Education Choices Magazine Autumn 2025

AUTUMN 2025 | £8.50

THE KEY TO YOUR CHILD’S SUCCESS

BLACK HISTORY MONTH ENTRANCE EXAMS | Education Corner

| OXBRIDGE PREPARATION

PRE-TESTS REGISTRATION Registration for pupils taking the Pre-Tests between September 2025 and May 2026 is open online now.

To access the Guardian Portal and for registration support, visit the ISEB Pre-Tests Admissions Toolkit at www.iseb.co.uk.

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Order now at: prep-pack.iseb.co.uk Bond Online Premium Plus is the only Pre-Tests practice platform endorsed by ISEB. It is the most authentic Pre-Tests prep platform, featuring real questions and mock tests written by ISEB. Try it free for 7 days. From Century Tech. Ts&Cs apply.

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FROM THE FOUNDER

Dear Readers, We are very excited to be starting our sixth year of producing Education Choices Magazine and Education Corner Podcast with such an incredible array of school and university features. We have also been able to speak to Joseph Vambe, recipient of the Stormzy Scholarship into Cambridge, about his experiences growing up in care and his encouraging words for all young people about taking opportunities and self-belief, no matter what their background is.

We remain indebted to the many schools, universities and education experts that contribute to the magazine and share their insights and expertise with us.

We are also now on Tik Tok please visit: www.tiktok.com/@educationchoicesmagazine?lang=en-GB Happy Halloween!

Chloe Abbott (Founder)

www.educationchoicesmagazine.com

“ Never be limited by other people’s limited imaginations.”

EDUCATION BOOK CORNER

Dr. Mae Jemison, first African-American female astronaut

Celebrating Black History Month Black History: poems and stories for all ages AGES 0-2

Baby Young, Gifted and Black - Jamia Wilson and Andrea Pippins Featuring Zadie Smith, Serena and Venus Williams and Jean-Michel Basquiat, this baby board book lets young dreamers see themselves alongside inspiring Black icons.

AGES 3-5

Coming to England Floella Benjamin and Diane Ewen In this picture book for young readers, Baroness Floella Benjamin shares an optimistic true story about the Windrush generation.

Sulwe - Lupita Nyong’o and Vashti Harrison The debut picture book

by Academy Awardwinner Lupita Nyong’o is a heartwarming, magical story about a young girl’s struggle with colourism and learning to love her skin.

AGES 6-8 We are Britain Benjamin Zepheniah A collection of poetry about

British children of many different backgrounds by the influential Benjamin Zepheniah.

Hidden Figures: The True Story of Four Black Women and the Space Race - Margot Lee Shetterly and Laura

Freeman The true story of four incredible African American women who were mathematicians at NASA and helped send astronauts into space.

AGES 9-12 Race to the Frozen North: The Matthew Henson Story Catherine Johnson From a Carnegienominated author, this dyslexiafriendly book follows the Black arctic explorer, Matthew Henson, who may have been the first person to reach the North Pole.

THE GOOD TURN Sharna Jackson When 11 year old Josephine learns about the first Black Girl Scout group in America she decides to start her own but soon discovers a mystery waiting to be solved.

Black and British: An Illustrated History David Olusoga, Jake Alexander and Melleny Taylor In this beautifully illustrated edition, award-winning historian David Olusoga OBE outlines a history of Black people in Britain from Roman times to present day.

AGES 13-17 Noughts and Crosses Malorie Blackman Blackman’s speculative fiction novel offers an alternative racial history of 21st-century Britain.

It is a thought-provoking modern classic for older readers.

Part of a Story That Started Before Me: Poems about Black British History - George the Poet A collection of poems by various writers collated by awardwinning spoken word artist George the Poet which draws on Black History in the UK and looks towards the future.

CARYS RICHARDS Assistant Editor

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EDUCATION CORNER PODCAST EDUCATION CORNER PODCAST INTERVIEWS: 36-38 SPECIAL FEATURE Joseph Vambe

39 07 Sporting Innovation and Inclusion Embracing diverse sports for all

08 The Lionesses’ Legacy Inclusive and inspiring sport for all

09 A Superpower for the Future

Recipient of the Stormzy Scholarship to Cambridge University

39-41 Mr. Ravi Kothakota Emanuel School, London

42-44 Mrs. Michelle Holder Godolphin and Latymer School, London

45-47 Megan Murphy International Coalition of Girls’ Schools

48-50 Mrs. Emma Watson St Catherine’s School, Bramley

Developing resilience

10 Top Tips for Success Preparing for 11+ entrance tests

11-12 Preparing the Whole Child Finding the best senior school fit

13-14 The 11+ Debate How should you prepare your child for senior school?

15-16 Preparing for the 11+ and 13+ with Confidence

27 Embracing Black History The importance of teaching Britain’s diverse past

28 Reflecting on the Richness of Our World Celebrating identity and belonging

29 Exploring African History and A Courageous Journey Learning about the slave trade and celebrating the Windrush Generation

Finding the best senior school for your child

30-31 Re-imagining Classic Tales

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Using fairy tales to inspire wider conversations

32 Speaking Out When It Matters Most What does it really mean to be an ally in education?

34 Rewriting the Rules Finding our own rhythms of expression

35 Nurturing Resilience in the Next Generation Equipping young people with the skills to thrive

51 Empowering Young Women First impressions of St Paul’s Girls’ School from the new High Mistress

17-22 11+/13+ Entrance Procedures Applying to senior schools in London and beyond

23 Resilience and Resourcing Preparing young people for a complex world

24 Bridging the Gap The importance of building resilience in boys

25-26 Random Acts of Kindness The power of creativity to support mental health

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In the Autumn 2025 issue…

52 A Progressive Approach

72-73 The Future of Education

Preparing young people to thrive beyond school

Inclusive research at Cambridge University

53 Meet Mr. Will Scott The new Headmaster of Churcher’s College

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54 New Beginnings 55 Applying for Sports Scholarships

Black History Month celebrations at SOAS

World-class sporting opportunities

A new addition to a leading family of schools in Sussex and balancing school, family and extra-curriculars

Things to consider when applying to Oxford

76 Celebrating Black History in Bloomsbury

Welcoming a new Head

56 Welcome to the Family and Myth Busting Saturday School

74-75 Why Choose Oxford University?

77 Championing Social Mobility Widening access to higher education for all in the South West

78-79 Families, Schools and a Steady Property Market Why West and South West London continue to shine

80-81 A Home for All Seasons Spaces that suit the whole family

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58 Where Every Child Thrives A nurturing and ambitious education

59 Inspire, Empower, Achieve A global school in Canterbury

60 21st-Century Success Preparing girls for the future

61-62 A Transformative Approach Why neurodiversity belongs at the heart of every curriculum

63-64 Back to School Blues How can I support my autistic/ADHD child when they’re anxious about going to school?

64-65 A Parent’s Guide How AI can help with the EHCP process

66-67 Oxbridge Ambitions Supporting pupils to achieve their dreams

68-69 Finding the Right Fit Navigating the US university admissions process

70 A Global Outlook Applying to US universities

Founder: Chloe Abbott Social Media: Megan Payne and Ella Maria Co-Editors: Megan Payne and Rohini Bhonsle-Allemand Assistant Editors: Carys Richards, Hannah Williamson and Imaya Turner Art Design: Grant Lucas Podcast Editor: Emma Charleston Photography: Martin Bond for King’s College, Cambridge.

The picture was taken as Joseph was addressing a group of donors at the College.

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

Please contact: chloeabbott@educationchoicesmagazine.com

71 Applying to University and Equity, Belonging, Progress Top tips for the new UCAS personal statement and Bath’s Bronze Award success

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INSPIRING EVERY BOY FROM THE START Wetherby Prep School, an independent day school for boys in Marylebone, central London, is opening a new Reception class from September 2026.

Renowned for exceptional education and pastoral care, we prepare boys for the country’s leading senior schools, including Eton, Harrow, and St Paul’s. From day one, every boy is nurtured through personalised teaching and enrichment, building strong foundations in literacy, numeracy, and 21st-century skills.

Contact our Admissions Team: clare.beckwith@wetherbyprep.co.uk | 020 7535 3520

SCAN THE QR CODE TO LEARN MORE

www.wetherbyprep.co.uk

PREP NEWS

Sporting Innovation and Inclusion Embracing diverse sports for all Windlesham House School is making waves with its forwardthinking approach to sport, blending cutting-edge technology with inclusive, community-driven programmes.

Recently, pupils celebrated the installation of a state-of-the-art golf simulator, designed to revolutionise how they learn and play the sport.

Pupils can now virtually play over 80 world-famous courses, including St Andrews and Augusta National, regardless of weather conditions.

Our professional golf pro, also Sussex County Girl’s coach and England Golf’s regional coach for the Southeast, uses the simulator TURN TO PAGE 55 to read about sports scholarships at Reed’s School, Surrey

to deliver tailored instruction. He says: “The combination of expert coaching and instant feedback has accelerated pupil progress, meaning they’re gaining a deeper understanding of the game and refining their technique with every session.”

The school has hosted the regional NFL Flag tournament for three consecutive years, with team numbers growing from eight to twenty-two, a testament to the sport’s rising popularity. Nearly one hundred teachers from across the Southeast have trained at Windlesham House through NFLled courses, further extending the school’s impact.

The Head, Ben Evans, says: “These initiatives aren’t about recruitment or ticking boxes. They are about sharing

resources, building partnerships and giving every child the chance to thrive through sport.”

From virtual fairways to flag football fields, Windlesham House is setting a new standard for how independent schools can lead with innovation, inclusion and community spirit.

CAROLE KINNEAR Head of Marketing www.windlesham.com

An outstanding country prep school nestled in the South Downs offering academic excellence and a happy home from home setting for children to learn and play.

A day, weekly and full boarding school for girls and boys aged 4 - 13 Weekly London buses | 90 minutes from London | A breath of fresh air

Curious?

Contact us today.

www.windlesham.com

F O O T B A L L PA R T N E R S H I P S

The Lionesses’ Legacy Inclusive and inspiring sport for all Devonshire House Preparatory School, one of North London’s leading prep schools, has announced a new Football Development partnership with Tottenham Hotspur Football Club, bringing a professional level of football coaching directly to the school from September 2025.

At the heart of the partnership is the appointment of a full-time Spurs Football Development coach from the Premier League club, who will lead the newly created Devonshire House Football Academy. The programme is open to all pupils, with dedicated pathways for both girls and boys, building on the school’s strong tradition of inclusivity and sporting excellence.

Henry Keighley-Elstub, Headteacher of Devonshire House, stated: “We’re proud to offer every pupil - whether they play for fun or show real promise - the chance to grow through football.

This partnership will bring elite coaching into our everyday school life and reflects our belief in sport’s role in building confidence, resilience and teamwork.”

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The programme includes weekly training sessions and the chance to participate in development sessions or matches at the club’s training centre.

The school’s ethos: “Stretching minds, building character and developing confidence” underpins the initiative, which aligns with the school’s co-curricular strength in sport and its recent academic success. Pupils have achieved record numbers of scholarship offers and top 11+ outcomes, while the school’s sporting provision includes regular use of Saracens’ StoneX Stadium and a broad sporting programme that includes football, netball, rugby, athletics and more.

Inclusion and inspiration are central to the vision for the academy. The school hopes to echo the impact of the England Lionesses, whose success has transformed girls’ football across the UK. “We’re excited to work with Devonshire House and help expand access to the game for its students,” said Ross Metherell, Spurs Football Development Partnerships Manager at Tottenham Hotspur.

“Spurs Football Development is about giving every young person the opportunity to fall in love with football, build confidence and feel part of something special.”

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Aatif Hassan, Chairman of Dukes Education and Chair of Governors at Devonshire House shared: “At Dukes, our mission is to create extraordinary opportunities for every child – on the pitch, in the classroom and beyond.

We’ve seen the transformational impact of similar partnerships, such as our programme with FC Porto in Portugal and we’re proud to bring something equally ambitious to our pupils in London.”

LAURA MARTINEZ Head of Marketing, Admissions and Communications www.devonshirehouseschool.co.uk

BUILDING RESILIENCE

A Superpower for the Future Developing resilience At Pennthorpe, resilience is not just a value, it is a superpower. It is the quiet strength behind every: “I will try again!” every brave conversation and every moment a child chooses courage over comfort.

We believe resilience should be taught, not just expected. That is why we embed it into every corner of school life, especially in Years 5-8, when children face some of their biggest

personal and academic shifts.

Hormonal changes, friendship dynamics, Pre-Tests and endof-Year 8 assessments can feel

overwhelming. But with the right tools, our pupils learn to rise.

This year, we launched our Sleepouts, a bold new initiative designed to stretch minds and muscles. Years 5 and 6 kicked off the adventure with den building, fire lighting and team challenges under the stars. Years 7 and 8 took it up a notch, budgeting and cooking their own meals and solving real-world problems together. These nights were not just about camping, they were about confidence, collaboration and learning to thrive outside comfort zones.

We do this early in the year for a reason. When children experience success from the start, they carry that feeling with them through every challenge, change and moment of doubt. It becomes part of who they are.

At Pennthorpe, resilience is not reserved for the tough times; it is celebrated in the everyday. It is the heartbeat of our community and the reason our children grow into bold, capable and compassionate young people, ready for whatever comes next.

JESSICA DOODES Head of Marketing and Communications www.pennthorpe.com TURN TO PAGES 48-50 to read about about building resilience at St Catherine’s School, Bramley E D U C AT I O N C H O I C E S M AG A Z I N E |

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P R E PA R I N G F O R T H E 1 1 +

Top Tips for Success Preparing for 11+ entrance tests

The back-to-school rush of the Autumn term is a busy time for families, especially those with children in Years 5 and 6 who are preparing for 11+ entrance tests. With registration deadlines, interviews and assessments approaching, it’s easy to feel overwhelmed. Hayden Wood, Head of Qualifications at ISEB, shares his top tips to help parents support their children with confidence and clarity.

1. Double-check registration steps Make sure that you have completed all the steps for your child’s registration. If they require special arrangements or SEND requirements, speak to their school early. Adjustments must be applied for in advance and supported with evidence.

TURN TO PAGE 53 to meet Churcher’s College’s new Head

2. You’ve got it covered Your child’s school has already expertly prepared them for all the content covered in their test - extra preparation is an option, not a necessity. If you do decide to pursue additional practice, make sure you use trusted, endorsed resources that are closely aligned with the exam format and content.

3. Build familiarity Helping your child become familiar with the test format is one of the most effective ways to build confidence. Tools like the free ISEB Pre-Tests Walkthrough and ISEB-endorsed platform Bond Online Premium Plus allow pupils to experience the test environment, practice the question styles and explore the accessibility features.

4. Use trusted practice materials ISEB offers a range of resources designed to support families preparing for 11+ entrance exams. Families preparing for the ISEB Pre-Tests can explore the free Admissions Toolkit, which

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includes official registration and preparation guidance. Another great option is the ISEB Pre-Tests (11+) Prep Pack, a comprehensive 11+ preparation bundle that includes English and Maths practice papers, Verbal Reasoning and Non-Verbal Reasoning familiarisation tools and activities to support wellbeing.

5. Interview preparation Take your child to museums, parks and places that further their interests. The admissions interview allows the school to assess your child’s character and giving them talking points can be incredibly helpful. The ISEB Pre-Tests (11+) Prep Pack also includes an Admissions Interview Masterclass by Oppidan Education for added support.

6. Feed the foundations Your child’s physical and emotional wellbeing are the pillars of their performance, so support them by prioritising healthy habits. Good sleep, exercise, nutritious food and downtime are far more important than getting in an extra hour of practice.

7. Keep perspective Try to focus your preparation on building confidence, not pressure.

We know that cramming and overrevising only increase anxiety and hurt exam performance, so a calm, consistent approach will go a long way.

Entrance tests can feel daunting, but ultimately, they are designed to test potential, not perfection.

A clear, structured plan focused on a few trusted resources and prioritising wellbeing can make a big difference and help your family approach upcoming tests with confidence.

HAYDEN WOOD Head of Qualifications www.iseb.co.uk

ENTRANCE EXAMS

Preparing the Whole Child Finding the best senior school fit

At Broomwood, we take a balanced and structured approach to 11+ preparation, ensuring that all children are well-supported, confident and ready to perform at their best without compromising the breadth and joy of their education. With two natural points of transition, at the end of Year 6 and Year 8, we prepare every pupil to take the next step with confidence, wherever their individual journey leads.

Although there are two transition points, we prepare all pupils for the Year 6 exams, as the majority will secure their senior school place at that stage, even if they continue at Broomwood until the end of Year 8. This approach ensures every child is ready for the process and fully equipped to thrive in the years that follow.

Academic Support

From Year 5, both girls and boys begin to experience a gradual increase in focus and challenge as they move towards the Year 6

exams. Subject specialists teach across the curriculum, and while English, maths and reasoning receive particular attention, children continue to enjoy a full and stimulating timetable including art, music, drama, DT and sport. We firmly believe that maintaining a broad curriculum helps pupils stay engaged and motivated throughout this important stage.

Daily or weekly prep sessions form an integral part of our academic support. We build four supervised prep sessions each week (4.20-5.20pm, MondayThursday) into the extended school day. These sessions allow pupils to complete homework in English, maths and reasoning with teachers on hand to offer support, while also encouraging independence.

This structured time promotes focus and provides purposeful preparation.

By the middle of Year 5, pupils aim to have mastered the curriculum so that there is an

extended period to refine and consolidate their learning. Louisa McCafferty, Head of Prep - Girls, explains: “The girls begin ‘Stretch and Support’ sessions twice a week, taught by specialist teachers and designed to extend those who are secure in their skills and support those who require consolidation.”

As the exams approach in the autumn term of Year 6, pupils are introduced to a variety of testing techniques to build adaptability across formats, including both digital and written practice papers.

Throughout, the emphasis remains on individual progress and wellbeing. Our shared goal is to nurture self-belief, independence and intellectual curiosity, ensuring every child feels prepared, supported and ready to take the next step with confidence.

Pastoral/Wellbeing Support

Alongside academic preparation, we place equal importance on pupil wellbeing. At Broomwood, we understand that children

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11+ PROCESS

flourish when they feel confident, supported and known as individuals. Our pastoral structures are designed to ensure exactly that.

From Year 5, every pupil benefits from a strong network of personal and family-focused support.

Michael Hodge, Principal and Head of Prep - Boys, explains: “Families are invited to information sessions about the 11+ process and the transition from Year 4 onwards.” In Year 5, the Heads meet individually with parents to review each child’s progress and discuss next-step school choices, considering not only academic progress but also the child’s character, confidence and wellbeing. McCafferty adds: “The success of our distinctive tutor or ‘champion’ model allows our pupils the space to celebrate successes, set goals and talk through challenges with a trusted advisor.”

We encourage an open dialogue between pupils, teachers and parents. Regular wellbeing surveys, group interview clinics, individual check-ins and thoughtful tracking allow us to identify trends, address concerns swiftly and celebrate progress.

How do we support parents?

At Broomwood, we recognise that choosing the right next school for a child is a significant decision for families. Our Heads work closely with parents to provide tailored guidance and support throughout this process.

In the Spring term of Year 4, the Heads meet with parents to outline the range of options available

and to understand the family’s priorities and aspirations. Some parents have clear preferences, while others are open to exploring different pathways. The Heads take these criteria into account alongside each child’s individual strengths and needs, to make thoughtful recommendations.

Parents are provided with a longlist of schools to research and visit during Years 4 and 5, followed by a review meeting at the end of Year 5 to refine the shortlist and ensure it remains a suitable fit. Throughout this journey, families benefit from the school’s extensive experience and strong relationships with senior schools, ensuring that guidance is informed, practical and supportive.

Our approach helps parents feel confident in making well-informed decisions, with the reassurance that each recommendation is tailored to what will work best for their child - academically, socially and emotionally.

HARRIET LOMBARD Head of Marketing and Admissions www.broomwood.com

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11+ ADMISSIONS

The 11+ Debate How should you prepare your child for senior school?

In reality, what is the 11+ process? It is a way for competitive academically selective schools to maintain their positions at the top of the academic league tables by ensuring that they only select students with the highest underlying level of intelligence. While this makes perfect commercial sense, the by-product is an industry of expensive tutoring and unnecessary (and damaging) stress for children and parents.

Most prep heads and senior school registrars will say that they do not believe in tutoring - they believe that this time is better spent by the children reading books, writing stories, sketching, pursuing other interests or, in the spirit of Jonathan Haidt’s research, simply being bored. Taking this one step further, tutoring removes children’s self-efficacy and, in turn, severely hinders their ability to be independent learners and reduces their intrinsic motivation to do well. In my experience, these, along with happiness, are probably the biggest drivers when it comes to success in public examinations at age 16 and 18. Yes, you do need to start thinking about that when children are 10 and 11 because these are the years in which the foundations for this learning are securely built.

There are clearly situations where tutoring helps fill gaps and is important for certain learners, but this is not the tutoring that is being driven by parental anxiety.

Sadly, science tells us that 11+ exams, much like SATs in America, can be ‘gamed’ by hours of practice and coaching. But the question is, to what end?

Children will often also be interviewed and senior school interviewers are very experienced at judging real intellect and, critically, genuine interest in academics. It is also the case that children who end up in the wrong school for them academically are at a real risk of suffering mental health issues and, possibly, then doing less well in public exams than they would had they been happy at another school.

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A H O L I ST I C A P P R OAC H

Every independently educated child already probably sits a CAT4 test (or similar standardised assessments) most years from Year 2 or 3 in the ordinary course of their schooling with next to no stress. 11+ exam scores are, in my experience, closely correlated with CAT4 scores and so the heartache of heavily coached 11+ exams could, in theory, be avoided with the simple reporting of CAT4 scores to senior schools. Of course, society is such that this approach would likely lead to tutoring for CAT4s, thus transferring the stress and rendering this solution ineffective.

For all senior schools, apart from perhaps a few of the most oversubscribed London day schools, the 11+ exams are no more than a basic starting point for the admissions teams. They simply give an idea of possible academic potential and therefore whether or not that senior school is likely to be a good fit from an academic perspective.

Of far greater importance are the interview and the assessment day. This is when schools get beyond the prepared answers and are able to witness the child’s genuine passion for learning, their real enthusiasm for the co-curricular, their behaviour and their cultural fit with the school. Far more children end up rejected or on the waiting list at top schools because of these aspects than those who ‘fail’ the ISEB pre-test.

The bonus here is that preparation for these things is genuinely educationally beneficial. Picking a subject that you love and delving into it at home via books, online research or visits is fascinating.

It is also the basis for future independent learning and develops your mind in so many ways. Pursuing your favourite hobby (be it dance, sport, music or otherwise) develops your character in all ways that will be useful later in life. Tutoring (spoon-feeding) does the exact opposite.

So, our philosophy is to encourage parents to listen only to the school for advice about the right

school(s) for your child and the right preparation for that school. These conversations then reduce the parental anxiety and, consequently, stop the anxiety being transferred directly to the child. You can even use the money that you would have spent on tutoring for experiences with your child that they will talk animatedly about in an interview. Then, it really is possible to sit back and watch your motivated, interested and interesting child love school, love learning and develop their character every day. To top it all off, you can be confident that it is their character that will allow your child to secure one of the increasingly rare graduate jobs in years to come, rather than their academic grades.

ED VENABLES Head www.wellingtoncollegeprep.org.uk 1 4 | E D U C AT I O N C H O I C E S M AG A Z I N E | A U T U M N 2 0 2 5

SENIOR SCHOOL ADMISSIONS

Preparing for the 11+ and 13+ with Confidence Finding the best senior school for your child For many parents, the terms “11+” and “13+” feel like big milestones. These exams can be seen as ‘make-orbreak’ moments in your child’s life and it’s no surprise that parents and children alike feel the pressure as they approach.

But here’s the truth: while these assessments are indeed important milestones, they are not destiny.

Their real purpose is to help you and your child find the senior school where they will be happiest, most inspired and best supported. At Wetherby Prep, we believe in guiding families with honesty, clarity and care. With the right preparation and a good measure of perspective, the 11+ and 13+ exams can feel far less daunting, even becoming stepping stones on a journey of discovery.

Some boys are ready for a change at 11; others benefit from the extra time and maturity that the 13+ allows.

For some, a highly academic environment will inspire them; for others, the happiest outcome is found in a school that balances academics with creativity, sport or pastoral care.

Nina Kingsmill Moore says: “The most successful students leave school with confidence and self-belief, not just top grades.” Parents who keep this bigger picture in mind often find the whole process a more positive experience, because the goal becomes clearer: not winning a place at a particular school, but finding the right place for your child.

Understanding the Exams

The 11+ is usually taken in the autumn term of Year 6 for entry to senior schools. It focuses on the essentials: English, Maths and verbal and non-verbal reasoning.

The 13+, also known as Common Entrance, is taken in Year 8 for entry to Year 9 at independent senior schools and covers a wider range of subjects. The exams are set by the ISEB and most schools also use interviews, references and earlier pre-tests (often in Year 6 or 7) as part of their admissions process.

Looking Beyond the League Tables

It’s tempting to think of the ‘best’ school as the one with the highest exam results or most glittering reputation, but what really matters is fit.

Smart Preparation Without Overload

How do you prepare your child without losing perspective?

• Build strong foundations. Encourage reading for pleasure, problem-solving and writing. These skills matter far beyond the exam hall.

• Familiarise, don’t overwhelm. Practice papers and reasoning puzzles are useful tools, but avoid endless cramming at the last minute.

• Protect curiosity. A child who needs relentless tutoring just to get through the exams may not flourish in a highly selective environment.

• Celebrate individuality. A child who can talk with enthusiasm about their favourite book, hobby or project will shine brighter than one who has been over-drilled.

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FINDING THE BEST FIT

• Keep balance. Sport, friendships and downtime are vital. Children do not thrive under constant scrutiny and exam preparation should never mean sacrificing a treasured hobby or extra-curricular activities.

When preparation is balanced with space to grow, children approach them with confidence and resilience.

Working With Your Prep School

One of the biggest sources of support during this journey is your child’s current school. Teachers know your child’s strengths, learning style and potential better than any online forum or playground conversation ever could.

At Wetherby Prep, we guide families to keep a sensible spread of choices. We know that every child and every exam cohort is different. What might be realistic one year may shift the next, which is why relying on professional insight is so important.

Parents sometimes feel swayed by the loudest voices, whether on Mumsnet or at the school gates. But remember: one family’s experience is not the universal truth. By working with your child’s teachers, you gain advice grounded in evidence, not anecdote.

Five Pitfalls to Watch Out For

1. Hearsay over evidence. Online chatter can be misleading. Prioritise school visits, conversations with teachers and official information.

2. Over-tutoring. Too much tutoring can dull natural curiosity and harm interview performance. A child who thinks creatively is far more engaging than one who recites rehearsed answers.

3. Brand over fit. The right school is where your child will flourish, not necessarily the one with the most prestigious name.

4. Missing timelines. Registration deadlines, pretests and formats vary. Make a calendar early and keep track.

5. Transferring stress. Children are quick to absorb parental anxiety. Calm confidence is contagious!

Keeping Perspective

No exam defines your child. Children who flourish in the long run are those whose families have kept perspective, focusing not just on results but on character, happiness and the joy of learning.

At Wetherby Prep, we believe wholeheartedly that preparing boys for senior school is about more than teaching exam technique. It’s about nurturing confident, curious and resilient learners who will not just succeed in the next school, but thrive in life beyond.

A Final Word of Reassurance

If you are beginning the 11+ or 13+ journey, remember you are not alone. Every child’s story is unique and every destination is different.

Encourage your child to read, think, question and play. Support them in exploring their passions. Keep the process in perspective and resist the noise of gossip and comparison. The exams may open the door, but it is your child’s individuality, resilience and curiosity that will make the most of the opportunities ahead.

Above all, remember: this is about finding a place where your child can flourish academically, personally and joyfully.

TURN BACK TO PAGE 6 to learn about Wetherby Preparatory School’s new Reception 1 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | A U T U M N 2 0 2 5

NINA KINGSMILL MOORE Head GAYLE MARSHALL Assistant Head, Future Schools www.wetherbyprep.co.uk

ENTRANCE PROCEDURES

11+/13+ Entrance Procedures Applying to senior schools in London and beyond

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Reed’s School A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 1 7

SENIOR SCHOOL OPTIONS

ISEB Common Pre-Test 11+

Schools marked with a star * also offer 13+ entry

Caterham School Saturday 15th November 2025 *

Caterham School

Charterhouse Autumn Term of Year 6 *

James Allen’s Girls’ School

Kew House School November - December 2025

Reed’s School by the 30th of November 2025 *

St John’s School Leatherhead October - November or Saturday 22nd November 2025 *

St Paul’s School Monday 1st December 2025 *

Westminster Under School November of Year 6

Charterhouse

Harrodian

by Monday 1st December 2025 *

James Allen’s Girls’ School

by Monday 8th December 2025

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St John’s School Leatherhead

I S E B P R E -T E S T S

ISEB Common Pre-Test 13+ Eton College

St Edward’s Oxford

October or November of Year 6 (alt: King’s Scholarship, Common Entrance or Eton Entrance)

October or November of Year 6

Tonbridge School Wave 1: by Monday 1st December 2025, Wave 2: by Wednesday 15th April 2026

Westminster Under School

Harrow School

by Saturday 30th November 2025 (and Harrow Test)

Marlborough College September - December of Year 6 (and assessment day)

Tonbridge School

Westminster School October - November of Year 6 (further tests in Mathematics and English and early January and a separate interview scheduled in January - February of Year 6)

Wellington College ISEB: October - November of Year 6 Interview and activity day: January or February of Year 6

Wellington College

Marlborough College

TURN TO PAGE 56 to read about the Lancing College Family

A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 1 9

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SENIOR SCHOOL OPTIONS

Multi-Stage Assessments (ISEB + Engagement/ Observation/Creative Task) 11+ Cranleigh School

Wycombe Abbey School

by November of Year 6 *

Tuesday 13th January 2026 *

Streatham & Clapham High School (GDST)

13+ Lancing College Cranleigh School

Downe House

by Sunday 30th November 2025 and assessment day in Autumn Term *

Epsom College Tuesday 13th - Thursday 15th January 2026 *

Monday 13th January 2026 (Advance Pre-Test)

Marlborough College September - December of Year 6

Tonbridge School Wave 1: Monday 1st December 2025, Wave 2: Wednesday 15th April 2026

Ibstock Place School Saturday 29th November and Saturday 15th, Sunday 16th November 2025

Lady Eleanor Holles School Saturday 29th November 2025

Wycombe Abbey School

Streatham & Clapham High School (GDST) Wednesday 12th - Friday 14th November and Saturday 6th December 2025

Wellington College October - February of Year 6

Eastbourne College

Downe House

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Year 8 examinations (May - June) (Results from Common Entrance, baccalaureates, bridge curriculum (exclusive to St Andrew’s Prep, Eastbourne), diplomas) To finalise entrance requirements, applicants will sit either the ISEB Common Academic Scholarship Examination (May), Common Entrance Examination (June) or an equivalent set of examinations.

INDEPENDENT ENTRANCE EXAMS

School’s Own Entrance Exam (English, Maths, Reasoning) 11+ Alleyn’s Hampstead School

Kingston Grammar School Friday 7th November 2025

Saturday 10th January 2026

Latymer Upper School

Alleyn’s School

Wednesday 3rd December 2025

Friday 9th January 2026

Blackheath High School (GDST)

Merchant Taylors’ School

Saturday 15th November 2025 *

Saturday 29th November and Monday 1st December 2025

Brighton College

North Bridge House Senior Canonbury

December and January of Year 6 *

Bromley High School (GDST) Saturday 29th November 2025

Churcher’s College

Saturday 22nd November 2025

North London Collegiate School Thursday 4th December 2025

Saturday 24th January 2026 *

Notre Dame School

City of London School

Friday 21st November 2025

Friday 28th November 2025

Putney High School (GDST)

City of London School for Girls

Friday 21st November 2025

Friday 14th - Wednesday 19th November and Tuesday 6th January 2026

Roedean

Dulwich College

January of year of entry *

Friday 5th December 2025

Royal Russell School

Eltham College

Beginning of January of Year 6

Monday 5th - Tuesday 6th January 2026

Emanuel School Friday 28th November 2025

Hampton Court House Wednesday 7th - Thursday 8th January 2026

Hampton School Saturday 22nd November 2025 *

St Benedict’s School Saturday 6th December 2025

St Dunstan’s College Part 1: Saturday 6th December 2025, Part 2: Monday 5th January 2026

St Paul’s Girls’ School

Tuesday 2nd December 2025

Stage 1: week commencing Monday 24th November Stage 2: Monday 5th January 2026

Kings College School Wimbledon

Surbiton High School

Saturday 6th December 2025 *

Saturday 22nd November 2025

Highgate School

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ENTRY REQUIREMENTS

Sydenham High School (GDST) Tuesday 6th January 2026

Tiffin Girls’ School Thursday 2nd - Friday 3rd October and Saturday 8th November 2025

Tiffin School Friday 3rd October and Thursday 13th November 2025

Trinity School

London 11+ Consortium Francis Holland, Regent’s Park Friday 28th November, Tuesday 2nd or Thursday 4th December 2025

Francis Holland, Sloane Square Friday 28th November, Tuesday 2nd or Thursday 4th December 2025

Godolphin and Latymer School

Friday 12th December 2025 *

University College School Hampstead

Friday 28th November or Tuesday 2nd December 2025

Wednesday 7th January 2026

More House School

Wetherby Senior School

Friday 28th November or Tuesday 2nd December 2025

Tuesday 4th - Saturday 29th November 2025 (main Sunday 23rd November) *

Northwood College for Girls (GDST) Friday 28th November, Tuesday 2nd or Thursday 4th December 2025

Whitgift School Tuesday 6th January 2026

Wimbledon High School (GDST) Wednesday 12th - Thursday 13th November and Friday 9th January 2026

Notting Hill and Ealing High School (GDST) Tuesday 2nd December 2025

Queen’s Gate School

13+

Tuesday 2nd December 2025

Mill Hill School

South Hampstead High School (GDST)

Saturday 29th November 2025 (ATOM Learning)

Friday 28th November, Tuesday 2nd December, Thursday 4th December 2025

St Augustine’s Priory Friday 28th November, Tuesday 2nd December, Thursday 4th December 2025

St James Senior Girls’ School Tuesday 2nd December 2025

Surbiton High School TURN BACK TO PAGES 10-16 for senior school admissions advice 2 2 | E D U C AT I O N C H O I C E S M AG A Z I N E | A U T U M N 2 0 2 5

IMAYA TUNER Assistant Editor Please visit our website for more key admissions dates and information: www.educationchoicesmagazine.com/key-dates

M A N AG I N G ST R E S S

Resilience and Resourcing Preparing young people for a complex world Having the capacity to weather storms is an essential life skill, especially for young people growing up in a VUCA* world (*volatile, uncertain, complex, ambiguous). Resilience is a vital practice to cultivate inner strength and outer courage in times of stress and challenge. Developing inner calm and stability is something we can strengthen in ourselves to develop the roots of resilience and resourcing, building capacity to feel more grounded in our actions out in the world.

Resilience begins by becoming one of our own best friends…

When our friends are in trouble, one of the first things we may do is listen to what’s going on for them

and support them to figure out what they need to feel better. This same process applies to ourselves.

The more aware we can become of our own needs (and act to nourish them) the more resourced we feel.

The more resourceful we feel, the more strength and capacity we have to connect with others around us and the more resilient we become. The more resilient we become, the stronger we feel and the more capacity we have to be active in the world.

So, what does this look like in practice?

1. Active listening Learning to listen to ourselves is a key ingredient in knowing and caring for ourselves. This helps us better understand the emotions moving through us, any unmet needs we may have and how to connect with what lies beneath our anxieties. We can learn to listen to our thoughts, our feelings, our senses and the needs of our bodies.

Try a 5-minute practice card: Strengthening Emotional Intelligence 2. Resourcing ourselves When we are depleted, we have

very little left to give. Energising and nourishing ourselves is essential for shining brightly in the world and acts of self-care are both vital and vitalising to strengthen and resource ourselves, especially during stressful periods.

Try a 5-minute practice card: Fostering Self-Kindness 3. Staying connected We cannot be resilient alone.

Just as the trees in a forest are connected, supported and nourished through underground connections in the soil, so we too need each other to strengthen and grow. Reaching out to others is a powerful way to nourish ourselves and others in the process - especially when we’re struggling.

Try a 5-minute practice card: Asking for help Wellbeing is a practice and something we can learn to cultivate and generate within our daily lives. Start small, be consistent and learn to treat yourself like one of your own best friends.

RACHEL MUSSON Director of Education www.thoughtboxeducation.com A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 2 3

S U P P O R T I N G B OY S

Bridging the Gap The importance of building resilience in boys In schools I’ve worked with, from those in the U.S. to Australia to New Zealand, there is a simple but defining question I always ask educators: “Do you see boys struggling with resiliency in your classroom?” Each time, nearly every hand raises to signal ‘yes’.

You probably have seen the signs - boys shutting down or distracting themselves when they don’t understand a concept or in-class assignment; not asking questions during or seeking help after class; struggling to complete and hand in assignments. The list continues.

There simply is no denying it: many boys are struggling to thrive - to learn and practice needed resiliency.

Reams of research reveal: • Girls and young women surpass boys on virtually every metric of academic success - from primary grades through to graduate degrees (in OECD countries).

• Boys are less likely to prepare for quizzes and exams, to complete homework and classwork or to practice help-seeking behaviours.

• Boys are less likely to graduate secondary school and attend and graduate from university.

Then there are spheres of struggle beyond school: • They are more likely to use cannabis and stronger drugs more heavily.

• They are less likely to seek help for increasing rates of anxiety and depression.

• They are less likely to have close friendships - especially those in which they can give and receive emotional support.

• They are less likely to be involved in romantic relationships than girls.

• They are at the forefront of the loneliness epidemic.

The good news is that there are small, easy and creative steps we can take in the classroom to teach greater resiliency skills in boys: 1. Create a reward system for students who ask questions during class and who seek help with you outside of class.

2. Many boys don’t take part in class discussions because they fear appearing ‘wrong’ and risking ridicule. Incorporate classwork assignments that have students create questions on recently learned concepts and have them ask the class

their questions. Questions are a safer, more neutral approach to learning (there are no ‘right’ or ‘wrong’ questions), they encourage far greater critical engagement with new concepts and give students more agency in their learning.

3. Start classes with a simple deep breathing exercise, which helps take the edge off anxiety and stress and helps students feel more present and focused. Also, set up a ‘reboot’ table in the back of the classroom, surrounded by a small privacy screen, where students can breathe by themselves when they feel overwhelmed, frustrated or stressed.

4. Believe it or not, boys are relational learners. This means they are far more likely to thrive and build resiliency when they feel connected, when they feel valued for who they are. (Many boys today do not feel valued.)

Find ways to build bridges with your students where they can share things that are important to them.

Helping boys develop a resiliency toolkit doesn’t have to require a lot of extra work and time. The payoff is profound, for them and for all of us.

ANDREW REINER Author and University Educator at Towson University, Maryland www.andrewreinerauthor.com

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BEING KIND

Random Acts of Kindness The power of creativity to support mental health When I was at school, my mental health began to suffer. It was a time where I was overwhelmed with exams, being asked to make big life choices and having a turbulent time at home. I didn’t know how to juggle it all and I began experiencing severe low mood and anxiety. I feel like you hear it all the time: “Young people don’t know what struggles are, they have it so easy.” but it didn’t feel like that to me. All that made me think was that I couldn’t tell anyone how I was feeling and I needed to get through it alone. Sadly, I found some unhelpful coping strategies during this time, but luckily I also had my love for art, which became my lifeline.

In a world that felt like it was always going a million miles an hour, doing arts and crafts allowed me to slow everything down and be present. It helped me to ground myself, and to forget all of my worries for a little while, just focusing on creating something. Crocheting became the craft that helped me the most and there are so many components to it that I feel supported me: the texture and colours of the yarn, learning the different stitches, the patterns that take concentration to get right, the repetition that becomes almost meditative and the joy of seeing what I’ve created at the end - even if it wasn’t very good!

TURN TO PAGES 39-41 to read about supportive communities at Emanuel School

During the times where I didn’t want to leave the house or where I was lacking a sense of purpose, I began using crochet to put kindness into the world.

I would crochet a small item, attach a label with a kind message and leave it out for a stranger to find.

By doing this not only did I get to enjoy the process of crocheting, but I had the added bonus of knowing that I would be helping someone else smile, during a time when I was struggling to myself.

Whilst crocheting was the creative outlet that helped me, it really doesn’t matter what artform you use. Whether it’s painting, writing, drawing, knitting, sewing, or anything else, there are mental health benefits to it. If you’re struggling to put your emotions into words, crafts can be a way to express yourself and get thoughts or feelings out of your head, and onto a physical medium in front of you. If you’re feeling isolated, art can be a way to find connection through classes and groups - either online or in person. If you’re feeling overwhelmed or anxious, it can be easy to spend hours scrolling on your phone, but by taking time to do a craft instead, you’re allowing your brain to switch off whilst doing something relaxing, and it’s incredibly satisfying knowing you’ve been able A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 2 5

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THINKING OF OTHERS

to make something that wasn’t previously in the world. This is what helped me the most. By using a ball of yarn and a hook, I was able to crochet acts of kindness to put into the world, that would bring a smile to strangers’ faces and potentially turn their day around for the better. As a young person trying to make sense of the world, navigating my internal world and the challenges around me, crafts helped me to find a sense of purpose, to improve my self esteem, to vent frustration and express myself and to show me that I have the power to make a positive impact on the world.

Tapping into your creative side can feel challenging at first, but for me it was worth it, and I think it would be for you too.

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B L A C K H I S T O R Y AWA R E N E S S

Embracing Black History The importance of teaching Britain’s diverse past ago and last year was present at the unveiling of a plaque commemorating post-revolutionary Haitian royalty that lived in our small town in the early 1800s.

There are heiresses and radicals, domestic servants and sailors. If you start looking in your local area, I guarantee you will find some illuminating stories.

I believe it is vital to know how our small island is linked to the whole world. Whether it’s ayahs in the local big house, who never went home, or the small boys who were brought here as fashion accessories and grew up to be gardeners, musicians or riding school instructors. Black history shouldn’t just be a separate month - it’s part of the fabric of our island’s story.

Hello, I’m Catherine Johnson, an award-winning children’s writer who’s written over twenty-five books for young readers as well as for TV, radio and film. I have always loved stories and began writing historical fiction to make a space for me and other British young people who felt like we were outside our wonderful island’s story. Even so, I honestly wish that Black History Month didn’t exist. Let me explain.

When I grew up in the late ‘60s, history was interesting, but it existed in a different space, one summed up by Quality Street tin lids or kings and queens. It was what we did at school, what I read in my R. J. Unstead and what I sometimes caught on family TV, including a few Leon Garfield adaptations.

I was born in London, but neither of my parents were Londoners. Both had a deep sense of history: my mothers’ family were Welsh-speaking and my father came from Jamaica and could recite more Romantic poems than most. While I loved British history, I never felt part of it.

In an ideal world, Black History Month would be redundant, as it would be embedded all yearround. Black British History is all our history all the time and should be taught as such; from Beachy Head Woman, through Roman Centurions in Vindolanda, to Tudor trumpeters and Georgian boxers, to veterans of Waterloo, Chartists and nurses.

We have been here for a very long time.

Black history is relevant all over Britain, not only in our big cities. I moved to the coast over ten years

CATHERINE JOHNSON Author www.catherinejohnson.co.uk A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 2 7

THIS IS WHO I AM

Reflecting on the Richness of Our World Celebrating identity and belonging

I am the plane that carried my parents to a new world.

artists, scientists and more - who have inspired us and forged a path for us. You’ll find some of these at the back of This is Who I Am, such as bold suffragette Princess Sophia Duleep Singh, British secret agent Noor-un-Nissa Inayat Khan and poet and activist Rabindranath Tagore.

H I S T OR I C A L F I G U R E S I N T H E B O OK Near the end of this book you’ll see some pictures of historical figures, brought to life so beautifully by Ruchi Mhasane’s stunning artwork. This is who they are:

I am every school, every teacher, every book that has opened my eyes to the wonder and magic of this blue marble we call planet Earth.

I am a vibrant tapestry of students and all their stories and precious shared moments of show and tell.

When I wrote this book a few years ago, I didn’t realize it’d be published at a time when antimigrant rhetoric is rife in the UK. Migration is part of the fabric of this country and deeply connected

J Y O T I R A O P H U L E ( 1 8 2 7 – 1 8 9 0)

I am the kindness of the people who made them feel welcome.

to its history. Our world is all the richer for it. We see that richness in so many of our classrooms and on our streets and that’s what I wanted to celebrate.

I wanted to celebrate this idea of identity. It’s a complex, messy and beautiful thing. There are so many things that make up who we are, including the many people who have touched our lives, from family members, carers, friends and teachers, to all the places we’ve called home and all the little things that we love and have loved.

In my case, everything from mangoes, coconut water and temple bells to ice cream and snowfall.

It also includes figures from history activists,

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S AV I T R I B A I P H U L E ( 1 8 3 1 – 1 8 9 7)

And the strength they found inside when others did against not. the Social activists who fought caste system and were early pioneers of women’s education in 19th century India.

R A B I N DR A NAT H TA G OR E ( 1 8 6 1 - 1 9 4 1)

A Bengali poet, writer, philosopher, painter, composer and social activist. Asia’s first Nobel Laureate, he was awarded the Nobel Prize in Literature in 1913.

S AT Y E N DR A NAT H B O SE ( 1 8 9 4 – 1 9 7 4)

A renowned mathematician and physicist who collaborated with Einstein. Bosons (one of the two fundamental types of subatomic particles in quantum physics) are named after him.

It was a joy to put all of these things together into one book and I love how Ruchi has brought the tiniest details to life with her beautiful artwork - young readers will be enchanted by it and I hope they feel a deep sense of connection with this book and my story. Maybe it’s because, like me, they (or the people around them) belong to two or more cultures. Or maybe because whoever they are and wherever they’re from, they’re inspired to think about all the things that make up who they are. Maybe they’ll write their own “I am” poem, or maybe they’ll just be quietly proud of their identity and the richness of this incredible world.

RASHMI SIRDESHPANDE Author www.rashmisirdeshpande.com

N O OR -U N-N I S S A

A celebrated British s during the Second W Indian royalty.

ILLUSTRATIONS BY RUCHI MHASANE

This is Who I Am, illustrated by Ruchi Mhasane, is the most personal picture book I’ve ever written. Told in the form of a poem, it tells the story of a child of immigrants and is a celebration of home and identity. It’s my story and the story of my parents who came to the UK from India as young doctors and built a life here.

NEW BEGINNINGS

Exploring African History Learning about the slave trade Song Beneath the Tides is a ghost story, love story and mysterythriller. Ally, an English girl, visits Africa’s east coast and makes friends with Leli, who sweeps her into the world of his nearby fishing village and its legends.

But uncanny happenings begin to trouble them and a third voice tells a mysterious parallel tale which winds through theirs.

I’ve had whispers of this novel in my head since the age of twelve, when I wandered through ancient Swahili ruins in a Kenyan forest, restless with bird cries and monkey shrieks, sliced by sudden silences as if the forest held its breath.

It haunted me. I began to read about the ruins littering that coast and what happened when the first European ships, the

Portuguese, arrived in 1498.

They found rich Swahili citystates ruled by kings or sultans, trading gold, ambergris and ivory across the Indian Ocean

with the Red Sea, Persian Gulf, Arabia and India. I learned how the Portuguese wanted that trade, launching a 200-year massacre and pillage campaign to seize it.

I also read of current court cases all over the world, which aim to stop people’s lands being stolen for mining or tourism.

I thought: “What if Leli’s place is threatened?” I could take my readers into Ally and Leli’s heads, hearing warning echoes from the past; I could share Ally’s growing understanding as well as Leli’s fear and anger towards what may be coming.

“It begins with a forest …”

BEVERLEY BIRCH Author www.beverleybirch.co.uk

A Courageous Journey Celebrating the Windrush Generation A New Life is a heartwarming picture story celebrating the hope, courage and determination of the Windrush Generation. In this book, Sharlene-Monique navigates the loss of her grandparents by sharing their inspiring journey.

The book recounts the true story of Winston and Mavis, who, in 1958, embarked on a courageous journey from Jamaica to London, laying the foundation for a new life for their family.

The experiences of their great-granddaughter, Tahlia, unfold as a poignant narrative, resonating with young readers. It is made all the more

TURN TO PAGE 76 to read about Black History Month at SOAS

special by the viral TikTok video that captured the spirited dance of Sharlene-Monique’s 90-yearold grandparents, viewed over 500,000 times across multiple social media platforms.

A New Life stands as a valuable resource for children, offering insights into the experiences of the Windrush Generation. It sparks conversations about family stories, resilience and the passing down of talents and interests through generations. Serlina Boyd, founder of Cocoa magazine, praises the book as: “A beautiful picture book that tells the story of the brave arrival of Tahlia’s great-grandparents embarking on their new life in Britain. A wonderful read for the whole family.”

SHARLENE-MONIQUE Author www.sharlenemonique.com

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T H E M AG I C C A L L A LO O

Re-imagining Classic Tales Using fairy tales to inspire wider conversations Finding new ways of telling traditional folk/fairy tales has always been something I enjoy.

Writing The Magic Callaloo was one of those stories that spilled out of me as if it was waiting to be written.

I love it when a story virtually writes itself. The Magic Callaloo was inspired by the fairy tale Rapunzel, though my version touches on themes closer to my heart.

Rapunzel has always been one of my favourite stories and I have explored it in countless ways. I think my obsession with the Rapunzel story started in 2017 when the Theatre Royal Stratford East commissioned me to write Rapunzel as their Christmas show. The story I created for the pantomime was full of fun and mayhem and steeped in panto traditions, with a not-so-traditional Rapunzel.

My Rapunzel was

not white with long blonde hair; my Rapunzel was Black with long purple dreadlocks.

Whether I am writing scripts or books for adults or children, my main aim is always to find my truth in the stories.

It is important to me to create characters that resemble the people around me. It felt natural for my Rapunzel to be Black.

In 2021, in a campaign to highlight the lack of diversity in children’s books, Woke Babies commissioned me to write the Hairy Tales Trilogy - three 200-word fairy tale board books with Black main

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characters and hair as their theme.

The three books - Jackson and The Hair Stalk, The Puppet Who Wanted Hair and Zel, Let Out Your Hair - were inspired by Jack and The Beanstalk, Pinocchio and Rapunzel, respectively. In Zel, Let Out Your Hair, a little Black girl daydreams while her hair is being plaited by her mum. She fantasises about her big afro hair exploding out of the window of their high-rise flat and taking her on a rollercoaster ride around her council estate.

Whilst writing Zel, Let Out Your Hair, I realised I needed to write yet another Rapunzel story – a much longer book to answer the many questions that had now

INCLUSIVITY IN BOOKS

begun to flood my mind. Questions like: “What if Rapunzel had a big afro that grew up and out?”; “What if the European vegetable rapunzel (that the child is named after) was callaloo, a similar spinach-like vegetable leaf used in Caribbean dishes?”; and “What if the child was called Lou, an abbreviation of this vegetable?”

Answering these questions dictated what direction the story should go in. In the original Rapunzel story,

The Story Starts with You

the girl is stolen from her home and imprisoned in a tall tower. However, I thought it would be interesting if my Lou was stolen from the place of her birth and taken to another place to live, where she is forced to work for a wicked man. I had read about some enslaved Africans using their canerowed (or corn-rowed) pattern hairstyles as secret maps to escape; this seemed to be the most appropriate form of escape for Lou in my story.

I enjoy writing stories and scripts that inspire wider conversations. Creating a children’s story that incorporates Black history is an accessible way to open tricky conversations about our past with children. I hope this book provides space for that.

TRISH COOKE Author www.instagram.com/ trishcookewriter

ONE HOUR A WEEK FLEXIBLE TIMES

One story can spark a lifetime of imagination Become a reading volunteer Learn more at bookmarkreading.org/reimagine

ONLINE OR IN PERSON

B E A N A L LY, N O T A B Y S TA N D E R

Speaking Out When It Matters Most What does it really mean to be an ally in education?

For me, allyship is a daily practice.

It’s about showing up, speaking up and speaking out when it matters most, especially when others stay silent.

I wrote Be an Ally, Not a Bystander to challenge all forms of prejudice, discrimination and bullying in our school systems and to offer a practical, relational approach to change. The book is rooted in lived experience. Sadly, I’ve seen how systems can fail our most vulnerable children and young people, especially those from marginalised groups. I’ve also seen how relationships can repair what those systems break.

The book is set out in an accessible, easy-to-read format, containing everything needed for individual reflection, small group discussion and whole-school development. Each chapter offers tools for reflection and action. I speak directly to educators, leaders and anyone working with children and young people. I share stories, frameworks and strategies that centre the child, address bias and challenge the deep-rooted inequalities in our education system. The whole point is to provoke change.

The title is intentional. Being a bystander is easier than being an ally. Being an advocate, however, takes even more courage; it means disrupting harm, not just noticing it. It means listening deeply, acting consistently and being accountable. It means asking: “What am I doing to make this space safer and more inclusive?” Being an advocate takes it one step further, using your voice and position to amplify others and push for systemic change.

I’m proud that Be an Ally, Not a Bystander has resonated not just with educators, but with parents and carers too. It’s been used in training, allyship coaching and curriculum development, particularly around global citizenship. It’s part of a broader movement that includes my

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consultancy, Inclusion HT, and the charity I’m building: BAANAB Community Collective, aiming to work together towards childcentred system change rooted in kindness, equity, hope and care.

If you’re reading this and wondering where to start, start with your children and young people; start with the ones who are most marginalised; start with the ones who remind you why you chose this work. Then ask yourself: “Am I being an ally, or a bystander?”

Even better: “How am I being an advocate? Am I showing up, speaking out and being part of the change we need to see?”

FRANCES AKINDE Author www.linktr.ee/francesakinde

Outstanding Independent School in Ealing Outstanding Results - Scholarships

Register Now for our Open Events Co-educational Reception from September 2026 Book a place for an Open Day or tour at sapriory.com

DA N C E J U S T L I K E S O !

Rewriting the Rules Finding our own rhythms of expression Growing up, I often felt surrounded by rules: at home, at school and everywhere in between. There were rules about how I should stand, which activities I was allowed to do, even how I ought to behave in ways that didn’t always make sense to me as a child. I believed then, as I still do now, that if something brings joy and harms no one, why all the fuss?

Dance is one of those areas where rules can feel especially stifling. In traditional European forms such as ballet, expectations about sex, size, shape, body ability, skin colour or cultural background can create barriers.

Dancers of colour have previously struggled to find ‘nude’ ballet tights or shoes that match their skin tone, leaving many with the painful sense that they don’t belong or shouldn’t be dancing. It may seem a small issue to many, but the mental repercussions can be enormous. Thankfully, owing to better representation in ballet, things have begun to change.

Dance Just Like So! grew out of this desire to challenge rules that exclude and instead aims to celebrate the joy of moving together - no matter who you are.

At the heart of the story is Kwesi, a boy of Ghanaian and Swedish heritage who loves to dance with his Gran. He’s thrilled to learn her prize-winning Shooby-Doo mambo, but when Gran has an

accident and is sidelined for weeks, Kwesi realises just how much dancing with her means.

Rather than giving up, he creates a new version of the dance - this time with chairs and a sparkling

cane - so Gran can join in fully.

Gran herself admits that the new dance is even better than the original.

This book rewrites rules in many ways. Kwesi, a brown boy, is front and centre as a joyful dancer. Too often, children like him are left out of stories or confined to stereotypes. Then there’s Gran. In children’s books, grandparents often appear quietly in the background making a cup of tea or knitting. While I adore the tea-making, knitting Grandmother character, Kwesi’s Gran opposes this norm: she is vibrant, accomplished and fun.

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Through Natelle Quek’s beautiful illustrations, her Ghanaian heritage shines: the Adinkra symbols on the wall, the kente fabric of her dress and the golden trophy from her dancing past.

Another rewritten rule is the idea that people must ‘step aside’ once they reach a certain age.

Gran’s creativity and energy remind us that joy, expression and contribution do not end. By adapting the dance, Kwesi and Gran show that intergenerational bonds can lead to fresh, exciting possibilities.

Of course, at Gran’s house each week, a lively group of neighbours of all backgrounds gather for her fun dance class.

This ensemble reflects the truth that dance - and indeed, creativity itself - belongs to everyone. You don’t need to be ‘good’ at it, or look a certain way. If you love to move, then dance is for you!

That is the impact I hope Dance Just Like So! will have on young readers: I hope it provides them with a sense of freedom, belonging and joy in their own bodies and creativity. I hope it encourages children to celebrate differences and to find their own rhythms of expression.

ANNEMARIE ANANG Author www.annemarieanang.com

T H E P OW E R O F R E S I L I E N C E

Nurturing Resilience in the Next Generation Equipping young people with the skills to thrive Resilience is a state of mind: it is the mental software our young people need to bounce back from setbacks and adapt positively to challenges in life, protecting their mental health and emotional wellbeing.

The digital explosion and global pandemic have played their part in creating a new, even trickier, environment for our young people to navigate. Enhancing resilience is now, rightly, a government priority and is threaded through the RSE curriculum. Through educators and parents, resilience can be embedded in our young people in a structured way.

TURN TO PAGE 52 to read Achievement with Heart at Hampton Court House

they have learnt into all parts of the school and beyond. We also encourage and support the development of youth-led social action projects through our

At YouthShoots, we support the role of educators by focusing on self-care, coping strategies and personal safety skills. We provide pupils with the ability to identify dangers to themselves and others, particularly in digital spaces, and confidently voice their opinions, ask for help and make healthy choices.

Since Adolescence, positive approaches to masculinity and social media/online safety have, understandably, jumped up the priorities list and we have developed detailed modules to equip pupils with protective strategies.

Through our ‘Resilience Reps’ model, trained pupils take the responsibility to take what

‘Propagation Packs’, supporting ongoing learning, both at school and beyond. We then follow up with online discussion sessions to see how the lessons have been put into practice. It is inspiring to see the creativity of pupils in actioning what they have learnt, whether that be a social action project of a poster campaign or educational parents evenings for online safety.

Resilience goes far beyond the classroom; it helps students develop key life skills, strengthen relationships and face the future with confidence.

PAUL HANMORE Founder www.linktr.ee/youthshoots1

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EDUCATION CORNER PODCAST

Special Feature EDUCATION CORNER PODCAST WITH

Joseph Vambe RECIPIENT OF THE STORMZY SCHOLARSHIP TO CAMBRIDGE UNIVERSITY In this episode of Education Corner Podcast, we spoke to Joseph Vambe, recipient of the Stormzy Scholarship to Cambridge University and one of London’s youngest elected councillors.

Joseph spoke about his experience at the University of Cambridge, supporting students from all backgrounds to aspire to top universities and the power of mentorship.

Joseph was raised in care on an inner-city council estate, he described his childhood: “I’m just a typical inner city London kid really, so I dealt with all the various inner city troubles that you could experience growing up.” Despite the challenges he faced, Joseph reflected on his childhood fondly, especially due to the strong community around him, he shared: “It was a difficult upbringing due to family and socioeconomic status. But that sense of community really allowed me to kind of flourish and enjoy my childhood while I was working on my identity.” Throughout his school years, Joseph shared: “I grew up very acutely aware of the kind of barriers I would have to overcome in order to do something and wanted to be productive with my life.” Despite aspiring to Oxbridge for several years, it was the encouragement of a teacher at his Sixth Form which prompted him to apply and eventually attain the Stormzy Scholarship.

The Stormzy Scholarship, launched in 2018, now provides fully funded places for at least ten 3 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | A U T U M N 2 0 2 5

undergraduate students at the University of Cambridge each year. In 2023, five years after the launch of the Stormzy Scholarship, HSBC UK pledged a further £2 million in support of 13 new Stormzy Scholarships over three years and the #Merky Foundation continues to fund a further two students per year.

Through initiatives such as this, over 500 UK black students have accepted places at Cambridge in the last three years.

Joseph described the scholarship: “It was really groundbreaking.”

Joseph was fortunate to be applying for university in 2018 as the programme launched and was one of the first two students to be awarded the prestigious scholarship. The application process included writing a personal statement describing why he wanted the scholarship and how it would benefit him and culminated in a chance to meet Stormzy and access world-class education without tuition or maintenance loans.

In the years since its launch, the scholarship has not only provided opportunities for many Black British students to access the University of Cambridge, but also have supported countless others by fostering an environment of equality, diversity and inclusion.

However, the university remains aware of the need for ongoing progress, stating: “There is however still more work to be done to ensure that UK Black students not only apply to study at the University, but feel at home here and achieve their full potential.” Reflecting on his

THE STORMZY SCHOLARSHIP

own experience, Joseph described: “It was really tough because you’re going to one of the top institutions in the world, surrounded by the smartest brains in the world.

A lot of the students come from different backgrounds to me, more affluent backgrounds and private schools, so naturally, there was a feeling of intimidation.” Despite this, Joseph persevered with the support of those around him: “Ultimately, what helped me get through was the support from Cambridge. There was lots of support from lots of people at my college, King’s College, but also the university itself and that was massive.” With this crucial support, Joseph soon settled in and began to look towards his future with confidence and pride in his abilities and achievements.

Research from The Sutton Trust reports that whilst 93% of pupils in the UK are state educated, in 2024, only 66.2% of UK undergraduates at Oxford university and 71% at Cambridge came from state schools. Although this is a much more diverse and representative student body than in the past, students from independent schools continue to receive better support from their schools than their state educated peers. On encouraging and supporting more students to aspire to and achieve Oxbridge education, Joseph emphasised the importance of encouraging young people to believe in themselves. He stated: “It’s not a question of grades. My secondary school was placed into special measures by Ofsted and later closed down, so it was a really deprived school, but we still had students that were getting the highest grades, but they didn’t end up going to Cambridge or Oxford or these top universities and that’s because actually they didn’t have the belief that

“There is however still more work to be done to ensure that UK Black students not only apply to study at the University, but feel at home here and achieve their full potential.”

Cambridge University they could.” The support of others around them and open discussions about aspirations is key to supporting young people from all backgrounds to feel that Oxbridge is attainable to them, Joseph believes: “Once you get that belief and buy in, what you’ve really done to a young person is give them hope and ambition to go and get there.”

Further to this, Joseph encourages families and teachers to discuss universities and career aspirations with young people from a younger age to give them time to explore options and build strong applications.

Joseph described: “When I was in secondary school, the advice was: ‘You don’t need to think about what you want to do for now, keep your options open, do what you want to do.’ But in those independent private schools, they’re really narrowing in much earlier.” He encourages young people to work with their families and schools to identify their strengths; learn about universities and the applications; and to begin to build extracurriculars that will strengthen their knowledge and application throughout their senior school years. Mentorship is A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 3 7

SUPPORT FOR STUDENTS

also a crucial part of Joseph’s story and one which he hopes more young people will be able to experience.

He described the value of attending a sixth form where they were mentored by Oxbridge graduates, which allowed him to explore the universities and application processes in a supported and knowledgeable environment. However, he also highlighted the inequalities in education for many and how this vastly impacts students’ prospects: “It shouldn’t be that you go to one school or another school 15 minutes away and that just changes your prospects. That’s not right.”

To students aspiring to Oxbridge, Joseph encourages them to: “Just go for it.” He explained: “Just by making that step, you’re already developing your own skills as a person and as an individual by willing to step out of your comfort zone. Cambridge is not going to get more diverse if more diverse people don’t attend. So you have to be that change.” Joseph also believes that the process of applying is in itself a valuable experience, he advised: “Even if you apply and don’t get in, that very step is huge and you should take real pride in that because that is not an easy thing to do.”

Since his time at Cambridge, Joseph has held a position as Councillor for the Labour Party in Southwark and works at Christian Aid, continuing to promote his belief in providing support and resources for people from a diverse range of backgrounds

“Just by making that step, you’re already developing your own skills as a person and as an individual by willing to step out of your comfort zone.

Cambridge is not going to get more diverse if more diverse people don’t attend. So you have to be that change.” to thrive throughout their lives. He stated: “My commitment is to the right organisations: enabling them to break new ground, strengthen their relevance, and remain authentically human.” He hopes to continue to support and inspire young people to aim highly and urges organisations to continue to implement forwardthinking programmes to support EDIB and social mobility across education and beyond.

We would like to thank Joseph Vambe for giving up his time to speak to us.

CLICK HERE TO LISTEN TO THE FULL PODCAST TURN TO PAGES 66-67 to read about Oxbridge success at Tiffin School, Kingston 3 8 | E D U C AT I O N C H O I C E S M AG A Z I N E | A U T U M N 2 0 2 5

www.linkedin.com/in/joseph-vambe

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH THE HEAD

Mr. Ravi Kothakota FROM EMANUEL SCHOOL, LONDON In this episode of Education Corner Podcast, we spoke to Mr. Ravi Kothakota, Head at Emanuel School. Ravi spoke about the school’s core values, the importance of partnership work and preparing students for the future.

Ravi recently became Head at Emanuel, following a career at the likes of Hampton School as Head of Year, as well as several years as Deputy Head at Emanuel.

He stated: “I was very fortunate around about a year ago to be offered the job to take over and to succeed Robert Milne.”

The Emanuel values are described as ACE: aspiration, connection and empathy. Ravi emphasised the importance of these: “This has been a really important part of my start at the school. For me, it was about codifying this for everyone.” Each element of these values is essential to Ravi and the Emanuel school community. Ravi described the meaning of each aspect: “We want the students to aspire to be the best versions of themselves. We want them to really try things and challenge themselves and throw themselves into everything the school has to offer. Connection is very much about actually what schools are all based on, making those connections with their peers and forging strong relationships with their teachers. It’s also about kindness, it’s about compassion, it’s about understanding other people and working within this community.” For Ravi, embracing this across school life also involves

parents and he described the “really, really close and supportive parent body” who support these values within school and beyond.

In fostering this supportive, empathetic community, Emanuel also works to embrace equality, diversity, inclusion and belonging across the school through a variety of ways. There are a number of student clubs, including: The Archer Group, dedicated to EDIB across the school; Every Name Matters, working to ensure all students’ and staff ’s names are known and pronounced correctly; and PRISM, the LGBTQ+ group, as well as student representatives at school council meetings throughout the year. Ravi described the importance of incorporating student voice in all aspects of this: “I think pupil voice is fundamental to any successful school, mainly because any pupil that feels heard, listened to and feels that they have a sense of agency within the school to help make it better is engaged with that school and they will feel happy and they will feel supported.” The school also continues to look for ways in which they can build on and improve this, with recent additions including Culture Club, whose aim is to celebrate the many global cultures represented across the school community.

As well as the typical 11+ and 16+ admissions routes, Emanuel also offers 10+ entry, taking approximately 50 pupils into Year 6 each year. This process runs concurrently to the 11+ process and A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 3 9

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EMANUEL EXPO

around 100 pupils join at 11+ each year. At these stages, assessments are set by the school and include English, maths, verbal and non-verbal reasoning, with verbal reasoning assessed using ATOM. In Sixth Form, assessments are similar to those which students sit for GCSE, so they are already familiar with the style. At all ages, interviews and activity days are also part of the process, Ravi explained: “They’ll take part in a fun lesson or team activity. Last year it was building or working towards your Emanuel aeroplane license, to build a series of aeroplanes and work in a group towards a deadline, test the planes, those sorts of things. What we’re after is that sense of how they’re going to work alongside their peers, how they can follow instructions and if they are going to find this environment stimulating.” To parents navigating the admissions period, Ravi advised: “It’s a tricky time.

So, good luck to you all. As a parent, my big advice is just keep everything calm, as best you possibly can.”

Emanuel School also takes great pride in their partnerships programme, which includes over a thousand pupils from local schools visiting the school each year. Ravi explained: “This is a really important part of the empathy and connection ethos.

I want the school to be transformational for the pupils that attend it, but also transformational for the local community. Our outreach program is really, really important to us and really important in showing that our pupils remain grounded and level-headed.” The programmes are designed to provide opportunities for Emanuel students to collaborate, lead and 40 | E D U C AT I O N C H O I C E S M AG A Z I N E | A U T U M N 2 0 2 5

“This is a really important part of the empathy and connection ethos. I want the school to be transformational for the pupils that attend it, but also transformational for the local community.” develop new skills, as well as support their local community. The many activities offered to local schools range “from robotics to coding to gymnastics to swimming.” Ravi described: “Our pupils will design, create and then deliver those sessions. That’s a really, really important part of what we do, putting our young people in positions of responsibility and also ensuring that young people in the wider community can get access to our pupils and our facilities.”

Alongside this, Emanuel also offers a wide range of co-curricular activities and opportunities within the school, including the unique Emanuel Expo and Goddard Lectures. Ravi described: “Expo’s really about interdisciplinary, it’s about cross-curriculum.

Two subjects that come together and show how there’s a synergy between them. So I’ve been along to them where English and Geography have been talking about the use of literature to describe certain countries. There was a great piece in which the pupils were all looking at quotations or passages from literature and trying to work out where that was in the world based on their understanding

E M A N U E L AWA R D

of Geography.” These talks span a wide range of topics, from Taylor Swift lyrics to Shakespeare, and encourage students to think beyond the curriculum.

Ravi stated: “That’s when I think something really special happens.” Similarly, the Goddard Lectures offer students the opportunity to hear from leaders in a wide range of sectors and “really foster a sense of ambition or aspiration.” Ravi shared. Speakers include Old Emanuels such as Ana Žigić, who had recently rowed across the Atlantic, as well as senior employees at Google and some of the founders of Wikipedia.

In the Sixth Form, students also undertake the Emanuel Award, which Ravi explained: “We want pupils to do well academically, we want them to aspire, but we think being part of this school is very much about a number of other areas as well.” Through the award, students work with their form tutors and set goals in a range of areas throughout the year, Ravi told us: “There is the academic, but there’s also how they’re engaging in the co-curricular, our partnership programme, our community, futures and wellbeing.”

This encourages students to develop a wide range of skills, passions and experiences, as well as academic success, in their final years at Emanuel. Ravi believes: “It’s a way of framing what we feel Emanuel education should be.”

This Emanuel education prepares students for a range of options after school, including over 90% recently progressing to Russell Group Universities.

Throughout this process, the school supports students with a range of specialist staff to ensure they are making the best choice and are aware of the many options available. This includes the working conference, which Ravi described: “We invite up to about 20 universities and 80 representatives from the world of work to really start to get into not only the

university application process, but also that sense of what work is like and what different careers are like.”

Through support like this, many students progress to opportunities such as degree apprenticeships, including one student at Deutsche Bank. The specialist and individualised support is key to this success, Ravi shared: “Because we have that dedicated support on site, they are able to meet one-to-one with all of the students. So they have that opportunity to really thrash out what it is that inspires them, what it is that they’re interested in.”

Looking towards the future, exciting work is taking place at Emanuel as they continue to improve their facilities. A current project expanding the space by 4000 square metres will include a new refectory, science labs, classrooms and tutorial rooms, which Ravi described as: “Transformational.” He shared how this will benefit the whole school and beyond: “Those other spaces, the vacated classrooms, we then have the opportunity to rework those spaces. That might be for the creative arts, it might be music and drama. It really does begin to benefit the whole school and hopefully can have a positive impact on the local community as well.” This exemplifies Ravi’s current plans for the future of Emanuel, as he continues to embrace their core values and dedication to providing enriching opportunities to their pupils and the local community.

We would like to thank Mr. Ravi Kothakota, Head at Emanuel School, for giving up his time to speak to us.

CLICK HERE TO LISTEN TO THE FULL PODCAST www.emanuel.org.uk A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 4 1

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH DEPUTY HEAD (PASTORAL)

Mrs. Michelle Holder FROM GODOLPHIN AND LATYMER SCHOOL In this episode of Education Corner Podcast, we spoke to Mrs. Michelle Holder, Deputy Head (Pastoral) of Godolphin and Latymer School, about the school’s ethos, its personal development curriculum and how it prepares girls to thrive both academically and beyond education.

Michelle joined Godolphin and Latymer in 2024, first as Director of Sixth Form and more recently as Deputy Head (Pastoral). With over twenty years of experience across education, pastoral leadership and social work, she brings a strong foundation to a school that places self-belief and resilience at its core. Godolphin and Latymer’s ethos emphasises choice, leadership opportunities and a caring, inclusive community. Its programmes are designed to help girls step forward with confidence, develop resilience and prepare for the next stage of their education, leaving them ready to pursue a range of courses in the UK and overseas.

Pupils leave the school equipped not only with strong academic results but with the independence and adaptability needed for university life and beyond.

To create this environment within a broad curriculum and diverse co-curricular opportunities, the school requires entry through the London 11+ examination and an interview process, which identifies pupils with the academic potential to flourish in Godolphin and Latymer’s demanding but nurturing environment. Additionally, they offer 4 2 | E D U C AT I O N C H O I C E S M AG A Z I N E | A U T U M N 2 0 2 5

music scholarships and means tested bursaries, ensuring that talented pupils from a wide variety of backgrounds have the opportunity to access the education on offer and contribute to the vibrancy of the community.

Michelle’s pastoral background gives her a clear view of the challenges facing young people, from academic pressure to navigating friendships and relationships and their impact on mental health. These issues are compounded by the influence of social media, where pupils often compare themselves to others, and by the lingering effects of the pandemic, identified by GDST’s Girls’ Futures Report. The results can be gaps in social skills, social confidence and adjustment to routines of senior school life. For Michelle, the answer lies in the value of a supportive environment that helps girls regain their confidence: “What I will say that’s positive about this generation is the increasing willingness to talk about their wellbeing. This means we can take a proactive approach, which we do at Godolphin and Latymer through our personal development programme but also generally across the school. It’s about creating safe, trusted spaces where those conversations can happen, simply by making sure every girl feels known and supported.” She also highlights the importance of the all-girls environment as it gives the pupils space to try new things and to develop resilience where the staff can help them do this with balance, perspective and a strong sense of self.

CHALLENGE LIMITS WEEK

At the centre of this pastoral approach is the school’s personal development curriculum, designed to support girls to thrive academically and become resilient, thoughtful individuals who understand themselves, the community and the wider world.

Michelle explained it as: “Supporting our girls to develop the skills, habits and dispositions to thrive both during their time at Godolphin and beyond.” The programme is embedded across school life; it is woven through PSHE, form times, assemblies, clubs and societies and whole school events. Pupils are encouraged to develop kindness, self-respect and self-confidence while benefitting from a strong sense of belonging. This is underpinned by the school’s principle that when students feel safe, they are more willing to take risks in their learning, collaborating openly and enjoying that process.

This year, the school has expanded the curriculum by moving away from their one-off Challenge Limits Week, now making it a year-long programme.

Michelle explained this shift within the personal development curriculum: “It gives students structured, ongoing opportunities to practise leadership, empathy and global responsibility. It’s more than just preparing them for exams or university: it encourages them to see learning as something deeper, curiosity-driven and growthorientated. It also focuses on acquisition of the skills and mindset to navigate this complex world they live in.”

The curriculum follows a threefold model, focusing on self, society and the world. The ‘self’ strand builds good routines, wellbeing and personal safety, while developing strong learning habits, moral character and resilience. The ‘society’ strand emphasises relationships and community; pupils learn to build friendships, communicate effectively and take on leadership,

while also giving back to their communities. The ‘world’ strand looks outward, engaging with current affairs, sustainability, financial literacy and culture, and developing curiosity about global perspectives.

Together, these strands create a holistic framework for resilience, confidence and character.

The International Baccalaureate (IB) links directly to this philosophy of fostering a holistic approach to the development of the whole student. Michelle explains that beyond subject choices, the CAS component (Creativity, Activity and Service) plays a central role: “It is designed to be both challenging and enjoyable and it’s a personal journey of self-discovery.”

This emphasis on global perspectives and social awareness aligns closely with the school’s threefold personal development model, broadening horizons and encouraging intellectual curiosity.

Godolphin and Latymer has also recently introduced an Innovation and Leadership course as an alternative to a GCSE. Hugely excited by this development, Michelle explained how it builds on the existing G&L Futures programme: “Firstly, students get to study behavioural science both as an academic discipline and as a practical tool to make sense of how people think and how they act. The second area is leadership and communication, which develops their confidence through project work, negotiation, persuasive communication and presentation skills. The third is innovation for social impact where they examine how local enterprises and charities address complex societal issues.” These three strands culminate in a final project, with pupils designing and delivering their own community impact venture, supported by the school’s entrepreneurship seed fund - it’s a fantastic opportunity for them to apply what they’ve learned to the real world.

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I N T E R N AT I O N A L B A C C A L A U R E AT E

Godolphin and Latymer’s commitment to preparation beyond school is also rooted in university support. Last year, pupils secured offers from Oxford, Cambridge and top US universities including Harvard and Yale, but Michelle stressed it is always the student’s choice and the majority go on to study at their first-choice institution.

Support is delivered by an experienced higher education team, with two staff members dedicated to competitive UK applications and an on-site US counsellor, ensuring bespoke guidance tailored to each pupil. Preparation begins in the Lower Sixth with initiatives such as the Undiscovered Subjects lecture series, designed to stretch and challenge students to go beyond the confines of the curriculum.

This approach is particularly valuable for fields such as law, engineering or architecture, which may not be taught formally in school. Michelle highlighted their work beyond test and interview preparation: “More than anything, we focus on nurturing our students’ passion; helping them grow their expertise and confidence in the subjects that they love so that they’re ready for the intellectual and personal challenges of undergraduate study. This is all done within a supportive and encouraging academic environment.”

Finally, Michelle addressed the wider debate around single-sex education. She was clear that Godolphin and Latymer has no plans to become coeducational as their focus is very much on the needs of teenage girls and young women: “Adolescence is such an important time for self-discovery, confidence and TURN TO PAGES 66-70 for advice on applying to university 4 4 | E D U C AT I O N C H O I C E S M AG A Z I N E | A U T U M N 2 0 2 5

“More than anything, we focus on nurturing our students’ passion; helping them grow their expertise and confidence in the subjects that they love so that they’re ready for the intellectual and personal challenges of undergraduate study.” resilience and as an all-girls’ school we have the expertise and space to guide them through this. For our pupils, the school is a place where they can be themselves, be bold and try new things without worrying about being judged. All the opportunities and leadership roles here are for our girls and that focus allows them to excel both personally and academically.”

This philosophy, rooted in kindness, resilience and opportunity, runs through every element of Godolphin and Latymer’s approach. It ensures that pupils leave not only as accomplished students, but as confident, compassionate young women ready to make meaningful contributions in a complex world.

We would like to thank Mrs. Michelle Holder, Deputy Head of Godolphin and Latymer School, for giving up her time to speak to us.

CLICK HERE TO LISTEN TO THE FULL PODCAST www.godolphinandlatymer.com

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH GLOBAL EXECUTIVE DIRECTOR

Megan Murphy FROM THE INTERNATIONAL COALITION OF GIRLS’ SCHOOLS In this episode of the Education Corner Podcast, we spoke to Megan Murphy, Global Executive Director of the International Coalition of Girls’ Schools (ICGS).

Megan discussed the coalition’s rapid global growth, its research into girls’ education and how ICGS supports educators and students to build confidence, resilience and agency across more than 550 member schools worldwide.

Megan has led the International Coalition of Girls’ Schools since 2012 and describes it as: “The privilege of my life.” Before joining ICGS, Megan worked at Semester at Sea, Marlborough School in Los Angeles and Allegheny College in Pennsylvania.

With a background in international studies and public administration, she explained that her career has always been guided by a desire to widen opportunities for young people, particularly girls and young women. Today, she leads an international network with the aim of ensuring that every girl can step into the fullness of her purpose and power.

The principles of ICGS are: community and collaboration; equity and inclusion; leadership and integrity; opportunity and innovation; and self-efficacy and agency. Megan described these as: “The DNA of girls’ schools. They’re not just catchphrases; they’re design criteria for girls’ schools.”

These principles guide how schools structure

leadership opportunities, professional learning and global collaboration.

Megan explained: “We’re actively asking ourselves several key questions. Are girls’ voices centred at our schools? Do students have real responsibility and room to try and to fail and try again? Are adults modelling ethical leadership and widening the circle of belonging?”

This framework ensures that ideas generated within one school can influence others around the world. The Coalition now includes over 550 girls’ schools across 26 countries and continues to expand its reach and impact, connecting over 70,000 educators and a third of a million students globally. Megan explained: “We think that scale really matters when it translates into support and we know through experience that there is real strength in numbers.”

Through its collaborative network, teachers gain access to what Megan calls a “living library” of professional knowledge: “We really serve as a hub of solutions through shared best teaching practices. For a girls’ school teacher in our coalition, it means that you’re really never solving a challenge or a problem alone.” This global connection also inspires students: “For a girls’ school student, it means that you can see many versions of someone like me leading in different contexts on a global scale. It expands what feels possible and, in fact, is possible.”

At the centre of ICGS’s work is the Global Action Research Collaborative on Girls’ Education (GARC), A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 4 5

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G L O B A L A C T I O N R E S E A R C H C O L L A B O R AT I V E

which Megan described as the world’s first action research programme that focuses exclusively on how girls learn best. She explained: “It engages girls’ school educators from around the world in an informed, collaborative and disciplined action research programme that really helps educators refine their teaching practice. The programme builds a network of girls’ school educators and a library of valuable and relevant research on girls’ education.” GARC turns teachers into knowledge creators: “We form cross-school teams that design and run action research in their own classrooms.

They study what moves the needle for girls and then publish their findings so that a broader community of girls’ schools can use them.”

Alongside GARC, ICGS offers additional professional learning opportunities such as the Foundations in Girls’ Education course, the Headways networking programme and the Global Leadership Institute, an intensive one-year fellowship for school leaders.

Megan noted: “Effective leadership is absolutely vital to unlocking the full potential of the next generation of women trailblazers.” The coalition’s 2025 research theme focused on student agency. Megan observed: “This year’s research confirmed what many educators observe in their classrooms every day, that confidence and perfectionism can collide for girls, so we must design intentional environments that build agency and selfefficacy.” She explained how this translates into action: “We’re establishing micro routines that normalise speaking up so that girls can add their voices to conversations. We’re establishing structured opportunities for turn-taking and adding more ways for girls to have choice in their learning.”

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“Now more than ever, the young women we serve need to see their voices, their power and their potential reflected in the work we do.”

ICGS also promotes assessment practices that reward iteration and resilience. Megan stated: “We think that rewarding iteration can be valuable in giving girls the ability to reach out for support as needed without any sense of failure or shame that might come with that.”

E D U C AT I N G G I R L S S Y M P O S I U M

Research shows that students at girls’ schools display higher levels of mental toughness than their peers in co-educational settings. Megan explained: “The environment is key. We advocate for establishing trusted adult relationships with girls at our schools, having visible female role models across disciplines and creating cultures that frame setbacks as data, not as identity.” Resilience, she added, must be taught deliberately: “We’re really elevating all of those practices that build coping as well as resilience skills. This includes encouraging predictable study routines, establishing peer mentoring programmes and carving out reflective check-in times that students can have with their teachers.” By connecting schools to share what works, ICGS ensures that resilience is never left to chance but is a deliberate practice built with the students every day.

ICGS research shows that 99% of students at girls’ schools expect to earn a university degree and more than two-thirds aspire to postgraduate study. Megan said: “Turning aspiration into action is all about scaffolding.” This is achieved through early exposure to educational and career pathways, alumnae networks and mentoring. Megan stated: “We want to make sure that girls are able to see it and be it. We’re developing writing workshops, establishing internship opportunities and creating networks of mentors because seeing women do work that girls want to do allows them to feel that persistence is practical.” She added: “Once you’re an ICGS girl, you’re always an ICGS girl.” The coalition’s global alumnae community, she explained, spans generations and accounts for many historical firsts.

TURN TO PAGE 51 to learn about empowering women at St Paul’s Girls’ School

Reflecting on last year’s Educating Girls Symposium at Wimbledon High School, Megan said: “Now more than ever, the young women we serve need to see their voices, their power and their potential reflected in the work we do.” She added: “Globally, girls are navigating mental health headwinds, shifting social media norms and political polarisation. ICGS is responding to all of this by convening and sharing resources on these complex topics and expanding our research and programming so that schools can lead not just with care but also with clarity.” This year’s symposium, hosted by the GDST at South Hampstead High School, will bring together over 300 educators: “They can share best practices, share their thought leadership and build their professional and personal networks, all for the benefit of the students in their care.”

Megan concluded with optimism for the future: “Our plan at ICGS is simple and ambitious. We are here to convene, connect and catalyse.” The coalition continues to host international gatherings, culminating in the Global Forum on Girls’ Education in Toronto in 2026. Megan stated: “Through collaboration, we’re creating environments where the best ideas are shared, tested and carried home. It always comes back to the girl who’s in front of us. It’s about her agency, her well-being and her audacity to imagine a life that’s large.”

We would like to thank Megan Murphy, International Coalition of Girls’ Schools, for giving up her time to speak to us.

CLICK HERE TO LISTEN TO THE FULL PODCAST www.girlsschools.org A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 4 7

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH THE HEAD

Mrs. Emma Watson FROM ST CATHERINE’S SCHOOL, BRAMLEY In this episode of Education Corner Podcast, we spoke to Mrs. Emma Watson, Head of St Catherine’s School, Bramley.

Emma spoke about preparing girls for modern life, building self-confidence and resilience and their plans for the future.

Emma shared that her path to teaching was an unusual one, stating: “I think if you’d told me when I was 15 years old that I’d end up as a teacher, I would have been horrified!” After leaving education, Emma had a military career as an Officer and helicopter pilot, before she began teaching. Since then, she has worked at the likes of Stowe, Harrow, Wycombe Abbey and Berkhamsted, before joining St Catherine’s. On her new role, Emma stated: “I have a real passion for enabling young people to thrive, both academically and personally. I feel really privileged to be part of that team dedicated to nurturing the girls’ potential.”

At St Catherine’s, this ethos of nurturing each girl’s potential extends far beyond academic success. Emma described: “We believe that education is about far more than just exam results. St Catherine’s girls have really excellent educational outcomes and a great academic foundation, but we also recognise that there’s no point leaving school with four A stars in your A Levels if you can’t live well and find joy and meaning in the world around you. The girls here thrive academically, not despite all their extracurricular commitments, but because of them.” These opportunities encompass sport, music, 4 8 | E D U C AT I O N C H O I C E S M AG A Z I N E | A U T U M N 2 0 2 5

drama and much more - girls are encouraged to take on a range of opportunities to develop their leadership, teamwork and self-discipline. The impact of this is crucial, Emma shared: “Where the students feel safe, supported and valued, they become more confident, more resilient and more willing to take risks, both in their learning and in their own personal development.

That’s why we place such an emphasis on creating that nurturing environment, so that the girls can flourish.”

Wellbeing is also crucial to students’ happiness and success, which St Catherine’s promotes through their Life Matters curriculum. Emma described: “It’s designed to equip the girls with the tools they need to navigate all sorts of challenges in life, so it covers those foundational topics such as emotional literacy, digital wellbeing, relationships and resilience.” Designed by Housemistress Izzy Cook in collaboration with pupils and parents, the programme responds to the real-life issues facing young people in a range of ways. Emma explained how this is embedded in school life: “We’ve got a really strong pastoral system, including dedicated staff, peer mentors and access to older girls, but also a counselling programme with professional mental health experts.

We balance that by weaving wellbeing into the fabric of everyday life at school, from assemblies to tutor time to the co-curricular programme, because we know that being well comes before doing well.” Recently, the Life Matters curriculum included a session exemplifying

G I R L S ’ S C H O O L S A S S O C I AT I O N

the importance of responding to student feedback and current events, titled: “How the AI Revolution is Reinventing Misogyny.”

The admissions process at St Catherine’s is designed to minimise the anxiety that so many prospective students and parents often feel. Emma shared: “We want to make the application process as stress-free as possible, so it’s designed to be warm and welcoming. We want to provide that individual support.” The school uses ISEB pretests, as well as an interview and holistic discovery events, to get to know each girl’s character.

Emma explained: “We also want to consider the whole person, the character, the curiosity and the fit with our school values. My advice to parents is to come to an open day, come to some of our talks, speak to the pupils and parents who are already in the school. We want families to choose St Catherine’s not just because of the excellent results, but because they share that vision for girls’ education.”

Resilience and self-confidence are core to the success of St Catherine’s pupils, both within school and beyond. Emma told us: “At St Catherine’s we encourage the girls to take on lots of different challenges, even when it feels uncomfortable, to lead, to speak up and to learn from setbacks. We really value pupil voice; giving them that sense of empowerment in day-to-day life is really, really important as the small building blocks to self-belief.” Crucially, this is an effort shared by all staff and members of the school community, which Emma believes is integral to their success: “That building of resilience is a team game, so it’s not just about the head of house or the tutor, it’s all teachers and all parents.

Ultimately, we want to work with parents so that we’re all preparing the child for the road and not the road for the child.” According to Emma, the school’s allgirls environment is key to this: “It allows the girls to

“I want to fill the girls with optimism that the world is their oyster and ensure that they leave us equipped to challenge people, to lead with confidence and to shape their future, but on their own terms.” define themselves with freedom, without any additional pressures. They’re on a shared journey. We encourage them to avoid comparison, be that in real life or online, so that they’re less impacted by stereotypes and can grow into more confident, purposeful young adults.”

For Emma, the positives of an all-girls setting extend beyond resilience and confidence building.

She described: “In an all-girls setting, the girls here are really just free to be themselves. They take centre stage in every subject, in every sport, in every leadership role, and that freedom fosters independence, ambition and selfawareness.” Whilst they acknowledge that the world beyond school is co-educational, St Catherine’s also acknowledge that it is not yet equal, although progress is being made. Emma explained: “I want to fill the girls with optimism that the world is their oyster and ensure that they leave us equipped to challenge people, to lead with confidence and to shape their future, but on their own terms.” This is evident in Emma’s experience, as girls in all-girls’ schools not only break down barriers academically, but also in self-confidence: “They’re more likely to speak up without a fear of judgment, they feel unhindered by their gender and therefore have fewer self-limiting beliefs, which is really, really important.”

This is also evident in the pupils’ success beyond St Catherine’s, when 76% of pupils go on to highly competitive Oxbridge or Russell Group universities.

To support their students through this, the school A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 4 9

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C R E AT E T H E F U T U R E

offers tailored support from specialists in their desired area, be it Oxbridge, Russell Group or international universities. In addition to academic preparation and support with applications, girls also receive support in other key areas. Emma shared: “We also focus on critical thinking, independent study and intellectual curiosity, all of which are essential for the world of work and success at university, as well as in their personal lives.”

The school also ensures that girls receive support no matter what path they choose and are conscious of the wide range of choices available. Emma advised: “Don’t let your childhood dreams become your nightmare or your parents’ dreams become your nightmare. It’s really important that we constantly re-evaluate and coach the students through making the right decision for them.” Further to this, students receive support from alumnae, Emma described: “Not only do the pupils get the expert guidance and mock interviews, but that mentoring from the girls that have gone before them is really, really important in preparing them for life beyond school and finding the right path.”

St Catherine’s dedication to the future is embodied in their Create The Future scheme, Emma described: “It’s designed to enhance the facilities and opportunities for current girls and future generations coming through

“We want the school to be a place where girls continue to thrive academically, personally, socially and where they are going to make a difference in the world.” the school.” So far, the developments include: The WonderLab for the prep school; The 6, a dedicated Sixth Form space; The Art & MakerSpace dedicated to creative subjects; and The CATAlyst, a new science department with top facilities. Emma explained the intention of this scheme: “We want the school to be a place where girls continue to thrive academically, personally, socially and where they are going to make a difference in the world.”

As Emma concludes her first half-term at St Catherine’s, she is embracing both the school’s deep traditions and a forward-thinking, modern approach: “St Catherine’s is a traditional school and we want to be forward-thinking but rooted in tradition. So we really value our rich traditions that give the school its character, but we also want to embrace innovation and change. We want to be a modern school that prepares the girls for life beyond the bubble and equips them with independence, resilience and the curiosity that they need to succeed in life beyond.”

We would like to thank Mrs. Emma Watson, Head of St Catherine’s School, Bramley, for giving up her time to speak to us.

CLICK HERE TO LISTEN TO THE FULL PODCAST www.stcatherines.info

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A F R E S H S TA R T

Empowering Young Women First impressions of St Paul’s Girls’ School from the new High Mistress Step inside St Paul’s Girls’ School and you will immediately feel the vibrant energy. I’m Liz Hewer, the new High Mistress, and I am thrilled to be leading a school that has been empowering young women since 1904.

What struck me most upon my arrival was the school’s distinct character. The absence of uniform is a deliberate celebration of individuality. Students carry themselves with confidence and the dynamic between staff and girls feels less about hierarchy and more about a shared educational journey.

Paulinas are challenged and encouraged to shape their own learning. Micro-internships and weekly Friday lectures bring the outside world in, offering students

the chance to be inspired by and engage with speakers and businesses across a range of fields who offer insights into possible future paths.

Our academic results speak volumes about our calibre of staff and driven students, but they are only part of the story. Students don’t just join in; they take the lead

on clubs and societies. Whether it’s veterinary society, music production, coding or improv, every talent and interest flourishes.

Above all, there is so much laughter and joy. This is a noisy school and that noise is the best possible kind: the sound of young people buzzing with enthusiasm for learning.

I am very proud to lead St Paul’s as we develop the experience for our students further still, so that they have the best possible foundation for the ever-changing world that they will be joining as adults.

LIZ HEWER High Mistress www.spgs.org

07738238273 info@cjaeducationalconsultancy.com www.cjaeducationalconsultancy.com

Chloe Abbott

Educational Consultant • Introductory meeting to get to know your family and your child/children • Assessment when required to establish your child’s levels • School advice for both primary and secondary in the London area and beyond • Support and advice on suitable school choices • Booster sessions in key exam skills

Place your rising stars in our hands...

AC H I E V E M E N T W I T H H E A R T

A Progressive Approach Preparing young people to thrive beyond school Set on the edge of the beautiful Bushy Park, Hampton Court House (HCH) is a co-educational independent day school for pupils aged 2-18. With entry points at Reception (Little Courtiers), 11+, 13+ and Sixth Form, the school is defined by its ethos of Achievement with Heart - a blend of academic ambition and individual care.

HCH is known for its progressive approach: there are no uniforms, students and teachers are on first-name basis and every child is valued as an individual. This ethos creates a supportive environment where students flourish both personally and academically.

Alongside a broad curriculum focused on academic excellence, students benefit from experiential learning, language proficiency and

a thriving arts programme.

Recent results reflect this balance of high expectations and nurturing environment, with 61% of GCSE grades at A*/A and 35% at A*/A at A Level in 2025. HCH was nominated as a finalist for London Independent School of the Year after being shortlisted for two years running. The school also won a national award for ‘Developing Student Voice’ - a driving force within the school.

Its unique ‘Prepared for Life’ Sixth Form programme recently won the ‘Support for Life Beyond School’ national award for Innovation in Education. It offers a holistic curriculum encompassing physical health, mental health, leadership, cultural literacy and community.

At Hampton Court House, education is about more than results - it is about preparing young people to make a positive impact in the world.

RICH ESKINAZI Head of Marketing and Brand www.hamptoncourthouse.co.uk TURN BACK TO PAGE 24 to learn about building resilience in boys

INTRODUCING MR. WILL SCOTT

Meet Mr. Will Scott The new Headmaster of Churcher’s College Churcher’s College is delighted to announce the appointment of Will Scott as its new Headmaster, effective September 2026.

Following a rigorous selection process involving the full Board of Governors and the existing leadership team, Mr. Scott was chosen for his extensive leadership experience and commitment to delivering a broad, high-quality education.

Will brings a wealth of expertise to Churcher’s College, currently serving as Principal of Dame Allan’s Schools in Newcastle upon Tyne.

His diverse background spans service in the Royal Navy, a career in international finance and a passionate dedication to education.

Will’s leadership has been marked by significant improvements in

academic standards, co-curricular opportunities and school facilities.

Born in Omagh, County Tyrone and educated in Dublin and Edinburgh, Will studied Economics at the University of St Andrews. After six years of naval service, including postings on HMS Broadsword and HMS Ark Royal, he transitioned to financial markets before finding his true vocation in education. His teaching and leadership roles have included positions at the Royal Grammar School Newcastle, Clifton College Bristol and St Lawrence College Kent.

Reflecting on his appointment, Mr. Scott stated: “I am deeply honoured to become Head of Churcher’s College, a school with a proud 300-year history and a reputation for outstanding academic and co-

curricular achievements. My goal is to preserve and strengthen the school’s ethos while guiding it confidently through the challenges of a changing world. I look forward to working closely with staff, pupils, parents, governors and alumni to continue providing an exceptional education.”

Mr. Scott and his family are excited about their move to Churcher’s College and look forward to becoming part of the vibrant school community.

AMANDA INKLEY Head of Marketing www.churcherscollege.com

Join us for our next open event

A leading independent day school for girls and boys 3 - 18

I N T R O D U C I N G M R S . E M M A WAT S O N

New Beginnings Welcoming a new Head The school year is off to a wonderful start, with returning girls settled back into their routines and new starters finding their way around and learning the ropes.

One such new starter is our Head, Emma Watson, who brings a wealth of knowledge of independent day and boarding settings from both coeducational and single-sex sectors.

She comes to us from Berkhamsted Girls, where she was Head, having previously taught at Stowe, Harrow and Wycombe Abbey. Her personal academic record is exemplary, with a First-Class BEng in Aerospace Engineering and an MBA with Distinction. Her experience at Sandhurst and in the Army Air

Corps as a Lynx pilot and Flight Commander further enhance her leadership credentials and underpin her belief in creating the widest possible career opportunities for women.

Emma was chosen because of her inspiring vision for the future and her strong alignment with St Catherine’s values. Speaking of her vision for the School, Emma says: “At St Catherine’s, girls are encouraged to grow into confident, compassionate and capable young adults, ready to make their mark on the world. What does that look like in practice? It means girls feel seen and valued for who they are. It means teaching that’s rigorous and ambitious, but also personal and filled with joy. It means a culture in which the girls are encouraged to embrace opportunities and strive for full, vibrant and fulfilling lives.”

LOUISE JOHNS Marketing Officer

TURN BACK TO PAGE 23 for advice on combating stress

www.stcatherines.info

FROM TRACK ATHLETE TO SUSTAINABLE FINANCE.

Grace Osborne, alumna 2014, ESG Equity Analyst, Sustainable Finance, Bloomberg, London Self-belief from St Cat’s stcatherines.info

GSA Day & Boarding School since 1885 | 3 - 18 years | Near Guildford

S P O R T I N G E XC E L L E N C E

Applying for Sports Scholarships World-class sporting opportunities Reed’s School has an impressive record of sporting success and its Sports and Academy Scholarships are highly sought after.

Sports Scholarships are awarded to students who contribute significantly to at least one of the school’s major team sports of rugby, hockey, cricket, or netball as well as to the wider sports programme. Their assessment focuses on athletic ability, potential for development and enthusiasm for sport. Students should be representing their school and club at A team level and, for older students, be pursuing a performance pathway within their main sport.

Academy Scholarships are offered for golf, ski racing, swimming and tennis, allowing students to

demonstrate excellence in sports with distinct training demands.

Academy Scholars are also encouraged to take part in the main school sports programme, which forms part of the selection process.

For golf, candidates should be club members competing regularly in junior competitions,

playing on the Surrey Rookie Tour or equivalent, with a handicap of 24 or below for 11+ entry and 9 or below for 13+. Ski racers should belong to a dryslope race club and, ideally, a snow-based academy competing regularly, with results from recognised competitions and, preferably, video footage from race performances. Swimmers should aim for at least one time scoring 350 FINA points or more.

Tennis players should compete successfully at Grade 2 (ideally Grade 1) LTA National events and appear on the LTA Regional Player Development Centre list.

ALISON ATKINS Marketing Manager www.reeds.surrey.sch.uk

Find out about our extensive co-curricular programme

OUR VALUES: An Education for Life For further information: t: 01932 869001 w: www.reeds.surrey.sch.uk e: admissions@reeds.surrey.sch.uk

Sandy Lane | Cobham | Surrey | KT11 2ES

T H E L A N C I N G FA M I LY

Welcome to the Family A new addition to a leading family of schools in Sussex The Lancing College Family of Schools offers an exceptional educational journey for children aged 2 months-18 years. Anchored

by Lancing College, a renowned co-educational boarding and day school for pupils aged 13-18, the group also includes Lancing Prep Hove, Lancing Prep Worthing, Little Lancing Nursery and, in September 2025, Dorset House School joined the family.

This unique group of schools provides a cohesive and aspirational educational experience, where each school retains its own identity and character while sharing a commitment to high standards, strong values and individual care. At every stage, children are inspired to grow in confidence, discover their talents and reach their full potential.

Lancing College itself is set within a stunning campus in the South Downs and is celebrated for its outstanding pastoral care, academic excellence and breadth of opportunity. Its inclusive boarding ethos fosters strong community bonds and its Sixth Form offers a highly personalised pathway to top universities and creative institutions.

The prep schools, Lancing Prep Hove, Lancing Prep Worthing and Dorset House, each offer distinctive

environments, from coastal towns to the countryside. With the new addition of Dorset House, there is an opportunity for younger pupils to board from Year 5. This addition extends the family’s reach across the South Coast, into the South Downs and beyond.

United in their approach, the Lancing College Family of Schools nurtures each pupil, building skills and values that last a lifetime.

Myth Busting Saturday School Balancing school, family and extra-curriculars At Lancing College, Saturday School is about enriching the pupil experience. Designed to allow breathing space in the Monday to Friday schedule, Saturday mornings provide purposeful academic breadth and depth, while Saturday afternoons enable opportunities for sport, the arts and personal growth.

With school on only twenty-two Saturdays across the academic year, this rhythm supports a balanced, holistic education and family life.

At Lancing College, we believe Saturday School: •C reates a balanced, spacious week.

• Enables dedicated PSHE, careers and enrichment including the Sixth Form Super Curriculum.

• Supports academic balance and wellbeing.

Here, we address some of the myths surrounding Saturday School…

“It’s every Saturday.”

FALSE - It’s only 22 Saturdays across the full academic year. The thirty remaining Saturdays are either in the holidays or during an Exeat Weekend (there are five per year) when the whole school is closed from Friday evening to Sunday evening.

“Saturday school means we can’t access specialised music or sports opportunities beyond school.”

FALSE - This is not the case for pupils who are playing on a national stage. We enable superb musicians to access the Saturday schools of the Royal College or the Royal Academy and elite sportsmen and women likewise to access training at the highest club level, locally and nationally.

“Other schools don’t have Saturdays.”

FALSE - It will be very rare that an independent senior school doesn’t have a significant requirement for pupils to be there on Saturdays.

This may not be for lessons, but there will certainly be an expectation to attend for sports practices, fixtures or Open Days.

“Saturday school interrupts family time.”

FALSE - Parents and pupils report quality time at weekends and not just a shuttle to various activities.

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KAT FIELD Marketing Campaign Manager www.lancingcollege.co.uk

Lancing College Preparatory Schools, Senior School & Sixth Form

Lancing Prep Hove

The Droveway, Hove East Sussex BN3 6LU T 01273 503 452 E LPHadmissions@lancing.org.uk

Lancing Prep Worthing Broadwater Road, Worthing West Sussex BN14 8HU T 01903 201 123 E worthing@lancing.org.uk

Welcome to the family Lancing College Lancing, West Sussex BN15 0RW T 01273 465 805 E admissions@lancing.org.uk

FIND OUT MORE LANCINGCOLLEGE.CO.UK

DORSET HOUSE SCHOOL The Manor, Bury, Pulborough West Sussex RH20 1PE T 01798 831 456 E info@dorsethouseschool.com

AN INCLUSIVE ETHOS

Where Every Child Thrives A nurturing and ambitious education Nestled in 100 acres of beautiful Devon countryside, Blundell’s offers a nurturing and ambitious education for boys and girls aged 3-18. The school is proud to have been recognised by Education Choices Magazine as the winner for SEN Provision in the 2025 Education Choices Awards, a reflection of its inclusive ethos and individualised approach to learning.

At Blundell’s, every pupil is encouraged to develop the confidence, curiosity and character needed to succeed in life.

Exceptional teaching, small class sizes and a strong pastoral network ensure that each child is both challenged and supported, allowing talents to flourish across academic, creative and sporting spheres.

From the earliest years in the Prep School through to the Sixth Form, pupils benefit from specialist staff, outstanding facilities and an education that values kindness, ambition and resilience. The school’s Learning Support Department works closely with families to ensure that individual needs are understood and met, creating an environment where every pupil can thrive.

With full, weekly and flexi boarding options available as well as a vibrant day community, Blundell’s offers flexibility for modern family life.

EMILY EARL PR and Social Media Manager www.blundells.org TURN TO PAGES 74-75 for information about applying to Oxford University

A CO-EDUCATIONAL INDEPENDENT SCHOOL FOR PUPILS FROM AGES 3 TO 18 NURSERY, PRE-PREP AND PREPARATORY SCHOOL | SENIOR SCHOOL | SIXTH FORM Our extensive and safe 100 acre campus is located in the heart of Devon, only 25 minutes from Exeter and 2 hours from London by train.

FULL, WEEKLY AND FLEXI BOARDING AND DAY PUPILS FROM AGES 11 TO 18 FOR DETAILS ON SCHOLARSHIPS, BURSARIES AND VISITS, PLEASE CONTACT OUR ADMISSIONS TEAM: ADMISSIONS@BLUNDELLS.ORG | 01884 252543

www.blundells.org

11+ | 13+ | 16+ SCHOLARSHIPS AVAILABLE Scan the QR code for details

A G LO B A L P E R S P E C T I V E

Inspire, Empower, Achieve A global school in Canterbury Nestled within the historic city of Canterbury, The Worthgate School offers a truly unique educational experience for UK students seeking something beyond the ordinary. As an international day and boarding school with over seventy years of academic excellence, Worthgate blends the rigour of A Levels, the challenge of the IB Diploma and the university-preparatory strength of our Foundation Programme with a

global perspective and a close-knit, supportive environment.

Whether joining as a day student or boarder, UK students benefit from small class sizes, personalised learning pathways and expert teaching that inspires curiosity and ambition. Students are empowered to explore their interests - be it science, art, enterprise or languages - through co-curricular enrichment, leadership opportunities and a diverse peer community that mirrors the global world they will lead.

Our students regularly achieve places at top Russell Group and international universities, and we take pride in nurturing not only academic excellence but also independence, resilience and confidence.

For families looking for a school that combines world-class education with British pastoral care and international outlook, Worthgate offers an education without limits; where every student is inspired to dream big, empowered to grow and supported to achieve.

Visit us in Canterbury and discover how Worthgate could be the right choice for your child’s future. We offer GCSE, A Level and IB programmes, including tailored options for students looking to re-take exam years or refocus their academic direction in a nurturing and ambitious setting.

DR. IAN GROSS Principal and Executive Head www.worthgateschool.com

FO R G E YO U R F U T U R E Ambitious FOR THE

EMPOWERING GIRLS AGED 4-18 SINCE 1887 S Y D E N H A M H I G H S C H O O L . G D S T. N E T

O W N YO U R F U T U R E

21st Century Success Preparing girls for the future disrupted by 2027, our curriculum places a strong emphasis on adaptability, lifelong learning and digital resilience. Pupils are introduced early to critical futurefocused skills such as teamwork, communication, ethical leadership, entrepreneurship and creativity.

Unifrog, used from Year 7 to Year 13, enables pupils to explore pathways, track skills and build meaningful career portfolios.

Furthermore, Sixth Formers receive support in setting up professional LinkedIn profiles and mastering networking.

Tiered Support for Every Stage of Development

In an era of unprecedented change, traditional careers education is no longer enough. Sydenham High School’s ‘Own Your Future’ programme isn’t just about preparing girls for jobs; it’s about instilling a future-focused mindset, empowering them with the confidence, curiosity and clarity to thrive in careers that may not even exist yet.

A Pioneering and Intentional Design for 21st-Century Success

Ten years ago, we spearheaded the ‘Power Skills Programme’, a bespoke and unique aspect of our Sixth Form timetabled provision.

This programme was an early recognition of the need to equip students with the transferable skills essential for life beyond school.

Building on this foundation, we launched The Elevate Curriculum, offering timetabled periods across the Senior School for pupils to study key future skills, emphasising holistic development.

Our goal is to ensure every girl is ready to take her seat at the boardroom table, whether that’s

for a global corporation or a startup agricultural innovator!

Comprehensive Support and Real-World Immersion

One-to-one guidance from our Head of Futures, sector-specific talks, regular workplace visits and our annual Futures Fair, ensures students have continuous engagement with the evolving world of work.

Our commitment culminated in the launch of our inaugural Futures Conference 2025. This landmark event brought together leaders from STEM, public service, the creative industries and graduate recruitment. The impact was clear, with a remarkable 94% of attendees reporting that they felt: “Better informed about the range of options available,” and “more confident about their future.”

Aligning with Evolving Employer Needs and Technological Empowerment

In an environment where the World Economic Forum warns that 40% of core job skills will be

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From our Prep’s Daydream Believers programme to selfawareness and discovery in Years 7 and 8 and workplace visits and subject-career links in Year 9, each step is carefully designed.

Years 10 and 11 focus on one-toone advice, research skills and work experience, while Sixth Formers receive tailored support for UCAS, apprenticeships and gap year planning, alongside essential life skills.

Transforming Futures, Cultivating Mindsets

‘Own Your Future’ is more than a programme; it’s a transformational mindset. Our pupils leave not only with ambition but with the insight, skills and networks to realise it. In a world of uncertainty, we prepare our girls not just to navigate change, but to confidently shape it. Our pioneering curriculum transforms futures, equipping every Sydenham High girl to achieve anything she sets her mind to.

LAURA HOOPER Director of Marketing and Communications www.sydenhamhighschool.gdst.net

A D H D AWA R E N E S S

A Transformative Approach Why neurodiversity belongs at the heart of every curriculum Walk into any classroom and you’ll see children learning about history, religion, culture, race and what it means to live together in society. In PSHE, they explore how to be kind, how to stay safe and how to be a good friend.

Many schools even celebrate neurodivergent role models on display boards and talk about neurodivergent celebrities in assemblies - a wonderful step in raising awareness.

But, with October marking ADHD Awareness Month, it’s a timely moment to ask: “Is this really enough?”

What if neurodiversity was taught as a core part of the curriculum - not as a poster or passing mention, but as a dedicated subject that helps every child understand what it means to be human, in all our neurological diversity?

By neurodiversity, we mean the natural variation in how human brains develop and process information. This includes differences such as autism, ADHD, dyslexia and dyspraxia, among others. Some people are described as neurodivergent, while others are neurotypical - their brains develop in ways that society tends to expect.

Why spell this out? Because while awareness has grown, myths and outdated ideas persist.

Too often, neurodivergence is still framed only through deficits or stereotypes, rather than understood as part of human diversity, with real strengths, challenges and needs.

Why Understanding Matters

Children make sense of themselves through the eyes of the adults around them. When parents, teachers and carers understand neurodiversity,

they can respond to behaviour with curiosity, rather than judgement. They see behaviour as communication - a clue that something isn’t working - and can take steps to support the child.

Without this understanding, children are often misunderstood. A child who calls out may be labelled ‘disruptive’ rather than recognised as understimulated. A child who lashes out may be punished, when in reality they are overwhelmed and don’t have the tools to cope just yet. Over time, these patterns can leave children anxious, disconnected from learning or doubting their own worth.

Understanding neurodiversity isn’t just ‘nice to have’ - it’s the difference between a child who feels seen and supported and a child who feels like they are always getting it wrong.

A Curriculum for the Brain

Current school programmes tend to stop at surface-level awareness: celebrating differences, showcasing famous neurodivergent role models and reminding children that: A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 6 1

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NEURODIVERSITY IN THE CURRICULUM

“We are all unique.” While this is valuable, it’s not transformative.

Imagine a subject where children explore the different ways brains process information, where they learn that each nervous system has unique needs and that strengths and challenges come hand-in-hand.

A neurodiversity-focused curriculum could support children to explore: • Nervous system regulation: how to notice internal stress and return to calm.

• Neurochemistry: why key brain chemicals like dopamine, serotonin and oxytocin matter, and practical ways to replenish them.

• Cognitive differences: how executive function skills and rejection sensitive dysphoria impact on emotional regulation, and how different brains process information.

• Self-advocacy: how to explain needs clearly and confidently, and support others in turn.

This isn’t about labels. It’s about equipping children with self-knowledge and the confidence to act on it.

They learn to recognise what helps them thrive, and how to communicate their needs in ways that others can understand - building confidence, resilience and empathy from a young age.

This kind of knowledge is powerful for neurodivergent and neurotypical students alike.

Breaking Generational Cycles

Many adults didn’t grow up with this knowledge.

They entered work and adult life without the tools to understand themselves or how to create a life that worked with their brain, rather than against it.

“Understanding neurodiversity isn’t just ‘nice to have’ - it’s the difference between a child who feels seen and supported and a child who feels like they are always getting it wrong.”

Too often, this has led to burnout, low confidence or struggling to meet expectations that were never designed for them.

Children who learn about neurodiversity early can break this cycle: growing up self-aware, emotionally resilient and able to advocate for themselves. These lessons ripple outward, shaping young adults who will go on to lead classrooms, families and communities where difference is not just tolerated, but valued.

A Call to Action

Our children deserve more than facts and figures.

They deserve to understand their brains, bodies and emotions. They deserve to know how to regulate themselves, advocate for their needs and celebrate the strengths of those around them.

Making neurodiversity a core part of the curriculum isn’t just about helping neurodivergent children.

It’s about creating a generation of compassionate, resilient, and self-aware individuals who see difference as essential to the success of communities and society as a whole.

Awareness alone is no longer enough. By equipping children with the tools to understand and regulate their own brains, we empower them to thrive, reduce unnecessary conflict and build classrooms - and ultimately communities - where everyone can flourish.

TURN TO PAGE 77 to read about social mobility at Exeter University 6 2 | E D U C AT I O N C H O I C E S M AG A Z I N E | A U T U M N 2 0 2 5

MAISIE CASS ADHD Speaker and Neurodiversity Specialist www.maisiecass.co.uk

OV E R CO M I N G A N X I E T Y

Back to School Blues How can I support my autistic/ADHD child when they’re anxious about going to school?

All children deserve access to education, but for many autistic and ADHD children, mainstream primary and secondary schools can be incredibly challenging.

Each child is unique, but there are common difficulties many neurodivergent children face at school, including: • Sensory overwhelm: loud noises, strong smells, crowded spaces and uncomfortable uniforms.

• Social demands: needing to speak, respond to questions or engage in group activities.

• Unpredictability: sudden changes in staff or timetable; unstructured break times.

• Physical expectations: staying still and focused for long periods.

• Executive functioning challenges: struggling with organisation, memory and selfregulation.

• Lack of autonomy: having little say in how they learn or move through their day.

• Task-switching stress: difficulty disengaging from a focused activity to start another.

Many children, especially girls who’ve been socialised to ‘fit in’ and ‘be good’, mask their distress at school to avoid getting in trouble. You might not even know they’re finding these things difficult. This can result in emotional outbursts or shutdowns at home - meltdowns that involve screaming, crying, or aggression, or shutdowns where the child becomes withdrawn, non-verbal or unable to function. These moments are distressing for both the child and their family.

Over time, some children begin to feel intense anxiety about attending school. This can be heartbreaking and stressful for parents, who worry about both the immediate and long-term effects on their child’s wellbeing and education. It also puts strain on the entire family.

So, what can parents do to help?

Here are three key areas of focus: 1. Adapt How You Communicate Keeping communication open is essential. To understand

what’s bothering your child, you need to create safe, lowpressure opportunities for them to express themselves. Many autistic and ADHD children have communication preferences that don’t use spoken words, especially after a full day of speaking demands at school.

Consider alternative communication methods like: • Texting • Writing/Drawing • Using toys or teddies • Thumbs up/down gestures Try ‘sliding’ communication into quiet, low-stress times like bedtime instead of formal conversations at the dinner table.

Neurodivergent children are often highly sensitive to pressure and may shut down if they feel forced to talk. Over time, this approach can help you learn more about their internal world - sometimes in small crumbs and sometimes in floods. Be ready for both.

2. Find an Ally in School Change at school often starts

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SUPPORTING NEURODIVERSITY

with having a relationship with a trusted member of staff. Ideally, this would be a class teacher, head of year, or SENCO, but your child may connect more deeply with someone unexpected, like a librarian, teaching assistant or even a caretaker.

Ask your child who they feel safe with and involve that person in meetings about school anxiety and necessary adjustments.

A trusted relationship can be a powerful anchor for your child and a bridge to better communication with the school.

3. Accept Their Feelings Dismissing emotions - saying things like “you’re fine” or “don’t worry” - can cause emotions to grow stronger and more difficult to manage. Instead, validate how your child is feeling, even when it’s uncomfortable.

Say things like: • “I can see you’re really worried.

That makes sense.”

• “You can carry the worry with you and still try to go to school.”

• “You’re allowed to feel upset and still do hard things.”

When children feel emotionally accepted, they are more likely to feel safe, calm and better able to engage with difficult situations.

My final piece of advice is to ensure your child has a diagnosis from a trusted assessment service.

As a parent, I learned this the hard way. Despite understanding my child’s needs, support only came after her autism diagnosis, when the school finally recognised her masked distress. That experience inspired me to create an autism and ADHD assessment service specifically for girls and women.

Supporting an autistic or ADHD child in the school system isn’t easy, but by improving communication, building trust with school staff and validating your child’s emotions, you can help them feel safer and more understood - both at home and in the classroom.

DR. BECKY QUICKE Clinical Psychologist and Founder of Autistic Girls and Women www.autisticwomen.co.uk

A Parent’s Guide How AI can help with the EHCP process If you’re supporting a child with special educational needs (SEN), the paperwork around Education, Health and Care Plans (EHCPs) can feel overwhelming. Used well, artificial intelligence (AI) can take some of that admin off your plate so you can focus on day-to-day family life. It won’t replace your judgement or your voice, but it can speed up tasks and help you stay organised.

Where AI can help

In meetings it’s hard to listen and take notes. With everyone’s permission, AI tools can record and create draft minutes to help you remember everything that’s discussed. You can then check accuracy before you share or store anything. Professional reports are detailed and important, but it’s not easy to keep all that information in mind. AI can give

you a bullet-point summary and pull out recommendations, so you can remember key points and prioritise next steps for your child.

Whether you’re filling in an EHC needs assessment form or writing an appeals letter, AI can produce a first draft you can edit. You could paste your bullet points, upload professional reports and type: “Turn these into a clear, polite letter requesting an EHC needs assessment.

Keep it in plain English. Do not hallucinate.” You could even upload a template document and ask it to draft content for each section based only on the information you share. You stay in charge, adding the details that matter, but it’s much less daunting than staring at a blank screen!

AI can also be a big help during annual reviews. You could upload meeting minutes and your child’s

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current EHCP, then ask AI to: “Update the EHCP to include information discussed at the Annual Review. Ensure information is SMART and in plain English. Do not hallucinate.” You will still need to check everything but it’s a gamechanger having a first draft to work from!

There’s more: • Ask AI to make a checklist for each stage of the EHCP process and create a simple timeline with key dates to help you keep track of deadlines.

• AI can translate documents for you if you speak English as an additional language.

• You can paste a long email chain and ask for an action list with dates and who’s responsible.

Keeping it safe and sensible

AI is exciting, but like any

PLANS FOR EHCPs

tool that handles personal information, it needs careful, safe use so you stay in control and protect your child’s data. If you want to record a meeting for automatic notes, explain what you’re doing, why, how the notes will be used and ask for consent this is a legal requirement.

AI gives you a starting point but always read, correct and add context, especially if you are sharing the information with others. You could add the prompt: “Base this only on the professional reports and meeting minutes uploaded.”

If something looks off, it probably is. AI can make things up, so always use a phrase like: “Do not hallucinate” and check for errors. Ensure accurate spelling with a: “Write in British English” prompt and state the tone.

Avoid using full names, addresses, dates of birth or diagnoses in public tools like ChatGPT or Gemini. If you include personal data, stick to AI tools that align with UK data protection laws,

such as Otter, Notta and Microsoft Copilot-365.

It’s important to store and share information safely. Use passwordprotected folders, review where cloud data is processed/stored and who has access, and consider password-protecting documents or using encrypted email when you send them.

A realistic mindset

AI is powerful, but not magic.

What you get out depends on what you put in, so remember to use clear instructions as these lead to better results. Always ensure your EHCP drafts include professional evidence, as well as you and your child’s views.

AI can’t replace who you are: the relationships you have with your child and school, and your understanding of what works at home. Think of it as a helpful assistant that speeds up the admin so you’ve got energy left for other things.

The EHCP process can be demanding and families deserve

tools that make it easier. Used thoughtfully, with privacy, consent and common sense, AI can help you organise information, monitor deadlines, fill in all those forms and advocate for your child’s best interests.

DISCLAIMER: The guidance in this article reflects my professional experience at the time of writing and is not legal advice. I do not endorse any specific tools and do not accept responsibility or liability for how they are used, or for any outcomes. Please check privacy settings, data processing/storage and consent requirements yourself, and use only what feels right for your family. If you want to check that what you have written with AI is accurate and fit for purpose, you can get advice from a solicitor or a specialist SEN advocate.

HANNAH MORRIS Educational Psychologist www.edpsych4kids.com

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A P P LY I N G T O OX B R I D G E

Oxbridge Ambitions Supporting pupils to achieve their dreams Introduction from the Headteacher

Tiffin’s values are belonging, learning and giving and all three play their part in our Oxbridge success.

To succeed and reach their potential, students need to feel a sense of belonging and that is very evident at Tiffin through our form system, pastoral care, house system and culture of kindness. That is supported by our strong ethos of learning.

Students encourage each other to learn and to achieve. For example, at the time of writing, nearly a third of our 1500 students sat the UKMT Senior Maths Challenge, taking opportunities to stretch themselves. Finally, our culture of giving means that Sixth Formers willingly give of their time to help others, such as by mentoring our own students and Year 5 pupil premium students. Those rich experiences centred around community and serving others will enhance any individual’s character, furthering our pursuit of providing a holistic and rounded education.

I am very proud of all our students and the destinations they progress to after the Sixth Form, which are right for each individual,

including US universities and degree apprentices.

Our high number of Oxbridge offers is only one measure of our success and happens to be the feature of this article; however, I want to set it in context and also point out that of our 56 successful applicants in 2024-25, several chose not to take up the place they were offered and went to alternative academically elite institutions instead.

In order to support these students, we have an Oxbridge Coordinator and I would like to pay tribute to the work of Dr. Selig and now Mr. Jones, for the way they guide the students through the application process. Tiffin is

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both a highly aspirational and highly supportive environment where students thrive and flourish.

That is something I was reminded of recently when Mr. Jones was surrounded by a group of Year 10 students in the playground, asking what they could do to be able to apply to Oxbridge in the future.

From the Oxbridge Coordinator

Here at Tiffin, the student ambition and staff support begin early, but the impetus always comes from the pupils themselves. We do not tell pupils which universities they should apply to, nor tell them where they cannot apply. This is a practice used by some schools to ‘protect’ their progression statistics and give a higher acceptance percentage. Instead, we look to build upon pupils’ ambition and give all students the best possible opportunity to apply successfully to the institutions that they desire, without restrictions.

We inspire this ambition through the cultivation of a rich and engaging curriculum and by giving pupils awareness of the possible progression opportunities that are available to them. This is achieved through informational talks given to pupils, with contributions from

H O W T O P R E PA R E

our Oxbridge link colleges and other speakers from the school alumni and wider community.

To facilitate these ambitions, the majority of departments are involved in running tailored sessions to support the applicants within their subject and beyond.

These include admissions test preparation sessions, such as for TMUA and the LNAT, run by subject specialists; arranging multiple mock interviews for each applicant with alumni and teachers; and the countless hours reviewing and feeding back on personal statements. It is also a testament to the strong understanding and awareness of the steps required and how to meet the demands of applying to these institutions. All of these are remarkable examples of ‘giving’ - teachers giving extra to pupils to support them through the intense process.

Ultimately, we see the combination of ambition and support as only half of the picture.

The remaining portion must come from a genuine desire to engage academically in the pursuit of scholarship. Enriching opportunities are ubiquitous throughout all school years and we give pupils an abundance of chances to take their learning beyond the classroom and develop as independent learners.

These prospects include promoting essay competitions, hosting guest lectures, funding Olympiad participation and academic lunchtime clubs. Getting involved in supercurricular activities is encouraged and has become endemic to all key stages, prioritising breadth in the younger years and depth of learning as pupils progress through the school. Fundamentally, we aspire for each pupil to pursue what interests them the most, and to use this as their guiding principle when selecting their pathway following Tiffin, whether that be to university, a conservatoire, an apprenticeship or a gap year.

We believe that every progression pathway holds equal merit and offers unique opportunities for success, but for pupils who have Oxbridge ambitions, we look to support them thoroughly through each stage of the process. Whilst the university-specific support in the Sixth Form is well established, this is only the tip of the arrowhead of progression, a longer process that starts months, and even years, prior.

GARTH WILLIAMS Headteacher NICK JONES Oxbridge Coordinator www.tiffinschool.co.uk A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 6 7

S T U DY I N G I N A M E R I C A

Finding the Right Fit Navigating the US university admissions process For ambitious students seeking flexibility and breadth, understanding how to navigate the US system opens an extraordinary world of opportunity.

The world of US university admissions can seem daunting.

Navigating UK applications can be challenging enough, but at least there is a clear, familiar structure: you apply for a course, your grades determine your options and your offer depends almost entirely on academic performance.

This approach suits many students perfectly. For those who know exactly what they want to study and want to specialise early, the UK model delivers depth and focus. But for the young person who has multiple interests, a life beyond one subject or who wants a university that values and supports their passions, whether in sport, music, service or social enterprise, the US system offers something very different.

The culture of UK independent schools dovetails extremely well into US universities, which is why over the past 10 years we have seen applications to the US triple. Like our top schools, US universities see education as the development of the whole person.

Students apply to the institution, not just a course. They can take classes across disciplines before declaring a major and universities invest heavily in extracurricular life, recognising that leadership, creativity and compassion are as important as intellect. Each of the more than 4,000 US universities has its own culture, academic strengths and personality - that variety is both the beauty and the challenge of applying to the US. With so many options, how do students find the ones that fit them best? If admission depends on personality and fit, how do they show who they truly are?

‘Fit’ is the cornerstone of US

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admissions. It means matching a student’s academic interests, personal style and values to the right university environment.

Where UK choices are typically tied to prestige and rankings, in the US, it is about belonging.

Admissions officers are asking: “Can we see this student thriving in our community?” and, conversely: “Will our university bring out the best in them?” As US advisors, our role is to help students discover that fit. Our task begins with self-reflection, helping them understand what drives them, what they care about and where they will flourish.

At Dulwich College, our work is divided into two stages. Before Year 12, we focus on awareness: we host presentations from US universities, connect students with alumni and encourage exploration of opportunities, such as summer schools and online courses. We want them

US UNIVERSITIES

to see that the US university is not a single model but a range of institutions, from large public research universities to small liberal arts colleges. When they get to Sixth Form, we guide students through the practical process: preparing for admissions tests such as the SAT or ACT, building balanced college lists and learning to write the essays that bring their applications to life. US essays are not academic writing exercises; they are stories that reveal character, curiosity and resilience. We coach students to reflect, to write authentically and to show what makes them distinct. We also prepare an understanding of US education culture within school, enabling teachers to write recommendations that highlight the qualities admissions officers value most: intellectual vitality, independence and a willingness to engage deeply with ideas.

Here are 5 key tips for families considering US applications:

1. Get out there! If you can, there’s nothing better than getting onto campuses, which are open to

visitors year-round. Even better, attend a summer school to get a real sense of US college culture.

2. Impact. US universities like to see what you’ve accomplished for yourself, but love to see what you’ve accomplished for others. If you have a talent, teach it. If you have a passion, inspire others to join you. Reflecting on what matters to you and coming up with a way to make the world around you better, however small, reads very well.

3. Be proactive. The US loves a go-getter. If you’re interested in studying a course at a US university, contact the professors, ask questions and look for opportunities. Participating in societies and clubs is good, but can you run one? Can you start one?

4. Get in early. Most universities offer early application pathways; those that have an Early Decision (ED) option will massively increase your chance of success. Be aware that a successful offer through ED means you have to withdraw from all other universities worldwide, but can make it as much as five times more likely to be admitted to that university.

5. It’s not just Harvard.

International applicants often

fixate on a handful of famous names, but excellence is everywhere in the US. Public universities like UC Berkeley, Michigan and North Carolina offer world-class teaching and facilities. The smaller liberal arts colleges, such as Amherst, Williams and Pomona, deliver extraordinary undergraduate education but are often absent from global rankings because they do not have postgraduate programmes. Look beyond the familiar; the best university is the one that best fits you.

The US admissions process is rigorous, personal and ultimately transformative. It demands time, thought and self-awareness. But for students willing to embrace it, the rewards are immense.

JON RATNA Deputy Director of Higher Education (International) www.dulwich.org.uk TURN BACK TO PAGES 42-44 to read about university admissions support at Godolphin and Latymer School

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G LO B A L F U T U R E S

A Global Outlook Applying to US universities

International offers to Tonbridge students have doubled year-on-year over the past three years - a clear reflection of both their global outlook and the support they receive in navigating competitive application processes abroad. This trend also aligns with a broader global shift, as increasing numbers of students explore opportunities at world-class institutions beyond their home countries, seeking diverse academic experiences, international networks and new cultural perspectives.

This year, Tonbridge students applied to a diverse selection of US colleges and universities. We are delighted that, to date, they have received numerous offers from top-tier institutions, including: Columbia University, Brown University, University of Chicago, UCLA, Georgia Institute of Technology, Boston University, University of Southern California, University of Miami, Northeastern, Tufts University, Emory and Case Western.

Offers have also come in from leading state universities, with eight offers from campuses within the University of California system, as well as

“Over two-thirds of Tonbridge leavers go on to study at institutions that feature in the top 100 of the QS World University Rankings, with around 40% securing places at universities ranked in the global top 50.”

acceptances from the University of North Carolina at Chapel Hill and Washington University in St Louis. Our students’ applications to top US Liberal Arts Colleges were equally successful, with offers from Wesleyan University and the highly selective Williams College.

Beyond the US, our students have received international offers from prestigious institutions such as the University of Toronto and McGill University in Canada, Hong Kong University, The Chinese University of Hong Kong and Hong Kong University of Science and Technology in Asia, and The University of Groningen in the Netherlands. We are also awaiting further decisions from institutions in Australia and other countries.

Over two-thirds of Tonbridge leavers go on to study at institutions that feature in the top 100 of the QS World University Rankings, with around 40% securing places at universities ranked in the global top 50.

These statistics not only reflect the exceptional calibre of our students but also demonstrate the school’s commitment to fostering academic excellence and a truly global outlook.

Our experienced Global Futures team provides expert guidance to students pursuing international applications, helping them find the university that best matches their academic goals, passions and potential.

Increasingly, that perfect fit is found beyond the UK and we are proud to support each student's journey toward a future where they will thrive.

ALEX BROWN Director of Marketing and Communications www.tonbridge-school.co.uk

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UNIVERSITY ADMISSIONS

Applying to University Top tips for the new UCAS personal statement The university admissions process can be daunting, especially for a young person finishing their studies while simultaneously juggling their UCAS application. For the 2026 entry, applicants will be using the new format for the UCAS personal statement, changing an important aspect of the form for the first time in decades.

This new format is designed to make things easier for students. Where the old style was a single essay, the new format asks three questions. Fundamentally, applicants are asked to cover the following: why this course, how have your studies prepared you and what have you done outside of education to be ready for university?

Students should not worry about dividing everything they want to discuss neatly between each question; universities can pick out the information they need from any of the three responses.

Applicants should ensure that they are demonstrating interest, insight and aptitude for their chosen course and university study in general. Rather than just listing their grades (which universities already have) the focus needs to be on what excites them about the subject

and how they have gained skills they need to succeed, whether that is from hobbies and sports, employment or volunteering. Drawing on personal experiences makes for a more compelling statement and gives a clearer picture of who they are as a person.

Most importantly, students should be genuine, honest and themselves!

JESSICA CHILTON Head of Admissions www.nottingham.ac.uk

Equity, Belonging, Progress Bath’s Bronze Award success

inclusive education and offering a vibrant range of extracurricular opportunities, Bath creates an environment where every student can feel supported, confident and ready to thrive.

The Bronze Award is not the destination, it’s just the beginning. It brings clear goals, transparent measures and shared accountability. Most importantly, it affirms a simple promise to every student and family considering Bath: you are welcome here, you belong here and you can thrive here.

DR. TESLIM BUKOYE Race Equality Charter Lead AISTE ZUBINIENE Equality Charters Manager www.bath.ac.uk A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 7 1

© TIM GANDER, 2024 ALL RIGHTS RESERVED

The University of Bath has been awarded the Race Equality Charter Bronze Award by Advance HE, a recognition of our university-wide commitment to equity, inclusion and belonging. It signals to students, families and partners that Bath is taking measurable, sustained action to advance race equity, aiming to look further and focus on outcomes being ‘fair’ rather than ‘the same’.

The award reflects the Vice-Chancellor’s vision and the University’s strategic priorities: fostering an inclusive community, attracting and supporting talented people from diverse backgrounds and ensuring every student and member of staff can succeed. It is underpinned by rigorous self-assessment, robust data analysis and a five-year action plan focused on belonging, fair access, student outcomes, staff recruitment, progression and representation in decision-making.

For students and their families, both in the UK and around the world, the impact is tangible. At Bath, you join a community that values who you are, supports your wellbeing and invests in your success within and beyond the lecture theatre. By prioritising an outstanding student experience, embedding

C A M B R I D G E U N I V E R S I T Y PA R T N E R S H I P S

The Future of Education Inclusive research at Cambridge University

Camtree and DEFI, translational research centres at Hughes Hall - a college of the University of Cambridge and Twinkl, the educational publisher, have announced a partnership to uncover new insights and approaches to teaching through practitioner-led research and improved professional development (PD).

The collaboration will begin with two initial projects: one exploring ways to drive better oracy outcomes and the other involving applied research focusing on how practitioners use inclusive and digital tools to support diverse learners, with an aim of identifying novel inclusive practices.

“Education in this country is undergoing significant reform - from curriculum updates and a Government inquiry into SEND standards, to increased focus on EdTech and teacher workload reduction,” commented Jonathan Seaton, co-founder and CEO of Twinkl: “Against this backdrop, the need for trusted, research-informed advice to help educators tackle key challenges - such as enhancing inclusion and oracy levels - has never been greater."

Exploring Inclusive Futures in Education

For the SEND-focused research, Twinkl will collaborate with Hughes Hall’s Digital Education Futures Initiative (DEFI) to review how existing accessibility and inclusion tools are used in primary school teaching and assessment, as well as anticipating how emerging technologies such as AI can shape more inclusive and equitable educational futures.

“Oracy is the missing link in our education system with proven potential to raise achievement for all, in all aspects of learning and life.”

Dr. Kevin Martin, Managing Director of DEFI, commented: “We are delighted to collaborate with Twinkl to co-create evidence-based resources that empower teachers to use AI as a means to advance inclusion.”

Leading Education Improvement through Oracy-Oriented Inquiry

The Department for Education is expected to raise oracy as a national priority in and beyond schools, with anticipated changes in how oracy is taught and woven into school life.

Twinkl will work with the Cambridge Teacher Research Exchange (Camtree) to facilitate an oracy-focused professional development inquiry programme, supporting the understanding and embedding of advanced oracy methods in education.

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INCLUSIVE RESEARCH

“Oracy transforms people's ability to communicate effectively, articulately and with impact. It enables us to think, reason and imagine - silently when alone and aloud when thinking together - developing knowledge, solving problems or passionately persuading,” commented Dr Pete Dudley, CEO of Camtree: “Oracy is the missing link in our education system with proven potential to raise achievement for all, in all aspects of learning and life. But it also closes attainment gaps and creates confident, assured young people able to engage successfully with the world.”

Over a twelve-month period, participants will be supported through a series of online ‘TeachMeets’ and an accompanying online oracy toolkit, to make and demonstrate change through an oracy-oriented inquiry. These sessions will seek to share innovative strategies that embed effective oracy practice with learners and colleagues across various settings and the wider education community.

The findings and examples that emerge from this programme of work will form the basis of a report to be jointly published by Camtree and Twinkl.

For the oracy PD programme, teachers will participate in ‘TeachMeets’ and other online activities with the community during the 202526 academic year, gaining a certificate and accreditation for engagement with the initiative.

As a core element of the programme, participating educators will conduct an oracy-focussed inquiry for peer-reviewed publication in the Camtree digital library.

For the Inclusion initiative, ethnographic research methods will be used to observe lessons, while teachers can also take part in virtual focus groups and online workshops.

Interested schools and educators can sign up by registering on the Twinkl website.

Call for participants

GEORGE BAGGALEY Head of Corporate Communications

Schools are invited to apply to be a part of the two different project areas.

www.twinkl.co.uk/research-projects

EDUCATION CHOICES MAGAZINE

The key to your child’s success If you would like to advertise Open Days or place an advert or advertorial in 2025/6 please contact: editor@educationchoicesmagazine.com www.educationchoicesmagazine.com

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A P P LY I N G T O OX F O R D

Why Choose Oxford University?

Things to consider when applying to Oxford For Oxford hopefuls, the application process takes place over several months. Sophie McSpadden, Undergraduate Admissions and Outreach Officer at St Hilda’s College, outlined the key information to be aware of.

Applications, including a personal statement and teacher reference, are submitted in October, followed by an admissions test at a Pearson VUE centre. Some students, typically those applying for the humanities, will also need to submit written work. Candidates are then shortlisted for interviews, which take place online in December, and conditional offers are made in mid-January.

For international applicants, the process is very similar. There are Pearson VUE centres across the world and online interviews account for different timezones. International candidates should first ensure that Oxford accepts their type of international qualifications and that they meet the University’s English language requirements. There are no quotas on how many international students can be accepted, except for in Medicine, where there is a governmentmandated cap.

When it comes to writing a personal statement, Sophie advised that applicants shouldn’t fixate on standing out: “Having a knighthood, climbing a mountain or mentioning 100 books you have read is not going to get you into Oxford!” Instead, she emphasises demonstrating an understanding and passion for the course: “It’s called a ‘personal statement’ for a reason.”

While it is important to include supercurricular activities, Sophie highlighted that: “This shouldn’t be a

Oxford University

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shopping list of achievements. Tutors want you to engage critically with what you have explored independently.”

Oxford interviews can be daunting for students.

Sophie shared: “Oxford interviews are purely academic, so no questions about the Duke of Edinburgh Award!

They should be treated as a conversation about your chosen subject.” Students are sometimes asked questions about their personal statements and written work, if they have had to submit any. Sophie also explained: “All students, however, will be asked to tackle something unseen. This could be a poem, primary source, image, graph, equation or research paper, depending on the subject.” Sophie suggests that the best way to prepare for an interview is: “Talking out loud, whether that’s with a teacher, parent, classmate or a furry friend. Students need to get comfortable explaining their line of reasoning aloud and being able to formulate coherent arguments.”

A common misconception about applying to Oxford is that the university is looking for a genius or a fully polished student. Sophie stated: “There would be no point in teaching someone who knew everything already.

Tutors are looking for students with proven academic achievements, yes, but they also want to teach people who are enthusiastic, dedicated and flexible in their thinking.”

All students at the University of Oxford are also a member of one of its colleges, which candidates can express a preference for when applying. Sophie emphasised that the academic standard and course content is the same across all colleges, and all colleges adhere to a Common Framework on Admissions.

Sophie stated: “The choice, therefore, should come

S T H I L DA’ S C O L L E G E

down to where one can envisage themself living, as the college is first and foremost a living and social space.”

All colleges offer accommodation, a dining hall, a library and a student common room, but they differ in their location, age, number of students and facilities.

Sophie suggests attending open days to meet current students,tour the grounds and college. Alternatively, online resources, particularly YouTube, offer a wealth of information, including virtual tours.

St Hilda’s College was founded as a women’s college in 1893 by Dorothea Beale and remained all-female until 2008. St Hilda’s continues to take pride in an inclusive and welcoming environment for all, with current Principal Professor Dame Sarah Springman stating: “We also champion equality. St Hilda’s College has a reputation for providing a welcoming and supportive environment for all its students.” St Hilda’s has made recent efforts to improve accessibility and mental health support, as well as having a diverse Junior Common Room, the student body which represents undergraduates. Sophie described: “There are womxn’s, LGBT+, BAME and international student representatives.

These reps organise lots of events across the year, like teas or formal dinners.”

Students from a diverse range of backgrounds are supported to access an Oxford education throughout the admissions process and their studies, Sophie shared: “The University of Oxford is committed to attracting the best and brightest students, regardless of their background or financial situation.” She shared that each college works with state school students and teachers in different parts of the UK to demystify the University and provide application support. There are also a number of excellent outreach initiatives that work

St Hilda’s College

“There would be no point in teaching someone who knew everything already.

Tutors are looking for students with proven academic achievements, yes, but they also want to teach people who are enthusiastic, dedicated and flexible in their thinking.” closely with the University, such as UNIQ and Target Oxbridge, which support students from a diverse range of backgrounds.

Sophie described: “There are also a range of student societies which represent minority groups, whether that be related to gender and sexuality, ethnicity and culture, or faith.”

For Oxford hopefuls and their families, Sophie suggests taking advantage of free opportunities such as webinars, taster lectures and summer schools, acting as a listening ear when students want to practise interview techniques and providing emotional support during the admissions process.

Sophie’s final advice to anyone hoping to study at Oxford is to remember: “Tutors view all the information they receive about a candidate holistically, meaning that you do not have to be perfect at every stage to be made an offer. The only way to guarantee that you will not be offered a place at Oxford is by not applying!”

We would like to thank Sophie McSpadden, Undergraduate Admissions and Outreach Officer at St Hilda’s College, University of Oxford, for giving up her time to speak to us.

TURN BACK TO PAGES 45-47 to learn about international partnerships through the International Coalition of Girls’ Schools

CARYS RICHARDS Assistant Editor www.ox.ac.uk A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 7 5

B L AC K H I STO RY M O N T H

Celebrating Black History in Bloomsbury Black History Month celebrations at SOAS School of Oriental and African Studies (SOAS) University of London is holding a series of events to celebrate Black History Month, located both on campus and alongside the wider London community.

This year’s theme is Standing Firm in Power and Pride and SOAS events are diverse, including: film screenings by emerging filmmakers of African and AfroCaribbean heritage; a music social club celebrating the global influence of African music; a Black History Month-inspired menu in the World’s Kitchen restaurant, including dishes such as African peanut stew and Ghanaian red red; a presentation on Sickle Cell Awareness; and a Black History walking tour around Bloomsbury.

Bloomsbury has many rich cultural and historical connections with the Black community. Worldfamous civil rights campaigner, actor and singer Paul Robeson was an alumnus of SOAS, where he studied Phonetics and Swahili. Other notable figures, who are recognised by blue plaques around Bloomsbury, include: physician Sarah Parker Remond, one of the first Black women to be a student in London, a prominent anti-slavery activist

and physician; Jamaican-born Dr. Harold Arundel Moody, who campaigned against racial prejudice; Mary Prince, who wrote about her experiences of being enslaved in her autobiography The History of Mary Prince; The Reverend Dr. Martin Luther King, who preached in London for the first time at the Bloomsbury Central Baptist Church; and reggae musician Bob Marley, who lived close to the SOAS campus.

SOAS offers a range of degree programmes and modules relating to African Studies and Black History, including BA Africa and Black Diaspora.

ANDREW OSMOND Marketing Manager www.soas.ac.uk

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

SOCIAL MOBILITY

Championing Social Mobility Widening access to higher education for all in the South West Exeter University has been named ‘University of the Year’ at the Social Mobility Awards, celebrating its outstanding support for social mobility across multiple national and regional projects dedicated to championing equal opportunities and improving outcomes for young people. Professor Lisa Roberts, President and Vice-Chancellor of the University of Exeter, stated: “We are thrilled to have been named University of the Year at the UK Social Mobility Awards.

This achievement acknowledges the incredible work undertaken by colleagues across our University to make a real and lasting impact on people and communities, here in the South West and across the UK.”

The University of Exeter works extensively within and outside the region to promote equality through education. It supports around 1,500 learners each year from Year 10 upwards, including those returning to learning, in programmes to develop educational skills, inform choices and encourage progression into undergraduate study. Among these are award-winning schemes such as Exeter Scholars and the Mature Access Pathway, run collaboratively with further education colleges. University staff and students work with pupils across the South West through school and campusbased activities, including advice sessions, subject conferences and student-led tutoring, supporting many thousands of local learners each year.

The award reflected the impact of the Success for All initiative, which is a comprehensive programme working to create a diverse and inclusive educational environment. Numerous recent activities have included collaboration with disabled students to make teaching TURN BACK TO PAGES 7-8 to read about the power of sports partnerships in prep schools

and assessment more accessible; wide-ranging costof-living support to help students overcome financial barriers; and initiatives such as Exeter Cares, which offers pastoral and practical help for students who may need additional assistance due to challenging personal circumstances. The University has also taken a leading role in the South West Social Mobility Commission, offering new educational programmes to develop skills that improve employment opportunities and engagement with policymakers through its Centre for Social Mobility.

The award also recognised the University’s commitment to quality marks, such as the Race Equality and Mental Health Charters, while programmes such as 100 Women Black Professors NOW have helped improve the representation of staff from minority groups in senior positions. Professor Vrinda Nayak, Associate Professor in Medical Education and Associate Dean for Taught Students (Racial Equality and Inclusion), praised the work taking place across the University community: “Together, they are removing barriers, fostering inclusion and ensuring that talent, not background, shapes a student’s future.”

ANDREW MERRINGTON Press and PR Manager (Arts and Social Sciences) www.exeter.ac.uk A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 7 7

PROPERTY NEWS

Families, Schools and a Steady Property Market Why West and South West London continue to shine If one word could sum up the UK property market in 2025, it would be ‘steady’, highlighted by aspects such as stable mortgage rates and consistent activity levels.

Even political uncertainty around the Autumn Budget has only slightly dampened confidence. For families considering a move, this stability provides a welcome backdrop to make long-term decisions about where to put down roots.

A resilient market with local stars

Nationally, transaction volumes remain consistent, mortgage approvals have held firm and annual house price growth continues at a steady 2.2%. Detached and semi-detached homes, often top of the list for family buyers, have seen some of the strongest gains.

In the London market, Fulham and Chiswick are among the standout performers. Both neighbourhoods appeal to families seeking a community-driven lifestyle, strong schooling and excellent transport links. With leafy streets, local cafés and riverside walks, these areas are enjoying buoyant demand despite the broader market’s cautious mood.

Why families choose South West London

For many families, South West London offers what estate agents like to call the best of both worlds. Sara May from Fine & Country Putney, Wandsworth Town and Kingston explains: “Families choose South West London for the world-class education and green-belt living without losing the city.”

Coombe Wood Road

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Areas like Coombe and Kingston capture this balance perfectly. Richmond Park and Wimbledon Common provide 2,500 acres of green space, woodland walks and cycling routes, while prestigious golf clubs and riverside dining spots make weekends feel like a retreat.

Add to this an extraordinary cluster of independent schools, ranging from single-sex and co-educational to day and international options, and the draw for families becomes clear. Connectivity is also a strength: fast train services into Waterloo, easy access to Heathrow and Gatwick and Underground links nearby.

L I V I N G I N LO N D O N

5,000 sq ft. It offers five bedrooms, five bathrooms and unique finishes coupled with modern living, all complemented by south-facing views of the Thames.

Wembley and Harrow: A blend of opportunity

North West of the city, Wembley is carving out a reputation as a familyfriendly hub. Andre Neves from Fine & Country Harrow, Northwood, Pinner and Stanmore points out its growing international appeal: “Wembley is an increasingly attractive area for families, offering a blend of urban conveniences and green spaces. The presence of the Lycée International de Londres Winston Churchill, a bilingual international school, adds to its appeal for international families seeking high-quality education.”

Playgrounds, cultural events at Wembley Park and excellent transport links create a lively yet Stevenage Road practical environment for family living.

Harrow, meanwhile, continues to attract families with its blend of educational excellence, led by world-renowned Harrow School, suburban calm and convenient access into London.

Spotlight properties from Fine & Country: Stevenage Road, London - £6,000,000

Nestled on the banks of the River Thames, this exquisite end-of-terrace townhouse spans circa

Oakington Avenue

Coombe Wood Road, Kingston Upon Thames £3,500,000

A distinguished Arts & Crafts residence dating back to 1928, Prospect Cottage is set on a generous south-west facing plot along a peaceful private road in the coveted Coombe Estate, moments from Richmond Park’s Ladderstile Gate.

Oakington Avenue, Wembley - £1,750,000

Recently refurbished to an exceptional standard, this impressive, detached residence showcases a seamless blend of contemporary elegance and substantial family living. Spanning three floors, the home comprises eight bedrooms, six bathrooms and three versatile reception rooms, making it ideally suited for a large or multigenerational household.

The family factor in today’s market

While some buyers at the top-end of the market have become more cautious, family demand remains a key stabilising force. Access to good schools, green spaces and community amenities continues to outweigh short-term economic uncertainty. For parents planning the next stage of their children’s education, or those who are seeking the right balance between city and countryside living, West and South West London remain standout destinations.

WESLEY BARNARD Head of PR www.fineandcountry.co.uk A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 7 9

FA M I LY L I V I N G

s n o s a e s l l a

A Home for

Spaces that suit the whole family The most successful family houses are not fixed in time; they evolve with the people who live in them.

Thoughtful design brings harmony, function and soul, creating a home everyone wants to return to.

When a family moves into a new home, there is often the temptation to rush the decoration. Rooms get filled quickly: a sofa here, a table there, paint on the walls so it looks finished. But the houses that truly work for families, that become the homes everyone wants to come back to, are those shaped more carefully. They respond to the rhythms of daily life, the way people gather and retreat and they evolve with the children who grow up in them.

The first question to ask is not: “What colour for the sitting room?” but: “How do we want to live here?”

Families are complicated ecosystems. They need spaces for being together and spaces for being apart. Children of different ages want very different things from a house and parents quite rightly want somewhere that feels grown-up and calm when the younger ones are in bed. The balance lies in creating harmony, where the house flows naturally from one zone to another without constant friction or compromise.

Think of the house as having a pulse. At the heart of it will be the places where the family gathers - the kitchen, the living room, the garden if you are lucky.

These should feel generous, welcoming and easy to use. Not necessarily large, but with a flow that encourages people to linger. A kitchen table that holds homework, art projects and late-night cups of tea is just as important as a sofa that draws everyone together at the end of the day.

At the same time, it is essential to think about quiet.

Children need places to concentrate, whether they are six and practising handwriting or sixteen and revising for exams. These do not have to be large, isolated rooms. They are often more successful when tucked into the corners of family life: a desk in an alcove, a snug visible from the kitchen or a reading chair on the landing - giving children independence while keeping them within the family orbit. The key is to make these areas uncluttered, well lit and properly proportioned, so they feel deliberate rather than makeshift.

For parents, there is the question of grown-up space. This is not indulgent; it is necessary. A room that feels calm once the children are asleep, a bedroom that is genuinely restful, a drawing room elegant enough to entertain - these all keep the house feeling balanced.

Without them, the whole place tilts too far towards the children, which is rarely sustainable. Adults also need to feel restored by their own home.

The most successful houses evolve. The playroom becomes a study, the toy cupboard a drinks cabinet, the climbing frame a dining terrace. When designing from the start, it is worth considering how each room might change character over time. This is not only practical but also helps a house to feel coherent as children grow. Flexibility is the hallmark of a house that supports family life without constant upheaval.

THIS PAGE: PHOTOGRAPHY BY ASTRID TEMPLIER

“The most successful houses evolve.”

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DESIGN TIPS PHOTOGRAPH BY ALEXANDER JAMES

through. They also make daily life easier, which in turn makes the house calmer.

Approaching decoration in this way requires a mix of practicality and imagination. It is about observing how the family lives, understanding the patterns of

their days and shaping the house so it supports rather than frustrates them. When function is resolved and the aesthetic layered with care, the result is a home with harmony and flow. That is what makes children want to bring their friends back after school. What makes teenagers come down to the kitchen instead of hiding away; what makes parents feel genuinely at ease?

A house like this does not shout. It works in the background, allowing family life to unfold with ease. It holds play and study, privacy and gathering, laughter and quiet reflection. It does not try to be perfect, but it does try to be thoughtful. And in that thoughtfulness lies its strength.

For a family, there is no greater success than a home that grows with them, supports them and, in time, becomes the place they all want to be.

PHOTOGRAPH BY ASTRID TEMPLIER

PHOTOGRAPH BY ALEXANDER JAMES

Of course, it is not only about function. Aesthetics matter, deeply. They give a house its soul, that elusive quality that makes people want to stay. Colour, light, materials, the feel of the floor underfoot and the fabrics you sit on, these details combine to create atmosphere. A well-designed home has a rhythm, each room flowing into the next so that nothing jars. Decoration is not about individual choices, but rather the whole. When thought of holistically, a house is not a series of rooms but a single experience.

Storage deserves consideration, too. Nothing disturbs harmony more than clutter with nowhere to go. Builtin cupboards in the right places, shelves at the right heights, baskets and drawers that make sense for how the family lives, these invisible details are what allow the visible beauty of a house to shine

KATE ASLANGUL Founder and Creative Director www.oakleymoore.com A U T U M N 2 0 2 5 | E D U C AT I O N C H O I C E S M AG A Z I N E | 8 1

Designed for

Family Life

Preferred by Parents Holland Park Gate by Lodha is Kensington’s favourite family development, preferred by parents for its proximity to many of London’s top schools as well as Holland Park’s 54 green acres. Enjoy a joyful, balanced and fulfilling family life with additional household amenities including: • Kids’ club for fun & education • Dedicated house car for school runs • Weekly school uniform laundry services • Partnership with leading educational consultancy

scan to explore:

@lodha_uk hollandparkgate.com

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

CONTACT

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