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INSPIRING A LIFELONG LOVE OF

GREAT FOOD CH&CO Independent talks nutrition and how it makes every mouthful count

Issue 94 | November 2018 | ÂŁ3.99 where sold

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Celebrating the UK's independent schools

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contents ON THE COVER 26

FEATURE: WHAT’S COOKING? Keri Beckingham sees how independent schools are promoting healthy eating throughout the school day

REGULARS

DIARY Helen Jeys of Alderley Edge School for Girls talks about the new grade 9 and keeping your cool

NEWS The latest news from the sector

APPOINTMENTS A who’s who of new staff members

OPINION Independent school advisor Hilary Moriarty asks, why should you want to be a governor?

FOCUS How can teachers support SEN pupils?

26 SCHOOL LIFE

TRIPS Taking the stress out of school trips

SOCIAL MEDIA A new campaign is promoting tech self-regulation

CATERING The latest school catering news and statistics

FINANCE Fundraising, money and travel

LEGAL ADVICE How should you address whistleblowing complaints?

INTERNATIONAL Everything you need to know about international school life

FEATURE: BETWEEN HERE AND WHERE? How can schools and teachers manage the sometimes-daunting transition of teaching abroad?

FACILITIES The latest school construction and building news

FEATURE: TOP OF THEIR GAME We discover the most eye-catching sports facilities at today’s independent schools

SPORT The schools knocking it out of the park in sport

TECHNOLOGY News from the world of technology and an exciting interview with young engineer Lottie Gilmore

EVENTS 66

HMC AUTUMN CONFERENCE Our top five takeaways from the event

GSA ANNUAL CONFERENCE A preview of the inspiring upcoming event

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welcome

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Helen Jeys, Hilary Moriarty, Stephen Spriggs, Keri Beckingham, Steve Wright, Gill Harvey, Emma Robertson, Alice Reeve, Peter Howe, Mary Memarzia

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Wildfire Comms is an independent publisher, specialising in the education sector. Some of our other titles include: Independent School Sport, University Business, Education Technology, Academy Today & Building for Education Note: copyright – all articles and features including illustrations and photos may not be reproduced, reprinted or posted on the internet, in part or whole without the express permission of Wildfire Comms Ltd. Disclaimer: The legal responsibilities for all images or copy supplied to Independent Education Today by third parties remain those of the third-party supplier. The magazine cannot be held responsible for copyright – or similar – infringements that may arise as a result of images or copy sent in by contributors outside of Wildfire Comms Ltd. The obligation to check for such issues is the duty of the party who supplied the images or copy. Content supplied for print may also be used online, and vice versa, unless otherwise requested. Printed in the UK on paper from a sustainable source. ISSN 2398-7995 © 2018

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Healthy, happy people

e’ve all thought about turning to healthy eating after the Christmas break, after days of chocolate, wine and one too many roast potatoes – or maybe that’s just me? But what if we started our health kick way before the dark nights had even started? It sure would make the Christmas celebrations that bit more special and potentially help with the cravings for just one more cheese cracker... I talk about healthy eating as the issue has never been more important in schools than it is now. Statistics show that only 16% of children are consuming the recommended daily amount of fruit and vegetables. Also, the Government has reported that nearly a third of children aged two to 15 are overweight or obese, so it’s vital that independent schools take action. With many independent schools catering for children from morning to evening, it is their responsibility to be providing food that is fresh, healthy and, of course, enjoyable. On page 26 of our catering special, Keri Beckingham has looked in more depth at how different independent schools are promoting healthy eating throughout the school day and why educating children at a young age is so important. Do you have a story to share about how your school is promoting healthy eating? Get in touch by emailing jo.golding@wildfirecomms.co.uk. Another personal highlight for me when putting this issue of the magazine together was reading all about Lottie Gilmore’s engineering career on page 62. The former Burgess Hill Girls pupil was encouraged to explore engineering at school and has now made her dreams come true with placements at Williams Racing. A brilliant achievement and proof that you can do anything you put your mind to!

Jo Golding Editor

Connect with us… For all the lastest news and views in independent schools, visit ie-today.co.uk facebook.com/ietoday @IE_Today

diary

The perfect nine Helen Jeys, Headmistress of Alderley Edge School for Girls, discusses the new grade 9 and how she is offsetting the pressure associated with it

s with many independent schools this summer, we enjoyed fantastic GCSE results and, despite the uncertainty many of us felt about the numerical grading system, we were overwhelmed by the amount of grade 9s achieved by our students – the highest grade that can be achieved at GCSE level and, statistically, round about the top 4% of results. We all know that recent, significant changes to the GCSE system have been made. Geoff Barton, the general secretary of the Association of School and College Leaders, summarises that the “bar has deliberately been set at a higher level” as a result of changes initiated by the former education secretary Michael Gove. “The new exams are harder, contain more content and involve sitting more papers,” Barton said. However, he went on to say: “We are worried about the impact on the mental health and wellbeing of young people caused by these reforms and it is our view that such a substantial set of changes as this should have been introduced in a more managed and considered manner. It is to the credit of schools that they have responded to

this situation by providing their students with extensive pastoral support in order to alleviate stress and anxiety.” Furthermore, Caroline Jordan, a fellow GSA Head and ex-president of the GSA, was quoted in The Telegraph as saying: “The new grading scale will place more pressure on pupils with a tendency towards perfectionism.” Indeed, there was and is a real emphasis in my school that we just do not talk about the grade 9. In fact, at our ‘Welcome to Year 10’ evening, we very publicly said that, yes, we have high expectations of our girls but our expectations are focused on the grades 8–4. We told parents that there was no focus on the grade 9; indeed, we have to support our girls in the avoidance of perfection that may be linked to girls striving for that highest grade. We want our girls to succeed and to achieve their potential, of course. However, we want their aims to be pragmatic. What we do not want is to focus on something that will apply more pressure to a generation of young people who already have to navigate the challenges associated with being a teenager in the 21st century. I want my Year 10 and 11 girls to be happy and to get to their exams, not to collapse before them!

“What we do not want is to focus on something that will apply more pressure to a generation of young people who already have to navigate the challenges associated with being a teenager in the 21st century”

@ie_today | ie-today.co.uk | 07

diary

ABOVE: Headmistress Helen Jeys with some of her school pupils on GCSE results day

So, has this policy worked? If we focus on grades 8–4, does this reduce the pressure on our students? While preparing for this article, I spoke to the girls themselves and I am really glad that I did. I spoke to several current Year 12 girls who took GCSE examinations in June 2018 which were – in the most part - awarded with numerical grades. For them, they really appreciated the ‘8–4’ message. This message was not only reinforced by school but by teachers too who, they felt, did not even mention the grade and certainly did not award the grade in tests and examinations. The girls told me that they felt that teachers made them feel that “the grade 9 wasn’t even there”. However, there was, of course, a further reason to explain this. After all – with the exception of teachers of maths and English – teachers just did not have the experience to really know what a grade 9 looked like. The evident lack of sample materials meant that teachers were, understandably, not totally confident in their awarding of grade 9s to pieces of work and, therefore, were in a practical situation where they could support this whole school approach. Despite this, the current Year 12 girls with whom I spoke, still talked about how attaining a grade 8 in some subjects – particularly those in which they felt confident – left them with the feeling that they “could have done better”. They talked of feeling “cheated” when they did not achieve that ‘top’ grade. And, I am sure that this is the feeling of many of our high-achieving students. Furthermore, the situation is now far more difficult for the current Year 11 cohort. Despite the very clear message to my students that they should not be deliberately aiming for that perfect grade 9, they now see what is around them. They see the national picture where students are achieving that grade, they have girls in the year above them who have achieved stunning results with several achieving grade 9s across the board. This has, from my perspective as Head, ramped up the pressure on those approaching their GCSEs this academic year. They know that those grade 9s can be achieved and they feel

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a pressure to achieve them. When I talked to them further about their views about the current system, they spoke with eloquence about their fears that employers and universities would not fully appreciate the difficulties associated with the new specifications. They asked why examination boards could not award percentages rather than grades so that it was clear to universities and employers how successful they were, rather than being awarded grades. It is difficult to argue with their concerns. And all of this does leave me in a quandary. We are making a very deliberate effort to encourage our students to avoid the dangers of perfectionism, in all areas of their lives. Our clear message in not talking about grade 9 is another deliberate effort to reflect this strategy in the academic lives of the girls. But they feel the pressure regardless. When I asked them where they felt this pressure comes from, they shrug. “Michael Gove” was one response! However, it was certainly a pressure they were absorbing and one which we need to address – both in our message to students but also to parents. Rather like social media, the reality of the pressure associated with the introduction of this grading system is inevitable. What we do need to do is to ensure, somehow, that the students don’t feel that they have failed if they do not achieve that highest grade. In May 2018, a YouGov survey (believed to be the largest and most comprehensive stress survey ever carried out across the UK) noted that 60% of young people have felt so stressed by pressure to succeed that they have felt overwhelmed or unable to cope. Fiftyseven per cent of young people have felt so stressed because of the fear of making mistakes that they have also felt overwhelmed or unable to cope. I can’t help but worry that the introduction of this system will only exacerbate the problem for our students who already place such high expectations upon themselves. I am really glad that I had this conversation with my students and these will continue while I monitor the impact of these changes. We need to work with our students and adopt those strategies which may enable them to achieve fantastic results, but with a sense of real pride and contentment that they have achieved their potential – whether that is with a clean sweep of 9s or not. It is imperative that we take this new challenge to our students very seriously if we are going to guide them successfully through the pressures of their young lives.

REGULARS 10 NEWS

13 APPOINTMENTS

14 OPINION |

16 FOCUS ON SEN SUPPORT

@ie-today | ie-today.co.uk | 09

news

IB students address global challenges In honour of the International Baccalaureate’s (IB) 50th anniversary this year, students from 153 countries – studying all four IB programmes – came together and developed projects in an effort to tackle real-world problems in extraordinary ways. The initiative, #generationIB, gives students a platform to showcase their collaborative skills, innovative ideas and solutions to a global audience. Notable examples among the more than 300 submissions included students in India who distributed medicine to parts of the country where access is limited; in Maunalua Bay, Hawaii, students worked together to protect and maintain endangered reefs; and students in Bosnia conducted research to defend their peers against fake news and misinformation campaigns. “The idea of celebrating the 50th anniversary this way is great,” said Dzeneta Ajanic, a mathematics teacher at Druga Gimnazija Sarajevo, one of the IB World Schools

in Bosnia. “The topics IB offered to students are so inspiring and applicable globally. It is our pleasure to work on this project.” Notable IB alumni suggested five themes for students to tackle – health, citizenship, education, environment and equality – all of which are at the core of many of the UN’s Sustainable Development Goals.

Dr Siva Kumari, Director General of the IB, said: “We want to show the world that IB students of all ages are equipped with creativity and skills in working together, and are utilising these talents to find solutions to some of society’s most pressing issues. The #generationIB projects showcase the sort of creative thinking, collaborative skills and intellectually

curious approaches that mark an IB education.” The IB partnered with the United Nations’ Sustainable Development Solutions Network (SDSN) and the Global Schools Program Projects to showcase some of the #generationIB solutions to more than 1,500 participants from within and outside the IB community at the IB Global Conference in Vienna.

Hallfield School siblings conquer mountain for charity Two pupils from Hallfield School, Edgbaston, have conquered Mount Snowdon and raised £3,236 to feed less fortunate children. Siblings Sian and Mohini Doal were the youngest of the 100 people participating in the charity walk and raised money for Zero Hunger with Langar. Jag Singh, Founder of Zero Hunger with Langar,

said: “‘Langar’ is the concept of free compassionate food for all people, regardless of faith, gender, age or social status. We believe in a world where food and freedom exists everywhere – serving is what we’re all about. “It’s a win-win situation for the children in Malawi – we have helped them to become happier and have given them the drive to want to learn at school once they have had langar. The food we have supplied has helped many children back into schooling and reduced the number of children in villages looking for work to survive. Sian and Mohini are extremely inspiring children – especially to their

10 | ie-today.co.uk | @ie_today

peers. We were delighted to have them on board with us.” Keith Morrow, Headmaster at Hallfield School, said: “Everyone at Hallfield is extremely proud of Sian and Mohini. Their incredible efforts have made a huge difference to a number of lives in Africa.”

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promotion

COULD YOUR SCHOOL BE THE NEXT TO HOST A BEEHIVE?

Sarah Austwick speaks to Founder of BeesMAX, Mark Gale, about the decline of the honeybee and how schools can help major environmental problem facing Europe today is the decline of the honeybee; BeesMAX plans to tackle this. Through the use of their Blue Box Rehoming Scheme, they aim to provide depleted wild colonies with a new habitat in which the bees can reorganise and restructure. As well as placing these in woodland areas, they also offer schools and businesses the opportunity to install hives on their sites.

WHAT ARE YOUR GOALS?

We aim to have 1,000 schools either watching data or hosting hives across both the state and independent sectors. Schools will become the custodians of a vast beehive network across the country. Our primary goal is to widen the availability of beehive data to the state sector. This will promote the sharing

are fitted inside the hive in order to monitor the colony’s behaviour and these statistics are then sent, via a gateway, to the user’s devices, allowing them to better understand their own bees. The data collected can be compared across different hives using the same technology. After working together, BeesMAX have decided to enter an official partnership, using Arnia technology in our rehoming scheme. This opens up a whole world of educational opportunities and provides a more in-depth experience.

THE BEESMAX REHOMING SCHEME MOVES ON

It’s a regeneration and renewal project for bee colonies. BeesMAX rehoming bees into the wild was the original idea and then six months down the road, it has morphed into working with schools. Schools can help by potentially hosting the hives on

This is a completely new and unique way for the independent sector to directly influence and contribute to the state sector of resources and the building of local community connections. This is a completely new and unique way for the independent sector to directly influence and contribute to the state sector. If all the bees die out in the wild due to pollution, the only people who are going to be involved in the reintroduction are the schools. Arnia, similarly, is a company concerned with bee health, but from a more technical standpoint. They have developed technology that goes into a hive and records data that is sent back to the beekeeper. Sensors

their grounds, or if they haven’t got the space, they can rehome them into the Country Land and Business Association’s locations that have been volunteered.

HOW HAS ARNIA ALREADY HELPED?

Arnia is the principal reason for the schools taking part because without their technology, the only way schools can get involved with bees is the way they’ve done it for the last 50 years – to put the hat and gloves on, take the top off a beehive and have a look to see what’s going on. It would be very much

down to the expertise of your local beekeeper to say what’s happening. We are now moving it into the digital age and online. It’s a revolutionary change.

HOW IS THE SYSTEM UNIQUE?

Without the Arnia system, we wouldn’t exist in the same way at all. The system is unique in combining colony acoustics monitoring with brood temperature, hive humidity, hive weight and apiary weather to provide detailed insight into hive conditions and bee behaviour. No other system provides this richness of data. Also Arnia is a UK business; the technology is developed and manufactured in the UK. BeesMAX is keen to promote British business.

HOW DOES THIS PARTNERSHIP BENEFIT BOTH COMPANIES AND THE REHOMING SCHEME?

Arnia already have connections with the British Beekeeper’s Association (BBKA) and have been working with some schools in the North East of England, but they haven’t really gone UK-wide and they haven’t had access to the independent sector, which is where BeesMAX is focusing. From the point of view of BeesMAX, Arnia provide the complete range of services. The other European companies haven’t caught up as Arnia was the first in the field. No one has really taken it on to share the data with the educational establishments yet and that’s what gives us an advantage with our rehoming scheme. Act now and contact BeesMAX to book a site survey.

W: www.beesmax.org E: bees@beesmax.org T: 01372 702 337

xxxxx news

School paves way for eco-friendly uniforms Children at Brabyns Preparatory School in Marple returned to school in brand-new blazers this year – made from recycled plastic bottles. The school is an ‘eco-school’, meaning it is committed to actively addressing environmental issues, from litter and waste recycling to healthy living and biodiversity. The award-winning Eco-Uniform range by

schoolwear manufacturers David Luke uses a unique process which turns plastic bottles into school uniforms. The Brabyns Eco-Blazer will prevent approximately 2,250 bottles going to landfill. Lee Sanders, Headteacher at Brabyns Preparatory School, said: “We are delighted with the new uniform and excited about the new look this gives to Brabyns. The quality is excellent

– you would never guess that the material is made from recycled plastic. The added bonus is that it is more hard-wearing and colour-fast than ordinary material, so it also offers added durability and value for money.” He added: “The school has always tried to promote looking after the environment so being the first school in Marple to have an eco-uniform fits well with our ethos.”

Rydal pupils brush up on royal wedding With the news that Meghan Markle is pregnant with her first child, five months after her wedding to Prince Harry gripped the nation, it is only fitting to look back on that special day. However, the Year 4 group at Rydal Penrhos have more than just memories, as they received a special letter of thanks and commemorative photo for their artwork. They were tasked with producing paintings and drawings to mark the royal wedding between Prince Harry and Meghan Markle. During the task, each pupil drew their own depiction of the newlyweds, before teacher Julie Woodthorpe sent them down to Buckingham Palace for the pair to see them for themselves. In recognition of their work, 12 | ie-today.co.uk | @ie_today

Harry and Meghan took the time to write a special letter of thanks to the year group and provided them with a commemorative picture of the couple on their special day. This now takes pride of place outside Miss Woodthorpe’s classroom and they showed it to the entire Rydal Penrhos Prep School contingent at

their weekly Celebration Assembly on 21 September. Prep School Head Alison Hind said: “The royal wedding really captured the imagination of not only the whole nation, but also our enthusiastic pupils here at Rydal Penrhos, and they were all hugely excited to see the letter and picture from the iconic couple.”

Tim Peake rocket-building session delights Babington pupils Pupils from Babington House School in Chislehurst were lucky enough to meet astronaut Tim Peake at a special event in London recently. The six students were invited to meet the astronaut by Empiribox during a visit to New Scientist Live. Year 11 pupils Tabitha, Amelia, Emily, Sophie, Ashanti and Neha spent time chatting with Tim and telling him what they enjoy about science at school. They even joined him in building a mini NASA space rocket, which they took home after the show. Ashanti said: “I was delighted when Tim Peake sat next to me. He asked me if I liked science and then we made rockets!” Emily said: “I couldn’t stop my hands from shaking. I can’t believe I made a rocket with an astronaut!” Empiribox founder Dan Sullivan said: “We were delighted to give Babington House pupils the opportunity to meet Tim Peake. It’s not every day you have the chance to meet a real astronaut – let alone build a rocket with him! We hope that the experience inspires the girls to continue their love of science and STEM learning.” Empiribox works with many different schools across the UK to engage children with science and help teachers deliver fun, practical lessons for pupils.

appointments

Polwhele new Headmaster to teach the value of caring Polwhele House welcomed a new Headmaster this September, Chris Curl, who has already led three prep schools during his career. Polwhele House is a coeducational school for children from the age of three to 13, set in 32 acres of countryside and woodlands just outside of Truro. Chris says: “The school is truly fortunate to have such a wonderful natural environment for the children to spend their precious school days – as well as such a rich source of opportunities for learning outdoors, which most other schools can only dream of. “We are passionate about making Polwhele the very best it can be for our children who only have their childhood once; we have the opportunity of giving them a fantastic start – providing them with enjoyable and profitable experiences both inside and outside the classroom with high standards in all areas.” Both Chris and his wife

Emma were educated in independent prep and senior schools, and went to the University at Exeter and Homerton College respectively. After qualifying they went on to teach in co-educational prep and senior schools including The King’s School Canterbury, Forest School and Haileybury. Emma will also be teaching at Polwhele

and hopes to use her skills and experience for the benefit of all to promote and improve the school. Chris is keen to teach children important values, as he explains: “I believe that a major part of my role is in educating the children how to become cultured and courteous members of society – which goes very much against the tide. However, by working

in partnership with parents and focusing on key values such as ‘respect’ and ‘caring’, it can be done very successfully – particularly so in a small school with small classes.” Polwhele also now offers performing arts and equestrian scholarships, and is keen to show prospective parents and pupils around the site.

King’s Ely leadership team in major shake-up

Meet the new king of the Castle at Merchiston

King’s Ely has welcomed several new members of staff, including four new additions to positions of leadership. Jonathan Shaw is the new Head of King’s Ely Senior. He has worked in a number of independent day and boarding schools, both in the UK and in Kenya, and most recently as Vice Principal of Elizabeth College in Guernsey. The new Head of King’s Ely Acremont is Faye Fenton-Stone, who has come to King’s Ely from

Jonathan Anderson, who recently took up the Head role at Merchiston Castle School, grew up in Northern Ireland and read geography at Queen’s Belfast before undertaking a series of teaching roles. He spent the last seven years as Senior Deputy Head at Worksop College, Nottinghamshire. On his appointment, Merchiston’s Chairman of Governors, Gareth Baird, said: “Jonathan emerged from a very strong field of candidates. His considerable depth of experience and strong value set will bring much to Merchiston. We look forward to welcoming Jonathan and his family to

the post of Deputy Head of the pre-prep of King’s College School in Cambridge. Ben Pennington has joined the school as Deputy Head of King’s Ely Senior, moving south from Ampleforth College in York, where he was Deputy Head of Middle School and Housemaster of St Dunstan’s. Also, Celia Etchegoyen, who joined the King’s Ely family earlier this year, has moved to the new post of Director of Outreach. She will be looking to extend and develop the school’s partnership work. Principal of King’s Ely Sue Freestone said: “We are fortunate to have assembled a group of impressive individuals who have gelled exceptionally well.”

Merchiston for the start of the 2018–19 academic session.” Jonathan said: “For me, it is a privilege to be able to lead a school like Merchiston, as it is a wonderful community, both in terms of the physical surroundings and the people that are part of it. I was drawn to it because of its strong sense of community and its ethos, which is about supporting one another.” @ie_today | ie-today.co.uk | 13

opinion

Eyes on, hands off

With talk of how to be a more effective independent school governor circulating, Hilary Moriarty asks, why should you want to do it in the first place?

here are moments when I stop and think, ‘Who would be a governor of a school?’ On my desk as I write, there’s a handbook – 102 pages – on how to be more effective as an independent school governor and it’s a scary document, describing being a governor as ‘daunting’ and ‘challenging’. But as far as I can see, it neither starts nor ends with the simple question of why you should want to do it in the first place. There are great pleasures in governorship, as I have discovered in the last two years. In particular, do not underestimate the invitations.

nose as if these four words have profound meaning and manage to sum up neatly and memorably the whole business of being a governor, but it’s a bit of a secret. What does a governor do? ‘Eyes on, hands off ’. That’s what they do – they watch, they observe, they notice, possibly from some distance, but always with a benign and parental interest, so they know what’s going on. And it is also what they don't do, which is to act, to interfere. ‘Hands off ’ – sorry mate, you’re only a governor. On reflection, it sounds a little like being a godparent, who signs up at the font to watching over the spiritual welfare of the godchild, but probably would not dare to

There are great pleasures in governorship, as I have discovered in the last two years That sounds facetious, and I do not mean it so; a printed card invitation to events like the carol service or speech day or a school production is a valuable thing. It means you are expected and there will be a seat for you – simple pleasures – but more important is the ease of access to occasions which can be dazzling and uplifting in equal measure, and, of course, popular with grandparents as well as parents, so that tickets are like gold dust. A carol service is common enough in every church, a bright moment in the dark of December, but a school carol service is something else and very often ‘quite something’. The standards achieved by choirs, orchestras and soloists in buildings which enhance every note and chord, with a thunderous organ lending a whole lot of welly – that is a seriously valuable occasion for every member of the congregation. To be there because, however obscurely or remotely, you have had a hand in making it so, is a privilege and a joy. But you do need to watch that ‘hand’. You do not have to spend long in the company of a group – gaggle, gang, gallop? – of school governors before you will hear one of them mutter sagely, “What you have to remember is, eyes on, hands off.” The speaker may tap the side of his or her 14 | ie-today.co.uk | @ie_today

act for the child in any way which parents would perceive as interfering. Fine lines to be negotiated, tightropes to be walked. My first venture on to a governing body was as a staff member in a newly hatched grant-maintained school, one of the first 30-odd schools nationally to make that jump out of local authority control. The new status allowed the school to stay a grammar school in the midst of comprehensivisation all around it. The new status required a governing body including staff members, not an easy adjustment on either side. I found it baffling. When a curriculum issue was being discussed, I did not understand how the views I expressed had no more weight than those of a fellow governor who was a dentist with a daughter in the sixth form. I believed that my views were better informed and therefore more important, which drew the retort, “Yes, well you would think that.” I also recall being asked to “stop thinking like a teacher, you’re a governor now”. So now, what does the dentist have to say? I had not at that time heard the ‘hands off ’ instruction and would have found it hard to obey if I had. After all, as a member of staff, I was having to do the

‘hands on’ stuff every day. And it was very clear that I was a governor, but not to represent the staff so there were no points at which I could report to my colleagues on a governing meeting. Keeping a grip on what was repeatable and what was super-confidential was never easy. My next encounter with a governing body was in an independent school where I was the Deputy Head. Unusually at the time, the Head wanted the Deputy to attend governors’ meetings on the very sensible basis of the Deputy needing to know as much as the Head did about the running of the school in the unlikely event of her sudden departure. For me, in this case, it was, ‘Eyes on, hands off, mouth shut’. When I asked the Head about contributing to the governors’ discussions, I was told that as Deputy, my views would, of course,

Main image © Depositphotos.com

be the same as hers, and they did not need to be expressed twice. Years later, my path crossed that of the Chairman, who remarked that back in the day, governors had never understood why I made so little contribution to their meetings. They had been baffled by my silence. At the time, none of them asked why. And I had not complained. Finally, out of the classroom, the Head’s office and the bigger arena of the Boarding Schools’ Association, I was invited to join the governors of a state primary school and of an independent school. Happily, their dates have not yet clashed, not even for carol services, so I have been able to attend the kinds of events at which most staff see you and realise that you do have a genuine interest in the school. My two schools – the possessive pronoun comes very quickly – are in different worlds but the same anxieties and concerns crop

up. And in response, you can feel, in both rooms, a wish to be helpful, as if collectively the assembled governors are wanting to ask the staff present, “How can I help? What do you want of me? What’s the most important thing on your horizon? What is your worst fear?” As a Bursar of mine used to say, “Which is the wolf nearest the sledge?” There was once a TV ad in which the refrain encouraging the audience to buy a low-calorie drink went something like, “You can do it – we can help!” And perhaps that’s how governors, collectively, feel. The school, its senior managers, its dedicated staff – they can do it – raise the exam passes, create a fantastic choir, field winning teams, keep fees as low as is feasible, keep parents as happy as possible, manage complaints effectively and fast, and meet all the expectations of whatever

inspecting authority may drop in at any moment. The school can do it, governors – we – can help. Having oversight, not meddling. Supporting, encouraging, making that which is desirable and possible a reality, overseeing the effective education of pupils – as my handbook reminds me, it’s extremely rewarding. So, who would be a governor? I would. Eyes on, hands off – except when we are clapping.

Hilary Moriarty is an independent advisor for schools, a former Head and former National Director of The Boarding Schools’ Association

@ie_today | ie-today.co.uk | 15

go figure

Special educational needs in England Information from the school census on pupils with special educational needs (SEN) and SEN provision in schools The number of pupils with SEN has increased from

1,244,255 1,276,215

The number of SEN pupils stands at 14.6% of the total pupil population

SEN support is most prevalent among 10-year-olds at 14.6% of pupils

The percentage of SEN pupils

14.7% 8.2%

of boys were on SEN support in January 2018, compared to

of girls

WITH STATEMENTS or EHC plans attending independent schools has increased between January 2010 and 2018, from

4.2% 6.3% to

The percentage of SEN pupils

WITHOUT STATEMENTS

or EHC plans attending independent schools has increased between January 2010 to 2018, from

4% 7.1% to

16 | ie-today.co.uk | @ie_today

www.gov.uk/government/statistics/special-educational-needs-in-england-january-2018 | Images ÂŠ freepiks.com

from January 2017 to January 2018

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This is all about trying to save money It would not surprise me if electricity and gas contracts are somewhere near the top of your pile of priorities, a necessary but unpleasant task best left to another day. But with rapidly rising costs, you would also be forgiven if you are anxious about future budgets. Help is on hand. In recognition of our work to reduce independent school energy costs, Powerful Allies was invited to present at the recent ISBA Bursars’ Conference in Brighton. Apparently, we created quite a stir, as we do with the outstanding Associations shown below which recommend Powerful Allies as their preferred energy partner. Transparency Powerful Allies has created a unique Open Competition charter which defines and guarantees Best Practise energy procurement. In an unregulated sector, we alone have created a Code of Practise which exceeds all others and introduces transparency hitherto unknown in the tender process. Trusted Partner Just look at our client comments below and many more on our website. These are the very best organisations in their respective sectors and we work with them solely through recommendation. You will recognise many of the names. Our clients trust us and we

Rugby School

Godolphin School

trust our clients. Grown up behaviour, honest discussion, mature and impartial advice. Cost Reduction At the end of the day, we are retained by superb clients because we reduce energy costs. That is the bottom line. And our clients know how we do this, and what we earn and they have complete confidence that our contracts really do provide Best Value. Demonstrable Best Value. To illustrate why so many reputable independent schools have appointed Powerful Allies in preference to the other 2500 energy brokers out there (possibly bombarding you with calls right now?), we would like to undertake a full and free energy procurement review for you, with no obligation and absolutely no charge. I am confident you will be impressed with the results. Please have a look at www.powerfulallies.com/clients and then either call 01380 860196 or email me, jamesrobson@powerfulallies.com. The review will be completed quickly and efficiently, with the very minimum input required by you. Relatively painless by all accounts!

James Robson, Chairman

One of the first things I did when I joined my current employer 3 years ago was to look at our Electricity contracts, about 46 separate supply contracts in all. Fortuitously Powerful Allies made contact, just at the right time, and I was able to invite them to test the market for me. This gave amazing results. Our existing incumbent broker was recommending we stayed with our existing supplier with a cost increase of circa 18%. Powerful Allies were able to offer a new two year fully fixed contract with an

increase of just 1.67%. I can therefore fully recommend James and his team at Powerful Allies, who offer a dedicated personal service and will negotiate very competitive offers for Gas and Electricity, HH and NHH contracts with transparency. They let you know what their charges are, so have full visibility. Give them a go you won’t be disappointed.

Powerful Allies provide a highly professional service, clearly explaining the complex energy market and how it works to a layman, breaking down the tariffs and fees and ultimately they gave me the confidence to make an informed decision. Renewing energy contracts is a minefield and can be badly done through lack of understanding and lack of time to

scrutinise the options. Powerful Allies have a straightforward and honest approach, work with you to find the right solution for you rather than pushing a service and I have absolutely no hesitation in recommending them.

RECOMMENDED BY

Brian Rollason (Building Services Engineering Manager)

Alexandra D’Arcy-Irvine (School Business Manager)

focus

How can teachers support SEN pupils within the school system? Stephen Spriggs, Managing Director at William Clarence Education, provides helpful ideas that will result in greater integration and success for children with special education needs and disabilities currently in education

18 | ie-today.co.uk | @ie_today

Clearing cluttered workspaces, providing bright wall spaces and plenty of natural light will not only provide a cleaner work space but also help clear the minds of the students in the room spaces and plenty of natural light will not only provide a cleaner work space but also help clear the minds of the students in the room by eliminating possible distractions and letting nature into the room. Additionally, consistently involving parents with schoolwork/scheduling can create a harmonious system whereby the child isn’t going through too much change over the course of a term which can upset the balance. Rather than switching subjects abruptly, having parents or guardians introduce new topics at home will make life at the school easier without much work needed by either party. The success of this comes down to effective communication between everyone involved with the child, as well as some forward planning by the teachers and SENCo if present. Though it may be tough, another key method of teaching students with SEN what is and isn’t acceptable within the classroom environment is giving them the silent treatment (within acceptable reason)

in the face of attention-seeking behaviour. Depending on the circumstances and other students in the room, disengaging with troublesome individuals ‘acting out’ until they calm and explaining exactly what was wrong with their actions can help those who haven’t had this guidance pick up on more social cues perhaps missed. It can be difficult, particularly should your classroom be without an assistant, to know how best to handle a student requiring additional attention or changes to your teaching routine but much like any student each individual in the room has their own ticks and buttons to reach their potential. Being aware of any specific requirements or triggers will make a big difference, if the student studies under more than one teacher, sharing knowledge with one another will make life easier for all. Your work is to take a student from strength to strength; making small adjustments will ultimately help with the entire class not just those with special educational needs.

Pic Credit © depositphotos.com

eaching is a noble profession, one born from the goodwill and desire to pass on information to the next generation. For any classroom there will undoubtedly be a number of students with additional support needs, either due to behavioural issues, medical requirements, mental health or home problems. For teachers to fully succeed and see their whole classroom prosper, these students will undeniably require additional support, possibly extending to parental sides too. Whereas tutoring materials as a basis is a good start for syllabus planning, it’s tricky when it comes to individual needs. After all, there are no two children the same in the room, why should we expect them to simply fall in line with whatever method of teaching is currently in vogue? Despite best efforts, there will never be enough specialist training for teachers and assistants to fully understand and support these SEN children. There are so many factors that play into their life, both inside and outside the school grounds. The latest Government report into SEN students in January found the percentage of pupils with specialist needs increased to 14.6%, most of these (24%) had moderate learning difficulties, slightly ahead of the second most-common needs involving speech, language and communication (22.8%). Of those with an EHC plan, Autistic Spectrum Disorder was the most common with 28.2%. Ever-increasing budget cuts to schools have only exacerbated problems with individual student support, while at one stage we would witness multiple assistants alongside students; dwindling cashflow has taken its toll. Stuck with larger classes, fewer hours, less staff and frozen pay packets, it’s a tough life for schools right now, but in spite of all this, the profession remains not only vital to our future as a country but visible and alluring for individuals wishing to make a difference. There are a number of actionable methods resulting in greater integration and academic success for these students in question. Simple things like the class environment can have a significant impact on how the student feels within the learning setting. Clearing cluttered workspaces, providing bright wall

focus

Take action Jo Golding looks at some practical ideas for helping those with special educational needs and disabilities at school

Pic credit © depositphotos.com

ccording to the Department for Education, the percentage of pupils with special educational needs has increased for a second consecutive year. So, the responsibility lies with teachers to ensure they are doing everything they can to accommodate these pupils, and make their educational experience fun and informative. I spoke to a Teaching and Behaviour Support Worker at an autism specialist school in London, who told me: “The way we offer support is different with each pupil but overall, it is important to be patient. When working with a child with autism, you need to match their energy; are they being enthusiastic or calm? Take note and adjust accordingly. “Understanding the child’s sensory needs is key because often things can be distracting for them that you might not have thought of, for example, a certain smell or light. Being aware of these things is crucial. Also, understanding their communication style is key so you know if they need something.”

Learning through music Bullying can be so detrimental to a child’s wellbeing, but a new study in the journal

Autism has reported that collaborative music lessons in schools can improve the attitudes of pupils towards their peers with autism. Led by Anna Cook, PhD student at the University of Surrey, the research investigated the impact of school-based music lessons on children aged 9 to 11-yearsold, both with and without autism. With one group (a combination of those with and without autism), and a second group (just those without), the children received 11 weekly singing classes designed to increase social interaction and communication skills. Children were asked about their experiences afterwards. The researchers found that children without autism who had been in music classes alongside peers with autism displayed greater feelings of anger and sadness when presented with a scenario of a child with autism being excluded. These findings suggest that putting an activity like this in place in your own school could lead to more inclusive behaviour, helping to prevent children with autism becoming isolated. Music, in many studies and examples, is proving to be a fantastic tool for better interaction between children, encouraging them to bond and have fun together.

Know your surroundings Catherine Mulley, Director at Pozzoni Architecture, has looked at how good building design can positively

impact the wellbeing of all who use it. This includes designing buildings for special educational needs. Catherine said: “With SEN projects, it’s particularly important that every element of design is shaped around the pupil and their wellbeing. Following our experience working on the National Autistic Society’s Church Lawton School, we developed a design guide for school buildings for children with autism spectrum disorder (ASD). “It’s important, for example, to avoid open-plan, mixed-use spaces, in order to reduce anxiety and stress in those with ASD. Calming environments can be created by paying close attention to the acoustics of a building, ensuring that sound does not travel. “Of course, these are just a few examples of what we look to include in this type of specialist build, and ensuring student wellbeing comes down to the finest of details. But workplace wellbeing, whether physical or mental, should be considered in all built environments. “The wellbeing of those using these buildings also needs support and consideration from the top; from business owners and headteachers and governing bodies. But architecture has a pivotal role to play in how our minds and bodies respond to our surroundings and, with education and the school experience such a key part of life, it’s a sector in which good design is paramount.” @ie_today | ie-today.co.uk | 19

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MAKE A DIFFERENCE – GO RECYCLABLE Harfield Components is encouraging the use of 100% recyclable polycarbonate tableware over the use of disposables and non-recyclable plastics

harmful micro-organisms on the surface of our coffee cup. Silver ion technology works by inhibiting the growth of bacteria landing on the cup: unable to produce energy or replicate, they can’t survive. When incorporated into the manufacturing process, Biomaster becomes an integral part of the material and does not leach or migrate out.

n the UK we get through 2.5 billion disposable coffee cups a year. The majority of these cups are never recycled. They are sent to landfill and the unrecyclable plastic is ending up in the oceans. Now things are changing, and more and more people are starting to use reusable cups to help save the planet. At Harfield, we want to do our bit to help save the environment and save you money. Along with our recycling service, we are now manufacturing more products to help our customers move away from single-use plastics and ditch their disposables. The new reusable coffee cup is the latest product in our ‘green’ range.

KEY FEATURES

● 350ml (12.3oz) capacity. ● Antibacterial – 24-hour product protection against the growth of harmful micro-organisms. ● Insulated to keep your drink warm for longer. ● Comes complete with Comfort Pack (including spout protector and foot). ● The foot provides an anti-slip base to give the cup extra stability. ● Optional sleeve. ● One hundred per cent recyclable.

TO ENSURE OUR CUP IS EXTRA ‘GREEN’, WE HAVE DESIGNED IT TO BE 100% RECYCLABLE: ● The cup is made from PP and the lid is made from PP-HE. ● The spout protector and foot are made from TPE.

● Wide range of stock and custom colours – the inner, outer, lid and sleeve can be different colours, and you can personalise it with your own design. ● Dishwasher safe. Studies have shown that eco-aware coffee drinkers run the risk of being exposed to potentially harmful bacteria if their reusable cups aren’t washed shortly after use. Harfield have responded to this concern by adding anti-microbial product protection to their reusable coffee cup to reduce the presence of bacteria, regardless of the frequency and timing of washing. By adding Biomaster antimicrobial technology, we are providing our customers with durable 24-hour product protection against the growth of

Along with our recycling service, we are now manufacturing more products to help our customers move away from single-use plastics and ditch their disposables

Harfield have also developed a 200ml clear dessert pot, suitable for desserts, fruit, yoghurts and savoury dishes. It is an ideal replacement for disposables and is also dishwasher safe. With a 200ml/7oz capacity, made from polycarbonate, the dessert pot is perfect for school meals as it helps greatly with portion control. Harfield want to help you make a difference by encouraging the use of 100% recyclable polycarbonate tableware over the use of disposables and non-recyclable plastics. Please return your Harfield coffee cups when no longer in use to: Harfield Components Ltd., Hammond Avenue, Whitehill Industrial Estate, Stockport SK4 1PQ to be recycled free of charge.

For further information on our reusable coffee cup or clear dessert pot, please do not hesitate to contact us on 0161 477 5678 or email us at carolmoodie@ harfieldtableware.co.uk.

SCHOOL LIFE 36 LEGAL ADVICE

| 38 INTERNATIONAL |

53 SPORTS FACILITIES

62 ENGINEER LOTTIE GILMORE

@ie-today | ie-today.co.uk | 21

trips

Taking the stress out of school trips School Travel Forum (STF) members organise over 16,000 school trips each year and fully understand the issues facing teachers and governors when planning school trips. Chief Executive Gill Harvey shares her top tips for tackling school trip stress

holder has passed a stringent assessment process designed to ensure that they are meeting schools’ learning and risk management needs. This takes an immense amount of pressure off teachers, reduces paperwork demands and helps teachers to identify opportunities for learning to help make the visit a positive and rewarding experience for teachers and pupils alike.

chool trips demand more than financial investment from parents, they require the outlay of teachers’ time and energy to carefully plan every aspect from start to finish. The idea of travelling overseas with 40 or more pupils is daunting, especially for newly qualified teachers, but fortunately there are nationally recognised schemes, such as the Learning Outside the Classroom (LOtC) Quality Badge, that make the planning process much easier.

Reassuring parents The thought of their child leaving home for a number of days and travelling overseas can spike anxiety for many parents. The need for careful and thorough planning and clear communication, from the start of the booking process to the moment the tour party returns home, can go a long way to relieving parental concerns. STF members offer help with communicating with parents and provide the reassurance of 24-hour emergency help when overseas. Parents also benefit from peace of mind knowing that their child is travelling with an accredited provider and are also assured of a return on their investment, as the educational value of the trip is a priority.

Assuring health and safety credentials Without being dramatic, fears of legal action and unfortunate events whilst on school trips can be a real barrier to preventing buy-in from schools and parents alike when school trips have been proposed. That’s why it is so important to ensure that the chosen tour operator acknowledges the importance of maintaining health and safety standards, 22 | ie-today.co.uk | @ie_today

The need for careful and thorough planning and clear communication, from the start of the booking process to the moment the tour party returns home, can go a long way to relieving parental concerns and goes above and beyond their duty of care. Schools should always demand transparency with regards to their chosen provider’s health and safety credentials.

24/7 support It has never been more important for schools to have 24/7 expert support in today’s changeable global travel climate. In the unlikely event of an emergency, it’s reassuring for teachers to know that should an incident happen, they have roundthe-clock access to the resources, expert knowledge and support of their provider.

Lessening the paperwork burden As the national awarding body of the LOtC Quality Badge, the STF ensures that each

Protecting investments With the average school trip representing an investment of over £20,000, the possibility of a school travel provider going bankrupt is a worrying prospect for schools. Parents who may have budgeted for months could be left severely out of pocket and students would face disappointment. All STF Assured Members are required to work so clients benefit from the protection of the Package Travel Regulations and, additionally, they must be members of approved schemes ensuring fair trading and full financial security, providing invaluable peace of mind to teachers and parents.

For further information, visit www.schooltravelforum.com.

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call 0845 226 1906 or email info@eteach.com

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Tech Control campaign promotes self-regulation

ne of the most pressing questions schools are faced with today is ‘How can we promote the safe and responsible use of technology amongst our students?’ It’s a question that comes from schools’ commitment to protect the wellbeing of their students both inside and outside the school grounds. As the co-founder of leading digital wellbeing agency Digital Awareness UK, I work in schools every day and see for myself how schools are continually assessing aspects of their digital learning and safeguarding strategies. Everything from the guidelines they have in place (such as device usage policies) to the ways in which they support and educate parents is scrutinised. While this may seem like an onerous task for some, it also presents the perfect opportunity for schools to regularly take stock and work with staff, students and the wider community to determine how their various strategies need to be fine-tuned and updated to be as effective as possible. It’s becoming increasingly difficult for people to find balance when it comes to embracing all that technology has to offer, whilst trying to avoid critical issues such as poor sleep hygiene, distraction and decreased productivity. To help support schools with their quest to ensure technology has a positive and productive influence on their students’ overall health and wellbeing, the Headmasters’ and Headmistresses’ Conference (HMC) and Digital Awareness UK (DAUK) have joined forces to create the Tech Control campaign. A joint survey of independent and state schools’ pupils, undertaken by HMC and DAUK, and presented at this year’s HMC Annual Conference in Manchester, found that 50% of young people were checking mobile devices after going to bed and 25% of those respondents were spending over an hour on their devices at night. Students often tell us that they feel unproductive and lethargic as a result of excessive device usage at bedtime. This is something many adults are also able to relate to. Using the insights gained from our annual surveys, which explore digital behavioural trends amongst young people, we work together to develop resources in the form of lesson plans and videos to provide schools with the tools, content, inspiration and structure needed to deliver relevant and engaging education. Most importantly they encourage the conscious use of technology to promote self-regulation. These resources have now been implemented in hundreds of schools, both state and independent. The campaign launched in 2017 with Tech Control 1, where we created a video that follows a day in the life of a young girl who demonstrates how technology 24 | ie-today.co.uk | @ie_today

Emma Robertson, co-founder of Digital Awareness UK, explains how Tech Control will deliver fantastic resources for teachers to promote healthy technology use

Students often tell us that they feel unproductive and lethargic as a result of excessive device usage at bedtime. This is something many adults are also able to relate to

can be enjoyed when simple lifestyle changes are made, such as keeping devices out of the bedroom at night. This is supported with a three-part lesson plan series – ‘Be in Control’, ‘Be Productive’ and ‘Be Social’. These resources have been delivered to thousands of students not just in the UK but around the world. Schools welcomed our positive and pragmatic approach to device-management and following the success of Tech Control 1, this month Tech Control 2 was launched. This time a documentary-style video was created, which spotlighted three teenagers who were getting the most out of their technology – a music producer, a games developer and a social media enthusiast (pictured above), all of whom have implemented a number of smart strategies (such as digital detoxing) to ensure they are leveraging all the benefits technology has to offer. The video is also supported by a lesson plan, which is designed to encourage students to come up with their own practical solutions to get in control of their technology. Since we started the Tech Control campaign, it is clear that there is now greater awareness around how technology is impacting on the ways in which we socialise, work, study and sleep. It’s crucial that schools and parents – anyone who has influence over the wellbeing of our young people – are committed to giving them the tools and inspiration needed to make smart choices about how they use their technology.

You can find more information and the videos at www.hmc.org.uk.

Western Blueprint specialise in Designing and Building â€˜Eating Environmentsâ€™ for professional caterers across the UK.

www.w-blueprint.co.uk mail@w-blueprint.co.uk 0117 967 8222

From a sixth form coffee bar to a large scale refectory & kitchen, Blueprint has many years of experience creating innovative solutions for the modern day caterer. Contact us to see how Blueprint could enhance your dining experience.

special report

Whatâ€™s cooking? Keri Beckingham finds out how independent schools are promoting healthy eating throughout the school day 26 | ie-today.co.uk | @ie_today

he issue of healthy eating has never been more important for education providers to be aware of. With the Government reporting that nearly a third of children aged two to 15 are overweight or obese, it’s vital that independent schools play an active role in educating the younger generation about having a balanced diet. But what are the best ways for them to do this and how are the attitudes of pupils changing as a result?

A BIG RESPONSIBILITY

Deborah Homshaw is the Managing Director of CH&CO Independent, a specialist caterer that works across the independent education sector. She believes that her industry has a role to play in not just feeding children, but also in nurturing and inspiring positive relationships with food too. She said: “We should all take responsibility for ensuring our future generations learn the fundamentals of good eating and its benefits. It’s part of a child’s education and development, and an essential part of life.” Dr Lisa Gatenby is a Registered Nutritionist at Healthwise Nutrition. As part of her role she helps independent schools with the menus they offer, and, as pupils spend a great deal of time at school, she believes it is a great place to help enforce healthy eating messages and provide a balanced diet too. Commenting further, she said: “It’s so important that children get a healthy diet generally and independent schools therefore need to make sure that the food they offer is as healthy as it can be. “They have the ability to choose their own food provision, but it is important this meets the nutritional needs of the

Leweston School’s catering team reduce salt and sugar where possible

pupils to ensure they can grow and develop as well as possible, making them as successful as they can be in their studies.”

PROMOTING HEALTHY EATING TO PUPILS

Holroyd Howe is one of the UK’s leading contract caterers, and they provide food services to independent schools across the country. As part of their team they have two qualified nutritionists, who regularly go into schools such as St Paul’s School for boys to promote the importance of healthy eating to pupils. Claire Long, Regional Managing Director, believes that it’s important to

Independent schools need to educate pupils in a rounded way, not just academically, so that they can understand what good health and wellbeing is deliver this information in a short and snappy way in order to make it as engaging as possible, and said: “It’s so important to educate children at a young age by talking to them about good food. Independent schools need to educate pupils in a rounded way, not just academically, so that they can understand what good health and wellbeing is.” Dr Lisa Gatenby thinks that independent schools should spend more time explaining the difference between healthy and nonhealthy options to pupils. In her experience, she has found that pupils may pick a cereal @ie_today | ie-today.co.uk | 27

special report

The Eden School gives a weekly health presentation

bar over a chocolate bar as they appear to be a healthier option, however, they can still contain a large amount of fat and sugar. Discussing this idea in more detail, she said: “Some pupils are keen to eat well to enhance their development or sporting abilities, however, they are not always choosing the correct food, and sometimes marketing and fancy food labels are all too attractive and pupils can easily misinterpret information. “We do have to consider that food is everywhere and snack food sales have increased dramatically, meaning that even a pupil trying to eat a healthy balanced diet can easily take in too many calories, fat and sugar.”

At the Eden School, pupils are not allowed to consume sweets, chocolates or fizzy drinks during the school day

Portsmouth High School runs educational activities for pupils in their food technology centre

PUPILS’ ATTITUDES TOWARDS FOOD

As today’s pupils have grown up in the digital age, Deborah Homshaw has seen them embrace wider choice and start to question what they eat, which means that independent schools need to be open and transparent about the sourcing of their ingredients. She said: “They have information at their fingertips and they understand the connection between food and health.” Amy Roberts, Director of Nutrition and Food Development at Holroyd Howe, has recently worked with the Institute for Food, Brain and Behaviour, who have looked at the link between nutrition and the behaviour of pupils in schools. She thinks that although pupils today are naturally more educated about healthy eating than they have ever been before, it’s important for independent schools to look at things like brain development when it comes to considering their menu options. Commenting further, she said: “Getting pupils to eat more fruits and vegetables is not the battle for independent schools 28 | ie-today.co.uk | @ie_today

Parents have also reported that their children are now requesting healthy meals during the week instead of solely demanding junk food anymore, instead the challenge now is taking nutrition to another level and encouraging them to eat more things like oily fish which can aid their concentration in lessons.” Deborah Homshaw has seen a growth in social sharing eating styles, which she thinks helps to remove peer pressure around what to eat and what not to eat, as well as encourage children to try new foods. In addition, she has also seen a rise in plant-based menus across independent schools. Discussing further, she said: “To ensure pupils choosing meat-free options or a vegan lifestyle get all their nutritional requirements, schools need to recognise and embrace this, and work in partnership with caterers and their nutritional

experts to educate children and parents.” Dr Lisa Gatenby worked with Hazelwood School in Surrey on their menu design. She says that although most schools work on a four-week cycle, Hazelwood School decided to write a new menu for every week in order to give pupils as much variety as possible. She added: “I think that offering a new menu every week is a really good way to make catering options appeal to children and it also keeps the work interesting for catering staff too. “Independent schools have more opportunity to be flexible than state schools, so I think they need to take more advantage of this with their menus.”

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special report

Knowledge is power Rory Larkin, Nutritional Business Partner at CH&CO Independent:

CASE STUDIES

Leweston School in Dorset is a day and boarding school with pupils who range in age from three months to 18 years. At lunch they offer a hot meat and vegetarian option, as well as soup, jacket potatoes, a salad bar, and fruit and yogurt, alongside other dessert options. In addition, they also have ‘hydration stations’ in the dining hall where water is available flavoured with fruit, herbs and cucumber, and jugs are also available on every table. Discussing further, Marketing and Admissions Manager Claire Worsley said: “From a centralised perspective the catering team reduce salt and sugar where possible. Sweet treats are available but cakes, sauces and custards are made with less sugar or alternatives. “There are also plans to increase pupil involvement in menu choices by introducing feedback opportunities, such as electronic lunchtime surveys or contributions via postit note. The catering team also work hard to make the presentation visually attractive using boards, baskets, platters and crates.” The Eden School is a co-educational independent faith school in West London for children aged from two to 18. Since the school started in September 1995, they have been committed to promoting healthy eating. As part of this, pupils are not allowed to consume sweets, chocolates or fizzy drinks during the school day, and each Tuesday they receive a health presentation during morning assembly to raise awareness of the impact that certain foods can have on their body. Commenting further, Head Teacher Laura Osei said: “Over the years, our

30 | ie-today.co.uk | @ie_today

rules have always been met with a degree of opposition from the pupils, but we have found that as we continue to educate our pupils and provide them with healthy alternatives, they are more likely to make better choices. “Our nursery and reception pupils, for example, will always request fresh fruit as their snack. Parents have also reported that their children are now requesting healthy meals during the week instead of solely demanding junk food and even pointing out whether or not their parents are eating healthily.” Portsmouth High School for girls in Hampshire are aware that healthy eating is proven to increase pupils’ concentration levels and understand the responsibility they have to educate pupils about making better meal choices during the school day. As part of this, they run a series of educational activities for pupils in their state-of-the-art food technology centre, which has workstations for 25 people. Elaborating on this, Lucinda Webb, Director of Communications, said: “We have food tech lessons from Years 7–9 which give a Level 2 B-Tech qualification. Sixth Form also have enrichment classes which include cooking and food preparation for university and beyond, and we also have cookery club available as a co-curricular activity which is open from Year 1 to Sixth Form. “In addition, through our Pupil Voice ambassadors we have a termly food forum where girls can directly feed back to the catering manager about their likes and requests for menus and discuss health options, packaging and choice.”

“In our digital world of easily accessible – but often dubious, misleading and confusing – nutritional information, how can we get the right information to pupils and parents, and help them make healthy eating a way of life? “The key is to empower people with correct and relevant knowledge, rather than telling them what to do. When people know the basic principles of nutrition they instantly have more options to eat healthily. “A great way to achieve this is through workshops that engage children and parents, creating an environment where questions can be asked and realistic advice can be given in relation to government guidelines. Busy lifestyles and information overload can make healthy eating daunting, so it’s important to give people access to easy-to-digest, evidence-based facts. As children often ask questions that some adults may feel embarrassed to ask, working with children and parents together can have excellent outcomes. “For those less willing to make positive changes to their diets, social norms messaging can be a fantastic tool. This subtly nudges an individual in a chosen direction in a way that makes them feel like they are making the decision, which makes new habits more likely.”

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EVERY MOUTHFUL COUNTS

For one or more meals a day, the health of a child’s diet lies firmly in school caterers’ hands, explains Amanda Ursell, nutritionist to CH&CO Independent ith the never-ending supply of contradictory dietary advice regularly hitting the headlines, it can be easy to dismiss the world of nutrition as simply not knowing what on earth we’re talking about. But we do. We know that nutritional science is just that, a science. If you delve into the data and research that backs guidance on healthy eating, it’s robust, enduring and global. There are few subjects on the worldwide stage where government advice transcends the politics of the country or party in power. What constitutes ‘good nutrition’ is one of them. From China and Canada to India, Italy or even France and England, we’re all singing from the same evidence-based hymn book. A book that shows how a diet rich in vegetables and fruits, wholegrain carbohydrates, lean protein and ‘good’ oils is time and again associated with the best short- and long-term health outcomes.

CHEFS’ NUTRITION TRAINING

Although nutrition plays a crucial role in optimising health throughout life, there are glaring gaps in sound nutrition education and training among those who arguably need it most; this includes chefs. Those at the helm in school kitchens must understand that for one or more meals a day, the health of a child’s diet lies firmly in their hands – that what they plan and prepare can profoundly affect a child’s physical growth and emotional wellbeing, and not forgetting their performance in

the classroom and on the sports field. CH&CO Independent invests in ongoing nutrition training for all chefs. Our bespoke courses help them understand how every mouthful of food they prepare counts and give them the tools to make them matter. Armed with the correct theoretical knowledge, chefs can convert theory into practice using their honed culinary skills and individual flair, working their alchemy to create meals and snacks that children want to eat and will look forward to coming back for more. As any parent or carer knows, encouraging children to delight in tucking into five a day or opt for wholegrain cereals is not always an easy task. To give our chefs a helping hand, we combine greattasting food with plenty of eye appeal and fun messaging that nudges children and teenagers along the way. We’ve proven, through social norms research in the dining room, that this subtle combination works.

SPECIALIST KNOWLEDGE

Studying National Diet Nutritional Survey data allows us to help address common nutritional gaps at certain times in children’s lives. We all recognise that smaller, younger children have differing energy, vitamin and mineral requirements, as well as differing likes and dislikes, compared with teenagers during adolescence and we work hard to match meals to needs. We have a responsibility to communicate

appropriately, and to the right people, about particular nutritional issues. Assemblies for parents, for instance, are a great forum to highlight Department of Health advice for universal vitamin D supplementation during winter months to help avoid tiredness and poor bone development. Or to discuss vitamin B12 fortification or supplementation in children who choose vegan styles of eating; how frequently dipping intakes of iron in teenagers can affect memory, stress and concentration; and the need for fibre-rich foods to support gut bacteria, which may, in turn, affect everything from the strength of our immune systems to mood and sleep patterns. Our in-house dietetic expertise means that we also understand how living with a diagnosis of, for example, Type 1 diabetes, coeliac disease, phenylketonuria and food intolerances, can be stressful and emotional for families and children alike. Being able to confidently work with school nurses, children, parents and teachers to ensure personal healthcare plans are adhered to, is a vital part of our work, helping children to cope with and, most importantly, enjoy a normal school day. So too, is tailor-making menus for pupils with demanding sporting or physical commitments. Or helping to prepare sixth formers for the challenges of cooking and caring for their own nutrition when they leave home. We relish and rise to challenges, supporting in-house school experts to provide what works for their students; on every level.

IT’S NOT ABOUT THE HEADLINES

For us, great nutrition is not about keeping up with the headlines. It’s not about contorting our offering to fit with the latest unfounded diet fad. Great nutrition is in our DNA. It’s about delivering the best meals we can to help children be and feel the best they can, today, tomorrow and in their future lives.

W: www.chandcogroup.com/education

catering

Principals by CH&CO starts school year strongly

rincipals by CH&CO has had a strong start to the new school year with more than 16 new schools opening this term adding to the current established portfolio. The new partnerships have a total value in turnover of £7.5m for the duration of the contracts and will see the specialist school caterer strengthen its foothold in its homestay of Kent and break into London and Surrey. This success has been built on the team securing both individual schools

and small clusters through recommendations and network. According to client feedback, Principals by CH&CO was successful because of its reputation for developing unique solutions for each school, for growing uptake and for generating interest in food in the classroom, dining hall and home. Initiatives that have captured imaginations and enhanced food experiences include streetfood pop-ups to introduce new flavours and an interactive

‘family service’ concept that empowers children to serve themselves at the table, assisted by an adult, helping them build social skills and confidence. Through food, Principals by CH&CO also supports school life throughout the year. From school gardens that inspire children as they follow the life of food from seed to the kitchen and plate, to sports, school events and special calendar occasions, food has an important role to play and is linked with the curriculum wherever possible. Peter McKenna, Sales Director for Principals by CH&CO, said: “It’s been an incredible start to the new school year and we’re thrilled to be extending our reach into London and Surrey. Principals by CH&CO is in a strong position and this is down to our innovative, creative approach that enables us to build genuine partnerships with the schools we work with and be a positive part of a school community. I’ve been into the kitchens of our new schools and the atmosphere is brilliant.”

Celebrate nutrition with a Great Roast Dinner Getting closer to Christmas, roast dinners are coming to the forefront of our minds on those cold Sunday nights. So, it seems only appropriate that this celebration filters down to children. Led by the Soil Association’s Food for Life programme and Knorr Gravy, The Great Roast Dinner campaign has been launched aiming to encourage more pupils to eat a healthy school dinner. The celebration will put great school food in the spotlight through a series of roast dinnerthemed events taking place throughout the academic year. 32 | ie-today.co.uk | @ie_today

Schools will be encouraged to invite parents and other family members through the gates to share a delicious and healthy lunch with their children, so they can see just

how great school food can be. James Cashmore, Director of Food for Life, said: “It has never been more important for us to make healthy eating easy and normal for children.”

Bespoke set-up brings flexibility to Stockport Grammar Schools need to be capable of clearing their catering set-up at the drop of a hat, using dining space for other activities, while still being able to dish up good food to staff and children. Stockport Grammar School’s dining area is a hive of activity, catering to the breakfast and lunchtime rushes on a daily basis for almost 1,700 staff and pupils. As the school’s central hub, it is also used for extracurricular events. “The units that we had were coming to the end of their lives,” says Kathy Gosling, Stockport Grammar School’s catering manager. “Some were nearly 30 years old, and others were over 20, so we decided that now was the time to change things around and modernise.” Kathy consulted with catering equipment supplier Stephensons, who recommended Moffat. She continued: “The brief to Moffat was that, because we have children here from across such a wide spread of ages, having different heights on the counters would make them serviceable for all of them. Children notice absolutely everything, there’s nothing really getting past them. They’ve been chatting away about the new units with their colours, and how they like it all, and how they could now always see what they were ordering.”

go figure

School catering in numbers The latest catering and food statistics in England

A survey of 2,200 parents found that

1 IN 12 PARENTS are raising their children as

VEGANS

More children consumed

FEWER THAN THREE PORTIONS of fresh fruit and veg a day

THAN EXCEEDED FIVE.

[https://mercyforanimals.org/new-poll-finds-one-in-12-uk-parents-raising]

BOYS (54%)

consumed fewer than three, more than

‘MEATLESS

MONDAY’ has become increasing popular in schools, with

OVER 50 SCHOOL DISTRICTS observing the trend

[https://mercyforanimals.org/new-poll-finds-one-in-12-uk-parents-raising]

GIRLS (49%) In RECEPTION,

13%

of children living in the most deprived areas were

OBESE in comparison to

in the least; The NHS reported in April 2018 that

26% OF ADULTS AND 16% OF CHILDREN

in YEAR 6, the same figures were

26% TO 11%

are consuming the

RECOMMENDED AMOUNT

OF FRUIT AND VEG [https://digital.nhs.uk/data-and-information/publications/statistical/statistics-on-obesity-physical-activity-and-diet/ statistics-on-obesity-physical-activity-and-diet-england-2018]

@ie_today | ie-today.co.uk | 33

promotion

EVERYTHING IN ITS RIGHT PLACE Charles Manners, Director of Turpin Smale Catering Consultants, says environment is just as important as the food served in schools his is the last of our series of articles. In the first we focused on food trends, and whilst these are incredibly important whatever food or drinks are provided, whether free issue or charged for, the presentation and environment is so important to the overall feeling of enjoyment and perception of value. Millennials and Generation Z are seeking physical community, and cafes and places to eat can provide this community. Schools, and in particular boarding schools, are communities in their own right, and creating the right environment linked to the catering offers needs to be carefully planned, with the right lighting, decor, furniture branding and signage, and, above all, food and drink offer, from a cafe offer to a full food offer in a servery. Whatever the food that is being served, from cafe traybakes, coffee or servery food, the use of display boards, using height, colour and natural materials are all important

to show the food in the best possible way. Remember people buy with their eyes. The food can have excellent provenance and be expertly prepared but if it is not well displayed and served, all the effort has been to no avail. We run cafe tours in London for our university and commercial clients, that visit a range of artisan and chain cafes, and we look

Do your staff know about the new KCSIE regulations?

at agile working spaces such as We Work and Second Home, who are pioneering the way people are now working, eating and socialising; these tours could be as relevant to the independent education sector.

E: Charles.manners@turpinsmale.co.uk W: www.turpinsmale.co.uk T: 02076 200 011/07836 550 356

My OnStream Compliance Management Solution

New KCSIE E-learning available on My OnStream to easily inform your staff on the new guidance Track that all staff have read your latest safeguarding policy. VWV E-learning - Quality training from top ranked lawyers Sign up now... request a free demo at mos.vwv.co.uk Alternatively, please contact Alice Reeve on 0117 314 5383 or at areeve@vwv.co.uk

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finance

Derby Grammar School beats fundraising target

erby Grammar School has beaten its target to raise £50,000 in 10 years to help improve the lives of schoolchildren in Africa. The school launched the Tanzania fundraising project in 2013 with the aim of raising £50,000 by 2023 for Gedeli B School in Mwanza, but students and staff have already raised £83,000 after just five years. The aim of the project, which has been shortlisted for a national award, is to supply Gedeli B School with educational resources,

such as pens and paper and even classrooms. When the project was launched in 2013, Gedeli B School had 1,357 children in five classrooms – an average of 270 children per class – they had no water, electricity, textbooks, sports or educational equipment. With the £83,000 raised so far, Derby Grammar School has built four classrooms, installed electricity and running water, built toilet blocks, supplied classroom equipment and specific resources for children with special needs, provided

sanitary items for older girls in the school, supplied every child with schoolbooks, pens and pencils and given the headteacher a laptop, printer and a photocopier. Dr Ruth Norris, Head at Derby Grammar School, in Littleover, said: “We are extremely proud to have forged this link with Gedeli B School and to have helped improve the lives of children there. The visit to Mwanza is an unforgettable and often humbling experience for Derby Grammar School students, and our partnership has a life-changing impact on the children at Gedeli B School. We hope that it continues for many years to come.”

Students from Derby Grammar visit every year. This year, 26 Year 12 students visited Gedeli B School where they taught lessons and improved classrooms. They also visited an orphanage for children who attend the school and a home for babies who have been orphaned. Students could also choose to either go on safari or climb Mount Kilimanjaro, the highest mountain in Africa. The students’ next trip to Mwanza in the summer of 2019 is already being planned. If you are an organisation or individual who would like to donate or support the schools’ activities, contact April Sly at sly.a@derbygrammar.org.

Bolton School Junior Boys support Alzheimer’s Society Bolton School Junior Boys have presented a cheque for £2,000 to Alzheimer’s Society, with three more charities to receive £2,000 each as well. The £8,000 total was raised through the annual Fun Run which took place at the end of the last academic year, and boys chose the charities they wanted to support. Stephanie Potts, the Alzheimer’s Society Community Fundraiser for Greater Manchester, joined the boys in their morning assembly to explain in more detail about the charity and the work they

do, and to receive the cheque. Alzheimer’s Society was suggested by Freddie Bovill in Year 6, who talked to the rest of Crompton House about the work Alzheimer’s Society does and convinced them to support this worthy cause. Stephanie said that half the people in the world know someone who has Alzheimer’s or dementia and explained that these diseases affect the brain. She also spoke about the work Alzheimer’s Society does and how the money raised from the Fun Run will be used: £2,000

will allow a support officer to visit a family every day for six months to give one-to-one support. Stephanie thanked the boys for their huge donation and led a round of applause.

Local charity BAND (Building a New Direction), The British Lung Foundation and The World Wildlife Fund will also receive donations of £2,000 each. @ie-today | ie-today.co.uk | 35

legal advice

How to recognise and effectively address whistleblowing complaints Alice Reeve, Partner at VWV, addresses some of the most common questions around the issue of whistleblowers in schools

chools are seeing an increasing number of concerns raised with them by whistleblowers. It is important for schools to provide effective protection for whistleblowers for a number of reasons. It helps ensure that issues are raised internally to control risk, avoid unnecessary litigation, limit reputational damage and protect staff morale. The latest version of KCSIE makes it clear that all staff should be able to raise concerns about poor or unsafe practice and potential failures in the safeguarding regime through the whistleblowing procedures. In this article we address some common questions around this area of the law.

Who has whistleblowing protection? Both employees and workers are protected from being dismissed or subjected to a detriment because they have made a protected disclosure. In this context, workers also include agency workers, freelance workers, seconded workers, homeworkers and trainees. It does not extend to individuals who don’t work for the school, such as pupils, parents or other interested third parties. It also doesn’t include governors in their volunteer capacity. Schools may be advised to address concerns raised by these categories of individuals if they do not fall within the scope of the protection for whistleblowers outlined in this article.

What protection does the law offer to whistleblowers? The dismissal of an individual will be automatically unfair if the reason, or principal reason, is that they have made a protected disclosure. This includes selecting an employee for redundancy on the grounds that they have made a protected disclosure. In this context, there is no qualifying minimum period of service and no limit on the amount of compensation that can be awarded by a tribunal. 36 | ie-today.co.uk | @ie_today

It is also unlawful for an employer to subject an individual to a detriment on the grounds that they have made a protected disclosure. A detriment can include things such as disciplinary action, loss of pay and damage to career prospects. An employer is vicariously liable for the acts of its workers and employees in subjecting a whistleblower to a detriment. However, an employer will have a defence if it can show that it took all reasonable steps to prevent the detrimental treatment.

When does the legal protection for whistleblowers apply? Whether a whistleblower qualifies for protection depends on a range of factors;

● Damage to the environment ● The deliberate concealing of any information about any of the above.

iii) Did the worker have a reasonable belief? A worker does not have to show that the relevant failure actually occurred, is occurring or is likely to occur, only that they held a reasonable belief in it. With effect from June 2013 there is no longer a requirement that the disclosure is made in good faith. This means that an employee will be protected even if they have a vested interest in making the disclosure or if it is part of a broader dispute they have with the school.

i) Is there a disclosure of information?

iv) Was disclosure in the public interest?

In order for a disclosure to be a ‘qualifying’ disclosure, the worker must make a disclosure of information. This must be something more than merely

As of 25 June 2013, the worker must also reasonably believe that the disclosure is “made in the public interest”. This was to ensure that

It helps ensure that issues are raised internally to control risk, avoid unnecessary litigation [...] and protect staff morale making an allegation, gathering evidence or threatening to make a disclosure. The worker must convey facts, although this can include conveying facts which are already known.

ii) Is the subject matter of the disclosure in scope? There must be a disclosure of information that, in the reasonable belief of the worker, tends to show that one of the following has occurred, is occurring, or is likely to occur (referred to as a ‘relevant failure’): ● A criminal offence ● Breach of any legal obligation ● A miscarriage of justice ● Danger to the health and safety of any individual

the whistleblowing framework was not used for individual grievances. Developing case law has unfortunately established that this is not as narrow as may have been anticipated, with many concerns raised by workers in schools likely to fall within the remit even if they are primarily about their own working conditions or treatment. Nevertheless, if an individual raises a concern about their personal treatment, the grievance procedure should be utilised rather than the whistleblowing procedure.

v) Is the disclosure protected? After establishing that there has been a qualifying disclosure, it is necessary to consider whether the disclosure

Pic credit © depositphotos

is protected (and therefore that the whistleblower has the protection of the law). This depends on to whom the disclosure is made. The legislation encourages disclosure to the employer in the first instance, however, disclosures to external third parties will also be protected in some circumstances. There is an approved list of prescribed persons to whom workers can make disclosures, although the conditions for making such disclosures are more stringent than the conditions for making a protected disclosure to the employer. The third party also needs to be an organisation which does have remit for the alleged fault. Most commonly for schools this will be the Charity Commission, ISI or Ofsted, LADO, Children’s Services, the Information Commissioner or the Health and Safety Executive. Employers should not rely on confidentiality clauses in contracts of employment to prevent workers from making external disclosures, as they are unenforceable if the disclosure is protected and, furthermore, taking action against a whistleblower for breach of confidence may amount to unlawful detriment.

What can schools do to reduce risk from whistleblowing complaints? When a complaint is received it is helpful to identify if this falls within the scope of the whistleblowing policy or would be better addressed through the parental complaints process or the employee grievance procedures. It is important that even if a complaint is raised anonymously it should be investigated to the extent that you are able to do so, even though this may be limited. Whistleblowing complaints should be investigated promptly and the whistleblower should be kept informed of progress where possible. This is important because a whistleblower may become suspicious and make an external disclosure if it takes the employer’s silence as apparent inaction. Employers should ensure they have a whistleblowing policy and that all staff are aware of this. A policy should set out procedures by which reports can be made confidentially and allow workers to bypass levels of management at which the problem may exist. Employers could also consider introducing a confidential whistleblowing hotline. Schools should ensure that staff and managers are trained on the

whistleblowing policy and make it clear that victimisation of whistleblowers, even where the whistleblower is mistaken, will lead to disciplinary action. Given the nature of concerns raised under the whistleblowing procedures, it is important that governors are aware of issues and how they are resolved. Charitable schools will need to consider whether they trigger their obligation to report a serious incident to the Charity Commission.

To be kept up to date with regulatory compliance, please ask for a demo of My OnStream. My OnStream is a cloud-based compliance management solution tailored to schools, providing a range of compliance services supported by VWV’s sector-leading lawyers. If you would like to find out more visit www.vwv.co.uk/mos/schools.

Alice Reeve is a Partner at leading education law firm VWV. Alice can be contacted on 0117 314 5383 or at areeve@vwv.co.uk.

@ie-today today | ie-today.co.uk | 37

international

Beyond the rankings:

how to find the best international school for your child Since international schools are all wildly different to one another, Peter Howe, Principal at UWC Atlantic College, takes a closer look at factors that can make all the difference

here are many reasons why you would consider sending your child to an international school. Where an international school experience can be truly special is when you and your child want to have a transformative experience that comes from the diversity that some international schools can offer. But the international school market is vast, and the term ‘international school’ can refer to schools that are completely different to each other. While international school rankings are available in some countries, they tend to have inconsistent criteria across different locations, and can be like comparing apples with pears. So, what else can you consider in finding the perfect international school for your child?

If they need to move school, can they pick this curriculum up in another school elsewhere? ● Recognition and reputation of the curriculum: How well regarded is the curriculum by leading universities and employers? What impact on the world have alumni of this curriculum had? Does it have a strong history of success? ● Preferred learning styles for your child: Is your child better suited to following structured subject-focused study approaches, or more suited to blended subjects delivered through multi-disciplinary themes? Do they thrive more in a teacher-led or self-directed study environment? Do they prefer to be ‘taught’ or ‘guided’?

Location

While your child may be attending a school, say, in India, if they attend the local American international school this means they might mostly be studying with Americans. When familiarity is important to your child, this type of international school may appeal. But others may find a more diverse community has the potential to offer a more transformative experience. Ask yourself how diverse you and your child would like the community to be.

Consider where in the world you would like your child to be and, crucially, where they want to be. Many international schools also offer boarding opportunities, and so the entire world could be open to them, with destinations you might not have considered. Some children will want to remain close to their family, but others will flourish elsewhere, with a fully immersive, independent experience that comes from being part of a residential school away from home. Attending international school doesn’t always mean moving to another country. An international education might be right on your doorstep. Do you want the school to be a gated community, like an island? Or do you want the school to feel integrated with its local community? This might be particularly important in a school that sees community interaction as part of the learning process, and offers exposure to other environments.

Curriculum Explore the different types of curriculum available around the world through different types of international school and consider what will suit your child the best. Do you want them to follow your home country’s national curriculum, or do you want them to experience something with more of an international outlook, such as the International Baccalaureate? When considering the right curriculum for your child, at least three key considerations are worth bearing in mind: ● Portability of the curriculum: Is this curriculum offered in different locations around the world? 38 | ie-today.co.uk | @ie_today

Diversity

Challenge Consider how challenging their experience will be from school to school. That challenge comes in many forms: ● The educational model, teaching and learning methods adopted by the school, with some schools placing heavy emphasis on self-directed study ● The curriculum followed, with some curricula following clearly defined subjects all taught separately, and others challenging your child to blend subjects together through a thematic learning approach (such as the IB Diploma Programme’s approach) ● The diversity of the community. While diversity may nurture creativity, it can also create challenge through divergent cultural beliefs and values. ● The challenge of juggling the academic experience with co-curricular and service expectations, as well as pursuing their own outside interests and passions. The child who is ready for the most challenging of environments is often the child who guides their own education experience and future.

For more information about UWC visit www.uwc.org/schools and to apply, visit www.uwc.org/howtoapply

Explore the different types of curriculum available around the world through different types of international school and consider what will suit your child the best

international

The importance of cultural learning Mary Memarzia, Director of Student Services at Bellerbys College, discusses the three most important areas to focus on to facilitate international students’ transitions

ith the new academic year well underway, international students will be getting to grips with the UK’s syllabus, academic expectations and classroom culture. For many, it will be a significant departure from what they are used to. In order to facilitate their transition, we need to remind ourselves both of the demands a new education system can bring, as well as respecting what these students bring with them in their study tool kit. The following are three of the most important areas we must focus on in order to do this.

this concept of listener responsibility and understand that students can blame themselves for not understanding and therefore not seeking help from the tutor, who they may regard as a moral leader showing them the right path, which they are struggling to follow. The emphasis in some cultures on the value of deep knowledge, which takes time and investment to acquire, can be a solitary process of study and has the potential to isolate a student who is already struggling to integrate into the community.

1. Understand students’ different notions of success

Classroom activities such as group discussion can pose challenges for teachers and for the international students with whom they are working. These are challenges which are not limited to those brought about by language difficulties. Interrupting a teacher whilst they are disseminating information can be seen as rude and disrespectful in some cultures. Similarly, in other cultures, it is considered appropriate to wait until invited to participate in a discussion, so a student listening quietly may find they are waiting a very long time for the invitation to offer a contribution. In turn, the tutor may misinterpret their respectful quietness as a lack of confidence, evidence of poor understanding or weak English, or infer an unwillingness to engage actively. Such negative assumptions can not only distort the tutor’s assessment of the student’s ability and attitude, but also create barriers to learning, as the student can start to feel overlooked or even undervalued. In the same way that we encourage students to be open

British tradition places great emphasis on learning to be critical and creative. However, in some cultures, this is a very different focus which, when encountered without explanation, has the potential to blur a student’s expectation of what constitutes a good learning outcome. Students who hold onto the notion that first comes mastery of a topic, which requires deep thought, reflection and considered assimilation of new material, can feel disconcerted and even disappointed when faced with this new learning process, especially if that process relies heavily on group discussion. “I came here to learn from an expert, not spend it talking with others who are on the same level as me,” some might say. In their experience of successful learning, it is only once the topic is mastered that the student will feel empowered to debate and discuss, having first acquired the confidence to be creative. We need to respect

2. Be considerate of individual behaviour in the classroom

to new teaching methods and learning styles, teachers should avoid imposing judgements based on our own cultural expectations of what characterises an effective learner.

3. Experiment with alternative learning methods If international students are forced to adapt to these new learning methods, it can create stress and resentment, which can add to the already heavy burden of dealing with homesickness and culture shock. Rather than impose new methods, we must unravel these different expectations and, through explanation and exploration, discover together the value of what can appear to be conflicting approaches. In so doing, the learning is likely to be valid, authentic and relevant and the learner confident, engaged and enthused. In educational contexts enriched by the presence of international students, learning is not a two-way process between student and teacher. Rather, it can be seen as an interconnected process with opportunities for the productive exchange of knowledge and ideas between students from different cultural backgrounds, enriching the diversity within the education workforce community. The metaphor of the student journey is well worn, but with half-term nearly upon us, we would do well to remember that we travel together, and education is a reciprocal process. We can all benefit from evaluating and reflecting on our familiar and comfortable pedagogies and practices, with a willingness to embrace the cultural learning that the students bring with them. It is through learning about learning that we can continue to develop as educators. @ie-today | ie-today.co.uk | 39

Image © freepix.com

promotion

COMMUNITY PARTNERSHIPS ARE NOW MORE IMPORTANT THAN EVER

Tim Wilbur, School Development at Gabbitas, discusses the different types of partnerships available t the recent VWV Independent School’s Conference, Julie Robinson, the General Secretary of the Independent School Council (ISC), suggested that independent/state partnerships constituted a better chance than ever to showcase both the contribution and value of the sector to education in England. In the current uncertain political climate, proving ‘public benefit’ was not only vital but an important piece of the ISC’s armoury to win the hearts and minds of the voting public. She encouraged all schools present, not only to engage in partnerships but more importantly to publicise them, even to the extent of mentioning them in the mandatory Charity Commission returns. She also encouraged schools to benchmark their contributions on a regular basis to ensure their contributions were cost-effective and worthwhile. The essence of any partnership, of course, is reciprocity. There are currently some concerns that independent/state partnerships are largely a one-way street. However, as true as this may be, it would be well to reflect that Bill Gates recently stated, that “the super-successful must be held to a higher standard”. As education should contain more than a fair amount of altruism, this point is well made but not all independent schools have the resource for partnerships. In this regard, the ISC has worked hard to ensure the Department for Education

understands that independent schools can give only to their individual capabilities. Partnerships, therefore, can come in all shapes and sizes. They can be major schooling collaborations, sharing of facility, teaching resources, staff, etc. As an erstwhile Head of a none too financially well blessed northern boarding school, I had an interesting foray into the world of partnerships more than a decade ago. With admissions reduced to two-form entry, we

hardest. There was also a delicious irony in the situation; as an Anglican Foundation we were sitting on the estate, that might best be euphemistically referred to as having been ‘appropriated’, from a leading local Catholic family in the time of Good Queen Bess! There must be a realisation that independent education is as equally community-based as its state counterpart. In many cases and especially in rural areas, independent schools are often not only a major employer but also the provider of business to local services and suppliers. One valuable, and often overlooked, exercise for schools seeking to justify their worth, is to commission an ‘economic impact survey’ showing its real financial value to the local community. The results are often astounding, and it quickly produces a whole crop of potential new allies, from the local council through to the taxi driver. Many of the benefits a school brings to a locality are not always as obvious as might be first thought. Partnerships are a good thing. However, some would do well to remember that schools are, by their very existence, a vital partnership in every community.

In the current uncertain political climate, proving ‘public benefit’ was not only vital but an important piece of the ISC’s armoury to win the hearts and minds of the voting public were failing to live up to our sports fixture list, particularly in terms of rugby. I decided to make my way 400 metres from the front gate to the local Roman Catholic High School, to see if any of their boys would like to play in our matches. It was not a poaching exercise, as the High School did not have any rugby teams (although they had a strong tradition of their boys playing for local clubs). Thankfully, my opposite number thought this was a great boon and it was the beginning of a relationship that later covered many other areas. As we know in these things, perhaps the first step is the

W: www.gabbitas.com

Truly British Education

www.gabbitas.com +44 (0) 20 7734 0161 | info@gabbitas.com Gabbitas Educational Consultants is registered in England No. 2920466. Part of The Prospects and Shaw Trust Groups. Image supplied by Eastbourne College.

promotion

INVESTIGATE TO STAND OUT FROM THE CROWD

Cambridge Assessment International Education examines the best ways students can make themselves stand out to universities ompetition is tough for today’s students, as globalisation means they are fighting for university places with learners from all over the world. The number of students studying abroad almost quadrupled between 1990 and 2014, and the OECD predicts that it will almost double again by 2025 (Reimagine Education: Student Mobility & Demographic Changes, QS). This means that aspiring undergraduates need to find new ways to make themselves stand out from the crowd and improve their potential to shine in their chosen degree. Evidence suggests that some options at sixth form allow students additional scope to prove they can excel in higher education. Cambridge Assessment researcher, Tim Gill, sought to discover if any particular qualification better prepares students for university study by analysing the degree outcomes of students and the type of qualification they undertook before entering university. Gill says his results “suggest that the skills learnt in undertaking a significant project over a long period of time (e.g. planning, research, analysis) may prepare students better for university than subject-based courses only”. In addition to developing skills that support undergraduate study, an academic project can enhance a personal statement on university applications and be discussed at university interviews. Cambridge International offers a variety of opportunities for the type of projectbased qualifications that can provide students with this type of advantage. The Cambridge International Project Qualification (IPQ) launched in September 2018 was designed for students aged

16 to 19. It is part of the Cambridge Advanced programme of study, and uses skills-based learning to develop crosscurricular abilities that are well regarded by university admissions departments. Students undertake independent research on a topic of their choice. This encourages their intellectual curiosity and develops practical and analytical investigation techniques. They analyse, evaluate and synthesise their findings into a 5,000-word report – reflecting on their results and conclusions before communicating them. The IPQ is a standalone qualification

Students often tell us that their Personal Investigation was the most enjoyable aspect of the Cambridge Pre-U course. It is also often a big influencer on their degree choice. Ashir Mir studied Cambridge Pre-U Business and Management at Lancaster Royal Grammar School. For his Personal Investigation he analysed whether a local hair salon should invest in new equipment to develop its business. He said: “I developed three main skills: the ability to be concise, to do research, to analyse and evaluate. It allowed me to dive headfirst into a business problem and independently undertake a thorough

Students often tell us that their Personal Investigation was the most enjoyable aspect of the Cambridge Pre-U course that can be part of any post-16 curriculum. Schools can also find project-based assessment within Cambridge Pre-U, as most courses include an extended essay – the Personal Investigation – that gives students another way to prove their ability. Students can choose their essay title, meaning they can follow their own interests and discover more about a subject they might want to study at a higher level. Cambridge Global Perspectives and Research also includes a one-year Research Report. This is based around the skills they develop on the Global Perspectives course – and is available as a subject in Cambridge Pre-U and Cambridge International AS & A Level. Both Cambridge Pre-U Personal Investigations and the Cambridge IPQ are marked by Cambridge International.

investigation, using a wide range of skills from presentation to evaluation. Without a doubt, the PI was the most enjoyable aspect of the Cambridge Pre-U Business and Management course.” Ashir went on to study International Management at the University of Warwick and this year completed an MSc at University of Oxford. Independent research projects show universities and employers that a student is self-motivated and able to work on their own. They also show where a student’s interests really lie, and reveal far more about an applicant than a list of qualifications. Students tell us that their project ended up shaping their choice of degree and career, igniting a passion for a subject that they didn’t know they had. And that’s what sets them apart from the competition.

feature

Between

here and where?

Illustration ÂŠ freepix.com

The British overseas schools sector continues to grow. But how can schools and teachers manage the sometimes-daunting transition? Alex Diggins reports

@ie_today | ie-today.co.uk | 43

feature

ost in Translation is one of the great films of cultural dislocation. In it, Bill Murray’s burnt-out movie star strikes up an unlikely friendship with Scarlett Johansson’s lonely college graduate, after a chance encounter in a hotel bar. The film is a tender meditation on loneliness, transience and the feeling of being a stranger in a strange land. Amidst the neon-drenched surfaces of Tokyo, and alien exoticism of Japanese culture, the two eventually come to the same realisation: that home is where the heart is, and sometimes you have get away, to realise how far you’ve come. Similar thoughts underpin the decisions of many teachers to move abroad and seek work in British international schools. (Few, sadly, have the benefit of Bill Murray’s wit or Sophia Coppola’s achingly cool

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cinematography to help them make the decision, though.) According to an annual report by COBIS – the Council of British International Schools – the top reasons given for moving abroad were personal satisfaction, adventure and career development. And for many UK teachers, such a move is in the pipeline. Either as a vague ambition on the horizon, maybe after a particularly challenging Friday afternoon in drizzly November, or as a definite plan with school, country and deadline already chosen. Teachers planning to move face no shortage of schools to choose from. COBIS itself has 257 member schools with 135,000 pupils and 35,000 teachers, and there are plenty of schools not accredited by the organisation. Teachers who have had experience of the British education system are in particular demand. “It is seen as the

‘gold standard’,” said Barnaby Sandow, Principal at Jerudong International School, Brunei. “British teachers overseas are considered professionals to be respected.” The benefits of overseas teaching are well rehearsed. Better resources, better pay and exotic travel are oft-cited reasons for going abroad. But what lies behind hazy dreams of swaying palm trees and 5 o’clock cocktails? What challenges, as well as opportunities, await teachers who take the brave step of choosing the expat life? As Fiona Rogers, Director of Professional Development and Research at COBIS, explained: “Teaching is a global profession, and there’s tremendous opportunities for teachers out there.” But: “they must do their due diligence.”

It’s not you, it’s me It’s worth taking a harder look at the reasons

for teachers leaving to go abroad. While many cite personal reasons as the main motivation for going, a non-trivial amount also claim that difficulties with the British system have prompted a rethink. “Fortyseven per cent of [those we surveyed] said that dissatisfaction was a reason for going,” said Fiona. Dr Sarah Howling, Principal of Alice Smith International School in Kuala Lumpur, said: “The situation in international schools is often much improved in relation to these challenges.” Teaching loads are likely to be smaller, schools tend to be far better resourced and student behaviour is often less of an issue. Paul Gildea of the British School of Bucharest argued that some of the more toxic aspects of the UK system are mitigated – if not disappear completely – in the move abroad. “The rise of school social media accounts, and the unprecedented access that

British teachers overseas are considered professionals to be respected

Image © depositphotos.com

parents now have, can lead to some teachers feeling a sense of burnout. There is nowhere to hide anymore; if a teacher has an ‘off day’, then it is laid bare.” By going abroad, teachers feel they can decompress and switch off better from these omnipresent pressures. That said, as the characters discovered in Lost in Translation, living in a strange culture can be a disorientating experience. “Internationally, the challenges involve settling into a culture,” said Fiona, “but also managing the ties back home.” Teachers may feel disorientated and torn between their new lives in a foreign land and insistent commitments back home. Given this context, it is unsurprising that many schools pride themselves on helping teachers manage the move abroad. “We created a very strong induction programme,” noted Sarah. “[Teachers] are met at the airport, given two weeks’ hotel accommodation, support finding accommodation and opening bank accounts.” Not only are these practicalities taken care of, but also “there is a series of social events to get to know each other and we have a wide and varied programme of professional learning, coaching, buddies and support from leaders.”

One big happy... The ethos of an international school must change as well, Sarah argued. Far from being just a place of work, Heads must recognise @ie_today | ie-today.co.uk | 45

that their institution provides an oasis of reliability and familiarity amidst what can be a challengingly alien environment. “School becomes much more of a family and is depended on more than in national contexts.” This familial touch extends

their contract.” Teaching abroad can “offer fascinating opportunities”, but the inevitable intermingling of personal and professional lives can leave some feeling like they live in an ‘expat bubble’. This environment can be draining long-term, and besides which, life

There is a series of social events to get to know each other and we have a wide and varied programme of professional learning, coaching, buddies and support from leaders to the little things: “I write birthday and thank you cards to all the staff.” But, Sarah cautioned, international schools must be aware of the responsibility they bear for staff welfare and ensure that “strategies to improve wellbeing in school move beyond what could be considered tokenistic”. Staff retention is also an important factor. According to COBIS’ research, 71% of teachers move back home within 10 years. And, as Paul noted: “Most teachers are employed on fixed-term contracts, and it is not unusual for teachers to leave at the end of 46 | ie-today.co.uk | @ie_today

back in the UK carries on regardless – the ties that bind home tend to grow stronger, not weaker, with time. Nonetheless, Fiona is keen to emphasise that “the movement of teachers is a genuinely two-way street. Satisfaction levels are still really high. People are not unhappy internationally.”

Word of mouth Reputation is also vital, said Sarah. “The international schools’ network is very small, and word of mouth and personal recommendations are powerful.

A school can have as many adverts and marketing gimmicks as it wants, [but] if teachers are giving a contradictory message about their experience, this will influence reputation.” Paul agreed that building a good reputation in the busy talking-shop of the international sector was crucial, but also that it went far “beyond marketing”. Rather, he said, “promoting the unique character of a school ferments a culture of inclusiveness and a sense of pride and community.” Many teachers consider a move abroad. Most enjoy the experience, returning to the UK with their teaching practice refreshed, their confidence in the profession renewed, and their tans topped-up. However, as appealing as pastures new are, teachers should be clear-eyed about the difficulties as well as opportunities that await. International schools have a duty to their staff to help them manage the transition as smoothly as possible. Looking after staff welfare not only protects the bottom line, it also defends something just as important: their reputation. Being lost in translation can be invigorating, after all – but only so long as you can find your way back home.

feature

Become an examiner with Cambridge Cambridge Assessment International Education are growing and over 10000 schools in more than 160 countries are now part of our Cambridge learning community. We are inviting teachers to develop their professional experience by becoming examiners for Cambridge IGCSE, Cambridge Pre-U and Cambridge International AS & A Level. Requirements are: • Applicants should have at least 3 years teaching experience and be educated to degree level. • Successful applicants will require a PC and broadband to allow them to access Cambridge on-screen marking systems. We offer: • a powerful insight into the teaching and assessment of Cambridge qualifications • valuable experience assessing a unique skills based qualification which tests pupils collaboration, reflection and research skills • support in developing your own professional practice • the highest standards of training and support • freelance opportunities, based on contracts for services for each examination series, which fit around your existing commitments.

To apply to be an examiner, please visit cambridgeinternational.org/makeyourmark

IE Today A4 ad Sep18.indd 1

10/09/2018 14:15

facilities

St Margaret’s School unveils new £45k adventure playground for girls

n independent girls school in Bushey has invested £45,000 in developing a challenging imaginative play area for pupils. The pupils had a lot to smile about when they returned to school as the playground boasts an array of exciting physical experiences from a three-towered ‘cook multi-play unit’ with large platform, to a fire fighter’s pole, a climbing wall with scramble net, a jungle swing trail

and multiple slides and tunnels. The playground is accessible to all children from Reception through to Year 6. The playground is designed to offer safe but enhanced opportunities for physical challenge as well as to encourage imaginative and cooperative play as the girls at St Margaret’s continue to learn about goals, perseverance and resilience. The school currently operates

a rota for the use of the playground on a daily basis. Rose Hardy, Headmistress, explained: “There’s a great buzz of excitement amongst the girls right now and it’s fantastic to see them enjoying the new facilities and learning independently through their play. Certain elements of the playground are proving to be a real challenge too, so it’s encouraging to see them

outside of their comfort zones, striving to achieve new goals.” For the construction of the playground, the school chose to work with outdoor activity specialist Wicksteed Park over more conventional suppliers due to its experience in developing play areas in a variety of settings. Hardy continued: “During the planning stages, we were very insistent that the playground had to fit into our local surroundings and showcase our beautiful countryside setting, so using as many natural and sustainable materials as possible was an important factor in the construction of the playground.” Sitting on an Ecotumble safety play surface, the playground also includes a ‘pick up sticks’ area for general climbing and a fun and challenging ‘crawl tunnel’, the school is also considering the prospect of incorporating a new ‘zip wire’ feature in the future.

ongoing desire to improve each area of both the Prep and Senior sites to enhance the experience of each pupil under their care. Construction teams have been busy improving large portions of the Prep School throughout the summer, in addition to a complete refurbishment of the Sixth Form Ferguson Centre thanks to a pupil-led campaign that raised more than £90,000.

Deputy Head Tim Cashell, added: “This is another fine example of the magnificent improvements we are making to improve the experience of each pupil under our care here at Rydal Penrhos, and it really is an exciting time for the school thanks to developments like this and our record-breaking A-level and GCSE results this summer.”

Rydal Penrhos improves dining hall with contemporary look Work to significantly improve Rydal Penrhos’ dining hall and kitchen area is now complete. The development began earlier this year after a period of consultation lasting several weeks between Headmaster Simon Smith and Holroyd Howe, who took over the school’s catering provision on St David’s Day. The work has seen a complete restructure of the serving areas and furniture at the facility, and the kitchen has also seen a major upgrade with the installation of state-of-the-art equipment as part of the investment, which 48 | ie-today.co.uk | @ie_today

will benefit both day and boarding pupils considerably in the coming years. Mr Smith said: “This will reap significant benefits in the long term which will shorten queuing time, further improve the menus and provide a contemporary dining experience which we can all appreciate and be proud of. I look forward to inviting everyone associated with Rydal Penrhos to experience our new facilities this month.” This is the latest in a series of exciting developments around Rydal Penrhos as part of their

promotion

OPPORTUNITY ISNOWHERE: A TYPO OR AN PROMO HEADING OPPORTUNITY FOR YOU TO MOVE FORWARD? Standfirst promo

P I

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What is your beyond where you are today? Asks Tracy Shand, Founder of Simply Boarding drop vision cap Otatur alis atius endebisim as reprovid est, cusandu submit this article with sheer cideliae volorro rectur accation et porest, trepidation and in the hope that the opta quamus, occulli ssitiamet ipsus sit et Editor will not change the title. So, odic to ea sitas into tem volorer natusci here we go. andebita nones exercient. What did you see in the title? Did you think, what? Tracy Shand, a published SUBHEAD author, can’t spell? Or did a sentence Erferovit officiatem rem fugites erum come to mind? Did you use spaces wisely voles maximinusto ipsum, utaquias to create your own personal message? sequae net id quas quia dis sin parchit hil Did you read ‘Opportunity is nowhere?’ ipsum utem qui omni berovidit ea con Or ‘Opportunity is now here?’ con re consequam exerum, cum faccus Whatever sentence you make comes auditatur, simaxim pelland itasimo luptatio. from the reality that you are living today. Fuga. Quiae velliquas in rehenime nobit Feeling that there is no opportunity to harum et, que nim faccateni doloreptur, move forward affects the day-to-day life sed quis ut re culparuptati ut autatur? that you are living. If you feel that you are moving towards an opportunity, then Info Bar more positive emotions come to the fore. Your future is based on one thing – how you act and react which comes from your thoughts and feelings. How you use your spaces, aka time off when you can just be you,

determines the life that you have. Think back to last week, how did you use those valuable times? Were you writing policies instead of spending time with your family? How can you use your spaces more wisely to move forward in what is rapidly becoming a complicated world? When you change the way that you look at things, the things you look at change. Opportunity is now here. By being curious about this article you have taken the first step to recognise where you are. What is your vision beyond where you are

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facilities

DLD College London opens doors to new Wellbeing Centre

uthor, campaigner and mental and emotional wellbeing advocate Natasha Devon MBE recently opened DLD College London’s new Wellbeing Centre. Natasha joined staff and students to cut the celebratory ribbon and formally declared the centre open, as part of the launch event. At the event Natasha also conducted a filmed interview on the importance of mental health first aiders in colleges that will be used as part of the college’s Personal, Social and Health Education (PSHE) programme. Mark Johnson, Head of Wellbeing at DLD College, who will oversee the centre team and its associated services commented: “The Wellbeing Centre brings together the College’s essential wellbeing services into one place allowing

for the greatest visibility and ease of access to all students for ways in which the College can support their journey. “The facility will also introduce a programme of personal development coaching integrated into one-to-one tutor sessions and delivered to support the students in setting and achieving their academic and personal goals while at DLD.” The Wellbeing Centre houses a number of key functions including the College’s nursing provision, management of co-curricular activities, a counselling service for students with specific mental health and emotional needs, student services as a first port of call for the students’ various college needs, attendance and intervention monitoring and provision, performance and wellbeing coaching, and additional

Bolton School Girls’ Division honours female scientists Students from Bolton School Girls’ Division were welcomed back after their summer holidays to find their science facilities had been given a makeover, with new names of top female scientists. The girls voted for the scientists they wanted their labs to be named after before

50 | ie-today.co.uk | @ie_today

the holiday, and now each lab has a new plaque outside bearing the name of one of the nine chosen women. The labs at Bolton School Girls’ Division are named: The Mary Anning Laboratory, The Nettie Stevens Laboratory, The Rosalind Franklin Laboratory, The

learning needs support. DLD College London is an independent sixth form college, housed in purposebuilt premises in the heart of London, on 199 Westminster Bridge Road, overlooking the Palace of Westminster and the River Thames. The College offers students the chance to study a wide range and flexible combination

of A-levels, BTEC courses, International Foundation Programmes (IFP) and GCSEs. As part of the Alpha Plus Group, DLD College provides a ‘gold standard’ of educational quality. Classes are small, enabling students and teachers to focus upon the most effective ways of learning and to provide them with the highest levels of pastoral care.

Eva Wittgenstein Laboratory, The Jocelyn Bell Laboratory, The Marie Curie Laboratory, The Caroline Herschel Laboratory, The Hertha Ayrton Laboratory and The Florence Bascom Laboratory. Dr Anne Fielder, Head of Science at Bolton School Girls’ Division, said: “Some of these women have been little recognised for their work and contributions to science, due to the fact that they were female. We would like to honour them for their scientific contributions and ensure that their names live on.” School Headmistress, Sue Hincks, is President-elect of the Girls’ Schools Association (GSA). She commented: “It’s important that young women have positive female role models to reinforce their self-belief and inspire them to aim high

in whatever field they choose to pursue. Women scientists are particularly important because working women are so grossly under-represented in science, technology, engineering and maths. “Girls’ schools are known to create environments where more girls choose to study maths and physics to A-level and I’ve noticed that, whilst the majority of young women scientists pursue careers in medical fields, there are growing numbers choosing engineering and technology. What is gratifying about this list of women scientists the girls have chosen themselves is the breadth of scientific fields they represent – they include women in engineering, maths, astrophysics, geology, palaeontology and astronomy as well as genetics and chemistry.”

promotion

TARAFLEX FLOORING IMPRESSES AT SCHOOLS ®

Gerflor’s sports flooring is providing schools with facilities that are durable, safe and comfortable ports and games played in a school environment encompass more than just the benefit of physical activity. Pupils of all ages can experience increases in self-esteem and mental alertness, therefore, schools have a prominent part to play in this process. Becket Keys Church of England School is a free school established in Brentwood, Essex in 2012. It was the first Church of England secondary school to be established as part of the free schools’ programme. Their aim is a simple one – to provide a high-quality education in a caring, Christian environment in which each student is known, valued and encouraged to achieve his/her best individual potential. In addition to addressing the academic and spiritual needs of the students, their overall fitness and wellbeing is catered for by a state-of-the-art sports hall where a variety of activities are enjoyed. It’s an area where international flooring specialist Gerflor has made a positive difference by supplying some 680m 2 of their outstanding high-performance Taraflex® sports flooring in ‘Oak’ for the refurbishment of the sports hall. Nina Chapman, Finance and Contract Manager, Becket Keys Church of England School, said: “The flooring was chosen by the architects. The addition of our logo provides a professional touch and we are delighted with it.” The need to appoint an architect who had the experience and talents to deliver a top-quality design and finish would be paramount. At Colchester-based Ingleton Wood Architects their commissions

range from large-scale new build and refurbishment projects to smaller value design and construction work. As a practice, their goal is to add value at every stage of development, from initial survey and concept planning through to the design, engineering and fit-out of interior spaces. Charlie Holmes, Chartered Building Surveyor from Ingleton Wood, said: “Becket Keys Church of England School had an existing sports hall which was coming to the end of its lifespan. Ingleton Wood LLP helped Becket Keys to apply for funding through the Condition Improvement Fund for Academies.” He went on to add: “We had used Gerflor flooring for a previous scheme

we were looking for and Gerflor worked hard to try and meet our specific requirements. Our students are excited about using our new sports hall and are rightly proud to have access to such professional facilities.” Gerflor have more than 70 years of experience with their Taraflex® sports flooring. It offers a wide range of colours and is suitable for a variety of applications. Taraflex® sports floors have been made since 1947 and used by the largest international sports federations (volleyball, handball, badminton, table tennis) for decades. Through partnerships with these federations, Gerflor has been present at the Summer Olympic Games since 1976. It’s an Olympic pedigree stretching back over an incredible 42 years. Taraflex® is available in 17 colours and three woodeffect designs. The Performance product offers a P2 category shock absorbency of 35% to 45%. Taraflex® is recognised for providing durability, safety and comfort without impairing performance. The range also offers greater than 45% force reduction, making it unrivalled in the marketplace in terms of offering comfort for users.

Gerflor were recommended to us by our architects and they have delivered on everything that we hoped for and were very happy with the quality of their products.” Charlie Holmes also commented: “The flooring looks brilliant, and our local area Gerflor representative helped the school complete a design which incorporated the school’s logo in silver.” Mr Scott-Evans, Headteacher at Becket Keys Church of England School, said: “Sport is incredibly important to us here at Becket Keys and we only want to see our students using the best equipment and flooring. Gerflor were recommended to us by our architects and they have delivered on everything that we hoped for. We knew what

Learn more about Gerflor solutions, ask for a free sample or speak to a specialist today by calling 01926 622 600, emailing contractuk@gerflor.com or visiting gerflor.co.uk for the latest innovations.

insight

Top of their game

Steve Wright tracks down some eye-catching sporting facilities at UK independent schools

@ie_today | ie-today.co.uk | 53

insight

SET SAIL

ake a head count of the residents of Kilgraston School near Perth, and you will find some 275 pupils, several dozen staff… and 22 horses. That’s because equestrianism is a substantial element of the sporting offer at the allgirls school, whose dedicated Equestrian Centre is set in 20 acres of beautiful grounds among the Perthshire countryside. The centre features a 40m x 60m, all-weather floodlit arena with a full set of show jumps, plus a jumping paddock and hacking track, alongside 10 newly renovated stables. Pupils at Kilgraston can begin riding lessons from the age of five – and pony rides a year before that. Lessons take place all year round; riding is all extra-curricular and optional, with a third of the school’s pupils riding through the week, in school teams on their own ponies, or assisting with the twiceweekly Riding for the Disabled sessions. Equestrianism is central to the school’s sporting ethos and success, as Rachael MacLean, Kilgraston’s Equestrian Manager, explains. “We run two equestrian events per year – the Scottish Schools Equestrian Championships in March and an interschools Hunter Trials in September, and normally have at least 25 Kilgraston girls competing at each event, alongside

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other local team riding events. “Kilgraston has produced some exceptional professional riders over the years. Louisa Milne Holme is a four-star international event rider, Lucy Alexander is Scotland’s first female professional jockey and current pupil Daisy Cross is in the Scottish Under 18s eventing squad, competing in the international one-star event at this summer’s Blair Horse Trials.” Pauline Stott MBE is the school’s Director of Sport: “Not a day goes by that the horses at Kilgraston don’t bring a smile to my face. Whether they are running around their fields or rolling on the ground, they are such a wonderful addition to the school on so many levels. It is a complete pleasure to drive through the campus’s front arch every day and see such a variety of horses and ponies. “The take-up of lessons for the Equestrian Centre is very high. Staff love the positive impact our facilities have, both in school and in the wider community. Girls really bond with the horses here. Of course, those who wish to take the sport to a higher level can join the school’s Equestrian Team and participate in competitions around the country. A relationship with an animal is so very important for children and this is demonstrated again and again – no more so than during our weekly Riding for the Disabled sessions.”

From land to water, sailing is big business at Rydal Penrhos School in north Wales, which celebrated the 60th anniversary of its sailing programme this year. Situated just a three-minute walk from the picturesque Colwyn Bay coastline, the school is fortunate to have fantastic natural resources for sailing. No surprise, then, that Rydal Penrhos has become one of the UK’s very few schools teaching sailing as part of its curriculum. The school recently received a prestigious accreditation from the Royal Yachting Association (RYA), enabling it to run courses and hold regional and national training programmes from its base, which is fully equipped with a fleet of dinghies appropriate for all abilities. Rydal Penrhos’ sailing programme is led by Max Todd, a Level 3 coach, advanced senior instructor and coastal skipper who also trains the Welsh National Sailing squads. “Sailing features as part of the curriculum for pupils from Year 3 to Year 8, where they are taught basic skills at their clubhouse or on the water,” Max explains. “Pupils can complete a wide range of RYA certificates including Stages 1–4, Sailing with Spinnakers, Performance Sailing, Seamanship Skills and Powerboat courses up to Level 2 as part of our new accreditation. “We are also able to give aspiring sailors the chance to take part in further sessions after school hours, and they are also challenged significantly in a competitive environment at a wide variety of regional, national and international competitions throughout the year.” The school also hosts its own regatta, which is well attended by schools and clubs from across the North West. Rydal Penrhos can also boast various members of national sailing squads. “Our sailing programme is something we are really proud of here at Rydal Penrhos, and it has been a huge hit with our hard-working pupils for 60 years now,” says Director of Sport Allen Boyd. “The commitment shown by our dedicated coaching staff is nothing short of extraordinary – and this is reflected in the amount of national and international success we have achieved at the school, as well as our recent RYA accreditation.”

HOLE IN ONE

Back in Scotland, around an hour’s drive from Kilgraston School, Edinburgh’s Loretto School has chosen to specialise in another relatively unusual school sport: the historic game of golf. The Loretto Golf Academy, established in 2002 on the school campus, boasts innovative practice facilities and programmes for both beginners and advanced golfers. The school has its own nine-hole artificial putting green, driving bays, bunker and chipping areas, which complement the excellent opportunities provided by partner clubs Craigielaw Golf Club, Archerfield Links, Musselburgh Old Links and Royal Musselburgh Golf Club. The Golf Academy delivers golf to more

than 260 pupils a week, between the ages of five and 18, as well as running a number of residential and non-residential golf camps throughout the year. It is widely recognised as the top independent golf school in Europe, attracting young golfers from around the world. More recently, the Academy launched its state-of-the-art Indoor Centre in 2015. It comprises an indoor driving range, short game facility to include chipping, pitching and putting, putting analysis and an indoor teaching studio with video analysis and Trackman. Over the years, former pupils of Loretto have captained many of the best-known clubs throughout Scotland and the UK. No fewer than seven Lorettonians have captained The Royal and Ancient

Golf Club, St Andrews, whilst 11 have captained the Honourable Company of Edinburgh Golfers at Muirfield. “Loretto encouraged me to make the most of myself in every aspect of my life, uncovering not only a competitive edge, but a love of sportsmanship that has been a guiding influence in my life ever since,” says former Lorettonian Graeme Simmers, 2001/2002 Captain of the Royal and Ancient Golf Club, St Andrews. “The Loretto Golf Academy ensures that I receive support from professional coaches in all golf disciplines – swing techniques and strategy, fitness and mental strength,” adds current pupil Maximilian Walz. “The Academy ethos can be described with four words: practise like a champion!”

@ie_today | ie-today.co.uk | 55

insight

STAND OUT

So far we have looked at schools which have found something unusual to add to their sporting repertoire. Other schools, meanwhile, concentrate on the more mainstream school sports – and ensure that they stand out by the quality of their facilities. For example, work has recently begun on a state-of-the-art sports centre at Loughborough Endowed Schools, paving the way for pupils to discover the physical and mental benefits of staying active. The construction team broke ground back in June and the facility, which will be used by pupils from across the Foundation of Schools, is due for completion by spring 2019. When open, it will include a multi-use sports hall, fitness suite with strength and cardio equipment, a dance studio and brand-new changing rooms.

Jim Doherty, Loughborough’s Chief Operating Officer, believes that the facility will play an important role in promoting sports participation among pupils, no matter what their age or ability – and sow the seeds for a lifelong love of sport. “This is an ambitious project and one that we believe will bring immense benefits to the Foundation. It will offer something for everyone, whether they want to compete to the highest level, feel strong and capable, or simply try something for the first time. “We know that sporting excellence and improved fitness are commendable goals in their own right, but we should also recognise the part exercise plays in developing valuable life skills such as resilience, determination and teamwork. Those who exercise regularly often say that it helps to alleviate stress and focus the

Contacts www.kilgraston.com/clubs-and-activities/sport/equestrian-centre www.rydalpenrhos.com/sailing www.loretto.com/golf-academy/1382.html events.endowedschools.org/sports 56 | ie-today.co.uk | @ie_today

mind, which is essential during busy exam periods and later on in their working lives.” As well as providing practice and fitness facilities for Loughborough pupils, the new sports centre will also host external matches and tournaments. “We are creating a place that we can all be proud of when visiting teams come to play here,” Jim explains. “Some of them will have travelled from across the county, or further, so it’s important that they – and their parents and teachers – enjoy their time with us.” Whether it’s horse-riding on the open moors of central Scotland or sailing the shores of North Wales, it’s that enjoyment – and participation at all levels – that is the crucial driver behind UK independent schools offering some of the best and most distinctive sporting facilities available anywhere in the country.

promotion

ADD VALUE TO YOUR INTERNATIONAL STUDENTS – BEFORE THEY EVEN ARRIVE Etherton Education’s courses for new international students will see them start school with better subject knowledge and more confidence, says Director Peter Etherton

he father picked me up from my hotel, in downtown Shenzhen, and we drove out towards Futian Central Business District in his limousine. I had promised to find a good boarding school for his child. His English was not great but it was far better than my Mandarin. He pointed out the sights as we drove along. “My building,” he kept saying. “This one – my building, too.” He indicated skyscraper after skyscraper. Clearly school fees were not going to be a problem. The limo pulled up at a five-star hotel and we were ushered through the restaurant, into a private room. Father introduced his wife and other family members. As usual, I was accorded great respect. I was, after all, a laoshi – a teacher. I asked about his child. “At school – come soon,” father said. “Very clever – I want top school – must go to Eden!” Fearful visions of religious mania leapt into my mind. Then I got it. “Ah, yes, Eton! Eton College. Yes, very good school.” Father smiled happily, the door opened and in came his only child, his shy young daughter, Lily. Sadly, I was not able to persuade Eton to accept its first girl, but in the end we were able to help her further her studies in the UK. Most British boarding schools these days will accept international students, and the main markets are China and the former Soviet republics. Both have very different educational cultures from the one they will encounter in our country. All international students will suffer some degree of culture shock, and for many it is severe enough to set back their academic progress by half a year. This may result in poorer GCSE or A-level results. I have nothing but admiration for the courage of these students in moving to an alien land. Consider the extent of the changes that, say, a teenage student from China must endure. Everything familiar is left behind. Goodbye, family. Goodbye, home, pet dog, visits to grandmother. Goodbye to your friends, your favourite TV programmes, your comfort food, your local shops. Your ability to communicate is suddenly

Cambridge success – the result of good preparation

We aim to make the difference in the systems explicit, so that students know what is expected of them lost, because now everything happens in English, and you learnt English to pass exams, not to communicate. Where once you could explain a maths problem, barter with a shopkeeper or tease your best friend, now you are tongue-tied. Values change too. Back home it was clear – work hard for the exams, nothing else mattered. Here in the UK, everyone wants you to take part in House Singing, to join D of E (whatever that is) and turn out for a cross-country run in the rain. Madness! Thus in 2002 my wife and I decided to design a course which would help international students through this period of transition. We analysed every obstacle in their paths, and tried to provide academic, social and pastoral solutions. We aim to make the difference in the systems explicit, so that students know what is expected of them. Now, Etherton Education offers seven different academic pre-sessional courses for students aged 10–17 at three school sites in the UK. If you recommend your new international

students to Etherton Education for the summer, we will pass them on to you in September with better English, better knowledge of their subjects and study skills, and, above all, with much more confidence. You will get back a valueadded student, and it will cost your school nothing. Tier 4 is no obstacle with a Home Office-approved partnership. And as for Lily? She came to our Etherton academic summer course for eight weeks, shed her shyness, went to a West Country school for A-levels, and thence to Cambridge, a talented mathematician. Father was pleased.

For further information about how we can help your students, contact: T: 01823 672388 E: peter@ethertoneducation.com W: www.ethertoneducation.com

promotion

SOCS: INTRODUCING A NEW WAY TO MANAGE SPORTS, CLUBS AND ACTIVITIES SOCS offers a comprehensive online school calendar solution that is used by nearly 800 schools worldwide OCS is used by leading schools in the UK and across the world to manage and communicate sports and co-curricular activities. SOCS also offers a comprehensive online school calendar solution that integrates with the sport and co-curricular modules that are used by nearly 800 schools worldwide. SOCS has worked with Epsom College for almost 12 years, first providing a tool to manage the extensive sports programme the school offers. During this time, SOCS has evolved into a comprehensive school calendar system, and Epsom now use SOCS to easily run activity sign-ups, communicate team and club schedules and take registers. To use a common example, SOCS allows Epsom to identify when a pupil has an activity clash; for example, they are signed up to drama activity but have been added to a last-minute rugby practice. It has been a fruitful working relationship for both SOCS and Epsom College. Andy Bustard, who is the Assistant Head in charge of the Total Curriculum at Epsom, said: “Epsom simply couldn’t operate without SOCS. The systems are all user-friendly, intuitive to operate and enormously time-saving. “We don’t know what we would do without SOCS. Parents love the sport module, as accessing team sheets, directions to matches and reading results and match reports adds significantly to their matchday experience. “At Epsom we have a huge array of activities and we run 18 50-minute periods across the week where these take place. The

co-curricular module enables the pupils and staff to run this huge breadth of activity and to coordinate it all effectively and efficiently, monitoring attendance and participation levels with ease. SOCS co-curricular and sport manage our 200+ games and activities sessions across the week.” Adopting the SOCS calendar has meant that as soon as events are added into the SOCS co-curricular or SOCS sport platforms by staff, they appear on the main school calendar, removing dual entry and providing parents with a single destination they can head to when they need to know

He said: “The people at SOCS are exceptionally helpful, from the sales team explaining the benefits of various products, to being receptive to amending their programmes to suit the majority of schools, while their customer service is first-rate, quick to respond and to help out. “Much like using two monitors on your desktop, once you have the SOCS applications you wonder how on earth you managed without them.” James Kershaw-Naylor, Business Development Director at SOCS, said: “It has been a great privilege and challenge

Much like using two monitors on your desktop, once you have the SOCS applications you wonder how on earth you managed without them what is going on with their children outside academic hours. The SOCS calendar can be customised to look like the rest of the school’s website, to ensure branding guidelines are followed throughout. Mr Bustard added: “The SOCS calendar is simple to operate and synchronises with the SOCS sport module, loading and amending fi xtures onto the calendar simultaneously to save time. Parents love the mobile apps that enable updates to their children’s sports teams, their activity programme and the College calendar in a simple format.” His kind words extend to cover the SOCS customer service, something that the family run company is extremely proud of.

to work with a school that offers such a broad range of sport and co-curricular activities. We knew from the start that if we could deliver a successful platform to a school like Epsom, we would have a system robust enough to handle any cocurricular programme in the world.” He concludes with his hopes for the future: “We know Epsom will continue to deliver an exceptional co-curricular programme to their students and we hope to continue to work with the school, offering exceptional calendar and activities soft ware to Epsom College.”

W: www.misocs.com E: sales@misocs.com

sport

Taunton Head selected for Swim England’s Coach 2024 Programme

aunton School’s Head of Swimming Development, Graham Davidson, has recently been selected as one of the coaches on England’s Elite Swim Programme. Swim England’s Coach 2024 Programme is aimed at developing the next generation of elite swimming coaches and will support and mentor coaches who are working at the upper level of the England Talent Pathway. Out of over 50 applicants, Graham was just one of 18 of the nation’s top coaches who was chosen to undertake the 14-month training which will further enhance his technical knowledge and enable him to gain more experience in high performance coaching. Graham Davidson commented about the selection: “I am thrilled to have such a great opportunity to gain invaluable training with Swim

Scarisbrick gets the ball rolling

England. It’s an honour to be able to learn from the best and I look forward to putting it into practice with our swimmers at Taunton School and Taunton Deane Swimming Club.” Launching on 30 October, the elite Coach 2024 programme consists of a number of workshops and mentoring sessions that will help the coaches learn and absorb British Swimming and England Talent coaching principles into their daily coaching methods.

Taunton School was founded in 1847 and is located in a Grade II-listed Gothic-style building. The 56-acre campus now houses the Nursery and Pre-Prep, the Preparatory School, the Senior School, Taunton School International Middle School and Taunton School International. Taunton School encourages pupils to explore opportunities in sport, the arts and activities, developing life skills in order to learn characteristics such as leadership and teamwork.

England Rugby squad returns to Clifton College for two-day training camp Clifton College welcomed Eddie Jones and the England Rugby squad back to the College for the start of a twoday training camp; they last visited in October 2017, when the forwards trained with

Wales on the Close. College rugby team captains were also able to meet the players. Director of Rugby at Clifton College Matt Salter said: “Rugby is such an important part of life here at Clifton, and

the Close is a fantastic place to train and play. It doesn’t get better for our pupils in terms of inspiration than being able to watch the England squad train here. It is a pleasure to welcome them back and we look forward to following their progress in the autumn internationals.” Matt has played GB Rugby League at U18 level and was captain of Bristol Rugby for four years, playing 189 games for them over 10 seasons. Clifton College was founded in 1862 and is an independent co-educational day and boarding school for children aged two to 18. The Sport programme at Clifton

Saturday 22 September was a “momentous” day for Scarisbrick Hall. For the first time ever in its 54-year history, it competed in a block Saturday morning fixture, playing rugby and netball against Liverpool College and The Grange. The school “firmly believes sporting excellence and mass participation are not mutually exclusive” and so was “delighted to provide more than 70 students with the opportunity to compete on a Saturday morning”. “Sport has been a longstanding tradition on Saturday mornings amongst many independent schools,” it stated, “and due to Scarisbrick Hall’s significant growth and the popularity of additional sporting fixtures, the time was right to provide the opportunity for our own students to take part. “It really was a day of celebration, with team spirit, camaraderie and fun all on display. This development truly cements the foundations for a great sporting programme here at the school.”

offers breadth of opportunity for all pupils supported by state-of-the-art facilities and coaching. Rugby is one of the College’s key strengths alongside cricket and girls’ hockey. @ie-today | ie-today.co.uk | 59

technology

Future-proof your digital skills today

t Wimbledon High School, focus has been put on developing critical digital skills. Head Jane Lunnon says a programme entitled Futureproof has been rolled-out at the school that teaches skills such as how to use Google properly and how to spot fake news. Wimbledon High School is preparing students for the workplace and academic life with excellent digital literacy – including problemsolving, communicating, understanding algorithms, powering up your Google search, handling information and spotting fake news. The programme encompasses: ● Skill – practical skills and knowledge for life, study and the workplace, based around specific software packages but also developing transferable and problem-solving skills. ● Careers – preparing for lifelong learning, professional and self-development. Equipping students with practical skills for getting jobs and thriving in the workplace, including interviews and Skype interviews. ● Safety and security – e-safety, financial security, reputational

security, data security and privacy are all pressing matters to understand. ● Civics – government, the media, democracy and our British values of tolerance and fairness, in the digital world. ● Real life – how do you open a bank account, pay your taxes, find out who your MP is and participate in society in the digital world? Wimbledon High School writes about the course: “When you’re rushing to finish a research task or scrolling through social media, how do you know that the ‘facts’

you are seeing are true? Can you evaluate the source for accuracy? Is the information reliable? Stop and think. Who is writing this text? What’s their position? What do they have to lose or gain from publishing this information. What or who were their sources? Be a bit suspicious. Try to cross-check facts with another site or source if the topic is contentious or they don’t make sense.” The course will also teach skills related to using Google. “Most people know that having done a search you can narrow down to see certain types of media or results – maps, images

and so on. The real tool for proper searching is the Google Advanced Search.” Factchecking is another vital skill taught on the programme. The course is a collaboration by staff in Wimbledon High School’s digital, library and careers departments and is based on The Essential Digital Skills Framework from The Tech Partnership, a consortium of government and business organisations. The school has adapted the framework for their students, bringing in top tips from a number of other institutions and crediting them in their notes to students.

Competition to show global excellence in engineering The Queen Elizabeth Prize for Engineering (QEPrize), the world’s leading engineering prize, has launched the fourth Create the Trophy competition. Open to those aged 14–24, the competition invites young people around the world to test their design skills, using an app to submit a design which, if successful, will be used as the trophy for next year’s QEPrize award. Launched in 2011, the biennial £1m QEPrize celebrates an engineer, or group of 60 | ie-today.co.uk | @ie_today

engineers, responsible for a groundbreaking innovation that has had a substantial positive impact on humanity. Create the Trophy gives young people the opportunity to create and submit a piece of engineering history using the latest in 3D technology, QEPrize3D, a smartphone and tablet app available on iOS and Android. The app provides a catalogue of shapes and materials to choose from, and an in-app photo studio allows users to show off their creations.

Entries will be open until 12:00 GMT on 2 December 2018. In addition to seeing their design 3D-printed into the finished trophy to be presented to the winners of the 2019 Queen Elizabeth

Prize for Engineering, the competition winner will receive a state-of-the-art laptop and an invitation to the London award ceremony, including travel and accommodation. Chairman of the Queen Elizabeth Prize for Engineering Foundation Lord Browne of Madingley said: “The Queen Elizabeth Prize for Engineering stands for global excellence in engineering. It seeks to inspire new generations of engineers to innovate for the benefit of humanity.”

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technology

Team Bath Racing at the 2018 UK event

Pushing the boundaries Former Burgess Hill Girls pupil Lottie Gilmore was encouraged to explore engineering at school – now with placements at Williams Racing under her belt, she hasn’t looked back since

What drew you to engineering and what do you enjoy about it?

My favourite subjects at school were always physics and maths, but I also enjoyed the design and technology options too. During AS-levels I attended a networking event at Burgess Hill Girls, where I met people from different careers relating to STEM subjects. Here I met an engineer who encouraged me to explore the industry, and I was surprised at the number of opportunities available. Ranging from biomedical, chemical and structural, to automotive and aeronautical, the broad nature of engineering has allowed me to experience different areas before choosing what I would like to focus on in my future career. After the networking event, I participated in the extra-curricular Engineering Education Scheme at school where a group of girls partnered with an engineering company to complete a project. We joined with Photek Ltd. who provided a project which involved learning how to code. The mentors were incredibly helpful and inspiring. After this I also took part in a Nuffield Research 62 | ie-today.co.uk | @ie_today

Placement where I was linked with another local company called OMEG Ltd. Here I joined the team and was mentored on a project where we manufactured a 5cc two-stroke diesel engine. The practical experience and learning about production

innovate new designs, manufacturing and testing your ideas, and then releasing it to the industry is a fulfilling process which engineering offers. Completing this under time and cost pressures requires teamwork and interactions which I really enjoy.

My proudest moment was designing my first-ever component; the responsibility was challenging within the fastpaced environment, but I found it incredibly rewarding when the part was made and used on the car methods was brilliant, and I was so proud to watch a month’s worth of work culminate when we got the engine running for the first time. Seeing the end product that you’ve been involved with work is something that I get great job satisfaction from. In addition to this, engineering also offers the opportunity to work in teams to solve real-life problems. Learning about scientific concepts, applying them to

You’ve completed a summer placement this year in the design office at Williams Racing. What tasks were you involved with? My role at Williams during my placements has focused on the design aspect of engineering. This involved taking on projects where I designed parts for the suspension systems on the F1 cars. The process included developing components using 3D CAD

junior design engineer for an industrial placement year. I have followed the sport with my family from a young age and have always aspired to work in the industry, so starting my career with the team was an incredible feeling. My proudest moment was designing my first-ever component; the responsibility was challenging within the fast-paced environment, but I found it incredibly rewarding when the part was made and used on the car.

(Computer Aided Design) software. Once the designs were finalised, drawings were created and sent to the manufacturing facilities at the factory to be made. I also took part in opportunities such as practical composite manufacture and joining the Race Support team during a Grand Prix weekend.

Can you tell me about your participation in and leading role in Formula Student; is there anything you can tell me about your car for 2019?

What do you feel is your biggest achievement so far?

My biggest achievement so far has been joining the Williams Racing team as a

How do you feel about your experience with independent education? Burgess Hill Girls was a brilliant school with an atmosphere that encouraged pushing boundaries and developing skills. The teachers were influential and incredibly supportive with my academic studies, providing extra classes for STEP maths and

You can follow news from Williams Racing on Twitter @williamsracing and visit their careers page at www.williamsf1.com/pages/careers.

Lottie taking part in the Formula Student competition with Team Bath Racing

Formula Student is a competition where universities from around the world design and manufacture racing cars, then compete against each other at different events. I’ve been a member of Team Bath Racing (TBR) throughout university, where students from all year groups are involved in the process. Starting with carbon-fibre manufacture and progressing onto design projects, it’s been a brilliant opportunity to gain experience before going into industry. For the 2019 season I am the Vehicle Dynamics technical lead. The role requires a technical understanding of the dynamic performance and set-up of the car, as well as the design requirements for suspension, steering and braking components. This must all be achieved while maximising the performance of other areas of the car, including the chassis, aerodynamics and powertrain. The Vehicle Dynamics group is made up of seven final year students, and time management is key due to the need to balance the design and testing deadlines of TBR alongside our university course. It’s a great challenge and opportunity to learn, and teaches us the fundamentals of an engineering team that can be applied in our future careers. For the 2019 car, we plan to build a singleseat formula-style race car that uses modern designs, materials and manufacture methods to maximise performance. For example, the internal combustion engine that powers the car will be modified by the addition of a turbocharger, yet will use a renewable fuel. Complex driver aides such as launch control will be developed, and many areas of the car, from the chassis and aerodynamics package to the suspension components and wheels, will be constructed from lightweight materials such as carbon fibre, magnesium, and 3D printed plastics and metals. The overall aims for our car are to minimise weight and improve the reliability so that we can take on our competitors next summer.

university interview preparations. Outside of the curriculum, I built my teamwork through performing with the school’s music groups and learnt about leadership responsibilities in my role as House Captain. The school also encouraged me to develop areas I initially found challenging, such as public speaking, by offering opportunities like talking at open day events. I have continued to use and develop key skills acquired during my time at Burgess Hill Girls at both university and while working in industry. I learned to take on new challenges and risks, which have allowed me to pursue my passions both at university and in my engineering career.

@ie_today | ie-today.co.uk | 63

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EVENTS 66 HMC AUTUMN CONFERENCE

68 GSA ANNUAL CONFERENCE | 70 PHOTO FINISH

@ie_today | ie-today.co.uk | 65

event

Top five takeaways from the HMC Autumn Conference Independent Education Today Editor, Jo Golding, brings you her top five discussion points from this year’s HMC

he HMC (Headmasters’ & Headmistresses’ Conference) Autumn Conference 2018 had the strapline ‘Together to Learn’, and as a first-time attendee, it certainly didn’t disappoint. Shaun Fenton, HMC Chair and Headmaster of Reigate Grammar School, said: “I hope, as the first Chair of HMC to have worked for a local education authority in both ‘failing’ and ‘outstanding’ schools, and to have been Head of a comprehensive, academy, grammar and independent school, that I may bring a new and distinctive perspective.” With this in mind, here are my personal top five takeaways from HMC for you to ponder.

1. Independent schools are contributing hugely to the economy Independent schools are saving taxpayers a staggering £3.5bn every year by providing places for pupils who could otherwise attend state schools. This is according to a report by Oxford Economics, commissioned by The Independent Schools Council, called ‘The Impact of Independent Schools on the UK Economy’. This saving is enough to build more than 20,000 affordable homes. Barnaby Lenon, Chair of ISC, said the report was created because it is ‘rarely recognised that these schools contribute as much as they do’. They’re also major employers, with independent schools in 2017 supporting 303,000 jobs.

2. Schools need to do more to teach girls proper values Jane Lunnon, Head of Wimbledon High School, an independent girls’ day school, blew me away with her enthusiasm for teaching young girls about what really matters. “We’re losing sight of what’s real,” she said. “We now celebrate the trivial and there is a relentless focus on looks – what has happened?” With the aid of lectures, workshops and speakers on subjects of importance, (homework where students have to read a newspaper once a week was also suggested), Lunnon believes we can take back control over this problem. She speaks proudly of the Feminist Society at her school, set up by the girls, and an environmental campaign to bring your own tupperware to school.

3. Better meeting the needs of millennials could improve staff retention Dave Cole, Managing Director of Shine Education and Training, and his colleague Bob Twells (both exHeads) led a first-time workshop with HMC attendees, drawing on their wealth of experience in education. They discussed the characteristics of millennial 66 | ie-today.co.uk | @ie_today

“I hope, as the first Chair of HMC to have worked for a local education authority in both ‘failing’ and ‘outstanding’ schools, and to have been Head of a comprehensive, academy, grammar and independent school, that I may bring a new and distinctive perspective”

teachers – such as being good teambuilders, highlyeducated and tech-savvy, while also expecting opportunity for growth and work-life balance. The workshop encouraged teachers to produce a bespoke action plan to better meet these needs. While teaching does provide many excellent opportunities, is there more we can do to retain younger members of staff ?

4. Young people also need to be taught digital skills Back to Wimbledon High School again, but this time on developing critical digital skills. Head Jane Lunnon says a programme entitled Futureproof has been rolledout at Wimbledon High that teaches skills such as how to use Google properly and how to spot fake news. Technology was a massive talking point this year, with HMC and Digital Awareness UK (DAUK) launching a Tech Control 2018 campaign to help young people make good decisions about their use of technology. For more on this, read the article by Emma Robertson, co-founder of DAUK, on page 23.

5. There are still new ideas being brought into education Many who work in the education sector have done so for many years, so you’d be forgiven for thinking there aren’t any new ideas left. How wrong that would be. BeesMAX has found a new way to teach STEM subjects and learn about wildlife, by offering schools a software tool for remote access to beehives. Pupils can receive half-hourly information on their hive, returned as a graphical display with sample lesson plans. The company’s Mark Gale told me what’s great about the idea is that it gives access of beehives to a much wider audience. It’s causing a real buzz (sorry) in schools in Yorkshire already, with many more schools interested.

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events

GSA Annual Conference to inspire students’ futures The GSA Annual Conference this year will see a range of keynote speakers address the students

his November, 150 headteachers and specially invited guests will meet for the 2018 Girls’ Schools Association (GSA) Annual Conference. For this year’s GSA president, Gwen Byrom, creating a programme that inspires educational leaders to continue to create environments where girls can embrace opportunity with confidence was vital. “I wanted a programme that has an eye to our students’ future, with sessions that demonstrate how what happens today in our schools can have a massive impact on girls’ confidence, their future careers and their ability to carve the kind of life they want for themselves long after their exams have been and gone,” says Gwen, who is Head of Loughborough High School. “On one level this is basic stuff, but as heads we are so involved in the day-to-day minutiae of running our schools that it’s vital we refresh and renew our knowledge and our own sources of inspiration. The conference is the ideal time to do this.” Gwen is very conscious of the potential impact she has on her students, in the sense that she is a role model through her life choices as much as her ability to lead her school. Twelve years ago, Gwen and her husband, Andy, decided that one of them should stay at home to look after their – at that point four – children. Andy was willing to step back from teaching design and technology in order to take over the lion’s share of the childcare, while Gwen pursued school leadership. Not long after, their fifth child arrived. It’s a family scenario that has made Gwen the focus of much media attention during her GSA presidency. She said: “I think it’s important for girls to see men and women making conscious decisions about how they organise their domestic lives. It’s important that they grow into women who know they have choices and are confident enough to negotiate and make them, whether it’s at home or at work. Girls’ schools can’t change the environment beyond school, but we can give our students the self-belief to be prepared for it and to be strong enough to challenge the gender bias and sexism they may encounter, whether unconscious or otherwise.” It’s no surprise, then, that this year’s conference has the theme ‘Inspiring Futures’. Keynote speakers include Dany Cotton, commissioner of the London Fire Brigade and one of the highest-ranking women firefighters in Europe; the Government’s former Secretary of State for Education and Minister for Women and Equalities, Nicky Morgan MP; and world-renowned expert in fertility and genetics, Professor Lord Robert Winston. Psychotherapist Julia Samuel MBE, who is founder-patron of Child Bereavement UK, will talk about the impact of bereavement on children and how schools can help. There are sessions to inspire headteachers’ aspirations 68 | ie-today.co.uk | @ie_today

Gwen Byrom and students from Loughborough High School

I think it’s important for girls to see men and women making conscious decisions about how they organise their domestic lives for their students’ future careers, sessions to inform about latest research and practice, and opportunities to discuss a whole range of meaty topics with other heads. Diverse roundtable discussion topics will include how to create a whole-school culture that’s conducive to the good mental health of both students and teachers; how to identify the insidious behaviour of groomers; and how girls can get involved in real STEM research in areas such as particle physics and space science. There will also be a panel discussion on the changing landscape for young people beyond school, with Sophie Adelman from apprenticeship advocate Whitehat, and Ed Fidoe from the pioneering new state-funded School 21. “There’s always something new to learn, even if it’s simply re-discovering a new way to apply something you already know about,” says Gwen.

The GSA Annual Conference is on 19–20 November in the Amba Marble Arch Hotel, London.

photo xxxxx finish

Each student raised £4,500 to fund the trip; now to celebrate!

tudents and staff from Derby High School have spent four weeks in Malawi where they took part in challenging treks, climbed Mount Mulanje – which stands at 2,319 metres high – and carried out voluntary work in the local community. Each student had to raise £4,500 to fund the trip and students were also tasked with organising accommodation and finances once they arrived in Malawi. Student Sara Azeem of Derby High School said each team member was given a role and she was responsible for finance and budget. “It was quite stressful as we were handling the money but it was good experience and really helped me to improve my organisational, teamwork and communication skills. “We climbed Mount Mulanje on the first day. It was quite difficult as we got ants in our clothes and it was cold. I don’t think we had expected to be climbing properly, we had to use our hands and it was quite challenging.” Annie Allum, the Derby High School teacher who led the trip, said: “The experience that all of the girls had on our trip to Malawi in July was just truly fantastic and unforgettable! “We were all challenged beyond our comfort zones – staff and students alike – and took ownership of our experience by taking on different roles and responsibilities throughout the trip, from budgeting to cooking on open fires to leading treks. All the girls thoroughly enjoyed experiencing the Malawian culture and certainly made memories for life.”

70 | ie-today.co.uk | @ie_today

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