EDUCATION CHOICES MAGAZINE SUMMER 2025

EDUCATION CHOICES SUMMER 2025 | £8.50

T H E K EY TO YOUR CH ILD’ S SUCCESS

SPECIAL FEATURE:

Lola Anderson MBE GB Gold Medalist

EDUCATION CORNER

Podcast interviews with leading education experts

EDUCATION CHOICES AWARDS 2025

NEW

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FROM THE FOUNDER

Dear Readers, We cannot believe that this is our fifth year of running Education Choices Magazine and the twentieth edition!

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!

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 Kids Holly 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

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 all Wimbledon!

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 Games Benjamin 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 Drops Randy 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.

MNEGAN PAYNE Co-Editor

EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 3

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

47

03 Education Book Corner Staying Fit and Healthy

06 Oxford and Cambridge Nurseries ECM Recommended Nurseries in Oxfordshire and Cambridgeshire 2025

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

07 Seeking Intrepid Explorers

47-49 Ms. Fionnuala Kennedy

An incredible adventure of discovery at Parkgate House School, Clapham

Wimbledon High School GDST, London

08 Where Learning Comes to Life

50-52 Mrs. Natalie Argile Blackheath High School GDST, London

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

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

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

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In the Summer issue...

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

10

70 A Transformational Sixth Form Experience

10

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

55 Love of The Game and Riding High

75 Embracing Heritage

Cricket at Westminster Under School and equestrian sports at Bryanston

Studying at the world’s oldest university

56 A Summer of Sport

76 Inspiring Teenage Boys Community programmes at Exeter University

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

EDUCATION CHOICES AWARDS 2025 62-63 EDUCATION CHOICES PREP AND SENIOR AWARDS 2025!

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

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.

Please contact: chloeabbott@educationchoicesmagazine.com

68 Playing Padel Tennis Embracing a new sport

69 A Welcoming Community The power of padel to build confidence and friendships

EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 5

ECM RECOMMENDED NURSERIES

Oxfordshire and Cambridgeshire Nurseries OXFORDSHIRE NURSERIES

Headington Quarry Foundation Stage School Age group: 3-5 years Area: Headington, Oxfordshire Parent comment: “Such a great

supportive, creative and safe environment for kids to learn and grow in.” www.ace-chipping-norton.co.uk

www.brunswick.cambs.sch.uk

school with great staff. My daughter absolutely loved the school and staff there. She still talks about her teachers.”

Colleges Nursery School

Age group: 2-5 years Area: Cambridge, Cambridgeshire Parent comment: “Experienced,

www.headingtonquarry-nursery.org.uk

The Aunties’ Old School Nursery

Age group: 3 months-5 years Area: Stanton St. John, Oxfordshire Parent comment: “The staff is driven,

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

have fun and learn along the way.

Impressive approach to behaviour.

Great communication with parents.

Lives up to its excellent reputation.”

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!”

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

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,

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.” www.kindrednurseries.co.uk/our-nurseries/ kindred-st-neots-nursery-and-pre-school

Sawtry Day Nursery

Age group: 6 months-5 years Area: Huntington, Cambridgeshire Parent comment: “Amazing

environment and staff. Our little boy loves it here! Best choice for childcare.” www.sawtrydaynursery.co.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 TURN TO PAGES 16-17 for ECM Recommended Oxford and Cambridge Prep Schools 6 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 5

PREP NEWS

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

EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 7

A NURTURING ENVIRONMENT

Where Learning Comes to Life Nurturing potential at Churcher’s College “The quality of the pupils’ personal Together, with an appreciation for development, academic and other community, Churcher’s prepares activities is excellent.” — ISI pupils for an ever-changing world, Inspection 2022 equipping them with the skills and Churcher’s College offers an confidence to succeed. outstanding education for girls “You’ll find every opportunity and boys aged 3-18, from Nursery you could hope for here at through to Sixth Form. Recognised Churcher’s - the huge offering as one of the leading independent in adventure, sport and the arts day schools in the country, we are provides an excellent balance to dedicated to unlocking the full all that hard work. Indeed, parents potential of every pupil. reckon they’ve hit gold.” — Good We provide a wide range of Schools Guide 2022 experiences and opportunities, Just one hour from London, we ensuring pupils excel academically, are set in the beautiful Hampshire creatively, in sport, music and countryside, bordering Surrey and drama, alongside our renowned West Sussex. The Junior School adventure and outdoor learning and Nursery are nestled in leafy programme. We aim to inspire a Liphook, while the Senior School love of learning, foster resilience and Sixth Form are located nearby and support personal growth. in Petersfield. Both campuses

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

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

Visit us to discover more ChurchersCollege.com

UNLOCKING POTENTIAL

Unlock Your Child’s Potential First Bridge Education: a leading specialist independent nursery and school Located in the heart of Chelsea, Behavior Analysts (BCBAs), First Bridge Education is a teachers, therapists and early specialist independent nursery years specialists. Our purposeand school for children aged built centre includes sensory 1-9 with autism and related integration spaces, outdoor developmental needs. learning areas and specialised Our Ofsted-rated ‘Outstanding’ classrooms designed to meet nursery offers a nurturing, playdiverse learning profiles. based environment for children Our outcomes speak for aged 1-5, combining the Early themselves: over 90% of pupils Years Foundation Stage (EYFS) make expected or exceeding with evidence-based practice. independence. progress on their individual From age 4, children can transition We support children both with education plans. In 2024, 78% of into our school programme, where and without a diagnosis. As part of our school leavers transitioned we blend the National Curriculum our admissions process, we carry to high-quality mainstream or with therapeutic teaching rooted out an assessment to understand specialist settings across London. in Applied Behaviour Analysis your child’s needs and ensure we Enrolment for September 2025 (ABA). This ensures every learner are the right setting to support is now open. receives structured, personalised them.

RACHEL GRANT-WATERS Admissions support for communication, Each child follows a tailored academic development and programme led by Board Certified www.firstbridgecentre.com

Achievement with heart.

Reception | 11+ | 13+ | Sixth Form

100% Oxbridge and Russell Group success rate Ranked in Top 100 UK schools nationally for GCSE results (Times Online Survey 2024) World class Sporting facilities partnerships with St Mary’s University, Xcel Sports Hub, East Molesey Rowing Club

Open Mornings held weekly

Hampton Court House

27 minutes from Clapham Junction to Hampton Court on SWR

Hampton Court Road Richmond-upon-Thames KT8 9BS

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH HEAD

Mr. Ben Evans FROM WINDLESHAM HOUSE SCHOOL, SUSSEX 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.”

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 1 0 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 5

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.

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

School Partnerships

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 “Boarding provides so many different opportunities helps to prepare pupils for senior school, by developing for our children. They’re able to build their their independence and independence, be part of that very different and allowing them to immerse themselves in school life and special boarding community whilst being able to the opportunities on offer, access so many different opportunities that happen which Ben feels is a core after school and the friendships that develop.” part of how Windlesham prepares students for senior school. He stated: “Boarding at Charterhouse is very We’re very keen to nurture and cherish each child’s much alive and a hugely important part of their individuality and for them to build on that as they school life too and it’s great to be part of that full move through Windlesham, while still being part boarding community.” of a very close-knit community.” Nurturing this Windlesham’s unique, less traditional approach is individuality and confidence is another key element also an important part of their identity and appeals to the ways in which Windlesham works to prepare to many families, including flexible classrooms and students for senior school. Ben explained: “That non-uniform policy. This flexibility allows pupils to wave of enthusiasm that just runs through the school have both academic rigour and also exciting, flexible will allow them - when they move on to Charterhouse opportunities to learn in a welcoming environment. or to any senior school - to believe in themselves, to Ben described: “It allows children to be individuals. 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 EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 11

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Preparing for Senior School

“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.

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

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EDUCATION CORNER PODCAST

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.”

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

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!”

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, EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 13

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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

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“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

Preparing for the future

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.

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

EDUCATION CHOICES MAGAZINE

The key to your child’s success!

If you would like to advertise Open Days or place an advert or advertorial in 2025/6 please contact: editor@educationchoicesmagazine.com www.educationchoicesmagazine.com

PLACES ARE SUBJECT TO AVAILABILITY

ECM RECOMMENDED PREP SCHOOLS 2025

ECM Recommended Oxfordshire and Cambridgeshire Prep Schools OXFORDSHIRE:

St Mary’s Prep School

Chandlings 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:

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!”

“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

The Oratory Prep School

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

Chandlings School

The Manor Prep School

www.summerfields.com

a lovely school. Really excellent for music and the boys move on to excellent schools.”

The Oratory Prep School

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

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.”

Dragon School

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

1 6 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 5

standard.”

www.newcollegeschool.org

St Hugh’s School

Age: 4-13 Co-educational Location: Faringdon, Oxfordshire 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

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

OXFORDSHIRE AND CAMBRIDGESHIRE

excellent facilities.”

Cambridgeshire: Heritage School

www.stephenperse.com

Age: 4-16 Co-educational Location: Cambridge, Cambridgeshire Senior school destinations include: Most students stay at Heritage School for senior school Parent comment: “The

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

Heritage fosters a love of learning, an interest in the world, in science, in literature and every area I can think of.”

staff went out of their way to find the things our child naturally thrived at to encourage their self confidence.”

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.stfaiths.co.uk

King’s Ely Prep School

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

St Faith’s School

Heritage School

Location: Cambridge, Cambridgeshire Senior school destinations include: Most students stay at Sancton Wood for senior school Parent comment: “I like

Stephen Perse Junior School

the school as it has a nurturing ethos and doesn’t sweat the small stuff.” www.sanctonwood.co.uk

www.kingsely.org/prep-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

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

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.”

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,

www.kimboltonschool.com/ prep

Age: 3-11 Co-educational

www.sjcs.co.uk

www.perse.co.uk

can’t beat the open green space around the school.”

Sancton Wood Prep School

strong focus on wellbeing and happiness, the music and all round provision is excellent.”

supportive school with a real family feel.”

Stephen Perse Junior School

www.whitehallschool.com

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

EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 17

ACTIVITIES IN OXFORD AND CAMBRIDGE

Things to do in Oxfordshire and Cambridgeshire OXFORDSHIRE:

architecture and famous university.

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.

Shepreth Wildlife Park

www.blenheimpalace.com

Millets Farm Centre

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

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!

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

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:

The Fitzwilliam 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

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

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

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

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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

SUPPORTING SUSTAINABILITY

Great Big Green Week

THE CLIMATE COALITION & FRAN FREEMAN

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.

SARA MCCRACKEN Digital Campaigns Manager www.theclimatecoalition.org www.greatbiggreenweek.com/schools

Kindness Creativity Strength Community

King s

Coeducational Independent

King’s College School,

Prep School in Cambridge

West Road Cambridge CB3 9DN

CA MBRIDGE

4 - 13 YEARS

COLLEGE SCHOOL

T 01223 365814 E office@kcs.cambs.sch.uk www.kcs.cambs.sch.uk

PROTECTING THE OCEANS

Lessons From Under the Sea “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’

MATT JARVIS

David Attenborough reveals the ocean’s role in slowing climate change

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 lungs absorbing 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.

ALEX MUSTARD

SALLY CUSAK Publicity Director www.convexseascapesurvey.com The ECM Team wishes Sir David Attenborough a happy 99th birthday!

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OVERCOMING FEARS

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

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

The True Value of Sport

Overcoming the disappointment of not winning When I was asked to write Want to Win, I immediately felt another text for the character in confident that readers would find I Really Want the Cake, one of my the story relatable. initial ideas was for a story on As a child, I was obsessed with the theme of competitiveness. sports. Good at a couple but I’m not sure whether useless at others, I became wellcompetitiveness is an innate acquainted with the spectrum trait or one developed through of emotions that accompanies conditioning, but I’m certain that competition (with oneself and every child longs to win or be against others) – from the elation deemed ‘the best’ at some point and satisfaction of performing in their childhood. Consequently, well, to the frustration and when I came up with I Really 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

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

EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 21

POLLY’S PIRALYMPICS

Inspiring Future Paralympians The power of disability representation in Polly’s Piralympics “This is me!” declares to laughter and tears. It also Weeratunga. As a child, she sparked the creation of Polly adored Winnie the Pooh and and her Piralympic adventures.

The Lord of the Rings, escaping In Polly’s Piralympics, Polly, into their imaginary worlds and bird-napped from Africa, is fuelling a lifelong passion for bullied in a Scottish pet shop travel.

- until Captain Hake rescues A prolific writer, Weeratunga her. Bonding over their shared crafts stories for readers one-eyed view of the world, aged three to ninety. She is he teaches her to be a pirate, best known for her Polly’s while she creates the Fellowship Piralympics series, inspired of Pirates and the Pirates

by Sir Philip Craven’s closing Paralympics. Pirates worldwide speech at the 2012 London compete in events like the threeParalympic Games. In his legged race, climb-the-rigging speech, he shared a moment gymnastics, walk-the-plank when a young boy, reading with diving and even a MasterChef his mother, saw an illustration competition.

- a man with an eye patch, a During a school visit, a hook for a hand, a parrot on student with a prosthetic leg his shoulder and a wooden leg. embraced Weeratunga, saying: When asked who it was, the boy “Thank you for writing these replied: “Well, he has only one books for me, Auntie.” leg, so he must be an Olympian.”

Overwhelmed, she felt a lump This powerful moment in her throat and tears in her showcasing the Paralympics’ eyes. This was why she had role in reshaping perceptions of written these books. disability - moved Weeratunga Beyond Polly’s Piralympics, 22 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 5

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

HOME GROUND

Belonging on the Pitch Developing empathy through storytelling The inspiration for my book Home his way in a new land and forming Ground came from watching new friendships through the a football team made up of universal language of football. Any asylum seekers in Everton, a footballer or fan worth their salt neighbourhood in north Liverpool. looks beyond minor differences Far from the countries they like skin colour or language and had left behind, the guys were knows that what matters is the expressing themselves through quality of a player’s character and football and finding a way to their contribution to the team. settle into their new home. I was The story of Hasan and Sam impressed by the players’ good is one of friendship, dealing with humour and enjoyment of the conflict in the form of Jordan’s beautiful game. ill-tempered bullying and a Their stories resonated with my common goal to be the best you own family’s experience, which can be. Every book I’ve written includes Irish, Chinese and Polish tends to deal with conflict and heritage and history. its resolution and this one is no Some of the guys spoke of different. experiencing some hostility, which Like most football fans, I have in turn inspired the plot of my an eclectic bunch of heroes: Pele, story – a young Iraqi lad making 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

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STRONG LIKE ME

Strong Like Me Inspiring girls to be proud of their strength I wrote Strong Like Me for little confused. girls, especially Black girls, Why did being who deserve to know that their strong seem to strength is a gift, not a burden. As make me less a writer, I’m deeply aware of the of a girl? ‘strong Black woman’ trope and Statistics the pressure it places on us to be show that invincible. This book isn’t about girls drop out reinforcing that idea. It’s about of sports at expanding it, showing young girls high rates that strength can be athletic, during school emotional, creative, or quiet. It’s years. Strong Like Me is a small about reminding them that they stand against that trend. It’s a don’t have to shrink themselves to celebration of girls who climb, be accepted. kick, leap and lead. It’s also for When I was younger, I loved the girls who are strong in ways being active. I was fast, agile and the world doesn’t always see: by full of energy. But sometimes speaking up, by caring deeply, by other children and even adults daring to be different. made me feel like my athleticism I hope this story helps children wasn’t ‘girly.’ It left me sad and understand that there’s nothing

The Story Starts with You

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

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WOMEN IN HISTORY

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 her writing, which imagines and course, anything but ordinary re-inserts the roles of women in - whose day-to-day lives are the historical narrative, we can too often left out of the official develop a better understanding of histories.” Kate feels strongly historical societies and events. about the importance of including Kate is also the Founder and women in the historical narrative Director of the Women’s Prize for and champions the mode of Fiction and the Women’s Prize for historical fiction Non-Fiction, which to enable this. She she founded in 1991 shared: “History after the Booker has to be the story Prize only shortlisted of everybody who male authors. Kate was there, not just told us: “We did a partial thing. some research and ‘Ordinary’ women, discovered that, for want of a better although 60% of word, have been left novels published were out of it, but we were by women and 75% of there, too. Women novels bought were and men built the bought by women, world together.” Kate only 9% of books ever hopes that through 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

EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 25

IDENTIFYING NEURODIVERSITY

The Assessment Process

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.

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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,

ADDITIONAL LEARNING NEEDS

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.

GIORJANA BARBOSA Assistant Psychologist www.theedpsych.com

The Role of an Educational Psychologist Identifying neurodiversity 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 challenges to 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 EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 27

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THE ROLE OF AN EDUCATIONAL PSYCHOLOGIST

they are registered with the Health and Care Professions Council (HCPC) - this is a requirement for all practicing psychologists.

they engage with tasks, peers and adults.

4. Assessment Activities

The child may complete a range of assessments, which could include: S tandardised tests (e.g. for cognitive ability, memory or academic skills) I nformal tasks I nterviews or questionnaires

Key indicators for seeking EP input include: L earning difficulties (struggles in

academics despite support) B ehavioural concerns (persistent issues at school or home with instructions, emotions or interactions) A ttention and concentration issues (ADHD signs or focus/ organisation problems) S ocial and emotional challenges (anxiety, low self-esteem, friendship difficulties, schoolrelated distress) D evelopmental delays (speech, language, motor skills or general developmental concerns) S pecial educational needs (potential need for EHCP or support for conditions like autism, dyslexia, ADHD) S truggles 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

5. Analysis and Interpretation

The psychologist interprets all collected information to understand the child’s difficulties and how best to support them. 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

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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

LOOKING BEYOND STEREOTYPES

Keeping It All Inside Understanding autism in girls Autism has historically been support. Without understood through a male-centric understanding their lens, underdiagnosed in girls with neurodivergence, girls little tailored support available. may blame themselves Those with an internal profile are for social difficulties particularly impacted and require or sensory overwhelm, nuanced understanding from further impacting parents and educators. their mental health.

Autistic girls may not show Being recognised and obvious repetitive behaviours supported earlier or may have intense interests mitigates this. similar to their peers, leading to Parents and autistic traits being overlooked teachers must look or misattributed to shyness or beyond traditional a possession of intense hobbies. stereotypes and pay Socially, girls may be more attention to intense motivated to fit in and develop interests, difficulties in sophisticated masking techniques, maintaining reciprocal consciously or unconsciously friendships, sensory mimicking neurotypical behaviour sensitivities and signs to navigate social situations. This of anxiety or social can be mentally exhausting and fatigue. contribute to anxiety, depression Supporting autistic girls and burnout. requires a neuro-affirming Difficulties in understanding approach that celebrates their nuanced social cues, navigating strengths and accommodates their complex friendships and sensory differences. Key advice for parents sensitivities can lead to feelings includes: of isolation, anxiety and low Believe and Validate: self-esteem. The internalisation Acknowledge their experiences of autistic traits and the effort and validate their feelings, even if of masking can also delay they are different from your own. diagnosis, preventing girls from Understand Sensory Needs: accessing timely and appropriate 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

EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 29

NEURODIVERSE PARENTING

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

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EDUCATION CORNER PODCAST

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.

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

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.

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 EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 31

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Supporting Personal Development

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 “I feel very strongly that what goes on inside in the classroom and outside the classroom are of equal the classroom and outside the classroom are of importance. There should equal importance. There should be a breadth and a be a breadth and a range of range of different things for students to engage in different things for students engage in so that we can so that we can find their unique qualities and their to find their unique qualities passions and interests and also prepare them for and their passions and interests and also prepare wider aspects of society.” them for wider aspects of society.” Alongside a wide way the school is run.” Unlike many mainstream range of clubs, including science, mindfulness and schools, the school is also able to offer therapeutic games clubs, the school also makes use of their interventions within the school and Paul told us London setting, visiting museums and galleries that: “Students have access to an occupational as well as engaging with their local community. therapist, to a speech and language therapist, to Paul described how visits from their local MP and counsellors and that’s all built into the timetable programmes such as Votes for Schools encourage and a part of what we do.” The core goal of this is pupils to develop their social conscience and to allow students the space and support to thrive understanding of the wider world. The school in the mainstream curriculum, Paul described: “It council is also very important for recognising and isn’t a battle surviving the school day, that’s what responding to students’ needs and interests, Paul we want students to feel right from the moment they shared: “They’re very active in terms of articulating come in through the school gates.” things that they want.”

Through this support, the school also maintains The Cavendish Education Group are often at a focus on academic success, attaining GCSEs and the forefront of embracing new technology to moving on to further education, something other support their schools and students. Paul described schools in the Burlington group have also had great TURN TO PAGE 56 to read about Lancing College success in. Staff across the group have a wide range 32 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 5

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.

CLICK HERE TO LISTEN TO THE FULL PODCAST www.burlingtonhouseschool.com/burlington-houseschool-tooting

EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 33

EMBRACING NEURODIVERSE THINKING

Rabbithole Radio Exploring rabbit holes of neurodiverse thinking Being a highly-curious to the folklore of neurodivergent creative, I’m a Norfolk, I could now sponge to information, freely explore the conversations and sounds - every line of inquiry I was question asked opens a new rabbit repressing at school. hole I’m eager to explore. I have No need to slavishly always loved to learn through follow a mark scheme, no singular conversation, a trait that landed topic to ‘stick to’. Taking on the me many detentions and sanctions form of radio, I have found a way in school. Communicating to story-tell, educate listeners with others, with radio as my and myself whilst providing a safe output, has brought me to space of expression for those who creating my own podcast, called don’t usually have one.

Rabbithole Radio. Focused on With Rabbithole Radio, a void hyperinterests, a trait that goes for atypical thinking is filled. with neurodiversity, ‘rabbit’ guests You’re not being defined by your prove there’s more to neurodiverse differences or how well they’re people than bad spelling or masked. Instead, it’s a place for restlessness. passions, ambitions and interests.

From conversations about I’ve learnt how strongly these building amps and sound systems 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.

Remember to embrace your differences!

SCARLET THURNER DJ and podcast host www.rabbitholeradio.cool

07738238273 info@cjaeducationalconsultancy.com www.cjaeducationalconsultancy.com

Chloe Abbott

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

Place your rising stars in our hands...

EDUCATION CORNER PODCAST

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.

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,

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.”

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 EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 35

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Global Delay

“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.”

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 know you 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.”

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.

CLICK HERE TO LISTEN TO THE FULL PODCAST

TURN TO PAGE 43 to read about Empowering Teenagers

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www.instagram.com/epithemiou1

SUPPORT FOR PARENTS AND CARERS

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 family overnight 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.

Hayley needed to speak to a professional who could help her to navigate the overwhelming feelings she was grappling with

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.

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

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.

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 CHOICES MAGAZINE | S UM M ER 2025 | 37

EDUCATION CORNER PODCAST

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.”

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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.

CLICK HERE TO LISTEN TO THE FULL PODCAST www.everyonesinvited.uk

EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 39

TACKLING TOUGH TOPICS

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

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.”

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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

TALKING TO TEENAGERS

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?”

“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.

ALICIA DRUMMOND Founder www.teentips.co.uk/wellbeing-hub

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

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

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STAYING SAFE ONLINE

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

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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

EMPOWERING TEENAGERS

Highgate Our Way Navigating teenage years with confidence Highgate’s sporting health and gymnastics. initiative, ‘Highgate Her/His/Their Among the many action points, Way’, supports pupils to navigate there has been a focus on how to puberty with confidence and build minimise injury risk for girls by a lifelong love of exercise. building up physical resilience National statistics indicate from a much younger age. Sports that approximately 65% of kits for both boys and girls have girls (double the rate of boys) been refreshed; first aid kits now drop out of sport by the end of include period products; there is puberty due to a lack of physical better education around sports resilience and a woeful shortage bras; and conversations around of education around puberty and periods and body health are periods. Highgate’s original plan, delivered to all genders. PSHE formulated three years ago to lessons encourage positive image empower girls to develop physical identity for boys, challenge gender confidence, has evolved to promote stereotypes and promote good healthy lifestyles and sporting mental and physical health. options for all genders; whether A new campaign within it’s girls gaining confidence in the project, ‘Big Brother, Big traditionally male-dominated Sister’, will see Senior School sports or boys finding joy in dance ambassadors visiting Years

From Pre-Prep to Sixth Form Applications open for 2026 entry

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

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 44 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 5

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:

Equality for Girls

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 help them manage their finances “These girls have an incredible opportunity that more independently and that they feel and a responsibility to go on and make they have more confidence and more understanding of how those things a contribution, make a difference in the These findings allow schools to world. They have a really important duty to work.” better understand and respond to the honor the kind of founding mothers of the needs and desires of their students and best prepare them for the future.

GDST and deliver on that legacy that they The report also revealed the issues created all those years ago.” girls feel are most important, including mental health, environmental issues, “Women are much more likely to go to university racism, women’s rights and poverty/the cost of than men and have been for many years. They are living. This allows schools to respond to these also more likely to complete their studies and gain concerns and support girls’ wellbeing, which is a first or upper second-class degree. However, integral to the GDST’s work. Cheryl explained: “We after graduation, men are more likely to be in believe really strongly in the power of pupil voice. ‘highly skilled’ employment or further study just We’re asking them what they want from us and after graduation. Male graduate average earnings we’re trying to connect them as much as we possibly are around 9% higher than female earnings one can with the things that matter in their lives and year after graduation. This earnings gap grows that they can learn from and benefit from.” substantially over their early careers and reaches Bursaries are also a significant part of the 31% ten years after graduation.” Whilst some GDST’s offering, with 10% of girls receiving 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 EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 45

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Girls’ Futures

“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.”

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 TURN TO PAGES 64-66 to read about Lola Anderson, GB Gold Medallist rower

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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.

CLICK HERE TO LISTEN TO THE FULL PODCAST www.gdst.net

EDUCATION CORNER PODCAST

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.”

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.”

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.”

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 EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 47

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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

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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

Preparing Girls for the Future

“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.

CLICK HERE TO LISTEN TO THE FULL PODCAST www.wimbledonhigh.gdst.net

EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 49

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH THE HEAD

Mrs. Natalie Argile 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.”

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 50 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 5

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.”

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

INDIA HOBSON

FROM BLACKHEATH HIGH SCHOOL GDST

Developing Future Skills

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 TURN TO PAGES 73-75 for information about Oxbridge

“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, EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 51

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INDIA HOBSON

The Girls’ Day School Trust

“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 TURN BACK TO PAGE 40 to read about Tackling Tough Topics 52 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 5

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.

CLICK HERE TO LISTEN TO THE FULL PODCAST www.blackheathhighschool.gdst.net

INSPIRATIONAL ALUMNI NETWORKS

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.

GSA Girls Day & Boarding School since 1885 | 3 - 18 years | 01483 899609 | admissions@stcatherines.info

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GENERATING RESPECT

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 and shared growth.

At Alleyn’s, ‘co’ is more than a structural

arrangement, it is a way of learning, leading and living together.

Since opening its doors to girls in 1975, the school has embraced co-education not simply as a format, but as a philosophy. Today, it’s

visible in every aspect of school life: in mixed dance companies that

Find Yourself at Alleyn's South London's leading co-educational day school

Discover more O E C L K V S C P D X H Z R E S P E C T I H at Alleyn’s

C U R I O S I T Y J H T N P C P M C F V K T Y V A L L E Y N S V X P VWX Y L O Z S S P O P P O R T U N I T Y Z O C O U R A G E P Z K I N D N E S S U Z C S Y W I U K F WHGO

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

SPORTING OPPORTUNITIES

Love of The Game Cricket at Westminster Under School Any history of cricket would for cricket at Westminster certainly mention Westminster — Under School. It forms a key it was a sport played here as far part of Games from Years back as the mid-1700s, long before 3 to 8 during the summer the formation of the Marylebone term, with training taking Cricket Club and the laws of place on our ten-acre playing the game. Westminster were fields right in the heart the winners of the world’s first of London, where pupils ever inter-school match versus benefit from well-maintained Charterhouse in 1794. grass wickets as well as nets.

The 1800s saw an explosion Lessons are led by two full-time of sporting competition and the PE teachers and six experienced introduction of regular fixtures, coaches - including three who also including those with MCC and the coach at Lord’s - and the Director Lords and Commons, as well as of Cricket at Banstead Cricket against many other schools.

Club.

In all this history, games were Keen cricketers can also train played on the site that is now our year-round through a dedicated Vincent Square playing fields. after-school club to further Today, that tradition remains in develop their skills and passion. the exact same place.

Opportunities are plentiful, There is a genuine passion from U11 and U13 tournaments

Riding High Equestrian sports at Bryanston 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 Society welcomes 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.

STACEY SOLUADE Communications Officer www.westminster.org.uk

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

EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 55

HEALTHY LIFESTYLES

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 Day brought 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.

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

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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.

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

HEALTHY COMPETITION

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

A WORLD-CLASS TENNIS ACADEMY

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.

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

EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 59

ECM RECOMMENDED SENIOR SCHOOLS 2025

ECM Recommended Oxfordshire and Cambridgeshire Senior Schools OXFORDSHIRE:

Oxford, University of Cambridge and King’s College London Parent comment: “The

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

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

St Edward’s School

Abingdon School d’Overbroeck’s

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

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 Cranford School 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

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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

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

OXFORDSHIRE AND CAMBRIDGESHIRE

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

The Perse School

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

Wisbech School

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

Abbey College

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

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

TURN TO PAGE 70 to read about Downsend Sixth Form, Surrey

EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 61

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!

Prep winner: Wetherby Preparatory School Senior winner: Lancing College ECM special mentions: Prep: Newton Prep Senior: Godolphin and Latymer School, Tonbridge School

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

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Category D Working with Local Charities

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Prep winner: Notting Hill Prep Senior winner: Wimbledon High School GDST ECM special mentions: Prep: Windlesham House School Senior: Canford School, Emanuel School

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Category B Developing School Partnerships

Category C Bursary Support

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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

UCATION C ED

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Category A Improvements in EDIB

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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

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Category I Diversity and Inclusion in Sport

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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

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Prep winner: Westminster Under School Senior winner: Surbiton High School ECM special mentions: Prep: Godstowe School Senior: Downe House, Lancing College

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Category H Inclusive SEN Provision

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Category G Opportunities in Art and Music

UCATION C ED

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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

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Category F Enveloping EDI in the Curriculum

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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

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Category E Developing Student Voice

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

TO READ MORE ABOUT THE WINNERS, VISIT OUR WEBSITE www.educationchoicesmagazine.com/education-choices-awards

EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 63

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH

Lola Anderson MBE OLYMPIC GOLD MEDAL-WINNING BRITISH ROWER

CREDIT

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.”

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 6 4 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 5

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.”

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

SPECIAL FEATURE Fulfilling childhood dreams

STEVE MCARTHUR / WWW.PHOTOSPORT.NZ

“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.”

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

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.

CLICK HERE TO LISTEN TO THE FULL PODCAST www.britishrowing.org

EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 65

OVERCOMING CHALLENGES

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, disability really can be left on it was about proving to myself shore, where your skill on the and to others that I was capable, water is what counts. Competing competitive and more than their against able-bodied sailors pushed assumptions. me to be better, to hold myself Being born without a right to the highest standard and not forearm meant I stood out from limit my goals based on others’ the crowd and kids can be cruel. expectations. The Paralympic The bullying left deep scars and knocked my confidence massively. pathway gave me a platform, but it I constantly felt like I had to prove was never about choosing one over the other. It’s always been about my worth. But sailing gave me breaking barriers and showing a way to rebuild myself. On the that athletes with disabilities can water, my disability didn’t define and should - race on equal terms. me, my skills did. Sailing became The decision to remove my escape, my sanctuary and sailing from the Paralympics in ultimately, my superpower. It taught me resilience and gave me a 2015 was absolutely gutting. I remember feeling crushed, not community that saw me for who I just for myself, but for the entire truly was. community of disabled sailors My time at Royal Hospital who deserved that stage. But in a School was a turning point. strange way, it fuelled something Receiving a sailing scholarship in me. I realised I couldn’t wait for was more than financial support validation from the Paralympics; - it was belief. That school gave I had to build a stronger, more me access to resources, coaching inclusive future for the sport and a schedule that allowed me regardless. That’s why I’ve poured to train while still studying. But my energy into development more importantly, it gave me a programmes, advocacy and sense of belonging and structure now into building the Inclusion when I needed it most. I wouldn’t Championships with World be where I am today without that Sailing. We don’t stop just because foundation.

I’ve always believed that sailing one door closes: we build new ones. is one of the few sports where 66 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 5

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

SUPPORTING RECOVERY

One Challenge at a Time Ben Gallagher’s journey from life-changing injury to elite sports My journey into sport started My career in rowing began when when I joined the military, where I won a gold medal at the 2023 I trained as a physical training Invictus Games in Düsseldorf, instructor and learned the impact Germany. I was then picked up sport has on service personnel. following classification by British I tried many sports but found Rowing and went on the World triathlon was the one for me! Both Class Paralympic Programme fun and challenging, triathlon competing both on and off the combined other hobbies such as water. cycling and running into one sport.

My future is always evolving I was also passionate about being with new challenges and amazing in the mountains and started to injuries I struggled to engage opportunities. I have recently train as a mountain leader. My with physical activity as I didn’t returned from coaching the 2025 love for the mountains also got see it as my happy place, training Invictus Games Indoor Rowing me into longer distance trails and and working out became a chore Team out in Vancouver, Canada fell running as well as multi-day and no longer enjoyable. When I and will continue to develop endurance events. started to learn that my physical as a coach. The next Olympic/ Whilst on active duty in 2019, restrictions were permanent and Paralympic Games is being held in I was involved in an incident and that I was still capable of so much Los Angeles in 2028 and I am keen received multiple gunshot wounds more, my mindset with sport and to retrial and see what happens and injuries to my upper torso and fitness changed considerably. over the next couple of years. both arms.

Getting involved with endurance I really enjoy talking about my Following five weeks and many events such as Kayak 4 Heroes, journey from complex trauma to surgeries in hospital to stabilise where myself and a team of injured elite sports and the ups and downs me, debride my wounds and veterans kayaked the length of the along the way. If my story can help reconstruct my left arm, I was UK, 1400 kilometres from Lands someone else think about doing discharged to embark on a long End to John O’Groats, and running something differently, change rehabilitation journey. I spent the Marathon des Sables (an ultra their habits or even ask for help, 8 months on full-time rehab marathon which is 250km in 6 that’s a huge achievement. recovering from my injuries and days across the Sahara desert) You don’t have to have a dream learning to reuse my left arm. gave me my spark back again.

- follow your passion in life and Unable to come to terms with Resilience isn’t a given, we pursue ambitious short-term what had happened and constantly are not born with an abundance goals, follow your journey and be asking myself: “Why me?” My of resilience that we use when open to accept failure. mental health also spiralled. required. Resilience is built Be adaptable to change, Hopeful that I could return to through the things we expose sometimes things don’t go to plan work, I very quickly realised I was ourselves to and much of mine so be prepared to take a different not the person I used to be and came from my service in the route and take time to reflect and things took a turn for the worse. I military. understand the ‘why’. tried to take my own life as a way There is a huge amount of Speak out! We are allowed out from the pain and suffering. correlation between mental and to have a bad day or experience Waking up the next day and physical wellbeing. Everyone difficulty, it’s normal, however realising the impact of my actions, should engage in some form of don’t let it continue and if you’re I needed to change. Shortly after physical activity on a regular struggling, reach out for help. this, I was diagnosed with Post basis. Engaging in a sport will have Get out of your comfort zone Traumatic Stress Disorder and such an impact on you physically as often as possible, challenge subsequently medically discharged as well as mentally.Engaging in yourself and try new things. from the British Army. sport and team-based activities BEN GALLAGHER Athlete and Whilst serving in the British also provides us a community motivational speaker Army my relationship with sport where we can share our thoughts www.bengallaghergbr.com was fantastic, but following my and feelings.

EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 67

COLLABORATION IN SPORT

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

‘School of the Year 2025’ – Oxfordshire Lawn Tennis Association

JOIN THE AWARD-WINNING D’OVERBROECK’S JUNIOR TENNIS ACADEMY 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

PADEL TENNIS TIPS

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 loved every second of it. Through padel courts and I’d often watch Brexit and COVID-19, I had to matches during breaks from my leave Spain, first returning to training. When the padel courts England during lockdown, then opened in England, I was keen to Dubai. The padel facilities to give it a go. Once I picked up a out there are some of the best in racket for the first time, I never the world. Finally, I got my visa looked back. and moved to Madrid - the home It didn’t take long before I of padel. Here, I accomplished made the full switch from tennis some of my best achievements, to padel. I went to Spain during including breaking into the top 150 school holidays to train, where the in the world and winning my first level was much tougher. When I FIP tournament. was 16, my coach told me that if I Padel is such a fun and sociable wanted to reach the highest level, sport – that’s one of the things I would need to move to Spain. So, I love most about it. Anyone after my GCSE’s, I packed my bags can play anyone. It’s incredibly and moved to Marbella to train inclusive and you’ll often see full time while studying for my A matches made up of all ages, Levels. I’m lucky to have family genders, body-types and abilities, and friends in that area, so it felt all having a great time on the like a home away from home. court. Padel is easy to pick up, but After a year, I moved to a hard to master. This makes it a professional sports academy in challenge to improve, but means Barcelona. I trained 6-7 hours a that you can still get competitive day alongside some of the best matches right from the beginning. professionals in their sports. I Because of this, no match is a bad lived in Barcelona for 4 years and match. You can be the 4th player

in any game and you’re guaranteed to have a great time.

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

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SKILLS FOR THE FUTURE

A Transformational Sixth Form Experience

facilities and an inclusive extracurricular programme all provide opportunities for movement, resilience and personal wellbeing.

The new Downsend Sixth Form

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.

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 role whether as Digital Ambassador, House Captain or Arts Lead developing 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

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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

MAKING THE MOST OF THE SUMMER

Work Smarter This Summer Five small business ideas to try your hand at over the holidays The long, hazy summer days are support or exam technique, on creating consistently good a chance to rest and reset, but teaching them a new skill such content that entertains, educates they’re also a golden opportunity as coding, or coaching a sport or inspires. to earn some money, develop real- or activity; you’re likely to find S tay safe online: protect your world skills and get a head start parents are hugely supportive privacy and be mindful of what on your future. of fun, local and relatable role you share.

This year, instead of sticking models for their pride and joy.

A void copying others - originality labels on clothes at Primark or D on’t blag it - make sure and authenticity will grab more washing dishes at your local you’re genuinely competent attention. cafe, why not shake things up by and confident at what you’re R emember that success in channeling your inner Peter Jones teaching. this field often takes time and or Deborah Meaden? Here are I nvolve a parent or guardian requires patience. five side hustles to consider this in setting prices and handling Required skills: Creativity, summer; each one allowing you payments. You might also want storytelling, basic editing, to hone invaluable business skills, to ask them to help you get persistence, originality, earn money from doing something yourself DBS cleared. confidence. you enjoy and maybe even one day S tart with families you know provide the first chapter of your to build word-of-mouth 3. Clean up by starting a car autobiography! recommendations. washing crew Required skills: Communication, A car washing business is a great 1. Have a go at tutoring or patience, organisation, basic way to make money locally and it’s coaching principles involved in teaching scalable. Start by offering to clean Do you have a particular talent others. neighbours’ cars, then recruit for a musical instrument? Are a few friends and assign them you top of the class in maths or 2. Become a content creator streets or time slots. Agree on a Mandarin? Fancy yourself as the Whether you’re into fashion, set service and price and train next big thing to hit the surfing gaming, music or tech - the your team to deliver a consistent, world? Whatever your jam, chances are there’s an audience professional experience. share your expertise by setting out there that shares your C onduct some market research up a professional tutoring or interest. Platforms like YouTube into other services available coaching service for kids in your or TikTok are great for building locally before setting your area. Whether it’s boosting their a following. The goal shouldn’t pricing structure. confidence through academic be just to boost followers - focus T hink about insuring yourself against any accidental car damage.

K eep 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 EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 7 1

»

BUILDING YOUR CV

skills in tools like Canva, Wix, Instagram or TikTok, consider offering your services to help them stand out online.

B uild a portfolio of your work - even mock-ups are fine to get started.

M ake sure you’re reliable and can meet deadlines.

K eep 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.

D iscuss upfront costs with a parent or guardian - they may require an initial loan.

T hink about transport for equipment to gigs.

M ake 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

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

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

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

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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

OXFORD UNIVERSITY

Embracing Heritage Studying at the world’s oldest university At 922 years old, Oxford backdrop to cinematic history and University is the oldest university blockbusters, having been used as in the English-speaking world. a filming location for Harry Potter Nestled throughout the city and X-Men: First Class. of Oxford, it has 39 individual Between lectures, students colleges, complete with their can unwind and enjoy various own unique dining halls, activities, from walking around accommodation and close-knit the city’s famous university parks community. Whether your child is to rowing, one of the iconic sports drawn to tradition or modernity, of Oxford. The university offers there is a college for everyone to beginner lessons at its boat clubs, feel at home in. a 10-minute walk from the city For example, Wadham centre. Furthermore, students College is known for its LGBTQ+ can enjoy events and spectate positive outlook, which hosts at famous boat races like the 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

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

EDUCATION CHOICES MAGAZINE | S UM M ER 2025 | 73

UNIVERSITY CHOICES

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.

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 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 Just 10 minutes from the centre to world-leading motorsport of Oxford, Oxford Brookes engineering, with graduates University offers the perfect going on to work with the likes of blend of academic ambition, Formula 1 and Ferrari. inclusive values and real-world With various support systems, readiness. With a career-focused the university is a champion curriculum and a dynamic in understanding and helping campus atmosphere, it’s a place students with learning disabilities where students are empowered to reach their full potential while to grow, both personally and studying alongside industry professionally. professionals. Brookes is not 74 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 5

is combined with the latest technologies, empowering students to take risks to become the creators of the future.

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

CAMBRIDGE UNIVERSITY

The Leaders of Tomorrow World-class education at Cambridge University Founded in 1209, Cambridge literature and music, numerous University is one of the world’s productions are staged each term leading institutions in making the at the ADC Theatre and Corpus leaders, thinkers and innovators Playroom, in order for students to of tomorrow. An academic express themselves creatively and powerhouse with 121 Nobel hone their craft. This produces Prize affiliates and 14 of the UK’s actors, comedians and writers 58 Prime Ministers among its such as the Cambridge Footlights, alumni, Cambridge continues to which launched the careers of inspire global impact. Renowned Stephen Fry, Emma Thompson 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,

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

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COMMUNITY CHAMPIONS

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

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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

EMBRACING OPPORTUNITIES

Breaking Barriers

A journey from struggle to success through the WBS foundation year Ibrahim Malik moved to the UK disadvantage. The course, fully from Pakistan as a child, growing funded for successful applicants, up in a low-income area. Despite removed the financial barrier that facing economic challenges, he would have prevented him from and his family placed strong value continuing his education. on education. His sister’s success Throughout the year, Ibrahim at King’s College London set a balanced his studies with partprecedent and Ibrahim aspired to time work in construction, follow in her footsteps.

IT support and security. The After underperforming in his structure and support of the A Levels, traditional university Foundation Year helped him build pathways were out of reach. academic confidence, develop However, the Warwick Business professional skills and prepare School (WBS) Foundation Year for degree-level study. offered Ibrahim a new route, Now completing his one designed to support talented undergraduate degree and on students whose potential track to achieve a 2:1, Ibrahim might otherwise be overlooked aims to pursue a career in finance. due to educational or social 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

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PROPERTY NEWS

The Old Rectory

Countryside Living

The premium property markets of Oxfordshire and Cambridgeshire The UK property market is competition. This, plus reforms showing encouraging signs of allowing increased borrowing, revitalisation and for discerning has enhanced affordability and is buyers and sellers in the premium stimulating housing activity. sector, particularly in soughtDespite a 1.4% April rise in after counties like Oxfordshire national asking prices to £377,182, and Cambridgeshire, the outlook housing stock is at a 10-year high, is increasingly positive. Fine & necessitating realistic pricing Country agents, who represent from sellers. Following a Stamp properties in the upper quartile Duty-driven sales surge (up of the market, are witnessing 104% year-on-year), the market a renewed sense of confidence, is recalibrating, but underlying underpinned by favourable demand remains and selling times economic shifts. are decreasing.

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

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

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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

OXFORDSHIRE AND CAMBRIDGESHIRE

Millennium House

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

Manor House

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

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SUMMER SUN

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 80 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 5

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

LIFESTYLE AND LIVING

MARK WEEKS PHOTOGRAPHY

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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