Read all about it! Emanuel in the news
The Good Schools Guide Review Headmaster
Entrance
Since September 2017, Robert Milne, previously deputy head (pastoral) at KCS Wimbledon. Taught English at Oundle, housemaster at King Edward’s Birmingham and head of English at Magdalen College School. Read English at Leicester, followed by a Masters at King’s College, London. Keen sportsman, playing cricket at university level and the lure of the squash court remains strong. Married to a doctor turned biology teacher at KCS, with whom he has two children. His toddlers can often be found by his side on the touchline when supporting school matches. Parents love the chance to have a quiet word in his ear on these occasions. A Yorkshireman who relishes the outdoors, being equally at home watching Leeds United to walking in the Dales. Comes from teaching stock. While maintaining the school’s DNA and respecting its traditions, head has modernised it and set the place firmly on a more ambitious path. Determined that pupils should make the most of their talents, for themselves and for the good of society. A dynamic, energetic head, with a warm sense of humour.
Annually, Emanuel carries out over 1500 twenty minute interviews with prospective pupils, across all entry points, demonstrating its genuinely holistic approach to selection. At 11+, beyond being good eggs who will fully participate in school life, pupils need to perform well in maths, English and verbal reasoning. Performance is competitive. Unusual in having a 10+ entry point, for around 50 pupils. Current parents delighted: it helps with family logistics and avoids the need to become entangled in London’s 11+ circus. Great for talented 10 year olds who can access specialist teaching a year earlier than their peers. At 11, of the 144 who are accepted, the intake is roughly 50:50 between state primaries (including Honeywell and Bellevue) and independent preps (including Hornsby House, Hurlingham and Thomas’s Clapham). Head notes that some of the very best pupils come via the state route. Around 30 pupils join in the sixth form.
Spring 2020 | ABSOLUTELY EDUCATION
Emanuel has maintained its sibling policy, though brothers and sisters still need to meet the entrance requirements, perform
satisfactorily at interview, present an excellent school report and a positive reference from their current head to be offered a place. Occasionally siblings are turned down, but school does so with sensitivity, often suggesting more suitable establishments. Sibling policy reflects Emanuel’s desire to keep families together, rather than cherry-picking only the academic stars. Refreshing approach to admissions in the sometimes cut-throat world of south-west London schools.
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A dynamic, energetic head, with a warm sense of humour.
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Autumn 2020
Exit Head has removed the formal hurdle of pupils needing minimum GCSE grades in order to progress into the sixth form. He wants pupils to feel secure here from 1018, and aims to avoid unnecessary anxiety. School wants those who will thrive and achieve success at A level, but staying on must be a positive choice. Not good enough just to coast; all pupils need a 7 at GCSE in their A level choices. If aptitude and attitude for sixth form study is lacking, conversations with parents and pupils begin in year 11 and other routes are explored together. Most head to Russell Group universities with Exeter, Nottingham, Leeds and
Edinburgh currently popular. Increasing numbers to USA (around 10 a year, including Ivy League), Canada and mainland Europe. Pupils embark upon over 100 different courses, ranging from Astrophysics to Religious Studies, with a couple of medics most years. Numbers applying to Oxbridge have trebled recently, but no one is forced down that route. Oxbridge application support programme begins in year 10, comprising weekly mentoring, seminars, practice exams and mock interviews to ensure full-bodied applications. Roughly a third of those who apply receive offers. Talented, creative pupils favour respected art foundation courses including at Royal
Drawing School and Central St Martins; prestigious drama schools such as RADA, Guildhall and LAMDA, and elite music schools including the Royal Conservatoire and Royal College of Music.
Autumn 2020 | THE GOOD SCHOOLS GUIDE
Teaching and learning Emanuel has had a meteoric rise in the league tables, leap-frogging 100 schools and scoring particularly highly on ‘value added’ data. Academic standards have improved across the board, with energetic teaching and learning in evidence on the day we visited. Complaints from some parents about too many assessments, and homework becoming onerous from year 8. Lots of tracking of progress and effort using the latest bespoke software, so head and staff can instantly access pupil performance and wellbeing at any time. Head and staff keep their fingers firmly on the pulse. Most take three out of the 24 different subjects offered at A level, including recently introduced film studies and photography. No Greek for potential Classicists. Around 70 per cent take the EPQ, with over half scoring A*/A. Recent essay topics have included the effectiveness of dementia treatments and an exploration of the erosion of American democracy. English is made fun through an annual poetry slam, literary quizzes and visits to the West End, NT screenings and the Globe. At A level, 20-30 regularly opt for English. The library, at the heart of the school, houses nearly 30,000 books. It also boasts separate rooms for periodicals, Spring 2020 | ABSOLUTELY EDUCATION
archives and careers, as well as a silent reading area. Current head of maths, described as ‘inspiring’ by one parent, has turned the subject into the most popular A level choice. Pupils voluntarily give up lunchbreaks in order to go beyond the syllabus; more girls take further maths than boys. Good proportion goes on to study maths-based courses at university including computer science and engineering. Science inspiringly taught, with plenty of experiments from growing crystals to dissections, and even a science bake off. Learning continues away from the labs with trips to the velodrome to assess forces, and to CERN to study nuclear physics. A third of pupils study a sciencerelated subject at university, including veterinary science and dentistry. All pupils bring in their own laptops, though still lots of work done on the old-fashioned way. Innovative coding and robotics programme from year 7. Coders can even run a computer programme on the international space station. Ethos lessons for the lower school concentrate on rhetoric, philosophy and debate. Aristotle would be proud. Teachers are top quality, with very few weak links these days. Alongside some long-servers, head has introduced some young blood onto the staff, some of whom have been swiftly promoted to
heads of department. Staff are expected to buy into the spirit of the school, and to participate fully though the wearing of multiple hats.
Latest results In 2020, 77 per cent 9/7 at GCSE; 50 per cent A*/A at A level (82 per cent A*/B). In 2019 (the last year when exams took place), 71 per cent 9/7 at GCSE: 47 per cent A*/A at A level (82 per cent A*-B).
Autumn 2020
The arts and extracurricular The Dacre Building, a three-storey centre for the arts, houses separate studios for painting, printing, sculpture and ceramics, as well as a dark room and acid baths for etching. On the day we visited, we saw tray loads of psychedelic milkshakes with a Caribbean vibe, made from coloured sand and paint. Talented sixth formers exhibit at a Chelsea art gallery. Also a film studio, complete with cameras, sound system and lighting rigs, from where Emanuel News is broadcast. Pupils become camera operators, anchors, reporters and technicians, as well as post-production editors. This high-tech equipment is no white elephant. Drama is taught as a discrete subject at KS3, and can also be taken at GCSE and A level. Each year group has an annual production. Recent musicals include Oliver!, Made in Dagenham and We Will Rock You. Fiennes theatre opened by Ralph Fiennes
and Mike Leigh. Hall for a whopping 500 spectators. Small groups perform at the Edinburgh Fringe alternate years, playing to packed audiences and receiving five star reviews. Some pupils are already starring in Netflix dramas, BBC adaptations and treading the boards on the West End stage. A talented bunch. Emanuel’s music provision is top notch, offering a breadth of opportunities from the traditional to cutting edge. School choirs perform at St Paul’s Cathedral and Westminster Abbey. Those of a more edgy disposition perform in rock and pop concerts, and learn how to mix in DJ lessons. Almost 40 per cent learn at least one musical instrument; ten per cent learn two or more. All are encouraged to perform on stage, either individually, in ensembles or in bands. On the morning we visited, there was some pretty impassioned practising going on.
There are over 60 clubs and societies, many of which take place in the long lunchbreaks. There are clubs for all appetites, whether Dr Who aficionados or drone enthusiasts, croquet devotees or Warhammer buffs. An extensive programme of lectures also offered, with recent speakers ranging from the founder of Wikipedia to Arctic explorers. Fairly universal parental criticism of the food: ‘not enough choice’ and ‘neverending pasta’ were a few of the gripes.
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Emanuel’s music provision is top notch, offering a breadth of opportunities from the traditional to cutting edge.
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Autumn 2020 | THE GOOD SCHOOLS GUIDE
Learning support & SEN Sport Three well-qualified staff make up the learning support team. No universal screening on arrival, but set in motion if a pupil is not progressing. Visiting hearing and speech and language therapists. Pupils with ed psych reports are given a ‘learner profile’ which identifies their learning preferences. Small groups and 1:1 support offered, usually for six week periods to help with specific difficulties. Spelling club and daily homework club for those on learning support register. School is able to support pupils with dyslexia, dyspraxia, dyscalculia, ADHD, Asperger’s and mild visual and hearing impairment, but they need to be able to keep up with the lively pace of the school. Historic buildings do not have lifts but there is reasonable access for wheelchair users across the ground floor, including a lift in sports hall and theatre, ramps in the refectory and Hampden Hall, and disabled parking spaces. Modern buildings all have lifts and wheelchair turning points.
Boys row, and play rugby, football, cricket; girls play netball, cricket (hugely popular), row and play football in the summer. Rugby and cricket particularly strong, with recently-introduced football now coming into its own. Rowing is v popular, and pupils can be found on the river before most Londoners have woken up. Current head girl rows for Team GB. Highoctane stuff. Again, extraordinary facilities including outdoor tennis courts, 25m indoor swimming pool (albeit described by one parent as ‘extremely tired’), sports hall with physiotherapy area, playing fields, mini Astro pitches and own refurbished boathouse on the Thames for 75 boats. Wandsworth Common used for crosscountry. Another fourteen acres of rugby and cricket pitches near Raynes Park, with a further sports facility down the A3. Numerous sports-based trips including ski-ing in the Alps, rowing at Henley, rowing camp in Italy, Sri Lankan cricket tours, rugby tours to Ireland and Spanish hockey tours. Three-pronged approach to sport here: performance for the competitive elite; development where pupils are encouraged to find a sport they love and can play beyond school; engagement to promote well-being (such as yoga and Pilates, which boys and girls do together).
Autumn 2020
Ethos and heritage Established in Westminster in 1594 for 10 boys and 10 girls in the will of Lady Ann Dacre, cousin of Elizabeth I. School has adopted the Dacre family motto ‘pour bien désirer’ (the noble aim). Granted a Royal Charter by Queen Elizabeth I in 1601. It has switched from co-ed to single-sex and back to co-ed again in 1995. The current Victorian building, in the midst of the 12acre site, was originally built as a Crimean War orphanage. At the heart of the school is a tranquil courtyard, dedicated to three Elizabeths: Queen Elizabeth I (who was on the throne at school’s foundation), Queen Elizabeth II (who visited in 1994), and the Queen Mother (who planted a tree here). Much building work has gone on in recent years, though new and old buildings mesh together very successfully. A stylish-looking school. The 1988 Clapham Junction rail disaster is remembered through the Memorial Bridge. Boys and staff were among the first on the scene and one sixth former was commended for his heroic role. Emanuel is an outward-looking and community-minded school that wants to be of use to the local population. As part of the school’s thriving Battersea Rise Trust, it helps increase social mobility for families and young people from disadvantaged backgrounds. Sixth formers also teach
children from 25 local state primaries as part of the ‘Primary Ambitions’ programme. Every Friday afternoon, year 5 and 6 state pupils are offered modules in everything from film-making and Greek mythology to printmaking, Latin, physics and drama. Head believes Emanuel pupils benefit as much as the children they teach, through increased confidence. The primary pupils feel they have landed at Hogwarts. Plenty of fundraising for the partner school in India, where sixth formers can teach for 3 weeks over the summer. Head’s intention is to involve lower and middle school pupils more fully in these ‘social mobility’ ventures, which currently revolve around the upper-school pupils.
Despite being spoilt with superb facilities, one parent we spoke to described ‘the grounded kids and staff.’ According to one parent we spoke to, pupils emerge wellbalanced, and mostly without a sense of entitlement. Sir Tim Berners-Lee is an Old Boy, though surprisingly few big names among alumni given its long history.
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Despite being spoilt with superb facilities, one parent we spoke to described ‘the grounded kids and staff’.
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Pastoral care, inclusivity and discipline Superb pastoral care, much of it put in place by current head. Form tutors are first port of call, for parents as much as pupils. Generally successful at nipping issues in the bud, partly because everything is so transparent. Three external counsellors offer support five days a week. Pupils mostly have a good rapport with their teachers, with whom they are ‘quite familiar’ according to one parent. Classrooms are ‘cheerful places’ with a ‘positive energy’ according to another. As well as caring staff, there is a vertical peer mentoring system in place. School encourages creativity and sport as aids to good mental health. Pupils appear less stressed than in some neighbouring hothouses, partly because it is not A*s at all costs at Emanuel. Emanuel is an Anglican school, with Christian values. All pupils attend weekly chapel assemblies, led by the chaplain (who doubles as a RE teacher). Religious element described as ‘a light touch’. School is inclusive. Archer Advisory Group, named after first black mayor of London, reviews the school’s curriculum ‘through the lens of the diverse members of the Emanuel community.’ Black History Week celebrated enthusiastically. Inter-faith
discussion groups. Assemblies and lessons cover topics around Pride Week. Pupils know their place in the school is in jeopardy for involvement with drugs of any class, theft or systematic and prolonged bullying. Head believes all three are highly corrosive to the school community, and that pupils need firm and clear guidelines.
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Pupils appear less stressed than in some neighbouring hothouses.
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Autumn 2020
Pupils and parents
Money matters
Head believes it is important to ‘go to a school you can get to on a bicycle,’ and more than half the pupils walk, cycle, scoot or run here. Clapham Junction is just ten minutes away, so no need for a school bus.
Emanuel is aiming to make the school as accessible as possible. Currently 30 pupils on fully-funded places, three of whom are in sixth form. Aims to increase this to 43 places by 2024. Academic, sport, music, drama and art scholarships also available, all of which can be worth up to 25 per cent reduction in fees. Increasing numbers of funded and free places ‘has resulted in a more diverse range of families being welcomed into the
Mostly a down-to-earth, multi-cultural parent body. English as an additional language is fairly uncommon, though dual language status is not. Tons of Europeans, particularly French, Italian, Russian and German. Parents are supportive in terms of giving lectures, and offering careers advice, internships and work experience (often in the fields of media, medicine, accountancy and law). Online portal allows current pupils to access parental knowledge. School is savvy in tapping into this valuable pool of talent, from the start of year 7. Alumni also return to offer insight into less mainstream careers.
Emanuel community every year.’ Funded places are over-subscribed so local heads often called upon to decide which of their pupils would benefit most from the opportunities. School says, ‘We look beyond the exam results,’ making awards to those with potential. Donations come from current parents, past pupils (OEs) and over 80 per cent of staff. Staff are overwhelmingly supportive of Emanuel’s emphasis on outreach.
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Staff are overwhelmingly supportive of Emanuel’s emphasis on outreach.
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January 2020
Community STRENGTH Emanuel School’s Stuart Turner and Lisa Irwin describe its partnerships with local scools, benefiting the whole local community.
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manuel School has a long tradition of supporting charitable causes and helping others in the community. When the school was established by Lady Anne Dacre in 1594, her primary aim was to educate 10 girls and 10 boys for free. Now, nearly 430 years later, pupils have numerous opportunities to learn the value of helping others and the school is well on its way to fulfilling its target of providing 43 fully-funded places for aspirational boys and girls by 2024, regardless of financial background. Meanwhile, our pupils have regular opportunities to learn the value of personal fulfilment in helping others through our many partnership initiatives. Primary Ambitions, the school’s flagship outreach programme, is central to this work. Every Friday afternoon, Lower Sixth students mentor, teach or coach Year 6 pupils from local primaries. While our Sixth Formers are supervised by Emanuel Staff, the emphasis is on them leading and running each session. This includes facilitating hands-on experiments in the science labs, helping younger pupils to write a script and make a film- even experiencing Latin and Roman life through activities, gladiator costiumes included. Groups consist of up to 15 children from 19 local primary schools, which have been carfeully selected so that Emanuel can deliver the maximum benefit to those who need it most. Since the scheme began in
September 2019, over 1,400 Year 6 pupils in our local community have taken part. The Covid-19 pandemic has highlighted the real difficulties faced by many vulnerable families in our local community. At Emanuel, we have continued to run existing initiatives in adapted formats and brought fowards new plans to try and bridge the gap. Primary Ambitions continued to operate through a ‘lessons in a box’ initiative, in which our Sixth Formers put together engaging learning resources. Our ‘meals-in-a-bag’ appeal, funded by many generous parents, students and staff, saw our catering departments put together over 11,000 meals with accompanying menu cards. A significant community effort also went into providing 260 laptops and Chromebooks and 4,400 books to partner schools.
university coaching schemes are in the pipeline. Due to the community network around Emanuel and the wisdom and advice from our partner schools, we continue to do everything we can to boost social mobility in the area and drive our founder’s aims in the 21st century.
We have just launched our ‘Ascent’ programme, Saturday morning sessions for local Year 5 children who are failing to meet national standards in literacy and maths. Curriculumlinked sessions in core subjects and interactive sessions in science, sport and the arts will be taught by Emanuel staff and supported by Emanuel students. Our Saturday morning summer school will enable local children to catch up, to solidify knowledge and skills, and build confidence. Further initiatives for GCSE revision clinics and a Sixth Form tuition and SUMMER 2021 | ABSOLUTELY EDUCATION
Spring 2021
HEAR THE NOISE
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Celebrating all creative forms- from classical to rock and electronic- is inspiring a school music revolution, says Emanuel’s Director of Music
t is important to remember the vital role creative subjects play in the academic development of young people. Marvelling at the output of our finest composers, soloists and conductors, we can perhaps forget that their journey to artistic greatness will be rooted in an astonishing creative intelligence. Many music departments offer a broad range of curriculum and co-curricular opportunities – classical, jazz, rock, music tec nology – but the provision is often unbalanced, with weighting tipped towards classical music. We all wish to expose our pupils to the music of the great classical composers, their compositions being some of the most significant and remarkable achievements in Western civilisation, yet an uneven approach may mean that contemporary music is diminished.
We are actively invested in nurturing our music scholars, whose specialisms range from the violin and oboe, to the drums and DJ-ing. Only recently, we had representatives in from Fabric Nightclub, the dance music record label CR2 and global leader in DJ equipment Pioneer DJ to discuss careers in their respective areas of the music industry.
With this approach, we find our pupils are more engaged in the subject. Increasing numbers are taking Music for GCSE and A level and several pupils have gone on to study the subject at leading universities and conservatoires. What is more, some have emerged from within the pupil body who had been silently immersed in their style of music at home but never had the chance to demonstrate and develop their skills Emanuel’s music curriculum has undergone at school. a revolution because we have faith in contemporary music delivering the same When I see all the pupils in my Year 9 ‘remix class’ fundamentals that classical music does. Within successfully harmonise a vocal sample, analyse our curriculum,Year 7s learn to write Electronic its harmonic rhythm, compose a syncopated, Dance Music,Year 9s are taught how to re-mix a pentatonic bass line and add polyrhythmic layers vocal sample, while GCSE pupils compose a rock of percussion, then I know we’ve made the song for a professional band who will perform right choice to broaden and enliven our music their work. At A level, we use every genre of offering at Emanuel contemporary music imaginable to teach the most advanced harmony.
At Emanuel, we believe very strongly that if a pupil arrives playing the bass guitar they should benefit from the same opportunities as a classical violinist. We invest as much energy in supporting our rock bands as we do with our choirs, orchestras and chamber ensembles. The bands will have termly concerts, external gigs at notable London venues, recording opportunities, workshops with leading specialists and access to the best instruments and technology we can provide to facilitate their development. Autumn 2019 | TATLER SCHOOLS GUIDE 2020
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y all accounts, Emanuel is going from strength to strength. Under the watchful eye of Head Robert Milne, 2019 saw the highest number of applicants at every entry point., 48.5 per cent of A Levels were A* or A grades (up 15 percent from 2018) and 82 per cent of pupils received offers from their first choice university. But this is no hothouse. Children are notably happy and relaxed, and, according to one parent, the pastoral care is ‘fantastic’. Its situation, just a short walk from bustling Clapham Junction, means it attracts pupils from far and wide (though 60 per
cent walk, cycle or scooter to school) and year, and two popular new subjects have been 21 per cent of children are on some form of introduced to Years 6 and 7- Computing and financial assistance. The food boasts its own Design & Robotics- alongside ‘Ethos’, an ehtics Instagram account (think and debating course. Pupils Thai beef salad, Moroccan are delighted with their root vegetable tagine and smart new uniforms, and a By all accounts, banana and chocolate chip new science building is on Emanuel is going from the horizon. It’s no wonder cake) and sport is extremely strong with one student strength to strength. parents are ‘very excited bringing home two rowing to see what Emanuel will Gold medals for Great achieve for its students and Britain in 2019. Both the staff in the coming years’. co-founder of Wikipedia and the CMO of Watch this space. Google gave inspiring talks at the school last
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Autumn 2019 | TATLER SCHOOLS GUIDE 2020
January 2020
N O B L E H I S T O RY Emanuel School’s rich four-century history provides a fascinating insight into London’s growth and the development of a first-class modern education
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manuel School can trace its roots back to 1594, with a bequest for £300 - equivalent to over £30,000 today - made by Anne, Lady Dacre, widow of Greogory Fiennes, Lord Dacre of the South. It specified a property, to be called Emmanuel Hospital in Westminster, as: “a meet and convenient house... for the relief of twenty aged people and for the bringing up of twenty chlidren in virtue and good and laudable arts”. Notably, this education was designed to be co-educational from the start and was offered to ten boys and ten girls. Lady Dacre was a lady in waiting of Elizabeth I, and it was a royal decree that ensured her bequest moved into action in 1601 with a charter of incorportation for Emanuel Hospital. This was located close to Palace Street, Westminster- then known as Tothill Fields - but the bequest had only stretched to 20 rooms so at first the building was given over to “aged people” (Over 50). While each resident had the option to raise a child and give training in a craft or trade, there is little evidence this happened. By 1736, Emanuel’s funding was on a stronger footing and the first pupils were admitted. It was known as Browncoat School- a reference to the uniform- and presided over by Rev. Thomas Bolton. The School day was no picnic. Pupils had to get up at 6am, spend ten hours in the classroom and still find time for chores.The curriculum consisted of the ‘three Rs’ (reading, writing, maths), with girls replacing maths with needlework.
Spring 2020 | ABSOLUTELY EDUCATION
The curriculum and the school expanded in the 19th century, reflecting the capital’s rapid growth and demand for education among its burgeoning middle classes. Merer and reorganisation followed, under a scheme for London’s smaller charity schools devised by the Endowed Schools Commission. While girls headed off to what became Grey Coat Hospital, the school governors secured a site for the boys in Wandsworth. Formerly Royal Patriotic Asylum, an orphanage for the sons of Crimean War veterans, this lofty modern building opened its doors in January 1883. Emanuel’s stately main building designed by Saxon Snell and gloriously long drive remain recognisable, although that first intake of 200 boys were also greeted by a pigsty where the staffroom now stands.At first, there was a good mix of boarders, but by 1913, Emanuel had become a day school. As the century progressed, so did its facilities. One 20th-century headmaster- appropriately named Mr Broom- did much to modernise, raising both standards and the breadth of education. He also presided over the school evacuation to Petersfield, Hampshire during WWII and its safe return. By the time he retired in 1953, Emanuel was on a firm footign as a leading London school. After 1970s education reform, Emanuel moved from its grammar school status to independent- in common with the entire direct grant sector. Notable alumni include inventor of the World Wide Web Sir Tim Burners-Lee, who has credited his maths teacher, Francis Grundy, and chemistry teacher, Derek Pennell,
with helping to inspire his career in science. With Elizabeth I’s royal patronahe instrumental in enabling the school’s foundation, it seemed fitting that her descendant, Queen Elizabeth II, visited in 1994 to celebrate Emanuel’s 400th birthday. Girls were welcomed back in the mid 1990s, returning Emanuel to its co-ed roots. Today, over 1,000 girls and boys benefit from the leafy 12-acre setting, superb 14-acre sports site and high-ceilinged classrooms and lab spaces. While school traditions such as rowing on the Thames are cherished, so too is the pursuit of throughly modern academic excellence under Headmaster Robert Milne. The “good and laudable arts” of a well-rounded education, as envisaged by Anne, Lady Dacre, remain central at Emanuel. While previous generations sang her praises in the song ‘Noble Aim’, her name lives on in the recently opened Dacre Arts & Humanities Centre.That 16th-century investment in London children’s futures has more than paid off, not only benefitting Emanuel pupils but also many young people within the local area via its thriving access and social mobility initiatives.
Learning through Par tnerships Through its community partnerships, Emanuel School inspires its students to look outwards.
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ust a ten-minute walk from Clapham Junction train station, Emanuel School, with its green spaces and attractive campus, is easy to get to from around London and its outskirts. As well as geographical accessibility, top of mind in Headmaster, Robert Milne’s plan for the school is to make it more inclusive through Emanuel’s charitable organisation, the Battersea Rise Trust, benefiting both the local community and Emanuel Students alike. Established in 1594 by Lady Anna Dacre to educate 20 girls and boys for free, Emanuel has always embraced social mobility and diversity with almost 40% of the school population being supported by the assisted places scheme, before its extinction in the 1990s. Now an independent school with a much larger student population of 1,000, it will offer 43 free places by 2024. Headmaster Robert Milnes emphasises, “It’s not just about giving. Everything we do with local schools and charities is a partnership and one in which our students benefit immensley. For example, through
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A happy school breeds a calm, collegiate and respectful environment among our boys and girls
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our Primary Ambitions programme, 250 pupils from 23 local primary schools come to Emanuel every Friday afternoon. Our sixth form pupils teach, coach or mentor them in subjects that their schools might not have extensive resources in, such as Greek myths and legends, physics, sport, drama, music, art and theatre. It is amazing how our pupils have developed as learners and young people because of it. We plan to roll out a similar initiative with our Year 8 pupils acting as learning partners to primary school children from 2021.” The students also play an active part in shaping life at Emanuel and making it better. In response to the Black Lives Matter movement, the school put together an advisory board of teachers and students to review the curriculum amongst other areas, working closely with Westminster City School in Victoria.
and GCSE A*/A has increased by 20% since 2013. There are also plans afoot for a new leading-edge building housing the sciences,, robotics and coding to complement the recentrly opened Dacre building, wchich is a hub for the arts and humanities, and echoing the passions of their ex-pupil and founder of the world wide web, Sir Tim Berners-Lee. By providing a holistic education, Emanuel introduces students to new opportunities and experiences that teach them kindness and leadership skills which will not only help them boost their university applications, but also create a better future for themselves and others.
Mr Milne explains, “By having a positive impact on their surroundings as well as developing academically, Emanuel students can stand tall, be confident and be proud. A happy school breeds a calm, collegiate and respectful environment among our boys and girls regardless of gender, race, culture or socio-economic background.” In fact, there is a clear correlation between Emanuel’s community work and its academic excellence, coupled with its superb pastoral care. Emanuel is in the top 50 co-ed schools in the country. Last year, 81% of its students secured their first choice UCAS offer and 76% of university places were at Russell Group universities. The A-level grades leapt by 15% at A*/A in one year Spring 2020 | ABSOLUTELY EDUCATION
January 2020
A RT S & W E L L B E I N G
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The Deputy Head: Pastoral at Emanuel School discusses the impact that the arts generate in school co-curricular programmes
teacher is often advised when interviewing for a post at a school that they are interviewing the school as much as they are being interviewed for the role. Finding an institution that truly shares your values can be a disheartening exercise in compromise. Having taught Drama for over 15 years, there was little doubt in my mind that my next post would be at a school that shared my belief in the importance of the creative arts – not merely as an annual showpiece, but as a cherished and embedded element within the curriculum. This means Drama is an accessible outlet for all pupils, not just those with the confidence to get involved. This ethos is at the very heard of Emanuel: whether it is Art, M u s i c or Drama, pupils are given a chance to explore each within timetabled lessons and through myriad co-curricular opportunities. What continues to fascinate me is that the creative arts, far from providing a distraction from the core curriculum, prove to be some of the most enriching, invigorating and pastorally beneficial of our pupils’ experiences. Moreover, the All-Parliamentary Group’s 2017 report, ‘Creative Health: The Arts for Health and Wellbeing’ concluded, among other things, that the arts can help to keep us well. So how do we see this in action at Emanuel? The outstanding Year 9 drummer I speak to talks animatedly of how playing Spring 2020 | ABSOLUTELY EDUCATION
each day is both a literal and metaphorical release bright studio spaces in the impressive Dacre building, after a busy day. And she also talks of the community home to the creative arts at Emanuel. His Art classes, she has established through though challenging, provide a being involved in groups and restorative pause in a busy week. bands at the school. She says We understand the to me, “they’re like a second A final word from a somewhat family”. important role creative reticent boy in my Year 8 Drama class who I regularly encourage arts play in developing to be brave, alongside creative This theme of support is echoed by our talented character, resilience and and committed: “Even though Drama students. The lead it’s quite scary and I don’t self-esteem. of the senior play, who is in always want to do it, I feel really the midst of drama school proud of myself after each applications, shares with lesson.” This weekly immersion me, “you spend in the creative arts is key to so long with this group of people, you our approach, as Clare Fearnley, Head of Drama, can’t help but become close and describes. She says: “While we are delighted for our call on each other for advice.” pupils who have appeared in Netflix series, BBC Informal peer mentoring takes dramas and on the West End, it is our focus on the place across year groups day-to-day transformative impact of the arts for all without teacher direction pupils that often proves most inspirational for me.” and the community becomes closer and stronger through a We understand the important role the creative arts collective experience. The cast play in developing character, resilience, self-esteem, talk about the thrill of rising to friendships and helping students to find balance in the challenge and performing in their studies. It is why opportunities for all to enjoy front of a live audience as the weeks them remain at Emanuel School. of rehearsals come to climax. One pupil proudly reels off his school acting CV starting RAVI KOTHAKOTA with Year 6 and 7 plays, junior and senior musicals Deputy Head: Pastoral at Emanuel School and a successful run at the Edinburgh Fringe. The tangible sense of achievement provided by these opportunities should never be underestimated. “I like the fact that at the end of it all I get to show my parents and friends something I have created,” a Year 11 Art student tells me as we sit in one of the many
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Autumn 2020
O N WA R D S A N D U P WA R D S A new senior staff profile, looking at Emanuel School’s Head of Sixth Form,Will Quayle. What do you love about your new school? Each time I have visited, I have been struck by the welcome that I have received from both staff and pupils. It is clear that there is a real sense of community and it is exciting to be joining such a positive environment. I also admire how the school ensures that they not only enable all students to achieve thier academic potential, but they also offer a range of opportunities and support, to ensure all students flourish.
What is your vision for the school? As Head of Sixth Form, I am looking foward to building a culture of aspiration. I want to encourage students to be ambitious about what they aim for and reflect on and learn from setbacks. I think that developing character is vital so students are equipped to succeed at Emanuel and beyond. I hope students will develop a character that is robust enough to deal with what life throws at them. Thirdly, I would like to foster a compassionate environment, encouraging diversity and serving others.
What changes are you hoping to make and how do you hope to make a difference? When schools return in September, it is likely that day-to-day schooling will look very different to what everyone has been used to. The government’s guidelines will certainly present challenges to how we provide an education that not only enables our students to thrive academically, but also gives students the opportunities to engage with a range of co-curricular activities.
What specific challenges do you face due to the age group? Time out of the school under lockdown will undoubtedly have challenged the mental health of our students. With this in mind, it will be essential to think carefully about the pastoral support we provide to all sixth form students.
Those joining in September have missed out on the experience of an intensive set of public examinations. Whilst some may have welcomed this, public examinations provide students with the ability to work under pressure and a taste of what is to be expected for A-levels. It will be important to offer practice opportunities in examination conditions over the next academic year. For those joining the Upper Sixth, some students will have found virtual lessons a positive learning environment. However, others will have found it more challenging. It will be essential for us to identify those in need of greater support and offer them additional help to ensure their A-levels are not unduly impacted. We must also offer relevant and individually tailored support and advice for those in the Upper Sixth as they think about life beyond Emanuel.
What changes are you hoping to make and how do you hope to make a difference? Emanuel School is thriving and I am excited about the opportunity to see first-hand more of the great things that are already taking place. I hope to draw on the experience I have gained both inside and outside education to build on its success.
Spring 2020 | ABSOLUTELY EDUCATION
September 2019
EDUCATING EMANUEL Robert Milne, Headmaster of Emanuel School, on how the EPQ helps Sixth Form students to thrive
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ince its introduction by exam boards in 2008, the number of students taking the Extended Project Qualification (EPQ) has risen to over 33,000. At Emanuel, we have been advocating the broad benefits of this supplement to the A level course since 2016 and have been delighted by the way that our students have benefited from it. For many, the EPQ focuses on an area that contrasts to their A levels. Last year, some of the titles included ‘Is protest redundant? Looking at resistance in a capitalist society’ and ‘To what extent can we consider video games an art form?’ Students usually pursue an area of personal interest and many students enjoy the EPQ because it allows them to gain in-depth knowledge on a specific area. The EPQ
has also allowed them to test whether they would be to grapple with problems means the students also truly happy to read a given subject at university. One develop resilience along the way. As one student said, of our architecture applicants is now sure that the “I had no idea how challenging it would be... but I am seven-year course is right for him so glad that I completed it.” due to his EPQ on ‘The extent to which happiness is enhanced by According to Tim Gill’s The research can the built environment’. Cambridge Assessment paper provide some in 2016, well-managed EPQs At Emanuel, there is a lot of significant challenges. can produce higher A level support from teachers and every results. Coursework-orientated student follows a foundation subjects such as Geography course before selecting their and History receive Upper topic which ensures they can research effectively, Sixth students well-versed in creating impressive cite work correctly and deliver presentations. The dissertations. Researching and citing methodology student’s tutor helps with project development and in the science faculty becomes straightforward for meets with them twice a week. The research can students who have pursued an EPQ. provide some significant challenges but the need Academic challenge, transferable skills, development of a passion, and a genuine benefit to higher education and working life – surely this is what curriculum design should be about? We have seen so many benefits from adopting the EPQ that it is now shaping parts of our curriculum throughout the school. From this term, Year 7 will be studying a robotics and coding course, which sees every child take their robot home at the end of term, while all pupils from Years 6 to 8 will be tackling philosophical arguments, learning the art of rhetoric and debating ethical issues in an ‘Ethos’ course. These exciting projects are driven by our belief in the value of independent thought and project management and how it creates confident and engaged young people.
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ROBERT MILNE Headmaster at Emanuel School Autumn • Winter 2019 | ABSOLUTELY EDUCATION
September 2019
LOOKING OUT
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Emanuel School is an ever-popular secondary choice for parents in the neighbourhood and beyond, and it places a strong emphasis on the importance of looking outwards
manuel School is a name known to every parent living in the Nappy Valley area and beyond. Just a ten-minute walk from Clapham Junction and well-connected to the entire city and its outskirts, but an impressive 60% of pupils walk or cycle to school, arriving at a 12-acre leafy oasis in Battersea on the northern edge of Wandsworth Common. The school boasts fantastic facilities with an on-site sports centre, astro fields and a pool, as well as more fields and a boathouse off-site. Back at school, and the recently opened Dacre Building is a bustling hub for arts and humanities, including a stateof-the-art film studio and media suite, very popular with students. Emanuel has been on this site since 1883 but was founded by Lady Anne Dacre in Westminster in 1594, established to educate 20 children for free – ten boys and ten girls – and building the foundations of a school focused on the co-education of 10 to 18-year-olds, just as it does today.
partnerships. For several years they have been involved with Christ Church Primary School, with Year 6 pupils working side by side on anything from robotics to mime, learning about each other and making friends. The benefits are clear for both sides; Headmaster Robert Milne comments, “Looking outwards, showing empathy and helping others is at the heart of Emanuel.”
Now Emanuel plans to expand its outreach work to schools with a particularly high percentage of pupils on free school meals. Starting this September is their Primary Ambitions Programme, where all Lower Sixth students will be off-timetable on Friday afternoons to mentor, teach or coach local primary school pupils in creative, sports and language taster Looking outwards, STEM, sessions. Teenagers will have the showing empathy and chance to try something new, which they will thrive and helping others is at through develop confidence, kindness and the heart of Emanuel. leadership, and gain experience to boost their university applications.
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For the older pupils there are links with state secondaries including Westminster City School, with projects covering public speaking, Model UN and film-making schemes during the holidays. Every year, 18–20 Lower Sixth students spend three weeks teaching English in a primary school in Tamil Nadu, India, living with local families and experiencing the culture. Now Emanuel is launching a new initiative in The Gambia for their Year 10 pupils. John Layng, Assistant Head: Co-Curricular says,“The most effective projects are two-way, where individuals and organisations on both sides will benefit from the partnership. Emanuel’s aim is to reach out to inspire. to share and to learn with our partners.” These partnerships, in tandem with the school’s aim of doubling its free places to coincide with its 430th anniversary, make Emanuel an exciting school to watch.
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The school has a welcoming, friendly and kind community. The co-educational system means no stereotyping or gender separation and there's an even balance of boys and girls in the population of over 900. It's only on the sports fields where there is some distinction, but both do rowing and cricket with great team successes, and last year's head girl played on the boys' first XI cricket team. Emanuel also prides itself on its local and global
Other areas of outreach include football supported by the Fulham Football Foundation, where Year 4s, who don’t usually have access to facilities, battle it out in a tournament, vying for the coveted trophy. Emanuel’s charitable organisation, the Battersea Rise Trust (BRT), is establishing relationships with schools lacking in resources and Emanuel is partnering with them, as well as lending their pool to local schools. Head Robert Milne says, “We are very excited by our partnerships with 17 local primary schools and community charities: it’s important to us that Emanuel is a good neighbour”. September 2019 | NAPPY VALLEY
THE WEEK
LOOK OUTWARDS, NOT INWARDS Today’s young people want to help others and make a difference, says Robert Milne, headmaster of Emanuel School in south west London
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ounded in 1594, with donations awarded for 20 children (equal numbers of boys and girls),Emanuel School originated through the kindness and generosity of a single benefactor. This sense of altruism and charity remains at the heart of many independent schools today, fostering valuable outwardlooking partnerships between independent and state schools across the country, as well as the myriad charitable causes championed by young people through acts of kindness and personal endeavour. Today’s school generation, in my experience, has a genuine and often urgent desire to help others. When I first came to Emanuel in 2017, I remember speaking to several Sixth Formers in their café. Having just returned from a summer school trip, they explained how much they had learned from their experiences with our partner school in India. Beyond the sense of independence and travelling, they described their sense of being valued and needed, and making a difference to those they taught and befriended. These pupils saw that helping themselves and helping others were intertwined. This point
is one of the most important, to my mind, for ensuring that young people develop and grow up to live meaningful and positive lives. If we provide opportunities for them to look outwards and a little less inwards, their sense
Spring • Summer 2019 | THE WEEK INDEPENDENT SCHOOLS GUIDE
of self-esteem, happiness and confidence will grow. My colleagues and I remain committed to developing an inner resilience in young people, but we also believe that resilience does not come through creating an adamantine
Spring / Summer 2019 emotional casing around young people; making them tough and hardened against a world that seeks to bombard and harm them. Isn’t it better to immerse them in the world, let them experience it and show them how they can make it better for us all? The realisation that they can change and improve someone else’s life is surely one of the most powerful forms of personal resilience building. Whether we believe in the sensibilities or existence of the “snowflake generation” or recognise the reported falling levels of empathy in young people, one mantra might serve us all well: “Look outwards, not inwards.” It is an optimistic directive because everyone can do it – and it is even better for them and others if they act upon what they see when they “look out”.
University have shown increases in a child’s level of empathy aligned with the reading of fiction. At Emanuel, the school’s thriving library sits in the heart of the main building. Book clubs remain popular and authors are regularly welcomed. With the rise of “bring your own” devices, allowing greater technological access to the curriculum, it appears that schools are right to maintain their libraries. They should be seen as places of calm and peaceful interaction during the social hubbub of a school day, as well as guardians of “empathy-cultivating fiction”. Returning to my pupil-led conversation in the Sixth Form café, the Sixth Formers told me they would like to do more for and with people living in the local areas of Wandsworth and Battersea. This idea has grown and the Primary Ambitions programme will launch later this year. Emanuel is partnering with up to 20 local primary schools, each with high numbers of children who are eligible for free school meals and pupil premium funding.
The need to look outwards appears to be growing. Dr Sara Konrath from Michigan University has undertaken research spanning more than 30 years. Her work The realisation that they shows that between can change and improve Every student in our 1979 and 2011 levels Lower Sixth will leave of empathy in university someone else’s life is surely the classroom on a Friday students fell considerably, one of the most powerful afternoon and spend with the steepest decline forms of resilience building. time with pupils from a in the most recent ten range of primary schools years. It is telling to reflect – mentoring, coaching, that this period aligned supporting and guiding with the rise of social media and greater them in music, sport, drama and artistic individualised forms of interaction with the self, initiatives. Our hope is that the programme will or possibly, the self and others in the e-world. benefit the primary school pupils, but, as it is a true partnership, we expect our pupils to gain Interestingly for all schools, reading fiction may just as much, if not more, from it. The initiative, well boost our ability to emotionally connect borne out of our long-standing partnership with others. Recent studies by Toronto with Christ Church C of E Primary School in
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Battersea will, we hope, do far more than any lesson or lecture for the personal development of our school’s young people. Learning itself, aligned with current approaches to mental health and wellbeing, can encourage us to believe that the balance of our focus may be on ourselves. At Emanuel we believe that seeking to achieve your best so that you can better help others is the key to fostering good outcomes and long-term pupil wellbeing. This belief is at the heart of our most recent charitable initiative – one that directly links personal achievement with giving. Each year, we support three or four local charities, always based on pupil choices. When a boy or girl gains a commendation for an action, attainment or effort, they are given a token. The commendation is theirs and goes towards their personal success in the year, but the token is donated towards whichever of the four charities the pupil most wishes to support. The token cabinet resides under the school’s coat of arms – our founder’s family shield from 1594 – with the motto ‘pour bien désirer’ (the noble aim) inscribed underneath. We want each of our pupils to thrive and do well at school, but more importantly we want them to feel part of something bigger than themselves – to feel happier and more fulfilled by looking outwards, caring for others and improving the world around them. ROBERT MILNE Headmaster at Emanuel School
Spring • Summer 2019 | THE WEEK INDEPENDENT SCHOOLS GUIDE
BE PREPARED The Headmaster of Emanuel School highlights the importance of mental health provision in schools, particularly for pupils transferring into higher education
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very August sees another cohort The nationwide challenge for young people of talented Emanuel pupils gain transferring to university has seen a flurry their A level offers for Russell of cross party and university publications Group universities or to muchin response to some stark and unsettling coveted places at prestigious realities about mental health and wellbeing for drama schools, art schools and music colleges. undergraduates. Whilst there remains so much They are always excited by what the future to enjoy about pursuing academic ambitions, holds. I suspect, however, that some are also living independently, making new friends and slightly anxious about leaving home, having to laying foundations for a chosen career, the make new friends and missing the routines, daunting facts surrounding mental health in happiness and confidence young people are urging that school life has given universities and professional them. A number of our 50% of mental health health networks to review leavers will stay in touch with their shared approaches to issues will start by colleagues and keep them up looking after those in care. to date on their experience the age of 14 and of higher education. 75% by the age of 24. The government’s green Undoubtedly they will enjoy paper ‘Transforming children themselves and their courses, and young people’s mental but there may also be a sense health provision’ last that ongoing study, away from home, as well December was an optimistic sign of intent, as edging ever closer to the world of work, but much of the actions within this paper fall presents some new-found worries from time short in timescale and breadth of intervention to time. Occasionally we have found that a to make a truly meaningful change for school young person has really struggled to settle into leavers heading to university in the next few their new institution, despite our best efforts years. The statistics for mental health in our to help them prepare for life after school. school-age generation show that 50% of
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mental health issues will start by the age of 14 and 75% by the age of 24. The significance of this age range is further compounded by the fact that for many this coincides with taking a series of public exams and studying away from home; all within the context of adolescence. Sadly, universities and local health networks have not always been well prepared for these cumulative challenges. Statistics across recent years bear this out. The number of young people dropping out of university courses has trebled and 94% of universities have experienced a rise in students accessing ‘support services’. Currently there is an average
September 2018
Tips MANAGING MENTAL HEALTH AT SCHOOL The following 11 steps are approaches that our school and many others have adopted to help those in their care.
of 10 years between a young person’s initial symptoms of a mental health concern and then receiving formal help. UK universities have thankfully sought to systematically address the situation but they do not operate in isolation. All good schools, therefore, should continue to ensure that pupils leave them with the capacity to cope with this post Sixth Form transfer point – providing them with the self-knowledge, empathy, attitude and skills to thrive in the important years ahead. ROBERT MILNE Headmaster at Emanuel School
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Put ongoing mental health lessons for pupils and their peers in the weekly timetable and make it part of assemblies.
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Ensure that every child has a form tutor or a trusted adult to take care of their holistic development. This ought to be a teacher that establishes a long-term relationship with the pupil and their parents.
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Find time for physical exercise through games, clubs and activities.
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Ensure there are private spaces in schools – having a moment of calm away from the bustling theatre of school life is vital to a young person’s sense of wellbeing.
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Make sure that we look after the mental health of teachers, just as much as those in their charge. Being able to teach in a calm and enjoyable manner is vital for pupil wellbeing.
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Ensure that the school has an in-house counsellor and that the pupils can access them easily. It is also beneficial to have a leading pastoral colleague with access to an external network of mental health professionals.
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Don’t be scared of technology. For many pupils an app on their phone or iPad, like one on mindfulness or anxiety, can be a superb way to overcome a difficult moment.
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Establish regular parent and pupil workshops on topics of pastoral concern.
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Teachers should be encouraged to think about how language can be used for better health, e.g. using a child’s name when marking.
10. Set up a peer-to-peer mentoring or buddy scheme. 11. Have fun! Humour in schools and moments of amusement in conversation, in assemblies, in lessons and daily dialogue helps everyone run along and enjoy their day all the more. Young people’s mental health is a growing concern, but we should be optimistic as we become more knowledgeable about it. Schools and universities can harness this knowledge and work in partnership with each other, growing a network of expert support and sustaining closer links with families.
Autumn • Winter 2018 | ABSOLUTELY EDUCATION
M O D E R N H I S T O RY A new chapter lies ahead for Emanuel, a school that is rooted in its local community by offering boys and girls a first class, varied and dynamic educational journey.
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manuel prides itself on its position as a top independent school embedded in the local community, providing a first class, co-educational and vibrant learning environment. Headmaster Robert Milne, who joined in September
2017 after six years as Deputy Head at King’s College School, Wimbledon, has high academic aspirations for the school, without compromising the co-curricular and pastoral values that Emanuel is known for. “We have academic ambitions and the desire to make sure every girl and boy
achieves their best,” explains Milne. “We want to see children succeeding based on their particular ambitions and talents, be that studying PPE at Oxford, applying to RADA or obtaining a place at the Royal Conservatoire.”
September 2018 The richly varied co-curricular life has Sixth Form pupils will be involved in Friday historically been a big draw for pupils, afternoon sessions where lessons will be with drama, music and sport celebrated replaced with community service, either passionately by the school community. to local charities or through teaching local primary school pupils. “There is a breadth of “It’s important for young opportunity here at Emanuel; when students It’s an exciting time people to have a sense of the world beyond the do well in one area it can to be part of the school gates – to look out help with results in another by building good self- school’s next chapter. as well as in,” says Milne. “I believe all schools should esteem leading to good play a vital role towards academic outcomes,” says Milne. He wants all of the pupils to pursue social mobility and I see our pupils’ their co-curricular passions alongside their wellbeing growing through meaningful academic life, citing next year’s head girl contributions to the local area.” and top-order batter in the school’s first XI cricket team as an example of this Milne has changed the admissions all round achievement at the heart of process by removing, from all entry points, the current cap on the number of Emanuel. applications. “From 2020, there will be no There are continued plans, subject to cap on applications and the deadline will funding, to develop the site, creating not close until October of the year before a bright, contemporary learning admission. Hence families can take their environment through refurbished time to visit the school, understand more classrooms and possibly a STEM or about our aspirations and get a sense of Mathematics building, while retaining the the atmosphere before they decide to iconic architecture and well-loved green register.” space of the school. Mentor schemes with Google UK and workshops with YouTube Emanuel’s Sixth Form outcomes are have allowed students to explore future thriving with the school being amongst opportunities, building on the school’s the very highest for value-added data. links in the media and technology The confidence for parents in the valueindustries. World Wide Web founder Sir added performance, plus the range of cocurricular and academic scholarships and Tim Berners-Lee is a former pupil. superb support for UK and US university Emanuel has outreach and community and vocational course applications, partnerships in the local area, but wishes makes the school an attractive preto do more. From September 2019, all higher education choice. “At the age of
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16, young people are often beginning to focus their talents: our new entry process, A level options and Extended Project Qualification recognise and harness such talents and personal ambitions.” Pupils leave Emanuel for Russell Group universities, American universities, art colleges, drama schools or music colleges, and the school is well-equipped to help with this range of aspirations. “We want to make sure we get the most from the individual while they’re here and help them develop their talents within a caring, purposeful and happy school.” Milne’s aims for Emanuel and its pupils are clear: to modernise the school and support the potential of every child while harnessing its undoubted heritage and its existing strengths. It’s an exciting time to be part of the school’s next chapter. Rumour has it that there will be football on the Lower School curriculum from spring 2020!
September 2018 | NAPPY VALLEY
Battersea Rise London SW11 1HS Tel: 020 8870 4171 Email: enquiries@emanuel.org.uk
www.emanuel.org.uk