Absolutely Education Autumn/Winter 2017

EDUCATION AUTUMN • WINTER 2017 • £5

MIDAS TOUCH

Exclusive interview with Aatif Hassan

Go wild On the farm with Michael Morpurgo

AUTU M N • WI NTER 2017

CLUB RULES Is secondary transfer fair?

Plus…

NEW GC SEs The Verdict

ZE ST.LONDON AB ED_AUTUMN_2017.indd All Pages

TIME TO SHINE EDUCATING TOMORROW’S PEOPLE TODAY

12/09/2017 16:20

IFC.indd 1

10/08/2017 11:49

Your daughter is unique and so is Heathfield. As well as providing an excellent academic education and top-class pastoral care, we guide your daughter to understand her personal strengths, live her ambitions, and develop as the best possible version of herself. Our education goes far beyond exam results – individual talent and spirit is celebrated throughout the school. Live life like a Heathfield girl.

SIXTH FORM OPEN EVENING Wednesday 4 October 6.30pm WHOLE SCHOOL OPEN MORNING Saturday 14 October 10am to 12 noon To book, email registrar@heathfieldschool.net

Boarding and Day for Girls 11-18

heathfieldschool.net | +44 (0) 1344 898343

IFC.indd 2

10/08/2017 11:50

A brand new senior school for central London A new era of education begins...

Eaton Square Upper School, Mayfair has opened its doors!

Join us on Tuesday 14th November at our Open Morning to find out all about London’s new co-educational senior school Booking is essential, please contact the Registrar to reserve your space Email: registrar@eatonsquaremayfair.com

MINERVA.indd 1

Phone: 0207 491 7393

106 Piccadilly, London W1J 7NL

29/08/2017 12:04

www.eatonsquaremayfair.com MINERVA.indd 2

29/08/2017 12:05

HURTWOOD HOUSE.indd 1 (Absolutely).indd 1 Dance Ad Double Page Spread

08/09/2016 11:08

www.hurtwoodhouse.com

HURTWOOD HOUSE.indd 2

08/09/2016 11:08 10:46

Reimagine what’s possible Study at top U.S. and U.K. universities.

We connect students to the brightest minds around the world - expert consultants and mentors who have studied at leading U.S. and U.K universities. We provide students with personalised education and mentoring in the form of university admissions consulting, extracurricular and leadership mentoring, academic tutoring and standardised test prep, so they can feel confident when applying to the world’s top-ranked universities.

OUR SERVICES University Admissions

Academic Tutoring

Extracurricular Mentoring

Standardised Test Tutoring

To find out how students have discovered thier greatest potential, contact us today.

C O N TA C T U S

020 3794 1948 ukenquiries@crimsoneducation.org www.crimsoneducation.org

CRIMSONED.indd 1

31/08/2017 09:43

OUR RESULTS

90

Offers to Ivy League universities during the 2015 - 2017 admissions round.

26

Offers to Oxford & Cambridge

£19.4M+ In scholarships & financial aid secured

Our students have gained admission to: M I T , S TA N F O R D , UC BERKELEY, LSE, IMPERIAL COLLEGE and more!

CRIMSONED.indd 2

31/08/2017 09:43

OPEN DAYS: 9AM-12PM SAT 7TH OCT AND 9AM-12PM SAT 3RD MARCH Bookings at - www.westonbirt.org/admissions/open-days Day Fee £4,995/term; Boarding Fee £9,750/term.

E: admissions@westonbirt.org T: 01666 881301 www.westonbirt.org WESTONBIRT.indd WBS - Absolutely Mag1 - 210x297h - 3.8.17.indd 1

03/08/2017 14:23 13:50

We l c o m e

From the

EDITOR

H

ow do we raise our children for a world we don’t know?

For jobs that haven’t yet been invented. What does this actually mean for them? And how do we manage teenagers and their phones – what Adam Pettitt, Head of Highgate School, calls “those infernal machines”.

Like many I feel a sense of disquiet about my childrens’ uncertain future; their world is already so radically different to my own. I’m also guilty of having a fairly Luddite attitude to technology. My parenting style is fairly hale and hearty – my one and only parenting tip probably boils down to, “Let’s go for a long walk”.

This summer, I left my three

Many schools say it is this creativity that must be nurtured in our children if they are to compete with robots in the future. In this issue we asked a number of schools if their curricula were relevant for this brave new world. How are they teaching tomorrow’s pupils today? Read what they say on page 72. Euan Blair thinks the future lies in apprenticeships; his new company, WhiteHat is rebranding them for a digital age. Read our interview with him on page 126.

How do we understand and support the emotional needs of tomorrow’s teenager? Adam Pettitt has some wise words on page 78. And change isn’t just going to come in the shape of robots, social attitudes are shifting fast, too. Our young people are not defining themselves along

“I WAS REMINDED THAT TECHNOLOGY DOESN’T HAVE TO BE THE END OF CREATIVITY, IT CAN BE THE START” children aged 6,10 and 13 at their granny’s house while I went to work. They spent days planning a production which was performed on my return. My 13-year-old was the sound engineer. Using bluetooth he hooked up his phone to his granny’s radio – usually firmly turned to Radio 4 - and using Apple Music he created a soundtrack that included opera, grime and pop. Now I realise this isn’t cutting edge stuff, but it was seamless, professional and actually quite brilliant and reminded me that technology doesn’t have to be the end of creativity, it can be the start.

gender lines in the way previous generations have done and gender dysphoria is being accepted in ways not thought possible just a few short years ago. Bernadette John from the Good Schools Guide looks at how schools are coping with these changes on page 86.

There is much to read and much to think about.

I hope you enjoy this issue.

A manda Constance EDITOR

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 11

BB_AW17_Eds_Letter.indd 11

11/09/2017 14:49

CONTE AUTUMN / WINTER 2017

upfront

20 NEWS What's going on in the world of education

31 HOW TO BE A GOOD TEACHER A former super-head has some advice

36 CROWNING GLORY An exclusive interview with Aatif Hassan

40 SCHOOL FOCUS Benenden School in Kent

50

n u r s e ry & p r e - P r e p

50 FIT FOR A PRINCE Where else might Prince George have gone to school?

by Eleanor Doughty

58 WISH YOU WERE HERE

senior

When is the right time for prep-school children to first go abroad?

73 RISE OF THE ROBOTS

64 LEVEL PLAYING FIELD?

Is today's curriculum relevant? Schools discuss tomorrow's world

Are all pupils created equal when it comes to secondary transfer? Lisa Freedman investigates

82 TOMORROW'S TEEN How to support young people in an uncertain world,

by Adam Pettitt, Headmaster of Highgate

86 QUESTION OF BALANCE How are schools dealing with transgender issues?

by Bernadette John

98 LITTLE VOICE In defence of the quiet child, by Sophie Pender-Cudlip

103 NEW GCSES The verdict is out

2998 MOOCS

112 BAG A BARGAIN State boarding is the country's best-kept secret, discovers Eleanor Doughty

s c h o o l l e av e r

126 COOL CAREERS

166

Euan Blair is rebooting apprenticeships for the 21st century

12 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

ED_Contents_DPS.indd 12

12/09/2017 16:14

NTS

154 EDITOR

Amanda Constance

A DV ERTISING M A NAGER

Andy Mabbitt

SENIOR SA L ES E X ECU TI V E

Hayden Taylor

HE A D OF SPECI A L IST

Leah Day

EDUC ATION SPECI A L IST

Helen Crossman

A RT DIR ECTOR

Phil Couzens

SENIOR DESIGNER

Pawel Kuba

DESIGNER S

Catherine Perkins, Rebecca Noonan

PRODUCTION M A NAGER

Chris Couchman

M A R K ETING M A NAGER

Lucie Pearce

FINA NCE DIR ECTOR

Alexandra Hvid

PA TO THE DIR ECTOR S

Kerry Hollingsworth

DIR ECTOR S

Greg Hughes, Alexandra Hunter

112 130 TECH TITAN

PUBL ISHING DIR ECTOR

Sherif Shaltout

For advertising enquiries please call 020 7704 0588 or email: andy.mabbitt@zest-media.com

ZEST MEDIA PUBLICATIONS LTD

197-199 City Road, London EC1V 1JN 020 7704 0588 ZEST-MEDIA.COM Zest Media Publications Ltd. cannot accept responsibility for unsolicited submissions, manuscripts and photographs. While every care is taken, prices and details are subject to change and Zest Media Publications Ltd. take no responsibility for omissions or errors. We reserve the right to publish and edit any letters. All rights reserved.

ABSOLUTELY-EDUCATION.CO.UK

James Dyson has opened a new university to train engineers

E D U C AT I ON

Au t u m n b o o k s

MIDAS TOUCH

154 MAKING OF ME

Exclusive interview with Aatif Hassan

AUTU M N • WI NTER 2017

Philip Reeve on schooldays in Brighton

On the farm with Michael Morpurgo

CLUB RULES

Is secondary transfer fair?

Plus…

TIME TO SHINE EDUCATING TOMORROW’S PEOPLE TODAY

ZE ST.LONDON

160 HIGH FIVES Eton Fives is breaking away from its public school origins

AB ED_AUTUMN_2017.indd 2

12/09/2017 16:10

F RO NT COV E R

166 DOWN ON THE FARM

ED_Contents_DPS.indd 13

Go wild

NEW GC SEs The Verdict

school's out

With Michael Morpurgo's charity Farms For City Children

EDUCATION

AUTUMN • WINTER 2017 • £5

86

Pupils at Benenden School, an all-girls boarding school for girls aged 11-18 in Kent Benenden School, Cranbook, Kent TN17 4AA 01580 240592 benenden.kent.sch.uk

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 13

12/09/2017 16:14

Whitgift.

One of Britain’s finest independent day and boarding schools for boys aged 10-18

OPEN MORNING | SATURDAY 23 SEPTEMBER 2017 OPEN EVENING | TUESDAY 10 OCTOBER 2017 SECTION FRANÇAISE/RUTA HISPANA/ SIXTH FORM | WEDNESDAY 11 OCTOBER 2017 BOARDING | BY APPOINTMENT

admissions@whitgift.co.uk +44 (0)20 8633 9935 www.whitgift.co.uk/opendays

‘Superb cosmopolitan boys school, with outstanding facilities and a strong academic reputation – an example of what education is really about’ Good Schools Guide

Haling Park, South Croydon, CR2 6YT, United Kingdom

WHITGIFT.indd 1

29/08/2017 09:27

BROMLEY HIGH SCHOOL ‘ E X C E P T I O N A L ’ (ISI 2016)

• A B S O L U T E LY E D U C AT I O N ’ S •

CON T R IBU TOR S

Adam Pettitt Head of Highgate School

Adam Pettitt has been head of Highgate since 2006. He is also a governor at the London Academy of Excellence Stratford and Deputy Chair of the London Academy of Excellence Tottenham. He writes about Tomorrow’s Teenager on page 82.

What subject do you wish you’d studied at school?

I wish I had learnt to read music; I might get less grief from my children who marvel at my ineptitude singing.

Bernadette John

Director at The Good Schools Guide

Bernadette John heads up the consultancy team at The Good Schools Guide with particular responsibility for SEND. She has helped to place a couple of transgender children into happier school environments this year. She writes about how schools are coping with gender dysphoria on page 86.

What subject do you wish you'd studied at school?

Gardening. I would grow a magic money tree, which I would use to improve education for children with additional needs.

OPEN DAY

7th October 2017 - 9.30am to 1.00pm Dr Joe Spence

YEAR 6 TASTER DAYS

Master of Dulwich College

19th September and 7th November 2017

Dr Joe Spence has been the Master of Dulwich College since 2009. He is Director of the Southwark Schools’ Learning Partnerships, among many other roles. He writes about school partnerships on page 32.

Which subject do you wish you’d studied at school?

History of Art. It's a subject which encourages empathy and proper critical thinking, and helps us to develop a wider range of 'Ways of Seeing'.

A PPLY O NLINE

www.bromleyhigh.gdst.net admissions@bro.gdst.net

BHS.indd 1 Contribs.mj.indd 15

11/09/2017 13:13

11/09/2017 17:30

• A B S O L U T E LY E D U C AT I O N ’ S •

Opening doors to affordable boarding

CON T R IBU TOR S

Dr. Kat Cohen Founder & CEO of IvyWise

Dr. Kat Cohen is the founder and CEO of IvyWise, an independent university admissions consultancy. She frequently speaks to banks, corporations, and schools about the university admissions process. She writes about what the Ivy League wants on page 133.

What subject do you wish you'd studied at school?

I would have loved to master molecular gastronomy, as I’m a real foodie!

Boarding Taster Weekends available

• A selective state grammar school with boarding for £3,800 per term

Euan Blair

• A stunning home with acres of grounds to explore

Founder & CEO of WhiteHat

Euan Blair is the founder and CEO of White Hat, a tech startup democratising access to the best careers. He holds a BA in Ancient History from the University of Bristol and an MA in International Relations from Yale University. He writes about his ambitions for apprenticeships on page 126 What subject do you wish you'd studied at school?

Computer science. Coding gives you an ability to create and build products and bring a tech vision to reality.

• Excellent academic results – 80% A*-B at A-level last year • Extensive choice of sports and extra-curricular activities • Rated ‘Outstanding’ by Ofsted in all four categories • Boarding places available for Years 7 -9 and Sixth Form entry • New purpose-designed senior boarding house opening September 2017

Adams’ Grammar School @Adams_Grammar

Jen Campbell

/AdamsGrammar

Award-winning poet and short story writer

Tel: 01952 953810 Email: adams.grammar@adamsgs.uk Jen Campbell is the bestselling author of the Weird Things Customers Say in Bookshops series and The Bookshop Book. Franklin’s Flying Bookshop is her first picture book for children. She writes about the magic of books on page 146.

What subject do you wish you'd studied at school?

Cryptozoology

Learn more about boarding at:

www.adamsgs.uk

Founded 1656

07287 Boarding Taster Weekend Advert 277h x 90w v 2.indd 1 ADAMS GRAMMAR.indd 1 Contribs.mj.indd 16

19/07/2017 15:56 30/08/2017 13:54

11/09/2017 17:30

You can’t beat the right start Harry Stebbings, Venture Capitalist and Felstedian

Open Mornings: May and October Individual visits welcome at any time Stunning rural campus on Herts/Essex border Day and contemporary boarding options

www.felsted.org +44 (0)1371 822600 Independent, Co-educational, Ages 4-18, IB Diploma & A Levels

FELSTEAD.indd 1

08/09/2017 15:38

Alpha Plus Group 16 Individual Schools - 3 Individual Colleges

TRADITION

Wetherby Preparatory School is part of the Alpha Plus Group.

Learn more: www.wetherbyprep.co.uk

Tel: 020 7487 6000 Twitter: @Alpha_PlusGroup

ALPHAPLUS.indd 1

www.alphaplusgroup.co.uk 25/07/2017 17:00

Up Front SCHOOL NEWS P . 20 AATIF HASSAN INTERVIEW P . 36 BENENDEN FOCUS P . 40

SET SAIL

Eight sixth-form pupils from Dauntsey's School have completed a challenging trans-Atlantic race.

The pupils spent 30 days in the North Atlantic, sailing the school's tall ship, the Jolie Brise (pictured) from Halifax in Nova Scotia to Plymouth.

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 19

AE_Openers.indd 19

11/09/2017 14:50

Festival fun

GIRL P OW E R

Families and friends enjoyed the inaugural St Edmund’s festival, at St Edmund’s School in Canterbury. The aim was to deliver a summer arts festival for both the school community and the people of Canterbury, one that celebrated the expressive arts. Acts included concerts, poetry recititions, cabaret, and a Mad Hatter’s tea party, topped off with fireworks.

Marymount International School pupil Mallika Jhamb has been accepted for a place at Stanford University in the US, following the launch of her ENERGISE (empower, inspire, encourage girls in science) campaign aimed at motivating girls to pursue STEM subject. Mallika said: “Getting to Stanford would not have been possible without the academic nurturing at Marymount."

To the summit

Glenalmond College performed a sell-out performance of Everest Calling at this year's Edinburgh Festival Fringe. A double cast meant pupils had to learn several roles. A world premiere by summiteer Matt Dickinson, the director, cast and crew found that their ‘Everest' was getting a show ready for the international audience in just four, very intense, days.

“I wouldn’t have got to Stanford without Marymount”

ON SONG The Eaton House Schools group have opened a new prep school in Elvaston Place, South Kensington this term.

New Headmaster Huw May, who is moving across from Eaton House the Manor Pre-Preparatory School, has a special interest in music; he has already commissioned a childrens' choral cantata written by composer Martin Neill.

HEADING WEST Millfield head girl Holly Jackson is one of the increasing number of pupils to apply for university places in the United States. In the last two years, over 65 pupils have achieved university places from US universities. Holly is pictured here celebrating her acceptance to Yale University in Connecticut.

“With my actor friends who went to Eton I’m like: ‘How do you feel so at home in the world?’ I have envy about it.”

AC T O R A N D R E W G A R F I E L D W H O O N C E L I V E D W I T H E D D I E R E D M AY N E I N L A

20 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AB ED_AUTUMN_2017_NEWS 2.indd 20

11/09/2017 14:59

UPFRON T / NEWS

To p t r y Malvern College pupil James Scott has played in a run of international rugby matches this season, first in the England U18s win over France in March, and later against Ireland, Scotland, and against a Canada U19 team. Scott joins the Worcester Warriors this September.

BESPOKE BEDS New Forest prep school Walhampton is pioneering a new approach to dormitory design with bespoke bunk beds handcrafted by the school’s carpenter. “A standard bunk bed just gives the children a bed to sleep in, but our new design gives them a sense of comfort with nooks and crannies to put their belongings in. They feel as though they have their own cabin to snuggle away in.

SHAPING UP Mayfield School in East Sussex has announced that ceramicist Dan Stafford will be its new artist in residence from this September. Stafford will have the opportunity to develop his work at Mayfield in the pottery studio, as well as teaching girls and adults from the school, and local community.

TA K E I T OUTSIDE St Lawrence College have started a new 'outdoor adventures' curriculum this month. Activities include scavenger hunts, orienteering, geocaching, assault courses, team challenges, crafts, bug hotels and den building.

Ellen Rowe, head of the junior school said: “We are excited to be teaching our pupils to adopt a positive attitude to challenge and adventure.”

Ta k i n g t h e l e a d Pupils at James Allen’s Preparatory School have won the top prize in the London Special Leaders Award, organised by UCL. The competition asks pupils to submit inventions that will change the world.

Congratulations to Elizabeth Sperotto who was overall winner with her robotic worm invention.

“Education is what

survives when what has been learned has been forgotten” P S YC H O L O G I S T B F S K I N N E R

SOMETHING THEY SAID

“If we ghettoise this crucial part of our development, or allow it to become the province of male techno-nerds, we are at risk of radically dividing our society into the digital haves and have-nots.”

J A N E L U N N O N , H E A D O F W I M B L E D O N H I G H , O N E N C O U R AG I N G G I R L S T O TA K E U P C O M P U T I N G

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 21

AB ED_AUTUMN_2017_NEWS 2.indd 21

{

{

11/09/2017 15:04

UPFRON T / NEWS

FOOTBALL FRIENDS

OUR HOUSE ACS Cobham International School opened its new £15m boarding house with a garden party, at which the Mayor of Elmbridge was in attendance.

The new boarding house will cater for 113 boys and girls with en-suite rooms. Mark VennDunn, head of boarding, said: "We believe our new boarding house provides a modern, family-style space to relax, study and live."

Beaudesert Park School in Gloucestershire has forged links with an Indian children’s charity called the OSCAR Foundation, which works to give communities and underprivileged children a better understanding of how education can provide them with alternatives to life on the street. This autumn, thanks in part to funds raised by Beaudesert, a boys’ football team from Mumbai will travel to the UK to take part in a football tour of five different schools.

“Our boarding house provides modern, familystyle living”

To p n o t ch Former head of Emanuel School in Wandsworth and a past chairman of London HMC Mark Hanley-Browne has been named CEO of the Alpha Plus group, an education group comprising 19 nurseries, schools and sixth-form colleges.

HIT FOR SIX A Rugby schoolgirl has become the first woman to play at Lord’s cricket ground in a school’s First XI. Maia Boucher, 18, became the first schoolgirl to play for Rugby at the home of Cricket on 12 August, in a match against Marlborough College. Maia who also plays for Middlesex Women’s Cricket, said. “I am so proud to be part of a great team.”

Top Story

GRAND DESIGNS A sixth -form student from Bethany School in Kent has been shortlied for a prestigious design prize. This October Sean Evelegh will join 80 of the country’s most talented young furniture makers at the Young Furniture Makers Exhibition. Sean, who aspires to be a cabinet-maker, has been nominated for the school design prize in recognition of his coffee -table project, completed as part of his Year 12 coursework.

P L AY AWAY Bromley High School has become the first all-girls school in the world to be accorded All-Steinway status.

Last term, music scholars toured the Steinway workshop in London, meeting concert pianist Joanna McGregor who selected a grand piano for the school. “Choosing and playing the Steinway pianos was an unforgettable experience and having these pianos at school will really enhance everyone’s playing,” said music scholar Amelia Mallors.

SOMETHING THEY SAID

“If the kids don’t like something, we don’t make them eat it.It’s not prep school in the Eighties. Having said that, I’m not going to cook six different things for them because they decide they don’t like pasta.”

T O M PA R K E R B O W L E S O N M E A LT I M E S AT H O M E

22 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AB ED_AUTUMN_2017_NEWS 2.indd 22

12/09/2017 15:43

Registered charity 1101358

How do we prepare children for jobs that don’t exist yet?

None of us knows today what the world is going to require of us tomorrow. But some of us are keeping an extremely close eye on things.

At Sevenoaks School, many of the skills that will be called for in the future are embedded in our curriculum now.

Critical thinking for instance, is exercised here daily from the start. So is complex problem solving.

With one eye firmly trained on the world beyond our gates, we equip all our students with the skills they will need to reshape it.

So if sixty per cent of roles have yet to be invented*, Sevenoaks alumni will be ready to take them on when they are.

www.sevenoaksschool.org

*The Future of Jobs report, World Economic Forum. Potential jobs listed include: Space Pilot, Recycling Enforcer, Nano-medic, Memory Augmentation Surgeon, Hydroponic Farmer, Graphene Engineer, Experimental Food Developer, Ethical Hacker, Climate Change Reversal Specialist, Avatar Manager/Virtual Teacher

• SEVENOAKS.indd 2

30/08/2017 14:03

UPFRON T / NEWS

T I M E LY A P P

B r a i n Wave s

SET SAIL Two sailors from Oakham School have achieved sailing success, winning the Bronze medal in the RS Feva Junior (U14) sailing World Championships at Medemblik, Netherlands. Spike Marlow and James Mansfield, both 13, competed against 352 sailors from across the world and dealt with challenging sea conditions.

Girls at Kensington Prep school have been using a high-tech “explore floor”, part of Kensington Prep’s recent £2.7m transformation, which has created imaginative spaces to complement classroom-based work.

Older girls completed an entrepreneurial challenge to develop new product ideas and bring them to market.

Digital entrepreneur Tanya Goodin, said: “They are such an impressive group of girls, I would love to employ them all in a few years."

“The Oakham sailors competed against 352 others to take third place”

IB success: Sara Guest (left) and Kiran Armanasco (right)

From the archive: the first head, Enid Moberly Bell (1917-1947) with pupils and the school dog

HAPPY 1 0 0 L A DY MARGARET To celebrate their centenary, Lady Margaret School is holding a birthday party on September 30, in the school grounds in Parsons Green.

If you are a local resident, considering the school for your daughter, or are an Old Girl, come and look into the LMS archives. Refreshments include a sit-down lunch accompanied by piano recitals, before cream teas in the afternoon. A champagne bar will be open throughout the day. Contact the school for more information: centenary@ladymargaret. lbhf.sch.uk

Sixth former Krishan Puvvada from The Leys School in Cambridge has used his work experience to good effect. Krishan spent his work placement developing his idea for making the content of the Financial Times available to A-Level students. He met senior management figures at the FT to pitch his idea for an app with tailored content.

FT executives liked the idea so much that the scheme has been launched across the UK, with 800 schools signing up in the first five days alone.

B R I G H T B OYS Horris Hill School in Berkshire is celebrating all of their senior boys having gained entry into their chosen senior school.

There was scholarships success across the board, including four academic awards to Winchester, Eton and Marlborough, an outstanding talent award to Harrow, and sports awards to Millfield and Sherborne.

Top Story

BUSINESS CLASS

F u l l M a rk s

Vicente Canada Blanch Spanish School, in west London, has collaborated with the Spanish Chamber of Commerce to hold the first conference of entrepreneurial talent. The conference had the support of the Ministry of Education, part of the Spanish Embassy, and was attended by the minister of education, Gonzalo Capellán who gave a speech.

The conference closed with the visit of a group of students to the Spanish Chamber of Commerce in Great Britain, and to Christie’s.

Students from Taunton School celebrated record IB results, with an average points score per candidate of 36, six points ahead of the world average.

Deputy -head girl Sara Guest achieved the maximum score of 45 points; a further six students scored 40 points or more. IB coordinator Martin Bluemel said: “IB is going from strength to strength at Taunton School and our students have impressed me with their willingness to aim high."

SOMETHING THEY SAID

“We are living in a post-punctuation world created by big institutions.

Some people may dismiss omissions as pedantry, but they have lost sight of the fact that precision of expression reflects precision of thought.”

P R O F A L A N S M I T H E R S , H E A D O F T H E C E N T R E F O R E D U C AT I O N A N D E M P L OY M E N T R E S E A R C H AT T H E U N I V E R S I T Y O F B U C K I N G H A M

24 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AB ED_AUTUMN_2017_NEWS 2.indd 24

12/09/2017 15:43

Registered charity 1101358

Where are the skills our children will need to mitigate the effects of war?

Well, negotiation skills are embedded in the curriculum at Sevenoaks School, so in theory we need look no further.

Our alumni certainly go on to achieve extraordinary things; equipped as they are with the skills they need to change the waiting world.

Stephen Hale for example, mastered negotiation at Sevenoaks. He left in 1990 to work with Friends of the

Earth and Oxfam, amongst others. Now he has an OBE and is CEO at Refugee Action, a UK charity that supports people fleeing war.

It’s worth considering then, that many of the skills your child may need to make a significant impact, can be acquired here at Sevenoaks.

www.sevenoaksschool.org

Every day at Sevenoaks, students practise negotiation, service provision, team working, critical thinking, creative thinking and complex problem solving – essential skills our alumni will use to excel at jobs which have yet to be invented and to reshape their world.

• SEVENOAKS.indd 1

30/08/2017 15:47

CB.indd 1

24/07/2017 12:44

UPFRON T / NEWS

Authors MG Leonard, Katherine Woodfine, Ross Welford, Martyn Ford, Horatio Clare.

B O O K AWA R D S Cranleigh School in Surrey has hosted its inaugural Awesome Book Awards prize-giving, in which Ross Welford won the top prize for his children’s novel Time Travelling with a Hamster. Kate Schutte, Cranleigh prep school’s head of English, came up with the idea. “It’s fantastic for younger children to see how these kind of awards work and for authors to get the recognition they deserve,” she said.

“It’s fantastic for authors to get the recognition they deserve”

A p p h a p py

IN THE SWIM

App-solute success at Abingdon School: last term, two lower sixth formers Adriano Matousek and Aravind Prabhakaran were shortlisted for the VAFTA Young Game Designers competition for their game apps. Aravind and Adriano learnt to code in their spare time using blogs and videos.

Adriano, 17, explained: “I became interested in game design because I was curious as to how games were made.”

Both boys would like to go on to study computer science at university.

A team from Wellington College have completed a swim across the English Channel. After seven weeks of cold-water training, the team of boys and girls from the third and fourth form set off from Dover at dawn.

Swimming through the day, the team fought strong tides, arriving on the French coast after 13 hours and 36 minutes.

GROUND FORCE Millfield groundsman Colin Ashman, who has worked for the school for over 25 years, has achieved an A grade in his AS English literature course. Encouraged by Millfield teachers Caroline Burn and Lindsey Hale, Ashman pursued his passion for literature through homework set by the teachers. He joined lower -sixth puils to attend evening revision sessions, and sat his exams alongside the pupils.

He said: “I want to thank all the teachers and staff that have gone out of their way to help me achieve this personal goal.”

“A thrilling exhibiton that will include original material from JK Rowling's archives” Magic moment A new exhibition Harry Potter: The History of Magic opens at the British Library on 20 October this year. It will showcase a display of wizarding books, manuscripts and magical objects plus material from JK Rowling's personal archive.

A phoenix rising from the ashes in a 13th-century bestiary. Inset: A dragon in a 15th-century herbal © British Library

NEW BUILD Blackheath High School will hold a Topping Out ceremony in October, a significant milestone in the school's multi-million pound redevelopment. CEO of the Girls’ Day School Trust (GDST) Cheryl Giovannoni will speak at the ceremony.

The redevelopment is a major investment by the GDST and will see a new Sixth Form Centre and Art/DT wing.

DUTY CALLS Blundells School in Devon is celebrating having four pupils, two current pupils, and two recent leavers, having been called up for national selection in rugby, rugby sevens, cricket and hockey.

JUDO SUCCESS Following success in senior competitions over the summer, Repton School sixth former Jess Richardson has now placed ninth in the UK judo senior ladies ranking lists. Jess has also been awarded a place within the England Judo Academy, a training provision aimed at upcoming talents.

SOMETHING THEY SAID

“Creativity is the future. This is thrilling and ignored by an education system that rewards only children who can parrot the answer to everything. Creativity isn’t about the right answer. It’s about the answer that is most interesting. What chance does it stand?”

INDIA KNIGHT

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 27

AB ED_AUTUMN_2017_NEWS 2.indd 27

12/09/2017 16:02

‘The spires of Oxford and the 100 acres of green loveliness make Teddies a winning co-ed boarding ticket.’

Tatler

See our pupils in action on Teddies TV via the website

stedwardsoxford.org Registered Charity No. 309681.

STEDWARDS.indd 1

07/09/2017 12:33

UPFRON T / SCHOOL A RT

ABSTRACT GIRAFFE Kintrail, 8 yrs Winridge Elementary Memphis, United States

THE LIFE MODEL Matthew Gilham, 17 yrs Felsted School Felsted, United Kingdom

PICTURE THIS

A

MY IMAGINARY FRIEND Niyayesh Yeganeh, 8 yrs Houz Naghashi Tabriz, Iran

primary school from New Zealand was the overall winner of this year’s Saatchi Gallery Art Prize for schools.

A group of 9-11 year old students from Samuel Marsden Collegiate School in New Zealand were awarded first place in the Primary School category for their installation Matariki –Maori New Year. The art prize – one of the largest international competitions open to primary, secondary and sixth form schools around the world – saw a record-breaking 24,000 entries from 66 countries.

The 20 shortlisted works went on display at the Saatchi Gallery earlier this summer. Here are just some of the shortlisted art works.

LUCIFER (MATCHSTICKS) Cyan D'Anjou, 16 yrs The Westminster Schools Atlanta, United States

All images courtesy of the Saatchi Gallery

AMERICAN KESTRAL Charlotte Gaffney, 16 yrs Hill House School, Doncaster, United Kingdom

UNTITLED SELF Libby Gervais, 17 yrs Churcher's College Petersfield, United Kingdom

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 29

AB ED_AUTUMN_2017_Saatchi.indd 29

11/09/2017 15:15

Inspired | Intellectual | Individual | Independent | Inclusive

Discover more about the Wellington Identity at wellingtoncollege.org.uk

WELILINGTON.indd 1

04/07/2017 09:17

UPFRON T / OPINION

IF YOU CAN, TEACH The former head of Harrow and current chairman of the Independent Schools Council on how to succeed in the classroom

L

BARNABY LENON

ast year I visited a number of schools in England and wrote about them in my book, Much Promise. I define a very good teacher as one whose pupils make more progress than they would with the average teacher. I know that parents sometimes think about other things – such as whether their child likes the teacher, how well the teacher cares for individuals, their communication with parents. But to me these are secondary issues. When I was headmaster of Harrow I always said to new teachers, ‘although we place a great emphasis on pastoral care, please remember that you are not social workers.

You are here to make pupils learn.’ So that is what I believe – put first things first.

So the best teachers have the following characteristics, in order of importance: Good teachers are able to control their pupils. This comes top of the list because without good discipline nothing can be achieved. To maintain good discipline you need some basic tools. You need to really

“Being good at controlling a class is simply good acting”

believe that you are the boss and they are the children. They are going to obey you and, as long as the school has systems which will back you, if there is a problem with a pupil you will always win. You are not going to shout or be petty or punish the whole class. You are going to be clear about the rules which apply in your class, you are going to expect high standards. Above all, you are going to be intolerant of pupils talking without your permission, and of late or feeble work. Being good at controlling a class is simply good acting. Good teachers are those whom pupils will respect - and slightly fear if necessary.

The best teachers love their subject and have excellent subject knowledge (the two go together). It is the reason that some schools are happy to appoint an excellent graduate in a subject like Physics even if they don’t have a teaching qualification.

Good subject knowledge matters not only because at the top of the ability range you need to be able to stretch pupils but also because teachers with good knowledge tend to make lessons for younger children more interesting.

Good teachers test their pupils regularly. How you do this depends on the age of the pupils, of course. But for anyone over the age of eight there is no reason why you would not test them regularly, increasing in frequency in the run-up to exams. This is important because you, the teacher, needs to know what your pupils have grasped and not grasped, and the pupils have to be forced to memorise knowledge in order to place it in the long-term memory.

Good teachers are very LEFT hard working, putting a huge He knew how to effort into preparing lessons, teach: Mr Chips marking work and giving extra time to children who need it. They are generous with their time. They are able to manage stress. They are passionate about their school and their pupils, keen for all to do well.

They are driven by the moral imperative of teaching – the opportunity to transform lives.

Finally, they need to have high expectations of their pupils. This is a characteristic of all the best teachers.

Excellent teachers believe that it is pupil effort and teaching quality which determine how well a child does, not just the ability of the child. The less able will get there in the end.

MUCH PROMISE: Successful Schools in England by Barnaby Lenon, £15, out now AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 31

Barnaby Lenon_v1.indd 31

11/09/2017 16:14

UPFRON T / OPINION

Talking

HEAD

Building bridges Joe Spence, Master of Dulwich College and Co-Director of the Southwark Schools’ Learning Partnership, reflects on the benefits of forging partnerships between maintained and independent schools

N

o independent school should wait for the next Charity Commission offensive before engaging in partnership with a maintained school. In fact, few such schools need such advice; contrary to what one might believe from media or government reports, most independent schools are already engaged in some form of partnership, formal or informal, with neighbouring state school(s).

The commitment to such projects by partner schools is impressive. In Southwark alone, over the course of the last academic year this has included: shared lectures for pupils and conferences for teachers (such as the one organised by E-ACT’s City Heights Academy and hosted at Dulwich College last July), co-curricular drama and music productions, Saturday-school courses to support gifted and talented pupils, and art shows and science trips.

It is right and fitting that these and other sorts of engagements are growing in number. Why? Firstly, because for many independent schools to be able to share their resources and expertise beyond those who can afford their fees is, in part, to return to their foundational missions. Many schools which cannot afford to offer as many places to the children of families on low incomes as they

“Independent schools are keener to host events than to be guests but this must be a partnership of equals”

would wish look back to charters which commit them to extending learning to those who cannot afford it.

Secondly, it is the duty of everyone engaged in education to ensure that its benefits are spread widely. Education is not only an engine of social mobility, but also an organ of social amelioration. The more children of diverse backgrounds who

can be brought together by their schools the more likely it will be that the potential for misunderstanding of creed for creed, or race for race, or class for class, will be overcome.

Thirdly, independent schools have much to learn from state schools. There is a more nuanced use of teaching and learning data in the state sector. There is also a greater interest in pedagogy, although this may be slowly changing – because of independent school exposure to the best practices of an improving state sector and because there are more teachers moving between the sectors.

If the school your son or daughter attends is in some form of partnership with a state school I believe there are certain questions you should ask of it.

The first thing to ask is whether the partnership in which your son or daughter’s school engages is a partnership of equals.

Potential state school partners are rightly resentful if the impression given is that the big independent school up the road believes that it has all the answers; if it is perceived as a Lord or Lady Bountiful, bestowing crumbs from its well-stocked table.

Partnership at its best sees the co-hosting of events, the thorough integration of pupils from different schools at such events, the meeting as equals of senior management teams or teachers engaged in professional development.

Joan Deslandes, head of Kingsford Community School, said at a recent

32 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AE_17_TH Joe Spence.indd 32

11/09/2017 16:20

A life-changing education At one of the country’s leading fully co-educational schools for children aged 11–18

16+

Open evening for 2018 entry: Wednesday 20 September Closing date for registration: 12 noon, 2 October

11+

Open day for 2018 entry: Saturday 7 October Closing date for registration: 9am, 16 October

Scholarships and Bursaries available for up to 100% of fees

King Street Hammersmith London W6 9LR www.latymer-upper.org Follow us @latymerupper Like us @latymerupper

Booking for open events and online registration at www.latymer-upper.org LATYMER.indd 1

17/07/2017 09:58

UPFRON T / OPINION

ABOVE Dulwich boys in action at school

Independent/State School Partnership meeting that partnering schools must ask themselves, ‘What are we gaining from this?’ And that for the independent partner there was an additional question, ‘What would we like to do better were we to enlist the partnership of the maintained sector?’

Best practice flows both ways.

The value of meeting as equals and of knowing what one wants to gain from association with the state sector was evident when Dulwich College’s senior management team had a joint meeting with the leadership team of our closest partner school, E-ACT’s City Heights Academy, a mile up the road in Tulse Hill. We received a presentation from the assistant head in charge of inclusion and special educational needs which made clear to us that this is an area in which we might improve our own practice by drawing upon the expertise of a first-class practitioner operating in a different context.

Two things have struck me of late as weaknesses in my own school’s approach to partnership and in that of the multi-school partnership I co-direct, the Southwark Schools’ Learning Partnership (SSLP).

I’ve realised that independent schools are keener to host events than to be guests,

PREVIOUS PAGE Partnership in action: Dulwich and City Heights children work together

albeit that one probably learns depend on the good will of more from being a good guest teachers, but it’s essential to than from working in the ensure that those running comfort of one’s own school. the partnership have time And I’ve come to believe to conduct its business. A that one must ensure that children from breakthrough for the SSLP has been different schools are given time to meet and the appointment of a coordinator with work (and play) together at partnership the time to ensure that information is events. Too often I’ve seen a row of children imparted swiftly and clearly as to events visiting a school and listening to a lecture and educational news in a way that school and then leaving, without having had any leaders, however dedicated to their engagement with the pupils of the school partnerships, can only fit into the crevices visited. of their timetables.

Educational partnerships benefit from One final observation: while the the sponsorship of important public figures independent sector is dedicated to the from beyond the schools involved. The forging of better and deeper partnerships, SSLP has been blessed in being celebrated independent school heads shouldn’t be by local MP Helen Hayes (Labour, Dulwich offended if a state school partner isn’t and West Norwood) As it always as eager as he or has matured, it has attracted she to engage in a raft of the attention of renowned shared activities. While educationalists, a number for the independent head of whom have addressed the partnership may feel the partnership’s annual essential, for the state school re-launch. That in turn has partner – with the torrent of given member schools a sense targets they have to reach and of pride in what they are without the pressure to prove JOE SPENCE engaging in. their charitable status – the Master In the busy world of schools, relationship might be a luxury, Dulwich College partnerships will always not a necessity.

34 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AE_17_TH Joe Spence.indd 34

11/09/2017 16:20

HURSTPIER POINT COLLEGE

HURSTPIER.indd 1 HurstCollege_AbsolutelyEd_Sept2017.indd 1

31/07/2017 27/07/2017 09:06 09:18

LEADER OF THE PACK

Aatif Hassan heads up a rapidly growing education empire and has just opened the first independent senior school in Mayfair.

Absolutely Education meets him A M A N D A C O N S TA N C E

E

ducation insiders could be forgiven for thinking that Aatif Hassan is buying up the whole of London. Right now, Hassan, the head of a rapidly growing education empire, appears to be the man with the Midas touch.

In the last few months alone, the urbane 38-year-old has added three more schools and colleges to his portfolio. And he’s just opened the first independent senior school in Mayfair.

Not bad for someone who bought his first school in April 2013. “We’ve gone from a proposition on paper to a £50 million turnover in 50 months,” he says. Hassan isn’t the sort to crow – not the done thing for someone with a City and Army background – but he must be aware that the unveiling of Eaton Square Upper, at 106 Piccadilly, represents his crowning glory. For now. The school opened its doors on 6 September to a total of 100 students in Years 7, 8 and 9.

“It was a big, big day for us,” Hassan says.

Having fought hard to acquire the Grade I-listed building with views across Green Park, Hassan spent just over £5 million refurbishing the former French

36 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AE_17_TH_Aatif interview copy.indd 36

11/09/2017 16:34

UPFRON T / IN TERV IEW

ambassador’s house. The new school will create an all-through option for pupils at Hassan’s Eaton Square Prep, something Sebastian Hepher, the prep’s highly experienced head, and Hassan have wanted to do for years. “It has taken someone with Aatif’s tenacity and drive to make it possible,” says Hepher. Hepher will himself now step up to group head of Eaton Square Schools, while Philip Williams, previously deputy head at Francis Holland Sloane Square, will be head of the senior school.

Hassan has been astonished by the reaction to Eaton Square Upper. Not just by the number of teachers seeking positions, but also the demand from potential pupils.

The school is already oversubscribed with in excess of 300 registrations for 100 places this year. This despite prospective families being unable to visit what has until now been a construction site. “I’m just delighted parents have bought into our vision,” explains Hassan.

It’s a vision with ever-further reach.

Currently, Hassan Inc. comprises three education companies. Minerva Education is the mainstream, independent schools

“which is hugely empowering and delivers trust. We don’t employ managers to look after managers.” Hepher concurs: “Aatif is supportive, a good listener and he lets me lead the school.”

What Hassan enjoys most is going to schools, speaking to pupils, and sitting in on student councils. “These kids are on the money, they can tell you the best teacher, the worst, and what needs to be improved.”

Born and bred in Twickenham, southwest London, Hassan was largely brought up by his father after his mother died when he was six. “My father has had an extraordinary influence on me,” says Hassan. “He had a strong passion for philanthropy. Growing up, it was clearly communicated that while it was important to earn a living and be successful, there was a strong sense you have a spiritual duty to do more for the world.” And make a successful living he did, first at PricewaterhouseCoopers, then Close Brothers, and finally August Equity. Despite a busy career, Hassan still found time to serve in the Territorial Army and play serious rugby. His formidable focus may

tables from The Sunday Times and The Daily Telegraph. And there it is, top of the pile. “The reason most people haven’t heard of it,” says Hassan, “is that 95% of students are international.” Hassan believes there is every opportunity to bring that success to an English market. “Either we take English students to Wales, or replicate what we have in Cardiff on this side of the Severn.”

When we first meet, Hassan tells me Cavendish have also acquired Trinity School and College in Rochester in Kent.

“It’s a brilliant school for children with dyslexia, anxiety and speech and language delays.” Clearly excited about Trinity, he is looking for a similar premises in London.

“Watch this space,” he says, “I don’t think something like that exists in the capital, where there is a real shortage of provision.”

When we catch up a few weeks later, it’s a done deal, Cavendish having acquired The Moat School, an independent secondary school in Fulham, for pupils with dyslexia.

The Moat will absorb pupils at The Independent School, a Cavendish school in Hammersmith, while The Independent, in a characteristic Hassan move, will open as a

“WE’VE GONE FROM A PIECE OF PAPER TO A £50 MILLION TURNOVER IN 50 MONTHS” company that owns the Eaton Square schools, among others. It is backed by August Equity, where Hassan is a partner.

He is also the founder and chairman of Dukes Education, a university consulting business and owner of sixth-form colleges.

Completing the trio is Cavendish Education, Hassan’s first schools group, that caters for ‘learning support needs’. “Some people still refer to it as ‘special needs’,” Hassan explains, “which we think is an awful phrase.” It’s hardly surprising. Labelled as a difficult child, Hassan was himself dyslexic and didn’t read a book until his thirties.

He now has the zeal of one who has come to learning late; he is a prolific reader and writer, too. His book, Building the Crown, is a treatise on the ethos and culture of his companies that is handed to all staff.

Hassan has “huge energy which he put into everything he does,” says Hepher.

Hassan operates his businesses on an equitable principle: ‘Board to floor in no more than four’. Meaning has dispensed with the “20-plus” layers of management so prevalent in the Armed Forces. “We run an incredibly flat structure,” he says,

well be down to daily meditation, which he practices alongside more traditional Muslim prayers.

Hassan’s mission is to create companies that combine healthy balance sheets with a strong sense of social purpose, an ambition that has not gone unnoticed; Cavendish Education has just been recognized by the London Stock Exchange, noted as one of its ‘1000 Companies to Inspire Britain 2017’.

Another secret of Hassan’s success is staffing; he has, he says, filled a lot of posts “by just approaching the right people.”

Ex-CEO of Cognita, Jim Hudson, is on the board at Minerva, as is Andrew Grant, formerly HMC chairman. The Managing Director of Dukes is Glen Hawkins, formerly of Astrum Education. “People are drawn to exciting new projects,” he says. “The market is growing tremendously.” Hassan talks about his schools like a proud dad. He tells me Dukes Education has recently acquired Cardiff Sixth Form College (CSFC). It has just topped A-Level League tables again this year, and is “a genuinely outstanding school in every respect”, he says. When I look blank, he whips out copies of league

SEN sixth-form college, based on art, design and technology.

Aside from his father, the second great influence in Hassan’s life was St James’s School. Now with sites in Surrey and West Kensington, the boys’ school was formerly in Twickenham and it was Hassan’s good fortune to be sent there, aged 13, after being thrown out of his state school.

“I was one of those children,” he says. “Now we diagnose dyslexia and ADHD – back then I was just a naughty child, sat at the back of the classroom, misunderstood and mischievous.”

Hassan is unequivocal – St James’s saved him. Founded in 1975, the school had strong philosophical principles and a distinctive approach to pupil wellbeing and pastoral care, with meditation a routine aspect of the school day. “It had a very inspiring effect on me,” he says, “developing me into someone confident in the world, capable of getting into the Army and the City.” Initially, he maintained links with the school to help its alumni association. These days he is both chair of finance and the deputy chairman of governors for all St James’s independent AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 37

AE_17_TH_Aatif interview copy.indd 37

11/09/2017 16:34

OP Savills estate agents AW.qxp_Layout 1 09/06/2017 11:41 Page 1

Becoming the best we can be…

“The school is extremely successful in fulfilling its aims of providing an academically challenging and fulfilling all-round education” ISI inspection

ORWELL PARK SCHOOL

Leading Independent Prep School Co-educational Boarding and Day 2½ to 13 t: 01473 659225 admissions@orwellpark.org www.orwellpark.co.uk Orwell Park, Nacton, Ipswich, Suffolk IP10 0ER

ORWELL PARK.indd 1

07/09/2017 15:16

UPFRON T / IN TERV IEW

schools. Through his connections with St James, Hassan learnt “the business of education”.

Yet things could have been different. But for what he describes as two “catastrophic life events”, Hassan may never have looked beyond the Square Mile.

Hassan lost his first son. It is not a subject he’s willing to discuss but he does say that having lost a child means “you really value a child’s life”. Two further children, a son and a daughter, are the inspiration behind everything he does. And in 2013, Hassan was involved in a serious car accident, in Ealing in west London. Though he was not responsible for the crash, three people lost their lives. “I still suffer from a bad back and had to give up sport but I feel truly blessed I’m still around.” The accident left Hassan with a “spiritual view of life, that I must have survived to do something positive.

I thought, ‘Let’s go and help young people do some amazing things’.”

In April 2013, Hassan started Cavendish Education, acquiring Gretton School in Cambridgeshire. There was no initial plan beyond the one school but Cavendish now has six specialist premises. “With my own dyslexia and ADHD I had a huge affinity with children with similar problems.

If I was going to do something in education, the first port of call would be to help children by creating the sort of school I should have gone to.”

When he acquired Gretton, a school for

ABOVE An artist’s impression of the new school canteen

“My father had an extraordinary influence on me” children with high-functioning autism, it had just 28 pupils, drawn from what Hassan describes as “troubled backgrounds”. Now there are 96 pupils and, impressively, 96 members of staff. Class sizes are no bigger than six, and each class has a teacher, teaching assistant and more therapists in the school than Hassan can name. “You want to talk about value-added?” he says.

“Well there it is. Most of the children at that school were at rock bottom. It wouldn’t have taken much for them to fall completely out of the system. What St James’ did for me was to provide love and support but also allow me to articulate myself, through army cadets, through sport. I found something similar at Gretton, which resonated with me very personally.”

A self-confessed sports fanatic, Hassan believes in the power of sports to transform lives. At Bredon, a Cavendish school in Gloucestershire for students with dyslexia, dyspraxia and autism, the pupils are given… shotguns. With team sports too challenging for many of the pupils, the pupils are instead offered clay pigeon shooting. Last year, Bredon hosted the national schools’ championships. Taking cues from their proprietor, they won. “Beating some of the most prestigious independent schools”, adds Hassan.

Bredon’s success, Hassan believes, exposes a paradox in how society views children outside the educational mainstream. “We’ve got a trophy cabinet full to bursting at Bredon,” Hassan explains, “and these kids go on to do some amazing things, in all walks of life. They show discipline, concentration and commitment–

LEFT The magnificent state room at 106 Piccadilly before renovation

yet we’re told these are kids who can’t sit still in class.”

Hassan is a businessman. He maintains Cavendish and Dukes with support from outside investors and bank debt. Minerva relies on August Equity and all three businesses are for profit, with surpluses reinvested. “I don’t want to say they’re charities when they’re not,” Hassan explains. “It is the intent with which we do things. There’s a notion in some parts that profit is a bad thing. I believe it drives growth. What matters is these kids get the education that deserve. If we hadn’t set this thing up, that wouldn’t be the case.”

It is worth noting also that of the 500 pupils attending Cavendish schools, half have their fees paid either by the local authority or by a significant bursary programme. “We don’t want to turn children down based on need,” says Hassan.

For a City- and Army-type, Hassan can be surprisingly emotional about what he does.

“To me it is simply the best job in the world.

You couldn’t pay me any amount of money to do anything else. I feel I have landed.”

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 39

AE_17_TH_Aatif interview copy.indd 39

11/09/2017 16:35

ABOVE Members of Benenden’s Chapel Choir

40 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

ABED_Autumn_Benedon.indd 40

11/09/2017 16:54

FOCUS / BENENDEN

GIRLS ALLOWED Absolutely Education spends a day at Benenden and comes away impressed with the girls’ confidence and character – and their results too A M A N D A C O N S TA N C E

I

thought Benenden might be a bit like Malory Towers, or incorrigibly posh anyway, probably because Princess Anne was a pupil here in the 1960s.

Approaching the grand mockTudor building up a tree-lined driveway did little to change my mind. Built as a private house by Lord Cranbrook in 1860, it has been home to the school since 1924, a year after it opened in 1923. The main house and surrounding buildings sit in 240 acres of parkland in the Kentish Weald; this is the English countryside at its grandest and most glorious.

I arrive on a perfect June day. It might be the middle of the exam season but you wouldn’t know it, pupils lounge in the sun by the tennis courts and Upper Sixths – or Six Twos, as they are known here – zip about on scooters. It’s a privilege only extended to their year and one all girls look forward to greatly. In the fields in front of the main house, younger girls are working on a

science project. It is an idyllic scene.

“We are quite relaxed here,” says Samantha Price, head at Benenden since January 2014. When Miss Sheldon, Miss Hindle and Miss Bird, three teachers at Wycombe Abbey, opened their new school back in the Twenties, they did so with the intention of providing a complete education for girls. It is a legacy that Price is keen to continue.

“We want to educate the whole girl,” she says. “Help her recognise and develop her strengths and talents and build her confidence. That doesn’t come at the expense of academic rigour – sometimes people can see a rounded school as a ‘softer’ option, which is not the case here at all.”

She’s not wrong; Benenden is pretty punchy academically. In this year’s A -Levels, 26 per cent of Benenden’s grades were A* and 45 per cent achieved at least three A grades. Benenden girls have secured places at prestigious universities including the London School of Economics

(LSE), Imperial College London, Durham, Edinburgh, Oxford and Cambridge. Twelve per cent of girls have earned places on Medicine and Science-related courses and 11% will be studying at sought-after institutions in America, including MIT (Massachusetts Institute of Technology).

53 per cent of all Benenden’s GCSEs were graded at A* and 40 per cent of the year group received nothing less than an A. In addition, two girls’ Further Maths papers were so strong that they were each awarded double A*.

But there is plenty of evidence of Price’s commitment to the ‘whole girl’. She has clearly brought a new dynamism to Benenden and the school is tripping over itself with a series of ‘firsts’.

This year’s Year 9 girls, for example, were the first to graduate last term with the new Benenden Diploma, a linked curriculum for Years 7 and 8. Lesley Tyler, Benenden’s Deputy Head Academic, responsible for designing the diploma, says: “This unique

WE ARE EXPERTS IN RAISING GIRLS – WE HAVE BEEN DOING IT FOR 94 YEARS AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 41

ABED_Autumn_Benedon.indd 41

11/09/2017 16:55

LEFT In front of the main house RIGHT Sport is very popular

nearby Ashford. Price is quick to say that the school’s partnership with the academy started before her time but she is very committed to the partnership. Benenden now runs a joint CCF with John Wallis Academy, one of the first girls’ schools in the UK to do CCF. “We use a word called ‘humbition’ here,” says Price, “meaning ‘humble but ambitious’. Every girl is individually nurtured but we want them to have a strong sense of their place in a community.”

This includes older girls being mentors to younger pupils and wider afield, volunteering at the village shop which Benenden bought to prevent it closing.

Boarding is a key part of Benenden’s ethos. It is the last full-boarding girls’ school in the country but ‘full’ boarding at Benenden equates to girls going home, on average, every other weekend, and parents are always welcome to visit at weekends.

There are 550 pupils in total; six houses for 11-16 years olds – from the wood-panelled history of Hemsted and Norris in the main building to more modern houses around the site. The Founders Sixth Form Centre, set apart from the main building, has four more houses and sixth formers are able to do their own cooking, cleaning and laundry.

Boarding gives girls the best of two worlds, says Price. “They develop independence and the skills that come with living away from home –

BELOW Girls get to be girls at Benenden

new diploma ensures that girls are making full use of those first two years at school, and working towards something tangible that will stand them in great stead for the rest of their education.”

“They are learning valuable skills such as critical thinking, public speaking, researching, essay-writing, project working and, perhaps most importantly, linking what they have learnt in one subject with what they are working on in others – and all before they reach Year 9.” The girls had to submit a portfolio of their best work and produce an Extended Project before ‘graduating’ in a special ceremony in front of friends and family.

Another Price initiative has been the Professional Skills Programme launched

by The Apprentice’s Margaret Mountford

last September. Price wants to ensure the “girls are as professionally fit for the workplace as we can help them to be”, she says. The girls learn practical skills such as how to write a business plan, read a financial report, design a website and take part in mock interviews. Price also organised Benenden’s first Dads4Daughters event in London last March with 100 school fathers attending for a debate about the world of work for their daughters.

There was also Benenden’s headlinegrabbing ‘phone fast’ earlier this year that saw pupils and staff going without mobile phones and social media for three days.

And Price recently attended a Downing Street reception where Benenden was thanked for its work establishing The John Wallis Church of England Academy in

42 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

ABED_Autumn_Benedon.indd 42

11/09/2017 16:56

FOCUS / BENENDEN

At a Glance BENENDEN SCHOOL F O U N D E D 1923

• H E A D Samantha Price

• S I N G L E S E X Girls only

• N U M B E R O F P U P I L S 550

• DAY O R B OA R D I N G Boarding

• AG E S 11-18

• P O I N T S O F E N T RY 11+ , 13+, 16+

• A D M I S S I O N S Selective

you become more tolerant and more aware of other people, which is a great thing in life.”

Another benefit is the extra time the girls enjoy, says Price. When other children might be grinding through the daily commute, Benenden girls are playing sport, putting on a play or even building a microlight plane.

“This is probably the only time in their lives they have every facility possible that they can roll out of bed and enjoy,” she says. This includes sporting facilities most can only dream of including an all-weather sports pitch opened by Davina McCall last year; Benenden girls are demons at lacrosse. And then there is the Weekend Programme, a dizzying array of activities for pupils – circus skills, zorbing, archery, sumo wrestling, mountain climbing, you name it - pronounced “brilliant” by pupils.

“Put all that together,” says Price, “and at 18 you have a girl who has a stronger sense of herself and with that a maturity and confidence.”

Pupils are a mix of girls from the local area and those from further afield; a third of pupils come from London. Ten per cent of pupils are international; the two sixth formers who showed me around are probably typical of the pupil mix. Isobel lives in Fulham. Her parents chose

Benenden for, among other reasons, the sport and the single-sex environment. Alayo – who will be head girl this year - comes from Nigeria, her mother was educated at Roedean but thought Benenden had a “nicer atmosphere”.

Both girls really appreciate what is affectionately known as the ‘Benenden Bubble’. “When you are here you feel protected,” says Isobel. “Here nobody wears make-up,” says Alayo, “and then you go out of school and you see all your friends caked in it.”

All the girls speak of how supported they feel at the school. Every girl has a housemaster or mistress, a matron in-house and an academic tutor. And new girls also have a Housemother – an older girl in the house who helps them settle in and a ‘Big Sister’ in the sixth form.

Both Isobel and Alayo say, with the world-weariness of teenagers, “they are always talking about our mental health”.

But both agree that neither bullying nor bitchiness is either very prevalent or tolerated in any way.

As Price points out: “We are experts in the raising of girls. We’ve been doing this for 94 years. There’s nothing we haven’t seen.”

Having taught in every manner of school, Price is now a strong advocate of single-sex education because it gives “girls and boys the space to grow”, she says.

For 11+ schools own entrance exam or Common Entrance For 13+ ISEB Common Pre-Test in Yr 7 followed by Common Entrance • D I R EC TO R O F A D M I S S I O N S

Giles Smith registry@benenden.kent.sch.uk • R E L I G I O U S A F F I L I AT I O N

Christian ethos • FEES

£12,250 per term, 9 pupils currently on 110% bursaries • ADDRESS

BENENDEN SCHOOL Benenden, Cranbrook, Kent TN17 4AA, UK, 01580 240592, benenden.kent.sch.uk

A rounded school does not mean a lack of academic rigour

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 43

ABED_Autumn_Benedon.indd 43

11/09/2017 16:56

Experience Millfield and Millfield Prep at our next Open Day on Saturday 7 October

Doctor Guitarist Hockey Player millfieldschool.com/everyfield

MILLFIELD.indd 1 1416_Absolutely_210x297.indd 1

18/07/2017 15:42 15:48 13/07/2017

FOCUS / BENENDEN

TOP Celebrate! The first year group to graduate with a Benenden diploma RIGHT The Six Twos take full advantage of scooter privileges

“Being all girls together you get a stronger sense of collegiality,” says Price.

For instance, she and her staff will depart early from school assemblies, leaving the head girl in charge for the final 10 minutes.

“She might do a birthday video or a thought for the day,” - and great cheers resound from the hall – “I suspect you wouldn’t get that at a co-ed school,” says Price.

Price believes girls thrive academically when they are not with boys.

“We have no subject bias here,” she says. “Our strongest A-Level in terms of popularity is maths, followed by economics and English, and science is growing all the time.”

“When you are trying to encourage an intellectual risk-taking culture, that is easier to achieve in a single sex environment,” says Price. “Here girls feel very free to love physics and have a go at physics.”

That said, Price is very keen to have a gender-balanced staff room – 50% of her staff are men and there are strong connections with boys’ schools. Each junior house is twinned with a house at Tonbridge and there are socials with Charterhouse and Harrow. In the sixth form pupils are free to travel to London or nearby towns at the weekends.

They are certainly getting something right. Only three pupils out of a cohort of 95 left at the end of Year 11 last term, all the

other girls will stay for sixth form. Pupils such as Alayo, who says, “Why would I leave? I’m happy here.”

Walking home down the school’s drive at the end of last term, Price saw two Six Twos “having a moan in the field”. She stopped to chat and once the girls had had their whinge they said to her: “Yes, we are stressed with our exams but at least we can just go for a walk outside.” As Price now reflects, “We are so lucky to have all this space; I felt very privileged to have that time with them.” A recent boarding school inspector described Benenden as providing ‘stretch without stress’. Quite.

The most telling comment I heard came from Matt Commander, Deputy Head CoCurricular. I ask him to compare Benenden to his previous public school. He doesn’t hesitate: “Benenden is a more relaxed environment but it is deliberately designed to feel that way.

Benenden has come a long way from its buttoned-up past. It’s now a thoroughly modern school in every way. If I had to reach for a metaphor, I would say that Benenden is like a graceful swan. All appears calm and serene at the school, but that’s because beneath the surface the staff are paddling away, working terribly hard to make sure that no girl ever enters choppy waters.

And that makes for a pretty perfect school, don’t you think?

“Price has brought a new dynamism to Benenden” AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 45

ABED_Autumn_Benedon.indd 45

12/09/2017 15:44

WALHAMPTON.indd 1

14/07/2017 08/09/2017 17:20 11:25

Nursery & prep PREPS FOR A PRINCE P . 50 TRIPS ABROAD P . 58 SECONDARY STITCH UP? P . 64

XXXXXXXX

AN EATON SQUARE PUPIL

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 47

AE_Openers.indd 47

11/09/2017 16:57

We grow through what we go through

Rewarding children for: Confidence, Curiosity, Creativity, Collaboration, Communication, Commitment and Craftsmanship For a private tour, please call our Registrar on 01444 483528 or visit www.greatwalstead.co.uk

GWS.indd 1

07/09/2017 16:28

Talking

PR EP/ OPINION

HEAD

BE KIND

Ben Thomas, Chairman of the Board at Thomas's London Day Schools - which welcomes Prince George this term on what makes a good prep school education.

I

n narrow terms, a prep school’s remit is to prepare its pupils thoroughly for the academic entrance and scholarship examinations of their chosen senior school. At Thomas’s, though, we believe that the best prep schools have a much wider responsibility than this. We believe that we are preparing children not only for their senior schools, but also for the life that lies beyond them.

During their time with us, we aim to give our pupils an education which is both rich and broad. To this end, we place a strong emphasis on the highest academic standards, set within a broad curriculum.

From their first day in school at the age of four, whilst primary responsibility for their academic and pastoral progress falls to their form teacher, our pupils will also be taught by specialist teachers in Art, Ballet, Computing, Drama, Modern Foreign Languages, Music and PE. It makes for a busy and purposeful learning environment.

We embrace in our teaching and learning the advances of technology, which will undoubtedly form such an important part of these children’s lives. At the same time we have recently found the need to counteract some of the downsides of unregulated screen time by introducing a formal programme of outdoor learning. This begins with 'woodland adventures' in reception and leads up to a week’s residential trip in each of years 5 and 6 at Thomas’s Daheim, our dedicated centre for outdoor learning in the mountains of Upper Austria. A further programme of clubs, speakers and extra-curricular activities serves to enrich

"We challenge our teachers to find six positive comments for every one negative"

'6:1', six positive comments for every negatives. Try that one at home!

As a result, we expect our pupils to make impressive progress as a consequence of their own hard work, the best efforts of their teachers, the judicious support of their parents, and the encouragement of their peers.

CORE VALUES

As we approach a time of growing automation, certainly within our pupils’ lifetimes, we believe that the things which make us uniquely human will become more important than ever. These include creativity, collaboration, communication and a core set of values, which are at the heart of our pupils’ education.

Our school values lie at the centre of everything we do.

They are on display all around A B OV E the educational each school and are referred to on a daily Pupils at Thomas's experience of our basis in lessons, assemblies and, often, by are taught to care pupils. the children themselves in their free time. for each other Our most Our values include kindness and courtesy, important school honesty and respect, perseverance and rule, which applies to every member of the independence, confidence and leadership, school community is 'be kind'. When my humility and being givers, not takers. parents started the first school, in a tall, Ultimately, we aim to send on into the thin building in Cadogan Gardens, it was, world not just well-educated young people, 'be kind and don’t run'. but young people who intend In each school we aim to make a positive difference to engender an ethos of to the world that they will help kindness, encouragement and to shape. understanding, in which pupils’ It is our hope that Thomas’s strengths are developed, and pupils will leave their school their weaknesses supported, with a strong sense of social so that each child is challenged responsibility, set on a path without being inhibitied. We to become net contributors BEN THOMAS believe in targeted praise as the to society and to flourish as Chairman of the Board greatest motivator – and set capable, conscientious and Thomas's London Day Schools our teachers the challenge of caring citizens of the world.

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 49

AE_17_TH_TH Ben Thomas.indd 49

11/09/2017 16:59

FIT FOR A

PRINCE Prince George has started prep school at Thomas’s Battersea, but what other establishments might have made it on to the HRH shortlist?

ELEANOR DOUGHTY

it’s a real family affair. Headmistress Eleanor Dixon is the daughter of Anita Griggs, headmistress of the girls’ school, so there’s plenty of integration and a real feeling of togetherness. The boys have a bewildering 19 subjects to study, including Mandarin in Year 6, and History of Art throughout, which is a bonus too rarely offered. We approve.

The Hall

I

n leafy Belsize Park stands The Hall, where parents must register before their son is one year old. The young chaps play rugby, football and cricket, and study Classics before whooshing off to all the best schools. It’s not just Eton, Westminster and St Paul’s for these boys, but academic schools all over town, and the rest of the country, too. Pupils at The Hall live ‘distinctive lives’, says headmaster Chris Godwin, which sounds right up our street.

WHERE IS IT? Earls Court, SW5 WHO IS IT FOR? Boys, days only, 4-11 WHO IS IN CHARGE? Headmistress

Eleanor Dixon HOW MUCH DOES IT COST? A B OV E

WHERE IS IT? Hampstead, NW3 WHO IS IT FOR? Boys, day only, 4-13 WHO IS IN CHARGE? Headmaster

The Hall

£6,480 per term

falknerhouse.co.uk

RIGHT

Falkner House

Chris Godwin HOW MUCH DOES IT COST?

Reception and Year 1, £5,980 per term; Year 2 and above, £6,162 per term

hallschool.co.uk

MUCH-LOVED FALKNER HOUSE NOW HAS A NEW EARLS COURT OUTPOST FOR BOYS

Falkner House

F

alkner House gives you two for one: there’s a boys’ school AND girls’ school, a mile from each other. The girls' school is long established and much-loved.

The boys' school is brand new, having just opened this term. At the boys’ outpost in Earls Court, it’s co-ed two to four, and boys only four to 11, and

50 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AE_17_TH_Princely_Preps.indd 50

12/09/2017 09:20

PR EP / BEST PR EPS

Sussex House School

S

ussex House is a school for the public school set: Sussex House (rightly) boasts that 70 per cent of its leavers go off to Eton, St Paul’s, Winchester and Westminster, which is pretty outstanding. This high percentage of high achievers is surely down to the opportunities afforded the children: there’s a lot of drama (theatre, that is) going on, sometimes with as many as eight productions a year; serious sporting japes, including fencing, and music coming out of your ears. It’s also where Daniel Radcliffe went to prep school, so they must be on to something.

WHERE IS IT? Cadogan Square,

SW1X WHO IS IT FOR? Boys, day only, 8-13 WHO IS IN CHARGE? Headmaster

Nicholas Kaye HOW MUCH DOES IT COST?

£6,200 per term

sussexhouseschool.co.uk

Ravenscourt Park Preparatory School

I

f you’re looking for a solid local school, Ravenscourt Park ticks the box. The boys and girls toddle off to Latymer, Francis Holland and Goldolphin & Latymer after Ravenscourt has finished with them.

And by finished, we mean “make wonderful beyond belief”, because there’s a huge amount to do: judo, lacrosse, ski trips, rugby… you name it, Ravenscourt offers it. Plus, there’s an actual park nearby (there’s a clue in the name) which means there’s plenty of room to run around – rare in London and not to be sniffed at.

Eaton Square School

D

on’t turn up on Eaton Square looking for Eaton Square School, because it isn’t there – it’s round the corner, on Eccleston Square. And very nice it is, too. At Eaton Square it’s all go: the boys and girls study French, Latin and Mandarin, and go on ski trips in their spare time. A new senior school opens this term at 106 Piccadilly, which will educate the luckiest children from 11 to 18, meaning that there’s no change in the direct debit EVER. WHERE IS IT? 79 Eccleston Square,

Belgravia WHERE IS IT? Chiswick, W6 WHO IS IT FOR? Boys and girls,

WHO IS IT FOR? Boys and girls,

day only

day only, 4-11

WHO IS IN CHARGE? Headmaster

WHO IS IN CHARGE?

Sebastian Hepher

Headmaster Carl Howes

HOW MUCH DOES IT COST?

HOW MUCH DOES IT COST?

£5,625 per term

Reception - Year 2, £6,875 per term; Year 3 to Year 8, £7,090 per term

rpps.co.uk

eatonsquareschool.com

A B OV E

An Eaton Square pupil

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 51

AE_17_TH_Princely_Preps.indd 51

12/09/2017 10:10

Rose Hill scHool

“EXCELLENT IN ALL AREAS” Rose Hill is a leading Kent Prep School located in the heart of Royal Tunbridge Wells and less than an hour’s commute from the city.

Founded in 1832, it is one of the oldest prep schools in the country and is widely recognised to be one of the best schools in the area. It has fantastic links with independent secondary schools such as Tonbridge, Sevenoaks and Brighton College and also feeds excellent local Grammar schools.

Last year the school was endorsed by Tatler in its prestigious Good Schools Guide and it scored a glowing ‘excellent in all areas’ following the latest four-day inspection by the Independent Schools Inspectorate.

The Early Years Department was judged as ‘outstanding’ in 2010 and provides a safe, happy and interactive environment for 3 and 4 year olds. As the children move through the school, they benefit from superb modern facilities for teaching, the creative arts and sport. A new £2 million teaching block incorporating state-of-the-art Science and IT facilities opened in 2013.

Children are encouraged to take an active role in school life and to develop interests outside the classroom. A wide range of extra-curricular activities, including cookery, orienteering, sports and thriving Cubs’ and Brownies’ packs, ensures that school life is both fun and educational.

To find out more or to arrange a visit, please call Rose Hill School on 01892 525591 or e-mail: admissions@rosehillschool.co.uk

www.rosehillschool.co.uk ROSEHill HILL SCHOOL.indd Rose AUT14 NEW.indd 11

07/09/2017 11:27 13:33 11/05/2015

PR EP / BEST PR EPS

Garden House School

Y

ou might think you don’t know Garden House, but you do.

You’ll have seen the tiny girls bouncing along the King’s Road wearing their velvet-collared coats and thought, where does THOSE lovely children go to school? Garden House is where, a very sweet prep school around the corner from Sloane Square, where the boys and girls are taught separately but hang out at break time and do extra-curriculars together. Principal Jillian Oddy offers everything from dawn chorus to robotics to her charges, and they all skip off to smart London day schools and boarding schools further afield WHERE IS IT? Chelsea, SW3 WHO IS IT FOR? Boys and girls, 3-11 WHO IS IN CHARGE? Christian

Warland (boys headmaster) HOW MUCH DOES IT COST?

Kindergarten, £4,500 per term; preparatory, £7,000 per term; junior school, £7,150 per term; upper school, £7,200 per term

A B OV E

A Bassett House pupil BELOW

A St Paul’s Junior production of Oliver

St Paul’s Juniors

T

he artist formerly known as Colet Court has now (properly) merged with its big brother St Paul’s, and has become St Paul’s Juniors. Ta-dah! And it’s still as brilliant as ever, with a creaking waiting list, so get in there for prep school to avoid the race for the few places they offer for big school at 11.

It being St Paul’s, the academics are outstanding, and boys get to study engineering alongside their regular subjects. Plus, there’s tennis, cricket, rugby, football, swimming, water polo AND gymnastics, so there will be nothing your son can’t do.

ST PAUL’S JUNIORS IS AS BRILLIANT AS EVER WITH A CREAKING WAITING LIST

gardenhouseschool.co.uk

Bassett House School

E

very child can learn to fly'. So says Bassett House, a charming co-ed school in North Kensington, founded with just six pupils in 1947. It’s got two sister schools – Orchard House in Chiswick, and Prospect House in Putney, so there’s a house wherever you are. A bit like Soho House. They believe that different children learn in different ways, so there’s a bit of Montessori looped in alongside regular methods of teaching to spice things up a bit. There are also coding clubs, yoga and a barbershop group on offer alongside your traditional subjects.

WHERE IS IT? North Kensington, W10 WHO IS IT FOR? Boys and girls, day

WHERE IS IT? Barnes, SW13 WHO IS IT FOR? Boys from 7, day only

only, 3-11

(boarding at senior school) WHO IS IN CHARGE? High Master Professor Mark Bailey HOW MUCH DOES IT COST? £6,476 per term

Philippa Cawthorne Nursery, £2,895 per term; reception, form one and form two, £5,790 per term; forms three to six, £6,040 per term

stpaulsschool.org.uk

bassetths.org.uk

WHO IS IN CHARGE? Headmistress HOW MUCH DOES IT COST?

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 53

AE_17_TH_Princely_Preps.indd 53

12/09/2017 10:10

Windlesham INDEPENDENT BOARDING & DAY SCHOOL FOR BOYS & GIRLS AGED 4 TO 13

Open Morning

30th September 2017 - 9.30am • Excellent rating received in 2017 ISI Report • A record number of scholarships gained to senior schools this year • Outstanding pastoral care & extra curricular programme • Celebrating 180th year & 50 years of co-education Call +44 (0)1903 874701 | Email whsadmissions@windlesham.com | visit windlesham.com Windlesham House School, Washington, West Sussex, RH20 4AY

WINDLESHAM.indd 1 1 Absolutely Nov 2017.indd

08/09/2017 11:58 08/09/2017 11:13:23

PR EP / BEST PR EPS

Wetherby PrePrep school

A

h, Notting Hill.

Home to one heck of a carnival, a certain Richard Curtis film set, oh, and Wetherby pre-prep, the smartest in the land. This is an ultra-hip and brilliant outpost in the middle of W2, where even the littlest boys get involved with the big school events. They’ve got French teachers and music teachers even at Nursery level – that’s how good it is – and the boys trickle off to Wetherby prep in Westminster, before they pack off to Wellington, Harrow and Westminster, if not to their own Wetherby senior school in Marylebone. A Wetherby boy is one for life.

WHERE: Pembridge Square, W2 WHO IS IT FOR? Boys, day

only, 2-8 WHO IS IN CHARGE?

Headmaster Mark Snell HOW MUCH DOES IT COST?

Little Wetherby, £3,280 per term; rest of school, £6,865 per term

wetherbyschool.co.uk A B OV E

A Wetherby School pupil BELOW

Eaton House pupils

Eaton House Belgravia

T

here are quite a few Eaton House schools across London, so bear with us. There’s Eaton House The Manor preprep, for boys; Eaton House The Manor prep, also for boys; Eaton House The Manor girls’ prep school, plus Eaton House The Manor Nursery, all on Clapham Common, AND Eaton House The Vale School, in Kensington. But this one is Eaton House Belgravia preprep on Eaton Gate, a gem of a

school for boys of four to eight.

It’s non-selective and chess is on the curriculum, alongside reasoning, history, geography, library studies and music. Plus, the full complement of games, of course. There’s a prep school opening in Belgravia this term, so no need to move schools until it’s time for big school.

WHERE: Eaton Gate, SW1W WHO IS IT FOR? Boys,

day only, 4-8 WHO IS IN CHARGE? H eadmistress Annabel Abbott HOW MUCH DOES IT COST?

£5,130 per term

eatonhouseschools.com

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 55

AE_17_TH_Princely_Preps.indd 55

12/09/2017 10:10

Teaching children to fly Our schools differ in character but share the same focus: teaching children to fly.

The higher and happier the better.

The powerful combination of highly trained staff and tailor-made teaching encourages our pupils to excel.

They mostly call it having fun. We call it being the best they can be.

OPEN DAYS Bassett House (evening) 5 October Orchard House 7 October Prospect House 7 October

Notting Hill | 020 8969 0313 bassetths.org.uk

HSG.indd 1

Chiswick | 020 8742 8544 orchardhs.org.uk

Putney | 020 8246 4897 prospecths.org.uk

07/08/2017 11:57

Talking

PR EP / OPINION

HEAD

The freedom of knowledge

XXXX / XXXXX

Tim Butcher, Headmaster of Perrott Hill School, on balancing a ‘proper childhood’ with advances in technology

F

or those of us contending with how best to educate the next generation, certain now-accepted truths crop up regularly.

We are most firmly in a post-industrial – as some would have it, “posttruth” – era, and the shape of tomorrow’s world is essentially unknowable. Yet the majority of the traditional curriculum and subject specifications were devised for the industrial era. So-called More’s Law – that computational ability will double every 18 months or so – underlies a time of technological advance never seen before.

The fact that the job market into which today’s children will graduate is going to be remarkably different to that of their parents is clear.

Challenges and exciting opportunities therefore exist equally.

I frequently speak to parents who seek a 'proper childhood' for their child, one that is not dominated by technology. It’s often a reason they moved or are moving to our beautiful region. They adore the idea of the rural idyll that we offer, with our forest school, and woods and yew hedges for making dens in. Yet reluctantly those same parents know that in reality their 13-year-old will need to be ready for the world of senior schools, teenage-hood and social media when it comes. And this is the challenge facing those wanting to provide the very best preparatory education. Is it a conflict? No, more of a span that we must aim to bridge.

“There’s the old chestnut of knowledge versus skills. This is a false dichotomy”

come together, and sits as part of our science suite, taking inspiration from the art department. Open and staffed during morning breaks, pupils can drop in to get on with projects that come from them with minimal direction. Free engagement in this space builds a momentum of its own. At the simplest level, we aim to provide the time and the space for a full education.

Then there’s the old chestnut of knowledge versus skills within the academic curriculum. This is a false dichotomy, but one which people still so easily assume that emphasis upon one means the exclusion of the other. Academic A B OV E The traditional ambition must underpin any curriculum, Altogether now: and forwardand depth of knowledge retains its value Perrott Hill pupils get involved looking should by providing the framework in which all come together in pupils’ growing understanding of the world an educational is contextualised. We learn better and more experience that feels natural and exciting. effectively by new knowledge being related Our pupils are frequently absorbed in our to existing knowledge. In this regard, “you remarkably beautiful setting – Wellingtons can Google it,” is no argument at all. Yet and boiler suits to hand – whilst building it is clear from the responses of industry self-confidence and expression through that the likes of skills such as collaboration music, drama, art, a traditional debating and creativity are often paramount in their programme and understanding the value wish list. The best curriculum must draw of manners and relations with others. the likes of the latter out as explicit threads From these come constants that will within a rich tapestry of knowledge. always have currency with employers.

Whilst retaining an academic curriculum, Simultaneously, Beebots and the introduction of philosophy Spheros are used from preand religious studies allows prep to build a sense of playful the next generation to develop adventure with technology discursive skills and critical and an understanding of block thinking in a way that will programming. IT is judiciously encourage confidence. The used within the curriculum, a challenges of providing an drone club has just sprung up education for the 21st century and we have recently opened stimulate debate. Above all TIM BUTCHER our 'tinker lab'. else, they prompt explorations Headmaster This is a space where the in learning, and what could be Perrott Hill School creative and technological more joyous than that?

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 57

AE_17_TH_Perrott Hill.indd 57

12/09/2017 16:04

Wish You Were Here?

Year 6 trips to Ghana, Uganda and even Nepal.

Ski trips for eight and nine year olds. We hear a lot about globe-trotting prep pupils here at Absolutely Education but sometimes we think that some of these trips do seem to be a case of ‘too much too young’. Here some prep schools give their thoughts on when prep school pupils should take their first trip abroad

FIONA WOMERSLEY Member of the Pastoral Team Beaudesert Park School

A

s with so many things, the age at which a child is ready to embark on a school trip abroad is very individual.

A child whose family goes abroad a lot might be very relaxed about travelling, whereas one who has

never been on a plane or a ferry might find the travel part alone quite overwhelming. Similarly, homesickness strikes some and not others, although younger children tend to suffer more.

Here at Beaudesert we play it safe. While we organise all manner of school trips within the UK for children from nursery age upwards, trips abroad are available to children aged 11-12 in Years 7 and 8, before they move on to senior school. By that stage they’re more likely both to really, passionately enjoy a trip

“Why spend jet off to far-flung parts of the globe when there are amazing experiences to be had in the UK?” abroad and, crucially, benefit from it in terms of their education. There have been wonderful Classics trips to Italy and Greece, French department trips to France, and Easter holiday skiing trips, amongst others.

Ground rules need to be clear from the outset – especially when it comes to things like taking devices and money. They generally don’t have much time for either anyway as we like to keep them busy and make the most of the opportunity. A busy day also paves the way to a healthy appetite and a good night’s sleep for all concerned.

One final point; bigger isn’t always better in our books. Why spend parents’ money and everyone’s time jetting off to far-flung parts of the globe when there are amazing sights to see and experiences to be had right here in the UK?”

58 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AB ED_AUTUMN_2017_Trips.indd 58

12/09/2017 10:04

PR EP / TA LK ING POIN T

learning to speak, live, eat, drink and breathe France. With senior school pre-testing now mostly taking place by the end of Year 6 Cothill boys spend either the autumn or spring term of Year 7 at Sauveterre – at an age when languages can still be learnt with carefree abandon. This is no holiday let, but an extension of Cothill, where the children are taught in French and return with both a fluency in the language, and a passion for the entente cordiale – even if Brexit might make us think differently. The Gers is certainly a wonderful place to live and work; ABOVE it not only gives the

Beaudesert Park pupils scaling the heights in the UK

children an understanding of what it means to be French - playing for local football teams, buying lunch in the markets and spending time with neighbouring families - but it also instils a self-confidence and a desire to explore beyond the boundaries of our own island. At the Château de Sauveterre, the Cothill boy discovers freedom, beauty and independence, and returns to England a more broad-minded and confident individual, better able to appreciate his place in the wider world. Talk to a Cothillian about their time in the Gers, and watch their eyes light up as they remember the best of times.

RIGHT A Cothill pupil harvests grapes at Sauveterre

DUNCAN BAILEY Headmaster of Cothill House

C

othill first grasped the opportunity to embark on its European adventure in 1989. A large rose-red château in the south of France, near Toulouse, was identified as an ideal place to introduce prep school children to the delights of rural France and was soon purchased by the far-sighted principal of the Trust. It is still the jewel in Cothill’s crown, and one of the best ‘value-added’ opportunities in prep-school education.

From the start, boys spent an entire term immersed in the culture,

“Cothill boys go to Sauveterre at an age when languages can still be learnt with carefree abandon” AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 59

AB ED_AUTUMN_2017_Trips.indd 59

12/09/2017 10:04

Excellence in independent education for rising 3-13 year olds

Autumn TERM OPEN MORNINGS Friday 6th & Saturday 7th October 2017 Come and see our school in action, and meet our pupils and our Head, Tim Butcher.

PARROT.indd 1

You are warmly invited to come and explore our fantastic school on the South Somerset/ Dorset border, including our new boarding facilities and our Music School on the edge of the woods. Rated ‘EXCELLENT’ in every category in our latest ISI inspection.

To book your place, please contact our Admissions Secretary, Nola, on 01460 72051 or email admissions@perrotthill.com Perrott Hill Nor th Perrott Somerset TA18 7SL www.perrotthill.com @perrotthill

/perrotthillschool

18/07/2017 15:28

PR EP / TA LK ING POIN T

“The south coast is as exciting for the children as South Africa and a lot less stressful for all concerned”

REBECCA LYONS-SMITH Headmistress St Swithun's Junior School

M

ALASTAIR SPEERS Headmaster Sandroyd School

E

ducationally you have to ask what the real purpose of these trips are when everything they really need, at this age, is right here in the UK. Geography trips can go to our varied countryside, coastlines and cities. We have an abundance of historical sites to visit, and pupils from around the world travel to experience London’s museums and galleries, which are on our doorstep!

There really are only two reasons to take prep-aged pupils out of the UK. One is for language emersion, and this should ideally include staying with host families, during the holidays, to ensure pupils have enough time to actually practise speaking the language. From our experience at Sandroyd we’ve found that, maturity wise, children who are

ark Twain told us that ‘broad, wholesome, charitable views of men and things cannot be acquired by vegetating in one little corner of the earth all one’s lifetime.’ Travel clearly broadens the mind, and broadening the mind is the raison d’être of all good prep schools.

At St Swithun’s, our children from reception to Year 3 go on lots of trips to take advantage of all that our local area has to offer and to broaden their cultural horizons. By Year 4 we think our children are ready to experience the first tentative steps away from home on a residential trip, and believe this experience is just as exciting for the children if we take them to the south coast as it would be if we took them to South Africa…and a lot less stressful for all concerned! By Year 6 our children are at an exciting juncture in life; many will soon start boarding, or catching a bus to school. We think this is a perfect time to support their developing sense of their global context ABOVE Sandroyd pupils on a by taking them on an overseas trip – in geography field trip the knowledge that they are both socially in the UK and emotionally mature enough to get RIGHT the most from the experience, because A St Swithun's pupil we have been gently widening their gets active horizons since the day they came. in Years 6 and above are best able to cope with, and therefore benefit from, an immersive French trip.

The second reason to take pupils overseas is to access something that isn’t readily (or perhaps reliably) available – such as skiing. We offer our annual skiing trip to the Alps for pupils in Years 5 to 8, as we know many families want their children to learn how to ski from a young age and sometimes the school trip is the most cost effective way of doing this.

Ultimately, rather than getting caught up in an impressive tally of excursions which look super on a school prospectus yet terrifying on the school bill, it’s important to consider the purpose, or benefits of school trips for the children.

“Impressive trips might look super on the school prospectus but terrifying on the school bill” AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 61

AB ED_AUTUMN_2017_Trips.indd 61

12/09/2017 10:04

ACS.indd 1 3925_0908_ACS_AbsolutelyEducation_CEH_OpenDay_A4_Ad_AW.indd 1

15/08/2017 15:47 16:09 09/08/2017

PR EP / OPINION

Talking

HEAD

HAPPY CLAPPY Do we really need happiness lessons for eightyear-olds,? asks Sarah Ebery, Headteacher of Meoncross School in Hampshire

F

ew parents will be unaware of the increasing concern about children’s mental health. Tragic, high-profile stories of children who have been driven to self-harm, or to take their own lives because of bullying and the daily pressures they face are all too common.

Recently, the BBC carried harrowing reports of pupils who struggled with suicidal thoughts and depression and who felt isolated and unsupported. In a poll of 1,000 11 to 16 year olds, 70 per cent said they had felt anxious, frightened or unsafe and 11 per cent described themselves as “unhappy” overall.

Earlier this year the prime minister herself recognised that more must be done to support wellbeing and mental health initiatives in our schools. Now, the government has gone further and unveiled plans to trial “happiness lessons” for eightyear-olds in an attempt to combat anxiety.

At which point some parents may be tempted to ask, “isn’t that a bit much?”

And they would be right.

account and where possible ameliorate them by, for instance, severely restricting the use of mobile phones.

But are happiness lessons for eight-yearolds the answer? Frankly, they are not. I don’t doubt the good intentions behind the initiative but no school can bolt on a tenpoint wellbeing plan and expect their pupils to be happy and stress-free as a result.

Encouraging children to think of disturbing thoughts as “buses that will move away” or giving them questionnaires about bullying and friendship is not enough.

A supportive, healthy environment has to be intrinsic to the ethos of a school.

There is a danger that by isolating wellbeing as something to be taught in distinct lessons we are tempted to view it as an add-on, a faddish notion that can be dismissed when the media’s attention flits to the next gimmick. And it isn’t.

Wellbeing and good mental health have to be fundamental to the school.

When I talk to our children, all of them appreciate a school community that is as comforting as it is stretching, one in which There is always a danger that adults the older pupils look out for the younger overreact and project their own concerns ones, where they feel safe and where they onto children. Fleeting anxiety that can can talk to their teachers if they have trouble youngsters for a nanosecond can problems. One that feels like a family. If a easily be misinterpreted by grown-ups and school has all that, then frankly a 'wellbeing labelled as something that it is not. Yet it plan' becomes unnecessary. would also be a mistake to ignore the rising Mindfulness programmes can be concerns about mental health and children’s excellent. But having one isn’t going to wellbeing, still less to dismiss today’s make children mindful if their attention is youngsters as “generation snowflake”. constantly distracted by mobile phones.

Children are no less robust than we were Teaching them to 'live in the moment' is no as kids. But they do have substitute for a curriculum to cope with pressures that that harnesses their natural we never faced. The exam sense of wonder. Children treadmill is more unrelenting learn to cope with stress and than it has ever been. And anxiety if they have proper as children, parents never pastoral support, teachers had to handle the constant they can talk to and schools diversions, intrusions and that don’t treat them as exam addictions that smart phones fodder. The best schools know SARAH EBERY and tablets afflict youngsters’ this, and no government Headmistress lives with today. Schools have initiative, however well Meoncross School to take those pressures into meaning, can deliver it.

“Children now have to cope with pressures that we never faced”

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 63

AE_17_TH_TH_MeonCross.indd 63

12/09/2017 10:08

LEVEL PLAYING FIELD? Some parents fear that when it comes to secondary transfer, success boils down to being at the ‘right’ prep.

Absolutely Education investigates LISA FREEDMAN

O

ne of the more shaming moments of my parenting years – almost as bad as the time I got caught in the act of sending my oldest to school with the nits – was the decision to enter my younger son for the Eton admissions test, without ever intending he should go there.

Call it a professional experiment if you’re being kind, or certifiable behaviour if you’re not, but I wanted firsthand experience of the entry process to one of the world’s most-coveted schools. Though I come out very badly from this tale, Eton definitely does not. My son, who attended our local primary school and arrived unprepared for assessment and unaccompanied by a school report, was, nonetheless, offered a place.

Parents who send their children to state primaries or prep schools without a solid link to leading secondaries often worry they’re making a big mistake.

They fret that, when it comes to 11 or 13 plus, their offspring will be left behind, not only academically, but in terms of Masonic, behind-the-scenes negotiations which give carefully coached applicants from top-of-the-range prep schools a head start. I can confirm, however, not only from my own adventure, but from long experience as an education consultant, this is emphatically not the case. Schools who declare they’re looking for potential, genuinely are.

St Paul’s School in west London has been a magnet for the brightest for over 500 years, and remains committed to ensuring the boys they select to deliver their stellar results (41 to Oxbridge last year) are drawn from as wide a pool as possible. To ensure that no unpolished diamond gets overlooked, they now offer a segregated entry point for state-school applicants in year five.

"We recognise that state primaries offer a different education," says Maxine Shaw, head of St Paul’s Juniors (formerly Colet Court), "and are generally not gearing their pupils up for entrance exams."

At this stage, St Paul’s sets written tests (in maths, English and reasoning) and interviews selected candidates before offering ‘deferred places’ for entry in year seven, with guaranteed progression to the senior school in year nine.

"State-school applicants are not restricted to year five admissions. They can also apply for 11 plus and 13 plus in the ordinary way, but testing at this point takes a lot of the pressure off year six and gives us time to provide extra classes in subjects which boys may not have studied before, such as Classics."

City of London School for Girls, another league-table topping school, which admits about 50 per cent from the state sector, does not provide alternative exams, but does design its 11-plus papers thoughtfully.

"We try to make the English exam as general as possible," says registrar Rachel Kearney. "The written pieces, for example, are very open ended, and everyone will have had experience of comprehension and creative

“We recognise that state primaries offer a different education”

64 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AB ED_AUTUMN_2017_Entry.indd 64

12/09/2017 10:18

PR EP / FOCUS

ABOVE Passing the baton: a St Paul's Junior pupil

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 65

AB ED_AUTUMN_2017_Entry.indd 65

12/09/2017 10:18

EATON HOUSE SCHOOLS

NEW!

EATON HOUSE BELGRAVIA PREP OPENED SEPT 2017

Leavers’ crosshairs are aimed at the big hitters

Eaton House The Manor Preparatory School (Tatler, 2017)

Academic rigour and plenty of extras

Eaton House Belgravia Pre-Preparatory School (Good Schools Guide, 2017)

Passionate and dynamic teaching

Eaton House The Manor Girls’ School (Good Schools Guide, 2017)

MEET BELGRAVIA’S NEWEST AND BRIGHTEST PREP! Traditional yet innovative, the new Eaton House Belgravia Prep is the perfect solution for bright academic boys aged 8-13 Eaton House Belgravia Prep, for boys aged 8-13, is a new sister school for the long-established and academically outstanding Eaton House Belgravia PrePrep for boys aged 4-8. With a new co-educational nursery at Eaton House Belgravia Pre-Prep, parents now have the chance to educate boys to the highest

level from the ages of 3-13 at two dedicated mansion house sites in Belgravia and South Kensington.

Children in Eaton House Schools regularly win places, awards and scholarships at a range of senior schools, including Eton College, Westminster School, St Paul’s School, Dulwich

College, Harrow, Tonbridge, Rugby, Marlborough, Charterhouse and many more.

Book your Open Day place via our website and see for yourself the unique and fast-paced learning environment that Eaton House Belgravia Prep can offer your child.

NURTURING EXCELLENCE EATON HOUSE SCHOOLS www.eatonhouseschools.com

Absolutely Education full EATON HOUSE.indd 1 page 08.09.17 v3.indd 1

11/09/2017 11:37 09:16 11/09/2017

PR EP / FOCUS

Schools used to winning these scholarships (often the junior departments of their related senior BELOW schools) are also Maxine Shaw head of accustomed to preparing St Paul's Junior boys to Olympic standards. Those without similar concentrations of the highly able may not consider it part of their brief to train their pupils in a similar way.

Of course, parents themselves can always intervene, and, while leading senior schools claim they’re able to spot the tutored child, it would be naïve to assume at least some additional preparation will not help ease the process. Parents, however, should be realistic. A child at a state primary school, for example, should – without coaching – be working comfortably near the top of the class. (The recently abolished level five was a useful indicator, now you may have to make do with ‘working beyond the expected level of attainment’.)

Getting in is one thing, of course – being comfortable in a challenging new environment is another. But most parents report a highly positive outcome. "My Today, as always, secondary schools rely daughter moved from our local primary to heavily on the applicant’s school report, and a leading girls’ independent in September, may, however unconsciously, give more weight and she just loves it," says one. to accounts from heads they know well.

In fact, the schools are usually pretty "If I’m concerned a pupil has not done as good at choosing the child that will fit – well as we expected, I don’t hesitate to pick whatever the educational background they up the phone," said the head of a well-known come from.

London prep (who preferred to remain anonymous). "Because they trust me, they’re usually be prepared to listen."

Pre-testing – much maligned in some quarters for passing judgement too early – has helped mitigate cries of cronyism.

In 2000, for example, Eton introduced a computerised IQ test for ten-year-old applicants precisely because of their concerns about traditional methods of recruitment.

Wellington College in Berkshire now also assess for 13-plus entry in year six. Here, the ISEB Common Pre-test (in English, maths and reasoning) is used in combination with a day of ‘collaborative, problem-solving activities’ and interviews – think Magic Circle Law firm or Civil Service fast track – which allows them to take ‘a whole-child approach’ to entrance (and admit 20-30 from the state sector).

Where both those from state schools and minor prep schools can really lose out, however, is in the race for scholarship glory.

The scholarship exam at leading schools like Eton, Westminster and St Paul’s requires LI SA FR E E D M A N academic sophistication well beyond the norm. "Maths, for example, can be at the runs the education consultancy At The same level as GCSE," says Maxine Shaw.

School Gates, attheschoolgates.co.uk LEFT A St Paul's Junior pupil

“St Paul’s and City of London both feel strongly that it’s at interview where they can discriminate between the brightest sparks and the carefully coached” writing." The school uses the written papers as a first edit, when it meticulously scrutinises which candidates come from where.

"We have about 75 places available, with about 750 applicants. Usually, we can’t differentiate at all in the top 50 – they come from a whole range of schools – but for the 400 or so in the middle, we look particularly carefully at state-school applicants, siblings and August birthdays before deciding who to interview. Here, we’ll pay close attention to girls who’ve got high marks in the hardest part of the papers, looking to see how well they’ve handled problem solving."

For both St Paul’s and City, the written papers act only as a minimum benchmark, and both feel strongly that it’s at interview where they can really discriminate between the brightest sparks and the carefully coached.

"What we’re looking for is the yearn to learn,’ says Maxine Shaw. ‘We try to give the boys some new problem to see how their mind works, discover where logic takes them. The conversation tells us whether they’re going to love being here."

In some ways, it can be more beneficial nowadays to go to a state primary than to an independent prep with little history of sending pupils on to leading schools. While the major schools (with a careful eye on the Charity Commission) now do their utmost to ‘broaden access’, they, assume, perhaps unfairly, that all prep schools are created equal.

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 67

AB ED_AUTUMN_2017_Entry.indd 67

12/09/2017 10:19

A leading independent senior school for weekly and full boarders and day girls (11–18) A day prep school offering outstanding education for girls (3–11) & boys (3–7)

Open afternoons Senior school – Friday 15 September at 1.45 pm Wednesday 8 November at 1.45 pm Junior school – Friday 10 November at 1.30 pm Please contact us to book your visit www.stswithuns.com 01962 835700

SWITHUNS.indd 1

30/06/2017 11:09

PR EP / SEN

Making Tracks An outdoor education initiative catering for autistic children in north London is now winning awards P E A R L B OY D

E

arlier this year, Naj D’Silva, a teacher at the Holmewood School in Woodside Park, north London, did something great. She set up Footprints Life Camp, a not-for-profit social enterprise which runs specialised camps combining outdoor education, farming and life skills for young people on the autism spectrum. For this, D’Silva has been awarded the National Autistic Society’s professional award for most creative community project.

The camps run from the Holmewood School, which opened in 2010, catering for students aged seven to 19-years-old with autism, Asperger syndrome, and other language, communication and social difficulties, during the summer holidays.

A study that D’Silva carried out in 2014 found that the impact of outdoor learning on the social and emotional development of vulnerable young people on the autistic spectrum was significant. Her findings were extraordinary, with 87 per cent of students citing that they would like to do more

A B OV E

schoolwork outside and 78 per cent of students reporting BELOW that they felt less Fun on the beach angry while learning outdoors, compared to in school. Further still, all students reported that they felt “more happiness” doing their work outside, or in a farm environment, and felt they could work better with others in an outdoor learning environment. In 2016, it was reported that three quarters of UK children spend less time outdoors than prisoners (less than an hour a day), and that a fifth of children did not play outside at all on an average day. These statistics were shocking, D’Silva says, “particularly considering the conclusions from the study.

All were taken into account when setting up the Footprints Life Camp.”

Naj D'Silva with a happy pupil

“Students reported feeling greater happiness working outside” The camps offer activities such as animal care, lambing and forest school at Sweet Tree Farm, a local care farm in Mill Hill, plus trips to the beach, barbecues and swimming sessions. Footprints’ also partners with Islington Boat Club and students can learn to kayak and paddleboard.

The future is bright for Footsteps, who are aiming for a staff team comprising 50 per cent young people on the autistic spectrum. A recent survey by the National Autistic Society suggests that just 16 per cent of autistic people are in full-time paid work; Footprints is actively working

towards breaking down barriers to employment.

The social impact has already been significant. “Footprints life camp made my child’s world a bigger and better place,” says Michelle, a parent. “He was delighted with himself, a very happy little boy.” Thirteenyear-old Jasper felt similarly: “I loved being a shepherd, herding sheep at the farm,” he says. D’Silva herself is delighted with how the camp is going. “Our aim has been to give young autistic people the opportunity to be the best they can be by reducing social exclusion and increasing independence leading to a bright and most importantly happy future.” Lisa Camilleri, head teacher of the Holmewood School is in agreement. “I am exceptionally proud of Miss D’Silva. The service is exciting, fun and highly praised by students and families across London.”

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 69

AB ED_AUTUMN_2017_Footprints.indd 69

12/09/2017 10:27

extraordinary Open Mornings Mornings Open Comeand andsee seewhat whatwe we have have to to offer offer Come SixthForm Form--2018 2018entry entry Sixth Saturday23 23September September 2017 2017 Saturday TasterDay Day--2020 2020Entry Entry Taster Saturday77October October2017 2017 Saturday

Stowe is an independent co-educational boarding and day school inspiring pupils aged between 13 and 18.

Stowe is an independent co-educational boarding and day school inspiring pupils aged between 13 and 18.

e | admissions@stowe.co.uk t | 01280 818205 w | www.stowe.co.uk e | admissions@stowe.co.uk t | 01280 818205 w | www.stowe.co.uk

STOWE.indd 1

08/09/2017 10:23

Senior TOMORROW'S WORLD P . 73 TEENAGE WELLBEING P . 82 STATE BOARDING P . 112

PUPILS AT OLD SWINFORD HOSPITAL

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 71

AE_Openers.indd 71

12/09/2017 16:21

A DISTINCTIVE ROUTE TO HIGH ACHIEVEMENT FOR YOUR DAUGHTER

‘EXCELLENT’ in all 9 areas ISI Inspection

Call now to book your place at an Open Event: Open Day: Saturday 30 September 10.00am - 1.00pm Open Day: Saturday 3 February 10.00am - 1.00pm Meet the Head Coffee Morning: Tuesday 13 February 11.00am - 1.00pm Meet the Head Coffee Morning: Tuesday 24 April 11.00am - 1.00pm 01483 810551 www.priorsfieldschool.com Registered Charity No. 312038 PRIORSFIELD.indd 1

16/08/2017 11:40

SENIOR / TA LK ING POIN T

TO M O R R O W ’ S

WORLD Jobs that haven’t been invented yet. Robots taking over from humans. How are schools educating the future workforce? Here an AI expert and a number of schools give us their point of view

E

arlier this year, Shamus Rae, lead partner for Innovation at KPMG was invited to speak at a conference organised

by Lord Wandworth College and Frensham Heights, alongside Dr Nick Baylis of Cambrige University. The conference, entitled ‘The Rise of the Robot: Is our curriculum relevant?' addressed how and when the rapid growth and advances in Artificial Intelligence (AI) will impact the workplace and therefore what practical life skills our students will need to learn at school to prepare them for what will be a massive – but inevitable – shift in their working lives.

Rae is spearheading the programme to digitally transform KPMG. As the AI advisor on several government committees, he is highly regarded as one of the leading business experts in the coming wave of disruption. Here he discusses some of the changes and challenges affecting today’s pupils. And a number of schools tell us what they are doing to educate tomorrow’s workforce today.

SHAMUS RAE

Lead Partner for Innovation at KPMG:

We’re now at the start of a revolution, as cognitive systems enable the transfer of millions of tasks and functions once considered inherently human into the digital domain. The shockwave of this will be perhaps most deeply felt by today’s younger generation as they graduate from school or university and look to join a workplace that will be radically different.

The ramifications are huge, as cognitive systems usher in a new class of digital

“Cognitive systems will usher in a new class of digital labour” labour that can both enhance human skills and replace human functions all together.

As one famous economist described the impact of ‘singularity’: “Artificial Intelligence (AI) and the digitalisation of the world is like an asteroid heading towards us that will hit between 2029 and 2050, reshaping the workforce of the future.”

‘Singularity’ is basically when computers are learning and creating without human intervention and will be better than humans in everything you could possible think of.

They will be self-programming in a way we do not understand.

We are already creating systems that have learned and can beat us at Go, an Asian game that has more potential moves than there are in atoms in the physical

universe. We have systems that can look at photographs and are better at face recognition than we are. By Christmas, we will be able to get into a car and it will drive itself and it won’t be long before we’ll go to the doctor and be triaged by a computer rather than a human.

There’s a system that has watched 150,000 surgeries, thousands more than any individual could hope for, and can prompt a surgeon in a real time operation; shortly you will be able to buy a phone that can identify consumer goods on sight and will tell you what it is and where to buy it. In Copenhagen, robots now act as teaching assistants in some schools and it won’t be long before Japan has nursing robots. Many of us today happily shop remotely and think nothing of interacting with the computer systems involved.

So, if so many traditional careers are under threat, what kind of people are companies now looking for? Actually, the people we want are changing. We want people who understand technology obviously but more than that, we want people who are creative. We want people who can think outside the box, who can learn and be stretched really rapidly – who can become true experts. We are finding ways to find these people and will spend a lot more time and energy investing in them.

This is why I protect my children’s creativity – and why I commend schools for bringing the debate and working to ensure they they, and perhaps, even more importantly, parents, realise that education today needs to be much more than the ever-narrowing government curriculum and a string of A*s. They need to understand what the future looks like for the next generation and focus on producing resilient young people with character, courage and creativity.”

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 73

ABED_Autumn_Robots_02.indd 73

12/09/2017 15:45

“As Uber shows, we live in an age where a simple, well-executed app can have a seismic impact”

TIM BENSON

STEAM Co-ordinator Kingston Grammar School

D

igital making as an educational endeavour is rapidly gaining momentum, with schools such as Kingston Grammar School aiming to revolutionise their STEAM curriculum.

As giants such as Uber show, we live in an age where a simple, well executed application can have a seismic impact on traditional industry. In the classroom, innovations such as the credit card-sized Raspberry Pi computer are making it easier and easier for students to develop exciting tech without expert intervention.

One KGS student recently developed a motion-sensing photo booth that tweets your photo on demand!

A recent study by innovation foundation Nesta, ‘Young Digital Makers’, showed that this movement towards digital making as a core activity is long overdue, with 82% of students surveyed showing an interest in digital making.

I hope to give all students at KGS the opportunity to become digital creators, giving them opportunities to learn specific technical skills such as coding through exciting and challenging real-world projects, from robotics to cyber security.

In developing both our curricular and co-curricular opportunities, I believe we can develop a pathway for our students to enter higher education as confident, creative and skilled problem solvers.”

ADAM WILLIAMS

Headmaster of Lord Wandsworth College

W

e’ll all be obsolete in 20 years' is often a tongue-incheek response to the September morning INSET on technology. Yet education will never disappear – in fact, one might argue that the pupils of today, who sit eagerly in front of us with iPad and skinny latte in hand, have never needed us more.

Lord Wandsworth College pupils are already being taught Film Studies from California and it will be the diversity of time and place for learning that will take us onwards. One of our classes joined up for joint Biology lessons with a school in Ghana as we compared and contrasted experiments in differing biomes. Teaching walls will allow pupils’ debates to flourish across time zones

“One of our classes joined up with a school in Ghana for joint Biology lessons on differing biomes with a school in Ghana” and virtual worlds will be commonplace.

We seek learning that brings real-world problems into the classroom as we cast off the shackles of an ancient Victorian education system. We should be inspired by schools such as High Tech High in San Diego; project-based learning and a clear understanding of data interpretation still requires lashings of emotional intelligence and a strong moral compass.

It is an exciting future for us all and even though our school sits nestled in 1200 acres of rolling countryside on the edge of London with tractors and ploughs keeping our landscape in check (tracked by satellite, of course), the future shines bright for our pupils

74 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

ABED_Autumn_Robots_02.indd 74

12/09/2017 15:49

SENIOR / TALKING POINT

“Oundle pupils are the fi rst in the country to be able to 3D print in any material”

JON BAKER

Head of Design, Engineering and Technology Oundle School

BELOW In the lab at Lord Wandsworth College

LUCY BROOK

Digital marketing director Westonbirt School

S

tudents need to think on their feet, have agile minds, be able to propose and deliver a solution to a problem and think creatively. Schools are already well equipped to teach these skills but how much programming and computing should there be in the curriculum? In 2014, the National Curriculum changed to require computing to be taught from the age of five onwards. At Westonbirt School, boys and girls from this age in the prep school learn to program with basic code on iPad’s.

At GCSE, students apply programming techniques to real world situations, learning not only the fundamentals of programming but also programming languages from scratch. Critical thinking, analysis and problem-solving skills will be key and

“Robots must be invented,serviced, programmed and managed, creating new job opportunities” these are taught at A-Level, along with defining requirements, implementing new technologies and finding solutions.

Senior girls at Westonbirt are taught to embrace robotics and new technologies and to view rapid technical developments as opportunities. Whatever the jobs are in the future, it is the core skills and adaptability which will enable today’s students to slot into this ever-changing landscape. No-one knows whether robots will be looking after us or, we will we be looking after the robots but they must be invented, serviced, programmed and managed creating a new and vast opportunity for the deployment of technical skills. Those who enter the job market with enthusiasm, a thirst for knowledge and a desire to succeed will surely find this unknown landscape an exciting place to be.

A

t Oundle we are fully embracing the new curriculum for Design and Technology which launches for both GCSE and A- Level this September. The recently opened Patrick Engineering Centre houses the very latest in manufacturing technologies and we are the first secondary school in the country, possibly the world to have the ‘in house’ facility for pupils to ‘3D print’ (rapid prototype) in any material from the entry level FDM technologies (ABS, Nylon and PLA), to large format Multijet UV cured clear resins and rigid plastics to the exotic direct metal printing (laser sintering) of titanium, stainless steel and aluminium. These autonomous production methods are aiding pupils to create concepts and engineered components previously thought of as impossible.

Pupils at Oundle are now experimenting with Arduino microcomputers to control articulated robotic arms through software coding to perform tasks akin to those found in the automotive industry and space exploration. Lessons have come some way since the delivery of theory related to a 555 IC based timing circuit 15-plus years ago, and quite rightly so. Let the robots rise!

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 75

ABED_Autumn_Robots_02.indd 75

12/09/2017 15:49

“We value the combination of the academic and creative”

ANDREW FISHER Headmaster Frensham Heights

A

t Frensham Heights, we have always known that education must go beyond a curriculum that has its origins in a long gone era. Innovation and progress have always brought new challenges to the next generation challenges that may require more than a string of academic A*s.

So, yes, we want our students to reach their potential academically but equally important is the development of personal skills: teamwork, empathy, leadership that is naturally won and does not require a badge or trophy, questioning skills, the right to challenge decisions and the ability to do so constructively.

We truly value the combination of the academic and the creative – in fact we do not distinguish subjects in this way. We don’t want to churn out students who have lived their school years to a prescription of one size fits all. We want our young people to be passionate in their beliefs, confident in themselves, able to embrace change and new technology.

We teach students to be empowered by their digital safety and to use technology responsibly. We are committed to developing an e-portfolio for all our students, mapping their personal, digital, academic and creative journey and giving them a tool that demonstrates every aspect of their skills.

BELOW Brighton College's new creative learning centre

THOMAS GODBER

Head of Creative Learning Brighton College

“Brighton College's new creative learning centre will be entirely devoted to experimental teaching”

righton College has a new Hopkins-designed creative learning centre; a new 22-classroom central hub for maths, economics, history and politics, the top floor of which will be devoted to experimental teaching.

Pupils will sit on chair/desk combinations on wheels to allow for speedy changes of layout when their teacher switches to group work. The chairs will be flexible so that children can gently rock, known to improve concentration. There will be specialist lighting design to match different teaching approaches and cameras and recording equipment will be fitted into the suite to allow for assessment both of children’s reactions to different teaching methods and teachers’ styles of educating.

A collaborative Microsoft Surface Hub has been installed, too, which allows pupils and teachers to write on it, like a traditional whiteboard, as well as allowing real-time chat with subject experts (perhaps an economics expert explaining interest rates or an MEP live from Brussels), accessing the web when they want to or any other software the teacher wants to use.

We are throwing out some of the old, traditional notions that children have to sit in straight lines and listen for hours on end. I, like the headmaster and other member of senior management have done before me, will be looking at teaching styles from across the globe and bringing best practice back to Brighton, using this amazing new space to do so.”

B

76 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

ABED_Autumn_Robots_02.indd 76

12/09/2017 15:49

SENIOR / TALKING POINT

“We construct a Bedales education on a foundation of relentless curiosity”

KEITH BUDGE Headmaster Bedales School

O

minously, we are told, companies such as Google and Facebook are scaling up their investment in AI systems to billions of dollars a year. Academics have argued that society is not facing up to the implications of these developments in AI and robotics, and in 2016 the Future of Life Institute in Cambridge, Massachusetts, urged policymakers to explore the risks that come with intelligent machines.

So, what does this mean for education?

Most relevant at Bedales is our commitment to teaching students to think for themselves and to develop their capacities to carry on learning. This is encouraged through a broad and inspiring curriculum that of course includes maths, the sciences and optional coding but is also rich in the arts and humanities, exemplified through our own Bedales Assessed Courses which replaced dull and unchallenging GCSEs. Predicting the future is difficult; however, it is a safe bet that a capacity for independent creative thinking and problem solving, an enjoyment of working with others and understanding other cultures, and a relentless curiosity will have enduring currency. We construct a Bedales education on these foundations, which we see as a preparation for living rather than simply working. This may be the edge we humans will always have over machines – whatever the future may hold.

“Bryanston is undertaking an innovative project to help pupils understand big data”

ANDY BARNES Director of Technology Bryanston School

B

ryanston is undertaking an innovative project to help pupils understand how big data and location services relate to their lives and how the development of AI will offer both opportunity and risks.

In partnership with Hewlett Packard Enterprise and a pupil on the school’s IB Diploma programme, Bryanston has developed a campus navigation system based on the Hewlett Packard Enterprise Meridian platform. Using a mobile app, pupils around the campus can be guided by a series of beacons.

At various points in their journeys messages are triggered and delivered via the app, similar to proximity marketing.

Pupils can view the resulting tracking information, which demonstrates how data is gathered, analysed and then profiled to trigger the various messages and marketing campaigns they have seen via the app. These real-life examples help pupils understand how data is captured and analysed in their everyday lives.

The conversation then continues in the classroom with discussions on machine learning and how learning algorithms can be developed to utilise such data sources and predict behaviours. Pupils are encouraged to look at the ethical implications and discuss the impact of these on both themselves and in wider communities.

“We encourage independent learning by teaching students not what to think but how to think”

TIM LELLO

Headmaster Babington House School

W

e encourage independent learning by teaching students not what to think but how to think. Creative problem solving, complex-thinking skills and an innovative approach all provide students with the vital skills to look for opportunities and take a sideways look at an emerging job market.

Providing top of the range tablets and laptops enables pupils to exploit the ever-changing world of information and communications technology and also teaches young people how to use an increasingly sophisticated virtual world responsibly. Science, Technology, Engineering and Maths need to be balanced with music, sport the arts and humanities subjects so as to foster creativity and imagination.

Traditional subjects such as History are increasingly pertinent in a world bombarded with fake news and circumlocution, where young people need to be able to distinguish between opinion and fact. Teamwork is going to be a vital skill in future jobs where employers will need efficient groups working together to deliver projects of increasing complexity. And positive communication skills are becoming more important and should be actively taught in schools.

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 77

ABED_Autumn_Robots_02.indd 77

12/09/2017 15:50

02424_Babington_Absolutely_AD_Layout 1 22/06/2017 23:38 Page 1

Babington House School Independent Day School from 3 to 18 years Grange Drive, Chislehurst, Kent BR7 5ES

Open Morning Saturday, 7 October 2017 9am - 12 noon

Register Online An “EXCELLENT” School. Highest level achieved in all areas (Nov 2016 Inspection)

BABINGTON.indd 1

www.bab ington

house.com

Inspiring Teachers, Inspiring Children

30/06/2017 11:13

SENIOR / OPINION

FUTURE PROOF Suzie Longstaff, Headmistress of Putney High School, explains how to empower young people to lead

T

he world is changing fast. The 2016 World Economic Forum’s Future of Jobs reports that careers will increasingly be in areas that machines cannot fill. Interpersonal and leadership skills will rise to the fore as strong social and collaborative skills will be increasingly required to supplement strong technical and academic skills. By 2020, the report concludes, more than a third of occupations will seek employees with core interpersonal skills that are not seen as crucial today; persuasion, communication and emotional intelligence.

It is also clear that there is still much work for society to do to address the gender disparity in the workplace. As recently as May 2017, the Professional Boards Forum Boardwatch reported that there is still a large hill to climb to reach the government’s voluntary target of 33 per cent female directors on all FTSE 350 companies by 2020. Currently only 65 out of the 350 companies have reached the target, leaving 282 companies still to achieve it.

“I am optimistic about the future for girls in the workplace” There is much that schools can do to equip young people with the leadership and core skills that will enable them to thrive in the work places of the future. At Putney High School, there are three core ways that we empower girls for 21st century leadership.

Firstly, by offering 200 co-curricular clubs a week, we provide a wealth of opportunity for pupils to develop core

A B OV E

interpersonal skills, head. The inclusion of politics, philosophy as well as team and and economics lessons, rhetoric and logic leadership skills. lessons and debating at Putney High School From a capella and is one successful step to equipping girls coding, to writers with confidence in their own voice and in residence, yoga and Zumba, students are opinions. exposed to experiences which develop their At a recent lecture, organised, naturally, people and time-management skills as well by our pupils, the philosopher A. C. Grayling the tools to lead others. implored them to question everything and Secondly, by embracing technology to become comfortable in the process of within our school we are encouraging girls discovery, content in the knowledge that we to be tech savvy as well as agile thinkers, may not always find answers which can be equipped with complex problem-solving easily defined. This goes to the heart of our skills suitable for the future workplace. role in empowering the next generation – We employ exciting tools such to help pupils to find and follow their own as Microbit, to make spark and passion through programmable devices and questioning and consideration, Swift playgrounds, a powerful debate and discovery. app to bring students’ ideas At Putney we believe pupils to life. should leave us prepared to All of this is only possible disrupt the world, empowered if we develop both of these to challenge, take risks, adapt sets of skills in a spirit where and to lead. students are encouraged to As such, I am optimistic SUZIE LONGSTAFF argue, challenge, debate about the future for girls and Headmistress and engage with their peers, the future for our students in Putney High School their teachers and their the workplace.

Putney High School girls in a drama class

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 79

AE_17_TH PUTNEYHIGH.indd 79

12/09/2017 10:54

Absolutely Education Ad Jul17 v4.qxp_Layout 1 11/07/2017 18:30 Page 1

MERCHISTON

STORY EVERY BOY IS AN INDIVIDUAL. EVERY BOY HAS A STORY. LET US SHAPE HIS FUTURE STORY.

“A balanced curriculum, excellent pastoral care and a high A Level pass rate make Merchiston one of the UK’s leading independent schools”. www.ukboardingschools.com

A BOARDING AND DAY SCHOOL FOR BOYS AGED 7-18

MERCHISTON.CO.UK

admissions@merchiston.co.uk +44 (0)131 312 2200 Recognised by the Inland Revenue as a Charity, number SC016580

Merchiston is the only boys’ independent boarding school in Scotland, offers the English curriculum, and has a global, outward-looking dimension. The School takes pride in specializing in the education of boys and preparing them for the world, developing aspirational, and sensitive, yet gentle-men! Think about a wonderfully caring and nurturing family environment, where they will learn to like learning more.

With an ethos based on traditional values, Merchiston encourages self-reliance and independence, as well as respect for and tolerance of others. Our main objective is to motivate pupils to try their hardest and to strive to achieve the highest levels possible in all areas firstly academic, then cultural, sporting, leadership, and simply living together as part of a community.

Merchiston also benefits from its strong links with girls’ schools for drama performances, cultural events and social gatherings.

The School is located just 15 minutes from Edinburgh International Airport, which has daily connections to various London Airports.

Outstanding off the field…*

And on the field…

• Scotland’s leading A* - B grade A Level School, 2016

• No.1 UK Junior Ranking Golf School (ISGA, 2016-17)

• 20% of pupils achieved a clean sweep of A* and A grades at A Level

• 90% of pupils gained places at their first or second choice university

• 50% of pupils went to UK Russell Group Universities, Bath, Cambridge, Oxford, St Andrews and leading international institutions

• SAT support clinics for applicants for American Universities held weekly. In the past two years, students have gained admission to Ivy League Universities, such as Cornell and Brown

• 97% A*- C pass rate at GCSE

• Full boarding with a varied weekend activity programme specifically suited to age and stage

• No.2 World Tennis School (ISF, 2017)

• No.2 UK Tennis School (LTA, 2017)

• Representation in all of the 2016-17 Scottish National Rugby Teams**

• In 2016-17, 89% of all pupils, from 7-18, represented the School in sport

• In 2016-17, there were 73 different teams, of all abilities, playing competitive fixtures across 16 sports: a total of 539 fixtures • Wide range of sports available, such as athletics, cricket and hockey, suitable for boys of all abilities **Winners of the Rugby Red Conference, 2016

* Academic Results 2015/16

Information Mornings – 30 September 2017 and 3 February 2018. Personal tours available all year.

A range of scholarships are available at ages 10+. Means-tested financial assistance may be available subject to application.

MERCHISTON.indd 1

17/07/2017 13:30

SENIOR / INSIDER

ABOUT A BOY What does it mean to be a man in the 21st century? We must help our pupils work that out, says the deputy master pastoral at Dulwich College

I

ndividual wellbeing plays a crucial role in allowing children to thrive and succeed, and educating for wellbeing is an approach to pastoral care that must be active, positive, universal, informed and communitywide. Mental health, particularly that of young men is rightly receiving plenty of media attention and at Dulwich College we recognise that boys’ wellbeing presents a particular challenge in the 21st century.

We are all asking the question, “What does it mean to be a man in the 21st century?” Gender stereotypes are confusing – boys are aware we have shifted from men being the providers of 'money and muscles' but what do they need to be?

At Dulwich, from the earliest of ages, we encourage boys to be thinkers, listeners and to ask questions. We guide boys to be emotionally literate, role models and to challenge stereotypes. An example of this questioning of stereotypes can be seen at our well-attended knitting society, which gives boys the opportunity to craft their own tie (while listening to The Archers) or

“We have a very wellattended knitting society where boys craft their own ties” at equality society which, amongst other talks, debates and discussions this year, has hosted Laura Bates discussing the Everyday Sexism Project and two transgender pupils reflecting on their journey of change.

Pupils at Dulwich will have approximately 100 hours of timetabled wellbeing lessons from year 7 to year 13 specifically focused on supporting and improving wellbeing.

Our programme covers an extensive range of topics including friendship, bullying, mindfulness, resilience, financial literacy, emotional literacy, campaigning, sexting,

FIONA ANGEL

pornography, mental health, drugs, domestic survival, consent, sexual health and careers.

These are all areas we believe are important in equipping boys for the world beyond Dulwich.

The boys complete a detailed wellbeing survey, the results of which help us edit, rethink and redesign what we are offering to ensure we remain relevant and develop courses that answer the questions they are asking and are important to them. Our upper school wellbeing programme was designed after conducting a survey amongst alumni asking what they wished they had known when they were at school.

Alongside this we run regular learning forums at which boys discuss issues related to their general wellbeing. This has included, for example, the use of mobile phones on campus: 'How much is too much – are mobile phones getting in the way of us talking to each other?' and which resulted in a new campus-wide 'not in transit' rule.

Crucially parents are kept informed of the topics we cover and are invited to regular parent forums to ensure messages A B OV E

Year 7 pupils at Dulwich College

at home and at school are consistent. This year we have covered: digital parenting, understanding the teenage brain and managing teenagers and parties. Colleagues regularly write articles for the website that inform parents of wellbeing issues. The underlying principle of the series of articles called Parenting Matters is that we can support parents, and that when parents support us, we are at our strongest.

Strong pastoral care and academic success are interrelated and we aspire for all our boys to be emotionally physically and spiritually healthy. Perhaps this is exactly what it means to be a man in the 21st century.

FIONA ANGEL Deputy Master Pastoral Dulwich College AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 81

AB ED_AUTUMN_2017_Dulwich.indd 81

12/09/2017 10:56

Future Imperfect?

The Headmaster of Highgate on how best to support developing teenagers as they face an uncertain world A DA M P E T T I T T

M

eeting parents of children just about to start out at my school, I try to acknowledge the butterflies in parental tummies by saying that if we could give one thing, and one thing only, to our children it would be happiness. We know that we can’t guarantee that, and that to promise it is to set up false hope; what we can do, however, is to take decisions about our children and about how we’ll support them which will make them more, rather than less,

able to lead happy lives. It’s the kind of warm-up line which few can disagree with.

You’ll need to chart not only the journey through adolescence, but also pick your way through anxiety-inducing headlines about new and different challenges facing our children for which we as parents are, it appears, uniquely ill-equipped: the challenges of an uncertain world.

These uncertainties fall into three categories: social, and let’s take that to include emotional and mental health; technological, or the effects of screens and social media; and work, or how and if our children will find their way to secure, fulfilling employment.

At Highgate we teamed up with the children’s mental health charity, Place2Be, to organise a conference on ‘The Developing Teenager’. Aimed at teachers, school leaders and counsellors, the sessions brought together clinical experts working at the sharp end of mental health, gender identity and tech addiction to answer questions from those in schools who structure and deliver pastoral care. We wanted to hear from experts whether we’re doing enough, whether we’re facing epidemics, whether we need new tools to face new problems.

Thus it was reassuring to hear that analogies between physical health on the one hand and mental and emotional health on the other stand up. That the essential ingredients in the recipe for good mental health are to hand: undisturbed regular and sufficient sleep; hobbies and activities, including exercise; loving relationships; work-life balance well modelled by adults; and that problems can be fixed – therapy works.

Reassuring too, to have confirmed that our hand-held devices are addictive, but that their addictive qualities can be tempered and managed if we establish rules, just as we do for alcohol or drugs (eg keep the infernal machines out of bedrooms, including yours). That adults are just as exposed to these dangers as teenagers, and have to silence the siren voices of the mobile phone if we want our children to find us credible. That we may not be digital natives, but we need to know enough about gaming, settings and social media use to establish and negotiate rules and monitor them and to do this – as we do with good sex and relationships education - before the horse has bolted the proverbial stable door.

But we were keen too to probe the new uncertainties – the rise in children and young people querying their gender and seeking gender re-assignment; the bullying which LGBT+ pupils encounter routinely at school; the wonky relationship young people have with food and their bodies. Facts and expertise helped us, and took us back to realising that schools have phenomenal opportunity to liberate and inoculate the young from prejudice by the way they treat and treasure humanity in all its guises. And

82 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

Tomorrow's Teenager_V3.indd 82

12/09/2017 11:02

SENIOR / OPINION

parents need to model what will mean and bring happiness to their children. Stop fussing about grades, important though they seem, and imagine what we want said about our children as people, and model those wonderful attributes in the way we live our lives.

And so from uncertainty about this and about that to another uncertainty, that of where all this will lead to.

I have often wondered what it is about talking about work and employment which produces such lip-curling indifference from teenagers, but doesn’t it make sense when you put work under the pupil’s microscope?

While we see work as the logical follow-on from the liberating excitement of becoming independent, from the young person’s

no absolute about getting hired.

But the exciting truth is that impartial adults – ie not your parents and not teachers – have a wonderfully and disproportionately powerful impact on young people. The same parents appearing as speakers mobilise and energise hitherto sceptical 14 year olds: after the summer exams in Year 10, Highgate kicks off its employability programme in earnest, and pupils spend two days quizzing professionals from the creative industries, engineering, medicine, academia, industry, entrepreneurship, tech, law, business, and then try their hand at half a dozen sixth-form subjects to get a feel for how study might marry up with employment. And the young A B OV E people get it. They get that Adam Pettitt what will make a difference with pupils is ‘what I’ve done myself, the L E F T & FA R LEFT sense that I am self-propelled, Highgate pupils that I’d do what I was told, my perspective it’s yet more discretionary effort would be talk from adults, parents directed towards someone else, and teachers, from whose I would take nothing for granted, influence they want to break and I’d not behave as if anyone owed me free. They want to break free, not anything; that my mind and body language, join our ranks; their energies are directed and not just my mouth, smiles.’ towards identity forging, being part of a It’s important that parents don’t feel that, new generation, and our job is to persuade just because you’re not (as) young you don’t them that what makes you fit in, what have counter-cultural advice that isn’t still makes you popular with your peers, doesn’t valid; we may not be the ones to give it, but make you employable; what appeals to your we can model it. peers may be unappealing, risible even, And uncertainty is the price we pay for to an older generation. You will need to fluidity, for opportunity, for negotiables, make the empathetic leap into the shoes of for things that change and for innovation; people older than you to get yourself a job; security – or certainty – has a price, too. you’ll need to work out how you’re read as An uncertain world doesn’t need to be an a person; you’ll need to realise that, unlike anxious one. qualifications and university places, there’s

STOP FUSSING ABOUT GRADES... AND IMAGINE WHAT WE WANT SAID ABOUT OUR CHILDREN AS PEOPLE, AND MODEL THOSE WONDERFUL ATTRIBUTES IN THE WAY WE LIVE OUR LIVES AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 83

Tomorrow's Teenager_V3.indd 83

12/09/2017 11:02

WE WANT THE BEST FOR YOUR DAUGHTER TOO A Cheltenham Ladies’ College education is about more than academic excellence; it’s about making mistakes and learning from them; it’s about winning magnanimously and losing graciously; it’s about wellbeing for life, and it’s about looking ahead and meeting the challenges to come.

CHELTENHAMLADIES.indd 1

We may not be able to predict the future, but we can certainly give your daughter the skills to flourish, whatever it brings.

Sixth Form Open Day: 23rd September 2017 Full College Open Day: 7th October 2017 Find out more: www.cheltladiescollege.org

04/08/2017 12:26

SENIOR / OPINION

WO R L D V I E W A politics and economics teacher at Latymer Upper School on educating pupils to be global citizens PAU L G O L D S M I T H

A

t Latymer Upper, we want to equip and inspire pupils to excel in and be a positive influence on the wider world.

Pupils should leave us as global, 21st century citizens, interested in the world around them, concerned to promote international understanding, human rights and social justice while being sensitive to the importance of sustainability and the environment.

Sticking rigidly to the national curriculum with its narrow exam focus might not help us achieve our aim. So we created two bespoke Latymer courses for years nine to 11 – Global Goals and World Perspectives – that not only raise pupils’ global awareness, but help them acquire skills and ingrained habits that will see them through A level, university and the rest of their adult life.

Our students study Global Goals – launched last academic year – during year

“This is about real life and we have learned about ourselves as well” nine. This new course critically examines the 17 sustainability targets set by the United Nations: students learn about the goals, then pick one and produce an individual investigation of an aspect of it, and also take on a group project.

Individual investigations include a wide range of issues which this year ranged from how unbalanced media coverage of women’s sports affects girls’ participation in sport when they are younger; the problem of “planned obsolescence” of products and how that can cause pollution as well as cost money; and the difficulty of obtaining

filtered water in sub-Saharan Africa.

Key habits of mind learned during these investigations included how to evaluate sources of information during research and developing the curiosity to dig deeper when interested.

The group projects undertaken during the inaugural Global Goals course included a local campaign to inform residents of which plants they should put in their gardens to help bees thrive; the creation, using a 3D printer, of a cheap but highly effective water filter; and the development of an app to teach maths concepts to children who may not have access to the teaching they need.

The course ended with an exhibition to which we invited all Year 9 parents and Latymer staff, many of whom were taken aback by what these 13- and 14-year-olds had achieved.

In Years 10 and 11, alongside their GCSEs, pupils study World Perspectives. This sees pupils addressing topics and issues across five units (geography, history, religious A B OV E

Latymer Upper's World Perspectives Conference

studies, classics and economics) that they don't come across during GCSEs. The course is taught in such a way that promotes the learning of skills of analysis and evaluation so useful at the next stage of education.

The key here is for the pupils to confront debates to which there is no right answer. In economics, we ask what might be done about inequality, while in geography pupils study various conflicts around the world and in Classics they consider what kinds of political systems work best.

It is difficult to provide a rounded education to your pupils if they are not given the space in which to immerse themselves in areas that are not examined traditionally but which will make a difference to their future. Both these unique courses provide a forum in which to do just that.

But don't just take it from me. Here is what our pupils wrote about our Global Goals course: "This is not about just swallowing learning. This is about real life.”

“Some people come out of school and say that they know nothing about the world outside. That won't be the case with us.”

Paul Goldsmith’s book, How to Lose a Referendum, co-authored with Jason Farrell, is published by Biteback

PAU L G O L D S M I T H Politics and economic teacher Latymer Upper School AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 85

ABED_Autumn_Insider_Latymer Upper.indd 85

12/09/2017 16:06

A Question of Balance Absolutely Education investigates how schools are handling transgender issues BERNADETTE JOHN Illustration by PHIL COUZENS

86 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AE_17_TH_TH_Transgender.indd 86

12/09/2017 11:37

SENIOR / FOCUS

S

imon Smith says he thinks he is a girl, and he’s now using the girls’ changing room for swimming.” How would you feel if your teenage daughter told you this? Some of you may have already faced this scenario; others should think about it, because you may soon have to. And others will know at first-hand how Simon Smith’s parents feel.

If it feels like transgender issues have suddenly exploded in our schools, you aren’t wrong. Referrals of children who believe they are in the wrong body – known as

gender dysphoria – to London’s Tavistock Clinic, have tripled in the last two years.

More than 2,000 young people were seen at its gender identity clinic in the last year.

And Mermaids, the support group for transgender children and their parents, says calls to its helpline have increased by 500% in the last two years.

Parents are grappling with how to respond, both when the child concerned is their own, and when it’s their child’s classmate.

We tend to see schools as conservative institutions, but in many ways they are a step ahead of parents on this one. Richard Cairns, head of Brighton College, was even

spotted in full camp regalia (dressed as Theseus from A Midsummer Night’s Dream), atop a float at Brighton’s Pride parade earlier this summer, making a stand against homophobic bullying.

As well as being the first school to attend Pride, it was one of the first to ditch gendered uniforms early in 2016, and pupils can now opt to wear trousers or a skirt, depending on which sex they identify with.

This privilege comes only after interviews with the head and a clear assertion from the pupil that he or she is in the wrong body (girls cannot wear trousers as a matter of course). A handful of pupils has taken up this option.

CALLS TO A TRANSGENDER HELPLINE FOR CHIDREN HAVE INCREASED BY 500% IN TWO YEARS AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 87

AE_17_TH_TH_Transgender.indd 87

12/09/2017 11:37

Speak the Truth • Live Generously • Aim for the Best St James Senior Girls’ School is an independent day school for girls aged 11-18, based in Kensington Olympia, and accommodating a two-form year group. We offer an education which nurtures and enriches the physical, intellectual, emotional and spiritual development of our pupils. Our happy, united atmosphere provides the ideal environment for every girl to discover her own unique combination of strengths and talents and to ‘be the best she can’.

Open Events 2017 Sixth Form Open Evening Wednesday 4th October Open Morning Saturday 7th October Open Evening Thursday 12th October School in Action Thursday 2nd November

5.15pm – 7.30pm 9.30am – 12.15pm 4.30pm – 6.30pm 9.00am – 10.45am

To book: 020 7348 1748 | admissions@sjsg.org.uk www.stjamesgirls.co.uk Earsby Street | London W14 8SH

ST JAMES

Registered Charity No. 270156

Senior Girls’ School

ST JAMES GIRLS.indd 1

07/09/2017 09:39

SENIOR / FOCUS

“ST PAUL’S GIRLS’ SCHOOL ALLOWS PUPILS OVER 16 TO WEAR BOYS’ CLOTHES AND TO BE ADDRESSED BY BOYS’ NAMES” At Highgate School, children can request that staff address them by a name of the opposite gender, and one boy has been allowed to wear a dress to school. It is planning to bring in a mix-and-match non gender-specific uniform policy. It’s a sign of the times that The Daily Telegraph’s letters page in July featured bursts of outrage from old boys, but fully supportive letters from current pupils. Head Adam Pettitt responded by saying: “We have been looking at the latest clinical advice on ways best to cater for the needs of transgender or gender-querying young people, as well as legislation brought in by Government to protect the rights of transgender people. The indications are that small changes to uniform and to language can make a huge difference.”

St Paul’s Girls’ School allows pupils aged over 16 to wear boys’ clothes and to be addressed by boys’ names. Head Clarissa Farr says the school is happy to support pupils who wish to change gender, and at last count 10 pupils in the sixth form identify as boys or gender neutral.

Around 80 state schools have adopted a gender neutral uniform. And in March this year Glasgow council announced that all new primary schools in the city will have genderneutral toilets, in order to help children struggling with gender identity issues.

To people who think it’s a new fad, heads say they have been quietly dealing with these situations for many years. It’s thought that greater awareness and understanding of gender identity issues, and a more open society, are behind the rapidly rising numbers, rather than any new phenomenon. But the growth in children coming forward as transgender means

When your child feels they are in the wrong body Nothing you did or didn’t do will have altered the way your child feels about his or her gender. Gender dysphoria is a result of a biological mismatch between a person’s physical sex and the gender they feel.

•

In normal development, children may want to play with toys or wear the clothes stereotypically associated with the opposite gender. For some this will be a phase, but 25% of children with gender issues in early childhood will identify as transgender in adolescence.

•

To diagnose gender dysphoria, health professionals look for a child’s conviction that they are in the wrong body which has persisted for at least six months, and which causes clinically significant distress or impairment in functioning.

•

Puberty is peak time for children to become distressed about their body – referrals to the Tavistock Clinic increase sharply from age 13. Puberty blockers can be given to buy time while the child undergoes assessments and counselling. They have no long term effects, and puberty will continue if they are stopped.

•

Only a proportion of the young people who attend a clinic like the Tavistock go on to have medical treatments.

•

A trans person has not necessarily gone through a medical reassignment.

A cis-gender person identifies as the

same sex as their anatomy. Trans means across from that, so trans does not mean transitioning, it’s the end result, ie you are trans-gender not cis-gender.

Transgenderism is not a mental illness, and children often need reassuring about this, according to psychologist Dr Wenn Lawson.

•

Children can be at their most vulnerable at the point of coming out. In that moment, “they just need to know that you love them, accept them and are there for them. Don’t worry about not having all the answers,” says a parent who has been through it.

•

It will be immensely important to the child that they are referred to by their chosen name and gender. “The main mistake is not accepting your child for who they are. If you’re not supportive, that leads to secrecy; many trans adolescents self-harm. Also, try to use their preferred pronouns and name – it’s hard to get used to at first but they do appreciate the effort,” says another experienced parent.

•

Get school on board, and ensure that they act swiftly on any bullying, however minor. “No pupil should be made to feel that they are the ones who are causing problems or that they owe anything to their school in return for being treated with the equality they deserve and are legally entitled to,” says the Trans Inclusion School Kit (which provides guidance to schools).

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 89

AE_17_TH_TH_Transgender.indd 89

12/09/2017 11:35

Individually known, Individually nurtured.

Boarding & day school for girls aged 9 - 18 2017/2018 Open Mornings: 6th October 2017 10th November 2017 9th March 2018 4th May 2018

St Mary’s School, Shaftesbury Dorset SP7 9LP +44 (0)1747 852416 enquiries@stmarys.eu

www.stmarys.eu

STMARYSHAFT.indd 1

30/06/2017 11:08

SENIOR / FOCUS

every school now needs to adopt transgender policies.

Dealing with the sensitivities of pupils involved, and the school community as a whole, has been a headline debate at headteachers’ conferences in the last year. The Boarding Schools Association has issued guidance to schools, including the advice to use the pronoun ‘zie’ for pupils who prefer neither he nor she.

Brighton College says it has had many letters from parents applauding its policy, according to press officer Dinah Hatch. “They have bought into the ethos of the school, otherwise they wouldn’t send their child there, and all parents are on side. The only dissenters have been readers writing into the Daily Mail. Richard [Cairns, head] believes it’s not enough if 99.5% of the children are happy in their skin, it has to be every child, it matters if two, three or four children are desperately unhappy.”

Many local authorities are adopting the Trans Inclusion School Toolkit, which states that in the changing room scenario “it would not be ABOVE Brighton College pupils appropriate to remove and head Richard the trans person from Cairns on their float the changing rooms at Brighton Pride this … it would be far more summer appropriate to look at offering an alternative changing arrangement for the child who feels uncomfortable around the trans person.”

Along with changing rooms, one of the most sensitive areas is use of school toilets. New schools, and those being refurbished, are increasingly using cubicle toilets rather than communal ones split by gender; but these adaptations aren’t always easy in our ancient schools. It help to appreciate that by extending might at first seem an easy solution understanding to transgender for the transgender child to use the children you are not putting your school’s disabled toilet, but this may child under any threat; transgender cause further distress. Psychologist children are not predatory or Dr Wenn Lawson relates when this contagious. But you might be was suggested to one child: ‘This removing the trans child from very young person responded with hurt great danger. and disbelief. Her reply was “but I’m Two in five transgender pupils not disabled, this is normal for me”.’ have attempted to commit suicide, Terry Read, head of the Gender according to Stonewall’s School Identity Research and Education Report 2017, and around 80% of those Society (GIRES), says that a school with gender dysphoria self-harm. which denied a trans child access to GIRES says that one per cent of gender-appropriate toilets would be the UK population “are likely to be guilty of discrimination under the gender incongruent to some degree”.

Equality Act. But for reasons unknown, children Parents tend to struggle with with autism are much more prone to these ideas more than children, but gender dysphoria. Dr Lawson says for those who are concerned, it can

“EVERY CHILD HAS THE RIGHT TO BE HAPPY IN THEIR OWN SKIN”

that 20% of children with autism will experience gender dysphoria, and The Tavistock Clinic confirms that half of its referrals for gender dysphoria concern children who also have autism.

Even the Church is coming around to seeing it as an everyday matter.

At the General Synod meeting in July, members passed a motion that transgender people should be “welcomed and affirmed in their parish church”, and that bishops consider whether special liturgies “might be prepared to mark a person’s gender transition”.

Given the tremendous anguish experienced by children who are not allowed to express their true identity, schools and parents should respond compassionately. Brighton College students asked to attend Pride following a visit to the school by Sir Ian McKellan, who moved them with a speech on how difficult it is for people who have to disguise who they really are. “If you can do a kind thing, then try to do it,” he told them.

Words we should all live by.

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 91

AE_17_TH_TH_Transgender.indd 91

12/09/2017 11:35

LORD WANDSWORTH.indd 1

08/09/2017 10:13

Talking

SENIOR / OPINION

HEAD

LOVE MUCH School is not just an education, but a way of life, says Tracy Kirnig, Headmistress of Prior’s Field School

O

ne hundred and fifteen years ago, in a corner of Surrey, Julia Huxley first opened the doors of Prior’s Field. A scholar of English Literature from Somerville College, Oxford, and a gifted teacher, her ambition was to create a pioneering school for girls.

Great Britain was a radically different place in 1902. The world wars were yet to come, as was women’s right to vote. It would be another year before the Wright brothers made their first sustained flight of a powered aircraft. Did the visionary Julia Huxley conceive that future alumnae of her school would number airline pilots, and caseworkers to MPs, as they do in 2017? A tantalising thought.

What is well documented, however, is her groundbreaking approach to education.

She believed in three fundamentals, which remains at the core of our philosophy today: nurturing independent thinking,

“Learning beyond the classroom has always been a priority”

been revoked?” – an issue that affects people now, and will do so for years to come.

Confidence underpins future achievement, so we encourage our young people to pursue their talents, and have a go at new things. These may be futuristic: the geography department inviting Google Expeditions to school enabled pupils to “climb Mount Everest” through virtual reality. But they can also be every day activities: performing for a RADA examiner, making an electric guitar, setting up their own sixth form business.

Our girls learn to hold true to themselves, their work ethic, their friends and humanity. They chase their dreams.

Learning beyond the classroom has always been a priority, as has philanthrophy, and a social conscience. In the last few months, students slept A B OV E encouraging out in school grounds, raising funds for a Girls get stuck in individual talent, local night shelter for homeless men and BELOW allowing freedom women; performed music for local nursuing Google Geography to learn beyond home residents; and presented £1,800 the classroom, and to Great Ormond Street Hospital, raised engaging with the outside world. through RAG day.

Whatever future awaits our current Our sixth formers leave Prior’s Field as pupils, original thought will be key. At well-balanced individuals determined to Prior’s Field, all departments encourage make a positive difference to the world they girls to think for themselves. will shape. Prior’s Field’s only ever male Our debating club motivates girls to pupil, was Julia’s seven-year-old son Aldous engage with complex issues such as “should Huxley, who later became a novelist. After we imprison only violent criminals?”

Julia’s death, Aldous wrote to a friend: “You Sixth formers have risen this never knew my mother – I year to the challenge of an wish you had. I have just been extended project qualification reading again what she wrote (EPQ), which required to me… ‘Don’t be too critical of intensive research linked other people, and love much'. to their intended degree, or I have come to see more and a subject about which they more how wise that advice feel passionately. Topics was… it’s a whole philosophy include “Why has the second of life.”

TRACY KIRNIG amendment to the United What better attribute with Headmistress States Constitution, the right which to equip our young Prior's Field to keep and bear arms, not people for any future?

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 93

AE_17_TH_Prior's Field.indd 93

12/09/2017 11:39

SENIOR / OPINION

Talking

HEAD

BRIGHT FUTURE

Andrew Hunter, the Headmaster of Merchiston Castle School, on preparing his boys for tomorrow’s world

I

t is a fact that this generation are soon to enter a rapidly changing employment market which is dominated by technology and service industries. As such, it is essential that young people today are well prepared for the unfamiliar industries of tomorrow. The key to this lies in both a focus on developing the skills and attributes transferable to any existing or emerging industry, and the flexibility of thought to identify the opportunities that this transferability provides. The world of education has largely, and understandably, been focused on attainment for many years, and top grades followed by a prestigious university has long been seen as preferred outcome of a successful education. What is now clear is that this is not enough: employers across all sectors decry the absence of skills fundamental to independent learning or the workplace, and so an evolution of learning in schools is required to ensure that our learners are truly ready for the next stage. What does this evolution really mean in a modern, forward-thinking school with a global perspective?

"Top grades followed by a prestigious university won't be enough in the future" At Merchiston, it means a commitment to providing pupils with opportunities to develop key skills across the total curriculum, ensuring that these are embedded as a key component of learning, and underpinning attainment at the highest level possible. Equally, it means developing a shared vocabulary to articulate progressive skills development and to identify

A B OV E

successes. We have around an opponent’s defence in rugby; an developed our own elegant counter in a debate. skills framework, These examples highlight how so many drawing on best school activities can be distilled down to practice and underlying skills development, something applying it within our context with a global which has perhaps been undervalued in the outlook. recent past.

In a single-sex environment, such as ours, In an employment environment there is no stereotyping of subjects, as can developing at an ever-increasing pace happen in a co-educational environment, of change, it is more crucial than ever with boys veering towards the sciences that these opportunities are cultivated, and girls towards the arts. There is also promoted, and valued by both educators no such divide when it comes to activities, and learners. Only by doing so can we exemplified by the fact that 130 boys sing in ensure that our young people are ready to our choral society. contribute to the world of tomorrow.

We like to try and get people Our motto might be 'boys to think outside box – and first but my aim is to produce as teachers, we do the same. boys who are 'gentle men'.

While creativity is most As I’m fond of saying to boys obviously developed in subject during assemblies: “I need areas such as art, design, and to remind you of two facts. music, to focus so narrowly At university you will be is to ignore the opportunities sitting alongside academic provided more widely: the and ambitious females. And ANDREW HUNTER designing of an elegant secondly, remember that it is Headmaster chemistry experiment; the more than likely that your first Merchiston Castle School beauty of a play crafted to get boss will be a female.”

Boys will be boys: sparks flying at Merchiston

94 | A B S O LU T E LY E D U C AT I O N | SPRING • SUMMER 2017

AE_17_TH MerchistonCastle.indd 94

12/09/2017 11:41

475 boys (11-18) and girls (16-18) Inspirational rural site close to M4 and M40, 40 minutes from London

Full, weekly, flexi-boarding and day to suit your needs 2018 Entry Assessments September (13+), November (16+) and January (11+) Early assessments for Year 9 2019 boarders: November 2017

Open Mornings Saturday 30 September, 9.30am (Sixth Form Only) Saturday 14 October, 9.30am (Whole School) For more details and to book your attendance please go to

www.shiplake.org.uk/opendays

SHIPLAKE.indd 1

11/09/2017 17:08

Discover Discover Glenalmond College, a school with an excellent tradition of helping each pupil make the most of their personal journey. A school which encourages each child to reach their academic potential and develop their individual abilities to the full in a range of artistic, sporting, social and adventure activities.

• Full 7-days-a-week boarding environment • Girls and boys aged 12-18 • Outstanding pastoral care • 300-acre countryside campus

T: 01738 842144 Scottish Charity SC006123

E: registrar@glenalmondcollege.co.uk

www.glenalmondcollege.co.uk

inspiring learning

GLENALMOND.indd 1

11/07/2017 16:43

SENIOR / INSIDER

READY, SET... TYPE! Leah Hamblett, deputy headmistress of Brighton College, extols the benefits of learning to touch type at school LEAH HAMBLETT

T

his summer we introduced the teaching of a classroom skill that was long overdue. Touch typing. Whereas once upon a time in the last century, this incredibly useful ability was the preserve of the typing pool and office PAs, the march of progress and advent of the internet has transformed it into a crucial, time-saving skill that is seen as an essential asset in the jobs market.

In order to do their schoolwork, every child at Brighton College uses at least one device a day, be it a smartphone, a tablet, a laptop or a PC or Mac. So why not help them do this more efficiently, both to help them now in their studies at school and in their future professional lives?

The head decided to prioritise this. After all, would we teach children how to write without ever showing them how to hold a pen?

Time and again, studies have shown that learning to touch type can save enormous amounts of time (some say three months’ worth in every year) – time that could be

“If you were an employer, wouldn’t you choose the candidate who meets all your criteria?” spent concentrating on the task at hand and being productive rather than hunting for keys. Research by Pitman shows that people who type with two fingers manage between 27 and 37 words a minute while someone trained to touch type can reach between 50 and 70 words a minute.

Only a few years ago the TUC campaigned for touch typing to be taught at all schools; currently, schools across England can offer touch typing as a club activity but there is no government mandate to teach it.

A B OV E

Considering our own scheme, we quickly realised the approaches for getting children to learn how to type without looking down had moved on dramatically since I was at school. Where then, I remember friends complaining after typing classes about the seemingly endless, dull lessons they had to sit through, now much research has been done on how best to learn to type at the speed of thought.

We hired New Zealand expert June Perry to teach our year nines her unique method, which helps children learn the basics in hours. Ms Perry is well known in New Zealand for the thousands of proficient typists she has trained, using a visualisation technique which sees her students being able to look straight ahead as they type within hours of first meeting her.

The feedback I have had from parents so far has been incredibly positive – they are thrilled that their children are learning such a practical skill. After all, in a world The essential skill of typing has come to Brighton College

where the productivity of a business depends on how fast things are done, if you were an employer looking to hire, wouldn’t you choose the candidate who meets all your criteria and can work on a computer at double the average speed of a non-trained typist?

Like every other teacher, I am always pressed for time and always seem to be juggling a dozen administrative tasks with my classroom duties.

It makes me very happy to think that a small adjustment we made to the year nine curriculum will have such a huge impact on those pupils’ working lives.

LEAH HAMBLETT Deputy headmistress Brighton College AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 97

AB ED_AUTUMN_201righton7.indd 97

12/09/2017 15:51

FINDING THEIR VOICE Having a child who is quiet in class is no bad thing. A good school will nurture the introverts as well as the extroverts SOPHIE PENDER-CUDLIP

I

t was the parent teacher meeting and a chance to catch up on our child’s progress. My husband and I were perched on two small chairs in a Year 2 classroom feeling a sense of nervous excitement as we wait for the feedback. “Your son is so quiet that he just fades into the background,” the teacher tells us.

Seven years later, he is still relatively quiet in class but not amongst his peers and certainly not at home. His school reports have always commented on him being quiet which, until now, we took as criticism. We tried to encourage him to be more vocal and engage in class, if only to avoid the ‘quiet comments’ at the end of term. Now in senior school, however, he has matured beyond measure and considers being quiet a positive thing. He listens, he works hard, he understands most of what he learns and if he doesn’t, he approaches the teacher later to ask for help. “Why ask a question just to be heard,” he says.

In her book Quiet, Susan Cain explains that quiet children are thinkers. Thinkers, such as Charles Darwin and Marie Curie spent much time in solitude thinnking and were incredibly good at it. She says the ideal schools and classrooms are made up of a mix of quiet and louder children, introverts and extroverts. The environment children are in and the way the children are taught is crucial.

Sarah Thomas, Head of Bryanston School, likens her school to a greenhouse rather than a hothouse. She says: “In that greenhouse there are riotous gladioli and shy daisies. We pride ourselves on nurturing and allowing wonderful flowers to thrive in proper measure by providing a safe and nourishing environment in which to grow.”

At Farleigh Prep School, headmaster Father Simon says that quiet children should not be hassled to be something they’re not ready to be. “I believe in the ripening process. If you pull the fruit too early, it’s bitter.”

It is important to understand that there are different forms of quietness. Is a child quiet or just shy? If they are quiet, then why? Is it that they do not understand, that they do not know how to ask for help or that they want to know what others have got to say. Some children may not feel the need for others to hear them. The quietness only becomes a hindrance if the child wants to speak out but does not feel confident to do so. Father Simon says, “There is a difference between natural quietness rather than the inability to be heard in the clamour.”

In the classroom, the skill to managing the quiet and loud children is in the teaching. Sarah Thomas says that many teachers are introverts themselves so they know how it feels. “You have to make sure it isn’t the same children talking. Invite a quieter child to answer a question that you know they can answer. You have to know the children well and make the quiet child know they belong.” Headmaster of Milton

98 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

Quiet Child_v1.indd 98

12/09/2017 11:44

SENIOR / FOCUS

put up their hands. You have to give them a chance to process the question, reassure themselves that they have the got the right answer and then put their hand up and have a go. This stops lessons being dominated by louder and more confident children.”

He also points out that in some lessons like Maths you can get away with being more quiet but in language lessons, children have to speak it, whether they are quiet or loud. The objective is to get the children to learn the vocab, practise it and perfect ABOVE A child at Leweston their accents. “25% of Common Prep School.

Entrance and GCSE is based Photography by Millie on the oral exam, so children Pilkington have to speak.” Magnus Bashaarat says quiet children Abbey, Magnus Bashaarat like the neatness of being tested says that sometimes having and enjoy routine. a very competitive atmosphere Quiet children often transcend in a classroom can be off-putting for themselves outside of the classroom setting. a quiet child who fears embarrassment at Many perform well on the stage and find getting a question wrong or worries about stepping into character gives them a new what their peer group will think of them. persona. Instrumental performance too “Quiet children can often be overlooked in enables children to express themselves larger schools,” he says. through their music.

James Webb, Deputy Head of Academic Pastorally the quiet child can engage Studies at Port Regis uses the ‘waiting time’ more easily when talking about something technique in his lessons. “When you ask they are passionate about. Susan Cain says the children a question you wait and watch. that if children are talking about something There are always some who are straight up truly compelling then they forget their with the hand and then gradually others

inhibitions. Phil Lawrence, a boarding houseparent at Port Regis, agrees that chatting to a child about their favourite football team encourages them to feel relaxed and engage. It is a very different environment to a classroom setting. Father Simon too describes how he sparked up conversation with one of his particularly quiet pupils about her love of drawing and asked her to come and show him her work.

She became noticeably engaged and excited.

“Find something the child is passionate about and talk about it. Make them believe in themselves. Many quiet children are just waiting to be noticed and we need to enable them to come alive,” he says.

According to Susan Cain, children need to put themselves in the right light. For some it is Broadway and for others it is a lamp lit desk. The main thing is to let them be themselves and celebrate their original minds. Encourage them to be passionate and throw confetti on those passions whether it’s on the pitch or on the page. For teachers, enjoy the gregarious, confident child and cultivate the shy, autonomous ones for they are the artists, engineers and thinkers of tomorrow.

With the right teachers and the right school environment, our child has not faded into the background. He is listening, watching and thinking. Being quiet in the classroom is just part of who he is.

CHILDREN NEED TO FIND THEMSELVES THE RIGHT LIGHT; FOR SOME ITS BROADWAY, FOR OTHERS, A LAMP LIT DESK AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 99

Quiet Child_v1.indd 99

12/09/2017 11:44

O Sa P All tu EN W rd ay M elco 7 O me O R cto N be IN r2 G 01 7

“Dauntsey’s is ... Fab”

The Good Schools Guide

Boarding & Day School Co-educational 11-18 www.dauntseys.org West Lavington, Devizes, Wiltshire, SN10 4HE T. +44 1380 814500 DAUNTSEYS.indd 1 Absolutely Education Autumn 2017.indd 1

30/06/2017 11:05 29/06/2017 13:15:23

Talking

SENIOR / OPINION

HEAD

CHOICES, CHOICES Tim Manly, Headmaster of Hurstpierpoint College, on finding the right school for your child

“A

h, so you are a headmaster? Perhaps you can tell me which schools are the best in my area?”

Like most heads, I am perfectly happy to chunter on endlessly about schools, staff and their pupils. But what of that key question? In short, excellence in education comes in many shapes and forms. There is a vast range and richness of schools out there and no one definitive model for an excellent school which trumps all others.

But, rather, the key issue is – which school will be the best fit for you and your child.

There are some key attributes a good school must have.

First and foremost must be the quality of teaching and coaching available, not just for sport but for every aspect of school life.

Well-qualified, highly motivated and caring teachers are key. Good schools are able to attract, manage and inspire such individuals and number one amongst these staff will be the head. As for the common room, ideally this should have a balance of ages and stages – the young and enthusiastic, the battle hardened and wise veterans, together with the ambitious young thrusters, moving ever onward and upward. And the primary purpose of these staff? To provide a wide range of opportunities which are not restricted just to the elites. Genuine access for all children is vital to their development.

Find out how the B and C teams fare in fixtures. Do they receive decent coaching

and a good match list?

Is the orchestra only open to those with a grade eight on their instrument? Is there a sufficient flow of plays and productions to involve a wide range of pupils in a wide range of activities? In short, will young Hector or Jemima be able to get involved in for itself or its head. A good school will value every aspect of school life in a meaningful your child for who he or she is and will make and rewarding way? the most of him and her irrespective of their What is the ethos of the school? In a weaknesses. good school, it will be articulated clearly Ultimately, school is not an end in itself by the head and absorbed and followed by but a springboard into a young person’s the staff and, one hopes, the pupils. Does future. Schools must deliver on the the school cater for the individual or is it academic side of life as those grades are only interested in the high key to opening the next door. achieving elite? Always be However, good schools also wary of a head who trumpets recognise the importance of the latest innovation, the developing an individual and, latest success and league table in particular, those skills, position. qualities and, indeed, values A good school is ambitious which will bring their alumni for all its children to achieve success and happiness in later their own personal best in life. The best schools are those TIM MANLY every aspect of life in which that have integrity, humility Headmaster they are involved. Be wary of and a constant desire to Hurstpierpoint College the school which is ambitious innovate and improve.

A B OV E

Pre-prep pupils in the classroom

“Be wary of the school which is ambitious for itself or its head”

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 101

AE_17_TH_HurstpierPoint.indd 101

12/09/2017 11:48

Scholarships available at 11+ , 13+ & 16+

Follow our hashtag on social media

#IcanatFram twitter.com/framcollege

facebook.com/framcollege

01728 723789 admissions@framcollege.co.uk

FRAMCOLLEGE.CO.UK Framlingham College ∙ Framlingham ∙ Suffolk ∙ IP13 9EY

FRAMLINGHAM.indd 1

08/09/2017 13:01

SENIOR / FOCUS

NEW GCSES:

THE VERDICT Did the predicted chaos reign? Or did this year’s exams make the grade?

J A M E S WA R D R O B E

F

or months leading up to August’s GCSE results there was much speculation in the media about the impact of the new-style GCSEs on more than 600,000 pupils who took them for the first time this summer. Here are just some of the headlines: “The GCSE grade a pupil ends up with largely comes down to chance”; “GCSE and A-level grade boundaries’ publication delayed to prevent panic” ; “It’s impossible to compare GCSE results, so don’t try” etc.

There were good reasons to be cautious: the new exams combine new content, new assessment and a new grading system. The Department for Education was upfront in saying that the new exams contain tougher topics. That was certainly the case in the new Maths exam where even bright students found a lot of questions hard. The assessment changes - less or no coursework and a linear rather than modular structure - put more emphasis on end-of-course exam performance.

Most contentious of all, the nature of the grading system changed significantly. The old grading ran from G to A*. A* was the top grade, awarded to approximately 7% of candidates, with C grade recognised as a ‘pass’. The new system runs from 1 (lowest) to 9 (top).

“Exam boards lowered thresholds to avoid a dramatic fall in results”

There has certainly been confusion as to St Mary's Calne whether 9 or 1 is top, pupils celebrating but how would the their GCSE new number and old results letter scales match up? The official line was that broadly the same proportion of students would get grades 1, 4 and 7 and above as would have got grades G, C and A and above respectively in the old system and that other grade boundaries would be decided according to an arithmetic formula.

Exam boards have always converted actual marks into grades according to a formula which allows adjustments for difficult exams and changes in candidature.

Another potential source of confusion is the introduction of a ‘strong pass’ - a grade 5 or better, to be included in future school performance figures as a way to ‘drive up’ attainment. Grade 4 would remain the ‘standard pass’ .

So, did the predicted chaos materialise?

The short answer is ‘no’.

Exam boards lowered grade thresholds to avoid a dramatic fall in results. In A B OV E

Maths, they reduced the marks required to achieve a 4 (old C grade pass) to as little as 15%. Pass rates went down slightly in English Literature and Maths and up a little in English. The top grades (new 7,8,9 = old A & A*) were up by 2.1% but only 3.1% of candidates gained a 9, justifying the requirement to differentiate the highest achievers.

There is one genuine irritation though.

The class of 2017 received a mixture of number and letter grades, since apart from Maths and the two English subjects they have taken the rest of their GCSEs with the old-style exams, with A* to G grades.

Worryingly the Institute of Directors said that its members may view the new system as “gibberish” and favour job candidates with lettered GCSE grades. At least these pupils won’t have such issues with their UCAS applications since the universities fully understand the changes.

By next August, when the majority of candidates will receive all of their GCSE results numerically, most of us will have forgotten what the commotion was about.

For more information on the new-style GCSEs and A-Levels, go to cife.org.uk

JA M E S WA R D R O B E Council For Independent Education AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 103

AB ED_AUTUMN_2017_GCSE.indd 103

12/09/2017 11:51

FORTHCOMING OPEN MORNINGS Saturday 7 October

Open Morning for 11+ and 13+ Entry

Saturday 24 February

Open Morning for prospective Day and Home Boarding Pupils

Saturday 21 April

Open Morning for prospective Boarding Pupils

“A lovely place to study” GOOD SCHOOLS GUIDE 2016

CAMBRIDGE’S ONLY BOARDING AND DAY SCHOOL FOR GIRLS AND BOYS AGED 11 - 18 TO AT TEND AN OPEN MORNING OR ARRANGE A VISIT CONTACT admissions@theleys.net

THELEYS.indd 1 LOVELY PLACE_OPEN MORNING_A4_JULY2017.indd 1

www.theleys.net

01223 508904

02/08/2017 05/07/2017 09:48 15:15

Talking

SENIOR / OPINION

HEAD

LIFE LESSONS Boarding school is the best way to prepare pupils for the modern world, says Ben Vessey, Headmaster of Canford School

“I

n 1976 my boarding house had no central heating.

There was a coal fire in every room; boys were given enough coal to burn for an hour each evening.

In the morning the room was icy, so we would burn a newspaper to create enough heat for a few delicious seconds to get changed. Rooms often caught fire.”

Modern boarding is thankfully somewhat different from the recollections of journalist Jonathan Noakes. Alongside an increasing need to engage with a rapidly changing and ever more global society, such schools have been required to move with the times. They have responded to educational reforms, to tighter inspectorates, and also to the expectations of modern parents and their children. There is much less certainty about pupil futures too. Choosing a boarding school environment offers a child the opportunity to develop the crucial skills of resilience, tolerance and ambition to face

“Children in boarding schools win out in the graduate labour market” the many challenges along the way with both confidence and a sense of purpose.

Today’s workforce is a meritocracy, and global in outlook. Gone are the days of the ‘old boy network’ reliance on slipping through a corporate side door. Pupils need to be career chameleons and will have any number of different jobs in a variety of sectors both at home and abroad in their working lives. “Children in boarding schools win out in the graduate labour market,” says William Richard, general secretary of the HMC. “They do well all round, and are selfconfident, resilient, and networked.” This

the opportunity of a blend of classroom and dynamic cocurricular offerings designed to test and develop the mind, and which promote a focus on teamwork and independence in equal measure.

We need to equip pupils with the life skills to face up to failure, to engage in honest reflection about those experiences, and to have the self-assurance to bounce back. A boarding school environment, where you are working and living together with your peers, sharing both the highs and lows of daily life, produces an empathy towards different characters and personalities, tolerance and a sense of mutual support.

As Victoria Goldman and Catherine Hausman wrote in the New York Times, “Mr Chips has undergone a millennial thaw.”

As educators, we must A B OV E sentiment is echoed ensure that our pupils leave us with a sense Canford pupils

by Kevin Roberts, the of social responsibility. The Independent CEO of Saatchi and Schools Council recently published a Saatchi worldwide, who partnerships update showcasing numerous claims that boarding makes the rounded schools – day and boarding – who are and flexible people today’s marketplace contributing to their community. At demands – with many of the skills over Canford, every sixth former has the time and above academic achievement, the within the school week to get involved in cornerstones of success. some form of community action. Last year, This is not to say that they devoted as many as academic achievement is not 8,888 hours to it. The effect important. Exam results are that these experiences have crucial tickets to the next stage on pupils is in many cases of education and at Canford we profound. encourage our pupils to aim Life for young people high. Our academic successes growing up in the 21st century are, we believe, the outcome of is challenging, and boarding a purposeful, challenging but schools have adapted radically BEN VESSEY supported and inspirational full to meet the ever-changing Headmaster boarding school environment. pressures and embrace new Canford School Longer school days afford opportunities.

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 105

AE_17_TH_TH Canford.indd 105

12/09/2017 11:54

A SCHOOL FOR EVERY BOY AND GIRL Taunton School offers outstanding education to children from Nursery (aged 3 months) through Pre-Prep, Prep, Senior and on to Sixth Form (aged 18 years) as proven by our recent Independent Schools Inspectorate (ISI) report.

Come to our Open Events Whole School Open Mornings: Saturday 30th September 2017, 09:30 - 12:30 Saturday 3rd February 2018, 09:30 - 12:30 Sixth Form Open Evening: Friday 6th October 2017, 18:30 - 21:00 Find out about Scholarships and Assisted Places.

www.tauntonschool.co.uk

Follow us @TauntonSchool

CHALLENGE

NURTURE

INSPIRE TAUNTON.indd 1

04/07/2017 09:13

PROFILE

The

M A K ING of Me

Emily Watkins The chef-proprietor of the multi-award winning dining pub, The Kingham Plough in Oxfordshire, on happy days at St Mary’s Shaftesbury

What are you doing now?

I am the owner and chef of The Kingham Plough, a dining pub in the Cotswolds. I am also the consultant for other dining pubs and have four children.

Q

Q Where did you develop your love of cooking?

A I have always enjoyed food, and wanted to create it myself. The better I can cook, the better I can eat!

A

Q

A

Where did you go to school and when?

St Marys Shaftesbury from 1988-1997

Q What is your relationship with St Mary’s now?

A I went back for the first time about three years ago and was delighted to be asked to be on the panel for the young enterprise scheme.

What sort of school was it?

An all-girls, Catholic, independent boarding school Q

A

Did you love it or hate it?

I was very happy there. I had good friends, my two older sisters were there and some wonderful staff.

Q

Where was your favourite place at school – what did you do there?

A St Marys is situated in the most beautiful grounds on the Dorset/ Wiltshire border. I loved the woods and the gardens.

A

Q

Q What beliefs do you think that particular school instilled in you?

A The importance of kindness, honesty and perseverance.

Q

A

What was your proudest achievement?

The friendships I have made.

What is Enterprise 2017?

Enterprise 2017 is a scheme to get all the students to work in teams and use their individual talents, interests and ideas to put together a business proposal for a restaurant. It calls upon a huge range of skills which the girls need to recognise and work closely together on.

It is fascinating and I was so impressed by how much thought they had put in last year, the creativity in the presentation and thoroughness of their research. It is a great idea of getting the girls to think outside of the academic box and if there may be a more practical or vocational subject they may be interested in for their own careers.

Q

A

and her fury if you managed to spend more that you’re allocated budget at tuck shop (between 15p and 50p).

Q Would you send your own children there?

A I would definitely consider it. The facilities are incredible, but the Catholic heart is still there, too.

How did it influence your career?

I was lucky to discover an interest which I was passionate about. Once I recognised it, I became very determined to work in that industry and learn as much as possible. I guess that determination must have come from school without even realising it.

Q

What was the most trouble you got into?

A Escaping to nearby boys’ schools!

Q

Q What is your most vivid memory of your time there?

A Sister Anthony – the invisible driver,

A

What are your plans for the future?

To continue to try and balance have a family and a career!

Q

A

Q How would you sum up your school days in five words?

A A wonderful start in life

“ST MARY’S TAUGHT ME TO PERSEVERE WHICH HAS HELPED ME AS A CHEF” AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 107

Making of Me Watkins.indd 107

12/09/2017 11:57

SENIOR / OPINION

Talking

HEAD

HOW TO BE GOOD It’s as easy as ABC, says Chris Townsend, Headmaster of Felsted School

I

n a recent assembly at Felsted, I spoke to pupils about the significance of “active good behaviour”. Most people are good most of the time, and some are good all of the time, especially when your measure of good behaviour is “not doing anything wrong”. In a society in which we are encouraged to push the rules to the limit in order to get the best for ourselves, it is not surprising that people are so easily persuaded by this definition.

In fact, many would take it one step further, and talk about “not getting caught”. But for a society to thrive – and schools are all micro-societies – you must seek active, not passive, good behaviour.

The difference can be easily demonstrated in a school. We would all agree that dropping litter is poor behaviour.

“Passive good behaviour” is demonstrated by the person who does not drop litter, but “active good behaviour” is shown by the person who sees the litter, picks it up and puts it in the bin (or even better recycles it!) Similarly, a new pupil joins the school, and is excluded by the children. This is clearly poor behaviour. If I walk away from the situation, I am not doing anything wrong, so am being passively good, but if I go up to that person, include them in my friendship group, and help to resolve the problem, I am being actively good.

Perhaps most importantly for a school, how does this transfer to the classroom?

The pupil that calls out and disrupts the learning of others is showing poor behaviour, while a silent classroom may well be full of people who are being passively good, atnd just avoiding causing trouble. In the learning environment, the demonstration of “active good behaviour” is the learner who engages in the lesson, asking and answering questions, engaging

“Active good behaviour doesn't just happen.

It requires constant reinforcement”

A B OV E

in debate, leading and appreciated. the learning of Within a community, it is relatively themselves and easy to be passively good – to avoid being others, and helping in trouble, and to keep your nose clean. to develop the best However, the real measure of the person, ethos possible. and of the community of which they are At Felsted, developing this culture of a part, is whether they are prepared to “active good behaviour” is really important. be actively good. To stand up, and challenge It is essential that we celebrate the pupil those who are getting it wrong. To have who provides emotional support to a fellow strong values to which you will adhere pupil who is struggling with confidence. whatever the expectations of others.

It is crucial that teachers, and other “Active good behaviour” is not something pupils as well, recognise the efforts of a that just happens. It requires constant pupil who represents the community as a reinforcement, at every opportunity: in youth representative of the parish council. every assembly, every tutorial and every Pupils who run fundraising events need lesson. It needs to become a habit, a part of to get the same kudos that is the culture of the society. traditionally given to the 1st Most of all it needs to be at XV fly-half, or the lead in the the heart of the school’s values, school play. tied in to kindness, tolerance Even the pupil that carries and respect. the books for a friend on At Felsted our aspiration is crutches, who tidies the mess for our pupils to be to be the at the end of a lesson, or picks best that they can be in all that up and returns the tracksuit they do, and for that reason, CHRIS TOWNSEND left by the sports pitch, I believe that they must all Headmaster needs to know that this small seek to display active good Felsted School additional effort is worthwhile behaviour at all times.

Good eggs: Felsted pupils learn how to make a difference around school

108 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AE_17_TH_Felsted.indd 108

12/09/2017 11:59

CANFORD FULL BOARDING AND DAY • CO-EDUCATIONAL • 13-18

Stand 629

“First-rate teaching, stunning setting and innovative ideas... definitely at the top of its game.”

GOOD SCHOOLS GUIDE

t: 01202 847207 e: admissions@canford.com WIMBORNE

CANFORD.indd 1

DORSET

BH21 3AD

• EXEAT COACH SERVICES TO RICHMOND AND SW1 • SCHOLARSHIPS AT 13+ AND 16+ • BURSARIES MAY BE WORTH UP TO 100%* OF FEES @CanfordSchool

CanfordSchool

*(MEANS-TESTED)

www.canford.com

canfordschool

07/09/2017 14:32

Forest School

London’s only diamond structure school with single-sex teaching in a co-educational environment for girls and boys aged 4-18.

We are a city school with 50 acres of grounds where north east London meets Epping Forest. The Open Day will be held on Saturday 23 September 2017 from 8.30am-1.30pm.

www.forest.org.uk info@forest.org.uk 020 8520 1744 FOREST.indd 1

22/08/2017 14:04

Talking

SENIOR / OPINION

HEAD

NO LIMITS Elaine Logan, Warden of Glenalmond College, says schools can only improve when they truly understand what’s holding them back

M

atthew Syed, in his much-acclaimed book Black Box Thinking argues that the only way to nurture high performance in complex and fast-changing systems is to pick apart the process, find out what is going wrong and learn from it. Again, and again, and again.

Failure, and our fear of it, Syed argues, lies at the core of institutional inertia. By having the confidence to openly and objectively understand what limits performance – by addressing the weaknesses, rather than the strengths – we provide ourselves with the opportunity to improve. This sounds sensible and straightforward, yet shining a bright light on the limiting factors in any organisation can be a challenging management operation, particularly so in educational establishments.

School improvement is tricky. The challenge comes through the complexity of its controlling variables - such as pupil ability or teacher impact - together with the stark metrics through which we measure performance in A-Levels, GCSEs etc..

It also has a uniquely human context that serves to make criticism of the process acutely difficult for some – the classroom is a personal space and reflects the individual; criticism of teaching can easily be interpreted as a criticism of effort of the person themselves. Allied with this is institutional pride. Every school wants to trumpet success, achievement and good news stories. It does not seem intuitive to embrace 'issues' and limitations. And

“Failure, and our fear of it, lies at the core of institutional inertia”

A B OV E

yet, in doing so, real success and improvement – RIGHT as distinct from In the library simply getting bright pupils another set of fairly good exam results – remains elusive.

In 2014, Glenalmond launched the Learning project. The project aimed to unpack the processes of learning that take wasn't a response to bad results, but place in every classroom across the school. because there was an appetite to improve.

It integrated pedagogical theory, action The school’s staff body had the motivation research, professional training, lesson and confidence to seek the limitations. observation, pupil trails, feedback analysis, By 2017 the HMIe inspector asked that pupil surveys and more. the model be shared with It developed a forensic other schools and one of approach to the forces the UK’s leading providers that affect pupils’ success of educational professional in the very particular development asked for the context of their school. It Project to be showcased in firewalled the process of their national conferences classroom improvement from programme. performance management and As noted by Mr Syed, there ELAINE LOGAN so nurtured experimentation, is much to be gained from Warden open discussion and collegiate facing and embracing the Glenalmond College action. The Learning Project limiting factors.

Pupils at Glenalmond

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 111

AE_17_TH_Glenalmond.indd 111

12/09/2017 12:01

Bargain T Boarding Rigorous, traditional, academic and far cheaper than their public-school cousins.

They’re the best kept secret in education: the state boarding school ELEANOR DOUGHTY

hink boarding school and you would be forgiven for jumping immediately to an image of the most famous schools in the country, a wash of Range Rovers on exeat weekends, bonkers uniforms and archaic, exclusive team sports. But not all boarding schools conform to the stereotype. Some even let their pupils wear mufti and call their teachers by their Christian names.

But beyond Bedales and Bryanston, Bradfield and Benenden there’s a new other genre of boarding school that many are yet to discover – and you don’t even have to pay for it.

What is this witchery, you ask? It’s simple: the state boarding school.

There are 37 state boarding schools in England, from Devon to Hexham. They even have their own association, the State Boarding Forum, part of the Boarding Schools Association. And they come in all shapes and sizes: three are free schools, such as Eton-sponsored Holyport College (see below); 12

112 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

ABED_Autumn_State boarding_02.indd 112

12/09/2017 12:09

SENIOR / BOA R DING

are comprehensives and ten are grammar schools. Of these grammar schools, six appear in the Sunday Times’ top 100 schools in the country. Against the listing on the State Boarding Forum’s website for the Royal Grammar School in High Wycombe, is written: “high academic standards and traditional manners and courtesy expected”.

Some take boarders during the week, and others full time. The Duke of York’s Royal Military School in Dover (£12,996, a year, military families encouraged but not exclusively so) is a full boarding school, with no day pupils.

Clearly, there are financial benefits. In some cases, the product is the same, if not better than the local public school. At Reading School, the all-boys grammar school founded in 1125, which last year was ranked 11th in the country for its A level results according to the Sunday Times, fees are £11,248 per year – a bargain, by any measure, for a highlyacademic school (89.7 per cent A*-B in 2016, and 93.8 per cent in 2015).

And Reading fields cricket, rugby and football teams, and teaches

Classics, like any public school worth its salt. It’s a steal compared to the £12,354 a term (£37,062 a year) required for entry to Eton College, the world’s most famous school, just 20 miles away (94 per cent A*-B in 2015, if you’re interested). Parents of boys leaving school in 2015 would be right to ask whether the extra £25,000 is worth the .02 per cent.

And that’s before you’ve even bought any uniform.

To that end, as public school fees edge closer towards the £40,000 a year mark, we present to you a selection of state boarding options, if boarding is non-negotiable but the chequebook isn’t.

OLD SWINFORD HOSPITAL

E

stablished in 1667, Old Swinford Hospital (OSH) is one of those proper, old boys’ schools with proper Latin mottos (‘Ut prosim, vince malum bono’, or ‘overcome evil with good’, though girls are now welcome in the sixth form. It's

“Holyport College in Berkshire shares some of Eton’s facilities” LEFT Sixth form pupils at Old Swinford Hospital BELOW Pupils at Holyport College

non-selective (apart from flexiboarders in year 7) and there’s no catchment area, so, parents, fill your boots. They say: "For us, it’s not just about chasing exam results, but also about encouraging pupils to develop character by instilling in them values.” Headmaster Paul Kilbridge is a former pupil of British Army schools and has made sure that OSH is a secure “home from home” for boarding pupils with parents in the forces. What a good egg.

Where • Stourbridge, West Midlands Notable alumni • Philip Davies, MP for Shipley A-Level grades 2015/16 • 70.1% A*-B Fees per year • full boarding, £11,400; overseas, £11,550; flexi, £5,700

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 113

ABED_Autumn_State boarding_02.indd 113

12/09/2017 12:09

ABOVE Playing Foozeball at Sexey's BELOW Pupils at Wymondham College

ADAMS GRAMMAR SCHOOL

S

elective grammar school for boys 11-18, admitting girls at sixth form. Adams, one former pupil says, is “very much like a public school in so many ways”. It’s boys all the way to Year 11, when the girls flood in from the local high school for sixth form to endure two years of bubbly Adams boys before vanishing off to Russell Group universities.

For boarders, it is a little Shropshire idyll, as headmaster Gary Hickey says. “Boarders start their boarding life at Longford Hall, a Georgian mansion set in 100 acres with magnificent views of the countryside.

Parents are stunned by the beauty when they visit.”

Where • Newport, Shropshire Notable alumni • Jeremy Corbyn A-Level grades 2015/16 • 80% A*-B Fees per year • full boarding, £11,400; overseas boarding, £15,000; occasional boarding, £60 per night

HOLYPORT COLLEGE

S

tate boarding is a very well kept secret in England’s educational landscape,” says Holyport headmaster Walter Boyle.

And his is a peculiar hybrid: a free school state boarding school for boys and girls, sponsored by Eton College, with whom it shares some sporting facilities. The sixth form opens this September, so as yet there are no hard results to show how good they are academically. Nevertheless, Boyle brandishes his Ofsted report, published in June, with a full house of 'Outstandings'. The intake is “mixed,” he admits; there’s no entrance exam, and children come from both the local area of wellto-do Holyport, and further afield from Maidenhead and Windsor.

Where • Holyport, Berkshire Notable alumni • As yet to be seen (school opened in 2014) A-Level grades 2015/16 • See above Fees per year • full boarding, £12,109

“Boarders at Adams Grammar are housed in a Georgian mansion set in 100 acres”

114 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

ABED_Autumn_State boarding_02.indd 114

12/09/2017 12:13

SENIOR / BOA R DING

CRANBROOK SCHOOL

W

e’re a bit quirky around the edges,” says headmaster Dr John Weeds of Cranbrook, his co-ed school, 15 miles from Tunbridge Wells. In its schools guide, Tatler, described Cranbrook as having “all the bells and whistles of an independent, without the price tag.” Indeed, Cranbrook is the best of both worlds; one sixth former last year told of how his older brother had been sent to megabucks public school Tonbridge, down the road. But for him, his parents had seen (financial) sense and chosen Cranbrook, for a third of the price.

Pupils play hockey, tennis, rugby and cricket and leave sixth form self-confident and ready to face the world. Dr Weeds says: "We are very grounded, and I think that comes with being part of the grammar school network.”

Where • Cranbrook, Kent Notable alumni • Harry Hill A-Level grades 2015/16 • 73% A*-B

WYMONDHAM COLLEGE

A

sked what makes state boarding special, principal of Wymondham College Jonathan Taylor said: “very high standards of education, a very real, inclusive and grounded experience of boarding.” It’s hard to argue with that. Wymondham is coed and was established in 1951 on the site of a Second World War hospital.

In its earliest days, the pupils were taught in Nissen huts; nowadays, the only one that remains is the chapel.

They run CCF, Young Enterprise and World Challenge programmes.

For the 650 boarders, there are six houses, but these are mixed – shock horror. It’s been this way since the 1970s and it’s not stopped working just yet: sleeping accommodation is separate, but boys and girls can mix naturally in the social and work areas.

Where • Wymondham, Norfolk Notable alumni • Norman Lamb MP A level grades 2015/16 • 60.9% A*-B Fees per year • full boarding, main school, £10,500; full boarding, sixth form, £11,196

SEXEY’S SCHOOL

O

nce you’re past the name (yes, that is what it sounds like) Sexey’s is absolutely top notch. It’s co-ed and most pupils choose to board termly, so if you’re signing up for Sexey’s you know that our child is getting the best possible boarding school experience. School isn’t empty at weekends, thank goodness, because there’s plenty to do: skateboarding, cooking, mountain biking, kayaking and scuba diving to name but a few. And the pupils love it – not least because of the three all-singing, all-dancing (co-ed) boarding houses where they stay with the houseparent throughout their time at Sexey’s and make lifelong bonds. Plus there’s rugby, hockey, cricket and the opportunity to join the air training corps.

Where • Bruton, Somerset Notable alumni • Douglas Macmillan, founder of Macmillan cancer support A level grades 2015/16 • 62.2% A*-B Fees per year • termly boarding, £9,825 Fees per year • years 9-11, £12,726; sixth form, £15,270

“Reading School, founded in 1125, ranked 11th in the country for last year’s A-Level results”

For more info: stateboarding.org.uk

ABOVE Harry Hill was a pupil at Cranbrook School BELOW Adams Grammar School

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 115

ABED_Autumn_State boarding_02.indd 115

12/09/2017 12:13

T S APIENTIA EA

R F

L

O

WYMONDHAM COLLEGE

Find out why Wymondham College is the highest performing state school in East Anglia and rated outstanding by Ofsted.

• One of the highest performing state schools in the UK 2015, 2016 • Ofsted ‘outstanding’ in both education and boarding inspections • Great value boarding fees at just over £10,000 per year with free education for all • World class schools award • Over 60 extracurricular activities • 87 students secured and accepted offers from RUSSELL GROUP universities – 2016 • 83% Level 4 and above in GCSE English and Maths • 39% A* - A at A Level

Check out our website for more details on open days & guided tours. enquiries@wymondhamcollege.org 01953 609000 www.wymondhamcollege.org

WYMONDHAM COLLEGE.indd 1

The Boarding provision in this College is outstanding and there is a culture of high expectation and high attainment - Ofsted 2017

07/09/2017 14:37

PROMOTION

“The pastoral care is outstanding”

SET SAIL The Royal Hospital School helps pupils navigate the critical years, ensuring a firm foundation for future success

S

et in 200 acres of Suffolk countryside overlooking the River Stour, the Royal Hospital School provides a full and broad education enriched by its naval heritage and fit for the modern world.

Headmaster Mr Simon Lockyer explains the aims and ethos of the school: “We inspire our pupils to have the courage and commitment to be ambitious for their futures, whichever path they choose. Everyone can achieve the most exceptional things but we are all different.

That is why we focus on the individual, getting to know every one of our pupils and finding out what motivates them.

"We challenge pupils of all academic abilities, steering them to look beyond the moment, and beyond the confines of the classroom, and to approach life with an open and receptive mind. It is through thinking creativity and taking initiative that they learn to establish, and work towards, their own personal goals.

By understanding a young person’s strengths we can help them to make the right choices at the right time, navigating them through their critical, formative years

and ensuring that their education becomes the foundation for happiness and success.”

As well as its balanced and enriched academic curriculum, the school has an established reputation for musical excellence, outstanding sports facilities including an RYA Sailing Academy and the Graham Napier Cricket Academy, a large and committed CCF contingent and the opportunity to pursue a huge range of interests and activities. The strong house system and emphasis on outstanding pastoral care and pupil well-being means there is a real sense of purpose and community where every child feels nurtured, supported and encouraged.

KEY FACTS

750 pupils ((450 boarders and 300 day pupils) • 11-18 years co-educational • Full, weekly and three-night boarding • Extensive daily transport network across Essex and Suffolk and the option for day pupils to board on an ad hoc basis • Open Mornings: 7 October and 11 November For more information and to book an open morning or private visit contact: Kate Evers, Registrar

CONTACT Registrar: Mrs Kate Evers 01473 326136 admissions@royalhospitalschool.org royalhospitalschool.org AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 117

AE_17_TH_Royal Hospital.indd 117

12/09/2017 12:15

Opportunities abound at Uppingham The value of an all-round education, in which each individual and their talents come first, is fundamental to the Uppingham experience.

To learn more about Uppingham School please visit www.uppingham.co.uk or contact Admissions on 01572 820611

UPPINGHAM.indd 1

Reg Charity No. 1147280

As a full boarding school we believe the complete immersion in education gives our pupils the richest and most profound experience of school.

16/08/2017 11:35

SENIOR / AGON Y AUN T

QUESTION TIME The experts at Gabbitas Education have the answers

KIRSTY REED

LEAD TUTOR CONSULTANT

My daughter is about to start Year 6 and has an entrance exam next January for her senior school. We have been working on some practice papers over the summer and she is on track in most areas, but is finding her maths questions challenging and I am finding it difficult to support her as so many things have changed since I studied. Should I let her go at her natural pace or could introducing a maths tutor increase her confidence and have a positive impact? I want her to enjoy her evenings and weekends and don’t want them to become too workfocused. I would appreciate your advice on this.

Q

“Private tuition should never be viewed as an additional pressure; the tutors role is primarily to support”

A B OV E

Pupils at St Mary’s Shaftesbury

Almost every student will have different areas of the curriculum they thrive in and others they struggle with.

Private tuition is certainly a good option to consider if your daughter is showing an area of weakness that may affect their performance at a critical stage in her education. The key is to find a tutor who can establish a strong rapport with your daughter and who can conduct their lessons in way that is not seen as an extension of school. A good tutor will be someone who can bring their

A

subject area to life and employ teaching techniques that will build your daughter’s confidence, as this is a critical part of every student’s progression. Private tuition should never be viewed as additional pressure; the tutor’s role is to primarily support your daughter and help her to believe that she can accomplish her goals. Do ensure that all the necessary checks are made by the tutoring agency on your behalf, and that you only choose an agency that is a registered member of the Tutor’s Association.

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 119

AB ED_AUTUMN_2017_Agony Aunt copy.indd 119

12/09/2017 12:26

SENIOR / AGON Y AUN T

CATHERINE KELSEY DIRECTOR OF ELITE CLIENTS

My youngest child has been in some trouble at school over the past year and as a result had a period of exclusion. We are working hard to support him but feel that the best thing for him would be a fresh start at a new school. He is quite bright and is expected to do well in his GCSEs, however we are worried that he will not be considered due to his past record. Please could you give us some advice on what we should do.

Q

Our initial response is always to say that you mustn’t panic; there will be a school that will be right for your child and be prepared to give them a chance. It just takes a bit of time, understanding and courage to find it.

Using an experienced education consultant in this situation can be very helpful as they will have good relationships with schools and can remove some of the emotional pressure you may be feeling. They will also be able to support your child over the longer term to ensure their troubles are addressed. Should you choose to approach schools directly, however, you should clearly explain the reason for your enquiry and ask whether they will consider him right at the start. The school will also want to talk to your son’s old head of year or housemaster to find out some more background. Once you are past this first hurdle then you should

A

focus on the pastoral aspects of the school and arrange a visit for the whole family, which will involve formal interviews. Make sure your son is prepared to admit to his past poor behaviour and be able to demonstrate that he learned his lesson from this experience. And please remember, exclusion doesn’t mean the end of your child’s journey but the start of a new opportunity.

Both my husband and I travel a lot with our jobs so we are considering sending our daughter to a boarding school, but aren’t sure whether boarding is right for her. What would you suggest?

Q

The great thing about almost all UK boarding schools nowadays is that, in addition to a good education, they also offer top-rate facilities, opportunities for meeting new people from different cultures and a chance to develop a sense of independence and confidence in a dynamic environment. Long gone are the old days of boarding being seen as a punishment; it’s now a privilege.

Most children new to boarding settle in really well after the first term of understandable homesickness, but it is inevitable that for some it just doesn’t work. One way that you can really test whether boarding is right for your child before they take the plunge is to send them on an Immersion Programme. A good education consultancy should be able to offer you a programme which gives you a choice of schools for your child to ‘immerse’ themselves in over a trial period during term time; ‘try before you buy’, as they say. At Gabbitas Education we work with 10 very different boarding schools across the UK and are able to arrange a trial from as little as two weeks up to a term or more, depending on what's required. It is a wonderful chance for a child to see if it is something they (and their parents) would be suited to.

A

“LONG GONE ARE THE OLD DAYS OF BOARDING BEING SEEN AS A PUNISHMENT; IT’S NOW A PRIVILEGE”

DANIELLE FLOOD STUDENT SUPPORT SERVICES & GUARDIANSHIP MANAGER

We live in South America and are thinking of sending our children to a UK boarding school in the next year or so. We have heard that they will need a ‘guardian’ but do not understand what this means.

Please can you explain this?

Q

A guardian is a UK-based, English -speaking contact who is responsible for an international student’s welfare whilst they are at school in the UK. A guardian is expected to be responsible for arranging transport and accommodation for exeats (weekend leave) and half-term holidays, and also for the beginning and end of terms. Guardians are expected to take an interest in the children’s school life and attend any meetings on behalf of parents as requested and report back. A Guardian Agency will appoint a local guardian family for your children to stay with. The Guardian Agency will perform all the appropriate checks and obtain the necessary references to ensure the family meets the required child safety and protection standards. Children who have a guardian arrangement in this way often flourish as they are well cared for and supported from every angle.

A

“Guardians are expected to take an interest in the children’s school life and attend meetings on behalf of parents”

120 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AB ED_AUTUMN_2017_Agony Aunt copy.indd 120

12/09/2017 12:26

A leading independent boarding and day school for girls aged 5 to 18 in Scotland.

EVERYDAY IS AN OPEN DAY Exceptional academic results Excellent modern facilities Hockey, tennis and swimming academies Outstanding pastoral care Member of the Sacred Heart Network Scotland’s only school equestrian centre Over 50 extra-curricular activities Bus Network across Perthshire Bursaries and scholarships available

To find out more, request a prospectus, or to arrange a visit, please contact Admissions: admissions@kilgraston.com or call 01738 812 257.

www.kilgraston.com

Kilgraston School, Bridge of Earn, Perth, PH2 9BQ KILGRASTON.indd 1

30/08/2017 12:18

Aspire. Apply. Achieve.

IvyWise is the world’s premier educational consultancy supporting students in over 40 countries seeking university admission since 1998. Dr. Kat Cohen, IvyWise’s founder and CEO, and her team of expert counselors have over 150 combined years of experience in admissions at the most selective universities in the US. In 2017, 91% of IvyWise students were accepted into one or more of their three top-choice universities.

(877) IVY-WISE IVYWISE.indd 1

US Uni Admission Guidance from Former US Admissions Officers UCAS & Canadian Uni Admissions Support SAT and ACT Test Prep & Tutoring

ivywise.com 07/08/2017 09:38

School Leaver

MANDER PORTMAN WOODWARD

TOP TIPS FOR UCAS … P . 125 EUAN BLAIR … P . 126 JAMES DYSON'S UNIVERSITY … P . 130

SIXTH FORMERS AT ST MARY’S CALNE

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 123

AE_Openers.indd 123

12/09/2017 12:28

“A clear-eyed, energetic, forward-thinking school” - The Good Schools Guide

Life offers us

Limitless possibilities Oakham just helps you make the most out of them Oakham in their words With a proud heritage and progressive outlook, Oakham is a high-achieving independent school in the heart of England where opportunities are both inspirational and obtainable. A shared belief in making the most out of any opportunity and to be the best you can be sets us apart from other schools. With a welcoming and friendly support structure, Oakham offers an ideal environment for boys and girls aged between 10 and 18 to learn, thrive and prosper in our modern world. We’re one of the UK’s top schools for the IB Diploma and our students achieve consistently excellent A-level results, whilst still having time to enjoy an exceedingly rich extra-curricular lifestyle.

OAKHAM.indd 1School - Absolute Education ad.indd 1 44628_Oakham

What makes Oakham so special?

oakham.rutland.sch.uk/Meet-Us To organise a visit please get in touch with our admissions team:

admissions@oakham.rutland.sch.uk 01572 758758 oakham.rutland.sch.uk We look forward to meeting you

03/08/2017 12:57 09:22 18/07/2017

SCHOOL LE AV ER / TOP TIPS

APPLY YOURSELF Here are some tips on completing your university application with the least stress and most success possible SARAH CHARTERS

RESEARCH THE SUBJECT AND COURSES

With over 37,000 courses to choose from, you could be forgiven for feeling overwhelmed, but you must choose the right one for you. A carefully curated reading list will help you to get to the heart of a subject so that you can be certain that you want to study it for the next three years or more.

Reading also gives you lots to discuss in the personal statement and at interview.

Once you have chosen the subject, you then need to investigate the content of the degree courses. Even courses of the

same name will differ between universities so it’s important to look at the content carefully. For example, although courses in Business Studies, Business Management and Business Enterprise all have a common theme, there will be significant differences in the modules offered and you need to be interested in a substantial number of them.

Look also at whether there are options such as studying abroad, working abroad and industrial placements in the UK. The most detailed information on the content of a course is usually found on the department’s website.

Bikes lined up at Cambridge University

RESEARCH THE UNIVERSITIES

With 127 universities listed in this year’s Sunday Times Good University Guide, there is something for everyone. You can apply to five universities and once you have a shortlist, you should try to attend an Open Day at each one. If this is not possible, speak to people who have been there and use the internet to make sure you are clear on things such as the location of the campus, the size of the city/town and the accommodation options.

Finally, consider the universities in terms of their reputation amongst employers. Research by the company High Fliers shows that the three universities most targeted by graduate employers last year were Warwick, Manchester and Bristol.

BE REALISTIC

Make sure you know your predictions.

It’s generally not worth applying to any university where the standard offer is higher than your predicted grades. It’s tough to accept, but you will be rejected if the reference and predictions show that you are not likely to reach the standard conditions, unless there are extenuating circumstances.

MAKE A PLAN(NER)

To stay on top of your research, make a planner of some sort. I give my students a document to fill in as they go through the process in order to record things in one place. For example: research on courses, reflections on Open Days, books read, work experience, gap year plans, school clubs and societies, skills gained during extracurricular activities. There are so many things which you do which could be useful not only for the personal statement but also whilst considering what subjects and topics interest you and it’s easy to forget some of them. Recording them all in one place will help you stay on top of things.

“Don’t apply to a university where the standard is higher than your predicted grades” THE PERSONAL STATEMENT

This is the bit which students worry about most - remember it is only one part of the application. That said, it needs to be good.

Briefly, ensure that you focus on the academic.

Explain why you wish to study your chosen subject. How did you first become interested in it? What areas or topics particularly interest you? What are the current issues of importance in the subject? Give evidence of your interest by way of books, lectures, trips, podcasts and journals. Don’t tell: show! Once complete, check the spelling and grammar and make sure that someone reads it over and gives you feedback.

APPLY IN GOOD TIME

Don’t leave things to the last minute.

Properly done, the process takes up a considerable amount of time and energy. In order not to let the process hinder school work, I suggest starting in June with a view to completing in September.

SARAH CHARTERS A former deputy head of an independent day school in London. She now runs Sarah Charters Education Support AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 125

AE_17_TH_Toptips.indd 125

12/09/2017 12:30

CAREER BEST Absolutely Education quizzes Euan Blair, co-founder of WhiteHat, on his scheme to reboot apprenticeships for the 21st century JASMINE ROBERSTON

Tell us about WhiteHat. What is it and what does it aim to do?

A WhiteHat is a talent accelerator started in May 2016 that helps young people launch their careers at some of the UK’s most exciting companies via apprenticeships.

We are focused on bringing high quality education and cutting-edge tech to the further education sector to support the needs of both employers and young people.

As a tech startup, we believe technology can play a vital role in transforming apprenticeships and create a genuine, credible alternative to even the best universities.

“I wanted to bring brilliant people together and redefine apprenticeships”

Q

corporate debt and derivatives team, before joining an organisation helping long-term unemployed people find work and delivering adult employability services.

What led you to found WhiteHat? I was incredibly frustrated that the people we were helping had built up serious barriers to entering employment that

could have been avoided if they had been given better support and advice when leaving education. Some of them had even been to university and yet the experience had not made it easier for them to find jobs. Apprenticeships in my mind were increasingly a necessity if we were going to build an appealing alternative to university.

The further education sector has long suffered from a lack of new talent, and so I wanted to build something that could bring brilliant people together from a range of different backgrounds (startups, tech, gaming, teaching) and use them to redefine the approach to apprenticeships.

Q

What did you do prior to this?

A I was originally in investment banking with Morgan Stanley, working in the Q

A

Do apprenticeships just need an image change or is it more fundamental than that?

Q

126 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

ABED_Autumn_Euan.indd 126

12/09/2017 12:31

SCHOOL LE AV ER / IN TERV IEW

A Perception is crucial in rebranding apprenticeships. Apprenticeships are not just for trade professions; take some of the examples of WhiteHat apprentices.

We’ve created an AI and bot-building apprenticeship with Sage, where our apprentice is learning how to build the next generation of AI; we’ve placed young people at Portland Communications helping to develop corporate PR and media strategies; or as junior accountants joining the growing team at Buzzacott.

These are careers that many graduates would struggle to get and the fact that you can now work at top companies like this without having a degree helps make a really persuasive argument about the alternatives to traditional tertiary education. But until more parents and teachers are made aware of these examples we will still continue to

“Apprenticeships are not just for trade professions - we’ve placed young people at top companies” get young people reaching out to us directly, often despite the advice of their parents/ teachers, rather than assisted by them.

It’s why we engage with so many prospective apprentices directly through their smartphones.

What do you hope to achieve in the sector in say, the next five years?

A We’re splitting our mission into three different areas in order to position apprenticeships as a genuine competitor to university.

The first area is in the matching of young people to opportunities where they can succeed. This is where we are currently curating data in order to move from manual matches made by our team to algorithmic matching powered by machines. This will help to increase the confidence of employers that they are making the right decision when taking on an apprentice. Our platform will be the first step in making this a reality.

The second area is through bringing world-class content into apprenticeships that can rival what the best universities have to offer. We are already launching partnerships with General Assembly, Mind Gym and the University of Massachusetts to create fantastic learning experience.

The third area is powering a social experience for apprentices that can rival the networks students build while at university.

Bringing apprentices together through Q

organised societies and events, and finding them dedicated mentors in their chosen field, is an essential part of ensuring that apprentices can develop a great network.

We’re shortly launching something called Apprentice Nation in conjunction with Rock Corps (who have organised concerts with Pharrell, Beyoncé, and Jay Z), which will be the first large scale concert aimed exclusively at aspiring apprentices.

Q Tell us a bit about your new digital platform that you have recently launched A Our platform allows users to create a digital profile that will replace their CV. It’s made up of video content, personality profiling, and competencies that provide a far more a effective way for them to communicate their strengths to employers than just their academic results or work experience.

It will effectively act as a LinkedIn for young people, helping them promote themselves to employers and allowing them to add to it as they grow and develop their skills. We think it can revolutionise the way young people get access to great careers.

Explain howWhiteHat works.

We receive applications from about 1,000 people a week wanting to start a WhiteHat apprenticeship in London. (Currently this is the only part of the country in which WhiteHat delivers). We then take them through a process where we ask them a series of questions about everything from career aspirations to their background and interests, before taking those who are matched to the opportunities we have available through to a kick-off day. This is

ABOVE WhiteHat's innovative kick -off day

our Talent Accelerator, where we help them build digital profiles, take them through a LEFT series of activities to Interview prep with a prospective assess competencies apprentice and potential, and give them an overview of what our apprenticeships will require of them. Finally they attend a one-on-one session with one of our talent team before being put forward to any of our matched opportunities they’re interested in.

Q What companies do you provide apprenticeships for?

A We work with a range of companies, from some of London’s most innovative startups to international corporates.

These include charities like Just Giving and the Wellcome Trust, tech companies like JustEat, media companies like UKTV, and multinational businesses like Nomura investment bank or BASF.

For more info visit whitehat.org.uk

Q

A

EUA N B L AI R Founder and CEO WhiteHat AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 127

ABED_Autumn_Euan.indd 127

12/09/2017 12:31

NEW COLLECTION

2018

FURNITURE SOFAS BEDS AND WARDROBES Chelsea - Chiswick - www.gautier.co.uk 115 STORES WORLDWIDE

GAUTIER.indd 1

DUBAI

PARIS

RIYADH

LONDON

MOSCOW

VIENNA

SINGAPORE

MADRID

TORONTO

11/09/2017 13:03

SCHOOL LE AV ER / OPINION

ACROSS THE POND Why are more British students choosing to study in the US?

T

MEGAN SUMMERS

here are currently 11,600 British students at American universities, roughly a 15% increase in the last two years. What is driving more and more Brits to cross the Atlantic for their higher education?

Academic experience - In Britain, the transition from A-Levels (or IB) to tertiary education sees the narrowing of focus from a handful of core subjects to one sole area of expertise (or occasionally two in a joint honours degree).

US universities do not ask their students to make this decision. Instead, undergraduates in the US pursue a liberal arts curriculum. Before starting, a student will elect their likely main area of study (their ‘major’). Then in the first two years of their degree they will study some core modules related to this subject but the

“With UK fees approaching £10,000 a year, the US no longer seems so expensive” majority of their teaching time is free for them to use as they see fit. This could be as broad a mix as an introduction to computer science, Middle Eastern history, and 19th Century French philosophy.

Extracurricular landscape - Many people in the UK will be familiar with the popularity and prevalence of major US college sports. Several universities boast 100,000+ seater stadia, which in itself gives an indication of the significance of out-ofclassroom activities in America.

Indeed, the financial support available to student societies (whether long-standing institutions or newly-founded clubs) is far more significant in the US, where almost 90 universities can draw upon endowments of over $1 billion.

Employment prospects - There is an

A B OV E

increasing realisation among UK greater range of financial aid A graduation ceremony at Yale universities that, particularly since available; many people do not University the spike in tuition fees, they have a pay the ‘list’ price. This aid responsibility to help prepare their typically takes the form of charges for the professional world. scholarships and bursaries, which University league tables now place greater (depending on the university) are awarded focus on outcomes and employment rates, according to ability and a family’s financial not simply research and teaching scores. It circumstances. Currently five universities has long been thus in the US, where there is (MIT, Yale, Princeton, Harvard, Amherst) a prevailing culture of seeing university as offer ‘needs-blind’ places to international an professional investment, not just a rite of students, ie. if they believe you are a good passage. enough applicant to receive an offer, these As such, the systems and processes colleges will cover whatever costs you associated with improving students’ cannot afford to pay. employability are more advanced in the States than those in the UK. Internships are Please visit crimsoneducation.org.uk a key part of US college culture, with many courses awarding credits for placements undertaken with a professor’s approval.

Financial support - Attending a US university can be expensive. The fees vary depending on what sort of college (public or private) you study at but are invariably more than those of a British university. That said, with domestic fees now approaching MEGAN SUMMERS £10,000 a year the difference is not as significant as it once was.

Senior US Consultant Further, US universities have a far Princeton and Columbia Graduate AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 129

ABED_Autumn_Crimson_Ed.indd 129

12/09/2017 12:32

this pic

TITAN OF TECH After badgering the government for years about the engineering skills gap, inventor James Dyson decided to do something about it. So he’s opened his own university JASMINE ROBERTSON

T

his September, the Dyson Institute of Engineering and Technology welcomes its first undergraduate students.

25 students will enrol at Dyson’s Research and Development Campus in Malmesbury, Wiltshire, for a four-year programme that will see them combining a full-time salaried role in the Research, Design and Development team alongside studying for a Bachelor of Engineering Degree delivered by WMG

University of Warwick. At the end of the four-year period, students can expect to graduate debt-free and take up a technical graduate engineering role with the company.

The institute is the brainchild of billionaire inventor James Dyson who is looking to double Dyson’s engineering team by 2020. He is investing £15million over the next five years to tackle the dearth of skilled engineers in the UK. Dyson plans to offer the brightest aspiring engineers an alternative to a traditional university degree. James Dyson

says: “Our students will be mentored by practicing scientists and engineers – world experts in their field – who will teach alongside academics from Warwick University. Rather than hypothesising about what it is like to be an engineer from the lecture hall they will find themselves in the risk-filled world of inventing new, real-world technology which is used all around the world.”

Dyson explains that the UK must do more to produce more engineers.

“Everybody believes that life in the industry is carrying on as it was,” he explains,

130 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AB ED_AUTUMN_2017_Dyson.indd 130

12/09/2017 12:32

SCHOOL LE AV ER / TECHNOLOGY

“James Dyson wants to double his engineering team by 2020” “but what’s happening globally is that the technology race is speeding up. To be successful globally, you’ve got to have better technology than the Chinese, the Koreans, the Indians, the Japanese, the Americans, everybody. And, of course, technology is getting much more sophisticated. We are a hardware producer, but electronics and software cost us more than the hardware in our products – even in things like an electric motor. So, we need three times as many engineers to do a project now than we would have three or four years ago. We literally have to treble our engineering workforce in order to stand still.”

The programme will cover the fundamentals of engineering in years one and two, and delivers more specific electronics and mechanical engineering content in years three and four. Student may also get the chance to spend time in Dyson’s Technology and Design Centres in Singapore and Malaysia.

The students will earn a salary throughout, and with the prospect of earning a full graduate wage on completion of the programme. It will be the highest level, part-work, part-study programme in the UK – two LEFT and a half times the learning Research and development at Dyson experience of a normal ABOVE university.

The campus cafe, complete Not surprisingly, entry with jet fighter requirements are tough: BELOW The new campus

applicants will need to have at least three A -Levels, including Maths and an additional Science or Technology subject and be expecting to achieve grades AAB or above to apply - or at least 340 UCAS points.

So far the Dyson Institute has attracted applicants with offers from Oxbridge, Imperial and Russell Group universities.

Students studying at the Malmesbury site will have access to the recreational facilities on the Dyson Campus including a multi-sports facility – the Hangar – as well as the cafés and restaurants on the campus which are led by Joe Croan, the former Head Chef at Marco Pierre White’s Michelin starred restaurant L’Escargot.

Universities Minister Jo Johnson says: “Few organisations embody the spirit of great British invention quite like Dyson

- constantly pushing at the boundaries of innovation, and home to some of the world’s best engineers. The Dyson Institute of Engineering and Technology will not only offer students the chance to study on cutting edge degree level programmes, it will also play a vital role in educating the next generation of much-needed engineers.

Our reforms in the Higher Education and Research Bill, currently making its way through Parliament, will ensure students can choose from a wider range of highquality specialist institutions that can seek their own degree-awarding powers and meet students’ diverse needs; providing employers with the skilled graduates that will drive future productivity and the economic prosperity of our country.”

For more information or to apply for 2018 visit: dysoninstitute.com AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 131

AB ED_AUTUMN_2017_Dyson.indd 131

12/09/2017 12:32

Specialist GCSE and A level provider

Strong teaching and outstanding pastoral care.

—The Good Schools Guide

www.mpw.ac.uk

MPW colleges are some of the country’s best

The ISI awarded MPW London the highest grade in every category in their

known providers of bespoke fifth- and sixth- form

most recent inspection.

education, offering GCSEs and A levels in over 45 subjects. We are distinctive in many ways, not least in our small classes of no more than eight students and our exceptional university preparation: over 70% of our students each year progress to top tier universities.

Phone us today or visit our website:

wwww.mpw.ac.uk

MPW.indd 1

Outstanding subject knowledge is evident in teaching and considerable expertise supports student learning.

—Independent Schools Inspectorate

London 020 7835 1355

london@mpw.ac.uk 90-92 Queen’s Gate, London SW7 5AB

03/08/2017 16:08

SCHOOL LE AV ER / I V Y LE AGUE

JOIN THE

LE AGUE How to get into America’s top universities D R K AT C O H E N

I

vy League universities can fill their classes at least twice over with students that have perfect standardised test scores and highest marks in all of their classes. These schools are extremely competitive— for context, Harvard University admitted only 5.2% of students who applied this year.

Which means UK students who would like to attend an Ivy League need to start thinking about the admissions process early, and should work with an admissions counsellor who understands the ins-and-outs of the US admissions process.

The good news for UK students is, international students can be highly desirable to selective US universities like the Ivy Leagues, because A) international students add diversity to campus and B) international students pay full tuition, which is important as many schools can be needs blind for US applicants.

UK students should also know that they won’t be put at a disadvantage simply because the UK and US grading systems differ. Selective universities like the Ivy League will have international readers who are able to assess international transcripts accurately.

To help students get started, here’s some information about how US universities assess applicants, and additional components that UK students should start paying attention to now:

“Top colleges are interested in much more than your academic skills”

Dr Kat Cohen

U

HOW TO GET IN

S universities use a ‘holistic’ approach when deciding which students to admit. Grades and SAT/ACT scores are still the most heavily weighed factors in US admissions, and most selective schools won’t even consider an applicant unless they have the right grades and test scores. Once it is clear, however, that a student’s academic profile matches the school’s criteria, admissions officers then consider a range of additional factors like a student’s essays, background, extracurricular activities, summer jobs/internships, and demonstrated interest, to determine which students they want to join their incoming classes.

EXTRACURRICULAR ACTIVITIES

S

elective American universities are interested in much more than your academic skills. They’re looking to build future leaders who give back to their communities in many ways. So you should be thinking about how you can make an impact on your community through avenues like civic engagement, community service, athletics, arts or whatever your interest are.

We recommend students choose two-three core interests and pursue them wholeheartedly for at least four years before applying to university.

If an activity isn’t offered at your school? Create your own club or

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 133

AB ED_AUTUMN_2017_IvyLeagues copy.indd 133

12/09/2017 12:35

Kensington Park School is a new independent school for boys and girls aged 11–18 in the heart of London. Whilst the school is new, its leadership and teachers have long, successful track-records at some of the best independent schools in the country with the core teaching team coming from St Paul’s School.

KPS is committed to academic excellence combined with strong pastoral care.

The school has developed an extensive offering of sports and co-curricular activities, making full use of the world-class facilities in and around its West London home.

KPS combines the best of British independent education with a genuinely international outlook and has strong academic, cultural

“

and social links with partners around the

Pupils benefit from some of the most experienced teachers in the country.

”

world at both school and university level.

We look forward to welcoming you.

Dick Jaine, Director of Education

A NEW INDEPENDENT SCHOOL IN THE HEART OF LONDON registrar@kps.co.uk • www.kps.co.uk • 0207 225 0577

ASTRUM.indd 1

16/08/2017 11:45

SCHOOL LE AV ER / I V Y LE AGUE

might sound cliched to a reader.

In addition, many schools require students to fill out several supplemental essays, so it is essential that students do their research and create a well mapped-out plan in order to finish all essays on time—with multiple rounds of edits and reviews under their belt.

Students applying from the UK are also encouraged to emphasise their diverse backgrounds, and explain why they want to study in America.

DEMONSTRATED INTEREST

S “International students can be highly desirable to the Ivy Leagues”

find free online courses to take to further your knowledge in a particular subject. Taking initiative and showing leadership can be impressive to admissions officers.

SUMMER JOBS AND INTERNSHIPS

S

tudents are expected to use their summers productively—whether this means working, finding an internship or hands-on research opportunity, or pursuing an independent study of their own making.

Jobs and internships should last for at least four weeks in order to be notable, and should relate back to students’ core interests.

Travelling with family, or lounging on the beach, unfortunately doesn’t gain students favour with admissions officers.

Universities want to admit curious and ambitious individuals who choose to keep learning and growing even though traditional school is out for the summer.

W

COMPELLING ESSAYS

ell-written, thoughtful and compelling personal statements are really important in US admissions.

According to a recent National Association for College Admission Counseling (NACAC) State of College Admissions Report, the essay is in fact the most important “soft factor” that colleges consider.

The personal statement is the component in which students have the most control and is the best opportunity to let universities get to know them. Students should aim to reveal something new about themselves in their essays that can’t be determined by glancing at their resumes.

We encourage students to work with their admissions counsellors on their essays, as this can be one of the most challenging and time-consuming aspects of the US application.

Particularly important to UK applicants is learning what topics or phrases

elective US universities like the Ivy Leagues care about their yield rates and want to admit students they think are likely to attend if admitted. Therefore, demonstrating your interest in a school can help your chances of admission.

Ways to demonstrate interest in a school include: visiting campus in-person and taking a tour and/ or meeting with contacts from the admissions office, contacting the international student office for information, engaging with the prospective school on social media, and attending any international student events.

Students planning campus visits should do so when students are on-campus to get a real sense of the community and surrounding environment. Also, make sure to sign up for official campus tours at least a month in advance, as these sessions can fill up quickly.

H

STANDARDISED TESTS

igh standardised test scores are necessary if you want to be admitted to an Ivy League school.

Both the SAT and ACT are offered internationally, and can be taken as many times as you need, although at IvyWise we advise students not to take them more than two times.

Students should choose one test to prepare for based on initial diagnostic exam results—something we can help administer—and then work with a tutor and do individual studying. These tests are highly coachable, so the more you study and train, the better you are likely to do.

D R K AT CO H E N CEO and founder IvyWise, an international university admissions counsellor AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 135

AB ED_AUTUMN_2017_IvyLeagues copy.indd 135

12/09/2017 16:09

OPEN DAYS

13+ Entry - 14th October 2017, 10th March 2018, 16th June 2018 Sixth Form Entry - 7th October 2017, 28th April 2018, 6th October 2018

www.kings-school.co.uk KSC.indd 1 Absolutely Education_The King's School_Autumn2017.indd 1

04/09/2017 14:12 04/09/2017 10:30:41

Talking

SCHOOL LE AV ER / OPINION

HEAD

Generation Global

C

Our digitally literate, resilient pupils are ready for whatever challenges the future holds, says Eve Jardine-Young, Principal of Cheltenham Ladies’ College

an schools ever really prepare students for the changing and uncertain future ahead of them?

The key lies in ensuring that schools are directly connected to that world, so that the advice given to students is up-to-date and responsive. Relationships with industry, employers and the careers departments of universities are valuable partnerships to ensure communication flows both ways.

Developing in our students the ability to navigate a landscape of unprecedented choice is also crucial, because making good decisions requires an ability to discern and evaluate options, as well as the tenacity to see things through.

Preparation begins long before, but the first really big decisions they make are their course and subject choices in the sixth form.

“The most important thing is that pupils leave their sixth form empowered”

education and careers options, particularly before and during the sixth form.

Having learnt to study independently, and gained confidence through their co-curricular pursuits and personal achievements, these pupils finally set their heart on somewhere that they can see themselves living and studying over the coming years. As they head off for university, are we confident they have developed the basics skills to prepare them for higher education, and then for the world of work?

I believe the answer is yes, but not simply because of qualifications and achievements. It is A B OV E because of the skills they develop, and the At Cheltenham In the classroom determination and flexibility needed to Ladies’ College, BELOW reach these goals. we are entering At a careers event When Tim Cook, CEO of Apple, our tenth year addressed the graduating class of MIT of providing the this year, he urged them to place their IB alongside A-Levels. At the start of this humanity and their values at the centre process, teachers are occasionally still of their relationship with technology. As asked, “which one is better, IB or A levels?” we continue to create new technology, This depends on the individual student. and thereby evolve the nature of jobs, it Universities understand and respect both is difficult to imagine exactly where our qualifications, so there is no advantage in students might be in 10 or 20 years. doing one over the other. It comes down But they are more than ready because to whether a pupil will enjoy the breadth they are the most digitally and global perspective of the literate and globally informed IB, or whether they wish to generation to have ever lived. specialise in a specific area of It is their resilient attitude, interest through A-Levels. The tolerant and passionate most important thing is that opinions, and adaptable pupils leave their sixth form approach which, as we experience more self-confident continue to create previously and empowered because of unimagined careers, will their strengths in independent EVE JARDINE-YOUNG enable them to thrive in the learning.

Principal world of work, no matter what As schools, we support Cheltenham Ladies College new challenges it brings. our pupils with their higher AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 137

AE_17_TH_Cheltenham.indd 137

12/09/2017 12:38

Free Your Mind A decorated former super-head argues that only the IB provides the broad education required to create truly global citizens JOHN CLAUGHTON

T

he International Baccalaureate, born not in Geneva nor in The Hague but in Oxford, will be 50 next year and, as that birthday approaches, it could claim to be the world’s most successful post-war educational initiative. After all, free from government support or control or interference, it has covered, if not conquered, the world. If you were to be setting up an international school anywhere in the world, you’d have to find a good reason not to have the Diploma as your 16+ curriculum.

Many British schools setting up overseas do exactly that.

And there are plenty of good reasons to do IB, ideas that clearly have efficacy around the world. It’s an education not a print-out with some results. It has a mission, to make a peaceful world and to encourage respect for each other’s opinions. It aims to create qualities in its students, to make them, amongst other things, caring, principled, balanced, thinkers. It is designed so that students not only learn content across a breadth of six subjects but also develop the skills of problem-solving, team work, communication and organisation. And, after

all that, it requires all students to be active and creative and to serve their communities and it really is international, not least in the sense that universities everywhere in the world really value it, much more than the ever-changing and somewhat faded ‘gold standard’ that is A-Levels.

Of course, those global arguments are just as true in the UK, but there are specifically local reasons that should make the IB even more attractive. First of all, there are the voices of key institutions which continue to sing in harmony about the need to end the specialisation of the last century and provide a broader education. In 2014, the Royal Society’s review of 16+ education had the following recommendations: "The A-Level system should be slowly changed to a baccalaureate type system in which a broader curriculum (including core English, mathematics and the Extended Project qualification) is provided for all post-16 learners.

"England must, as soon as possible, formally adopt a framework for key competences which includes: communication in English and in foreign languages, competence in mathematics, science and technology and digital competence, learning to

“In this posttruth universe, the capacity to think and argue is more precious than ever”

learn individually and as part of a team, personal, interpersonal and intercultural competence, including an understanding of codes of conduct and the importance of business ethics, a sense of initiative and entrepreneurship, creativity and cultural awareness."

That’s exactly, and I mean exactly, what the IB Diploma does.

Naomi Climer, the President of this country’s largest engineering professional organisation, the Institute of Engineering and Technology, specifically recommended the IB in 2016 and engineers are keen to emphasise that engineering may require Maths and science, but it also requires imagination, flair, communication and teamwork.

Secondly, British universities are making it increasingly clear that they are actively recruiting IB students. They can’t actually say they prefer IB students in an A-Level world, but that’s what their actions mean. After all, their data suggests that IB graduates are better prepared for

138 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AB ED_AUTUMN_2017_Claughton.indd 138

12/09/2017 12:44

SCHOOL LE AV ER / IB

ALL PICTURES IB pupils at King Edward’s School, Birmingham

university, do better and do more whilst they are there. That’s why King’s College, London reduced its maximum offer from 38 points (out of 45) to 35, why Leeds did the same, why Birmingham went even further, from 38 points to 32, and why others are following suit. Schools that do IB have strong evidence that their students are getting more offers, better offers and more accessible offers than ever before.

Since all of this is so, there is a seeming paradox in the UK, or rather two seeming paradoxes. The first is that the number of UK schools offering the IB has declined substantially in the last five years. The second is that, in schools that do offer IB alongside A-Levels, fewer students choose to do IB than the schools or their heads and teachers would want – unless, of course, they are at one of the few schools that only offer IB, like Sevenoaks or King Edward’s School, Birmingham, in the independent sector, or Dartford Grammar School or Hockerill or Tonbridge Grammar School in the state sector.

These seeming paradoxes can be explained, however. The most significant reason for the decline in numbers is simply and sadly financial: many state schools, faced with substantial funding cuts, especially in the Sixth Form have been forced, with heavy hearts, to narrow their curriculum back to three A-Levels. As for the limited take-up for IB in schools that continue to offer it, there remain in our educational system and mentality some dead weights which deter students and their parents from leaving A-Levels behind.

Parents tend to conservatism and don’t want to risk the future of their Great Hopes on something new and students are not easily persuaded to keep on doing Maths or English or a language or a science when they aren’t great at it and when there is a simpler and easier route to the same university destination. And, so the centuryold British dispensation, of specialisation at 16, of the Two Cultures described by CP Snow in 1959 stumbles on into the 21st century that wants and needs more.

However, even in the face of paradox, I do believe that this is a time of hope for the IB in this country.

All schools that teach IB know that it really is an education and that it does what it says it does. The ‘international’ part of IB may become even more significant in this ever-changing world and in this post-truth universe, the capacity to think and argue will become more precious than ever. The schools that offer only the IB are doing great, indeed ‘exceptional’, things: just go to ISI’s inspections and take a read of the recent reports on Sevenoaks and King Edward’s, Birmingham. The volume of the educational debate on breadth will grow louder and, as far as I can see, the return to linear A-Levels is forcing schools into a narrow and small curriculum in which all that matters is three A-Level scores because that’s all that universities want.

There is more in heaven and earth than is dreamt of in this philosophy, and time, and the IB Diploma, will prove that.

J O H N C L AU G H TO N Development Manager International Baccalaureate Schools and Colleges Association.

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 139

AB ED_AUTUMN_2017_Claughton.indd 139

12/09/2017 12:45

‘ Enjoying childhood and realising our imagination.’ Challenge your preconceptions about Education.

Give your child time to develop a love of learning and enjoy the academic successes that it brings.

Dallington is a family-run co-educational independent school, with a nursery, in the heart of London.

Next Open Evening Wednesday 4th October 6 - 8pm Visit us at The Independent School's Show Battersea 11th & 12th November

Email: hercules@dallingtonschool.co.uk Phone: 020 7251 2284 www.dallingtonschool.co.uk

DALLINGTON.indd 1

11/09/2017 15:29

Talking

SCHOOL LE AV ER / OPINION

HEAD

A CUT ABOVE Dick Jaine, the Director of Education at Kensington Park School, on why his new school stands out

K

ensington Park School is a new independent school for boys and girls aged 11-18 in the heart of London. Whilst the school is new, its leadership and teachers have long, successful trackrecords at some of the UK's best schools.

A large contingent come from St Paul’s School; I myself had a 30-year career at St Paul’s culminating as acting High Master. Also joining from St Paul’s are Heads of Department for subjects including Mathematics, Chemistry and Economics.

These superb teachers each have more than 25 years’ experience of helping their pupils to achieve outstanding grades at GCSE and A-Level as well as entry into the world’s top universities.

KPS operates from two buildings either side of Kensington Gardens: •KPS Sixth Form, in Queen’s Gate, opens this month for pupils aged 16-18 •KPS Seniors, in Bark Place, opens in September 2018 for pupils aged 11-16

“KPS will have two sites on either side of Kensington Gardens” This configuration enables KPS to have a dedicated Sixth Form Centre so that A-Levels and preparation for university entrance can be taught in a specialist environment. Our sixth formers have a tailored timetable which is more conducive to A-Level study and our Sixth Form teachers are a team of true specialists, with several A-Level chief examiners among their number.

The school also has superb boarding facilities in South Kensington, accepting pupils from other parts of the UK and from around the world.

A B OV E

In the Senior include Imperial College’s Ethos Sports School, pupils Centre with its state-of-the-art gym, pool will follow a and nine-metre climbing wall; expert broad traditional coaches, including former Olympians, in syllabus. This fencing and riding; and Fulham Reach Boat Club, a superbly equipped new is supplemented by four periods of rowing facility on the Thames. There sport each week. In the Sixth Form, our will be an exciting outdoor education pupils will generally select three A-Level programme, including the Duke of subjects, in some cases a fourth may be Edinburgh award scheme. . We are aware added. There is also an opportunity to add that many families find the process of elective subjects. One is functional and applying to the most selective independent conversational Mandarin, with the option schools increasingly stressful. At KPS, of short programmes at a top university pupils have the opportunity to be taught in Shanghai, enabling pupils to learn this by teachers who have extensive experience important language without having to at precisely these schools without going take it at A-Level. through the extreme With its senior staff competition for places during recruited from academic the admissions process. powerhouse schools, KPS I feel very fortunate to be is committed to academic involved in the founding of rigour and the highest a new school which offers so standards of achievement. much to our pupils in terms Life at KPS is about much of academic excellence, a more than academia, dynamic sports and arts however. KPS has partnered DICK JAINE programme and a prime with providers of exceptional Director of Education London location rich in sports facilities in and around Kensington Park School culture and diversity. its West London home. These Simon Clarke, Head of Chemistry at KPS and former St Paul's teacher

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 141

ABED_Autumn_Astrum.indd 141

12/09/2017 12:49

Our brnais are brlliinat at uscnrambilng wrods. But if evreytihng you raed took tihs mcuh efofrt, how wuold you cope? Our scohols teach childern to think and see things differently so no matter how scrambled the words, they’ll always succeed.

A unique schools group.

Schools for students who see things differently. We support additional learning needs including dyslexia, dyspraxia, autism and Asperger’s syndrome.

CAVENDISH.indd 1 CAL4943 - Brand Statement _v6.indd 1

www.cavendisheducation.com info@cavendisheducation.com @cavendishEdu 04/09/2017 04/09/2017 13:59 12:07

Autumn Books BOOK REVIEWS P . 144 PHILIP REEVE P . 154 HOW TO READ A POEM P . 156

E GY P TO M A N I A

by Emma Giuliani and Carole Saturno

XXXXXXXX

The big, bold, beautiful lift-theflap book takes you straight in to the heart of ancient Egypt. Learn what's inside a pyramid, how a mummy is made and much more. £18.99, laurenceking.com

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 143

AE_Openers.indd 143

12/09/2017 12:50

TOP AUTUMN M U ST READ Children’s books are booming at the moment, with some commentators talking about a new golden age of literature for the young. The autumn publishing schedules feature books that are set to become classics, with authors such as Cressida Cowell, Costa winner Frances Hardinge and Jonathan Stroud at the top of their game. Lovereading4kids reviews editor chooses her top ten, finding books to excite readers of all tastes

7+

ANDREA REECE

GREATEST ANIMAL STORIES Chosen by

Michael Morpurgo

I

OUP £9.99

n this handsome book, Michael Morpurgo has collected together some of the animal stories that he grew up with and loved, from Brer Rabbit and the Ugly Duckling, to Puss in Boots and The Fox and the Crow. They are retold by some of the finest children’s writers of today and each one is illustrated in full colour by a talented illustrator. The tellings are fresh, direct and absorbing.

Morpurgo himself tells the story of Peter and the Wolf and does so with typical robustness, grabbing young readers’ attention in the opening line and holding it to the very end.

This is a collection to fan the imaginations of a new generation of readers.

13+

A Skinful of Shadows

by Frances Hardinge MACMILLAN, £12 .99

The English civil war provides the background for Costa winner Frances Hardinge’s new novel; a dark, dangerous time when ideas could undo you, it’s the perfect setting for her brand of dark, thought-provoking fantasy. Makepeace is a typical Hardinge heroine too: small, lonely and used to avoiding others’ attention, but with a toughness and resilience that sets her apart. In this story, that toughness has its own special manifestation and Makepeace harbours inside her the ghost of a huge, angry bear. Whether the bear will be her saviour or the means of her destruction is the issue that drives the plot as Makepeace flees across a divided land, desperately trying to escape her family and heritage. Unlike anything else, this is a book that will stay with readers long after the last page has turned.

144 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AE_17_Books.indd 144

12/09/2017 14:06

BOOK REV IEWS

4+

7+

Greta Zargo and the Death Robots from Outer Space

M U ST READ

b y A F Harrold

BLOOMSBURY, £6.99

Greta Zargo is an unusual 11-year-old.

An orphan, she’s lived on her own since the age of eight thanks to an unfortunate error on her parents’ will. A newspaper reporter, Greta is determined to solve the mystery surrounding a series of cake thefts. Meanwhile, from a galaxy far-away a huge space-going robot is heading towards Earth to take over our planet.

The two stories zing along in parallel before coming together beautifully at the book’s climax. The comical characters and situations will thoroughly entertain young readers.

7+

ALL ABOARD THE DISCOVERY EXPRESS

10+

SKY DANCER

b y Emily Hawkins and Tom Adams. Illustrated by Tom Clohosy- Cole

Gill Lewis

OUP, £6.99

Sky Dancer is an vivid, inspiring animal story in which the British countryside is as important a character as its human protagonists. Joe has grown up on the moors, and knows no other world. But following the death of his father, nothing seems certain anymore. His sense of insecurity is reflected in the wider community, divided over the fate of the hen harriers that nest nearby. Exploring ideas of trust and loss, this is a moving read about the natural world.

WIDE-EYED EDITIONS , £14.99

T 9+

A POEM FOR EVERY DAY OF THE YEAR E d i t e d Allie Esiri MACMILLAN, £16.99

'Poetry powerhouse'Allie Esiri follows up the bestselling A Poem for Every Night of the Year with another lively collection. Each poem is linked to a particular day, some very closely – Mary Elizabeth Coleridge’s I Saw a Stable for Christmas Day, Valentine

by Wendy Cope for 14 February. Esiri describes these poems as ‘a boost of words for the day ahead’, and they are just that.

The more poetry in our lives, the better, and this is a book everyone in the family will enjoy.

he history of transportation is brought vividly to life in this handsome, original information book. Readers are invited to climb on board the Discovery Express, then it’s full steam ahead for a journey across continents and through time, to explore the development of the machines that have changed our world, including the steam engine and electric motor. Leonardo da Vinci’s workshop, the Panama Canal and the scene of the Wright Brothers’ first flight are just some of the locations visited. Flaps on every page open to reveal new information plus a fun mystery story for readers to solve. Tom ClohosyCole’s illustrations catch the excitement of the discoveries brilliantlyA book that will thrill and educate.

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 145

AE_17_Books.indd 145

12/09/2017 14:06

See See success success in in action action

To book a personal visit or for further details, To book a personal visit or for further details, please contact the Registrar: please contact the Registrar: Tel: 01283 559222 Email: registrar@repton.org.uk Tel: 01283 559222 Email: registrar@repton.org.uk 6721 Repton Prep School House Magazine Advert.indd 1 6721 Repton Prep School House Magazine Advert.indd 1 REPTON.indd 1

www.repton.org. www.repton.org.uk uk 13/06/2017 09:45 13/06/2017 09:45 01/09/2017 10:27

BOOK REV IEWS

4+

9+

The Explorer

M U ST READ

b y Katherine Rundell

BLOOMSBURY CHILDREN’S BOOKS , £12 .99

Katherine Rundell writes breath-taking stories about bold children who dare to believe in large, wild things, and The Explorer is her most satisfying novel yet.

Four children are stranded in the Amazon jungle when the plane they are travelling in crashes. It’s an epic survival story, but really soars when they discover ‘the explorer’, a man who lives alone in the jungle in the ruins of a beautiful, ancient city, determined that his home will stay secret for ever. It’s beautifully written; a book that makes explorers of us all.

9+

11+

LOCKWOOD & CO THE EMPTY GRAVE

THE WIZARDS OF ONCE b y Cressida Cowell,

b y Jonathan Stroud

HODDER CHILDREN’S BOOKS ,

CORGI CHILDREN’S

£12 .99

C

BOOKS , £7.99

Jonathan Stroud’s Lockwood & Co series about a company of teenage psychics attempting to keep the streets of a nearly-but-not contemporary London clear of malevolent spirits is thrilling stuff. Each episode offers a first-class helping of brilliantly-written, edge-of the-seat ghostly adventure packed with intrigue, humour and even romance.

The Empty Grave brings the series to its conclusion and does so in style.

13+

MOONRISE

b y Sarah Crossan

BLOOMSBURY, £12 .99

Sarah Crossan follows the Carnegiewinning One with another powerful, novel, once again written in free verse. Moonrise tells the story of 17-year old Joe, who travels to be with his big brother Ed who is on death row and now, after 10 years there, facing execution. Pared down to an extraordinary level, each line of the book carries weight, makes an impact. Don’t think that the writing style will put up barriers for readers, the opposite is true.

ressida Cowell, author of the hugely successful How to Train Your Dragon books, creates a world of wizards and witches in her new series. It features two young unlikely heroes at its heart. Princess Wish and Prince Xar are from opposing tribes: she’s a Warrior, though in defiance of all the rules set by her mother the queen, owns a banned magical object; he’s a Wizard, though for some reason has no magic at all. The story of what happens when they meet and their worlds collide makes for wonderful reading, inventive, exciting, full of humour. Like all fairy tales, there’s a lesson to be learned by its heroes (and readers), but it’s a deliberately wriggly one, and after all, as the narrator points out, their adventures are only just beginning. A rollicking romp with characters that readers will love.

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 147

AE_17_Books.indd 147

12/09/2017 14:06

Magical THINKING A bestselling author on why it’s important to love books, especially if you are a dragon JEN CAMPBELL

148 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AB ED_AUTUMN_2017 - Franklin's Flying Bookshop.indd 148

12/09/2017 14:12

AUTUMN BOOKS

C

hildren are the best thing about being a bookseller. Working in the book trade for ten years, I never tired of the look of wonder on their faces as they edged into our bookshop, jaws dropping at the floor-toceiling shelves, inhaling that intoxicating bookish scent. (Side note: books smell so good because of a natural polymer called lignin, which is related to the vanilla bean, in case you were wondering.)

A young girl called Imogen once asked me if she could get to Narnia through one of our bookcases. When I told her sadly not, she nodded bravely - looking wise beyond her years - and declared her wardrobe at home didn’t work for getting to Narnia, either; she suspected it was because her father had bought it at IKEA. Instances like this were common: children would act out their favourite scenes from books between the shelves; they’d tell me all about the books they were planning to write when they were older, and it was a pleasure to see them grow up via the books they read. Books saw them through difficult times: many a Jacqueline Wilson pressed into the hands of

a child whose parents were going through a divorce; Matilda devoured by a seven year old who was being picked on at school, and Grandpa’s Island by Benji Davis, a go-to for parents helping toddlers cope with the loss of a grandparent.

Books aren’t just for the bad times, of course - and nor are they substitutes for important conversations we should be having with our children - but they do offer a way to explore worlds and situations we will never encounter ourselves. Books breed empathy and understanding; they offer us adventure and possibility.

As a young girl, I spent a lot of my childhood in hospital, having been born with a rare condition that meant doctors had to form fingers for me. I was told I might not be able to hold a pen; I might not be able to write. But, hands wrapped up in bandages, I fell in love with Judith Kerr, Sheila Lavelle, Roald Dahl… I tumbled into these books head first. They consumed every inch of me and, my goodness, I wasn’t not going to create stories of my own.

One day, as I was getting ready to close up the bookshop, a young boy came up to me and said: ‘You should get a dragon to guard the bookshop when you’re not around.’ I

“One little girl sagely told me that her wardrobe at home didn’t work for getting to Narnia, either”

TOP The book cover

grinned: ‘Wouldn’t a dragon be a fire hazard?’ He rolled LEFT his eyes, bemoaning An illustration from my adult concerns. inside the book ‘No,’ he said, slowly.

‘Not if you get a trained one.’ But, of course! How silly of me.

Franklin’s Flying Bookshop is my fifth book, but it’s my first for children. It’s about a book-loving dragon called Franklin who wants to read stories to others… but everyone’s scared of him. Everyone, that is, apart from Luna - a young girl who’s read all about dragons, and so isn’t afraid.

Together they come up with a plan to build a bookshop, right on Franklin’s back, complete with singing mice, acrobatic bats and fireflies that map out constellations.

Franklin and Luna embody what I’ve seen time and time again throughout my career as a bookseller: the power of books, and the importance of listening. Even if fictional worlds cannot be reached through real-life wardrobes, they certainly can be found inside the pages of a good book. And, as Franklin and Luna point out, sometimes a good book is just what we need.

ABOVE Jen Campbell

Franklin’s Flying Bookshop, Thames & Hudson, £11.95 AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 149

AB ED_AUTUMN_2017 - Franklin's Flying Bookshop.indd 149

12/09/2017 16:32

St Benedict’S School Ealing a

m i n i m i s

i n c i p e

Outstanding Catholic Independent school for boys & girls aged 3 - 18

Whole School Open Morning - Saturday 14 October

Book a place on our website or arrange a personal visit with our Registrar, Louise Pepper, on 020 8862 2254 www.stbenedicts.org.uk

SHIPLAKE.indd 1 absolutely_full_page.indd 1

05/09/2017 11:33 05/09/2017 11:14:31

AUTUMN BOOKS

LIGHTING A SPARK

The Inspiration Trust has created a list of 100 poems and 100 novels for their students to read. Its chief executive explains why great literature has to be at the heart of learning DA M E R AC H E L D E S O UZ A

O

ne of my favourite memories from growing up is my mother reading me Alfred Noyes’ poem The Highwayman.

As the daughter of a steelworker in Scunthorpe it was romantic and exciting, hearing her read: 'The road was a ribbon of moonlight over the purple moor, And the highwayman came riding - riding - riding The highwayman came riding, up to the old inn-door.'

That vocabulary and passion stayed with me, and helped teach me that reading particularly reading aloud - is an amazingly powerful thing.

As we look to shape the curriculum in our schools across Norfolk and Suffolk, the modern educational research shows that it makes a real difference to learning across all subjects , too.

That’s why we’re putting together a list of 100 great poems and 100 great novels, that we want our students to experience during their school career. With the poems, we are encouraging children not just to read them but to speak them out loud, to learn and recite them.

Having a wide range of literature at their fingertips makes it easier for children to learn across the curriculum by giving them access to as many different concepts and

“We do not shy away from the traditions of our culture”

A B OV E

ideas as possible, and by showing of teaching doesn’t deal with Dame Rachel De Souza with how new ideas can be created by knowledge? students bashing together and breaking The surprising answer is: quite apart established traditions. a lot. There has been a trend in Learning and reciting helps build recent decades to prioritise skills understanding, but it also builds confidence and creativity in teaching, encouraging and helps students feel relaxed speaking in pupils to discover things for themselves and front of large groups. to choose what they learn about. Much of a But what does great literature mean? And teacher’s time is spent finding ways to make doesn’t it risk being lots of fusty old writing material “accessible”: creating roleplays that means nothing to young people today? and activities, working out how to crowbar To understand that we need to step back in using tablet computers, ensuring lessons a little. It’s part of an approach that is often are 'fun'. referred to as a knowledge-rich curriculum The motivation for this approach comes - a phrase which to people outside education from a good place, and is superficially can often sound a bit strange. What sort attractive. It must be a good thing for AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 151

AB ED_AUTUMN_2017_Inspiration.indd 151

12/09/2017 16:34

PUTTING GIRLS FIRST Open Events 2017 Open Morning 14 October ‘School in Action’ Mornings 8 and 15 November ‘Into Sixth Form’ Information evening for girls in Year 11 5 October 2017 INSPIRATION, CURIOSITY, DISTINCTION

Junior School: info@blj.gdst.net 020 8852 1537

Senior School: info@bla.gdst.net 020 8853 2929

BLACKHEATH SCHOOL.indd 1 2017 issue 297h 210w full page .indd 1 Absolutely magazine SEPTEMBER

@blackheathhigh blackheathhighschool www.blackheathhighschool.gdst.net

30/08/2017 22/08/2017 13:59 11:10

AUTUMN BOOKS

students to enjoy going to class, and those obscure Elizabethan plays, dry historic dates, and mind-boggling formulas and equations need to be made relevant.

The trouble is that quite often children enjoy building the model fort, but recall very little about the impact of the Norman conquest on language and law; they enjoy working out what rules their gang would have, but go nowhere near the tonguetripping poetry of Romeo and Juliet.

That isn’t making knowledge accessible, it is denying children the chance to access it.

Then there is the problem - in the phrase that made Donald Rumsfeld infamous some years ago - of the 'unknown unknowns'.

It is true that children are naturally curious. They want to learn, and have a thirst to discover the world around them.

But for many children - whether in inner cities, remote villages, or struggling seaside towns - their horizons are heartbreakingly, vanishingly small.

How does a child know to be curious about dinosaurs when they have never seen them? What sparks their interest in hidden forces like electricity? How do they find the author they can fall in love with when their home has no books?

Our lists of poems and books won’t limit what our children read - it is not a prescribed, exclusive list, but a jumpingoff point to explore worlds they otherwise wouldn’t know existed.

As teachers we have a duty to challenge and startle children with the facts and knowledge that they simply cannot discover on their own, particularly those children whose home life lacks that stimulation.

We need to kick start those investigations by giving children a framework of knowledge that means they truly do have the chance to be creative and make meaningful discoveries of their own.

But where to start? With so much potential knowledge, where do you begin?

At the Inspiration Trust, we have been heavily influenced by the work of ED Hirsch, an American academic and thinker who over the last 30 years has investigated what it means to learn.

There is not room here to go into his work in detail, but one core finding is that the best way to help people from disadvantaged backgrounds is to ensure they know what people in ‘the club’ know. Giving everyone a base level that allows them to engage and compete on an even playing field, and to reshape the future in their image.

This means that we do not shy away from the traditions of our culture. We say that Chaucer and Shakespeare and Donne are important, and are relevant for how they shaped the words we still use. We say that Dickens and Austen and Orwell should be read too. But we also have room, as the world evolves, for Derek Walcott and for Chinua Achebe, so that our young people are comfortable with and can become the influencers of the future as well as the present.

Giving our young people a passion for words and reading is one of the most important things we can do as teachers, and as parents. It gives them the ability to engage with, to understand, and to change their worlds.

We hope that our approach to poems and wider literature, as well as the teaching right across our schools, helps give our young people that power.

P OE T RY TO R EC I T E Alfred, Lord Tennyson ~ The Lady of Shalott • Christina Rossetti ~ Remember • Derek Walcott ~ Sea Grapes • Elizabeth Barrett Browning ~ How Do I Love Thee • John Donne ~ No Man is an Island • Percy Bysshe Shelley ~ Ozymandias • Rudyard Kipling ~ If • Wilfred Owen ~ Dulce et Decorum est • William Shakespeare ~ Sonnet 18

“

Reading aloud is an amazingly powerful thing

”

L I T E R AT U R E T O R E A D Anonymous ~ Beowulf • Charles Dickens ~ Great Expectations • Charlotte Bronte ~ Jane Eyre • Chinua Achebe ~ Things Fall Apart • George Orwell ~ Animal Farm • Jane Austen ~ Pride and Prejudice • Mary Shelley ~ Frankenstein • T S Eliot ~ The Waste Land • William Shakespeare ~ Romeo and Juliet • Zadie Smith ~ White Teeth

DA M E R AC H E L D E S O UZ A Chief Executive The Inspiration Trust

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 153

AB ED_AUTUMN_2017_Inspiration.indd 153

12/09/2017 16:40

The

M A K ING of Me

Philip Reeve

Earlier this year the award-winning author of the Mortal Engines quartet appeared at the inaugural Hanford Literary Festival.

Here he reflects on his schooldays in Brighton

remember him ever telling me off or jeering at me the way his predecessor did, and I’ve always been grateful for his tolerance!

Where did you go to school and when?

I went to several schools in Brighton, from 1971-1984 Q

A

Q

A

What were your schooldays like?

Mostly fairly happy, I think.

Q What sort of school was it? What was its ethos?

A My primary school, St Luke’s (which is still there) was very good. It was a wellestblished school (my mother went there, too). I seem to recall it being fairly laidback - there was no uniform, for instance: I think that was phased out just before I started. There was a strong tradition of music and drama, led by a teacher called Pat Holford and the music teacher, Mrs Taylor: they produced an excellent play each summer, which I enjoyed having a chance to take part in.

I was sorry to leave St Luke’s, and sorrier still to end up at Stanley Deason, a large comprehensive 40 minutes walk from home. Stanley Deason had quite a rough reputation, and if you Google it now all you find is a Guardian article from the Nineties with the headline, ‘Is This The Worst School In Britain?’ But once I’d settled in it was fine; there were some good teachers, it didn’t feel like the worst school in Britain.

After that I moved on to a Sixth Form college, Varndean, for A-Levels. That felt very grown-up.

Did you love it or hate it?

I’m sure there were times when I hated it, but I enjoyed a lot of it.

Q

A

Q Did you have a favourite place at school?

A The library, of course!

Where did you sneak off to?

Stanley Deason was next door to East Brighton Park, a fairly large and wild park.

I used to go out at lunch time and wander down to the tea rooms there, have a cup of tea, eat my packed lunch, and read a book.

I’ve always liked a bit of solitude, and it’s hard to come by in a school.

Q

A

Q Who was your favourite or most influential teacher?

A That’s hard to say, there were lots.

I adored Miss Ellis, who was my class teacher when I was seven. She used to sit us down and read a story at the end of each day. I remember her reading us The Lion, The Witch, and the Wardrobe, which introduced me to the Narnia books, great favourites for a while. I always liked my English and History teachers, because those were favourite subjects. My art teacher at Stanley Gosling, Mrs Gosling, was a big influence. My first PE teacher there was a stereotypical bully, and because I was rubbish at all sport I fell foul of him a lot and had a pretty miserable time in PE lessons. But after my first year he left and was replaced by Mr Waller, who was just as much of an alpha male but who took one look at me, realised I wasn’t cut out for sport and made allowances - I don’t

Q What was your proudest achievement?

A In my final term at St Luke’s my class teacher, Mr Guildford, encouraged my friend Steven Saunders and I to develop a silly spoof of Star Wars we’d written into a class play, which we ended up performing in front of the whole school. It was very sporting of him, especially since we’d cast him as the villain, Daft Ada.

And your least?

I did pretty poorly in maths. I think the danger of knowing what you want to do from an early age is that you just concentrate on that. I always knew the arts were for me, and thought maths was something difficult and dull, which I needn’t bother with. But actually it would have been useful to be numerate, so I wish I’d made more effort.

Q

A

I WROTE A SILLY SPOOF OF STAR WARS WITH A FRIEND AND CAST MY TEACHER AS THE ARCH VILLAIN DAFT ADA 154 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

Making of Me Phillip Reeves_use.indd 154

12/09/2017 14:20

PROFILE

school roof, from where you seemed to be able to look out over the whole of Brighton, all the way to the Downs. It was a lovely, sunny afternoon in the summer of 1978, and it feels like yesterday.

Q Would you send your own children there?

A If I still lived in Brighton I’d happily send my son to St Luke’s or Varndean. Stanley Deason, having changed its name once or twice in an effort to shake off its reputation, sadly closed in the late Nineties.

What did you enjoy doing at school?

I was slightly stage-struck - I’d worked out early on that, if you’re shy, the stage is exactly the place you want to be. So I always enjoyed getting involved in school productions.

Q

A

What was the most trouble you got into?

A I was a very timid kid and frightened of getting told off, so I was very rarely in trouble. When I was, it was always for very minor things. I rather regret that now, I wish I’d had less respect for authority and had a few elaborate transgressions to look back on.

Q

Q What is your most vivid memory of your schooldays?

A It’s mostly the ancillary things, like the walk home, or hanging about in the playground. In my last few days at St Luke’s, Mr Guildford took a group of us up onto the

Q How did school influence the person you are today?

A I’m not sure it did! I think most of the things which influenced me were those I discovered for myself. But I’m sure various teachers and librarians nudged me in the right direction along the way.

Q Did you ever imagine as a schoolboy that you’d be a successful writer?

A I day-dreamed about it, but it didn’t really feel achievable. By secondary school I’d decided I was going to be an illustrator, which seemed slightly more realistic.

What are you doing now?

Living on Dartmoor, writing a second sequel to my novel Railhead, and working with illustrator Sarah McIntyre on some more of our books for younger readers.

Q

A

Q How would you sum up your school days in five words?

A Why would I want to?

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 155

Making of Me Phillip Reeves_use.indd 155

12/09/2017 16:34

A Chapter of Verse The author of a new Connell Guide – and English teacher at Winchester College – on How to Read a Poem MALCOLM HEBRON

O

ne afternoon, many years ago, I sat in a small group in an upstairs classroom at Cranleigh School. We were there to practise the close reading of poetry. Our teacher was the gentle, inspirational John Tolputt. He read – perfectly, mesmerisingly – Here by the Welsh poet-priest R S Thomas: I am a man now. Pass your hand over my brow. You can feel the place where the brains grow … We discussed what the poem might be suggesting: something about the Tree of Knowledge, perhaps? The collective experience of man? We started to see how a simple phrase - I am like a tree - could stir

thoughts and feelings, how a lot could come from a little.

Out of many wonderful lessons I received at school, for some reason that one comes most often to my mind. It distilled the essence of an enriching encounter with a poem. Here was a mystery (it still is) – but that is the point. A poem takes us from the known to the unknown. Good reading is about following that journey. Given the space to let Here play on my imagination, I could feel that in writing like this language had a quite different value to its usual self: it was provocative, probing. It set up patterns of meaning, and laid depth charges of sound.

Not that I could have said that at the time.

How do we put such experience into words?

Some (but not much) special vocabulary is helpful for discussing literary texts. For

example, what are we to say about that chime of now/brow and grow in Thomas’s lines? Technically, it’s a half rhyme. That rather dry term doesn’t start to explain the spellbinding effect, which hovers over the stanza like a suspended chord. But it gives us a foothold. We can get started.

As a teacher myself, the kind of experience I had with ‘Here’ is what I’ve hoped to pass on to young people.

Appreciating a poem is an odd mixture of surrender and command: first and foremost, reading means surrendering to the magic of what Coleridge called ‘the right words in the right order’; but at the same time, discussing poetry means taking command over one’s thoughts so we can add something to the discussion. Is there a danger that we analyse too much, ‘murder

156 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AB ED_AUTUMN_2017_Poem.indd 156

12/09/2017 16:37

AUTUMN BOOKS

A selection of illustrations by Edward Lear

to dissect’ as Coleridge’s fellow Romantic William Wordsworth put it? Certainly.

We must beware of over-complicating literature. But in fact we dissect and analyse all the time: sport, food, music, fashion…

We love to discuss the products of human skill. It’s a large part of what makes life interesting.

And – since this is an educational magazine - we should remember, too, that our young people are not only in it for the magic: they have to discuss poems whether they want to or not. At some point they will open an exam paper, and there before them will be an unseen poem with the instruction to say something about its meaning, language and effects. Whether or not they feel any thrill in the occasion (not easy in an exam room), young people certainly need our help with that.

So when Jon Connell approached me to help with a book on studying poetry, I was delighted. I’d read some Connell Guides and been impressed – by their beautiful design, their succinct introduction to core themes of texts, and above all by their personal voice: a Connell Guide is invariably committed, entertaining, deeply involved in the topic. Most Connell Guides are aimed at the smart A-Level reader, but the brief for this one was to make it accessible to a readership of 13+. Clearly that meant getting down to the fundamentals of the subject, without fuss or frills. Some material had already been written by the brilliant young academic Andrew Hodgson. My job was to add to this and find a shape and direction for the whole thing, so that it would be unintimidating for a year 9 reader, and, with luck, useful to older pupils too.

Well, how do you read a poem? By letting poets themselves teach you (and the best critics, too). Poems throw out hints on how we might read them, and we need to be constantly adjusting our angle of vision depending on what’s in front of us.

Driving round a bendy country road is a different skill from lane-changing on the M25. Reading Edward Lear is different from reading Carol Ann Duffy. Yet in both cases some fundamentals apply: like the road ahead, we have to give a poem our full attention; we have to listen to its voice, and let the images project onto our internal magic lantern screen. Surrender,

EVEN WHEN WE FIND IT DIFFICULT, POETRY LEAVES US BETTER OFF THAN WE WERE BEFORE

THE CONNELL GUIDE TO HOW TO READ A POEM

by Malcolm Hebron, £6.99, available from connellguides.com Absolutely Education readers can get a 20% discount off all orders at Connell Guides.

Simply enter ABSOLUTELY20 at checkout.

and take command. I have prejudices, of course: I think, with a bit of a nudge, a young reader can enjoy Spenser and Blake alongside contemporary writers. I think some attention to the craft – metre, rhyme – can be quite painlessly acquired and gives pupils enormous confidence. I think there are thousands of gems out there which don’t make it into most anthologies, so I used some less-well-known examples alongside some classics.

Above all, I think poetry is a miracle. I suppose that education is about realizing how so many everyday things are, when you look at them, miraculous: breathing, photosynthesis, a medieval cathedral.

All challenges for the mind, all sources of lifelong wonder. For me, the miracle of literature lies in how a mind can send its thoughts to us, across space and time, enlarging our field of vision and binding us as a human community. In a poem, we can share the thoughts of someone marvelling at the memory of a chance sighting of daffodils, centuries later. What could be more extraordinary than that? Poetry is mysterious, fun, moving, intriguing, and even when we find it difficult it always leaves us better off than we were before. It teaches us to stand still. It is a vital part of the human achievement, and reading and writing it should be central to the school curriculum. If How to Read a Poem helps to set up meaningful meetings between poems and readers – like mine with Here all those years ago – then it will have done its job.

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 157

AB ED_AUTUMN_2017_Poem.indd 157

12/09/2017 16:37

Eaton Square School ‘Every child, every single child has the capacity to excel.’

Eaton Square School now offers families in central London an all-through school experience.

Join us at two years old in one of our three nurseries, at four stay for Pre-Prep and Prep in Belgravia and move on to our new Upper School on Piccadilly at 11 years old.

The Eaton Square journey is full of learning, laughter and unique life experiences where every child is supported and encouraged to fulfil their potential.

Contact us to book a visit and find out more.

79 Eccleston Square, London SW1V 1PP

T: 020 7931 9469

E: registrar@eatonsquareschool.com

www.eatonsquareschool.com

Hyde Park School offers your child a unique, well-rounded education in a friendly and caring environment, with all the benefits of central London right on our doorstep. We are a co-educational school for ages 2 - 11 and offer an inspiring and creative education in two beautiful central locations.

Please join us, along with your child for our upcoming

Taster Morning Wednesday 4th October 9.30am - Hyde Park School, Marble Arch W2 11am - Hyde Park School, Queen’s Gate SW7 Register online today!

www.hydeparkschool.co.uk A part of the Eaton Square Schools Group

MINERVA.indd 3

29/08/2017 12:07

School’s Out ETON FIVES P . 160 ROWING P . 165 FARMS FOR CITY CHILDREN P . 166

PLAYING ETON FIVES AT ETON COLLEGE

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 159

AE_Openers.indd 159

12/09/2017 16:21

High Fives The traditional public school sport of Fives is expanding beyond its public school origins A M A N D A C O N S TA N C E

W

estway Sports Centre in North Kensington is possibly the last place you would expect to find a sport closely associated with our most historic public schools. Hunkered beneath the A40 flyover, its location growls of grimy, urban inner city – and that was before the sports centre became the focal point for the relief effort for neighbouring Grenfall Tower earlier this year. But here, amid the scrawling graffiti and hum of traffic, Eton Fives is played daily by enthusiastic locals.

Youngsters like Ryan Perrie, who was a student at nearby Burlington Danes Academy. He ended up first playing Fives at Westway simply because he was late for his tennis lesson. Fast forward a decade and Perrie is one of the UK’s top ten players and he’s made his career out of the sport, teaching it at Berkhamsted prep school.

The Westway Sports Centre has the only public Eton Fives courts in England.

Until now the sport has been confined to the public schools that have built courts, where old boys and new boys (and recently girls) are able to play. There are a few state schools that play the sport: RGS High Wycombe, ST Olave’s, St Bartholomew’s in Newbury and ‘Eton’s’ free school Holyport College – but they are few and far between.

“It is a source of enormous frustration to us that the vast majority of our courts are in schools so we can’t open them to the public,” says Gareth Hoskins, Secretary of the Eton

Fives Association. But this is set to change as the Fives community tries to expand its sport beyond public school walls.

The EFA have just launched the Five Star Project, a seven-year strategy to create new centres for Eton Fives across the country.

“We are looking to produce a huge increase in the number of courts and players through clubs, schools and universities,” says Hoskins. “We want more state schools playing.”

The Eton Fives courts at the Westway have been a real beacon for those at the EFA with an eye on expanding the sport.

Built as a flagship project in 2002, the courts have been an unqualified success, with local children as young as ten taking part. The Westway now has a Fives coach and assistant coach, made possible with a three-year, £105,000 grant from John Lyon Charity and Sport England and tasked with an ambitious programme of widening

“THE UNIQUE ARCHITECTURE OF AN ETON FIVES COURT JUST MAKES IT A BIT MORE FUN” 160 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AB ED_AUTUMN_2017_Eton_Fives.indd 160

12/09/2017 14:27

SCHOOL’S OUT / FI V ES

ABOVE Boys playing Fives at Eton

the game to appeal to local schools, youth clubs, disabled groups and ethnic minorities.

So what exactly is Fives? Most cultures in the world hit a ball against the wall with their hands. Fives is just that, it’s often described as ‘squash with gloved hands’. There is evidence in this country of it being played since medieval times when peasants hit a ball against their local chapel walls. The origin of the word ‘fives’ is uncertain, but it probably refers to the fingers, as in ‘a bunch of fives’. The name has been used since the 17th century.

There are three forms of the Fives game in this country, each named after their originating schools: Rugby, Winchester and Eton. The differing rules for the games are defined by the different court shape (see At a Glance, overpage), but broadly the object

of the game is to return the ball above a certain height or to stop it bouncing twice.

Rugby and Winchester Fives, with their simpler, more straightforward court shape, place more of a premium on power and fitness. Eton Fives has a little more subtlety and nuance, because of the wide variety of angles, hazards and ledges. “It’s strategically quite different,” says Hoskins.

“The unique architecture of an Eton Fives court just makes it a bit more interesting and a bit more fun.”

The shape of the Eton Fives court with its distinctive buttress, derives from the side of the chapel at Eton College, which was supported by buttresses that formed bays in which the boys could play. Most bays required simple rules, but the one at the

foot of the chapel steps was different: the steps’ handrail formed a hazard. A landing between the two flights of steps extended the playing area. This bay is the model on which Eton Fives courts are based.

Eton’s first courts were built in the 1840s and it was during the Victorian era that all three versions of the Fives game formalised their rules and started to compete against each other . The first match between schools was on February 12, 1885, when Eton visited Harrow, with Eton winning.

It wasn’t until the 1930s that Eton had its playing heyday when as many as 50 courts at the school would be full with players.

Fast forward to the 21st century and Fives is again flourishing at independent schools.

Pupils at Alleyns school in south-east London have played Rugby Fives since AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 161

AB ED_AUTUMN_2017_Eton_Fives.indd 161

12/09/2017 14:27

the end of the 19th century. The school currently boasts both the boy and girl U13 National Champion. Inter-school competitions are frequent and highly competitive. Arch rivals to Alleyns are currently Winchester College, who, Rob Ody, head of Fives at Alleyns, grudgingly admits “are in the ascendancy”.

Ody, says the appeal of Fives is its “accessibility”. “It’s just a ball and your hand”, he says, unlike a sport such as cricket “with all its kit and rules”. Fives is simple and easy and anyone can play. And it’s incredibly good exercise, much like squash or badminton.

Ody thinks it particularly appeals to the child who isn’t drawn to mainstream sports,

“the child who might want to try something a little bit different”. Gareth Hoskins agrees and says the Eton Fives team at Westway have already had great results with autistic students. He tells of a boy with high functioning autism who took up Eton Fives a few years ago at the sports centre. He now plays every weekend, organises leagues and events and “its helped transform his life”, says Hoskins. Part of the reason for this, he thinks is that “he likes the simplicity of the game – it’s sociable without being too large a group and it’s not a team sport.”

Fives great plus points is that it is easy to play and accessible to anyone aged 8-80. It’s a really inclusive community says Ody. “It’s very welcoming, they really want children

of all ages and standards to be involved,” says Ody. In recent years the sport has seen enormous growth in the girl’s game.

“The women’s game is expanding hugely,” says Hoskins. “You go back 25 years and just by the nature of the schools where courts were the game was mainly male dominated.”

“Eton Fives is a fantastic game for girls,” says Hoskins, “as it places emphasis on skill and placement rather than brute force.”

Teamwork is also an integral part of the Fives game, particularly with Eton Fives, which can only be played in pairs. “It’s to do with the geography of the court,” says Hoskins, “you simply can’t win on your own.”

“ETON FIVES IS A FANTASTIC GAME FOR GIRLS AS IT PLACES EMPHASIS ON SKILL AND PLACEMENT” 162 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AB ED_AUTUMN_2017_Eton_Fives.indd 162

12/09/2017 14:27

SCHOOL’S OUT / FI V ES

FIVES AT A GLANCE

There are three different types of Fives, each named after their originating schools – Rugby, Eton and Winchester.

• The basics of each game are similar: wearing gloves, you use both hands to play the ball around the court and win rallies when your opponents cannot return the ball above a bar on the front wall or before it has bounced more than once.

expensive to build because of the intricate architecture.

But John Reynolds, thinks he might have found the answer to the problem.

He is developing a ‘flatpack’ Eton Fives court with the help of a German company who make squash courts. They are adapting the pre-fab technology to create Eton Fives and Rugby Fives courts that can arrive on the back of a lorry. Because they are made in a factory, they can go up in a week so it slashes the costs.

This is the “holy Grail” says Reynolds, “getting the cost down so people don’t gulp and swallow at the price”. As a ballpark figure, three traditionally built concrete Eton Fives courts will cost TOP around £250,000. Reynolds says This year's winning he’s “hoping to halve that”.

Fives players at Reynolds’ first ‘flat pack’ Alleyn's School courts are going up at Skinners LEFT Academy in Manor House, The Fives game is More and more girls are taking up Fives Hackney as we speak. He hopes also unusual in that they will just be the first of many even at the highest courts to go up at state schools. “It’s level, the players too good a game to keep to the private referee themselves. This sector, he says. “allows players to be generous Gareth Hoskins says that the reaction with each other,” says John Reynolds, 11 from children outside of public schools to times winner of the Kinnaird Cup (Fives’s Fives has been overwhelmingly positive. national trophy). Reynolds started playing “The kids do genuinely love it,” he says.

Fives at City of London school as a boy “They have no prejudices, they just think and remains a driving force in the Fives – ‘I get to whack a ball around for fun,’ community. He believes the lack of a referee because it’s so simple. There are versions of is integral to what makes Fives such a this game in every playground around the “terrific” game. “The onus on behaving world.” properly is on you, you have that privilege,” Indeed, he says, many children find its he says. He believes it the sport is hugely public school origins “aspirational” and he character building because of this; “I would says there is enormous optimism within go so far as to say that it’s made me a more the Fives community about spreading the civilized human being.” games popularity.

The major stumbling block to widening “It’s such a great game. Sport can make the Fives game is the cost of the courts. It’s such a difference and we think we can be a cheap and easy game to play… but only if part of that.” you have access to a court, which are very

• The real difference is in the shape of the court. The simplest is Rugby Fives, played in something that looks almost identical to a squash court, while a Winchester Fives court has a small buttress on the left-hand side wall which adds an extra dimension to the game, sending the ball flying off at odd angles when it’s struck.

• In both cases, singles and doubles can be played and the best players combine powerful but accurate hitting with delicate touches that can wrong-foot an opponent.

• Eton Fives, however, can only be played in pairs as the court is modelled on the steps of Eton College Chapel, where the game originated. The courts feature a number of ‘hazards’ such as a step in the floor and a large buttress protruding from the left-hand wall, but no back wall.

• It is these features, particularly the buttress which provide a target for shots, leading to the need for very precise positioning and swift reflexes – not least the ability to react to an odd or unexpected bounce. Compared to the other variants, Eton Fives focuses more on deft touches, but demands swift reactions as the ball can come off the various obstacles at very bizarre angles.

Eton Fives Association: etonfives.com • Rugby Fives Association: rugbyfivesassociation.net • jprcourts.com AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 163

AB ED_AUTUMN_2017_Eton_Fives.indd 163

12/09/2017 14:28

North Bridge House Nursery, Pre-Preparatory, Preparatory, Senior and Sixth Form Schools

our y k Boo sit this vi tumn au Book onto an Autumn Term open event today northbridgehouse.com/open

Nursery and Pre-Preparatory Schools, NW3 19 September 3, 10 & 31 October 14 November 5 December

admissionsenquiries@northbridgehouse.com

Preparatory School, NW1 5 & 20 October 10 November

Senior School Hampstead, NW3 26 September 4 & 31 October 8 November 9 December

Senior & Sixth Form Canonbury, N1 21 & 28 September 14 October 1 & 16 November

Full event details on the website

020 7428 1520

NORTH BRIDGE HOUSE.indd 1

07/09/2017 12:15

@moatschool All children can achieve

An award winning independent day school for children with Dyslexia and SpLDs MOAT.indd 1

_EDUCATION_ADVERT PLACEMENTS_V3.indd 1

@TheMoatSchool

0207 7610 9018 office@moatschool.org.uk www.moatschool.org.uk 05/09/2017 09:39

11/09/2017 14:51

Talking

SCHOOL'S OUT / ROW ING

HEAD

All Together Now Rowing is the champion of all school sports, says Gregg Davies, Headmaster of Shiplake College

F

or many, the mention of school sports conjures images of football, rugby, and netball, but rowing is gaining in status. Indeed, I’d venture, rowing is the greatest team sport there is.

The sheer commitment required for rowing is rivalled in no other school sport. The time-consuming nature of training does much to help pupils learn to schedule their time effectively, fitting the busy rowing timetable with a packed academic one. Moreover, rowers have an intricate understanding of healthy eating, goal-setting, and self-motivation.

But there is much more to rowing than that. Besides developing the valuable life skills of organisation, discipline, and commitment, rowing is second to none when it comes to encouraging teamwork. By the very nature of the sport, if the rowers

“The depth of relationships built between rowers in the same boat is unrivalled” aren’t working at exactly the same pace, perfectly in sync, then there is effectively a brake put on the boat. Pupils learn to trust the other rowers in the boat, and their coaches, intrinsically. The depth of relationships built between rowers in the same boat is often unrivalled.

As a competitive sport, rowers are accustomed to setting goals and beating these regularly. This could be trying to qualify for the Henley Royal Regatta, to trying to get into a certain boat.

Here at Shiplake, we have a rich and varied rowing history, thanks to the college’s setting just two miles upstream from the Henley regatta site. Pupils always have their sights firmly set on this prestigious event in the rowing calendar. And, to blow our

A B OV E

own trumpet, our former pupils reach a level of trust in their Shiplake College pupils rowing on the – known as Old Vikings – have teammates, achieving an ideal of Thames won Olympic medals in rowing as true teamwork. A team of good recently as at Rio in 2016. But it rowers who work exceptionally is for more than our own success well together can beat a team of that I believe that rowing is the best team outstanding rowers who don’t work as well sport going. together.

It is an amazing sport for teaching pupils And it is inclusive, too. There are those perseverance and motivation, and helps who have grown up disliking ball sports, to encourage transferable skills such as thinking that this makes them bad at all focus and dedication which are vital when sport. For them to discover rowing can they gain independence at be a pivotal moment. There university. are many different levels at Rowing also teaches pupils which pupils can row – they a lot about themselves. Rowers don’t need to be in the first learn that what they have crew to have the experience considered their personal of competitive sport. School physical limits are entirely boat clubs have the option self-imposed, and learn how of entering a wide range of to smash through their mental regattas, from small events GREGG DAVIES wall to push themselves further to high-profile competitions Headmaster than they thought possible. including the National Schools’ Shiplake College Pupils who take up rowing Regatta and Henley itself.

AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 165

AE_17_TH_Shiplake/Rowing_1pp.indd 165

12/09/2017 14:30

ROLL WITH IT 40 years ago Michael Morpurgo and his wife set up a charity that offers urban children the opportunity to work together on farms in the countryside A M A N D A C O N S TA N C E

166 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

AB ED_AUTUMN_2017_Farm Kids02.indd 166

12/09/2017 14:36

SCHOOL’S OUT / FOCUS

LEFT Rolling in the straw fields at Wick Court ABOVE a pig

M

ichael Morpurgo celebrated an important anniversary at the Royal Geographical Society in Kensington earlier this year. 40 years ago, Morpurgo and his wife Clare founded Farms for City Children, a charity that offers urban children the opportunity to live and work together for a week at a time on a real farm in the countryside. At the RGS they both received a standing ovation for the work they have done and the huge impact it has had on the lives of thousands of children.

40 years ago, Michael and Meeting Clare were both teachers in Sussex and concerned that some of the pupils didn’t know where their food came from or indeed what real animals looked like.

When Clare’s father, the famed Allen Lane, founder of the Penguin paperback died, he left Clare a legacy that she used to buy Nethercott House in Devon. The Morpurgos teamed up with some local farmers, put an ad in The Times inviting schools to visit, and the rest, as they say, is history.

Fast forward 40 years and the charity now owns three farms which together welcome 3,200 primary school pupils and 400 teachers a year. The farms, Nethercott in Devon, Lower Tregennis in West Wales and Wick Court in Gloucestershire, are all mixed, working farms. They are all run in partnerships with farmers.

Pupils from Years 4, 5 and 6 visit an FFCC farm for a week at a time with their

teachers. From the moment they arrive on a Friday night, their time is highly structured and they are expected to work hard. At 7am on Saturday the pupils are divided into three working groups. Each group gets a different set of responsibilities and they work in rotation, so one day one group will look after the chickens, one will feed the cattle and one group will feed the pigs and so on. They will then all sit down for a proper hearty breakfast together, then it’s back to work and then a sit-down lunch then more work before supper. “Each group does each job three times, so for example the first time they might be terrified to even go near the pigs, but by the third time they are happy”, says fundraising and marketing manager Margi Jervoise. She says the farm work is “a complete leveller – the brightest child might be terrified and the less able child might take the lead”.

When Michael Morpurgo first set up the charity he said: “Every week the children

THE COCKY KID AT SCHOOL MIGHT NOT BE THE COCKY KID ON THE FARM AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 167

AB ED_AUTUMN_2017_Farm Kids02.indd 167

12/09/2017 16:30

Ashbourne College Kensington One of London’s best private colleges • Outstanding results • 50% placement to Russell Group universities • Stunning location Telephone: 0207 937 3858 admissions@ashbournecollege.co.uk

ashbournecollege.co.uk

ALDRO.indd 1

01/09/2017 10:37

Look to CIFE for oustanding education at A level C

IFE (the Council of Independent Education) is an association of 20 private A level colleges in the UK which has sent over 50% of its graduates to Russell Group universities over the past two years.

To promote this vibrant sector many of Cife's colleges offer very generous scholarships. For details call 020 8767 8666 or visit www.cife.org.uk WWW.CIFE.ORG.UK ALDRO.indd 2

_EDUCATION_ADVERT PLACEMENTS_V3.indd 2

01/09/2017 10:37

11/09/2017 14:51

SCHOOL’S OUT / FOCUS

PHOTO BY STEVE WOOD

ABOVE The Duchess of Cambridge visited Wick Court earlier this year RIGHT FFCC founders

came we had one very clear Michael and Clare aim in our heads – to make Morpurgo it as intense an experience as possible, to make it a week that would build their self-confidence and self-worth as they worked out on the farm, a week full of fun too, the most memorable week of their young lives.

This ‘learning through doing experience’ that can have a profound effect on the children.

“The experience stretches them physically, emotionally and intellectually in ways not possible in the classroom, building their confidence and nurturing a real sense of achievement,” says Jervoise.

Many of the children who visit come from deprived, inner city areas. “Some of these children have never sat at a table or eaten with a knife and fork, let alone visit a real farm,” says Jervoise. To see their confidence blossom is “completely life-affirming”, she to be unteachable was engaged and says, for both FFCC staff and teachers alike. interested during his week with us.”

FFCC is currently amassing empirical And it isn’t just about the farm work. data on the lasting impact of the farm “For me, it’s all about the mental health experience on children but Jervoise says issue,” says Jervoise. “These children don’t they don’t lack for anecdotal data. get outside in their normal lives,” she says.

“We know that children have said it is Asking one child what they would normally the best week of their whole primary school do on a Sunday, Jervoise was told, ‘I’m on lives. We know that children who have won a screen all day, I can’t go out because of the Farmer for a Week prize at the end of the drug dealers on the stairs.’ There are their stay have put it on their UCAS forms. no screens at FFCC – “and nobody misses We know that a child who had never spoken them”, says Jervoise. at school was found chatting merrily to a On the farms, the children are out all horse one day. We know that a child who day, whatever the weather, being physically couldn’t read or write and was considered

CARTOON ILLUSTRATIONS BY QUENTIN BLAKE FOR FFCC

“These children don’t go outside in their normal lives”

active. “They get out of breath walking up a hill – they think they are dying and we say, no, it’s normal to get out of breath walkng up a hill,” says Jervoise.

The children learn to live together – sleeping in dorms, and work together – whether on the farm or peeling carrots for the shared meals. They even get to experience Forest School, learning to use tools, chopping wood with axes and learning to use hammers.

Michael and Clare Morpurgo ran the charity for 25 years. Now both in their seventies, they have taken a back seat but are still very involved. Many of Michael’s public appearances are to fundraise for FFCC. The charity must raise in excess of £1million a year to keep going, it subsidises at least half the cost of each child that visits its farm, more than £300 per child.

But it is entirely worth it, says Jervoise.

“The children see a whole new way of life, it’s fantastic, every child should do it.”

To find out more or to donate please visit farmsforcitychildren.org AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 169

AB ED_AUTUMN_2017_Farm Kids02.indd 169

12/09/2017 16:30

GORDONSTOUN.indd 1

07/09/2017 12:50

Cranmore School Independent Preparatory School for girls and boys 2 ½ - 13

Scholarships for Year 3 entry

music

sport

& academic Assisted Places available 01483 280340 www.cranmoreprep.co.uk admissions@cranmoreprep.co.uk West Horsley, Surrey KT24 6AT

CRANMORE.indd 1

_EDUCATION_ADVERT PLACEMENTS_V3.indd 3

11/09/2017 13:06

11/09/2017 14:53

A BREATH OF FRESH AIR EVERY SINGLE DAY

INDEPENDENT DAY & BOARDING SCHOOL For boys and girls aged 2 ½ - 18 Years Three academic options for Sixth Form - A Levels, IB Diploma and IB Career-related programmes Scholarships and Bursaries available including Forces Bursaries Full, flexi and weekly boarding options available in 117 acres of safe, rural grounds Outdoor Learning Centre, Duke of Edinburgh’s Award and CCF FOR OPEN MORNINGS OR TO VISIT: Register at: WWW.RYDESCHOOL.ORG.UK/OPEN-DAYS-AND-VISITS PLEASE VISIT US AT THE INDEPENDENT SCHOOLS SHOW, BATTERSEA FOR MORE INFORMATION Call +44 (0)1983 617970 or visit www.rydeschool.org.uk Queen’s Road, Ryde, Isle of Wight, PO33 3BE

An Island School with a Global Outlook since 1921 THE RYDE SCHOOL.indd 1

11/09/2017 14:22

HORRIS HILL.indd 1

08/09/2017 14:33

_EDUCATION_ADVERT PLACEMENTS_V3.indd 4

11/09/2017 14:53

All girls independent school in Salisbury

Open Morning for Years 3-6 (ages 7-10) Saturday 14 October 9.30 – 12 noon (entry via Hunts Slip Road) Parents and boys will tour the College with our current pupils, meet staff and hear the Master, Dr Joe Spence, talk about Dulwich College and Dr Toby Griffiths about the Junior School. No appointment is necessary.

♦ Inspiring girls from 3–18 ♦ Day, weekly and full boarding www.godolphin.org FRANC

HA LEAL

The offer of a place in the Junior School is the offer of a place at Dulwich College to age 18.

ETO GE

admissions@godolphin.wilts.sch.uk

Mid-week visits are also available by appointment. Please call Junior Admissions on 0208 299 8432 or visit dulwich.org.uk/junior-school

OPEN MORNING DATES: WEDNESDAY 18TH OCTOBER 2017 TUESDAY 31ST OCTOBER 2017 THURSDAY 22ND FEBRUARY 2018 WEDNESDAY 23RD MAY 2018

Open Morning for entry into Year 7 Saturday 7 October 9.30 – 12 noon Tour the College with boys, meet staff and hear the Master, Dr Joe Spence, talk about Dulwich College. No appointment is necessary.

(Doors open 9.30)

LYNDHURST HOUSE

PREPARATORY AND PRE-PREPARATORY SCHOOL 24 Lyndhurst Gardens, Hampstead, London NW3 5NW Telephone: 0207 435 4936 Email: office@lyndhursthouse.co.uk www.lyndhursthouse.co.uk

LYNDHURST HOUSE.indd 1 _EDUCATION_ADVERT PLACEMENTS_V3.indd 5

Other opportunities are available to visit the College during the school day. Dates can be found on the Admissions section of our website, www.dulwich.org.uk, or please telephone the Registrar’s Office on 020 8299 9263.

22/02/2017 13:01 DULWICHCOLLEGE.indd 1

07/08/2017 11:35 11/09/2017 16:11

PROMOTION

A perfect gem An education at one of Ireland’s top schools for boys

G

lenstal Abbey School stands out as one of the leading boarding schools in Ireland for boys aged 12-18.

Situated in County Limerick, in the heart of Munster, Glenstal Abbey is only 40 minutes drive from Shannon Airport and just over two hours drive from Dublin Airport.

Glenstal is a small school with small classes; there are approximately 250 students divided into groups mostly of 12 to 16 pupils, in line with the clear policy and academic vision of the school.

A Catholic school, Glenstal welcomes students from all traditions and sees itself as a partner with parents in the formation and nurturing of its students in a climate of learning.

Each student at Glenstal is encouraged to fulfill his potential. The school’s ethos is grounded in the values of reverence, respect and responsibility drawn from a long monastic tradition.

“Academia, pastoral care, sport, art and music are seamlessly woven into the educational fabric”

The Irish Department of Education and Skills recently completed a Whole School Evaluation on the management, leadership and learning at Glenstal Abbey School.

The report warmly endorsed the school’s academic, pastoral, sporting, art and music programmes: “All these aspects of the students’ experience appear to be woven into a fabric of care, support and pedagogy to nurture the academic, social and personal development of the students while in the care of the school.”

Glenstal has regularly topped The Sunday Times ‘Parent Power’ survey over the last 10 years. These tables are based on the percentage of students progressing to universities in Ireland and the UK. There is no better way for parents to discover what life is like for a students here than to explore the school and its grounds for themselves.

A B OV E

Year 11 pupils at Glenstal Abbey

The annual boarding fee is in the order of €23,500 For further information about Glenstal Abbey School visit: glenstal.com email: admissions@glenstal.com or telephone +35361621044 AUTUMN • WINTER 2017 | A B S O LU T E LY E D U C AT I O N | 173

ED_ADV_glenstal.indd 173

12/09/2017 14:38

HIGHGATE.indd 1

17/07/2017 10:02

I N D EPEN D EN T DAY S CHO OL FOR G I RL S AG ED 4 TO 18 — Queen’s Gate School offers girls a warm, supportive environment where individuality is nurtured, academic standards are high and a broad-based curriculum ensures a well-rounded education.

A range of scholarships and means-tested bursaries are available to assist girls to join us and parents are welcome to visit us throughout the year.

Details of Open Events for entry to the Junior and Senior Schools are available on our website.

For a prospectus or to arrange a visit, please contact the Registrar, Miss Isabel Carey: — registrar@queensgate.org.uk · 020 7594 4982 queensgate.org.uk/admissions

Queen’s Gate School, 131–133 Queen’s Gate, London SW7 5LE

QG.indd 1

_EDUCATION_ADVERT PLACEMENTS_V3.indd 6

16/08/2017 11:44

11/09/2017 16:11

Catholic Day and Boarding School for girls aged 11 to 18 • Experience teaching the IB Diploma for over 35 years • Exclusive pre-IB Middle Years Programme • Nurture and support: girls gain excellent results • Places achieved at top Universities worldwide

• Scholarships and bursaries available • Multilingualism: up to 9 languages taught • Internationalism: over 40 nationalities, yet one shared mission • All faiths welcome

Please contact: admissions@marymountlondon.com www.marymountlondon.com Tel: 020 8949 0571 George Road, Kingston upon Thames, Surrey KT2 7PE. MARYMOUNT.indd 1

_EDUCATION_ADVERT PLACEMENTS_V3.indd 7

04/10/2016 10:02

11/09/2017 16:12

Unlocking their Potential An outstanding school for boys and girls aged 3-18.

Come and visit us: •

Exceptional academic results at A Level and IB

•

Boarding available from Age 7 on campus

•

Idyllic 80 acre site with our own farm

•

Overlooking the cathedral city of Canterbury.

•

Within 55 minutes of London and key airports

Senior School 01227 763 231

KCC.indd 1

TATLER

BC.indd 1

_EDUCATION_ADVERT PLACEMENTS_V3.indd 8

08/09/2017 14:27

THE WEEK

05/09/2017 11:58

11/09/2017 16:12

Co-educational Boarding and Day (for pupils aged 13 – 18) Outstanding facilities Beautiful location A choice between the IB and A levels in the Sixth Form Open Day Saturday 7th October

+44 (0)1684 581 515 registrar@malverncollege.org.uk www.malverncollege.org.uk MALVERN.indd 1

30/06/2017 11:25

Day, Weekly, Flexi and Full Boarding Co-educational • 3–13 years

Thinking of moving west?

Come and visit us on our Open Days: Friday 13th October 2.00 pm – 4.30 pm Saturday 14th October 9.30 am – 12.30 pm For more information, please contact Katherine Cox, Registrar 01684 544108 • registrar@thedowns.malcol.org www.thedownsmalvern.org.uk THEDOWNS.indd 1

_EDUCATION_ADVERT PLACEMENTS_V3.indd 9

31/07/2017 09:08

11/09/2017 16:13

“A wonderful place to grow a rooted sense of self, and joy in life and learning.”

Good Schools Guide 2016

3 –18 | Boarding & Day | 1 hour from London To book a place on an open morning or to arrange an individual visit, please contact Janie Jarman, Registrar.

T 01730 711733 E jjarman@bedales.org.uk Petersfield, Hampshire GU32 2DG

www.bedales.org.uk

BEDALES.indd 1

17/02/2017 15:34

KNIGHTSBRIDGE SCHOOL

Independent, co-educational preparatory day school | Ages 3-13

2016 ISI REPORT

EXCELLENT IN ALL AREAS 67 Pont Street, London. SW1X 0BD | 020 7590 9000 |www.knightsbridgeschool.com | office@knightsbridgeschool.com KNIGHTSBRIDGE SCHOOL.indd 1

_EDUCATION_ADVERT PLACEMENTS_V3.indd 10

11/09/2017 13:19

11/09/2017 16:13

admissions@stgeorges-ascot.org.uk | www.stgeorges-ascot.org.uk | 01344 629920

OPEN MORNING

Friday 6 October 2017, 9.00am Independent boarding and day school for girls aged 11-18. Private transport available for day girls and weekly transport service to and from Central London for London boarders.

STGASCOT.indd 1

07/08/2017 09:57

UCS.indd 1

26/01/2017 15:42

_EDUCATION_ADVERT PLACEMENTS_V3.indd 11

11/09/2017 16:13

11+ Information Evening 28 September 2017

16+ Information Evening 10 October 2017

Open Day 30 September 2017 Booking required

Book all events online www.kgs.org.uk

BENE AGERE AC LAETARI

I

WORK WELL AND BE HAPPY

KG.indd 1

05/09/2017 09:53

BLUNDELLS.indd 1

03/08/2017 09:17

_EDUCATION_ADVERT PLACEMENTS_V3.indd 12

11/09/2017 16:14

SINCLAIR HOUSE SCHOOL I N S P I R E | C H A L L E NG E | A C H I E V E

OPEN DAYS

PR E PA R AT O RY S CH O O L

M ONT ES S ORI NURS ERY S CHO O L

Thursday 5th October

Friday 6th October

10.00am – 11.30am

9.30am – 11.00am

59 Fulham High Street, London SW6 3JJ

159 Munster Road, London SW6 6DA

Tel 020 7736 9182 Email info@sinclairhouseschool.co.uk www.sinclairhouseschool.co.uk PREPARATORY SCHOOL FOR BOYS & GIRLS AGED 4-11 SINCLAIRHOUSE.indd 1

06/07/2017 13:57

OPENEVENINGS Where outstanding performing arts meets academic excellence Find out more at www.artsed.co.uk AES.indd 1

_EDUCATION_ADVERT PLACEMENTS_V3.indd 13

Co-educational Day School, Chiswick W4 1LY Sixth Form Entry: Tues 26 September (6pm) 11-13+ Entry: Weds 27 September (6pm)

06/07/2017 13:58

11/09/2017 16:14

Find your inspiration Senior School Open Morning Saturday 7 October 2017 10.00am – 1.00pm

A co-education school in Bath, England Pre Prep | Prep | Senior | 2–18 years www.monkton.org.uk Individual thinking. Amazing results.

MONKTON.indd 1

27/07/2017 15:02

Be all you can be St Ed’s is a school where every pupil is connected by a love of learning, the pursuit of possibility and the challenge of being the very best they can be.

01227 475601 | www.stedmunds.org.uk SEXEYS.indd 1

_EDUCATION_ADVERT PLACEMENTS_V3.indd 14

Day and Boarding with transport service 04/09/2017 14:41

11/09/2017 16:14

cireneG yrB Bry Generic Half page ls London 8_17.qxp_Layout 1 03/08/2017 17:32 Page 1

B R YA N S T O N si

One-to-one attention for the individual is at the heart of all we do

A co-educational boarding and day school for pupils aged 13–18, set in 400 acres of glorious Dorset countryside.

Coach service to and from London.

Rated excellent in all categories by the Independent Schools Inspectorate

iF b

Find out more at bryanston.co.uk/londonlinks BRYANSTON.indd 1

01258 484633 admissions@bryanston.co.uk

04/08/2017 12:25

‘‘Bringing out the best in boys’’

A day in the life of Aldro... come and see for yourself If you would like to attend an Open Morning, request a prospectus, or arrange an individual tour, please contact the Admissions Office on 01483 813535 or email: admissions@aldro.org Aldro, Lombard Street, Shackleford, Godalming, Surrey GU8 6AS www.aldro.org ALDRO.indd 1

_EDUCATION_ADVERT PLACEMENTS_V3.indd 15

03/08/2017 14:19

11/09/2017 16:15

DISCOVER THE MAGIC OF LAPLAND THIS WINTER

OUR FAMILIES LOVE IT, YOURS WILL TOO. In 2002 we pioneered specialist family holidays; by going on them ourselves. From multi-activity holidays, to authentic Father Christmas trips for younger children, to reindeer and husky safaris and Northern Lights experiences, we tested these holidays on our own families first. So when we say we know you will love our family holidays, we really do know you will.

To find out more call 01670 333 091 or visit activitiesabroad.com

06/09/2016 11:28

co-ed day and boarding

ACTIVITIES ABROAD.indd 1

discover L O V E W H AT YO U L E A R N

For more information or to join us at our next Open Morning please contact our Registrar: Join us at one of our Open Monings: Sat 23rd September 10am -1pm | Wed 4th October 9am -11.30am

bethanyschool.org.uk

registrar@bethanyschool.org.uk

01580 211273

C U RT I S D E N G R E E N , C R A N B RO O K , K E N T T N 1 7 1 L B BETHANY SCHOOL.indd 1

_EDUCATION_ADVERT PLACEMENTS_V3.indd 16

“

My family has a long association with Bethany School, as it was founded by one of my ancestors. I’m so proud to represent the School now as an Academic Scholar.

Eddie Barnes Yallowley, Academic Scholar, Year 10

Ask about Scholarships & Bursaries

“

Discover the Virtue of Learning

Tenterden T.Wells, Kings Hill Sevenoaks, Headcorn and Maidstone

07/09/2017 11:19

11/09/2017 16:15

Alleyn’s Junior School

We

OPEN EVENTS

V

-

23 September 5 October and 14 November

Co-educational excellence in a caring community for children aged 4 to 11.

Visit our website for open event details: www.alleyns.org.uk @AlleynsJunior I 020 8557 1519 Townley Road, Dulwich SE22 8SU

ALLEYNS_JUNIOR.indd 1

16/08/2017 12:33

We

V

-

ALLEYNS_SENIOR.indd 1

_EDUCATION_ADVERT PLACEMENTS_V3.indd 17

16/08/2017 12:33

11/09/2017 16:16

e l b a tt e g r o f n U St Catherine’s, herine’s, Bramley GSA Day & Boarding School since 1885 | 4 - 18 years | Guildford GU5 0DF | www.stcatherines.info STCATHERINES.indd Absolute Education01 July12017.indd 1

MHS.indd 1

_EDUCATION_ADVERT PLACEMENTS_V3.indd 18

06/07/2017 10:00 03/07/2017 14:58:45

06/09/2017 12:24

11/09/2017 16:16

Independent Day School in Hampton for Girls aged 4–11 and Boys aged 4–13 Watch your child thrive in our happy, caring school. “we’d rate this a must visit prep” Good School’s Guide 2017

Discover more, come and visit us in Hampton.

Pre-Prep Open Mornings Thursday 12th October 2017 9.30am–10.45am Thursday 8th February 2018 9.30am–10.45am Open Day Saturday 5th May 2018 10am–12noon

Nurturing, Inspiring, Successful

Please visit www.twickenhamprep.co.uk for more information.

Or call 020 8979 6216 to arrange a personal tour.

TWICKENHAMPREP.indd 11 AbsolutelyEducation.indd

31/07/2017 18:14 09:09 18/07/2017

Open Mornings REGI

Founded 1553

FLAIR DISCIPLINE ACADEMIC RIGOUR

Prep School (ages 7 - 13): Saturday 30th September Senior School (13+): Saturday 14th October Please contact Admissions for details 01527 579679

admissions@bromsgrove-school.co.uk

bromsgrove-school.co.uk BROMSGROVE.indd 1

_EDUCATION_ADVERT PLACEMENTS_V3.indd 19

ISI Inspection 2016 - Excellent in every category Outstanding results at IB and A level Academic excellence coupled with a wealth of sporting and extra-curricular opportunities

Co-educational, Day & Boarding 950 pupils aged 13-18 500 pupils aged 7 - 13 Over 500 boarders aged 7 - 18 07/09/2017 13:37

11/09/2017 16:17

Sexey’s Established 1891

OPEN EVENINGS 2017: TUESDAY 19 SEPTEMBER TUESDAY 3 OCTOBER A leading CofE co-educational state boarding and day school for ages 11-18

Register at www.sexeys.org * GCSE 2017: Top Performing State School in the South West * Listed in Tatler’s 22 Best State Schools in Britain 2016 * Set in Bruton, Somerset: Voted UK’s Most Fashionable Place to Live

New to State Boarding? Visit www.stateboarding.org.uk SEXEYS.indd 1

04/09/2017 14:39

Co-educational, Co-educational,day day&&boarding boardingschool schoolfor for3-18 3-18years yearsininSouth SouthEast EastEngland England

With small class sizes and exceptional facilities, St Lawrence College provides outstanding opportunities for all pupils academically, in sport and in the arts.

Junior School Open Day: Fri 6 October 2017 Senior School Open Day: Sat 7 October 2017 T: 01843 572931

E: admissions@slcuk.com

www.slcuk.com

St Lawrence College, College Road, Ramsgate, Kent CT11 7AE

STLAWRENCE.indd 1

_EDUCATION_ADVERT PLACEMENTS_V3.indd 20

30/06/2017 11:02

11/09/2017 16:17

PROMOTION

SUPPORT For Success

Whether learning to type or getting extra tailored support, children flourish at the McLeod Centre for Learning

C

hildren who struggle with reading and writing often compare their own achievement with those of their peers. They feel less intelligent, isolated and have low self-esteem.

At The McLeod Centre for Learning, which has Crested accreditation, children address their learning needs within a nurturing environment, and find their way in the academic world again – or even for the first time.

Before starting, children are assessed by Specialist Teachers and an individual programme is designed.

Children enrolled in the Morning School receive English (dyslexia), math (dyscalculia) and touch-typing/ handwriting (dyspraxia) lessons. Groups are no larger than three and often individual.

Dependent on needs, children usually attend one to five mornings a week for usually one to three terms.

The McLeod centre for Learning runs after-school

"At McLeod children address their learning needs within a nurturing environment" sessions for 5-18 years. A wide range of subjects to A-Level is offered as well as remedial handwriting, touch-typing and tutoring for 4+, 7+, 8+, 11+ and 13+ entry exams.

Specialist support for dyslexia, dyspraxia and dyscalculia is also available. Their teachers, experienced in selection processes, provide interview practice for independent preparatory and senior schools.

The McLeod Centre for Learning’s touch typing classes are after school and at weekends during term time. Intensive courses are run during holidays. Many children, who have already learned during a course, choose to continue to work in spelling whilst building typing speeds.

Amanda McLeod is the author and series editor of the Scholastic Handwriting series (Reception to Year 6). She’s a committee member of the National Handwriting Association, one of their trainers and also their representative in the media.

74 Lupus Street, SW1V 3EL, 020 7630 6970, amandamcleod.org

Ludgrove

London’s Premier International Bilingual School Day Nursery | Early Years | Junior School | Senior School

From nursery to Year 10, we follow the French National curriculum taught in both English and French. From Year 10 onwards students may also follow an international programme, including a 1 Year Cambridge IGCSE course.

Call: +44 (0)20 7637 5351 email gp@ecole-ifa.com or visit us at ecole-ifa.com to find out more.

L'ECOLE.indd 1 _EDUCATION_ADVERT PLACEMENTS_V3.indd 21

• 100% full boarding boys’ prep school • Glorious rural setting, with easy access to London • Excellent academic record • Fortnightly exeat weekends • Bursaries available Ludgrove, Wokingham, Berks RG40 3AB · 0118 978 9881 registrar@ludgroveschool.co.uk · www.ludgrove.net

LUDGROVE.indd 1 Ludgrove_Zest_Quarter_Page_Ad_90x135.indd 1 08/09/2017 16:04

07/09/2017 06/09/2017 12:21 08:51 11/09/2017 16:18

HANFORD An all girls boarding/day prep school in Dorset

A SELFIE AT HANFORD

OPEN MORNING 7TH OCTOBER 28 scholarships awarded in the past 3 years

traditionally modern

hanfordschool.co.uk or call Karen on 01258 860219

HANFORD.indd 1

BREASIDE.indd 1 17/07/2017 15:24

31/07/2017 09:04

MAIDWELL HALL

Boarding and Day for 7-13 year old boys and girls

“Small enough for everyone to know each other but big enough to offer a first-rate, all-round education, the school encourages pupils to work hard, get lots of fresh air and have fun along the way.”

GOOD SCHOOLS GUIDE

OPEN DAYS 2017 : 23rd Sept. (for Sixth Form), 7th Oct., 11th Nov. • Full Boarding/Day • Outstanding rural setting • Centrally located with good road/rail/air access Northamptonshire, NN6 9JG Tel 01604 686234 headmaster@maidwellhall.co.uk www.maidwellhall.co.uk

MAIDWELL.indd 1 _EDUCATION_ADVERT PLACEMENTS_V3.indd 22

St Mary’s Calne A Top Independent Boarding & Day School For Girls Aged 11-18

admissions@stmaryscalne.org

30/06/2017 11:13 STMARYSCALNE.indd 1

01249 857200

stmaryscalne.org

30/06/2017 11:23 11/09/2017 16:18

Kensington Prep School in Fulham has been transformed. It now has some of the best facilities of any prep school in London with the completion of an innovative ‘Creating Spaces for Growing Minds’ building programme.

Deadline for registrations for 4+ entry in 2018: 30th September 2017

Hawkesdown House School The quality of the pupils’ achievements and learning is

ISI Inspection Report, May 2015 596 Fulham Road London SW6 5PA Phone: 020 7731 9300 Email: enquiries@kenprep.gdst.net www.kensingtonprep.gdst.net

Kensington Prep School is an award-winning school in Fulham for girls aged 4-11 set in spacious grounds with netball and tennis courts. We win praise for our nurturing approach, rich curriculum and outstanding academic results.

For boys aged 3 to 8 years Endeavour Courage Truth

Entry at all levels is by assessment.

27 Edge Street, Kensington, London W8 7PN Telephone: 0207 727 9090 Email: admin@hawkesdown.co.uk www.hawkesdown.co.uk

KPREP.indd 1

31/08/2017 09:10

OPEN MORNING Saturday 23rd September 2017, 9.00 – 12.00 A leading independent co-educational day and boarding school offering high academic standards, excellent pastoral care and a wide extra-curricular programme within a supportive Christian environment.

Co-education Juniors 3 – 11, Seniors 11 – 16, Sixth Form 16 - 18 Perry Street, Chislehurst, Kent BR7 6LR T: 020 8467 0256

www.farringtons.org.uk FARINGTONS.indd 1 Open Morning 2016-17_134x90.indd 1 _EDUCATION_ADVERT PLACEMENTS_V3.indd 23

A thriving independent day, weekly and flexi-boarding co-ed prep school for children aged 3 - 13

Open Morning Friday 20th October 2017 9.30 - 12.00 noon

Minchinhampton, Gloucestershire t: 01453 832072 e: office@bps.school w: www.beaudesert.gloucs.sch.uk BEAUDESERT.indd 1 07/08/2017 09:56 07/08/2017 08:49

30/06/2017 11:12 11/09/2017 16:19

BOARDING

BY THE SEA BOURNEMOUTH

The ptoral care & standard of educion are ostanding, our daughter achieves academicay, enjoys a fun schl life during the wk and hay family life  the wnds, we fl we have found the perfe balance” Y7 pare, ndon.

JOHN JOHN HALL HALL VENICE VENICE More than just art history More than just art history

VISIT OUR OPEN DAY ON FRI 6th OCTOBER

• The renowned pre-university gap year course in London, Venice, Florence • The renowned pre-university gap year course in London, Venice, Florence and Rome for students of the Arts and Sciences – a life-changing and and Rome for students of the Arts and Sciences – a life-changing and unforgettable experience unforgettable experience • Art, literature, music, world cinema, global issues, cookery, life drawing • Art, literature, music, world cinema, global issues, cookery, life drawing and photography and photography • Make friends for life and live as an insider in the • Make friends for life and live as an insider in the most beautiful city in the world. most beautiful city in the world.

• £4619 per term tuition fees • £3563 per term Full Boarding • £3180 per term Weekly Boarding • £50 per night, £120 for a 3 day Flexi Board package

Talbot Heath

+44 (0) 20 8871 4747 +44 (0) 20 8871 4747 info@johnhallvenice.com info@johnhallvenice.com www.johnhallvenice.com www.johnhallvenice.com

Independent School for Girls aged 3-18

Voted in the top 5 boarding schools for girls in the UK Study International, Oct 2015 Call Kerry Wills to talk about a free taster night for your daughter!

Rothesay Rd | Bournemouth | Dorset | Tel: 01202 761881 talbotheath.org | Connect with us @TalbotHeathSch | Day and boarding

TALBOT HEATH.indd 1 17/07/2017 13:28

JOHNHALL.indd 1

07/09/2017 14:04

Co-educational • Boarding & Day School • Ages 2-13 er

b en inG tem p o rn Sep h o M 30t tu

Sa

y

a rd

“A well-balanced education in spectacular surroundings” The Good Schools Guide

G

in

rn

o

th 14 y a er i iv turd tob T C Sa oc A Ty

M

Situated in 60 idyllic acres on the Wiltshire & Dorset border Please contact us to book your place at one of our Open Events Tel: 01725 516264 • www.sandroyd.org • office@sandroyd.com

SANDROYD.indd 1 _EDUCATION_ADVERT PLACEMENTS_V3.indd 24

03/08/2017 14:21 ORLEY.indd 1

30/06/2017 11:15 11/09/2017 16:20

“

020 8440 8586 ENGLISH, MATHS, 11+, SCIENCE & MANDARIN TUITION FOR 4-18 YEARS.

Excellent”

ISI Inspection

in every category

Open Mornings Thu 21 Sept Thu 12 Oct

10am 10am

To register, please call our admissions team on 01428 686735 or book online at www.kesw.org

Godalming, Surrey GU8 5SG

An independent boarding and day school for girls and boys aged 11-18

KE.indd 1

www.afterschoollearning.com

20/07/2017 11:09

The Mall is a successful independent prep The The Mall Mall is is a a successful successful independent independent prep prep school for boys age 4+ in school for for boys boys age age 4+ 4+ in in Twickenham Twickenham school Twickenham From 2019 we will become an 11+ school and From 2019 we become an 11+ From 2019 we will will become an 11+6 school school and and boys will leave at the end of Year boys will will leave leave at at the the end end of of Year Year 6 6 boys Non-selective entry into Non-selective entry entry into into Non-selective Reception (4+) Reception (4+) (4+) Reception

“One school, two buildings, great teaching, and tip top facilities.”

Entry into our expanded Year 3 Entry into into our our expanded expanded Year Year 3 3 Entry (7+) is based on assessment (7+) is is based based on on assessment assessment (7+)

The Good Schools Guide

The Study is a leading prep school situated in the heart of Wimbledon Village. We identify and nurture each girl’s unique academic, creative and sporting skills in a caring and supportive community.

For further details and to book a school visit, contact Jane Davis on 020 8947 6969 www.thestudyprep.co.uk Registered Charity No. 271012

We welcome enquires about our scheme of assistance with fees for girls aged 7+.

Preparatory School for girls aged four to eleven

THESTUDY.indd 1 _EDUCATION_ADVERT PLACEMENTS_V3.indd 25

Popular destinations include: Popular destinations destinations include: include: Popular Hampton, KCS Wimbledon, Hampton, KCS KCS Wimbledon, Wimbledon, Hampton, St Paul’s & Reed’s St Paul’s Paul’s & & Reed’s Reed’s St Minibuses from: Richmond, Minibuses from: from: Richmond, Richmond, Minibuses Kew, Chiswick and Kingston Kew, Chiswick and Kingston Kew, Chiswick and Kingston

Autumn Autumn OPEN MORNINGS OPEN OPEN MORNINGS MORNINGS

“We are very “We very “We are are as very we have have happy happy as as we happy we have found an an amazing amazing found found an amazing environment for for environment environment for our son where our son son where where our he is is encouraged encouraged he he ismotivated.” encouraged and and and motivated.” motivated.”

Reception parent Reception Reception parent parent

Wednesday 20 September Wednesday 20 Wednesday 20 September September 9.00am 9.00am 9.00am

Saturday 7 October Saturday 7 Saturday 7 October October 9.30am-12.00pm 9.30am-12.00pm 9.30am-12.00pm

Tuesday Tuesday 31 31 October October Tuesday 31 October

9.30am – For 7+/8+ entry only 9.30am 9.30am –– For For 7+/8+ 7+/8+ entry entry only only

Wednesday Wednesday 8 8 November November Wednesday 8 November 9.00am – For 4+ entry only 9.00am 9.00am –– For For 4+ 4+ entry entry only only

Bringing Bringing out out the the best best in in every every boy boy

185 185 Hampton Hampton Road, Road, Twickenham Twickenham TW2 TW2 5NQ 5NQ • • 0208 0208 614 614 1082 1082 185 Hampton Road, Twickenham TW2 5NQ • 0208 614 1082 admissions@themallschool.org.uk •• www.themallschool.org.uk admissions@themallschool.org.uk www.themallschool.org.uk admissions@themallschool.org.uk • www.themallschool.org.uk 29/08/2017 09:28 MALLSCHOOL.indd 1

08/08/2017 10:07 11/09/2017 16:20

60

L A ST WOR D

seconds with

Antonia Beary Headmistress of Mayfield School, a Catholic boarding and day school in Sussex

Tell us about the ethos of Mayfield At Mayfield we believe in nurturing the unique promise of each individual girl, supporting and guiding her to achieve her full potential in everything she does. Our motto, Actions Not Words, inspired by our founder Cornelia Connelly and rooted in our Catholic foundation, encourages initiative, personal and social responsibility and a commitment to make a positive difference.

It is a myth that the sciences and the arts are mutually exclusive. To be successful as a scientist, you need to be creative and innovative and to be a successful artist you need discipline, logic and focus, skills usually associated with the scientific.

Q

A

What do you aim to instil in the girls?

We aim to instil in every Mayfield girl the confidence to find her strengths and develop them; a sense of intellectual curiosity and the initiative to learn more; an appreciation of the importance of making mistakes in striving for excellence; the resilience to cope with and overcome setbacks as well as the ability to enjoy successes, and the confidence to make a difference in a demanding and constantly changing world.

Q

A

Q How do you prepare them for the future?

A We encourage girls to challenge themselves both in and outside the classroom. Excellent qualifications are, of course, important and our girls achieve outstanding exam results each year.

However, many of the careers of tomorrow do not yet exist. Exam qualifications are not enough and we place great importance on furnishing the girls with the tools they will need to succeed in life: independence, resilience, confidence, leadership, enterprise, integrity, courage and ambition.

What are the favourite subjects at the school?

A Mathematics and the sciences are the most popular subjects and many girls choose to continue their study of these and related subjects at university: over one-third of this year's Sixth Form are destined for STEM-related university degrees, including a number of computer scientists, and mathematicians to top institutions including Oxford and Imperial.

Q

The school also excels in creative areas; Mayfield has produced worldrenowned ceramicists and designers, award-winning actors, producers and musicians and national sporting champions.

A B OV E

Headmistress Antonia Beary

Why do you think this is?

As specialists in girls’ education, we have the expertise to focus our teaching methods in ways that inspire and capture the girls' interest and understanding, and this is undoubtedly reflected in the popularity of mathematics and the sciences. In addition, we challenge gender stereotypes and we nurture creativity in everything we do, inside and outside the classroom.

Q

A

“It is a myth that sciences and art are mutually exclusive”

Q Tell us about STEAM at the school?

A STEAM is thriving at Mayfield and our crosscurricular approach has stimulated intellectual enquiry, debate and critical thinking amongst the girls. We have recently created a new role at the school to lead and further develop this exciting initiative, such has been its success and growth in areas including robotics and coding.

Q Why do you think it's important to engage girls with these topics?

A It is well-documented that there is a STEM skills shortage in the UK so I believe it is important to engage all students, not just girls, with these subjects to meet the needs of our economy going forward.

We also encourage everyone to become involved in the arts; the benefits are vast, from boosting self-confidence (if you can sing solo in front of an audience, you can do anything!) to teaching the discipline that is required to learn lines or music.

How is Mayfield's USP? Our success in helping each girl identify and develop her talents and strengths. We achieve this through first-class pastoral care, which allows the girls to develop a positive image of themselves during those turbulent adolescent years, when girls particularly are vulnerable to self-doubt Q

A

Sum up Mayfield in five words.

Happy, inspirational, inclusive, purposeful, ambitious.

Q

A

194 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2017

60 secs with Antonia Beary.indd 194

12/09/2017 16:27

B O A R D IN G & D AY SCHO OL FOR GI RLS AGED 11 TO 18

“I chose

Mayfield” 50 MINUTES FROM CENTRAL LONDON BY TRAIN - WEEKEND RETURN BUS TO LONDON SET IN BEAUTIFUL SUSSEX COUNTRYSIDE EXEMPLARY PASTORAL CARE & NURTURING ENVIRONMENT OUTSTANDING ACADEMIC RESULTS - SCHOLARSHIPS AVAILABLE EXTENSIVE CO-CURRICULAR PROGRAMME STATE-OF-THE-ART EQUESTRIAN CENTRE ON CAMPUS JENNIFER GANDY

REGISTRAR@MAYFIELDGIRLS.ORG

01435 874642

MAYFIELDGIRLS.ORG

Open Mornings Sixth Form Open Evening

MAYFIELD.indd 1 MAY_TDA32250_Absolutely Education Advert_210x297_AW.indd 1

WEDNESDAY 20TH SEPTEMBER 2017 TUESDAY 7 TH NOVEMBER 2017 THURSDAY 28 TH SEPTEMBER 2017

16:50 18/07/2017 15:53

DISCOVERMORE

Embracing an innovative, modern approach whilst keeping traditional values at its core, Kew House School takes an exciting stance on 21st century education. With state-of-the-art facilities, a broad curriculum and excellent pastoral care, Kew House is a place where you would want to be – a place of learning and discovery, laughter and friendship.

Open Days September 19th (9.30am) October 11th (9.30am) November 1st (9.30am)

Currently recruiting into the Sixth Form with a new Sixth Form Centre opening in 2017.

T: 0208 742 2038 E: info@kewhouseschool.com W: www.kewhouseschool.com An independent co-educational senior school for students aged 11-18 in West London

KHS.indd 1

@kewhouseschool

03/08/2017 14:01