otherwise have remained firmly shut, and growing in confidence along the way. The IB Diploma programme challenges young people to develop not only academically, but also as people. Learners acquire life skills which are valid

at university, the workplace and beyond. Time-management and independence grows as pupils progress through the programme, whilst a further bonus is the international mindedness inherent within the IB Diploma – learners genuinely can use their courses to find opportunities which they may never have believed possible! What do universities think about it?

As a long-standing university entrance programme, the IB Diploma is warmly welcomed both in the UK and internationally, with IB entrance requirements for individual courses available on all good university admissions web pages. This is not surprising. When pupils arrive at university from the Diploma Programme, they bring with them experience in research, inquiry, and critical thinking. They will have completed a genuine university style research exercise under the guidance of a supervising teacher, as well as learning to think critically. Studies have shown they are even more likely to enrol in a top university or achieve a first-class honours degree than A Level counterparts! How do I find a school that offers IB?

There are schools offering IB in all parts of the UK – and of course worldwide. These schools share the vision that education should be more than an exam system, and the belief that learners can, and should, aspire to more than they themselves sometimes believe possible. The first step (unsurprisingly to an IB learner) is to inquire. MR A BAYNES, IB Coordinator, King Edward’s Witley www.kesw.org

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NAVIGATING SCHOOL AND UNIVERSITY

My reflections on applying to university amidst a pandemic Developing resilience and determination As the daughter of Kurdish immigrant parents, I grew up watching my mother and father navigate a system of education unfamiliar to them. In this way, my academic development was different to most of my peers, as both my parents and I often navigated each stage of the system for the first time together. Although both my parents studied higher education in England, neither of them knew the workings of secondary education or the university application process well enough to advise me in the same way others may have been (as the system substantially differed from the baccalaureate system they grew up with in the Middle East). Therefore, at eighteen years old, plodding through the final motions of A Levels, the higher education application process was new

terrain for all of us. This coupled with the effects of Covid made for a turbulent and challenging reckoning with the systems we were already grappling to understand. It’s hard to forget how the pandemic shook the roots of ordinary living for all. The effects of the exam cancellations completely overturned the realities of transitioning to higher education for all A Level students, particularly state school students, such as me. The government U-turn on the grading crisis allowed CAG’s (Centre Assessed Grades) to substitute what would have been our exam results; a process that could not cater to a plethora of circumstantial influences, in which many deserving and capable students were affected. As a result, I found I had lost all my university

places, my grades had dropped from A*AA predictions to ACC. I had to choose between going through ‘Clearing’ or sitting the ‘Autumn Examinations’. Students who felt unrepresented by their CAG’s had approximately seven weeks to study for the final A Level papers they would have sat if not for Covid. Then ensued seven arduous weeks to reclaim the reality of my future. To this day, I reflect on that period as one of unanticipated, but very necessary, transformation on every level: mentally and physically. A change that compelled me to realise the extent of the restraints state schools face in the support they can provide for students, especially those of minority backgrounds, such as myself, who contend with numerous added layers of cultural factors. Despite this, I achieved the grades I needed, took a year out to reapply for university, and accepted an offer to study at UCL. I am now completing my first year. I look forward to pursuing my academic career and intend to eventually obtain a PhD - all the while remembering the sacrifices my family made to get me here. I feel there is much that can still be done to support families and children with minority backgrounds - both to enable them to access all the opportunities available and to include them in future conversations and actions as the systems in place develop. LAVIN OUSI, student at University College London www.ucl.ac.uk

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SPRINGBOARD

Royal National Children’s SpringBoard Foundation A network changing the face of aspiration through education Royal National Children’s SpringBoard Foundation (RNCSF) is a charity promoting social mobility through widening access to “110%” bursaries available at boarding and independent day schools. We work with independent schools and state boarding schools to target bursary schemes for young people who either currently, or have been, looked after in the care system; are vulnerable and on the ‘edge of care’ due to difficult home lives; or are from areas with high levels of social deprivation. Through our network of partnerships with local organisations in areas where there is poor educational

provision, and who know families facing precarious situations, we help schools to ensure that their bursary opportunities are going to young people who would otherwise face a very different life path. We are proud of the number of partnerships and relationships that we have developed over the years to provide schools with the assurance that, by offering a bursary place to

a ‘SpringBoarder’, they are targeting those opportunities for those who most need access to them. But moreso, that collective force is developing into a powerful movement of role models for future generations. With ‘SpringBoarders’ now working as teachers, civil servants, doctors, lawyers and campaigners we are working with them to harness their power as role models affecting the landscape of social mobility in the UK for the better. As a national network of RNCSF accredited schools, we can ensure that individual schools’ bursary schemes are connected, with ‘SpringBoarders’ part of a broader community of others sharing similar experiences, which is incredibly important to their wellbeing and sense of belonging. We also provide a bespoke alumni offering to help ensure that schools can feel confident that their bursary award holders can continue to access the support they need to aim high and thrive in their lives beyond school. royalspringboard.org.uk/about-us

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SPRINGBOARD

Thinking ahead How can Springboard help secure you a job? Have you thought about your next steps after you leave school or college? Consider a career in hospitality, leisure and tourism: whatever your hobbies or life ambitions, you’ll find a job that’s suited to your personality and lifestyle! The UK has the most diverse hospitality businesses in the world. The hospitality industry is vital to our economy, so much so that it’s estimated that a quarter of all new jobs within the next seven years will come from the industry, which is currently growing and ready to take in new talent. Some of the great benefits of working in Hospitality include: F lexible working hours V aried and interesting work

H aving the chance to work with and around people F ast career development into supervisory and management positions T he skills you gain in hospitality could take you around the world Hospitality is a hugely varied industry with lots of opportunities for you to develop your skills and build a career. CareerScope, the support hub for the hospitality industry, has a hub dedicated to school and college leavers. Visit here: https:// careerscope.uk.net/schoolleavers-support/ to get access to free training via Springboard, help with building your CV, writing cover letters and applying for jobs.

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Springboard can provide you with advice and interview practice, as well as putting you in touch with employers. Hospitality Apprenticeships can lead to a meaningful and exciting career in this fast-paced and rewarding environment. Completing an apprenticeship will give you a job with training, meaning that you can earn while you learn and gain a nationallyrecognised qualification, enhancing your career and earning prospects. Find out more about Hospitality Apprenticeships and apply for one near you, here: https://careerscope.uk.net/training/ hospitality-apprenticeships/ www.springboard.uk.net


TOP TIPS FOR FRESHERS

Fresh or Frightened? Advice for freshers Ah, the thrill of freedom! A fresh start. New friends. No parents. No rules. No one will shout at you if the dishes aren’t washed. Could it get any better than this? We are all told that university is going to be one of the most exciting times of our lives. However, such expectations can also add an element of pressure to the up-and-coming months, especially the famous “Freshers Week”. University is a big jump from school, and I’m sure that many of you will find yourself feeling increasingly nervous before term starts (I certainly did). But have no fear! I have made a list of top tips to help you make the most out of your first year. 1. Be Social

In the age of the internet, socialising appears to have become a more challenging skill, especially when we all have a phone we can hide behind. However, I cannot stress enough the importance of putting yourself out there. Yes, it will feel awkward and uncomfortable. However, the more you talk to people, the easier it will become. REMEMBER: They will be feeling just as nervous as you.

o to events (you’ll find G them on your university’s website). I nvite people out for a coffee, lunch or dinner. xperiment: Go to events for E things that you don’t know much about. You never know, you could discover a new talent you didn’t know you had! oin at least one society. Go on, J it’ll be fun (I promise). Pitch Perfect who? REMEMBER: Don’t let yourself be pressured into doing something that you don’t want to do. You don’t have to drink to fit in. BE YOURSELF. 2. Diary/Calendar

You will likely find yourself being bombarded with emails of numerous events throughout the year. To ensure you don’t get overwhelmed, I recommend that you get a diary in which you can note down all the important dates and remain organised! 3. Job

For work opportunities I recommend talking to your university. The vast majority have excellent teams who can help you find a placement somewhere throughout the year. Access to this can be found on their websites. or those in smaller F towns, I recommend looking earlier rather than later. This will ensure that all the good jobs don’t go! 4. Food

Not only are group

meals more social and fun, but they are also a brilliant way of cost cutting! Sit with your flat mates and plan meals that can work for all of you. Spaghetti, anyone? 5. Days off

Whilst university can be very exciting, it is also exhausting. You will likely be hit by a wave of “freshers flu” at some point or another, so be prepared (arm yourself with tissues and Lemsip). To ensure you don’t burn out within your first week of university, set yourself days of rest. Sleep in, chill in your room, go for a walk, watch Netflix. We all have different limits, respect your own and others. REMEMBER: You have a whole three years (minimum) to socialise, have fun and make friends. The people you meet in your first week may not turn out to be your next BFFs, but that’s okay. You have plenty of time! I hope that you find these tips helpful. If you ever need to chat, you can email me: info@educationchoicesmagazine.com ELLA MARIA, student at University College London TURN TO PAGES 76- 82 to read about London universities

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UNIVERSITY CHOICES

Why go to the University of Bristol? Not just a place to study, but to explore… The University of Bristol is an inspiring place to study for so many reasons, ranging from the intelligence and passion of the lecturers to the strong sense of a student community. The quality of the courses on offer is particularly notable, as well as the campus and facilities that provide a welcoming environment. With new renovations being recently completed, this standard will be even higher. The people that you will talk to will expand your

awareness of different opinions and perspectives, something that is so valuable to have in daily life. I met some of the most interesting and engaging people I have ever encountered during my time at the University of Bristol, and I owe a lot of my development as a person to this. Additionally, whatever your interests may be, there’ll be people who share it. The same goes for the city itself. As someone who likes music, art, fashion, going out, literature, and sport, amongst other things, Bristol was the perfect city. Having said this, I know that the city offered so much more to such a wide variety of people. You’re never more than a short walk away from something of interest, or nature for that matter. It’s a beautiful city to be in, especially in the summer, and you’ll come back with too many sunset pictures to count. It’s a town with so much to do that I regret not having more time to explore. Having spent three years as an undergraduate at the University of Bristol, I look back on my time there with the only sadness that it came to an end. ADAM RICH, University of Bristol BA English graduate 2021 www.bristol.ac.uk

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CHAMPIONING CULTURE

A new culture of belonging The University of Nottingham celebrates equality, diversity and inclusion

The University of Nottingham’s commitment to raising awareness of equality, diversity and inclusion, has been underscored by the arrival of a new Pro-ViceChancellor (PVC), Professor Katherine Linehan. Professor Linehan, who manages her own disability, namely sacral nerve damage resulting in chronic pain and mobility challenges and fibromyalgia, expresses that she is “passionate about everyone being able to bring their authentic self to work or study and to creating truly inclusive and diverse communities. In order to be seen as committed to my career, I hid my disability for

many years and over worked because I was a woman and a mother. I want to make sure this is not the experience of future generations and this aspiration was the driving force for me leaving my career in anatomy to focus on EDI. In my new role at Nottingham, I am endeavouring to create a permissive culture so we can learn about each other’s lived experiences, educate ourselves, celebrate diversity and difference and create a true sense of belonging for all.” Nottingham is also hosting its 2022 Diversity Festival, set to take place from Monday 13 to Friday 24 June, following the success of the inaugural

event last year, which aimed to embrace and celebrate difference with UK-based staff, students and alumni and enabled the university to shine a light on a wide range of challenging topics and areas that aren’t always highlighted by recognition months throughout the year. The two-week virtual festival attracted more than 5,000 people to view the University’s diversity festival web hub and more than 1,500 attendees at events. Events ranged from an interview with Gilles Peterson (BBC 6 music DJ) about diversity in music, performances from student musicians and keynote panel events on the impact of Covid-19 on minority groups, period poverty and caring for carers. This year’s event will offer in-person and virtual events including a launch video, stalls, performances, keynote and local events, free food sampling, music takeover and mix tapes and a ‘cultural exchange’ designed to engage and involve schools, faculties and departments locally to embrace and celebrate difference in their area. The event can be joined, virtually, outside the University by a global audience. Diversity Festival web hub. www.nottingham.ac.uk/ diversityfestival/diversity-festival.aspx www.nottingham.ac.uk

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SW LONDON SCHOOLS SPECIAL FEATURE MAINTAINED INDEPENDENT SCHOOL SCHOOL OPTIONS OPTIONS

Popular maintained schools choices for SW London parents PRIMARY SCHOOLS SCHOOL Albemarle Primary School Allfarthing School All Saints’ CofE Primary School Barnes Primary School Belleville Primary School Bishop Gilpin CofE Primary School Brandlehow Primary School Christ Church CofE Primary School Clapham Manor Primary School Henry Cavendish Primary School Honeywell Junior School Honeywell Infant School Merton Park Primary School Oratory Roman Catholic Primary School Our Lady Queen of Heaven RC School Pimlico Primary Swaffield School The Orchard School Wimbledon Chase Primary School Wimbledon Park Primary School Wyvil Primary School

HEADTEACHER Ms Mandy Kaur Mr James Heale Ms C Wood Ms Sue Jepson Ms Sarah Atherton, Ms Mary Lyne Latour Mr Matt Ball Ms E Loughnan Mrs Avis Hawkins Mr James Broad Mr Matthew Apsle Ms Jo Clarke Ms Jane Neal & Ms Fiona Arnold Mr Andrew Knox Mrs J Griffiths

WEBSITE www.albemarle.wandsworth.sch.uk www.allfarthing.org.uk www.allsaintsputney.org.uk www.barnesprimaryschool.co.uk www.belleville-school.org.uk/home/

LOCATION SW19 SW18 SW15 SW13 SW11

www.bishopgilpin.org www.brandlehowschool.org.uk www.ccht.rbkc.sch.uk www.claphammanor.lambeth.sch.uk www.henrycavendish.co.uk www.honeywelljuniorschool.co.uk www.honeywellinfantschool.co.uk

SW19 SW15 SW4 SW4 SW12 SW11 SW11

www.merton-park.org.uk www.oratory.rbkc.sch.uk

SW19 SW3

Mr Jeremy Tuke

www.ourladyqueenofheaven.wandsworth.sch.uk

SW19

Ms Pippa Hardwick Ms Julia Hamilton Mr Hoosen Randeree Mr Keith Ellis Mr Paul Lufkin Mr Andrew Terrey

www.pimlicoprimary.futureacademies.org www.swaffield.wandsworth.sch.uk www.orchardprimaryschool.com www.wimbledonchaseschool.co.uk www.wimbledonpark.merton.sch.uk www.wyvilschool.org.uk

SW1 SW18 SW2 SW19 SW19 SW8

HEADTEACHER Mr Douglas Mitchell Ms Bernadette Boyle

WEBSITE www.atacademy.org.uk www.btg.ac

LOCATION SW15 SW16

Mrs Mariella Ardron Mr Guy Maidment Ms Joanna Tarrant

www.chelsea-academy.org www.dunraven.org.uk www.elmcourt.lambeth.sch.uk

SW10 SW16 SW2

Ms Sally Brooks

www.fulhamcross.squarespace.com/

SW6

Mrs Cynthia Rickman Ms Paula Leigh Ms Elisabeth Stevenson Mr Dominic Malins

www.graveney.org www.harrisbattersea.org.uk www.ladymargaret.lbhf.sch.uk/ www.laretraite.co.uk

SW17 SW11 SW6 SW12

Mrs Sarah Santos

www.paddock.wandsworth.sch.uk

SW15

Mrs Alison Jerrard Ms Laura Howarth Dr T Papworth

www.ricardslodge.merton.sch.uk www.rutlish.merton.sch.uk www.stmlc.co.uk

SW19 SW20 SW3

Ms Susanne Staab Mr Daniel Wright

www.gch.org.uk SW1 ALL are rated ‘Outstanding’ by Ofsted. www.london-oratory.org SW6

SECONDARY SCHOOLS SCHOOL Ashcroft Technology School Bishop Thomas Grant Catholic Secondary School Chelsea Academy Dunraven School (ages 4-18 years) Elm Court School (Special school, ages 9-19 years) Fulham Cross Girls’ School and Language College Graveney School Harris Academy Lady Margaret School La Retraite Roman Catholic Girls’ School Paddock School (Special school, ages 4-19 years) Ricards Lodge High School Rutlish School Saint Thomas More Language College The Grey Coat Hospital The London Oratory School (ages 7-18 years)

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SW LONDON SCHOOLS SPECIAL FEATURE INDEPENDENT SCHOOL OPTIONS

EDUCATION CHOICES MAGAZINE RECOMMENDED SCHOOLS Broomwood Hall Lower School A co-ed pre-Prep school in SW London for ages 4-7, the first stage of an excellent all-through prep education to either 11 or 13 via sibling schools, Northcote Lodge & Broomwood Upper School, also part of the Dukes Education family. Modern innovative teaching delivers outstanding education that excites, stimulates and nurtures the whole child. Our five learning powers: curiosity, communication, confidence, independence and resilience, combined with our mastery approach and the “Yeti” who teaches us we may not be able to do something “yet”, creates happy, resilient children with the confidence and skills they need to succeed in the future. www.northwoodschools.com/broomwood-hall-lower-school/about-us/head-s-welcome

Broomwood Hall Upper School A prep school in SW London for girls aged 8-13. Academically ambitious, pastorally kind. Part of the Dukes Education family and sibling to Broomwood Hall Lower School and Northcote Lodge with whom we collaborate closely. Preparing for both 11+ and 13+ exits, offering an excellent and rounded education that nurtures and stretches in equal measure. Girls thrive in our busy yet friendly school which provides outstanding teaching that stimulates and develops individual strengths to prepare girls for entry to top secondary schools as well as for the wider world. Our mastery approach and innovative teaching coupled with an exciting enrichment programme result in happy, confident individuals who are well prepared for modern society and future success. Over 25% of leavers receive scholarships/awards at both London day and boarding schools. www.northwoodschools.com/broomwood-hall-upper-school/about-us/head-s-welcome

Cameron Vale School Nestled in the heart of Chelsea, Cameron Vale is one of the top independent prep schools in Central London - with the addition of The Chelsea Nursery we provide outstanding education for children aged 2-11 – accepting babies from 3 months (planned from Spring 2023). At Cameron Vale we are driven by the belief that ‘no one size fits all’, and we strive to know every child as an individual, enabling us to support them to develop their own unique gifts and talents, allowing every child to shine, whether it be excelling in the classroom, the sports field or the stage.www.cameronvaleschool.com

Dolphin School Dolphin School provides a wonderfully bespoke experience - for children and parents. From the moment you make contact with the school and step over the threshold you’ll encounter unexpected warmth and a personal touch which is rare in a London Prep School. With average class sizes of 16, we have developed our individualised curriculum - a personal wellbeing system which has evolved to cater for a modern British education. Children leave Dolphin to a secondary school which is right for them, not moulded to fit a particular environment. Strong academics, second-to-none pastoral care, extensive cocurricular activities and a personalised education programme for all. A green house, not a hot house. www.dolphinschool.org.uk

Eaton House Belgravia Eaton House Belgravia has been in existence since 1897, and is part of the very fabric of Chelsea and Belgravia. It is a place where bright minds can excel in an environment which offers so many opportunities, opens minds to fluid thinking and instils a lifelong love of learning. Boys leave to join some of the best Prep and Senior schools in the country. Boys will experience a happy, confident, and ambitious start to their education, in a traditional yet modern and welcoming academic environment. Despite being non-selective at Nursery and 4+, in 2020 some 30% of 7+ and 8+ pupils received offers for Westminster and St Paul’s, with others choosing a range of other top schools, or remaining until 11+. www.eatonhouseschools.com/belgravia EDUCATION CHOICES MAGAZINE | S UM M ER 2022 | 67


SW LONDON SCHOOLS SPECIAL FEATURE INDEPENDENT SCHOOL OPTIONS

Eaton House The Manor Girls’ School Eaton House The Manor Girls’ School offers a happy, confident and ambitious start to your daughter’s education. We are outstanding academically and warm and caring in tone. The school has now celebrated over a decade of success, academically and in every way, seeing a 12% increase in size in recent times and an impressive 30 scholarships have been won by this year’s leavers. Girls typically leave for a range of top schools including St Paul’s Girls’ School, Godolphin & Latymer, Wycombe Abbey, St Mary’s Calne, St Mary’s Ascot, James Allen’s Girls’ School, Putney High School, and many more. Beyond academics, the girls are happy, calm, emotionally intelligent, balanced and kind. www.eatonhouseschools.com/the-manor/girls

Eaton House The Manor Pre-Prep Eaton House The Manor Pre-Prep is for boys aged 4–8. The School provides a happy, confident and ambitious start to their education in a traditional yet modern, fun and inclusive academic environment. It is based in modern buildings in the 1.5 acre grounds of Eaton House The Manor, directly opposite Clapham Common, with the Prep School (for boys aged 8–13) occupying the Georgian Manor House that gives the school its name. Eaton House The Manor Pre-Prep Cambridge-educated Headmaster, Mr David Wingfield, joined the school in September 2020. A mathematics specialist, he has been hailed as one of ‘the most motivated teachers’ that the Tatler Good Schools’ Guide has ever met and who is passionate about Early Years Education and Maths Mastery. www.eatonhouseschools.com/the-manor/prep

Eaton House The Manor Prep Eaton House, which is housed in a 1.5 acre Georgian manor house site opposite Clapham Common, has sent generations of boys to Eton, Westminster, St Paul’s, Winchester, Harrow, Dulwich, King’s College Wimbledon and others. Boys win scholarships each year, including, in 2020, academic scholarships to Dulwich College & Sherborne. The School has great aspirations for every child, and the progress they make in their five years at EHTM Prep School is remarkable. The Good Schools Guide comments that the Manor is a ‘friendly and happy’ school with pastoral care ‘high on the Head’s agenda.’ It concludes that, as a result, ‘This is a school with excellent academic outcomes, very good value added… and consequently a school of really high expectations.’ www.eatonhouseschools.com/the-manor/prep

Eaton Square Senior School Located in Central London, Eaton Square Senior School is a co-educational day school from Years 7 – 11. As the only independent senior school in Mayfair, we provide a warm, welcoming and supportive environment in the heart of our bustling capital. We ensure each student feels valued and develops self-confidence, teamwork, and social responsibility: all of which are essential preparation for life beyond school. Students enjoy a vast range of academic and co-curricular opportunities. London is truly our classroom and we make the most of the many museums, galleries, theatres, sporting venues, historic buildings, and Royal Parks we have on our doorstep. We have also just recently announced the launch of our vibrant and modern new Sixth Form, opening in September 2022. www.eatonsquareschools.com

Emanuel School An independent co-educational school situated a 10 minute walk from Clapham Junction station. Emanuel School is rooted in the local community with an ethos that promotes kindness and mutual respect. The academic offering is outstanding, with pupils obtaining excellent results in public exams and going on to top higher-education institutions. The cocurricular offering is broad and rich, encouraging pupils to develop life-long interests and passions. Entry points at 10+, 11+ and Sixth Form. www.emanuel.org.uk

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SW LONDON SCHOOLS SPECIAL FEATURE INDEPENDENT SCHOOL OPTIONS

Falcons School for Girls Nestled in a leafy residential area in Putney, we are a small, nurturing independent girls’ school for ages 4-11. Rated ‘Excellent in all areas’ by the ISI in 2020, we pride ourselves in our expertise in educating girls. An accredited ‘Thinking School’ by the University of Exeter, with pupil wellbeing at the forefront of our ethos, we recognise that academic achievement is but one measure of a well-rounded education. Our pupils have numerous opportunities to learn from role models and develop interpersonal relationships and leadership skills, as well as an extensive co and extra-curricular provision. Both music and academic scholarships are available. Our Early Years provision, Peregrines Nursery, starts from 2-4 years, for both boys and girls based on site at Falcons School for Girls. falconsgirls.co.uk

Finton House School Pastoral care is as much at the heart of a Finton education as the academic experience, and has been since the day the School was founded in 1987 as a charitable trust, because these things underpin our aim of teaching children how to lead a healthy life in its broadest sense. Happiness is in abundance here, and our academic achievements at 11+ speak for themselves: at Finton House, every child can shine. We are delighted to announce new bus routes from Earlsfield, Clapham and Wandsworth Town starting this September – we’re closer than you think! www.fintonhouse.org.uk

Garden House School Garden House School is a Kindergarten, Pre-Prep and Preparatory School based in Chelsea, London. Our girls and boys aged 3 to 11 years are educated separately in academic lessons except in Kindergarten. Our pupils are given the foundations to become independent, creative and critical thinkers by a team of dedicated teachers who celebrate each child as an individual. The Kindness Code, established in 1998, is central to our outstanding pastoral care. Sport, drama and music enhance the academic curriculum. Beyond the classroom clubs, concerts and performances, enrichment days, the School Garden and trips to London historic and cultural institutions complement their education. www.gardenhouseschool.co.uk

Godolphin and Latymer School Academically selective independent day school for girls aged 11-18; girls sit the London 11+ Consortium entrance exam. Students pursue a wide range of extra-curricular activities, and the pastoral care programme encourages self-belief and resilience. Both the A Level and IB pathways are offered in the Sixth Form with an emphasis on choice and leadership opportunities, and students go on to study a wide-range of university courses in the UK and overseas. It is a caring and inclusive community with a means tested bursary programme that provides fee assistance for talented girls who otherwise wouldn’t be able to come to the school. www.godolphinandlatymer.com

Hall School Wimbledon Occupying a magical campus in the heart of Wimbledon, Hall School Wimbledon (HSW) is a non-selective, co-educational independent school for pupils aged 7 to 18. Under new leadership, led by experienced Headmaster and educational author, Andrew Hammond, HSW delivers a contemporary and inclusive education in a caring environment, empowering all pupils to flourish and become independent learners. An outstanding pastoral care system supports pupils’ health and self-worth, while an exciting and tailored curriculum, delivered by characterful teachers, encourages intellectual curiosity and the building of lifelong learning skills. www.hsw.co.uk

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SW LONDON SCHOOLS SPECIAL FEATURE INDEPENDENT SCHOOL OPTIONS

Hornsby House School Hornsby House is a co-educational independent day school for 4-11 year olds between Balham and Wandsworth Common. There are three classes in each year group and entry at Reception is non-selective. The school is warm, nurturing and inclusive, yet there is real academic rigour, driven by the talented and committed teaching staff. Pupils also enjoy an extensive and creative co-curricular programme, with over fifty clubs on offer during the week. Visitors to Hornsby House often notice the confidence, good manners and exemplary behaviour of the children and they frequently comment upon the wonderful feel of the school. www.hornsbyhouse.org.uk

Hurlingham School Hurlingham is an independent co-educational Prep School in London for ages 2-11. The School’s ethos is to provide a happy, secure atmosphere in which children can be the best that they can be. Our experienced, dedicated and enthusiastic staff provide opportunities for the children which strongly promote creativity and independence of thought; we feel these are essential attributes for a child growing up in the 21st Century. www.hurlinghamschool.co.uk

Ibstock Place School Ibstock Place School (for pupils aged 4-18), based on the edge of Richmond Park in South West London. The School has a strong community ethos, and provides a rich variety of opportunity for all its pupils in a friendly, supportive, and inclusive atmosphere. Pupils thrive in an environment which fosters a sense of honesty, integrity, a genuine sense of tolerance, courtesy, and respect. The School has a long tradition of co-education and a strong emphasis on community, looking outward as well as inward. Beyond the formal curriculum, there is a wealth of opportunities for pupils. In a supportive, co-educational environment, each pupil can do something impressive and become someone impressive. www.ibstockplaceschool.co.uk

Kensington Park School Kensington Park School is a small, independent, co-educational day and boarding school for students aged 11 to 18, set in the heart of cosmopolitan London, where academic excellence and co-curricular provision are reinforced by strong community values. We aim to support the individual interests and talents of students within the formal curriculum, fostering pupils that are excited, challenged, and inspired to face the challenges of the ever-changing world around them. Our main points of entry are 11+, 13+, and 16+, though occasional places in other year groups may be available. www.kps.co.uk

Kensington Preparatory School Kensington Prep School is an award-winning prep school for 4-11 year old girls in Fulham. Set in an acre of land with a spacious playground with netball and tennis courts, the school’s ethos is ‘growing great minds’ that are curious and creative, happy and healthy. There is a warm nurturing atmosphere and the school wins praise for its outstanding academic results and pastoral care. Facilities are cutting-edge with a multiscreen Explore Floor and fully equipped specialist rooms for Music, Science, Drama, Art and IT, and a large library stocked with over 10,000 books. Girls go on to some of the best senior schools in London and the country. Entry is selective by assessment. The main point of entry is 4+ with registration required up to a year before entry. www.kensingtonprep.gdst.net TURN TO P42 to read about Project ReMAKE at SPGS 70 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 2


SW LONDON SCHOOLS SPECIAL FEATURE INDEPENDENT SCHOOL OPTIONS

Help with Fees available for Year 7 and Year 12 entry

IBSTOCK PLACE SCHOOL Co-educational excellence. A stunning 8-acre campus. Making learning beautiful.

PREP SCHOOL OPEN MORNINGS Saturday 17 September, 9am-12noon Tuesday 1 November, 9.30-11.30am

SENIOR SCHOOL OPEN MORNINGS Saturday 17 September, 9am-1pm Wednesday 5 October, 8.45-10.45am

To register your attendance and for further information, please visit the website or contact: IBSTOCK PLACE SCHOOL, CLARENCE LANE, LONDON, SW15 5PY EDUCATION CHOICES MAGAZINE | S UM M ER 2022 | 7 1 Tel: 020 8392 5803 email: registrar@ibstockplaceschool.co.uk www.ibstockplaceschool.co.uk


SW LONDON SCHOOLS SPECIAL FEATURE INDEPENDENT SCHOOL OPTIONS

Kew House School Kew House School (KHS) is a co-educational, independent senior school for pupils aged 11-18 years. KHS takes a modern and pioneering approach to every aspect of school life. The school recognises and enhances the individual abilities of each child, welcoming pupils with varying academic profiles and placing emphasis on confidence, self-esteem and creativity. In September 2017, KHS opened a Sixth Form Independent Learning Centre, which benefits from a beautifully designed library, café, roof terrace, audio-visual suite, recording studio and seminar rooms. The school is also equipped with state-of-the-art studios for art, drama and DT as well as music, science and computing labs and onsite football and basketball facilities. Just a short walk from the River Thames, rowing is also part of the curriculum. www.kewhouseschool.com

King’s College School Wimbledon King’s College School prides itself on being a forward-thinking and innovative school, offering outstanding academic and pastoral provision for boys aged 7-18 and for girls aged 16-18. Founded in 1829 by royal charter, the school is set opposite the beautiful Wimbledon Common, located in one of the most attractive and peaceful parts of London. The campus has recently undergone significant renovation as part of a £50m master plan, and it boasts a wealth of incredible sporting, musical and drama facilities. King’s recently retained its place in the Sunday Times 2022 Parent Power tables as the top boys’ or co-educational school in the UK for the fifth consecutive year. www.kcs.org.uk

Knightsbridge School We are incredibly proud of our school and the happy, vibrant, and purposeful community that has been built here over the last fifteen years. When you walk through the blue doors you will be warmly welcomed into a friendly school where there is a palpable buzz; children chatting happily with one another and their teachers as they move between lessons, matches, or clubs, or heading off for a delicious lunch in the dining room. Exceptional pastoral care ensures that our children feel loved, and well supported by consistent messages based around the KS Code - both at school and at home. We are a non-academically selective school and encourage you to book a school tour to meet the team before registering your interest. www.knightsbridgeschool.com

Latymer Upper School and Latymer Preparatory School Situated on the banks of the River Thames, it is one of the country’s leading coeducational, independent day schools. An academically selective school, it offers a continuity of outstanding learning and pastoral support for 1,400 children from 7-18 years old. The long-running bursary scheme ensures a first class education to academically able students from all walks of life. The world-class facilities enable this dynamic community of talented young people to combine the highest academic achievement with excellence in the performing arts and sport. Latymer values and respects diversity; it is modern and forward-thinking; it promotes a global outlook and prepares pupils to live lives of consequence as mindful citizens of the world. www.latymerprep.org www.latymer-upper.org

The Merlin School The Merlin School is a creative and nurturing co-educational Pre-Prep School. You’ll find us in the heart of Putney, in a beautiful Victorian house. We offer a warm and homely atmosphere where all staff take time to engage with our children. Our school motto is ‘have a go’ and we evoke a thirst for learning, encouraging curiosity in the world around us. Whilst Maths and English underpin our syllabus, we very much delight in the breadth and depth of subjects taught here. Despite being non-selective, Merlin children make excellent progress and go on to a range of prestigious Prep Schools. www.merlinschool.net 72 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 2


SW LONDON SCHOOLS SPECIAL FEATURE INDEPENDENT SCHOOL OPTIONS

Northcote Lodge A prep school in SW London for boys aged 8-13. Academically ambitious, pastorally kind. Part of the Dukes Education family and sibling to Broomwood Hall Lower & Upper Schools with whom we collaborate closely. Preparing for both 11+ and 13+ exits, offering an excellent and rounded education that nurtures and stretches in equal measure. Boys thrive in our busy yet friendly school which provides outstanding teaching that stimulates and develops individual strengths to prepare boys for entry to top secondary schools as well as for the wider world. We really understand how to get the best out of boys and our philosophy of “the whole child is the whole point” means there is equal focus on core subjects as to preparing boys to be engaged, inspired, well-rounded, happy people in the wider world. www.northwoodschools.com/northcote-lodge/about-us/head-s-welcome

Prince’s Gardens Preparatory School Prince’s Gardens, an independent preparatory school based in the heart of Kensington for children aged 3 - 11 years, features a high tech science lab and a Makerspace, as well as offering an exceptional learning environment for your child to grow in the arts, music, sport and drama. It is also the only central London preparatory school offering two acres of private gardens. At Prince’s Gardens we have one aim, to give each pupil an education which enables them to flourish. We want to foster a love of learning within each child, for them to be curious and ambitious so that they leave us confident and excited about the future. www.princesgardensprep.co.uk

Putney High Junior School Putney High Junior School offers a vibrant and stimulating environment where no two days are the same and every girl is valued. Pupils are empowered with the kind of “bouncebackability” and “can-do” attitude that will give them strong foundations for the future. The Ignite programme encourages pupils to leap into the driving seat and become self-starters. Inquisitive, innovative and keen to embrace new challenges, they learn what to do when they don’t know what to do. Pupils thrive in an inclusive environment where they can open their minds and discover their strengths at the start of a lifelong learning adventure. www.putneyhigh.gdst.net

Putney High School Academically high-achieving, rounded and responsible, Putney is as down-to-earth as it is dynamic. We have an ethos of ‘modern scholarship’ which makes learning challenging, fun, and relevant. Lessons are inspiring, exploring everything from entrepreneurship and oracy to designing a sustainable future. For us, wellbeing is key to everything, from innovative Biophilic Classroom design to our Breathe environmental programme. Whoever they are or want to be, students build friendships and develop their intellect knowing they are valued and have the opportunity to make a difference. www.putneyhigh.gdst.net

Queen’s Gate Junior School We are a small, friendly school; both the Junior and Senior Schools take advantage of shared resources, and many lessons, such as Science, STEM and our six languages, are taught by specialist teachers. From 4 to 18, pupils of all ages mix happily and work together. From our historic corner of South Kensington, the whole of London is on our doorstep, and we make full use of the advantages this great city offers in our teaching and enrichment activities. www.queensgate.org.uk

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SW LONDON SCHOOLS SPECIAL FEATURE INDEPENDENT SCHOOL OPTIONS

Queen’s Gate Senior School We welcome girls from the age of 11 to 18. Academic work at all stages at Queen’s Gate is essential, it is at the heart of our School, but our idea of education goes far beyond the classroom. We want to provide an education that is much more than just academic success. We aim to produce confident, self-disciplined and motivated young women who enjoy and excel outside the classroom. We offer a small, close-knit Sixth Form. We aim to create a happy, cohesive, and purposeful community which enables our girls to transform into confident, well-rounded individuals with the character and skill set to succeed in the next stage of their lives. www.queensgate.org.uk

Redcliffe Gardens School Co-educational Nursery and Prep School for girls and boys aged 2 ½ -11. Since 2020, part of the Godolphin and Latymer School Foundation providing a broad curriculum with an emphasis on developing a love of learning. There’s a genuine family atmosphere and exceptional pastoral care is based on caring for every child and providing personalised support. Specialist teachers in all core subjects ensure pupils achieve exceptional academic results and gain places to top senior schools in London and beyond, including a number of academic and music scholarships. The March 2022 ISI inspection Report rated the school excellent in all areas. www.redcliffegardens.com

Snowflake School Snowflake School is dedicated to providing a specialist education for pupils, aged 5–16 years, with a diagnosis of autism. Snowflake School addresses each pupil’s special educational need through the scientific application of Applied Behaviour Analysis (ABA), Verbal Behaviour (VB) methodology, and access to a highly individualised curriculum. Pupils also study subjects in line with the national curriculum, such as phonics, reading, English, Mathematics and, in Secondary, Life Skills and our preparing for adulthood curriculum. All pupils are funded, either by Local Authorities or privately, and the majority receive 1:1 provision. Snowflake School opened in September 2008 and has been rated Outstanding by Ofsted in each of its three inspections to date. www.snowflakeschool.org.uk

St Paul’s Girls’ School St Paul’s Girls’ School is a historic and thriving day school in London, welcoming students aged 11 to 18. The emphasis on liberal learning established by the first High Mistress, Frances Gray, and Director of Music, Gustav Holst, finds expression today in an academically adventurous curriculum, which encourages intellectual freedom, discovery, and the joy of scholarship. This is matched by supportive pastoral care, a vibrant cocurricular life and a busy programme of partnership and service activities, which demonstrate the importance of collaboration, diversity, and inclusion, empowering the students to make a difference in the world beyond school. www.spgs.org

St Paul’s School and St Paul’s Juniors St Paul’s is an independent school offering an outstanding, all-round education for gifted boys aged 7 to 18 years. Our founder, John Colet, opened the doors to St Paul’s School in 1509 to educate boys “from all nations and countries indifferently”, regardless of race, creed, or social background. We are committed to our founder’s vision and offer financial support for any boy who is successful in gaining a place at the school on academic merit and fulfils the means tested bursary criteria. We wish to admit highly able, committed, and curious boys at 7+ (Year 3), 8+ (Year 4), 11+ (Year 7), 13+ (Year 9) and 16+ (Year 12) and admission is following a successful examination process and interview. www.stpaulsschool.org.uk

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SW LONDON SCHOOLS SPECIAL FEATURE INDEPENDENT SCHOOL OPTIONS

The Study Preparatory School The Study is a well-established prep school for girls in the heart of Wimbledon Village and we are proudly non-selective at Reception. Our four core values – compassion, curiosity, creativity and courage – encapsulate what it really means to be a Study girl. The best way to get a feel for life at our school is to come and visit us. We offer regular small group tours of Wilberforce House with our Head, typically on Tuesday mornings, to allow prospective parents to see our facilities and school life in action. Our next Open Morning will take place on Saturday 1 October 2022. www.thestudyprep.co.uk

Ursuline Preparatory School Ursuline Preparatory School, Wimbledon, is an ‘EXCELLENT’ rated small and successful Roman Catholic Independent School for girls aged 3-11 with a co-educational Nursery. We welcome children of all faiths and none, in the belief that our Ursuline ethos will be of benefit to all. As a non-selective school, we are proud to produce exceptional academic results. Our children enjoy a rich diversity of experiences with our 11+ preparation curriculum, full sporting programme, music, art, drama, and developed range of extracurricular activities, ensuring a full and varied provision. Main entry points are Nursery, Reception and Year 3 with occasional spaces in other year groups. www.ursulineprep.org

Westminster School 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 environment — pupils 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 help our pupils to prepare themselves for a life well lived as informed and committed global citizens. www.westminster.org.uk

White House Preparatory School Established in 1985 by Mary McCahery, The White House Prep located in between Clapham and Balham is a co-ed school for 3-11 year olds. The school boasts a strong family ethos, which runs throughout the whole school. There is a determinedness for every child to shine and the school is filled with engaged, happy children confident and secure in their environment. This helps children achieve fantastic results that deliver for every pupil’s needs. Their recent 11+ results saw a record number of offers for children, with every girl in Year 6 achieving an Academic scholarship. www.whitehouseschool.com

Wimbledon High School GDST A school with each individual at its heart, where girls are known and nurtured, and where laughter fills the air… A thriving hub of intellectual activity, where cross-curricular links are fostered within a programme of innovative teaching and learning… A warm community in SW19, closely connected with partner schools, where students are encouraged to look up and out to find their way in bringing about change for the good. A through-school, our main entry points are into Year 7, Year 12 and Reception.4+. www.wimbledonhigh.gdst.net

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LONDON UNIVERSITY LISTING

LONDON UNIVERSITIES LISTING Where to go and why?

Birkbeck, University of London

European School of Economics

LOCATION: BLOOMSBURY C lasses are held in the evening (6pm-9pm) so you can

LOCATION: MARYLEBONE S pecialises in cutting edge business sectors such as

fit study in to your life even if you are unable to do during the day H ome to the weekly Bloomsbury Farmers’ Market H ave own award-winning cinema at 43 Gordon Square

Brunel University of London LOCATION: UXBRIDGE A re partnered with 30 universities abroad so actively

encourage students to study abroad as part of their degree U nique architecture has been the site for films and TV, such as A Clockwork Orange and Spooks

City, University of London LOCATION: ISLINGTON N amed as the greenest university in London S tudents from over 160 countries and academic staff span more than 75 nationalities

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fashion, luxury goods, events, music, sport, art R ecognized as the “Best Private Business School (UK)” in 2018 by the Global Brands Magazine S ix campuses worldwide – in London, Milan, Florence, Rome, Madrid and New York

Goldsmiths, University of London LOCATION: LEWISHAM I nternationally known for creativity and innovation

as it specialises in arts, design, humanities and social sciences A member of the University of London Careers Group, which is Europe’s biggest career service

Guildhall School of Music and Drama LOCATION: BARBICAN O ne of the top 10 performing arts institutions in the

world (QS World University Rankings 2022) O ffers undergraduate and postgraduate training in all aspects of classical music and jazz along with drama and production arts


FASHION

A future in fashion Studying at London College of Fashion

CHRIS NASH

At London College of Fashion (LCF), UAL, we have been nurturing creative talent for over a century. With over 60 undergraduate and postgraduate degrees, and 165 short courses, LCF’s students are changing the world by designing with an awareness of environmental and societal issues, and using innovation to push the boundaries of fashion and beyond. LCF’s courses span fashion illustration, footwear design, cosmetic science, fashion psychology and more. We encourage our students to look beyond the traditional notions of fashion to question, challenge, and innovate the industry from within. I believe in the importance of fashion, as a creative industry, to shape lives. Sustainability and inclusivity are key drivers for the future of an industry which must diversify and adapt to a rapidly changing world. At the core of

this philosophy is a dedication to decolonising the curriculum and an open and inclusive education. Through boundary-pushing research from our renowned centres and institutes like Centre for Sustainable Fashion and Fashion Innovation Agency we unite design, science, engineering and technology, using this knowledge to develop an industry-leading curriculum. Our Student Enterprise programmes, business incubator, and industry collaborations form a dynamic network to help our enterprising graduates to launch business and tell their own unique stories. As we look towards LCF’s move in 2023 where we will

be a part of East Bank, a new culture, education and innovation development in East London, we’re forging partnerships, opening opportunities, and creating connections with local schools, community and industry through our social purpose initiatives like Making For Change. Our future home will see LCF, for the first time in our history, under one roof, allowing the creativity of our community to spark collaboration, inspiration, and experimentation like never before. ANDREW TEVERSON, Pro Vice Chancellor and Head of College www.arts.ac.uk/colleges/londoncollege-of-fashion

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LONDON UNIVERSITY LISTING

Imperial College London LOCATION: SOUTH KENSINGTON T he only university in the UK to focus exclusively on

science, medicine, engineering and business R anked 7th in the World and 3rd in Europe (QS World University Rankings 2022) R anked number one for graduate employability (The Guardian University Guide 2022)

King’s College London LOCATION: STRAND D istinguished reputation in the humanities, law, the

sciences, and social sciences including international affairs R anked 35th in the world (Times Higher Education World Rankings 2020) 7 th in the world in the 2014 Research Excellence Framework

Kingston University LOCATION: KINGSTON UPON THAMES T op in the UK for design and crafts (Guardian League

Table 2021) K ingston School of Art’s fashion degree among best in the world in Business of Fashion Listings T op in London for biosciences, nursing and midwifery

London Business School LOCATION: REGENT’S PARK R anked the best business school in Europe for three

years in a row (2014-2016) by the Financial Times I ts MBA program is known for its emphasis on cultural diversity and international perspectives

London Metropolitan University LOCATION: ISLINGTON R anked best in London for teaching quality (The

Times and Sunday Times Good University Guide 2022) O ne of the most diverse universities in London with over 60% of students from Black, Asian and Minority Ethnic backgrounds and all students represent 142 distinct nationalities

London School of Hygiene and Tropical Medicine, University of London LOCATION: BLOOMSBURY S pecialises in public health and tropical medicine R anked 3rd in the world and 1st in the UK for public health (ShanghaiRanking’s Global Ranking of Academic Subjects 2021) A warded the Queen’s Anniversary Prize in 2021 for its world-leading work on COVID-19 and pandemic preparedness

London South Bank University LOCATION: SOUTHWARK A ward for Entrepreneurial University of the Year

(Times Higher Education Awards) P raised for its focus on personalised learning and employability skills R ange of scholarships and discounts for international students including Nationality Scholarships, feediscounts for LSBU alumni, plus a 5% discount for early payment of Tuition Fees

Middlesex University LOCATION: HENDON 1 5th most international university in the world (THES) T op 7 for entrepreneurs and business leaders in the UK (Hitachi Capital Finance)

Queen Mary University of London LOCATION: BETHNAL GREEN, EAST LONDON H as a Graduate Centre with 24-hour work areas tailored specifically to the needs and working patterns of postgraduates R anked the most inclusive Russell Group University (Times and Sunday Times Good University Guide 2021), representing 162 nationalities

Ravensbourne University of London LOCATION: GREENWICH A digital media and design university N umber one specialist university in the UK (based

on median salaries five years after graduating, taken from the Department for Education’s Longitudinal Education Outcomes 2018) H osts more than 100 creative technology businesses that collaborate with its student body and industry partners

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LONDON UNIVERSITY LISTING

Rose Bruford College of Theatre and Performance LOCATION: KENT D rama school R anked as the top drama school in the world O ne of two creative higher arts educational institutions

Regent’s University London LOCATION: REGENT’S PARK 4 th in London for Learning Community 6 th in London for student satisfaction A small university with small class sizes and regular one-to-one tutorials

Richmond, The American National University in London LOCATION: RICHMOND P rivate university L iberal arts university W ill give you both a UK and US degree by studying one programme

in the top 25 globally ranked universities for student mobilities

Royal Academy of Music, University of London LOCATION: MARYLEBONE T uition for individuals across multiple formats and

genres, producing flair, fluency and flexibility S imon Rattle, Felicity Lott, Elton John and Harrison Birtwistle all studied there C an take part in over 500 events a year to harness your performance skills


LONDON UNIVERSITY LISTING

SOAS, University of London LOCATION: BLOOMSBURY I s the leading Higher Education institution in Europe

specialising in the study of Asia, Africa and the Near and Middle East 3 00+ academics provide the largest concentration of specialist staff engaged in the study of Africa, Asia and the Middle East

St George’s, University of London LOCATION: WANDSWORTH U K’s only university dedicated to medicine, science

Royal College of Art LOCATION: SOUTH KENSINGTON O nly entirely postgraduate institution of university

status devoted to research and knowledge exchange, teaching and practice in art, design, communication and humanities R anked number one university of art and design for five consecutive years (QS World University Rankings)

Royal College of Music LOCATION: SOUTH KENSINGTON R anked top global institution for performing arts (QS World University Rankings by Subject 2022) O ffers undergraduate to the doctoral level study in all aspects of Western Music including performance, composition, conducting, music theory and history

Royal Veterinary College University of London LOCATION: BLOOMSBURY U K’s largest and longest-established independent

vet school O ffers undergraduate and postgraduate programmes in veterinary medicine, veterinary nursing, and biological sciences, and CPD programmes in veterinary medicine and veterinary nursing

School of Advanced Study, University of London LOCATION: BLOOMSBURY P ostgraduate university U K’s national centre for the support and promotion of academic research in the humanities

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and health I t was the first university to offer an accelerated four-year medicine degree open to graduates of all disciplines O nly university to offer sports cardiology postgraduate courses

St Mary’s University, Twickenham LOCATION: RICHMOND T op 10 in the UK for teaching quality (The Sunday

Times Good University Guide 2022) R anked in the top 5 in the UK for student experience (The Sunday Times Good University Guide 2022)

The Courtauld Institute of Art, University of London LOCATION: STRAND S pecialises in the study of the history of art and

conservation T he Courtauld faculty is the largest community of art historians and conservators in the UK

The London Institute of Banking and Financing LOCATION: CITY OF LONDON T raining and professional body for banking and

financial services A n internationally recognised professional body

The London School of Economics and Political Science LOCATION: WESTMINSTER S ocial science education W orldwide academic reputation L earn from internationally respected experts in public

policy, political theory, political economy, comparative politics, and conflict studies


STUDYING MIGRATION

Studying Migration at SOAS University of London What does the University’s Department of Development Studies offer? Since the start of the conflict in Ukraine, it is estimated that 13 million people have been displaced from their homes, of which 6 million have left for neighbouring countries, resulting in Europe’s biggest refugee crisis in 75 years. In this context, an understanding of subjects such as migration, diaspora, conflict, human rights, borders and refugee studies is more important than ever. SOAS University of London offers three undergraduate

modules on the subject of migration, across three different departments. ‘Going Global: An Introduction to International Migration’ can be studied as part of either a BA Politics or a BA International Relations degree; ‘Migration, Borders and Space: Decolonial Approaches’ can be studied on the BA Social Anthropology programme; and ‘Global Forced Migration’ is offered as a module on the undergraduate degree BA Global Development. ‘Global Forced Migration’ considers questions such as: Who is a refugee? What is the scale of the Global Refugee Crisis? How

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

appropriate are existing theoretical frameworks for analysing refugees and other forced migrants? Combining legal, theoretical and policy approaches, the module draws from a wide range of contemporary case studies, and examines themes within migration studies such as gender, conflict and human rights, all under the auspices of the Department of Development Studies at SOAS, which has recently been ranked 2nd in the world in the QS World University Rankings 2022 by Subject and Academic Reputation. www.soas.ac.uk


LONDON UNIVERSITY LISTING

The Royal Central School of Speech and Drama LOCATION: HAMPSTEAD C ourses including: acting, actor training, applied

theatre, theatre crafts and making, design, drama therapy, movement, musical theatre, performance, producing, puppetry, research, scenography, stage management, teacher training, technical arts, voice and writing

Trinity Laban Conservatoire of Music and Dance LOCATION: GREENWICH U K’s only conservatoire of music and contemporary dance H ave partnership relationships and close working connections to leading arts organisations

University College London LOCATION: BLOOMSBURY R anked 8th (QS World University Rankings 2022) R ated 2nd in the UK for research power (Research Excellence Framework 2021) F irst English university to champion inclusivity, diversity and open mindedness

University of East London LOCATION: NEWHAM A careers-first university where you will learn career-

shaping skills, collaborate with our industry partners and discover different career paths, opportunities and employers

University of Greenwich LOCATION: SOHO O ne of the few London universities that has everything you need in one place. Teaching, social, sports and living spaces are all on campus or close by H istoric campus which has been seen in many films including Skyfall and Pirates of the Caribbean, and TV series such as The Crown

University of London LOCATION: BLOOMSBURY O ne of the largest, most diverse universities in the UK with over 120,000 students in London, and a further 50,000 studying across 190 countries ‘ People’s University’ – Charles Darwin

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F lexible learning: You can study by distance, online and flexible learning, which allows you to combine your studies with work or other commitments

University of Roehampton LOCATION: WANDSWORTH O ffer scholarships and provide hardship funding R anked best modern university in London (Times Good University Guide 2022)

University of the Arts London LOCATION: CENTRAL LONDON S pecialising in arts, design, fashion and the

performing arts T op 2 in the world for Arts and Design (QS World University Rankings 2022) C omprised of six colleges with courses in art, design, screen, communication, fashion, media, and performing arts

University of West London LOCATION: SOUTHWARK C areer-focused courses I n top 10 universities in the UK for teaching quality in The Times and Sunday Times Good University Guide 2022

University of Westminster LOCATION: MARYLEBONE S tarted out 180 years ago as the first polytechnic in

London and one of the first in the UK, established to educate the working people of London 1 69 different nationalities 1 83 industry partners


PROPERTY PERSPECTIVE

Demand surges in SW London property market Knight Frank details the ‘Race for Space’ The well-trodden route from central London into the beautiful boroughs of South West London is something many families living in this part of the world have gladly experienced. Indeed, for decades, those with growing families soon make the lifestyle decision to move away from more central, urban environments to enjoy a more open, relaxing, and peaceful environment. South West London and the Prime Outer London ‘belt’ has acted as a net capturing this migration, particularly in recent years, and schools within the SW postcodes have always been high on the list of reasons to move this way, as the choices of exceptional education are abundant. In the past two years, in addition to the search for high quality education, the increased ‘race for space’ now must cater for ‘must-haves’ including room to work from home and to school the children, decent-sized gardens, larger entertaining spaces and if possible, swimming pools, tennis courts and home gyms along with access to open parks and recreational facilities. As a result, demand has far outstripped supply. Knight Frank data shows that across South West London, while new sales instructions (supply) in the first four months of this year were 10% higher than the five-year average, the number of new prospective buyers (demand) was 74% higher. During the same time period, the number of offers accepted across South West London was

Harrington Lodge, Richmond, Knight Frank £6,950,000

also up by 65% on the five-year average. With more people working from home, the requirement to be close to public transport has lessened for the daily commute into central London, although having easy access to the world-class attractions of our capital remains an important feature, particularly for the growing international demographic in the area. With many of the local amenities being world famous, including Richmond Park, the Royal Botanic Gardens at Kew, Wimbledon tennis, Chiswick House, Hampton Court Palace to name a few, it is easy to see why people favour these beautiful areas and that once settled, they do not move away. Therefore, the opportunities to buy the best houses in these areas don’t come around too often as properties are lived in for the long-term, with many only moving to downsize to a smaller property locally once the kids have grown up and moved on. LUKE ELLWOOD, Regional Partner at Knight Frank

Ailsa Road, Richmond, Knight Frank £3,999,950

www.Knightfrank.com

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LIFESTYLE AND LIVING

The summer days are here!

OCEANA, MARKO ZIRDUM

Nurture the nature at home

Open a window, or better yet, open the door and go out… Take a deep breath. The time is here again: outside is as inviting, if not more, than inside. And we can be outside as much or as little as we want. Time to make the most of gardens, terraces, patios, balconies – big or small. Or, if outdoor space is unavailable, invite the outside in.

treatment rooms or gyms. Conversely and very timely, “biophilic design” as it is called, invites the outside in. Improved natural light, plants, branches and foliage, shades of green, blue, yellow, open skies and vistas, it takes many guises and, clearly, therein lie many secrets of inner peace and balance.

Why?

How?

Countless studies show irrefutably our physical and mental health, creativity, productivity, moods, relationships, well, you get it – lives are better for the presence, if not abundance, of nature at home and at work. We are familiar with domesticating outside spaces, extending living areas out. To entertain, lounge, exercise, even work – with gazebos, impervious furniture and fabrics, decking, fire pits, barbecues, outdoor kitchens, all-seasons callisthenics equipment, garden pod offices,

Outside, the priority is to think how you want to use your space. On your own, or in company? To read, meditate, stretch, exercise, sleep, work, paint, enjoy a meal, a drink? Any time of day, mainly mornings, evenings, lunchtime, weekends? Looking at the space you have, think of its proportions. In a tight space, consider combining several options: adjustable deck chairs for upright / reclined positions, compact tables with stackable stools that fit underneath, for meals, work, leaving space for occasional sun salutations… Keep all pieces similar in finishes and colours, on an even, continuous flooring finish with fun accessories to add colour. This will allow your available space to be optimised, balanced and harmonious, never cramped. If your space is more generous, define areas for a couple of options from your wishlist – a seating/eating/working corner and an open space for lounging and/ or exercise, for example. Each of these can have a slightly different feel to them, complementary but distinct, in pieces and

“Conversely and very timely, “biophilic design” as it is called, invites the outside in.” 84 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 2


MARIE-NOELLE SWIDERSKI www.galuchatdesign.com

EDUCATION CHOICES MAGAZINE | S UM M ER 2022 | 85

www.french-riviera-property.com/en/rental-detail/7381-nice-gairaut-magnificent-3-bedroom-seasonal-rental-terrace-sea-view.cfm

OCEANA, MARKO ZIRDUM GLENILLA: SUSAN FISHER PHOTO

finishes, with a common thread of colour accents and variations. If your outdoor space is expansive, it will be essential to make the most of it, so it feels generous and welcoming. Pieces can therefore be more specifically catering to each scenario – full dining and lounging sets, a dedicated space where you can roll out your yoga mat and put your free weights away. Each area can be treated as a separate ‘room’ almost, with specific moods and themes, unique finishes, light fittings, and surrounding accessories. Inside, any space can benefit from an injection of nature. First, and you will not be surprised as you are becoming familiar with my outlook on all things design: light takes precedence over all else. Large windows, mirrors for reflection and, when natural light is limited, the right amount and quality of artificial light to compensate: a light temperature of no less than 2700K, no more than 3000K, as close to daylight as possible; as high a CRI (Colour Rendition

Index) as possible (in the 90s); and layered sources, light emanating from various levels - high, medium and low - depending on the room’s uses. Secondly, an easy one to guess: plants. From potted plants to green walls and everything in between, there are myriads of options to choose from, ensuring your eyes feast on lush greenery in all shapes, sizes, and levels of required maintenance. Live plants purify and regenerate the air, they breathe next to you, absorb the energy of the room and its users, a clever balancing act of osmosis and mutual support …and if live plants are just too much responsibility, please no fake plants, whether plastic or fabric! There are actually many versions of green walls and plants that are not artificial and yet virtually maintenance-free, some even preserved, allowing you to have the beauty and intricacy of the real plant without the hassle of watering, enriching soil, or worrying about too much sunlight. Thirdly, why not invite expansive nature in imagery: broad, luxuriant leafy patterns, panoramic wallpapers, murals and landscapes… or in organic finishes and textures: grasscloth walls, coco or sisal matting, petrified wood, branch table legs, vine pendants, gingko leaf lamp bases and feather lampshades? Feel nature and perspective open for you… The last couple of years have brought home our intrinsic need for balance and connection, between each other and with our surrounding world. Whatever space you have, embrace that connection in every way possible, both outside and in.


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EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 2