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
PRE-TESTS REGISTRATION Parent registration for pupils taking the Pre-Tests in autumn 2025 is open online from 10 June 2025. For registration guidance, visit the ISEB Pre-Tests Admissions Toolkit at www.iseb.co.uk.
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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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50
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
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
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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
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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
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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 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
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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 G Opportunities in Art and Music
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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
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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
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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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