Discover an educational shift to interdisciplinary learning
PERSONAL DEVELOPMENT
It’s time to talk about the power of speaking and listening
PEOPLE
Meet the heads at some of the UK’s top independent schools
Future Thinking
11 Joined up thinking
Why interdisciplinary thinking sets students up to succeed in an ever-changing world
Beyond the Classroom
20 Let’s get out there
How to coax the unwilling to participate in outdoor sports
25 Feeding young minds
Nutritious food fuels brains, but how to encourage little ones to make good choices?
Personal Development
30 Striking the right chord
Why music matters for every pupil, plus ways to support your child’s musical education
34 Let’s get ready to hustle
Young Londoners are an enterprising bunch; discover ways to nurture their savviness
36 The art of oracy
Exploring the radical impact of improving children’s speaking and listening skills
People
39 Meet the head
Get to know the heads of some of the UK’s leading independent schools
AN INSPIRED OPENING
With doors now open for Wetherby Pembridge, this prestigious independent co-educational senior school is set to inspire and nurture through academic excellence
OOpening in the heart of London this September, Wetherby Pembridge school in Kensington Olympia continues the proven excellence of Wetherby and Pembridge Hall. An exciting addition to west London’s competitive independent senior school sector, Wetherby Pembridge
will offer something truly unique.
Presenting the perfect route from top London prep schools, including Wetherby Preparatory School and Pembridge Hall, Wetherby Pembridge will debut with around 100 students across Years 7, 8 and 9, with a year at a time added from the bottom up.
A proud member of the Inspired Group, a prestigious group of 119 schools worldwide, the extraordinary new school will champion three key pillars spanning academics, sport, and creative and performing arts. Eventually, it will accommodate 475 pupils, aged 11 to 18.
Imposing and impressive from the moment you walk through the doors, the multi-million-pound complex boasts brand-new, worldclass sporting and arts facilities. Located in Kensington, Olympia, the vast building comprises eight purpose-built floors with a large glass atrium, which fills the entire building, and each classroom, with stunning natural sunlight. At the
bottom of the atrium is the library, forming the symbolic and literal heart of the school, while on the incredible lower ground floor is a professional standard theatre. The rigorous and holistic curriculum ensures educational brilliance at the highest level, supported by modern classrooms, laboratories and STEAM learning spaces.
Led by headteacher Nick Page, who has more than 20 years of experience at some of the world’s top performing schools (including Westminster and Harrow), the co-educational day school will also preserve the sought-after and proven traditions of Wetherby and Pembridge Hall schools, championing a strong ‘boarding- style’ pastoral care ethos in a day setting.
Wetherby Pembridge is the latest demonstration of Inspired Education’s commitment to providing the very best holistic education, prioritising academics first and foremost, but with
unparalleled access to extracurricular facilities and higher education pathways. Attracting top talent in the education sector is central to what Inspired Education does, and it has been pivotal to the success and fantastic pupil outcomes to date. In Nick Page, the school has an excellent leader who boasts extensive experience shaping some of the foremost schools in the world. Under his leadership, pupils will benefit from an exceptional academic journey, whatever their interests and strengths might be.
Nick says: “Inspired Education is renowned for its dedication to global best practices, implementation of state-of-theart learning technologies, and excellent extra-curricular offering. I’m looking forward to instilling and fostering a culture of respect, kindness, resilience and ambition at Wetherby Pembridge, where students will develop the skills and values to excel in an ever-
changing world, wherever their future takes them.”
As well as a competitive academic programme, sports and arts facilities are also given the time, attention, and support they deserve, with a strong focus on laying the foundations of these key disciplines to achieve allround excellence at GCSE and A level, and beyond. These teachings are integral to the community of the school, informing and enriching both the curriculum and culture throughout the student body.
Recognising how music, dance and drama complement and inform each other, students will take the transferable skills of each discipline with them throughout their school journey and into their future lives.
Class music lessons will be centred around learning different periods and styles, as well as melody writing and harmonisation. The incredible recital hall has been purpose built for concerts and has been acoustically designed to the highest spec.
Visiting music teachers will provide optional one-on-one lessons for the
department, while experts are invited to lead whole year group workshops on interesting and undiscovered areas. There is space for practical music making, too, with Apple Macs and mini keyboards dedicated to composition. There are also plans for a school choir and orchestra, once numbers allow. The specialist dance studio with sprung floor and barre also has use of the Black Box Theatre, providing space for drama and music to collaborate, create, and inspire. Applications are now being accepted for a significant number of Scholarships, awarded on academic merit, with automatic access to a means-tested full bursary fund. The school is also opening applications for fully-funded Nsouli Scholars applications, which are awarded to students with exceptional academic results combined with a talent in performing arts or sports. These transformative scholarships highlight the school’s commitment to fostering academic distinction and making its world-class education as accessible as possible to those who would most benefit from it, regardless of their financial situation.
The school opens and broadens new and exciting horizons for its pupils, bolstering independence, confidence and resilience
Providing more than just an education, Wetherby Pembridge opens and broadens new and exciting horizons for its pupils, bolstering independence, confidence and resilience. This holistic approach provides a heightened understanding and appreciation of fellow global citizens, equipping students with the tools to succeed in both their academic pursuits and future careers, building meaningful connections with a reach and pull far beyond the school walls. A beacon within the
west London community, sharing and championing its wealth of knowledge and incredible, designled space, it is set to change the educational landscape from day one.
To find out more about the school, or to book a place at an upcoming open event, see wetherbypembridge.co.uk
THE LEADERS OF TOMORROW
An emphasis on personal, social and emotional development at one independent Marylebone school prepares students to succeed in an ever-changing world
On top of delivering outstanding academic results, Wetherby Senior –a prestigious independent senior school for boys in Marylebone – is known for fostering a future facing portfolio of life skills such as resilience, adaptability, independence and an entrepreneurial mindset. We look at some of the ways they achieve this.
CAREERS ADVICE
A comprehensive careers programme starts from the moment boys join the school and aims to instil drive and purpose while ensuring that each boy fulfils his potential. Through mock interviews, skills-based projects, expert talks and cocurricular activities, Wetherby pupils are equipped with the skills and knowledge to make informed
career choices, exploring university options and professional life with support from a brilliant range of potential employers, the school’s exceptional staff and active alumni network. What’s more, an extensive offering of clubs and societies allows boys to pursue their interests in exciting disciplines, including app design and multimedia creation, fostering the skills for success in the 21st century.
PEER AND ACADEMIC MENTORING
Year 12 students are offered the opportunity to take on a supportive, ‘older sibling’ role for younger students, providing guidance with friendship challenges, behaviour, and personal wellbeing. Whilst fostering a caring academic environment across the school, the mentor programme helps participants to develop emotional intelligence, strengthen communication, organisational and
leadership skills, and instils a sense of empathy and responsibility. Year 12 peer mentors are automatically made academic mentors, volunteering to help with specific subjects or year groups. Around 30 students are currently being mentored in academia across all year groups on a weekly basis, and teachers are increasingly utilising mentors and requesting their support with individuals who are struggling in class.
VOLUNTEERING
All Year 12 students volunteer at one of three local primary
schools, where they support with lessons and extra-curricular activities once a fortnight. A group of students also run a weekly breakfast chess club at an additional primary school in the area. The benefits to the participating schools are huge, with young people receiving focused support they would not otherwise have had access to. Wetherby students also gain from the experience, especially in terms of their communication skills.
In addition, the entire cohort of Year 12 volunteers at least once a fortnight at a local Age UK branch.
Wetherby Senior – a prestigious independent school for boys in Marylebone – is known for fostering a future facing portfolio of life skills
LIBERAL STUDIES
A range of seminar-style classes on topics outside the A level subjects provides Year 12 students with an opportunity to expand their academic horizons.
Feeding directly into the UCAS process, the supplemental essays produced through this programme can be used for university applications, enabling students to demonstrate a true passion for –and commitment to – their chosen undergraduate field of study.
SOFT SKILLS
A new initiative helps Wetherby Senior students to learn, practise and master non-academic skills that will serve them in school and beyond, such as public speaking, time-management and conflict resolution.
Launched last year, all students in Year 12 participated in the Soft Skills workshop series. The benefits will be seen in years to come, as they use these soft skills to negotiate university and apprenticeship interviews and, finally, expectations within the workplace.
PREFECTS
Helping them to cultivate leadership skills, responsibility, and integrity, students are encouraged to apply to become prefects in the spring term of Year 12.
Applicants become probationary prefects throughout the summer term, undertaking morning and lunch duties and helping out with events and tours around the school. In Year 13 the prefect team meets fortnightly to brainstorm ideas. Developing their leadership and teamwork skills, this has involved them running a series of initiatives and events, including:
• a teacher appreciation project
• middle school assemblies
• a whole school talent show.
ROOTS PROGRAMME
Wetherby Senior joins up with another local school to introduce students from different backgrounds, allowing them to ‘come together across divides and re-imagine a better future for all’.
A range of seminar-style classes provides Year 12 students
with an opportunity to expand their
academic horizons
The programme consists of:
• five one-hour online sessions with 14 students from Park Academy School, during which pupils get to know one another, reflect on their similarities and differences, discuss the challenges and opportunities of being in a state and independent school and challenge stereotypes
• two school swap days, which allow students to tour the schools,
experience lessons and meet with a member of SLT
• a vision day where students from both schools come together to give feedback on their school swap days. This gives them the opportunity to discuss what a ‘better future’ looks like, and pitch any solutions they may have.
WETHERBY UNION
Led by Year 13, students across all years were invited to apply for the role of ‘student officer’ as part of the Wetherby Union. Selected student officers meet fortnightly to debate various topics, developing their critical thinking and debating skills.
LECTURE SERIES
Guest speakers are invited to come in and talk to Sixth Form students, helping them to expand their cultural and academic knowledge. The boys enjoy regular lectures, delivered by university professionals and other guest speakers, covering topics including Homelessness, Clean Energy, and The Search for Life in the Universe, amongst others. Year 12 students often use the knowledge gained through these lectures to show further passion for subjects in UCAS personal statements.
Year 13 lectures, delivered by academics at institutions including Oxford, Bath and Birkbeck, often have a more formal, academic focus to prepare the students for this style of learning at university.
These are just some of the ways the school nurtures the leaders of tomorrow, ensuring that its students emerge with a solid foundation for future excellence. To find out more, book a place at an upcoming open event or visitor morning. wetherbysenior.co.uk
EMPOWERING GIRLS TO SHAPE THE FUTURE
Pembridge Hall is an independent girls’ preparatory school providing an exceptional education that equips children for an ever-evolving world.
www.pembridgehall.co.uk
Has your child’s school implemented interdisciplinary thinking yet?
Editor’s letter
As UK children begin the new academic year, we bring you the latest issue of The Modern Independent, your guide to future-fit schools. In this magazine, we explore a shift towards interdisciplinary learning that’s starting to take root in forward-thinking schools and universities across the Capital. The experts tell us that it’s an approach that improves collaboration and critical thinking, increases motivation, deepens learning and boosts academic outcomes; we talked to some of the schools that have already implemented the approach and discover how they’ve gone about it. But don’t worry if your school hasn’t yet adopted the method, you can still encourage your child to cultivate an interdisciplinary mindset at home –find out more on page 11.
And that’s just for starters – from our feature exploring the art of oracy and how transformative speaking and listening skills can be, to our piece on how to encourage small people to make sensible nutritional choices that will fuel their growing brains, and our enlightening interviews with headteachers from leading independent schools – you’ll find that this issue is packed with tips and information to help you to get the most out of your child’s education, no matter what stage they are at. Here’s to a great school year.
Liz Skone James Editorial Director
EDITORIAL
Editorial Director
Liz Skone James
Schools Editor
Claire Atherton
Copy Editor Ali Howard
Creative Director
Penny Clements
Client Services Director
Becky Pomfret
Production
Heidi Pomfret
Publisher Katie Hutley
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Debbie Russell 07811 347299
debbie@themodernindependent.com
ONLINE
The online guide to inspirational independent schools, helping you to stay one step ahead of the crowd when it comes to giving your child the best educational opportunities themodernindependent.com
It underpins the International Baccalaureate, teaches students vital skills and sets them up to succeed in an ever-changing world. We take a closer look at interdisciplinary learning
Words Claire Atherton
Imagine that your 18-yearold is part of a team working to redesign a flood-prone urban neighbourhood. She’s drawing from geography to understand risk zones, economics to assess feasibility, and anthropology to listen to displaced communities.
In
other words, she isn’t only applying her knowledge of one subject – she’s drawing from many relevant disciplines to solve a specific problem.
This isn’t a speculative future. It’s an example of the kind of real-world, interdisciplinary project that undergraduates at a private university, the London Interdisciplinary School (LIS), are tackling today. And it’s a glimpse of a shift that’s beginning – slowly
– to take root in some of the UK’s most forward-thinking independent schools. Over the coming pages, we explore what interdisciplinary learning is, why it’s good for students and the world, and how you can help your child to embrace it.
For Amelia Peterson, Associate Professor at the London Interdisciplinary School (LIS), the case for interdisciplinary learning is simple. “Problems are interdisciplinary, so our curriculum should be too,” she says.
It’s not enough to study a wide range of topics across the arts, sciences and humanities, though. Or to understand the distinction between the different perspectives those disciplines bring. The real hallmark of an interdisciplinary education, according to Amelia, is learning how to integrate all that knowledge to solve real-world problems. “It’s about trying to get to a more systemic understanding of a problem, so you can zoom out to see the big picture, then zoom right in to action an idea for change.”
This approach requires students to develop the four Cs: communication, collaboration, creativity and critical thinking – skills employers often complain are scarce. LIS itself was set up to tackle the lack of these cross-cutting skills reported by its founding partners, including the Metropolitan Police and the management consultancy McKinsey.
Eight years on, the same skills are central to success in AI-driven careers – and research shows that interdisciplinary learning fosters them. A 2023 study in a Chinese middle school found it led to significant improvements across the four Cs, especially communication and collaboration. In the same year, a review of studies in secondary schools worldwide concluded that interdisciplinary learning improves collaboration and critical thinking, increases motivation and deepens learning. Other studies suggest it can boost academic outcomes, engagement, social skills and inclusion for neurodivergent students, including those with ADHD and dyslexia.
WHEN LESS ISN’T MORE
LIS offers courses for undergraduates, postgraduates and professionals, while other higher-education institutions, such as University College London, have interdisciplinary options. But when it comes to schools, Amelia says the picture is patchy.
“Primary education is often about looking at a topic through different lenses – let’s read a story about it, build a model of it, or bring it into our maths,” she says. “Some schools are still pretty good at keeping an interdisciplinary approach at Key Stage 3, when children are beginning to study individual subjects. But in recent years, the UK Government has narrowed the curriculum for older children, particularly post-GCSE, and shifted the focus to knowledge, not skills.”
As a result, Amelia says that students in other countries have a better foundation for interdisciplinary learning than UK students. Why? Because they maintain more breadth right through to the end of school.
FIVE BIG BENEFITS OF INTERDISCIPLINARY LEARNING
According to Amelia, the approach allows students to:
1 Apply the subjects they’ve learned in a different, real-life way – not just in an exam.
2 Understand the brief and scope of a project and manage their time to deliver it.
3 Work and communicate well with others to solve a problem.
4 Keep a wider range of options open for longer.
5 Find a future career pathway by falling in love with a problem.
TO IB OR NOT TO IB
One factor behind this discrepancy is that broad-based qualifications like the International Baccalaureate (IB) tend to be more popular in other countries than here. Only around 4,500 students at 135 schools take the IB Diploma Programme (IBDP) in the UK each year, compared to hundreds of thousands who sit A levels.
Having said that, some schools allow sixth formers to build their interdisciplinary muscles through the Extended Project Qualification (EPQ). This sees students undertake an independent project on a topic of their choice, alongside their A levels. “It’s an opportunity to draw together some of their learning from other subjects, while developing the project management skills that are such a big part of work and higher learning,” says Amelia.
LEADING THE INTERDISCIPLINARY PACK
Beyond that, Amelia calls out a handful of independent schools that are bucking the trend towards specialisation, including Bedales and The King Alfred School (see page 14). They’re also exploring and advocating for new ways of assessing progress that don’t rely solely on high-stakes exams.
This reflects the philosophy at LIS, as Amelia explains. “We assess the foundational knowledge and skills and the methodological approaches needed to integrate them. But we also assess what our students have created or how they’ve responded to a problem. That’s the more projectbased, open-ended part there’s currently very little room for in the school system.”
The LIS approach also redefines what ‘good’ looks like. “For us, success is work that’s outstanding in terms of generating new ideas
about how to tackle a problem,” says Amelia. “The experience of getting to it can feel very different from performing well in an exam.”
BREAKING DOWN BARRIERS
The benefits of interdisciplinary learning are clear, and Amelia says there’s a lot of demand for LIS short courses from teachers. So why are most UK schools still behind the curve?
“Schools can struggle to transition fully to the IB – it’s a high resource program so it’s hard finding the space in the timetable to do it,” she explains. “There’s also no incentive in the current university admissions system, which is primarily about A level results, particularly since the introduction of the A-star grade. It takes a brave school and students to decide to focus on something else alongside that.”
There’s hope on the horizon, though. Along with several high-performing independent schools moving to a different model, UK universities are increasingly recognising the value of EPQs. Some, including Queen Mary University of London, even make lower offers to students with a high EPQ grade.
So what could the future look like if more – if not all – schools were to adopt interdisciplinary learning? “There’s currently a lot of emphasis in education on how to break problems down and do analysis,” says Amelia. “But people who work in public policy, or at the top of business, say that no one knows how to bring together different approaches and do synthesis.
“A widespread interdisciplinary approach would provide everyone with a common understanding of how to do this in systemic ways. It’d have a huge impact on the kind of conversations we could have, and on how we solve problems around the world.” lis.ac.uk
LEARNING BY EXPLORING
Hannah Sheath, Head of Interdisciplinary Projects at The King Alfred School, describes how the school embeds interdisciplinary approaches into its teaching
“We teach students in Years 3-5 using an enquiry-based approach, which brings subjects together to look at a chosen topic. Term-long interdisciplinary projects, called Explorations, run alongside traditional lessons in Years 6, 7 and 8.
During an Exploration, we guide students to examine a ‘big question’ or solve a real-world problem from a variety of academic perspectives. For example, the question ‘Should we fear or embrace AI?’ sees students explore:
• the ethics and uses of AI in technology
• its impacts on creativity in art and English
• similarities to the Industrial Revolution in history
• how AI might be used to influence thinking in humanities.
At the end of the project, students write editorial articles expressing their viewpoint on the topic. The articles provide a foundation for their final exhibition work which can be displayed in any medium they feel will allow them to explore their position on AI. Responses have included short stories, sculptures, video, interactive websites and posters.
We believe that a rigid, heavy-handed assessment system would constrain our Explorations programme. But it’s still vital that our students recognise their achievements and identify areas for growth. So we assess their understanding of the subjects throughout the project. Our approach emphasises collaboration: assessing with students rather than imposing assessment on them.
An interdisciplinary approach would have a huge impact on how we solve problems around the world
At the end of each Exploration, students engage in self-assessment of the specific skills they’ve developed: creative thinking, collaboration and/or communication. Reflective questions further guide them in understanding their learning journey. Teachers then review the student self-assessments and provide feedback.” kingalfred.org.uk
PARENT POWER
If your child’s school doesn’t offer interdisciplinary learning, you can still help them to cultivate it at home. Here are some ideas to try.
• Explore how ‘super concepts’ could apply across different disciplines. How might ‘culture’ apply to sport, ‘friction’ to business, or ‘entropy’ to group behaviour? It’ll help your child get into the habit of trying to find connections.
• Tackle real-world problems together. This could be anything from planning a family holiday (geography, budgeting, logistics) to understanding a local environmental issue
Students at The King Alfred School
The
WHERE INNOVATION MEETS IMAGINATION
best education prepares children to think critically, solve problems, and adapt to a changing world says Eaton Square Prep
Eaton Square is an exceptional, co-educational prep and nursery school set in a peaceful, leafy corner of London’s Belgrava. Here, staff ignite a passion for learning, exposing pupils to a broad curriculum which enables them to explore their individual talents and interests.
Within this curriculum, the STEAM programme is particularly important. It is built around four dedicated spaces: the Science Laboratory, The Launch Pad (an immersive STEAM centre), the Computing Suite, and the Art and Design Studio. These spaces are
equipped with tools such as Merge Cubes, a 3D printer, Spheros, and a laser cutting machine, allowing pupils to explore science, technology, engineering, art, and mathematics in practical, engaging ways.
Pupils learn about the circulatory system by examining 3D models, using virtual reality, and conducting real dissections. They simulate disease outbreaks, analyse mock patient samples, and design ecofriendly solutions. In computing, they progress from floor robots to more advanced coding, learning logic and problem-solving. In art, they bring ideas to life through 3D printing, laser cutting, and animation.
From Year 4, each pupil has their own device. Digital
Pupils at the school are developing the skills and mindset they need to thrive in the future
Ambassadors support peers and staff, promoting responsible digital use and collaboration. Technology is used to enhance learning, not replace it – making abstract ideas more accessible and encouraging independent thinking.
While embracing innovation, Eaton Square remains deeply committed to traditional learning methods and the irreplaceable value of human connection. Staff work hard to balance technological advancement with the warmth, empathy, and interpersonal skills that form the foundation of lifelong learning.
The STEM Explorers programme connects pupils with professionals from a wide range of backgrounds, including AI experts, surgeons, and epidemiologists. These sessions help children to see the relevance of science and technology in everyday life and broaden their understanding
of future opportunities.
The school is proud to have been named finalists in the Muddy Stilettos Best Schools Awards 2025 for Excellence in STEM. More importantly, they are proud of the way pupils approach learning –with curiosity, confidence, and a willingness to explore new ideas.
At Eaton Square, science is not just a subject, it is a way of thinking.
Pupils at the school are developing the skills and mindset they need to thrive in the future, including the digital wisdom essential for senior school entrance exams and life beyond.
For more information, see eatonsquareschools.com
Students at Eaton Square Prep School
Students at Wetherby Senior School
(science, community impact and possible solutions).
EXPLORE MORE
Thrive: The Purpose of Schools in a Changing World (Valerie Hannon and Amelia Peterson, Cambridge University Press, 2021)
INTERDISCIPLINARY THINKING
Range: How Generalists Triumph in a Specialized World (David Epstein, Macmillan Business, 2019)
• Fuel curiosity. Encourage your child to develop diverse hobbies and explore topics that span different areas. Watch documentaries that cross subjects and visit museums like The Wellcome Collection that blend art and science.
• Discuss the news critically. Encourage your child to analyse current events using multiple lenses – scientific, historical and ethical.
INTERDISCIPLINARY LEARNING IN ACTION
The view from schools
“This year, one of our most successful interdisciplinary projects was our partnership with The World Reimagined. It involved many subjects and year groups:
• Years 2 and 3 looked at society, education, and symbols in humanities.
• Year 4 studied diversity/inclusion and science by learning about eminent African scientists like Dr Francisca Nneka Okeke.
• Year 5 combined geography and maths to learn about global trade and how to show data in charts and graphs.
• Year 6 connected maths (fractals) with humanities (icons and heritage), linking patterns to African art.
This project helped pupils make connections between subjects, think deeply about important issues, and express their ideas creatively.”
Dr Maria Hafalla, Deputy Head (Academic) and Head of Science, Eaton Square Prep School
“At Walhampton School, our annual STEAM Fair allows children to explore the worlds of science, technology, engineering, arts and maths as they research, innovate, design and evaluate an exhibition piece. As well as blending disciplines, this requires them to combine knowledge, creativity and enthusiasm while demonstrating the process and any improvements. This year’s theme is space, but it isn’t just about building a Lego Mars Rover! There is always a variety of entries, so we’re expecting coded space games, space-themed music, planet posters, sci-fi short stories and rocket trajectory calculations.” Ellie Robinson, Excellence Lead, Walhampton School
“We try to reflect children’s natural curiosity by joining up different areas of learning so they can see how ideas connect
Thomas Lewis, Head, Fulham Prep School
We love tying art into what the children are learning in class – it makes everything feel more connected and fun
Angela Barr, Head,
Chepstow
House School
“We love tying art into what the children are learning in class – it makes everything feel more connected and fun. When they’re doing adaptation in science, for example, we create dragons in art using wire, clay, or mixed media.
Year 4’s Roman mosaics and Ancient Greek pottery project was such a hit. They’d been learning all about those ancient civilisations in class, so in art we brought that to life with mosaic patterns and clay pot designs. It gave the children a real feel for the history, while trying out traditional craft techniques in a hands-on, creative way.” Angela Barr, Head, Chepstow House School
“We teach children that knowledge across subjects is interconnected, forming a foundation they can draw upon when solving problems, developing solutions, and generating ideas.
One way we’ll foster this understanding is through ‘Symposia’, where a year group comes off timetable to work in teams on real-world problems. This approach encourages crosscurricular thinking, involving subjects like maths, science and PSHE, while also promoting skills in research, teamwork, and presentation.
An example of a problem could be: ‘How can we reduce plastic waste in our oceans?’ or: ‘Should we colonise Mars – or fix Earth first?’” Nick Page, Head, Wetherby Pembridge (opening this month)
“We try to reflect children’s natural curiosity by joining up different areas of learning so they can see how ideas connect. It encourages them to think in broader, more flexible ways and to understand that a single question can be explored from many angles. It also helps them see that the real world doesn’t divide knowledge into neat categories, so neither should we.
Interdisciplinary teaching gives them space to question, explore and collaborate – often sparking deeper, more meaningful learning. Ultimately, we’re helping them develop the habit of making thoughtful connections across everything they do.” Thomas Lewis, Head, Fulham Prep School
OWN YOUR FUTURE
How one south London school is shaping the next generation of adaptable leaders
In an era of unprecedented change, traditional careers education is no longer enough.
Sydenham High School GDST’s ‘Own Your Future’ programme isn’t just about preparing girls for jobs; it’s about instilling a future-focused mindset, empowering them with the confidence, curiosity, and clarity to thrive in careers that may not even exist yet. As the Good School Guide (2024) rightly observes, “In line with the head’s belief that Sydenham girls can do anything they put their mind to, the careers provision is impressive.”
A pioneering and intentional design for 21st-century success
The school’s dedication to futureproofing their students is evidenced by a programme that is exceptional in its relevance and intentional design. Ten years ago, Sydenham High spearheaded the Power Skills
“In line with the head’s belief that Sydenham girls can do anything they put their mind to, the careers provision is impressive”
Programme, a bespoke and unique aspect of the Sixth Form timetabled provision. This programme was an early recognition of the need to equip students with the transferable skills essential for life beyond school, echoing Reuters’ observation that “power skills aren’t just nice to have – they are essential skills for an everchanging workplace.”
Building on this foundation, the school is thrilled to launch The Elevate Programme in September. This pioneering initiative offers timetabled periods across the Senior School for pupils to study key future skills, emphasising holistic development. The goal is to ensure every girl is ready to take her seat at the boardroom table – whether that’s for a global corporation or a start-up agricultural innovator!
Comprehensive support and real-world immersion
Beyond timetabled lessons, the girls benefit from a rich tapestry of experiences designed to provide
fresh insights and real-world exposure. One-to-one guidance from the school’s Head of Futures, coupled with sector-specific talks, regular workplace visits, and the annual Futures Fair, ensures continuous engagement with the evolving world of work.
A significant competitive advantage for pupils is the GDST’s 100,000-strong alumnae network. And the school’s own alumnae generously contribute through expert talks, invaluable mentoring, and dedicated university application support, providing an unparalleled network of guidance and inspiration.
This commitment culminated in the launch of the inaugural Futures Conference 2025. This landmark event brought together leaders from STEM, public service, the creative industries, and graduate recruitment, offering honest advice, hands-on workshops, and sparking aspiration. The impact was clear: a remarkable 94 per cent of attendees felt “better informed about the range
of options available” and “more confident about their future.”
Aligning with evolving employer needs and technological empowerment
In an environment where the World Economic Forum warns that 40 per cent of core job skills will be disrupted by 2027, Sydenham High’s curriculum places a strong emphasis on adaptability, lifelong learning, and digital resilience. Pupils are introduced early to critical futurefocused skills such as teamwork, communication, ethical leadership,
entrepreneurship, and creativity. Girls are not just being prepared for a career; they are being taught how to thrive in one.
The school harnesses technology to empower its students. Unifrog, used from Year 7 to Year 13, enables pupils to explore pathways, track skills, and build meaningful career portfolios. Furthermore, Sixth Formers receive support in setting up professional LinkedIn profiles and mastering networking. This continuity fosters truly personalised guidance and provides a comprehensive picture of each girl’s evolving aspirations.
Tiered support for every stage of development
A tiered support system ensures age-appropriate provision, building independence at every stage. From the Prep School’s Daydream Believers programme to selfawareness and discovery in Years 7 and 8, and workplace visits and subject-career links in Year 9, each step is carefully designed. Years 10 and 11 focus on one-to-one advice and research skills, plus further work experience, while Sixth Formers receive tailored support for UCAS, apprenticeships, and gap year planning, alongside essential life skills like nutrition, budgeting and finance.
Transforming futures, cultivating mindsets
‘Own Your Future’ is more than a programme; it’s a transformational mindset. Sydenham High pupils leave the school not only with ambition but with the insight, skills, and networks to realise it. In a world of uncertainty, the girls are prepared not just to navigate change, but to confidently shape it. This pioneering programme transforms futures, equipping every Sydenham High girl to achieve anything she sets her mind to. To find out more, see sydenhamhighschool.gdst.net
Let’s get out there
TAKING PART IN OUTDOOR SPORTS BRINGS UNIQUE BENEFITS. SIMON CANE-HARDY, HEAD OF GORDONSTOUN, TELLS US ABOUT BUILDING CHARACTER IN THE CAIRNGORMS – AND HOW TO COAX UNWILLING CHILDREN TO JOIN IN
“If they can deal with physically intimidating situations, they feel capable of dealing with anything”
Simon Cane-Hardy, head at Gordonstoun
If you struggle to persuade your urban offspring to exercise outside, imagine trying to get them to scale Scottish mountains in all weathers. While carrying their own equipment, cooking and camping.
It’s all in a day’s education at Gordonstoun, one of the UK’s most famous boarding and day schools. Based in Elgin, near Inverness, the school still abides by the view of its founder: that the sea and the mountains are its best teachers. “We treat our outdoor programme the same way we would treat an academic subject,” says the head, Simon Cane-Hardy. “It’s a core part of our education and all students should do it.”
That’s not to say everyone’s enthusiastic about going out on the Moray Firth in a dinghy in the drizzle. “Some students come here for the academic provision, the boarding or the music, and the sports are secondary for them –so they’re reluctant to take part,” says Simon. Unlike its portrayal in Netflix’s blockbuster The Crown, though, the school uses the carrot to coax unwilling students outdoors – not the stick. “We’ve got really inspirational staff who sell the benefits and make it exciting,” says Simon. “That
means getting students to think about the scenery they’ll see, the time they’ll spend with their friends – and of course, the hot chocolate they’ll drink when they get back.”
LEARNING THE DIFFERENCE BETWEEN ‘WANT’ AND ‘LIKE’
A crucial part of this persuasive approach is teaching students that liking how they feel after being outside is more important than not wanting to do it. “When we take students into the mountains, and they get cold, wet and muddy, we always ask them to reflect on that experience afterwards,” explains Simon. “And one of the things that comes back most is that when they’re in other challenging situations – whether that’s in the classroom, a social situation, or in sport or music – they can always fall back on the fact they coped with being in the mountains at minus 10 degrees. If they can deal with physically intimidating situations like that, they feel capable of dealing with anything.”
These experiences help Gordonstounians to build character by improving their confidence, resilience and self-esteem. That’s on top of the
usual benefits of exercise for schoolchildren: better strength, balance and coordination, less stress, depression and anxiety, and improved concentration and cognitive function. Exercising outdoors year-round brings even more rewards, including an immune system boost and exposure to the vital sunlight needed to make vitamin D.
So, what advice does Simon have for parents whose London children cower under the duvet at the prospect of venturing outside? “First, have good coats, boots, and if necessary, gloves and hats. Because once people get wet or cold, that’s a bit of a nightmare. Second, do things together as a family. And finally, start small. We take students for a walk along the local beaches, for example. It’s only an hour, but it’s an hour of being outdoors in the sea air.” If all else fails, you can always fall back on FOMO. “Everyone wants to feel part of something,” says Simon. “If you make the activity something you’ll come back and talk about, and feel proud of your achievements, your child won’t want to be the one that’s left thinking, ‘What have I done today? Oh, I’ve just sat in my room’.” gordonstoun.org.uk
INSPIRING FEARLESS LEARNERS
Channing School goes far beyond exam results, shaping kind, confident and articulate individuals, writes headmistress Lindsey Hughes
As Headmistress of Channing School, it brings me immense joy when I am asked what makes our north London independent girls’ school a truly unique and empowering environment. Nestled in the heart of leafy Highgate, Channing has been fostering academic excellence, integrity and independence in young women since 1885.
At Channing, our vision is simple yet profound: “Girls Enjoying Success.” This isn’t just a motto; it’s the very fabric of our educational philosophy. We cultivate an atmosphere where every girl feels empowered, valued and supported to discover her unique talents and achieve her personal best. Our ethos of Fearless Learning encourages girls to step out of their comfort zones, embrace new challenges and learn from every experience. As the Good Schools Guide notes, we inspire girls to be “10 per cent braver”, a valuable life lesson that extends beyond the classroom.
This fearless approach is underpinned by our Unitarian
values of free thinking, acceptance and inclusivity. We believe in nurturing intellectually curious, open-minded and respectful individuals. This focus on character development is why our school was recently awarded the highest possible grading for educational quality and personal development by the ISI – a testament to the thriving, supportive community we’ve built.
Our inspirational teachers offer a stimulating and vibrant array of academic, co-curricular and extra-curricular opportunities tailored to broaden every mind. From our rigorous curriculum designed to inspire scholarship, to a phenomenal range of over 100 clubs and activities – including robotics, drama productions in our quasi-professional theatre,
and diverse music ensembles –there’s something for every interest. We empower our girls to explore their interests, develop new skills and build lifelong friendships. We pride ourselves on our bespoke approach to education. As our namesake William Ellery Channing put it so beautifully: “Each of us is intended to have a character all our own, to be what no other can exactly be and do what no other can exactly do.” This philosophy guides us in creating individual outcomes for every child, ensuring they are prepared not just for university, but for a meaningful life. Our new 10-year strategy further outlines our commitment to preparing students for a rapidly changing world, focusing on uniquely human skills essential for success in the age of Al.
The warmth and supportive nature of the Channing community are frequently highlighted by parents and pupils alike. We believe that academic success flourishes when underpinned by exceptional pastoral care. Our comprehensive wellbeing framework ensures that every student feels secure, heard and understood. From our Channing Promise, devised by the girls themselves to promote kindness
“We believe that academic success flourishes when underpinned by exceptional pastoral care”
and respect, to our Girls on Board approach for healthy friendships, we foster an environment where relationships thrive, and every girl feels she truly belongs.
Choosing a school for your daughter is one of the most important decisions you’ll make. We invite you to explore our website to learn more about our curriculum, facilities and the vibrant life of our school. Follow us on our social media channels to see our daily activities and hear directly from our pupils and staff. What others say about us, from The Good Schools Guide to Talk Education, consistently reflects our commitment to academic excellence, individual growth and a truly happy school experience.
At Channing School, we don’t just educate, we inspire. We nurture fearless learners who are ready to make a positive impact on the world. We look forward to welcoming your daughter into our special community. To find out more, see channing.co.uk
We all know that nutritious food fuels children’s brains as well as their bodies. But how can schools and parents help them make the right choices?
The latest statistics from the National Child Measurement Programme show that 21.3 per cent of Reception-age children and 36.6 per cent of Year 6 children are overweight or obese. Yet a recent survey from the education caterer Chartwells found that 82 per cent of pupils were interested in eating a healthy and balanced diet.
We asked Jenaed Ruddock, founder and lead dietitian at Nutrition and Co, how well schools are meeting this need and where they could improve. And strangely, there’s no mention of Turkey Twizzlers...
What is good nutrition and why does it matter in schools?
A balanced diet with complex carbs, protein, and healthy fats keeps children mentally sharp and engaged in class, with stable levels of energy throughout the day. It also provides the building blocks for brain development, helping with memory, concentration and mood regulation.
How do children’s nutritional needs change as they grow?
Primary-aged children require more energy-dense foods to support rapid growth, while secondary-aged children need balanced meals that support both physical growth and cognitive development during adolescence. For primary-aged children, good nutrition means regular meals with plenty of fruits, vegetables, whole grains and lean proteins. Secondary-aged children need similar balanced meals but with a bigger focus on whole foods that support sustained energy and development, especially during puberty. Calcium-rich foods such as dairy or fortified plant-based alternatives
In 2022, Sarum Hall School, an independent girls’ prep in Hampstead, won an Independent Schools Award for ‘Best Independent School for Healthy Eating’. Head teacher Karen Coles explains why:
Learning how to eat well is a vital part of our overall commitment to health and wellbeing at Sarum Hall. We’re lucky enough to have our own Food Studio, which allows us to embed a profound appreciation and
A balanced diet with complex carbs, protein, and healthy fats keeps children mentally sharp and engaged in class
understanding of healthy eating from Nursery onwards.
A recent project saw Year 4s designing salads using the Eatwell Guide. Pupils had a wide variety of ingredients to choose from, including seasonal vegetables,
grains, beans and pulses. The activity was also linked to book characters as part of their English studies. The judge was the school’s head chef, and the winning salad (halloumi and butternut squash) was made in volume
are important for bone development. And it’s essential that both age groups drink plenty of water throughout the day.
What are schools doing and where could they improve?
Many schools now offer a variety of nutritious meals, focusing on fresh ingredients and balanced options. They also educate their students on healthy eating. But there’s still room for improvement, especially in offering more plantbased options and reducing processed foods.
Schools could also do better by involving students more in menu planning, teaching them about food origins and involving them in growing food. This fosters a deeper connection to what children eat and encourages healthier food choices. School gardens can also make learning about nutrition fun and hands-on.
Do you have any advice for parents who want to make sure their children eat well?
Ask the school’s catering team about the variety of fruits, vegetables and whole grains they offer. That’s as well as their use of fresh, unprocessed ingredients, the balance and size of their meals and how often they update their menus. Many schools are equipped to handle allergies and specific diets, but it’s crucial to keep an open line of communication.
At home, the key is to find quick, healthy meals that your kids enjoy. You can support good habits by involving children in meal planning and preparation, encouraging them to try new foods, and setting a good example by eating balanced meals together. Having consistency between nutrition at home and in school will reinforce healthy habits. nutritionandco.co.uk
for the whole school to enjoy.
I believe that if you give children the right knowledge, they’ll often make the right, healthy choices by themselves. It’s why I encourage parents to empower their children to choose for
themselves, as well as to lead by example and be careful of what they say about food! If children see their parents eating well, they will follow. sarumhallschool.co.uk
EQUIPPING PUPILS FOR FUTURE SUCCESS
Pupils at West Sussex school, Hurst, are prepared for the world of work through participation in an exceptional work experience programme
Hurst is proud to be shortlisted for Independent School of the Year for Student Careers, recognising the strength of their Sixth Form Work Experience Programme. In the last academic year, 67 pupils participated in 89 placements across Sussex and London, supported by 46 providers from industries including engineering, advertising, IT, law, finance and veterinary medicine.
The programme offers a range of experiences, from half day insights to two-week placements, designed to give pupils meaningful exposure to the working world. Activities include optimising digital marketing campaigns, assisting in the manufacture of dental prosthetics, supporting legal research, and engaging in clinical veterinary work. Each placement is carefully chosen to help pupils
Beyond university admissions, the programme allows pupils to explore different career paths
develop essential skills for their academic and professional futures.
Work experience is increasingly valued by top universities. Research from both the University of Manchester, and Speakers for Schools shows that relevant placements can significantly strengthen UCAS applications, especially for competitive courses. Beyond university admissions, the programme allows pupils to explore different career paths and make informed decisions about their future.
Pupil feedback highlights the programme’s impact. One pupil shared, “It really helped me understand the law workplace,” while another said, “It equipped me with the skills needed when applying for jobs after Hurst.”
The Futures Team, led by Grace McKenzie, plays a vital role in preparing pupils through CV writing, cover letter support, and interview coaching. One pupil praised the team’s efforts, saying, “I felt equipped with everything I needed for my placement.”
Placement providers have also been impressed. Pupils have been commended for their enthusiasm, professionalism, and adaptability. One provider noted a pupil’s “excellent communication skills and great manners,” while another said a pupil “engaged brilliantly with the team and clients.”
Providers also appreciated the support from Hurst’s Futures team, highlighting the clarity and flexibility of the process. One remarked on the ease of working
with the College, noting the thoughtful matching of pupils to placements.
More than just a boost to university applications, the programme helps pupils build vital soft skills such as communication, problem solving and professionalism. These skills will serve them well in any career. Hurst’s commitment to preparing pupils for life beyond school is clearly reflected in this impactful initiative. To find out more about the school, see hppc.co.uk
In the seemingly chaotic world of children’s play – scattered toys, laughter, and the occasional disagreement – a quiet revolution is unfolding. When young girls build cities from blocks, negotiate roles on an imaginary spaceship, or invent games on the fly, they’re not just having fun. They’re profoundly shaping their identity, confidence, and voice.
The science of self through play
From a young age, girls are bombarded with messages about who they should be. However, it’s within the freedom of unstructured play that they truly discover who they are. This isn’t romantic idealism; it’s backed by science.
Steve Biddulph’s book, Raising Girls, highlights decades of psychological and neurological research, emphasising the critical importance of the early years. He argues that girls need three foundational pillars: connection, confidence, and character.
At Sydenham High Prep School, all three begin with play in our Reception classrooms and in our playground.
Why girls thrive in intentional play spaces
When girls engage in imaginative, unstructured play, especially in single-sex settings, they solidify their voices, test boundaries, and explore their identities free from expectations. Biddulph notes that girls thrive in environments that foster independence, curiosity, and security.
A single-sex early education setting, often overlooked in mainstream debates, provides this intentional space. It’s not about exclusion, but about creating an environment where girls can lead, shape dialogue, and explore without
THE POWER OF PLAY
Gillian Panton, Head of Prep School at Sydenham High on the power of play in raising strong, independent girls
the self-consciousness that can arise when boys dominate a room. Here at Sydenham High Prep, our ‘Giraffe Girls’ are the astronauts, architects, and negotiators, learning that their ideas matter.
The power of playful conflict Disagreements during play – over who is captain or what rules to follow – are not failures; they are fertile ground for growth. These moments offer girls their earliest training in communication, empathy, and conflict resolution.
“It’s within the freedom of unstructured play that girls truly discover who they are”
Research from the Harvard Centre on the Developing Child shows that collaborative play ignites neural pathways linked to executive function: planning, memory, and self-regulation. When girls are guided to talk through disagreements using sentence stems like “I feel…” or “What if we tried…”, they’re not just solving problems, they’re building the foundation for future leadership, resilience, and emotional intelligence. Language also flourishes here, leading to stronger vocabulary, deeper comprehension, and early numeracy skills.
Independent, not alone
An independent early education for girls fosters agency. It creates a setting where a girl’s hand shoots up without hesitation, and her curiosity is the lesson itself.
Our expert Early Years team at Sydenham High Prep understands the interplay between language, emotion, and cognition. They embed numeracy in real-world contexts – counting cupcakes, measuring towers, and negotiating fairness. This isn’t just maths; it’s foundational humanity for our Giraffe Girls. Crucially, in girls-only classrooms, there’s no invisible ceiling. Our Giraffe Girls stand tall and proud, free from subtle cues that might
suggest assertiveness is bossiness, or curiosity is disruption. There’s ample space for the whole girl to stretch and grow.
A call back to the carpet
Watching a girl lost in make believe is magical. It’s not mere childhood fantasy; it’s the genesis of a self that will confidently lead in boardrooms, classrooms, clinics, or labs. When we allow girls to play freely, safely, with guidance but without interference, we send a powerful message: your voice matters, your ideas have value, and your whole self is welcome here.
Ultimately, all we ever truly wanted as children was the space to explore, the freedom to fail and try again, and the unspoken affirmation that we are enough.
So, let them play. Discover the magic of our Early Years Foundation Stage at Sydenham High Prep School.
To find out more, see sydenhamhighschool.gdst.net/prepschool
S T R I K I N G T H E
R I G H T C H O R D
We asked Tiziana Pozzo, founder of Music Tree, a music school and teacher training project, why music matters and what makes for a good music education
Music education in schools has often been marginalised in recent years in favour of a focus on core subjects like maths and English. But the mood music seems to be changing.
The current Government is continuing to roll out its predecessor’s national plan, The Power of Music to Change Lives, with a view to making sure ‘all pupils receive a high-quality music education’. It has also announced plans to launch a National Centre for Arts and Music Education in September 2026.
These developments should be music to parents’ ears.
“Music is a vital part of a well-rounded education and supports children’s development at all stages of learning,” explains Tiziana Pozzo, founder of Music Tree, a London-based music project that works with children and adults and trains teachers in its child-led approach. “It touches all areas of the brain in a way that other subjects can’t, contributing to a child’s social and emotional development.”
Music can be particularly beneficial for engaging SEN and neurodivergent children, helping to improve their language skills, focus and coordination. “When I started working with a five-year-old diagnosed with autism and ADHD, she was so afraid of other people that she couldn’t even put her hands on the piano,” recalls Tiziana. “Gradually, I introduced her to music, then into a musical group, and she formed relationships with the other kids. Now, she plays two instruments, performs in ensembles and has improved her language skills through singing. That’s the transformative power of music.”
Music also offers students the chance to write songs, compose pieces and improvise. Playing with others can help improve teamworking, communication and listening skills, and foster a sense of belonging through shared practice and performances. And studies show that playing music can help reduce anxiety, boost self-confidence and improve emotional wellbeing.
What’s more, Tiziana says that the skills learned in music lessons can cross over to other areas of education. For instance, particular music approaches can support selfregulation, control, attention and planning – all fundamental skills for any type of learning.
But with school music programmes varying significantly in quality, what defines a good one? Tiziana believes in starting in the early years – not just with nursery rhymes but a variety of music that can stimulate young brains. “Some schools hand out violins to teenagers who have had little prior music education and, unsurprisingly, they don’t practise and ultimately give up,” she says. It’s important to cater for all students, too – from those aspiring to high standards to those playing for enjoyment. And for Tiziana, class size is key. “I’d say a maximum of 15 students. With class sizes of 30 or more, you can’t give individual attention or focus on developing skills.”
Tiziana also believes that music needs more time in the curriculum, which should be flexible enough to cater for students’ changing needs. Daily lessons should be engaging, fun, active not passive, cover diverse genres, and balance theory and practice, so students can build on their motivation and
skills. Opportunities to collaborate and showcase their musical talents are essential too, as is celebrating achievements.
Of course, a good music programme depends on having a headteacher who supports making music central to school life. That’s along with qualified, enthusiastic teachers and adequate funding for instruments and other musical resources. Finally, and crucially for Tiziana, music should be about developing the whole person, not just academic achievement. “Tests and exams have their place, just like in any other subject,” she says. “But they should be something children do when they feel ready – for the joy of it.” musictreeuk.com
6 WAYS TO SUPPORT YOUR CHILD’S MUSICAL EDUCATION
1 Do it together. Sing, dance and explore different instruments at home to find out what they enjoy.
2 Inspire your child. Take them to live music events and expose them to different genres.
3
Give them lessons outside school. Seek out qualified teachers who specialise in working with children.
4
Pick the right instrument. Consider size, affordability, versatility and what interests your child.
5
Have a dedicated practice area and time and aim for regular sessions where you listen to their progress.
6
Celebrate your child’s achievements. Praise their practice at home and cheer on their school performances.
James Allen’s Girls’ School (JAGS) has been leading the way for nearly 300 years.
While renowned as London’s oldest independent girls’ school, its enviable reputation is based on a continually forward-thinking education which celebrates diversity and access.
Students flourish in an environment which nurtures self-confidence and independence, while feeling supported through outstanding pastoral care from dedicated members of staff and their peers.
Whether it be in the Junior School (ages 4-11) or Senior School (11-18), students balance their scholarly achievements with a dizzying array of enrichment opportunities. This is an environment where passionate individuals thrive in an atmosphere of compassionate challenge.
At GCSE and A Level, the school consistently achieves among the highest results in the country, particularly in STEM subjects, and students regularly go on to study at some of the world’s most prestigious universities.
The Sunday Times named JAGS as the London Independent Secondary School of the Year for 2024 in recognition of the energy and innovation that is embedded throughout all areas of school life.
The school has also received national recognition for both its commitment to social mobility and its innovative approach to sustainability.
Far from resting on past accolades, the school is constantly looking to evolve and improve. Its unrivalled and dynamic curriculum is continually reviewed by its passionate teaching staff, who are experts in their respective fields, allowing students to develop genuine interests in and around subjects amid an ever-changing educational, digital and social future.
While academic excellence and success are important, they are
LEADING THE WAY IN GIRLS’ EDUCATION
James Allen’s Girls’ School may be London’s oldest independent girls’ school, but its outlook is anything but traditional
only part of the equation. Staff also work to help students develop their creative, athletic, and social skills.
Students in Years 7 to 10 are enrolled in Curriculum Plus – a carefully curated series of courses which ensure students thrive at JAGS and leave the school as lifelong learners and change-makers, ready to champion inclusivity, sustainability and social awareness.
The bespoke courses, which range from Public Speaking Mastery to Metacognition, are designed by specialist members of staff and enhance learning beyond the assessed curriculum in an evolving framework focusing
Students balance their scholarly achievements with a dizzying array or enrichment opportunities
on student independence and self-determination.
Outside the classroom, there are a myriad of co-curricular clubs and activities on offer which allow students to fully explore their interests and passions.
The 22 acres of stunning grounds house the school’s iconic Botany Gardens, as well as a state-of-theart sports hall, complete with a 25-metre swimming pool, climbing wall and gym. Elsewhere, the school’s Prissian Theatre (which can be set up traditionally or in the round) offers the perfect arena for both lessons and stage shows.
JAGS is guided by a singular forward-thinking and philanthropic approach to education. At the heart of this vision is an extensive and generous bursary scheme which allows the school to continue
attracting intellectually curious girls, regardless of their economic background.
A means-tested bursary scheme (fee assistance) is in place from 11+ entry upwards. JAGS offers financial assistance for up to 100 per cent of the fees, as well as covering the costs of uniform, travel, school trips and lunches. Currently, around 17 per cent of Senior School students receive transformational fee assistance through the provision. To find out more about JAGS, or to book an open day event, visit jags.org.uk, or call 020 8693 1181
LET’S GET READY T O HU STLE
Recent research shows that young Londoners are an entrepreneurial bunch. Here’s how to encourage and nurture that savviness
If your teen spent their summer adding affiliate links to their TikTok profile, you’re not alone. Recent research from the Federation of Small Businesses (FSB) and Simply Business reveals that 40 per cent of Londoners aged 18 to 34 have a side hustle. That’s compared with 19 per cent in the East Midlands.
Tina McKenzie, policy chair at the FSB, is unsurprised by these findings. “The Capital is home to the largest concentration of higher education institutions in the world, providing support and inspiration to those starting out,” she says. “London has always been a hotbed of entrepreneurial activity, and being surrounded by ambitious professionals and creative industries can inspire young people to explore their own business journey.”
Schools clearly play a vital role in incubating entrepreneurial talent at an earlier age. Yet just 35 per cent of the young people in the same research group report having any exposure to enterprise education at secondary school.
Tina suggests that schools host an entrepreneurship month to help students understand how businesses work and how to turn ideas into action. But, she says, you can also help nurture these passions at home: “Encourage your child to experiment and be curious. If they’re showing a particular talent or interest, support them to explore ideas and test them out.”
If they’re showing a particular talent or interest, support them to explore ideas and test them out
Exactly what this looks like will depend on the age of the child. “For younger children, it could involve creative role play as a business owner, managing pocket money and problemsolving activities,” says Tina. “As they grow, let them try things out and help them develop their plans – including building on failures. Running a business isn’t just about having great ideas; it’s about adapting to reflect what didn’t go well.”
Finally, Tina recommends looking for role models who can provide inspiration, guidance and connections, as well as offer valuable insights about how they built their business. “Find out whether your child’s school holds a careers fair and encourage those running it to contact some local small businesses to take part,” she says. “You can also investigate our local networking events or download the ‘How to start a small business’ guide from FSB’s website and work through it with your child.” fsb.org.uk
FIVE WAYS TO NURTURE A BUDDING ENTREPRENEUR
If your child is start-up savvy, or you want them to learn skills like budgeting, confidence and creativity, the earlier you sow the seeds, the better. To cultivate a future business leader –and hopefully keep you in Caribbean cruises in retirement – try encouraging them to:
1
Run a micro-business project.
Whether it’s selling homemade biscuits, designing phone cases or offering dog-walking services, help your child to think through the basics. What will they sell, how much will it cost to do or produce, and who might buy it? A few conversations about profit, pricing and customer service will teach them more than any textbook.
2
Play the investor game.
Give your child a hypothetical £50 budget and challenge them to choose between different business ideas. Which would give the best return? What are the risks? Who’s the competition? It’s a practical introduction to concepts like value and opportunity cost.
3
Create content with purpose.
Help your child make a blog or some social media content about something they’re passionate about. Show them how to think about their audience and track engagement. It’s creative, analytical, and it’ll win them Brownie points with their teachers. (Schools love to see ‘digital literacy in action’.)
4
Turn pocket money into profit.
Instead of handing out spending money, give your child a small pot of cash and challenge them to grow it. Could they buy ingredients to bake and sell treats? Invest in materials to make jewellery? The aim is to shift their thinking from spending to seeding.
5
Host a pitch night.
Hold a Dragon’s Den-style evening where your child can present their business and share what they’ve learned, judged by a panel of grandparents or neighbours. It builds confidence and communication skills, and everyone gets to celebrate the effort.
THE ART OF ORACY
We talked to Henry Faber of Oppidan Education about the transformative impact of improving children’s speaking and listening skills – and how pregnant pauses can help
Improve oracy and you’ll also improve cognitive and socio-emotional development, confidence, resilience and social mobility. So it’s unsurprising that the Oracy Education Commission advocated for oracy (essentially, speaking and listening skills) becoming the fourth ‘R’ in its 2024 report, We Need to Talk
The recommendation was welcomed by Henry Faber, co-founder of Oppidan Education, which provides academic mentoring. “By teaching oracy, you’re laying the foundations for a child to contribute, listen and be a part of a debate,” he says. “I’d love to see it prioritised more.”
As you might imagine, oracy is most relevant to interviews and spoken assessments. But Henry says it also affects the behaviour and values children show at home. “Parents often cite a different dynamic, and more fluid, honest conversations, as an outcome of our work,” he says. “Schools also report children putting their hands up more in class.”
At Oppidan, oracy forms one part of a three-pronged mentoring approach that also includes self (who I am and what I value) and skills (how I organise myself). And, while mentoring can help any child build a bedrock of skills and habits for life, Henry believes it’s particularly useful for those aged 13 or 14. “This ‘middle-school’ age is a very interesting time,” he says. “We’re trying to get children to be really organised and do things for themselves, just as social pressures and technology use are sending their cognitive load through the roof. They’re also maturing and becoming their own person, but their neuroplasticity is the best it’ll ever be, so they’re still malleable.”
WE NEED TO TALK
If a mentor is beyond your reach, though, Henry says there are ways to improve your child’s oracy at home. Here are three:
1 Put screens away and allow conversations to form. “It may sound obvious, but it’s important to spend time talking as a family. I also think early teens aren’t encouraged enough to form their own views on the world. Parents can help by exploring not just what their child likes, but why. I call it ‘squeezing the juice out of a conversation’, which includes allowing pregnant pauses to develop. It encourages your child to go further.”
2 Teach your child to steer the conversation. “Every young person speaking to someone older, in a position of authority, feels that they’re the passenger in a car rather than the driver. We try to get them to decide which direction the conversation takes. The Little Book of Thunks is brilliant for this – it’s full of problems and questions that have no answer, like: ‘Would you rather be a brave fool or a clever coward?’. It’s a lovely way to encourage conversation without it being scary or children feeling pressured into doing it.”
3 Speak to the school and consider a mentor. “Ask your child’s school what they’re doing to improve oracy within the wider context of personal development. If, as is often the case, they can’t offer a personalised approach in the classroom, consider getting a mentor. The one-to-one support they offer can really bring a child out of themselves, particularly one who’s shy or introverted in class.” oppidaneducation.com
Cheltenham Ladies’ College
You’re laying the foundations for a child to contribute, listen and be a part of a debate
LISTEN UP!
YouGov polling of parents and business leaders, conducted in 2024, revealed a strong appetite for improving oracy. Here are five headline findings
of business leaders and parents support schools dedicating more time to developing young people’s spoken language and listening skills.
of business leaders would back oral examinations counting towards young people’s qualifications.
of business leaders agreed that the growth of technology and AI will make spoken language and listening skills more important for progression at work.
of business leaders felt that strong spoken language skills unlock more opportunities to advance in their sector.
of business leaders and 63 per cent of parents of under 18s believe technology has a negative impact on children and young people’s speaking and listening skills.
Broomwood Prep
Rosemead Preparatory School
SHAPING THE LEADERS OF TOMORROW
Wetherby Senior School in central London is an independent day school for boys aged 11 to 18, offering an outstanding education that prepares pupils to stand out on the global stage. With excellent pastoral care and a strong record of acceptance to top universities, the school guides each student towards a bright future.
www.wetherbysenior.co.uk
ROB GARVEY
Wetherby Senior School
How long have you been head?
I started at the school in September 2024, so this is my second year.
What is your vision for Wetherby Senior School?
We’re still a relatively young school: this is our eleventh year, and I am excited to celebrate our journey to date. My vision for the future of the school is simple: I want us to be the first-choice boys’ school in London. Our academic results are excellent and improving every year; continuing that trend is my primary goal and I am unapologetically ambitious in this regard. I want to maintain and enhance the superb reputation the school has for pastoral care, because no pupil can learn if they’re unhappy. And I want to draw on the many riches of our location to continue developing an original co-curricular, skills and careers programme.
How do you plan to maintain and enhance the school’s reputation for academic excellence?
No school is better than its teachers and I am hugely impressed by the staff here. The boys are taught by experts in their field, who love what they do and want the absolute best for their pupils. My job is to continue to support my staff and ensure they have all the resources, time and space they need to teach the most engaging lessons they can. I’ve always found the best schools are the ones where the staff look forward to coming to work: that positivity is infectious and helps pupils to flourish.
How will you ensure that the curriculum remains challenging and relevant for students?
Top schools never just teach to the exam. We want the boys to genuinely engage with the material being taught, so that it is learnt
own pathway, which will allow him to develop and flourish. Alongside the weekly clubs and activities, on Friday afternoons the whole school takes part in co-curricular activities to finish the week.
How do you look after pupil wellbeing?
We are well-known for the quality of our pastoral care and that’s down to both the people and the programme we have. Our boys meet daily in their tutor groups for pastoral support. Tutors are supported by heads and assistant heads of section, and they all work under the direction of our fabulous deputy head pastoral. To support the boys in their personal development, it is also their tutor who takes them for their weekly PSHE lesson, and that means these key and often delicate conversations are led by somebody who knows the boys well. In addition, we have two specialist school counsellors who have really helped pupils facing particular challenges. It’s not easy being a teenager, but with proactive and reactive support in place we can help our young men to navigate their world.
How do you foster a sense of community?
deeply not superficially; understood not just remembered. One of the great things about being part of the Inspired Education group is its focus on the use of educational technology. The group has invested in developing innovative AI-powered learning platforms (including its own Metaverse) to support all our pupils with deep, bespoke learning. The early indications are that this approach is having a huge impact on understanding and retention of concepts.
Tell us about the co-curricular activities you offer?
The co-curriculum helps our boys to develop the skills they will need both in their personal lives and in the workplace; it provides opportunities for them to discover new interests and passions; and it’s fun! Having a vibrant and integrated programme means that every boy can find their
With not-quite 500 pupils in the school our size means that everyone at Wetherby is known, valued and understood as an individual. We meet communally for assemblies as well as in sections of the school and in ‘Tribs’, our houses named after the tributaries of the Thames. Being in London means we are a very international school too, with pupils coming from all over the world. We celebrate that diversity explicitly, but more often than not it is simply a reflection of who we are: it’s natural to us to be a diverse and inclusive community. I’m also really proud that many of our pupils come to us via the Gold Standard Charitable Trust, who provide very substantial or complete bursaries to allow access for pupils who wouldn’t otherwise be able to come to us: they bring talents and experiences which enrich the whole community.
THE HEAD
THE KING ALFRED SCHOOL
King Alfred is an informal, co-educational day school in Hampstead for students from Reception to Sixth Form which focusses on academic & personal success through its innovative curriculum & child centred approach.
ROBERT LOBATTO
The King Alfred School
What attracted you to the school?
The ethos at King Alfred aligns with my beliefs about what education should be. I wanted to be part of its story because it’s a school which is designed to meet the needs of the students. There’s room for individuality and the focus is on so much more than just exam results. Even the school site stands out from the norm, with no corridors and most classrooms opening directly on to the outdoors. Crucially, I could see that the students were happy to be there, and so am I.
How would you sum it up in a sentence?
A school with a child-centred and holistic approach which marries strong academic progress with a genuine commitment to personal development and wellbeing.
What makes it different?
King Alfred builds the education around the child rather than making the child fit into the system. A great amount of thought, structure and planning goes into our learning and pastoral provision, creating a strong framework in which children can thrive.
Describe the atmosphere
It’s an exciting and vibrant place where children and young people of all ages genuinely enjoy coming to school. I’m particularly proud of the nurturing environment we create for every child regardless of whether they’re in Reception or Sixth Form. Every individual is known, seen and valued, and we have a very strong sense of community.
What is your personal educational ethos?
What happens between the ages of four and 18 makes a significant impact on each individual and, in turn, on the way our communities and society function. So it’s vital that we ‘do’ education well. We have the honour of helping young people develop into fully rounded adults, who can understand themselves and the world around them and contribute to their communities in a positive way. Education can be both academic and nurturing of the whole person, and that’s what I hope for all children and young people in our school and beyond.
How do you balance your extra-curricular activities with the academic side?
At KAS, what might traditionally be described as ‘extra’- curricular activities are an intrinsic part of the learning experience, interwoven into school life. For us, they are
“Every individual is known, seen and valued, and we have a very strong sense of community”
‘co-curricular’. Rather than focusing solely on rigorous academic attainment, we deliver a deeper learning experience that develops character and transferable skills in addition to knowledge and understanding. For example, across the school, we have one afternoon a week in which everyone can explore their passions and develop their love of learning for its own sake.
How do you look after the wellbeing of your pupils?
Wellbeing has always been central to the school’s DNA. We have a wide range of provision to support young people, including our pastoral staff, school counsellors and practices such as circle-time and form hour. Above all, though, wellbeing is about culture. The children and young people need to feel valued and known for who they are, rather than as a data point on a spreadsheet. That means having a close and positive relationship with families, as supporting wellbeing will always be a shared enterprise between school and home. And it means recognising and celebrating our pupils’ successes, rather than focusing on what they cannot do.
THE HEAD
BRIDGET WARD
St Helen’s School
How long have you been head? I started in September 2024, so this will be my second year. I was previously head of Merchant Taylors’ Girls’ School in Liverpool.
What attracted you to St Helen’s?
The contagious mix of kindness, academic ambition and a real sense of each girl’s unique character. It was immediately clear from my early conversations with teachers and pastoral leads that every child at St Helen’s is known, respected and celebrated for her own individuality. At the interview, it was also apparent that the school was doing excellent work, with potential to do still more. I felt I would have the opportunity to bring some new ideas to the school while maintaining the excellence that already exists.
How would you sum it up in a few sentences?
At St Helen’s, we believe in girls and in girls’ education. We do not believe in glass ceilings, stereotypes or prescriptive pathways, and we do not strive for perfection. Instead, we embrace and encourage mistakes as a powerful tool for learning and personal growth.
What makes it different?
The focus on three quotients: emotional intelligence (EQ), academic intelligence (IQ) and digital intelligence (DQ). The key is always that we focus on the individual, and we use data to ensure each pupil receives the correct support for them. The world has changed rapidly, and it’s continuing to do so. It’s our job to make sure our pupils are ready to thrive and succeed in the 21st century. We believe they can only do
“Every child at St Helen’s is known, respected and celebrated for her own individuality”
this if they have developed their EQ, IQ and DQ.
Describe the school’s atmosphere Incredibly kind, personal and forward-thinking. When you walk around the school, you see happy, fun, curious, bright girls and young women.
What about your personal educational ethos?
I firmly believe that children need to feel happy, safe and supported before they can start to really thrive in the other spheres of their lives. I also believe that consistent daily habits create our path, and that being busy outside the classroom is just as important as being busy inside it. We learn more about ourselves outside of our comfort zone, and if we can make incremental improvements, we will achieve and thrive.
How do you balance your extra-curricular activities with the academic side?
By making sure that pupils have a choice but are also supported in what they do and how they manage their time. We have a full and enriching co-curricular programme which offers clubs before school, at lunchtime and after school. Each pupil has a coach who applies the GROW Coaching Model to help them understand timekeeping and encourages them to take full advantage of the opportunities available. We also have a Year 12 outreach programme, which sees all Year 12 pupils volunteering off-site at local state primary schools for an hour each week. While we want our Sixth Formers to work hard, we also want to teach them the importance of balance and giving back to others.
How do you look after the wellbeing of your pupils?
Ensuring the wellbeing and happiness of our pupils is at the heart of everything we do and every decision we make. Our excellent pastoral team works closely with our school nurses, counselling team and wellbeing service. And our ISI school inspection report (September 2024) commended us for our pastoral provision and exemplary safeguarding culture.
What’s your role at the school and what does it involve?
I’m head of performing arts, head of A level theatre and a housemaster. Juggling different hats can be difficult at times but I get great pleasure from all three roles. I consider versatility a huge strength – if you want something done, ask a busy person!
What attracted you to the school?
Before Hurtwood, I was head of English in a state school and had only ever taught 11 to 16. The opportunity to teach Key Stage 5 (sixth form) was a big pull. I was also hugely impressed by the school’s facilities, its ethos and the amount of educational weight and value it places on the arts.
How would you sum up the school in a sentence?
Hurtwood House is a melting pot of creativity that consistently brings out the best in both its students and its staff.
What makes it different?
When you operate as a sixth form, you’re surrounded by students who are fully committed and genuinely curious about the world they live in and their place within it. This makes it an exciting place to teach. But it’s the working relationships between staff and students and the pastoral link between students and their home life that make the ultimate difference.
Hurtwood is 24/7 and when you spend this much time with each other, you really get to learn how people think and feel. I know that teachers go above and beyond in most schools, but here, that sense of community extends to all corners of the campus. Teachers, domestic
“The students buzz around the campus with tremendous energy and hunger to soak up every opportunity”
staff, support staff, visiting specialists – everyone is invested in the ‘Hurtwood package’. As a result, students genuinely have an amazing time here.
How would you describe the atmosphere?
Electric – and not just because of the ‘Gig of Glory’ or the incredible pop concerts and stage productions. The students buzz around the campus with tremendous energy and hunger to soak up every opportunity given to them. They’re unbelievably fortunate, but they’re also wonderfully appreciative of the time and focus the school gives them.
What is your personal educational ethos?
I believe that school, much like the rehearsal room, is a place where students must learn to fail.
Hurtwood allows them to make mistakes, take risks and really develop their passions. I always say to actors in rehearsal, “Take the work seriously, but don’t take yourself too seriously.” I also try to follow the advice of the Brazilian philosopher, Freire, who talks about teachers and students exploring their ‘unfinishedness’. I guess that’s the secret to learning. If you can find a way to fuel your creative curiosity, whether that’s in the arts or the sciences, you’ll be happy.
How do you look after the wellbeing of your pupils?
In the house, it’s easy. They have each other and it’s wonderful to see the boarders looking so happy and relaxed ‘at home’. Our boarding houses are staffed by a wonderful mix of tutors who enjoy spending time with the students. We also really stress the importance of communication and offer professional help through the Health Centre, for those who need extra support.
And the deputy head of students’ motto – “work hard, play hard and be nice to each other” – permeates the whole campus.
CONTACT Holmbury St. Mary, Surrey, RH5 6NU (01483 279000; hurtwoodhouse.com)
THE DPT. HEAD
FROM OUR CULTURE COMES STRENGTH
Education with Heart and Soul in Sussex’s glorious countryside 35 minutes by train from central London
‘This school has everything going for it’ The Good Schools Guide www.worthschool.org.uk
DR IAN GROSS
Guildhouse School
How long have you been head?
I’ve been a member of the leadership team for CATS Global Schools for the past two years.
I was initially principal for The Worthgate School, Canterbury and I’m now executive head (interim) for the Guildhouse School, while we recruit and onboard a new permanent headteacher.
What attracted you to the job?
In my previous CGS role, I worked closely with the heads of our sister schools, and I visited Guildhouse on several occasions to support the great work they do. The location of the school, in the heart of London, adds a vibrant dimension to our incredibly diverse and forward-thinking school community.
How would you sum up the school in a sentence?
Guildhouse is an academically ambitious and vibrant boarding school, where we empower students from around the world to think independently, work purposefully, and engage confidently with the global community.
What makes it different?
We provide students with pathways that support their educational ambitions to enter top universities both in the UK and globally. We offer a bespoke university foundation programme that supports their learning, social and emotional needs to thrive at university. And we actively foster an entrepreneurial spirit.
How do you nurture talent and entrepreneurial passion?
We do this through a dynamic, business driven curriculum and hands-on experiences. Students
have access to Europe’s only secondary-school Bloomberg Business Lab, where they complete Bloomberg Market Concepts and master real-world finance. They also engage in business masterclasses and enjoy visits from a wide range of organisations, from fintech start-ups to the Bank of England – all guided by industry leaders.
A highlight, the annual Incubator Challenge, empowers our students to develop, pitch and refine their ventures. Past winners include a plastics-free food delivery service and the BrandFit app. The Creative Commerce Board, made up of entrepreneurs and consultants, then mentors students, bringing their ideas to life beyond the classroom.
How would you describe the atmosphere?
When you visit Guildhouse and walk around, you notice the quiet determination to succeed in an atmosphere that’s welcoming and collegiate.
What about your personal educational ethos?
I believe in nurturing the whole student through a globally minded, values-driven approach that balances academic excellence with personal development. I also believe in fostering curiosity, character and community, creating a supportive environment where students thrive both intellectually and socially.
How do you balance your extra-curricular activities with the academic side?
We design a timetable that values and balances academic rigour and extra-curricular enrichment. This allows us to encourage students to pursue interests beyond the classroom without compromising their studies. From entrepreneurship and Model UN to art, sport and cultural activities, our cocurricular programme enhances student wellbeing, builds transferable skills and supports their university ambitions.
How else do you look after the wellbeing of your pupils?
It’s central to everything we do. We offer personalised pastoral care, small tutor groups and dedicated staff to make sure each student feels safe, supported, heard, understood and able to thrive. Through open dialogue, mental health education and a balanced programme of enrichment, we help students build resilience, confidence and a strong sense of self.
People, place and purpose. I knew the interview was going well when it reached what I call the ‘trial by fork’ – a dinner with the governors. I thought it would be a fun evening, a challenging experience, and that it would end there. But something clicked and my views on education resonated with Walhampton’s governors from the start.
On visiting the school, I was captivated by its breathtaking setting between the New Forest and the Solent. The clincher? A question about tree climbing, which said everything I needed to know about Walhampton’s commitment to adventure and learning beyond the classroom.
How would you sum up the school in a sentence?
A radically traditional school that helps children discover their passions.
How would you describe the atmosphere?
Our school is a close-knit and nurturing community where everyone feels a sense of belonging, yet we’re determinedly outward-looking. We prepare children to become values-driven leaders in a dynamic world.
The school’s atmosphere is characterised by a blend of energy and warmth. The children thrive in our outdoor learning spaces, whether at the Forest School, the equestrian centre or on the lakes. Diversity isn’t just accepted here; it is celebrated. As one pupil recently put it, “We’re a colourful school.” That vibrancy is evident everywhere you look at Walhampton.
“We uphold time-honoured values, but we’re unafraid to challenge conventions”
a foundation while pushing boundaries to stay at the forefront of modern education. Tradition anchors us, but it doesn’t confine us. It allows us to be bold, imaginative and different.
How do you balance extracurricular activities with academics?
Parents often ask: “Is Walhampton an extra-curricular school or an academic school?”. But that’s the wrong question. You can’t have one without the other; both are essential. We start with the child, helping them understand who they are and encouraging them to reflect on their strengths. From that foundation of self-awareness, all learning – academic and beyond – naturally flows.
How do you look after the wellbeing of your pupils?
What makes the school different?
Walhampton stands out for three key reasons: culture, home, and educational philosophy. We’re a values-driven community energised by our stunning surroundings. While we honour tradition, we’re also progressive in our approach to learning, sustainability, diversity and pupil voice; leading the way in what a well-rounded education looks like in 2025. Our distinct setting isn’t just a backdrop. It’s a home for our boarders and it fuels a vibrant atmosphere that supports our educational approach.
Tell us about the educational ethos at Walhampton
We embrace what I call being ‘radically traditional’. We uphold time-honoured values, but we’re unafraid to challenge conventions and innovate. It’s about maintaining a balance: using our heritage as
We make sure pupils are at the heart of everything we do. Their voices aren’t just heard; they guide us. And ‘pupil voice’ is more than window dressing – it’s a principle. We value our students as thoughtful disruptors and critical thinkers. They engage in meaningful dialogue not just about their preferences in the lunch hall but about their education and society.
Our aim is to help young people find their voice, ask big questions and challenge the status quo. While this approach might seem bold for some schools, we see it as essential to pupil wellbeing and creating a dynamic learning environment.
The opportunity to help take a school from ‘good’ to ‘great’. The previous head, Tim Manly, had achieved remarkable things in his first 10 years in charge, and in my book will go down as one of the greatest educational leaders of his generation. But when I joined as head of the senior school back in 2015, the job clearly wasn’t yet finished (is it ever?) and I saw that I could be part of that exciting journey. I was lucky enough to work alongside Tim, learn from him, and help him complete the transformation of the whole culture and fabric of Hurst. Ten years later, having served my apprenticeship, it’s my turn to map out the exciting future for the next decade and beyond.
How would you sum up the school in a sentence?
I can’t begin to distil Hurst’s magic into a single sentence, so I shall settle for a single word: dynamic.
What makes it different?
The focus is on ensuring that every single pupil – irrespective of age, ability or interest – achieves their personal best in everything they do. We aren’t in the league tables because we only compare the pupils against themselves and their own potential – not against each other. We have a core mantra: ‘no one on the bench’. This means I’m just as proud of our D teams as I am of our title-winning top teams.
Describe the atmosphere I’d say warm, friendly, vibrant and dynamic. But almost every visitor uses the same three adjectives: calm, purposeful and happy. That last adjective is the one that really strikes prospective parents; they
“Every pupil feels welcomed, respected and valued for who they are. There is a real sense of belonging”
always comment on how everyone seems to be smiling all the time. It’s true – Hurst is a very uplifting, energising and positive community.
What about your personal educational ethos?
As part of the transition process when I was taking over as head, I refreshed the Hurst Vision and distilled our whole educational philosophy on to one side of A4. I’m more than happy to share it with anyone who would like a copy. Right at the top is our mission statement, which is that “every pupil experiences an outstanding all-round education that prepares them for life”. The word ‘every’ is underlined, because that’s the secret that eludes most schools.
How do you balance your extracurricular activities with the academic side?
By packing a lot into the working week! Lessons start at 8.30am and are over by early afternoon, but we don’t finish until 6pm most days. The afternoons are filled with vast amounts of cerebral, charitable, creative, cultural, physical, social and sporting activities and opportunities. And crucially, every child engages with a broad range of these activities, no matter what their level or ability.
How do you look after the wellbeing of your pupils?
It starts with a warm, supportive and inclusive environment where every pupil feels welcomed, respected and valued for who they are. There is a real sense of belonging to the Hurst community. This culture is championed by all staff, not just the housemasters and housemistresses who are the obvious points of contact in the day and boarding Houses. Yes, we have a head of mental health and extensive pastoral and safeguarding teams, but all staff are caring and committed, and we all nurture physical health, mental wellbeing and happiness. That’s what makes Hurst such a wonderful place in which to live and work.
THE HEAD
MICHAEL TAYLOR
Fairley House School
How long have you been head? I joined the school in 2008 as the head of the Senior School, and in 2011 I was appointed as overall head.
Why did you want to work here?
I have dyslexia, and looking back at my difficult educational experience, it made me want to make a difference. Later, while teaching at a prep school in north London, I saw a system that still had no knowledge of how to really help neurodivergent students. Simply giving students a scribe for a test would have allowed teachers to see how advanced their knowledge and understanding was, rather than relying solely on their written work. The outcomes for many children could have been so different. So I dedicated myself to SEN specialist education and I discovered Fairley House.
Here, in-house speech and language therapists and occupational therapists work alongside teachers in a truly transdisciplinary way. Creative, multi-sensory teaching and a drive to make education fun and inspiring truly transforms students’ lives. It was an easy choice to make, and I’m so glad I did.
How would you sum Fairley House up in a sentence?
Kind, creative and encouraging, with a focus on recognising each student as a unique individual rather than reducing them to a diagnosis.
What makes it different?
There are so many things! Having speech and language and occupational therapy teams on site is a huge factor. Another is the fact that exam results don’t dictate the
“Exam results don’t dictate the education – the individual and their learning outcomes do”
education – the individual and their learning outcomes do, whatever that may look like. We empower all Fairley House students to set their ambitions high and face any future challenges head on.
How would you describe the atmosphere?
Fun, friendly and relaxed with a close-knit bond that comes from being a small school with small class sizes and a high staff-tostudent ratio. We build confidence and value improvement and self-motivation as much as any academic grade.
What’s your personal educational ethos?
To build confidence, dispel any fear of getting things wrong and see the funny side of our own mistakes. School is a place to enjoy, and learning should be interesting and
fun. Who we are will make us who we want to be, so why crush that at an early age and create barriers before children have had time to develop?
How do you balance your extra-curricular activities with the academic side? Extra-curricular activity is pivotal to building life skills and important characteristics like teamwork and resilience. We offer a wide range of sports, numerous opportunities in creative and expressive arts, and day and residential trips through the year. We believe there’s as much, if not more, to learn outside of the classroom as in it.
How do you look after the wellbeing of your pupils?
We take a whole-school approach to prioritising pastoral care. Students can turn to any member of staff for support and guidance. But it’s the respect and understanding from their peers that makes this an easier task than one might expect. Our emotional literacy and support assistant (ELSA) works across the school to support our pupils and is currently leading our bid to gain a Wellbeing Award for Schools.
Chepstow House is a co-educational nursery and prep school for pupils aged 2 to 11, delivering a high standard of education within an enriching environment.
www.chepstowhouseschool.co.uk
NICK PAGE
Wetherby Pembridge School
When will the school open?
We have just opened this term.
What made you decide to set up a new school?
Institutions such as Wetherby Prep and Pembridge Hall are achieving impressive results. We recognise a significant opportunity to build upon their heritage and record of academic excellence to create a genuinely world-class, co-educational senior school with an outstanding co-curricular programme.
How would you sum it up in a sentence?
Wetherby Pembridge is an academic, co-educational senior day school that blends the best of traditional education with the future of learning.
What makes it different?
We’re a values-driven community and focus on building and maintaining a culture that embodies ambition, curiosity and collaboration.
We’ll deliver academic excellence as well as offering an outstanding co-curricular program. Our approach includes a ‘super curriculum’ that emphasises lifelong learning and encourages shared academic endeavour between staff and students. This commitment will manifest in initiatives such as electives, debates, academic societies, symposia and project-based learning. On top of that, students will be paired with specialist tutors who will support them through each phase of their journey at Wetherby Pembridge.
How would you describe the school campus?
It’s housed in a modern, purpose-
for martial arts and yoga. Dance and music studios are located on the sixth floor. The quality and range of these facilities positions Wetherby Pembridge as a leader in sports education among London’s independent schools.
What’s your personal educational ethos?
My starting point is always people: who are the young adults we will send out into the world at the age of 18? Our goal is to support students in becoming highly qualified, academically curious and engaged individuals who are also resilient and adaptable, with a clear sense of servant leadership. We want them to use the outstanding education they have received to positively impact the organisations and communities they join.
I’m also a strong advocate for making our exceptional offerings available to those who would benefit the most. We’re thrilled to provide a considerable number of scholarships supported by a robust bursary program from day one. This will be a key part of our community partnership effort, which will also incorporate volunteering and community service initiatives for staff and students.
How do you look after the wellbeing of your pupils?
built facility designed to support our educational vision through state-of-the art teaching and learning spaces. That’s alongside world-class provision for sport and the creative and performing arts. At the core of our school is the light-filled library, a genuinely inspirational space that emphasises reading, enquiry, intellectual curiosity and collaborative learning.
We’re also committed to delivering an exceptional sports programme at our site, Wetherby Pembridge Sports Ground (WPSG) Wood Lane. The site features grass pitches for rugby, football and cricket, a floodlit astroturf for hockey, rugby and tennis, and two hard tennis courts. There are also netball pitches, cricket nets, a pavilion and changing rooms.
Finally, the top floor of the main school building comprises a weights gym, a cardio gym and an open area
We place a strong emphasis on pastoral care. A vertical house system will make sure that students and their families share the same housemaster throughout their entire time here. By building strong, meaningful relationships and an open and trusting partnership with our families, we’ll be able to offer each student the very best support.
What’s more, our PSHE program will promote healthy lifestyles and positive mental health among students. A school counsellor will provide support and guidance as needed, and we’ll have a full-time head of learning support and inclusion from the outset.
Wetherby Pembridge launches as London’s most visionary co-educational senior school (ages 11–18). Rooted in the values and academic traditions of Wetherby and Pembridge Hall, our forward-thinking education, world-class facilities, and unrivalled co-curricular opportunities empower students to become bold leaders ready to shape the world.
Charming, stylish hotel in one of London’s most elegant neighbourhoods
