Education Choices Magazine - Winter 2024

EDUCATION CHOICES WINTER 2024 | £8.50

T H E K EY TO YOUR CH ILD’ S SUCCESS

SUSSEX FOCUS

ECM top Sussex nursery and school options and more...

EDUCATION CORNER

Ten podcast interviews with leading education experts across the UK

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST INTERVIEWS: 08-10 Mrs. Alison Melrose Cameron Vale School, Chelsea

11-13 Miss Kate Bailey Godstowe School, Buckinghamshire

14-16 Mrs. Alison Fleming Newton Prep School, Battersea

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24-26 Sussex Schools Panel Podcast Lancing College, Roedean School, Windlesham House School and Cottesmore School

40-42 Kate Griggs

03 Education Book Corner Book recommendations tackling mental health

06-07 Sussex Nurseries ECM recommended nurseries in Sussex 2024

17 Improving Mental Health Reducing anxiety and improving well-being

18-19 ECM Recommended Sussex Prep Schools 2024 Choosing the best prep school for your child

20 Adventure Awaits Inside Brambletye’s immersive learning journey

21 Things to do in Sussex Activities and days out in Sussex for the whole family

22-23 ECM Recommended Sussex Senior Schools 2024 Choosing the best senior school for your child

28 Celebrating Differently

Made By Dyslexia

50-52 Mrs. Donna Stevens The Girls’ Schools Association

54-56 Ms. Rachel Bailey Benenden School, Kent

57-59 Mrs. Jade McLellan St Dunstan’s College, London

60-62 Mr. Will Goldsmith Bedales School, Hampshire

63-65 Mr. Mark Hoskins Reed’s School, Surrey

31 Welcome to The Grand Hotel of Feelings A picture book about accepting all feelings

32 Embracing Christmas An Icelandic tradition

33 Celebrating The Winter Solstice

Embracing multicultural traditions

Sharing the light

29-30 ‘Tis the Season for a Mitzvah

34 Lighting the Way

Doing good deeds for others

A celebration of Chanukah and community

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35 Educational events at Shakespeare’s Globe Incorporating theatre in education

36 Neurodiversity and the Complexity of the Examination Process What is the role of executive function skills?

37-38 Supporting Neurodivergent Children Through Emotional Dysregulation Strategies for your child and yourself

39 Opening Doors Social mobility at JAGS

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In the Winter issue...

43 Personalised Curriculum Support

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Encouraging dyslexic students at Millfield School

44-45 Overcoming Adversity Tasha Ghouri describes embracing her deafness and inspiring the next generation

46-47 Every Moment Counts for Deaf Children Supporting children with hearing difficulties

48 Inspiring Future Innovators The #GirlsWill initiative at Silverstone

49 Confident Me The Dove Self-Esteem Project

53 Teaching Critical Analysis Keeping children safe this Christmas season

66 Tackling Diversity and Inclusion in Football Holland Park School’s collaboration with Chelsea FC

67 The Creative Potential of AI AI’s transformative potential for schools

68 The Evolution of AiQ and Changes to UCAS Personal Statements Empowering education with purpose and agency and how applying to UK universities is changing

69 Healthy Festive Recipes Salmon poached in harissa coconut lentils

70 Reaching Children Box-by-Box, Life-by-Life Giving to children in need around the world through a simple shoebox gift

71 Supporting Vulnerable Families Helping those in need this winter

72-73 A Magic Carpet Turning your home into a safe haven this winter

74-75 Finding Your Dream Home in Sussex How buying agents can support your move

76-77 Sussex Property Market The enduring appeal of West Sussex and the south coast

78 Teenage Kicks Educating teenagers about drugs and alcohol

79 Supported to Succeed Mental health and wellbeing

80 Gain Work Experience with a University Internship Preparing for the future

81 Preparing for the Future Mentoring students to thrive beyond graduation

82 Lead Out Loud Warwick Business School’s new podcast on leadership excellence Founder: Chloe Abbott Social Media and Marketing: Ella Maria and Megan Payne Co-Editors: Rohini Bhonsle-Allemand and Megan Payne Assistant Editor: Izzy Reeves Design: Peter Charles www.petercharlesdesign.com Podcasts: Emma Charleston www.emmacharleston.co.uk Front cover photography: Miles Davies, Splaat Photo www.splaatphoto.co.uk (Featuring Windlesham House School) EDUCATION CHOICES MAGAZINE is now available to purchase both online and on paper copy.

Please contact: chloeabbott@educationchoicesmagazine.com

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EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH THE HEAD

Mrs. Alison Melrose FROM CAMERON VALE SCHOOL, CHELSEA In this episode of Education Corner Podcast, we welcomed Mrs. Alison Melrose, Head at Cameron Vale School, a coeducational prep school located in the heart of Chelsea, London. Alison spoke with us about the school’s ethos, the importance of outdoor learning, the possible VAT on school fees and the exciting future for Cameron Vale.

Mrs. Alison Melrose’s journey in education spans over two decades, with a career rooted in London’s prep schools. After studying to become a teacher, she began her career at Norland Place in 1996. She explained: “I spent four years working as a classroom teacher before I moved to the Northwood Schools Group.” At the age of twenty-eight, Alison then became the head of one of their schools, a role that eventually led her to joining the board of directors.

Her experience also involved “working for Cognita”, a global school group, where she helped to expand schools and develop new campuses.

She recalled: “One of the school projects I was working on was St. Nicholas Prep in Hyde Park and the opening of the new Prince’s Gardens School in Knightsbridge.” However, despite the “challenge” of launching a school during the COVID-19 pandemic, Alison reflected on it as an “amazing project” and a rewarding experience. In 2023, she joined Cameron Vale School, drawn to its personalised approach to education and the school community.

Cameron Vale is built on core values that are 8 | EDUCATION CHOICES MAGAZINE | W I N T E R 2 024

“celebrated throughout the week” : courage in learning, critical thinking, collaboration and striving to be “the best version of yourself you can be.” These principles shape the school’s philosophy, from the Chelsea Nursery right through to Year 6.

Alison shared: “It’s all about communication and making sure we are delivering that bespoke, unique curriculum for each child, so that they are in the zone of proximal development at all times.”

The school places a strong emphasis on building “great interpersonal skills” within their students, “making sure that they are polite, have good manners, have a firm handshake and they can look you in the eye,” and ensuring pupils are well-prepared for future challenges. They are also encouraged to have a “good understanding about current affairs and knowledge of the world around them so that they’ve got their own opinions,” making sure they can “stand on their own two feet.”

Despite its location in central London, Cameron Vale School provides ample opportunities for outdoor learning. Alison explained: “Fresh air, food and exercise are great for the mind and body, which means that when they come back into the classroom, they’re ready to focus.” The school makes creative use of its surroundings, integrating local resources into the curriculum. “We talk about using London as our classroom,” Alison described. Pupils visit nearby institutions like the Institut Français, local museums and the Saatchi Gallery. These trips allow

Cameron Vale School, Chelsea

“We have such strong links with our children and our parents: it very much is a family community here.” students to connect classroom lessons to real-world experiences and “bring their learning to life.” Alison summarised: “We very much are part of London, part of Chelsea and part of our local community.”

Outdoor activities are a significant part of school life. The school’s Forest School programme is a standout feature, with children travelling to Barnes Common weekly for “a full outdoor learning programme.” Activities include climbing trees, lighting fires and making hot chocolate or pancakes.

Alison emphasised: “It’s a great way to find out more about the children.” This hands-on approach also fosters creativity and motor skills, developed through the “huge range of different activities” that Cameron Vale offers.

Navigating London’s competitive senior school market can be daunting for families, but Cameron Vale offers comprehensive support through the 11+ process. The school provides regular reports and parent-teacher meetings every term, tracking progress and identifying areas for improvement that are “quantified” and “clear.” Alison highlighted: “We are probably one of the few schools in London that reports to parents every half-term.” This transparency ensures that families have a clear understanding of their child’s development.

The school has “strong links with children and parents: it is very much a family community,”

organising 11+ coffee mornings to guide parents through the process and help shortlist suitable schools based on their child’s strengths and interests. They then “tailor the preparation to the schools that those children have applied for,” adopting a personalised approach to ensure all students are well-prepared and confident in situations from reasoning skills to interview practice.

As part of its commitment to supporting families, Cameron Vale School is addressing the growing concerns surrounding the possible VAT on school fees from January. This anticipated policy change poses significant challenges for many families, particularly those with both parents working fulltime to provide private education for their children, with Alison adding: “I have two children who go to boarding school myself and I know it’s going to be very challenging for everybody.”

Cameron Vale is among the many schools taking proactive steps to support their communities. Alison shared that the school “have confirmed that they’re going to freeze their fees for the coming academic year,” aiming to provide families with some “stability.” She added: “That will help families to be able to budget, so that they know what their expenses are going to be for the next eighteen months or so.”

Beyond academics, Cameron Vale focuses on teaching essential life skills through its “hidden curriculum.” Alison expanded: “Those interpersonal skills are so important,” describing it as an example of “hidden skills.” Students learn to work collaboratively, communicate effectively and develop a sense of self-awareness. The skills are reinforced through various activities, such as partaking in debates and listening to guest speakers.

One memorable experience for the students was a

TURN TO PAGES 63 - 65 to learn more about Reed’s School, Cobham

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EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH THE HEAD

Mrs. Alison Fleming FROM NEWTON PREP SCHOOL, LONDON In this episode of Education Corner Podcast, we spoke with Mrs. Alison Fleming, Head of Newton Prep School in Battersea, London.

Newton Prep School is a coeducational prep school for children aged 3-13, known for its excellent academic results and broad range of co-curricular opportunities.

Alison discussed the benefits of co-education, the unique curriculum offered at the school and the challenging impact of the VAT on independent school fees.

Reflecting on her path to becoming a headteacher, Mrs. Alison Fleming described her journey as pragmatic, influenced by personal and family considerations. She shared: “I wasn’t educated privately myself. A state primary school and state grammar school was my background.”

She initially had no intention of joining the independent sector but found herself considering the option when her eldest son started a state primary school that had “some teaching methods that I found curious.”

A teaching opportunity at a local prep school led Alison into the independent sector. She candidly admitted: “After quite a lot of lively conversations with my husband, who was not at all keen on the independent sector decision, I accepted the role, which brought with it some fee remission for having my children there.” This initial move marked the beginning of her journey, which eventually took her from Hampshire to London.

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Alison commented: “I felt I did want to become a Head, but I suspected it wasn’t going to be a Head in Hampshire or Wiltshire. Instead, it was going to be a London Head.” The more traditional Shire counties model did not attract Alison as much as the diversity and dynamism offered in London.

After a deputy headship at Highgate Junior School and a headship at Dulwich College Junior School, Alison joined Newton Prep, which she has led for over a decade.

Newton Prep School’s coeducational setting reflects Alison’s belief in preparing children for real life. “Coeducation is normal life and I think schools should reflect the reality of children’s existence,” she asserted, adding: “It’s vitally important that boys and girls learn what it is to be alongside each other.”

Alison emphasised the importance of fostering respect and understanding between genders: “Our job as educators is to journey with the children and help them to sort out any differences that might come along.”

Newton Prep’s ethos is shaped by values of ambition, effort and self-discipline, drawing upon Isaac Newton’s thoughts: “My powers are ordinary. Only my application brings me success.”

Alison connects this deeply to her own upbringing, sharing: “My father, born in a coal mining village in South Wales, always told me: ‘Education is your passport. That is what’s going to take you to new places.’ I was driven by that message throughout my

Newton Prep School, Battersea

“We want to make sure that children have got the opportunity to discuss and to debate issues that are relevant to them, issues that they feel really strongly about.” childhood and I think I’ve taken that with me in my professional working life.”

Alison emphasised the importance of effort over innate talent: “It’s largely a misapprehension to think that children are born gifted. For the vast majority, you will succeed by effort and application.”

To inspire her students, Alison has been leading by example, stating: “Five years ago, I decided to start learning to play the piano as an absolute beginner. It’s hard work, and it has taken everything in my power to get to Grade 5 - I’m fiercely proud of that!”

The school’s admissions process begins with two primary entry points: nursery and reception. Alison explained: “We take about forty-eight children into nursery and look for another thirty-five to join in reception.” Assessments for younger children focus on developmental milestones, often determined

through observed play, while older students undergo more formal evaluations, including maths and English tests.

Alison stressed the importance of finding the right fit between the school and its children: “Our pitch and pace are ambitious. I need to be satisfied that they are meeting normal developmental milestones because if they are not, I think they would be put under a great deal of stress.”

Newton Prep School prides itself on a curriculum that extends beyond just exam preparation. Alison stated: “We want to make sure that we are addressing the concerns and issues that are relevant and pertinent to this generation of children.

Our curriculum will adapt; we are not a school that has the same curriculum plans in place each year.” She particularly highlighted the importance of the arts: “We want to provide those wonderful opportunities for our children to do art, music and drama, and to develop that creative side of their personalities.”

The Newton Prep Diploma exemplifies this innovative approach. Designed for Year 7 and 8 pupils, the diploma integrates humanities, arts and classics into interdisciplinary projects. The Diploma is about moving away from traditional “subject silos” that are “fundamentally not related to each other,” and encouraging pupils to think critically across their subjects, culminating in a gold, silver or bronze award, “depending on what extra the children have brought to this Diploma.”

Navigating London’s competitive senior school admissions process is a significant focus for Newton Prep School. Alison explained: “From Year

TURN TO PAGES 50 - 53 to read about educating girls from the Girls’ Schools Association

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EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH

Mr. Tom Rogerson HEADMASTER OF COTTESMORE SCHOOL

Mrs. Sarah Sutherland

SENIOR DEPUTY HEAD OF WINDLESHAM HOUSE SCHOOL

Mr. Dominic Oliver

HEAD MASTER AT LANCING COLLEGE AND

Mrs. Niamh Green HEAD AT ROEDEAN SCHOOL

In this episode of Education Corner Podcast, we welcome Heads from leading Sussex independent schools to discuss the benefits of choosing a school in Sussex and the range of options available in the area.

All of our guests are passionate about the many benefits of choosing a Sussex school. “We literally have it all,” Mrs. Sarah Sutherland, Senior Deputy Head of Windlesham House School, believes, “We benefit from having that countryside, being in the South Downs, but we are also close enough to London that it’s not too long a commute.” Mr. Dominic Oliver, Head Master at Lancing College, echoed this: “We’ve got the sea on one side and the Downs behind us, you can ride a horse into the Downs from the Lancing Equestrian Centre. [...] It’s that sense, not just of 24 | EDUCATION CHOICES MAGAZINE | W I N T E R 2 024

physical space, but of intellectual and creative space.” Mrs. Niamh Green, Head at Roedean School, told us about how this setting benefits pupils of all ages: “They have that kind of idyllic childhood with all that space, and then when they become teenagers, they’ve got that balance between the space and access to the city as well.”

For families interested in Sussex schools, our guests shared more about their entrance processes, emphasising the informality and desire to get to know prospective students, not just relying on exam results for admissions. “‘Empathetic’ is the word that I would use to describe how we help the children to enter Cottesmore,” Tom told us.

Sarah echoed this, describing Windlesham House School’s entrance process as: “Varied and tailored

Lancing College, Roedean School, Windlesham House School and Cottesmore School

“It’s a really good mixture, it’s eclectic and actually, that’s what we want from the community. We don’t want homogeneity. We want that variety and difference, we want something that’s reflective of the world.” to the individual age and stage of the pupils that we welcome to our school community. So we look very carefully at pupils who are committed, enthusiastic, creative and willing to embrace everything that Windlesham has to offer.” Dominic also emphasised the relaxed interview style at Lancing College: “They’re called interviews, but they’re more conversational than that [...] We’re not all operating a machine, we’re talking about young people and their futures.” Whilst Niamh told us they look for “Girls [who] really want to make the most of everything that’s on offer and … families [that] really get stuck into our community.”

With the world and our communities becoming increasingly diverse and global, all schools are conscientious about incorporating this into school life. All our guests described the diverse mix of local students, those who live elsewhere in the country and international families: “Our pupils are from across the world from China, Korea, Nigeria, Russia, Spain and everywhere in between.” Sarah told us: “We currently have pupils from just over twenty different countries as part of our school community.” Similar is true at Roedean, with over forty countries represented in the student body. In addition to this, each school runs a range of local bus services across Sussex, with about half of each

school’s pupils being classed as local students.

Dominic told us of how this diversity is deliberate and celebrated at Lancing: “It’s a really good mixture, it’s eclectic and actually, that’s what we want from the community. We don’t want homogeneity. We want that variety and difference, we want something that’s reflective of the world.”

Our guests also told us about how they incorporate and celebrate this diversity. At Windlesham, their new Languages, Culture and Linguistics department: “Actually goes one step further than just learning an additional language, we look at the culture of our different backgrounds [...] It’s a cultural immersion programme, so they will understand the geography, the festivities and the celebrations.” Both Dominic and Tom also described the importance of food and celebrations in celebrating the diversity of their school communities. At Cottesmore, World Awareness Week is an opportunity to try food, dances and games from around the world, whilst at Lancing College, holidays such as Day of The Dead and Chinese New Year are celebrated by the whole school community. At Roedean, they make the most of the diverse community in nearby Brighton: “We do quite a lot of partnership work within the local community where we’re going out to the local community, whether it be with charities or with the local schools.”

At Cottesmore School, pupils leave at thirteen years old, rather than eleven, allowing children more time at the prep stage: “the 13 plus leaving has a huge amount of benefits to it.” When it comes time to progress to senior school, Cottesmore does not feed to particular senior schools, but many pupils go on to Lancing College and Roedean and Tom added: “These fantastic senior schools we have here, Lancing and Roedean, where the child is going to thrive.” At Windlesham House School, many pupils

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Choosing a Sussex School

also leave at thirteen. Sarah told us how exam preparation skills are embedded in the curriculum from Year 5: “Those lessons support the pupils not just in understanding the verbal and nonverbal elements of the pre-test, but also that preparation for practice interviews, for mock assessment days, so that pupils are really well rounded and prepared for what they are going to experience.” She went on to tell us about the importance of balance in this time: “It also is about their childhood and keeping that innocence of childhood whilst also preparing the children for the future.”

Similarly, at Lancing College, pupils are admitted into the senior school from age thirteen. Dominic described this as: “We believe in the old-fashioned prep school structure, not because it’s old-fashioned, but because it offers a kind of golden time to extend childhood, a golden time to actually be pushed into lead at that point, to feel enriched by that environment, and then make that move just as adolescence is really getting going.” Conversely, Roedean admits girls from age eleven, also due to the traditions of prep schools ending at eleven. Niamh told us: “We still have local girls from primary schools that come at 11 plus and quite a few of the London day girls’ prep schools have finished at that age as well, so that is one of our main entries.”

Although, as co-educational prep schools have grown in popularity, many girls also now join Roedean at age thirteen. Niamh emphasises the importance of doing what is best for each individual child: “It has to be right for where she is now. So she can become Head Girl at a prep school, get all those amazing things that happen during those last two years of prep school, and then still come to us in Year 9.”

Niamh also described how Roedean pupils benefit TURN TO PAGE 79 to learn about diversity and inclusion at Brighton University

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from being in a single-sex environment, whilst still maintaining friendships beyond school. “Being in a single-sex school, they’re able to really find their voice and leave school at the age of eighteen, having found that confidence and having grown.” With 40% of Roedean pupils going on to study a sciencerelated subject at university - well above national average - it seems clear that the environment at Roedean is indeed nurturing confidence in girls’ abilities in all areas. They are also afforded many opportunities to socialise in co-educational settings, coming together with Lancing College for things such as CCF and Oxbridge preparation, as well as having socials with Tonbridge School. Niamh also highlights the power of social media in maintaining a wide range of friendships: “One positive of social media is that they stay connected much better and for much longer with friends they’ve made.” Overall, Niamh is confident in the strength and impact of an all-girls’ education at Roedean: “When they leave Roedean, I don’t think they’re in any doubt of the power of their voice and the power of them to represent females,” she believes.

Across both prep and senior school stages, our guests agree on the benefits and plentiful opportunities of choosing a school in Sussex. The access to open spaces on the South Downs and coastline stand out, as well as the access to cities such as Brighton and London and all the opportunities available within the schools’ rich communities: “It’s sort of paradisiacal,” Dominic told us, “it is incredibly beautiful in this area, it’s hard to beat. You go to other places, you want to come back here.” They urge anyone interested in a Sussex school to visit: “I think experiencing the location, which is outstanding, but actually meeting the students, seeing who they are and what they are and what they do, I think that’s the biggest selling point.” Niamh shared, “I think coming to experience it for yourself is definitely worthwhile.”

Tom also echoed the importance of visiting schools and making a connection when selecting a school for your child: “Fundamentally, it’s all about connection, it’s all about fun, it’s all about the warmth.”

We would like to thank our Sussex schools panel for giving up their time to speak to us.

CLICK HERE TO LISTEN TO THE FULL PODCAST www.cottesmoreschool.com www.windlesham.com www.lancingcollege.co.uk www.roedean.co.uk

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

ISI Inspection Report October 2023

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

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EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH

Mrs. Donna Stevens CHIEF EXECUTIVE OF THE GIRLS’ SCHOOLS ASSOCIATION (GSA) In this episode, we featured Mrs. Donna Stevens, Chief Executive of the Girls’ Schools Association (GSA), which represents the heads of over one hundred allgirls’ schools across the UK. Donna, who joined the GSA in 2021, shared details of her background, the GSA’s ethos and legacy, and how the GSA continues to advocate for girls’ education both nationally and internationally.

Donna Stevens’ path to the GSA was far from conventional.

“I did a Maths degree at Oxford and got swept into the City of London as a new graduate in 2002, initially working in financial services and then into more general management consultancy.” she shared. After nearly a decade, she transitioned into roles that better aligned with her passions.

She explained: “I worked for a few smaller startups, charities to begin with, then on to the Independent Schools Council and more recently to the Girls’ Schools Association.”

The GSA was founded 150 years ago as part of a broader movement for equal education for girls. Its origins were rooted in advocacy, with leaders like Beatrice Sparks, the first woman to study Maths at Oxford, and Harriet Jones, who lobbied to remove compulsory needlework from girls’ education to allow them to study maths and Science. “Those campaigning roots run deep today.” Donna attested. The GSA continues this legacy through events designed to empower girls in areas where they are underrepresented, such as 50 | EDUCATION CHOICES MAGAZINE | W I N T E R 2 024

finance, engineering and maledominated sports. She added: “We lobby the government on areas that disproportionately impact girls.” ensuring that their ethos remains relevant in modern society.

Donna is passionate about the benefits of single-sex education, citing compelling research to support her views.

“Girls in girls’ schools do better academically. Official Department for Education data shows that girls in girls’ schools are nearly three times as likely to do Maths at A Level compared to co-ed schools, and twice as likely to do Physics, Computer Science and other sciences.” she explained. The benefits extend beyond academics, too: “Girls in girls’ schools are more likely to stay engaged with sport for longer.”

Additional research highlights that girls in singlesex schools are more confident, emotionally intelligent and motivated, with higher levels of metacognition and wellbeing. Donna summarised: “Ultimately, society isn’t equal, but our schools help to create a fairer society by empowering girls to enter these more male-dominated spaces.”

Expanding on the issue of sport and wellbeing, Donna emphasised the role of single-sex schools in addressing the challenges girls face during puberty.

“Generally, nationally, there’s a huge problem for girls and sport, and dropping out around puberty, but not in a girls’ school.” she asserted. This focus ensures that girls maintain not only their physical fitness but also their confidence and resilience through continued participation in sports.

The Girls’ Schools Association

The GSA’s reach extends far beyond the UK, collaborating with organisations like the International Coalition of Girls’ Schools and the South African Girls’ Schools Association. Donna recalled: “A couple of summers ago, I had the pleasure of speaking at the Asia-Pacific Summit on Girls’ Education. [...] It was a forty-eight-hour trip to Tasmania. I spent longer travelling there and back than I was there! But it was so important to be connected with colleagues across the globe.”

Sharing ideas internationally allows the GSA to develop solutions that are not only impactful locally but also resonate with the global challenges faced by girls.

The GSA’s foundation in collaboration dates back to its origins, when two headmistresses decided to bring their peers together to share best practices. “Now, we have the beauty of sharing and collaborating globally.” she added, underscoring the importance of learning from international peers to advance girls’ education worldwide.

The GSA actively contributes to the body of research on girls’ education. Its most recent study, Investigating the Role of Girls-Only Schools in Preparing Students for Their Future Endeavours, gathered over 8,000 responses from students, parents, teachers and alumni. Donna explained: “Our teachers spoke frequently about being able to tailor their lessons to the needs of girls and the ability to inspire them with female role models.”

The findings also revealed the impact of single-sex education on confidence, academic excellence and financial literacy. “We wanted to use the research to ask what more we can do, because as a sector, we’ve not stood still over 150 years and we’ve still got work to do.” she stated.

TURN BACK TO PAGES 22 - 26 to read about Sussex schools

“Our campaigning roots run deep today and our alumni include people like Malala Yousafzai and Soma Sara, the founder of Everyone’s Invited. We have a big programme of events for students and it’s designed particularly in areas where girls are underrepresented.”

Donna highlighted the value of parental and alumni input in shaping the GSA’s future priorities, too. Parents spoke of the “academic excellence” and “confidence” their daughters gained, and alumni reflected on how their education at an all-girls’ school “shaped their life path.” The study also pointed to social media as an issue disproportionately affecting girls, an area the GSA plans to address through targeted initiatives focused on “the girls’ lens.”

Diversity and inclusion are central to the GSA’s ethos, reflected in its schools’ annual expenditure of over £146 million on bursaries and scholarships.

“It’s really important that cost isn’t a barrier.”

Donna asserted. These programmes benefit not only the recipients but also the wider school community by fostering interactions among students from diverse backgrounds. Donna also pointed to partnerships with other schools and organisations, which enhance mutual learning and extend the GSA’s influence in shaping inclusive educational practices.

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Bedales Assessed Courses

“In doing so, we are obviously developing the individual child, but we are also helping them to understand their place, initially within a relatively small community, but they can take the lessons they learn with us here and then translate those to the wider world.” useful is stepping outside of the English bubble of education.” Recently, Bedales has worked with organisations from Canada, Singapore, China and beyond. “We really enjoy being part of that dialogue with educators from around the world,” Will described.

Supporting the wellbeing of the wider community extends to preparing students for their futures beyond Bedales School. A thorough digital curriculum and managed one-to-one devices, as well as teaching about things such as AI, encourages understanding and knowledge of the technology of the future. This is embedded in school life through practices such as Jaw, a tradition of talks and discussions across a wide range of topics in the place of chapel in more traditional schools. Will explained the impact 6 2 | EDUCATION CHOICES MAGAZINE | W I N T E R 2 024

of Jaw as “to fulfill our duty to provide spiritual and moral education” as well as “[to] expose our students to a variety of different ideas and beliefs of a profound nature.” Not only are the lessons learnt through these talks significant, but so is the ethos behind them: “We’re not afraid in this school to ask challenging questions. Actually far from being afraid, we encourage everyone in the community, whether it be students, staff, parents or Old Bedalians, to ask challenging questions.”

In recent years, Bedales has also moved away from just offering traditional GCSEs and now also offers Bedales Assessed Courses, which incorporate project-based learning and continuous assessments. Will believes that by placing excessive importance on exams, students are limited by pressure and stress: “We also feel that by reducing the stakes, so they’re not high-stakes external assessments, we’re actually enabling us and our students to spend more time on learning and less time on doing mocks and doing study leave.” This approach not only allows students to enjoy a more tailored, less pressurised curriculum, but also garners excellent results.

At Bedales, the balance between tradition and innovation, and between the individual and wider community is highly effective. Their holistic and open approach across the board encourages students to be confident and capable young people, with a strong sense of both self and community.

Will emphasised the lasting impact of this: “I’ve never seen such an intense sense of connection to their former school as our alumni.”

We would like to thank Mr. Will Goldsmith, Head of Bedales School, for giving up his time to speak to us.

CLICK HERE TO LISTEN TO THE FULL PODCAST www.bedales.org.uk

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH THE HEADMASTER

Mr. Mark Hoskins FROM REED’S SCHOOL, SURREY In this episode of Education Corner Podcast, Mr. Mark Hoskins spoke to us about Reed’s School going beyond providing excellent academics, with a focus on values and skills that students can take with them after their school life.

He also highlights the philanthropic history of their founder, Andrew Reed, and how they still maintain his beliefs within the school today.

Mark began his working life as an economist before moving to teaching.

Recounting his career so far, he told us: “I’ve been very lucky. I’ve worked at five brilliant schools.”

His teaching career began with teaching economics at Wilson’s School and Whitgift, then as Senior Deputy Head at The Royal Grammar School, Guildford, before taking on the Headship at Reed’s School.

At Reed’s school, their values-driven education is a point of pride. Mark explained the importance of the school’s ethos and values: “What we’re trying to do is distill the values that Andrew Reed, our founder, would have been proud of.” When choosing the school’s core values, the whole school community - parents, governors, staff and pupils - were consulted: “That led us to our six core values: integrity, independence, curiosity,

compassion, resilience and responsibility.” These core values form the foundation of life at Reed’s School and encapsulate their hopes for the pupils’ futures: “If we can embed those ideas in our pupils by the time they leave the school, then I think we’re sending out well-rounded people with a strong moral compass who want to do good things.”

On their admissions process, Mark emphasised that: “We’re not looking for anything in particular. [...] we just want children to be enthusiastic and throw themselves into everything.” At Reed’s, they believe that all children can be enthusiastic and thrive in the correct environment and with the right amount of encouragement.

Children applying to Reed’s first take the ISEB Pre-Test, before attending a short interview. Mark emphasised the informality of this: “We’re not asking them to solve world peace or anything like that. We just want to know a little bit more about them, what they’re interested in, what books they’re

“We just want children to be enthusiastic and throw themselves into everything.”

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SUSSEX PROPERTY NEWS

Finding Your Dream Home in Sussex

What is a buying agent?

Think Kirsty and Phil but without the drama or TV cameras!

A buying agent is a property professional who represents the buyer’s interests during a transaction, guiding them from the initial search to the moment they receive the keys for their new home.

Our clients come to us for a variety of reasons. Maybe they are moving from London to the countryside and don’t know the area, or perhaps they’re already

living in the county but are busy with their jobs and kids, or they might be moving from abroad and simply can’t be here to view houses themselves.

The process begins with a detailed conversation about the client’s dream home and budget, as well as key factors like location, commute, house style and schools.

We source properties on the market and off market - it’s whole market access.

We help our clients open

Lindfield Place, Lindfield

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New Hall, Henfield

the doors that they couldn’t possibly access on their own. We have great local knowledge and intelligence and we receive this because we represent the best buyers in the market.

Houses can be sourced from a variety of places: architects, builders, the school gates or even our hairdressers. A main source of the houses comes from estate agents and so our relationship with them is key. We go through a rigorous process to make sure that we have considered all the available options and we discount many houses so our clients don’t have to.

“We keep an open mind as the house that people describe at the beginning is often not the house Chelsea that they buy!”

Once we find the dream property, we carry out due diligence on the area and the house. We agree on a strategy with the client and handle the negotiation on their behalf.

We then build a team of trusted professionals - our ‘little black book’ - solicitors, surveyors and other experts, who help to prevent delays or issues during the process. Our experience enables us to foresee any potential hurdles. By removing emotion from the transaction, we can deal with any issues early on ensuring a smooth process.

We are always working

LIVING IN THE COUNTRYSIDE

Old Middleton, Westmeston

very closely with the vendor’s agent - our contact with them is paramount to a successful process and any problem solving required!

Then comes the fun part: exchange and completion - the deal is done and our clients are moving. It’s the greatest feeling to be able to meet our clients at their new home on moving day and walk around the house that they now own!

Why Sussex?

Sussex is a special place! There is an amazing variety of countryside such as the rolling hills of the South Downs and the expanse of the Forest of Ashdown, as well as beautiful coastal areas such as Beachy Head, the Seven Sisters, South Lancing and Hove.

Transport in the area is fantastic, with road links such as the M23 and the A272. Commuting

Coombe House, Balcombe

Marshalls Manor, Cuckfield

by train is exceptional from either Haywards Heath, Gatwick or Balcombe. You can usually expect to travel to the centre of London in 40-50 minutes.

There are lovely villages such as Lindfield, Cuckfield, Ditchling and Hurstpierpoint, Petworth, Midhurst and Chichester - the list goes on! There are also larger towns and cities such as Brighton, Horsham and Lewes.

There is much variety in the style of houses you can buy, from the traditional Sussex farmhouse to gorgeous cottages and a few Georgian gems. There are also some wonderful barn conversions in the area and Horsham stoneroofed beauties.

We are lucky with the education options in the area - there are fantastic local primary and secondary schools, as well as colleges for sixth form such as BHASVIC and Colliers.

Private options include prep schools like Handcross Park, Cottesmore, Brambletye, Cumnor House, Highfield, Amesbury, Westbourne House and Windlesham House School. The Senior schools are amazing with Hurst College, Brighton College, Rodean, Ardingly and Worth.

It’s very rare for a county to have such great prep schools and senior options too - I told you it was special!

What are the best properties in Sussex on the market at the moment?

Marshalls Manor, Cuckfield Jackson Stops & Hamptons £2.4m Old Middleton, Westmeston Hamptons £3.95m Lindfield Place, Lindfield Jackson Stops £3.6m New Hall, Henfield Savills £2.5m Coombe House, Balcombe Strutt & Parker and Hamptons £3.85m

JM CHASE SOPHIE HATCHER & HENRY FORBES JM Chase has been operating for sixteen years. Our reputation has been built by offering trusted and personal advice that our clients can rely on to secure the right property for the right price, ahead of the competition.

SOPHIE HATCHER Property Search Agent www.jmchase.co.uk www.instagram.com/sophie.hatcher. property.search

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PREPARING STUDENTS FOR THE WORKPLACE

Lead Out Loud Warwick Business School’s new podcast on leadership excellence Warwick Business School (WBS) is excited to announce the launch of Lead Out Loud, a thoughtprovoking podcast dedicated to leadership. Hosted by Bron Mills from the WBS Press & PR team, the series brings together the brightest minds from industry and academia to explore how leadership theories translate into real-world impact.

Available on all major streaming platforms from January 2025, Lead Out Loud unites WBS academics with industry leaders in dynamic discussions. Each episode examines a core leadership theme, revealing how theoretical

frameworks and lived experiences can combine to address today’s complex challenges.

By drawing on the expertise of Warwick’s world-class faculty and seasoned industry practitioners, the podcast offers listeners a unique educational opportunity.

Episodes cover a variety of topics from sustainability, AI and running a start-up to styles of leadership, such as servant, communal and inclusive leadership. Conversations also highlight leadership as a blend of adaptability, innovation and vision, making this podcast a helpful resource for aspiring leaders, students and professionals alike.

“Education is evolving, and Lead Out Loud reflects that,” says host Bron Mills. “We’re using

podcasting to bring together academic expertise and industry knowledge, giving listeners tools they can use in their own leadership journeys.”

Lead Out Loud redefines how leadership education is delivered, connecting theory to practice in an innovative format. Tune in and discover new ways to lead with confidence.

BRON MILLS Media Relations www.wbs.ac.uk

STUDENTS GO FURTHER AT BRIGHTON At Brighton, we encourage students to play to their strengths.

Our inclusive approach to learning supports individual needs and career goals, which is why we’re in the top 3rd in the UK for employment or further study, three years after graduating (Complete University Guide 2025).

Brighton is the choice for those looking for a bright future, and for entering the workplace with skills and confidence.

Practical learning and placements mean what our students do matters.

And all in a place like no other.

Find out more at www.brighton.ac.uk

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

We host online webinars throughout the year specifically for supporters coving topics such as financing higher education, applying to university, making the most of an open day and becoming a student.

To attend any of our virtual events or receive our supporter's newsletter visit www.exeter.ac.uk/supporters