Best Performing Schools in The United Kingdom 2021

2021 | VOL-02 | ISSUE-06

BEST

PERFORMING

IN THE

SCHOOLS UNITED KINGDOM 2021

Creative Learning Methods Curtain Call: Understanding the Role of Theatre in Education

Bond of Trust Transformation in the student-teacher relationship in over two decades

TASIS SCHOOL IN ENGLAND The

AMERICAN

PROVIDING MULTIPLE PATHWAYS FOR GROWTH

EDITOR’S NOTE

CONSISTENT WITH HIGH QUALITY AND STANDARD

T

he ancient Roman architecture that gives a glimpse of history to contemporary architecture, the Stonehenge to the royal palace, museums and castles flash before one at the mention of The United Kingdom. Besides being a great tourist destination, the United Kingdom is also well-known for education, particularly higher education.

That United Kingdom is a popular education destination particularly for the international students is a known fact.

Throughout the world, the United Kingdom is known for its high quality and standard of education. The quality of education in universities of United Kingdom attracts students from across the world. And now, expat students will be able to work in the UK after they get their degrees from universities here.

Wide range of job opportunities, good working conditions and decent pay package make this fifth largest economy in the world to be the choicest destination among international students.

If the UK has been consistent in retaining its standard of education and reputation worldwide, it was only because of upgrading the system time and again.

The education system in the UK underwent series of transformations over centuries. From being linked to religious institutions to world class universities, education in the United Kingdom has come a long way.

The efforts to better the education system continuously paid huge dividends. Today Oxford, Cambridge and London universities are among the topranked in the world.

It was the 19th century reforms that expanded the provision of education with state-funded schools. The United Kingdom was also way ahead of other countries in making education compulsory for the age group of 510 years. Later, the school leaving age was raised to 18 years.

The education system underwent transformations continuously throughout the 20th century when the concept of Tripartite Education was introduced. Under this system, the secondary school education was divided into secondary grammar schools, secondary technical schools and secondary modern schools.

Gradually, this was phased out into comprehensive

schools and finally into National Curriculum. Many more reforms were brought about the education system through various Acts of the government. The country boasts of a robust education system today with private and government schools. The UK is known for its diverse education system because of which the employability rate is also high.

In an attempt to honour the high-quality education offered in the United Kingdom, we at The Knowledge Review magazine came up with this special edition, Best Performing Schools in The United Kingdom. We handpicked few educational institutions that rose above the ordinary to impart the best in education with excellent teaching-learning methods and holistic approach.

The United Kingdom was, is and will always be the place to learn.

Have an insightful read! T R

Sumita Sarkar sumita@theknowledgereview.com

Providing Multiple Pathways for Growth

ARTICLES

18 28

Creative Learning Methods

Curtain Call : Understanding the Role of Theatre in Education

Bond of Trust

Transformation in the student-teacher relationship in last two decades

08

22

Bishop’s Stortford College The Unbridled Unorthodoxy of Creativity and Education

CONT ENTS

32

Bluebell Cottage School

The School for New Generation

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BEST

PERFORMING T R

IN THE

SCHOOLS

UNITED KINGDOM 2021

Name of the Institution

Bishop's Stortford College

URL

Brief

bishopsstortfordcollege.org

Bishop's Stortford College is a wonderful place of learning in a beautiful artistic setting with great academic rigour, placed on the edge of a market town between London and Cambridge.

Bluebell Cottage School

Situated in the heart of Chelsea on Ives Street, is the Bluebell Cottage School, which began its journey in 2016 with a vision to create a loving, warm, engaging, and stimulating atmosphere for children to develop and derive quality education in.

Chigwell School

chigwell-school.org

Chigwell is a co-educational school for pupils aged between 4 - 18, set in 100 acres of captivatingly beautiful grounds. Offering a balanced education in a stable, traditional environment, Chigwell is known for it's high academic standards.

City of London School for Girls

www.clsg.org.uk

An independent day school that is diverse yet with a strong sense of identity. The school dees easy categorisation

www.jags.org.uk

An independent day school situated in Dulwich, South London, England. It is the oldest girls’ independent school in Greater London.

mtsn.org.uk

One of England's top ten schools since 1561, Merchant Taylors' School is a British independent day school for boys, which offers a forwardlooking education rooted in traditional values.

stswithuns.com

St Swithun's School is an independent day, weekly and full-boarding school for girls in Winchester, Hampshire, set on an inspiring 45acres campus overlooking lush countryside.

tasisengland.org

TASIS England is a leading day and boarding international school in Surrey for students aged 3-18. Founded in 1976, TASIS excells at providing a truly international learning experience for over 600 students each year.

falconsboys.co.uk

Founded in the year 1956, The Falcons Pre-prep school for boys is a leading day pre-prep school for 2-7 year old boys, including a co-educational nursery for girls and boys aged 2-4.

www.westminster.org.org

The only ancient London school to occupy its original site, immediately next to Westminster Abbey and the Houses of Parliament.

James Allen's Girls' School (JAGS)

Merchant Taylors' School

St Swithun's School

TASIS The American International School in England

The Falcons Pre-Preparatory School for Boys

Westminster School

COVER STORY

Providing Multiple Pathways for Growth

S

chools play a key role in shaping the leaders of tomorrow through academic learning and personal development. In today’s interconnected world, it is more important than ever to ensure that young people are also equipped with the skills required to become productive global citizens. TASIS The American School in England achieves this balance and produces graduates who not only succeed in top universities around the world, but also confidently embrace the future challenges and opportunities presented by our global community.

History and Infrastructure Established in 1976 by the Founder M. Crist Fleming and owned by the TASIS Foundation, TASIS The American School in England is a leading co-educational, independent day and boarding school providing a truly international learning experience for over 600 students aged three to 18, with boarding available for students starting in Grade 8 (ages 13-18).

open-minded, and compassionate member of a global community.

Commitments

Each student is provided with multiple pathways through TASIS England’s curricular and co-curricular programs, designed to inspire their learning and challenge them to strive towards their personal potential.

• To promote multiple pathways for each learner throughout the learning environment, the programs, and the community.

• To nurture the intellectual curiosity that will prepare each learner for the opportunities and challenges of the future.

• To encourage continuous personal growth through active engagement and the desire to seek and learn from experiences. Through a balance of support and challenge, students flourish as creative, reflective, and resilient owners of their learning.

• To foster connections and collaboration in the community of learners by cultivating supportive relationships and celebrating the unique contributions of each member.

Mission and Values

Outcomes

Mission

• Life-long Learning cultivates curiosity, exploration, and discovery, emboldening individuals to embrace a culture of learning and celebrate the journey of continuous development toward personal fulfillment.

The School’s beautiful 46-acre campus is located 18 miles southwest of London and eight miles from Heathrow Airport. Students from over 50 nations thrive in an environment where they are encouraged to become lifelong learners, develop international mindedness, and take responsibility for their community and the environment through service leadership.

TASIS England nurtures intellectual curiosity and emboldens each learner to flourish as a principled,

• International Mindedness promotes the exploration, communication, and celebration of diversity. Being curious and open-minded to the richness of perspective within our global community creates a desire to flourish through action and service.

• Service Leadership fosters empathetic, compassionate, and principled individuals who take responsibility for sustaining healthy relationships with themselves, their families, their communities, and their environment.

Person Behind the Success Bryan Nixon joined TASIS England as the Head of School in June 2017. Prior to arriving at TASIS England, he led international schools in locations as varied as the Bahamas, Germany, and the United States over the course of his long career in education.

Bryan built a strong leadership team and focused on partnering with the entire school community to create an updated school mission and three-year strategic plan.

During Bryan Nixon’s leadership, a wide range of initiatives have been introduced and the School has been continuously improving its performance in all aspects of what defines a high performing school.

• Development of a Hybrid Learning Program so students are able to seamlessly transition between face-to-face, synchronous, and asynchronous learning depending on their needs and circumstances.

• Bespoke scheduling is available to provide individualised learning experiences for all students and a balance of challenge and support, while students can pursue their own academic goals, learning pathways, and interests.

• Four-year university counseling program to ensure students receive timely guidance and support from a team of four college counselors.

• Formalized student support programs in Student Counseling, English-as-an-Additional Language (EAL), and Learning Support.

• A three-year “Flourishing Plan” was developed in 2019 and includes the following resources: - A Wellness Center providing access to dedicated spaces on campus to allow time for reflection, prayer, meditation, or quiet time.

- Student Voice initiatives helping students engage in and develop their well-being.

- Mental Health First Aiders - Dedicated emotional counselors across all school sections including evening boarding support - Annual “Flourishing School” survey, a school-wide

BEST PERFORMING SCHOOLS IN THE UNITED KINGDOM- 2021

initiative to provide informed interventions for its approach to the students’ well-being.

- Mindfulness courses: for students in Grades 8 to 10 as well as faculty and staff.

• Introduction of dedicated boarding house parents and support workers to create genuine home-away-fromhome feel.

• Creation of a Diversity, Equality, and Inclusion (DEI) working group with representatives from all parts of the community.

In addition to the above, TASIS England’s extremely low teacher turnover (at 7%) and high student retention (over 80%) is exceptional for an international school.

Academic Programs, Accreditations, Specialisations TASIS England is inspected by The Independent Schools Inspectorate (ISI).

It is also accredited by: • The Council of International Schools (CIS) • The New England Association of Schools and Colleges (NEASC) • International Baccalaureate Organization (IBO) The School offers the following programs: • International Baccalaureate (IB) Diploma Programme and Advanced Placement courses that are recognised by universities and colleges in the UK, in the US, and across the world.

• A choice of international and American curricula and a traditional academic program.

• Robust Sports and Activities programs as well as dynamic travel and student leadership opportunities.

• Extensive Visual and Performing Arts programs.

• Four-year College Counseling program.

Holistic Development TASIS England is committed to providing a safe learning environment that promotes the welfare of children and young people. “Our faculty and staff uphold these values and serve as strong role models. At TASIS England, we have a variety of resources available to students. In 2019, we opened the Wellness Center to provide a place for students to nurture their mental health and well-being,” informs the TASIS England Senior Leadership Team (SLT). “The center provides a multi-faith Prayer Room, a Quiet Reflection Room, and Counselors are available in the

evening for boarders. We also promote student voice in a number of ways including an innovative Student Voice Website - created and managed by TASIS students,” the SLT adds.

“At TASIS England we go out of our way to challenge students and develop their resilience. We provide the tools that help students recognise how they can improve, work to overcome challenges, and reach their full potential.

Through our service leadership opportunities, our students learn how to be caring and compassionate and how to flourish in life at school and beyond,” says the School.

The School’s extensive academic travel program creates connections between students and other people, ideas, and opportunities by moving their learning beyond the classroom to a global world, the world of the future.

Functioning During the Pandemic With the safety of students and staff as its highest priority, TASIS England developed an approach to support the entire school community through the challenges of the pandemic by using the 5Cs – Communication, Connection, Care, Compassion, and Creativity.

Addressing the lifestyle and mental health implications for the school community was as essential as providing a smooth transition to the Hybrid Learning program.

How? The school-wide response focused on: Operations – ensure the community's safety by implementing exceptional hygiene standards; ensure availability of the technology essential for the transition to online learning.

• Developing a Hybrid Learning program to guarantee a seamless continuation of learning for all students.

• Students – beyond continuity of learning, provide opportunities for student connections with their advisors, counselors, and peer group; continue to focus on safeguarding despite lack of proximity (e.g., through The Student Voice website).

• School community – support students, staff, and families by providing holistic initiatives that encompass physical and mental health; establish a “Morale Up” communications plan that includes positive and inspiring social media and newsletter content, physical challenges, well-being tips and support, etc.

• Safety mitigations to reopen the School in August – during the summer, the School installed an extensive

range of safety mitigations across campus, alongside robust safety protocols to ensure the safe return of students and staff to campus for the new academic year.

• Co-curricular offerings that operate using clear mitigations to provide students with stimulating and engaging activities and sports.

Career Guidance TASIS England offers a four-year College Counseling curriculum that is unique to most international schools. The school program supports students throughout their many pathways toward their personal goals. The School has a counselor to student ratio of 1:30. “Starting in the ninth grade year, we help our students identify the specific personal, academic, artistic, leadership, and athletic qualities that each possesses.

Additionally, by exploring careers and university options, we guide students through the process of setting realistic goals and selecting post-secondary options that are best for each individual,” informs the School.

Achievements TASIS England was awarded the “Best Educational Product” Award for its Summer Program by the British Youth Travel Awards 2019.

It has also been named as a finalist for the following awards: • Relocate Global Award for “School Providing Outstanding Relocation Support” (2019 and 2020) • Independent School Parent Award for “Independent School of the Year for Student Well-Being” (2020).

“

WE PROVIDE THE TOOLS THAT HELP STUDENTS RECOGNIZE HOW THEY CAN IMPROVE, WORK TO OVERCOME CHALLENGES, AND REACH THEIR FULL POTENTIAL. THROUGH OUR SERVICE LEADERSHIP OPPORTUNITIES, OUR STUDENTS LEARN HOW TO BE CARING AND COMPASSIONATE AND HOW TO FLOURISH IN LIFE AT SCHOOL AND BEYOND.

“

Students can research their options by attending an annual Careers Expo and individual presentations in the Career Speakers series. Finally, college counselors assist Grade 12 students as they complete their applications, serve as a liaison between students and universities, and answer any questions that families may have.

TASIS England provides individual pathways for each learner through the School, its programs, and its community

In Future Having successfully achieved the objectives of the 2018 - 2021 Strategic Plan, TASIS England will develop its next three-year strategic plan starting in Spring 2021. This mission-focused plan will ensure that the School continues to promote opportunities for individualised student learning through both the curriculum and the co-curricular programs. In addition, the development of a new 10-year Master Plan will consider potential future campus development projects inclusive of additional classrooms, the renovation of Theatre, Music, and Sports facilities, and how to continue to upgrade facilities to maximise the efficiency of the technology now utilised daily within teaching and learning. T R

• We are a global community where students of over 50 nationalities thrive in a nurturing, safe, and supportive environment.

• We have a stunning 46-acre campus that inspires learning in a beautiful English village setting.

• We are located 35 minutes by train from London, one of the most vibrant cities in the world, and 20 minutes by car from Heathrow Airport.

• TASIS graduates gain acceptance to excellent universities in the UK (42% of students in 2020), the US (39%), and worldwide (19%).

• 96% of our students go to their first or second university choice.

• AP Results: 89% pass rate vs 67% international average; average mean score 3.9 vs 3.15 international average • IB Results: 35 average points vs 29.9 international average; pass rate 98% vs 77% international average.

• We have a learner-centered and supportive environment that fosters curiosity, learning, and individual talents.

• Small class sizes (average of 15 students per class); personalized attention (student- faculty ratio of 6:1); experienced, engaging, and caring faculty and staff.

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Understanding the Role of

Theatre in Education

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“Great theatre is about challenging how we think and encouraging us to fantasize about a world we aspire to.”

- Willem Dafoe

Ÿ

Challenge perceptions, changes attitudes and behaviour As mentioned before, theatre allows children to introspect on important issues and consider conflicting perspectives. The 'young people' characters in a play or performance are reflective of the younglings in the audience, akin to peer mentors, credible and likeable, which helps young people to incorporate the messages into their thinking.

Ÿ

Enhances self-esteem By using drama as a tool, young people can channel their creativity in wonderous ways adding value and purpose to it. It lets students find their own unique ways to discover the answers for themselves. This method of working and learning improves self-esteem, motivation, and achievement.

Ÿ

Helps deliver important messages in a simple, easily understood manner The ability to portray information in a very visual manner whilst providing context for that information delivered is perhaps the most important contribution of theatre in education. This facilitates that ability in young people which allows them to make inferences about what information provided means for themselves in real life.

I

t is said that the artist and the madman are swimming in the same waters. But the artist surfs down the waves and brings something back into the perceived knowledge of the society. Just like the madman, the artist risks losing a part of himself, but still manages to bring back souvenirs and ideas that change the phase of our collective understanding. We pay money to them to see shows, art pieces, movies, stories, and abstraction of their thoughts that they have drawn out from their subconscious.

These are our heroes, thinkers, visionaries, and innovators who show us something we always wanted to see, say the words that our minds just could not seem to formulate before, and creating what we could only see in our dreams.

Creativity is truly madness.

Theatre in Education Numerous studies have come forward all demonstrating a strong correlation between drama involvement and academic achievement. Several standardized tests have come forth which compared students who took arts classes to their peers who did not, conclusively proving that the students who participated in drama often experienced improved reading comprehension, maintain better attendance, and be more engaged in the learning process in general.

Theatre in Education (TiE) facilitates a safe learning space for children and young people, where they can think clearly about important issues and examine the outcomes of actions for themselves.

Let us look at some of the well-known, and other not so well known, benefits of inculcating theatre in early school education: Ÿ

A source of inspiration Theatre engages children and young people in their learning process. It excites young minds, enthrals them and challenges them to consider different perspectives and ideas. Theatre can also make young people reflect on their behaviour and internalize crucial life lessons and morals.

It also allows people to develop enquiry skills, questioning what influences are around them which impacts on behaviours and attitudes as well as inspires them to make informed, healthy life choices. Ÿ

Maximizing comprehension ability From learning to reading to the in-depth study of Shakespearean literature, drama can play a significant role in the continual development of student's reading comprehension skills. Comprehension – the skill of formulating complex logical sets of ideas into something that makes some coherent sense. So, in a way, comprehension is just like thinking.

Drama and comprehension help students to develop a sophisticated set of ideas, which the students can employ in debating, writing ability, critical thinking, and inquisitive exploration. T R - Aditya Umale

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Bishop’s Stortford College The Unbridled Unorthodoxy of Creativity and Education

T

he United Kingdom is consistently regarded as one of the best countries to study for people of all creeds and age groups. Education is an important part of British life. There are hundreds of schools, colleges, and universities, including some of the most famous in the world.

One such institution which is highly regarded as a truly wonderful place for learning is the Bishop’s Stortford College. A place large enough to provide an outstanding range of opportunities for developing well-rounded, skilful, and happy young people, yet small enough for each individual to be nurtured; such is the stature of this illustrious and historic college.

The Rich History Founded over 152 years ago, Bishop’s Stortford College sits in a green and spacious campus on the outskirts of a market town, mid-way between London and Cambridge.

Close to open countryside, this peaceful and safe setting is remarkably easy to reach – just 40 minutes from London Liverpool Street by rail and 10 minutes from London

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Stansted airport. Catering for children from the ages of 4-18 years, the college has a well-deserved reputation for unpretentious excellence.

Originally founded by a group of prominent nonconformists (protestant churches independent of the Church of England) the school aimed to establish a public school in which evangelical nonconformists might secure for their boys, an effective and Christian education on terms that should not be beyond the reach of the middle class generally. Initially called the Nonconformist Grammar School, in 1901 it was renamed Bishop’s Stortford College.

From the start, the nonconformists worked to break down barriers between people and to respect individual conscience. This was reflected in the combination of boarding and day pupils and in a determination to play a role in the local community - an ethos which still holds true today.

From the outset, the school built a strong reputation for sports, and in 1895 was one of the first schools in England with its own indoor heated pool. As its size and reputation

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grew, the distinctive red brick school buildings, designed in the arts and crafts style by architect and former pupil, Herbert Ibberson, were added, and the 100 acres of sports fields acquired. In 1902, by taking over an existing school for boys aged 7 to 13 years, Bishop’s Stortford College Prep School was established.

The Memorial Hall, the most distinctive building on the campus, was designed in Georgian colonial style by architect Clough Williams-Ellis (creator of the Italianate village, Portmeirion in North Wales). Built in 1922, the memorial hall commemorates the lives of the pupils and staff who lost their lives in the two World Wars and other conflicts. The Memorial Hall is used for assemblies, concerts, exhibitions, and talks and is central to daily life at the college.

In 1978, the first batch of girls were admitted into the sixth form and the transition to full co-education throughout the school began in 1995, coinciding with the opening of a new pre-prep for girls and boys aged 4 to 7 years and completing the current ‘three schools in one’ structure.

Unpretentious Excellence Today, Bishop’s Stortford College has a reputation for unpretentious excellence and is one of the leading coeducational, all through, day and boarding schools in the UK. Community spirit is strong, the atmosphere is vibrant and pupils buzz with the challenge of learning. Expert subject teachers excite their curiosity – pupils are genuinely happy, inspired, enlightened, and energised to be at school.

At its heart, the college aims to support and deliver a process of all-round growth – academically, morally, spiritually, athletically, and creatively. Every pupil is encouraged, taught, and challenged to fulfil his/her true potential, by being immersed in an environment of discovery and wholehearted participation. Boys and girls have exceptional opportunities to become fulfilled, skilful, and happy young men and women.

The college strives to allow time and space for academic work to be balanced by sport, music, drama, and a diverse choice of other activities, including the Duke of Edinburgh’s Award Scheme or police cadets in the senior school, service to the community and opportunities for leadership.

Pupils often develop an appreciation and a love of creativity that remains with them for the rest of their lives, and every FEBRUARY | 2021

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individual has the chance to join in and try new experiences, whatever their abilities and interests.

Ultimately, college leavers can organically contribute constructively to society and play a full role in it, whatever their chosen path.

Academia Whilst being academically selective (pupils take entrance assessments before being offered a place) it is the quality of the teaching that sets the college apart. Independent evaluation of pupil outcomes shows that the value added by the teaching at the college puts them amongst the top 5% of schools in the UK. The examination results are also excellent; last year almost 79% of GCSE (general certificate of secondary education) results were awarded grades 9-7. The two-year GCSE course starts at the end of year nine and offers 17 subjects. Pupils are expected to achieve good grades in order to progress to the sixth form.

Most sixth formers have risen through the college ranks, having joined at the age of four years in the pre-prep or aged seven years in the prep school. In year 12, a further 30-40 new students from overseas and other local schools, add to the role, ensuring a rich and diverse community. Sixth formers are actively encouraged to develop their independence, their intellectual curiosity, critical thinking, and academic rigour.

“

Today, Bishop’s Stortford College has reputation for unpretentious excellence and is one of the leading co-educational, all through, day and boarding schools in the UK.”

“

The two-year A Level programme offers a choice of 24 subjects and results are outstanding - last year 98% of all results were awarded ranks A*-C. Pupils may also undertake an independent research project or an extended project qualification, both of which earn valuable UCAS points. They are well prepared for university too through an extensive programme of lectures and talks to expand their soft and life skills. Last year, 99% of sixth form leavers gained a place at the university of their choice including Cambridge, UCL, Durham, Exeter, Bristol, Cardiff, etc.

One of the reasons for this high success rate with university applications is the dedicated higher education and careers team, who work with each senior school pupils from year nine, offering

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BEST PERFORMING SCHOOLS IN THE UNITED KINGDOM- 2021

Leader of the Pack

It is the ability to pivot and adapt that will surely keep Bishop’s Stortford College and its pupils on the path of success for decades to come

“

“

continuous guidance, helping them to identify skills, aptitudes, undertake work placements and develop their interview skills. Individuals wishing to apply for Oxbridge or for courses in medicine, veterinary science or dentistry are also provided with additional support.

College head, Kathy Crewe-Read, joined the school in September 2020 following a period of unprecedented growth and investment in the teaching and boarding facilities. She is a school inspector with the Independent Schools Inspectorate.

Joining a team of passionate and dedicated teachers, Crewe-Read was herself originally inspired at school.

“I utterly loved mathematics as soon as I started learning it and always knew I would go on to teach,” she explains. “My earliest memories of maths are of my primary days, when I would return home from school and beg my father, a university lecturer, to write sums for me to solve for pleasure!

Mathematics continues to bring me satisfaction and teaching it has been a privilege.”

Aspiring to Make a Difference State-of-the-art boarding houses with ensuite study bedrooms offer pupils exceptional living accommodation whilst the classrooms and facilities across the campus benefit from a programme of continuous improvement. Part of the investment mentioned before has been in technology - the benefits of which have been clear through the pandemic.

From the start of the first lockdown, the Bishop’s Stortford College was able to seamlessly switch to online and remote learning with pupils continuing to make excellent academic progress despite the circumstances. It is this ability to pivot and adapt that will surely keep the college and its pupils on the path of success for decades to come.

For more Details: http://www.bishopsstortfordcollege.org/

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TRANSFORMATION in the

STUDENT-TEACHER

RELATIONSHIP in last

Two Decades 28 |

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Bond of Trust “In the past we thought our role of teachers was to transmit knowledge. Now we see it's to understand children.” Cheng Xueqin

T

eachers play an important role in the life-direction of students in affecting their overall mental, physical, emotional, and social development.

Teachers are considered the second parents of a child as the child tends to spend more awake hours in school than at home.

It is therefore imperative that teachers develop their effective skills to best support children under their care.

Teacher-student relationships are among the most elementary factors in successful schooling.

What is especially striking about teacher-student relationships is not just that they matter, but that they appear consequential for such an extraordinary number and variety of academic and motivational outcomes for students. For example, students who perceive their teachers to be supportive have better achievement outcomes on standardised math tests, according to a research study. Also, teacher's high expectations from their students correspond with better end-of-the-year grades. Students who think their teachers care about them pay more attention in the class.

The inverse is also true. Negative aspects of teacher-student relationships correspond to worse student consequences across achievement and motivational domains. Research found that teacher-student conflict was consistently related to lower grades in Math and English. Those students who form a weaker bond with their teachers are more likely to be disengaged or feel alienated. Furthermore, persistent negativity in relationships between teachers and students has been implicated in students' decisions to drop out of school.

The importance of good symbiotic relation between students and their educators cannot be overstated. It is a key supportive ingredient that aids in the development of children and students, and in recent years, this relationship has been evolving.

Sara Brennan, the founder of Bluebell Cottage School had this to say: “The teacher-student relationship has seen a strong dynamic shift in the last 20 years. The learning process has had more of a focus on allowing children to have a say in their learning as opposed to an excess of ‘teacher talk’.”

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She added: “When the children are able to have an input in how they are taught, they are more engaged in their learning because they are encouraged to use their own reasoning and to reach conclusions rather than being steered in a single direction.”

This consideration of agency and a sense of control in their educational process furthers the development of students, making them more engaged, increasing their participation and making them seek out more challenging ideas and concepts. Educators are quickly realizing that when we force our categories and definitions on kids, when we struggle to get them to think like adults, we are robbing them of a crucial moment for building their minds.

In the framing of transformation of education, the role of teacher shifts from transmitter of knowledge to co-creator of knowledge. It is a stage in which the barriers between teacher and student dissolves, and both become learner and teacher.

Bryan Nixon of The American School in England had this to say: “Student-teacher relationships have changed dramatically in terms of ownership, engagement and expectation. In the past the teachers' role was to impart their knowledge to the students. Now, especially with advances in technology and the accessibility of information, the student owns the learning journey with the teacher acting as a guide and facilitator to engage the student in acquiring knowledge, understanding concepts, and developing the skills that connect learning across subject areas.”

Bryan Nixon joined TASIS England, as the head of school of The American School in England. He adds: “This facilitation has led to greater expectations of both the student and the teacher with many more classroom and technological strategies to support and challenge a more individualized learning journey.”

The educational relationship between teachers and students can be odd frustrating, or good for both teachers and students. Teachers and students develop a better relationship when there is mutual effort in any task, they wish to succeed in. When collaborating, like solving problems, and helping each other by having positive attitudes, the classroom is a very different environment rather than an educational zone with reluctant teachers and students who do not desire to learn. Teachers can play an important part of influencing or motivating students. When both teachers and students are willing to work together, more knowledge and success is imminent. T R - Aditya Umale

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Bluebell Cottage School

The School for New Generation

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luebell Cottage School began its journey in 2016 with a vision to create a loving, warm, engaging and stimulating atmosphere for children to develop and derive quality education in.

The school, being situated in the heart of Chelsea on Ives Street, is an amazing open plan building that boasts an aura of simplicity, minimalism and functionality. The atmosphere is primed to give the children the opportunity to let their imagination loose whilst receiving quality education.

The young students are provided a nurturing learning environment with a school house approach that supports the distinct individual needs of each child, with the youngest children aged two starting at ‘Bear House’, then aged three children transitioning to ‘Owl House’, and aged four and five children graduating to Squirrel House, where they prepare for prep school. Each play area and classroom has been personalised with amazing murals to reflect the three school houses.

Hit the ground running, literally!

At Bluebell Cottage School they have developed their own specialised curriculum based around the ‘Seven key areas of development in the EYFS (early years foundation stage)’, whilst including four extra areas of learning which they believe are most significant to a child’s early development. These additional areas are: • Physical education: The school holds physical education at the core of their curriculum with an emphasis on learning through physical experiences: Indoor and outdoor learning spaces that allow children to run, jump, climb and explore; Yoga, dance, and sports activities are provided regularly, and sports day is held once per year in the summer term for all children to participate in.

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Foundation Bluebell Cottage School by Sara Brennan (Director) who understands how vital it is for children to receive a good education in their early years.

“One of our primary focuses is to make learning as immersive as we can with every child experiencing a wide range of activities in school, school trips and community projects. Above all we encourage children to just be themselves, explore and have fun, take risks, and learn through personal, social and emotional experiences. When children graduate, they are prepared for their future schools, with the resilience to adapt and explore the world around them,” Sara Brennan noted.

Sara is currently operating as the Director and is dedicated to build Bluebell Cottage School into a global early education institute in the future.

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“

Early years education is quickly becoming a crucial area and we see our school at the forefront of the drive to excel and push the boundaries of child development.

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• Art and design: Art and design are used in many aspects of school life with opportunities for children to create and design with the support of teachers and experiment a selection of materials. At the end of each school term the teachers display the children’s work in school with an art exhibition for parents to view. Some pieces are shared in the local community and at the end of each school year every child takes home their ‘Magical Moments Portfolio’ which highlights their artwork and is unique to each child.

• English is the primary written and spoken language at school with Spanish also being offered within the curriculum. Children of a pre-school age have the capacity to develop an extensive vocabulary in additional languages and for that reason they have created a unique curriculum that incorporates different languages. English and Spanish are taught through music, stories and art. The school makes it a point to enable children to express themselves as an individual

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within the school community, which is inclusive of all cultures from around the world.

• Music education The children are encouraged to develop their understanding and use of different musical instruments and experience music throughout school life with songs, dance and play.

“We are lucky to have teachers that specialise in these areas who have incorporated these specialist school subjects as core elements for the Bluebell Cottage School curriculum.

This allows the teachers to give real immersive learning opportunities for every child through play.”

Aspiring to make a difference Bluebell Cottage School has many directives which are focused around providing children with a ‘complete package’. One such programme is the ‘Superfood for

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BEST PERFORMING SCHOOLS IN THE UNITED KINGDOM- 2021

Superheroes’ programme which is designed to introduce children to a multitude of healthy, organic foods that will please even the fussiest of eaters. These programmes are designed to promote a healthy lifestyle along with a great early education.

The pandemic posed a number of a challenges. Like many schools, Bluebell Cottage School has seen an affect on admissions with the rise of Covid-19 and the restrictions on day-to-day life. In response to this crisis, the school has implemented rigorous safety measures to protect children, staff and parents.

As work from home becomes the new normal, Bluebell Cottage School has decreased their fees and amended its school day by offering morning or afternoon school sessions to give parents the flexibility and choice to work around the changes in their schedules.

“We want to do our part to help families feel comfortable in this time of uncertainty and so have lowered our fees to give parents a feeling of security and to make sure no child is missing out because of any unforeseen circumstances.”

As the world persists through the distortions presented by the Covid-19 pandemic, the overseers of the education

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system in the UK are evaluating the way forward and a new overall direction is emerging.

In this ever-evolving field of education, it is key for schools to remain fluid in their practices to make sure children are continually stimulated and challenged. Schools like Bluebell Cottage School are continually working to integrate new and exciting elements to their curriculum to achieve the same.

In the past 20 years, the teacher-student dynamics has seen a remarkable shift. The learning process has increasingly had more of a focus on allowing children to have a say in their learning as opposed to an excess of ‘teacher-talk’.

Owing to this approach, children are able to have an input in how they are taught, giving them a much-needed sense of agency. This increases their engagement, promotes teacherstudent collaboration, and encourages the students to use their own reasoning and to reach their own conclusions.

Where once the education system was responsible for driving brigades of children to follow a strict non-flexible curriculum whilst being steered into a single direction, now homely yet thrilling schools like Bluebell Cottage School are evolving to let children pave their own directions and have fun doing it! T R

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