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
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
EDUCATION CHOICES MAGAZINE | S UM M ER 2022 | 5
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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EDUCATION CHOICES MAGAZINE | S UM M ER 2022 | 13
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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EDUCATION CHOICES MAGAZINE | S UM M ER 2022 | 21
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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EDUCATION CHOICES MAGAZINE | S UM M ER 2022 | 25
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.
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EDUCATION CHOICES MAGAZINE | S UM M ER 2022 | 31
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
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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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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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
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
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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