Parent registration for pupils taking the Pre-Tests in autumn 2025 is open online from 10 June 2025.
For registration guidance, visit the ISEB Pre-Tests Admissions Toolkit at www.iseb.co.uk.
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Dear Readers, We cannot believe that this is our fifth year of running Education Choices Magazine and the twentieth edition!
Chloe Abbott (Founder)
www.educationchoicesmagazine.com
“Education isn’t something you can finish.” Isaac Asimov
EDUCATION BOOK CORNER
Staying Fit and Healthy
Sports-themed books for all ages
AGES 3-5
Ready Steady Mo!Mo Farah, Kes Gray and Marta Kissi
From Olympic Gold Medal Winner Mo Farah, this colourful and action-packed book inspired kids to get reading and moving through Mo’s thrilling adventures!
Splash - Claire Cashmore and Sharon Davey
This book is based on Paralympic gold medalist Claire Cashmore’s real-life experiences. Brimming with Claire’s inspirational positivity and growthmindset message, this book inspires readers to overcome their fears and embrace sport.
Karate KidsHolly Sterling
Join Maya and her friends at their Karate class as they perfect their focus, balance and determination to show Sensei they have what it takes!
AGES 6-8
Sammy Striker and The Football Cup - Catherine Emmett and Joe Berger
Perfect for reading
We are thrilled that so many schools took part in the Education Choices Awards and were honoured to have Dr. Sandie Okoro OBE and Dr. Joe Spence judging them this year! It goes without saying so many schools are working incredibly hard on EDIB, sustainability, student voice and school partnerships - we ran out of awards, but celebrate the good work taking place across the UK! We wanted to thank Lola Anderson MBE, GB Gold Medalist rower, for sharing her story and the support she is giving to young women in sport. Have a wonderful summer! MNEGAN PAYNE Co-Editor
aloud, the rhythm and rhyme of this book pulls you into its story with a message of overcoming confidence issues and embracing talents on and off the pitch.
Claude: Going for Gold!Alex T. Smith
Join detective Claude at sports day as he overcomes his fear of losing while solving the mystery of the missing trophy!
Lottie the Little Wonder
- Katherine Woodfine & Ella Okstad
Lottie Dod is determined to show that girls can be just as good at sports as boys. After beating her brothers, she reaches the finals of the most important tennis competition of them allWimbledon!
AGES 9-12
Kick - Mitch Johnson
Budi dreams of one day escaping the factory where he works making football boots and becoming a football star, in this gripping story about dreaming big, overcoming challenges and not letting
anything stand in your way.
Home GamesBenjamin Markovits
This is a poignant comingof-age story about the power of sport and community, in which Ben finds friendship and navigates teenagehood alongside his school’s basketball team.
AGES
13-17
After the Shot DropsRandy Ribay
Telling a powerful story of friendship, basketball and one teen’s mission to create a better life for his family, this novel navigates the conflict between the responsibilities of great talent and the importance of compassion.
Here to Stay -
Sara Farizan
When quiet Bijan suddenly finds himself at the centre of a school-wide rumour spread by a cyberbully, he learns important lessons about friendship, achievement and community, whilst achieving varsity success.
03 Education Book Corner
Staying Fit and Healthy
06 Oxford and Cambridge Nurseries
ECM Recommended Nurseries in Oxfordshire and Cambridgeshire 2025
07 Seeking Intrepid Explorers
An incredible adventure of discovery at Parkgate House School, Clapham
08 Where Learning Comes to Life
Nurturing potential at Churcher’s College
09 Unlock Your Child’s Potential
First Bridge Education: a leading specialist independent nursery and school
16-17
ECM Recommended Oxford and Cambridge Prep Schools 2025
Choosing the best prep school for your child
18 Things to do in Oxford and Cambridge Activities and days out for the whole family in Oxford and Cambridge
19 Great Big Green Week
Letting children take the lead on climate and nature
20 Lessons From Under the Sea
David Attenborough reveals the ocean’s role in slowing climate change
21 Take the Leap and The True Value of Sport
Learning to be bold in Jabari Jumps and Overcoming the disappointment of not winning
22 Inspiring Future Paralympians
The power of disability representation in Polly’s Piralympics
23 Belonging on the Pitch
Developing empathy through storytelling
24 Strong Like Me
Inspiring girls to be proud of their strength
25 Feisty Females
Writing about the importance of women in history
EDUCATION CORNER PODCAST
EDUCATION CORNER PODCAST INTERVIEWS:
10-12 Mr. Ben Evans
Windlesham House School, Sussex
13-15 Mr. Tom Carter
St Christopher’s The Hall School, Kent
31-33 Mr. Paul Jones
Burlington House School, Tooting
38-39 Soma Sara
Everyone’s Invited
35-36 Dan Skinner
Helping children with global delay
44-46 Mrs. Cheryl Giovannoni
Girls’ Day School Trust
47-49 Ms. Fionnuala Kennedy
Wimbledon High School GDST, London
50-52 Mrs. Natalie Argile
Blackheath High School GDST, London
64-65 SPECIAL FEATURE:
Lola Anderson MBE
Olympic Gold Medal Winning British rower
26-27 What is an Educational Psychologist?
Finding the right support for your family
27-28 The Role of an Educational Psychologist
Identifying neurodiversity
29 Keeping It All Inside
Understanding autism in girls
30 Nappies, Noise and Neurodivergence
Managing parenting as someone with ADHD
34 Rabbithole Radio
Exploring rabbit holes of neurodiverse thinking
37 Who is There for the Parent Carers?
Supporting families impacted by disabilities
40-41 How to Talk with Young People About Life’s Tough Topics
Diplomatic discussions
41-42 Staying Safe Online
Working with technology companies to protect young people.
43 Highgate Our Way
Navigating teenage years with confidence
53 The Power of Connection
Supporting girls beyond school
54 The Culture of Co-education
Gender, identity and respect at Alleyn’s School
55 Love of The Game and Riding High
Cricket at Westminster Under School and equestrian sports at Bryanston
56 A Summer of Sport
Encouraging healthy lifestyles at Lancing College
58 Challenges in Cricket
Balancing sporting and academic success at Tonbridge School
59 Reed’s School Tennis Academy
How a unique academy with a proud heritage continues to produce champions
60-61 ECM Recommended Oxford and Cambridge Senior Schools
Choosing the best senior school for your child
66 Leaving Limits on the Shore
Inclusion and equality in sailing
67 One Challenge at a Time
Ben Gallagher’s journey from life-changing injury to elite sports
68 Playing Padel Tennis
Embracing a new sport
69 A Welcoming Community
The power of padel to build confidence and friendships
A Transformational Sixth Form Experience
The new Downsend Sixth Form
71-72 Work Smarter
This Summer
Five small business ideas to try your hand at over the holidays
72 A Supporting and Nurturing Community
College life at Canford Sixth Form
73 The Leaders of Tomorrow
World-class education at Cambridge University
74 More Than a Degree and Thinking Critically
How Anglia Ruskin is redefining higher education and Empowering students to reach their full potential
75 Embracing Heritage
Studying at the world’s oldest university
76 Inspiring Teenage Boys
Community programmes at Exeter University
77 Breaking Barriers and Where Talent Thrives
A journey from struggle to success through the WBS foundation year and Sport and study at the University of Essex
78-79 Countryside Living
The premium property markets of Oxfordshire and Cambridgeshire
80-81 Summer Spaces
Dress that naked window
Founder: Chloe Abbott
Social Media: Ella Maria and Megan Payne
Co-Editors: Megan Payne, Rohini Bhonsle-Allemand and Emily Parsons
Social Media Assistant: Scarlet Thurner
Assistant: Olivia Hawkin
Design: Peter Charles www.petercharlesdesign.com
Podcast Editor: Megan Payne
EDUCATION CHOICES MAGAZINE is now available to purchase both online and on paper copy.
Parent comment: “Such a great school with great staff. My daughter absolutely loved the school and staff there. She still talks about her teachers.”
www.headingtonquarry-nursery.org.uk
Kids Planet Nurseries
Age group: 0-5 years
Area: Bradmore Road, Jack Straws Lane, Mansion House and Woodstock Road, Oxfordshire
Parent comment: “My daughter was able to find new friends both in teachers and in other children and wants to return to the nursery everyday. I don’t think we could have chosen a better place than this.” www.kidsplanetdaynurseries.co.uk/oxfordnurseries
Slade Nursery School
Age group: 2-4 years
Area: Headington, Oxfordshire
Parent comment: “We had a great experience here. Caring staff and great facilities. Our kids loved it too.” www.sladenurseryschool-headington.org.uk
The Ace Centre Nursery School
Age group: 3-5 years
Area: Chipping Norton, Oxfordshire
Parent comment: “Good facilities and well-trained, friendly and dedicated staff. Great community spirit amongst parents. Fantastically
supportive, creative and safe environment for kids to learn and grow in.”
www.ace-chipping-norton.co.uk
The Aunties’ Old School Nursery
Age group: 3 months-5 years
Area: Stanton St. John, Oxfordshire
Parent comment: “The staff is driven, professional, invested and, more importantly, very human and caring. They create a loving environment with enough solid structure for children to grow. I cannot recommend this place and these people enough!”
www.theoldschoolnursery.co.uk
CAMBRIDGESHIRE NURSERIES
ACE Day Nursery and Nursery
School
Age group: 1-5 years
Area: Cambridge, Cambridgeshire
Parent comment: “The staff are exceptional, They are not just educators; they are caregivers who genuinely love and nurture each child as if they were their own. The warmth and dedication they show are beyond words.”
www.ace-nursery-school.org.uk
Brunswick Nursery School
Age group: 2-5 years
Area: Cambridge, Cambridgeshire
Parent comment: “Staff are wonderful, caring and committed to helping new children settle in,
have fun and learn along the way. Impressive approach to behaviour. Great communication with parents. Lives up to its excellent reputation.”
www.brunswick.cambs.sch.uk
Colleges Nursery School
Age group: 2-5 years
Area: Cambridge, Cambridgeshire
Parent comment: “Experienced, kind and knowledgeable staff. Excellent facilities. Wonderful, nurturing environment. Great range of activities including forest school and visits from Ark Farm. Cannot recommend it highly enough.”
www.colleges.cambs.sch.uk
Kindred
St Neots Nursery and Pre-School
Age group: 3 months-5 years
Area: St Neot’s, Cambridgeshire
Parent comment: “This nursery has been superb for our 3 year old for the last couple of years. I have seen her confidence, learning and social skills grow significantly through the excellent team.”
Area: Huntington, Cambridgeshire Parent comment: “Amazing environment and staff. Our little boy loves it here! Best choice for childcare.”
www.sawtrydaynursery.co.uk
Seeking Intrepid Explorers
An incredible adventure of discovery at Parkgate House School, Clapham
Choosing the right school at the start of your child’s education is vital, as it forms the foundation for their future.
At Parkgate House School, we have an outstanding record in ensuring our pupils achieve the very best results and successes by developing their talents and fulfilling their potential early on.
We do this by investing in exceptional, inspirational teaching and providing amazing opportunities for our pupils throughout their learning journey, from age 2½-11. Whilst some schools have a class teacher who teaches across all subjects, we have specialist teachers in French, Latin, music, art, design technology, drama and sport, who work alongside our outstanding class teachers to provide a rich and varied learning experience.
The huge advantage to our pupils is that specialist teachers enliven their subject and the pupils’ experience through their indepth knowledge, enthusiasm and passion for their subject. There’s no substitute for an inspirational actor, musician, sportsperson, expert linguist or professionally trained artist to help inspire pupils and broaden their understanding. Pupils also gain a higher quality
of teaching and an added value to their overall education. For our older pupils, our specialist teachers give a real taste of the type of teaching they can expect at senior school, allowing them the advantage of experiencing this style of learning at an early age.
One pre-prep parent praised: “Even the youngest children benefit from specialist teachers, ensuring high quality tuition from the outset.”
Furthermore, we keep our class sizes purposefully small, which means every child participates and is individually supported and known by our teachers, giving them not only bespoke teaching, but also the right environment to discover and explore new skills and grow in confidence.
We believe wholeheartedly in a holistic approach with a broad and rich curriculum. Our pupils’ learning is personalised to match the needs of each individual and their learning extends far beyond the classroom. At Parkgate House, we run a full extracurricular clubs programme with over 35 clubs on offer, so there really is something to match every child’s interests. By helping our pupils to discover new exciting activities, they broaden
their horizons and learn to keep an open mind about the many opportunities on offer. Our before and after-school clubs also extend the school day, offering flexibility to families requiring an early drop off or a late pick up. Clubs are run by Parkgate House members of staff, including our specialist teachers, with whom the children are familiar.
Pupils leave Parkgate House well-prepared for the world they will live, play and work in. Our pupils take away much more than excellent academic results from their time with us; they leave with important life skills such as resilience, confidence, teamwork and kindness - some of our key Parkgate Virtues, which are vital to thrive in a modern and everchanging world.
Why not discover the Parkgate magic and begin your child’s adventure? To explore our website and book a visit, please see the links below.
We look forward to welcoming you to Parkgate House.
www.parkgate-school.co.uk
Where Learning Comes to Life
Nurturing potential at Churcher’s College
“The quality of the pupils’ personal development, academic and other activities is excellent.” — ISI Inspection 2022
Churcher’s College offers an outstanding education for girls and boys aged 3-18, from Nursery through to Sixth Form. Recognised as one of the leading independent day schools in the country, we are dedicated to unlocking the full potential of every pupil.
We provide a wide range of experiences and opportunities, ensuring pupils excel academically, creatively, in sport, music and drama, alongside our renowned adventure and outdoor learning programme. We aim to inspire a love of learning, foster resilience and support personal growth.
Together, with an appreciation for community, Churcher’s prepares pupils for an ever-changing world, equipping them with the skills and confidence to succeed.
“You’ll find every opportunity you could hope for here at Churcher’s - the huge offering in adventure, sport and the arts provides an excellent balance to all that hard work. Indeed, parents reckon they’ve hit gold.” — Good Schools Guide 2022
Just one hour from London, we are set in the beautiful Hampshire countryside, bordering Surrey and West Sussex. The Junior School and Nursery are nestled in leafy Liphook, while the Senior School and Sixth Form are located nearby in Petersfield. Both campuses
boast expansive playing fields and excellent facilities.
Join us at our next open event to discover Churcher’s for yourself!
AMANDA INKLEY Head of Marketing www.churcherscollege.com
63% of Churcher’s Year 6 pupils achieved the ‘Higher Standard’ in maths, reading and spelling. National average: 8%
Source: 2024 summative standardised test scores
Unlock Your Child’s Potential
Located in the heart of Chelsea, First Bridge Education is a specialist independent nursery and school for children aged 1-9 with autism and related developmental needs.
Our Ofsted-rated ‘Outstanding’ nursery offers a nurturing, playbased environment for children aged 1-5, combining the Early Years Foundation Stage (EYFS) with evidence-based practice. From age 4, children can transition into our school programme, where we blend the National Curriculum with therapeutic teaching rooted in Applied Behaviour Analysis (ABA). This ensures every learner receives structured, personalised support for communication, academic development and independence.
We support children both with and without a diagnosis. As part of our admissions process, we carry out an assessment to understand your child’s needs and ensure we are the right setting to support them.
Each child follows a tailored programme led by Board Certified
Behavior Analysts (BCBAs), teachers, therapists and early years specialists. Our purposebuilt centre includes sensory integration spaces, outdoor learning areas and specialised classrooms designed to meet diverse learning profiles.
Our outcomes speak for themselves: over 90% of pupils make expected or exceeding progress on their individual education plans. In 2024, 78% of our school leavers transitioned to high-quality mainstream or specialist settings across London. Enrolment for September 2025 is now open.
In this episode of Education Corner Podcast, we spoke to Mr. Ben Evans about the recently announced merger between Windlesham House and Charterhouse schools, the schools’ shared ethos and how they are looking towards the future.
Windlesham House School recently announced that they will be joining the Charterhouse family of schools, with the merging of their charities in August 2025. Ben shared the thorough and diligent process which has gone into preparing for this merger, stating: “It was probably over two years ago that it became clear that the educational landscape was about to change, but I think none of us knew quite how much it would change by 2025.” Governors and senior leadership at Windlesham House were dedicated to finding a partnership which would benefit both schools without sacrificing the unique qualities that make Windlesham special, which led them to Charterhouse. Ben told us: “We have shared values, a shared ethos and Charterhouse was our obvious choice. We were very fortunate that Charterhouse thought the same, that they could see in Windlesham a school with a long history, a rich tradition and one which would really align very closely to their values and their educational philosophy.”
committed to giving them as many different opportunities as possible, because every child will find their passion, every child will find something that they love, something that they excel at and it’s our job as a prep school to ignite those fires and to really find those passions.” As a school built on both academic rigour and an exciting, welcoming community, Windlesham hopes to instill in students these core values and a passion for learning which will lead students on to future success, whether at Charterhouse or another senior school.
Essential to all schools in the group is their shared ethos and values. Ben described this stating: “We want our children to have the very best teaching and learning, but at the same time we are
Windlesham House will be the second prep school in the Charterhouse Family of Schools alongside Edgeborough, who joined in 2021. Ben has maintained key awareness of how this earlier merger has benefitted both Charterhouse and Edgeborough and finds that the schools share a key ethos and values, whilst having different enough parental markets that both will continue to thrive. Whilst Windlesham House maintains a dedication to full boarding, Edgeborough offers weekly boarding and is primarily a day school for local families in Surrey. Ben explained: “We are different but very similar and therefore we’ll be able to work closely in terms of sharing expertise, sharing good practice and it’s really exciting to know that we will have a partner prep school as well as Charterhouse to offer support, benefits and opportunities [for] our pupils and our staff.”
Boarding is a core part of Windlesham’s identity
and offering, Ben explained: “Boarding provides so many different opportunities for our children. They’re able to build their independence, be part of that very different and special boarding community whilst being able to access so many different opportunities that happen after school and the friendships that develop.” This is an area which Windlesham hopes to continue to promote through the partnership, as well as an element of their unique offering within the group. Boarding also helps to prepare pupils for senior school, by developing their independence and allowing them to immerse themselves in school life and the opportunities on offer, which Ben feels is a core part of how Windlesham prepares students for senior school. He stated: “Boarding at Charterhouse is very much alive and a hugely important part of their school life too and it’s great to be part of that full boarding community.”
“Boarding provides so many different opportunities for our children. They’re able to build their independence, be part of that very different and special boarding community whilst being able to access so many different opportunities that happen after school and the friendships that develop.”
Windlesham’s unique, less traditional approach is also an important part of their identity and appeals to many families, including flexible classrooms and non-uniform policy. This flexibility allows pupils to have both academic rigour and also exciting, flexible opportunities to learn in a welcoming environment. Ben described: “It allows children to be individuals.
We’re very keen to nurture and cherish each child’s individuality and for them to build on that as they move through Windlesham, while still being part of a very close-knit community.” Nurturing this individuality and confidence is another key element to the ways in which Windlesham works to prepare students for senior school. Ben explained: “That wave of enthusiasm that just runs through the school will allow them - when they move on to Charterhouse or to any senior school - to believe in themselves, to have the confidence to have a go and be successful, especially in their teenage years when things can get a little more tricky.” Windlesham also believes that this flexible approach enables students to develop a love of learning, which also aligns with Charterhouse’s values. Ben believes: “Most of all, if children are happy and having fun at school, they will be learning.”
Both schools are dedicated to preparing students for the fast-changing future and world of work through dedicated futures programmes, which they hope to continue to develop together. Ben described: “Our children are going to inherit and work and be part of a very different world, a world with different jobs, a way with a different way of
“When we open for the autumn term, Windlesham will look and feel very much as it does now, but behind the scenes there’ll be a richer and more exciting curriculum and educational experience for our children.”
working and we have to ensure our children are ready for that future.” Through partnership between Charterhouse’s ‘Future You’ programme and the Windlesham Diploma, they plan to prioritize: “The entrepreneurship, the leadership, the financial literacy, ensuring that those soft skills - that may be lost in a sea of exam preparation - are valued and are prioritized. Communication skills, the ability to question and be curious and to take risks and be resilient, all those things are really important.”
For families interested in applying to Windlesham, Ben assures that the admissions process will not be impacted by the merger. He emphasised: “We will retain our name, our identity, our uniform policy, all those things that are very special to Windlesham and that are unique to us and make the school the place that it is.” The core changes will be through the opportunities and connections available, but day-today life at the school will not change. Ben explained: “When we open for the autumn term, Windlesham will look and feel very much as it does now, but behind the scenes there’ll be a richer and more exciting curriculum and educational experience for our children.”
Ben also emphasised that the senior school admissions process for students leaving Windlesham will not change. For those applying to Charterhouse, which is already a popular choice for many Windlesham families, Ben explained: “They will be expected to follow the same admissions policies
and procedures as any other pupil at any other school in order to gain a place at Charterhouse,” It is also important that Windlesham will continue to send pupils to a range of senior schools. Whilst Charterhouse is a popular choice for various reasons including the shared ethos, co-educational offering, boarding options and connections, Ben stated: “We’ll still continue to send to all the top schools all around the country and that certainly will be our priority and as we have done for so many years.”
Ben highlighted the school’s focus on the individual child, which they will maintain and explained: “We’re committed to finding the right school for every single child and that’s the right academic fit, the right pastoral fit, whether it’s co-ed or single-sex, weekly or full boarding, and that will continue.”
As Windlesham prepares to move into their 190th year, Ben told us: “Our tradition and heritage will continue and we very much value that, but at the same time we want to move forward and our partnership with Charterhouse will allow us to have an exciting future, will allow us to look forward with confidence at a time when life is tricky for schools.” This new partnership endeavours to allow both schools to continue to work towards an exciting future and many opportunities for their pupils, whilst maintaining the schools’ individual identities and community. Ben concluded: “We’ll be able to ensure not only an exciting future for our school and for our pupils but one which holds endless possibilities and for me that’s something I’m very much looking forward to.”
We would like to thank Mr. Ben Evans, Head at Windlesham House School, for giving up his time to speak to us.
www.windlesham.com
EDUCATION CORNER PODCAST WITH THE HEAD
Mr. Tom Carter
FROM ST CHRISTOPHER’S THE HALL SCHOOL, KENT
In this episode of Education Corner Podcast, we spoke to Mr. Tom Carter, Head at St Christopher’s The Hall School. Tom spoke about the recent merger with the St Dunstan’s Education Group, finding a balance with technology and supporting students’ wellbeing.
Whilst Tom did not originally aspire to a career in teaching, he explained: “I trained in law but I think very quickly I realised that that perhaps wasn’t the path for me. I ended up retraining as a teacher, which I suppose isn’t entirely surprising, really, because my mum was also a teacher and I think that her love of the job really rubbed off on me.” Tom joined St Christopher’s The Hall in 2021, following 14 years at Bute House. He described his time at St Christopher’s The Hall as having been: “[...] a fantastic journey ever since.”
character, stating: “It’s still very much St. Christopher’s, with all the individuality and all the character that makes our school special, but what we’ve got now is that added layer of support, that innovation and opportunities behind us and that’s absolutely brilliant!”
In January 2025, St Christopher’s The Hall joined the St Dunstan’s Education Group. Tom told us: “It was very much about finding a partnership that we felt genuinely aligned with our values and our vision for the future. St. Dunstan’s has got a fantastic reputation, not just for academic excellence, but for being very forward thinking, very inclusive and very child-centred in its approach.” These shared values motivated the schools to explore how they could work together, eventually leading to the merger earlier this year. Tom also emphasised that the school will not be losing its individuality or
Through the merger, both schools remain dedicated to fostering an environment where students are empowered to develop and achieve to the best of their individual potential. This personalised approach is key to the ethos and approach at St Christopher’s The Hall, Tom explained: “We believe that every child is unique. They’ve all got their own interests, they’ve all got their strengths and they’ve all got their own pace of development. I think our job as educators is to create an environment where pupils feel seen, supported and stretched but not compared and that really means offering some kind of personalised approach to where pupils feel very safe in their learning.” This ethos is shared by St Dunstan’s College and both schools work tirelessly to build students’ confidence and support their individual journeys at all stages of education.
Since joining the St Dunstan’s Education Group in January, students at St Christopher’s have already benefitted from the newly forged connections. One advantage of this merger is that students are now able to gain automatic places at St Dunstan’s without sitting the 11+. Tom explained: “For me,
Diversity and Inclusion
that’s huge because the 11+ can be a very stressful experience and being able to skip that pressure while still being able to secure a brilliant next step is a real game-changer for families.” Students now also have access to St Dunstan’s playing fields and facilities, as well as events and festivals to further enhance their academic and co-curricular offerings, including concerts at the Royal Festival Hall. Tom also highlighted the ways in which teachers also will gain from this merger, stating: “They’re sharing ideas, resources and clever ways to tackle tricky topics. I think that when teachers learn from each other, it leads to a much better learning experience within the classroom. That means that pupils will benefit from richer lessons, more creative approaches and consistently high standards across the whole board.”
St Christopher’s The Hall are also particularly proud of their community’s diversity, Tom told us: “I’ve always felt that strength lies in diversity.” The school nurtures opportunities for students to share about their culture and learn from one another, building both their own confidence and their peers’ understanding and curiosity. Tom shared: “We’re trying to build a school where every child feels seen, heard and celebrated. It’s about helping every child feel that they belong, that their story matters and that the school is a place really where they can truly be themselves.”
Technology is also an increasingly significant part of life, both within school and beyond. At St Christopher’s, they aim to embrace technology and support students to find a healthy balance. Each pupil has their own iPad, which is used to enhance some classes alongside more traditional methods. Tom explained: “You’ll see pupils using iPads for things like research and interactive apps
“We’re trying to build a school where every child feels seen, heard and celebrated. It’s about helping every child feel that they belong, that their story matters and that the school is a place really where they can truly be themselves.”
or creative projects, but you’ll also see lots of good old-fashioned handwriting and group discussions and hands-on activities and proper face-to-face learning. It’s not tech versus tradition, it’s about blending the two in a way that works best for each learner.” The school also teaches digital citizenship, which supports students to understand the online world and develop responsibility in their technology use. Supporting students to understand and develop their own sense of responsibility and balance is key to the use of and education about technology at St Christopher’s, Tom described: “It’s just all about helping our children become those confident, those curious learners and also become ready for whatever the future brings.”
Supporting students’ wellbeing both online and offline is also crucial, Tom noted: “Wellbeing is honestly at the heart of everything that we do.” Through their digital citizenship programme, St Christopher’s teaches students to recognise and act when they see something unsafe or inappropriate online, Tom explained: “Pupils learn to spot those red flags, protect their privacy, and I suppose most importantly, what to do if something doesn’t feel right. It’s about giving them the confidence
to navigate that online world with care and with dignity.” The school also offers many opportunities, such as mindfulness and mental health activities, to support students’ wellbeing offline and throughout the school day. Tom stated: “What we really want is children to feel safe and supported and empowered, whether they are on a screen or off of it.” Within the St Dunstan’s Group, the school now draws on a richer pool of resources and support to further enhance the ways in which they support and educate students, including through St Dunstan’s annual Let’s Talk About… conferences, which brings educators and professionals together to tackle the most relevant issues facing young people. Tom told us: “When we say that wellbeing matters here, we really mean it, whether it be online or offline. By combining our strong in-house approach with all the added insights from the wider group, we’re making sure that our children have the tools, confidence and care that they need to thrive in every part of their life.”
Students at St Christopher’s achieve highly in 11+ results each year and the school is proud of their results, whilst emphasising the importance of not being a hot-house, Tom explained: “I really don’t believe in hot-housing children or teaching to pass the test. I think that approach can make learning very dry and very uninspiring. Ultimately, it doesn’t serve children well in the long term.” Instead, their approach focuses on exam skills and confidence, with students working in dedicated, small groups throughout Years 5 and 6 to nurture these skills. The school also works with several local senior and secondary schools as well as working closely with families to respond to students’ needs and prepare them for life beyond St Christopher’s.
In recent years, St Dunstan’s has become a more popular choice for students after St Christopher’s and Tom sees this continuing and told us: “With the automatic offers starting to go out, along with some joint events we’re planning with them, I think families will see that St. Dunstan’s is a really
fantastic choice.” Despite the automatic offers and increasingly close relationship, the focus will still be on ensuring each student moves on to the best school for them, Tom assured us: “There are so many excellent schools and it’s about finding the right fit for the right child.”
Looking towards the future, Tom shared many exciting plans for continuing to develop the school’s offering and working collaboratively with St Dunstan’s, including a co-curricular public speaking and leadership project, Junior Duke of Edinburgh Award, Model UN-style debates and much more. Tom concluded: “Our connection with St Dunstan’s is a really big part of the future because it gives us room to grow through shared events, access to fantastic facilities, new opportunities in music and in sport and in drama, but crucially, it lets us remain very proudly and very distinctly St Christopher’s. So, the future is really exciting and I cannot wait to see where we go next!”
We would like to thank Mr. Tom Carter, Head at St Christopher’s The Hall, for giving up his time to speak to us. www.stchristophersthehall.org.uk
ECM Recommended Oxfordshire and Cambridgeshire Prep Schools
OXFORDSHIRE:
Chandlings School
Age: 2-11 Co-educational
Location: Kennington, Oxfordshire
Senior school destinations include: Radley, St Edward’s and Abingdon School
Parent comment: “It is a wonderful caring school. Any issues were dealt with straight away and we were always kept informed. My children speak very fondly of their time at Chandlings and wish they could go back!” www.chandlingspst.org
Christ Church Cathedral School
Age: 3-13
Single-sex (Boys, co-educational pre-prep)
Location: Oxford, Oxfordshire
Senior school destinations include: St Edward’s, Marlborough College and Rugby School
Parent comment: “It’s a lovely school. Really excellent for music and the boys move on to excellent schools.”
www.cccs.org.uk
Dragon School
Age: 4-13 Co-educational
Location: Oxford, Oxfordshire
Senior school destinations include: Rugby, St. Edward’s and Oundle
Parent comment: “I was really impressed by this school. The teaching staff are very passionate.” www.dragonschool.org
Moulsford Prep School
Age: 3-13 Single-sex (Boys, girls in the pre-prep and joining the prep from 2026)
Location: Wallingford, Oxfordshire
Senior school destinations include: Abingdon, Bradfield and Radley College
Parent comment: “The
boys are well turned out and have impeccable manners!” www.moulsford.com
New College School
Age: 4-13 Single-sex (Boys)
Location: Oxford, Oxfordshire
Senior school destinations include: Abingdon, Magdalen College School and St Edward’s
Parent comment: “It is very nurturing and individual. They stretch and teach to the highest academic
Senior school destinations include: Eton College, Harrow School and Cheltenham Ladies’ College
Parent comment: “Incredible facilities and grounds, excellent teaching, lovely parents and there is a lot on offer in terms of extra-curricular.” www.st-hughs.co.uk
St Mary’s Prep School Age: 3-11 Co-educational Location: Henley-onThames, Oxfordshire
Senior school destinations include: City of London School, Abingdon School and Pangbourne College
Parent comment: “Outstanding teaching across the curriculum.” www.stmarysprep.co.uk
Summer Fields School
Age: 4-13 Single-sex (Boys)
Location: Oxford, Oxfordshire
Top senior school destinations: Eton College, Harrow School and Radley College
Parent comment: “A lovely school and suits every child. They really do treat every child as an individual and carefully guide children to senior schools that will be right for them.”
www.summerfields.com
The Oratory Prep School Age: 2-13 Co-educational Location: Reading, Oxfordshire
Senior school destinations include: Eton College, Harrow School and Wellington College
Parent comment: “It has great facilities!” www.oratoryprep.co.uk
The Manor Prep School Age: 2-11 Co-educational Location: Abingdon, Oxfordshire
Senior school destinations include: St Helen & St Katherine, Abingdon School and Cokethorpe Parent comment: “My child is at the Manor and we are extremely happy with it. It is a warm, nurturing school.”
www.manorprep.org
The Oratory Prep School
Chandlings School
Dragon School
The Manor Prep School
Cambridgeshire:
Heritage School
Age: 4-16 Co-educational
Location: Cambridge, Cambridgeshire
Senior school destinations
include: Most students stay at Heritage School for senior school
Parent comment: “The Heritage fosters a love of learning, an interest in the world, in science, in literature and every area I can think of.” www.heritageschool.org.uk
King’s College School
Age: 4-13 Co-educational
Location: Cambridge, Cambridgeshire
Senior school destinations include: Eton, Harrow, Westminster, The Perse School and King’s Ely
Parent comment: “The sport and music is very strong, my son thrived!” www.kcs.cambs.sch.uk
King’s Ely Prep School
Age: 7-13 Co-educational
Location: Ely, Cambridgeshire
Senior school destinations
include: Eton, Harrow, St Mary’s School and King’s Ely Senior School
Parent comment: “A stunning school and the staff really want the children to succeed.” www.kingsely.org/prep-school
Kimbolton Prep School
Age: 4-11 Co-educational
Location: Huntingdon, Cambridgeshire
Senior school destinations include: Most students stay at Kimbolton for senior school
Parent comment: “You can’t beat the open green space around the school.” www.kimboltonschool.com/ prep
Sancton Wood Prep School
Age: 3-11 Co-educational
Location: Cambridge, Cambridgeshire
Senior school destinations include: Most students stay at Sancton Wood for senior school
Parent comment: “I like the school as it has a nurturing ethos and doesn’t sweat the small stuff.”
www.sanctonwood.co.uk
Stephen Perse Junior School Age: 5-11 Co-educational
Location: Cambridge, Cambridgeshire
Senior school destinations include: Most students stay at Stephen Perse for senior school
Parent comment: “A brilliant school with great academic results and
excellent facilities.” www.stephenperse.com
St Faith’s School Age: 4-13 Co-educational Location: Cambridge, Cambridgeshire
Senior school destinations include: The Leys, Stephen Perse and The Perse School Parent comment: “The staff went out of their way to find the things our child naturally thrived at to encourage their self confidence.”
www.stfaiths.co.uk
St John’s College School Age: 4-13 Co-educational Location: Cambridge, Cambridgeshire
Senior school destinations include: Eton, Winchester, The Leys and The Perse Parent comment: “A really strong focus on wellbeing and happiness, the music and all round provision is excellent.”
www.sjcs.co.uk
The Perse Prep School Age: 3-11 Co-educational Location: Cambridge, Cambridgeshire
Senior school destinations include: Most students stay at The Perse senior school Parent comment: “The school has excellent facilities, the children have a wide mix of interests and all are catered for in the huge range of clubs and activities on offer.”
www.perse.co.uk
Whitehall School Age: 1-11 Co-educational
Location: Huntingdon, Cambridgeshire
Senior school destinations include: Stephen Perse, The Leys and St Mary’s School Parent comment: “A lovely, supportive school with a real family feel.”
www.whitehallschool.com
Stephen Perse Junior School
King’s Ely Prep School
St Faith’s School Heritage School
Things to do in Oxfordshire and Cambridgeshire
OXFORDSHIRE:
Blenheim Palace
Explore the magnificent stately home and gardens of Blenheim Palace, dating back to the 18th century, with a maze, adventure playground and seasonal events year-round. www.blenheimpalace.com
Cotswold Wildlife Park and Gardens
With over 250 species in the park, Cotswold Wildlife Park offers visitors the chance to see exotic animals from around the world. There’s also an enjoyable train ride experience, as well as an adventure playground. www.cotswoldwildlifepark.co.uk
Didcot Railway Centre
Step back in time at this living museum with steam train rides, interactive exhibits and historic locomotives for the whole family to explore. www.didcotrailwaycentre.org.uk
Millets Farm Centre
A family-run farm for the last 70 years, at Millets you can enjoy activities such as animal encounters, golf, soft play and pick-your-own berries, as well as a farm shop and farmhouse kitchen. They also offer wellness treatments and experiences for the parents!
www.milletsfarmcentre.com
Oxford University Museum of Natural History
Set in the heart of historic Oxford University, here you can discover dinosaurs, fossils and hands-on science experiences for all ages. www.oumnh.ox.ac.uk
CAMBRIDGESHIRE:
Imperial War Museum Duxford
Here, the whole family can learn more about wartime history through historic aircraft, interactive exhibits and thrilling airshows, as well as a play zone and dedicated activities for children.
www.iwm.org.uk/visits/iwm-duxford
Punting
Experience this famous Cambridgeshire pastime on a punting tour through the heart of the city, on which you can relax and take in views of the historical
architecture and famous university.
Shepreth Wildlife Park
A zoo and wildlife conservation park where you can encounter tigers, red pandas and many more, as well as the discovery centre and play area with activities and experiences for all ages. www.sheprethwildlifepark.co.uk
Museum
In this University of Cambridge museum, visitors can explore a collection of over half a million artworks and historical artefacts, as well as family-friendly events with interactive and sensory experiences. www.fitzmuseum.cam.ac.uk
Wimpole Estate
With farmland dating back to the Iron Age, Wimpole Estate is a living working estate where you can explore the historic manor house, landscaped gardens, woodland and rare breed farm. www.nationaltrust.org.uk/visit/ cambridgeshire/wimpole-estate
The Fitzwilliam
Great Big Green Week
Letting children take the lead on climate and nature
The climate and nature crisis can feel overwhelming, but all around the UK families, schools and communities are showing that, together, we can take action and build a greener, fairer future.
That’s what Great Big Green Week is all about. Taking place from 7th-15th June 2025, it is the UK’s biggest celebration of community action for nature and our climate. This year, we are inviting schools, families and young people to be right at the heart of it.
Whether it’s turning an unloved patch of land into a wildlife haven, setting up a school swap shop or planting pollinator-friendly flowers, children and young people are brilliant ambassadors
for change. They bring creativity, curiosity and energy to the challenge and inspire the adults around them to act too.
This year’s theme is ‘Let’s Swap Together for Good’. It’s about taking simple, positive actions like swapping plastic for reusables, fast fashion for hand-me-downs or car journeys for walking or cycling and making them part of everyday life. The Climate Coalition has free, ready-to-use resource packs available to help schools and families get involved, including ideas for activities, lesson plans and assembly guides. Whether you’re a parent, carer or teacher, you can bring Great Big Green Week to life with the children in your care.
By taking part, families and schools will be joining a national movement of over a million people, showing that positive change starts close to home and that the next generation is leading the way. Visit our website to find out more and get involved.
King’s College School, West Road Cambridge CB3 9DN T 01223 365814
E office@kcs.cambs.sch.uk www.kcs.cambs.sch.uk
Lessons From Under the Sea
David Attenborough reveals the ocean’s role in slowing climate change
“Our seas are the most important places on Earth,” David Attenborough says in his new film Ocean, which showcases the crucial role the ocean plays in helping to slow down climate change. The film explains how the ocean’s seagrass meadows and kelp forests store carbon, taking it out of the atmosphere.
This comes as new data from the Convex Seascape Survey reveals a lack of public awareness when it comes to the environment. Shockingly, 66% of British people don’t know that the ocean is Earth’s biggest natural carbon sink.
Two in five people (43%) are confused by the term ‘Blue Carbon’, despite it being a crucial process that absorbs carbon dioxide from the atmosphere and stores it in marine ecosystems like seagrass meadows.
Victoria Turner, Education Lead for Blue Marine Foundation, shares her tips for decoding complex environmental jargon. She stated: “Terms like ‘net zero’ and ‘carbon sequestration’
aren’t easy to grasp, but building understanding around these terms is key to making sustainable choices. One method I love is using analogies. Think of the ocean as the planet’s lungsabsorbing carbon and producing oxygen so that every second breath we take comes from the ocean.”
These findings underpin the importance of the work by the Convex Seascape Survey, a fiveyear research project designed to determine how, when and where the ocean’s continental shelves store carbon.
The project involves 100 experts from 10 countries and the goal is to understand how the seabed acts as a carbon sink and how it can help fight climate change.
The Convex Seascape Survey is bringing ocean literacy into early education as one way of bridging the gap in environmental knowledge. In a partnership with Encounter Edu, 14 million students across 90 countries have undertaken ocean education programmes, deepening their understanding of how the ocean supports life on Earth.
SALLY CUSAK Publicity Director www.convexseascapesurvey.com
The ECM Team wishes Sir David Attenborough a happy 99th birthday!
Take the Leap
Learning to be bold in Jabari Jumps
As a writer and illustrator, I’m often asked where the inspiration for my first picture book, Jabari Jumps, comes from. As a Black boy, Jabari looks like the people in my family. The kid frozen on top of the diving board? That’s all me.
I love the concept of ‘windows’ and ‘mirrors’ and ideally, my books take the form of both. It’s crucial for me to be very aware of which readers are getting to see themselves represented in books - or not. I strongly believe that everyone should get their ‘mirror book’ experience - that feeling of “Hey, that kid is just like me!” - at least once. On the flip side, windows into different, often under-represented, experiences
are incredibly consequential to us all. As a result, I’m purposeful about what my characters and their families look like.
Similar to Jabari, we can all relate to having something we really want to do, while simultaneously being terrified by the thought. Too often, we tell kids (and ourselves): ”Don’t be scared, be brave!” When really, to be brave is to be scared and do whatever it is anyway. Figuring
The True Value of Sport
Overcoming the disappointment of not winning
When I was asked to write another text for the character in I Really Want the Cake, one of my initial ideas was for a story on the theme of competitiveness.
I’m not sure whether competitiveness is an innate trait or one developed through conditioning, but I’m certain that every child longs to win or be deemed ‘the best’ at some point in their childhood. Consequently, when I came up with I Really
Want to Win, I immediately felt confident that readers would find the story relatable.
As a child, I was obsessed with sports. Good at a couple but useless at others, I became wellacquainted with the spectrum of emotions that accompanies competition (with oneself and against others) – from the elation and satisfaction of performing well, to the frustration and disappointment of not – which proved very helpful when writing the book! The girl in the story certainly shares a few (too many) of my personality traits, so I was easily able to imagine just how she’d feel and behave in the
out what it means to be brave and how to deal with fear, is such a big part of being a human.
So, this summer, whether you’re a kid - or grown-up - toes curled around the proverbial diving board, remember to take a deep breath and jump!
GAIA CORNWALL Author www.gaiacornwall.com
situations she finds herself in. I hope readers will take away the idea that whilst it’s important to always try one’s best, it’s more important to enjoy oneself whilst doing so and to be gracious in both victory and defeat. Most of all, I hope readers have fun with the book. If they do, I’ve done my job!
SIMON PHILIP Author www.simon-philip.com
Inspiring Future Paralympians
The power of disability representation in Polly’s Piralympics
“This is me!” declares Weeratunga. As a child, she adored Winnie the Pooh and The Lord of the Rings, escaping into their imaginary worlds and fuelling a lifelong passion for travel.
A prolific writer, Weeratunga crafts stories for readers aged three to ninety. She is best known for her Polly’s Piralympics series, inspired by Sir Philip Craven’s closing speech at the 2012 London Paralympic Games. In his speech, he shared a moment when a young boy, reading with his mother, saw an illustration - a man with an eye patch, a hook for a hand, a parrot on his shoulder and a wooden leg. When asked who it was, the boy replied: “Well, he has only one leg, so he must be an Olympian.”
This powerful momentshowcasing the Paralympics’ role in reshaping perceptions of disability - moved Weeratunga
to laughter and tears. It also sparked the creation of Polly and her Piralympic adventures.
In Polly’s Piralympics, Polly, bird-napped from Africa, is bullied in a Scottish pet shop - until Captain Hake rescues her. Bonding over their shared one-eyed view of the world, he teaches her to be a pirate, while she creates the Fellowship of Pirates and the Pirates Paralympics. Pirates worldwide compete in events like the threelegged race, climb-the-rigging gymnastics, walk-the-plank diving and even a MasterChef competition.
During a school visit, a student with a prosthetic leg embraced Weeratunga, saying: “Thank you for writing these books for me, Auntie.”
Overwhelmed, she felt a lump in her throat and tears in her eyes. This was why she had written these books.
Beyond Polly’s Piralympics,
Weeratunga has authored the Toucane, Yogaminis, Sporting Dreams, Patches Pirate Pals, Evie’s Adventures, Terry’s Dinosaur Adventures and the Farouk the Falcon series. Her stand-alone book, Richard the Rhino’s Adventures in Africa, reflects her deep passion for rhino conservation and is endorsed by Françoise MalbyAnthony, author of An Elephant in My Kitchen and owner of Thula Thula Wildlife Reserve.
Earlier in life, she was a Scout Leader in the UK and spent a decade in Sri Lanka, where she established an NPO to rebuild lives in Arugam Bay after the 2005 tsunami.
Now living in South Africa, Weeratunga draws inspiration from the rolling hills around her, where her imagination runs free.
JANN WEERATUNGA Author www.jannweeratunga.com
Belonging on the Pitch
Developing empathy through storytelling
The inspiration for my book Home Ground came from watching a football team made up of asylum seekers in Everton, a neighbourhood in north Liverpool. Far from the countries they had left behind, the guys were expressing themselves through football and finding a way to settle into their new home. I was impressed by the players’ good humour and enjoyment of the beautiful game.
Their stories resonated with my own family’s experience, which includes Irish, Chinese and Polish heritage and history.
Some of the guys spoke of experiencing some hostility, which in turn inspired the plot of my story – a young Iraqi lad making
his way in a new land and forming new friendships through the universal language of football. Any footballer or fan worth their salt looks beyond minor differences like skin colour or language and knows that what matters is the quality of a player’s character and their contribution to the team.
The story of Hasan and Sam is one of friendship, dealing with conflict in the form of Jordan’s ill-tempered bullying and a common goal to be the best you can be. Every book I’ve written tends to deal with conflict and its resolution and this one is no different.
Like most football fans, I have an eclectic bunch of heroes: Pele, Best, Weah, as well as a geeky
attachment to their stories, so the chapters of football facts complement the fictional story. Stories develop empathy in a way worthy lectures never will.
ALAN GIBBONS Author www.alangibbons.net
Strong Like Me
I wrote Strong Like Me for little girls, especially Black girls, who deserve to know that their strength is a gift, not a burden. As a writer, I’m deeply aware of the ‘strong Black woman’ trope and the pressure it places on us to be invincible. This book isn’t about reinforcing that idea. It’s about expanding it, showing young girls that strength can be athletic, emotional, creative, or quiet. It’s about reminding them that they don’t have to shrink themselves to be accepted.
When I was younger, I loved being active. I was fast, agile and full of energy. But sometimes other children and even adults made me feel like my athleticism wasn’t ‘girly.’ It left me sad and
confused. Why did being strong seem to make me less of a girl? Statistics show that girls drop out of sports at high rates during school years. Strong Like Me is a small stand against that trend. It’s a celebration of girls who climb, kick, leap and lead. It’s also for the girls who are strong in ways the world doesn’t always see: by speaking up, by caring deeply, by daring to be different.
I hope this story helps children understand that there’s nothing
wrong with their strength. I hope it gives Black girls in particular the space to explore their power without apology, in all its beautiful forms.
KELECHI OKAFOR Author www.kelechiokafor.com
Feisty Females
Writing about the importance of women in history
Kate Mosse is the bestselling author of eleven novels and short story collections. She has also penned four plays and made contributions to many more essays and publications. A champion of women’s writing and creativity, Kate has founded several awards and initiatives to encourage and celebrate women’s creative contributions. Kate’s work has been published in over 40 countries and has earned her several awards and accolades, including being awarded a CBE in the King’s New Year’s Honours List 2024 for services to literature, women and charity.
Much of Kate’s writing focuses on women throughout history, which she described as: “Underheard and unheard women’s voices, the heroic ordinary women - who are, of course, anything but ordinary - whose day-to-day lives are too often left out of the official histories.” Kate feels strongly about the importance of including women in the historical narrative and champions the mode of historical fiction to enable this. She shared: “History has to be the story of everybody who was there, not just a partial thing. ‘Ordinary’ women, for want of a better word, have been left out of it, but we were there, too. Women and men built the world together.” Kate hopes that through
her writing, which imagines and re-inserts the roles of women in the historical narrative, we can develop a better understanding of historical societies and events.
Kate is also the Founder and Director of the Women’s Prize for Fiction and the Women’s Prize for Non-Fiction, which she founded in 1991 after the Booker Prize only shortlisted male authors. Kate told us: “We did some research and discovered that, although 60% of novels published were by women and 75% of novels bought were bought by women, only 9% of books ever shortlisted for this
prize were by women. So, in other words, women’s work was not being treated as literature on a level playing field with the work of men.” This incentivised Kate to set up the Women’s Prize to recognise the significant works and achievements of women’s writing and provide a dedicated platform for their work.
In a recent talk at Churcher’s College, Kate explained: “The discipline of history came mostly, of course, from universities and religious institutions where only men were allowed, but also a very particular group of men were allowed. When the pens were only in one group of people’s hands, of course they don’t notice many things, they don’t value other things, they don’t think certain things maybe even matter.” Throughout Kate’s work, she emphasises the importance of recognising and celebrating the diversity and collaborative nature of humanity and emphasises that this does not need to come at the expense of any other group, she explained: “It’s about getting a bigger table and more chairs, putting people back into history, not taking people out.”
We would like to thank Churcher’s College for hosting this event and inviting us to hear Kate speak.
www.churcherscollege.com
MEGAN PAYNE Co-editor
TURN BACK TO PAGE 8 to find out about Churcher’s College, Hampshire
What is an Educational Psychologist?
Finding the right support for your family.
An Educational Psychologist (EP) is a highly trained professional who supports the learning, emotional development and overall wellbeing of children and young people. They work at the intersection of psychology and education, aiming to create environments where children can thrive. EPs are more than assessors, they are collaborators who work with families, schools and other professionals to identify barriers to a child’s progress and develop practical, evidence based solutions.
When Do EPs Get Involved?
EPs are typically called upon when a child faces ongoing challenges in their educational journey. These may include learning difficulties (e.g., dyslexia, ADHD), behavioural issues, emotional regulation problems, anxiety or trouble with social interactions. They also frequently support children with complex neurodevelopmental profiles, including those on the autism spectrum, particularly those with demand avoidant profiles (PDA) and ADHD.
The Assessment Process
Educational Psychologists conduct thorough, individualised assessments. This includes direct work with the child through structured tasks, informal interactions and standardised psychometric testing. They also gather insights through questionnaires completed by parents and school staff and by observing the child in their school environment. This multidisciplinary approach allows EPs to not only identify conditions like autism or learning disorders, but also understand how they uniquely affect each child.
At The Ed Psych Practice, our approach is personalised and evidence based. Our highly qualified team of educational psychologists offers assessments to understand your child’s cognitive profile and identify their strengths and needs. These assessments, conducted with your child and informed by questionnaires from parents and teachers, enable our educational psychologists to diagnose potential learning difficulties and, more importantly, understand how these difficulties specifically manifest and impact your child’s everyday life. Following the assessment, the educational psychologist develops tailored, practical recommendations to support your child’s unique learning needs.
Types of Support EPs Provide
EPs offer wide-ranging support tailored to individual child’s needs. They help diagnose learning difficulties and provide targeted interventions. Beyond academics they also address mental health concerns, support emotional resilience and advise on behaviour management. EPs also work with schools to design personalised support plans,
including Education, Health and Care Plans (EHCPs) and provide training to staff. They also guide families, helping them better understand and support their child at home.
Specialist Support for Complex Needs
For children with complex needs, such as those with a PDA profile, EPs offer specialised insights. They conduct detailed assessments to distinguish anxiety-driven avoidance from other behaviours, recommend low-demand, sensory-informed strategies and help schools develop personalised EHCPs. Importantly, EPs advocate for a strengths-based approach and system-level changes to create more inclusive school environments.
Broader Impact of EPs
The influence of EPs extends beyond individual children. When involved early, they help shift the focus from blame to understanding, encouraging empathy and early intervention. Their work can prevent exclusions, reduce emotional distress and foster inclusion. By supporting both the child and the systems around them - home, school and community - EPs help ensure that every child has the opportunity to learn and succeed.
In Summary
Educational Psychologists are agents of meaningful change. They uncover the root causes of a child’s struggles and turn these insights into positive, actionable strategies. By working across
diverse settings and with various clinicians and professionals, EPs help build cohesive, supportive environments where all children can grow, learn and thrive.
Educational psychologists support children’s learning, behaviour and emotional wellbeing by identifying barriers to their education and developing support strategies. They collaborate with schools, teachers, parents and other professionals.
In addition to being an EP, I am a neuropsychologist on the British Psychological Society specialist register, which gives me an advanced understanding of the brain’s influence on behaviour and learning. My expertise as an educational psychologist and a neuropsychologist centres on understanding learning processes and identifying obstacles - including cognitive, emotional,
behavioural or social challengesto facilitate appropriate learning environment adjustments.
When to seek EP involvement?
A parent should consider seeking input from an educational psychologist when they have ongoing concerns about their child’s learning, development or emotional wellbeing that aren’t improving with standard classroom support. Parents can raise these concerns with the school’s Special Educational Needs Coordinator (SENCO), who may recommend educational psychology involvement. Seeking support early can help put effective strategies in place to support the child’s learning and wellbeing.
When seeking support from an educational psychologist, ensure
they are registered with the Health and Care Professions Council (HCPC) - this is a requirement for all practicing psychologists.
Key indicators for seeking EP input include:
Learning difficulties (struggles in academics despite support)
Behavioural concerns (persistent issues at school or home with instructions, emotions or interactions)
Attention and concentration issues (ADHD signs or focus/ organisation problems)
Social and emotional challenges (anxiety, low self-esteem, friendship difficulties, schoolrelated distress)
Developmental delays (speech, language, motor skills or general developmental concerns)
Special educational needs (potential need for EHCP or support for conditions like autism, dyslexia, ADHD)
Struggles with transitions (starting/moving schools, puberty, family changes)
What do EPs do?
While many EPs develop particular specialisations, some key responsibilities generally include:
Assessment and Observation:
Utilising standardised tests, observations, consultations, professional liaison and background document review to evaluate needs.
Intervention and Support: Developing academic and emotional strategies and interventions in collaboration with teachers, parents, other professionals and the student.
Advisory Role: Offering expert guidance to educational institutions on policies, inclusive practices and support programs. Research and Development: Conducting research to enhance educational methods and
contribute to policy.
Training and Consultation:
Providing training and guidance to educators, school staff and parents on managing and supporting student needs. Overall, educational psychologists aim to create supportive learning environments that cater to the diverse needs of all students. This may be both in and out of school. The process of an educational psychology assessment typically involves several key stages, as seen below; however, it’s worth noting that most EPs work flexibly and the process is centred around each child’s unique situation.
1. Referral
A child or young person is referred for assessment, usually by a teacher, parent or other professional, due to concerns about learning, behaviour or emotional wellbeing.
2. Information Gathering
The educational psychologist collects background information from various sources, including parents, teachers, school records and sometimes the child themselves. This helps build a full picture of the child’s strengths and difficulties.
3 Observation
The psychologist may observe the child in their learning environment (e.g. classroom) to understand how
they engage with tasks, peers and adults.
4. Assessment Activities
The child may complete a range of assessments, which could include: Standardised tests (e.g. for cognitive ability, memory or academic skills)
Informal tasks
Interviews or questionnaires
5. Analysis and Interpretation
The psychologist interprets all collected information to understand the child’s difficulties and how best to support them.
6. Feedback and Recommendations
Findings are shared with key adults (e.g. parents, teachers) and clear, practical recommendations are provided to support the child’s learning and development.
7. Follow-Up (if needed)
The psychologist may review progress over time and adjust support strategies if necessary.
In summary, educational psychologists are crucial in supporting the learning, development and wellbeing of children and young people. Recognising the key indicators for seeking EP involvement and understanding the assessment process can empower parents and educators to access the necessary support and ensure every child has the opportunity to succeed.
DR STEPHANIE SATARIANO
Chartered Educational and Child Psychologist and Neuropsychologist www.childpsychology.london
TURN BACK TO PAGE 9 to read about specialist education at First Bridge School
Keeping It All Inside
Understanding autism in girls
Autism has historically been understood through a male-centric lens, underdiagnosed in girls with little tailored support available. Those with an internal profile are particularly impacted and require nuanced understanding from parents and educators.
Autistic girls may not show obvious repetitive behaviours or may have intense interests similar to their peers, leading to autistic traits being overlooked or misattributed to shyness or a possession of intense hobbies. Socially, girls may be more motivated to fit in and develop sophisticated masking techniques, consciously or unconsciously mimicking neurotypical behaviour to navigate social situations. This can be mentally exhausting and contribute to anxiety, depression and burnout.
Difficulties in understanding nuanced social cues, navigating complex friendships and sensory sensitivities can lead to feelings of isolation, anxiety and low self-esteem. The internalisation of autistic traits and the effort of masking can also delay diagnosis, preventing girls from accessing timely and appropriate
support. Without understanding their neurodivergence, girls may blame themselves for social difficulties or sensory overwhelm, further impacting their mental health. Being recognised and supported earlier mitigates this.
Parents and teachers must look beyond traditional stereotypes and pay attention to intense interests, difficulties in maintaining reciprocal friendships, sensory sensitivities and signs of anxiety or social fatigue.
Supporting autistic girls requires a neuro-affirming approach that celebrates their strengths and accommodates their differences. Key advice for parents includes:
Believe and Validate:
Acknowledge their experiences and validate their feelings, even if they are different from your own.
Understand Sensory Needs: Identify and accommodate sensory sensitivities.
Facilitate Communication: Be clear and direct in your communication, allowing time for processing.
Support Social Navigation: ‘Social skills’ often means neurotypical skills. Help find likeminded peers and build genuine connections.
Encourage Special Interests: Recognise the value of intense interests as sources of joy, learning and connection. Promote Self-Advocacy: Empower them to understand their needs and self-advocate.
Seek Understanding of Masking: Be aware of the energy expended on masking and provide safe spaces to unmask.
Connect with the Community: Seek out neurodivergent-led support groups for shared experiences and advice.
Introducing The Haven:
Autistic Girls Network has launched The Haven, our new online school specifically designed for neurodivergent girls and nonbinary young people aged 12-17. Rooted in our deep understanding of the strengths and needs of this community, The Haven offers a nurturing, flexible and neuroaffirming educational experience. We provide personalised learning pathways, strong mentorship from neurodivergent individuals, a supportive online community and a focus on wellbeing and future skills. Visit our website at thehavenacademy.school to learn more.
CATHY WASSELL CEO www.autisticgirlsnetwork.org
Nappies, Noise and Neurodivergence
Managing parenting as someone with ADHD
The thought of being responsible for a baby scared me. I frequently forget to empty my washing machine, so how am I supposed to care for another human being? What if the screaming is too much? What if I get too overwhelmed and can’t keep up with my parenting responsibilities? Luckily, after speaking to many parents, I discovered that this is a common worry and that there’s a solution.
I have to make sure my ADHD is well-managed. With parenting, the scaffolding I have around me to keep my ADHD stable is in danger of becoming wobbly. So, I have to add reinforcements, which means making adjustments to remain by my baby’s side. Instead of jogging outside, I can exercise in the flat with the help of a YouTube video. Instead of meditating in the morning, I can meditate during the unpredictable moments of silence throughout the day.
I also have to be aware of my cognitive load filling up. A neurotypical parent’s slots will
fill up with demands such as: I need to change my baby’s nappy.
I need to prepare my baby’s food.
I need to buy my baby new shoes.
However, a neurodivergent parent’s slots will fill up with demands or questions such as: My baby’s screams are overstimulating me.
I need to remember the travel directions to the nursery. Where did I put my car keys? Our slots get filled up much quicker because a lot of the demands that come with parenting are high ‘executive function’ demands.
The early stages of parenting are going to put a lot of extra demand on our brains, so it’s vital we protect our slots. Here are three things you can do:
1. If it’s not a ‘hell yeah’, it’s a ‘no’. Lots of people will want to see you and the new baby, so make sure you prioritize the social encounters that matter to you and decline the ones that don’t.
2. Remove social media from your morning. You wouldn’t let thousands of people into your bedroom first thing in the morning, so don’t let thousands of people into your mind. Don’t let ‘comparison’ fill up your slots.
3. Ask for help. The moment you ask for help is the moment you increase your available slots from five to ten.
There’s no shame when things go wrong. Together, choose curiosity over judgement; choose retrospective communication over confrontation. Choose kindness and don’t beat yourself up if your processes are different from what other parents are doing.
Everything in my life vastly improved when I stopped trying to be normal and parenting is no different.
P.S. I’ll definitely be setting up a regular automatic delivery of nappies.
ALEX PARTRIDGE Founder of LADbible and UNILAD
www.amazon. co.uk/Now-AllMakes-SenseDiagnosis
EDUCATION CORNER PODCAST WITH THE HEAD
Mr. Paul Jones
FROM BURLINGTON HOUSE SCHOOL, TOOTING
In this episode of Education Corner Podcast, we spoke to Mr. Paul Jones, Head at Burlington House School, Tooting. Paul spoke about the school’s specialist provision, embracing technology and supporting students to thrive beyond school.
Mr. Paul Jones has experience working in a range of roles and settings, from teaching across sociology, film, media and English to leadership roles. He told us: “I’ve been head of a Creative Arts faculty, I’ve been head of a Sixth Form, I’ve been a designated Safeguarding Lead and I’ve also been responsible for pupil welfare across a whole school.” Burlington House School, Tooting supports neurodiverse students aged 11-16 and is the newest school in the Burlington House School Group by Cavendish Education, a group of specialist schools across London.
education and he told us: “We want to have high academic aspirations for our students.” For those interested in joining Burlington House School, the admission process encourages families to visit and get to know the school before submitting an application. The applications are reviewed closely by the senior leadership team, Paul explained: “We take a considerable time to read the applications because we want to make sure that we can meet the needs of the children who are applying.” Further visits to the school and meeting with staff are also encouraged, as well as taster days, where students can begin to experience the setting as well as reading, maths and therapeutic assessments, to ensure the school understands their needs and can support them accordingly.
Paul described the school’s most important value as the fact that it is: “[a] nurturing, caring, supportive, warm, happy environment.” This is achieved through their homely setting and small class sizes, where students’ individual needs can be supported closely. “We also want them to become resilient and independent and that will help them in their future steps and future progressions,” Paul shared. Students at Burlington House sit seven GCSEs and are encouraged to achieve to the highest of their ability and progress to further
Burlington House states that they have: “...a mainstream curriculum in a specialist setting.” Many students come from mainstream schools, where the size and number of students have been overwhelming, so Burlington House’s setting in an Edwardian house overlooking Tooting Common provides a calmer and more supporting environment where they can thrive. Paul explained that: “It has a homely feel and large grounds at the back of the building for London, so from the get-go the building feels more homely and we can offer small class sizes and a calm environment, which makes a big difference in terms of the
“I feel very strongly that what goes on inside in the classroom and outside the classroom are of equal importance. There should be a breadth and a range of different things for students to engage in so that we can find their unique qualities and their passions and interests and also prepare them for wider aspects of society.”
way the school is run.” Unlike many mainstream schools, the school is also able to offer therapeutic interventions within the school and Paul told us that: “Students have access to an occupational therapist, to a speech and language therapist, to counsellors and that’s all built into the timetable and a part of what we do.” The core goal of this is to allow students the space and support to thrive in the mainstream curriculum, Paul described: “It isn’t a battle surviving the school day, that’s what we want students to feel right from the moment they come in through the school gates.”
Through this support, the school also maintains a focus on academic success, attaining GCSEs and moving on to further education, something other schools in the Burlington group have also had great success in. Staff across the group have a wide range
of experience and expertise which support this, Paul explained: “We’re drawing on techniques of mentoring and coaching and career support that would give students a personalized range of pathways and guidance.” For students leaving Burlington House School, they may choose to continue to Burlington House Sixth Form in Hammersmith, which offers A Levels as well as a range of vocational courses and pathways.
To support students’ personal development, the school also emphasizes extracurricular activities. Paul is passionate about the importance of this and told us: “I feel very strongly that what goes on inside in the classroom and outside the classroom are of equal importance. There should be a breadth and a range of different things for students to engage in so that we can find their unique qualities and their passions and interests and also prepare them for wider aspects of society.” Alongside a wide range of clubs, including science, mindfulness and games clubs, the school also makes use of their London setting, visiting museums and galleries as well as engaging with their local community. Paul described how visits from their local MP and programmes such as Votes for Schools encourage pupils to develop their social conscience and understanding of the wider world. The school council is also very important for recognising and responding to students’ needs and interests, Paul shared: “They’re very active in terms of articulating things that they want.”
The Cavendish Education Group are often at the forefront of embracing new technology to support their schools and students. Paul described
a current project stating:
“They’re working with a specialist company where they’re building an AI teacher and we’re involving all of our students in that process.” Involving students in this process, especially how students interact with the interface and how it responds, allows this new technology to best meet their needs. Paul also shared how Burlington House School uses AI platforms such as CENTURY Tech to support their learning. By embracing technology, students can also accommodate for their individual needs, for example by adding coloured overlays, changing fonts, touch-typing and audio/video content.
As well as this support and innovation with technology, being part of the Cavendish Education Group enables the school to share expertise and support across the group, with staff coming from different schools across the group to share their knowledge and best practice in a range of areas. Paul reflected on this: “It’s been really a supportive
“It’s been really a supportive process being part of a group and to be able to pull all of that information and all that expertise together is quite powerful.”
process being part of a group and to be able to pull all of that information and all that expertise together is quite powerful.”
Although Burlington House School, Tooting is just two terms old, Paul’s sights remain firmly on their future and how they can continue to support their pupils. The importance of their current and first cohort is key and Paul commented: “We want our founding students, the students that are in the school at the beginning, to flourish and be successful and to be happy students because they’re also going to be representatives for the new cohorts that come into the school. Over time, we want to graduate from being a new school to become as established as some of our other schools that are in the group.” Paul also hopes to continue to embrace technology and be at the forefront of new developments, as well as continue to expand their specialist offering to respond to student’s specialist needs and Paul concluded: “It’s very much a reciprocal dialogue with the students.”
We would like to thank Mr. Paul Jones, Head at Burlington House School, Tooting, for giving up his time to speak to us.
Being a highly-curious neurodivergent creative, I’m a sponge to information, conversations and sounds - every question asked opens a new rabbit hole I’m eager to explore. I have always loved to learn through conversation, a trait that landed me many detentions and sanctions in school. Communicating with others, with radio as my output, has brought me to creating my own podcast, called Rabbithole Radio. Focused on hyperinterests, a trait that goes with neurodiversity, ‘rabbit’ guests prove there’s more to neurodiverse people than bad spelling or restlessness.
From conversations about building amps and sound systems
Chloe Abbott
Educational Consultant
to the folklore of Norfolk, I could now freely explore the line of inquiry I was repressing at school. No need to slavishly follow a mark scheme, no singular topic to ‘stick to’. Taking on the form of radio, I have found a way to story-tell, educate listeners and myself whilst providing a safe space of expression for those who don’t usually have one.
With Rabbithole Radio, a void for atypical thinking is filled. You’re not being defined by your differences or how well they’re masked. Instead, it’s a place for passions, ambitions and interests. I’ve learnt how strongly these rub off and how they raise a
conversation around tolerance for those whose minds work differently to your own. The show keeps listeners surprised, with unexpected turns in the flow of conversations. The huge pools of knowledge that guests can dip into when talking about topics they have genuine passion for regains the confidence lost in neurotypical spaces.
The rabbit holes I’ve explored have given me so much enjoyment that my visions spread far beyond what I initially thought I was capable of.
• 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
EDUCATION CORNER PODCAST WITH
Dan Skinner
ANGELOS EPITHEMIOU FROM SHOOTING STARS
In this episode of Education Corner Podcast, we spoke to Dan Skinner. Dan spoke about his experiences as a parent of a child with global delay and the importance of support for families of children with disabilities.
Dan Skinner is an actor, writer and comedian, perhaps best known for his character Angelos Epithemiou. Dan originated the character on Shooting Stars and Angelos has since gone on to feature in several other programmes and performances across Dan’s career. His work also includes television appearances in award-winning programmes including The Kennedys, Yonderland and House of Fools, for which Dan’s work has earnt him wide recognition and multiple awards, including Best Comedy Breakthrough Artist at The British Comedy Awards. Dan has also starred in internationally awardwinning films including Swallows and Amazons and High-Rise.
doctors wanted to run tests on Ted. The MRI scan indicated that something wasn’t quite right. Dan shared: “Initially, they thought it was cerebral palsy, but he didn’t have all the symptoms of cerebral palsy, so they were a little bit stumped and so began quite an arduous journey in and out of Great Ormond Street, trying to get to the bottom of what was actually wrong with him.” This process was very long and inspired him to speak out and advocate for others going through similar situations. Dan explained: “It took nine months for them to find out what it actually was. Obviously we’re very grateful for all the doctors and all the people that helped Ted, but it was a very stressful time.”
Alongside his successful career in comedy, writing and acting, Dan has become an advocate for support for families impacted by disability, after his son was born with a genetic condition which causes global delay. He told us: “Ted was about two and he used to suffer quite badly with viral wheeze so he would be in and out of A&E. It was whilst we were at the hospital on one of these visits that one of the paediatricians that came round noticed, as we obviously already had, that Ted wasn’t talking and he wasn’t walking.” Whilst Dan and his wife had tried to rationalise this as simply meeting milestones at a different rate,
Ted’s condition manifested in several ways, Dan told us: “Ted couldn’t walk until he was about two, he’s still on his journey of, you know, learning to speak, he can express himself and he can get his needs met and he can talk but not like a neurotypical nine-year-old, and his motor skills aren’t developed to what would be a neurotypical nine-year-old, learning new things is tricky.” Dan and his family are lucky and grateful to have a strong support network to help them through the initial difficulty of Ted’s diagnosis, as well as the ongoing challenges they face. He told us: “We have lots of help, we have lots of support, lots of people that we can rely on. That’s very, very important to us, building that sort of community. Just anything really to make it easier for us to deal with what we’re dealing with.” Dan also believes that this is crucial to any families going
through a similar time. He added: “It’s very daunting and because you don’t know who to ring, you don’t know who to speak to.”
In particular, the SEND staff at schools have been a key support, he shared: “Without those people you would be utterly lost because you just don’t knowyou don’t know the school system as a new parent, let alone the SEND school system.” Finding a suitable school is a crucial part of this and he advised visiting lots of schools and getting to know the staff. Dan also noted that the admission process can be challenging, with it taking over two years to get Ted a place at his school. This process can add additional stress to families already facing difficult times, He explained: “Every phone call you’re waiting for is scary because places in these schools are like gold dust, there’s just not enough of these schools.” Despite this, Ted is now thriving in his school and Dan praised the dedication and care of the staff and stated: “They’re incredible
“You need support and you need to find people you can ask for support. Places like Harry’s Pals is a great resource because it’s full of people that have been through it and understand and can point you in the right direction and can be there and listen to your day-today concerns, fears and worries.”
“You just need to speak to other people that are going through it, because it’s bewildering and it’s really scary and it’s daunting. That’s why Harry’s Pals is so good because they provide emotional support and they provide respite.”
people, they’re like angels, these people. They do it because they love it and because they love the kids and thank God they do. So you feel unbelievably reassured that your child is in the best possible environment that they could be in.”
Dan also praised the support offered by organisations such as Harry’s Pals, of which he is a patron, which offer support and resources to families of children with diagnoses like Ted’s. Dan shared: “You just need to speak to other people that are going through it, because it’s bewildering and it’s really scary and it’s daunting. That’s why Harry’s Pals is so good because they provide emotional support and they provide respite.”
To parents experiencing similar situations, Dan advises them to contact Harry’s Pals and build a support network. He told us: “You need support and you need to find people you can ask for support. Places like Harry’s Pals is a great resource because it’s full of people that have been through it and understand and can point you in the right direction and can be there and listen to your day-to-day concerns, fears and worries.”
We would like to thank Dan Skinner for giving up his time to speak to us.
www.instagram.com/epithemiou1
Who is There for the Parent Carers?
Supporting families impacted by disabilities
Harry’s Pals is a small charity with a big ambition to provide emotional support to parents throughout the country who have just received the heartbreaking news that their child has a lifethreatening or lifelimiting condition.
When Hayley Charlesworth’s son Harry was just three days old, she was given the devastating news that her baby boy had suffered two strokes, leaving him with significant brain damage, and that he would likely have very complex needs for the rest of his shortened life. As you can imagine, this was devastating news for the familyovernight they found themselves navigating a whole new world of appointments, medicines, care and treatment that they had never anticipated, whilst trying to deal with the untenable amount of grief, trauma and fear that overcame them.
and find coping mechanisms for what would surely be a rocky road ahead. However, to her surprise, there was no professional emotional support available to families like hers.
In 2022, Hayley decided to set up Harry’s Pals and began work to prevent more parents from feeling abandoned upon receiving heartbreaking diagnoses.
benefit from their much-needed services, which include: bespoke counselling and therapy, which meets each family’s needs and short breaks so that lowincome families can have the opportunity to take time out, get away and make precious positive memories together. It is the charity’s long-term goal that all parents who are eligible for our support know about us, so that they can get the support that they need with their mental health to provide for a happier and healthier future.
Hayley needed to speak to a professional who could help her to navigate the overwhelming feelings she was grappling with
Harry’s Pals provides support to families across England who have been told that their child has a severe illness or disability. Parents are referred through schools, hospitals, hospices and other charities so that they can
Emma, a parent supported by Harry’s Pals, commented: “Harry’s Pals have been a great support to my family. There is very little emotional support out there for families like mine to access, so it was great to find Harry’s Pals. Through Harry’s Pals, my family has felt more supported during some really tough times. Through their emotional support and respite breaks, we were able to find coping strategies and enjoy quality time away together as a family. Harry’s Pals are making a big difference to families like mine and helping people in heartbreaking situations get stronger and find a way through some very challenging times.”
If you would like to find out more about Harry’s Pals and the ways in which you can support or make a donation, please visit our website.
HAYLEY CHARLESWORTH Founder www.harryspals.org
EDUCATION CORNER PODCAST WITH FOUNDER AND CEO
Soma Sara
FROM EVERYONE’S INVITED
In this episode of Education Corner Podcast, we spoke to Soma Sara, Founder and CEO of Everyone’s Invited. Soma spoke about the importance of educating about rape culture, the challenges facing young people and the ongoing work of Everyone’s Invited.
Soma began Everyone’s Invited from her bedroom whilst at university. She shared: “It was after many conversations with friends where we realised just how many of us had experienced sexual violence and how these experiences weren’t rare and they weren’t one-off - they were actually normalised and happening all the time. In our teenage years, I don’t think we really had the knowledge or the courage or the language to articulate what was happening to us, to challenge it, to report it.” She decided to share her experience on Instagram and was immediately overwhelmed by responses from friends, family and strangers airing their own experiences. The public response was immediate, with widespread media coverage, nation-wide discussions and over 50,000 young people sharing their experiences in the first three months. Soma reflected: “It was
such a powerful moment in validation.” Since then, Everyone’s Invited has grown and now works to expose and eradicate ‘rape culture’ through education and open dialogue.
Soma explained what the term ‘rape culture’ encapsulates: “It’s not just rape and sexual assaults, there’s all these other behaviors and attitudes that are creating an environment that allows violence to happen. It’s these thoughts and these attitudes, the misogyny, the sexism and these beliefs in society that are normalizing and trivializing experiences of sexual violence.” Soma also reflected on the challenges they faced when they first began articulating these experiences, as many people were not yet familiar with the concept of rape culture, she stated: “It elicited such a strong response in people. Some people were angry and they felt really defensive and they didn’t understand it and some people felt really validated.”
In 2021, an Ofsted investigation found that 9 in 10 school-aged girls and young women reported inappropriate sexual behaviour from their peers,
“It was after many conversations with friends where we realised just how many of us had experienced sexual violence and how these experiences weren’t rare and they weren’t one-off - they were actually normalised and happening all the time.”
Everyone’s Invited
“Some of the language that is used and the behavior and the ideas that we see has truly shocked us to our core and it’s not rare, it’s a common occurrence.”
such as name calling and receiving unsolicited images. Soma explained that one contributing factor to this behaviour is the prevalence of increasingly violent and misogynistic pornography, she told us: “This has kind of become the main sex educator for young people and they’re directly modeling the behaviors that they’re viewing; there is nothing more influential than porn in young people’s understanding of sex and relationships.”
Soma also highlighted the increasing prevalence of extremist misogynistic content online, which is supported by a recent survey by Vodafone that found that 69% of 11-14 year old boys in the UK have been exposed to misogynistic content online. Soma noted: “This used to be very fringe, extremist, incel content but it is now totally mainstream, accessible and is present even if you’re not looking for it online.”
Soma also noted the widening divide between girls and boys, with boys becoming increasingly right-wing whilst their female peers become more left-wing. She stated: “There’s a lack of trust, there’s a lack of understanding and a lack of empathy between the two.” This is an increasing issue they have found through the work of Everyone’s Invited, Soma shared: “Some of the language that is used and the behavior and the ideas that we see has truly shocked us to our core and it’s not rare, it’s a common occurrence.”
Whilst organisations such as Everyone’s Invited work within schools to support young people, it
is also crucial that parents and families continue to support this at home. Soma described: “We encounter countless parents and older people who don’t fully comprehend or understand the lives of their children. It’s so important that we’re curious and that we immerse ourselves in our children’s lives and we engage.” Having open, ongoing dialogue about who and what your children are exposed to is key to protecting young people and allowing them to feel safe and supported to ask questions. Soma commented: “There’s so much shame and taboo that they’re scared that if they tell someone, it’s going to be their fault and they’re going to be in trouble. We have to eliminate that, because what’s happening is they’re suffering in silence and they’re not able to access support because they’re scared to broach these topics.”
The impact of Netflix’s Adolescence has also been notable in bringing these issues to the fore. Soma noted the impact of this for spreading awareness of the impact of rape culture: “I think ‘Adolescence’ was accurate in terms of what young people are going through; I think it depicted rape culture and the impact of online extremist misogyny really well. It’s incredible, it’s really moving and has been so impactful.” Whilst some have called for the programme to be used in school PSHE lessons to teach about these topics, Soma emphasised the importance of doing this in a safe way, reinforced by expert teaching and pastoral care. She explained: “It needs to be shown with expert opinion and support. It’s potentially really harmful and quite triggering and it could be radicalizing if a young boy does feel sympathetic and is feeling particularly isolated, so it needs to be shown with education supporting it.”
Soma concluded with the importance of this multi-agency approach across schools, families and charities such as Everyone’s Invited in maintaining the safety and education of young people: “It’s so important that adults really engage, that they’re curious, that they use these moments, these opportunities and these platforms as a way to connect with their children, talk about these things and learn because we need to be supporting young people.”
We would like to thank Soma Sara, Founder and CEO of Everyone’s Invited, for giving up her time to speak to us.
www.everyonesinvited.uk
How to Talk with Young People About Life’s Tough Topics
Diplomatic discussions
Talking about sensitive topics with teenagers can be daunting. Many adults worry about saying the wrong thing, struggle to find the right words or choose to stay silent, hoping someone else will step in. However, avoiding these conversations leaves a gap that young people may fill with less reliable voices. With the right approach, adults can build trust and create the safe spaces young people need to make sense of their world, question what they encounter and stay true to their values.
Start before the storm
One of adults’ most significant mistakes is waiting for a crisis before starting a conversation. Emotions are often running high by that point and the young person may feel overwhelmed or shut down. Instead, try to make talking a regular part of life. It doesn’t mean having a deep and meaningful conversation every time you get a chance, it means simply chatting:
“What was the most interesting thing you saw or heard today?”
“What did you think of that film, documentary/article/song?”
“Is there anything coming up that you’re feeling unsure about?”
By building a habit of regular, non-judgmental conversation, you create a foundation for deeper discussions when they’re needed.
Listen to understand
Adults may be tempted to offer advice or solutions when a young person opens up. But sometimes, what young people need most is to be heard.
If a teenager says they’re scared about moving schools or worried they’ll fail their exams, resist the urge to minimise: “You’ll be fine.” If they tell you about their friendship issues, nine times out of ten, they just want you to know that they are finding relationships difficult, they don’t want you jumping in to fix things: “I’ll call her mum and have a chat.”
Instead, show empathy:
“That sounds tough. What do you need right now?”
“It makes sense you’d feel that way. What do you think might help?”
Empathetic listening builds trust. It shows young people that their feelings are valid, that you are beside them and that they can come to you with anything - not just the ‘easy’ stuff.
Create
safe spaces for difficult topics
Whether it’s talking about drugs, peer pressure or mental health struggles, young people need adults who won’t panic, preach or punish. They need spaces where it’s okay to say the awkward, messy or uncomfortable thing. This means reacting calmly, even when what they say is alarming. Take a breath and try to be curious rather than judgmental.
“What do you think they were trying to say?”
“How did hearing that make you feel?”
“What do your friends think about this kind of stuff?”
These questions encourage critical thinking, while keeping the door open for future conversations.
Model openness
Children and teens often take their emotional cues from the adults around them. If adults are honest about their own challenges in an age-appropriate way, it shows young people that vulnerability is okay, normal and not shameful.
“I remember feeling nervous before a big exam too; it felt like everything depended on it.”
“When I changed schools as a child, I worried about getting lost and finding new friends - and the first few days were difficult until I got used to it all.”
Modelling this kind of emotional
TURN TO PAGE 46 to read about Girls’ Futures
honesty helps normalise talking about struggles and shows that complicated feelings don’t have to be hidden.
Bridge the digital divide
Many of the sensitive topics young people face today are rooted in the online world - spaces where adults don’t always feel confident. Social media platforms, influencers, trends and online subcultures are evolving rapidly. But we don’t have to be experts to talk with young people about what they see and hear.
Instead of interrogating, banning content or criticising their choice of influencer, get curious. Ask them to show you the accounts or videos they follow and focus on questioning the message rather than the messenger. “What do you like about their ideas?”
Staying Safe Online
Working with technology companies to protect young people
In March, the Education Choices Magazine team were fortunate to be invited to an Online Safety event hosted by Samsung. Here, we heard from Deborah Honig, Chief Customer Officer at Samsung UK & Ireland; Vanessa Kingori OBE, Managing Director of Technology, Media and Telecoms at Google; Rachel Huggins, Co-CEO of Internet Matters; and Marvyn Harrison, Founder of Dope Black Dads and BELOVD Agency, on the key issues of online safety and how parents and schools can navigate this with their children. At this event, Deborah explained the restrictions which parents can place on devices to
“How would you feel if someone talked about one of your friends like that?”
“Are there things they say that you agree or disagree with?”
These questions open the door for discussion and build critical thinking and media literacy, both key skills for recognising manipulation, fake news or harmful ideologies.
Know when to bring in help
Despite our best efforts, some situations are too big for families or teachers to handle alone. If you are concerned that a young person is becoming radicalised or they are showing signs of severe distress,it’s time to seek
support from school counsellors, pastoral staff or mental health professionals.
Being open with the child about this process is essential. Reassure them:
“You’re not in trouble - we care about you and want to ensure you have the right support.”
“We are always here for you, but sometimes it is better to talk to people trained to help with particular issues.”
Keeping the lines of communication open isn’t about having all the correct answers; it’s about showing up, being present and building trust over time. In a world that often moves too fast and feels too noisy, the simple act of genuinely listening can be transformational.
limit screen time and protect their children against inappropriate content, such as Samsung Kids. These restrictions are increasingly important, as government research shows that over 80% of children aged 12-15 have had potentially harmful experiences online. Samsung shared their
mission statement: “At Samsung we are on a mission to empower future generations to achieve their full potential and pioneer positive social change through technology. Technology plays an integral role in children and young people’s lives and we recognise the importance of equipping
parents, guardians and carers with the confidence and knowledge of online safety.” This focus on embracing technology as a part of modern life, whilst providing users with the knowledge and tools to use it safely, is at the core of Samsung’s message. Vanessa stated: “It’s about showing people what tools are there and giving them the confidence and comfort to use them. We’re working hard to put out the most accessible resources to empower parents, teachers and kids to have conversations about what’s happening online and how to deal with it.” Using tools such as Samsung Kids, parents can monitor what their children are looking at, set screen time limits and bedtimes, as well as block certain content and apps. It is hoped that by enforcing these limits on devices and platforms, young people will be able to develop their understanding of and confidence using this technology, which is essential for modern life, whilst protecting them against dangerous or inappropriate content or spending too much time online.
The other speakers also emphasised the importance of parents and teachers understanding these tools and
having ongoing dialogue about how young people are using their devices in order to keep them safe. Vanessa shared: “Our aim is to empower parents to use available tools and give young people the tools to understand and have a healthy relationship with technology.” Vanessa also highlighted the importance of parents modelling healthy relationships with technology, by allowing their children to see and understand what they are doing online, whether it’s work or arranging playdates with friends, as well as ensuring they put down their devices as much as possible, especially when children are
trying to connect.
Marvyn Harrison also feels strongly about the importance of teaching digital safety without creating fear and focusing on the possible positives. In a recent podcast he echoed Samsung’s goal of enabling future generations to pioneer social change through technology and stated: “Digital behaviour is something that should be a central part of education. It’s always centred around quite a negative experience, things like bullying, but it’s never really centred around how we create, how we build and how we do great things. I think when people have a great reason to be online, it actually adopts their behaviour faster than any kind of scaremongering.” This is also key to the ways in which parents and educators tackle this topic, to ensure young people are equipped with the skills to thrive in an increasingly digital world, with a healthy understanding of the risks, rather than fear.
Throughout the event and our continuing conversations with educators and those in the technology sector, the importance of online safety and having an cooperative and open forum for a multi-agency approach is clear. This approach, including formal education, restrictions on technology by companies such as Samsung and Google, interventions by organisations such as Internet Matters and open and ongoing conversations with parents and trusted adults, as well as possible governmental restrictions - such as Australia’s ban on social media for under-16s - seems the only way to minimise harm and continue to increase awareness and understanding of the issues faced online.
MEGAN PAYNE Co-Editor
www.samsung.com/uk/sustainability/ online-safety
Highgate Our Way
Navigating teenage years with confidence
Highgate’s sporting health initiative, ‘Highgate Her/His/Their Way’, supports pupils to navigate puberty with confidence and build a lifelong love of exercise.
National statistics indicate that approximately 65% of girls (double the rate of boys) drop out of sport by the end of puberty due to a lack of physical resilience and a woeful shortage of education around puberty and periods. Highgate’s original plan, formulated three years ago to empower girls to develop physical confidence, has evolved to promote healthy lifestyles and sporting options for all genders; whether it’s girls gaining confidence in traditionally male-dominated sports or boys finding joy in dance
and gymnastics.
Among the many action points, there has been a focus on how to minimise injury risk for girls by building up physical resilience from a much younger age. Sports kits for both boys and girls have been refreshed; first aid kits now include period products; there is better education around sports bras; and conversations around periods and body health are delivered to all genders. PSHE lessons encourage positive image identity for boys, challenge gender stereotypes and promote good mental and physical health.
A new campaign within the project, ‘Big Brother, Big Sister’, will see Senior School ambassadors visiting Years
5 and 6 in the Junior School to normalise conversations around puberty. Pupil Head of School, Henry, explains: “As an older pupil, I know there are many questions, problems and mysteries that they are thinking about. As a ‘Big Brother’, I can help answer these questions and make them feel more comfortable as they grow up.”
FRANCESCA MAGUIRE PR and Communications Specialist
www.highgateschool.org.uk
TURN TO PAGE 53 to read about Inspirational Alumni Networks
EDUCATION CORNER PODCAST WITH CHIEF EXECUTIVE
Mrs. Cheryl Giovannoni
FROM THE GIRLS’ DAY SCHOOL TRUST
In this episode of Education Corner Podcast, we spoke to Mrs. Cheryl Giovannoni, CEO of the Girls’ Day School trust (GDST). Cheryl spoke about the GDST’s Girls’ Futures Report, preparing girls for the future and the ongoing importance of girls’ education.
Cheryl’s passion for girls’ education, which drew her to the GDST, stems from her own childhood and education. She shared: “I come from a family of girls. I was head girl of my school. When I finished school, instead of allowing me to go to university, my mother insisted that I go to finishing school and prepare myself for marriage and children of my own.” With aspirations beyond this, Cheryl refused, studying for a degree part-time at night school whilst working as a secretary and eventually working her way up. Cheryl’s first boss was a woman and she is greatly inspired by the power of women to support and uplift one another. Equipping women with the confidence needed to advocate for themselves and success in the workplace is key, Cheryl believes: “I feel really strongly as I have gone through my career, that it is through supporting women. I’ve done a lot of mentoring of women in my different roles, often because of the confidence gap more importantly than anything else.” She often shared her own story to inspire girls, she explained: “I think what it shows you is you should never be
restricted by the stereotypes that surround all of us.
Clearly this is a different generation, but some of those stereotypes still exist.” These beliefs and experiences led her to the GDST, Cheryl told us: “I think that a lot rests on this confidence building and really equipping girls to take on the world with that strong sense of inner confidence and resilience. We have lots of good evidence that demonstrates how in an all-girls environment, girls’ confidence is built.”
The GDST was founded in 1872 by four pioneering women, Mrs. Maria Grey, her sister Miss Emily Shirreff, Lady Stanley of Alderley and Miss Mary Gurney. They believed that all able girls, whatever their background, should be entitled to the same academic education as their brothers. This spirit lives on in the GDST today, in their ‘girls first’ ethos. In an era when far-right, misogynistic ideology is increasingly prevalent, this is even more important today, Cheryl shared: “We are in some respects in the same position as those pioneering women.” Present day students of the GDST are aware of this as an honour and responsibility, Cheryl believes: “These girls have an incredible opportunity and a responsibility to go on and make a contribution, make a difference in the world. They have a really important duty to honor the kind of founding mothers of the GDST and deliver on that legacy that they created all those years ago.”
Recent government research stated that:
“These girls have an incredible opportunity and a responsibility to go on and make a contribution, make a difference in the world. They have a really important duty to honor the kind of founding mothers of the GDST and deliver on that legacy that they created all those years ago.”
“Women are much more likely to go to university than men and have been for many years. They are also more likely to complete their studies and gain a first or upper second-class degree. However, after graduation, men are more likely to be in ‘highly skilled’ employment or further study just after graduation. Male graduate average earnings are around 9% higher than female earnings one year after graduation. This earnings gap grows substantially over their early careers and reaches 31% ten years after graduation.” Whilst some may argue that this indicated that educational equality has been achieved, Cheryl disagrees. In GDST research, they found that: “The confidence levels of girls in all girls, and most importantly in GDST schools, was far higher than the confidence levels in girls in a co-ed environment. So even in the classroom, there is no evidence to suggest that a girl has her needs met in a coed environment like she does in a single sex environment.” Cheryl also believes that the systems set up within the workplace disadvantage women and hopes that GDST students will lead the way in changing this, she believes: “We live in a world that is designed by men and for men still. One of the things this
generation of girls needs to do, I truly believe, is they’ve got to be at the table designing the future that works for women as well as it works for men.”
The GDST’s Girls’ Futures Report (2022) made significant discoveries in girls’ feelings and beliefs about themselves and their education. Cheryl shared: “One of the things we learned that was really encouraging is the girls want to be leaders, but they want to be leaders with integrity, with a good moral compass.” The study also found that girls have a desire for better financial education, Cheryl explained: “So that they can make choices throughout their lives that help them manage their finances more independently and that they feel they have more confidence and more understanding of how those things work.” These findings allow schools to better understand and respond to the needs and desires of their students and best prepare them for the future.
The report also revealed the issues girls feel are most important, including mental health, environmental issues, racism, women’s rights and poverty/the cost of living. This allows schools to respond to these concerns and support girls’ wellbeing, which is integral to the GDST’s work. Cheryl explained: “We believe really strongly in the power of pupil voice. We’re asking them what they want from us and we’re trying to connect them as much as we possibly can with the things that matter in their lives and that they can learn from and benefit from.”
Bursaries are also a significant part of the GDST’s offering, with 10% of girls receiving
financial support. Cheryl explained the importance of this, stating: “The GDST was originally a grantmaintained organization. We’ve maintained that sense of offering a down-to-earth, hard-working, affordable education for academically bright girls.” These bursaries are beneficial not just to the girls in receipt of them, but also to the wider school community, Cheryl believes: “We think it’s really important that our schools reflect the society in which we live as much as they possibly can, and that our girls benefit enormously from that. It’s really important to us. We wish we could do more.”
Preparing girls for the future is essential to the GDST’s goals, Cheryl explained: “We give them opportunities as we can to open up their horizons and make them think very differently about their futures.” This includes programmes such as LEAD (Leadership Enterprise Advanced Diploma) in collaboration with London School of Economics. Cheryl described: “It’s really about girls being involved in enterprises, coming up with their own business plan, working in teams and actually creating a business that they believe in and get behind.” As only 2% of funding goes to female-run businesses, providing girls with these skills and connections, as well as confidence, is essential
“We think it’s really important that our schools reflect the society in which we live as much as they possibly can, and that our girls benefit enormously from that. It’s really important to us. We wish we could do more.”
for their future prospects. Cheryl also noted that the girls’ projects are often very philanthropic, with recent projects including: “Care packages for homeless women and children,” and initiatives, “to raise money and awareness for asylum seekers and refugees in need.” The GDST also works with NASA to encourage girls to consider careers in STEM.
Girls in GDST schools also benefit from a wide alumni network, which Cheryl described as: “This extraordinary network of women who are there for other women and just desperate to help in any way they possibly can.” These alumni support in a range of ways, from university advice to careers support. GDST schools excel in university admission, particularly Oxbridge, with over 100 girls receiving offers from Oxford and Cambridge last year. These students are supported on a personal level, with connections fostered through the GDST network of teachers and alumni, as well as connections at the universities. Cheryl explained: “We work hard, but we also try to flex around the girls’ needs and then use that as an opportunity to set up links and opportunities for them.”
Cheryl remains confident in the importance and success of girls’ education, she shared: “I have huge faith that girls’ education remains an incredibly powerful, forceful good in the world.” Continuing to advocate for girls, their education and futures remains at the core of the GDST’s goal, through ongoing research and partnerships. Cheryl concluded: “My real ambition is really making sure that girls thrive and have everything they possibly could to go on and be the future change-makers and leaders of the world.”
We would like to thank Mrs. Cheryl Giovannoni, CEO of the GDST, for giving up her time to speak to us.
www.gdst.net
EDUCATION CORNER PODCAST WITH HEAD
Ms. Fionnuala Kennedy
FROM WIMBLEDON HIGH SCHOOL GDST
In this episode of Education Corner Podcast, we spoke to Ms. Fionnuala Kennedy, Head of Wimbledon High School GDST. Fionnuala spoke about the school’s “playful” approach to learning, the importance of all-girls’ education and preparing girls for the future.
Fionnuala’s passion for education stems from her own experience as a bursary student. She shared: “I know full well how amazingly gamechanging a great independent sector education can be.”
Whilst she hadn’t originally wanted to be a teacher, after graduating from Oxford University, she soon found herself in the classroom. She recalled: “The very first time I taught a Macbeth GCSE lesson was the first time I thought: ‘Ah you can have a job and really enjoy yourself.’” Since then, she has worked in several roles and schools before joining Wimbledon High 10 years ago and becoming Head in 2020. Fionnuala described: “It’s been five brilliant years as head and the school is a really special place to be.”
Fionnuala explained the reasoning behind the approach: “This idea that learning is all about exam results is terribly stressful and difficult and anxiety abounds.” To counteract this and to instill a passion for learning, Wimbledon High School promotes fun and enjoyment across all areas of school life. As part of this, peer mentors work across the whole school to promote community and enjoyment between all girls. This not only promotes the students’ wellbeing throughout the difficult school years, but also equips them with skills for later life, Fionnuala described: “Going forward in their lives, the girls will need to have a playful and curious approach to problem solving. They’ll need to have agile minds, they’ll need to be flexible thinkers and not see a problem as daunting, but rather an opportunity to play around with ideas.”
Fionnuala also stated: “In the current landscape of single sex schools going co-ed, we firmly believe that a girls-only education works best for girls.”
At Wimbledon High School, they describe their approach to learning as: “Playful scholarship.”
“In the current landscape of single sex schools going co-ed, we firmly believe that a girls-only education works best for girls.”
All-girls’ schools achieve highly in exams, Fionnuala highlights: “There’s often four, sometimes five GDST schools alone in that top 20 for A Level and GCSE results, so representing a quarter of the best schools in the country.” However, the school environment also helps girls to build their confidence and identity. Fionnuala highlighted the issues facing young women today and told us: “We have seen a slide backwards in some of the ways in which
Playful scholarship
girls and women are discussed online and in the ways in which girls are treated in some co-ed schools. All-girls’ schools give them a space of peace away from some of that so that they can find out who they are.” Whilst some may argue that single-sex environments don’t prepare students for the real world, Fionnuala believes that you can prepare students for real life without having to imitate these environments. She explained: “If you can find out who you are, centre yourself, really understand your value, where your voice is, locate it and use it when you would like to, when necessary, that is the best possible preparation for going out into the real world and being able to find your space and own it.”
The GDST’s Girls’ Futures Report found that 39% of girls aged 18 feel negatively about their future, double the percentage who feel this at age 14, and only 8% believe that school fully equips them for adulthood. Fionnuala believes that the messaging young people are receiving from multiple sources is the cause of this. She shared: “They are being bombarded with extremely powerful people who have extremely influential platforms saying we just need more masculine energy in the boardroom.” She also explained the impact of the fast-changing and unpredictable future of work, stating: “They’re being told not only that there is less place now for girls and women in the workforce, but also that the workforce they could look up to doesn’t exist.” To counteract this, Wimbledon High School works tirelessly to connect students with role models and mentors. From inspiring teachers within the
school, such as Wimbledon High School’s Head of Enterprise, who is a former trader and has firsthand experience, to the wide connections across the GDST. This month, former Prime Minister of New Zealand Jacinda Ardern will also be visiting the school, who Fionnuala described as: “The epitome of compassionate and thoughtful leadership, there could be no greater compliment to our school.”
To support girls’ skills and confidence for the future, leadership opportunities are also key. Girls have opportunities to lead within the school community, with real responsibilities, Fionnuala explained: “They need to understand that leadership is leadership through service, not leadership through status.” There are also peer monitors across the school, who support one another with homework as well as through friendships. Another crucial part of the girls’ development is the school’s partnership work, including working with over 300 local primary school children each week to working with the local women’s prison to ensure all the women receive Christmas cards and gifts and supporting their learning programmes. Fionnuala explained the importance of this: “We want to make sure that the girls understand that when we say that we advocate on behalf of girls and women, we mean all girls and women. We’re making sure that the girls are becoming compassionate and thoughtful leaders.”
In preparing girls for the future, protecting their wellbeing is also key. The school aims to balance technology usage and is wary of demonising
“We want to make sure that the girls understand that when we say that we advocate on behalf of girls and women, we mean all girls and women. We’re making sure that the girls are becoming compassionate and thoughtful leaders.”
technology. Whilst girls are not allowed their phones throughout the school day, the school does embrace some technology in the classroom. Fionnuala emphasises the importance of reading and writing, both for academic success and personal wellbeing, whilst understanding that technology is an increasingly significant part of life. She stated: “I think it’s all about balance. I really don’t think we should be demonising anything. I don’t think it’s helpful. Social media is not going anywhere, neither are smartphones.”
Within the GDST, girls have access to a network of over 100,000 alumni. Students are encouraged to engage with this network not only throughout their time at school, but also beyond. Fionnuala described the role of these alumni networks as especially important beyond school, stating: “When you go off to university, for some of our quieter girls, who perhaps are slightly dreading that really daunting freshers week experience, they know that they can get in touch with somebody who’s already there.” These alumni also support students in their professional lives, as well as supporting scholarships and bursaries. Fionnuala praised: “There’s an army of incredible women out there that we are able to draw on when we need support and
help, but who also represent the brilliance of the GDST in everything they do.”
This alumni network, as well as other key connections, are crucial in the school’s success in applications for Oxford and Cambridge Universities, with 14 girls receiving Oxbridge offers last year. Wimbledon High School works directly with both Oxford and Cambridge, as well as with other schools across the GDST, to prepare girls for the admissions process, through university-style seminars, mock interviews and first-hand experience. Fionnuala believes that the school’s playful and discursive approach is central to their success in this area, she explained: “Since we do fewer GCSEs to allow some space in the day for some breathing room to think about ideas, and the fact that civil discourse is taught from year seven all the way through, means the girls hold up ideas with excitement and enjoy talking about them out loud.” However, she does not take this success for granted and her focus remains on the individual girls and finding the best path for each student.
As she looks towards the future of Wimbledon High School, Fionnuala remains focused on being a happy and grounded community. She described: “Where we want to go is not to try to chase what other people may consider to be the best girls’ school, but to continue to attract and compel families who agree with our version of best. The best being each individual achieving their very best whilst maintaining that sense of balance, groundedness, fun and playfulness.”
We would like to thank Ms Fionnuala Kennedy, Head of Wimbledon High School, for giving up her time to speak to us.
www.wimbledonhigh.gdst.net
EDUCATION CORNER PODCAST WITH THE HEAD
Mrs. Natalie Argile
FROM BLACKHEATH HIGH SCHOOL GDST
In this episode of Education Corner Podcast, we spoke to Mrs. Natalie Argile, Head of Blackheath High School GDST. Natalie spoke about the school’s diversity, preparing students for the future and working with technology.
Natalie told us: “I knew from quite early on in my career that I wanted to go into senior leadership. There was something about driving change, and I just loved working with young people.” After working in a range of roles and schools, Natalie eventually came to an all-girls grammar school, where she discovered her passion for girls’ education, she reported: “I could see really firsthand the difference it made teaching only girls.” This led her to her role at Blackheath High School, which she described as: “I loved everything about it. I loved the vision of the school, I loved the people when I came here and it felt like an absolute dream come true. I really genuinely mean it when I say I love coming into the building every day and I leave feeling like I’ve achieved something.”
skills, it’s what propels them into the places that they want to go.” This programme was created in response to information from the GDST’s Girls’ Futures Report (as well as importation from the World Economic Forum about future skills) and is delivered through a range of initiatives across school life. Natalie stated: “It has informed programmes such as our enrichment programmes with leadership and enterprise, our civil discourse programme, which teaches girls how to voice their opinions and how to disagree well. It runs through to financial acumen so that the girls can be financially literate and independent and it also comes through in our scholarship programmes.”
At Blackheath High School, they strive to deliver an inspiring and ambitious education for girls, with their Girl emPowered programme forming a key role in delivering this. Natalie explained: “The Girl emPowered programme is about ensuring that the girls not only have knowledge, but also the
Blackheath High School is also a very diverse and inclusive community, with over 50 languages spoken across the school by staff and students. This is not only a point of pride for the school, but also very important to the students, Natalie shared: “We have an incredibly active group of students in our Diversity and Inclusion Council. So the school is very much influenced by the students. The student voice is really important to us because it’s their school.” Recent surveys at the school found that 90% of both staff and students felt that they belonged at the school. Natalie reflected: “That
statistic really shows that we’re doing something right. Our school is really reflective of the local community of South East London and of having quite an international cohort. There can only be benefits from that.”
Alongside the usual academic subjects, Blackheath also offers more unusual subjects, including GCSE Psychology, Statistics and Astronomy, in partnership with the Royal Observatory in Greenwich. Natalie explained: “We wanted to introduce programmes to ensure that all different girls across the school have these different pathways, because we recognise that they’re not all the same and they don’t have the same interests.” There has been great interest and success in this, with both psychology and statistics being oversubscribed and 75% of statistics students achieving a grade 9, despite sitting the exam a year early. Natalie stated: “What I really love about it is they are grabbing the opportunity with both hands and putting everything they’ve got into it, which is exactly what we want from our girls.”
Blackheath is also launching their PowerSkills Toolkit to support students in their use of technology such as AI. Natalie stated: “It’s vitally important that we make sure we get this right because it’s going to be such a big part of their world.” At Blackheath, they have been exploring and incorporating AI technology for a number of years; however, they are becoming more proactive as the technology continues to become more widespread and advanced. She explained: “We teach critical thinking all the way through our junior school so that it’s the norm for the girls and they know how to question things, they know how to challenge, they know how to pick out what’s real from what’s fake and to make
“If it’s disproportionately men who are designing AI, then we’re designing a world through the eyes of men and that’s not a world that will benefit girls. So it’s not just about educating the girls, but educating future leaders.”
really informed decisions.” Blackheath are also focusing on centering girls and women in the future of this technology, Natalie explained: “If it’s disproportionately men who are designing AI, then we’re designing a world through the eyes of men and that’s not a world that will benefit girls. So it’s not just about educating the girls, but educating future leaders.”
Wellbeing is also a crucial part of educating girls and preparing them for the future, especially with technology and social media. Natalie shared: “We can’t deny that girls will be engaging with social media from younger and younger ages now. We want them to do it safely. I want the girls to be doing it from a point which is age appropriate.” The school was an early adopter of Yondr pouches,
TURN TO PAGES 73-75 for information about Oxbridge »
“It’s about leadership in lots of different environments, it’s about girls being an advocate for themselves, it’s about them driving change, having confidence to be themselves. That could be the quietest girl in the room, or it could be one of the loudest. What’s important is that these opportunities are created at every level and that girls have a chance to practice this.”
to limit girls’ access to their devices whilst at school. They are also proactive in discussing both the risks and benefits of the internet and social media, through classes, assemblies and their peer mentoring system. Natalie also emphasized working with outside experts, such as TooledUp Education, and with parents, to reinforce the work taking place in schools.
Student leadership is also a key part of life at Blackheath, with many opportunities for girls to develop their skills and confidence. Alongside the usual opportunities such as school council and Head Girl, Natalie explained: “We also build leadership into our curriculum.” One example of this is the school’s enterprise programmes, which run throughout the school. Girls can also take part in the GDST’s LEAD Programme, which allows them to work with LSE and develop their business and leadership skills alongside industry professionals. Natalie explained the benefit of
this: “It’s about leadership in lots of different environments, it’s about girls being an advocate for themselves, it’s about them driving change, having confidence to be themselves. That could be the quietest girl in the room, or it could be one of the loudest. What’s important is that these opportunities are created at every level and that girls have a chance to practice this.”
Within the GDST, these girls also have the opportunity to work with the network of over 100,000 alumni across the world. These women support students throughout their school years and beyond, from the university admissions process to careers support and networking. Natalie described: “It’s sort of like a big sister, little sister connection. I know that they’re always willing to support others.”
Blackheath also has great success in university and Oxbridge admissions. One key factor supporting this is their Cafe Society, which supports girls across the Senior school to develop key skills needed for admission to top universities. Natalie explained: “We put a real focus on critical thinking and having really quite high level conversations for their age group. It really is an opportunity for them to get involved in projects and work with some of the older scholars and really get them into that mindset of reading beyond what’s happening in their lessons.” This process of preparation and support begins in Year 7 and is available throughout their school years and beyond, ensuring all girls achieve to the best of their ability and go on to pathways which will best support their goals.
Natalie is excited for the future of Blackheath High School, she shared: “The future for us is constantly innovating what we’re doing. It’s constantly being at the forefront and engaging with the research.” Blackheath is about to reach the end of their previous 3-year vision and Natalie looks forward to building on the progress made so far, she stated: “Everything that we will be doing with our next vision is about getting the girls really to lead their own lives ambitiously and boldly, which is what we do here at Blackheath High School.”
We would like to thank Mrs. Natalie Argile, Head of Blackheath High School, for giving up her time to speak to us. www.blackheathhighschool.gdst.net
The Power of Connection
Supporting girls beyond school
Research consistently shows that women with strong social networks, particularly those that include close female friendships, enjoy better mental and physical health, possessing lower stress levels and greater emotional resilience. These relationships become especially important after school, offering support, encouragement and guidance as young women navigate life’s transitions.
As our Sixth Form students prepare to receive their A Level results this summer and take their next steps into university or the workplace, it is an ideal moment to highlight the ongoing support available to them through the St Catherine’s Association.
We believe that by nurturing our alumnae community, we create a sense of belonging and inspiration that greatly benefits each individual girl.
We are proud to maintain close ties with nearly 6,000 alumni, offering students the opportunity to connect with those studying similar courses, working in relevant industries or who are able to provide valuable work experience. We visit universities to stay in touch with alumnae and are available year-round to facilitate connections for advice, mentorship and support.
Through these connections, our students not only benefit from the wisdom and experience of those who have gone before them, they
are also inspired to envision the women they aspire to become. Together, they form a vibrant and diverse network of exceptional women, united by shared values and a commitment to uplifting one another.
FIONA HAYWOOD St Catherine’s Association Director www.stcatherines.info
Join us for an exciting afternoon of exploration! Tackle thrilling maths challenges; get active on the sports field; experiment in our cutting-edge Science lab; and dive into a new Modern Foreign Language. Meet our Head Designate, Emma Watson and our inspiring teachers and students.
Reserve your place: stcatherines.info/admissions/ open-events or use the QR code.
The Culture of Co-education
Gender, identity and respect at Alleyn’s School
Almost 50 years after becoming co-educational, Alleyn’s School continues to lead with a vision of education rooted in collaboration, empathy
arrangement, it is a way of learning, leading and living together.
Since opening its doors to girls in 1975, the school has embraced
visible in every aspect of school life: in mixed dance companies that
Find Yourself at Alleyn's
have seen Alleyn’s named one of the UK’s top schools for dance; in sports, where 74% of pupils represent the school competitively with gender parity; and in shared leadership across pupil forums, partnerships, and community initiatives.
The school’s Gender 25 Project deepens this commitment, creating space for pupil voice and co-creation around issues of gender, identity and respect. It reflects a wider culture in which co-education means listening, evolving and empowering all students to shape the community they belong to.
At Alleyn’s, coeducation is not simply about who is in the classroom, but about how young people learn to engage with difference, collaborate with purpose and grow into adults who are as emotionally intelligent as they are academically prepared.
REBEKAH RAMSAMMY-AMOROSO Marketing and Communications www.alleyns.org.uk
South London's leading co-educational day school
Love of The Game
Cricket at Westminster Under School
Any history of cricket would certainly mention Westminster — it was a sport played here as far back as the mid-1700s, long before the formation of the Marylebone Cricket Club and the laws of the game. Westminster were the winners of the world’s first ever inter-school match versus Charterhouse in 1794.
The 1800s saw an explosion of sporting competition and the introduction of regular fixtures, including those with MCC and the Lords and Commons, as well as against many other schools.
In all this history, games were played on the site that is now our Vincent Square playing fields. Today, that tradition remains in the exact same place.
There is a genuine passion
Riding High
Equestrian sports at Bryanston
for cricket at Westminster Under School. It forms a key part of Games from Years 3 to 8 during the summer term, with training taking place on our ten-acre playing fields right in the heart of London, where pupils benefit from well-maintained grass wickets as well as nets. Lessons are led by two full-time PE teachers and six experienced coaches - including three who also coach at Lord’s - and the Director of Cricket at Banstead Cricket Club.
Keen cricketers can also train year-round through a dedicated after-school club to further develop their skills and passion. Opportunities are plentiful, from U11 and U13 tournaments
Bryanston’s ‘learning in the saddle’ ethos is riding high, with both its Prep and Senior schools celebrating competition victories, facility upgrades and individual honours that underline a riding tradition first established on the Dorset campus in the 1950s.
In the Prep School’s BHS-approved yard, Reception children take part in stable management and care sessions of 13 ponies, while Years 1-8 rotate through hacks, flat-work and showjumping in the all-weather arena. Family events like the summer gymkhana take place alongside inter-school teams competitions year-round. Seven Prep riders recently collected nine podiums at the NSEA Grass Roots Regional Championships, alongside style awards and rosettes.
A short canter up the drive, the Senior School’s yard - highly commended by the British Horse Societywelcomes pupils’ own horses
to the biennial South Africa tour, which offers a chance to experience playing in a new environment. The summer 2025 season ends with a match against a visiting team from Singapore, an event pupils are already looking forward to and a fitting way to round off a season that celebrates a shared love of the game.
and offers coaching in dressage, showjumping and eventing. Director of Riding Sophie Starr’s team blends tuition with sports psychology, biomechanics and strength training for those on the HighPerformance Sports Programme. Facilities match ambition with indoor and outdoor arenas, schooling ring, portable cross-country fences and two full sets of show jumps sitting under a five-star licence.
A Year 11 riding scholar calls the yard: “The highlight of my day.” stating that stabling her horse on site lets her “compete at a high level.”
Nowhere is the Prep-to-Senior pathway clearer than in polo, with two pupils sweeping all three chukkas at November’s SUPA Friendly in Oxford and a Year 9 pupil becoming the youngest rider named in the PV Dubai 2025 squad.
Sophie Starr’s aim at Bryanston is simple: “Take care of the horses as well as we do the pupils.” Judging by this year’s results, both are thriving.
SOPHIE PENDER CUDLIP Communications and PR
www.bryanston.co.uk
TURN TO PAGES 68-69 for tips for beginner padel players
A Summer of Sport
Encouraging healthy lifestyles at Lancing College
The Summer Term at Lancing College has launched with recordbreaking participation and impressive sporting achievements, underlining the school’s strong commitment to promoting a healthy, active lifestyle for all pupils. A surge in engagement across football, cricket, swimming, climbing, athletics, tennis and sailing has created a vibrant and energetic atmosphere across the campus.
Girls’ football has seen remarkable growth, with increased participation across all year groups. From enthusiastic newcomers to experienced players, the talent pool is deepening each week. Looking ahead, Lancing plans to launch Junior and Senior Elite squads in September 2025, offering year-round training for its most dedicated athletes.
Tennis has also enjoyed a standout term. The U15 boys’ and girls’ teams both reached the Sussex County Championship finals, showcasing grit and determination. The U16 and U18 teams performed strongly in the Independent Schools Sussex League, with the U16 boys claiming the overall title. Lancing also hosted its 2nd
Annual LTA ‘Play Your Way to Wimbledon’ tournament, which saw 60 pupils compete with enthusiasm and sportsmanship, with several players now advancing to county and area finals.
In athletics, multiple pupils qualified for the District Finals and the term’s highlights - Sports Day and Founder’s Daybrought the whole school together in a spirited celebration of healthy competition. Events from sprints to relays broke records and drew cheering crowds, while the tugof-war finale, featuring staff participation, added a joyful, communal touch.
food locally, within a 25-mile radius, ensuring meals are fresh, seasonal and nutritious. Pupils hear directly from the Head Chef, who collaborates with the pupilled Food Council to promote informed, healthy food choices.
At the heart of this sporting excellence lies Lancing’s holistic approach to wellbeing. Pupils participate in over five hours of sport weekly, balanced between team sports, individual pursuits like yoga and dog-walking and intense training. This blend promotes physical fitness, mental resilience and social development. Tutors play a vital role, helping each pupil find a healthy balance between their academics, sport and well-deserved rest.
Healthy eating is another cornerstone of life at Lancing. The school sources most of its
As part of the My Future Programme, Upper Sixth pupils are encouraged to adopt lasting habits that will serve them well beyond school, physically, mentally and socially.
At Lancing College, sport and healthy living are more than just part of the timetable - they are essential to how we help young people grow. Whether it’s through competitive matches, mindful movement, or learning about nutrition, our pupils are supported every step of the way to develop habits that last a lifetime.
KAT FIELD Marketing Campaign Manager www.lancingcollege.co.uk
Celebrating Cricket
Balancing sporting and academic success at Tonbridge School
It always seems cruel that the exam season not only coincides with the start of the English summer but also the cricket season. Cricket is viewed by many as the game of life: the batter looks either to survive or to make attacks, just as the bowler may go on the offensive or look to contain. It is a uniquely pressurised sport and, unfortunately, pressure is undoubtedly what our students feel as their exams loom ever closer.
Retaining a sense of perspective is also vital: losing yourself in a game of sport which, in the moment, might feel more viscerally tense than putting pen to paper, can serve
to remind us that, whether you win or lose, it really isn’t the end of the world.
Offering children a variety of active pursuits at all ages is truly essential if we want to raise healthy, balanced and well-rounded young people and encouraging participation alongside that breadth of offering is therefore essential. If you think you don’t like sport, then you just haven’t found the right one for you. Whether you represent your school’s A team or E team at the weekend or your house during the week, losing yourself in the physical activity of sport is undoubtedly good for the mind, body and soul.
Tonbridge offers 19 different sports from which to choose and - taking cricket as an example - 18 teams across the five year groups to represent the school in competitive matches. From this, we see boys unlock potential they didn’t even imagine they had, in the classroom, on the sports pitch and, consequently, in every other facet of school life.
ROBERT STEPHEN Master in Charge of Cricket, Assistant Housemaster, Teacher of Classics
www.tonbridge-school.co.uk
TURN BACK TO PAGE 47 to read about Preparing Girls for The Future
Reed’s School Tennis Academy
How a unique academy with a proud heritage continues to produce champions
Reed’s School, in Cobham, has built a formidable reputation for nurturing top-level tennis talent through their Tennis Academy.
The Academy’s alumni speak volumes about its success. Tim Henman OBE, a former British number 1 and world number 4 with 15 ATP Tour titles to his name, remains one of its most iconic graduates. Today, however, it is Jack Draper who is capturing headlines - he became British number 1 earlier this year and has swept up the rankings in a short space of time to become world number 5. Whilst at Reed’s aged 13, Jack played in an exhibition match to open the Indoor Tennis Centre, pairing with Tim Henman against Andy Murray: no doubt the seeds of success were firmly planted at this event!
A partnership in 1985 with the Jim Slater Foundation and David Lloyd lay the foundation for what is now the Reed’s School Tennis Academy (RSTA). Launched in 2004, it offers an outstanding, nationally recognised Elite Performance Programme supported by the LTA, boasting state-of-the-art facilities including a temperature-controlled indoor
centre. It is led by two of the Slater Squad’s original members, Adrian Blackman and Ben Haran. Entry to the RSTA is demanding; as well as being academically able enough to pass the school’s entrance test, prospective scholars must demonstrate that they have the physical prowess, technical skill and mental resilience required to thrive at the highest levels. This ensures that they develop as both elite athletes and well-rounded individuals, embracing a culture
that is fiercely competitive yet grounded in sportsmanship.
One of the school’s greatest strengths lies in its understanding of the pressures faced by young athletes to balance rigorous academic demands with elite sporting commitments - Reed’s provides a tailored support network and teaches the interpersonal skills that will allow them to succeed in later life.
ECM Recommended Oxfordshire and Cambridgeshire Senior Schools
OXFORDSHIRE:
Abingdon School
Age: 4-18
Single-sex (Boys)
(Co-educational from 2026)
Location: Abingdon, Oxfordshire
University destinations include: University of Oxford, University of Cambridge and UCL
Parent comment: “Very good educationally, teacher support is fantastic and he has made wonderful friends.” www.abingdon.org.uk
Bloxham School
Age: 11-18
Co-educational
Location: Banbury, Oxfordshire
University destinations include: University of Oxford, University of Cambridge and Russell Group Universities
Parent comment: “The pastoral care my son has received has been incredible. He looks forward to going to school each day and has a lot of friends. There is a strong ethos of kindness.” www.bloxhamschool.com
Cranford School
Age: 3-18
Co-educational
Location: Moulsford, Oxfordshire University destinations include: Durham University, Cardiff University and University of Bath
Parent comment: “Cranford is a very nurturing school. My children are happy there.” www.cranfordschool.co.uk
d’Overbroeck’s
Age: 11-18
Co-educational
Location: Oxford, Oxfordshire University destinations
include: LSE, UCL and King’s College London
Parent comment: “Within 2 months of my daughter starting year 7 it felt like every teacher had really got to understand her, how to support her in the classroom and how to work with her little quirks. There were so many opportunities for her to be celebrated.”
www.doverbroecks.com
Magdalen College School Age: 7-18
Single-sex (Boys/Coeducational Sixth Form)
Location: Oxford, Oxfordshire
University destinations include: University of Oxford, University of Cambridge and Durham University
Parent comment: “They were lovely, the pastoral
care was great and very focused on the individual.” www.mcsoxford.org
Radley College
Age: 13-18
Single-sex (Boys)
Location: Abingdon, Oxfordshire
University destinations include: University of Oxford, University of Cambridge and Imperial College London
Parent comment: “I have spent thirteen years trying to make my son as happy as possible; Radley achieved it in just three weeks.”
www.radley.org.uk
Shiplake
Age: 11-18
Co-educational
Location: Henley-onThames, Oxfordshire University destinations include: University of
Oxford, University of Cambridge and King’s College London
Parent comment: “The rowing is second to none, it’s the very best there is.” www.shiplake.org.uk
St Edward’s School Age: 13-18
Co-educational
Location: Oxford, Oxfordshire
University destinations include: University of Oxford, University of Cambridge and Imperial College London
Parent comment: “Our child made great friends, enjoyed school life and thrived. They also benefited from fantastic school facilities.”
www.stedwardsoxford.org
The Oratory School
Age: 11-18
Co-educational
Location: Woodcote, Oxfordshire
University destinations include: University of Cambridge, University of Exeter and University of Edinburgh
Parent comment: “They have amazing facilities including golf, real tennis, rowing and indoor pool and they are small enough to treat every child as an individual.”
www.oratory.co.uk
Tudor Hall
Age: 11-18
Single-sex (Girls)
Location: Banbury, Oxfordshire University destinations include: University of Oxford, University of Cambridge and LSE
Parent comment: “It has a down to earth, friendly feel and exceptional pastoral care.”
www.tudorhallschool.com
Cranford School
d’Overbroeck’s
Abingdon School
CAMBRIDGESHIRE:
Abbey College
Age: 13-21
Co-educational
Location: Cambridge, Cambridgeshire
University destinations include: University of Oxford, University of Cambridge and UCL
Parent comment: “Quite possibly the best maths department in the country.”
www.abbeycambridge.co.uk
Heritage School
Age: 4-16
Co-educational
Location: Cambridge, Cambridgeshire
University destinations include: University of Oxford, University of Cambridge and King’s College London
Parent comment: “The Heritage fosters a love of learning, an interest in the world, in science, in literature and every area I can think of.”
www.heritageschool.org.uk
Kimbolton School
Age: 4-18
Co-educational
Location: Huntingdon, Cambridgeshire
University destinations
include: University of Oxford, University of Cambridge and King’s College London
Parent comment: “It is very much a community and
offers so many different opportunities alongside the academic rigour.”
www.kimboltonschool.com
King’s Ely
Age: 2-18
Co-educational
Location: Ely, Cambridgeshire
University destinations include: University of Oxford, University of Cambridge and Durham University
Parent comment: “Fantastic facilities, brilliant teachers and a genuine approach to nurturing each child’s individual strengths and interests.”
www.kingsely.org
St Andrew’s College
Age: 15-22
Co-educational
Location: Cambridge, Cambridgeshire
University destinations include: University of Oxford, University of Cambridge and UCL
Parent comment: “College has a very experienced and dedicated team of professionals who provide careful guidance and mentoring to students through all years of study to help them in achieving not only top marks but to become well-rounded personalities.”
www.standrewscambridge. co.uk
Stephen Perse Foundation Age: 1-18
Co-educational
Location: Cambridge, Cambridgeshire
University destinations include: University of Oxford, University of Cambridge and Imperial College London
Parent comment: “A brilliant school with great academic results and excellent facilities.”
www.stephenperse.com
St Mary’s School, Cambridge
Age: 3-18
Single-sex (Girls)
Location: Cambridge, Cambridgeshire
University destinations include: University of Oxford, University of Cambridge and UCL
Parent comment: “Pupils are all lovely, well mannered, chatty kids and the school is good at supporting children for who they are.” www.stmaryscambridge.co.uk
The Perse School Age: 3-18
Co-educational
Location: Cambridge, Cambridgeshire
University destinations include: University of Oxford, University of Cambridge and Durham University
Parent comment: “The school has excellent facilities, the children have a wide mix of interests and all are catered for in the huge range of clubs and activities on offer.”
www.perse.co.uk
The Peterborough School
Age: 6 months-18 years
Co-educational
Location: Peterborough, Cambridgeshire
University destinations include: University of Oxford, University of Cambridge and King’s College London
Parent comment: “A school where everyone is known, with subject specialist teaching staff and great facilities.”
www.thepeterboroughschool. co.uk
Wisbech Grammar School
Age: 4-18
Co-educational
Location: Wisbech, Cambridgeshire University destinations include: University of Oxford, University of Cambridge and Russell Group Universities
Parent comment: “Wisbech Grammar School is a place that has created so many memories for my daughter and her teachers have been very helpful and encouraging!”
www.wisbechgrammar.com
Abbey College
Wisbech School
The Peterborough School
EDUCATION CHOICES AWARDS 2025
We are honoured that so many schools applied to the Education Choices Awards 2025. It is humbling and inspiring to see the extent of the work that is taking place in so many schools across so many areas. Our judges, including Dr. Joseph Spence and Dr. Sandie Okoro OBE, have worked tirelessly to select our winners. The competition was incredibly high and congratulations to the winners and all the schools that took part!
Category A Improvements in EDIB
Prep winner: St Hilary’s Prep School
Senior winner: Cranleigh School
ECM special mentions: Prep: Saint Christina’s Senior: Clifton College, St Dunstan’s College
Category B Developing School Partnerships
Prep winner: Notting Hill Prep
Senior winner: Wimbledon
High School GDST
ECM special mentions:
Prep: Windlesham House School
Senior: Canford School, Emanuel School
Category C Bursary Support
Prep winner: Wetherby Preparatory School
Senior winner: Lancing College
ECM special mentions: Prep: Newton Prep
Senior: Godolphin and Latymer School, Tonbridge School
Category D Working with Local Charities
Prep winner: The White House Preparatory School
Senior winner: Roedean School
ECM special mentions: Prep: Eaton House The Manor
Senior: Framlingham College, Frensham Heights School
Category E Developing Student Voice
Prep winner: Windlesham House School
Senior winner: Hampton Court House School, Streatham and Clapham High School GDST
ECM special mentions:
Prep: Maltman’s Green School
Senior: Highgate School, St Paul’s Girls’ School, Tudor Hall School
Category F Enveloping EDI in the Curriculum
Prep winner: Eaton Square Prep School
Senior winner: Blackheath
High School GDST, St Paul’s School
ECM special mentions:
Prep: St Hilary’s Prep School
Senior: Dulwich College, Sydenham High School GDST
Category G Opportunities in Art and Music
Prep winner: Westminster Under School
Senior winner: Surbiton High School
ECM special mentions:
Prep: Godstowe School
Senior: Downe House, Lancing College
Category H Inclusive SEN Provision
Prep winner: Blundell’s Preparatory School
Senior winner: Sydenham High School GDST
ECM special mentions:
Prep: Old Buckenham Hall School
Senior: Milton Abbey School, Slindon College
Category I Diversity and Inclusion in Sport
Prep winner: Holmewood House School
Senior winner: Alleyn’s School, St Dunstan’s College
ECM special mentions:
Prep: The Oratory Prep School
Senior: Canford School, Lancing College
Category J Supporting Sustainability
Prep winner: Devonshire House School
Senior winner: James Allen’s Girls’ School
ECM special mentions:
Prep: Barfield Prep School
Senior: Clifton College, Colchester Prep and High School
EDUCATION CORNER PODCAST WITH
Lola Anderson MBE
OLYMPIC GOLD MEDAL-WINNING BRITISH ROWER
Lola Anderson began rowing as a teenager, whilst at Surbiton High School. Having grown up in a family of rowers, she knew a little of the sport, but preferred swimming and running in her earlier years. However, inspired by the Olympic rowers during the London 2012 games, she was drawn to take up rowing when her school started offering it. She shared: “I think what drew me to it to begin with was that it was so different, it was new for everyone. I think the fact that it was new, it was fresh and there was no embarrassment in learning this new skill because we’d all be learning it together, was quite key in sort of motivating me to begin with.”
At Surbiton High School, Lola had access to brand new rowing facilities and a boat club, which she believes had a “massive” impact on her initial enjoyment of and success in the sport. Despite there being just a handful of girls in the rowing programme, the school invested in the club, including an ex-Olympian coach. Lola described this experience: “Having a real piece of the Olympics come to your school to coach you, especially when there are only 15 girls that he’s coaching, was an amazing experience and I think it was pretty pivotal to helping me realise my goals and my dreams.”
later, encouraging her to pursue her dream. This embarrassment and lack of confidence and motivation is prevalent amongst all athletes at times, especially during the teenage years, Lola described: “Young athletes, whether they’re girls or boys, struggle with a confidence drop and a dip in self-belief as they’re sort of going through those mid-teenage years and it’s unfortunate, but it is quite natural that we experience this.”
The power having a support network in this time is immense, she told us: “Having pep talks from coaches or check-ins with parents, whether it’s through a saved page from a diary, or it’s just a conversation with your children one-on-one to say that you see the hard work they’re putting in and you believe in them, whether or not the goal is realized or not, is enough of a spark to keep someone going beyond what you can imagine.”
In addition to the support of her peers and coaches, Lola’s dad also played a significant role in motivating and inspiring her journey. As a teenager, she wrote in her diary that she wanted to win an Olympic medal one day, but later felt embarrassed, lost motivation and threw the note away. Her dad found the note, saved it and returned it to Lola years
Many girls and women face challenges in sport which detract from their enjoyment and participation. Research from the GDST stated: “At a younger age, girls are able to clearly focus on their hobbies and interests, showing a passion for these above their studies. But our findings show a clear drop in confidence after the age of 14.” Lola shared how she had been affected by the complexities of teenagehood: “When I was a younger athlete, I felt quite self-conscious. I struggled a lot with embarrassment; if I wasn’t perfect, or if I wasn’t confident that I was going to do it right from the get go, I didn’t really want to be watched failing.”
Creating a friendly, comfortable and judgement-free environment and support network is key to allowing
Fulfilling childhood dreams
young people to work through these challenges, Lola believes: “The only reason why I managed to stay in rowing was because of those talks that I was having with my father, with my coaches and with my teammates that made me feel appreciated and valued despite not being the best from the get go.”
Lola remains hopeful and believes that change is happening to continue to support women’s sports. Research continues to take place and knowledge is ever-more accessible, spanning a wide range of crucial topics in women’s sport, Lola described: “Whether that’s the hormonal cycle that we experience, or whether it’s talking about our bodies and how we can better support ourselves with conversations around sports bras.” Through this research and conversations, women’s sports will continue to grow and more women will feel supported to embrace sport, Lola stated: “I have learned so much, even in the last three years, let alone the last 10 years. If that change has happened in the last two years for myself then I’m very excited for what more there is to come. I think so long as we can push that information out there for everyone, then we can be really proud of what we’re doing for women’s sports in the country.”
Lola was also awarded an MBE in the 2025 New Year Honors List for her services to rowing. Through this recognition and platform, Lola plans to continue to advocate for women in sports, she
“I would like to try and make sure that the next generation of female athletes feel supported and feel more in the know of the unique challenges they face as female athletes growing up, whether that’s physiological, mental or even hormonal. There has been quite a lot of stigma growing up that these differences can be ignored. I’d like to make sure that female athletes have relatable athletes to look up to and to look to for answers the same way that I had growing up.”
explained: “I would like to try and make sure that the next generation of female athletes feel supported and feel more in the know of the unique challenges they face as female athletes growing up, whether that’s physiological, mental or even hormonal. There has been quite a lot of stigma growing up that these differences can be ignored. I’d like to make sure that female athletes have relatable athletes to look up to and to look to for answers the same way that I had growing up.”
The feeling of winning the Olympic gold medal and realising her childhood dream is undoubtedly a highlight in Lola’s career, which she described as: “I think you can’t really put it into words. It was almost every single emotion at once, that feeling, that gratitude, that overwhelming feeling of pride, I don’t think will ever fully go.” Lola’s pride and gratitude continue to motivate her and despite her incredible success, Lola remains dedicated to her enjoyment of her sport and takes her career one step at a time. She concluded: “I would love to say that I want to go to LA and try and do it all over again, but a lot can happen in three years. Although that would be my intention, I’m not going to put any markers down for it. I want to enjoy these three years.”
We would like to thank Lola Anderson for giving up her time to speak to us.
www.britishrowing.org
Leaving Limits on the Shore
Inclusion and equality in sailing
Sailing was always part of my world growing up. My parents were both passionate sailors, so I was on the water before I could even walk. But it wasn’t just about following in their footsteps - for me, sailing quickly became more than a hobby, it became a place where I felt free, where I wasn’t ‘the girl with one arm.’ On the water, I was just a sailor. That’s what lit the fire in me. It wasn’t a childhood dream to become a Paralympian at first, it was about proving to myself and to others that I was capable, competitive and more than their assumptions.
Being born without a right forearm meant I stood out from the crowd and kids can be cruel. The bullying left deep scars and knocked my confidence massively. I constantly felt like I had to prove my worth. But sailing gave me a way to rebuild myself. On the water, my disability didn’t define me, my skills did. Sailing became my escape, my sanctuary and ultimately, my superpower. It taught me resilience and gave me a community that saw me for who I truly was.
My time at Royal Hospital School was a turning point. Receiving a sailing scholarship was more than financial support - it was belief. That school gave me access to resources, coaching and a schedule that allowed me to train while still studying. But more importantly, it gave me a sense of belonging and structure when I needed it most. I wouldn’t be where I am today without that foundation.
I’ve always believed that sailing is one of the few sports where
disability really can be left on shore, where your skill on the water is what counts. Competing against able-bodied sailors pushed me to be better, to hold myself to the highest standard and not limit my goals based on others’ expectations. The Paralympic pathway gave me a platform, but it was never about choosing one over the other. It’s always been about breaking barriers and showing that athletes with disabilities canand should - race on equal terms.
The decision to remove sailing from the Paralympics in 2015 was absolutely gutting. I remember feeling crushed, not just for myself, but for the entire community of disabled sailors who deserved that stage. But in a strange way, it fuelled something in me. I realised I couldn’t wait for validation from the Paralympics; I had to build a stronger, more inclusive future for the sport regardless. That’s why I’ve poured my energy into development programmes, advocacy and now into building the Inclusion Championships with World Sailing. We don’t stop just because one door closes: we build new ones.
We need systemic change; starting with access. That means breaking down physical, financial and cultural barriers. We need more education, more inclusive equipment and better representation across all levels. But we also need to shift mindsets. Inclusion isn’t a side project: it has to be embedded into the DNA of the sport. From grassroots clubs to global championships, we have to create environments where everyone feels seen, supported and capable of excelling.
The Vendée Globe is one of the toughest ocean races in the world: solo, non-stop, unassisted around the world, and I’ve set my sights on becoming the first disabled female sailor to take it on. This isn’t just a personal goal, it’s about representation. If one young disabled person sees me on that start line and thinks: “Maybe I can do something like that.” then every mile will be worth it!
In the future, I hope to see a sport where disability is no longer a headline, where it’s just normal to see diverse bodies, backgrounds and abilities on the water. I want sailing to be a place where everyone feels they can belong and thrive, from their first dinghy race to the global stage. For disabled athletes, I hope we continue to grow pathways, build visibility and reinstate our rightful place in the Paralympic Games and beyond.
HANNAH STODEL British sailor and Paralympic athlete www.hannahstodelracing.com
One Challenge at a Time
Ben Gallagher’s journey from life-changing injury to elite sports
My journey into sport started when I joined the military, where I trained as a physical training instructor and learned the impact sport has on service personnel. I tried many sports but found triathlon was the one for me! Both fun and challenging, triathlon combined other hobbies such as cycling and running into one sport. I was also passionate about being in the mountains and started to train as a mountain leader. My love for the mountains also got me into longer distance trails and fell running as well as multi-day endurance events.
Whilst on active duty in 2019, I was involved in an incident and received multiple gunshot wounds and injuries to my upper torso and both arms.
Following five weeks and many surgeries in hospital to stabilise me, debride my wounds and reconstruct my left arm, I was discharged to embark on a long rehabilitation journey. I spent 8 months on full-time rehab recovering from my injuries and learning to reuse my left arm. Unable to come to terms with what had happened and constantly asking myself: “Why me?” My mental health also spiralled. Hopeful that I could return to work, I very quickly realised I was not the person I used to be and things took a turn for the worse. I tried to take my own life as a way out from the pain and suffering. Waking up the next day and realising the impact of my actions, I needed to change. Shortly after this, I was diagnosed with Post Traumatic Stress Disorder and subsequently medically discharged from the British Army.
Whilst serving in the British Army my relationship with sport was fantastic, but following my
injuries I struggled to engage with physical activity as I didn’t see it as my happy place, training and working out became a chore and no longer enjoyable. When I started to learn that my physical restrictions were permanent and that I was still capable of so much more, my mindset with sport and fitness changed considerably.
Getting involved with endurance events such as Kayak 4 Heroes, where myself and a team of injured veterans kayaked the length of the UK, 1400 kilometres from Lands End to John O’Groats, and running the Marathon des Sables (an ultra marathon which is 250km in 6 days across the Sahara desert) gave me my spark back again.
Resilience isn’t a given, we are not born with an abundance of resilience that we use when required. Resilience is built through the things we expose ourselves to and much of mine came from my service in the military.
There is a huge amount of correlation between mental and physical wellbeing. Everyone should engage in some form of physical activity on a regular basis. Engaging in a sport will have such an impact on you physically as well as mentally.Engaging in sport and team-based activities also provides us a community where we can share our thoughts and feelings.
My career in rowing began when I won a gold medal at the 2023 Invictus Games in Düsseldorf, Germany. I was then picked up following classification by British Rowing and went on the World Class Paralympic Programme competing both on and off the water.
My future is always evolving with new challenges and amazing opportunities. I have recently returned from coaching the 2025 Invictus Games Indoor Rowing Team out in Vancouver, Canada and will continue to develop as a coach. The next Olympic/ Paralympic Games is being held in Los Angeles in 2028 and I am keen to retrial and see what happens over the next couple of years.
I really enjoy talking about my journey from complex trauma to elite sports and the ups and downs along the way. If my story can help someone else think about doing something differently, change their habits or even ask for help, that’s a huge achievement.
You don’t have to have a dream - follow your passion in life and pursue ambitious short-term goals, follow your journey and be open to accept failure.
Be adaptable to change, sometimes things don’t go to plan so be prepared to take a different route and take time to reflect and understand the ‘why’.
Speak out! We are allowed to have a bad day or experience difficulty, it’s normal, however don’t let it continue and if you’re struggling, reach out for help.
Get out of your comfort zone as often as possible, challenge yourself and try new things.
BEN GALLAGHER Athlete and motivational speaker www.bengallaghergbr.com
Playing Padel Tennis
Embracing a new sport
Unlike many who’ve discovered padel, my journey didn’t begin on a court surrounded by glass. In fact, I stumbled into the sport very luckily as my local leisure club had constructed some of the first padel courts in the UK. Unlike many padel players, I don’t come from a tennis background and was more of a football player, giving me some advantages but also disadvantages compared to those who came from tennis or other racket sports. The rhythm, the competition and the constant chase for improvement drew me in.
For those just picking up a racket for the first time, my biggest piece of advice is this: embrace the fun. Padel is one of the most social, accessible sports
you’ll ever play. You don’t need perfect technique from day one. Instead, focus on understanding the movement, the positioning and most importantly, the teamwork. Unlike singles tennis, padel is entirely about collaboration.
Trusting your partner, communicating effectively and working as a unit is everything. If you can develop that connection, improvement comes fast and the enjoyment multiplies. What I love most about padel is its ability to bring people
together. It’s a sport that levels the playing field: men, women, kids and seniors can all enjoy it. There’s a joy and energy that fills every court, whether you’re in a casual weekend match or battling in a highlevel tournament. The community is incredibly welcoming and the global growth is electric.
So please go and give padel a go! Don’t be hesitant or nervous, once you have tried it once, you will be hooked!
NIKHIL MOHINDRA Padel player www.instagram.com/nikhil.mohindra
At d’Overbroeck’s, we combine academic excellence with top-level tennis coaching to help motivated students thrive both in the classroom and on the court.
Up to 3.5 hours of expert small group coaching each week
A balanced, supportive environment for both sport and study Opportunities to compete in school and club-level tournaments
We welcome dedicated players with a tennis background and those eager to be trialled and committed to developing their potential.
To apply or find out more, contact martin.procter@doverbroecks.com
‘School of the Year 2025’ – Oxfordshire Lawn Tennis Association
A Welcoming Community
The power of padel to build confidence and friendships
My story is a common one within the padel world. When I was younger, I played tennis to a high standard, reaching number one in Essex for the U14 category. Around that time, though, I started to fall out of love with the sport. The atmosphere was so intense, especially from other parents at tournaments, and it made me doubt whether I wanted to continue. Just when I started to feel that uncertainty around tennis, they opened three padel courts at my local gym, David Lloyd’s Chigwell, some of the first in the country. I was already familiar with padel because of my time at tennis academies in Spain. We used to warm up on the padel courts and I’d often watch matches during breaks from my training. When the padel courts opened in England, I was keen to give it a go. Once I picked up a racket for the first time, I never looked back.
in any game and you’re guaranteed to have a great time.
It didn’t take long before I made the full switch from tennis to padel. I went to Spain during school holidays to train, where the level was much tougher. When I was 16, my coach told me that if I wanted to reach the highest level, I would need to move to Spain. So, after my GCSE’s, I packed my bags and moved to Marbella to train full time while studying for my A Levels. I’m lucky to have family and friends in that area, so it felt like a home away from home. After a year, I moved to a professional sports academy in Barcelona. I trained 6-7 hours a day alongside some of the best professionals in their sports. I lived in Barcelona for 4 years and
loved every second of it. Through Brexit and COVID-19, I had to leave Spain, first returning to England during lockdown, then to Dubai. The padel facilities out there are some of the best in the world. Finally, I got my visa and moved to Madrid - the home of padel. Here, I accomplished some of my best achievements, including breaking into the top 150 in the world and winning my first FIP tournament.
Padel is such a fun and sociable sport – that’s one of the things I love most about it. Anyone can play anyone. It’s incredibly inclusive and you’ll often see matches made up of all ages, genders, body-types and abilities, all having a great time on the court. Padel is easy to pick up, but hard to master. This makes it a challenge to improve, but means that you can still get competitive matches right from the beginning. Because of this, no match is a bad match. You can be the 4th player
I genuinely believe padel brings people together and opens the door to new friendships. I’ve met some of my best friends through padel. It has its roots in South America and so it comes with a real social culture. The best part of any match is afterwards, where you sit down, grab a drink and chat. Coming from a tennis background, where I played singles, I love the fact that you have a partner that can help you in the tough moments. Having someone by your side that can crack a joke in the mentally tough times can be the difference between fighting through a set or letting the pressure get to you.
If I had one piece of advice to anyone thinking of starting padel, it would be to simply pick up a racket and don’t be nervous. Starting a new sport is daunting, but the padel community is incredibly welcoming. Just find your local padel courts and look at what social mix-ins they have. There will be something for all levels.
My top tip for beginners: the glass is your friend. A lot of players are often scared to use it, but it’s there to help you. The best decision I’ve ever made is picking up a padel racket - and if you give it a go, it just might be the same for you as well.
SAM JONES Padel player www.samjonespadel.com
TURN BACK TO PAGE 59 to read about Reed’s School Tennis Academy
A Transformational Sixth Form Experience
The new Downsend Sixth Form
Downsend Sixth is redefining what it means to prepare for life after school. With a dedicated campus in Leatherhead, this dynamic and purpose-designed Sixth Form inspires, empowers and equips its students to thrive in a rapidly evolving world.
The mission at Downsend Sixth is simple: combine academic excellence with realworld readiness. Delivering more than grades, it develops confident, curious and futureready individuals. Through the D6 Core and D6 Future Ready programmes, students experience a truly holistic education that blends rigorous study with innovation, creativity, wellness, leadership and a global outlook.
The Core Students can choose from a range of A Level and BTEC subjects, with the flexibility to combine the two, enabling personalised pathways that align with individual interests and ambitions. Subjects are taught in state-ofthe-art classrooms, supported by an exceptional faculty. D6 Electives enhance every student’s
experience and provide valuable UCAS points. Whether they’re undertaking an Extended Project Qualification, Critical Thinking A/S Level, Sports Leadership or the International Certificate in Digital Literacy, students build strong portfolios and future-ready skill sets.
Community and Leadership
Community and leadership are equally vital. Within the D6 Community, students contribute to service projects and local outreach initiatives each week. D6 Leadership offers every student the opportunity to step into a meaningful rolewhether as Digital Ambassador, House Captain or Arts Leaddeveloping essential teamwork, communication and leadership skills.
Wellness
Wellbeing lies at the heart of Downsend’s culture. Through D6 Wellness, students are encouraged to maintain a healthy balance between study and self-care. A complimentary gym membership, access to excellent sports
facilities and an inclusive extracurricular programme all provide opportunities for movement, resilience and personal wellbeing.
Support and Mentorship
Pastoral support is embedded in every aspect of life at Downsend Sixth. Each student is paired with a D6 Tutor - a dedicated mentor offering one-to-one guidance, academic and personal development, and supports decision-making for electives, university or career pathways. This is further enriched by the D6 Futures programme, which includes practical life-skills sessions on financial literacy, study habits, interview techniques and university and career support.
Global Impact, Lasting Change
This transformative experience allows students to apply their learning in real-world contexts across the globe. Starting with the D6 Induction, students will focus on team-building, collaboration, resilience and leadership. Whether it be a tall ships experience or yachting on the Solent, the team will get to know each other and themselves. The project culminates in the D6 Adventure, a studentled international expedition undertaking a community initiative in Cambodia or an environmental project in Borneo, the project will be a life-changing experience and is included as part of the Downsend Sixth experience.
Join the Downsend Sixth Community
For students seeking a forwardthinking Sixth Form experience, Downsend Sixth offers the best of both worlds.
KATE TIMMS Head of Marketing and Admissions
www.downsend.co.uk/downsend-sixth
Work Smarter This Summer
Five small business ideas to try your hand at over the holidays
The long, hazy summer days are a chance to rest and reset, but they’re also a golden opportunity to earn some money, develop realworld skills and get a head start on your future.
This year, instead of sticking labels on clothes at Primark or washing dishes at your local cafe, why not shake things up by channeling your inner Peter Jones or Deborah Meaden? Here are five side hustles to consider this summer; each one allowing you to hone invaluable business skills, earn money from doing something you enjoy and maybe even one day provide the first chapter of your autobiography!
1. Have a go at tutoring or coaching Do you have a particular talent for a musical instrument? Are you top of the class in maths or Mandarin? Fancy yourself as the next big thing to hit the surfing world? Whatever your jam, share your expertise by setting up a professional tutoring or coaching service for kids in your area. Whether it’s boosting their confidence through academic
support or exam technique, teaching them a new skill such as coding, or coaching a sport or activity; you’re likely to find parents are hugely supportive of fun, local and relatable role models for their pride and joy.
Don’t blag it - make sure you’re genuinely competent and confident at what you’re teaching.
Involve a parent or guardian in setting prices and handling payments. You might also want to ask them to help you get yourself DBS cleared. Start with families you know to build word-of-mouth recommendations.
Whether you’re into fashion, gaming, music or tech - the chances are there’s an audience out there that shares your interest. Platforms like YouTube or TikTok are great for building a following. The goal shouldn’t be just to boost followers - focus
on creating consistently good content that entertains, educates or inspires.
Stay safe online: protect your privacy and be mindful of what you share.
Avoid copying others - originality and authenticity will grab more attention.
Remember that success in this field often takes time and requires patience.
A car washing business is a great way to make money locally and it’s scalable. Start by offering to clean neighbours’ cars, then recruit a few friends and assign them streets or time slots. Agree on a set service and price and train your team to deliver a consistent, professional experience. Conduct some market research into other services available locally before setting your pricing structure.
Think about insuring yourself against any accidental car damage.
Keep cash handling simple and fair, especially if working in a group.
Required skills: Leadership, teamwork, customer service, people management, attention to detail, marketing.
4. Help small businesses go digital
Lots of local shops, cafes and start-ups need help with things like setting up websites, creating social media content, designing flyers, or managing email newsletters. If you have basic
skills in tools like Canva, Wix, Instagram or TikTok, consider offering your services to help them stand out online.
Build a portfolio of your work - even mock-ups are fine to get started.
Make sure you’re reliable and can meet deadlines.
Keep things professional - age needn’t be a barrier to this. Required skills: Tech skills, design sense, time management, communication, networking.
5. Make a name for yourself as a local DJ
If you love your music and can read a crowd, DJing might just be crying out your name. Start by learning the basics online or shadowing someone you know. If
you can afford or borrow a basic setup, you could start playing at local parties, school events, or charity fundraisers. Build a name for yourself and even carry the hustle into term-time at your school and those in the region.
Discuss upfront costs with a parent or guardian - they may require an initial loan.
Think about transport for equipment to gigs.
Make sure you have adequate public liability insurance in place. Required skills: Creativity, technical skills, confidence, networking, performing.
Whatever you decide to have a go at this summer, be sure to give it your best shot, have fun with it and don’t be afraid to fail. Experiences like these, whether
A Supporting and Nurturing Community
College life at Canford Sixth Form
Leading co-educational boarding and day school Canford is building on its well-established and successful Sixth Form, ensuring that its educational provision for Years 12 and 13 is dynamic and relevant as pupils prepare to embark on life beyond school.
The result is The College, a brand new Sixth Form complex situated at the heart of the school campus, with facilities and learning programmes tailored to the educational and personal development needs of 17-18 year olds as they build autonomy and independence. The new College structure allows for stagespecific guidance, appropriate expectations and demands.
Through four core College elements - College Academics, College Experiences, College Life and College Futures - specialist teaching, one-to-one tutor support
successful or not, can furnish you with skills that will stick with you for life.
OLI MAUNSELL Co-Founder and CEO
www.luminiscareers.com
TURN BACK TO PAGES 50-52 to read about Developing Future Skills
and a wide range of social, sporting and cultural activities build on the existing Sixth Form offer so that pupils leave equipped with all the skills needed to thrive in this everchanging world. Canford has always had a strong reputation for excellence in academic results - it ranks top in the region for A Level outcomes among schools of its type in the Sunday Times Parent Power report - and the College offers further opportunities for pupils to develop and grow, explore new talents and flourish within Canford’s supportive and nurturing community.
The College Hub forms the heart of the new facilities, with a university-style collegiate feel and plenty of spaces for socialising, individual and group study. It includes dedicated Pupil
Wellbeing support, a teaching kitchen, café area and a Futures centre to help every individual pupil follow their chosen pathway, including guidance on UCAS applications, interview practice, ways to make use of the Canford alumni network, opportunities for apprenticeships and making the most of gap years.
Our next Open Morning, which will include a dedicated Sixth Form event, will be on Saturday 4th October and booking is now open at www.canford.com/ openmorning.
PHILIPPA SCUDDS Director of Marketing and Communications www.canford.com
Embracing Heritage
Studying at the world’s oldest university
At 922 years old, Oxford University is the oldest university in the English-speaking world. Nestled throughout the city of Oxford, it has 39 individual colleges, complete with their own unique dining halls, accommodation and close-knit community. Whether your child is drawn to tradition or modernity, there is a college for everyone to feel at home in.
For example, Wadham College is known for its LGBTQ+ positive outlook, which hosts a bold, socially active vibe and progressive spirit. Or Somerville College, one of the first women’s colleges at the University, whose alumni include Margaret Thatcher and Indira Gandhi. Each college blends vast culture with centuriesold tradition to offer a rich student experience.
Oxford is home to some of the world’s greatest academic resources, such as the Bodleian Library, one of the oldest and biggest in Europe, housing over 13 million books in locations such as the iconic Radcliffe Camera Library. For the cinema lovers, Oxford University is also the
backdrop to cinematic history and blockbusters, having been used as a filming location for Harry Potter and X-Men: First Class.
Between lectures, students can unwind and enjoy various activities, from walking around the city’s famous university parks to rowing, one of the iconic sports of Oxford. The university offers beginner lessons at its boat clubs, a 10-minute walk from the city centre. Furthermore, students can enjoy events and spectate at famous boat races like the
Summer Eights and Tropids.
With over 400 societies and clubs, students can enjoy anything from dance to debate, jazz to journalism while studying at Oxford. Throughout the year, traditional dinners and events are held - for instance, the infamous May Day, where students and locals of Oxford gather at Magdalen Bridge to hear the Magdalen College choir perform at the crack of dawn to welcome in the summer months, as the whole city stands still.
Alongside world-class teaching from professors such as Peter Frankopan, a renowned scholar of global history and Professor Martin Goodman, a leading expert in Jewish studies, students will indulge in one-on-one or small group teaching sessions, academically focused debates and independent thinking.
Oxford is not just a university but a laboratory of brilliance, with 73 Nobel Prize-winning alumni and 84 Olympic gold medallists that followed before them at Oxford. Whether your child wants to explore the world or change it, Oxford offers a once-in-a-lifetime education.
OLIVIA HAWKINS Assistant editor www.ox.ac.uk
More Than a Degree
How Anglia Ruskin is redefining higher education
Anglia Ruskin describes itself as: “Not just a normal university.”
With modern campuses in Cambridge, Chelmsford and Peterborough, the university is a rising force in UK higher education. Known for its practical, inclusive and forward-thinking degrees, it prepares students for life after graduation.
Ensuring students graduate with both knowledge and confidence, the university offers courses in subject areas such as Education and Early Childhood and Medicine, with state-of-theart facilities such as a multifunctional Super Lab, an Equine Training and Development Centre - featuring its own stables - and mock law courts.
Voted Times Higher Education
University of the Year in 2023 and one of the top 350 universities in the world, the diverse and welcoming university prides itself on being a home to all and a stepping stone for young students looking to the next steps in their lives. Anglia Ruskin Universities also offer placements in real-life work environments and career and CV guidance to help raise the next generation of professionals.
is combined with the latest technologies, empowering students to take risks to become the creators of the future.
Alumni of the university include Syd Barrett and Angela Hartnett OBE, paying testament to the university’s emphasis of selfexpression and creativity that is fostered in their Cambridge School of Art, where tradition
Thinking Critically
Empowering students to reach their full potential
Just 10 minutes from the centre of Oxford, Oxford Brookes University offers the perfect blend of academic ambition, inclusive values and real-world readiness. With a career-focused curriculum and a dynamic campus atmosphere, it’s a place where students are empowered to grow, both personally and professionally.
Offering subjects ranging from business management to fine arts, Brookes encourages students to think critically whilst applying realworld knowledge and skills throughout their degree. Oxford Brookes is also home to world-leading motorsport engineering, with graduates going on to work with the likes of Formula 1 and Ferrari.
With various support systems, the university is a champion in understanding and helping students with learning disabilities to reach their full potential while studying alongside industry professionals. Brookes is not
Anglia Ruskin University empowers students with realworld experience, inclusive support and vibrant campus life, creating graduates who are not just employable but confident, capable and ready to lead in tomorrow’s world.
OLIVIA HAWKINS Assistant editor www.aru.ac.uk
just about education, it’s about empowering each individual to reach their potential.
With student accommodation options available on campus, the university has a vibrant, welcoming and safe environment for your child taking their first steps from home. Additionally, the university is a short walk from Cowley Road, a lively, multicultural area brimming with cafés, live music and international cuisine, adding colour and culture to the university experience.
“From my first day at Oxford Brookes I felt welcomed into a big community. Throughout my three years, I have not only grown academically but as a person, it has been the best university experience I could have wished for.” - Oxford Brookes University 3rd Year student
OLIVIA HAWKINS Assistant editor www.brookes.ac.uk
The Leaders of Tomorrow
World-class education at Cambridge University
Founded in 1209, Cambridge University is one of the world’s leading institutions in making the leaders, thinkers and innovators of tomorrow. An academic powerhouse with 121 Nobel Prize affiliates and 14 of the UK’s 58 Prime Ministers among its alumni, Cambridge continues to inspire global impact. Renowned figures such as Charles Darwin, Stephen Hawking and Rosalind Franklin once walked its iconic courtyards, and today, Cambridge remains a place where exceptional minds flourish.
Set beside the River Cam in the heart of the UK’s cycling capital, it is more than just a university - it is a global yet close-knit city. Its intimate feel, historic beauty and spirit of innovation create the ideal environment for your child to thrive as they take their first steps away from home.
Cambridge University fosters cultural richness and expression through the arts, having a long history of championing a vibrant arts scene that has shaped British culture. Home to an impressive range of student-led theatre,
literature and music, numerous productions are staged each term at the ADC Theatre and Corpus Playroom, in order for students to express themselves creatively and hone their craft. This produces actors, comedians and writers such as the Cambridge Footlights, which launched the careers of Stephen Fry, Emma Thompson
and the Monty Python team.
Alongside learning and perfecting students’ academic skills in world-class facilities, students are immersed in a city of innovation. Cambridge is the home of leading global companies such as AstraZeneca, whose startup spun out of the university’s research hubs. One-to-one learning is utilised with expert faculty members as students are encouraged to challenge each other’s ideas and think away from the classroom. As each student belongs to a college with its unique facilities and housing, it creates a tightknit community away from home.
Cambridge offers various support systems to ensure a rich and balanced life, housing over 500 societies, from rowing to robotics. The rich and diverse culture of the university is seen throughout its Collegiate system, creating a sense of community and belonging for each student within the classroom and the university’s community. The community is also steeped in tradition with yearly events such as the May Ball and the Cambridge festival, the latter of which covers talks from leading world experts on climate change, music, cancer research and hands-on demonstrations inspiring students to learn and connect.
Cambridge offers a unique and diverse university experience, combining world-class academic teaching with sports and activities away from the lecture hall. The experience is an invitation to be part of a centuries-old tradition of excellence while helping shape the future in a supportive, diverse and intellectually stimulating environment.
OLIVIA HAWKINS Assistant editor www.cam.ac.uk
Inspiring Teenage Boys
Community programmes at Exeter University
Teenage boys in Devon and Somerset will work with experts including athletes, technology experts and musicians as part of an inspirational new programme designed to help them find and achieve their future goals.
Community Exe has been set up to give those aged 13 - 16 opportunities to learn exciting and fun new skills, as well as broadening their access to positive role models and careers insight
The brand new, free programme will help participants build confidence and be inspired to reach their full potential. Demonstrating a shared commitment to supporting young people in the region, Community Exe is a partnership between the University of Exeter, the Angus Lawson Memorial Trust, the Exeter Community Chiefs, Exeter City Community Trust and Somerset Cricket Foundation,
as well as Sound Communities, Yellow Mouse Animation Studios, the Exeter Northcott Theatre and the Devon Music Education Hub, with more partners expected to join throughout the first year.
Those eligible should be from Devon or Somerset and meet one of a number of individual criteria which include being eligible for free school meals, being a young carer, being care experienced, having a declared disability and living in a low income household or area with socioeconomic challenges.
Young people who take part will also have access to
Community Champions including sports broadcaster Rob Walker, science communicator and YouTuber Dr. Simon Clark and barber and mental health ambassador Tom Chapman.
Applicants will choose one of four Award Pathways: sport, young leaders, music and communication or AI and technology.
Them and their families will attend on-campus Award Days at the University of Exeter and, depending on their Award Pathway, some will take part in sport tasters with professional coaches, meet industry experts from a range of sectors, get creative with music production equipment and even find out what goes into building and racing a Formula Student racing car. Others will get a behind the scenes glimpse in the world of theatre and theatre production –both on and off stage, learn how to start a business and test out cutting-edge technology such as VR in brand new technology labs. Melissa Ruddock, Widening Participation Manager at the University of Exeter, said: “Community Exe is designed to help teenage boys use their interests to push themselves, create a sense of personal achievement, gain new life experiences and meet new people. This programme gives them a chance to develop specialist skills, learn about possible careers through working with experts in their field and shine a new light on the role that education can play in becoming your future self in a welcoming and inspirational environment.”
KERRA MADDERN Senior Press and Media Manager
www.exeter.ac.uk
TURN BACK TO PAGE 54 to read about Generating Respect
Breaking Barriers
A journey from struggle to success through the WBS foundation year
Ibrahim Malik moved to the UK from Pakistan as a child, growing up in a low-income area. Despite facing economic challenges, he and his family placed strong value on education. His sister’s success at King’s College London set a precedent and Ibrahim aspired to follow in her footsteps.
After underperforming in his A Levels, traditional university pathways were out of reach. However, the Warwick Business School (WBS) Foundation Year offered Ibrahim a new route, one designed to support talented students whose potential might otherwise be overlooked due to educational or social
disadvantage. The course, fully funded for successful applicants, removed the financial barrier that would have prevented him from continuing his education.
Throughout the year, Ibrahim balanced his studies with parttime work in construction, IT support and security. The structure and support of the Foundation Year helped him build academic confidence, develop professional skills and prepare for degree-level study.
Now completing his undergraduate degree and on track to achieve a 2:1, Ibrahim aims to pursue a career in finance. He also hopes to support his
Where Talent Thrives
Sport and study at the University of Essex
At the University of Essex, we believe every student should have the chance to pursue their athletic dreams while fulfilling their academic potential. Our vision is to support, nurture and coach talented young sportspeople and to make a lasting, positive impact on their lives.
This passion, combined with our academic and research excellence, has helped Essex earn a place among the UK’s top 30 sporting
universities and a ranking of 23rd in The Guardian University Guide 2025. From grassroots to elite, sport is at the heart of student life at Essex. This year alone, our student teams secured three British Universities and Colleges Sport (BUCS) titles. Our professional teams - the Essex Rebels - consistently compete at the highest national level in basketball and volleyball. Whether they’re aiming for a professional career or simply staying active and social, students join an inclusive, ambitious and supportive community that empowers them to thrive both on the field and in the classroom.
Our dedicated Athlete Village offers a vibrant residential hub where student-athletes live, train
family financially in the future.
The WBS Foundation Year was a turning point, equipping Ibrahim with the tools, support and opportunity to realise his ambitions. It shows how inclusive education can unlock talent and broaden access to top universities.
BRON MILLS Media Relations Officer www.wbs.ac.uk
and study together, just minutes from our top-tier sports facilities. Here, lifestyle, nutrition and academic support are seamlessly integrated to help athletes succeed.
We offer generous scholarships and bursaries for undergraduate and postgraduate athletes, recognising excellence and potential across our focus sports. Open to both UK and international students, these awards make it possible to combine a world-class education with elite sporting development. Pathways in basketball and volleyball can lead directly to professional play with the Essex Rebels. In an exciting expansion, Essex has partnered with Essex County Cricket to launch a top-tier women’s cricket team, positioning us firmly as the home of women’s sport in the East of England.
EWAN FOSKETT Communications Officer
www.essex.ac.uk
Countryside Living
The premium property markets of Oxfordshire and Cambridgeshire
The UK property market is showing encouraging signs of revitalisation and for discerning buyers and sellers in the premium sector, particularly in soughtafter counties like Oxfordshire and Cambridgeshire, the outlook is increasingly positive. Fine & Country agents, who represent properties in the upper quartile of the market, are witnessing a renewed sense of confidence, underpinned by favourable economic shifts.
A brighter national outlook
Market sentiment has been boosted by the Bank of England’s May interest rate cut to 4.25%, the fourth in under a year. While the Bank wisely refrains from presetting future paths, consensus forecasts suggest a potential further easing to 3.75% by yearend. This easing monetary policy improves borrowing conditions, making sub-4% mortgages more readily available for buyers with a strong loan-to-value ratio (around 60%). Average two-year fixed rates are at their lowest since September 2022, driven by better swap pricing and lender
competition. This, plus reforms allowing increased borrowing, has enhanced affordability and is stimulating housing activity.
Despite a 1.4% April rise in national asking prices to £377,182, housing stock is at a 10-year high, necessitating realistic pricing from sellers. Following a Stamp Duty-driven sales surge (up 104% year-on-year), the market is recalibrating, but underlying demand remains and selling times are decreasing.
The premium appeal of Oxfordshire
Oxfordshire, a county renowned for its world-class education, picturesque countryside and historic charm, continues to command significant interest in the premium property sphere. Here, the premium price threshold begins at £1,100,000, with the average price for properties within this exclusive segment standing at an impressive £1,609,155. Reflecting the broader trend, the average time to find a buyer in the South East region, which includes Oxfordshire, has fallen to 66 days, down from 75 days at the
start of the year (Rightmove).
Terry Robinson from our Fine & Country Banbury office in Oxfordshire, observes: “After a slight dip in April after the Stamp Duty rush, the market has picked up and enquiries and property coming to market have increased. We specialise in the £1m+ bracket and have some wonderful properties available - well suited to family life or multi-generational living. We are finding a surge of clients looking for such property to leverage family finances, support childcare and enhance relationships. We are fortunate to have so many great options for both private and state schooling in the area and properties within a grammar school catchment area are particularly sought after.”
Cambridge: A hub of innovation and desirable living Cambridgeshire, with its global reputation for academic excellence and as a powerhouse of innovation, presents a similarly robust premium market. The gateway to this upper quartile in Cambridge is set at £899,000, while the average price achieved for these distinguished homes is £1,229,924.
The East of England region, encompassing Cambridgeshire, has also seen a reduction in the time it takes to secure a buyer, now averaging 66 days, down from 76 days at the beginning of the year. This demonstrates a healthy appetite for quality homes in this
North House
The Old Rectory
dynamic county.
Richard Carpenter from Fine & Country St Neots, says Cambridgeshire and Huntingdonshire are experiencing continued strong demand at the upper end of the housing market. Onceconsidered the preserve of academic institutions and market towns, the region has matured into one of the most desirable locations for luxury living in the East of England.
The presence of worldrenowned institutions continues to shape the luxury property landscape across Cambridgeshire. In Cambridge itself, schools such as The Leys, The Perse and St. Faith’s are major draws, while Kimbolton School provides an equally prestigious option in west Cambridgeshire/Huntingdonshire.
These schools not only anchor local communities but also directly influence property prices. Proximity to a top private school can add a premium, particularly in rural villages with daily transport links or coach routes.
With its combination of academic excellence, natural beauty and strategic location, Cambridgeshire and Huntingdonshire are positioned for continued growth in the prime property sector. For agents, investors and developers, the message is clear: this is not just a region of educational and historic significance, but one of exceptional
residential appeal and long-term investment potential.
Exquisite properties awaiting discerning buyers
At Fine & Country, we are privileged to represent some of the finest homes in these exceptional counties. Here are a few examples that epitomise the quality and lifestyle on offer:
North House
North House is an exceptional Edwardian country residence, situated in the picturesque Cambridgeshire countryside, just two miles from the charming village of Thorney. Originally constructed circa 1902 as a farmhouse, the property retains many of its original features and offers six bedrooms, extensive grounds and the opportunity to convert ancillary outbuildings, subject to necessary planning consent. The home is listed with Fine & Country Rutland, Stamford and South Lincolnshire. Guide Price: £1,200,000.
Millennium House
This stunning 8,500 square foot, contemporary home is situated in the highly sought-after village of Hemingford Abbots, Cambridgeshire. The six-bedroom home features a beautiful bespoke kitchen, a cinema room, leisure facilities such as a swimming pool and Jacuzzi and triple garaging
with annexe. The location offers access to a good selection of schools. The property is on the market with Fine & Country St Neots – offers over £3 million.
Manor House
This outstanding Grade II Listed country home is located in Mollington, Banbury, Oxfordshire. The seven-bedroom home comprises three large reception rooms and five bathrooms. Additionally, there is a barn with a bar, games room and gymnasium, added to that there is a very large entertaining space, which has planning permission to be converted to an in-door pool. This property is ideal for multigenerational living. The property is listed with Fine & Country Banbury - offers over £3,500,000.
The Old Rectory
Built in the 1800s, this non-listed elegant residence, set on 1.27 acres with breath-taking countryside views, has been meticulously renovated to seamlessly blend period charm with modern luxury. Both London and Cambridge are easily accessible. The property is listed with Fine & Country St Neots for £1,700,000.
WESLEY BARNARD Head of PR www.fineandcountry.com
TURN BACK TO PAGES 16-17 for ECM Recommended Oxford and Cambridge Prep Schools
Millennium House
Manor House
Summer Spaces
Dress that naked window
A naked window is rarely sexy. Just like us, windows benefit from suggestion and adornment. Natural light is a leitmotiv for me. Therefore, I am not talking of covering windows at all costs, rather giving care and attention to proper window treatment. In the UK, we have the double-edged sword of a sun that, when it deigns to appear, can be rather unforgiving and heat-generating, and
conversely, when it is miserable, humid and cold, it is crucial to leave that outside while allowing light in as well… Addressing this creatively can be welcome functionally, sustainably, thermally as well as aesthetically, providing style to the windows in echo to what is already or will be developed within the space.
In a room where warmth and/or grandeur is de rigueur, fully lined curtains work well, where the curtain ‘show’ fabric is lined with a matching length of cotton, poly cotton, twill, sateen or other fabric and can be blackout or thermal interlined. This adds fullness, draping and weight to the curtain, hanging better. One important point: unless there is a structural imperative, such as a physical obstacle in the way, short curtains are not an option! A room should never offer the mean spectacle of half-lengths of fabric, hanging listlessly against a wall, yearning for the grown-up status that would allow them to ‘kiss’ the floor, as we say. Whether the curtains then just do that or actually ‘puddle’ (actually gathering in folds on the floor), will depend again on the room’s design. Puddling is usually kept for formal or extremely boudoir-like rooms. Curtain material can be as different as wished; opulent velvets to shimmering silks, fresh cotton floral prints to
natural linens or hemp with exotic motifs, elegant gabardine to sensuous suede... Varying room sizes and styles will call for stripes or florals, damasks, toiles de Jouy in the chosen fabric and appropriate scale. They may simply prefer the quiet elegance of the texture in a solid colour or neutral. Curtains are not a cheap exercise if they are made properly, so it is an important decision whether to make them the main attraction, setting the tone for the room while everything bows down to echo it, or keep detail and intricate motifs for a border on the leading edge - or design elements in the room that can be easily changed as time and moods go by, such as cushions, rugs and throws, lamps, art and accessories. When the room already holds its own without necessarily needing more dressing, sheer curtains can be a lovely option. Lending soft flow and cosiness to a space without adding heaviness. Although allowing for more privacy than bare windows, they still allow light flow. The sheer fabric itself can present as much or as little detail as wished, whether in the texture, embroidery or pattern present. Some may remember with a shudder old-fashioned muslin drapes but rest assured the contemporary versions of sheers stem more from tropical hunting lodge inspiration than the equivalent of hanging doilies... In rooms that require a more pared down,
structured treatment, with less volume and presence, blinds can be the answer. These suit modern interiors, can be quite simple and present clean lines, if roller or wood slat blinds are retained. With the former, one can play with fabric options as described above, keeping the fabric thin as it will need to be laminated to function as a roller. Whereas the latter offers a wide array of wood essences, widths (the wider, the more contemporary the look), and finishes (lacquered, stained, natural, distressed, painted). Blinds can also come in a Roman style, where the fabric is pulled by parallel cords and folds upwards in an accordion. This gives the blind a fuller appearance and quite definite style. Fabric for a Roman blind must be selected with a pattern and weight that can accommodate the folding and hang well. I would not personally specify Austrian or London blinds – they are too busy for me. Similarly, I don’t feel vertical blinds suit a residential setting, for the rather commercial connotation they carry. In the right context, I am quite fond of using internal Louvre, or American, shutters. They add style, privacy and flexible light management to any room, be it a bathroom, bedroom, lounge or study, especially at street level, with a slightly tropical feel. One more option I have used with delight whenever possible, is that of sliding upholstered panels. Inspired by Japanese shoji screens, these allow screening off of windows without projecting into the room, while showcasing a beautiful fabric or texture, can be translucent or indeed blackout, thermal or even sound-proof as needed. Installation needs to be thought through, as exact dimensions are key for the mechanism to fit and function well at top and bottom. It is however an option that can lend a very distinct, stylish and elegant aura to a space.
Whichever option is retained, window dressing is an essential part of a wellthought room. It refines, rather than defines, its personality.
MARIE-NOËLLE SWIDERSKI Galuchat Design
www.galuchatdesign.com
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