Education Choices AUTUMN 2022 | £3.50
TH E KEY TO YO U R CH ILD’ S SUCCESS
PLUS: VICTORIA AYODEJI Winner of the Outstanding Achievement Award for the UK Student Social Mobility Awards MR. DAVID MULAE Cranleigh School, Surrey discussing EDI and more inside…
EDUCATION CORNER PODCAST INTERVIEW WITH
Nick Hewlett ST DUNSTAN’S COLLEGE, SE LONDON discussing their renaissance education
NW LONDON SPECIAL - INCLUDING OUR TOP MAINTAINED AND INDEPENDENT SCHOOLS LISTING, A PROPERTY UPDATE AND DESIGN TIPS!
03 Education Book Corner: Spooky stories for teens Some seasonal suggestions…
06-07 Long Live the Queen A tribute to HRH Queen Elizabeth II
08-09 A historic moment in time Saying goodbye to Her Majesty Queen Elizabeth II, Swaffield School
10 The Value of Values Creating a caring community, Churcher’s College
11 Inclusion and diversity in children’s television
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Peppa Pig introduces new same sex couple
12-13 Yoga for kids Benefits in and beyond the classroom, Happy Kids Yoga
Dance Live! expands across England for 2023 Your chance to enter the contest
14 Change a child’s story
EDUCATION CORNER PODCAST
Help them learn to read
15 Overcoming obstacles Inspiration behind After the Fall
16 Does my bum look big in this ad? The importance of body image for teens
17 Be inspired by young entrepreneurs! Ultra Education CIC to host their ninth Youth Business Fair
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18-20 Education Corner Podcast Interview Mrs. Grace McCahery, Vice Principal at The White House Preparatory School
22-27 Education Corner Podcast Interview Mr. Nick Hewlett, Head at St Dunstan’s College
28-31 Education Corner Podcast Interview Mrs. Sophie Edwards, St Catherine’s School, Bramley
32-33 Education Corner Podcast Interview Dr. Kelly Pickard Smith and Dr. Amy Bonsall, CoDirectors of the Women in Academia Support Network (WIASN), Authors of ResearcHER
34-36 Education Corner Podcast Interview Mrs. Pippa Smithson, The Royal School, Haslemere
38-43 Education Corner Podcast Interview Victoria Ayodeji, ex Cambridge University graduate and winner of the Outstanding Achievement Award at the House of Lords for UK Student Social Mobility
44-47 Education Corner Podcast Interview Mr. David Mulae, Assistant Head Pastoral at Cranleigh School, Surrey
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In the Autumn issue... 48-49 Developments in Dyslexia How to spot, and empower Dyslexic Thinking in your child
50-51 Understanding ADHD What to know and how to support children
52 A vision for Queen’s Gate School Muses from the new Head, Amy Wallace
53 A sixth form that gets you Realising your potential at Sutton High School GDST
54-55 The Sutton Trust 25 years championing social mobility through education
56-57 HRH Queen Elizabeth II Patron of Reed’s School, Surrey Generations of dedication not to be forgotten
58-59 Honouring HM Queen Elizabeth II Dulwich College Cadets participated in the state funeral
60 The value of collaboration and partnerships An activity week for Wellington College and local partner schools
61 Supporting a fair future South Bank UTC and its bursary programmes
62-63 Black History Month 2022 How everyone can celebrate!
64-65 Diversifying the University of Durham Speaking for the 93%
The Journalism Diversity Fund All you need to know
66-67 Let’s get personal Advice on what, and what not, to write in your personal statement
58 NW LONDON NURSERIES AND SCHOOLS SPECIAL FEATURE: Education Choices Magazine recommended nurseries and schools
68-69 Independent Nursery Options 70 Maintained School Options 71-81 Independent School Options 82 NW London University Listing University choices in NW London
83 Studying at SOAS A university at the heart of cultural Bloomsbury
84-85 A guide to North West London All there is to see and do
86 Making the right decision for your future University degree versus an apprenticeship
87 Testing times for the property market The desire to nest in North West London
88-89 Envisioning your space and its endless possibilities Tips for a home transformation Co-editors: Tatiana Summers, Ella Maria and Sara Keenan Assistant Editors: Emily Parsons and Rohini Bhonsle-Allemand Magazine design: www.petercharlesdesign.com Podcast Editor: www.emmacharleston.co.uk
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EDUCATION CHOICES MAGAZINE is now available to purchase both online and paper copy. Please contact: chloeabbott@educationchoicesmagazine.com
EDUCATION CHOICES MAGAZINE | AUT UMN 2022 | 5
TRIBUTE TO HRH QUEEN ELIZABETH II
LONG LIVE THE QUEEN A tribute to HRH Queen Elizabeth II The team at Education Choices Magazine was greatly saddened to hear of the death of Her Majesty Queen Elizabeth II in early September this year. She was the sixth sovereign queen and the forty-second sovereign of Britain since William the Conqueror. As the longest reigning monarch in Britain, she served for 70 years from her coronation on 2nd June 1953, until the age of 96. An inspiration to thousands, Queen Elizabeth II carried out more than 21,000 royal engagements and appearances over her reign; was more well-travelled than any previous British monarch with at least 260 official overseas trips, and hosted an average of 50,000 people every year at Buckingham Palace for a variety of luncheons, receptions and events. A remarkable woman, the Queen was never intended to be the heir to the throne. It wasn’t until the abdication of her uncle, King Edward VIII, that she found herself next in line. As a child, Winston Churchill described Elizabeth: “She has an air of authority and reflectiveness astonishing in an infant.” Her composure has been remarked upon throughout her entire reign, particularly after her father’s sudden death whilst she was visiting Kenya in 1952; the public was
“She has an air of authority and reflectiveness astonishing in an infant.” Winston Churchill 6 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 2
much impressed by her remarkable composure on her homecoming, as she found herself the Queen of England and the Commonwealth countries, aged only 25. As a young girl, the Queen never attended formal schooling. Instead, she was taught by private tutors at home in a variety of subjects such as constitutional history, law, as well as French, German and music. The Queen was, in fact, fluent in French; a skill she often utilised in her overseas engagements. Her Majesty spent some of her teen years growing up during the tumultuous Second World War as well, during which time she learned to drive by driving a truck and also trained as a mechanic. Famously, at the end of War, she and her sister, Margaret, secretly left the Palace to celebrate amongst the public on VE Day in 1945. The Queen maintained her strong familial values despite the responsibility involved in her reign, having four children: Charles, Prince of Wales; Anne, Princess Royal; Prince Andrew, Duke of York, and Prince Edward, Earl of Wessex. Her Majesty, in fact, only missed the opening of Parliament twice in her lifetime: once in 1959 for Prince Andrew’s birth, and once again in 1963 for Prince Edward’s birth. She was also the first monarch to celebrate a Diamond Wedding Anniversary, after being married to her husband, Prince Phillip, for 60 years in 2007. Before Prince Phillip’s passing just last year in April, the couple had been together for 73 years. The Queen had purchased her wedding dress with World
War Two rationing coupons, returning touching donations of clothing rations given to her by women across the United Kingdom at the time. Her Majesty also owned over 30 corgis in her life, all thought to be descended from the one she had as a young child called Susan. She also unintentionally introduced the dog breed, ‘Dorgi’, when one of her corgis bred with Princess Margaret’s dachshund. The Queen was an exception to many British laws. For example, she was unable to vote, nor could she be prosecuted or compelled to give evidence in court. She also did not need a passport to travel abroad and did not need a licence to drive a car. Her Majesty was also awarded a BAFTA in 2013 in a ceremony at Windsor Castle for “lifelong support of the British film and television industry”. This was perhaps related to her cameo as a “Bond girl” during the opening ceremony of the London 2012 Olympic Games, demonstrating the more playful side to her character. This sense of humour was also seen when she tricked some American tourists whilst on
holiday in Balmoral: when they came across two American hikers on the grounds of her holiday home in Scotland, they did not recognise her and proceeded to ask Her Majesty where she lived, and whether she had ever met Queen Elizabeth. The Queen, dryly, told them that Richard Griffin, the former Royal Protection Officer who was accompanying her, had in fact met the Queen. The Americans asked the Queen to take their picture with Griffin, who then afterwards took a picture of the tourists with the Queen and bid them farewell without alerting them as to their mistake. Her majesty is reported to have once said: “For me, heaven is likely to be a bit of a comedown”, which is certainly a fitting sentiment to commemorate the undeniably extraordinary nature and achievement of her life and legacy for the British nation. EMILY PARSONS, Assistant Editor TURN TO PAGE 56 to read about HRH patronage at Reed’s School, Cobham
EDUCATION CHOICES MAGAZINE | AUT UMN 2022 | 7
EDUCATION CORNER PODCAST
EDUCATION CORNER PODCAST INTERVIEW WITH HEAD
Mr. Nick Hewlett FROM ST DUNSTAN’S COLLEGE, LEWISHAM
Mr. Nick Hewlett speaks about the ethos at St Dunstan’s, St Dunstan’s Diapason and the broad renaissance education that they offer children from many different socio-economic backgrounds. He also shares his thoughts about EDI and how to ensure that independent schools are able to continue to thrive going forwards… Please explain to us the importance and relevance of the College motto ‘Albam Exorna’?
I feel really privileged to have this as our motto, it translates as ‘Adorn the White’. It’s very unusual and speaks to an ambitious and forward-thinking foundation in the late 19th Century. ‘Adorn the White’ is to do with the fact that we have a blank shield, which has one corner filled in with St Dunstan standing proudly in the corner. The reason for that was that the founders here at St Dunstan’s felt very strongly that education ought to be about allowing young people to find their own way through school; to be true to who they are, to be individuals, to protect the individuality that is personified within them. We think that that is a really wonderful and radical thing of that time, and that it is just as relevant today as it was then. The whole principle around the school is that when you join the school we give you this blank canvas, we give you a huge array of different opportunities, and through that breadth of opportunity you are able to chart your own course, be true to who you are and to discover your true identity. We want to encourage an open-minded and liberal culture and have a diverse school community that reflects that founding motto that underpins everything we do. 22 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 2
Can you tell us a little about the ethos and values at St Dunstan’s College?
The ethos is demonstrated, I think, by that motto, which is central to the ethos that we have going on here. We are a very, very diverse school. We are in a very diverse part of South East London, we have a very multicultural, multiracial, diverse socioeconomic intake of students, and with that comes a real vibrancy of difference and a celebration of difference and individuality that runs to the core of our identity as an institution. We are a
St Dunstan’s College
community of all faiths, and we are a community that cherishes that diversity, and cherishes that individuality. At its heart, we are a very liberal school, we are not forged from the conservative mould of independent education that I think does follow some of the other schools in this country. We are very much a school where students can be comfortable with who they are. We are also a school that is true to that initial ambition in 1888, when we were a school that was radical for its day. We were founded as one of the first schools in the country to challenge the very conservative traditional curriculum that was rooted all around Literature, Religion and Classics. We were one of the first schools in the country, if not the world, to introduce Science and Technology. None of the other schools were doing it and it was an incredibly radical concept for its time. The incoming head of the governing body who appointed him was very keen on the idea of heuristic education, hands-on education. It’s not so much what a child knows that’s important, but how he/she finds out what they know. The ethos here is about challenging some of the educational norms of today. To give you a few examples of the things that we do, we have a few co-curricular programmes embedded into the timetable of the school. It’s not an add on, it’s timetabled, registered, monitored. It’s a whole programme structured around the values of the organisation. The pupils have to sign up to a whole range of different values. We have a talk period here called the ‘Stuart Programme’, which is all about life skills and the development of the Self. We discuss issues like toxic masculinity, toxic femininity. We teach them about resilience, conflict, deflection and other important practical life skills. We have a huge emphasis on the Creative Arts here, we feel that creativity is being starved from the education sector in this country. We conclude with a two week festival, where we are off timetable for the last two weeks of the year, and we undertake creative activities for the sake of it. We also have a
“We want to encourage an open-minded and liberal culture and have a diverse school community that reflects that founding motto that underpins everything we do.”
really important adventurous activity programme that speaks to our value of courage and confidence. We don’t want young people to be arrogant, but we want them to be assured with who they are and to have the confidence to take on the vagaries of society when they leave the school. I suppose that, in summary, the overarching ethos of the school is one that values education and one that believes in an open mind in a liberal context. We want students to be themselves and to celebrate the diversity which they are a part of. You have a very diverse intake of students from very different socio-economic backgrounds. What are your bursary provisions like?
We have an extensive bursary programme, we live in an area of London that is in huge need financially, and we don’t want to be that school on the hill with the gates shut. We do a lot of outreach work and partnership work, and we want children to be able to come to this school who would otherwise not have the means to do so. At the moment, we
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EDUCATION CHOICES MAGAZINE | AUT UM N 2022 | 23
EDUCATION CORNER PODCAST
EDUCATION CORNER PODCAST INTERVIEW WITH ASSISTANT HEAD PASTORAL
Mr. David Mulae FROM CRANLEIGH SCHOOL, SURREY Mr. David Mulae speaks about the ethos and values at Cranleigh School, his prior history working on EDI issues, the work taking place with ‘Flair’ partnered with an organisation called the ‘African Caribbean Education Network’ (ACEN), Cranleigh’s commitment to #BeTheChange and how Cranleigh are teaching the children to be themselves and to embrace the future. Please explain to us the importance and relevance of the Cranleigh motto ‘Ex Cultu Robur’?
Certainly. So,‘Ex Cultu Robur’ means ‘from culture comes strength’. So, traditionally, this would have meant teaching classical traditions and values of the world to give pupils the strength to go out into the world. It now stands for a celebration of all we do, in a holistic sense, around the child in addition to preparing them for their exams and assessments. ‘Ex Cultu Robur’ celebrates culture in all its forms – we embrace people’s school backgrounds and celebrate the diversity it brings into our community. This gives Cranleighans the best experience and understanding of the outside world and better prepares them for life beyond Cranleigh. Can you tell us a little bit more about the ethos and values at Cranleigh?
This follows on from ‘Ex Cultu Robur’, which has helped to shape the ethos that we give Cranleighans. 44 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 2
The ethos gives them the insight to recognise their privilege, to shape the future culture of the world through lives of service and leadership. Here at Cranleigh, we don’t ask: “What is our vision for Cranleigh School?” We ask: “What is our vision for Cranleighans?” when they go out into the world. We do that, at the heart of this, through four core values, which stand as: Service, Relationships, Leadership and Excellence. The question is, what does that look like on the ground? On the ground, we break that down into three pillars: ‘Cranleigh thinking’, ‘Cranleigh being’ and ‘Cranleigh giving’. ‘Cranleigh thinking’ is thinking beyond a test, with enriched questions in all departments that are encouraged to get people thinking beyond the specification and the syllabus. There is ‘Cranleigh being’, which is who we are and how we are and that’s something that I’m heavily involved in as Assistant Head (Pastoral) here. Then we have ‘Cranleigh giving’ which is the foundation, the charitable side of the school, and that’s thinking beyond ourselves. Can you tell us a little more about how you came to be at Cranleigh School and your personal background?
I’m a biology teacher by trade. I started teaching 13 years ago. I have moved through the school, including working in boarding as an Assistant House Master and then latterly, for the last 8 years, running
Cranleigh School
a boarding house as a House Master at Christ’s Hospital School. That took us through numerous challenges including the Covid outbreak and during that time, during the lockdown, was the murder of George Floyd in Minneapolis. The school I was at before had an ACS (an African-Caribbean Society) and the pupil leaders of the ACS approached me and asked if I would host an online meeting for them to discuss George Floyd and the feelings around it. I agreed. Up until that point I had probably been slightly reluctant to get overly involved in the ACS. It is a pupil-run initiative and I was very happy that they had it, but I wanted them to identify with it themselves and not lead it as ‘the Black teacher’. I hosted the meeting, listened to them talk for about an hour and a half and they were discussing their feelings around the murder; their feelings about structural racism in the US and the UK; their hopes, their fears, their aspirations. The funny thing is, everything they were describing about how they were feeling was the same series of emotions that I had gone through when I had watched the news reports as well. At the end of that session, I spoke to them and told them just that I was experiencing the same feelings of loss and hopelessness and fear and worry and that it was normal. I warned them to be careful with social media because it echoes around, and with us all being at home we needed to make sure we looked after ourselves as well. But I got off that call and I vowed to myself that I would identify more closely and never be scared to speak out for antiracism, for the protective characteristic. I was very guarded about speaking out before, probably up until that point. As a result of that work, I did a couple of courses – one with the NEU, which was becoming an Equalities Officer. On the back of that I got elected as my common room Equity and Diversity Representative within the House Masters and Mistress’ body I was in - I was the diversity and inclusion champion. It’s really important at this point to say that when I was representing EDI (Equity, Diversity and Inclusion)
“It’s important because diversity and inclusion is about all protective characteristics and about all people feeling safe and supported and secure in the environment that we’re in.”
issues, that I was actually interested in all aspects of diversity, not just race. It’s important because diversity and inclusion is about all protective characteristics and about all people feeling safe and supported and secure in the environment that we’re in. However, you focus on one at a time, and work in one area always supports work in other areas as well. In the wake of George Floyd, the focus was definitely on race, ethnicity and anti-racism work in schools. That led me to a point where I saw the job advert for Cranleigh School – they wanted somebody to join their SLT (Leadership Team); they wanted somebody to work with the HM body, they wanted somebody to work with equity, diversity and inclusion work. It just seemed to fit everything that I was interested in and looking for at the time. When I spoke to Martin, the headteacher here, he expressed that there was this feeling post-George Floyd and in the wake of the BLM (Black Lives Matter) movement in America and globally. He said that they’d started the body of work here and they were really interested in making the change and they wanted more of a guidance and a steer, and that would be an important part of my role. So, the fit seemed to be there and I was really interested in driving the project forward. We understand one of the key roles you are playing at the school is addressing issues including: anti-racism, over all diversity, inclusion and equality, wellbeing and mental health. Can you tell us a little more about this and the work that is taking place?
There’s lots of work that was taking place already. About six months before I started here, Cranleigh had hired a teacher of music and cultural diversity, and there was already a big exploration of cultural diversity underway through music. They had
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EDUCATION CHOICES MAGAZINE | AUT UM N 2022 | 45
REED’S SCHOOL
HRH Queen Elizabeth II Patron of Reed’s School, Surrey Generations of dedication not to be forgotten Foundation and allowing it to raise the funds needed to support these children. In 1951, due to the King’s ill health, the then Princess Elizabeth elected to become our Royal Patron, thereby commencing our cherished 70-year connection which the whole School community treasured beyond measure. This connection had started in 1947 when, to commemorate her marriage to HRH Prince Philip, Princess Elizabeth established a Royal Bursary Award which has been bestowed every year since to two Foundation pupils and remains an important part of our heritage. The death of Her Majesty Queen Elizabeth II was felt deeply by everyone at Reed’s as well as the Nation to whom she had dedicated her life. As our Patron from 1951 to 2022, Her Majesty’s service has inspired many generations of Reed’s pupils and we will be forever grateful for her commitment to our School and charitable Foundation. On many occasions, Her Majesty remarked on the importance of the work of the Foundation and of the legacy left by our founder, Reverend Dr. Andrew Reed. Andrew Reed’s philanthropic vision was to help destitute children who had lost both parents or their father, with a mother unable to provide for them. After founding the School in 1813 (when it was known as the London Orphan Asylum) he used his extraordinary abilities to attract the support and patronage from its first member of the Royal Family when, in 1815, King George III’s fourth son - Edward, Duke of Kent
(father of the future HM Queen Victoria) became our first Patron. Since 1815 we have been honoured to receive uninterrupted Royal patronage. We have been indebted by this special patronage of our Foundation and, today, the Foundation supports around 10% of the pupils at Reed’s who still have to comply with our Founder’s criteria of having lost the support of one or both parents. Without this continued Royal support, his endeavours may never have been realised and been allowed to prosper as Reed’s School today. Our Royal patronage has been a crucial element in increasing the profile of our charitable
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ROYAL VISITS
Across our 200-year history we have been honoured with many Royal visits to the various sites occupied by the School, and HM Queen Elizabeth II visited Reed’s three times. 1946 - In 1946 a young HRH
Princess Elizabeth came to visit for the first time. This visit was made to the Girls’ School which was located at Dogmersfield Park, the site to which the girls had been relocated after the War (with boys moving to our current site in Cobham). A party of boys also comes over from their new home with the Headmaster, Mr. H. Axton, to be introduced and to witness the Princess planting an oak tree which was a direct descendant of an oak planted long ago by HM Queen Elizabeth I. 1997 - Fifty-one years later in 1997,
the now Queen Elizabeth II arrived to celebrate the School’s 50th year at Cobham. Her Majesty unveiled
a plaque commemorating the opening of the newly refurbished Sixth Form House. She met with a great many pupils and staff and, as with all Royal Patrons, she had the wonderful ability to make each individual feel special. We even learnt that her preferred blend of tea was Earl Grey with a little milk and no sugar! The Queen planted a young Maidenhair tree in the Rose Garden, using the same trowel that her ancestor, Frederick Duke of York, had used when he laid the Foundation Stone at the School’s new building in Clapton, London in 1823. School Captain, Angus Hamilton, declared that the Queen “was very kind and courteous and put me at ease.” Another pupil, Robert Morrison, felt “the visit gave Reed’s the Royal seal of approval and that it would be something he would remember for the rest of his life.”
2014 - Seventeen years later,
Queen Elizabeth II returned to Cobham in March 2014, this time accompanied by HRH Prince Philip, the Duke of Edinburgh, on the occasion of the School’s 200th anniversary of its founding. The Royal visitors met scores of pupils and were greeted enthusiastically by all who were there that day. During a tour of the
School the Duke took a particular interest in students who were progressing through their Duke of Edinburgh Award schemes and the Queen met our Foundation pupils, talking especially to those who received the Queen’s Bursary Award. They also spoke to members of the staff and pupils from across all academic departments, taking a great deal of interest in the presentations and commentary. After a private luncheon, the Royal party bade farewell to the assembled School community and with flags waving, cheering and a resounding retreat from the Corps of Drums, their car moved out of sight… another memorable Royal visit had come to an end. www.reeds.surrey.sch.uk TURN BACK TO PAGE 6 to read a tribute to HRH Queen Elizabeth II
Our Values: An Education for Life
Independent Schools Inspectorate - 2022
For further information:
t: 01932 869001 | w: www.reeds.surrey.sch.uk | e: admissions@reeds.surrey.sch.uk Sandy Lane | Cobham | Surrey | KT11 2ES
NW LONDON SCHOOLS SPECIAL FEATURE MAINTAINED INDEPENDENT SCHOOL SCHOOL OPTIONS OPTIONS
Popular maintained schools choices for NW London parents PRIMARY SCHOOLS SCHOOL Brookland Junior School Christ Church Primary School Courtland School Eleanor Palmer Primary School Gospel Oak Primary School
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HEADTEACHER Nicholas John Kateryna Law Jacques Szemalikowski Mark Mayne Mrs. Sophie Fegan
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Kentish Town Church of England James Humphries Primary School Kingsgate Primary School Liz Hayward Menorah Primary School Rabbi Y M Greenberg Mitchell Brook Primary School Theresa Landreth Our Lady of Grace Catholic Mr. S McGrath Junior School Primrose Hill School Harsha Patel Richard Cobden Primary School Mrs. K Bannon St Agnes’ Catholic Primary School Mrs. O’Reilly St Eugene de Mazenod Roman Rebecca Smith Catholic Primary School St Joseph’s Roman Catholic Mrs. Titus Primary School St Paul’s CofE Primary School Mrs. Kaye St Robert Southwell Catholic Miss. Honor Beck Primary School The Orion Primary School Mr. Flathers Torriano Primary School Helen Bruckdorfer Wykeham Primary School Mr. Everton Sharpe
SECONDARY SCHOOLS SCHOOL Acland Burghley School The Camden School for Girls Hampstead School Haverstock School La Sainte Union Catholic Secondary School Maria Fidelis Catholic School FCJ Menorah High School for Girls Newman Catholic College Parliament Hill School Regent High School St Augustine’s Federated Schools: CE High School St James’ Catholic High School St Mary’s and St John’s CofE School William Ellis School
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NW LONDON SCHOOLS SPECIAL FEATURE INDEPENDENT SCHOOL OPTIONS
EDUCATION CHOICES MAGAZINE RECOMMENDED SCHOOLS Abercorn School Based in central London, Abercorn School is a ‘family’ of schools for students aged between 2 and 13 years old. The school provides a caring, inspiring and friendly academic atmosphere encouraging students to develop a genuine love and passion for learning. Students are constantly supported, challenged and evaluated to ensure that their individual talents and skills are being effectively nurtured. Abercorn is committed to preparing students to face the challenges of the modern world with confidence. www.abercornschool.com
Abingdon House School Abingdon House School is a special education school for students aged 5 to 19 years. It provides education for students with specific learning difficulties such as ADD/ADHD, dyspraxia, dyslexia, autism spectrum condition, and social communication difficulties. The school provides both teaching and integrated therapy, focusing on the specific challenges faced by the students and how these may impact their learning, as well as their selfesteem and confidence levels. A warm, nurturing and aspirational environment has been created by staff and students, and each individual student is able to be fully supported by fully trained teachers, teaching assistants, and therapists, who work together effectively to create multi-sensory lessons, implementing both traditional teaching methods and the newest technological advancements in educational software and hardware. www.abingdonhouseschool.co.uk
Alpha Preparatory School Alpha Preparatory School ranks #2 in multiple national preparatory school league tables. They aim to provide a varied curriculum for all students, providing challenges appropriate to each student on an individual level, and ensuring children place pride and a sense of responsibility in their work. Alpha Preparatory also strives to create a family atmosphere, surrounding students with dedicated and experienced staff, and maintaining the school’s Christian tradition while still being understanding and respectful of others’ beliefs. www.alpha.harrow.sch.uk
Arnold House School Arnold House School is a preparatory school for boys aged 3 to 13 years old. The thriving school is home to excellent facilities; a supportive, stimulating, and purposeful environment, and an exceptional pastoral care system, so each student is able to reach their full potential both inside and outside the classroom. Arnold House is known to produce well-mannered, motivated boys with confidence in themselves, and is wellrespected as a school by leading senior day and boarding schools. www.arnoldhouse.co.uk
Belmont Mill Hill Preparatory School Belmont Mill Hill Preparatory School forms part of the Mill Hill School Foundation based in North West London. They hold the firm belief that the happiness and wellbeing of the students is paramount to a fulfilling education. Belmont offers a wide range of opportunities to pupils, which enables them to find their own unique path to success, helped along by an incredibly committed team of professionals. Pupils are prepared both intellectually and socially for their futures and will thrive at Belmont. www.millhill.org.uk/prep/
EDUCATION CHOICES MAGAZINE | AUT UM N 2022 | 7 1
LIFESTYLE AND LIVING
Envisioning your space and its endless possibilities Tips for a home transformation
We are all, big and small, back at our desks and, the freedom of the summer over, likely all looking around our home and wondering how it will sustain another year of routine and special moments, meals and laundry and exercising and catching up and homework and working from home. And when that looking around takes place, it can be overwhelming and daunting to take stock of what we see and beyond, of what we would like to, or can, do about it – and how? Because a home is a living thing, it makes sense to give it – and ourselves, the chance to evolve with our own life, along its ever-changing milestones. Fear not, sometimes it is only wise to recognise that professional guidance is needed. Seeking expert listening and advice to your wishlist, from a qualified interior architect or designer is the starting point to creating and bringing to life a vision that aligns with your wants and your needs. Would you like to transform your space? You may not be sure where to begin, what that would entail or even what that would look like. At times it is a matter of getting a fresh pair of eyes, to scan a room or the whole of the property and declare some areas in real need of a critical analysis, an overhaul or simply a refresh. How can that be done? By being guided through the steps. Look at the space in question and truly say whether it is aligned with your needs – current and future. Is it welcoming and cosy? Is it bright and uncluttered? Is it comfortable and functional? Is it fulfilling its role(s) only under duress, forced and crammed? Perhaps it is a matter of adding colour and texture – repainting, wallpapering or finding lovely cushions, curtains or a rug. Or additional, ‘proper’ lighting sources, for a variety of moods. Or of finding a suitable piece of furniture that fits and serves the
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purpose(s) that have been only partly so. Would you like to use your space better? Within the parameters of the space you call your own, there are often unsuspected, hidden wonders that a bit of rethinking and reconfiguring and repurposing can uncover. It can entail adding – storage, furniture, shelves, hooks, doors or a curtain; or actually removing – furniture, part of a wall, an obsolete piece of something that ‘has always been there’ and actually nobody can remember why. Giving yourself permission to see your space as a blank slate or as if you were just discovering it is extremely challenging and is best done with constructively critical and informed support, to ask your key questions and
MARK WEEKS PHOTOGRAPY
tease out your best answers. Would you like more space? Whether it is space to move around and stretch, to entertain, to work undisturbed, to cook or just to store stuff, sometimes it is amazing to be able to consider what could be possible if we were to add some space to the one we inhabit. Extending - upwards, downwards, sideways, front or back, there are many options available and a professional interior architect and/or architect can support you in exploring viable options as well as absurd ones, to ensure none is left out before the winner is chosen. There is nothing like pushing the boundaries of what we thought possible with an experienced professional, who can open up possibilities and add detail, process and viability to the perhaps timid or vague vision we have of what we want to achieve. And perhaps you would simply love your space to reflect who you are better? And yet feel life has taken
over, you have lost your way a little, couldn’t possibly cause a real change, for all its upheaval, investment of time and cost. Imagine how exhilarating, inspiring and satisfying to truly extend your lifestyle, your taste, your aspirations into your surroundings, removing a disconnect and embracing all of who you are, how you live into a harmonious, coherent, joyful space. Keen, collaborative listening from an expert will bring to life somewhere you can let your ideas, projects and moods flourish; a welcoming, safe, serene environment that is stylish, versatile, functional and comfortable. And, more importantly, truly yours. MARIE-NOELLE SWIDERSKI, Galuchat Design www.galuchatdesign.com TURN BACK TO PAGE 22 to read about life at St. Dunstan’s College
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