Education Choices Magazine - Spring 2025

EDUCATION CHOICES SPRING 2025 | £8.50

T H E K EY TO YOUR CH ILD’ S SUCCESS

UK BOARDING FOCUS

Top 20 Senior Boarding Schools

EDUCATION CORNER

EDIB and UK Boarding panel interviews with leading schools

SPECIAL FEATURE:

Mrs. Alex Hutchinson, JAGS

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FROM THE FOUNDER

Dear Readers, Reflecting some of the global changes taking place since the beginning of 2025, we have considered the work taking place on EDIB in schools and have included an Education Corner Podcast panel interview, including guest speaker Mr. Marvyn Harrison (Belovd). Our Education Corner Podcast also features Heads from Wetherby Prep Kensington, Cranleigh Prep, a Boarding Schools panel, Tudor Hall and Roedean. We highlight the benefits of the UK boarding experience and list a Top 20 boarding schools. We also have a Special Feature interview with Mrs. Alex Hutchinson, Head at JAGS and President of the GSA 2024/5 speaking about the importance of girls’ education.

We are keen to continue to promote social mobility and feature Royal Springboard and the Sutton Trust and the work they are doing alongside some wonderful books related to sustainability, neurodiversity and university choices.

Thank you to all those that have contributed.

Chloe Abbott (Founder)

www.educationchoicesmagazine.com

“Diversity is being invited to the party; inclusion is being asked to dance.”

Verna Myers (Vice President of Inclusion Strategy at Netflix)

EDUCATION BOOK CORNER

Saving Our Planet

Book recommendations about sustainability for all ages.

AGES 3-5 Please Help Planet Earth!

- Ladybird This book is a great starting point for educating young children on climate change and how to care for our planet.

Ten Things I Can Do To Help My World Melanie Walsh A simple picture book illustrating the basic ways that children can help around the house to help save energy and stop climate change.

herself in different settings, from a rainforest to the sea.

AGES 6-8 How To Make A Better World: For Every Kid Who Wants To Make A Difference - Kelly Swift This book is packed with inspirations and ideas on how to make a positive difference in the world, emphasising to children that they are empowered and can take charge in making that difference.

Somebody Swallowed Stanley - Hannah Peck and Sarah Roberts The illustrated story of Stanley, the plastic bag, and his journey through the ocean, where different creatures mistake him for a treat.

Greta And The Giants: Inspired by Greta Thunberg’s Stand to Save the World - Zoe Tucker This inspiring picture book tells the story of the famous Nobel Peace Prize nominee Greta Thunberg.

The book explains how the fight isn’t over and how children can help Greta fight off the Giants.

Dear Earth - Isabel Otter This love letter to the Earth is a beautiful depiction of why the Earth is worth saving. Tessa embarks on a journey exploring the beautiful wildlife habitats and immerses

AGES 9-12 Earth-Shattering Events: Volcanoes, Earthquakes, Cyclones, Tsunamis And Other Natural Disasters Robin Jacobs

This colourful book is great for children interested in geography or science, exploring fascinating insights into the world’s natural disasters through drawings and cartoons.

Climate Action: The Future Is In Our Hands - Georgia Stevens Using vibrant artwork, the causes and effects of climate change on our planet are shown, and through this the book encourages children to join the environmental movement.

AGES 13-17 Not the End of the World Hannah Ritchie A Sunday Times Top 10 bestseller, this book makes you reflect on climate change and provides new perspectives on our biggest environmental problems.

Blue Machine: How The Ocean Shaped Our World Helen Czerski The award winning book Blue Machine tells us a story about the ocean not the wildlife within it, but the powerhouse that is the water itself.

AMELIE ROBINSON Assistant Editor

EDUCATION CHOICES MAGAZINE | S PRI N G 2025 | 3

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST INTERVIEWS: 15-17 Ms. Victoria Playford Wetherby School, Kensington

18-20 Mr. Will Newman Cranleigh Prep School, Surrey

44-46 EDIB Panel Podcast

10 03 Education Book Corner

Mr. Marvyn Harrison, Dope Black Dads and Belovd Agency, Mrs. Monia Zahid, Haberdashers’ Boys School and Mr. David Mulae, Cranleigh School SPECIAL FEATURE

48-50 Mrs. Alex Hutchinson

Book recommendations about sustainability for all ages.

James Allen’s Girls’ School, London

06 Choosing a Nursery For Your Child Top tips for Parents

Ludgrove School, Blundell’s School, Bryanston School and Haberdashers’ Adams School

07 The Chelsea Nursery

54-56 Miss Rachel Hart

A Nurturing Start for Little Learners

Roedean School, Sussex

08 Environment Day and Joining Pre-Prep School

57-59 Ms. Julie Lodrick

Learning to care for the planet and Cranleigh Prep School’s new pre-prep classes

09 The Journey of a Lifetime Boarding at Godstowe School

10 Empowering Growth Why staying on at prep school until Year 8 can have far reaching benefits

11 The Benefits of an All-Through School Going to one school from nursery to university

12-13 Transforming Our World Creating the next generation of changemakers

14 Head in a Warzone An education twinning project

51-53 Boarding School Panel Podcast

Tudor Hall School, Oxfordshire

22-23 ECM Recommended Prep Boarding School Options 2025 Choosing the best prep boarding school for your child

24 We Are All Connected Connecting to nature through gardening

25-26 The Next Generation of Conservationists Thinking about a greener future

27 Supporting a Sustainable Future Inspiring families to protect our planet

28 Protecting the Wild “Once upon our time, somewhere not far away, was the Wild…”

29 It’s Never Too Late!

Protecting the oceans

30 Supporting One Another Learning to deal with difficult emotions

31 Embracing Emotional Challenges

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A journey from fear to courage

32-33 My Awesome Autism The importance of representation for neurodivergent children

In the Spring issue...

34 “Why Can’t You Just Behave?”

68 Welcome to State Boarding

Why we need to rethink how we define behaviour to benefit all children who think differently

A cheaper alternative to boarding

35-36 Supporting Your Neurodivergent Child

Supporting young people digitally

Choosing the right school

36-37 Unlocking Potential Resources to support neurodiverse students

38-39 Parental Burnout Coping with the challenges of bringing up children

40-41 Supporting Neurodiversity with AI How we can use AI to support students’ needs

42-43 Teaching Truth In An Age of Misinformation Why schools must engage with political controversy

47 Navigating Disagreement Successfully Disagreeing Well: a skill for everyone

60-61 ECM Top 20 Senior Boarding Schools 2025 Choosing the best senior boarding school for your child

62 ECM Top 5 State Boarding Schools 2025 Choosing a state boarding school

63 The Benefits of Full Boarding Life at Rugby School

64 Communal Spaces New ‘Fives’ café and Sixth Form Centre at Lancing College

66 International Rowing Success

69 Digital Wellbeing 70-71 Improving Educational Outcomes Helping vulnerable young people to access leading independent education

71-72 Social Segregation In Our Schools How to support equal attainment

73 The Right Help at the Right Time How an online service is tackling mental health problems at an early stage in schools

74 The Constant Evolution of the English Language The impact of sociolinguistic research at SOAS

75 Step-by-Step University Admissions Advice and Breaking Down Barriers Advice on applying for a university place as an undergraduate and Warwick Business School celebrates 10 years of its Foundation Year programme

76 Why Choose Exeter University?

Advice for students applying to university

77 Countryside Charm Why embracing rural living might be right for you

78-79 New Build Homes The ideal choice for modern families

80-81 Walls of Change Refreshing your space for the spring season

Experience elite rowing at Shiplake College

67 An End to Latin in the State Sector?

How a classical education can unlock the modern world

Founder: Chloe Abbott Social Media: Ella Maria and Megan Payne Co-Editors: Megan Payne and Rohini BhonsleAllemand Social Media Assistant: Ella Maloney Assistants: Olivia Hawkins and Amelie Robinson Design: Peter Charles www.petercharlesdesign.com Podcast Editor: Emma Charleston Photography: Miles Davies www.milesdaviesphotography.com EDUCATION CHOICES MAGAZINE is now available to purchase both online and on paper copy.

Please contact: chloeabbott@educationchoicesmagazine.com

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TOP TIPS ON CHOOSING A NURSERY

7. Academic Focus: While

Choosing a Nursery For Your Child provides flexible hours or extended care if needed.

Trying to find a nursery can be a 4. Schools They Feed Into: If stressful experience for parents. you have already planned what So, we have come up with a list schools you may be interested in of key things to consider before in the future, it can be helpful to choosing a nursery, making sure choose a nursery that feeds into it’s the right choice for you and that school. The nursery can offer your child. advice and create connections to ensure a smoother transition when 1. Location: Consider the your child moves onto primary proximity of the school to your education. home. The closer the location, the 5. EYFS Curriculum: The Early easier and more convenient pickYears Foundation Stage (EYFS) is up and drop-off will be. the framework used by nurseries 2. Facilities: A good nursery should in England for educating children offer clean, well-maintained up to age 5. Ensure that and age-appropriate the nursery offers a facilities. These can include: curriculum emphasising arts and crafts stations play-based learning and and safe indoor/outdoor development in all key spaces to foster your child’s areas. development.

6. Ofsted Reports: 3. Wrap-Around Care: Check the nursery’s Some nurseries offer wrapOfsted reports. The around care, meaning they ratings and inspector’s provide care before and comments provide after standard hours, often valuable insights into to accommodate working the quality of care and parents. Ensure the nursery education provided.

Top tips for parents

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the focus in early childhood is mostly on social and emotional development, some nurseries emphasise academics more than others. If you’re seeking a more structured academic environment, look for nurseries with a clear focus on early literacy and numeracy skills.

8. Waiting Lists: Popular nurseries may have long waiting lists, so it’s important to inquire about availability early. Make sure you know the nursery’s admissions process, any application deadlines and the likelihood of securing a spot when you need it.

9. Holidays: Understand the nursery’s holiday schedule. Some nurseries may close during school holidays or offer reduced hours.

Ensure that their holiday timetable aligns with your work schedule or any alternative childcare arrangements.

10. Alternative Options: There are some alternative childcare options, like childminders or home-based care, which might better suit your family’s needs and preferences.

Some families find that these alternatives offer more flexibility or a more personal, tailored approach to early years education.

AMELIE ROBINSON Assistant editor TURN TO PAGE 10 to read about Staying at Prep School Through to Thirteen

NURSERY NEWS

The Chelsea Nursery A nurturing start for little learners Nestled in the heart of Chelsea, celebrated. The new space The Chelsea Nursery offers a has been thoughtfully warm, nurturing environment designed to inspire curiosity, where children aged 6 months to creativity and confidence, 4 years embark on a journey of with an emphasis on discovery, learning and growth. interactive, play-based Renowned for its commitment to learning. academic excellence and a homeAt The Chelsea from-home ethos, the nursery Nursery, London itself becomes provides a stimulating setting that an extension of the classroom. lays the foundation for the perfect Through local outings, cultural transition into any Reception class. experiences and hands-on Excitingly, this spring, The activities, children gain a deep and Chelsea Nursery will be moving meaningful connection to their to a brand-new location at 1A surroundings. Whether exploring Gertrude Street, SW10. This nature, engaging in early literacy move will see the nursery benefit and numeracy or developing from new facilities, designed to social and emotional skills, every enhance early years education child is encouraged to flourish while maintaining the warm, in a supportive and enriching personalised care for which it is environment.

With a home-from-home environment, passionate early years educators and a bespoke curriculum tailored to each child’s development, The Chelsea Nursery provides the perfect stepping stone for future academic success.

Click on the link below to register your interest and to be invited to our first open events.

ALISON MELROSE Head www.thechelseanursery.com

Inspiring and equipping children aged 3-13 to

#BeYourBEST

The Best of Both Worlds A happy childhood, outstanding results A multi-award winning school with a distinctive approach, where children are taught together at Broomwood Pre-Prep, before moving to our single-sex prep sites. Boys and girls receive a bespoke education but come together for extension activities, including sporting events, workshops, drama, music and residential trips.

Come and find out more

Email admissions@broomwoods.com or T: 020 8682 8830 www.broomwood.com

Little Broomwood & Broomwood Pre-Prep 192 Ramsden Road. SW12 8RQ

Broomwood Prep - Boys 26 Bolingbroke Grove London SW11 6EL

Broomwood Prep - Girls 68-74 Nightingale Lane, London SW12 8NR

PREP NEWS

Environment Day Learning to care for the planet The children at The White House Prep grow up in a school where we aim to look after and care for the environment we are all part of. We’re so committed to this aim, in fact, that we have recently achieved our B Corp certification through a range of different, positive initiatives, which are a mix of those developed by both pupils and teachers. We are constantly striving to improve our eco credentials and can only achieve this with a whole school partnership approach.

A firm favourite event at The White House is Environment Day. Children particularly enjoy the clothes swap, the whole-school recycled art project and litter picking in our local community.

Bringing aspects of caring for the environment into the curriculum has been thought-provoking and exciting for the children. The Year 1 children thoroughly enjoy the Recycled Fashion Show as part of their Science topic around materials, while a small group in Year 4 have developed a business around upcycling as part of their Enterprise lessons. Their company ‘Toy-rrific’ takes in old and used toys and upcycles them for a profit!

The school’s new Nurture garden also allows opportunities for gardening, growing and sowing and the children have loved learning about the different cycles of plants. This has also provided further enterprise

opportunities; the children have been selling our home grown produce, with all profits going to our school charity.

GRACE McCAHERY Vice Principal www.whitehouseschool.com

Joining Pre-Prep School Cranleigh prep school’s new pre-prep classes This September, Cranleigh Prep will open new Year 1 and Year 2 classes. With a proud 112-year history of delivering exceptional day and boarding education, the school is known for its blend of tradition and innovation.

Children as young as five will now be able to join the older pupils on our stunning campus, with a dedicated classroom block nestled in the heart of the

school’s picturesque grounds.

They’ll benefit from a strong academic foundation and the opportunity to participate in specialist performing arts and sports coaching, ensuring a well-rounded education from the outset. The school’s extensive facilities will support a rich curriculum, alongside exciting activities on offer, including swimming, riding, French, dance, art and music lessons.

The school day will allow for late pick-ups, giving pupils ample time to explore and develop their passions. As part of this new venture, the school is offering discretionary Founder’s Awards to early joiners.

Will Newman, Head of Cranleigh Prep, stated:

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“Our school is well placed to offer an excellent early education experience with an abundance of facilities in a beautiful countryside setting.

Younger pupils will particularly enjoy the outdoor learning.

There are so many opportunities designed to help us discover and nurture their individual superpowers from a young age.”

Admissions are now open and Cranleigh Prep’s friendly team invites all enquiries via admissions@cranleigh.org LETTIE WEST Marketing Manager www.cranprep.org

BOARDING IN BUCKINGHAMSHIRE

The Journey of a Lifetime Boarding at Godstowe School Godstowe is the only prep school Beyond the classroom, in the UK to offer boarding for boarders enjoy an exciting girls aged 7-13. The school offers calendar of activities and trips. full, weekly and flexi boarding, Evenings and weekends are with the vast majority choosing packed with opportunities to to stay for weekends. Boarding explore new interests, from provides a nurturing homecookery, dance and drama to away-from-home that combines swimming, tennis and crafts. Girls outstanding education with love the weekend excursions, personal development - and a lot which range from theme park of fun! visits and ice skating to theatre Godstowe’s three boarding trips and outdoor adventures like houses - Highlands, Walker and high ropes and paddleboarding.

Turner - each offer a warm, Special themed nights, movie family-style environment. marathons and baking challenges Highlands, famously the ensure there’s never a dull inspiration for Enid Blyton’s moment!

Malory Towers, captures the Pastoral care is at the heart magic of boarding life, filled with of Godstowe’s boarding ethos. camaraderie, adventure and Dedicated staff provide roundamazing experiences. the-clock support, ensuring

every girl feels valued and cared for. With its blend of academic enrichment, exciting experiences and a warm, family atmosphere, boarding at Godstowe is a journey of a lifetime.

MARK LONDON Marketing Director www.godstowe.org

STAYING AT PREP SCHOOL THROUGH TO THIRTEEN

Empowering Growth Why staying on at prep school until Year 8 can have far reaching benefits Broomwood recently hosted a senior school event, where parents of younger children could talk to staff from over sixty different schools. The offering was wide, with visitors representing some of the best schools in the UK, from London day schools, with single-sex and co-ed options, to full and flexible boarding schools.

It’s the time of year when we begin to discuss the different pathways our children might take and, inevitably, this often leads to the debate: is it better to leave prep school at 11+ or 13+? Louisa McCafferty, Head of Broomwood Girls, says that the answer very much depends on the individual: “Some children are ready to move at eleven. This can work well, especially if the main intake of the school they are considering is in Year 7. That said, there are advantages to staying on for the final two years and we work with families to make sure we do what is right for each child.

The extended period provides pupils with the chance to grow in a nurturing environment, while accessing the facilities, resources and specialist teaching akin to a senior school. The setting fosters not just academic excellence, but personal development, equipping

them with the skills and confidence needed for their next education steps.”

Michael Hodge, Principal and Head of Broomwood Boys, agrees, explaining that one of the defining features of the Broomwood approach is the separate teaching of boys and girls from Year 3 onwards: “We believe in every child and by creating an environment where our pupils can learn in single-sex classrooms, we tailor our educational methods to the needs of each individual. At the same time, boys and girls still come together for collaborative sessions, providing a platform for them to work together on challenging topics, promoting teamwork, integrity and respect for diverse perspectives. We ensure children are comfortable and confident in both single-sex and co-educational settings, an essential skill for their future academic and social interactions.”

The latest parent survey at Broomwood found that those with children who had stayed on for additional years were convinced of the benefits. Children developed in confidence and maturity, particularly as they were given the opportunity to take on leadership responsibilities. Being in a smaller, more nurturing environment meant they could find their voices and develop skills in various contexts, whether through sports, clubs or class projects. Staying to Year 8 allowed families to make informed decisions regarding their child’s future. For

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many, this flexibility was crucial, providing them with time to evaluate their child’s readiness for the transition.

Whatever they decide, Broomwood children consistently achieve outstanding academic results in 11+ and 13+ exams and are awarded scholarships across the curriculum. Senior school staff often remark on how wellprepared and grounded they are upon arrival. For those who do stay, the final years are not just an extension of education, they are a pivotal time for personal growth, seeing young people through a delicate stage of development and ensuring they are not only equipped for the next academic challenge, but also ready to thrive in whatever environment they encounter in the future.

VICTORIA DAVIES JONES Head of Marketing and Admissions www.broomwood.com TURN TO PAGE 64 to read about Community Spaces for Boarders

CHURCHER’S COLLEGE: AN ALL-THROUGH SCHOOL

The Benefits of an All-Through School Going to one school from nursery to university As anyone who has embarked on a journey that requires a change of plane or train can attest, there are particular challenges that travellers who go direct do not face. The same can be said of an all-through education, one that takes a child from the ages of 3-18, from nursery to A Levels, without the challenges that come from a change of institution, friendship groups or the sense of community and underlying ethos.

Traditionally, there have been disembarkation and reembarkation points in education: 7+, 11+, sometimes 13+ and 16+.

However, these are becoming less

and less pronounced as parents find schools that meet their needs and aspirations, and they stay within school groups that better meet their personal preferences.

For those parents, it could be a case of If it ain’t broke, don’t fix it, but it is generally much more significant than that. With partnerships between junior and senior schools becoming ever more prevalent, there is now a natural flow of culture that may have been missing in the past, which allows children (and parents) to avoid the social dislocation that comes from moving between schools.

A leading independent day school for girls and boys 3 - 18 Meet, explore and discover – join us at our next Open Event!

Loyalty to one school motto can have distinct benefits, but the children themselves need overt signs of progress. In addition, although the juxtaposition of a 3-year-old and an 18-year-old can seem ‘sweet’, their needs are, of course, acutely different. To that end, the wise all-through school still creates distinct sections, preferably with some geographic separation, under the umbrella of a common culture.

SIMON WILLIAMS Headmaster www.churcherscollege.com

ChurchersCollege.com

SUSTAINABILITY FOCUS

Transforming Our World Creating the next generation of changemakers At environmental charity Global Action Plan, we see how students flourish when given opportunities to lead environmental and social initiatives, campaign for change and take part in projects that connect their learning to real-world challenges. These experiences not only enhance their understanding of environmental and social issues, but build leadership skills, resilience and a sense of purpose.

Many young people care deeply about the planet and other people, but often believe their peers don’t feel the same; this values-perception gap can lead to disengagement or feelings of isolation. However, when students take collective action (whether that’s restoring local green spaces, campaigning for sustainable environmental and social action. school policies or influencing Through Transform Our decision-makers) they realise they World - our programme of work are not alone. This fosters hope, supporting youth social action in motivation and a shared sense of schools, funded by #iwill Fund responsibility. and the National Lottery, we have Young people are already seen students addressing ocean leading the way when it comes to plastics, tackling inequality and

organising community clean-up initiatives.

Young people are showing that when given the opportunity, they can lead movements that make a difference. Schools that encourage and support this type of learning create a culture of action, where young people think critically, engage with their communities and contribute towards a more sustainable future.

A Call to Action

If we want education to be truly transformative for people and the planet, we need to move beyond passive learning and create opportunities for young people to take the lead on issues they care about.

At Global Action Plan, we are working to make this vision a reality by developing and delivering programmes and resources to embed studentTURN BACK TO PAGE 3 for books about sustainability

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SUPPORTING SUSTAINABILITY

led action into teaching and by amplifying the voices of schools, educators and young people who are making a difference.

Become a Young Activator

Global Action Plan would like to invite young people aged 1418 to join its Young Activator Network. This is a chance to partake in opportunities outside of their school life, to get involved in changemaking and making a difference.

If you are a young person who is passionate about creating change, subscribe now to the Young Activators Network to receive regular updates and opportunities.

You will receive a monthly newsletter that: S hares opportunities to get

involved and make change happen. For example, this year,

our Young Activators got the chance to be judges in the IKEA x Let’s Go Zero Competition for schools.

C elebrates and showcases inspiring stories about changemaking - let us know what you are doing in your community and we can share that with the rest of the Young Activators Network.

O ffers opportunities for input

and feedback into ad hoc charity projects and partner opportunities. When chances to feed into plans and projects arise, we will share them with you.

L ets you know when there are opportunities to volunteer with Global Action Plan or other charity partners in the sector.

S hares tips with you and ways of learning new skills (for example, campaigning and communications) via our skilled staff sharing their insights and learnings.

B e part of a growing network of young people who are passionate about creating change and tackling big issues for people and the planet.

RACHEL MALHAM Marketing Manager www.globalactionplan.org.uk www.transform-our-world.org/home/ students-page/young-activators

Windlesham House School

Boundless opportunities | Outstanding education | Inspiring co-curricular programme Girls and boys 4-13 | Day, flexi, full boarding | Weekly London and daily local buses

www.windlesham.com 01903 874700 whsadmissions@windlesham.com

SUPPORTING UKRAINE

Head in a Warzone An education twinning project Spending a week in a warzone was highly educational and certainly an experience that I will never forget.

This term I was invited to join a cross-party humanitarian mission to Ukraine, alongside three wellknown politicians, journalists and humanitarian charity founder David Fox-Pitt. I was the only educationalist in the group and was able to bring a unique view to the occasion. While I am concerned for the wellbeing of all, my focus was quietly the younger generations coming through who would be affected both in terms of their education and their emotional state. What I found was extraordinary.

There were several missions to achieve during the week. My main purpose was to twin with a school in Kyiv and experience first-hand how the children, young adults and their education are being affected by the conflict.

The programme was incredibly intense with early starts, breakfast meetings and a packed excursion schedule throughout the day and late into the evenings.

This was all completely normal

for the three politicians from the Labour, Liberal Democrat and Conservative parties, but my head was spinning with the amount of information and events that we experienced.

One of the toughest things was the missile warnings. For a warzone novice like myself, it was alarming to say the least - the night before our arrival, there had been a successful missile attack on Kyiv, the effects of which were still reverberating around the capital as we stepped off the night train from Lviv. On a personal note, I was trapped in a fire escape stairwell during one such warning, which was sobering to say the least.

The most uplifting moment was finally visiting the school with which we are twinning: ‘Lyceum No. 53’. After various tours and taking part in some lessons, I was privileged enough to be invited to play and sing a song that I had written for them.

The whole school gathered and it was a joyous occasion. Being invited by some students to teach a lesson and to discuss various

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matters with them was the highlight of the trip and it had a profound effect. They were so calm, so eloquent and inquisitive - the school was almost in a state of zen. The resilience in the face of adversity was inspiring.

Over the coming days, we met soldiers in prosthetics hospitals, medical workers who were present during a hospital missile attack and various influential people who would be able to make a difference to the lives of those affected. Needless to say, the whole experience was quite unforgettable.

What was the main lesson from this unusual humanitarian trip?

That hope springs eternal and that humans are extraordinarily able even in the most alarming of situations.

Meanwhile, the twinning and our ‘100 year partnership’ has started in earnest.

TOM ROGERSON Headmaster www.cottesmoreschool.com TURN TO PAGES 78 - 79 to read about Living in the Countryside

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH THE HEAD

Ms. Victoria Playford FROM WETHERBY SCHOOL KENSINGTON In this episode of Education Corner Podcast, we spoke to Ms. Victoria Playford, Head of Wetherby School Kensington.

Victoria reflected on her first half term at Wetherby Kensington and discussed the importance of building confidence and skills to allow pupils to thrive.

Victoria began her career studying at Chelsea College of Fine Arts, where she was able to teach at a local state school, which initially sparked her passion for teaching. She told us: “Those skills that I gained and received during that time really became an asset to me and shaped how I think I approach teaching and learning now.” Following that, she worked in several industries, including with charities and in the creative arts, before returning to teaching.

Since then, she has worked across the early years, key stage one, various management roles and the senior leadership team before taking on her first headship. Victoria has also taken on roles at the ISI and ISA, allowing her to engage in key conversations regarding education at a national level. Victoria joined Wetherby at the start of 2025 and reflected on her first half term: “I’ve been so warmly welcomed into the community by the staff, the boys and the parents. It really is such a special place and I think their values and ethos really align with my own.”

The school’s core values are: “kindness, respect and resilience.” Victoria described how embracing

these across school life benefits the whole school community: “I want each child to be really happy and engaged in their learning. I think when they have that nurturing environment around them, it sparks those ideal conditions for learning, but also the opportunity for them to face challenges with resilience.” Building a community where each child feels supported to face challenges and grow is crucial to life at Wetherby: “What truly matters is our commitment to helping them persevere, seek help when they might need it and collaborate with others to achieve their goals.” Victoria explained. As a London school, the school embraces the city’s diversity, with many different nationalities, languages and experiences represented in the school community: “I think that brings another level of excitement and diversity and enriching engagement within the curriculum.” Victoria told us.

The school encourages boys to be Wetherby

“We really strive for the boys to be kind, to be polite, to be really compassionate to themselves and to others, putting their best foot forward and demonstrating that resilience.”

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»

Wetherby Prep Ambassadors

Ambassadors, to represent the school’s values to the whole school community and embody them beyond.

Victoria described qualities of Wetherby Ambassadors: “We really strive for the boys to be kind, to be polite, to be really compassionate to themselves and to others, putting their best foot forward and demonstrating that resilience.”

Every week in assembly, staff nominate boys who have embodied the school’s values, who are celebrated by the whole community and given a Wetherby pin to wear on their blazer. Victoria explained: “It’s an opportunity for them to wear that with pride; we want to empower them to dream big and pursue their aspirations with confidence.”

Giving boys key roles in the school community and celebrating their achievements is key to encouraging them to succeed, Victoria shared: “I think every boy should have the belief that they can achieve anything they set their mind to with the right support, guidance and nurture.” In addition to Wetherby Ambassadors, boys are encouraged to participate in a wide range of extra-curricular activities and achieve outside of the classroom.

Victoria has introduced weekly ‘Hot Chocolate with Ms. Playford’ meetings with pupils to better understand their experiences and perspectives so the school can support them no matter where their interests may lie. “We really want to know where their passions lie [...] in giving them these

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experiences, they get to explore what sometimes they don’t even know that they’re passionate about yet,” Victoria described: “I think that’s the exciting thing about educating this age, is that they have the opportunity to really find themselves and find their voices.”

Wetherby Kensington also benefits from being part of the larger group of Wetherby Schools across London, including all-boys’ Pre-Prep, Prep, Wetherby Senior and the new, co-educational Wetherby Pembridge. One of the many ways in which pupils benefit from this is that they have automatic entry as they progress through their education, if they wish to remain in the Wetherby group. Students and teachers alike also benefit from sharing resources and knowledge across the group: “We really just want to strengthen the practice that we’re offering to the boys.”

Victoria told us. Wetherby is also part of Inspired Education, a global group of over 100 schools in 24 countries. “There are lots of opportunities that come from that.” Victoria shared. These opportunities include scholarships, bursaries and competitions and fixtures across the group, as well as chances to take part in exchanges and travel as pupils get older. Victoria told us: “The global exchanges are phenomenal, children can go and be immersed in those different cultures, experience different languages and develop that independence and resilience.”

The Inspired group are often at the forefront of embracing and incorporating new technologies.

Victoria told us: “We are fortunate to have access to quite a lot of advanced technology in the school.”

Incorporating iPads and an AI called Century Tech supports teachers in recognising gaps in boys’ understanding early on, Victoria explained: “It enhances what we’re able to provide to the boys.

They have some personalised learning across English, maths and science with this tool. [...] We can really create an individualised learning path to consolidate anything that’s covered within the curriculum.” Although, Victoria reassured us that the school is keen to not let this take over their

Inspired Education Group

“I want each child to be really happy and engaged in their learning. I think when they have that nurturing environment around them, it sparks those ideal conditions for learning, but also the opportunity for them to face challenges with resilience.” teaching and emphasised: “Boys do still pick up a pencil and write.”

Pupils from Wetherby Kensington consistently achieve excellent results at 7+ and 8+ and Victoria was able to share that they had a record year for entrance examination results this year, with boys progressing to a range of top schools in London and further afield, as well as many remaining within the Wetherby family of schools. Victoria shared: “We do work closely with King’s College, St Paul’s Junior School, Westminster Under School, Sussex House, but we do send to a wide variety,” including: “Highgate and UCS, as well as City of London.”

Supporting families to make informed decisions when it comes to their child’s school choices is key and Victoria emphasised the importance of choosing a school that will make your child happy, beyond academic success: “We set them off on that journey, we get them to begin that love of learning.

That’s what you want to hold on to throughout their education, because I think that’s when they’re really going to be able to access the curriculum and thrive.”

At the beginning of her time at Wetherby School Kensington, Victoria set the theme ‘Dreaming Big for 2025’: “I think it’s something I’ve held on to.” she shared. At the core of her goals for her new Headship, as well as the goals of the school, is the desire to impart a love of learning on their pupils and set them up for future success: “I really wanted to look at how we can add value to the boys beyond what we’re doing in the curriculum, that also not only enhances what we do here, but serves them well for the future.” Whilst the world of work is rapidly changing and we cannot know what life may look like when these pre-prep pupils enter the workforce, Victoria believes that TURN TO PAGE 63 to read about boarding at Rugby School, Warwickshire

Wetherby Kensington is doing its best to prepare them to be confident and capable at whatever their futures bring: “I think if they can develop that confidence, that will stand them in good stead for the future.” It seems there is a lot to look forward to as Victoria continues to settle into her role at Wetherby Kensington and the school continues to work passionately to equip its pupils to thrive throughout their time at Wetherby Kensington and far beyond. Victoria concluded: “There are lots of things happening behind the scenes that we’re excited to start launching this year.”

We would like to thank Ms. Victoria Playford, Head of Wetherby Kensington, for giving up her time to speak to us.

CLICK HERE TO LISTEN TO THE FULL PODCAST www.wetherbyschool.co.uk/kensington-pre-prep-school CLICK HERE to listen to our Education Corner Podcast with Nina Kingsmill Moore, Head of Wetherby Preparatory School

EDUCATION CHOICES MAGAZINE | S PRI NG 2025 | 17

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH HEAD

Mr. Will Newman FROM CRANLEIGH PREP SCHOOL, SURREY In this episode of Education Corner Podcast, we spoke to Mr. Will Newman, Head at Cranleigh Prep School, Surrey. Will spoke to us about Cranleigh Prep School’s family-like community, the importance of developing pupils’ confidence and passions and preparing children to be future leaders.

Mr. Will Newman first began working in prep education after graduating from university, despite originally intending to work in secondary education, he told us: “Within a week, I realised I’d found my calling and loved it and that’s where I’ve stayed ever since - in prep schools.” Since then, he has worked in several schools, including Sedbergh Prep, Taunton Prep and Edgeborough School, before joining Cranleigh Prep as Head at the beginning of 2025.

The school motto is Ex Cultur Robur, meaning: ‘From Culture comes strength’. Will likened the community and culture at Cranleigh Prep to a family: “I think of our children here, in many ways, as I think of my own children. We all want the best for our kids. We all want them to explore every avenue or every interest that they might possibly have and that’s what we do here at the Prep School at Cranleigh.” This supportive, familylike atmosphere is particularly important to the boarding pupils at Cranleigh Prep. Will described the benefits of boarding and stated: “It gives you 1 8 | EDUCATION CHOICES MAGAZINE | S P R I N G 2 02 5

even more opportunity to immerse the children in the culture that you want them to be a part of,” giving pupils even more opportunities to make the most of all Cranleigh Prep has to offer.

Will also believes that boarding at the prep stage can benefit pupils and families by prolonging their childhood, especially “[in] an era and in a society where sometimes children are accelerated through their childhood quicker than parents may want.” At Cranleigh Prep, pupils are “completely screen-free in the boarding environment.”

Instead, they are encouraged to play outdoors and explore the many activities on offer with their friends.

Will stated: “They spend their evenings, their mornings and everywhere in between, just talking to each other, mucking around with their friends, doing all kinds of daft games, ridiculousness. I think that is a wonderful antidote to a society in which children’s childhood is in danger of being eroded.” At Cranleigh Prep, pupils have plentiful space and resources to entertain themselves and explore anything that might pique their interest: “If you want a school in which you’ve got your own astroturf, a swimming pool, a gym, its own woodlands and all the rest of these things that the children do, then there’s that.”

Alongside the excellent academic offering, the hidden curriculum, life skills learnt by partaking

From Culture Comes Strength

“I think of our children here, in many ways, as I think of my own children. We all want the best for our kids.

We all want them to explore every avenue or every interest that they might possibly have and that’s what we do here at the Prep School at Cranleigh.” in the wide range of activities on offer throughout school life, is also key to pupils’ success at Cranleigh Prep. Will described the power of this in boarding in particular: “Children are learning, first of all, to take responsibility for themselves.

To get their own stuff sorted, organise their own gear, take responsibility for their own way of approaching that evening or that morning. But then after that, to take responsibility for somebody else and get to know somebody else who’s slightly different to them.” This community approach to boarding in particular teaches the valuable life skill of cooperation, preparing pupils for life beyond school by allowing them to get to know a wide range of people from across the school community, Will shared: “Boarding actually teaches them a real life skill: how to rub up alongside somebody else who you may not necessarily gravitate towards [...] I think that is incredibly valuable to kids.”

At Cranleigh, pupils remain in the Prep School until age 13 before moving on to Cranleigh Senior School, rather than progressing to the senior school aged 11. Will believes strongly in the power of staying at prep school for longer, telling us: “The last

two years in Year 7 and Year 8, I think, are often transformative.” Will likened the process to packing a bag before going on a trip: pupils who leave prep school at age 11 may often ‘pack their bags’ in a hurry, forgetting important things and leaving them ill-prepared, whereas pupils who have a further two years in prep school can embark on their journey to senior school fully prepared and equipped to thrive. Key to this preparedness for senior school, Will believes, are the soft skills taught through the hidden curriculum: confidence, resilience and a sense of one’s own passions and interests.

Pupils are encouraged to develop this by partaking in all aspects of school life, with excellent opportunities in academics and co-curriculum.

Will told us: “It’s really, really important to us that they do that and they don’t channel too early, [...] so they don’t just become one type of pupil.”

Maintaining an awareness of the wide variety of passions, learning styles and future paths pupils may take is key: “Having a wide range of cocurricular interests is great, not only for exploring every single nook and cranny of who they might then be as an adult, but also in terms of promoting and looking after their selfEDUCATION CHOICES MAGAZINE | S PRI NG 2025 | 19

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Developing Independence

Alongside this, Cranleigh Prep also has excellent SEN provision, Will described: “The children have their own spaces, it’s quiet, they’re not disturbed.” It’s also important that this provision is a central part of the school, not an afterthought, shared Will: “For them to have their own space and their own dedicated staff team, which is incredibly well resourced, is an important part of our curriculum.” Allowing pupils, regardless of their needs or learning styles, to thrive is a key aim at Cranleigh Prep: “It’s a school with a broad “Their employability is a core focus, but we range of pupils in its pupil body and everyone’s an also want our children to be changemakers individual.” and future leaders.”

Preparing pupils for the future beyond their school esteem.” Alongside the thriving co-curricular, years is a key area of focus for many schools Cranleigh Prep also boasts excellent academic and parents alike. At Cranleigh Prep, ongoing success, Will told us: “Science is one of the jewels in curriculum reform will include a skills-based our academic crown. There’s no doubt about that” curriculum, maintaining opportunities for pupils to The motivation for this, Will described, is to allow have a wide range of experiences and develop key pupils to thrive in the last two years of prep school life skills as well as ‘soft skills’ such as creativity, and leave fully prepared to thrive in senior school: leadership and critical thinking. Will described “We don’t want to compromise with the facilities, the school’s ambitions for their pupils: “Their the resources, the expertise, the common room, employability is a core focus, but we also want our any of those things. It should be a senior school children to be changemakers and future leaders.” curriculum experience, but within the family of a Less than a term into his headship at Cranleigh prep school.”

Prep, Will is already able to share the exciting opening of a Pre-Prep at Cranleigh from September 2025 and looks forward to continuing to lead Cranleigh Prep School through these exciting times. Will concluded: “There’s change in the air, there’s a sense of anticipation, there’s a sense of what is possible. I would say that’s definitely true both at the prep and at senior.”

We would like to thank Mr. Will Newman, Head at Cranleigh Prep School, for giving up his time to speak to us.

CLICK HERE TO LISTEN TO THE FULL PODCAST www.cranprep.org TURN TO PAGES 60 - 62 for ECM Top 20 Senior Boarding Schools 2025

20 | EDUCATION CHOICES MAGAZINE | S P R I N G 2 02 5

CLICK HERE to listen to our Education Corner Podcast with Mrs. Samantha Price, Head of Cranleigh School

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CHOOSING A PREP BOARDING SCHOOL

ECM Recommended Prep Boarding Schools 2025 Aldro School

Cheltenham Ladies’ College, Wellington College and Wycombe Abbey.

Parent Comment:

Ages: 7-13 Co-educational Location: Godalming, Surrey Top senior school destinations include: Charterhouse School, Harrow School, Marlborough College and Wellington College.

Parent Comment:

“The sport, art, extra activities, music, drama and facilities are great and girls are well prepared to go on to brilliant schools!” www.godstowe.org

“Gorgeous setting, kind pupils and plenty of opportunities to get stuck into sports!” www.aldro.org

Brambletye

Ages: 2-13 Co-educational Location: East Grinstead, West Sussex Top senior school destinations include: Eton College, Harrow School, Wellington College and Winchester College.

Parent Comment: “The

pastoral care is excellent, it’s incredibly warm and friendly.” www.brambletye.co.uk

Caldicott

Ages: 7-13 Single-sex (Boys) Location: Farnham Royal, Buckinghamshire Top senior school destinations include: Eton College, Harrow School, Radley College and St Edward’s, Oxford.

Parent Comment: “The

Head is excellent; they prepare pupils brilliantly for life beyond prep school.” www.caldicott.com

Handcross Park Godstowe Preparatory School

Cottesmore School

Ages: 4-13 Co-educational Location: Crawley, West Sussex Top senior school destinations include: Cheltenham Ladies’ College, Downe House, Eton College and Harrow School.

Parent Comment:

“The pastoral care is superb, there’s great communication from the school and the Head has a wonderful and thoughtful approach and knows each child.” www.cottesmoreschool.com

Cranleigh Prep

Turn back to pages 18 - 20 to read more.

Cumnor House Sussex

Ages: 2-13 Co-educational Location: Haywards Heath, West Sussex Top senior school destinations include: Ardingly College, Brighton College, Lancing College Tonbridge School.

Parent Comment: “A

superb school with incredible facilities and staff. A caring, nurturing and friendly school where children can be children for that little bit longer.” www.cumnor.co.uk

Cottesmore School

Dragon School

Ages: 4-13 Co-educational

22 | EDUCATION CHOICES MAGAZINE | S P R I N G 2 02 5

Location: Oxford, Oxfordshire Top senior school destinations include: Eton College, Harrow School, St. Edwards, Oxford and Wellington College.

Parent Comment: “The

staff are so passionate and there’s a huge range of activities, every child has the chance to find their interest and represent the school, with a wide range of trips, concerts and matches.” www.dragonschool.org

Edgeborough

Ages: 2-13 Co-educational Location: Frensham, Farnham Top senior school destinations include: Charterhouse, Radley College, Wellington College and Winchester College.

Parent Comment: “A

very caring school, they nurture the children and bring out the best in them.” www.edgeborough.co.uk

Godstowe Preparatory School

Ages: 3-13 Co-educational ages 3-7 and all-girls ages 8-13 Location: High Wycombe, Buckinghamshire Top senior school destinations include: Benenden School,

Ages: 2-13 Co-educational Location: Haywards Heath, West Sussex Top senior school destinations include: Brighton College, Eton College, Marlborough College and Wellington College.

Parent Comment: “Staff

are unbelievably helpful and supportive; the leadership programme is brilliant at developing the whole child.”

www.handcrossparkschool.co.uk

Holmewood House

Ages: 3-13 Co-educational Location: Tunbridge Wells, Kent Top senior school destinations include: Brighton College, Eton College, Harrow School and Wellington College.

Parent Comment:

“Fabulous facilities: a full-sized swimming pool, theatre and brand new classrooms.” www.holmewoodhouse.co.uk

Horris Hill School

Ages: 2-13 Co-educational Location: Newbury, Berkshire Top senior school destinations include: Eton College, Harrow School, Radley College and Winchester College.

Parent Comment: “I

could not recommend the school enough, boys are supportive of each other and individuality is

ECM RECOMMENDED PREP BOARDING SCHOOL OPTIONS 2025

Top senior school destinations include: Charterhouse School, Eton College, Harrow School and Sherborne School.

Parent Comment: “A great

Sandroyd

embraced.”

www.horrishill.com

Lambrook School

Ages: 3-13 Co-educational Location: Bracknell, Berkshire Top senior school destinations include: Bradfield College, Eton College, Marlborough College and Wellington College.

Parent Comment: “Great

sports facilities and the teachers are all very happy and welcoming.” www.lambrookschool.co.uk

Ludgrove School

Ages: 8-13 Single-sex (Boys) Location: Wokingham, Berkshire Top senior school destinations include: Eton College, Harrow School, Radley College and Winchester College.

Parent Comment: “The

staff do so much to support the boys, it truly is family-like boarding.” www.ludgrove.net

Sunningdale School

Old Buckenham Hall

Ages: 2-13 Co-educational Location: Ipswitch, Suffolk Top senior school destinations include: Eton College, Harrow School, Oundle School and Stowe School.

Parent Comment:

“The teachers inspire students to excel and it’s heartwarming to witness my child’s remarkable growth in both confidence and knowledge!” www.obh.co.uk

Papplewick School

Ages: 6-13 Single-sex (Boys) Location: Ascot, Berkshire Top senior school destinations include: Bradfield College, Eton College, Harrow School and Winchester College.

Parent Comment: “The

school has a huge range of activities for every interest, my boys particularly loved Herpetology Club and the chance to meet the snakes!” www.papplewick.org.uk

Sandroyd

Ages: 2-13 Co-educational Location: Salisbury, Wiltshire Top senior school destinations include: Eton College, Marlborough College, Sherborne School and Sherborne Girls.

Parent Comment: “A really

magical school where children get plenty of fresh air and enjoy being children.” www.sandroyd.org

Summer Fields School

Ages: 4-13 Single-sex (Boys) Location: Oxford, Oxfordshire Top senior school destinations include: Eton College, Harrow School, Radley College and St Edward’s, Oxford.

Parent Comment:

“Incredible outdoor facilities, my boys loved all sports and really thrived!” www.summerfields.com

Sunningdale School

Ages: 7-13 Single-sex (Boys) Location: Sunningdale, Berkshire

school, a very happy family atmosphere where every child is known. The Headmaster and pastoral staff in particular are brilliant.” www.sunningdaleschool.co.uk

Wellington College Prep

Ages: 2-13 Co-educational Location: Sandhurst, Berkshire Top senior school destinations include: Brighton College, Eton College, Epsom College and Wellington College.

Parent Comment:

“Brilliant teachers who supported our child and communicated with us at every step to support our family.” www.wellingtoncollegeprep. org.uk

Windlesham House School

Ages: 4-13 Co-educational Location: Pulborough, West Sussex Top senior school destinations include: Brighton College, Downe House, Eton College and Marlborough College.

Parent Comment: “Lots

of activities, amazing inspirational teachers and particularly strong pastoral support for boarders.” www.windlesham.com

CLICK HERE to visit our website for more information on schools by county

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Boys’ fortnightly boarding prep school l Excellent pastoral and academic care l High tech Exploration Centre l 130 acres of grounds l Academic, Drama, Music and Sports Scholarships to senior schools in 2024 l Rated ‘excellent’ by the ISI l Bursaries available Ludgrove, Wokingham, Berkshire RG40 3AB l 0118 978 9881 registrar@ludgroveschool.co.uk l www.ludgrove.net Follow us on social media l Instagram ludgrove_school l X @_Ludgrove

ANYWHERE FARM

We Are All Connected

Connecting to nature through gardening When I was little we would visit my grandparents’ farm, which seemed to be the most wonderful place in the world. For many years, we had a large vegetable garden in our house, which, again, seemed wondrous to me. I wanted to be a farmer and a writer when I grew up. As an adult, I’ve always somehow ended up living in cities, and in each place I’ve lived I have grown things - from pots on the back porch of an apartment, to the entire backyard of a city lot.

I’ve grown plants in boots, in boxes, in buckets and whenever possible, right in the ground almost nothing makes me happier than mucking around in a garden.

I share my current yard with a vegetable garden and native wildflowers.

So, that was the inspiration for Anywhere Farm - my love of growing things wherever I live.

What would I like folks to take from the book? Readers take whatever they need, but I hope part of what they get from Anywhere Farm is loving and honoring growing things. To put a seed in the earth and see what sprouts. To see, too, what comes

to visit your Anywhere Farm bees, butterflies, birds, bunnies, friends and neighbors.

Plant a seed. Anywhere that you have some soil, some sunshine and some water. Your seed will grow and so will you.

We are all connected.

PHYLLIS ROOT Author www.phyllisiroot.com

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MIA MAKES A MEADOW

The Next Generation of Conservationists Thinking about a greener future Mia lives in a flat that overlooks an urban garden - a garden that she shares with all her neighbours. Erik, one of her neighbours, likes to tend to the garden and keep it spotless.

When Mia offers to look after the communal garden while Erik is away; she tries to keep it just as tidy as he left it. But with no keys to the shed and no mower to mow, their urban garden grows wonderfully wild. Soon, the rest of the community gets involved, too. Will Erik love her marvellous meadow as much as Mia does?

I was inspired to write Mia Makes a Meadow after meeting many different families as a learning volunteer at the WWT London Wetland Centre. I wanted

to write a story that inspires children to get together and create their own wild spaces, build communities and form positive relationships.

A meadow felt like the perfect starting point!

For me, the best way to learn is through the power of storytelling. I love non-fiction in many forms, but in my eyes narrative non-fiction has always been the best way to connect and truly understand the information being shared.

I believe that, through storytelling, we can teach children the importance of empathy and nature, help them form strong connections with the natural

world and one another, promote healthy lifestyles and attitudes and inspire the next generation of conservationists.

I love to show many different types of families in my books and highlight how relationships can inspire and nurture a keen interest in the natural world. In this book, Mia is an only child who is very close to her mum and her neighbour, Erik, who shares her love for being outside.

Through these different relationships and the garden, this story teaches and guides the reader on transforming a shared urban space into a haven of nature. Mia and her family also feature in My Nature Trail, an inspiring collection of learning-through-nature activities. Written in collaboration with environmental education specialist, Paul Lawston, it is packed with outdoor activities for every season that fulfill the five pathways to nature connectedness. It is my hope that this book will captivate young, budding nature lovers.

Now it’s your turn to grow your own meadow: make seedballs!

One of the best ways of helping wildlife is by planting wildflowers. Bees, butterflies and other insects will love the pollen and nectar and their

EDUCATION CHOICES MAGAZINE | S PRI NG 2025 | 25

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MY NATURE TRAIL

young (called larvae) will live on the plants and eat them.

Other animals will then come and eat those insects, so having flowers brings a whole load of animals. “We can also enjoy all the beautiful colours of the flowers!”

pick native wildflower mixes) •P otting soil (Always use peatfree soil) • Clay powder • A bowl • An old wooden spoon

You’ll need:

together the soil and the clay you want to use roughly twice

• Wildflower seeds (Make sure to

1. To make your seedballs, mix

the amount of clay as soil.

2. Slowly add water and mix until it’s thick and sticks together.

Then sprinkle in some seeds, kneading them into the mixture (a bit like making bread!).

3. Once it’s all mixed together, roll the mixture into little balls about the size of a walnut - and leave them to dry.

To sow your seed balls, just scatter them over an area of soil and that’s it! See how long it takes your beautiful meadow to grow.

RACHEL LAWSTON Author www.rachellawston.com

WILD TRIBE HEROES

Supporting a Sustainable Future Inspiring families to protect our planet

As a mother of four, a teacher and a nature lover, I’ve always wanted to do something to help the planet, but I never imagined that a simple conversation with my daughter would lead me to write children’s books inspiring millions of families to take action.

In 2015, we were lucky enough to spend a year living on a tropical island in the Great Barrier Reef.

One day, we watched a turtle being released back into the sea. My four-year-old daughter turned to me and asked, “Why did the turtle need rescuing?”

That question led us to visit a turtle hospital, where we saw the devastating effects of plastic pollution first-hand. The next morning, my daughter eagerly picked up every piece of litter she

could find on the beach, proudly saying: “Mummy, I’m saving a turtle!”

That moment stuck with me.

If a child so young could feel inspired to take action, then stories could be a powerful way to encourage more children to care about the environment. That’s how Wild Tribe Heroes was born - a series of beautifully illustrated books based on real animals facing real challenges, from plastic pollution to deforestation and climate change. However, these aren’t sad stories - they are hopeful, empowering and designed to show children that their actions matter.

Difficult topics should be introduced to children in a way that is gentle, engaging and age-appropriate, which is why my books have happy endings and include practical ideas for families to help protect the planet.

Whether it’s using reusable water bottles, litter-picking or planting a wildlife-friendly garden, children love seeing how small changes can have a big impact.

The response to the series has been incredible. Parents tell me

that their children, after reading Wild Tribe Heroes, have been inspired to recycle more, reduce plastic waste, save energy and even organise beach clean-ups. The books have also become a brilliant resource in schools, with free curriculum-linked teaching materials helping teachers bring these lessons into the classroom. Over two million children across the UK have now read them - and that number is growing every day!

You can find Wild Tribe Heroes online, in independent bookshops and through eco-friendly retailers. Every book read helps raise awareness and supports conservation efforts. By reading together, you’re helping to build a greener, more sustainable future for the next generation!

ELLIE JACKSON Author www.wildtribeheroes.com

EDUCATION CHOICES MAGAZINE | S PRI NG 2025 | 27

THE WILD

Protecting the Wild “Once upon our time, somewhere not far away, was the Wild…”

When we talk about protecting with: “Once our planet, we often tend to use upon our time, big words such as ‘environmental’, somewhere not ‘ecology’ or ‘sustainability’. These far away, was The may now be part of mainstream Wild…” language for adults, yet for The Wild is children these words often remain huge, giving and elusive and abstract. So, I wanted everything from insects to approach the topic in a way that to birds to humans make their would engage and resonate with home in it. At first, people live younger readers. lightly and take only what they I decided to make a picture book need. But when they start to take depicting the environment as a more, The Wild begins to suffer. living, breathing, entity named Then, one day, a small boy is brave The Wild. The tale is written as enough to raise his voice. a modern day fable, the narrative The story carries a message of following a classic arc, beginning both urgency and hope, exploring

humanity’s relationship with nature in a parable that even emerging readers can understand and appreciate.

Illustrating the book was pure joy as I was able to incorporate mountains, forests, oceans and rivers to make up the vast wild, as well as weave an assorted ensemble of wildlife and human characters into the visuals. This way, the reading experience is also a visual one, as there are many opportunities to spot new characters on each page!

To my delight, the book has already been translated into several languages, as the subject matter has a universal and timely appeal. Recently, I’ve been touring communities and book festivals with The Wild, where I would often ask children to draw and imagine their own version of The Wild after I’ve presented the story. I’m hoping The Wild will be used similarly by schools as part of a discussion about protecting and respecting our planet, or as inspiration for nature art projects, as well as simply for story time.

Happy reading from The Wild and me!

YUVAL ZOMMER Author www.instagram.com/yuvalzommer

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THE LAST WHALE

It’s Never Too Late!

Protecting the oceans “From space, the planet is blue …the territory Not of humans, but of the whale” Heathcote Williams, Whale Nation What will happen, to the planet, to us, if whales disappear from our oceans?

The Last Whale looks at this question and what follows from it.

How can we save whales?

The Last Whale follows young climate activist Abi and her AI computer Moonlight. When they discover whale song recordings made by Abi’s great-grandfather, a whale hunter, Moonlight finds a pattern in them: the songs are a map to a future that could rescue the whales and the world.

Inspiration came from many sources, all of which helped shape my story.

First, the whales themselves.

Half my life I work as a writer, the other half for a whale conservation charity - I’ve been lucky enough to see whales up close. A 14-metre-long humpback has launched out of the water and crashed back into the waves right in front of me. I’ve watched a baby orca leave its mother, swim up to the tiny boat I was in, turn over and casually spend lingering moments looking at me.

I’ve also seen dead dolphins still entangled in the nets that killed them, and spent hours on the sea searching for whales in areas where they were

once plentiful. A silent, empty ocean is the image or idea that has most haunted me. Inevitably, I was going to write my ‘whale book’ sooner or later.

I tapped into my own family history. My mother is Norwegian, from Tonsberg, which was once a whaling town.

Some of the mind-blowing research showing how important whales are to the ecosystem - especially for fertilising phytoplankton, which is as important as trees for producing oxygen and absorbing carbon - came into play. Whales are intelligent and awesome, the eco-engineers and gardeners of the sea and they’re giant allies in the fight against global warming.

I was inspired by young ecoactivists, who are not prepared to quietly inherit a heating, polluted world.

I’m often asked what impact I hope this book will have on readers. First,

it’s a story; I hope they enjoy it! If there is a ‘take-away’ message, it is one of hope and agency; that it’s not too late, that whales and the world are worth protecting and fighting for. I’ve been impressed by community projects from Sri Lanka to Colombia which are running amazing conservation projects. The ocean doesn’t belong to one people or nation, it’s for all of us and the solutions need to be driven by all of us too.

The questions around how we save the whale are complex, and stories - in my view - aren’t really about delivering answers. But, if The Last Whale gets people thinking and perhaps motivates them to take a fresh look at nature, and to think about how we can share the world with whales and dolphins, then that is a good thing.

CHRIS VICK Author christophervick12.wixsite.com/website TURN TO BACK TO PAGES 15 17 to read about Wetherby Prep, Kensington

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THE CAT WHO COULDN’T BE BOTHERED

Supporting One Another Learning to deal with difficult emotions

There are often days when I can’t be bothered to do anything at all. On one of these days, I managed to draw a visual representation of this feeling in cat form.

That was the birth of Greg.

He represents something I found myself doing a lot at a time I was struggling with my mental health. It’s frustrating when you ask a friend if they want to join a fun event, activity or general opportunity to socialise and the response is always an excuse not to, or plainly: “I can’t be bothered.” This can be especially hard when it’s a wellintentioned attempt to try and encourage that person, who you know is struggling to go out into the world and socialise. It can come across as rudeness and/ or laziness from them, but trying to do anything at all - let alone socialising - is overwhelming to

someone who is struggling.

At the same time, I don’t think wanting to do nothing always means you’re sad. It can be undervalued as a time to recharge and procrastinate. Whilst doing nothing (literally absolutely nothing, just staring into space,) I’ve felt these have often been the times the best ideas pop into my head.

It feels like there’s a popular rhetoric that you should say yes to everything that comes your way; see everything as an opportunity. But we also know that if you are depressed or anxious, this can feel impossible.

We’re all well-versed in this topic now - or better-versed, at least - but it’s my intention

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with this book to get the message across to young readers that it’s ok to feel sad and it’s ok to feel like all you can do is nothing.

It’s important to realise that, whether you notice it in you or in someone else. It’s also important to talk, listen and support those closest to you; you have to share how you feel and people need to check in. Communicating this can feel difficult, so if you recognise that someone is feeling sad, initiating the conversation and showing they have support around them can really help.

JACK KURLAND Author and Illustrator www.instagram.com/jackkurland

EVEN LIONS GET SCARED

Embracing Emotional Challenges A journey from fear to courage “When we have relational safety, of togetherness, and we are more likely to be curious that courage comes and able to establish emotional from within. The regulation.” book introduces the As an author and Child Clinical concept of a “brave Psychologist, I am thrilled to share heart button,” which the magic of my newly published changes as Scout book, Even Lions Get Scared. This learns to navigate the book is the first in a five-book ups and downs of fear series that addresses ordinary and and courage. unexpected emotional challenges This story isn’t faced by children and their just for children. It’s for parents, families. Through these stories, caregivers and anyone who has I hope to provide tools to help ever faced the uncertainty of big children and parents reconnect emotions. By normalising fear, with the normal human emotions Even Lions Get Scared helps reduce of fear, worry and nervousness, anxiety around challenges by which are often misunderstood as conveying the idea that connection obstacles rather than opportunities and bravery are key to making for growth. I wanted to create a fear manageable, no matter what story that reassures them that fear you have to face. Being aware that is normal and that courage is not in something is normal helps us know the absence of fear, but the ability we can survive the moment to to move forward despite it. eventually get on with our day.

The inspiration for this book At its core, this book teaches emerged during the COVID that resilience is built by taking lockdowns when I began working brave steps, even when it feels with children and families online. uncomfortable. Scout’s story We were all thrust into a scary and is about having the courage to uncertain world where many of take that first step, knowing that the safety strategies we rely on as fear is a natural response when humans, like physical touch and we face doing anything new or connection, were suddenly labelled something that is important to “unsafe”. Whilst we are slowly us. This principle is vital not just making our way towards rebuilding for children, but for adults as a sense of what “safe” means, well. Supporting children through many children are still struggling their fears helps them develop the with ordinary challenges such as mindset that they can overcome separating from their parents and obstacles with time, effort and the attending school. belief that “You can if you think Even Lions Get Scared follows you can.” the adventures of Scout, a In addition to its emotional and mischievous lion who believes he educational value, Even Lions Get has it all: courage, strength and Scared introduces children to absolutely NO fear - that is, until the science behind big emotions. he faces something new at school; It explains how our brains and his body and mind react with bodies react to fear, and how uncertainty and he tumbles into an understanding these responses can unknown world of fear. Help comes help manage them. A vital part of from an unlikely friend, with this process is having a safe person whom Scout discovers the value you can trust, someone who can

“sit in the yuck” of the big feelings without trying to fix them. When children feel relationally safe, they are better equipped to move through their big feelings and tackle the challenges

they face.

I hope this book offers families the opportunity to talk openly about fear and courage, making it easier for children to share their emotions and feel supported in their growth. When children are encouraged to be brave, they learn that challenges can be faced and overcome. This story reinforces the message that courage lies within us all and that we are capable of managing more than we know.

For me, this book is not just about writing stories to support children, it is also about giving back to the community. A percentage of the profits from the book will go to the Cure Brain Cancer Foundation Australia, supporting critical research to find a cure for the deadliest kind of childhood cancer.

Even Lions Get Scared is a reminder that courage isn’t about being fearless; it’s about facing fear, taking that next step and knowing that we are never alone on the journey.

DR MARCELLE MOORE MA; MPhil(hons); DClinPsych; Dip Systemic Practice; MAPS Clinical Psychologist, Author and Director of Family Jigsaws

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READY EDDIE GO!

My Awesome Autism The importance of representation for neurodivergent children My son, Tyler, received his autism diagnosis at the age of three. At this stage, I wanted to write a book about our life, but I was too consumed by trying to figure out the best way to navigate our journey.

I soon learnt that our life was remarkably different to that of others around me and that not everyone understood autism the way we did.

When Tyler was nine, he wanted to explore his autism diagnosis further and learn about the general differences that we can and cannot see. In 2019, I searched bookshops, but was

unable to find anything. I asked the assistant for a children’s book about autism or one with an autistic character and she replied: “We don’t stock that sort of book.” At a later date, I was told to search the self-help section. As disappointing as it was to hear, those words sent me on a journey to create my own book for Tyler - I wanted better for him and for all children!

I spent ages on my very first book - My Awesome Autism scribbling away and wanting to get it right for Tyler. I wanted him to feel represented and empowered. We read the book together at bedtime, and his reaction to the book and his character, Eddie, was so amazing - even if he did laugh at my stick-

men - that I went on to publish My Awesome Autism for other children and families.

I created Eddie to look like Tyler in appearance, so he has blonde hair and beautiful big brown eyes. I named Eddie after

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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

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THE IMPORTANCE OF REPRESENTATION

Tyler’s great grandfather, who passed away a few days after Tyler was born. Therefore, the books and series as a whole are very special to us. Alongside my SEN role, I also created more stories for siblings and for various social situations, such as starting school.

I was then extremely fortunate to join hands with James Murphy at Hocus Pocus Animation Studio to create Ready Eddie GO! the TV show for Sky Kids, based on our amazing character and Tyler’s authentic experiences.

We ensured that the series’ authenticity carried through to the show, which is underpinned

by many of my son’s real life experiences. The team celebrates and showcases autistic writers, animators and voice artists who bring their own voice, strengths and experiences which also connect with the audience.

I then wanted to create a series of workbooks to correlate with a variety of episodes in the show. I created a set of five: Painting - learning all about mistakes and opportunities.

The Birthday Party - which explores different party themes and strategies to manage attending parties.

Dressing Up - to explore different textures, itchy labels and that you do not have to dress up if you do not wish to.

Board Games - learning about winning and losing and managing those emotions.

New Haircut - enabling children to learn what to expect at the hairdressers and document their experience and emotions.

The feedback from parents has been truly incredible and very heartwarming! When my son took the books to school, he was so proud of himself and his strengths - it was a very special moment for him.

My children’s reactions to the launch of the show were just wonderful! They were so proud to be a part of it and to know that their experiences are so important and have helped shape Ready Eddie Go! To witness this on their faces was very fulfilling.

We are currently working on season two which is out this year on Sky Kids! My aim for the show and the books is that Ready Eddie Go! helps empower children and supports them in new situations and environments. I hope Eddie continues to help children feel represented, understood by others, supported and valued for who they are in every way. We are all unique and different and that is something to be celebrated!

NIKKI SAUNDERS Author www.nrsaunders.com www.readyeddiego.com TURN BACK TO PAGES 18 - 20 to read about inclusive learning at Cranleigh Prep, Surrey

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SPOTTING AUDHD

“Why Can’t You Just Behave?”

Why we need to rethink how we define behaviour to benefit all children who think differently No child wants to get into trouble.

Behaviour is often misunderstood, mislabelled, shamed and punished, especially within the context of neurodivergence. The education system is not designed to accommodate differences. The standardised one-size-fits-all model expected of all children, such as the expectation to sit quietly for hours each day and to pass exams in a certain way, is man-made.

Failure to meet these expectations can result in being told off, but neurodivergent children in particular may not understand the reasons behind this, resulting in them shaming themselves. Children who are quiet, still and obedient tend to be labelled as good whilst those who act in ways that feel natural, such as by talking or moving around, are often labelled as misbehaving.

This shame is internalised, such as by children with ADHD, who are said to receive 20,000 more negative comments than their peers by age 12. The belief that they are naughty or disruptive simply for being themselves in a system that wasn’t designed for their brain can have life-long impacts.

As a result, some children may learn to mask their symptoms, which uses excessive energy, whilst others may be more vulnerable to dangerous coping strategies such as alcohol and drugs. Balancing the need to support a group of children, whilst accommodating individual differences, doesn’t have to be as difficult as it can often feel for educators. Just like telling

someone not to cry won’t make this stop, demanding that children behave will have the same effect. When we’re overwhelmed, it can be very challenging to avoid exasperated outbursts, but these are counterproductive.

Instead of shaming, teachers can approach naughty children with compassion, collaboration and curiosity. Seeking to understand the behaviour can remove frustration and provide an explanation. A child’s behaviour is often a way of expressing their needs, emotions or challenges.

The disruptive child in the class may be the one who hasn’t understood the instructions, who is seeking a distraction. The child who doesn’t seem to be listening may be battling internal anxiety, struggling to focus their attention despite trying their best.

Educators can work with children, instead of against them, to uncover the reasons behind these challenges and work towards a solution. This requires trust and vulnerability on both sides: students feeling safe enough to share their experiences and teachers believing and validating their experiences.

To do this, teachers must challenge their own bias and assumptions - especially around what’s considered good or bad behaviour. Recognising behaviour as an expression of communication can help to move forwards with support and understanding.

This may require overcoming

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institutionalised biases, such as what concentrating looks like. For example, I was much better able to listen in class when I was making origami birds out of paper, or secretly listening to music hidden beneath my hair.

Frustration around behaviour often is a signal of misunderstandings.

Meeting children where they’re at allows them to feel autonomy and control within situations that so often feel uncontrollable, such as the overstimulation of a classroom.

This approach benefits neurodivergent children, such as those with ADHD and autism, but most importantly, it helps everyone. As we’re all neurodiverse and all think differently from one another, every child will have unique learning styles and strategies that work for their unique brain.

Allowing space for mistakes, learning and growth will teach lessons that go far beyond the classroom.

If students are given independence and trust to understand the ways they work best, they will exceed expectations. Instead of viewing Special Educational Needs as a group of certain students, educators can take a neuroaffirmative approach, recognising that all children deserve a learning environment that works for their brain - not against it.

LEANNE MASKELL Founder and Director of ADHD Works, Author www.adhdworks.info

NEURODIVERSITY SUPPORT IN SCHOOLS

Supporting Your Neurodivergent Child Choosing the right school For most parents choosing a school for their child, the decision can be daunting enough, but it usually comes down to proximity, perhaps inspection reports and the feel and feedback you get from your child about the sort of environment that would suit them. When you’re trying to make that decision for a child with special educational needs (SEN), you feel the stakes are higher and are faced with an almost overwhelming combination of variables that can make you wonder what to do or where to turn.

There are a few things to consider when you have a child with Special Educational Needs that require some extra factfinding and questioning.

If you have a diagnosis and/or EHCP, draw up questions about how the

school would support them.

Relate your questions to how they would support your child’s interests, how open they are to outside therapists - such as speech or occupational therapists coming into school - and how they communicate with parents.

We recommend shortlisting using a mixture of school website research, asking questions of the admissions team via email (not all schools will be able to help your child), then visiting two or three schools to meet the SENCO for a meeting and tour. That will give you a good feel for how they’d work with you and your child (because you must work with your child’s school), you’ll get to observe them in action and you can view their classrooms and facilities - such as sensory rooms, communication boards and quiet environments.

It’s also possible that you might explore an Education Health and Care Plan (EHCP) for your child and need to enter a tribunal process. Speaking honestly with a SENCO about how they can support that will help you to get the best learning environment for your child. Meeting an individual teacher or SENCO for a private discussion will always give you a more accurate answer than an official school prospectus, so getting that meeting is probably the single most important thing.

Positive signs when visiting SEN schools for your child

I visit lots of schools with parents and it’s important to take note of the things you see and hear, and to not be afraid to ask for clarification. A school that’s welcoming and wellequipped to help your child will demonstrate this in lots of ways: T hey have symbols around the school to aid in communication.

T hey are proud of having a flexible learning approach to suit the needs of each child.

T hey have a flexible policy around uniform to be suitable to sensory needs.

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PARENT TIPS

T hey have dedicated breakout or ‘chill-out spaces’ where children can have movement breaks or combine learning with physical exertion.

T hey’re respectful of their pupils’ privacy and individuality.

T hey have a variety of breaktime activities for all children, such as board games or playground space for those who aren’t as active, as well as physical outlets for children who prefer being active, like a climbing frame and running/ jumping space.

T hey are truly SEN-focused across all pupils and all children have access to a variety of learning methods.

O ther children have 1:1 support in the classroom and the school is supportive of parents who want 1:1 support for their child.

If you are looking for guidance on the school search process or are looking for a one-to-one teacher or assistant for your child, we can help guide you

Unlocking Potential Resources to support neurodiverse students Susana Gonzalez, the director and founder of ND Bright Brains, is a passionate advocate for neurodivergent students and a firm believer that the key to unlocking their potential lies in educating both adults and children about neurodiversity.

With 18 years of experience teaching science in UK secondary schools - including her role as Head 36 | EDUCATION CHOICES MAGAZINE | S P R I N G 2 02 5

through a multitude of options, but hopefully some of the tips we’ve mentioned here are a useful starting point for you, whatever your current situation.

NATALIE VERBO Director of Firefly Education www.fireflyeducation.co.uk

of Chemistry at an all-girls’ grammar school in Kingston-Upon-Thames Susana’s journey into neurodiversity education was both professional and deeply personal.

Her transition from Science teacher to neurodiversity specialist was driven by a desire to bridge the gap between traditional education systems and the unique needs of neurodivergent students.

After qualifying as a Dyslexia assessor and completing numerous courses on neurodiversity and wellbeing, Susana founded ND Bright Brains Ltd. Since then, she has trained over 1,000 teachers and parents in neurodiversity and learning strategies, while also mentoring neurodivergent (ND) young people in mainstream schools.

Susana’s work is rooted in the idea that educational settings are more suited for neurotypical brains, which can leave ND students struggling - not only with academic challenges, but also with mental and emotional exhaustion. She emphasises that supporting ND students isn’t just about providing accommodations - it’s about fostering an inclusive learning environment where learning differences are normalised and diverse strengths are

EMBRACING NEURODIVERSITY

recognised and celebrated.

One of her most impactful initiatives is the ND Bright Brains School, a six-week group course designed specifically for teenagers preparing for their GCSE and A Level exams. This program focuses on helping ND students develop selfawareness in various areas: familiarising themselves with their unique neurotype, identifying effective learning strategies, organisational strategies and understanding the importance of self-care. The sessions cover key areas like nutrition, exercise, rest, emotional regulation and healthy relationships. Originally launched as a lunchtime club during Susana’s time teaching at the all-girls’ grammar school, the program received such positive feedback from both students and parents that she later expanded it to private sessions.

What sets Susana’s approach apart is her firm belief that educating all adults in neurodiversity - parents, teachers, sport coaches and anyone working with children - is just as crucial as educating the students themselves. “For me, the way forward is to educate all adults in neurodiversity, but also the children, so that slowly they can become accountable and develop the confidence that comes from increased selfawareness,” she explains.

To further support parents, Susana has created the Neurodiversity Basics for Parents booklet a starting point for parents to understand how unique neurotypes occur in the human population.

It highlights the importance of recognising strengths in ND children rather than focusing solely on their challenges. Understanding a child’s neurotype and advocating for their needs at school, she says, is essential to ensuring they not only cope, but thrive.

Susana is taking her mission even further with

Where do I start as a parent?

1. Educate yourself in Neurodiversity.

2. Understand your child’s neurotype.

3. Consider an educational assessment.

Will my child be fine in school if I get a diagnosis or EHCP? While more schools are growing in their

understanding of neurodiversity, it’s always beneficial for parents to collaborate closely with them.

The more informed parents are about neurodiversity, the better equipped they’ll be to

advocate for the appropriate support their child needs.

an online neurodiversity education talk series aimed at equipping parents with the knowledge and tools they need to support their children effectively. These sessions address the practical realities of raising ND children, offering strategies rooted in both research and Susana’s years of hands-on experience.

Through ND Bright Brains, Susana Gonzalez is not only transforming the educational experience for neurodivergent students, but also creating a ripple effect of awareness and empathy among the adults who shape their learning environments.

Susana’s work reminds us that when we embrace neurodiversity, we open the door to more inclusive, innovative and compassionate schools and, ultimately, a better future for all learners and a society that will benefit from the extraordinary contributions of these amazing ND Bright Brains!

SUSANA GONZALES Director and Founder of ND Bright Brains www.go.ndbrightbrains.com/talk-series TURN BACK TO PAGE 11 to read about Churcher’s College: An All-Through School

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SUPPORT FOR PARENTS

Parental Burnout Coping with the challenges of bringing up children I’m a solo parent to two children, one of whom is neurodivergent. I am dyslexic myself and have been an occupational therapist for 25 years. From jobs in education and health, CAMHS and many other areas, you would think I would have spotted burnout and probably prevented it. Wrong! I slammed my way into burnout. The demands outweighed my capacity.

A combination of solo parenting, supporting two children - one with significant mental health needs - trying to keep my family safe, managing my own health, running a job, navigating the world of SEN and local authorities and just generally keeping life going became too much. I was at capacity.

Although surrounded by a very loving family, there were things they didn’t understand and some things that I just couldn’t change.

I ended up sitting on the kitchen floor in tears, unable to get up for nearly an hour. What happened, you might ask? No magical answer - I just got up because that’s what we do as parents. I was so tired I

could hardly communicate. All the energy I had was spent trying to present as well as I could at work or in meetings that I thought might help get my son what he needed, that took everything. I was hardly engaging with the kids. My selfcare dropped, my eating became out of control, I cried… a lot.

I went to the GP and they offered me medication, but I knew I wasn’t depressed. The situation I was in outweighed my capacity and any other human being would most likely have felt the same.

Reduce the demands and my mental health would improve, but apparently, parental burnout “Isn’t a thing!”

It is and it’s a silent crisis.

The ICD-11 (a diagnostic manual) officially recognises burnout as an “occupational phenomenon,” which they define as: “A syndrome that results from chronic workplace stress that has not been managed successfully.”

I’ve got a few thoughts here.

First is the word “occupation” that they use. From an Occupational Therapy perspective - and who

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better to define occupation than an OT? - we see occupation as meaningful activities we engage in every day, not just those that come with a pay packet.

Parenting is one of the most demanding, stressful and important occupations there is.

We’ve essentially got the future in our hands and that’s quite a responsibility. Yet when parents experience burnout, it’s not acknowledged in the same way as workplace burnout.

Some parents may not even know they are in burnout. While every person’s burnout is as unique as their fingerprint, parents may find it helpful to consider a few things that might signal burnout. Using the characteristics of workplace burnout - which I think apply to parenting and other areas such as neurodivergent burnout - I would, however, add an extra one - a heightened sensitivity to the sensory environment.

The ICD-11 characterizes burnout as having three dimensions: F eelings of energy depletion or exhaustion I ncreased mental distance from one’s job or feelings of negativism or cynicism related to one’s job R educed professional efficacy While any parent has the capacity to burn out, evidence suggests the risk increases for parents of children with additional needs. The demands of juggling work, family life, additional needs and often navigating the world of education and local authorities can leave parents experiencing extreme stress and levels of demand that would outweigh most people’s ability to cope.

This does not mean, in any way, shape or form, that a burnedout parent is somehow less of a parent, an unfit parent or a failure - comments I often hear and have felt myself. When people burn out at work, these words are not used

PARENTAL BURNOUT

against them.

There is research showing that parental blame is often directed toward parents when children begin to struggle. The rhetoric suggests it’s down to the parent and that they just need to parent differently. There is a lot of noise about what parents should be doing, along with a lot of blame.

However, what if we considered that parents do what they can with what they know at the time? No two families will experience things the same way and there is no onesize-fits-all approach to parenting.

I would go as far as to say that nearly every parent wants the best for their child. This brings a huge sense of responsibility, pressure and stress. Unlike a job, we can’t resign or take sick leave. We have to keep going - somehow.

All is not lost, though. The first step is recognising when we are in burnout and identifying the

stressors that cause it. Then, we can begin to create a plan.

Things You Can Do Today: Identify your safe circle - Who can

you trust? Who can you reach out to for support? Who gets it?

Establish your boundaries - What is draining you? What can you say no to?

Ways You Can Help a Burned-Out Parent: Don’t judge - Parents are often

hard enough on themselves.

Check in - Ask if they’re okay.

Offer them a cuppa and a chat - it can honestly make the world of difference.

Ways You Can Support a Parent in Burnout: Keep an eye out - Notice if they

seem withdrawn, exhausted or overwhelmed. Even the ones that seem to have it all together.

Small acts matter - A text, dropping a meal round, taking them for a coffee - these things

help more than you know.

Parental burnout is unique to each parent. The support they need and the time it takes to recover is personal. My mantra is: reach out for help - a safe connection a day helps keep burnout at bay. When support is offered, lean into it.

Stay curious and take care.

LIZ EVANS Occupational Therapist www.linktr.ee/the_untypical_ot

Scholarship Opportunity Character Uniquely St Paul’s The work we do to ensure our school is a welcoming and inclusive space is incredibly important, and we are delighted to have won the Developing Student Voice category in this year’s Education Choices awards in recognition of this.

LEADING THE WAY ACADEMICALLY FOR OVER 500 YEARS

ENTRY AT 7+, 8+, 11+, 13+ AND 16+

INCORPORATING AI IN THE CLASSROOM

Supporting Neurodiversity with AI How we can use AI to support students’ needs

When I first started using AI, I treated it like a Tamagotchi, the digital pet. I alternated between obsessing over it, worrying if I was using it correctly and then like my houseplants - forgetting it existed entirely. Perhaps it’s a neurodivergent thing, switching between hyperfocus and total object permanence failure.

I’m neurodivergent and I use AI to augment my life, my art, my parenting and my passions - even collaborating with DALL-E to design a midlife crisis tattoo that’s now inked on my forearm. As an exited online school founder, qualified teacher and a mother of three neurospicy teens, I explore how AI can support (not replace) human connection, creativity and wellbeing. I also train teachers and advise parents, tutors and governors on AI’s effective and ethical use.

One of the most powerful ways AI is transforming education is through HyFlex (Hybrid-Flexible) learning - an approach that extends education

beyond classroom walls while adapting to each learner’s needs.

This model is particularly beneficial for neurodivergent students who thrive when they can work autonomously, hyperfocus on learning, overcome procrastination and engage from a point of interest.

AI offers parents and educators

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tools to make learning more engaging and aligned to future skills. Speech-to-text and textto-speech tools help dyslexic students access content without frustration. AI-powered tutoring apps adjust in real time to a child’s pace, providing tailored explanations. Platforms like Gauthmath offer step-by-step solutions, making complex maths problems more accessible.

Immersive AI platforms like SpiritVR transform how schools approach mindfulness and wellbeing - like a sensory room in a VR headset, offering job interview simulations or public speaking practice.

ChatGPT has become a kind of family companion, both as a practical tool and a source of play. Recently, I’ve been using it at home for a variety of purposes, including generating a Morse code conversation for fun, analysing war medals and family diaries and even offering a second perspective on the tone of an email - I wanted to check that my AuDHD wasn’t

SUPPORTING NEURODIVERSITY WITH AI

misinterpreting it before I spiralled into rejection sensitivity.

In these ways, AI doesn’t replace human connection but enhances it, helping us engage more deeply, challenge assumptions and spark new ways of seeing the world.

At the same time, however, we must be cautious of anthropomorphising AI - a particular concern for neurodivergent individuals who may form attachments or dependencies on AI responses.

Maintaining digital hygiene, such as keeping phones out of bedrooms and encouraging open conversations about technology, helps establish healthy boundaries. AI, with its dopaminefueled haptics and pulsing dots, can feed that cycle. But rather than demanding maintenance, AI can free up space for what truly matters.

If AI helps teachers spend more time with students instead of marking papers, it can shift their focus toward inspiring students and sparking imagination rather than generating data for assessments. AI also helps students understand their own cognitive processes through peer and self-assessment, developing skills in analysis, reflection and independent learning. This means the role of the teacher becomes less about grading and more about guiding students, modelling curiosity and fostering meaningful discussions that AI can’t replace.

AI bridges traditional learning and future skills. It helps children engage more actively, whether by transforming dull revision into a song, using mind palace techniques to structure information or generating case study simulations that build problem-solving skills. These tools enhance executive function TURN TO PAGE 67 to read about Traditional Learning

by making learning interactive and enjoyable; after all, knowledge only sticks when we experience and apply it.

James Lovelock, who coined the term ‘Novacene’, imagined a world where humans and AI co-evolve, amplifying each other’s strengths. My consultancy, The Novacene, is helping schools build Schools in the Cloud - not just to extend learning beyond walls but to prepare students for a future deeply intertwined with AI. Future jobs won’t just require technical skills; they will require a mindset shift toward Gaia theory - understanding that humans, AI and nature are interconnected.

The path to net zero, climate solutions and sustainable industries will depend on people who can collaborate with AI to solve systemic challenges - therefore, our children and schools must be taught how to work with AI, rather than fear it.

I remember my mum queuing outside Toys “R” Us so my brother and I could be part of the Tamagotchi craze. It was a perfect example of play: a parent embracing a bizarre new technology just for fun. Perhaps

that’s how we should approach AI too: not with fear, but with curiosity.

Our children need to treat AI a bit like a Tamagotchi - feeding it thoughtfully, clearing its virtual poop and knowing when to put it down. We’ve evolved since the ’90s, but the concept remains: technology can be playful and learning how to engage with it responsibly is part of the experience.

AI isn’t just something to passively consume; it’s something we must shape, direct and co-create with to build a more sustainable future on our planet.

KIRSTIN STEVENS Neurodiversity Consultant www.thenovacene.com CLICK HERE to listen to our Education Corner Podcast with Kate Griggs, Founder and CEO of Made by Dyslexia

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DIFFICULT DISCUSSIONS

Teaching Truth In An Age of Misinformation Why schools must engage with political controversy Schools are no strangers to difficult conversations. We deal with them every day - whether it’s talking about racism, safeguarding, free speech or online harms. But when it comes to politics, especially the kind that stirs up strong opinions, there’s often a nervousness. How do we address figures like Donald Trump or Elon Musk in a way that helps students think critically rather than simply absorb the loudest voices around them? How do we talk about misinformation, political spin and ideological bias without falling into the same traps ourselves?

The answer is not to avoid these issues but to equip students with the tools to navigate them.

This means moving beyond the reductive outrage that fuels social media and towards something

far more valuable - an ability to separate fact from fiction, to interrogate sources and to think independently.

Recently, in PSHE at St Benedict’s, we looked at Trump’s inauguration and the response to a sermon given by Bishop Mariann Budde, who urged him to show compassion for immigrants, LGBTQ+ people and those afraid of his policies.

The backlash was immediate some called for her deportation and Trump himself questioned whether unelected figures should be making such statements at all.

At the same time, we discussed Elon Musk, the world’s richest man, who has no political office, but whose words reach millions.

He recently claimed that Britain is a dystopian police state where young working-class women

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are routinely kidnapped by immigrants - statements that have no basis in fact, but spread rapidly across his platform.

What do we do with this? How do we help students make sense of it? The instinct might be to tell them what’s true and what isn’t, but that’s not enough. In a world where authority itself is questioned, where trust in traditional media has eroded and where young people are far more likely to get their news from TikTok than a newspaper, simply stating: “This is the truth.” is ineffective. They need to understand how to find reliable information themselves.

The internet does not present information neutrally: algorithms feed users content that reinforces their existing beliefs. Viral posts don’t prioritise accuracy, but rather engagement - whatever sparks the strongest reaction, whether anger, fear or outrage.

If schools do not actively teach students to question what they see, we risk raising a generation vulnerable to manipulation, more

THE IMPORTANCE OF MEDIA LITERACY

influenced by who shouts the loudest rather than by the weight of evidence.

Holocaust Memorial Day offers a particularly sharp reminder of why this matters.

The Holocaust did not happen in a vacuum. It was made possible by propaganda, by the slow dismantling of truth, by the deliberate use of misinformation to justify discrimination and violence. The famous words of Pastor Martin Niemöller: “First they came for the Communists,

and I did not speak out because I was not a Communist…” are not just about speaking up, they are also about recognising when narratives are being shaped to control public perception.

This is where schools have a duty. It is not about indoctrinating students into a particular way of thinking or presenting a set of ‘approved’ opinions. It is about giving them access to primary sources, to different viewpoints and to the historical context needed to form their

own conclusions. It is about making them comfortable with complexity; understanding that issues are rarely black and white, that political figures are not cartoon villains or heroes and that reality is more nuanced than the soundbites would suggest.

It is also about teaching media literacy. The assumption that young people, having grown up with the internet, are naturally good at spotting misinformation is simply wrong. They might be fluent in navigating platforms, but that does not mean they are skilled at recognising bias or questioning sources. If we do not explicitly teach them how to evaluate the information they consume, we are failing them.

This does not mean we, as teachers, have to be neutral on everything; it is entirely possible to challenge misinformation without stepping into party politics. If a politician claims something demonstrably false, we should say so. If a narrative is being deliberately skewed, we should highlight it. But we must also model intellectual humility - the ability to say: “Here’s the evidence, here are different interpretations, what do you think?” That is what real critical thinking looks like.

Encouraging students to ask questions, to challenge assumptions and to seek out truth for themselves is not about making them ‘political’. It is about making them informed and in an era when misinformation shapes elections, fuels division and even endangers lives, that is not an optional extra. It is one of the most important things we can teach them.

LUKE RAMSDEN Senior Deputy Headmaster www.stbenedicts.org.uk TURN TO PAGE 69 to learn about Staying Safe Online

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EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH

Mr. Marvyn Harrison

FOUNDER OF DOPE BLACK DADS AND BELOVD

Mrs. Monia Sahar Zahid

HEAD OF EDI AT HABERDASHERS’ BOYS’ SCHOOL AND

Mr. David Mulae

ASSISTANT HEAD PASTORAL AND EDI LEAD AT CRANLEIGH SCHOOL A panel discussion about the importance of teaching and embracing equality, diversity, inclusion and belonging in education.

In a period where it can often seem society is increasingly polarised, reflecting on the progress made in regards to equality, diversity and inclusion in education so far is a reminder of the power and importance of inclusive education. Monia Zahid, Head of Equity, Diversity and Inclusion at Haberdashers’ Boys’ School, shared: “There is evidence of continued progress. You walk into any classroom and you will see differentiated teaching methods, you’ll see anti-discrimination policies and an emphasis on wellbeing and mental health. That is all progress that has been made over a very long time.” Remaining resilient and patient is also central to the outlook of Marvyn Harrison, Founder of Dope Black Dads and Belovd, as he reminded us: “We have to be very aware that change happens significantly slower than maybe we would like.” However, our 44 | EDUCATION CHOICES MAGAZINE | S P R I N G 2 02 5

guests remain dedicated to looking towards the future and continuing to make progress: “While we’ve modernised our thoughts on how best to provide support, the idea of promoting support and belonging remains equally important.” David Mulae, Assistant Head Pastoral and EDI leader at Cranleigh School, told us.

Cultural humility - defined in the Cambridge Journal as: “A lifelong process of self-reflection and self-critique, whereby the individual not only learns about another’s culture, but one starts with an examination of his or her own beliefs and cultural identities.” is also central to teaching about EDIB and making progress. David shared the ways in which they promote this at Cranleigh: “What we want to do is promote children’s social awareness [...] by creating cultural literacy within young people.

This is mainly through continued conversation, through the curriculum and through broader school recognition events.” This includes school-wide

Teaching Inclusivity and Awareness

celebrations of holidays such as Rosh Hashanah, Ramadan and Lunar New year, both within dedicated PSHE lessons and in day-to-day life at the school.

Marvyn also shared the impact of this on his personal life: “I think really getting to experience all the different cultures and hear the languages, see the food and the religious practices has really brought me a lot of wisdom. I think it’s something that’s really incredible, and it should happen in the school environment.”

The Afro-Caribbean Education Network (ACEN) holds annual conventions dedicated to promoting EDIB in education, where teaching staff, students and academics come together to share experiences and best practices for the sector. Both David and Monia have attended these conferences and shared how they have been impacted both personally and professionally. “Professionally, I’ve worked in independent schools, some with large numbers of black and brown pupils, but most are predominantly white environments,” David shared, “the ACEN

Cranleigh School

“The ACEN conference was the first time I sat in a room of teaching professionals, who not only were talking about equity, diversity, inclusion (topics that I believe strongly in) but also in a room of people that looked like me.”

DAVID MULAE

conference was the first time I sat in a room of teaching professionals who not only were talking about equity, diversity and inclusion (topics that I believe strongly in) but also in a room of people that looked like me.” The recent conference focused on Heads and Deputy Heads, “The leadership of this needs to come from the top.” David told us. Monia also shared: “One of the most important things about the ACEN conferences is that it uniquely provides a platform for some real, honest conversations.” By bringing students and educators together to share experiences, it allows for greater understanding of the real experiences and feelings of the students at the heart of the issue: “When the students are the ones who are addressing you, you really are forced to recognise the importance of the work that you’re trying to do as well.” By centering the young people most affected by these issues, events such as the ACEN conference empower educators to collaborate with one another and external agencies to provide the best education and resources for their students.

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Navigating Global Issues

“We have to balance our disappointment at these political changes and look at how much progress we have made, how many people have benefited and what we can still create from that without the permission of anybody, because now we’re in charge, we have the information and we want to do it.”

Haberdashers’ Boys’ School

MARVYN HARRISON

several statements and policies have directly targeted minority groups and EDIB policies. Key to our speakers’ roles is the need to respond to global events such as these, which may cause young people to feel upset or worried about the future.

Monia told us: “When policies like this change so dramatically, it can feel really unsettling, especially if you’ve been working so hard to make schools and workplaces more inclusive, but I think the key thing - and the key driver for us here - has been that our efforts in DEI are bigger than a government policy or a movement.” David also echoed this, emphasising that events in the news, whilst distressing, do not prevent the crucial work taking place in these schools: “When the news changes so quickly, the conversation shifts, and it can detract from a genuine dialogue about the work that we’re doing, and how best to support the individuals within our communities.” Facilitating productive conversations with students is key to working through challenging times and remaining hopeful, Monia believes: “When it comes to young people in particular, I think it’s really important to help them understand that history moves in cycles and progress is often met with resistance.” Marvyn also hopes to inspire pupils to focus on the positive and not be held back by political frustration, he shared.

Looking towards the future, all our guests remain hopeful, whilst acknowledging that there are undoubtedly challenges facing those working on EDIB education. At Cranleigh, collaboration with external organisations such as BAMEd (Black, Asian and Minority Ethnic Educators) and Black Lives in Music support the school to continue to make progress in becoming more diverse and

inclusive and empowering all their students to thrive in a diverse and inclusive world. David explained: “Anything that promotes, discusses or supports schools with these issues is invaluable, because ultimately, these pupils are going out into the world and they need to have working knowledge of how to navigate it and how to lead on it.” At Haberdashers’ Boys’, pupils are prepared for the future by encouraging them to be “active bystanders”, prepared to stand up for their values and support one another. Monia explained: “That active bystander, that allyship, is so, so important.

We move away from just protecting your own identity and towards being the biggest advocate for someone else’s identity and being vocal in support of someone else.” These community values and passions are also encouraged through Marvyn’s books I Love Me and The Best Me, which encourage children and adults alike to develop the confidence and self-esteem to remain resilient and thrive in the world. Marvyn also remains hopeful and determined for the future, concluding: “We are going to make space and accommodate as many people as humanly possible and we’re going to be listening to see how we accommodate them going forward.”

TURN TO PAGE 74 to read about Diverse University Courses

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

CLICK HERE TO LISTEN TO THE FULL PODCAST www.habselstree.org.uk/boys/senior www.cranleigh.org www.dopeblack.org www.belovd.agency.com CLICK HERE to listen to our Education Corner Podcast with Mrs. Samantha Price, Head of Cranleigh School

DISAGREEING WELL

Navigating Disagreement Successfully Disagreeing Well: a skill for everyone Diverse communities can hold diverse opinions and still coexist happily. As a society, we can have free speech, reasoned dialogue and diversity of thought if we learn to disagree well. Encouraging this kind of respectful, attentive debate has always been one of the key roles of the nation’s universities, which is one of the reasons that University College London (UCL) has launched its Disagreeing Well programme, an initiative designed to promote the kind of careful listening and thoughtful dialogue that enables all of us to challenge our assumptions and open up our minds to new perspectives.

Having the tools, techniques and platforms to do so is a vital part of how UCL is supporting both its own internal communities of staff and students in practising this. UCL also offers free-to-all public resources on the topic. Here you can find the Disagreeing Well Skills Series of short videos designed to help you develop good conversational practices, hosted by international conflict mediator and UCL alumna, Mia Forbes Pirie.

Staff and students across the

university have been thinking carefully about how to learn to disagree well and promote these skills in our classrooms. Teaching difficult and sensitive topics can be incredibly productive and engaging, but we need to plan carefully when strong emotions might enter the classroom. We have designed professional development opportunities for staff to reflect on the creation of inclusive and psychologically safe classrooms wherever possible, especially when disagreement is a likely outcome in a teaching session or module.

UCL encourages students to have experiences of learning about difficult and sensitive topics. This offers interesting opportunities to learn more about different world views and develop inclusive communication skills. Through our ChangeMakers initiative or Extended Learning Opportunities programme, we are offering supported opportunities for

students to collaborate with staff and with each other, learning how to disagree well and to think about productive learning outcomes where consensus is not always possible. An example of this launching in July is a podcast series on how to disagree well in collaboration with the Students’ Union UCL Impartial Chairs programme. Students have given feedback that they enjoy learning about topics that could be described as difficult or sensitive and particularly in the case of the Eugenics Legacy and Education Project, students see the value of the university community continuing to grapple with topics that are uncomfortable and challenging together.

HELEN KNOWLER Associate Professor and Academic Lead for UCL’s Eugenics Legacy Education Project (ELEP). www.ucl.ac.uk/about/disagreeing-well CLICK HERE to listen to our Education Corner Podcast with Lara Choksey, Lecturer in Colonial and Postcolonial Literature at UCL CLICK HERE to listen to our Education Corner Podcast with Professor John Mullan, Head of the Department of English at UCL

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EDUCATION CORNER PODCAST

SPECIAL FEATURE

EDUCATION CORNER PODCAST WITH HEAD

Mrs. Alex Hutchinson FROM JAMES ALLEN’S GIRLS’ SCHOOL, LONDON In this episode of Education Corner Podcast, we spoke with Mrs. Alex Hutchinson, Head at James Allen’s GIrls’ School, London.

Alex spoke to us about the importance of educating girls and widening access to education.

Alex began her teaching career as a chemistry teacher and then Head of Science, before moving into more leadership roles as Head of Sixth Form, Deputy Head and then Headmistress at schools such as Wimbledon High School and Woldingham School. Alex joined JAGS as Headmistress in 2020 and is also president of the Girls’ Schools Association for 2024-25. Having previously worked at JAGS briefly as a chemistry teacher, Alex described rejoining the school as Headmistress as: “An absolute dream come true!”

Located in Dulwich, South London, Alex described JAGS as: “A really amazing, dynamic community.” As an academically selective school, JAGS achieves excellent exam results, but also embraces a wider view of success: “Yes, we’re really proud of the exam results that they achieve, but we’re absolutely not defined by them. We really like to focus on every individual’s definition of success.”

As an all-girls school, Alex believes JAGS pupils are free from any gender stereotyping in their interests, with no girls’ subjects or boys’ subjects: “The girls are just as comfortable putting their hand up in a chemistry lesson as they are racing off at lunchtime to go and play hockey or curling up with a book in 48 | EDUCATION CHOICES MAGAZINE | S P R I N G 2 02 5

the library or going to debating club.” Girls are encouraged to experience a wide range of subjects and activities: “We absolutely believe that being busy is a good thing. We’re busy in the classroom. We’re busy outside the classroom. We like to sum it up to say what we have here at JAGS is a real passion for life and learning.” Alex is also conscious of building girls’ who are confident and self-assured, without any danger of arrogance: “The girls are brilliant: they are bright, talented, funny and kind.

They’re authentic, they’re big thinkers. We’re very diverse as a community. We really value the individuality of our students and I like to think that we’re a nicely selfassured community, but we’re never arrogant in what we do.”

Alex also took on the role of President of the GSA for the academic year 2024-25, which she described as: “An extraordinary privilege.”

As President, Alex describes her role as “the cheerleader” for girls’ education and it is clear she believes greatly in the role and power of the GSA in this. She states: “We have a common mission.

That is to focus on the education of girls. What the GSA does is provide an immediate network of support, of encouragement and of inspiration from like-minded individuals.” In the GSA’s Powering Up Girls guide, Alex said: “There are no glass ceilings in girls’ schools.” Reflecting on this, she shared the immense progress which has been made in girls’ education in the 150 years of the GSA and earlier.

Powering-up Girls

“In a girls school they feel safe in these surroundings, they feel safe to take risks. In a girls’ school, every leadership role is taken by a girl, every superstar on the stage, on the sports pitch or in the orchestra is a girl. So when you leave school, you go into it expecting that there is no choice and no option that is not open to you because you are a girl.”

Whilst JAGS was founded in 1741: “[...] to teach girls to read and sew.”Alex praises the increased opportunities for girls in education today, but stays true to the school’s founding ethos: “To push forward that equality of education for girls. Where we are now is these really empowered communities who are making all sorts of extraordinary choices about their futures.” Despite the over 200 years since the foundation of JAGS, Alex believes that girls’ schools remain just as relevant today: “In a girls school they feel safe in these surroundings, they feel safe to take risks. In a girls’ school, every leadership role is taken by a girl, every superstar on the stage, on the sports pitch or in the orchestra is a girl. So when you leave school, you go into it expecting that there is no choice and no option that is not open to you because you are a girl.”

At JAGS, they believe that all girls should be able to access an environment where they will thrive, regardless of their background and they make significant efforts to widen access to the school through scholarships and bursaries. Alex shared: “The independent sector tends to benchmark at about 7% of students on bursary provision,

we’re very proud that we exceed that with about 17% of our senior school students who are on very significant bursary support.” It is not only the pupils in receipt of bursaries who benefit from this, Alex explained: “It’s life changing for members of our community. We’re really proud that that is accessible to so many. The girls in our school come from a broad range of socioeconomic backgrounds; we all learn from that and we are all enriched by that philosophy.”

As a leading London school, the JAGS community is very diverse and global, which Alex described as: “A real strength of our school and of our school community.” Deliberate effort is made across school life to recognize and embrace all types of diversity: “We come from different backgrounds, different cultures, different faiths, we have different neurodiversities and we can all fit in equally easily into this community, whether we’re introverts or extroverts, we have different interests and different strengths and weaknesses. We acknowledge that as members of the community.” Studentled initiatives spearhead inclusivity across the school, with dedicated EDUCATION CHOICES MAGAZINE | S PRI NG 2025 | 49

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Preparing Girls for the Future

“Providing a platform for these girls to be the leaders and the trailblazers of tomorrow is something we genuinely embrace.”

neurodiversity Prefects, whole-school multicultural day celebrations, student societies and committees and collaboration with external agencies to support diverse and inclusive teaching experiences.

This diversity also feeds the school’s vibrant co-curriculum, which offers clubs and societies for almost any interest, from ‘Do Nothing Club’ to cheerleading or robotics society. By providing these activities and experiences, JAGS aims to provide a comprehensive holistic education and teach students the soft skills needed to thrive beyond school. Alex shared: “Not everything in life needs a qualification. I have played a huge amount of sports through most of my life and a lot of the personal skills and qualities that I have come from a lifelong commitment to sport. My academic qualifications are a completely separate strand, which, yes, have opened doors in life, but largely haven’t defined who I am.”

With the introduction of VAT on school fees at

the beginning of the year, many were concerned about the possible impact of this on girls’ education in particular. Alex explained: “Our concern has been that the VAT policy has the potential to disproportionately affect young women at a time when we should be doing everything in our power to support girls and women, their talents and their ambitions to achieve a more equitable world.”

Alex believes strongly in providing parents with a range of choices in regards to their children’s education and fears the possible impact of financial challenges on girls’ schools: “If this policy limits or removes access to those schools for any young woman, then that is a huge step backwards for equality and for the right to choose the education that best fits your daughter.” However, she also remains hopeful and optimistic in the power of girls’ schools, particularly supported by organisations such as the GSA: “Many of the girls’ schools in the UK are complete powerhouses of education.”

Alex remains passionate about girls’ education and looks forward to continuing to champion girls and their education throughout the rest of her time as President of the GSA and beyond, through her role at JAGS and continues work across the sector.

“We have historically had such an important role to play and we continue to have such an important role to play. Therefore, it is vital that we protect the best educational opportunities available to young women and we believe that those are through girlsonly schools.” Alex concluded that: “Providing a platform for these girls to be the leaders and the trailblazers of tomorrow is something we genuinely embrace.”

We would like to thank Mrs. Alex Hutchinson, Head at James Allen’s Girls’ School, for giving up her time to speak to us.

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

TURN TO PAGES 54 - 56 to read about Roedean School, Sussex

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CLICK HERE to listen to our Education Corner Podcast with Donna Stevens Chief Executive of the Girls’ Schools Association (GSA)

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH HEADS

Mr. Simon Barber

FROM LUDGROVE SCHOOL, BERKSHIRE

Mr. Bart Wielenga

FROM BLUNDELL’S SCHOOL, DEVON

Mr. Richard Jones

FROM BRYANSTON SCHOOL, DORSET AND

Mr. Gary Hickey

FROM HABERDASHERS’ ADAMS SCHOOL, SHROPSHIRE A panel discussion about the differences between single-sex and co-educational boarding, the benefits of boarding and the future of boarding schools.

Mr. Simon Barber, Headmaster of Ludgrove School, Berkshire, believes in the power of both all-boys’ and prep boarding: “You can have a childhood for a bit longer in Year 7 and Year 8.

Certainly, our Year 7 and 8 boys are still climbing trees, charging around, getting covered in mud and playing football every moment of the day. I think children haven’t changed a great deal in 50 years, but society has.” Ludgrove benefits from plentiful outdoor space and pupils are encouraged to enjoy time in nature and retain their childhood for longer. Simon also spoke about the importance of finding what’s best for the individual child: “I’m not

going to come down and say single-sex is the way forward the whole way through, but what I would say is a happy school is the way forward and we’ve got a very, very happy school.”

Conversely, both Blundell’s School and Bryanston School offer co-educational boarding and day provision. Mr. Bart Wielenga, Head at Blundell’s School, has experience of both singlesex and co-education and agrees with Simon on the importance of finding the best school for the individual. He told us: “I’ve taught in all-boys’ education and in a co-ed environment; both have advantages and disadvantages.” At Blundell’s, pupils are in co-educational boarding houses in Years 7 and 8 and again in Year 13, with single-sex boarding in between: “You want boys and girls to feel comfortable interacting with each other, but at EDUCATION CHOICES MAGAZINE | S PRI NG 2025 | 51

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The Benefits of Boarding

“I’m not going to come down and say single sex is the way forward the whole way through, but what I would say is a happy school is the way forward and we’ve got a very, very happy school.” LUDGROVE the same time, there is a space for boys to be boys together and girls to be girls together.” Mr. Richard Jones, Head at Bryanston School, agrees on the importance of preparing older pupils for life beyond school: “Ultimately at the senior end, we are there to help prepare them for when they leave and [we provide] the opportunity in our setting for pupils to navigate interactions with members of the opposite sex and those relationships that they have.”

Haberdashers’ Adams is one of only about 35 state boarding schools in the UK, Mr. Gary Hickey, Headmaster, explained: “This is where the families pay for boarding, but the government pays for the education as it would any other state school in England. So this makes boarding a much more affordable option for families.” At almost 400 years old, Haberdasher’s Adams recently introduced girls to their senior schools, Ludgrove School although the Sixth Form has been co-educational for decades. Whilst the boarding remains all-boys’, Gary believes that this will also become co-educational in the future: “I would have no doubt that, in the future, there would be no hesitations to becoming a co-ed school in terms of boarding, simply because I think that just reflects society.”

Blundell’s School Family life has changed rapidly in modern times, yet boarding remains a key part of education for many.

Simon shared: “I think boarding works because parents are time poor: lots of them are working very hard and certainly we’re seeing the majority of our parents both work. I think they realise that their 52 | EDUCATION CHOICES MAGAZINE | S P R I N G 2 02 5

children want quality time with other children, rather than commuting.” Bart concurred: “Families are busy and often boarding schools are able to provide the flexibility that many families need.”

Richard also acknowledged the ways in which boarding allows children to make the most of the wonderful opportunities on offer: from homework prep, to clubs and activities: “It’s such an amazing experience for them, to be able to immerse themselves in their passions.” This also allows families to truly relax and enjoy the time they spend together: “I think you get really good quality time when your pupils come back from boarding - you’re actually really excited to see each other.” This is particularly significant to military families or those who may be based internationally, Gary highlighted: “Boarding schools offer a sense of stability and security.”

Many boarding schools are particularly proud of their international community and the many opportunities it provides boarders. “Our kids have this amazing opportunity to learn about other cultures that can only be good,” Bart told us. At Blundell’s this extends beyond just pupils’ friendships, with many local families forming friendships with and supporting international families, such as when they play in sports fixtures: “Those local families also take an interest in these kids who have arrived from different parts of the world, [which is] an amazing thing.” Richard also acknowledged the importance of pastoral care and support for international boarders in particular: “There’ll be times when there are events with other international pupils who they can share experiences with, which is really important as well.” Bryanston also has Pupil Leaders dedicated to looking after international students, to ensure they have opportunities to share their experiences and feelings.

For many parents considering boarding schools, the emotional

Boarding for Modern Families

support and wellbeing of whenever there’s challenges their child is of utmost there’s always opportunities importance. “Trust is as well.” absolutely fundamental,” The world beyond Simon stated. All our education may also seem guests also emphasised unsettled, however Gary that building this trusting remains confident that relationship begins from the boarding schools can first step of the admissions weather the storm: “We process. Bart described the used to say frequently importance of “[...] building during the COVID times that their relationships with Bryanston School ‘this too shall pass’ and we parents and with pupils in can only hope that that is anticipation of their arrival, the case. History has told so that when they come us that there is turmoil and to school the parents feel there is calm, hopefully in confident that their child equal measure.” The aim is known.” At Bryanston, of all our guests remains Richard also emphasises focused on the children: the ongoing relationship “We are going to have to be and communication reassuring children that between staff and parents their place in the world is to reassure them of their going to be just as important child’s wellbeing: “They and just as secure as it can go to their house always has been and that Haberdashers’ Adams School they are going to have parent for anything to do with the pastoral care, massively bright futures “Our kids have this amazing that really helps and it’s ahead of them.” The role really reassuring you know opportunity to learn about of boarding schools in this there are two members of also seems secure, owing to other cultures that can only staff who have complete their dedication to providing BLUNDELL’S be good.” oversight of your child.” the best opportunities Following the recent they can to families and introduction of VAT on school fees, schools are children of all backgrounds. The many options for conscious of the need to support families who boarding allow this, as each family and child can may be struggling with these changes. “We need to find a school where they will thrive and “Happy recognise that and we need to be sensitive to it,” Bart children are easier to teach,” Simon believes. Gary commented: “We need to ensure that the product concluded: “A lot of what’s going to happen in the remains something that is worth it and we work upcoming few years is about reassurance, it’s going hard to make sure that we continue to invest in our to be about offering stability and making sure facilities, that we keep on delivering something that that we can send out the very best young men and is of such high quality that parents will continue women into society as we possibly can and I think to make the sacrifice.” Richard also shared that at that’s exactly the role of a boarding school.”

Bryanston: “We’re doing all we can to support those parents who are in school at the moment who are We would like to thank our boarding school panel for finding it difficult to take on the additional cost.” For giving up their time to speak to us.

Richard, remaining adaptable and hopeful are also CLICK HERE TO LISTEN TO THE 2024 key: “There’s big decisions to be made and as schools BOARDING SCHOOL PANEL we’re going to have to be really, really flexible as to how we respond to that, but I’m confident that www.ludgrove.net TURN TO PAGE 77 to read about The Benefits of Living in the Countryside

www.blundells.org www.bryanston.co.uk www.adamsgs.uk

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EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH DEPUTY HEAD PASTORAL AND DSL

Miss Rachel Hart FROM ROEDEAN SCHOOL, SUSSEX In this episode of Education Corner Podcast, we spoke to Miss Rachel Hart, Deputy Head Pastoral and DSL at Roedean School, Sussex.

Rachel spoke to us about the importance of pastoral care in boarding and ensuring each pupil is seen, known and heard to support them to thrive.

Rachel began her career as a PE teacher at Caterham School, where she worked for ten years. “When I was looking for my next steps, I always knew it was going to be in pastoral care.” Rachel told us: “Pretty early on in my career, I felt that’s where I could make the biggest difference.”

Having been educated at an all-girls’ school herself, Rachel jumped at the chance to join Roedean in a pastoral role and return to girls’ education: “I loved school and I saw the benefits of going to an all-girls’ school and what that brought and the kind of opportunities that provided me. I really, really wanted to go back into that sector.”

At Roedean, Rachel leads the pastoral team, including boarding. Of her team and work, she told us: “They’re phenomenal and people who really have the best interests of all the students at the heart of everything they do. So, it’s an honour and privilege to lead that team.” The importance of the community and students at Roedean is also clear: “What makes the job so special is the students, I can’t express that enough. We have really, really impressive students and an amazing place to work.”

Roedean encourages pupils to embrace six 54 | EDUCATION CHOICES MAGAZINE | S P R I N G 2 02 5

core values: “Be happy, be curious, be engaged, be independent, be confident and be compassionate.” Rachel describes the aim of these as to “encourage, empower and engage” students in all aspects of life: “It’s about the highest possible academic achievements for them, but it’s also about making sure that they feel safe and secure, that they’re looking after themselves, each other and contributing to their school and wider community.”

Roedean School was founded in 1885 by sisters Penelope, Dorothy and Millicent Lawrence to give girls the same educational opportunities as boys. Roedean maintains this dedication and passion for educating girls and providing excellent opportunities and believes strongly in the power of all-girls’ education. Having previously worked in co-educational settings, Rachel described: “The thing I noticed from moving from co-ed to an allgirls’ setting is just how articulate and confident the students are. They don’t worry about getting things wrong because they can truly be themselves, they have no inhibitions.” Rachel believes that this setting allows pupils to be themselves and develop their confidence throughout their education.

“They then leave school ready to face the world of work - or whatever they choose to do - because they haven’t had the normal gender stereotyping that does, unfortunately but naturally, take place in a co-ed setting.” Beyond academics, the all-girls environment also allows pupils to develop their

Equal Opportunities for Girls

confidence in a range of settings, Rachel described: “Teaching them how to challenge correctly, putting their opinion across correctly. Our debating teams are very, very successful because they’re confident in their own voice, as the girls go through the school all of the leadership opportunities go to the girls, all the parts in the school play go to the girls.”

As part of the school’s 125th anniversary, Roedean launched the Roedean Diploma. This includes a portfolio of academic, pastoral and co-curricular skills designed to reward pupils for dedication to all three aspects of school and personal life. Through this, girls are not only encouraged to get involved in a wide range of activities, but it also aids in: “Building independence, developing skills and confidence and [...] a strong sense of personal and moral values.”

Rachel told us. These ‘soft skills’ are increasingly significant on CVs and beyond school life, so the Roedean Diploma helps support future job applications by evidencing key skills beyond academic success, such as problem solving, teamwork and showing initiative.

The pastoral care at Roedean is based on the principle of “ensuring that all students are heard, have a voice and truly matter.” Rachel emphasises the importance of this in her role and ensuring the

wellbeing and happiness of the girls at Roedean: “If there’s a sense of belonging, that’s a huge protective factor in promoting positive mental health.”

Creating and supporting this culture where each girl is seen, known and heard is key to Rachel’s role. As part of this, they have many student reps and school council meetings to address key areas such as boarding and food, as well as open, town-hall style meetings where the whole school community can share their thoughts. The positive impact of this is clear to Rachel: “[Our] culture of wellbeing [is] kind of the proactive, positive pastoral care, but actually a culture of mattering really helps students to develop their identity and their resilience.” Rachel also shared a story of a recent boarding council meeting, which the students asked to run themselves, without Rachel’s supervision. This experience of independently issuing invites, an agenda and taking minutes not only allowed students to feel listened to and supported, but also helped them to develop key skills for later in life.

Boarding is a core part of life at Roedean, with dorms and boarding houses likened to boutique hotels and girls fighting for a sea view.

Roedean offers a wide range of options, from locally

“It’s about the highest possible academic achievements for them, but it’s also about making sure that they feel safe and secure, that they’re looking after themselves, each other and contributing to their school and wider community.”

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Student Voice

based flexi boarders to weekly and full boarding options for the school’s global community.

For boarding pupils, the importance of being seen, known and heard is very important for both pupils and parents: “We have a section in our weekly newsletter called ‘The Heads Review’ and we ensure that every single girl across the term is represented in that.” Rachel explained how important this is for the parents of boarders, to let them know what their child is up to and that they are being supported and their successes celebrated. Rachel also makes a point to ensure each pupil knows that they are important: “It’s the big things, but also those little interactions in the corridors like, ‘I saw you in the school play last night, you were fabulous,’ just so they know that their contribution really matters.”

Pupils at Roedean are also able to choose from over 140 co-curricular activities on offer each week, including working with the Royal Veterinary College, sea swimming, abseiling from the i360 and fundraising for charity. These opportunities have a particular impact on boarders, who are presented with new opportunities and plenty of free time and support to make the most of them. Rachel told us: “It’s really special to see our boarders picking up new skills, different things that they might not

“There’s an incredible history of really, really successful women that have come out of Roedean and I think it’s our responsibility to continue that [while] making sure that the provision is appropriate and relevant for what’s needed today, especially as a woman.” have had the opportunity to do before.” Pupil-led activities are also popular, with many students leading their own clubs and events to share cultural traditions - from food to dance and music - with the school community. This is key to embracing the school’s diverse community, with over 40 nationalities represented.

Rachel hopes that Roedean will continue to embrace their heritage, whilst also remaining with the times to prepare pupils to thrive beyond their time at the school: “There’s an incredible history of really, really successful women that have come out of Roedean and I think it’s our responsibility to continue that [while] making sure that the provision is appropriate and relevant for what’s needed today, especially as a woman.” Throughout this, retaining the strong pastoral support and ensuring each pupil is supported will remain key, Rachel stated: “When teenagers are seen, known and heard, that’s a great foundation for them then to build on their academics and their co-curricular skills.”

We would like to thank Miss Rachel Hart, Deputy Head Pastoral and DSL at Roedean School, for giving up her time to speak to us.

CLICK HERE TO LISTEN TO THE FULL PODCAST

TURN TO PAGES 70 - 72 to find out about Social Mobility and Equal Opportunities

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www.roedean.co.uk

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH HEADMISTRESS

Mrs. Julie Lodrick FROM TUDOR HALL SCHOOL, OXFORDSHIRE In this episode of Education Corner Podcast, we spoke to Mrs. Julie Lodrick, Headmistress of Tudor Hall School, Oxfordshire. Julie discussed Tudor Hall’s generous community ethos, supporting pupils to aim higher and the benefits of all-girls’ boarding.

Julie’s own education set her on the path to her current role, she shared: “My parents had the opportunity for me to go to boarding school and I loved every minute of it.”

Whilst at school, Julie took music lessons and found a passion and talent which led her to study and teach music beyond her school years. After university, Julie sang professionally for a while before eventually returning to teaching: “It was that lightbulb moment where I realised that what was missing was teaching - I really missed teaching.” After teaching music for several years, Julie worked as a Housemistress and then Deputy Head before becoming Headmistress at Tudor Hall.

The influence of her own education and experience is crucial to Julie and she believes that: “I wouldn’t be here today, doing what I’m doing, if I hadn’t

“We encourage the girls to really move out of their comfort zone, learn how to take risks and fail well.”

had access to all of those phenomenal opportunities.”

The school’s motto is Habeo ut Dem (‘I have, that I may give’) and Julie believes that this ethos is “very much at the core of every aspect of life” at Tudor Hall. This meaning goes beyond just the charitable and encourages the girls to embrace school and community life. Julie explained: “It’s about giving of ourselves, giving of our kindness and then also going beyond, giving of our time, giving of our talents, making the most of all the opportunities that are available here.” There are many charitable endeavours both within and beyond the school community, with Sixth Form students volunteering in local primary schools and care homes, in addition to a global outreach programme, ‘Tudor in Three Continents’, collaborating with schools in South Africa and India.

Tudor Hall are conscious of the fast-changing future and world of work that their pupils will emerge into and work hard to prepare their students for this. Key to this is developments in technology such as AI. To navigate this, Julie believes that: “It’s going to be the human skills and characteristics that are going to be prized above all else, so we place a significant emphasis on the co-curricular.” The school’s large co-curricular offering includes over 100 activities per week and girls are encouraged to take part in a wide range: “We encourage the girls to really move out of their comfort zone, learn EDUCATION CHOICES MAGAZINE | S PRI NG 2025 | 57

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I have, that I may give

how to take risks and fail well.” Careers support is also significant and Tudor Hall pupils benefit from a wide and engaged alumni network, with many Old Tudorians returning to talk to the girls about their career and pathways. Julie emphasised that supporting personal development as well as academic success is at the core of their teaching, equipping girls with the skills to thrive beyond education: “This generation of young people are not going to have just one career, they’re going to have many. So it’s about getting them to think creatively and flexibly and thinking about all the things that they might want to do.”

Academic success is also significant at Tudor Hall, with the school on a High Performance Learning pathway and one of just fifteen independent schools in the UK on the way to achieving the World Class School accreditation. Julie explained: “What attracted us to becoming a High Performance Learning school is that actually, fundamentally, it’s a philosophy of empowerment, where children develop a set of cognitive skills with a set of values, attitudes and attributes that help them develop a set of skills and approach to learning that actually is around lifelong success.” The programme helps pupils to understand metacognition, to better understand their own brain, how they best learn and can overcome challenges. This encompasses the school’s individualised approach to learning and success, supporting students to embrace their own strength and needs without comparing themselves to their peers.

To support this, the school also has the Aim Higher programme, consisting of Saturday morning sessions open to all students on a wide range of topics, from science to pottery. “AIM stands for Able, Interested and Motivated.” Julie explained: “There are pupils who are talented, and there are pupils whose interest is ignited, they’re motivated to do more and talent then grows.” The message of the programme is that: “Everybody should be aiming high from wherever your starting point; you can achieve extraordinary things with determination

“AIM stands for Able, Interested and Motivated. There are pupils who are talented and there are pupils whose interest is ignited, they’re motivated to do more and talent then grows.”

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and with resilience.”

The wide range of possibilities in careers and life beyond school are also demonstrated by teaching staff and Old Tudorians, including published authors, the school’s ceramics teacher (who recently reached the final of The Great Pottery Throw Down!) and Nemone Lethbridge, one of Britain’s first female barristers. Julie described: “It’s a culture and approach to [encourage] the girls that the sky’s the limit and to have your aims, have your beliefs and go for it!”

Part of the academic and personal success of the school, Julie believes, is the power of the allgirls environment: “It’s a very liberating place to be because in an all-girls’ school, there is room for them to grow and be themselves.” Free from the stereotyping of ‘girls’ subjects’ or ‘boys’ subjects’ or the common teenage social pressures, Tudor Hall girls are free to explore their passions unashamedly.

Julie believes: By the time they leave Tudor Hall and TURN BACK TO PAGES 22 - 23 for ECM Recommended Prep Boarding School Options

High Performance Learning

they go to university, they’re very comfortable with who they are, confident that they have a voice and they feel that they can come to the table and share their thoughts openly and not feel daunted.”

Boarding at Tudor Hall also encourages a strong sense of community and encourages girls to get involved in all aspects of school life, with day pupils also given many opportunities to get involved in boarding life. This allows pupils to explore beyond the core curriculum; tutors create individualised programmes for each pupil, including prep sessions, clubs and societies each evening. Each house also has a sporting evening once a week, in addition to the many sporting events on Saturdays, before the many trips and excursions offered on Sundays.

Boarding life is supported by a team of staff who know each pupil personally and support them in all areas, Julie stated: “We work very hard to make sure that actually there is a sense of family, of community, a deep sense of belonging.” Pupils in the lower school are given extra support as they

“By the time they leave Tudor Hall and they go to university, they’re very comfortable with who they are, confident that they have a voice and they feel that they can come to the table and share their thoughts openly and not feel daunted.” transition to boarding life, with their own spaces to relax, more flexibility and more support. Pupils are also supported by one another, with peer mentoring across the community and many opportunities to come together throughout the year, including a very popular annual dog show, and ‘Tudor Fest’, the school’s music festival.

This community ethos is clear across academic, co-curricular and boarding life at Tudor Hall, and as the school approaches their 175th anniversary next year, Julie hopes that: “Tudor Hall will continue to flourish as a girls’ boarding and day school, that it will continue to value the traditions and that sense of community and that critical consciousness of the wider world and most importantly, be a school where girls can be themselves and excel as themselves.”

We would like to thank Mrs. Julie Lodrick, Headmistress of Tudor Hall School, for giving up her time to speak to us.

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

EDUCATION CHOICES MAGAZINE | S PRI NG 2025 | 59

TOP 20 SENIOR BOARDING SCHOOLS

ECM Top 20 Senior Boarding Schools 2025 1. Westminster School

Age: 13-18 (Also Westminster Under School for boys aged 7-13) Single-sex (Boys) (Co-educational Sixth Form) Location: London A Level: 88.5% A*/A GCSE: 98.7% 9/8/7 (A*/A) University destinations include: Oxbridge, Imperial College London, UCL and Russell Group Universities, as well as Yale and Stanford in the USA. Parent Comment: “We really like all

the talks and clubs on offer and the fact that two afternoons a week are devoted to sports.” www.westminster.org.uk

2. Wycombe Abbey

Age: 11-18 Single-sex (Girls) Location: High Wycombe, Buckinghamshire A Level: 82.4% A*/A GCSE: 97% 9/8/7 (A*/A) University destinations include: Oxbridge, King’s College London, LSE and Russell Group Universities, as well as Yale and Stanford in the USA. Parent Comment: “There’s a

really strong sense of community, especially in the boarding houses, everyone always takes loving care of each other!” www.wycombeabbey.com

3= Tonbridge School

Age: 13-18 (Also The New Beacon Prep School for boys aged 4-13) Single-sex (Boys) Location: Tonbridge, Kent A Level: 76.2% A*/A GCSE: 89.5% 9/8/7 (A*/A) University destinations include: Oxbridge, Imperial College London, LSE and Russell Group Universities, as well as Princeton and Duke in the USA. Parent Comment: “Our son loves

it at Tonbridge, the facilities are amazing and the pastoral care is outstanding!” www.tonbridge-school.co.uk

3= Benenden School

Age: 11-18 Single-sex (Girls) Location: Cranbrook, Kent A Level: 70.3% A*/A GCSE: 83.3% 9/8/7 (A*/A) University destinations include: Oxbridge, Durham University, UCL and Russell Group Universities, as well as UCLA and John’s Hopkins in the USA. Parent Comment: “We were

Location: Cobham, Surrey A Level: 56% A*/A GCSE: 75% 9/8/7 (A*/A) University destinations include: Oxbridge, King’s College London, Imperial College London and Russell Group Universities, as well as Yale and Northeastern in the USA. Parent Comment: “The school is

absolutely brilliant and the teachers are fantastic.”

Benenden School

impressed by the extensive grounds, state-of-the-art facilities and the exam results, but it was the charming, confident, fulfilled and happy girls we met that convinced us that we had concluded our school search.” www.benenden.school

4. Sevenoaks School

Age: 11-18 Co-educational Location: Sevenoaks, Kent A Level: 86.1% A*/A GCSE: 86.4% 9/8/7 (A*/A) University destinations include: Oxbridge, Imperial College London, King’s College London and Russell Group Universities, as well as Harvard and Yale in the USA. Parent Comment: “There are masses

of opportunities on offer and the extra-curricular offering is huge, there are clubs and societies for everything you could want.” www.sevenoaksschool.org

5. Winchester College

Age: 13-18 Single-sex (Boys) (Co-educational Sixth Form) Location: Winchester, Hampshire A Level: 68.9% A*/A GCSE: 92.1% 9/8/7 (A*/A) University destinations include: Oxbridge, UCL, Imperial College London and Russell Group Universities, as well as Yale, Harvard and MIT in the USA. Parent Comment: “The head is

wonderful, she makes an effort to sit down and have lunch with boys from all different houses three times a week at least. She is approachable and warm with the boys.” www.winchestercollege.org

6= Reed’s School

Age: 11-18 Single-sex (Boys) (Co-educational Sixth Form)

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www.reeds.surrey.sch.uk

6= Wellington College

Age: 13-18 (Also Wellington College Prep for pupils aged 2-13) Co-educational Location: Crowthorne, Berkshire A Level: 66.3% A*/A GCSE: 83.3% 9/8/7 (A*/A) University destinations include: Oxbridge, Durham University, King’s College London and Russell Group Universities, as well as Yale and Harvard in the USA. Parent Comment: “All the staff and

pupils at the college were absolutely wonderful: extremely welcoming, helpful and charming.” www.wellingtoncollege.org.uk

7= Cranleigh

Age: 13-18 (Also Cranleigh Prep for pupils aged 5-13) Co-educational Location: Cranleigh, Surrey A Level: 79% A*/A/B GCSE: 68% 9/8/7 (A*/A) University destinations include: Oxbridge, King’s College London, Imperial College London and Russell Group Universities, as well as Harvard and Cornell in the USA. Parent Comment: “A broad range of

activities to challenge every child, the extra-curricular offering is fantastic!” www.cranleigh.org

7= Lancing College

Age: 13-18 (Also Lancing College Prep Schools in Hove and Worthing for pupils aged 3-13) Co-educational Location: Lancing, West Sussex A Level: 50% A*/A GCSE: 87% 9/8/7 (A*/A/B) University destinations include: Oxbridge, UCL, King’s College London and Russell Group Universities, as well as Dartmouth and NYU in the USA. Parent Comment: “Lancing has a

ECM TOP 20 SENIOR BOARDING SCHOOLS 2025

great chapel and music tradition which I loved and drama is excellent too.” www.lancingcollege.co.uk

8. Brighton College

Age: 3-18 (Also Brighton College Prep for pupils aged 3-13) Co-educational Location: Brighton, East Sussex A Level: 86.8% A*/A GCSE: 94.7% 9/8/7 (A*/A) University destinations include: Oxbridge, UCL, LSE and Russell Group Universities, as well as Harvard, Yale and Stanford in the USA. Parent Comment: “Teachers

are supportive and encourage extracurricular involvement, ensuring a well-rounded experience.” www.brightoncollege.org.uk

9. St Mary’s School Ascot

Age: 11-18 Single-sex (Girls) Location: Ascot, Berkshire A Level: 76.9% A*/A GCSE: 91.4% 9/8/7 (A*/A) University destinations include: Oxbridge, Durham University, UCL and Russell Group Universities, as well as Columbia and Boston College in the USA. Parent Comment: “The facilities

are outstanding and the staff are incredibly friendly and approachable. The school fosters a positive and inclusive atmosphere where every student feels valued.” www.st-marys-ascot.co.uk

10. Roedean

Age: 11-18 Single-sex (Girls) Location: Rodean, East Sussex A Level: 57.7% A*/A GCSE: 78.9% 9/8/7 (A*/A) University destinations include: Oxbridge, King’s College London, UCL and Russell Group Universities, as well as UCLA and NYU in the USA. Parent Comment: “The staff are

hugely approachable and the grounds are amazing.” www.roedean.co.uk

Lancing College

11. Cheltenham Ladies College

Age: 11-18 Single-sex (Girls) Location: Cheltenham, Gloucestershire A Level: 69.5% A*/A GCSE: 85.8% 9/8/7 (A*/A) University destinations include: Oxbridge, Imperial College London, UCL and Russell Group Universities, as well as Brown and Columbia in the USA. Parent Comment: “The school caters

to all different types of girls, the house system and pastoral care is brilliant so every girl is known and supported.” www.cheltladiescollege.org

12= Harrow

Age: 13-18 Single-sex (Boys) Location: Harrow on the Hill, Middlesex A Level: ~90% 69.5% A*/A/B GCSE: ~66% 9/8 (A*/A) University destinations include: Oxbridge, Imperial College London , UCL and Russell Group Universities, as well as Harvard and Yale in the USA. Parent Comment: “The school

has exceptional facilities and resources.” www.harrowschool.org.uk

12= Dulwich College

Age: 7-18 (Including Junior School/ Prep) Single-sex (Boys) Location: Dulwich, London A Level: 86.8% A*/A GCSE: 91.7% 9/8/7 (A*/A) University destinations include: Oxbridge, LSE, King’s College London and Russell Group Universities, as well as Harvard and Yale in the USA. Parent Comment: “There’s a

huge range of activities and opportunities to suit any child.” www.dulwich.org.uk

13. Marlborough

Age: 13-18 Co-educational Location: Marlborough, Wiltshire A Level: 60.8% A*/A GCSE: 68.7% 9/8/7 (A*/A) University destinations include: Oxbridge, LSE, Durham University and Russell Group Universities, as well as Harvard, Princeton and Yale in the USA. Parent Comment: “The Head is

brilliant and very friendly and the students are inspired to work hard.” www.marlboroughcollege.org

Brighton College

14. St Catherine’s School, Bramley Age: 11-18 Single-sex (Girls) Location: Guildford, Surrey A Level: 60.2% A*/A GCSE: 84.1% 9/8/7 (A*/A) University destinations include: Oxbridge, LSE, UCL and Russell Group Universities, as well as Harvard and NYU in the USA. Parent Comment: “The girls are

very caring to each other and the teachers look out for the girls.” www.stcatherines.info

15. Downe House

Age: 11-18 Single-sex (Girls) Location: Thatcham, Berkshire A Level: 59% A*/A GCSE: 75% 9/8/7 (A*/A) University destinations include: Oxbridge, UCL, Imperial College London and Russell Group Universities, as well as NYU in the USA. Parent Comment: “The diverse range

of extracurricular opportunities has allowed my daughter to explore her interests and develop essential life skills.” www.downehouse.net

16. Bryanston

Age: 3-18 (including Prep) Co-educational Location: Blandford Forum, Dorset A Level: 33% A*/A GCSE: 43% 9/8/7 (A*/A) University destinations include: Oxbridge, Imperial College London, Durham University and Russell Group Universities, as well as Harvard and Columbia in the USA. Parent Comment: “A school with

phenomenal facilities.” www.bryanston.co.uk

17. Charterhouse

Age: 13-18 Co-educational Location: Goldalming, Surrey A Level: 54.8% A*/A GCSE: 73.7 % 9/8/7 (A*/A) University destinations include:

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ECM TOP 20 SENIOR BOARDING SCHOOLS 2025

Shiplake College

school full of thoroughly expert teaching and support staff. A wonderful environment where pupils shine and get so much out of their time in and out of the classroom.” www.blundells.org

18= Truro School Oxbridge, King’s College London, UCL and Russell Group Universities, as well as Cornell and NYU in the USA. Parent Comment: “Absolutely

fantastic school, great teachers and facilities. We love it!” www.charterhouse.org.uk

18= Blundell’s

Age: 11-18 (Also Blundell’s Prep School for pupils aged 3-11) Co-educational Location: Tiverton, Devon A Level: 49% A*/A GCSE: 57% 9/8/7 (A*/A) University destinations include: Oxbridge, UCL, Durham University and Russell Group Universities.

Parent Comment: “An incredible

Age: 11-18 (Also Truro School Prep for pupils aged 7-11) Co-educational Location: Truro, Cornwall A Level: 45% A*/A GCSE: 52% 9/8/7 (A*/A) University destinations include: Oxbridge, UCL, Durham University and Russell Group Universities, as well as Harvard and MIT in the USA. Parent Comment: “Amazing

opportunities to make the most of the Cornish setting, with activities like surfing and sailing.” www.truroschool.com

19 Tudor Hall

Age: 11-18 Single-sex (Girls) Location: Banbury, Oxfordshire A Level: 27.6% A*/A GCSE: 53.5% 9/8/7 (A*/A)

University destinations include: Oxbridge, LSE, Durham University and Russell Group Universities.

Parent Comment: “It has a down to

earth friendly feel and exceptional pastoral care.” www.tudorhallschool.com

20. Shiplake College Age: 11-18 Co-educational Location: Henley-on-Thames, Oxfordshire A Level: 22.6% A*/A GCSE: 33.2% 9/8/7 (A*/A) University destinations include: Oxbridge, King’s College London, Durham University and Russell Group Universities, as well as Yale and Princeton in the USA. Parent Comment: “The rowing is

second to none, it’s the very best there is.” www.shiplake.org.uk

*Places given in consideration of academic achievements (Times listing), facilities, pastoral care, EDIB efforts and parental feedback.

ECM Top 5 State Boarding Schools Cranbrook School

Age: 13-18 Co-educational Location: Cranbrook, Kent A Level: 36.4% A*/A GCSE: 53.1% 9/8/7 (A*/A) University destinations include: Oxbridge, UCL, Durham University and Russell Group Universities.

Parent Comment: “My kids love

being at the school. It’s a safe small environment, with lots of options to get involved in extracurricular activities.” www.cranbrookschool.co.uk

Gordon’s School

Age: 11-18 Co-educational Location: Woking, Surrey A Level: 40% A*/A GCSE: 51% 9/8/7 (A*/A) University destinations include: Oxbridge, UCL, Durham University and Russell Group Universities.

Parent Comment: “Highly

experienced, dedicated and caring teachers, top class sporting options and amazing academic success.” www.gordons.school

Haberdashers’ Adams

Haberdashers’ Adams

Age: 11-18 Co-educational (Boys’ only boarding) Location: Newport, Shropshire A Level: 47% A*/A GCSE: 61% 9/8/7 (A*/A) University destinations include: Oxbridge, Imperial College London, King’s College London and Russell Group Universities.

Parent Comment: “Brilliant sports

opportunities, my son is loving rugby!” www.adamsgs.uk

Royal Alexandra and Albert School Age: 7-18 Co-educational

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Location: Surrey A Level: 40% A*/A/B GCSE: Not Available University destinations include: Oxbridge, King’s College London, Durham University and Russell Group Universities.

Parent Comment: “We’re really

impressed with the school, the pastoral care has been wonderful and our daughter is thriving in her boarding house.” www.raa-school.co.uk

The Duke of York’s Royal Military School

Age: 11-18 Co-educational Location: Dover, Kent A Level: Over 50% A*/A/B GCSE: Not Available University destinations include: Oxbridge, Imperial College London, UCL and Russell Group Universities.

Parent Comment: “The outdoor

space is striking and the houseparents are particularly passionate and deeply committed to pupils’ wellbeing.” www.doyrms.com

TURN BACK TO PAGES 51 - 53 to read about the Benefits of Boarding

BOARDING OPTIONS

The Benefits of Full Boarding Life at Rugby School Rugby School is one of the few UK schools that is committed to full boarding for those students who choose to board. No weekly, no flexi. It doesn’t mean that our students don’t see their families for weeks on end - we have three exeats every term plus a weeklong half-term break. What it means is that our students live in a House of around 50 students - about 10 in each year group, so

friendships are made across the ages of 13-18 - and get the best out of living in a community.

We have no central dining at Rugby. Everyone returns to their House for meals - breakfast, break, lunch, afternoon snack and supper. Each House has a resident Housemaster or Housemistress, a deputy and resident and nonresident matrons. Every student at Rugby has their own tutor, with whom they meet at their House, weekly and privately, for discussion and support across aspects of their school life.

There are organised activities and outings on Saturdays and the school facilities are open over weekends so that students can play sport, practise their music and use the art and design

RECOMMENDED REED’S Visit our

studios. Sundays are as relaxed as students want them to be.

We have 13 boarding houses and the students enjoy getting together at weekends and taking part in House competitions (the House Sing-Off is the most fiercely fought, surprising those students who think they can’t sing).

GARETH PARKER-JONES Head www.rugbyschool.co.uk

‘Excellent in every category’ ISI INSPECTION March 2022

website for OPEN MORNING dates Our Values: An education for life 01932 869001 admissions@reeds.surrey.sch.uk Sandy Lane, Cobham Surrey KT11 2ES reeds.surrey.sch.uk Founded 1813 HMC Day & Boarding School for boys 11-18 and girls 16-18

COMMUNITY SPACES FOR BOARDERS

Communal Spaces New ‘Fives’ café and Sixth Form Centre at Lancing College Boarding is at the heart of Lancing College and the campus and facilities have evolved over the years to meet the changing lives and needs of the College. Lancing is deeply committed to providing exceptional boarding experiences, placing it at the heart of all planning and decision-making.

The school prioritises creating a safe, calm and inspiring homefrom-home environment where pupils can thrive and build meaningful connections with their peers. This academic year the College celebrates two new spaces, providing further opportunity for relaxation, conversation and community.

The newly opened café at Lancing College, named ‘Fives’, has a unique historical charm that blends the school’s rich history with a contemporary, vibrant atmosphere, serving as a modern gathering spot for pupils and staff. Visitors can enjoy a range of hot beverages, pastries, fruit and sweet treats throughout the day and boarding pupils can order snacks and light meals right through to the evening.

The café’s name pays homage to the building’s original purpose, offering a nod to the traditional handball game - Fives - once played there; it also retains subtle architectural elements of the former court, including the original plaque. Meanwhile, the remaining Fives court at the College has had a total refurbishment and continues to hold matches and welcome eager players. Fives Café has quickly become part of College life and is a favourite place for many members of the community.

Third Form boarder Hugo says: “I love spending my free time at the café. The snacks are delicious, especially the ham and cheese turnovers. When you enter there is always cheerful music playing and it is a great space to hang out with my friends.”

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In addition, Lancing College’s new Sixth Form Centre is a state-of-theart space designed to enhance the learning experience for senior pupils. The modern and expansive facility provides a dynamic environment that promotes both academic focus and social interaction. Equipped with its own kitchen, the centre offers a comfortable and convenient space where pupils can relax, study or grab a bite between classes and in the evening the space is open for Sixth Formers to socialise and rest.

One of the key features of the new centre is that the Head of Sixth Form, Tim Grant, is based there, creating an accessible hub for guidance and support.

He writes: “The Sixth Form Centre is a place where ‘stuff gets done’ - I am available to the pupils for advice on their subjects or UCAS applications and I welcome them to drop in without the need for setting up a formal meeting. Staff have also been quick to recognise the utility of the space and so we are seeing an increasing number of tutorials and larger group lessons happening in the new space.”

The sleek design, combined with practical amenities, ensures that pupils have everything they need to thrive in their final years at Lancing College.

Head of School, Nerea, says: “The Sixth Form Centre has been a great addition to the school campus. I use it at break times and in the evening to have a cup of tea with my friends or when I need to do collaborative work.”

These new spaces embody Lancing College’s dedication to offering exceptional facilities that foster both independence and a strong sense of community.

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

RACING AHEAD

International Rowing Success Experience elite rowing at Shiplake College Shiplake College, nestled in the picturesque Oxfordshire countryside, has an enviable riverside location less than three miles upstream from the famous Henley Royal Regatta stretch. It is no wonder, then, that it has built a formidable reputation in rowing and a distinguished programme for developing girls and boys into elite athletes.

In addition to high participation rates from Year 9, when rowing is introduced (although Year 8’s Ergo Club is popular) the extensive programme for the elite senior rowers is equally impressive. Boathouse facilities provide state-of-the-art facilities to match the top-level coaching programme - the Director of Rowing and a team of dedicated coaches consistently achieve success throughout the regatta season, with the championship boys’ and girls’ crews regularly medalling at Schools’ Head and National Schools’ Regatta, placing Shiplake amongst the top co-

educational schools for rowing.

At Henley Royal Regatta, Shiplake’s female crew won the women’s quadruple sculls in 2021, in 2023 the College was the first to have both a boys’ crew and a girls’ crew in the semi-finals and in 2024 Shiplake was the only school to have a crew qualify for each of the four junior events - they all won their first race, one crew reached the semi-finals and the boys’ eight reached the final.

Eight pupils represented GB or England in 2024 and an increasing number of leavers are heading to US universities, with six gaining rowing scholarships or places at Ivy League institutions for 2024.

The rowing programme not only develops physical strength and technique but also camaraderie, discipline, personal growth and mental resilience.

KAT GREEN Director of External Relations www.shiplake.org.uk/experiencerowing

Follow Us

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Experience Rowing at Shiplake College Friday 6 June 2025

For Year 10 girl and boy rowers considering joining Year 12 in 2026 www.shiplake.org.uk/experiencerowing

TRADITIONAL LEARNING

An End to Latin in the State Sector?

How a classical education can unlock the modern world.

With the Department for Education ending funding for the Latin Excellence programme in the state sector, we asked Jessica Ashby MA (Cantab), Head of Classics at St Catherine’s School, Bramley, for her view as to its value.

“The arrival of AI poses many questions for education.

Many elements of careers to which students have previously aspired are being replaced by AI. What seems further away is the replacement of critical analysis and the ability to look at the world through someone else’s eyes.

Students of ancient languages learn to work through every

sentence with rigour, accounting for the case, number and gender of every noun; for the person, tense, voice and mood of every verb. But they also learn to be sensitive to the political climate in which texts were written, to the response they offer to earlier literature, to the message they seek to convey and to what audience.

Classics students learn to examine both what is there and what is not: in Classics, that is often the perspective of women or slaves. Students learn to identify bias and which alternative sources - literary or material - they might examine to redress this.

Beyond an enhanced lexicon, a key to Romance languages and attention to detail, Classics develops skills of cultural awareness, critical thinking and self-reflection. It is this combination of close analysis and cultural sensitivity which continues to make Classicists so valuable in the modern world.”

JESSICA ASHBY MA (Cantab) Head of Classics at St Catherine’s School, Bramley www.stcatherines.info

FROM LACROSSE LOVER TO INTERNATIONAL HUMAN RIGHTS LAWYER .

Samantha Knights KC, alumna 1989, Matrix Self-belief from St Cat’s stcatherines.info

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

BENEFITS OF STATE BOARDING

Welcome to State Boarding A cheaper alternative to boarding Cranbrook is a selective state boarding school with a rich history, long-standing traditions, a wonderful site and location and enviable facilities. Above all, we are a school that believes in boarding and is committed to ensuring that our boarders enjoy the best possible experience of both studying and living in Cranbrook.

Boarding offers so many advantages to those lucky enough to join us. Students live to continental Europe. in fantastic accommodation and We deliberately offer boarding are able to benefit from a campus from Year 9 as we believe that that boasts wonderful academic, students aged 13 and up benefit sporting and creative facilities. most from a supportive and We are also located in a beautiful structured environment in a market town with good transport boarding house. It is clear that links to London, the airports and those students gain valuable life

TRANSFORMATIVE AMBITIOUS THRIVING

skills that will serve them well at university and beyond. Many of our boarders live in London and the South East and a number also live overseas. Those based abroad offer a wonderful extra dimension to boarding life and give us a valuable and enriching international flavour to the boarding experience.

In essence, students thrive in our boarding community, make fantastic friends, learn to be independent and make the most of some incredible opportunities that they never forget.

Please come to visit us and see for yourselves.

DAVID CLARK Head www.cranbrookschool.co.uk

Entry at Year 6, 7 and Sixth Form Co-educational | Ages 10-18 Fee Assistance available Next to Wandsworth Common

Battersea Rise, London, SW11 1HS | www.emanuel.org.uk | 020 8870 4171

STAYING SAFE ONLINE

Digital Wellbeing Supporting young people digitally ID YOU recognise the challenges of being a young person and how hard it can be to make the right choices. Through their workshops, ID YOU explores all aspects of life and wants to give young people the tools to help navigate their school years. The key theme throughout many of the workshops is addressing the importance of digital wellbeing and what that looks like. We know that our online worlds can become overwhelming and intense if not managed properly and ID YOU gives students the chance to address the impact of their digital lives and how they can be managed.

Royal National Children’s SpringBoard Foundation Royal National Children’s SpringBoard Foundation (RNCSF) secures fully funded bursary places at an independent day or boarding school, providing life changing education for children from disadvantaged and vulnerable backgrounds across the UK. These placements help to keep vulnerable children safe from risks and provide “We are so very grateful for the relationships and academic enricheverything RNCSF has done to assist ment they need to build happy, stable and indeed spearhead something futures. which we were totally unaware of. The effect on our family life is significant Local authorities and charities supportand on the boys’ lives unmeasurable.” ing families involved with social care ~ Kinship Carer refer young people for the opportunity, and RNCSF works to link them to Boarding places can help keep families available bursary places in more than together, allowing children in care to 200 partner schools across the UK’s remain with birth relatives in the holiindependent school sector. days to avoid foster care or children’s

We encourage young people to have pride in who they are and to be confident in themselves.

We are not anti-tech but we are pro-childhood.

We have seen first-hand the damage that excess social media can have on young people: it can affect all aspects of their lives, from sleep to friendships. All young people need to understand and recognise the impact of excess tech use.

Giving young people the ability to value their wellbeing is vital in order for them to flourish; we know that so many youngsters really struggle with keeping well mentally and ID YOU aims to provide a safe space for young people to share their concerns.

KATE WEST Founder, ID YOU www.idyou.org.uk

homes. Independent day school places – also with their longer school day and wider curriculum offering – can provide the much-needed opportunity for vulnerable children to thrive outside of the classroom.

For more information about the impact of our work and how to support visit: royalspringboard.org.uk/support-us Get in touch: admin@royalspringboard.org.uk

RNCSF has ambitious plans to transform 2,000 young lives through its partnerships by 2028. All donations and legacy pledges go directly to support vulnerable children accessing the bursary placements. Gifts have a multiplier effect with every £1 donated leveraging around £9 of support from independent schools themselves.

TURN BACK TO PAGES 44 - 46 to read about equality, diversity, inclusion and belonging in education

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THE ROYAL SPRINGBOARD FOUNDATION

Improving Educational Outcomes Helping vulnerable young people to access leading independent education Royal National Children’s SpringBoard Foundation (RNCSF) is a social mobility charity improving educational outcomes for children from disadvantaged and vulnerable backgrounds.

RNCSF secures fully funded bursary places at independent day or boarding schools, providing life changing education for children for whom a bursary will have a transformational impact and improve outcomes.

Local authorities and charities supporting families involved with social care refer young people for the opportunity and RNCSF works to link them to available bursary places in more than 200 partner schools across the UK’s independent school sector. These placements help to keep vulnerable children safe from risks and provide the relationships and academic

enrichment they need to build happy, stable futures.

Boarding places can help keep families together, allowing children in care to remain with birth relatives in the holidays to avoid foster care or children’s homes. Independent day school places, which also have a longer school day and wider curriculum offering, can provide the much-needed opportunity for vulnerable children to thrive outside of the classroom.

RNCSF provides wraparound support to ensure pupils thrive and also provides schools in its network with accreditation and access to training to promote inclusive practice to better understand and support SpringBoarders, including careexperienced and vulnerable children.

One Kinship Carer said: “We are

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so very grateful for everything RNCSF has done to assist and indeed spearhead something which we were totally unaware of. The effect on our family life is significant and on the boys’ lives unmeasurable.”

RNCSF’s impact: M ore than 90% of

SpringBoarders gain 2 or more A Levels, compared to 16% for disadvantaged pupils nationally 4 5% of those who have completed placements through RNCSF’s work have gone on to secure high-tariff university places, 10 times the national average for disadvantaged students.

RNCSF’s alumni programme brings together SpringBoarders to share experiences, strengthen the sense of community and provide a network to access

SOCIAL MOBILITY

progressed to university and 18% went to a higher tariff university (compared to the 2% national average for this cohort).

RNCSF has ambitious plans to transform 2,000 young lives through its partnerships by 2028.

All donations and legacy pledges go directly to support vulnerable children accessing the bursary placements. Gifts have a multiplier effect, with every £1 donated leveraging around £9 of support from independent schools themselves.

opportunities for continued professional and personal development.

RNCSF works with independent schools in promoting broader partnerships to improve outcomes for children in care.

The ‘SpringForward’ mentoring programme addresses the statistic that less than 14% of care leavers progress to university.

Since launching in 2020, over 50% of pupils that worked with an independent school mentor

For more information about the impact of our work and how to support visit www.royalspringboard. org.uk/support-us Get in touch: admin@ royalspringboard.org.uk LAURA SLATER Head of SpringForward www.royalspringboard.org.uk

Social Segregation In Our Schools How to support equal attainment The Sutton Trust has been publishing research for almost 20 years looking at the issue of school admissions, revealing that children who are eligible for Free School Meals are less likely than their more advantaged peers to attend a top performing comprehensive, even if there is one in their local area. In fact, there are 155 comprehensive schools in England which are more socially selective than the average grammar.

Last year we published our report, Social Selection on the Map alongside a new interactive map, which, for the first time, reveals school-level information about how the socio-economic profile of school intakes reflect their local area, for almost every state secondary school in England. It shows a pattern of some schools

having fewer students from lowincome backgrounds than live in their catchment areas, while other schools have much higher levels of disadvantage. This leads to segregation between pupils from different backgrounds, even within the comprehensive system.

These patterns differ across England, with the North East having the highest levels of socioeconomic segregation in the country. This means that pupils eligible for Free School Meals are the most unevenly spread across schools in this area. In contrast, London, the West Midlands and the South West have the lowest levels of segregation among comprehensive schools on average.

However, the inclusion of grammar schools can change the regional picture, as the extent of socio-

economic selection in their intakes can have a dramatic effect in the areas where they exist.

The challenge this poses for social cohesion is significant. In Solihull, the most segregated area, Solihull, 32% of pupils would need to be redistributed across schools to achieve an even spread of disadvantaged pupils. But why is it important that schools accurately represent the socio-economic mix of their communities?

Critically, the research shows that segregation is correlated with attainment gaps between richer and poorer pupils. Local authorities with high levels of segregation have larger attainment gaps in GCSE grades between their least and most disadvantaged pupils. Additionally, areas with the highest segregation had gaps in the

EDUCATION CHOICES MAGAZINE | S PRI NG 2025 | 7 1

EQUAL OPPORTUNITIES

pass rates in English and Maths that were 27% higher than in areas with low segregation, illustrating how crucial it is that schools focus on making their admissions processes fairer. The analysis also shows that there is no correlation between the overall attainment in a local authority and the level of social segregation in its schools, suggesting that there would be no negative impact on performance if investing in social diversity.

Not only is this a cost-effective strategy to close the attainment gap, but a socially balanced, inclusive and diverse school better prepares our young people for life in modern Britain. It also levels the playing field for schools, giving them an equal chance of securing good outcomes and recruiting and retaining staff.

At the Sutton Trust, we’re working with schools to support them in their journey to fairer school admissions. By joining our Fair School Admissions Pledge, schools gain access to a wealth of free resources and expertise on the best way to carry out a Fair Access Review and the crucial changes they should be making to improve the inclusiveness of their admissions process.

One of the most effective ways to improve the social diversity within a school is to include pupil premium students in oversubscription priority criteria. The Schools Admissions Code currently allows for the use of pupil premium status as an oversubscription criterion and we encourage more schools - particularly high-performing schools - to implement this to create a more socially balanced intake and better reflect their local communities.

It is also important for school leaders to ensure that, wherever possible, they remove unnecessary costs which can act as potential

Interactive map – available on Sutton Trust website

Figure 3. School type

“Academy converters are shown to be one of the most socially selective types, while sponsored academies tend to take much higher levels of FSM than live in their catchment areas.”

It can be filtered by school type, GCSE performance measures Progress 8 and Attainment 8, and there is a quick search function to find individual schools.

Depending on the level of zoom, it can show overall national patterns, as well as detail on the dynamics in intakes at a local level.

The map is drawn from the same data as ‘Selective Comprehensives 2024’, and reflects its findings. Figure 1 shows the overall breakdown in categories. About half of schools take in fewer FSM pupils than their local area, with about a third of schools having a small negative gap, 17% with a larger gap, and about 1% having a gap of 15 percentage points or more. 29% of schools have a small positive gap with their area, 20% a larger positive gap, and 2% have FSM levels more than 15 percentage points higher than their area.

Figure 1. Distribution of positive and negative FSM gaps 35%

Converter academies

Sponsored academies

Local authority controlled

Voluntary aided (faith schools)

32% 29%

30% 25% 20%

20%

17%

15% 10% 5%

2%

1%

0% +15% and above

+5% to 14.9% 0% to +4.9% 0% to -4.9% -5% to -14.9%

Positive gaps

P. 3

-15% and below

Negative gaps

The Sutton Trust – Social Selection on the Map

P. 5

financial barriers to attendance, such as expensive uniforms, extensive equipment lists or expansive costs for trips or extracurricular activities. Where this isn’t possible, schools should look to give financial support to lower income families, clearly advertising this on the admissions pages of their website and at open days.

Primary and secondary schools should collaborate better to ensure that parents are well-informed before making school choices. This is particularly important when it comes to their rights to free transport to school, which often go under the radar. To ensure that low-income parents feel financially confident in sending their child to a particular school, leaders should ensure parents are made aware of the support available and that

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The Sutton Trust – Social Selection on the Map

it is written in a clear and easily accessible manner.

While school admissions are only part of the solution in closing the significant gaps between disadvantaged young people and their peers, having a better mix of pupils helps level the playing field for all families.

With 90% of secondary schools now responsible for their own admissions policies, schools have the power to ensure that all young people have a fair opportunity to unlock their potential.

CHARLOTTE O’REGAN Senior Schools Engagement Manager www.suttontrust.com TURN BACK TO PAGES 48 - 50 to read about empowering girls at JAGS, Dulwich

SUPPORTING STUDENT MENTAL HEALTH

The Right Help at the Right Time

How an online service is tackling mental health problems at an early stage in schools

One in five young people in the UK has a probable mental health disorder. That’s around six students in every classroom.

The lasting impacts of COVID-19 lockdowns, increasing poverty, climate anxiety and the rapid evolution of the digital world are just some issues reshaping young lives. This is reflected by the steady increase in children and young people in contact with mental health services, with requests for support doubling since 2018.

When mental health issues go unsupported, they can become entrenched. Getting young people the right support at the right time is vital and Anna Freud – a mental health charity for children and young people - wants to see a greater focus on early intervention to stop problems escalating.

As the place young people spend most of their time, schools and colleges can help support their students’ wellbeing by creating an environment that nurtures mental health. School staff – who see students most

days - can play a crucial role in early intervention. They are not mental health professionals and should never be expected to act as such, but they are well-placed to spot changes in behaviour that might indicate whether targeted support is needed.

Anna Freud has developed an online mental health service focused on making early mental health support as accessible as possible. The Schools and Colleges Early Support Service delivers vital wellbeing support to students experiencing mild-to-moderate mental health difficulties, helping to prevent issues from escalating.

Through oneto-one sessions, specialist mental health practitioners use cognitive behavioural therapy (CBT) techniques to help equip young people with practical, guided self-help strategies. Young people are encouraged to explore

what they want help with and to agree personalised goals with their practitioner. This approach empowers young people to support their own wellbeing in the long-term by giving them tools that can last a lifetime.

The service also helps schools and colleges build networks of support around their students by providing one-to-one support and resources for staff, parents and carers. This ensures that young people’s wellbeing is nurtured by the trusted adults around them, at school and at home.

Rahi Popat, a pastoral support officer at a school enrolled on the service, said: “Anna Freud’s Schools and Colleges Early Support service has been monumental - I would go as far as to say life-changing - in terms of the impact it’s made on the ground for our students and staff, but also parents and carers” Find out more about the service: www.annafreud.org/schools-andcolleges-early-support-service GEORGIA TILLEY PR Manager www.annafreud.org

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DIVERSE UNIVERSITY COURSES

The Constant Evolution of the English Language The impact of sociolinguistic research at SOAS The Oxford English Dictionary typically adds several thousand new and revised words to its dictionary every year. In recent years, the OED has expanded its lexicon to include new words not only from countries where English is spoken as a majority first language, but also from a number of postcolonial countries, where English is often spoken as a second language or has some official status.

SOAS University of London Postdoctoral Research Fellow Dr. Kingsley Ugwanyi, who specialises in sociolinguistics, has been consulting for the OED on Nigerian English - including

the recent addition of twenty new words to the dictionary - which reflect Nigeria’s society as a whole. The list includes words such as Adire, Eba and Suya.

The addition of new words into the English language reflects its vibrancy and constant evolution in order to reflect changes in society and culture.

Dr. Ugwuanyi said: “I’m proud to have contributed to the Oxford English Dictionary. It’s an honour to showcase Nigeria’s rich cultural heritage and the uniquely interesting ways we express ourselves as Nigerians.

I also thoroughly enjoyed providing the pronunciations to

the Dictionary’s online platform, ensuring authenticity.”

SOAS runs undergraduate degree programmes in BA Linguistics, BA Africa and Black Diaspora and BA Languages and Cultures (Middle East, Africa, South and Southeast Asia).

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

UNIVERSITY ADMISSIONS TIPS

Step-by-Step University Admissions Advice Advice on applying for a university place as an undergraduate 1. Choose your course and plan a visit

The University of Brighton offers over 150 courses, but if you’re not sure what to study, start by browsing our subject areas. Also ensure you plan a visit - exploring the campus, course, facilities and city will help you feel confident in your choice.

courses require an interview or a portfolio review and we can confirm how and when this will happen after you apply.

3. Accept your offer

We make offers from October through to mid-May. If you’re

offered a place, attend an applicant day or online event to make sure Brighton is right for you. The deadline to accept your offer (the UCAS decision deadline) is in June.

4. Plan your move

If you want to live on campus, now’s the time to book your accommodation. If you’re thinking of commuting, plan your route and give it a test run to make sure it’s viable to get to your lectures on time.

5. Financial planning

You should also consider how you’ll fund your time at university - you might be eligible for financial support, so check what’s available.

We look forward to welcoming you!

2. Apply

Check the entry requirements and apply via UCAS. If you need support, ask your teachers or call our enquiries team on 01273 644644. Some

JAMES BARRON Student Community & Transition Officer brighton.ac.uk/admissions

Breaking Down Barriers Warwick Business School celebrates 10 years of its Foundation Year programme Ten years ago, Warwick Business School launched its free Foundation Year programme, reinforcing its position as an elite institution - without the elitism. The programme opens doors for students with immense potential who face barriers beyond their control. Many are first-generation university applicants from low-income backgrounds, underperforming schools or local authority care.

So far, the programme has helped 211 individuals reach their fullest potential at one of the world’s top business schools.

Dr. Tina Kiefer, Assistant Dean of Widening Participation at WBS, stated: “The Foundation Year students demonstrate that academic excellence and inclusivity go hand-in-hand.

By offering a high-quality education to students from diverse backgrounds, we don’t just open a path to success for a few, but enrich our student body more generally.” The programme has become a powerful tool for breaking down barriers, challenging the idea that prestigious universities are out of reach for many. With tailored support and a strong foundation in business principles, it ensures students are both equipped for university life and prepared for successful careers in a global economy.

Dr. Tamara Friedrich, Course Director for the Foundation Year Programme, said: “The growth and success of the Foundation Year over the last 10 years is down to collaboration - from

generous donors who support students financially to dedicated faculty and staff who guide students from application to graduation. At the heart of our success, though, are our remarkable students and their determination to make the most of the opportunity.”

BRON MILLS Media Relations Officer www.wbs.ac.uk

EDUCATION CHOICES MAGAZINE | S PRI NG 2025 | 75

CHOOSING A UNIVERSITY COURSE

Why Choose Exeter University?

Advice for students applying to university if there is a specific career a student is interested in pursuing.

Where is best for…?

As university open day season is soon upon us, Year 12 students will be starting to consider their next steps. So much has changed for students experiencing higher education that getting to grips with what is on offer can be key to supporting your student.

Subject choices

With more than 400 courses in 40 subject areas at the University of Exeter, some students may find choosing what and how to study quite daunting. There are likely to be degree subjects that students might not have been exposed to previously or new combinations like Natural Sciences or International Relations.

It can be helpful to review some of the new opportunities and keep all options open when beginning to research next steps.

All course descriptions can be found on university websites.

Study abroad or placement year

Depending on their course choice, students can expand their horizons by undertaking industry experience, a placement year

abroad or fieldwork overseas.

Students who have studied abroad demonstrate initiative, independence, motivation and, depending on where they stay, develop language skills.

Undertaking a work placement unlocks a world of experience that allows students to develop essential employability and interpersonal skills that relate to their degree and future career. Look out for courses with an industrial placement, study abroad or placement year options, turning a three-year degree into a four-year option.

Degree apprenticeships

Degree apprenticeships offer a way of launching their career tuition-fee free. Apprenticeships involve a partnership between an employer and a training provider (such as a university or other training organisation). Students will obtain a higher education qualification while being employed and earning.

Applying for a degree apprenticeship is like applying for a job rather than a university course and they are a great option

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We are often asked what is the best route, course or option.

This is not easy to answer, as the factors to consider will depend on the student: how they like to learn; the size and type of environment they are after; their personal strengths; and skills will all play a role.

Supporting the student in identifying their strengths and skills can be key to pinpointing the correct course for them.

This might be from reflecting on their current academic study or considering the extracurricular skills they are developing.

What Next?

Typically, we recommend beginning university research in the spring/summer of Year 12.

It can take considerable time to narrow down options, especially if the student enjoys a range of subjects. Start by booking open days to explore campuses, chat to students and quiz academics.

Read through the course details for the degrees of interest and cast the net of possibilities wide.

It can be also important to look at the details of student support and wellbeing, as well as student societies and accommodation.

But, first and foremost, focus on the course and its content as it’s this that they will be studying throughout their university journey.

RACHEL CAUNTER Campaign Manager www.exeter.ac.uk TURN BACK TO PAGE 66 to read about International Rowing Success at Shiplake College

BENEFITS OF LIVING IN THE COUNTRYSIDE

Countryside Charm Why embracing rural living might be right for you Choosing between city life and countryside living is a big decision. While city life has its perks, the charm and benefits of the countryside are hard to ignore.

There is an undeniable beauty to the countryside: acres of fields, tranquil forests and fascinating wildlife that you would never find in the city. Living in such a setting puts nature right at your doorstep, offering families the chance to embrace all that it has to offer.

Beyond the scenic appeal, being closer to nature can significantly benefit both your physical and mental health. The countryside provides easy access to many outdoor activities like walking, cycling and gardening, which are all shown to boost your immune system and promote overall well being. Not only this, spending time in nature has also been proven to enhance happiness, reduce levels of anxiety and depression and make us feel more fulfilled.

Living in the countryside offers the advantage of more space.

Often, the city can feel cramped, with small home gardens and limited green spaces restricting

how much you can truly enjoy the outdoors. In contrast, countryside homes tend to be much larger and often offer a lovely spacious back garden - perfect for children to play in and for families to unwind. The lower cost of the land and property allows you to find or build your dream home at a fraction of the cost compared to the city.

The countryside can provide a tranquil lifestyle. The constant background hum of traffic, music and noisy neighbours can be a nuisance in cities, while in rural areas, these distractions are replaced by sounds of nature birdsong, the calming rustle of leaves and the gentle breeze creating a peaceful atmosphere that is hard to find in urban environments.

The small feel of a countryside town fosters close knit communities, where neighbours know each other by name and a strong sense of connection thrives. Local events, farmers’

markets and community gatherings create opportunities to build meaningful connections and form friendships and support networks.

There tends to be worry about limited work or educational opportunities in the countryside.

However, this worry becomes less relevant with flexible, hybrid or remote working now becoming the new normal, making relocation to the countryside increasingly practical. Additionally, the countryside is home to some of the nation’s top independent day and boarding schools, offering excellent education in a peaceful setting, free from the distractions of urban life.

Therefore, while city living has its advantages, the benefits of the countryside - ranging from greater space and natural beauty to stronger communities and improved wellbeing - make it an appealing choice for many.

Embracing rural living might be the perfect way to achieve a healthier and more fulfilling lifestyle.

AMELIE ROBINSON Assistant Editor TURN TO PAGES 80 - 81 to read about Lifestyle and Living

EDUCATION CHOICES MAGAZINE | S PRI NG 2025 | 77

PROPERTY NEWS

grow, spaces can be repurposed: a nursery becomes a child’s bedroom, then perhaps a teenager’s study space.

Energy Efficiency and Cost Savings

Peyton Place

Five Exceptional Developments Peyton Place Prices start from £1.6m

New Build Homes

Click here for details

The ideal choice for modern families In today’s housing market, new build properties are increasingly attractive to families seeking the perfect balance of comfort, convenience and long-term value.

With energy efficiency becoming a priority and flexible living spaces essential for growing families, newly constructed homes offer compelling advantages over existing properties.

Designed for Modern Family Living

New build developments like Peyton Place in Finchampstead exemplify how contemporary homes are designed with families in mind. These beautifully designed detached homes feature

versatile reception spaces and stunning open-plan kitchen, living and dining areas that create the perfect environment for family interaction. The thoughtful layout allows parents to prepare meals while keeping an eye on children and provides ample space for homework, play and entertainment.

The flexibility of new builds is further demonstrated at Moorewood Glade, where the five-bedroom barn-style homes offer spacious accommodation across 5,640 sq ft. With features such as snug rooms that can double as home offices, these properties adapt to the changing needs of family life. As children

Moorewood Glade

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A Knight Frank survey highlighted that new builds offer approximately 56% savings on annual energy costs compared to existing properties. For families, this represents significant financial relief, particularly during challenging economic times.

Magna Carta Park

Peyton Place offers a private gated estate experience with exceptional 4-5 bedroom detached homes. Each property features contemporary openplan layouts with meticulously designed kitchens showcasing luxury features including Quartz worktops, Miele integrated appliances, Quooker boiling water taps and wine coolers. Developed

by Palatine Homes - who bring their expertise from creating high-end properties across the Home Counties - these homes benefit from being surrounded by serene woodland, while also being in close proximity to some of the area’s top independent schools, including Ludgrove and Wellington College.

LIVING IN THE COUNTRYSIDE

King’s Water

Moorewood Glade Price £3.8m

Click here for details

Set within an Area of Outstanding Natural Beauty, Moorewood Glade’s barn-style homes provide unparalleled space for growing families on one-acre plots. The double-height entrances create an immediate sense of grandeur, while open-plan living areas with sliding doors to south-facing gardens provide the perfect setting for family gatherings.

The principal bedrooms feature separate dressing rooms and covered terraces overlooking ancient woodlands, while additional bedrooms with ensuites ensure everyone has their own private space. For families requiring additional accommodation, the properties offer potential for secondary dwellings - perfect for multigenerational living.

Magna Carta Park Prices from £875,000 Click here for details

Nestled within 57 acres of woodland, Magna Carta Park offers a collection of beautifully designed houses and apartments with sweeping views over Windsor Castle. The development stands out for its extensive on-site amenities, including tennis courts, a golf practice course, bespoke concierge

Winkfield Park

and 24-hour security. The classically elegant architecture takes inspiration from the 17th century to the present day, with interiors designed by celebrated designer Louise Bradley. Despite its countryside setting, the development is just 30 minutes from London and has excellent transport links, making it ideal for commuting parents who want to give their families a rural lifestyle without sacrificing urban career opportunities.

King’s Water Prices from £495,000 Click here for details

King’s Water in the Cotswolds connects families with nature through its thoughtful design incorporating four distinctive areas over 75 acres: The Lawns, The Mews, The Meadows and The Lakes. An impressive collection of two to five-bedroom homes provides options for families of all sizes, including lovingly refurbished Victorian conversions arranged around a pretty courtyard. Bewley Homes’ commitment to protecting the local ecology ensures residents enjoy abundant flora and fauna, while the surrounding Cotswold Water Parks offer endless recreational opportunities, from cycling and walking to water sports. Various environmental features - including air source

heat pumps, photovoltaic solar panels and electric vehicle charging points; not only reduce living costs but also promote sustainable living.

Winkfield Park Prices from £899,950 Click here for details

Winkfield Park offers semirural living within a private gated estate of just 15 properties in the heart of the equestrian Royal County of Berkshire. The collection includes contemporary apartments, mews-style houses and a spacious fivebedroom detached farmhouse, all carefully designed with elegant architecture and highspecification interiors. The development is uniquely nestled within Winkfield Park Polo Club, with residents enjoying five acres of landscaped gardens featuring mature trees, a stream and lake.

Perfectly positioned for schools including Lambrook and Eton College, with excellent transport links to London, the development offers the ideal balance of countryside living and urban accessibility for families.

For further information contact Laura Hackney southeastnewhomes@ knightfrank.com or Katy Reynolds cheltenhampm@knightfrank.com EMMA STANLEY-EVANS PR Consultant www.knightfrank.co.uk

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SPRING SPACES

Walls of Change Refreshing your space for the spring season Have you ever woken up with the visceral conviction that something needed to change, but you couldn’t quite see what or where to start? Spring has a knack for bringing us this heady feeling, as the air softens and the light brightens. We dream of otherness, transformation and change. When we tackle a new project, change can take a myriad of forms, from extremely involved refurbishment to subtle

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accessorising, each still with an impact.

A compromise is to consider your walls. We have quite a few of them (well, at least 4) and they are decisive in the atmosphere, style and experience of your space. But they can be neglected, with the focus being put on the ‘stuff’ between them.

How to address - and dress - your walls for success?

It is good to assess the uses and functions of your space before you start thinking of options and solutions. Is the space a day area, an evening area or both? Is it bright or does it need brightening? Does it serve all its purposes? Does it feel spacious or cramped? Is it inviting or cold, characterful or bland?

Does it belong to another time or has it evolved with you, suiting your current lifestyle, taste and needs?

Say it needs brightness and a feeling of airiness.

A vibrant and light colour palette will refresh the walls and you could ‘colour-drench’ by wrapping it onto your ceiling and any woodwork. You can play with varying levels of sheen, from matt to high gloss lacquer, or paint the walls different nuances of the same colour. You could also add some clear or antique mirroring, in panels or as framed accessories, on a wall that will reflect light - natural or otherwise to give both perspective and openness.

If what is called for is moodiness, drama and impact, I suggest deep, saturated colours that

MARK WEEKS PHOTOGRAPHY

LIFESTYLE AND LIVING

complement the décor and echo an accent you favour: a cushion, artwork or even a piece of jewellery! You could also choose a statement wallcovering with a bold texture or pattern and wrap the room in it, walls and ceiling, for that ‘jewellery box’ effect, with accent panelling or moulding to add detail and focus.

If you want to tie the inside with the outdoor spaces beyond, why not consider a fresh painted background for your greenery or a wallpaper with floral or foliage pattern? This will bring a biophilic design into your home to soothe frayed nerves, stretched minds and worn-out bodies by offering a natural escape. This can also be achieved by choosing a panoramic wallpaper, a landscape spreading over several panels, telling a story, taking you places.

If it is life and movement you are after, a beautiful organic texture such as linen, grasscloth or silk can offer light effects and warmth as it will, in effect, ‘dress’ the walls. Stone leaf is an equally versatile wall finish, either opaque or translucent, to backlight. Specialist paint effects, such as polished plaster or tadelakt, can also be applied, to add depth and subtle accents.

When a room feels cold, it is perhaps not wellinsulated from the world outside or the adjacent rooms. You could install fabric walling or upholstered panels and clad the room in coziness and elegance.

Many fabrics can create this desired effect, ranging from silk, moire, linen, velvet, faux suede - the list is endless. Alternatively, you could choose to install part- or full-height wood slat acoustic panelling. Easy to cut and install, in a variety of woods, with black or grey felt between slats, it is well priced for an effective, stylish transformation, a chic Japandi vibe.

For gorgeous colour palettes, you can look at the wonderful breathable paints by Graphenstone, the muted chalky elegance of Farrow and Ball or the bright richness of The Little Greene Company.

Wallcovering suppliers I favour are Arte, Elitis, Pierre Frey, Zuber, Stereo and Phillip Jeffries, but also Designers Guild, Graham & Brown and Photowall for funky, contemporary and imaginative options, among so many others! For beautiful wall upholstering fabrics, Romo, Designers Guild and Pierre Frey offer a dizzying array of options: plain, patterned and textured.

Whatever option you choose, once your walls and ceiling, that famous ‘fifth wall’, are all dressed up, you will see your furniture and accessories, your space and your life within it, with fresh eyes and a sense of rediscovery.

MARIE-NOËLLE SWIDERSKI Galuchat Design www.galuchatdesign.com

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OPEN DAYS AT BRIGHTON

Plan a trip to Brighton and explore one of Time Out’s 50 best cities in the world and top 3 in the UK. Find out about your course and picture yourself studying in our big-hearted city by the sea.

What to expect: • hear from current students about their experience • find out about work-based learning, placements and study abroad opportunities • see the specialised learning facilities and tour the libraries and gyms.

Book here: brighton.ac.uk/ opendays2025

Breaking down barriers so students can achieve their full potential Our Foundation Year business courses are designed to provide an accessible pathway into higher education for students who do not meet the standard entry-level requirements for degree-level study.

All students who are selected to study on the course are provided with a scholarship to cover the full tuition fees of the Foundation Year.

Find out more at wbs.ac.uk/go/FY

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

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