Education Choices Summer 2026

SUMMER 2026 | £10.50

THE KEY TO YOUR CHILD’S SUCCESS

SPECIAL FEATURE:

EDUCATION CORNER

Dr. Anne Cotton discusses going co-ed at King’s Wimbledon

Podcast interviews with leading education experts

Preparing for 11+/13+ & UCAS Applications

EDUCATION CHOICES AWARDS 2026

BOARDING SCHOLARSHIPS

For further details on this offer, or to book a bespoke tour of our school, scan the QR code below or email admissions@thorntoncollege.com

Our boarding scholarships offer an exceptional opportunity for students to flourish within a supportive and inspiring environment.

Available for both full and weekly boarders, scholarships recognise talent across STEM, Art, Drama, Music, Sport, and Academic excellence. Students entering Year 12 are warmly encouraged to apply for multiple scholarships, reflecting the breadth of their abilities.

Thornton College, Thornton, Milton Keynes, MK17 0HJ Tel: 01280 812610

FROM THE FOUNDER Dear Readers, In this edition we are celebrating co-ed education and the recent announcements, including King’s Wimbledon, that they are going to become fully co-ed by 2037. This is the third year we have celebrated our Education Choices Awards and the effort and hard work in all aspects of equality, diversity, inclusion and belonging that are taking place in schools across the UK. We were honoured to have had so many entries and Dr. Joe Spence and Dr. Sandie Okoro OBE were incredibly impressed. Congratulations to all finalists and winners.

🎉

Thank you to everyone who has contributed to this exciting edition and to my wonderful team for their hard work!

Have a relaxing summer!

🌻

Chloe Abbott (Founder)

www.educationchoicesmagazine.com

“ No matter what anybody tells you, words and ideas can change the world.”

EDUCATION BOOK CORNER

John Keating, 1989

Summer Fun

From forest walks and stargazing to rollercoasters, here are some of the best books about summer activities to keep your kids engaged during the National Year of Reading.

AGES 0-3 National Trust: Big Outdoors for Little Explorers: Farm Anne-Kathrin Behl In this beautifully illustrated board book with interactive sliders for tiny hands, your toddlers can learn all about the farm and its animals.

AGES 3-5

Can You See the Stars Tonight? Anna Terreros-Martin Follow adorable adventurer Nora as she tries to help a baby puffin get home.

She helps reduce light pollution so that the puffling can follow the stars.

Camping in the Wild Nicholas Oldland In this hilarious picturebook from the Life in the Wild series, the bear, the moose and the beaver go camping and learn that it’s a lot easier with teamwork!

The World to Come Robert McFarlane, Johnny Flynn and Emily Sutton A breathtakingly beautiful picturebook in collaboration with

actor-musician Johnny Flynn, with a lyrical quality and a deep appreciation of the natural world.

AGES 5-7 Watts & Whiskerton: Sabotage at the Fete Cake Bake - Meg McLaren Dog detective Watts attends a village fete bake-off but soon the tents are filled with cake batter! Watts suspects sabotage and must find the culprit in this charming whodunnit.

Maggie Sparks and the Camping Chaos - Steve Smallman and Esther Hernando In this book in the Maggie Sparks series, Maggie, the super talented witch, plans to use her magic powers to make her boring, muddy camping trip more fun.

AGES 7-11 Bobby Bains Ain’t Playing - Bali Rai and Daniel Duncan Football-mad Bobby is excited that the five-aside tournament is happening on Bandi Chhor Divas. But Bobby and his friends have to take a stand to

stick up for the girls’ right to play!

Scream If You Wanna Go Faster!: The History and Science of Amusement Parks - Peter Morris and Roozeboos With vivid, colourful illustrations and detailed facts, this upcoming non-fiction book will explore fairgrounds past and present. It’s one for the thrillseekers!

Running My Own Race Abena Eyeson Kofi is an amazing runner who is granted a scholarship to a private school that recognises his talent.

He finds that chasing his dreams is not easy - can he follow his own path?

AGES 11+ Glasgow Boys Margaret McDonald Two boys who have come out of the care system are managing their young adult lives, relationships and traumas in this heartfelt book for older readers.

CARYS RICHARDS Assistant Editor

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E |

3

EDUCATION CORNER PODCAST EDUCATION CORNER PODCAST INTERVIEWS: 24-26 Mrs. Susan Brooks

London Park School, Clapham

27-29 Special Feature Dr. Anne Cotton

King’s College School, Wimbledon

30-32 Mr. John Moule

Radley College, Oxfordshire

06 Transforming Support in Early Education A new approach to understanding children at school entry

07 Scholarship Success Celebrating record-breaking scholarship offers

08 The Power of Co-Education Preparing children for the modern world

09 Where Childhood Flourishes A countryside prep school

10 A Co-Educational Ethos Where boys and girls thrive side-by-side

11-12 Senior School Admissions Advice Similarities and differences

14 Understanding the 11+ and 13+ Processes A parent’s guide to selective entry

33-35 Mrs. Olivia Waller Roedean School, Sussex

36-38 Mr. James Priory and Ms. Ruth Davis Tonbridge School, Kent

44-46 Dr. Joseph Spence and Dr. Sandie Okoro OBE

CEO of the School Partnerships Alliance and first female Chancellor of the University of Birmingham

22 Sport for All A co-educational approach to excellence

23 Happy Pupils, Great Results!

A leading co-educational school

39 A Global Outlook The benefits of a global community

40 A New Boarding Model Flexible choices for modern families

41 Inspiring Girls Since 1888 A tailored approach

42-43 AI and Future Readiness Developing critical thinking in the classroom

47 Education, Perspective and the Courage to Take Up Space Sharing the stories Britain tends to overlook

15 A Progressive Approach Preparing students to thrive

16 An Inclusive Environment The benefits of co-education

18 An Ambitious New London School A new generation

19 Redefining Sixth Form Boarding A new co-educational boarding experience

20 Levelling the Playing Field Co-education and sport

21 A Gender-Neutral Sporting Strategy A pioneering approach 4

| E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

48-51 EDUCATION CHOICES PREP AND SENIOR AWARDS 2026!

52-53 PadelWithHolly How a hobby turned into a movement

54 Inspiring Girls in Sport Breaking barriers

In the Summer 2026 issue…

55 Parents, Sport and Study Supporting the teenage athlete

56 Levelling the Stage Tackling inequality in arts education

57 Helping Children Flourish The role of music in personal development

58-59 Climate Change How can we support children’s understanding without triggering eco-anxiety?

59-60 Inspiring Stories Learn about remarkable climate activists

61 Changing the World Steps to a more sustainable future

75 Preparing for Higher Education Support for students applying to university

76-77 London’s Education Hotspots Quality residential living

78-79 Entertaining in Your Garden A guide to creating luxury outdoor spaces

80 Flourishing at University How to prepare for Oxbridge

81 Science in a Changing World What the next 200 years could mean for today’s learners

82 Striving for a Healthier Future A pioneering Russell Group collaboration

83 Summer Masterclasses Experience university-level learning

84 Putting Experience First Nottingham ranked among the UK’s best

85 The Global Importance of Development Studies Preparing students for the future

61-62 Fighting Back Why it matters for everyone

86-87 Personal Statement Advice University admissions support

63 What Would a World Without Animals Be Like?

Reflecting on the natural world

64 Discussing Global Events Talking to children in an age-appropriate way

65-66 Transformative Support for Neurodivergent Pupils The key stakeholders and why training matters

66-67 Understanding the Role of Educational Psychologists Supporting children to thrive

67-68 Enabling Every Child to Thrive Understanding the child as a whole

69 Seeking Support How Educational Psychologists can support education

70-71 Finding Flourish When parents thrive

72 Education, Care and Opportunity Improving outcomes for all children

73 Fairer School Admissions

Founder: Chloe Abbott Social Media: Megan Payne and Ella Maria Co-Editor: Megan Payne Assistant Editors: Carys Richards, Imi Turner and Rohini Bhonsle-Allemand Art Design: Grant Lucas Podcast Editor: Emma Charleston Photography: Dr. Anne Cotton, Head of King’s College School Wimbledon taken by Elton Tan, Chocolate Films www.chocolatevideoproduction.co.uk EDUCATION CHOICES MAGAZINE is now available to purchase both online and on paper copy.

Please contact: chloeabbott@educationchoicesmagazine.com

Embedding inclusion in all aspects of school life

74 The Introduction of V Levels A new vocational qualification S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E |

5

E A R LY Y E A R S S U P P O R T

Transforming Support in Early Education A new approach to understanding children at school entry When children start school, we have very limited insight into their developmental starting point. Without this understanding, teaching often defaults to a one-size-fits-all approach, which leads to many children’s strengths and needs remaining unseen. The Early Action Compass (EAC) is a new research-informed tool aiming to change that by helping educators understand how children learn before difficulties arise.

Developed through collaboration between educators, psychologists, academics and health professionals, the EAC is a developmental profiling tool designed to be used at school entry. Rather than focusing on what children can or cannot do academically, it maps the underlying systems that support learning, such as sensory processing, motor coordination and auditory skills.

The idea is simple but powerful: learning does not begin with ‘ABC’ and ‘123’, but rather with the ability of the brain and body to process information, regulate attention and respond to the environment. If these foundations are not in place, children may struggle to access the curriculum,

6

even if those difficulties are not immediately obvious.

The EAC works by guiding teachers through structured observations across key areas of development. These observations are embedded within normal classroom activities, meaning the tool does not add significantly to workload. The results are then presented visually, giving educators a clear, holistic profile of each child’s strengths and areas where support may be needed. Crucially, the tool also provides suggested actions, allowing teachers to respond early rather than waiting for concerns to escalate.

Early findings from implementation across schools suggest the approach is already making a difference. Educators report increased confidence in identifying developmental barriers, a deeper understanding of how children learn and greater ability to tailor support from the outset.

For children, this means needs can be identified and addressed before learning gaps widen. For families, it offers clearer explanations of their child’s development and earlier

| E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

reassurance or support where needed. Finally, for educators, it recognises and strengthens professional expertise, placing them at the centre of understanding and responding to children’s needs.

Beyond the classroom, the EAC also has the potential to inform wider system change. By building a consistent picture of child development across schools, it could help policymakers better understand emerging needs and reduce pressure on overstretched specialist services through earlier, universal support.

Schools can access the Early Action Compass online through a low-cost subscription of £45 per year, which includes training and practical guidance, enabling educators to begin profiling development quickly while benefiting from an evolving tool shaped by ongoing research and feedback.

PENELOPE HANNANT Assistant Professor in Educational Inclusion www.eydpt.bham.ac.uk

PREP NEWS

Scholarship Success Celebrating record-breaking scholarship offers Pupils in Year 6 and Year 8 at Broomwood, one of Clapham’s leading prep schools, are celebrating another recordbreaking year for scholarships, after being offered an exceptional 47 scholarships, the highest number in the school’s history.

Nearly half of the scholarships awarded were for academic achievement, alongside awards across sport, music, drama, art and all-round excellence. Scholarship offers came from some of the top senior schools in the country, including Alleyn’s School, Brighton College, JAGS, Dulwich College and Epsom College.

Speaking about the news, Principal and Head of Broomwood Boys, Michael Hodge said: “We are incredibly proud of all the pupils

who have achieved scholarships this year. To receive a record-breaking 47 scholarships is a remarkable accomplishment and reflects the hard work, ambition and character of our pupils, alongside the dedication and expertise of our staff. Nearly half of the scholarships awarded were academic scholarships, which is a tremendous achievement for our pupils and teaching staff alike.

Over the last five years, scholarship offers at Broomwood have increased by more than 50%, reflecting the

strength of teaching, pastoral support and individual encouragement across the school.”

This success comes at an especially exciting time for Broomwood, which was recently included in Talk Education’s prestigious ‘Talk Education 250’ list of the best schools in the country and was named Independent Prep School of the Year in London for the second consecutive year at the Private Education Awards 2026.

JORDON-LEE SQUIBB Interim Director of Admissions and Marketing CLICK HERE TO WATCH OUR EDUCATION CORNER PODCAST WITH BROOMWOOD SCHOOL’S SENIOR TEAM www.broomwood.com

PRE-PREP & NURSERY SCHOOL

Independent Nursery and Pre-Prep for boys and girls aged 6 months - 7 years

Co-Educational Prep School from September 2027

Tormead family Contact 01483 563 160 RHAdmissions@rydeshill.org.uk

OPEN MORNINGS

Book your place

OPEN MORNING | SATURDAY 3RD OCTOBER BRIGHTONCOLLEGEPREPHANDCROSS.CO.UK

A C O - E D U C AT I O N A L P R E P S C H O O L

The Power of Co-Education Preparing children for the modern world At Windlesham House School, co-education is woven into the very fabric of who we are. As one of the oldest prep schools in the country, we are proud of our rich heritage but equally committed to preparing children for the world they will inherit. We believe that learning and growing together creates a richer, more authentic educational experience and helps children develop the confidence, empathy and understanding needed to thrive in modern society.

Walk around Windlesham House on any day and you will see co-education in action.

Boys and girls collaborate in classrooms, perform together on stage, compete side by side in sport, lead school initiatives and support one another in boarding

life. Whether pupils are devising a drama production, debating a contemporary issue, raising money through our Years 7 and 8 Diploma and Futures Programme or representing the school in an IAPS (Independent Association of Prep Schools) competition, they learn the value of different perspectives, shared leadership and mutual respect.

Through our ACE philosophy: Active, Creative and Exploring, we encourage every pupil to discover their own strengths while celebrating the achievements of others. Children are free to pursue their passions without limitation, whether that is music, science, sport, outdoor learning, performing arts or community service.

Perhaps the greatest strength of co-education at Windlesham House is the culture it creates.

Our community is warm and family-oriented, where friendships are genuine, individuality is celebrated and every child feels known and valued.

By the time they leave Windlesham House, our pupils are not only academically prepared for senior school; they are compassionate, resilient and socially confident young people, ready to contribute positively to an increasingly connected world.

That, for us, is the true power of co-education.

CAROLE KINNEAR Head of Marketing www.windlesham.com

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

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

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

Curious?

Contact us today.

A NURTURING ENVIRONMENT

Where Childhood Flourishes A countryside prep school Tucked away in the Hampshire countryside, just one hour from London and close to the borders of Surrey and West Sussex, Churcher’s College Junior School and Nursery offers something rather special: a childhood filled with curiosity, kindness, confidence and joy.

Part of Churcher’s College, the leading independent day school for girls and boys aged 3–18, the Junior School and Nursery in Liphook encourages children to throw themselves into life with enthusiasm from the very start.

A brilliant beginning For many families, the journey begins in Nursery or Reception, where exceptional Early Years teaching lays the foundations for

a lifelong love of learning. There is mud on wellies, paint on sleeves and a constant sense of discovery in the air. Childhood here is properly cherished.

Every child is known and valued as an individual. Teachers take time to understand each child’s character, strengths and potential, nurturing confidence and encouraging children to aim high in everything they do.

Space to grow Children benefit from specialist teaching in music, languages, sport and the arts, alongside a broad and ambitious curriculum that keeps minds engaged and imaginations alive. Beyond the classroom, pupils enjoy outdoor learning, regular swimming

lessons and a huge range of team sports, clubs and activities, giving every child the chance to discover what they love.

One parent describes the school as: “A place where children are genuinely known, cared for and encouraged to shine.”

At age 11, pupils move seamlessly to the Senior School in Petersfield, continuing their education within the same caring and ambitious community.

The best way to discover whether Churcher’s feels right for your child is to come and see it for yourself. We look forward to welcoming you soon.

AMANDA INKLEY Head of Marketing www.churcherscollege.com

Open events

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

Top 10% Nationally for Value Added Cambridge University 2025 (Source: Cambridge Insight Assessments)

C O - E D U C AT I O N A L E T H O S

A Co-Educational Ethos Where boys and girls thrive side by side At The White House School, co-education is not a recent transition; it is fundamental to our founding ethos. We have always been proudly and fully coeducational, offering a naturally integrated environment where boys and girls grow, learn and thrive side by side from their very first day of schooling.

A cornerstone of our philosophy is a ‘sport for all’ approach that actively champions participation, with boys enjoying netball and girls excelling at cricket. Far from hindering our competitive edge, this inclusive ethos enhances our strong sporting reputation. While we maintain traditional single-sex fixtures, we also thrive in sharedgender events. A recent highlight includes a highly successful

co-educational swimming gala alongside a leading local prep and senior school, showcasing our high calibre of sporting ability and teamwork.

By experiencing a fully integrated school career, our pupils develop a deep, mutual respect and a genuine understanding of diverse perspectives. In our classrooms, vibrant discussions are enriched by a balanced mix of voices, directly mirroring the realworld environments they will encounter in the future. At The White House School, boys and girls share a supportive community that prepares them exceptionally well for the modern world.

TURN TO PAGE 39 to read about Thornton College’s supportive community OLIVIA PALMER Senior Deputy Head www.whitehouseschool.com

‘A place where boys can grow’ l l l

Simon Barber voted Best Head of a Prep School in the Tatler School Awards

The UK’s only boys’ full, fortnightly boarding prep school

l

130 acres of grounds

Excellent pastoral and academic record, including two Eton King’s Scholarships in 2026 l

Fulham and Newbury buses on exeat weekends Ludgrove, Wokingham, Berkshire RG40 3AB 0118 978 9881 registrar@ludgroveschool.co.uk www.ludgrove.net

P R E PA R I N G F O R T H E 1 1 + / 1 3 +

Senior School Admissions Advice Similarities and differences

The first thing to say about admissions at 11+ or 13+ is that London has a large array of fantastic schools which parents can explore. They will have many things in common, such as the subjects offered or, indeed, the university destinations of many of their pupils, but each will have something distinctively different to offer. One of the things that parents might usefully tease out is a sense of what those differences are and where they sit in relation to what they want as a family.

One way of finding out more about a school is, where possible, to chat to parents who already have children in attendance there.

They will be able to give you a sense of what it’s like on the inside and how the school has responded to the interests and needs of their own children.

When to apply Do think about the point of entry that you wish to pursue. For many schools that decision needs to be made at the beginning of Year 6, so parents should be thinking

about it in the years leading up to that, whether you’re looking at an 11+ school or deferred entry into a 13+ school.

Most of those assessments will take place in the Michaelmas (Autumn) term of Year 6, followed by interviews in the Lent (Spring) term. You might want to ask questions surrounding which of the two routes you wish to pursue; what a school offers in Years 7 and 8 that may differ from, for example, staying at a prep school through to the end of Year 8; or how big the intake is into both Years 7 and 9.

When looking at intake, ask not only about the academic level that your child will need to achieve to get a place, but also things such as the range and variety of the children who go there. This may include things like the split of candidates from state versus independent schools, the level of financial support for a range of pupils and the geographical spread of the pupils that attend the school.

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E |

11

»

A D M I S S I O N S A DV I C E

Helping your child prepare Many parents worry about what they can do to help their children sit such important assessments.

I think the biggest thing you can do is to encourage your children to read.

Try to find a variety of books, audiobooks or magazines that will interest your child. Many children enjoy reading or listening to books that come in series, but these often repeat the same vocabulary. If your child can develop an interest in different types of books, television programmes or audiobooks, it will expose them to a variety of vocabulary which will inevitably enhance their own understanding of language and writing.

This doesn’t happen overnight; it’s a slow process and, arguably, many don’t find their specific voice until well into adulthood but, if nothing else, being a parent teaches you patience.

Wide reading is part of the process of making children aware of the richness of the vocabulary around them.

TURN TO PAGES 30-32 to learn more about Radley College

Getting out and about Take them to museums and galleries; many in London are free.

It exposes them to a wider cultural sense of the richness of the city named by Time Out as ‘the Cultural

Capital of the World’. Also, try to show them the British countryside.

Whether it’s rock pooling on the coast or walking in the hills, it gives your child a sense of the landscape of these islands, which is both rewarding and inspiring.

Encourage interests If they find an interest, encourage it. Whether it’s Lego, Airfix models, drawing or experiments in the kitchen, all of

1 2 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

these will enhance their dexterity - and never underestimate the importance of doing things with your hands. Look at schools which will encourage your child’s creativity, whether that’s through music, drama, art, design and technology or simply the chance to do things outside. All of these are fundamentally important.

Care about a school’s environment Find a school with trees; they raise spirits and in the teenage years that sense of being outdoors is incredibly important.

Try to make the time you spend with your child enjoyable; it should not all be about Verbal Reasoning.

Keep them away from screens where you can.

Above all, don’t panic. Each September does not see children wandering the streets of London looking for a school. Parenting isn’t easy and neither is being a child, but time is the key thing you can spend on them. It is all over so quickly. Letting your child know they are loved, supported and valued for who they are will always matter the most.

DR. NICK BLACK Director of Admissions and Teacher at Dulwich College CLICK HERE TO WATCH OUR EDUCATION CORNER PODCAST WITH MR. ROBERT MILNE, MASTER AT DULWICH COLLEGE www.dulwich.org.uk

PRE-TESTS REGISTRATION Registration for pupils taking the Pre-Tests between September 2026 and May 2027 opens on 9 June 2026.

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

THE PRE-TESTS (11+) PREP PACK Prep with confidence. Prep with ISEB. Set your child up for success with the official prep pack from the exam board behind the Pre-Tests. Includes printed past CE 11+ English and Maths exam papers, VR and NVR activities, pupil wellbeing resources, an interview masterclass, and a set of Pre-Tests guides.

More than 65 resources for just £149 (RRP £304.00).

Also great prep for other 11 Plus exams including the GL Assessment 11 Plus used by grammar schools!

Order now at: iseb.co.uk/shop.

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

USE CODE ‘EDCHOICESPREP’ FOR 10% OFF YOUR PREP PACK

P R E PA R I N G F O R E N T R A N C E E X A M I N AT I O N S

Understanding the 11+ and 13+ Processes A parent’s guide to selective entry For many parents, the 11+ and 13+ can feel like a private language of pre-tests, interviews, past papers and conditional offers.

Yet beneath the terminology, the principle is straightforward: both are routes into selective senior schools, but they work in different ways and at different stages of a child’s education.

The 11+ Entry at Year 7 The 11+ is designed to assess a child’s academic foundations, reasoning skills, speed, confidence and potential.

Many selective schools still test English and maths, as they have done for generations.

English papers may include comprehension, creative writing, grammar and vocabulary. Maths papers usually test arithmetic, reasoning, problem-solving and the ability to work accurately under time pressure. Other schools also include verbal reasoning (VR) and non-verbal reasoning (NVR). VR tests a child’s ability to reason with words, while NVR tests logic, pattern recognition and spatial awareness through shapes and diagrams.

Formats also vary: written papers, online tests, or a

combination of both. Grammar school applicants need to know whether local schools use GL, CEM-style or other formats.

Independent schools often set their own papers, so specimen papers from each target school are invaluable.

The 13+ Entry at Year 9 The 13+ is associated with senior independent schools and prep school pathways. Rather than being a single open competition at 13, it is usually the final academic stage in a longer admissions process. Many pupils hoping to enter at 13 sit a pretest at 11 to secure a conditional place. They then take Common Entrance exams in June of Year 8.

Scholarship exams usually take place earlier, often in May. The content is broader and more curriculum-based than the 11+. Pupils usually sit English, maths and a modern foreign language, alongside science, either combined or as separate biology, chemistry and physics papers. Depending on the school, additional subjects may include Latin, Greek, history, geography, religious studies or French.

How to prepare For the 11+, preparation should begin gently but consistently in Years 4 and 5. Strong reading habits, wide vocabulary, mental arithmetic, times tables, fractions and number confidence matter far more than lastminute cramming in Year 6. By the time exam-style papers are introduced, the foundations should already be secure.

For the 13+, the rhythm is

1 4 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

different. Because Common Entrance is more curriculumbased, consistent schoolwork across Years 7 and 8 is the backbone of preparation. It is less about exam technique and more about deep subject knowledge, steady progress and confidence across a broad range of subjects.

Top Parent Tips • Help your child manage exam anxiety, keep preparation calm and consistent.

• Use past papers to familiarise your child with question styles under timed conditions.

• Research schools thoroughly, attending open days early and finding the right fit to motivate your child.

• Choose the right tutor, one that understands the child, the school and the specific format being prepared for.

Above all, parents should remember that selective entry is not only about passing an exam.

Open days, pastoral care, cocurricular life, academic culture and school fit matter just as much.

A child who feels confident, motivated and understood is more likely to perform well on the day and thrive once they arrive.

IMI TURNER Assistant Editor

SENIOR SCHOOL NEWS

A Progressive Approach Preparing students to thrive Hampton Court House (HCH) is a leading co-educational independent school for children aged 2-18, set beside beautiful Bushy Park. The all-through, coeducational nature of the school provides a meaningful advantage, shaping how students learn, relate and develop as individuals.

However, it is our progressive approach to education and ethos of ‘Achievement with Heart’ that truly makes the difference.

Every student is known and valued as an individual at HCH. Small class sizes of a maximum of 18 and highly personalised teaching ensure every child’s strengths and areas for development are identified and supported as they progress through the year groups. A

culture of purposeful informality reinforces this, with first-name relationships with teachers and the absence of uniform removing barriers and building trust and mutual respect between students and staff. Students learn to communicate with confidence, challenge ideas respectfully and collaborate naturally.

The impact is evident. Students consistently achieve 1.5 to 2 grades

AN EDUCATION AS INDIVIDUAL AS YOUR CHILD A co-educational independent school for students aged 2-18

Reception | 11+ | 13+ | Sixth Form

Hampton Court House | Hampton Court Road | Richmond-upon-Thames | KT8 9BS www.hamptoncourthouse.co.uk | (0)20 8614 0865 | @HamptonCourtHouse

above academic predictions, while 2025 GCSE and A Level results placed HCH in the top 10% of UK independent schools. Beyond academics, students develop leadership skills working together as trained Wellbeing Champions, on the Eco-Committee or taking responsibility within the awardwinning ‘Preparing for Life’ Sixth Form programme.

Co-education at HCH is not simply about learning together, but about developing confidence, emotional intelligence and shared responsibility, equipping students with the independence, resilience and perspective to thrive in a diverse, global society. www.hamptoncourthouse.co.uk

Book your visit

CHALLENGING STEREOTYPES

An Inclusive Environment The benefits of co-education Ibstock Place School is a coeducational day school for pupils aged 3-18, set within an eight-acre campus on the edge of Richmond Park. Since its founding in 1894, the school has championed coeducation as a cornerstone of a modern, forward-thinking education, preparing young people for life beyond school through collaboration, mutual respect and shared learning experiences.

At Ibstock, boys and girls learn side by side from the earliest years, developing confidence, communication skills and emotional intelligence in an inclusive environment where talents are recognised on merit.

TURN TO PAGES 76-77 for London property insights

Pupils see one another succeed across science, sport, drama and technology, supported by both male and female role models and equally high expectations for all. This culture helps challenge stereotypes, encourages open-mindedness and supports pupil wellbeing by fostering respectful relationships and a strong sense of belonging.

The school combines small class sizes with specialist teaching,

dedicated oracy provision and innovative facilities, including an Innovation Hub and Esports Arena. Beyond the classroom, more than 180 clubs and societies, outdoor learning opportunities, forest school experiences and regular walks in Richmond Park ensure pupils flourish in an environment that is both ambitious and kind.

Our next whole school Open Event is on Saturday 19th September. For more information on this or any other upcoming open events and tours, please see our Visit Us page.

CAROLINE FAITHFULL Marketing Manager www.ibstockplaceschool.co.uk/visit-us

Think you know Freemen’s?

Think again.

Come and see us

freemens.org

KNELLER HALL REBRAND

An Ambitious New London School A new generation Kneller Hall School will open in September 2027 as the new home of Radnor House Twickenham, representing one of the most ambitious new educational developments in South West London for a generation. Set within the historic 30-acre Kneller Hall estate in Whitton and Twickenham, the co-educational school will become Dukes Education’s first purpose-built school in the UK, combining exceptional new facilities with one of the largest areas of green space offered by any London day school.

At a time when outdoor space has become an increasingly rare luxury in London education, Kneller Hall School will offer pupils an environment with room to think, explore, create and grow in a remarkable historic setting.

Broad, ambitious and future-focused Designed for the next generation, Kneller Hall School will offer pupils aged 4-18 an education that combines academic ambition with creativity, character development and wellbeing.

The scale of the campus creates opportunities rarely found in London schools, with purposebuilt science laboratories, design and technology suites, performing

Amy Cavilla and Sasha Davies, Kneller Hall School May Fair

arts spaces and outstanding sports provision all set within expansive grounds and natural green space.

Principal Amy Cavilla explained: “A dedicated Forest School and Nature Reserve will form part of everyday school life, giving pupils the opportunity to explore, learn and build confidence through outdoor education. More than half the site is designated Metropolitan Open Land, preserving extensive natural green space for pupils to enjoy as part of their daily experience. In an increasingly fast-paced digital world, giving children space to connect with nature, creativity and physical activity has never been more important.”

High achievement without high pressure While Kneller Hall School represents an exciting new chapter, it builds on the

established success and educational ethos of Radnor House Twickenham, which has spent more than a decade helping secondary school pupils achieve exceptional outcomes and progress beyond expectations.

The school’s strong value-added performance reflects its focus on knowing and nurturing each child as an individual, combining academic challenge with encouragement, confidence and personal support.

Amy Cavilla commented: “It is a privilege to help shape the future of such a historic and well-loved local landmark, while building on a strong and successful educational foundation. We believe children thrive when they are known and encouraged as individuals, and we promote a values-based approach that places kindness, confidence and compassion at the heart of success.”

Kneller Hall School aims to nurture confident, curious and resilient young people who are exceptionally well prepared for the future - academically, socially and personally. With excellent transport links, the school will be accessible to families across Whitton, Twickenham, Richmond, Surrey and South West London.

ANNA ASTON Director of Communications www.knellerhallschool.org

1 8 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

C O - E D U C AT I O N A L B O A R D I N G H O U S E

Redefining Sixth Form Boarding A new co-educational boarding experience Nestled within Woodland Quad, which was recently recognised with a 2026 Royal Institute of British Architects (RIBA) South Award for its outstanding architectural design and sustainability credentials, Wellington College’s newest boarding House, the Elizabeth House, marks a significant step forward in boarding life. As the College’s first co-educational Sixth Form house, with the first Elizabethans graduating this summer, students have been reflecting on what the experience has meant to them.

Students highlighted a calmer, TURN TO PAGE 40 to learn about the new Flexi-Nights boarding at St Catherine’s School

more balanced social atmosphere, noting that mixed-gender living feels like genuine preparation for university and adult life. Strong, natural friendships have formed across genders and students report feeling more confident and comfortable in each other’s company. They speak of learning how to live alongside people rather than simply socialise with them, understanding different routines, communication styles and approaches to work. Both girls and boys agree that everyone balances each other out, creating a more grounded house culture.

Being co-educational also means the social calendar has a breadth and energy of its own. Mixed volleyball, fiercely contested boys-versus-girls matches, black

tie dinners and Scottish dancing have all featured, alongside a vocal range that gave the House real strength in the singing competition, even if we didn’t quite win. House socials have ranged from painting and craft evenings to FIFA and darts tournaments, while co-ed house spirit means turning up to support one another in everything from rugby to netball.

Overall, students say they have grown in self-awareness.

They have learned to be curious, respectful and open-minded, making a genuine effort to get to know one another and build a strong, inclusive community.

EMMIE BIDSTON HM of the Elizabeth House www.wellingtoncollege.org.uk

Open Events Entry into Reception (4+), Year 1 (5+) and Year 2 (6+) Entry into Year 3 (7+), Year 4 (8+) and Year 5 (9+) Entry into Year 7 (11+), Year 9 (13+) and Year 12 (16+)

Full and Weekly Boarding available

Book your place dulwich.org.uk/admissions Bursaries of up to 100% and Academic Scholarships of up to one third of full fees are available.

SUMMER SPORTS

Levelling the Playing Field Co-education and sport Summer sport offers a unique opportunity for pupils to engage, connect and grow beyond the classroom and outside four walls.

Nowhere is this evolution more visible than in co-educational schools, where sports provision is becoming a powerful vehicle for equity and shared achievement.

At the heart of Lancing’s approach is a belief that sport has the power to unite, uplift and empower every pupil, regardless of gender, background or ability.

In a co-educational setting, this commitment takes on particular significance. By ensuring equal access to facilities, coaching and competition, Lancing is actively breaking down longstanding stereotypes around ‘traditional’ boys’ and girls’ sports.

Cricket is a striking example of this shift. Once largely the preserve of boys in many schools, it is now one of Lancing’s most exciting growth areas for girls. Since its introduction as a core summer sport, girls’ cricket participation has increased fourfold. At the same time, an already strong boys’ programme has evolved into a fully co-educational success story, with both boys’ and girls’ teams competing and thriving.

The message is simple: talent is recognised, developed and celebrated wherever it is found.

Such success is rooted in a broad and inclusive sporting offer.

While cricket, tennis and athletics anchor the summer term, pupils can also engage in a diverse range of activities, from swimming and sailing to climbing and dance.

With over 120 co-curricular options each week, FULL BOARDING AND DAY • CO-EDUCATIONAL • 13-18 participation is driven not just by INDEPENDENT performance SCHOOL but by OF THE YEAR curiosity, SOUTH confidence and enjoyment.

Importantly, PE See our award is compulsory for all pupils, winning education ensuring in action at our that every Autumn events: young person develops SIXTH FORM EVENING physical RD literacy, 23 SEPTEMBER 2026 teamwork and OPEN MORNING resilience as part of their 3RD OCTOBER 2026 education.

This dual focus,

CANFORD

www.canford.com/visit t: 01202 847207

e: admissions@canford.com

WIMBORNE

DORSET

BH21 3AD

participation alongside performance, lies at the core of effective co-educational sport. At Lancing, pupils follow pathways that suit their ambitions, from recreational engagement to elite competition.

The results speak for themselves.

Recent achievements include a National Cup Final appearance for U16 boys’ football, strong performances in regional hockey competitions for girls and consistent success in tennis and basketball. Just as significant, however, is the 25% rise in recreational participation and the fact that over 90% of pupils report satisfaction with the inclusivity of sports provision.

What distinguishes co-education at Lancing is not simply that boys and girls share facilities, but that they share a culture. Pupils train, compete and support each other within an environment that values difference and encourages collaboration.

Inclusive coaching practices, inter-house competitions and strong peer support systems reinforce this sense of belonging.

In turn, this creates confident, self-aware young people who understand both individual and collective success.

Investment also plays a critical role. A £6.5 million programme of sports development, including a refurbished swimming pool, a new multi-sport indoor facility and plans for an additional Astro pitch, will further expand access and opportunity. These facilities are designed not just to enhance performance, but to ensure that every pupil can participate fully, whatever their starting point.

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

FOOTBALL FUN

A Gender-Neutral Sporting Strategy A pioneering approach At St Dunstan’s College, we recognise that sport is uniquely placed to build character. Our pioneering genderneutral approach to games provision sits at the heart of our sporting strategy. Traditionally, schools have gendered sport by offering different curriculum pathways for boys and girls. In response to student feedback, we made the deliberate decision to move away from that model, with all students now following a termly rotation of football, hockey and cricket regardless of gender, alongside a broad and diverse curricular and cocurricular programme full of choice.

The impact on both engagement and performance has been TURN TO PAGES 52-53 to read about the power of padel

transformative. Participation in our competitive programmes has increased significantly, with both boys’ and girls’ teams now regularly progressing to the latter stages of high-quality national competitions.

This shift in strategy has also been shaped by our South East London location. In Lewisham, football is a common language and an important vehicle for connection across the community.

To elevate our sporting provision, we wanted partners who shared our belief that high-quality sporting experiences inspire young people

From Pre-Prep to Sixth Form Applications open for 2027 entry

and transform aspiration. From the earliest conversations, it was clear that Chelsea FC shared that belief.

Together, St Dunstan’s and Chelsea have become an active part of the Lewisham School Sport Steering Group, working collaboratively with local schools to strengthen sporting provision and participation across the borough. Through this partnership, our facilities regularly host high-quality competition and events for hundreds of young people from a wide range of backgrounds, helping ensure sport remains inclusive, ambitious and genuinely transformative.

DANNY GOWER Assistant Head, Co-Curricular www.stdunstans.org.uk

INCLUSIVE SUMMER SPORTS

Sport for All A co-educational approach to excellence At Emanuel, sport is about far more than competition. As a proudly co-educational school, we believe every pupil should have the opportunity to discover a sport they love, develop confidence and resilience, and enjoy the benefits of being part of a team.

Our broad programme reflects this philosophy. Boys and girls are encouraged to explore a wide range of sports throughout their early years, experiencing different activities each term and developing the athletic foundations that support lifelong participation.

Alongside traditional team sports such as rugby, football, cricket, hockey and netball, pupils can pursue everything from swimming and water polo to athletics, basketball and tennis.

One sport that has become a particular hallmark of Emanuel life is rowing. Exceptionally popular with both boys and girls, rowing attracts pupils of all abilities and offers a unique combination of challenge, camaraderie and personal achievement. Based on the River Thames, Emanuel School Boat Club has a long and

distinguished history, while today’s programme combines expert coaching with an inclusive culture that encourages participation alongside high performance. Pupils can choose to row year-round or combine rowing with other sporting commitments, ensuring flexibility as their interests develop.

What makes Emanuel’s sporting provision distinctive is its childcentred approach. Whether competing at the highest level or trying a sport for the first time, every pupil is supported to find their own pathway, build lasting friendships and develop a lifelong connection with sport.

WILL BRADSHAW Marketing and Communications Officer www.emanuel.org.uk

READY TO TAKE THE STAGE? At ArtsEd, academic excellence meets world-class Performing Arts training.

Discover more here!

www.artsed.co.uk

A leading independent Day School & Sixth Form for ages 11 -18.

AWA R D - W I N N I N G C O - E D U C AT I O N

Happy Pupils, Great Results!

A leading co-educational school Reigate Grammar School is an award-winning co-educational day school for boys and girls aged 11-18, recognised in The Sunday Times as a Top 5 Independent Co-Ed Day School for Academic Excellence in 2026. The school places happiness, belonging and ambition at the heart of its approach, with a belief that pupils who feel known and valued are best placed to thrive.

Every child is encouraged to reach their full potential. Each pupil brings their own blend of talents, skills, aspirations and abilities and the school sees developing these qualities from childhood into young adulthood as both a privilege and a responsibility. Its ethos is captured in the idea that pupils are “known

and valued, nurtured to thrive and inspired to achieve the remarkable”.

Headmaster Shaun Fenton OBE is passionate about creating an inclusive, diverse and supportive community where pupils are encouraged as individuals. Reigate’s co-educational environment reflects the realities of modern life, enabling boys and girls to learn, collaborate and grow together. The school embraces children as part of an extended family, placing emphasis on character, confidence and life skills needed beyond education.

Academically, Reigate delivers

outstanding outcomes that open doors of opportunity, while its extensive co-curricular programme creates pathways to success across many areas of school life. Through inspiring teachers, a distinctive learning and skills framework, global links and a wider network of schools, pupils are encouraged to celebrate their passions, open new horizons and develop the perspective needed for an increasingly connected world.

IMI TURNER Assistant Editor CLICK HERE TO WATCH OUR EDUCATION CORNER PODCAST WITH MR. SHAUN FENTON OBE, HEAD AT REIGATE GRAMMAR SCHOOL www.reigategrammar.org

R

2026 TOP 5 CO-ED DAY SCHOOL FOR ACADEMIC EXCELLENCE

Top Co-Ed Day School The Sunday Times

Call 01737 222231 or email admissions@reigategrammar.org to arrange a personal tour. Find out more at reigategrammar.org

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH THE HEAD

Mrs. Susan Brooks FROM LONDON PARK SCHOOL CLAPHAM In this episode of the Education Corner Podcast, we spoke to Mrs. Susan Brooks, Head at LPS Clapham.

Susan spoke about the school’s integrated curriculum, the benefits of co-education and why curiosity, collaboration and creativity sit at the heart of school life.

Susan has led the school since its foundation and previously worked at Northwood Senior School before it joined the Dukes Education family and became LPS Clapham.

Originally educated in Australia before moving to the UK as an MFL and History teacher, Susan believes her experience across different education systems has strongly shaped her approach to leadership and teaching.

Reflecting on the opportunity to found a new school, she outlined: “The best thing about being the founding head and setting up a new school is really being able to look at what is needed in education at this age range and put that all in one school.” She described how the school drew inspiration from educational practice around the world, as well as explaining: “Coming in from the outside means that you can look critically at things, but really see the good as well and pick out those best bits, while also having an eye firmly on a global citizenship, a global education. People in London really want that for their children.” At LPS Clapham, this has helped shape an education that extends beyond traditional classroom boundaries.

2 4 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

This philosophy is reflected most clearly in the school’s interdisciplinary curriculum and “integrated learning” approach. In Years 7, 8 and 9, pupils study subjects such as English, history, geography and religious studies through connected themes.

Susan believes this allows pupils to make stronger links between subjects and better reflects how knowledge works in the real world. She explained: “The students really love it because they find it easier to move between lessons, not having to reset their brain. They’re able to move seamlessly between their subjects, bringing that rich knowledge with them. It means that they go much, much deeper into knowledge and understanding of the topics that they’re studying and can apply their knowledge much better because they’re doing that on a daily basis.” Susan believes this integrated model also strengthens academic outcomes by encouraging higher-order thinking skills from an early stage, as she described: “They can go into much higher-order thinking and analysis, being able to apply knowledge, synthesising, creating; those are the top marks in GCSEs.” For Susan, the model therefore supports both enjoyment and academic achievement, helping pupils engage more deeply with their learning while preparing them successfully for future examinations.

TURN BACK TO PAGE 7 to read about a co-educational prep school on Clapham Common

EXPERIENTIAL LEARNING

Alongside interdisciplinary learning, experiential education forms another major part of school life.

Susan believes pupils learn best when they actively participate in experiences rather than passively absorb information. Performances, practical activities, collaborative projects and trips are embedded throughout the curriculum because, as she emphasises: “If students are loving what they’re doing, they’re absolutely going to be paying more attention, they’re going to be putting more effort in. There’s a duality that makes the learning richer and deeper, it makes it more fun and exciting and benefits their exams.” This emphasis on participation also supports confidence and collaboration. Pupils are encouraged to contribute ideas, solve problems together and take ownership of their learning. Susan shared: “Those are the memories that last. They’re the moments you remember years later, not necessarily the worksheet or the textbook page. We want children to leave school remembering experiences that made them curious and excited about learning.”

Co-education is another defining part of the school’s ethos. Susan believes schools should reflect the collaborative nature of the wider world and create opportunities for boys and girls to learn alongside one another. She highlighted: “I think that education should mimic real life and real life is co-ed. So I think that there’s such a richness in being in an environment that is co-ed, learning from the other sex, being able to have really open and honest conversations about life and the world around us.” Having both boys and girls involved in discussions creates a more thoughtful and balanced conversation, allowing pupils to hear a range of perspectives and learn from one another. She added that the school actively challenges stereotypes around subjects and interests, encouraging pupils to explore opportunities freely regardless of gender. As Susan explained: “Breaking down the walls of what’s a ‘girl’s subject’ and a ‘boy’s subject’ is really important.”

Beyond the curriculum itself, Susan places strong emphasis on developing the human skills she believes will become increasingly important in a world shaped by technology and artificial intelligence (AI). Susan commented: “AI is not going to take the creativity, the teamwork, or the empathy jobs that are out there, so making sure that our students have a really broad skill set is important.”

Pastoral care is closely connected to this wider philosophy of building confident and resilient young people. Susan believes many children today are increasingly fearful of making mistakes or taking risks, meaning schools must intentionally create environments where pupils feel safe to challenge themselves and learn from failure. As she explained:

“The best thing about being the founding head and setting up a new school is really being able to look at what is needed in education at this age range and put that all in one school.”

“A lot of students are actually really frightened of risktaking, of possibly getting something wrong. There’s a huge fear of failure now.” To support this, LPS Clapham operates small vertical tutor groups across year groups, helping pupils build strong relationships, confidence and leadership skills. Susan described how: “They all know each other in all of the year groups and that builds such brilliant confidence.”

Mental wellbeing is also approached proactively through what the school describes as “mental fitness.”

Pupils are taught practical strategies to manage emotions, anxiety and stress before challenges arise.

As Susan explained: “We want to build mentally strong pupils for the future, mentally strong young adults. We want to teach them skills to deal with anxiety before they’re anxious.” Through programmes such as ‘Switch for Schools’, pupils complete emotional check-ins and develop emotional regulation techniques, something Susan believes is increasingly important: “Being able to do something really proactive is really important to us here.”

The school’s location on Clapham Common also shapes the pupil experience. Situated across two large mansions overlooking the Common, the school combines a calm and green environment with direct access to central London. Susan described the setting as: “A calm, lovely environment,” adding that: “every room has a view out on greenery. You could be forgiven for thinking that you’re actually not in the middle of London.” The local area is treated as an extension of S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 2 5

»

D E V E LO P I N G L I F E S K I L L S

the classroom, with pupils regularly using nearby facilities and cultural institutions as part of their learning. Susan believes these experiences help pupils engage more fully with the world around them. As she emphasised: “It’s about being in our community, showing the students that there’s a lot around them that they can take advantage of.” London itself forms an important part of the school’s educational philosophy.

Susan described one of the school’s guiding principles as: “Learn like a Londoner, taking advantage of all the amazing tradition, history, culture and diversity that London has on offer.”

The school is also part of the wider London Park Schools and Dukes Education network, something Susan believes gives pupils access to both the personalised experience of a small school and wider opportunities through a larger educational group. As she explained: “We like to think that in the day to day, they get a lovely small school, but actually for the broader co-curricular offering, we’re able to take advantage of being part of a bigger schools group.”

Preparing pupils for life beyond school is another major focus at LPS Clapham, with careers education beginning in Year 7. Susan explained that pupils are introduced early to future pathways before conversations become increasingly personalised as they progress through the school. Susan explained: “From Year 9, our Director of Sixth Form will start meeting with students to talk to them about GCSE options that lead to A Levels that lead to the next part of their career.”

By Year 10, these discussions become increasingly

“We want to build mentally strong pupils for the future, mentally strong young adults. We want to teach them skills to deal with anxiety before they’re anxious.”

2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

bespoke, helping pupils think carefully about their strengths and ambitions. Susan emphasised that the school encourages pupils to explore a wide range of future routes rather than focussing exclusively on traditional university pathways.

Looking ahead, Susan stated: “Really, I think the sky’s the limit. We’ve got a really amazing foundation to start on, a really modern and forward-thinking approach to education.” She described the school as “small, flexible, nimble” and explained that staff are continually researching new teaching approaches and experiences that will best prepare pupils for the future. Referring to the school’s strong emphasis on STEAM, design and creativity, Susan explained: “I see a lot of innovators coming out of London Park School Clapham.”

Ultimately, Susan believes the most exciting part of education lies in helping pupils discover how they might shape the future themselves. Reflecting on the next generation of LPS Clapham students, she concluded: “What’s the future of the students? Where are they going? And how are they going to change the world?

Because I’m certain that they’re going to.”

We would like to thank Mrs. Susan Brooks, Head at LPS Clapham, for giving up her time to speak with us.

CLICK HERE TO WATCH THE FULL PODCAST www.londonparkschools.com/clapham

EDUCATION CORNER PODCAST

Special Feature EDUCATION CORNER PODCAST WITH THE HEAD

Dr. Anne Cotton FROM KING’S COLLEGE SCHOOL, WIMBLEDON In this episode of the Education Corner Podcast, we spoke to Dr. Anne Cotton, Head at King’s College School, Wimbledon and Chair Elect of HMC, The Heads’ Conference. As King’s College School, Wimbledon prepares to become fully coeducational over the next decade, Anne shared her vision for an education centred on mind, spirit and heart, and preparation for the world beyond school.

Anne joined King’s in 2022 as the school’s first permanent female Head, having previously worked in both maintained and independent education. Supported by a new campus adjacent to the senior school, King’s is now fulfilling its long-standing ambition to extend co-education throughout the school. Dr. Cotton described this gradual evolution, and stated: “It feels like a very natural extension of the outward-looking, warm, welcoming ethos of our community.”

The move to full co-education will happen gradually, with girls and boys joining the pre-prep in 2027, the junior school in 2029, the senior school at 11+ in 2033 and at 13+ in 2035. For Anne, the decision is rooted in King’s wider purpose. She explained: “This is all about opening up a King’s education to any young person who

“We want every young person at King’s to have a fantastic educational experience while they’re with us, an education of the whole person in mind, spirit and heart.”

may thrive here and it’s also about offering all our young people the very best possible preparation for their lives in the world beyond school.” She added: “We want every young person at King’s to have a fantastic educational experience while they’re with us, an education of the whole person in mind, spirit and heart.

Alongside that we also want to offer them the best possible preparation for their lives in the world beyond school, for life at 25 and beyond so that they’ve got everything that they need to strike out for the world beyond school and to forge their own path.”

Admissions at King’s will continue to focus on potential as well as attainment. Anne explained that assessments vary by age and entry point, but the aim remains consistent: valuing the whole person through “mind, spirit and heart.” In practice, this means recognising pupils who love learning, think deeply and show kindness, curiosity and commitment. She highlighted: “Our pupils are engaged, they’re questioning, they’re thoughtful learners who want to have their voices heard inside and outside the classroom. We’re looking for young people who will want to commit to, to add to, to make the very best of the amazing co-curricular opportunities we have here at school. They’ll be supportive members of our community, they’re going to want to do things for the right reason, to want to look after each other and then to take that with them into the world beyond school.”

Although King’s is preparing to extend co-education throughout the school, Anne was clear that girls are already central to life at King’s through the coeducational Sixth Form. She explained: “For the last S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 2 7

»

M I N D, S P I R I T A N D H E A R T

“We’re committed to making King’s accessible to young people regardless of their circumstances and to take that to the next level. Last year, we established a charitable foundation for bursaries, with the ultimate aim of becoming need-blind as a school community.”

15 years, girls have played an integral role at King’s.

We currently educate around 150 girls every year. Their presence and impact extends all the way through the school, through their participation in co-curricular activities, their contributions as leaders or mentors and their involvement in house activities.” This culture is strengthened by vertical tutoring, where many younger pupils are already part of mixed year-group tutor groups, and by partnerships with local schools and King’s College School’s wider global family of schools.

Anne also emphasised that this is not simply about girls contributing to the school, but about ensuring they feel supported and known. She added: “Our girls do play a really full part in school life. They are central to our community and make a really positive contribution to life at school. We also take real care to look after them, ensure they feel supported and welcomed and that they belong in our community - as we want absolutely every member of our community to feel.” As co-education extends, King’s will build on these foundations through peer mentoring, house structures and pastoral systems, including two recently introduced houses named after Heather McKissack and Tilly Roberts, who Anne described as: “Two amazing former staff members and female role models.”

The transition also sits within wider conversations about boys, young men and positive relationships.

Anne described how this is embedded through PSHE, personal development, induction, pastoral TURN BACK TO PAGE 8 to read about the benefits of co-education at Windlesham House School 2 8 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

programmes, staff education and the school’s teacher research hub. She explained: “We have weekly timetabled PSHE and personal development lessons right the way through the school, including in Years 12 and 13. We revise that programme continually every year to respond to pupils’ feedback, their needs and developments in society.” Staff across the school also have experience in co-educational settings, Anne added: “That experience means we’re exceptionally wellplaced to prepare very thoroughly and carefully to extend co-education through the school.”

King’s wider educational vision is expressed through the three elements: mind, spirit and heart. Anne described these as central to the school’s purpose.

She explained: “‘Mind’ is about academic excellence and means, among other things, success in exams and university entrance, but it is far more than that, too; it’s about deep thinking, real creativity, curiosity, the ability to ask questions and engage in dialogue.” ‘Spirit’ is about values, kindness and contribution to others, which is essential, she added, for: “Taking that out with them into their wider community.” While ‘Heart’ is about courage and purpose, which Anne described as: “The lion-heartedness with which we want our pupils to understand the person they want to be and the lionheartedness with which we want them to go out into the world beyond King’s, make their own way and have their own positive impact.”

This outward-looking philosophy is reflected in community partnerships and widening access. King’s dedicates Friday afternoons to shared projects across the local community. Anne explained: “Pupils are able to spend time in the community making a tangible difference to other people’s lives, whether that’s teaching pupils maths, working with pupils at sports days, offering art lessons in local libraries or hosting tea with the elderly.” These projects sit alongside the school’s charitable foundation for bursaries. She added: “We’re committed to making King’s accessible to young people regardless of their circumstances and to take that to the next level. Last year, we established a charitable foundation for bursaries, with the ultimate aim of becoming need-blind as a school community.”

W O R L D B E YO N D P R O G R A M M E

King’s also places a high value on international mindedness and the development of the whole person. As a school which offers the IB and has an international network of schools, pupils are encouraged to build intercultural awareness, leadership, communication, critical thinking, resilience and interdisciplinary thinking. Anne explained: “Our pupils will be working in global organisations; they’re going to need intercultural awareness.” This thinking is being developed further through the new World Beyond programme, which will run across all year groups and help pupils develop the skills needed for modern life.

Anne described this as a programme designed to equip pupils with the skills they need “to thrive in the modern world, from AI to civic discourse.”

Academic enrichment is also central to this vision. Anne explained: “We’ve introduced academic enrichment programmes in every year group to enable pupils to develop the skills of deep critical thought, to make connections and go beyond borders in their thinking.”

These include the Curious Minds programme for lower and middle school pupils and the Enlightening Minds lecture series. King’s has also appointed a Head of Oracy to strengthen communication and debate across school life. Anne described this as building: “Opportunities to develop skills of communication, connection, dialogue and constructive debate in everything that we do, we’re here to provide our young people with practical support to take their steps into the world beyond school, whatever path they choose.”

The school is also developing practical skills for the future through its own business school, careers provision and Futures Hub. Anne explained that the aim is to support not only business knowledge, but entrepreneurial thinking more broadly, “whatever path that they choose.” Pupils are supported through careers and networking events in the UK and internationally, a global alumni hub and an annual ‘Life at 25’ reunion, where former pupils return to share their experiences after school. Anne described this as offering: “Substantive practical support with that transition into the world of work to aged 25 and beyond.”

University admissions are treated as part of this broader educational journey rather than a separate process. Anne explained: “University admissions is the culmination of everything that goes on throughout our pupils’ education and that means that everything that goes on in school life contributes to that process.” Pastoral care remains central, particularly during demanding admissions processes. She added: “Ultimately, we believe that young people’s happiness and wellbeing are an essential foundation for their success and that is a guiding principle for every aspect of school life.” The

higher education team offers individualised support across UK, US, European and worldwide admissions, helping pupils pursue routes including Oxford, US sports recruitment, degree apprenticeships, music colleges, medicine in Europe and gap years at King’s international schools.

This is underpinned by a strong culture of academic enrichment and genuine love of learning. Anne shared: “We have a real culture of going beyond, of academic enrichment throughout school life, much of it pupil-led.”

Examples include Curious Minds, Enlightening Minds with King’s College London, TEDx, Curiosity Day, the King’s Essay for Sixth Formers, a writer-in-residence programme, magazines, academic societies and research opportunities. Anne added: “The fundamental point here is that our pupils really love learning; they’re really curious. We foster that in every way that we can and that provides a fantastic launch pad for university applications when the time comes.”

Looking ahead, Anne is clear that King’s must continue to evolve as the world changes. She explained: “We’re super conscious that the world is changing incredibly quickly around us and as we look to the future, the key question for us is: how do we need to evolve what we do as a school so that we can prepare our young people in the best possible way to create their futures in this environment?” As King’s approaches its 200th anniversary in 2029 and prepares for its third century, this future-facing approach remains rooted in its core commitment to an education of the whole person.

Anne concluded: “It is more important than ever that we’re helping our young people to develop the qualities of being human, the ability to think deeply, to think creatively, to innovate, the ability to connect positively with one another, to hold firmly the values that will guide them and to have the self-belief and the purpose to forge their way.”

We would like to thank Dr. Anne Cotton, Head at King’s College School Wimbledon, for giving up her time to speak with us.

CLICK HERE TO WATCH THE FULL PODCAST www.kcs.org.uk S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 2 9

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH THE WARDEN

Mr. John Moule FROM RADLEY COLLEGE, OXFORDSHIRE In this episode of the Education Corner Podcast, we spoke to Mr. John Moule, Warden at Radley College in Oxfordshire. John spoke about Radley’s funded places, partnerships and how the school balances strong traditions with the need to prepare boys for a changing world.

Reflecting on how his background as a historian shaped his connection with Radley, John described: “I love the story of four men in a tea shop on a street in Oxford, in March 1847, deciding they wanted to found a school and finding this wonderful place called Radley Hall.”

However, for John, history is not simply about preserving the past. As he explained: “One of the things that historians do is try to understand the present through the eyes of the past, making sure we keep a balance of that with making sure we’re relevant to the 21st century as well.” That balance between heritage and relevance remains central to Radley’s approach.

For families considering Radley, John emphasised that admissions is a personal process rather than a purely numerical one. He explained: “It’s really important that families engage with us and we with them because these are big decisions; to send a boy boarding, to send them to a co-ed school or a single-sex school, they’re big questions for people.” While references, tests and academic performance matter, Radley is not looking for one narrow type of pupil. John described: “A boy 3 0 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

will need to be of a certain ability to thrive here, but at the same time, we’re looking for somebody who is willing to throw themselves into a boarding community. We want a whole variety of boys from a whole variety of different backgrounds.”

Tradition remains central to school life, particularly chapel, which sits at the heart of the college community. John believes strong institutions need clear foundations and a shared sense of purpose.

He explained: “We need to have firm foundations.

We need to know what we are. We need to know what we believe in.” Chapel, he stated, is about far more than religion alone: “We’re a Christian foundation, but chapel is very much the community hub centre of the college where everybody meets together. That’s about community. That’s about togetherness.” As he explained, he wants Old Radleians and families to recognise: “[It’s] the school they loved, but also a school that’s thinking about life in the 21st century, life in 2026, preparing boys for the challenges of the world. So I hope the way we do education is up to date, thoughtful, dynamic, modern and vibrant, but also built on the same foundations the founders, Sewell and Singleton, would have wanted it to be.”

As many schools move towards co-education or more flexible boarding, John remains clear about the value of Radley’s model, while recognising that different children thrive in different environments. He explained: “I don’t want you to send your son to Radley

BURSARIES AND SCHOLARSHIPS

because it’s a boys school, but because it’s the right school for your son.” For him, the strength of full boarding lies in its immersiveness and the depth of relationships it creates. He described: “What it does is create a set of friendships, a set of relationships between boys, but between boys and staff as well. That is part of a lifestyle, a culture and a community that I think will build real depth.” Those relationships, he believes, are among the defining features of the Radley experience.

“We need to overcome certain barriers to help families think Radley might be for them, in the way that we test, in the way that we welcome family to the environment, to look at us, in the way that we talk to them. You see it in conversations that are culturally richer or socioeconomically more aware and that’s what makes the college more interesting.”

John also believes single-sex education can give boys greater freedom to explore their interests and identities. He explained: “Boys stay a bit younger for longer and I think they actually have more opportunity to be themselves.” He argues that this environment can help boys feel more comfortable pursuing a wide range of interests without fear of judgement: “There’s a freedom to be yourself and to explore the things that you’re interested in.” At the same time, Radley works closely with girls’ schools through academic, cultural and social partnerships, aiming to provide the benefits of its model, which John hopes: “[...] provides the advantages of single-sex education, but not in a way that isolates them from the real world.”

TURN TO PAGE 72 to read about the power of bursary support

A major focus of John’s time at Radley has been the expansion of funded places. The school now spends more than £4 million a year supporting talented and ambitious boys. John described this work as fundamental to the school’s mission: “It’s been the centrepiece of what we’ve tried to do in my time at Radley.” He believes the impact extends far beyond the individual recipients. As he explained: “Of course, on one level, it matters because it gives opportunities to boys who otherwise wouldn’t have them and therefore, it’s transformational for them.” But he is equally passionate about what those pupils contribute to the wider community: “We think Radley will be great for them, and actually they’ll be great for Radley, with the character they bring, the experience that they bring, the talent that they bring; that’s going to make the college a better place.”

The Radley Keys Award, an all-inclusive scholarship programme for boys from state schools who could not otherwise consider independent education, forms part of this commitment. John explained: “We need to overcome certain barriers to help families think Radley might be for them, in the way that we test, in the way that we welcome family to the environment, to look at us, in the way that we talk to them.” John recognises the strength of this in little ways every day, describing: “You see it in conversations that are culturally richer or socioeconomically more aware and that’s what makes the college more interesting.”

Radley’s sense of responsibility now extends through the Radley Schools Group, which includes seven prep schools alongside the college. John explained that the aim is not simply to create a feeder route, but to support the wider sector and encourage collaboration.

He described: “They’re very different schools with different marketplaces and we very much want them to be independent in that context; we want them to be their own version of themselves in their own local context.” He added that the group provides a stronger collective voice at a challenging time for independent education S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 3 1

»

RADLEY SCHOOLS GROUP

“We want to be innovative, but also mindful of the challenges that we face. I worry about an agenda that demonises technology. I worry about an agenda that embraces every new fad in the world of sustainability. It’s good for our boys because I think they need to understand challenge and opportunity.” and allows schools to champion “the sort of education we’re offering.”

Looking to the future, John spoke about sustainability and digital change as both challenges and opportunities. Radley is preparing to build a solar farm that will eventually provide around 60% of its electricity, while also taking a measured approach to AI and technology. He explained: “We want to be innovative, but also mindful of the challenges that we face. I worry about an agenda that demonises technology.

I worry about an agenda that embraces every new fad in

the world of sustainability. It’s good for our boys because I think they need to understand challenge and opportunity.”

He wants boys to think critically and realistically about the future. As he put it: “We should always be questioning what we do, thinking about our policies, changing them accordingly and always reacting, seeing the advantages, talking to boys about the ways they can use AI to help them; but what are the dangers? What are the benefits? What’s the world they’re moving into? Let’s be realistic about that. Let’s be optimistic about that.”

Radley’s Futures programme builds on this philosophy, helping boys prepare for life beyond school through careers guidance, networking, entrepreneurship and the support of the Radleian community. John explained that the Old Radleian and parent network is not intended as a shortcut to success, but as a source of guidance and encouragement. He described: “What we want to do is give students a supportive community that will assist, advise, help and guide them.” Through events in fields such as the creative arts, law and AI, boys meet people at different stages of their careers. John added: “What I want to do is open boys’ minds and introduce them to a community where they can seek and gain help and for that to be part of their Radley DNA.”

Looking ahead, John hopes Radley will continue to provide the kind of education he believes in: excellent, values-led and rooted in character. He concluded: “What I really always hope for is in July every year, we turn out 160 young men to be decent people and make a difference; we don’t really care what they do or where they do it, but to create the best version of themselves over five years.”

We would like to thank Mr. John Moule, Warden at Radley College, for giving up his time to speak with us.

CLICK HERE TO WATCH THE FULL PODCAST www.radley.org.uk

3 2 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH THE SENIOR BOARDING MISTRESS

Mrs. Olivia Waller FROM ROEDEAN SCHOOL, SUSSEX In this episode of the Education Corner Podcast, we spoke to Mrs. Olivia Waller, Senior Boarding Mistress and Housemistress at Roedean School in Sussex. Olivia spoke about the breadth of boarding life, the school’s sisterhood and the way boarding supports girls academically, socially and emotionally across every stage of school life.

Reflecting on why boarding education has always appealed to her, Olivia outlined: “I’m fully on board with the breadth and depth of boarding education. Yes, what it offers academically is amazing, the days can be longer, the opportunities surrounding the co-curricular are therefore greater; but, for me, the additional elements to that are the personal and social development. It’s the lifelong relationships that you can establish, both with staff and fellow boarders. It’s all of that which just builds a profile of a boarder,that means that the world opens up to them.”

When discussing Roedean specifically, Olivia spoke about the atmosphere and history of the school and how quickly it captured her attention, she emphasised: “It’s got a really wonderful, unique history with its founding sisters, the Lawrence sisters. It’s so rooted in the fight for women’s education.” She believes this TURN TO PAGE 54 to read about empowering girls in sport

founding ethos still shapes the school today and remains central to its mission. As she explained: “I love the fact that Roedean still seeks to provide excellence in that and still sees the need for that. For developing young, talented women, they can find their place in the world and make a difference.”

Boarding at Roedean is intentionally flexible, designed to suit the needs of modern families and pupils with different lifestyles and commitments, offering full, weekly, flexi and ad hoc boarding arrangements.

When asked what makes boarding at Roedean unique, Olivia pointed first to the physical environment and setting of the school. Perched on the Sussex coastline overlooking the sea, the school combines historic buildings with modern facilities designed to feel welcoming and homely for boarders. The houses have been compared to a boutique hotel and Olivia added: “It’s not to be flashy, but to stress the importance that we have in creating a really homely environment rather than something that looks institutionalised. There can’t be many schools that have the luxury of being on a cliff top with uninterrupted sea views and yet proximity to Brighton, and then wider proximity to cities like London as well.”

Yet Olivia believes the true strength of Roedean lies in the people within the school community. As she explained: “We have a really important strapline of the S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 3 3

»

A SISTERHOOD

“It’s got a really wonderful, unique history with its founding sisters, the Lawrence sisters. It’s so rooted in the fight for women’s education.”

time, they are part of something bigger than themselves.

So they’re never alone in anything.” She added that activity within the school naturally brings pupils together across ages, cultures and nationalities: “Everything that they could involve themselves in will span different age groups, nationalities, languages and cultural experiences. We manage to strike that balance of that being quite an intimate thing and yet they end up feeling part of a global network as well.”

International boarding pupils form an important part of this global community and Olivia described: “There’s a real focus on a high level of communication tailored to individual needs of that family.” This support is enhanced further by departments like the English as an Additional Language department who, Olivia stated: “[…] do brilliant work in that classroom setting, but they also go above and beyond as well. They have a whole programme of outings and cultural experiences linking with their families as well” so boarders feel supported immediately. Rodean also compliments this with a robust buddy system, including: “Being placed within a smaller, family-like vertical unit within each boarding house.”

boarders and all pupils being seen, known and heard.

It’s really the detailed level of work that we do with them to really make sure that they are treated as individuals.

No matter what their skill set is, no matter what their problems are, they feel that things are tailored to them individually.” Olivia emphasised that there is no single definition of a ‘Roedean girl’, instead: “Girls get to know themselves and to develop their unique self, and so they can then thrive with that.”

Central to this philosophy is the idea of Roedean’s “fiercely loyal, but yet very loving and caring” ‘sisterhood’, developing through overlapping relationships, communities and shared experiences. Olivia explained: “The girls realise quite quickly that, at any The co-curricular programme is another major part of boarding life at Roedean. There are around 120 co-curricular activities - most of which are pupilled - and Olivia sees this as evidence of the girls’ creativity and initiative. The school’s location adds further breadth, Olivia explained: “We are by the sea and are on the cusp of Brighton, and set in a national park but also we are easily accessible for London and all that that brings academically and culturally.” Activities range from musical theatre and puppetry to animal husbandry and extreme sports, with girls encouraged to try new experiences. Olivia described the spirit behind the programme as simply: “Please have a go, please try whatever you would like to try, see what you think of it.”

3 4 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

H E A R T, H E A D A N D H A N D S

Pastoral care and wellbeing sit at the centre of Roedean’s boarding philosophy. Olivia explained that pupils are never reduced to results alone: “The key thing about Roedean is that a pupil here is not a piece of data to us. The whole child is important.” She added: “The pupils are not the sum total of just results and league tables.” While academic success matters, Olivia believes the real value of the school lies in understanding each pupil’s individual story and supporting their growth.

As she explained: “Success looks different for everybody.”

Boarding enables staff to know pupils deeply and support personal development alongside academic progress, which in turn also allows for elevated focus on personal growth.

Olivia also highlights the work of Roedean’s Futures department, describing it as highly individualised.

She explained: “The programme is really tailored to each individual. We’re blessed with some really dedicated, knowledgeable staff who work one-on-one with the girls on their next steps.” This may include preparation for early entry, US scholarships, professional performing arts courses or other future pathways. Practical life skills are also developed through boarding and through the school’s Triple H programme - Heart, Head and Hands. Olivia explained: “There are lots of different elements to it, but it’s an exploratory course and an element of their education that is very much

“Everything that they could involve themselves in will span different age groups, nationalities, languages and cultural experiences. We manage to strike that balance of that being quite an intimate thing and yet they end up feeling part of a global network as well.” there to develop pragmatic skills. That could be things like cookery, project management or sign language.”

Emotionally, she believes boarding helps girls learn to live alongside others, build resilience and develop lasting relationships with peers and adults. As she summarised: “We really want to send them out believing that they have a voice and can make a difference.”

Looking ahead, Olivia is clear that boarding at Roedean must continue to evolve. She explained: “Our aim is never to be static with it. Our boarding is excellent, but it can only remain excellent if we keep moving forwards as well.” This includes maintaining a focus on emotional security, academic excellence, cocurricular breadth, sisterhood and facilities. Despite wider pressures affecting independent schools, Olivia said Roedean remains committed to growth and explained: “We have capacity for our boarding numbers to increase and that is our aspiration and our hope for the future.” She concluded that the school’s future depends on staying true to its ethos while remaining outwardlooking and modern: “Staying true to our ethos, which is born out of that inspiring history, but also very much with our feet firmly planted in the future.”

We would like to thank Mrs. Olivia Waller, Senior Boarding Mistress and Housemistress at Roedean School, for giving up her time to speak with us.

CLICK HERE TO WATCH THE FULL PODCAST www.roedean.co.uk S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 3 5

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH THE HEADMASTER

Mr. James Priory and Ms. Ruth Davis AND DIRECTOR OF GLOBAL FUTURES FROM TONBRIDGE SCHOOL, KENT

In this episode of the Education Corner Podcast, we spoke to Mr. James Priory, Headmaster, and Ms. Ruth Davis, Director of Global Futures at Tonbridge School in Kent. They spoke about the school’s evolution in recent years, the meaning of its motto ‘Only Connect’, and how its Global Futures programme is helping boys prepare for university, careers and a rapidly changing world.

James has been Headmaster at Tonbridge since 2018 bringing experience from Bradford Grammar School and Portsmouth Grammar School, alongside his work as a governor, ISI inspector and member of HMC’s Education Committee. Reflecting on how the school has developed during his time, James spoke about major investment in facilities, widening access through the Foundation Awards programme 3 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

and increasing means-tested places. A key focus, he explained, has been developing: “Not just what’s happening in the classroom, but what’s happening outside and beyond that, to really deepen their learning.”

This includes a growing range of opportunities, from community work and science research to music groups.

Tonbridge’s motto, ‘Only Connect’, plays an important role in how the school understands its purpose and global outlook. James explained that while the school’s official motto remains Deus dat incrementum, ‘Only Connect’ has become a powerful unofficial motto rooted in the words of former Tonbridge pupil E. M. Forster. For James, the phrase expresses both personal wholeness and wider community connection, he explained: “It’s about connecting mind and heart, about

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

being whole as an individual, and it’s also a challenge and an invitation to connect more widely in terms of relationships and looking for a kind of unification, both as a person and the community you’re in.” He also told us the school’s recent inspection recognised this strength, and highlighted both the development of the Sixth Form curriculum and “The extent to which the boys were developing their confidence, teamwork and leadership through the community engagement they had.” For James, this represented: “Minds and hearts coming together.”

Ruth’s Global Futures department extends this idea of connection beyond school, working closely with the Old Tonbridgian Society and Tonbridge Connect platform. The aim is to build relationships with former pupils so they can both receive support and pass that support on to current boys. Ruth described: “It’s about bringing OTs - Old Tonbridgians - to a place where they feel comfortable enough to come back to the school to ask for help if they need it, but also to continue with James’s theme of connection.” Through networking events, talks and mentoring, pupils connect with alumni at different stages of their careers. James emphasised that alumni are both a support network for young Old Tonbridgians and an important learning resource for current pupils. He explained: “They enjoy sharing those experiences, the challenges they’ve had, changes of heart, changes of direction. It is really useful for our current boys to hear about and learn from them.” Hearing from alumni ultimately helps boys understand that the future is rarely linear.

James added that panels often include people who are well-established in their careers as well as those “...at the cutting edge of establishing themselves.”

As an all-boys’ school, Tonbridge also gives significant thought to how boys are prepared for a co-educational world. James described, the aim is for boys to: “Enjoy what they as individuals really want to enjoy.” He linked this again to ‘Only Connect’, explaining that boys should be “complete in themselves” and able to enter the wider world confidently.

The school also provides many opportunities for boys to work with girls through partnerships with local independent and state schools, including Duke of Edinburgh expeditions, trips, conferences, festivals and academic events. One example is Ruth’s university conference, which brings together sixth formers from local schools across both the independent and state sectors. Ruth explained that the event gives pupils the opportunity to experience academic extension and debate while also learning to communicate with students from different schools TURN TO PAGE 75 for university admissions advice

“A huge amount of what we do with boys is about exploring and giving them the confidence to have a go, to make a mistake, to fail at something, so that they can then decide what they actually want to do or are interested in.” and backgrounds. She summarised: “A huge amount of what we do with boys is about exploring and giving them the confidence to have a go, to make a mistake, to fail at something, so that they can then decide what they actually want to do or are interested in.” Ruth sees differentiation in an increasingly competitive university and employment market as one of the key challenges facing pupils. James added that, in a world where artificial intelligence is increasingly shaping both the applications and selection processes, the challenge is how the human person comes through distinctively. Reflecting on advice from Ivy League universities, Ruth said the phrase that had stuck with her was “engagement not participation.” She added: “It’s not about collecting badges, it’s not about collecting the honours or ticking that box. It’s about genuinely finding something that you love.” In a changing world, she believes the most important skills are versatility, resilience, flexibility, open-mindedness, kindness, compassion and empathy. As Ruth explained: “We’re preparing students for careers in sectors that currently don’t exist. Actually, we can’t equip them for that, but what we can do is equip them with the skills.”

For pupils who do not yet know what they want to do, James believes in “a fundamental optimism.” He warned against expecting young people to define themselves too early, explaining: “I’m always a little bit suspicious when someone is absolutely clear about the one career that they’re going to pursue” and believes schools should help pupils remain open and confident, and to pursue what they enjoy to a high standard. This openness is supported by real-world experiences, S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 3 7

»

THINK 25

from charity work and community projects to design challenges and industry links. For James, these opportunities show pupils that: “What you’re learning in school can and will be applicable in the future.”

University guidance at Tonbridge is increasingly global and highly personalised. James explained that the challenge is to help pupils find courses and destinations that are genuinely relevant and worldclass, rather than relying on outdated assumptions about prestige. Ruth described the breadth of applications and shared: “Last year’s Year 13s applied to 11 different countries.” She explained that support must therefore be nuanced, whilst James emphasised: “Dialogue with students about their experience of quality of teaching, research and doing our own visiting and researching is really important. One of the things I’m delighted about, in terms of bringing Ruth into the team as Director of Global Futures, is really opening up a vista of opportunities.”

The department also supports boys considering foundation years, years abroad, years in industry and degree apprenticeships. James said that degree apprenticeships are on the horizon and that the school is building experience in this area, while remaining open-minded about future pathways.

This broader thinking is reflected in the renaming of the department from Universities and Careers to Global Futures. James explained that the old name felt: “A little bit old-fashioned and a little bit too literal and linear.” Global Futures reflects a more ongoing and organic process. Ruth added that pupils are now thinking beyond simply getting A Levels for university, explaining: “University has stopped being the goal, but has actually become the stepping stone for the future.”

This thinking is developed further through ‘Think25’, an initiative encouraging pupils to think about who they might become at 25 and beyond. James explained that it is about keeping the present meaningful while helping boys project themselves into the future.

Ruth summarised the direction simply: “To be human 3 8 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

“University has stopped being the goal, but has actually become the stepping stone for the future.” in a technology-driven world.” James added that the school is exploring the mindset pupils will need, including creativity, problem-solving and the ability to synthesise learning and how they can share the journey with students.

Looking ahead, James said Tonbridge is thinking creatively about its strategic development, building on Sixth Form innovation, Think25 and Global Futures while remaining proud of its identity as a boys’ school. International partnerships, alumni engagement and the school’s 475th anniversary in 2028 will all form part of the next stage. James explained that Tonbridge has “a strong local heart” while also attracting boys from around the world and maintaining alumni across global cities. He concluded that Think25 and Global Futures will be “really important things” as the school continues to support boys to thrive in school and beyond.

Note: This interview was conducted prior to Tonbridge School’s announcement that it will welcome girls into the Sixth Form from September 2028. The move will build on the School’s renowned Sixth Form offering, while boys aged 13-16 will continue to be educated in a boys-only setting. Visit the Tonbridge School website for further information.

We would like to thank Mr. James Priory, Headmaster, and Ms. Ruth Davis, Director of Global Futures at Tonbridge School, for giving up their time to speak with us.

CLICK HERE TO WATCH THE FULL PODCAST www.tonbridge-school.co.uk

A N I N C LU S I V E G LO B A L CO M M U N I T Y

A Global Outlook The benefits of a global community Boarding at Thornton College is defined not only by its strong sense of home, but by its deeply embedded international outlook and commitment to a wider global community. Within the Manor House, students from the UK and across the world live side by side, forming friendships that go beyond borders. This daily interaction with different cultures encourages curiosity, empathy and a broader understanding of the world, helping each student grow into a confident global citizen.

This international ethos has been formally recognised through the British Council International School Award, reflecting Thornton’s dedication to bringing global learning into every aspect of school and boarding life. Through this approach, students are not only academically prepared but also culturally aware, developing the skills and perspectives needed for life in an increasingly interconnected world.

A key part of this global outlook is Thornton’s place within the Jesus and Mary (JM) network, which connects students to schools across dozens of countries. These relationships bring internationalism to life.

Boarders have taken part in collaborative projects and debates with JM schools around the world,

including a student-led debate with a partner school in Lebanon, where ideas and perspectives were shared across continents.

Opportunities such as trips to JM Madrid further strengthen these connections, allowing students to experience new cultures first-hand and build meaningful international friendships. Through these shared experiences, boarders become part of something much larger than their immediate environment: a truly global community.

At the same time, Thornton places great importance on the idea of community within boarding itself. The boarding house is intentionally small and inclusive, ensuring that every student feels known, valued and supported. The school’s ethos encourages students to recognise their place within both the boarding house and the wider world, developing respect for others and an understanding of their own role in a global society.

The boarding experience is enriched further through a vibrant programme of shared activities, particularly at weekends. Trips to cities such as London or Oxford, as well as local outings, allow students to explore British culture together while strengthening friendships.

On-site activities, from creative sessions to relaxed social evenings, provide additional opportunities for students to connect and unwind as a community.

This sense of belonging is often reflected in the messages students share about their experience. Boarders frequently describe how quickly Thornton begins to feel like home and how much they value the friendships formed with girls from different countries. Many speak about enjoying the variety of activities and the supportive atmosphere, highlighting how boarding helps them grow in confidence and independence while feeling part of a close, caring community.

Ultimately, boarding at Thornton College is about much more than accommodation. It is a globally minded experience rooted in connection: connection to new cultures, to an international network of schools and to a supportive community within the boarding house itself. By combining these elements, Thornton creates an environment in which students not only succeed academically but develop a lasting awareness of the wider world and their place within it.

SAFFRON BREAKWELL Head of Marketing, Communications and Events www.thorntoncollege.com

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 3 9

FLEXI-NIGHTS

A New Boarding Model Flexible choices for modern families We are delighted to be introducing a new flexible boarding model, Flexi-Nights, from the start of the new academic year, giving girls the opportunity to stay at school for one or two nights per week. It’s the perfect way to enjoy the benefits of boarding while still embracing the familiarity of day school life.

Flexi-Nights offer a supportive, flexible step towards greater independence at a pace that feels right for your daughter.

This option is ideal for rehearsals, fixtures, training sessions and late-finishing clubs. No commuting stress, just time to fully participate.

Peaceful evenings, nutritious meals, healthy sleep patterns and structured prep time help students stay balanced and focused during demanding weeks. Supervised study sessions, consistent revision routines and an academically focused environment support girls’ preparation for exams.

Flexi-Nights offers two flexible ways for your daughter to experience overnight stays at school: Set-Stay, a regular, prebooked one or two night pattern each week, or As-You-Need, where occasional nights are

booked as needed across the term.

Whether you choose a consistent routine or added flexibility, your daughter benefits from the structure, support and growing independence of boarding, at a pace that suits her and your family.

Flexi-boarding is a gentle introduction to greater independence, building organisational skills, resilience and self-assurance in a supportive setting, with overnight care from experienced House staff who know each pupil well, ensuring every girl feels secure, supported and at home.

TRACY EVANS Head of Boarding www.stcatherines.info

FROM EDITING THE LEAVERS’ VIDEO TO WORKING ON ‘THE CROWN’ AND ‘BELFAST ’.

Carly Brown, alumna 2009, Freelance TV & Film Editor Self-belief from St Cat’s stcatherines.info

GSA Day & Boarding School since 1885 | 2 - 19 years | Near Guildford

AIMING HIGH

Inspiring Girls Since 1888 A tailored approach Guildford High School (GHS) is an exceptional place of possibility.

It’s a place where girls grow as brave, resilient learners, guided by kindness, happiness and a shared spirit of aiming high.

Based in the heart of Guildford, we are an all-through school, which provides the very best education for your daughter, equipping her with the knowledge, skills and attributes to take her place in the world, and indeed to help shape it.

Our approach is tailored to meet the changing needs of girls in the 21st-century, defined by how they learn and thrive by providing the space, encouragement and opportunities designed specifically for them.

At GHS, lessons are delivered within a supportive environment where pupils feel able to question, explore, take risks and assert their opinions without selfconsciousness. We cultivate intellectual curiosity and collective ambition which extend far beyond the classroom, onto our sports pitches, the stage and into the recital hall.

We encourage our pupils to be bold, to try something new, to persevere when something is challenging and to understand that success lies in effort, growth and resilience, not in comparison with others. This ensures our pupils grow into forward-thinking young adults who are fully prepared for the future they want to pursue.

The enduring result is that of a school which provides an energetic and creative environment, where girls embrace every opportunity.

IMOGEN GAUNT Communications, Brand and Marketing specialist www.guildfordhigh.co.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 2026/7 please contact: editor@educationchoicesmagazine.com www.educationchoicesmagazine.com

PLACES ARE SUBJECT TO AVAILABILITY

ARTIFICIAL INTELLIGENCE

AI and Future Readiness Developing critical thinking in the classroom Facebook, one of the world’s most popular social media platforms, launched in 2004. Smartphones overtook brick phones in 2013.

Despite this, we are only now starting to see the first legislation to protect young people from the potential harm social media and technology can cause.

Australia recently introduced a social media ban for under 16s, and in England, smartphones will be banned in schools from September 2026.

AI is the new technology driving headlines worldwide. The first open-source Generative AI model from OpenAI (ChatGPT) became available to the public roughly 3½ years ago and since then, we’ve seen an explosion of similar technologies. But along with the hype, we’ve seen some risks. It is well-documented that Generative AI, whilst rapidly evolving, is still in its early stages. This means we are still experimenting and learning what it can do, where it can help and what its pitfalls are.

It took 20 years for legislation to be passed addressing concerns about the impact of social media on young people, yet the sense of urgency around AI is putting pressure on schools and educators to have answers now. The truth is that we still don’t know all the good it can do, or its impact. Schools are responsible for helping shape the next generation, and we must take that responsibility seriously, be proactive in leveraging new tools and stay abreast of the latest developments. But we must also have a plan for preparing today’s youth for a future in which AI is prevalent, and we must do so while safeguarding against potential challenges.

It is natural to feel anxiety in the face of uncertainty and societal change. This has always accompanied technological transitions, whether during the industrial revolution or the introduction of calculators in maths classrooms. This time feels different and it’s undeniable that AI has the potential to deliver great things for people - in and out of schools.

It is not possible to know what the makeup of society and jobs in 2035 will look like, but it is probably the curious selfstarter who displays emotional intelligence and is willing to learn, who will be most likely to find

TURN TO PAGE 81 to read about preparing for the future at UCL 4 2 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

themselves in a position to take advantage of the opportunities that society presents. Schools should therefore double down on ensuring young adults leave their classrooms with a combination of cognitive skills and self-efficacy including curiosity and resilience, among others. This will make them stand out and enable them to work effectively with others and, possibly, with AI agents or assistants in the future.

However, it is important to remember that AI has drawbacks too. While AI hallucinations seem to decrease with each new model release, it is well-documented that there are still significant biases and ethical issues - including environmental ones - in the use of AI. For this reason, teaching of AI must include time dedicated to this aspect. Each plane journey starts with a safety demonstration; there is a reason why it’s one of the safest industries in the world.

Perhaps we could borrow a page from their book when educating teenagers on the safe and ethical use of AI. It is crucial that schools remain realistic about AI. While the pace of adoption might vary, it is hard to

D I G I TA L L I T E R A C Y

imagine a world in which schools won’t change significantly over the coming decades. Experimentation should be incorporated across different subjects, by both teachers and students. Staff should be experimenting with new tools to reduce time spent on admin tasks so they can spend more of it with students. There are many ways in which AI technologies will make a big, positive difference in schools.

However, it is worth noting, as Neil Selwyn observed: “The trouble with AI is that computers don’t give a damn. In theory, the value of teachers is that they do.” While AI can process data, it cannot replace the human connection and care that define education.

In the excitement around this new technology, we can’t forget that our role is to teach students how to navigate it. We have to give them the tools and critical thinking skills they need to experiment safely. The ‘ChatGPT moment’ we’re experiencing offers educators an opportunity to reflect on our practice and work with families and policymakers to ensure we are designing a new,

modern system that works in the long term. At Wimbledon High School, following consultation with staff, students and parents, we have developed a framework which sets out a graduated approach for the appropriate use of and interaction with AI in the classroom at different levels of the school: AI awareness in the Lower School, AI literacy in the Middle School and AI fluency in Sixth Form. We have also developed a graded ‘student declaration’ which records and captures students’ use of AI in their work.

With our philosophy of ‘Playful Scholarship’ at the heart of learning at Wimbledon High, students of all ages aspire to true intellectual courage. This means doing the hard thinking for themselves in order to discover what they truly believe. We therefore encourage students to think critically about emerging technologies and their ethical dimensions. Not all outputs are equal; students must learn to cross-reference and critically evaluate the reliability of AIgenerated information. It is vital

to consider whose values are built into these tools. Our goal is to equip students with a broad knowledge of tools and of the rapidly changing AI landscape so they can be discerning and engage responsibly.

Research suggests that women are adopting this technology at a slower rate than men, with women reported as 20% less likely to use AI (Harvard, 2025).

As educators in a girls’ school, it is our responsibility to prepare our young women to thrive in a world filled with uncertainty.

One way to do this is by bridging the AI gender gap. Here at WHS, our education will continue to place the individual at the centre, with a clear focus on the human advantage, whilst helping shape a new generation of confident and critical AI users who will play an essential role in future AI equity.

It is said that humans tend to overestimate the short-term impact and underestimate the long-term impact and it is likely that we are doing the same with AI in education. Schools need to provide students, parents and staff with a forum to discuss this journey together, as well as the safeguards that keep humans at the centre. At a recent WHS event we welcomed Top 10 Chief AI Officer and entrepreneur Dr. Daniel Hulme. The scope of the discussion, which ranged from defining AI, to the role of the UK judiciary in governance, to superintelligence, AI singularities and the educational possibilities of unique student curricula, demonstrated the richness of ideas that such conversations produce. What is clear is that those with curiosity and the ability to think critically yet creatively will continue to play a key role in shaping our future.

FERDINAND DOEPEL Deputy Head Academic and Innovation www.wimbledonhigh.gdst.net

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 4 3

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST WITH

Dr. Joseph Spence CEO OF THE SCHOOL PARTNERSHIPS ALLIANCE

and Dr. Sandie Okoro OBE FIRST FEMALE CHANCELLOR OF THE UNIVERSITY OF BIRMINGHAM

In this episode of the Education Corner Podcast, we spoke to Dr. Joseph Spence and Dr. Sandie Okoro OBE about equality, diversity, inclusion and belonging, social mobility, school partnerships and the importance of widening access to all children.

Joseph has spent more than 30 years working in education, including 14 years as Master of Dulwich College, and is now Chief Executive of the School Partnerships Alliance. Sandie is a preeminent lawyer, equal rights champion and the first female Chancellor of the University of Birmingham. Together, they explored why talent must be recognised wherever it is found, why opportunity is not yet equally distributed and why schools, universities and employers all have a role to play in helping young people thrive.

For Joseph, a defining early experience came 4 4 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

unexpectedly through independent education, he described: “I arrived at Eton College telling the Headmaster that I didn’t believe in independent education, I didn’t want to be a teacher and I found my vocation.”

Working with King’s Scholars showed him how pupils from very different backgrounds could live, learn and grow together. Joseph explained: “Running a house of 70 pupils where there were people whose family could buy and sell in Hong Kong and others from one-parent families in Slough, I knew that they could work as one, that there could be mutual respect, that they could learn from each other.” That experience shaped his belief that excellent education should be more widely accessible.

Sandie’s early experience of inequality was more direct. She recalled being told by a teacher: “I’m sorry Sandie, but little black girls from Balham don’t become judges.” Sandie described: “I thought even then in my

S C H O O L PA R T N E R S H I P S A L L I A N CXEX

primary school years: ‘Well, if they don’t, they’re going to now, because I’m going to be the first.’” Her point was not only personal ambition, but about representation and possibility. Sandie added: “You can’t be what you can’t see.” For Sandie, the work of EDIB is therefore about creating conditions in which potential is not limited by background. Sandie highlighted: “Talent is undoubtedly universal but opportunity is not. Working on EDIB gives people the opportunity to let that talent shine, otherwise you get the kind of experiences that I’ve had, which might put people off.”

This belief also sits at the heart of Joseph’s work with the School Partnerships Alliance. Building on his experience with the Southwark Schools Learning Partnership while at Dulwich College, he sees partnership as a practical way to create mutual respect across sectors. Joseph explained: “The work of the School Partnership Alliance builds on the work I was doing in the Southwark Schools Learning Partnership while I was Master of Dulwich College, which is creating partnerships of equals between the schools, realising how much they can learn from each other, creating those atmospheres of mutual respect between state and independent schools and building those relationships which can lead to the walls being brought down.”

For Joseph, this is not about charity, but shared responsibility. Joseph added: “Surely a great school’s duty is to share and it’s that collaborative spirit that I’m loving brokering between schools across the country, but most notably in those partnerships where you get people to meet who maybe won’t have met before.”

Sandie also emphasised that widening opportunity should never be mistaken for lowering standards.

For her, the purpose is to find excellence wherever it exists and ensure it has the opportunity to develop.

Sandie explained: “Excellence motivates me and this is what it’s all about; this is not about handouts or a leg up just for the sake of being ‘woke’. Excellence is everywhere and not everybody has the same opportunity to really spread their wings with their excellence and that is the challenge.” Sandie added: “When you start to spread your wings and look for talent in unusual places and give talent that opportunity to shine, that’s what this is all about.”

However, both were clear that access alone is not enough. Belonging is crucial if young people are to thrive once they arrive. Sandie explained: “I think the ‘belonging’ part is very important in EDIB because you can give the scholarships and opportunity, but will people feel they’re belonging when they get there?” She stressed that without belonging, talented pupils and students TURN TO PAGES 48-51 for our Education Choices Awards 2026

may not succeed as they should, adding: “If you don’t find your people, if you don’t find your place, no matter how clever you are, no matter how much support you may have, you will not succeed as well as you should.”

Joseph agreed, suggesting that if two words should be flashing above this work, they would be ‘excellence’ and ‘belonging’. Joseph highlighted: “The danger with the ‘E’, the ‘D’ and the ‘I’ is they can be a tick. You can’t just tick ‘belonging’.”

“The work of the School Partnership Alliance builds on the work I was doing in the Southwark Schools Learning Partnership while I was Master of Dulwich College, which is creating partnerships of equals between the schools, realising how much they can learn from each other, creating those atmospheres of mutual respect between state and independent schools and building those relationships which can lead to the walls being brought down.”

Dr. Joseph Spence

The conversation then turned to social mobility and why progress can no longer be assumed. Joseph argued that older assumptions about each generation doing better than the last no longer hold. He explained: “It means we’ve still got work to do to support those being left behind.” He expanded: “It was once just a comfortably climbing graph of the working class people who are going to become lower middle class, middle class, and on we go. It’s not like that anymore, it’s going to be so much more difficult. So I think amelioration, justice and then mobility follows. I think if we’re going to get mobility, we’ve got work to do before we even create the people who want to be mobile. That’s the real job.”

Sandie agreed, arguing that hard work must still matter, but that opportunity must be available for it to count. Sandie explained: “You don’t get excellence without hard work in any sphere.” Yet young people also need to believe that their effort can lead somewhere.

Sandie added: “Youngsters have to believe that if they put S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 4 5

»

XDXI V E R S I T Y C H A M P I O N

the hard work in, have the talent and the determination, they will get somewhere. To me, that is social mobility.”

She highlighted: “If, because of where you’re born in the country, which classroom you’re sitting in, means no matter how much hard work you put in, no matter how determined you are, no matter what talent you have, you’re not going to get somewhere, that is not social mobility. We don’t know where the next great scientist is going to be, they could be sitting in any classroom anywhere in this country right now. If you’re willing to put the hard work in, if you’ve got the talent and the determination to succeed, then where you are sitting, what your challenges are at home, whatever it is, should not be a barrier. The only barrier should be you and how much hard work you can put in.”

“Youngsters have to believe that if they put the hard work in, have the talent and the determination, they will get somewhere. To me, that is social mobility.”

Dr. Sandie Okoro OBE

In this context, bursaries, scholarships and partnership work remain vital, even when schools are under pressure. Joseph warned that transformational opportunities must not be treated as expendable, explaining: “There could be such a danger that they’re the first things to go, but they should be among the last things to go.” He acknowledged the financial pressures facing schools, but argued that action remains essential. Joseph added: “I think this is a time for action, not retrenchment, if we are going to overcome the divide between the 6 or 7% and the 93 or 94% between independent and state education.” Sandie agreed, describing scholarships as central to the purpose and legitimacy of independent education.

She explained: “Scholarships are an essential part of 4 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

independent education; you can’t have one without the other. To me, it is very, very important that you open the doors as much as you can to people who have got the talent and the excellence.”

Looking ahead, Joseph’s hopes are rooted in partnership across sectors. He explained: “I do this work because I believe that schools working together, notably across sectors, will create a proper national system of education that can make a difference, particularly for the most disadvantaged children.” He argued that independent schools should not be positioned as enemies of state education, but as partners in making enriched education more widely available. Joseph added: “If we’re going to make real the fact that every child deserves an enriched education of creative arts, sport, adventurous activity, clubs and societies, which is the bread and butter in almost every independent school, then we’re going to need the independent schools to support the state in making that happen.”

Sandie’s hope is for a truly equitable future. She explained: “Wouldn’t it be great if we got to a position where we didn’t see potential overlooked because of race, gender, background or financial circumstances?” She believes the education system must become better at finding and nurturing talent in every form. Sandie added: “We have so much talent in this great country of ours, but the education system doesn’t always find that talent.” In a world increasingly shaped by artificial intelligence, Sandie also urged families not to narrow their view of what matters and highlighted: “You need people who are going to be fantastic thinkers, because with AI, that wisdom is going to be needed.”

Throughout the conversation, both Joseph and Sandie returned to the same central idea: opportunity must be widened without losing excellence, and access must be matched by belonging. Whether through partnerships between schools, bursaries, scholarships, university outreach or changes in workplace culture, their shared message was that talent exists everywhere, but systems must work harder to find it, support it and allow it to flourish.

As Sandie concluded: “We need to have an education system that unlocks that talent, not stifles it. It would be wonderful if no one’s potential is blocked by their own personal circumstances, whatever they may be.”

We would like to thank Dr. Joseph Spence and Dr. Sandie Okoro OBE for giving up their time to speak with us.

CLICK HERE TO WATCH THE FULL PODCAST www.schoolpartnershipsalliance.org.uk www.tiktok.com/@dr.sandieokoro

B L AC K C U R R E N T N E WS

Education, Perspective and the Courage to Take Up Space Sharing the stories Britain tends to overlook When people ask about my career, they usually focus on the achievements: becoming Britain’s first dedicated Race Correspondent, uncovering stories that have challenged institutions and informed public debate, directing an award-winning documentary and founding Black Current News. Those things matter to me, but what I find myself thinking about more is the road that led there and how much of it was shaped by education.

I came to Streatham and Clapham High School on a bursary and I arrived at a hard time. My father had died very suddenly just weeks before term started. I was grieving and uprooted, and the support I found from teachers and staff there gave me something to hold onto when not much else felt steady.

What the school gave me, beyond academic rigour, was permission to think, question things, not just accept what I was told but to push back, dig deeper, and form my own views: habits which have run through everything I’ve done since.

Brixton was shaping me too, being immersed in a community rich with cultures, stories and experiences that rarely made it into the mainstream. Almost without realising it, I became attuned to the gap between how communities like mine were portrayed and who they actually were.

For a long time, I thought these two worlds - school and street, formal education and lived experience - were pulling in different directions. Eventually, I understood they were doing the opposite; while education broadened my view, my community gave me roots. Between them, they made me a journalist.

Becoming Britain’s first

dedicated Race Correspondent in 2021 was significant to me because I could bring stories about Black, Asian and minority communities into conversations where they had too often been absent, misunderstood or misrepresented.

In 2018, I had started at HuffPost UK in my first full-time journalism role, going on to lead the publication’s coverage of race and identity. The experience reinforced my belief that journalism has a responsibility not only to report what is happening, but to ask whose experiences are being centred, whose voices are being heard and whose stories are being overlooked.

Across all of my work, the same thing keeps coming back to me: it matters who’s in the room, whose stories get told and whose don’t.

That conviction carried into my filmmaking. In 2023, I directed Barrel Children: The Families Windrush Left Behind, a documentary about Caribbean children who were separated from their parents during the Windrush era. These were stories that had barely registered in public debate, despite affecting thousands of families.

Then there’s Black Current News, which I founded more recently. The idea behind it is straightforward: report on Black life in Britain with the accuracy, nuance and cultural fluency it deserves - and celebrate it, not just document its struggles.

All of it comes back to the same belief: stories have power.

They can shift how people see each other, preserve what would otherwise be lost, and make someone feel that their experience is worth something.

Which is why education matters so much to me - the confidence to

speak, the curiosity to keep asking and the understanding that you have something to contribute.

Young people are told, often implicitly, that success means leaving parts of themselves behind. Sanding down the edges, becoming more acceptable or refined, more legible to institutions that weren’t built with them in mind. My experience has been the opposite.

The things that have served me most - resilience, cultural awareness, a stubborn desire to tell stories that matter - all came from who I already was.

So if I could say one thing to a young person starting out: your perspective is not a liability. It’s the thing that makes you useful.

The world needs people who see differently and have the courage to say so. Education can open doors, but it’s what you carry with you the experiences and the particular way you’ve learned to see - that shapes what you do once you’re through them.

NADINE WHITE Founder

CLICK HERE TO WATCH OUR EDUCATION CORNER PODCAST WITH MRS. CATHY ELLOTT, HEAD AT STREATHAM AND CLAPHAM HIGH SCHOOL www.blackcurrentnews.co.uk

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 4 7

v

Finalists

UCATION C ED

Developing School Partnerships Prep: •B roomwood • Bute House Preparatory School • Cheam School • Cumnor House Sussex •L udgrove • Shrewsbury House School • St John’s Beaumont School

Bursary Support Prep: • Cumnor House Sussex • Newton Prep • Notting Hill Prep School Senior: • Dulwich College • Gordon’s School • James Allen’s Girls’ School (JAGS) • Milton Abbey School • Shrewsbury School • St Francis’ College

Working with Local Charities Prep: • Brighton College Prep Handcross

4 8 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

UCATION C ED

• Cheam School • Francis Holland Preparatory School • Holmewood House School • Newton Prep • Pinewood School • St Christopher’s The Hall Senior: • Adcote School for Girls • Francis Holland Sloane Square • King Edward’s School Witley • New Hall School • Portsmouth High School GDST • Roedean School • Shrewsbury School • St Francis’ College • St Paul’s School • Surbiton High School • Tonbridge School ICES AWARD HO

ALIST 202 6 FIN

ALIST 202 6 FIN

ICES AWARD HO

ICES AWARD HO

ALIST 202 FIN 6

Senior: • Clifton College • Cranleigh School • Kimbolton School • Manchester High School for Girls • St Francis’ College • Sydenham & Dulwich Girls GDST • The Crypt School • Wycombe Abbey

ICES AWARD HO

UCATION C ED

Prep: • Bute House Preparatory School •B roomwood • The Prep at Denstone College • The White House Preparatory School

Senior: • Alleyn’s School • Bishop’s Stortford College • Channing School • City of London Freemen’s School • Cobham Hall School • King’s High School, Warwick • King’s College School, Wimbledon • Latymer Upper School • Radley College • St Paul’s School • Tonbridge School • Leighton Park School UCATION C ED

UCATION C ED

Improvements in EDIB

• The Hall School • Windlesham House School

ALIST 202 FIN 6

ALIST 202 6 FIN

ICES AWARD HO

Developing Student Voice Prep: • Broomwood • Cheam School • Great Walstead School • Rokeby School • St Andrew’s School Rochester • The Rowans School • Walhampton • Windlesham House School

UCATION C ED

ALIST 202 6 FIN

ICES AWARD HO

Inclusive opportunities in Art and Music Prep: • Beechwood Park School • Bute House Preparatory School • Donhead Prep School • Holmewood House School • Ludgrove • Newton Prep • Ravenscourt Park Prep School • Rokeby School • Rowan Preparatory School • St Catherine’s Preparatory School, Bramley

Inclusive SEN provision Prep: • Ashfold School • Blundell’s Preparatory School • Brighton College Prep Handcross • Saint Ronan’s Senior: • Bancroft’s School • Bligh House • Blundell’s School • Collingham College • Cranleigh School • LPS Clapham • LPS Mayfair • Milton Abbey School • Roedean School • Slindon College • St Edward’s Cheltenham • St Francis’ College • St Hugh’s School • Thames Christian School • The Crypt School

UCATION C ED

Prep: • Aberdour School • Beechwood Park School • Blundell’s Preparatory School • Devonshire House School • Francis Holland Preparatory School • Shrewsbury House School • Summer Fields • The Prep at Denstone College • Windlesham House School Senior: • Adcote School for Girls • Berkhamsted School • Blundell’s School • Downsend School • Holme Grange School • Ibstock Place School • Lancing College • LPS Clapham • Milton Abbey School • St Paul’s School •S ydenham & Dulwich Girls GDST • Tormead School ICES AWARD HO

ALIST 202 6 FIN

Senior: • Benenden School • Ibstock Place School • LPS Clapham • LPS Mayfair • Manchester High School for Girls • St Francis’ College

Diversity and Inclusion in Sport

UCATION C ED

Prep: • The Prep at Denstone College • The Rowans School • Broomwood

ICES AWARD HO

ALIST 202 6 FIN

Enveloping EDIB in the Curriculum

Senior: • Framlingham College • Godolphin and Latymer School • Halliford School • King Edward’s School Witley • Knightsbridge School • Manchester High School for Girls • Putney High School • Roedean School • St Dunstan’s College • St Paul’s School • Sydenham & Dulwich Girls GDST • Tonbridge School UCATION C ED

UCATION C ED

ALIST 202 6 FIN

ICES AWARD HO

• St Paul’s Cathedral School • Summer Fields

ALIST 202 6 FIN

Senior: • Cranleigh School • Emanuel School • Hampton Court House School • Ibstock Place School • King’s College School Wimbledon • The King’s School, Worcester • LPS Clapham • Putney High School • South Hampstead High School GDST • Wellington College

ICES AWARD HO

Supporting Sustainability Prep: • Broomfield House School • Broomwood • Eaton House The Manor • Ewell Castle Prep School • Heatherton School • Kensington Wade • Port Regis School • Rokeby School Senior: • Benenden School • Clifton College • Holme Grange School • Ibstock Place School • The King’s School Worcester • Radley College •S ydenham & Dulwich Girls GDST • Tonbridge School • Wellington College • West Buckland School

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 4 9

v

We are honoured that so many schools applied to the Education Choices Awards 2026. We are inspired by the work that is taking place in so many schools across the country.

Improvements in EDIB

Bursary Support

Developing School Partnerships

Working with Local Charities

Developing Student Voice

5 0 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

Enveloping EDIB in the Curriculum

Inclusive SEN Provision

Diversity and Inclusion in Sport

Inclusive Opportunities in Art and Music

Supporting Sustainability

We’d also like to give special thanks to our judges, Dr. Joseph Spence and Dr. Sandie Okoro OBE, who have worked tirelessly to select our finalists and winners.

Dr. Joseph Spence has over 30 years experience working in the education sector, including 14 years as Master at Dulwich College, and is now Chief Executive of the School Partnerships Alliance, which works to foster meaningful collaboration between the state and independent sectors to benefit all children and young people.

Dr. Sandie Okoro OBE is a preeminent lawyer and equal rights champion. She has served as General Counsel at Standard Chartered and World Bank and is the first Black female Chancellor of the University of Birmingham. Sandie uses her expertise and platform to champion women and people of colour to achieve greatness through national and international initiatives and continues to inspire many people around the world.

CLICK IMAGES TO SEE THE SCHOOL WEBSITES

TO READ MORE ABOUT OUR 2026 WINNERS, VISIT OUR WEBSITE: www.educationchoicesmagazine.com/education-choices-awards

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 5 1

»

PA D E L P O W E R

PadelWithHolly How a hobby turned into a movement If you’re not already playing padel, chances are you’ve at least heard of it. As the fastest growing sport in the world, it’s quickly becoming more than just a game: it’s a personality trait, a social ritual, a reason to skip the pub and pick up a racket instead. And honestly? I’m here for every bit of it.

My own journey into padel was less intentional masterstroke and more happy accident. As a software engineer living in London, I stumbled into the sport simply because my office happened to sit next door to Padium. Curious and with nothing to lose, I booked a session. After eight years away from competitive sport (I’d been a hockey player at school but had long since drifted away from anything structured), I felt something I hadn’t in a long time: genuine excitement. Not

just about playing, but about having something to look forward to, something to get better at, something that was entirely mine.

So why padel? People ask me this all the time and the honest answer is that it gives me things I didn’t even know I was looking for.

5 2 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

It gives me presence. During some of the more difficult periods of my life, stepping onto the court became the closest thing I had to real relief. There’s something about the nature of the game, the pace of it, the way it demands every bit of your focus, that makes it impossible to stay in your head. When you’re inside those glass walls, you’re not thinking about work, stress or whatever’s been weighing on you. For an hour, nothing else exists. That kind of mental reset is something I genuinely couldn’t live without now. I know I’m not alone in that.

It gives me people. I’ve met some of my closest friends through padel, people I now see off the court who have genuinely shaped my life. When I relocated to Australia, it was the padel

PA D E L I N F L U E N C E R O F T H E Y E A R 2 0 2 6

community that helped me settle in faster than anything else. You can walk onto a court almost anywhere in the world and you already have something in common with every single person there. In a world that’s becoming more digital and more isolated by the day, that kind of instant, genuine connection is rare. Padel creates it effortlessly.

It also gives me joy, the uncomplicated, straightforward kind. Padel is deceptively accessible. The court is enclosed, the rallies last longer than you’d expect and there’s an immediacy to the fun that most sports take

months to deliver. The learning curve feels rewarding rather than frustrating, and every session, no matter your level, ends with that same buzz.

That’s what I wanted to share when I started @PadelWithHolly.

I’d gone looking for relatable content, something for women who were learning and who just wanted to play without feeling out of place, and found almost nothing.

So I built it myself. I never set out to be an influencer; I was just documenting a passion. But people found it and connected with it, and from there things grew in ways I didn’t anticipate. Partnerships

pinch myself about.

Nonetheless, awards aren’t what get me out of bed. Inspiring people to get on the court does.

Here’s what I know for certain: no one should feel unwelcome in a padel venue. No one should feel too inexperienced, too unfit or too out of the loop to try. The sport is too good, and the community too valuable, to lose people to intimidation before they’ve even picked up a racket. That’s why I started running women-only events like Padel and Pastries and Padel and Pilates: relaxed, lowpressure introductions designed to make the court feel like somewhere you belong from the very first visit. Because I genuinely believe that the moment someone holds a racket and feels that ball come back off the glass for the first time, the sport does the rest.

My mission going forward is simple: keep lowering the barrier.

Keep showcasing the facilities that exist; keep creating content that reflects the full spectrum of who plays this sport; and keep showing women in particular that the court is as much theirs as anyone else’s.

The next generation of padel players is already out there. They just need someone to show them the door and to make absolutely sure they feel welcome walking through it. That’s the part I want to play. That feeling I had stepping onto the court for the very first time, that unexpected, electric sense of: “Yes, this is exactly it, that’s what I want to give to as many people as possible.”

HOLLY BRAZIER Padel player and Padel Influencer of the Year 2026

TURN BACK TO PAGE 10 to read about ‘sport for all’ at The White House School

with brands like Virgin Active and Playtomic, events with Sky Sports and winning Padel Influencer of the Year - something I still have to

CLICK HERE TO WATCH OUR EDUCATION CORNER PODCAST WITH MR. MARK HOSKINS, HEADMASTER AT REED’S SCHOOL www.instagram.com/padelwithholly

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 5 3

MADE FOR THIS GAME

Inspiring Girls in Sport Breaking barriers Girls’ football in England has undergone a quiet revolution: participation has more than doubled in recent years, rising from 1.2 million players in the 2020/21 season to 2.7 million in 2024/25, and 90% of schools now offer girls equal access to football in PE at Key Stages 2 and 3. However, impressive headlines can mask a more complicated picture on the ground.

New insight from the FA reveals that, despite greater access, girls are still not taking up the opportunity to play football, with gender stereotyping, misogyny and body image concerns remaining deeply entrenched barriers. 71% of primary school teachers say girls are most held back by feeling excluded by boys, while 63% of secondary school teachers point to self-consciousness and body image as the biggest obstacles for teenage girls.

To tackle this head on, the FA, supported by Barclays through their longstanding Girls’ Football in Schools partnership, has launched Made for This Game: Breaking Barriers, a suite of free educational resources for primary and secondary schools nationwide.

Designed for all pupils, not just girls, the lesson packs open conversations around inclusion, respect, body confidence and mental wellbeing from an early age.

“Sport helps build confidence, resilience, leadership and a strong sense of self-worth that often carries through into later life.”

Sue Day MBE, Director of Women’s Football at the FA and architect of the initiative, explains the urgency: “We cannot ignore the fact that societal pressures are threatening to slow the excellent progress that’s been made over the last few years. By starting these conversations in their formative years, I hope we can help to develop a generation of girls who truly believe that football is for them.”

Research from the Youth Sport Trust underscores why early intervention matters: girls are over three times more likely than boys to lack confidence when taking part in physical activity, and more than twice as likely to not feel resilient. These aren’t sporting statistics alone; they are markers of wider wellbeing that schools are uniquely placed to address.

The resources, which feature CBBC star Molly Rainford in conversation with pupils, are split by age group: primary materials (ages 5–11) focus on misogyny and challenging gender stereotypes, while secondary resources (ages 11–16) address body confidence and mental wellbeing. A dedicated visual podcast for teachers, hosted by comedian Maisie Adam, also helps educators lead these conversations confidently in the classroom.

As Day puts it simply: “Football is for everyone.” With the right conversations starting early, this initiative is determined to make sure every girl believes it.

FREYA SMELLIE Communications Manager www.girlsfootballinschools.org/made-for-this-game.php

5 4 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

W E L L B E I N G A N D AC A D E M I C S U CC E S S

Parents, Sport and Study Supporting the teenage athlete Parents today face an increasing challenge: they want their children to enjoy sport, succeed academically and grow into confident, well-balanced young people. Yet, knowing how best to support them without adding pressure can often feel uncertain.

Through many years working in education and sport, I have seen that parents play the most influential role in a young person’s development. Coaches may only see a child for a few hours each week, but parents shape the daily environment in which confidence, habits and attitudes are formed.

When approached positively, sport can have a powerful impact on academic life. Young people who enjoy sport often demonstrate improved concentration, stronger self-discipline and greater emotional resilience. Sport can also provide an important release from the pressures of school life.

However, difficulties can arise when the emphasis shifts too heavily towards results, selection or comparison with others. What begins as enjoyment can become a source of pressure, which may affect both performance and wellbeing.

There are several simple but highly effective ways parents can support their children: • Focus on enjoyment and effort rather than results • Offer calm, positive encouragement before and after performance • Help children learn from setbacks without fear of criticism • Encourage independence, responsibility and selfdiscipline • Maintain a healthy balance between sport, school work and rest What parents say, and how they say it, matters enormously.

A few well-chosen words at the right moment can build confidence, while constant analysis or criticism, even when well-intentioned, can have the opposite effect.

It is also important to recognise that every child is different. Some respond well to challenges, while others need reassurance. The key is to support the individual, not compare them with others.

When sport is kept in perspective and supported positively at home, it becomes far more than physical

activity. It helps young people develop resilience, discipline, respect and confidence - qualities that benefit them not only in school, but throughout life.

By working together, parents, children and coaches can create an environment in which young people enjoy their sport, grow in confidence and develop habits that support both success and wellbeing.

DENNIS J SMITH Former Head of Physical Education and Housemaster https://sites.google.com/view/ sportstudysuccessuk

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 5 5

ACC E S S I N G T H E A R TS

Levelling the Stage Tackling inequality in arts education Within an education system that champions academic success, the arts are frequently treated as an optional enrichment rather than a priority. However, drama, music and creative expression are not luxuries; they are pivotal in shaping confident, articulate and emotionally intelligent young people. At Love Theatre Arts Ltd., in our mission to prepare students for their futures, we believe the arts should be prioritised in every school, not only those that can afford them.

Drama nurtures skills that extend far beyond performance.

Students learn to speak with confidence and conviction. They develop collaboration, learn to improvise under pressure and analyse ideas with insight and empathy. These are not peripheral abilities, they are qualities universities and employers consistently value.

Communication, emotional intelligence and adaptability are essential in shaping well-rounded individuals and the arts provide a powerful training ground for developing these skills.

At Love Theatre Arts Ltd., we have witnessed this impact first-hand. Founded in 2013 as a Saturday school, we have

since expanded by partnering with schools across South London and Surrey, sharing our ethos of “putting the arts into the hearts of children.” Students who once avoided speaking in class have grown confident enough to present to their peers.

Through the rehearsal process they develop resilience, and through performance they learn discipline and commitment.

Many have progressed to drama scholarships as a result of their work with us. This year alone, 15 of our Year 6 students secured drama scholarships at leading independent schools, demonstrating what sustained access to creative opportunity can achieve. These outcomes are not coincidental: they are the result of sustained and supported creative opportunities.

Our work has also revealed a troubling disparity in arts education. Independent schools are often able to embed the arts

TURN BACK TO PAGES 20-22 to read about co-educational summer sports 5 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

into their curriculum thanks to greater financial flexibility, investing in specialist staff and dedicated resources. By contrast, state schools frequently face funding pressures that push creative subjects to the margins.

When the arts rely on additional funding or extracurricular provision, the playing field inevitably becomes uneven.

This divide matters. When creative education is limited, so too is the opportunity for young people to discover their voice and confidence. These are qualities that benefit every future pathway, not just creative ones. Framing drama as optional diminishes its wider educational value. If education is to be truly inclusive and forward-thinking, creative expression must be embedded rather than bolted on.

Prioritising the arts is not about producing a generation of professional performers; it is about nurturing empathetic, articulate and resilient young people who are prepared to engage with the world around them.

The real question is not whether we can afford to invest in the arts in all schools; it is whether we can afford not to.

MILLIE GASTON AND ISOBEL EVANS www.lovetheatrearts.com

M U S I C A L M AG I C

Helping Children Flourish The role of music in personal development As the founder of The Strings Club, I have always believed that music plays a far greater role in childhood than simply being a creative outlet.

Across our Holiday Camps, I’ve seen first-hand what happens when children pick up an instrument for the first time: something clicks.

They gain confidence, develop new skills and experience a real sense of achievement, often surprising themselves with what they can accomplish.

Across our multi-award-winning, Ofsted-registered Holiday Camps in London, Birmingham and Warwickshire, we see this every day. What began with just six children has grown to reach nearly half a million young people. As we continue to expand, our focus remains unchanged: combining

exceptional childcare with meaningful musical experiences.

Each site is intentionally kept small, with a 1:8 staffto-child ratio ensuring every child is known, supported and encouraged. This creates an environment where children feel comfortable trying something new, developing independence and growing in self-belief.

When a child learns an instrument, they are learning far more than notes and technique.

Music encourages perseverance, concentration and creative thinking, giving children the confidence to step outside their comfort zone and take pride in their progress. Research also shows that music learning supports cognitive skills such as memory, attention and pattern recognition, underpinning wider learning and development.

One parent shared: “We are always very happy with The Strings Club, it is highly educational and stimulating in a supportive environment, the staff are extremely knowledgeable and help the children express their best selves.”

AMY CUNNINGHAM Founder www.thestringsclub.org

07738238273 info@cjaeducationalconsultancy.com www.cjaeducationalconsultancy.com

Chloe Abbott

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

Place your rising stars in our hands...

WE CAN!

Climate Change How can we support children’s understanding without triggering eco-anxiety?

The effects of our changing climate are all around us - seen in extreme weather changes and reports of fires, floods and melting glaciers - and it’s not just adults on the receiving end of headlines; young people absorb them, too.

Awareness and behavioural change are vital if we are to slow down climate change, of course, yet shouldn’t children be able to feel optimistic about the future, without carrying the weight of fear surrounding the world they will inherit?

This catch-22 was something I was very conscious of when researching my picture book We Can! My book set out to give children a voice about life, so I spent a lot of time consulting real children about their views

on kindness, health, friendship, equality and the environment.

I remember one child called Winnie (who was seven at the time) recalling how, for a while, she experienced nightmares about climate change. She shared: “Whenever it rained, I got scared it was because of global warming and I would cry.”

When she first learnt about climate change at school, it was explained in a way that didn’t scare her, but the fears started when she actually began to notice things herself. For example, after she heard about the effects of traffic pollution, she would see and smell car fumes and start feeling “sad and guilty.”

Through consulting children, I learnt that the feeling of ‘taking

action’ can be hugely empowering - they enjoyed identifying small, manageable things they could do, like recycling toys, walking or cycling more or planting seeds. We need to support children’s mental health whilst acknowledging fears.

Discussions need to be honest, hopeful and constructive.

Validating eco-anxiety is also vital. Unlike worrying about whether there’s a monster under your bed, these fears are very real, and children need to know they are being listened to.

I hope books like mine can help young readers balance their worries with the knowledge that increased awareness is prompting change. Books can also break down complicated concepts into reassuring messages and

Helping readers grow and students thrive As a Reading Mentor, students develop leadership, empathy and communication skills while supporting children who need extra help with reading.

Flexible 30-minute sessions Online or in a local school IB CAS & DofE compatible Fully safeguarded & supported

Easy to run for schools.

Transformational for children and students.

Register your interest in becoming a Reading Mentor School: bookmarkreading.org/mentors

Registered Charity No. 117768

C L I M AT E R E B E L S

pictures; this way, we can avoid scaremongering and instead nurture a love of the natural world, encouraging children to grow up respecting and valuing the planet, so future generations prioritise caring for it.

I’ll leave the last words to Winnie (now 10): “I was scared because it felt a bit like it was all up to me to fix the planet and no one really cared, but I’ve learnt that lots of people care…and we can all help together. We can also make sure our grown-ups are doing what they can! I’ve learnt that the rainforest is being cut down, and although it makes me feel sad, it’s not my fault. I’m not overwhelmed anymore because I know that I can still make a difference and others can too.”

ALEXANDRA STRICK Author www.alexandrastrick.co.uk

ILLUSTRATION: STEVE ANTONY

Inspiring stories Learn about remarkable climate activists CLIMATE

ben lerwill

the outskirts of the Milky Way, We live on a small ball ofOnfloat rock It reads: “The best of health ing slowly through space , there hangs a planet unlik circling through the outer reaches greatest - a casual e any other. threat of the Milky Way. It’s no ordinary to our planet is browse of the In this powerful collection of stories, meet inspirational humans from around planet. It’s a satellite brimming thethe world belief that news is grim who are caring for our beautiful home. with life, an oxygenated spacesomeone else will affirmation Urgent but hopeful, these stories show that one of us – and each smallsave globe housing millions of every different of that action – it.” can make a positive difference. species. It’s where existence has The but these blossomed into something beyond remarkable are stories miraculous and it’s exceedingly individuals underpinned CLIMATE precious. It is, quite literally, featured in by optimism. everything we’ve got. It also needs the pages that They show guardians, and plenty of them. follow don’t fall what is ben lerwill Climate Rebels is a book that into that trap. achievable. shares the tales of 25 people who They range My aim for have done remarkable things in ages from these tales DR JANE GOODALL for our world, sometimes on an schoolchildren was to inspire international scale, sometimes to centenarians and empower more locally. There’s a quote at (who else but Sir David young readers. It felt vital to the start from the explorer Robert Attenborough?) but all of them, include a broad geographical Swan that has a special resonance, I hope, show the impact that range of stories in the book, and perhaps today more than ever. can be made by standing up and so did being able to celebrate choosing to make a difference. lesser-known changemakers TURN TO PAGES 78-79 to read It’s an understatement to say that alongside more famous faces. about making the most of your our sole galactic home isn’t in the This means that as well as U.K. £12.99

I S B N 978-0-241-440 42-1

9 0 0 0 0

9

780241 440421

www.penguin.co.uk

INTRODUCTION FROM

garden this summer

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 5 9

»

P R O T E C T I N G T H E N AT U R A L W O R L D

spotlighting the late, great likes of Wangari Maathai and Dame Jane Goodall (who was generous enough to provide the book’s introduction), Climate Rebels also features teenagers, teachers and activists from all around the world.

These changemakers include people such as Pablo García Borboroglu, whose tireless work to help penguins in Patagonia has brought tangible change; Ridhima Pandey, a nine-year-old girl who took the Indian government to court for environmental neglect; The Black Mambas, an all-female

wangar i maat hai l become one of the most influentia African women of all time, winning prizes ion conservat her across the world for work. Her name was Wangari Maathai.

From an early age, her teachers saw the that she had a bright curiosity about natural world. She worked hard at school, a won she that well so performing to scholarship, and with this she was able

roof The house was small, with a thatched the and walls of mud. It sat in a village in highlands of Kenya, encircled by rivers, mountains and green forests. In April 1940, a baby girl was born in the house. land She grew up with a deep love of the from around her. The girl later moved far love. her village, but she never lost that Over the next seventy years she would

many penguins are having to swim further and further to find food.

Sometimes the chicks are left alone for so long that they die.

In 2009, Pablo started an organization called the Global Penguin Society, which educates people about penguins, so that they can help these birds have a healthy natural environment to live and breed in. Within just a few years of being

She go to university in the United States. from might have been 8,000 miles away on home, but she kept on working, kept learning.

After returning to Kenya, she carried she on studying at university. In 1971, ion earned a special kind of qualificat truly called a doctorate. This was a the incredible achievement: Wangari was first woman in East Africa to be awarded few one. And she wasn’t stopping there. A to years later she became the first woman her be the head of a department at university. She taught students about

dr jane goodall The year was 1960. In the middle of a hot, tropical jungle, Jane Goodall held out a banana to a chimpanzee. She was in East Africa, in what is now Tanzania, working in a place so wild and remote that it could only be reached by boat. For months she had been trying to learn about the chimpanzees here, but they were nervous around humans and would swing away through the trees. Not today. The chimpanzee looked at the banana, edged towards Jane and took it from her hand. Jane’s heart leaped. At last – at last! – these wonderful creatures were starting to trust her.

Some people are born to care for animals.

When Jane was one-and-a-half years old, growing up in England, she gathered a big handful of wriggly worms from her garden and took them up to her bed. You might think this was an odd thing to do – and certainly Jane’s mother thought so. She explained to her daughter that worms needed soil, not bedclothes, to survive. So the little girl hurriedly took them back down to the garden where they belonged.

Jane was besotted with wildlife in other ways too. She liked to sit watching hedgehogs and squirrels. She wrote

founded, the organization was doing amazing things, such as protecting the land around one colony, which helped it grow from just six nests to more than 1,800!

The Global Penguin Society has even partnered with Disney, to help make an online game called Club Penguin, which allowed its millions of players to donate virtual coins to help real penguins. It has

nature poetry. She took her black-and-white dog Rusty on long walks, scrambling along clifftops and beaches. This love of the natural world kept growing as she got older, but even she would never have guessed how important her passion for animals would become.

Jane was twenty-six when she began working in Gombe, western Tanzania (in what is today Gombe National Park). At this time people had very little information about how chimpanzees lived – in fact, almost nothing was known about their behaviour in the wild. Jane wanted to change that. Some scientists thought it was ridiculous to be sending a young woman into the jungle alone. Jane didn’t agree. She was glad to make the green, sweaty tangle of the trees her office.

Through months and years of patient study, Jane opened the world’s eyes to how amazing and intelligent chimpanzees can be. No creature on Earth has more in common with humans, and Jane helped us

at last – at last! –

brought more than 6,000 schoolchildren to see the penguin colonies with their own eyes, not just in South America but in South Africa too. And best of all, it has helped to protect more than 32 million acres of land and sea!

The work of Pablo and his colleagues has benefited millions of penguins, as well as countless other sea creatures that share the same waters. Just as

after different animals and how to look them.

But Wangari had bigger plans too. She and was worried about the environment, especially about the trees that were being as cut down across Kenya to be used timber and charcoal. She was also worried that many women in the country didn’t she have the chance to earn money. So decided to try and change these things.

In 1977 she launched the Green Belt to Movement, which encouraged women grow seedlings and plant trees, paying and them small sums of money in return,

anti-poaching unit in South Africa whose efforts continue to protect large reserves; and Jia Wenqi and Jia Haixia, two men who, despite one missing an arm and the other being blind, planted more than 10,000 trees in the Chinese countryside.

It’s easy for us children and adults alike - to feel powerless when so many of our deepest problems are systemic, but when I was working on the book, I wanted it to show young readers that fresh ways of thinking are possible. In Jane Goodall’s introduction, she writes that her “greatest reason for hope is our young people”, before going on to describe other reasons for positivity.

Perhaps most significantly of all, she concludes by highlighting something inside all of us as we spin together through space: “Finally, there is the indomitable human spirit: those who tackle what seems impossible and never give up.”

these wonderful creatures were starting to trust her

8

6 0 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

importantly, Pablo is now optimistic about the future, because he sees children learning about the natural world and becoming passionate about looking after it. For a man who now works in the same part of Patagonia that his grandmother visited almost a century ago, inspiring the next generation is the best possible hope.

BEN LERWILL Author www.benlerwill.com

BE THE CHANGE

Changing the World Steps to a more sustainable future In the era we live in, it is very easy to become overwhelmed and start to despair. When I learned that the way I was living was causing destruction to Earth, the plants, animals and humanity, I certainly felt the pain of it all. But rather than getting trapped, I took action. One step at a time, I turned my life around to live in harmony with Earth. I started with simple things, like using reusable items over disposables, growing some of my own food, riding my bike, composting and downsizing my belongings.

While none of us can solve the crisis we are in, we can each take responsibility for our own actions to morph the world around us into something we want. This is a call to the kids, to young people, to all, to be the change in a messed-

up world. That’s exactly what my book is here to help you do. Each chapter shares the problem of our times, what interesting adventures I’ve been on to raise awareness and exactly what you can do to be the change, too.

Although none of these small changes will change the world in entirety, they change us into empowered human beings who can stand strong in difficult times.

The path of sustainable living is not a lonely one and is not about giving up. Rather, it is about finding what truly serves us in life and building our life around it, while learning to live in service to the life we share this home with.

One step at a time. We become the change we wish to see in the world.

No change is too small to begin the

journey. I’m here with you, along with millions of others who have chosen this path for Earth!

ROBIN GREENFIELD Author www.robingreenfield.org

Fighting Back Why it matters for everyone Dystopian and disaster books (and movies) have always been my go-to when I need comfort, even before my accident. There’s magic to be discovered within a protagonist who finds hope in a world of disruption. A voice against the ‘Big Bad’, the spark to set the world on fire. Dystopian novels take our worries about the real world and show us the very extreme possibilities of where we could end up. They reveal the worst about humans but, in doing so, they also reveal our best qualities. Dystopias make you feel like even when the end is staring you in the face, there’s a chance not only to survive, but to thrive against all odds.

In 2024, I knew I wanted to write my own Young Adult dystopian novel. It was a chance to use my voice and connect with anyone

affected by our failing healthcare system. I wanted to take my tragedy and turn it into a seed of

hope. This is how Climate of Chaos was born.

Medical debt and a country-wide failure to practice and provide health equity is not the exception in the United States, it is the rule.

Lack of proper, affordable and compassionate healthcare is one of the most relatable issues Americans experience across the board, regardless of income, location or insurance. I took the reality of our world and expanded it within Climate of Chaos to a future worst-case scenario, one that feels frighteningly possible, yet hopefully never comes to pass.

Climate of Chaos explores a world in which healthcare is currency and Aegis Corp controls it all. The hours people accrue on the job are tallied for subpar medical care and if you find yourself in debt, you are sent off to Harvest House

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 6 1

»

C L I M AT E O F C H A O S

where Aegis Corp collects their dues in body parts. They always get their pound of flesh, one way or another.

Climate of Chaos is a story of sisterhood, found family, defying corporate greed and oligarchies, as well as a story of love, loss and perseverance, set in a postapocalyptic Seattle ravaged by storms and a deadly virus. It is also the story of disabled medical mercenary, Fox LaRosa, and how she finds a way to use her voice to fight back against the system who kidnapped the person she loves most: her sister, Rabbit.

As someone who has had the help of mobility aids over the last 14 years, it was imperative to me to show my main character, who lives a life of chronic pain, utilizing her cane when her body needed support. While my love for dystopias is vast, I can also recognize that rarely do we find main characters with disabilities helming the charge against the ‘Big Bad’ in the genre. I am so proud to count my book with the others out there championing disability representation.

I wrote Climate of Chaos for three reasons. One, to give readers a story that they can deeply relate to. Two, to remind the next generation that when they use their voices against the evils of the world, no matter how

dire it may seem, they can change the course of the future. Three, and the most personal, I wrote Climate of Chaos for anyone who has ever felt undervalued, overlooked or unappreciated for their TURN BACK TO PAGE 9 to read about embracing the outdoors at Churcher's College Junior School

6 2 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

disabilities. We are here and we are fighting. We will not be laid to rest. As Fox says: “We don’t want to be the rose, plucked and admired from afar while we wait to fade and die. We want to be the thorn. We want to rip our enemies open and make them bleed.”

CASSANDRA NEWBOULD Author www.instagram.com/ cass_catalano_newbould

TREE THING

What Would a World Without Animals Be Like?

Reflecting on the natural world Piers Torday, author of The Last Wild series and the new, powerful story Tree Thing, spoke to us about his writing inspirations, his connection to the natural world and the messages he hopes to convey.

Piers, like so many of us, has noticed a decline in natural habitat since his childhood: he grew up near the dense woodlands of Northumberland, surrounded by red squirrels and deer. As an adult, his home county isn’t the same lush, green space it once was. He grew up reading classic children’s stories like Kenneth Grahame’s The Wind in the Willows and Richard Adams’ Watership Down, which brimmed with the excitement of nature. So, when writing The Last Wild, Piers wanted to write a story inspired by childhood adventures and the vital connections humans can have with wildlife.

The series follows a twelveyear-old boy called Kester, who lives in Spectrum Hall for Challenging Children and can’t speak to other people. He lives in a world much like ours, but where there are very few animals left. One day, he finds a few animals who have survived and discovers he is able to communicate with them. In this fantastical setting, Piers weaves in themes of environmental destruction and animal communication, and asks big questions: “What would a world without animals be like? What might be different if we could speak to them?”

Inspired not only by the stories of his childhood, but also the loss of biodiversity he has witnessed in his own life, Piers described

the threat that some of humanity poses: “It outstrips any natural predator or peril in the landscape.” His research for his writing is extensive, and has spanned biodiversity, mutism, animal communication and food supply, and these broad areas have informed the creation of his vivid worlds.

While as a fiction author he doesn’t see his role as pedagogical, these complex conversations seep into the world and the narrative and offer thought-provoking moments for young readers.

In Piers’s view, compelling stories, memorable characters and emotional engagement have always been the prevailing ingredients for bringing reluctant readers into great stories. This is undoubtedly true for The Last Wild series, which is at once a bleak and honest exploration of post-biodiversity, and a warm, humorous story of a brave young hero who overcomes big challenges. The heart of Piers’s stories seems to be this: “I passionately believe in writing stories that show children that they

are never, ever too small to be heard or make a difference.”

A stage adaptation of The Last Wild by Jude Christian is coming to the Unicorn Theatre in February 2027 and touring with the National Theatre throughout the UK. We would like to thank Piers Torday for giving up his time to speak with us.

CARYS RICHARDS Assistant Editor www.pierstorday.co.uk

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 6 3

A D D R E SS I N G G LO B A L I SS U E S

Discussing Global Events Talking to children in an age-appropriate way Stories about global conflicts can be difficult to escape. With social media and smartphones, children can access information on these events at the tap of a screen. As parents, carers and teachers, we can’t - and shouldn’t - completely shield children from the world around them. When they come across unsettling news and ask questions like: “Are we safe?” these moments don’t have to be something to dread. Instead, we can lean on tools to handle difficult news in ways that are ageappropriate and sensitive.

Be aware of your influence Before engaging in conversations, consider your role as a trusted adult. You can’t control world events, but you can control your response. Try to regulate your own reactions and language: children are impressionable and may mirror signs of fear or hostility. Model calmness and compassion while sticking to clear, factual language. You don’t need all the answers - it’s okay to say “I’m not quite sure, but what I do know is…” Honesty and reassurance matter as you navigate the story together.

Consider ‘when’ and ‘how’ What you share will differ depending on a child’s age.

Avoid graphic details and violent

imagery. For younger children, simplify events into familiar ideas like kindness, fairness or disagreements. Older children may be ready for more detail and discussion. Talking earlier in the day can also help, giving children time to digest what they’ve heard rather than letting worries grow at night.

Support emotional expression News about conflict can produce a range of emotional responses from fear to confusion, so give children space to process their feelings. They may bottle up reactions, so making time to talk or simply sit together can help them feel secure. Some children prefer to write, draw or use creative approaches over talking.

Each child will respond differently, but encouraging reflection in a safe space can help deepen their emotional understanding.

Make room for hope Difficult news can still reveal examples of humanity and resilience. Focus on how individuals, charities and organisations respond to help those affected. Highlighting acts of empathy, cooperation and care alongside difficult realities can enable children to think about different experiences and how they too could contribute, reminding them that no action is too small.

So trust that, together, you can navigate the news with children and you might be surprised by the insight they show when given the right support.

KATIE HARRISON Former teacher and Founder www.picture-news.co.uk 6 4 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

SUPPORTING NEURODIVERSITY

Transformative Support for Neurodivergent Pupils The key stakeholders and why training matters When a neurodivergent young person walks into school, they bring everything from the night before with them: the meltdown over homework, the anxiety about a friendship, the three hours hyperfocused on something they love, the certainty they’ve forgotten something and will be told off for it.

Their teacher has no way of knowing any of that. Nor do the parents at home know that their child held it together brilliantly in maths, then shut down completely in English. This is the gap that, left unfilled, quietly widens.

Strong communication between parents and schools is not a ‘nice extra’ for neurodivergent learners. It is the foundation of everything else.

One person who knows the whole child The most nurturing schools have one key contact: someone who knows the whole child. Ideally this is a form tutor, especially in schools with vertical tutor groups, where the same tutor stays with a student for several years. Many schools do not trust tutors in this role and it often falls to a head of year, with whom the individual child may not get enough attention amidst a whole year group. Therefore, trusting and training tutors is essential. A wellprepared tutor knows more than grades and diagnoses: they know friendships, the sport a child is quietly brilliant at, the subject that lights them up and the one that makes them shut down. This person is the connective tissue of school life.

The key contact doesn’t need every answer, but they are

able to reach out to subject teachers or colleagues such as the Learning Support team for neurodiversity expertise. When one neurodiversity-informed adult draws all that information together, neurodivergent teens stop falling through the cracks.

What parents see that schools don’t Many neurodivergent young people are remarkably skilled at masking. The child a teacher sees in school can look very different from the one a parent sees at home. Holding it together

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 6 5

»

C O O R D I N AT I N G C O N N E C T I O N S

all day takes enormous cognitive and emotional energy and when they arrive home to safety, then the release happens. This is not manipulation or weak parenting; it is much-needed regulation finally letting go.

Parents witness the aftermath: tears, dysregulation, refusal to eat, difficulty sleeping. They also see strengths schools can miss: creative thinking, the academic ability that rarely shows up in a test, the deep expertise in a particular interest, the way their child communicates when they feel safe. This information is not peripheral. It is essential.

Rethinking standardised data Baseline assessments, such as MidYIS and end-of-year exams, are not fair measures of neurodivergent learners. Treating them as a verdict on ability

can lower teacher expectations and place students in sets that do not reflect their potential.

Standardised testing often penalises pupils for differences in processing speed, working memory, language decoding or sensory regulation. MidYIS should be treated as one data point, not a final judgement.

The young person at the centre Students should be active participants in writing their own pupil profile or learning plan.

To do that well, they need to understand their neurotype, their sensory and executive function profiles, how they learn best and what protects their wellbeing. The learning journey is a long race, not a sprint - self-knowledge and selfadvocacy travel further than any short-term result.

The aim is not for school and home to hand a young person a plan. School, family and students are equal partners, and all three need to be confident in their understanding. Building a neurodiversity-informed culture will support young people to know themselves in a positive way far from medical and pathologising models of diversity. With increased understanding, both attainment and wellbeing rise.

ND Bright Brains offers neurodiversity training in education for schools, parents and teens, empowering young people to know themselves and adults to truly support them.

SUSANA GONZALEZ Neurodiversity Specialist Trainer and Coach www.ndbrightbrains.com

Understanding the Role of Educational Psychologists Supporting children to thrive Most parents know when something doesn’t feel quite right for their child at school. A child may be struggling with reading, becoming anxious about attending school, finding it difficult to concentrate or feeling frustrated because learning seems harder than it should. Sometimes the opposite is true: a child may be highly able but insufficiently challenged or misunderstood in their educational setting.

Educational psychologists (EPs) help families, schools and young people understand why these difficulties may be happening and, TURN BACK TO PAGE 15 to read about Hampton Court House school's supportive environment

importantly, how children can be supported to thrive.

Educational psychologists are specialists in child development, learning, behaviour and emotional wellbeing. They use psychology to understand how children

6 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

think, learn and experience the world around them. Through consultation, observation and assessment, EPs identify both strengths and barriers to learning, helping adults better understand a child’s individual profile and

W H Y U S E A N E D P S YC H ?

needs. Central to this work is the child’s voice: listening to their experiences, views, worries and aspirations to ensure they feel heard, understood and involved in decisions about their support.

EPs work in a wide range of settings including nurseries, schools, colleges, universities, hospitals, local authorities and private practice. They may also work with children in care, vulnerable young people and young offenders, as well as contributing to research and the development of educational practice and policy. Alongside individual assessments, educational psychologists often support schools through staff training, behaviour support, emotional wellbeing programmes and inclusive teaching approaches.

Educational psychologists work collaboratively with

teachers, SENCOs, healthcare professionals and families to develop practical strategies that improve outcomes for children and young people. They are also becoming increasingly involved in supporting mental health, resilience and school attendance, helping schools and families respond to challenges such as anxiety, emotionally based school avoidance and low self-esteem.

At EdPsych4Kids, independent educational psychology assessments are available for children and young people aged 3-24 years. Assessments may explore areas such as learning, memory, processing, literacy, maths, emotional wellbeing, attention, sensory processing and social communication. Our aim is to understand a child’s strengths and needs in order to provide clear, supportive and practical

recommendations for how best to help them.

EdPsych4Kids can assess for giftedness, diagnose learning difficulties such as dyslexia and dyscalculia and provide screening for neurodivergence. Advice can also be provided regarding exam access arrangements, school transitions and Education, Health and Care Plans (EHCPs).

Ultimately, educational psychology is about helping children feel understood, supported and confident in their abilities. When families and schools work together with the right understanding and guidance, children are far more able to reach their potential.

HANNAH MORRIS Educational Psychologist www.edpsych4kids.com

Enabling Every Child to Thrive Understanding the child as a whole Every child experiences the world in their own unique way. For some, learning, friendships or managing emotions can feel more challenging and the reasons are not always immediately clear. At Solutions Educational Psychology, my role is to understand these differences and support the adults around the child to respond in ways that help them thrive. My work sits at the intersection of learning, development and wellbeing, grounded in the belief that every child deserves to feel understood, valued and supported.

Working in partnership with children, families and schools I work closely with children and young people, their families, school communities and wider networks, including specialist settings and young people in

to the child or young person themself. Their voice, experiences and perspective are essential.

When children feel heard, they are more likely to feel safe and confident, and this shared understanding often brings clarity and reassurance for everyone involved. residential care. I also contribute to multidisciplinary autism assessments. Across all contexts, my focus remains consistent: I aim to understand each child as an individual and to translate that understanding into meaningful, practical support that can be embedded in everyday life.

Central to this is a strong childcentred approach. I take time to listen carefully, not only to parents and professionals, but

A neuro-affirming perspective Differences in how children think, learn and experience the world are recognised as a natural part of human diversity. A neuroaffirming approach means moving away from deficit-based thinking and instead focusing on adapting environments so that children can participate, learn and feel comfortable. This might include creating predictable routines, using clear and accessible communication, offering

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 6 7

»

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

information in different formats or developing calmer and more sensory aware spaces.

This approach also supports children to understand themselves in a positive and empowering way.

When children feel accepted for who they are, they are more likely to develop confidence, resilience and a strong sense of belonging.

Understanding the whole child I take a holistic view of each child’s life. Family relationships, school environments and life experiences all shape how a child feels and functions. This is particularly important when working with care-experienced young people who may have experienced disruption, trauma or changes in placement. In these situations, creating stability, consistency and emotionally supportive environments is key. Understanding the child’s story and the relationships that matter to them helps ensure that support is compassionate, respectful and effective.

Building capacity within systems Collaboration is central to my practice. I work alongside school staff to identify barriers to learning and to develop strategies that are practical and sustainable. This might involve adapting teaching approaches, scaffolding tasks, using visual supports or adjusting the pace and structure of lessons.

A key part of my role is building confidence within systems so inclusive practice becomes part of everyday teaching.

I also support families in navigating educational processes, including Education, Health and Care Plans, helping them feel informed and empowered.

Where assessments or diagnoses are part of the process, such as dyslexia, dyscalculia, ADHD or ASD, they are used as tools for understanding, rather than definitions of the child. The emphasis always remains on what will help that individual feel safe, supported and able to engage in learning and life.

Enabling every child to thrive Ultimately, my aim is to create the conditions in which children and young people can flourish. By combining psychological insight with practical strategies and by maintaining a strong commitment to child-centred and neuroaffirming practice, it is possible to build environments where every child feels valued, understood and able to thrive.

EMMA SHEFFIELD Educational and Child Psychologist www.solutionseducationalpsychology.com

6 8 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

S C H O O L AV O I DA N C E

Seeking Support How Educational Psychologists can support education

Hall & Co Educational Psychology Services, founded by awardwinning Educational and Child Psychologist Dr. Sasha Hall, supports children and young people from birth to 25 years with special educational needs and neurodivergent profiles.

Educational psychologists work with children, families, schools and other professionals to better understand a young person’s strengths, needs and barriers to learning. While many people associate educational psychology solely with assessments and diagnoses, the role is much broader and focuses on understanding the whole child within the context of their relationships, environment and experiences.

TURN BACK TO PAGE 33-35 to read about empowering girls at Roedean School

At Hall & Co Educational Psychology Services, support is approached through an attachmentaware, relational and strengths-based lens. Families often seek support when a child is experiencing difficulties within education, such as emotionally based school avoidance, anxiety, communication differences, emotional regulation difficulties, autism, ADHD or learning needs. Assessments can help identify not only a child’s areas of need, but also the environmental changes, strategies and support systems that may help them feel safer, more regulated and better able to access learning.

The service works collaboratively with parents, nurseries, schools and organisations through consultations, assessments, intervention planning, training and therapeutic recommendations.

Support may also include statutory

assessment advice for Education, Health and Care Plan (EHCP) processes, including professional evidence for EHCP applications and SEND appeals.

For parents considering whether their child may benefit from educational psychology support, Dr. Sasha Hall recommends first speaking openly with their child’s school or nursery SENCO: “In many cases, schools can begin implementing supportive strategies and interventions early. Educational psychology works best when families and professionals work together to build a fuller understanding of what a child may be communicating through their behaviour, emotions and learning needs.”

DR. SASHA HALL Educational and Child Psychologist www.hallandcoeps.co.uk

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 6 9

S U P P O R T F O R PA R E N T S

Finding Flourish When parents thrive

Most parents are very aware of things that might influence their child’s mental health. We read about it, see it in school communications and engage with social media posts telling us how to protect our children through better parenting. We monitor friendships, worry about screen time, think carefully about every choice and try to build environments where our children feel safe, supported and confident. But there is one powerful factor in a child’s wellbeing that garners far less traction: the wellbeing of the parent.

It has been consistently demonstrated through research in developmental psychology that children’s emotional regulation, sense of safety and resilience are predominantly shaped by the emotional climate of their home.

Parenting in a digital age Technology has altered the landscape of parenting-related communication. Many of the new systems we have are helpful: nursery and school

apps streamline information, newsletters arrive reliably in inboxes rather than covered in yoghurt from the bottom of a school bag and class WhatsApp groups can quickly answer practical questions. But constant connectivity also means a constant draw on our attention. Instead of simplifying life, technology can create a low-level sense of being perpetually ‘on call’.

A simple but effective selfprotective strategy is deliberate digital boundaries. Parents benefit from checking school comms only at specific times rather than engaging in real time and muting group chats when they want to focus on other things.

The hidden weight of school admin Amongst the more obvious elements of parenting lies an often-underestimated burden: the admin of school life. Individually the tasks are small, but collectively they create a cognitive load.

Psychologists call this invisible

7 0 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

labour. It is the mental work required to anticipate, track and organise the needs of a household.

When this load becomes too heavy, parents can experience irritability, exhaustion and forgetfulness. The best way to manage this issue is through simple systems, certainly not heroic memory or martyrdom.

A shared family calendar, a weekly ‘school admin hour’, or a visible household planner can remove dozens of small decisions from the mind. The aim is not perfect organisation but freeing mental space for the parts of family life that matter.

Event overload and the pressure to show up Schools offer extraordinary opportunities for children, but the calendar can sometimes become crowded. The array of events and activities is a wonderful thing but they all carry the implicit message that parental presence is valued.

For families, this can create an uncomfortable tension between wanting to be present and not

F I N D I N G F LO U R I S H

having the capacity. However, children benefit more from parents who are generally calm and available than from parents who are constantly strained.

Learning to distinguish between meaningful moments and optional extras can be the surprisingly liberating solution to a seemingly impossible sum. Attending the events that truly matter to your child while lovingly declining others models healthy boundaries.

Well-modelled boundaries teach children that balance is part of a happy, sustainable life.

Financial pressures and the emotional ripple effect The financial realities of raising children can place enormous strain on families. Even beyond the obvious pressure of feepaying education, school life carries numerous hidden costs: uniforms, clubs, trips, technology and birthday parties. Financial pressure often looms in the background but can strongly influence stress levels. Research demonstrates that prolonged financial anxiety can affect mood, sleep and patience, all of which shape the emotional tone of a household.

When pressure arises, it is important for parents to remember that schools are usually more understanding than families expect. Many can offer flexible payment plans, uniform

support schemes, or discretionary assistance for trips and activities.

The key is to know about what is on offer and avail of these things when the need arises. Equally important is helping children understand financial realities in age-appropriate ways. Clear, calm explanations about prioritising costs can reduce confusion and help children understand that financial stress can be managed and does not equate to ongoing or irreparable emotional tension.

When behaviour feels personal Very little challenges parental wellbeing quite like difficult behaviour. Tantrums, lack of reasoning, dysregulation and impulsiveness can feel like personal assaults on our patience, especially when our tanks are already feeling close to empty. It is important to remind ourselves that child development research states that behaviour is rarely about deliberate opposition. Behaviour is communication without the cognitive capacity to coherently explain what is really happening.

Children and teens rely heavily on the adults around them to demonstrate and supply much needed emotional regulation.

When parents are overwhelmed, it is harder to be the calm presence children need to regulate themselves. This is why caring for parental wellbeing

is not indulgent, it is the first, the last, the everything. Sleep, supportive friendships, physical movement, hobbies, therapy, or simply time to think are not luxuries, they are the resources that allow parents to respond rather than react. Children learn emotional regulation best not by what they are told but by who and what they observe.

Rethinking self-care Meaningful wellbeing rarely depends on dramatic change. For parents with limited time, this might look like: • a short walk after the school drop-off • a five-minute breathing reset between work and home • a weekly conversation with a supportive friend • protecting sleep wherever possible • carving out a regular pocket of time for something personally meaningful The quiet power of parental wellbeing Parenting inevitably involves pressure, uncertainty and perhaps more chaos than we might like. But when parents invest attention and intention into their own wellbeing, they produce a mighty ripple effect. Because when parents thrive , the children around them have a greater chance of thriving too. We may romanticise being everything to them but we give them the best when we give to ourselves too.

PAULA KEARNEY Founder www.findingflourish.com S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 7 1

R OYA L N AT I O N A L C H I L D R E N ’ S S P R I N G B O A R D F O U N DAT I O N

Education, Care and Opportunity Improving outcomes for all children allowing children to remain with birth relatives during holidays, avoiding foster care. Independent day schools, with longer school days and broader curricula, provide opportunities for vulnerable children to thrive both academically and personally.

Young people are central to RNCSF’s work, contributing through feedback and advisory roles and helping to shape programmes. Many alumni remain involved as peer supporters, offering guidance to others.

Their commitment, alongside the support of schools, families and professionals, underpins the outcomes achieved.

Royal National Children’s SpringBoard Foundation (RNCSF) is a charity working in partnership with boarding and independent day schools to create pathways for children facing vulnerability and disadvantage through bursary access and higher education support.

Since 2013, RNCSF has supported more than 1,800 children to access fully funded bursary placements, with around 500 children in an RNCSF-supported placement at any one time. In addition, RNCSF has supported 200 children in care to access out-of-school support through mentoring relationships designed to help progression to university and apprenticeships.

Schools partner with RNCSF because it ensures bursary placements are targeted at young people facing the greatest barriers.

RNCSF works with more than 250 accredited partner schools and over 100 local authorities and

charities and continues to grow its reach and impact.

In some cases, RNCSF works with local authorities to commission placements that promote stability and continuity in care and education. The charity has a robust approach to assessing pastoral provision, alongside professional support programmes that ensure schools adopt relational and attachment-aware approaches for vulnerable pupils.

RNCSF has transformed thousands of lives by unlocking access to strong pastoral support and wider opportunities within boarding and independent day schools. Boarding placements can help keep families together by

TURN BACK TO PAGES 44-46 to hear from EDIB champions 7 2 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

RNCSF’s impact • 96% of SpringBoarders remain in their placements • Over 90% gain two or more A Levels, compared to 16% of disadvantaged students nationally • 45% progress to high-tariff universities, ten times the national average for disadvantaged students RNCSF’s alumni programme strengthens community and provides networks for continued personal and professional development.

Looking ahead, RNCSF aims to transform 2,000 young lives through its partnerships by 2030.

All donations and legacy pledges go directly towards bursary placements, with every £1 donated leveraging approximately £9 of support from partner schools.

One kinship carer stated: “We are so very grateful for everything RNCSF has done… The effect on our family life is significant and on the boys’ lives immeasurable.”

CLAIRE KIMPTON Finance and Administration Manager www.royalspringboard.org.uk

THE SUTTON TRUST

Fairer School Admissions Embedding inclusion in all aspects of school life If we want to close the attainment gap, we have to look at who can access the highest performing schools. Our research shows that the top-performing schools in England admit fewer children eligible for free school meals (FSM) and fewer children receiving SEN support than live in their local communities.

Fair access to excellent schools shouldn’t depend on background, housing or navigating a complex admissions process, yet, in the comprehensives with the highest GCSE results, 15% of pupils are eligible for FSM. At schools with the lowest, it’s 39%.

It’s not just because high performing schools are located in more affluent areas. They also take 25% fewer FSM pupils than live in the neighbourhoods they draw their pupils from. That’s why we set up the Sutton Trust Fair School Admissions Pledge and Award.

Around 90% of secondary schools are their own admissions authorities, meaning schools and trusts have significant influence

over access and inclusion. Many school leaders want to be more inclusive but need practical guidance on what changes are possible and how to implement them confidently and compliantly.

The new Sutton Trust Fair School Admissions Hub is designed as a practical ‘one stop shop’ to help leaders turn research into action.

The Hub is built around an implementation journey so schools have support the whole way through the process and beyond.

This includes research summaries, case studies and podcast interviews from schools who have already completed the Sutton Trust Fair School Admissions Pledge, as well as tools to work out what changes might work best depending on the school’s context.

This is not about lowering standards or removing parental choice. It’s about ensuring all children have a fair opportunity to access excellent schools.

Many schools, trusts and local authorities are already leading the way and sharing good practice through the Hub. 118 secondary schools are now involved in the Fair School Admissions Pledge, with over 100 schools receiving

Fair School Admissions Awards.

The Summer term is the ideal time for schools to review admissions arrangements ahead of consultation windows in the autumn and winter. Any leaders who want to find out more and join the growing movement of schools that are ensuring that they serve all children in their community.

Our experience has shown that there’s a growing appetite for change and the Fair School Admissions Pledge has shown that when the right support is available, meaningful progress is possible.

CHARLOTTE O’REGAN Schools Engagement Lead www.suttontrust.com/fairschool-admissions

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 7 3

V LEVELS

The Introduction of V Levels A new vocational qualification In March, the government announced the introduction of V Levels: a new vocational qualification, equivalent to A Levels, with the aim of helping to close skill gaps, cut the number of young people not in education, employment or training and, ultimately, help young people secure well-paid jobs.

Following this announcement, the ONS revealed in May that UK youth unemployment hit an eleven year high (16.2%) in the first quarter of the year. It’s clear that any changes that better support young people and their entry to the world of work can’t come soon enough.

Set to be phased in from 2027, the vocational pathway offered by V Levels aims to ensure young people leave full-time education and enter the working environment equipped with real-world transferrable skills and, crucially, those that employers actually need. They also allow students to explore different sectors before deciding where to specialise.

V Levels focus on learning designed around jobs and the real-world skills required, with initial subjects including: Digital; Education and Early Years; and Finance and Accounting. There will be additional qualifications in Construction, Health and

Engineering set to follow in 20282030. There’s a degree of flexibility in that they can be combined with A Levels, enabling students to curate a learning programme that best reflects their individual interests and career ambitions.

The introduction also follows research highlighting that parents want clearer choices for their children after GCSEs. In a recent survey of over 1,100 parents of 14-18 year olds, around a quarter of parents stated they weren’t confident that their child understood the options available to them (2026 survey by UK Department for Education).

Ultimately, any qualification or programme, whether it’s V Levels, apprenticeships, internships or working holidays, that afford young people more pathways to employment is invaluable.

The introduction of V Levels is a huge benefit to young people, helping to set them up for success by ensuring they leave full-time education better equipped to find employment and with a skillset desired by employers.

KRISTIAN WEBBER Employment Expert www.jenza.com

74 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

P R E PA R I N G F O R U N I V E R S I T Y

Preparing for Higher Education Support for students applying to university Godolphin and Latymer in Hammersmith is one of the few schools to offer both A Level and IB Diploma pathways in the Sixth Form. Whichever route a student chooses, they are supported through the school’s Higher Education Preparation Programme, helping them take the next step towards university with confidence. In 2025, 92% of students secured places at their first choice university across a wide range of highly competitive and inspiring courses.

A key part of the programme focuses on the personal statement process. Students begin with a specialist introduction delivered by the University of Bath, helping them understand how to create compelling and authentic applications. Every student is paired with a dedicated mentor or adviser who is a subject specialist, ensuring guidance is individual and academically focused. For students applying for subjects not taught at Godolphin and Latymer, such as Law and Psychology, additional external expertise is provided.

Students also attend subjectspecific personal statement sessions designed to encourage intellectual curiosity and commitment to their chosen field through activities such as MOOCs TURN BACK TO PAGES 36-38 to learn about Global Futures at Tonbridge School

(Massive Open Online Courses), essay competitions, wider reading and lectures. These sessions help students develop the depth of knowledge that universities value.

Recently, students have enjoyed success in the Financial Times and Oxbridge essay competitions, national language competitions and the Mathematics and Chemistry Olympiads.

Three students were awarded prestigious Arkwright Engineering Scholarships, one established an astrophysics research collaboration with University College London, and teams competed in a forensic chemistry competition with partner schools.

Godolphin students also reached the National Finals of the F1 STEM Racing competition.

Beyond personal statements, the Higher Education Preparation Programme includes university preparation sessions, admissions test guidance and UCAS application support. Optional sessions are available for students considering universities in the United States, Europe or Canada. Specialist staff provide additional support for applicants to Medicine, Dentistry and Veterinary Science, while dedicated Oxbridge coordinators guide students applying to Oxford or Cambridge. This year’s visiting speakers included Katharine Radice from the University of Cambridge and Nick Hillman OBE, Head of the Higher Education Policy Institute, who spoke about trends in higher education.

To prepare students for interviews, the school works with an external mentoring company to provide professional interview practice, followed by its own interview event involving several partner schools. Students also benefit from a broad programme of enrichment opportunities, including the biennial University Fair and the Undiscovered Subjects Taster Lecture series, both attended by students from partner state schools.

Support continues throughout the decision-making process with one-to-one guidance meetings and access to the experienced Higher Education team. Students also benefit from the support of the Old Dolphin community through workshops and mentoring opportunities for aspiring lawyers and medics.

Mrs. Anna Armstrong, Head of Higher Education and Careers, says: “Our aim is to ensure every student feels supported and inspired throughout the university application journey.”

SUSAN BARTHOLOMEW Head of Marketing and Communications www.godolphinandlatymer.com

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 7 5

PROPERTY NEWS

London’s Education Hotspots Quality residential living London’s appeal is shaped by a number of powerful draws - its culture, connectivity, green spaces and global reputation among them. Yet it’s the capital’s world-renowned educational landscape that continues to hold particular long-term appeal, attracting growing families, international buyers and young professionals. Across London, neighbourhoods with strong educational reputations remain among the most desirable, offering the wider qualities that define successful places to live - established communities, independent cafés, excellent transport links and character that has evolved organically over time.

It is within these established enclaves that residential developer London Square is delivering developments, including County Hall Kingston, Fifty Brook Green, Wimbledon Bridge House and Twickenham Green. While each location has its own identity, all are connected by their proximity to some of the capital’s most respected educational institutions and the lifestyle appeal surrounding them.

The area’s educational appeal extends across both state and independent sectors. Tiffin School and The Tiffin Girls’ School remain among the UK’s most respected grammar schools, while Kingston Grammar School continues to attract families seeking leading independent education. Sean Gavin, Managing Director at London Square, describes County Hall Kingston as: “a once-in-a-generation opportunity” within one of London’s most significant heritage settings.

Preserving educational history through luxury residential design

Tucked among West London’s most prestigious destinations lies Brook Green, a charming neighbourhood in Hammersmith offering an unparalleled living experience.

A heritage landmark in striking distance of Kingston University

Kingston upon Thames has long been recognised as one of south west London’s strongest educational hubs. Alongside its riverside setting, historic market town atmosphere and fast links into central London, the borough continues to attract buyers drawn to its blend of high-performing schools and established higher education institutions.

Fifty Brook Green

County Hall Kingston

At County Hall Kingston, London Square has transformed the former Surrey County Hall into 264 homes, restoring one of the area’s most recognisable heritage buildings while introducing contemporary interiors and landscaped outside space. The development sits moments from Kingston University and Kingston School of Art, institutions that have helped shape the town’s creative identity for decades.

7 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

At Fifty Brook Green, London Square has transformed five former Victorian school buildings into an exclusive gated collection of 32 residences, comprising one- to four-bedroom apartments, duplexes, triplexes and mews houses.

Historically home to the Hammersmith School of Art, the development reflects the area’s longstanding connection to education and creativity.

Directly opposite sits St Paul’s Girls’ School, one of the country’s highest-performing independent schools, alongside the nearby L’Ecole Française de Londres Jacques Prévert, reinforcing Brook Green’s international appeal.

Jo McDonagh, Managing Director at London Square, describes Brook Green as: “An opportunity to invest in one of the capital’s most consistently soughtafter postcodes, offering the rare combination of heritage architecture and contemporary living that London Square is known for delivering.”

L I V I N G I N LO N D O N An optimal balance of lifestyle and academic

Further south-west, Wimbledon continues to attract buyers seeking a balance between connectivity and lifestyle. With its cafés, boutiques and expansive commons, Wimbledon offers a slower pace of London life while remaining exceptionally well connected to the city centre.

Located moments from Wimbledon Station, Wimbledon Bridge House offers seamless access to central London and an exceptional selection of leading schools, including King’s College School Wimbledon and several Ofsted-rated ‘Outstanding’ state primaries.

Appealing to international students and academics alike, the development is within a 45-minute commute of 26 universities, serving more than 296,000 students seeking high-quality accommodation in one of South West London’s best-connected neighbourhoods.

Educational strength in a riverside setting

Twickenham offers a similar calmness of South West London living. Defined by its riverside setting and abundance of green space, the area has become increasingly popular with buyers seeking a calmer pace without compromising on educational opportunity.

At Twickenham Green, London Square’s riverside development sits alongside the River Crane, close to local cafés, parks and independent shops. The area also benefits from access to highly regarded schools including Waldegrave School and The Mall School, while nearby St Mary’s University contributes to the area’s growing academic community.

County Hall Kingston, Kingston Prices starting at £480,000

Available for the first time in 130 years, County Hall Kingston offers riverside access, a bustling market town nearby and a 30-minute commute to central London. Original features, including imperial staircases and marble floors, have been preserved.

Twickenham Green, Twickenham

Fifty Brook Green, Brook Green Prices starting from £1,340,000

Fifty Brook Green comprises one- to four-bedroom homes, including mews houses, utilising the original schoolhouse proportions, featuring soaring ceilings, expansive windows and restored period features.

Amenities focus on a wellness suite, including yoga and Pilates studios and a state-of-the-art gym.

Wimbledon Bridge House, Wimbledon Prices starting at £487,500

A newly launched development located just a twominute walk from Wimbledon Station. The collection comprises 123 thoughtfully designed residences - including studios, one-, two-, and three-bedroom apartments and penthouses - complemented by three floors of amenity and commercial space with wellness at its core.

Twickenham Green, Twickenham Prices start at £1,165,000

Twickenham Green can be found a stone’s throw from local shops, cafés and restaurants, as well as green spaces including Craneford Way Playing Fields and the River Thames, offering easy access to outdoor space while remaining well connected to central London.

HANNAH SANDFORD Account Executive Wimbledon Bridge House, Wimbledon

www.bacchus.agency S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 7 7

DESIGN TIPS

g n i n i a t r e t n Ein Your Garden A guide to creating luxury outdoor spaces

The Royal Horticultural Society is the UK’s leading gardening charity and is a bonanza of glorious gardens and fabulous flowers, all of which fill the grounds with the heady scent of summer. We recently visited Wisley Gardens which got us dreaming of luxury outdoor spaces; the perfect garden that doubles as an outdoor oasis and a place to host and entertain friends and family.

In this feature, we’ll show you how to expertly pair luxury outdoor dining furniture and garden accessories to create a stylish outdoor space everyone can enjoy this summer.

We start our outdoor patio furniture search with two notable picks: Bramblecrest and Sutherland.

Cotswold-based Bramblecrest is home to bold, elegant and truly functional garden furniture sets.

At first glance, it’s clear they have an unrivaled passion for outdoor furniture. Their innovative designs are responsibly sourced.

If you’re looking for season-proof material, keep an eye out for their all-weather fabric and furniture frames, which are designed to endure the elements.

With outdoor sofa sets to suit a variety of sophisticated and luxurious tastes, you might find it hard to settle on one! Get a feel for their sofa sets with the Kingscote or Tuscan Wicker.

7 8 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

Recognised as a leader in luxury outdoor furniture, Sutherland is acclaimed around the world for their elegant furniture and exemplary craftsmanship. Quality is built into each design with uncompromising attention to detail.

Expect stylish proportions that effortlessly blend into the surroundings. From Franck to the ultra-sophisticated and sleek Plateau, Sutherland’s collections are tastefully designed with aesthetics and unmatched durability in mind. A quick browse through Sutherland’s collection reveals a commitment to truly timeless outdoor furniture. Garden sofa sets from Sutherland are similarly a delightful and stylish choice for lazy summer days outdoors.

Whether you’re hosting guests or simply spending a sunny day in the garden, keep the summer vibes alive from day into night.

We’re inspired by outdoor kitchens and al fresco dining areas this year. An unforgettable patio dining experience starts with exquisite patio dining furniture, including a sofa, armchairs, dining chairs and bar stools from Coco Wolf, Hadley Rose or Ethimo. Ideally, we prefer to opt for furniture outfitted with long-lasting fabrics like Sunbrella, a manufacturer of widely adopted upholstery and textiles that feature beautiful and functional designs. They’re known for lasting longer than cotton and for their ability to weather the elements, including sunshine and chemicals. Other long-lasting materials include teakwood.

For more outdoor fabric inspiration, browse Perennials

SUMMER INTERIORS

light the gas. Alternatively, bring the outdoor camping feeling to your backyard with this Foscot Fire Pit crafted in cast iron.

For the full experience, cosy up your outdoor space with luxury outdoor cushions and throws from Andrew Martin. Top it off with your favourite campfire drinks, snacks and summer playlist.

Add functional and stylish garden storage

Keep your outdoor space tidy and stylish with garden storage boxes, chests or bins.

Bramblecrest’s matching sets of outdoor cushion storage boxes are the perfect pairing option to your choice of dining set.

Get ready to plan the garden of your dreams and celebrate with style with our exclusive outdoor furniture and design tips courtesy of London luxury interior designers at April Hamilton.

Fabrics and Designs of the Time. If you like the sound of investing in heirlooms to pass down to the next generation, you’ll be inspired by the exquisite aluminum furniture of McKinnon & Harris, which not only features stunningly

impressive design, but is also corrosion-resistant by nature.

Illuminate your outdoor space with garden lighting

From spotlights to path lights and lights that illuminate the seating area and entrance, the best type of outdoor lighting for your patio depends uniquely on your own preference. We recommend soft, ambient lighting that gently livens up the scene after sunset. To keep guests warm as the sun sets, don’t forget to top off your patio furniture with a stylish fire pit.

Bramblecrest’s Tuscan Wicker Sofa is among several designs that can be ingeniously paired with a fire pit table – a stunning and functional combination. To make the switch from dining table to firepit, simply remove the ceramic insert, add the glass shield and

ROSEMARY RIDGWAY Founder and Creative Director www.aprilhamilton.com

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 7 9

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

Flourishing at University How to prepare for Oxbridge Oxford and Cambridge remain notable destinations for many Westminster pupils, but our aim is not simply that students should make successful applications; it is that they should flourish once they arrive at any university.

Whether they go on to Oxbridge, UK Russell Group, US Ivy League or anywhere else, near or far, they leave Westminster with the independence, curiosity and enthusiasm for learning that we are confident will underpin their long-term success.

Explicit university preparation goes only so far. Our emphasis, from Year 9 through to Year 13, is on cultivating intellectual curiosity and independence, and on learning and teaching that extends well beyond any syllabus. This approach provides some of the strongest possible preparation for undergraduate study. We believe in stretching pupils in different ways, both in and beyond the classroom.

Four A Levels as standard remain central to this, encouraging students to think broadly and delaying specialisation. Alongside this, pupils pursue EPQs, enter essay competitions and engage in extensive wider reading, while many refine their academic interests through conversations

beyond lessons, from debates and society presentations to mock trials and Model United Nations.

Lessons are collaborative and discussion-driven. Students are expected to question ideas, defend their views and think aloud, becoming increasingly confident and articulate. At the same time, they are supported through the practical elements of university applications, including admissions tests, personal statements and interview practice, with many of these opportunities shared with students at Harris Westminster Sixth Form. Just as importantly, we emphasise that pupils should choose the course rather than the university. They are encouraged to explore a broad range of courses and institutions, and to attend

university and college visits, ensuring their decisions are thoughtful and well-informed.

We also draw on the experience of our alumni, inviting former pupils from a wide range of universities and courses to speak with Year 12 students. Hearing directly from those with recent experience helps pupils make realistic and appropriate choices, recognising that the better informed the decision, the more fulfilling it is likely to be.

Ultimately, the focus is on a well-rounded education and on genuine intellectual engagement.

Strong applications, whether to Oxbridge or elsewhere, emerge most naturally when students pursue authentic interests beyond the classroom. The personal statement, interview and wider application process should reflect this authenticity. Those who interview most successfully are rarely the most rehearsed, but rather those who have developed a genuine enthusiasm for their subject. In this way, pupils are prepared not only for entry to university, including Oxbridge, but for the independence, resilience and curiosity that will sustain them once they arrive.

WESTMINSTER SCHOOL www.westminster.org.uk

8 0 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

UCL200

Science in a Changing World What the next 200 years could mean for today’s learners PHOTO CREDIT: UCL

What might the world look like in 200 years - and how should today’s students prepare for it? That was the focus of a recent discussion hosted by UCL and the Royal Society, where leading scientists explored big questions about the future of space, technology, food and human life.

While some ideas sounded like science fiction - such as living on Mars or communicating through brain implants - many of these possibilities are grounded in real scientific progress. For families and educators, the key takeaway is not just what the future might hold, but how education can equip young people to shape it.

Space exploration, for example, is no longer a distant dream. Scientists believe humans could eventually live beyond Earth, although it will require huge investment and careful

planning. Just as Antarctica evolved from a dangerous frontier into a place for scientific research, future generations might one day apply for missions to the Moon or even Mars!

Closer to home, communication technologies are advancing rapidly.

A century ago, sending information across the world was slow and limited. Today, vast amounts of data can be transmitted almost instantly.

However, this comes with new challenges: systems must become more secure and energy-efficient in the face of rising demand and global risks.

The discussion also highlighted the importance of food and wellbeing. While technology may transform food production, experts stressed that meals are about more than nutrition - they connect us to culture, community and tradition. The challenge will

PHOTO CREDIT: KIRSTEN HOLST PHOTOGRAPHY)

be ensuring everyone has access to healthy, sustainable diets without harming the environment.

Across all these topics, one theme stood out: complexity.

The world is becoming more interconnected and solving future problems will require collaboration across disciplines from science and engineering to ethics and the social sciences.

For education, this has important implications. Schools and universities need to go beyond teaching facts, instead encouraging intellectual curiosity, critical thinking and the ability to question the status quo.

Professor Jennie Shaw, ViceProvost (Education and Student Experience) notes: “If we are to thrive in the next 200 years, we will need both fearlessness in seeking knowledge and humility in recognising how much we still don’t know. Education today must nurture and stimulate students’ curiosity, questioning and critical thinking.

At UCL, this approach is realised through bringing together different disciplines to tackle real-world challenges, making it an inspiring place for students to learn and to shape the future.”

Ultimately, the future is not fixed. Today’s young people will be the scientists, thinkers and leaders who decide how technology is used and which challenges to prioritise.

By nurturing a spirit of inquiry and responsibility, education can help ensure that the next 200 years are shaped not just by innovation, but by fairness, sustainability and shared progress.

HENRY KILWORTH Head of Media Relations www.ucl.ac.uk TURN BACK TO PAGES 42-43 to read about learning to use AI

S U M M E R 2 0 2 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | 8 1

R U S S E L L G R O U P C O L L A B O R AT I O N

Striving For a Healthier Future A pioneering project President and Vice-Chancellor, Professor Duncan Ivison stated: “It’s about ensuring that the work of our universities translates into meaningful, real-world impact,” and The University of Manchester is doing just that through its support for a landmark Russell Group commitment to build healthier communities across the UK. Announced on Tuesday 24th March, the commitment brings together the Russell Group’s 24 leading universities, including The University of Manchester, to train more than 181,000 students in health and care-related subjects by 2030, an increase of more than 15%. This includes future doctors, dentists, nurses and midwives, as well as engineers, social scientists and technology specialists whose skills will be central to improving healthcare services in the years ahead.

Professor Ivison, leading the Russell Group team behind the commitment, shared: “One thing that distinguishes Russell Group universities, like The University of Manchester, is our unique combination of groundbreaking discovery research and our role in training the health workforce of the future.” The University already educates around 3,000 medical and dentistry students, while Russell Group universities in the North

PHOTO CREDIT: MANCHESTER CAMERATA

West collectively train more than 17,000 people in the skills needed for a healthier future.

The commitment also aims to widen access to health and care careers, ensuring more students from disadvantaged backgrounds can enter these vital professions.

This includes targeted gateway courses, summer schools and mentoring, building on Manchester’s long-standing focus on widening participation and supporting regional skills needs across Greater Manchester and the North West.

PHOTO CREDIT: GRAEME COOPER

This work is already visible through initiatives such as Lancashire Access Medics and the Preston Widening Access Programme, which support students from disadvantaged backgrounds entering medicine.

The University has also formed a new partnership with Wigan & Leigh College and the Greater Manchester Colleges network, placing PhD researchers into further education classrooms to strengthen teaching in priority subjects such as engineering, digital skills and STEM. The impact extends beyond training. Through Music in Mind, a pioneering collaboration with Manchester Camerata, the

8 2 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

PHOTO CREDIT: PETE CARR

University is helping redefine dementia care through improvised group music-making. Amina Hussain, Music Therapist and Principal Flute at Manchester Camerata, reflected: “There are moments where something tiny happens and suddenly you realise you’ve made a connection… Those moments stay with you.”

The University is also helping remove practical barriers to employment through Working Well: Roots to Dental, a first-ofits-kind scheme combining NHS dental care with employment support. As dental student SarahJade Akintomide explained: “It’s about more than just teeth; it’s about restoring people’s confidence and improving their quality of life.”

By linking research, training, healthcare, creativity and community partnerships, The University of Manchester is showing how universities can help shape healthier, fairer and more resilient communities.

HASHIM KOHAM Head of Public Affairs www.manchester.ac.uk

UNIVERSITY EXPERIENCE

Summer Masterclasses Experience university-level learning If you’ve spent the last few weeks in the thick of exam preparations, you’ll know all too well just how critical this time of year is, as young people start to make real decisions about their future.

University College Birmingham’s (UCB) Masterclasses are here to help them get ahead of the game.

Designed to spark curiosity and build confidence around further and higher education, these interactive sessions immerse students in a real university environment, from health simulation suites and professional kitchens to cyber security labs, the

graphic design studio, engineering workshops and more.

Each masterclass is led by expert lecturers who bring industry insight directly to the classroom.

They’re a safe space, giving Year 12 and 13 students the chance to explore ideas about their future first-hand, either on campus or virtually.

For schools unable to travel, UCB’s virtual masterclasses offer students the same engaging, career-focused introduction online. These sessions are ideal for broadening horizons, supporting progression planning and helping

students make informed choices about their next steps.

With subjects spanning aesthetics, business, digital, education, health, hospitality, psychology, sport, prosthetics and more, there is a pathway for every ambition.

Schools can book for groups, request bespoke dates or simply register their interest to be contacted by UCB’s Schools Liaison team.

CLAIRE HUGGINS Communications and Engagement Officer www.ucb.ac.uk

E M P L OY M E N T O P P O R T U N I T I E S

Putting Experience First Nottingham ranked among the UK’s best universities Students at the University of Nottingham are benefiting from one of the UK’s strongest work experience offers, with the university recently ranked third overall in the Higherin Best Universities for Work Experience 2026–27. Notably, Nottingham is the highest-ranked Russell Group institution in the table, underlining its leadership in preparing students for the world of work.

What sets Nottingham apart is a sustained, partnership-led approach to employability. Work experience is not treated as an optional extra, but as a core part of the student journey. The Higherin rankings, based entirely on student feedback and focused on placement and work experience provision, highlight the real impact of this approach.

That impact is evident in outcomes. Nottingham leads the UK for the number of graduates entering highly skilled employment (HESA Graduate Outcomes survey), demonstrating how early and meaningful exposure to the workplace translates into long-term success.

For prospective students, this offers reassurance that their degree will be complemented by opportunities to build skills, confidence and professional networks.

Central to this success is the scale and diversity of Nottingham’s employer connections. Each year, the university collaborates with more than 3,000 organisations,

including global companies, regional businesses and major public sector bodies. Together, they provide tens of thousands of opportunities, ranging from graduate jobs, year-long placements and internships to shorter projects and insight experiences, enabling students to explore different sectors and career paths.

Our students’ desire for meaningful work experience is reflected in the continued success of Nottingham’s placement year offer across the institution. With around 500 students from various academic disciplines undertaking placements each year, not only do employers see the value they bring to the workplace but our students also benefit greatly, with significant correlation between placement engagement and improved graduate outcomes.

Beyond formal placements, Nottingham also offers a wide range of paid on-campus roles.

TURN BACK TO PAGES 24-26 to learn about experiential learning at LPS Clapham

Students can work as ambassadors, contribute to research projects or take on flexible roles through the university’s recruitment agency and Students’ Union. Volunteering opportunities further enable students to develop transferable skills, make connections and contribute to their local community.

This breadth of activity has helped establish Nottingham as a trusted partner for employers.

The university is consistently ranked among the top ten most targeted by leading UK graduate recruiters and is currently third overall (Graduate Labour Market report, High Fliers 2026), reflecting sustained confidence in the quality and work-readiness of its graduates.

By embedding employability throughout the student experience, the University of Nottingham ensures that its graduates leave not only with a degree, but with the confidence, experience and insight needed to thrive in today’s competitive job market.

STUART MARIOTT AND ALEX OWUSU Associate Director, Careers and Employability Service and Placement Years Manager www.nottingham.ac.uk 8 4 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

G LO B A L CO N C E R N S

The Global Importance of Development Studies Preparing students for the future Development Studies is a discipline that encompasses some of the most important issues facing our planet today: sustainability and climate change; migration and displacement; poverty and inequality; conflict and humanitarian action; and labour and artificial intelligence.

For students wanting to make a difference in the world, following a programme in Development Studies can lead to a fulfilling career addressing some of the major issues and challenges facing today’s global community.

SOAS University of London is ranked 2nd in the world for Development Studies (QS World

University Rankings 2026). The BA Global Development degree at SOAS provides exciting interdisciplinary training in the social sciences, allowing students to develop a nuanced understanding of the dramatic processes of social, economic and political transformation underway in different parts of the world.

Students and academics in the SOAS Department of Development Studies engage in both research and hands-on fieldwork in a diverse range of disciplines. Some current research topics include: peacebuilding through raising awareness of the urgent need to increase efforts for landmine

clearances; the difficulties faced by refugees searching for adequate accommodation amidst a UK housing crisis; the exploration of critical mineral supply chains and sustainable development in Southeast Asia; and the economic and social impact of protracted border closures between Eritrea and Ethiopia.

ANDREW OSMOND Marketing Manager www.soas.ac.uk

Discover the Answers at SOAS The World’s University

Take a look at the range of exciting undergraduate degree programmes available to study on our vibrant central London campus

soas.ac.uk

W R I T I N G A P E R S O N A L S TAT E M E N T

Personal Statement Advice University admissions support The personal statement is your opportunity to explain why you want to study a particular course and demonstrate what will make you a good student. You’ll need to showcase your enthusiasm, subject knowledge and relevant skills.

Things to consider when writing your personal statement: • It’s one statement for up to five UCAS choices, so ensure you don’t mention a specific university or college by name • You’re limited to 4,000 characters, so keep your statement concise • The statement is made up of three sections, with a minimum character count of 350 • Use recent examples of achievements and explain what you gained from them • Some higher education providers may use your personal statement as the basis for an interview, so be prepared to answer questions on it • We are looking for evidence of desire to learn at a higher level, for students who have the drive to succeed Statement sections

The personal statement is made up of three questions, designed to help you break down your statement into manageable parts.

Why do you want to study this course?

Show your passion and knowledge for your chosen subject. It lets universities and colleges know why you’re a good fit.

How have your qualifications and studies helped you to prepare?

Talk about the skills you’ve developed in your education and how they’ll help you to succeed.

What else have you done to prepare outside of education, and why are these experiences useful?

Reflect on any other activities or personal experiences outside the classroom that make you suited to the course.

There is no right or wrong place to include your specific examples; for example, information about a subject you have studied might be suitable in either of the first two questions. Where you choose to include information will depend on the experiences you have to share.

Thinking about your motivation

When writing your personal statement, you need to focus on the subjects you’re applying to and consider your reasons for applying. Your chosen universities will want to know why you’ve selected the subject you wish to study. Perhaps you’re motivated by your passion for the subject, or maybe the subject relates to your future career ambitions.

The rainbow diagram offers a structure for drafting your personal statement. Your chosen subject is the core and the first layer is about the specific areas of the subject that interest you.

For the second layer, consider the reasons for your choice. The third and final layer is about all the experience you have that you can relate to the subject.

This will help you pin down your knowledge and interests related to the subject. It can help you convey that you’ve undertaken your research and thought through your decision.

8 6 | E D U C AT I O N C H O I C E S M AG A Z I N E | S U M M E R 2 0 2 6

Thinking about your skills

Transferable skills are skills you’ve gained in one area of life that can be transferred to another. Everyone has them, but they can be hard to identify. Your personal statement should include transferable skills that will be useful at university.

Alongside your studies, you can include hobbies, volunteering, work experience and more. List all the activities you can think of, even if they don’t seem relevant at first.

Personal statement dos and don’ts Do:

• Research your subject(s) and chosen providers • Write what comes naturally • Ensure it flows and has a logical structure • Check that it’s free from grammar and spelling mistakes • Get it proofread Don’t:

• Include misleading information • Take risks with what you include • Plagiarise • Use bullet points or lists • Leave it to the last minute • Submit it without checking There are lots of other useful resources online. The UCAS website is a good place to start and also includes bespoke advice for carers, estranged students, refugees and asylum seekers.

Find out more: www.youtube. com/watch?v=BvnWdtmVwcg

RACHEL CAUNTER Campaign Manager www.exeter.ac.uk

Discover University for Parents and Supporters We understand how important it is for parents and supporters to be well equipped to support their young person’s journey to higher education.

Our dedicated Discover University online events, newsletters and guides will provide the key information needed at each stage of the journey.

Scan the QR code to join our newsletter and find out about events and advice designed for you to support your young person. www.exeter.ac.uk/supporters

@DiscoveruniExe exeter.ac.uk/discoveruniversity

CONTACT

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