British Education UAE Autumn/Winter 2020

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BRITISH

EDUCATION UAE EDITION

AUTUMN • WINTER 2020

A good

FIT

How to choose the right school

Skill

SETS

How a British education can benefit your child

AUTUMN • WINTER 2020

Remote LEARNING

New ways to study

Young

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THE WORLD NEEDS NEW THINKING. GET READY. COME AND SEE OUR SAFE, SPACIOUS CAMPUSES. The world has turned upside down but we continue to offer a world class international education that builds each child’s resilience, creativity, self-belief and social connections.

Now more than ever we ready our students for a world that demands a new kind of learning – and a new kind of citizen.

• Girls and boys aged 2–18 • Day and boarding • International Baccalaureate (IB) and Advanced Placement Programme (AP) • Safe door to door busing from London and surrounding areas

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CONTENTS AUTUMN • WINTER 2020

EDITOR

Libby Norman 

46

EDITOR IAL ASSISTANT

Zoë Delmer-Best 

A DV ERTISING M A NAGER

U P FR O N T

Nicola Owens 

11 WELCOME

COMMERCI A L DIR ECTOR

From Sara Sparling of Anderson Education

Leah Day 

12 SCHOOL NEWS

GROUP SA L ES DIR ECTOR

What's going on in the world of education

Craig Davies 

24 OAKHAM FOCUS

A RT DIR ECTOR

P R EP

SENIOR DESIGNER

Pawel Kuba 

Discovering a first-class eductation in Rutland

Mike Roberts 

40 YOUNG FARMERS Schools with farms attached have much to teach young people

MID-W EIGHT DESIGNER

46 BRIGHT HORIZONS

M A R K ETING M A NAGER

SENIO R

FINA NCE DIR ECTOR

Rebecca Noonan  Lucie Pearce 

A new chapter at Cumnor House Sussex

Jerrie Koleci 

54 AHEAD WITH STEAM STEM + Arts can create a real spark among young people – six schools tell us why and how it works

DIR ECTOR S

Greg Hughes, Alexandra Hunter, James Fuschillo 

67 FUTURE SCIENCE

PUBL ISHING DIR ECTOR

Sherif Shaltout

St Dunstan's College's history of technical and scientific excellence

22

64

64 GAME CHANGERS

The Mintridge Foundation's mentorship helps both young people and athletes find their form

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72 AGONY AUNT

Gabbitas experts answer your questions on education pathways and getting a SEN assessment

77 MASTER CHEFS Cooking stars at St Edmund's School Canterbury S CHOOL'S OUT

40

92 THE MAKING OF ME: PAMELA BUTCHART

The Dundee author and philosophy teacher on a childhood full of imagination and intrigue

92

98 LAST WORD

F RO NT COVE R

Meet the new Head of Bishop's Stortford College

GLENALMOND COLLEGE Glenalmond, Perth, Scotland PH1 3RY +44 1738 842000 glenalmondcollege.co.uk

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We l c o m e

From the

EDITOR

T

he school year has started. No one is going to pretend it’s like any normal year, but the relief for children of getting back to class, playing field and friends adds a sense of normality. No doubt there are some tests ahead for parents and teachers as they navigate the unfolding situation, but we have every reason to expect that our schools will rise to this challenge just as they have navigated their way through lockdown. We couldn’t let the story of what schools have achieved pass and Lessons from Lockdown looks at some of the modifications and creative solutions they came up with, and what they learned about themselves and their pupils along

the pioneering methods and possibilities of learning ‘in the field’ are hugely enriching and offer potential routes into future careers. We know that tomorrow’s world needs solutions to a whole host of issues – from land stewardship to food supply chains – so it is hard not to be a convert to the idea. We also explore the benefits of STEAM, a creative approach that fosters links between the traditional silos of sciences, technology and arts. The sparks created by schools when they encourage young people to apply a different way of thinking are incredibly exciting – and also show a spirit of inventiveness that bodes well for the future of innovation.

Our school focus piece on Oakham was an opportunity to go behind the scenes at one of our most historic but forwardthinking independents. Talking to the team

“IT IS HEARTENING TO HEAR ABOUT THE INGENUITY OF OUR YOUNG PEOPLE” the way. So much of the Covid-19 story has been told so far in terms of challenges, privations and sadness that it is heartening to hear about the ingenuity and resolute determination of both educators and young people.

In Young Farmers we take a look at three schools that come with a farm attached. Speaking to those involved in introducing young people to animals, vegetables and all the rest, it was made pretty plain that they are not offering a ‘petting farm’ experience. Far from it, as

there, I was impressed (as I always am) by the extraordinary effort – and talent – that goes in to making a great school tick. Headmaster Henry Price said his job for this year ahead is to ensure: “rhythm, routine and structure – and reassurance”.

These words seem to sum up everything we are all aiming for in the school year to come. So let’s hold on to that thought!

Libby Norman EDITOR

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

CON T R IBU TOR S

Pamela Butchart Author and teacher

Pamela Butchart grew up in Dundee and combines writing wildly funny children's books with a role as a school philosophy teacher – she developed her passion for her subject as a child. Having first honed her fiction skills using a 'self-help' guide to writing for children, she's a firm believer in lifelong learning. In The Making of Me, she describes her own schooldays, and a vivid imagination that got her into trouble.

Dominic Mott

Head of Senior School, Hurst

Hurstpierpoint College Head of Senior School Dominic Mott was educated at Shrewsbury School and Sandhurst. After a spell in the Royal Green Jackets, he went back to school to read Modern and Medieval Languages at Cambridge, then worked in business before moving on to a teaching career. In this issue he considers the qualities that add up to a great school, especially in a post-Covid world.

Alan Johnston

Senior Deputy Head, Merchiston Castle School

Alan is a graduate of Edinburgh University and a member of the Chartered Institute of Linguists. He joined Merchiston as a teacher of Spanish and French in 1992.

A keen sports coach outside the classroom he later took on the role of a Housemaster before moving to London in 2004 as a Head of Sixth Form, then became Academic Director. Alan moved back to Merchiston in 2015. He has a particular interest in wellbeing and pupil support.

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We l c o m e

From

ANDERSON EDUCATION INDEPENDENCE, CONFIDENCE, RESILIENCE

M

id-November is often when parents comment on how confident, independent and outgoing their children have become. After the first half term at boarding school, they are enjoying taking responsibility for their own learning, which is very reassuring for parents when they have made the huge step to commit to the emotional and financial responsibility of a boarding education.

A boarding education is widely known to encourage independence, increase confidence and develop resilience; it is these qualities that have given boarding students the skills to enable them and the independent sector as a whole to rise to the challenges of the COVID pandemic.

family members. Guardianship companies have set up ‘quarantine hotels’ and arrangements have been made for students to stay in school during half term and exeat weekends if the family is concerned about travelling.

If you would like to consider a UK boarding school for your child but are limited by travel restrictions we can arrange virtual schools tours, Q&As with senior staff members and one-to -one online meetings to discuss the options for your child.

Are you concerned about a second lockdown, distance learning or home schooling? UK boarding schools offer a safe environment with excellent facilities, plenty of space, a structured lifestyle and academic excellence.

Contact us today for free impartial advice and guidance

“THE PRIORITY IS TO ENSURE THAT STUDENTS ARE HAPPY AND FEEL SUPPORTED” During the summer break, UK boarding schools were busy preparing for the start of term.

Social distancing, temperature checks, regular deep cleaning, PPE, quarantine arrangements, staggered lessons and mealtimes, year group bubbles and one-way systems have all become part of new school routines. The priority is to ensure that students are happy and feel supported. House staff will be available to provide guidance and support and arrangements can be made for boarders to contact home more frequently than usual, so they can feel closer to

on selecting the best school for your son or daughter or join the UK Boarding School Exhibition Online (Friday 6 November 11.00 – 12.15 and Saturday 7 November 17.00 to 18.15 UAE time) to meet heads and representatives from leading schools across the UK.

Sara Sparling

DIRECTOR AND EDUCATION CONSULTANT ANDERSON EDUCATION

andersoneducation.co.uk • ukboardingschoolexhibition.com

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“Pupils achieve very high standards in their GCSE, I GCSE, BTEC and A level examinations and make excellent progress across all areas of learning throughout their time in the school.�

ISI 2019 In 2020, students in the academically focused College achieved 97% A* /A at A Level The Faculty, which offers a wider range of academic, creative and vocational courses, achieved 96% A*/A at A Level and 86% D* /D in BTECs.

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PHOTOGRAPHY: KIERAN GALVIN

UPFRONT / NEWS

Creative boost ACS International School Hillingdon is offering the IB Career-related Programme for students aged 16-19. The students can focus on theatre and/or film, gaining LAMDA qualifications and performance skills, or opt for A-level Theatre. Creative media skills courses are also in the mix.

S I G N P O ST I N G SUPPORT See, Hear, Respond is a partnership of national and local charities offering help for pupils. It is led by Barnardo’s, which found in a recent poll that almost a quarter of children were anxious about heading back to class. Support is available individually and for class groups via trained therapists.

O U T TO B AT Bella Howarth, a pupil at The Perse School in Cambridge, made her 1st XI debut for Essex women’s cricket team at the age of just 15. Bella took up cricket after going each week to High Roding CC to watch her brother train.

Initially the only girl, she was chosen to captain the boys’ team and, aged nine, was selected for the Essex girls’ development squad, making her debut for the county U11 team in 2015.

CO-ED LEAD Vikki Meier has become Head of Eltham College Junior School.

Formerly Deputy, her role comes at an important milestone as the junior school goes fully co-ed, welcoming the first cohort of girls from Year 3. Eltham College Senior has welcomed girls since the early 1970s, now offering places from Year 7, and aims to be entirely co-ed by 2024.

Vir tual tour Virtual showrounds are the new normal. At Blackheath High School’s first annual virtual open day, on 26th September, visitors will have opportunities to experience taster lessons plus a D&T demonstration. There’s also a 360-degree tour of new facilities, after an £18m redevelopment, plus live Q&As.

“I would rather have questions that can’t be answered than answers that can’t be questioned” R I C H A R D P. F E Y N M A N

SOMETHING THEY SAID

“Human communities depend upon a diversity of talent, not a singular conception of ability” SIR KEN ROBINSON

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UPFRONT / NEWS

New head Hockerill Anglo-European College, a renowned British state boarding school with an international focus is pleased to announce the appointment of David Woods as Principal. David joins Hockerill from the International School of Geneva and was previously Head at Tanglin Trust School, Singapore and will continue to lead Hockerill’s global outlook.

N AT U R E WATC H E R Bancroft’s School, Redbridge pupil Danielle Amouzou-Akue won the 13-17 age group category in the nationwide Nature on your Doorstep story competition. Danielle’s winning story followed the passage of a nightingale on its migration north. Her prizes have included a pair of binoculars and her story will be published in BBC Wildlife magazine.

“Danielle's winning nature story followed the passage of a nightingale on its migration back to the UK”

T H E M OAT 1 6 +

Media stars

The Moat Sixth Form has opened.

Specialising in education for pupils with unique learning profiles and specific learning difficulties, it provides a mainstream setting for A levels and BTEC exams. Part of Cavendish Education, it has Steve Proctor as Head and is located in Beavor Lane, Hammersmith.

Enterprising Bedford School Fifth Formers Gabriel Davis, Harry Hine and Arun Nanda, who would otherwise have been taking their GCSEs, decided to use their time by creating Floreat magazine The first issue covered wide-ranging topics, including corporate tax avoidance, with cover feature about Captain Sir Tom Moore.

G R E E N S H O OT S

“There’s no excuse for the young people not knowing who the heroes and heroines are or were” NINA SIMONE

PHOTOGRAPHY: RHS/GEORGI MABEE

Nurturing future green fingers is the aim of an RHS resource that focuses on the breadth of horticulture careers. The industry needs more young talent, but a recent survey found that 28% of people don’t know the many options. Via over 60 short films, The RHS website showcases jobs ranging from arborist to university lecturer.

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UPFRONT / NEWS

Fashion feat

G I R L S’ L E A D

Two Queen’s Gate School pupils developed fashion businesses during lockdown. Kild Sneakers is a shoe customisation business, founded by Year 13 pupil Kalina, with original designs painted on to sneakers. Meanwhile, Year 10 pupil Rayya has founded online clothing business Bloom. Both girls’ plan to donate a percentage of future profits to charity.

James Allen’s Girls’ School has welcomed Alex Hutchinson as Headmistress. Previously lead at Woldingham School, she joins JAGS at an exciting time as the school continues to champion girls’ education in a variety of ways, including building further on close ties with local state schools and community groups and extending its bursary provision.

“Bredon pupil Lauren says her experience as head girl, and school mock interviews, gave her the courage to apply for a CISCO IT apprenticeship ”

I T STA R

Remote study

Former Bredon School Head Girl Lauren has taken up a Cisco IT apprenticeship – one of only 20 places available to UK students on the degreelevel programme. Bredon, a dyslexia-friendly school in the Cavendish Education Group, has an on-site Cisco Academy where Lauren had been studying for four years.

London bilingual school Lycée International de Londres Winston Churchill has pioneered LIL Online, a programme that enables home-schooled children and those unable to attend in person the opportunity to experience a full curriculum live and online.

Designed for children aged 11+, its classrooms in the “cloud” mirrors campus learning and activities.

CA R E E R S P R I Z E Highgate School’s Careers and Employability team, led by Louise Shelley and Amandeep Jaspal, won Best Careers Programme at the 2020 RateMyApprenticeship Awards. Judges acknowledged Highgate’s focus on helping pupils to develop transferable employability skills via careers advice and events throughout their time at the school.

“It takes a great deal of courage and independence to decide to design your own image instead of the one that society rewards” GERMAINE GREER

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UPFRONT / NEWS

PA P E R B AC K WRITER

Champion challenge

Identity parade Nearly half of girls and young women regularly use filters to enhance images of themselves before posting on social media and a third say they would delete images that don’t get enough likes or comments. These are among the headline findings of Girlguiding’s 2020 Girls’ Attitudes Survey.

Children at Hazelgrove Prep did not let a lockdown get in the way of their annual sports day, with pupils aged from 2 to 13 competing in a range of activities. They designed their own bonus events – impressive entertainment included Cow Hurdling, Doggy Dash, Bamboo Javelin, Rock Shot Putt, Leek Relay and Pet Agility.

“Hazelgrove Prep sports day events this year included cow hurdling and the doggy dash”

New role Will Williams has taken up the role of Headmaster of co-ed senior Kew House School.

With a background in teaching, coaching and managerial roles at, among others Marlborough, St Paul’s and Pangbourne, he’s an Oxford graduate who worked in the City prior to teaching.

Retiring Head Mark Hudson remains with Gardner Schools Group as Director of Leadership.

Northampton High School GDST student Kirsten Mbawa, 12, saw her dream of being published come to life after a fundraising campaign. Her sister Aiyven, 10, had also penned her first novel – both having been inspired by the BBC Radio 500 Words campaign. The duo’s Kickstarter campaign bust its £5,000 target, garnering support from around the world. Their novels are available on Amazon and at mbawabooks.co.uk

F I R S T R E S U LT S While GCSEs have proved tricky for all pupils this year, spare a thought for the inaugural cohort of pupils at Eaton Square Senior School. Nonetheless, they achieved memorable results, with over 97% achieving 9-4 grades and over 47% achieving 7 or higher (equivalent to A-A*). “Our inaugural GCSE results reflect the hard work and determination of pupils and staff,” says Head Caroline Townshend.

L ean on us Dallington School pupils became a WhatsApp sensation with a firstFriday-back Flash Mob rendition of Bill Withers’ ‘Lean on Me’. This was organised as a surprise for parents waiting outside the gates

by Head of Performing Arts David Woodward, who says everyone is delighted to be back in real school

“The designer’s job is to imagine the world not how it is, but how it should be” SIR TERENCE CONRAN

Greased lightning Pangbourne College drama team left everyone on a high with a hit staging of the classic musical Grease as the last major ‘in person’ event before lockdown.

Highlights included a real car on the stage to bring ‘Greased Lightning’ to life. The Reading co-ed has successfully begun the new year and looks forward to more stunning productions.

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Where the sky is the limit… THE HURLINGHAM CLUB, RANELAGH GARDENS, LONDON, SW6 3PR 020 7610 7526 | hurlinghamclub.org.uk/private-events | @hurlinghamvenue

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Up Front SPOTLIGHT ON OAKHAM P . 22 LESSONS FROM LOCKDOWN P . 28

OAKHAM SCHOOL FOCUS, SEE PAGE 22

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ABOVE Oakham School – co-ed since 1971

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UPFRON T / FOCUS

A fine BALANCE

Absolutely Education visits Oakham School in Rutland and finds a place balancing traditions with the evolving requirements of a first-class education LIBBY NORMAN

T

his wasn't the first year Henry Price had envisaged when he joined Oakham School as the 31st Headmaster last September – but he has clearly taken it in his stride. It is to his, and the entire Oakham staff's, credit that when the doors closed on that sombre Friday back in March, they swung open again for virtual school the following Monday. It was, says Price, a necessity for the sake of all pupils and parents. "This was about maintaining rhythm, routine and structure – and also reassurance."

When it came to providing reassurance and stability to a cohort of 1,000+ young people at a time of crisis, the odds were that Oakham was always going to be leading from the front. It has a longstanding reputation for going above and beyond on pastoral care. Parents talk about it being a kind place – they also mention the all-round nature of the education here. It has never hung its hat on catering only to top-flight academics or super-sporty types. In fact, it does cater for both exceedingly well – as well as offering superb opportunities for

creatives – but letting children explore all the options and become independent learners is its raison d'être. Also worth noting: while parents may sing its praises loudly (becoming positively rhapsodic when music teaching gets mentioned), Oakham is not at all a diva-ish kind of place.

Price, who went to Eton and studied Classics at Oxford, is more than comfortable with Oakham's all-rounder reputation.

"I'm a classicist and it's often said that is the discipline for the all-rounder – there's the language, the history side, then the arts and architecture." A career teacher (one who still tries to make a bit of space in his busy timetable for teaching budding future classicists), he began at Sydney Grammar School and then went on to Sherborne. At Rugby, where he spent over a decade, he became both Head of Classics and Senior Housemaster. He joined Oakham after five years leading Wellington School in Somerset – a smaller school but with some parallels in the rural setting and strong boarding tradition.

Price feels strongly about the worth of boarding, not only for what it brings to pupils and their families in terms of practicality, but also in the breadth of learning opportunities and sense of community it fosters. Certainly, it is placed front and centre here – even

the white liveried minibuses that ferry Oakhamians back to school bear the legend 'boarding and day school'. So, what does boarding bring in today's world? "I will always defend it. It is valuable for young people at any time – and especially after this extended period of being connected only virtually. It gives them the opportunity to be with their peer group, in and out of school, come together and enjoy being in each other's company," says Price. "It also enriches the Oakham experience for everyone, day pupil or boarder, because we are effectively offering 24/7 availability."

There is full boarding, always popular, but flexi boarding has become increasingly a part of the Oakham scene over the years. This offers up to five nights a week – a practical solution for pupils (and their families) who like the work and social balance it brings.

The school manages this rather cleverly, with two of its eight boarding houses reserved for flexi. This means full boarders always have a full and busy place to go home to while flexi boarders have their own spaces reserved. An entirely separate boarding house is reserved for the youngest pupils (11-13), so they have a cosy retreat, their own social scene with fun activities and an easy transition to Senior boarding.

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many extras boarding brings to Oakham – actually, as one parent told me quietly – they are big beneficiaries. They have access to library and refectory in the early mornings and evenings and even to the school's art and design studios at weekends, perfect for creatives following the muse in their free time. Day and boarder blend naturally in and out of lessons since every pupil belongs to one of the school's 16 houses (a pillar of its pastoral approach). Saturday morning school is maintained, and the work hard, play hard approach means Saturday afternoons are about sports and extracurricular. Multiple weekend matches (up to 45 teams are fielded) happen away or at home on its 40 acres of playing fields – including on the vast and beautifully tended 'Donkey' encircled by boys' and girls' boarding houses – and are a high point of the week socially as well as athletically, enthusiastically supported by parents too.

The school mix is all part of the 50:50 principle. Price describes how, when he sought wisdom from former leads prior to taking up his post as Headmaster, this Oakham 'formula' was mentioned. Oakham is just over half boarding; it is half and half

ABOVE Oakham is renowned for sport, with superb teaching and facilities – many alumni play at the highest levels

boys and girls; it draws its cohort pretty evenly from the local area and further afield – so there's the 50:50 balance at work in the school environment.

Of boarders, roughly 15 per cent are international, while the rest are a good mix of children of local families and from families further afield. A highly active Old Oakhamians network (known, rather James Bond style, as 'OOs') speaks of a school with long-term, often multi-generational, loyalty.

The location, in arguably the prettiest bit of East Midlands farming country, means Oakham feels like a haven, all adding to the sense of being out of London's orbit and accompanying hothouse atmosphere. It is surrounded by the reassuringly mellow bricks of the market town of the same name, with close links between school and town – not 'town and gown' at all. School classical concerts, plays and musicals attract locals as well as parents. The quality is high and it's almost as if Oakham town had its own local theatre company and orchestra.

There's also the giving back element in the way Oakham works with local schools – especially on the music side. A driving

force in Rutland Music Hub, its notable successes include a large-scale original performance of Pied Piper in Leicester's De Montfort Hall that brought together over 400 pupils from across the county – all masterminded by the school's brilliant Director of Music Peter Davis.

Although miles from the sea, Oakham even has easy access to the waves at Rutland Water (location of much sailing fun and more organised training). On the drive into town, skirting this vast lake, it feels rather like you are entering a secret oasis tucked away off the A1 and M1 that run up the country on either side of this bit of Rutland. The fact that Rutland, the smallest county in the UK, houses two of its leading independent schools – Uppingham and Oakham – is down to one far-sighted 16th century churchman who decided his county needed plenty of wise and educated men.

The schools simultaneously share a long history, while having taken different paths.

What is notable (radical, even) is that middle-England Oakham School was one of the very first independent secondaries in the country to take the leap away from single sex

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UPFRON T / FOCUS

and into co-education. It welcomed its first girls way back in 1971. Forward thinking for the times, especially as it didn't dip a toe in the water with sixth formers but welcomed girls from 11+. The even split between girls and boys has had several decades to settle in, which probably does much to explain the culture here. It certainly isn't his and hers – and not even the merest whiff of boys first. As one example, the girls 1st XI carried off the Independent Schools Football Association Trophy in 2019. It was also females in the lead for an ambitious all-girl production of Hamlet – bold stuff to set any audience thinking a little differently about Shakespeare's troubled Danish prince.

The International Baccalaureate (IB) Diploma is another area where Oakham was a notable early adopter, introducing it alongside A levels some 20 years ago.

Consistently strong results show the success of the school's IB Diploma teaching – topping an average of 36 points for the past five years.

The Diploma syllabus, which encourages young people to take more subjects to a higher level and includes an extended essay, is certainly becoming more popular nationally, and Oakham stands firmly behind its value for expanding young people's learning approach. Indeed, it has recently become an IB Middle Years Programme (IB MYP) candidate school for 11+ pupils – meaning pupils benefit from an interdisciplinary approach to learning before they start their GCSEs. On A levels, the school gets solid scores – 78% A*-B in 2020 – and with a good tally of leavers heading off to Oxbridge and

ABOVE Oakham's idyllic campus in the safe market town is a big draw for families

other Russell Group universities, as well as medical and clinical training. There's specialist guidance here on areas such as US applications, plus comprehensive advice from the in-house careers and HE advisory team – the quality of this leavers' support gets very high praise from parents.

Deputy Head (Academic) Leo Dudin – a chemistry teacher by training – joined at the start of this year from Uppingham and firmly believes in offering the right pathway for each individual. He also knows the importance of keeping enthusiasm for learning going through the hard yards of public-exam years – high academic standards need to be the goal, but so too does the pastoral side. When he's not leading on academic standards or

has spare time on his hands after developing the school’s remote educational offering, Dudin is looking forward to a spot of sailing coaching for students out on Rutland Water.

Pupils getting to know their teachers and tutors outside the confines of the classroom is core to Oakham's approach. Deputy Head (Pastoral and Co-Curricular) Sarah Gomm says it's vital to do pastoral care really well, but becomes imperative with boarding. That is why the team look for teachers who can combine leading in class with supporting young people as a tutor or boarding house supervisor. Gomm has been at Oakham for some two decades (her own children were pupils here) and has extensive experience of tutoring girls and looking after boys' boarding houses – she knows an awful lot about the ups and downs of teenage years. Having a team of caring adults on site keeping a discreet watching brief does work. When it comes to boys, interestingly enough, it can sometimes be girls in their peer group who spot trouble really early and then quietly pass on intel to adults – this shows a high level of pupil trust in the help on offer. There are also regular drop-in visits from the Chaplaincy team and easy access to school nurses and matrons, so plenty of kindly listeners to choose from.

The past few years have seen a spate of exceptional new facilities springing up around campus. The Mehra Faculty of Science is ultra-modern and includes a lecture theatre for up to 250, replicating pretty closely the kind of environment young people will find in higher education. The Smallbone Library is vast (2,400sq m) and surely in the running for most impressive school library in Britain.

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It incorporates a seminar room, space for teaching higher level research skills and areas to display art and other 'happenings' on the ground floor. In a pleasingly oldschool touch, total silence is insisted upon on the lofty-ceilinged Upper Library floor.

The Jerwood School of Design (named after alumnus John Jerwood ABOVE of the Jerwood Foundation) has There are six drama all the CAD and 3D printing kit productions each year you would expect. Oakham has RIGHT There are multiple very strong links with the design studios, for fine art, and art worlds – all Art staff textiles and ceramics are also practising artists – and a strong track record of sending its creatives on to top schools. What is most impressive here is the sense that this really is the students' 'work in progress' space – half-finished masterpieces, hugely ambitious All the facilities in the world do not make canvases, scribbled designs on scraps, textile a great school (although they most certainly samples; nothing too tidy about it. The help), and Henry Price says the value of almost brand-new Faculty of Social Sciences Oakham is always in its people. The teaching is engaging and quirky with its politics/ has to be exemplary, and so does the support, world events timeline wall (a wall you could but it's also about opening young people's argue about all day), TV screens, world time minds to the excitement of learning. "Our clocks and 'pods' for small huddles, group aim must be to ensure our pupils can develop work and meetings. Best of all is the replica both breadth and depth of experiences while Number 10 Downing Street door that leads they are with us," he says. "Whatever they into the boardroom-style teaching space choose, we want them to get involved."

– no dearth of ambition dare enter here!

Learning fit for the future is key, but so is Oakham's sense of stability – of everything being back in its rightful place.

The rousing weekly chapel service (a fine Oakham tradition down the ages) is one of the things – when it returns – that will be most warmly welcomed. What Price wants for his year two at Oakham is a slow and steady return to school life. Safety is paramount, and so is giving young people back their sense of purpose and joy in learning and in being among their peers – the simple pleasure of being together.

Price says: "They have to get back to living in the now and enjoy their time here".

There is no doubt that Oakham pupils are in a safe, forward-thinking and fortunate place. Henry Price believes there's a duty of care to teach all Oakhamians (indeed, all independent-school pupils) the responsibilities that come with that good fortune. "I want our young people ABOVE to be aware when they go out into the Music is world. It's about wearing it lightly, but celebrated, with concerts taking it seriously." As ever, you can't for the town help thinking, Oakham will find a way of keeping things in perfect balance.

At a Glance

Oakham School FOUNDED: 1584 by Archdeacon Robert Johnson HEAD: Henry Price, since September 2019 GENDER: Co-ed NUMBER OF PUPILS: 1,044 (392 in Sixth Form) DAY OR BOARDING: Day only in Lower, Middle and Senior. Boarding: Lower School, transitional boarding; Middle and Upper full or flexi boarding.

AGES: 10-18 years POINTS OF ENTRY: 10+, 11+, 13+, 14+, 16+ ADMISSIONS: 10-11+, Assessment Day with written paper (also available via exam in home country) plus detailed report from current school; 13-14+, Common Entrance or Oakham Entrance Exam; 16+, minimum four 6/B grades and three 5/C grades IGCSE/GCSE. RELIGIOUS AFFILIATION: Church of England FEES: Lower School per term – day, from £6,405; boarding, from £7,640.

Middle/Upper School per term – day, from £7,225; boarding, from £11,305.

ADDRESS: Oakham School, Chapel Close, Market Place, Oakham, Rutland LE15 6DT; oakham.rutland.sch.uk

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from LOCKDOWN A summer term of remote learning challenged everyone, but staff, parents and pupils rose to the task of doing the unthinkable. Six schools describe the lessons they have learned from lockdown

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ecent months have been an extraordinary chapter for education and the classes whose public examinations never never happened will certainly never forget this year. There has been – justifiably – much concern over the potential harm to young people of all ages and stages denied 'normal' school life, with all that this entails.

But behind the negative stories, a quiet sense that something rather revolutionary happened in Summer Term 2020 is beginning to emerge.

Schools around the country managed the unthinkable – shutting their gates but finding ways to ensure both academic continuity and their spirit of community carried on. Plans were brought forward, remote learning ideals became practical necessities and staff and school leaders dug deep to prove the old adage about the 'mother of invention' in delivering pastoral, extra-curricular, sporting and creative provision. Six schools give us their early impressions of the lessons learned from lockdown.

BELOW James Allen’s girls were inventive BELOW RIGHT At Pangbourne, recent IT upgrades were a boon

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“We found that pupils were engaging in dialogue about their learning in a more organic and flexible way”

James Allen’s Girls’ School “Pupils are very resourceful”

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t James Allen’s Girls’ School in Dulwich, remote teaching and learning swung rapidly into gear to support some 1,000 pupils aged 4 to 18.

While there were inevitable teething problems, inventiveness saved the day. “If anything, this made the outcomes even richer as colleagues and students found creative solutions for common issues,” says JAGS Deputy Head Pastoral Samantha Payne. She describes a period of remarkable agility, especially in the use of technology, and with real enthusiasm from everyone to keep the learning varied and enjoyable. “An added advantage to working online is the ease with which pupils and teachers can share their resources, and the outstanding sense of collegiality that comes as a result of this.” The way in which pupils and teachers have been able to communicate more broadly is certainly something that the school wishes to retain.

Another positive is the way in which pupils of all ages stepped up to this challenge. “It has been evident that our pupils are very resourceful and motivated and, for some, working beyond a traditional classroom but within the context of an interactive online lesson, has enabled them to have more confidence in their own ideas,” says Samantha Payne.

In any classroom, young people are influenced by their peers and the work that they see others producing, whereas working online has enabled more creativity and individual approaches. “We have also noticed that those

pupils who may be quieter in lessons ordinarily have blossomed in an online environment” Wellbeing surveys and daily contact with form tutors enabled robust formal pastoral support, but clubs and regular assemblies have also played a pivotal role.

Girls responded enthusiastically to extracurricular opportunities – virtual quizzes, sports and baking challenges and music, drama and art events. The JAGS’ Parent Talk programme also flourished. Larger numbers of parents engaged and some noted that it was far easier to join a Zoom event, so the school hopes to continue live-streaming to benefit parents who struggle to attend in person. Counsellors, nurses and chaplain made themselves available to staff and parents, as well as pupils, and this has informed future plans.

“Online pastoral support will certainly feed into JAGS’ wellbeing strategy as we face the coming months – and we will adapt and tweak – and embrace good ideas, as ever,” says Samantha Payne.

Pangbourne College “Parent communication and pastoral care are key”

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angbourne College in Reading, Berkshire has spent the last few years rolling out a ‘Bring Your Own Device’ policy across the school. “Originally intended to cater for the increasing use of technology in education, this turned out to be a boon for a rapid transition to online learning. College students and teachers quickly adapted to a normal timetable of lessons conducted via Google Classroom, Meets, Hangouts and Gmail” says the school’s Director of Development Karen Hartshorn.

Inevitably, while some pupils thrived on remote learning others

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found the absence of classroom and social routines more difficult.

“We were surprised by how quickly and how well nearly everyone adapted,” says Headmaster Thomas Garnier. “We quickly realised that good pastoral care and regular communication with parents were key, as school was suddenly more visible to them and they were more involved in the day-to-day education of their children.”

A key part of Pangbourne’s ethos is pastoral care and it reaped the benefits of previous investment in mental health initiatives. For example, the College uses the AS Tracking system, an online assessment tool which monitors student mental health and can identify when an individual needs extra support. Combined with weekly online staff pastoral meetings, this ensured that teachers were able to provide support as and when needed. Peer to peer support also proved invaluable. “We train Sixth Form students to be Peer Mentors,” says Deputy Head Pastoral Caroline Bond. “This enables them to support younger peers and look after their own wellbeing. We ran online peer mentoring sessions during the lockdown, which some of our younger pupils found really helpful.”

Pangbourne also held virtual focus groups with parents to understand family expectations for a return to school – and any elements from the lockdown worth keeping. The overwhelming message was ‘back to normal, please’, with parents talking about how much they valued the social interaction, teacher-pupil interaction and co-curricular activity.

There were positives which may continue. Parents like the option of online parent-teacher meetings and the increased visibility of lessons and teaching. For times when pupils are unable to be in school, due to illness or circumstances, the College has invested in additional technology to enable hybrid learning and live broadcast of classroom lessons.

Queen’s Gate School “Digital literacy has been enhanced significantly”

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n common with other schools, Queen’s Gate rose to the challenge of moving its entire operations online almost overnight. “The management of this change was not in accordance with text-book advice, with limited time for planning and no time at all for pilot schemes – but it had to work and it did,” says Queen’s Gate Principal Rosalynd Kamaryc.

The school selected Zoom as its platform, and with a few quick lessons on the basics staff were ready to go. “We always encourage our pupils to take risks in their learning, to enjoy ‘having a go’ at something new and to learn from failure and what a wonderful opportunity we had as staff to lead by example as we learned how to set up meetings, send out invitations, share our screen, annotate and use break-out rooms. It was a steep learning curve, but one which staff embraced,” she adds.

Half the lessons were designed to be ‘live’ but it soon became apparent that many more were taking place.

“Creativity and ingenuity were evident

in our teachers’ approach to this ‘brave new world’ of remote learning as they discovered new applications and happily shared good practice with their colleagues.” The school timetable of activities continued, with virtual concerts, sports days – also an online charity auction, quizzes, lectures and coffee mornings for parents. Assemblies, house events and prize giving took place, alongside end-of-year assessments. “Pupils and staff rose superbly to the challenge.

Certainly, digital literacy was enhanced significantly and I think also the girls’ greater understanding of the appropriate use of technology,” says Rosalynd Kamaryc.

GCSE and A-level pupils were particularly affected, so staff created Extend Programmes of taster lessons for the next stage of education, as well as lectures and enrichment opportunities – parents seemed to enjoy joining the lectures too. From the beginning, it was clear that social contact should be offered at every opportunity, so the External Relations team set up an online weekly newsletter. Before the end of term, there was a discussion about what might continue after Lockdown and staff were enthusiastic about continuing Zoom for some meetings, lectures from visiting speakers and collaboration with other schools.

“Lockdown was a unique opportunity, but we now look forward to using the best of our experience to enhance the educational opportunities we offer our pupils,” says Rosalynd Kamaryc.

“Digital literacy was enhanced significantly – I think also greater understanding of the appropriate use of technology”

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Southbank “Primary age children have impressed us with their independence”

ABOVE Southbank International children LEFT Queen’s Gate School pupils impressed with their tech skills BELOW Repton found amazing creativity emerging

Repton School “We can support those who need more hours in the day”

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epton found positives in online school life, says Deputy Head and Director of Digital Development James Wilton. “For us, Microsoft Teams was the killer app for Lockdown. It was extraordinary how quickly the staff and pupils got behind this.”

Perhaps the greatest indicator is in the stats – 203 messages via Teams on 23rd March, as opposed to a daily average of 8,957 messages each day towards the end of summer term.

The Derbyshire school took what James Wilton describes as an “arguably risky” decision to adhere to its regular timetable. Every class had its own Team, but also every boarding house, every sport and every single co-curricular activity. Not forgetting Chapel, which had two virtual Team services each week. Lessons were a blend of pre-recorded video, live streaming, interactive presentations and quizzes. Assignments set tasks to complete in the lessons and tried to leave it at that, avoiding

additional ‘homework’ to reduce screen-time and the wellbeing issues that might follow.

For overseas pupils and those who could not join live lessons, recordings were stored in Microsoft Stream.

Staff found amazing creativity enabled by its learning platforms. “We started to see teachers and pupils unconstrained by what had been done before,” says James Wilton.

He cites examples such as pupils filming themselves explaining the inner workings of a PC, building and then photographing 3D models of the human heart and delivering individual vocals for online closeharmony concerts. “We also found that pupils were engaging in dialogue about their learning in a more organic and flexible way; little and often via quick messages rather than awaiting big summative reviews.

It was genuinely inspirational.”

One key takeaway is the potential flexibility of online learning when it comes to co-curricular activities.

“Remote learning showed us we could support those who needed more hours in the day; there is no longer any reason why a Repton pupil can’t participate in learning because they are on a coach to play sport or give a concert. They can learn actively from anywhere, on any device,” says James Wilton.

“Perhaps most exciting of all is that great use of technology should give us time back to invest in the things that have an even greater impact.”

A

t Southbank’s three campuses in London for children aged 3 to 18, technology-enabled teaching held no fears, even for those at Primary level.

“Our school community were already used to an integrated technology approach – especially our Hampstead campus, which has an Apple Distinguished status,” says Hampstead Principal Shirley Harwood. Daily ‘live’ teaching and pastoral meetings ensured teachers maintained a finger on the pulse.

Another important facet of teaching was the social side and Principal of Southbank’s Kensington campus Siobhan McGrath says here Google Meet proved vital. “It allowed teachers to develop social interaction across a class.” Staff found some things easier using remote learning – for instance, finding out what students could manage independently and when more support or instructions were required. “Some children really impressed us with their creativity and independence,” she adds.

While Upper Primary children were able to complete and submit work independently and could ask teachers for a Google meet if they needed help, the youngest children did need extra support. Here short videos and live ‘meets’ proved invaluable.

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LEFT AND BELOW ArtsEd pupils showed their creativity

Artsed “A hefty dose of positivity has meant Staff rose to the challenge, often re-thinking how best to present new material or enable activities to continue. For instance, the Music department found ingenious ways to cut videos so that students could play along virtually with ensemble pieces from their own homes.

While school trips were not able to happen, students still managed to travel virtually to broaden their horizons. “I sat in on a conference call between five 11-year-olds and an expert on artificial intelligence in Mumbai. They had prepared all their questions and he had a fantastic time trying to keep up with them!” says Shirley Harwood.

While everyone at Southbank has been eager to return to ‘real’ school, some ideas from virtual school could continue. There may be more streamlined online tasks via Google classroom and Seesaw and everyone can see the value of building a digital portfolio of school work. Hosting whole-school community events online has also proved successful. Siobhan McGrath says Southbank parents made the online journey easier. “We have always had a great community and although we were physically apart, this shared experience seemed to make us stronger.”

the show did go on!”

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or all schools Lockdown was a test, but for ArtsEd Day School and Sixth Form in Chiswick there was an extra challenge – the logistics of delivering its nationally recognised programme of creative teaching. Its pupils are used to singing, dancing and acting together, so how to create that ensemble spark remotely?

Well-laid plans, a switched-on IT team and a hefty dose of positivity ensured that the show did go on during the summer term. “In spite of not being in the same building, let alone the same room, students and staff made full and inventive use of remote platforms, with dance classes, singing lessons and drama sessions continuing right alongside Maths, History, English and the rest

of the full academic curriculum,” says Headteacher Adrian Blake.

Here was unfamiliar territory, but the spirit of adventure and sense of assurance that are required for a career in the performing arts were much in evidence in what Adrian Blake describes as a “typically ArtsEd” way. Parents were incredibly positive about the school’s response, with one noting that they couldn’t begin to understand the complexities of moving the whole performance side of school life online.

“The smoothness of our transition to a virtual timetable was the result of our excellent teaching staff, our hard-working IT Team, and our dedicated pupils all working together.

Regular one-to-one catch-up sessions also ensured the continuation of our pastoral care, and the educational and vocational guidance that is so valuable in enabling pupil achievement.” With Year 13 pupils heading off to leading drama schools, universities and direct into acting work, the graduating class of 2020 have certainly had a crash course in managing performance under pressure – surely experience to stand them, and their fellow pupils, in good stead in their professional futures.

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Day & Boarding - full & flexi options Co-educational 3-18 years

For more information contact: admissions@stedmunds.org.uk 01227 475601 www.stedmunds.org.uk StEdsCanterbury STED.indd 20

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UP FRON T / OPINION

MARKING SUCCESS The Head of Hurst College Senior School considers the markers we might use to compare schools and measure real success in delivering outstanding education

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hat makes a great school?

Unsurprisingly, for an industry dedicated to learning, academic achievement is frequently prized as the key factor. So how can this be measured?

Results in public examinations are a reasonably good indicator, but not the sole metric of a great education.

A league table that ranks each school by its GCSE and A-level results would seem to be a pretty sensible place to start.

But what if academic achievement isn’t actually what we want to be measuring?

What if the real metric here is not the fixed notion of ‘achievement’, but instead the journey implied by ‘progress’?

League tables have their place if you are the parent of a highly academic child, but for most parents this single measure simply isn’t what they are signing up for.

For those who want their child to do their best, the only metric on which to judge schools is their ‘value added’ data. Put simply, RIGHT this tells you how your Hurst pupils child is likely to fare at BELOW one school compared to Remote school the grades they would

“League tables have their place, but for most parents this single measure simply isn’t what they are signing up for”

achieve if they went to another school.

This data, generated by comparing GCSE and A-level results to standardised national baseline figures, is a far more accurate metric of teaching and learning in any given school. It cuts out ruthless academic selection, hot-housing, and questionable practices such as using different exam centre numbers to enter less-able pupils. It values the progress made by every single child, whatever the final outcome. For sure, parents want their children to achieve their very best. However, they also want them to be healthy, happy, rounded young adults. That is not something to measure simply by looking at a league table.

To return to the initial question, what makes a great school? Perhaps this year

we might add another metric – a great school is one which can adapt swiftly and effectively to unforeseen circumstances.

As with other independent schools, the priority at Hurst back in March was clear: to continue with, as far as was reasonably possible, the full provision of an all-round education. Hurst were fortunate to be ahead of the game in the transition to a cloud-based network. Already 12 months into an 18-month project, it became clear that the final six months would now need to be condensed into just a few weeks.

One of the most interesting challenges was to redesign the school day. Slightly shorter lessons and longer gaps between helped to reduce screen time; synchronising Prep and Senior timetables allowed families with siblings in different parts of the college to take lunch together; short tutorial slots allowed for one-on-one support; and some creative timetabling allowed for an earlier finish without losing co-curricular provision. Continuing assemblies, sports sessions, choir and orchestra practices and activities sessions meant the regular rhythms of school life continued.

Communication was channelled through daily updates from the Headmaster, Tim Manly. His missives appealed to parents to provide honest feedback, and this proved instrumental in shaping our approach. The feedback was full of praise and sharing this positive response with staff was a crucial factor in maintaining morale during a very difficult time for everyone in the country.

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ABOVE Mini Mermaid running challenges bring whole communities together

Go girls!

Blending positive messages and physical activities, Mini Mermaid Running Club is helping girls build self-esteem, a can-do spirit and the strength to rise to life’s challenges LIBBY NORMAN

ini Mermaid Running Club is not just for running. In fact, running is a small (albeit essential) part of what this girlfocused initiative is all about. Designed for young girls aged 7-11, the club uses a running or walking challenge as the end point of a programme designed to develop mindfulness, confidence and what it calls ‘self-compassion’.

So where do the mermaids fit in? Apart from the fact that they are a recognisable and child-centric symbol of freedom, they also represent positivity. Girls are introduced to the mermaid as the truthful voice inside our head that helps us have courage and believe in ourselves. On the other hand, sirens are the muddled voices that swirl around in our head, sapping confidence and telling us we will fail.

Anxiety is, as every parent and educator knows, one of the biggest barriers to children’s development and ability to participate. This is something Mini Mermaid Running Club UK’s founder and director Hannah Corne knows all about. Back in 2015, she was an extremely worried parent and it was her own journey to help her daughter that inspired her to establish it.

Her daughter, then aged 3, was diagnosed with selective mutism in 2015 after it was picked up by staff at her nursery.

“We discovered that our daughter had not spoken at nursery all year,” Hannah

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LEFT Pat on the Back session for Mini Mermaids FAR LEFT Group work builds confidence

says. Her first thought as a parent was: ‘what have we done?’. It was nothing they had done. Selective mutism is a severe anxiety disorder that makes someone freeze and become physically unable to communicate around certain people or in certain social situations. This condition, estimated to affect 1 in 140 young children, is more common in girls than boys. Without management, it may continue into adolescence and beyond so intervention and support is recommended to help children overcome their fears.

Hannah started doing her research. She also observed her daughter and realised that her anxiety levels decreased markedly when she was outside playing or riding her bike. This led her to start looking at the relationship between physical activity and wellbeing. Then she discovered Mini Mermaid Running Club, a programme established in California in 2009 by Heidi Boynton in order to build girls’ mental

“Girls are taught not to fear those inner 'siren voices' that tell them not to put their hand up or that nobody likes them or they don’t fit in” and physical well-being and confidence.

Correspondence followed and, with Heidi’s blessing and support, Mini Mermaid Running Club UK was established in autumn 2015, and groups now number in the hundreds. The mission is to put a club into every primary school in the land.

The beauty of Little Mermaid is that it can be organised through schools, through clubs or within communities.

While it’s structured to work over 12 sessions, the programme can be adapted to suit the timescale that works best – for instance, designed to suit a shorter time frame or specific school event. “There’s no fancy equipment. It can be done by anyone,” says Hannah. The curriculum is structured to work across age groups, meaning content can be adapted to tackle the experiences and issues relevant to girls at each age and stage between the

ages of 7 and 11. Whatever age they are, children are taught not to fear those inner siren voices that tell them not to put their hand up or that nobody likes them or that they don’t fit in. To do this they harness their mermaid – what Hannah describes as their “inner cheerleader”.

The 5km challenge that rounds off the Mini Mermaid Running Club programme can take place in a local park, on the school field or anywhere children can run (or walk if they don’t want to run). There are many stories of how the club has inspired a change of mindset. Teachers report girls putting their hands up in class more, participating in clubs and other school events. Consistently, the programme teaches the importance of being kind to yourself – and for girls especially, finding that positive inner voice might be the most valuable lesson of all.

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Young farmers Schools with farms offer children the opportunity to take class outside, build life skills and even further their career ambitions. Three schools tell us what life is like down on their farm LIBBY NORMAN

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PR EP / SCHOOLS W ITH FA R MS

LEFT & RIGHT Horseriding and equine care, as well as grow your own opportunities, add to life at The Elms

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t may seem an unusual idea – a school that grows its own – but in fact the network of schools with farms across the UK now runs to over 120, according to data from the School Farms Network. These vary in size, scope and location, but the ambition is high. This is about more than connecting children to the land, since active learning is taken outside the classroom. Beyond the obvious things that can be taught when children understand more about animals, the seasons and how crops grow (and grow their own) are deep-rooted lessons as they develop in confidence and responsibility.

This may yet be the decade when educators reappraise the real value of introducing young people to their land. Farmers are not getting any younger. Indeed, the average age is edging towards retirement in many countries (here in the UK it's touching 60). Then there's food security, recognised as a tangible threat back in late March when the queues started.

Finally, we have climate change and the other big-picture questions that will require farmers of the future with bright minds, scientific knowledge and practical skills.

Clearly, there are no easy answers, but schools with space to grow food, nurture animals and deliver land-studies and equine programmes provide a fascinating snapshot of the potential benefits.

Here, three schools tell us what they get up to down on their farm.

The Elms

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he Elms Prep, on the HerefordshireWorcestershire border is in the heart of farming country and offers a quintessentially English pastoral setting – Sir Edward Elgar once taught here. Alongside an excellent equine centre that gives all children at this day and boarding co-ed the opportunity to ride and interact with ponies, it also has a working farm within its 100-acre grounds where pupils can get back to the land.

Farm Manager Paul Smedley is passionate about the benefits, but also clear that this is not a hobby or petting farm. "We are in a fantastic position being able to show children what a real working farm is like," he says. All pupils from Year 2 to Year 8 muck in at their Rural Studies lesson each week. The curriculum covers horticulture (there's an RHS School Allotment on site), animal work and nature & conservation.

Paul Smedley taught in prep schools in London and rural settings, but grew up on a farm. He was attracted to this role because it offers something special for children and a different way of teaching. "Some children may

definitely go in to farming later, while others are less interested, but for all of them it offers something special.

They can run around and get muddy with the animals. It creates a different atmosphere that feels healthy – I think you see its impact around our school in the laughter and joy of children."

The work is physically active and can be competitive. Children garden their own patch and grow produce to eat from seed – there's stiff rivalry between classes when it comes to who grows the most / best. In nature and conservation sessions they learn about the seasons, plant and animal identification, foraging and animal tracking. These lessons stand them in good stead in the classroom, adding to their knowledge across the board, but especially in sciences and geography.

It's the animal husbandry side which often creates the biggest spark, as children forge bonds and get closely involved in livestock welfare. "Animals don't judge you," says Paul Smedley.

"They are a constant, a safe haven."

Children can access the farm outside their Rural Studies lessons – after breakfast, break and free times – and many do, building not just a bond but a strong sense of commitment to a

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Bredon School

particular animal or group of animals.

If they want to take this further they can get involved in showing animals.

The Elms has had notable success at country shows over the years (Pig of the Year at the 2019 Three Counties Show, for instance!) and has a small but choice herd of Hereford cattle, along with sheep and classic rare-breed pigs. But there's a lot of work getting livestock 'show ready' – a challenge pupils relish. Paul Smedley admits to some trepidation the first time he took his young charges, and their charges, into the ring at a country show – especially since pigs are not known for doing anything they don't want to do – but the young people's pride, and the huge affection and care for the animals and their welfare, shines through at these events.

"What we teach the children has got to be fun, and at the right level, but there also has to be a serious side to it," says Paul Smedley. "If a child leaves The Elms having enjoyed the farm and learned about best practice, that's a win for us. But farming is at a crossroads and we need young people to be educated about what farming involves. Tomorrow will be an exciting time to be in agriculture."

B

redon is one of the bestknown schools with a farm, offering 85 acres of pastoral heaven at its site near Tewksbury, Gloucestershire. The dyslexia-friendly mainstream co-ed for children aged 7-18 offers day and boarding places, and for many pupils and their families, the farm is definitely one of the USPs. Headmaster Nick Oldham says that the pioneering school founded

by Colonel Sharp in the early 1960s was always popular with children of the farming community, but has much broader appeal because of the breadth of academic and outdoor opportunities it delivers.

Outdoors, children can try their hand at everything from clay pigeon shooting and rock climbing to canoeing or fishing on the River Severn that traverses the grounds.

While these pursuits teach independence, initiative, confidence and a whole host of team skills, being involved in the farm brings something more. All children participate in timetabled lessons on the farm up to Year 9. "We offer lessons that are taken outside the classroom," says Nick Oldham. When you are managing the scanning and then lambing for a flock of 120 sheep there is, as he points

out, quite a bit of maths involved. "For children with dyscalculia, maths may happen more naturally when they are involved in considering it in relation to our animals, or how we best manage our crops and grazing land."

There are diverse opportunities beyond livestock, polytunnel and field. For instance, Bredon School pupils take great pride in servicing all its lawnmowers and other key equipment of the job – practical mechanics at its best. Those who wish to can take things further by developing skills for onward journeys.

The school offers BTEC qualifications in Agriculture, Countryside and Environment or Land Based Studies.

Coming from a farming background himself, Nick Oldham is at pains to stress that this aspect of school adds huge value to learning. There is also a business element to running any farm (feeding neatly into the school's thriving Business Studies courses).

Beyond that, there are softer skills.

"Children at the school know where their food comes from and are involved in the 360-degree cycle of life.

That really helps with mindfulness," says Nick Oldham. "Many departing Sixth Form pupils tell us one of the things they will miss most about life here at Bredon is the farm."

BELOW Tending animals at Bredon School

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ABOVE & BELOW Mayfield offers exceptional opportunities with horses, as well as farm studies

Mayfield School

G

etting close to the land is a big part of life for Mayfield School in rural Sussex. The boarding and day school for girls aged 11 to 18 has its own superb equine centre that is, quite simply, pony heaven. "We are an academic school, but this is one of a number of things we offer to enrich our girls' lives," says Jill Barker, Director of Equestrian. While most girls do bring their own horses to school, there are loans available for those pupils who don't have their own (yet) and would love the opportunity to muck in.

This can be a big part of life for many of them and, while some pupils just want to be able to ride as a stress release or creative outlet, the work involved in looking after ponies and horses takes commitment, as Jill Barker points out. Some do want to take it much further (Mayfield has an exceptional track record in competitions and events), and that really does mean putting in the hours alongside academic and social lives.

"They learn a lot. When it comes

to getting up at 4am to ensure you can be there for a competition girls need to decide what they want to do – and 99 times out of 100 the horse wins," says Jill Barker.

She believes being involved with all things horsey offers much more than the obvious pleasures of riding. "Girls involved in the School's equestrian side learn how to manage their time very effectively. Most of them continue riding all the way through GCSEs and A levels." There are other benefits too in teamworking and individual responsibility – and robust mental health. "Girls learn about responsibility and having a conscience. They also learn that in competitive events everyone has a good day and a bad day – horses are great levellers."

Many girls use the experience gained here to help progress their entry into academic programmes – Jill Barker says it proves very useful for the notoriously tough application process for veterinary college, but also assists with medical school and physiotherapy applications, both of which are also school strengths. "Girls who have

looked after horses learn a lot about their physique and care along the way and that gives insights applicable to other areas. These are years of practical experience you can't buy and you can't get out of a textbook."

Equestrian opportunities sit alongside a very popular Farm Studies programme for Year 12 pupils. This initiative is led by Head of Biology and Deputy Head of Sixth Form Rachel Davies and gives students an opportunity for one afternoon a week to experience life on a mixed family plot with arable, cattle and pigs. This teaches skills and knowledge that feed into girls' career interests – from land management or agriculture to veterinary or business.

The experience is "very hands on" says Rachel Davies, so girls will help with everything from worming cattle and weighing piglets to discussing the long-range weather forecast, vets' bills or farm economics. It's great work experience to put on the CV, but other girls – especially international students – are keen because they want to experience life on what she describes as a "quintessentially English farm".

She cites one Nigerian pupil. "For her it is a completely different experience and she's found a huge enthusiasm and aptitude for being involved in farming," says Rachel Davies.

So alongside all the teaching and wellbeing plus points, perhaps the other great benefit in giving young people the opportunity to get back to the land as part of their school studies is that you never know quite where it might lead them.

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LEFT Sport at Cumnor House Sussex

Bright HORIZONS With a new Headmaster, the return of day and boarding pupils and expanded nursery provision, Cumnor House Sussex is looking forward to a bright school year LIBBY NORMAN

W

hile everyone has been looking forward to this school year, at Cumnor House Sussex there has been a palpable sense of excitement. The new Headmaster Fergus Llewellyn has taken up his post, the nursery is expanding still further and day and boarding pupils have been welcomed back to the fold.

This means access to 60 rolling acres of glorious Sussex countryside and a sense that school life is back – albeit with a fair few extra safety measures in place.

For Fergus Llewellyn it’s a new chapter, but familiar ground. His previous post was as Headmaster of the renowned St Andrew’s Prep in Turi, Kenya.

While Africa to Sussex is a geographic and cultural change of scene, the two schools share common ground – notably, beautiful rural locations where children have space to grow, strong school traditions and local community ties.

“St Andrew’s was a full boarding school with 23 nationalities and part of the IAPS fold, so a British curriculum. Here at Cumnor, we can have up to 50 boarders

across Years 7 and 8 that get to enjoy a similarly rich boarding experience,” says Fergus Llewellyn. He views boarding – be it full, weekly or flexi – as an essential part of the mix at Cumnor, and it’s designed to match modern family life. Certainly, for those parents seeking an idyllic country boarding school within easy reach of London, for local parents who want the extra-curricular opportunities it brings, and for those helping their child have a smooth transition to Senior boarding, this is a popular choice. Fergus Llewellyn was a Housemaster at Cheltenham for a decade before the move to Kenya, so he knows boarding’s benefits. “It brings such a breadth of opportunities for young people.”

Of course, day pupils are the larger tranche of pupils at Cumnor, making up a balanced and mixed community. Many are drawn from the surrounding villages, while proximity to Haywards Heath Station also makes this very attractive to families who have relocated or partially relocated from the capital. This has been a recurring theme in recent months, as families reappraise, and Cumnor is well used to supporting transitions to country life.

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his time in Kenya – not least the value placed on education in a country where people have such obvious difficulties on their doorstep. “Children there are taught about the impact they can make, that they can help to shape the continent.” Now he’s back home leading a school that shares a similarly strong ethos. Cumnor tasks its pupils to aim high academically, but also to ‘be kind’ and to ‘dare to be different’ – placing great value on developing independence of thought. “Academic rigour is part of Cumnor, but we also offer breadth of learning and the chance to develop as people. We think of ABOVE ourselves as a place where Cumnor's nursery offers the excitement and wonder exceptional teaching and lots of space of childhood is treasured.”

2017. “The nursery really Since Fergus and did start as a result of parent Tamsyn Llewellyn’s own interest and has been designed three children are also pupils from the outset to match the at Cumnor (in nursery, Year 3 needs of our community,” she says. and Year 6), they are also experiencing Here is wraparound care from 7amlife from the other side of the school gates.

7pm (a relative rarity in rural areas, as “We do wear different lenses as we are parents will know). While many pupils also Mummy and Daddy. It’s really useful move on to Cumnor Pre-prep, there is no to have that different perspective!” requirement to do so. “We have always His youngest, aged three, has just joined been very clear that we want to meet the Cumnor’s nursery, a place that enables needs of our whole community,” she says. children from age 2 and up to access Children benefit from Cumnor’s exceptional facilities and teaching. The specialist teachers and can access nursery opened in 2017 – as a result of swimming and yoga on different days, at parent demand – and has mushroomed no extra charge. Younger children have from 12 children to 40 plus today. The early years specialists to ease them into facilities are now being expanded again self-directed learning and all the pupils and offer free flow access to vast outdoor regularly visit and interact with ‘big school’. play areas and spacious and stimulating “All our children are part of the same teaching and play areas inside. community, whether or not they continue Head of Pre-prep & Nursery Jacqui here. Our aim is to give them the tools to Freeman is a part of the Cumnor ‘family’, deal with future life,” says Jacqui Freeman. having taught here for eight years from Matt Mockridge, the Deputy Headmaster 2006 before returning to become lead in and Bursar, is also an integral part of the

ABOVE Fergus and Tamsyn Llewellyn and family

Cumnor family – indeed, he was a schoolboy here before going on to Marlborough, returning to the fold many years on as a maths and science teacher. He is proud of all that Cumnor offers as a “classic country prep”, and prouder still that it was there for its pupils and parents through the really difficult months from March.

“Pastoral care is something we have always taken very seriously here. That, and our strong tutor system, proved invaluable,” he says. The school’s pioneering iSpace Wellbeing programme – developed by Head of Safeguarding Paula Talman – is there for all, embedded within the school fabric, and has more than proved its worth recently. It’s also a foundation of strength for the future. “While life will take a while to get back to normal, we know we will be as close to that as we can be,” he says.

Fergus Llewellyn also says the pastoral strength and sense of community of the school is its bedrock. “My predecessor Christian Heinrich left the school in a superb place. Our progressive iSpace programme and the school teams have done a fantastic job. Now we are back together as a school our first jobs are keeping safe and ensuring a sense of community and confidence.

Teaching and learning are vital, but all schools also have the task of rebuilding confidence among our children.”

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HEAD

Getting the

RIGHT START

Trevor Richards, Head of All Hallows Prep School, is an Educational Psychologist as well as an Educationalist and this is the basis of the school's vision

I

t is no secret that UK prep schools offer a fantastic breadth of experience and an all-round education, but are we truly doing all that we can do in today’s complex world to set our young people on the path to future success, fulfilment and happiness as they move on to their senior schools, universities and life beyond?

As the Head of All Hallows, a rural prep school in Somerset, I am extremely fortunate to be in a position to use my knowledge as a child psychologist alongside my experiences in the classroom, to create a learning experience that I believe will give our children the confidence to take risks and think outside the box, as well as the resilience to embrace challenges that come their way. Now more than ever we don’t know what lies just around the corner, so our lives are certainly full of challenges.

The first question to ask is: ‘What really matters?’ The answer has to be that long-term happiness and success is more important than short-term gain. So, we need to look past the short-term wins and concentrate on the teaching process rather than the results. Yes, entry to the next school and subsequently university is important, but instilling good learning habits at an early age, such as flexibility of mind, ambition, the willingness to take risks and the ability

from their lessons?’

Here the answer is twofold: prioritising their happiness and wellbeing in every aspect of their life in school; and providing a broad and creative curriculum. We find the best way to know what makes each and every child tick is to have regular meetings with all staff involved in their lives, from tennis coaches to teachers, to provide an information-sharing forum and an insight into what works best for each individual. Learning by rote is not going to cut the mustard if our children are going to be the problem-solvers of the future; they need to be creative in all their thinking. By shifting our focus from the ‘right answer’ to ‘I wonder’ and ‘What if?’, as well as allowing the pupils to have some choice in how they demonstrate their understanding, we are empowering them to feel a sense of freedom in their learning.

Great relationships and role models play a huge part in the way our children develop, as does a Christian culture promoting kindness, respect and empathy.

There is of course no perfect formula but, to collaborate, is going to give children a thanks to the wholehearted commitment competitive advantage. This of the All Hallows staff who process-driven approach can buy into this approach, our run right through the school results bear testament to its – including on the games field success, with around 65% of where endless drills can be pupils moving on each year to replaced by creative, pupil-led senior schools with some form game-based training. It may of scholarship or award. When take a while for them to work you consider we are neither things out but, once they do, academically selecting pupils the personal satisfaction is nor hot-housing them, you immense – not to mention the will understand how proud we TREVOR RICHARDS long-term benefits. are of all they have achieved Head during their journey at All All Hallows Prep School Next: ‘How do we ensure Hallows. the children take the most

“Learning by rote is not going to cut the mustard if our children are going to be the problemsolvers of the future”

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Ahead

WITH

STEAM

STEM plus Arts equals magic, as children make connections that transform familiar school subjects into something creative, practical and vital for the future of innovation

ELTHAM COLLEGE

A

t Eltham College more than a quarter of timetabled subjects are allocated to core science and with a strong uptake at A level. Alongside the core sciences, the school offers Astronomy at GCSE and students can also study geology right up to A level.

The College has appointed its first specialist scientist to direct learning in the Junior School, helping to foster understanding and enthusiasm. Science Week creates links with other subject areas and a lively Science Society encourages students to present on any topic of scientific interest. Here, interdisciplinary subjects take things further. For example, a Visiting Music Teacher presented on the theremin and laser harp and discussed the physics of music.

With the Gerald Moore Gallery on site, there are endless opportunities to explore science and creative spheres together. Pupil collaborations here have included exhibitions on artists' interpretations of science, while Science Week this year hosted am 'Environmental

Crisis' exhibition which was a large-scale collaboration between sciences and arts.

Referencing the arts within the science curriculum helps students to recognise transferable skills and interdisciplinary links. Those that don't see themselves as pure scientists build skills and interest through related areas – from photography to presentations.

Students taking on the First Lego League competition have recognised the value of creative problem-solving as well as dramatic presentation.

Co-curricular activities generate enthusiasm outside the classroom. The student-led and organised Rocketry Club met twice a week online during lockdown.

Inter-house science activities also inspire – be it the school's Science Society, or GreenPower Club. Design technology (DT) and art have become an essential part of extra-curricular activities, with CAD, laser-cutting and 3D printing helping to put ideas into practice. Peer-group learning and teamwork happens naturally here. In fact, students with practical experience of art and DT are seen as hugely valuable contributors to these science activities.

Their knowledge of the aesthetic has also proved critical to the success of school teams taking part in the Galactic Challenge and UK Space Design Competitions – both of which Eltham College won this year.

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ABOVE Experimentation at Dulwich College LEFT In the lab at Eltham College

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ABOVE Exploration at Hazelgrove Prep School LEFT Curiosity at work at Kingswood School, Bath

KINGSWOOD SCHOOL

W

hile STEAM is now being fostered all the way through our schools, starting them young is the approach used at Kingswood School, Bath, which offers education from nursery years up to 18. By the time children move on to Senior School, they understand the potential overlaps between science and arts subjects and can start to forge their own connections.

Every child, from Reception to Year 6, has lessons given by the school's STEAM department. For younger children, the focus is on core skills and knowledge, while from Year 3 onwards lessons take a more cross-curricular approach.

Teachers use project-based learning to help children develop skills they can apply to problem-solving situations.

Younger children’s lessons are mostly made up of art, DT, computing and outdoor learning, with science also taught as part

of the curriculum. As they progress, science becomes a more discrete lesson. They continue to have art on top of the additional STEM lessons, computing, engineering and DT. Kingswood has dedicated STEAM classrooms – located on the top floor of the new Tudor Brown Innovation Centre.

Creative kit includes a kiln – useful for firing everything from dragons to Tudor roses. Much of the science curriculum is practical, with lessons developed out of students' questions. Computing and engineering rooms are joined by a connecting door, encouraging a free flow of ideas and experimentation.

Among all the equipment on offer the robots are stars, ranging from basic b-bots to Lego Mindstorms for coding fun. A CNC machine lets them design with plastic, wood or metal while the desktop vacuum formers are very useful for the Year 3 chocolate project.

The school, which sits on a huge site surrounded by woodland, has a Secret Garden for nature study and exploration as part of its outdoor learning programme.

Leaf identification, roasting marshmallows, making catapults, den building, learning and forging links between science and creativity all happens here.

HAZELGROVE PREP SCHOOL

A

t Hazelgrove Prep, Somerset, the spark of STEAM is stoked through teaching approaches designed to inspire next-generation engineers, mathematicians, artists and scientists. The curriculum is varied and incorporates the whole range of subjects, with academic and theoretical areas sitting alongside investigative and practical work.

Art and DT departments work together to run multiple cross-curricular projects.

From the very-useful-to-young-people ideas such as creating skateboards and recycling fashion to the 'wow' stuff such as kinetic art-inspired hanging mobiles. Head of DT Bonnie Barton says: "Hazelgrove children embrace STEAM wholeheartedly in this way. Creating products that they have designed and made themselves is a highly motivating, tangible experience.

Children use large laser cutters from Year 3 as well as 3D printers and a CAD embroidery machine that embroiders their designs at the push of a button".

Outdoor activities are another way to

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keep children inspired and energised by the possibilities of science + arts. The school holds a festival every year and its recent STEAMFest was filled with drama, including ‘Wonderlab’ investigation stations, animatronic dinosaurs, coding and programming workshops, daily Codebreaker Challenges and a fashion show focusing on upcycling and recycling.

Children also worked alongside the e-NABLE Charity in creating a 3D printed hand, learning more its work to create hands and arms for those in need of an upper limb assistive device.

Bonnie Barton says STEAM is both creative and forward-thinking but, most important, keeps children at Hazelgrove engaged. "Running across the curriculum, children develop a genuine love for a range for subjects."

MAYFIELD SCHOOL

A

t Mayfield, the East Sussex boarding and day school for girls aged 11 to 18, breadth of education remains at the heart of the teaching approach, with STEM and core arts subjects compulsory up to GCSE level. Uptake of sciences remains strong at

RIGHT Blackheath High School girls getting inventive BELOW Art meets the sciences at Mayfield School

A-level stage, too. One key facet of science teaching here is to encourage girls never to think of science as a stereotypically 'male domain', says Head of Biology Rachel Davies. The school focuses on female STEAM Heroes as part of its work to encourage this – from Mme Tussaud to Hedy Lamarr to the even more unsung pioneers, such as computer scientist Sister Mary Kenneth Keller.

There is a strong tradition at Mayfield of pupils going on to fields such as veterinary and medical, but that doesn't stop them pursuing their creative interests – or seeing intersections – with the arts. Rachel Davies cites one of their students who, with the aim of being a surgeon, learned loss of manual dexterity is becoming a problem in the surgical field. As a result, she has successfully combined hard sciences with ceramics at A level in order to add to her skillset for her future career.

The school's STEM Club is thriving.

Rachel Davies says they find all young people have an innate sense when it comes to areas such as coding and robotics.

There is a strong practical bent in much of their work, finding solutions to design problems and considering big-picture issues such as the environment. One recent challenge involved a visit from Dyson where the girls ended up putting together their own vacuum cleaner from a pile of components – science and team problem-solving brought vividly to life.

STEAM links are forged throughout the school years by giving pupils opportunities to use technology in their art and design projects. There is also an eminently practical approach in PHSE sessions, where a lot of teambuilding work goes on. When your group is tasked to build a chair out of a cardboard box, with no glue or tape allowed, it's impossible not to think outside the box – also an object lesson in design-thinking approaches that lie at the heart of STEAM!

BLACKHEATH HIGH SCHOOL

S

TEM sits at the heart of Blackheath High School GDST's approach but, says Head of Design & Technology Tim Masters (a trained architect), it does not sit in a silo. "Combining the subjects is essential to have a balanced and rounded view when creative problem solving," he says.

The school is fortunate in its location, close to Greenwich Royal Observatory.

"We have partnered with Greenwich’s Royal Observatory to study astronomy at GCSE in this world-class scientific location," says Deputy Head Natalie

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Argile, who is also a science teacher by training. A recent £18 million investment in school facilities has brought new science labs, but also an Apple Mac Suite, music rooms, music technology lab and art and textile studios. There is, says Natalie Argile, an approach of championing lessons across all fields.

Blackheath High believes skills learned in technical and artistic disciplines are complementary and hosts its own STEAM Week. Events have included lectures on creativity and AI and a session on using maths in jewellery design. Every STEAM Week there is a collaborative project between the Music and D&T departments. One notable project was the creation of the 'Musical Boghorn' made from a loo (bought new for musicmaking purposes!). This was played during whole-school assembly – an innovative and unforgettable way to celebrate and develop interdisciplinary thinking.

Blackheath High also encourages pupils to go create through co-curricular clubs – from Bamboo Bicycle Making Club to the Edible STEAM Club (think cooking meets chemical reactions).

Natalie Argile says that interdisciplinary co-curricular and enrichment activities positively affect the way girls respond to core science and maths lessons. While they love the practical and hands-on elements, thoughtful discussion helps to embed an attitude of critical enquiry. Tim Masters says there is emphasis on understanding the design process – taught as 'PROCESS8'.

This sets out a framework that can be applied to anything. "Once the idea is alive it requires developing and solving with the use of technical experimentation to-ing and fro-ing along a cyclic path," he says.

In other words, students are learning the design-thinking approach considered so critical to innovation in industry.

BELOW LEFT Art with maths at Blackheath High

DULWICH COLLEGE

H

aving celebrated its 400th birthday last year, Dulwich College is certainly not resting on its education laurels when it comes to sparking enthusiasm for science and the intersections with the arts.

Dr Joseph (Joe) Spence describes this as "no accident" and, when he joined as Master in 2009, he presided over an extension to the science building. Here, there are 18 labs, three preparation rooms and – pride of place – the James Caird Hall exhibition space that enables science to come alive and connections with other fields to be explored.

Joe Spence adds that firing the spark is about much more than just great buildings.

It's about getting boys to: "experiment in science". This means lots of practical work, assisted by an army (more than 25) specialist teachers. All boys here take three sciences and Maths to GCSE, and many go on to A level. But throughout their time here, the school encourages them to also develop ideas – the connections you make when you look beyond what the textbooks say. "We don't work with two cultures here. Science is at its strongest when it is creative," he adds.

The approach does work, since the

school's art students are constantly to be found working in the labs or creating pop-ups in what would be traditionally considered science spaces.

Then, too, there are opportunities to bring science right into art lessons – for instance, focusing on dermatology and skin through an artist's lens.

Computer Science is also a key strength at Dulwich – with exceptional facilities to develop skills. The problem solving, information management and play available as boys learn more about computing can all feed into other areas.

Beyond the syllabus, Dulwich College keeps the STEAM spirit going through a dizzying range of clubs and societies, so that students can pursue their passions beyond the classroom. Free Learning is another pillar of the approach here, giving boys the opportunity to look outside the syllabus and pursue the things that interest them.

Dulwich College took learning further during lockdown by launching Thinking About, a series of live online lectures bringing together guest speakers from across arts, humanities and science.

The project was in partnership with Southwark Schools' Learning Partnership, which meant Year 11 and above pupils from 13 state and four independent schools put their heads together – a perfect experiment in STEAM power and encouraging young people to think outside the science or arts silo.

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ABOVE Running in the Yorkshire Dales

Wild life Sedbergh School sees many advantages in a boarding education well away from the big cities LOT TE TULLOCH

N

estled in the foothills of the magical Howgill fells, in a world away from city-life, a single curlew cries to signal the start of a new dawn. For nearly five hundred years, Sedberghians have been waking up to a natural landscape of unsurpassable beauty. Admittedly an occasional blast of arctic freshness and plenty of well-watered vegetation prove that there is a climate difference between the north and the south and yet our pupils relish in this natural environment.

Children can be children when well away from the temptations and distractions of urban life. Running in the fells, swimming in the rivers, and a shopping trip to the local

sweet shop are highlights of a Sedberghian education – even for our oldest pupils. It would be all too easy for a sceptic to see this lifestyle as old-fashioned and not suitable preparation for the lives our children face in the future but those who live and breathe this know this is not the reality.

Life during a global pandemic has taught us many things particularly those of family values, fresh air, a healthy lifestyle and an ability to adapt and nowhere is that seen more than in the natural world.

And yet that does not mean that we are not at the forefront of cutting-edge educational development and our pupils continue to benefit from our world-class pedagogical outlook. The shift to remote learning was managed with reluctant ease as the infrastructures and skills were already in place. Watching Shakespeare

come alive on a live-stream of The Globe theatre was part of our daily diet of education from a remote setting and therefore the ability to adapt was simple.

It is sadly unusual to find true boarding schools in much of the country as the preference to flexible and weekly boarding continues to rise. And yet our full-boarding philosophy is what allows us to give our children the time to pursue activities.

There is no point holding a choir practice or a hockey match in the evening if some pupils have already gone home but when the community here remains on site then time ceases to be hurried and rushed and our pupils can achieved so much in a day.

To be remote and away from urban influence may sound to be cut-off from society but the reality is pleasingly different. Sedbergh benefits from extraordinary transport links; just five miles from the M6 and twenty minutes from the nearest station where trains depart hourly to London in 2 ½ hours and Edinburgh and Glasgow in 90 minutes.

Lifelong friendships are forged through the act of doing and being and a busy, carefully managed balanced day allows pupils the opportunity to pursue their interests and their passions surrounded by other likeminded children. An ethos of compassion and support does not replace family life but is merely an extension of the love and warmth felt in family dynamics at home. Our attitude to risk-taking is very much one of support and encouragement knowing that the risks we wish our children to take are ones which develop them as people and characters and are desirable qualities in an education.

As the world continues to race, sometimes seemingly at an unmanageable pace, our pupils remain purposefully going about their lives in the safety and comfort of one of the most beautiful settings.

M S LOT T E T U L LO C H Deputy Head Sedbergh School AUTUMN • WINTER 2020 | B R I T I S H E D U C AT I O N | 61

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Fresh vision The new Principal of Queen Ethelburga’s, near York, discusses the challenges faced by schools and the Collegiate’s vision for the year to come

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tarting this academic year as the new Principal of Queen Ethelburga’s has been a very different experience to that which I envisioned when I was first appointed. Having been in education for over 30 years – 17 of those as the head of large UK and international independent schools – I’ve seen change in practice. Yet the challenges facing schools across the UK this September, as we’ve all heard said many times already, have been unprecedented.

At Queen Ethelburga’s, we had a headstart because our key worker and Forces boarding students stayed on campus throughout lockdown. We also successfully

“With our key worker and Forces boarding students stayed on campus throughout lockdown, we gained plenty of early experience”

Queen Ethelburga’s benefits from its setting – a highly secure, rural campus set in the stunning North Yorkshire countryside.

Our priorities for this coming year are to build on QE’s success story to date. We know that the key to academic excellence is consistency in the quality of teaching, therefore, this will always be the focus for the Collegiate. Continuous improvement is also key.

We will be reflecting ABOVE on everything we do QE is located on a stunning and will always seek rural campus feedback from our students, parents and teachers so that we understand our community needs and welcomed our Reception, Year 1 and find ways to meet them.

Year 6 cohort in early June. This means we gained plenty of early experience of As we move through this school year, we operating in a controlled lockdown. We will continue to find ways to broaden and took the decision to bring our boarders improve the curriculum and enrichment back two weeks earlier than usual in opportunities we offer so that we ensure August, in order to offer quarantine if we extend students’ learning beyond the necessary, but also to offer a curriculum restraints of the classroom. Recent online preparation programme for the year ahead. teaching experience is already being used QE has complied with, and gone beyond, to update our IT strategy – taking the the measures required by the Government opportunity to develop e-learning still further and is fully committed to the and maximise its impact.

BSA School Safe Charter. We Through our academic, have used all our experience pastoral and enrichment to ensure adaptable plans programmes, our focus for the new school year. This remains developing the has included issuing timely personal qualities of our guidance to our students students in order to encourage and parents on the measures leadership, resilience, critical taken to keep the campus thinking and responsibility. as safe as possible while As always, our priorities JEFF SMITH maintaining the welcoming remain safeguarding and Principal and happy atmosphere that the health and wellbeing Queen Ethelburga’s they know and love. In this of all our students and Collegiate regard, our location is ideal; staff at the Collegiate.

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Game Changers The Mintridge Foundation’s blend of team and one-to-one coaching and mentoring has benefits that go way beyond performance on the field

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lex Wallace is on a mission to harness sport for good via the Mintridge Foundation. From small roots, this has grown into an organisation with a whole host of individual and team athletes on its books. Acting as mentors – and known as Ambassadors – they help children of every sporting ability, so far reaching some 40,000 young people across the UK. Mintridge has also attracted valuable sponsors in the media and corporate world and founder Alex Wallace has picked up an impressive array of awards.

Like many a great idea, Mintridge Foundation has its roots in a personal experience. Alex Wallace was a gifted hockey player. She was tipped to go far and was put forward for the U16 Trials for England Hockey. But then she wasn’t selected and the impact was profound.

“I fell out of love with the sport,” she says. But more than that, she began to re-evaluate her own identity and future.

“I struggled with my mental health – I was no longer ‘Alex the hockey player’”.

She came through, but later realised

“Ambassadors work to help young people believe in their own abilities, sporting or otherwise, encouraging them to have a go without fear of failure” that if she’d had a mentor at that time she would probably have coped with the setback – might even have responded very differently. She started to reflect on the fear of failure that haunts many young people, and also how few role models there are for less well publicised sports.

What the Mintridge Foundation aims to do is to address these issues and more. The Foundation matches sporting role models with young people, helping them to build their physical and mental well-being and life skills. Beyond everything else, its role

models work to help young people believe in their own abilities, sporting or otherwise.

The roll call of mentors on its books includes individual and team players in over 20 sports – from double Paralympic gold archer Danielle Brown and hockey’s Shona McCallin to wheelchair basketball player (and sports presenter) Jordan JarrettBryan and swimmer Lizzie Simmonds.

Whatever the sport, having stars as mentors has a positive effect on young people. Alex says: “It makes them sit up and listen. They are seen as someone quite cool”.

Even better when the Ambassador arrives wearing their Team GB tracksuit. While sporting achievement matters, it is equally important that young people relate to the athletes they meet. Mintridge Foundation covers the sports given less airtime on TV and has a great balance of female role models and athletes with disabilities. It also has female Ambassadors in emerging fields – notably rising English rugby talent Zoe Harrison and racing driver Emily Linscott.

Alex has always been very careful to reflect diversity and also tap into the challenges young people face. Their role is not to simply turn up, but to devote time and work with the students (alongside their schools and families). “We are very

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ABOVE The Mintridge Foundation offers diverse role models to help young people be inspired by sport

particular in who we want,” she adds. Often these sporting role models are in the early stages or late stages of their career. There is a clear benefit for athletes too. Assisting other young people is a means of giving back and leaving a legacy beyond their own medals and records. It may also help them build their own skills and confidence. Alex remains keenly aware of the importance of helping athletes find their role when they are no longer competing at the highest levels.

There are programmes of various levels available, from a single day hosting assembly and workshops to long-term support. The small team will liaise to select the athlete who best fits the programme the school or club wants. A big USP in the Foundation’s work is one-to-one mentorship. Here, a school or club selects one or two students to be mentored.

These may be talented athletes or they

may not – the point is that it is tailored to help the individual student.

Here, there are some wonderful success stories.

One that remains a favourite for Alex is when Lizzie Simmonds helped a primary school pupil. The child could not believe she had been chosen as a mentee by her school and was completely overawed – so much so that she had to get her mother to ask the questions for her during early Skype sessions. But the mentorship continued and, by the end of the programme, this desperately shy child was coming to each session brimming with ideas for things to talk about and questions to ask Lizzie Simmonds. “Her mother told us she cried after the final session because she had enjoyed them so much she didn’t want the mentorship to end,” says Alex.

Working across the country with both

state and independent schools, Mintridge Foundation is also helping those young people who may have real potential and here, Alex is sure, there are messages that can be conveyed at the right time to make a difference. “The identity side is huge for athletes, but there has to be a plan B,” she says. Teachers and parents may advise, but hearing first-hand from a professional that schoolwork is still really important for their future career, alongside nutrition and keeping a balance in their lives, may be a game changer in helping young talent to be brilliant but stay grounded.

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LEFT Science in action today at St Dunstan's RIGHT A 1900s science class at the school

Future SCIENCE

St Dunstan’s College has ambitious plans with its new STEM facilities, but science was integral from its earliest days BELOW A model of the school's new facilities

“The College regularly received delegations from around the world, who visited to learn more about its scientific teaching”

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t Dunstan’s College, in Catford, south London, is about to embark on the most significant redevelopment of its sites since its foundation in 1888. The new project, which will cost around £25 million, will see a new STEM block, alongside a junior school and sixth form centre, built by the summer of 2021.

The school, which is today home to nearly 1,000 pupils aged 3 to 18, has had a tradition of investing in STEM subjects since its opening in 1888, and was one of the first schools in the country to build science laboratories and dedicated technology rooms – and to place technical subjects at the core of its curriculum.

The archives show that the very first governors wanted St Dunstan’s to ‘be in advance of the present time...[having] special reference to technical education’.

Indeed, the job advertisement for the school's first headmaster stated that special attention should be paid to ‘scientific, technical and commercial education, in connection with which excellent laboratories [and] lecture rooms will be provided’.

In most other independent schools, the study of Latin and Greek was predominant at that time, but at St Dunstan’s science was a central tenet of the curriculum. In a report to the governing body, the first headmaster, C. M. Stuart, explained: “The science courses are being made more and more practical, textbooks are less and less used; at present all the boys who have learnt any science at all have learnt it from practical experiments made by themselves”.

The success of this approach earned it a reputation as an “education pioneer”, according to historian Nigel Watson. The College regularly received delegations from around the world who visited to learn more about its scientific teaching.

This included a visit from members of the German Embassy, who spent two days writing a report on its modern methods.

Moving forward 130 years, the STEM centre will include 12 laboratories, six mathematics rooms and three large design technology workshops. “I feel sure that our founders and benefactors would be proud of the innovative new buildings that are being constructed," says Headmaster Nicholas Hewlett. Emma Latham, College Director of Studies and a teacher of science, says the new labs will: “enhance the College’s ability to teach practically, giving students the space to make mistakes safely and truly form their own conclusions”.

As the first headmaster C. M. Stuart once put it: “It is not so much what a [child] knows that is important but how he finds it out”. This was forward thinking for the late 19th Century, and remains St Dunstan's College's ethos today.

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“Parents should choose a school that will ensure the happiness of their child and success will surely follow”

ABOVE Pupils at Stonar School

The right fit Advice from Stonar School on choosing an education that’s suited to your child SARAH BURNS

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hoosing the right school for your child has to be one of the most important decisions of your parenting life.

Undoubtedly, the best way is to go and visit schools and find out in person what they are like. You will know when you are in a school that fits your child – it is just a parental sixth sense that kicks in when you know it is right.

If you are located overseas, however, it may not always be practical or economical to travel abroad to visit schools. In response to Covid-19, schools have become more creative in their marketing and virtual open mornings have become common practice. These are an excellent way to get to know the school, its teachers and students from the comfort of your home.

Our most recent virtual open morning involved a presentation from the Headmaster followed by a live Question and Answer session between the attendees and a panel of our teachers and students of various ages. The panel did not know the questions beforehand, they were very much put to the test, providing attendees with natural, genuine answers to their questions.

Schools are offering Zoom and Skype meetings with key members of staff, for example Boarding House Parents, Head of Sixth Form, Director of Riding, to help families gather as much information as possible remotely to assist them in their decision making. While these online options in no way replace an actual visit, schools are increasingly finding flexible ways to help families remotely research their schools of interest.

Parents should focus on choosing a school that will ensure the happiness and

fulfillment of their child, then success will more naturally follow. Of course, due diligence is required on the academic rigour and results, but raw academic results often only explain how academically selective a school is at admission. Value added data is probably more helpful in so far as it measures a child’s progress as they advance through school and compares their predicted examination grades with their actual ones.

The size of the school can be important – but more important is what the culture is like. You can get very large schools that have an incredible family feel which they work hard to maintain and in contrast small schools where classes rarely mix and there is little cohesion. At Stonar we work hard to ensure that the culture is one of cohesiveness and support across the whole school. Individuals should be encouraged to flourish. It is about being known. The confidence and esteem that is derived from mattering and feeling like you are important to your teachers gives children the platform to express themselves as individuals. We want our students to feel, ‘I matter, I have a voice, it will be heard, I have things to say and the confidence and forums to say them.’

The world is changing at an incredible pace. Schools must prepare students with opportunities and educational content within a global context. At Stonar, being part of the Globeducate group enables us to balance an excellent British education in a rural location, with the connectivity and opportunities that are available within the wider global group for our students. Students regularly get involved in both physical and online events with their peers in our sister schools. Such opportunities helps students to continue to build their own understanding of the world, to think about their own values and to challenge ignorance and intolerance.

There is much to consider when looking for a school that is the right fit for your child, but be reassured that Admissions Departments are there to support you in your research, to provide you with information relevant to your individual family and to answer the many questions you are likely to have.

Sarah Burns is Director of Admissions and Marketing at Stonar School AUTUMN • WINTER 2020 | B R I T I S H E D U C AT I O N | 69

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LEFT Yoga at Merchiston Castle School RIGHT Good communication is key

Strong

FOUNDATIONS How Merchiston Castle School is supporting pupil wellbeing in uncertain times ALAN JOHNSTON

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e have all found ourselves thrown into a closer relationship with digital technology than we would have envisaged just a few short, although it seems long, months ago. The benefits have been clear, with online teaching, videoconference house meetings, social activities and quizzes, End of Term services and more.

However, these have brought challenges and who would have thought that online learning could be so intense and exhausting for both pupils and staff ? Now we are back to school, but there may be interruptions if pupils have to go back online due to the renewed impact of Covid-19, so a seamless transition must be a priority to reduce the anxiety of any further face-to-face teaching being lost.

Over last Summer Term, in all of the hard work to quickly shift to online learning, to support examination candidates who felt deeply worried about how the system would work and to reassure staff, it

quickly became apparent that the focus on wellbeing was of even greater importance.

Now, as we embark on this new academic year, the uncertainties continue to challenge our approach to wellbeing.

What about looking after those pupils in the public examination year groups for 2021? No public exams in 2020 required a greater focus on supporting pupil wellbeing.

Will exams be affected in 2021? Students are rightly worrying about whether every piece of work might contribute to a decision on their final grade. Yet, they may also have to sit the exams. Will there be any recognition of the interruption to their learning? How can they feel reassured that they will not lose out? So many questions and so many unknowns for all. It has never been harder to plan, but it has never been more important to do so.

In the absence of certainty, we must model a calm, reassuring and resilient approach to the changing landscape.

This continues to be a time for schools to ensure that their communication is clear, reassuring, honest and based on the strong

trust and support built with our pupils. If we have failed to build this trusting relationship then we will struggle to offer the support our young people need.

The strength of a school environment where the foundation of every activity is built on wellbeing considerations has borne fruit in these months of hardship and stress for so many. If young people and staff are used to talking about their wellbeing then they will react openly to discussing their feeling about the new approaches that we have all had to put in place.

So how can we support our pupils to prepare for a possible examination session?

Again, the answer seems simple; clear planning, good communication, a strong rationale for how you will support every individual and offer parents access too. In this period of uncertainty, one thing we can be sure of is that the triangle of school – student – home offers a solid foundation.

Yes, it is as simple as continuing your caring support. Of course, if that foundation is not there, then the pressure on pupils will be even greater.

A L A N J O H N S TO N Senior Deputy Headmaster merchiston.co.uk AUTUMN • WINTER 2020 | B R I T I S H E D U C AT I O N | 71

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QUESTION TIME The experts at Gabbitas Education have the answers

ANASTASIA HATVANY CONSULTANT FOR GABBITAS

My son is struggling at school and his teachers have flagged up a potential learning difficulty. Can you advise on how we get an independent SEN assessment and guidance on next steps, including (potentially) the right school to help him?

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The first thing you should do if you or your son’s teachers have flagged up potential special education needs is to arrange an appointment with the Special Needs Coordinator at your school. It may be suggested that an educational psychologist’s report

A B OV E

independent advice on SEN is key

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“If your child is undecided about future direction, it is important to pick GCSEs that will provide a broad and balanced programme that keeps options open”

would help identify strengths and weaknesses and generate suitable recommendations for teachers, parents and other professionals that are used to meet those learning needs. If you are struggling to find an education psychologist contact us and we will be more then happy to recommend some that we have worked with in the past.

Before the psychologist's assessment takes place you and your school might be sent a questionnaire to find out more about the situation. You will be asked about your son’s general state of health, how well he can perform certain tasks and what you, as a parent, think needs to change.

During the assessment the

educational psychologist will most likely want to observe your child in his learning environment and ask him to take part in a series of tests.

These tests might include reading and writing, language development and vocabulary, local reasoning, memory, speed of information processing, organisational skills and approach to learning.

After your son has been assessed you will receive a report that not only indicates strengths and weaknesses but also areas of potential improvement. Depending on the severity of learning difficulties, you can work on an action plan drawn up by you and your school that involves special education needs support.

If this is not possible with the

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school your son is currently visiting do get in touch with us. We have extensive experience advising families with children who need special help and can also suggest excellent schools where your child will be able to fulfil their potential.

NATALL IA PATSALUYONAK HEAD OF FAMILY SERVICES

After the last school year's disruptions my daughter is more confused than ever about her GCSE choices. Where should we go for advice and are there any general pointers for keeping study options open for A level and beyond?

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Maths, English and Science are core subjects everyone must take when doing their GCSE. English Language is compulsory in all schools, and so is English Literature in most schools.

Science may be split into the three separate sciences (Biology, Chemistry and Physics) or into two combined Science GCSEs. The optional subjects include Modern Foreign Languages, humanities (History, Geography or Religious Studies), Art, Music, Drama, Media Studies, Design & Technology or Computer Science.

So, which GCSEs should your daughter take? This is down to a combination of different things, such as your daughter’s interests, plans and which optional subjects your school offers. She will be taking the first steps in shaping her own education.

If she already has a university course in mind, check entry requirements for specific courses at university and work back from there. Medicine, for example, might require Chemistry, Biology and either Maths or Physics. If she only picks Chemistry and either Maths or Physics, her chances of gaining entry will be significantly reduced.

If she is undecided about what she would like to do in the future, it is important for her to pick courses that will provide a broad and balanced programme so she keeps her options open. You can get a guide to which GCSE subjects and grades you need for a range of degree courses on Informed Choices and UCAS websites.

Perhaps the most important recommendation is for your daughter to choose subjects she thinks she will be good at. This means researching content closely and asking teachers and others who know her well for advice. She shouldn’t be choosing subjects for the wrong reasons – such as following her friends – and it will help her stay motivated if she also enjoys the subjects she studies.

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SARAH OSHUN WILLIAMS GABBITAS CLIENT ACCOUNT MANAGER

My son's school offers BTEC qualifications, alongside A level, in some of the subjects he's keen on taking.

How are these qualifications viewed by universities and employers?

Q

By tradition, A levels are academic qualifications required for university, whereas BTECs are more vocational.

However, universities have evolved over the years and are more open to alternative qualifications.

One of the main differences between the two qualifications is the method of assessment.

BTECs are regularly assessed through coursework and practical assignments, whereas A levels are essay and exam focused.

This means BTEC may be more attractive to students who prefer and perform better through an independent, flexible, and practical approach to academic study.

BTEC has been around for almost as many years as A levels, and the number of students taking this qualification has risen in recent times. Universities tend to give equal consideration to both qualifications, although every university will have its own requirements. For example, Oxford University considers BTECs as alternative UK qualifications, although in some cases it will require additional qualifications, such as a combination with A levels to make a competitive application.

Employers are also becoming more open to considering students with BTEC, as it is considered a more practical qualification that will develop and then assess a student’s time management, problem solving, planning and employability skills.

In some instances, it may be a better alternative. For instance, BTEC Business Studies might be more recognised by an employer with job roles in this area. Some employers might also prefer BTEC qualifications in IT-related jobs.

Neither higher qualification should make it difficult for a student to enter university or to find a job, so the choice may come down to your son's preferred method of learning and working and what study approach works best to highlight his true potential.

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“IN SOME INSTANCES, BTEC MAY BE A BETTER ALTERNATIVE FOR CAREERS. FOR INSTANCE, A BTEC IN BUSINESS STUDIES OR IT-RELATED FIELDS CAN BE HIGHLY VALUED BY EMPLOYERS” AUTUMN • WINTER 2020 | B R I T I S H E D U C AT I O N | 73

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BACK toLIGHT

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The Head of Whitgift considers the importance of a return to school and the most pressing leadership tasks ahead

t is becoming commonplace for all of us in education to begin any article these days with ‘these are extraordinary times’, or some variant. Of course, it is true. During the last six months, in (virtual) meeting after (virtual) meeting, Heads have let slip comments about this being the toughest time they can recall, once or twice the most exhilarating, mostly the most uncertain.

A word about those Zoom or Teams meetings: school leaders are an opinionated bunch, conferences or meetings being lively and often impassioned arenas for debate. The virtual meeting has often brought out the worst in us – silence or semi-attention; grandstanding; lack of focus – and it has occurred to me more than once that if we’ve only kept a tenuous hold on our professional network during this enforced separation, how much more must our pupils have struggled.

Learning is a social activity, and learning remotely opens up gaps, not just between rich and poor but between outspoken and timid, diligent and instinctive, bouncers-off-others and loners. These gaps need urgent redress and at Whitgift our number one priority postlockdown is getting our pupils talking again.

Yet young people have coped amazingly well during this torrid period. They have

“Learning is a social activity, and learning remotely opens up gaps – not just between rich and poor but between outspoken and timid”

to lead the young back to a society from which we excluded them. That may sound dramatic, but when schools closed I made what I thought was the most important speech of my career, to each year group in turn, promising that we would get through this. I now realise the speeches we make on our return are even more vital.

Just as we sent pupils away with hope, so we must welcome them back with hope.

Much of what gives schools like mine their extra life, their quality, may be difficult to manage initially. The challenges around choral singing, team sport, trips – these are all stepped up to organising ABOVE well-documented and real. But we should their learning, they Whitgift pupils have a ‘can do’ attitude. Music is possible, have volunteered in debating is feasible, cricket started on our their local communities, famous ground on Bank Holiday weekend. they’ve connected with I’m proud, as all Heads are, of the way each other. At my school, we had more staff have ploughed through regulations, volunteer sixth formers opting to help thought imaginatively, made things doable. in our summer school for local primary children than we could cope A colleague said to me with. So perhaps Covid, for back in March: ‘this is our all its ravages, gives cause for War’. Dramatic, maybe, but new hope in the young’s ability we’ve had it easy, we babyto manage difficult times. boomers, and now we need Understandably, adults to show our pupils how we appear to be the more nervous can adapt, keep going and sector of the populace as we – above all – not be afraid. embark on the longed-for Caution is appropriate, fear return to school life. Some is not. As I write this, on a CHRIS RAMSEY families have good cause to be murky day, the sun has just Headmaster anxious, of course, as do staff appeared from behind the Whitgift School in many different settings. But clouds. May it shine on all of our job, as I see it, is simple: us in the months to come.

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WINNER OF

EAST ANGLIA INDEPENDENT SECONDARY SCHOOL OF THE YEAR

Made in

Cambridge “The opportunities are limitless” PARENTAL SURVEY 2019

Cambridge’s only boarding and day school for girls and boys aged 11 - 18

OPEN MORNINGS February April October Small group and individual visits available year round

To attend an open morning or arrange a visit contact T I 01223 508904 E I admissions@theleys.net W I www.theleys.net TL.indd NEW AD 20 CONCEPTS A4 PORT SEPT 2019 MASTER.indd 1

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SENIOR / INSIDER

Master Chefs St Edmund's School Canterbury's Marie Florence discusses the culinary and creative success of its Leiths Academy course MARIE FLORENCE

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e have once again celebrated the achievements of our students who have received the most excellent results in the Leiths School of Food and Wine Introductory Certificate of Food and Wine. Yet a few years back, the numbers taking up Food Technology at GCSE here had dropped significantly and we couldn’t really understand why – especially as food and nutrition was being broadcast on all channels as a fun, creative and exciting career.

St Edmund’s wanted to ignite that level of excitement and passion about food in the curriculum and so set about with a few enquiries. Leiths was the first port of call due to its international reputation for teaching keen cooks and aspiring professionals the skills to be a success in the kitchen. We have been recognised as a Leiths Academy for the last five years now and are one of the few schools in Kent to offer this opportunity.

Developed around the timetable, our course provides students with a toolbox of skills, allowing them to develop into individual, confident and creative cooks and setting them on course for a lifelong interest in food and the culinary arts.

Provenance and seasonality are both important elements of the course, with

“Our course provides students with a toolbox of skills, allowing them to develop into individual, confident and creative cooks”

pupils being taught about the ingredients they use week by week and then using this knowledge to complete menu planning coursework, a group canapé project and practical ‘holiday’ cooking. We always try to source ingredients locally, with a special emphasis on local fish and sustainability.

Trips to specialist locations in Canterbury and Rye have reinforced this learning with practical cooking – and eating!

Students also cater for numerous events at St Edmund’s. These have included our Open Day breakfast, Governors' Lunch and The Head’s Festival Reception and Mad Hatter's Tea Party. The festival event alone hosts 110 people – and is always sold out – providing a great opportunity to cater for a large-scale function.

As well as cooking, our young chefs also spend time with a Master of Wine, tasting various wines and learning how to select wines to compliment different foods and ABOVE St Edmund's School masterchefs

recipes – a day that is understandably much anticipated. They also have a weekly theory lesson to prepare for a subsequent practical session that covers both the theory and practice of cookery. Pupils finish this course with a wealth of experience, new skills and a lifelong love of food and cooking. While it is a rigorous programme of study, it is also accessible and appealing to a broad range of our students – whether they want a season as a chalet girl or boy or plan a career in the industry.

Should our students be aiming for a career in food, there are lots of opportunities.

Leiths students go on to work in a broad range of areas in the industry. Many set up their own businesses and others choose different creative routes. They might freelance for top caterers, become a food stylist or develop dishes for producers or supermarkets. This early expertise in food might lead on to a career in food writing, media or PR, prestigious private chef work or, of course, opening a restaurant and aiming for a Michelin Star or three!

M A R I E F LO R E N C E Head of Design & Technology St Edmund's School Canterbury AUTUMN • WINTER 2020 | B R I T I S H E D U C AT I O N | 77

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Home SCHOOL The Lycée Winston Churchill is offering a new remote learning experience EVE HERBERT

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he new LIL Online programme starting this autumn allows homeschooled students to pursue a full, rigorous curriculum live and online. The Lycée International de Londres Winston Churchill, an independent, bilingual, co-ed school in north London, has announced an ambitious new programme to offer a complete remote learning curriculum to students who are unable to physically attend school or whose families are seeking a more structured and communal homeschooling experience. Starting in September, for children aged 11 (Year 7, 6ème) and above, the

new LIL Online will match exactly the course of study followed by on-campus students in both French and English programmes, with structured, interactive classes on a regular schedule delivered online and via video by the school’s expert faculty. At any time during the year, participating students will be able to join a vibrant and international community, become part of classrooms “in the cloud”, make new friends, and enjoy the virtual presence of classmates and teachers — all while receiving a topnotch bilingual education from home. The programme affords a unique flexibility to families transitioning between work assignments, who can become a part of the school before or after they live in London.

Located on a five acre campus in Wembley, the Lycée Churchill currently serves 900 students aged 3 to 18 in two tracks: a bilingual French programme fully accredited by the French Ministry of Education that leads to the baccalauréat examinations; and an Englishoriented track blending French and English educational models, leading to the globallyrecognised International Baccalaureate Diploma. The school was rated Outstanding for Sixth Form and for personal development, behaviour, and welfare by Ofsted in 2019.

For families who choose homeschooling, LIL Online offers an enhanced educational environment where instruction is enlivened by highly trained and emotionally supportive teachers and staff. Equally important, the programme includes vital services and other advantages of school culture that are difficult to replicate at home: extensive wellbeing support, career and university counselling, social interaction, and a deep sense of community and shared experience — including online school assemblies, birthday parties, and events for parents.

LIL Online builds on the success of Lycée Churchill’s response to the COVID-19 lockdown. The school’s ongoing teaching and pastoral care during the pandemic demonstrated the expert staff’s agility and resourcefulness, their embrace of digital culture, and the strength of a proven technological foundation. Extending this platform to students unable to attend school in person is a natural step that opens the doors of this community to new families around the world.

The tuition fees for LIL Online will match those of regular programmes, minus the cost of school lunch.

LYC É E I N T E R N AT I O N A L D E LO N D R E S W I N S TO N CHURCHILL +44 (0) 20 3824 4900 lyceeinternational.london AUTUMN • WINTER 2020 | B R I T I S H E D U C AT I O N | 79

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HOSPITALITY ONLINE The Dean of Practical Arts at Glion on a new remote learning initiative that offers an exciting stepping stone to hospitality degrees

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or more than two centuries now Switzerland has been reinforcing its reputation as European home of hospitality. Having been elected Top 3 hospitality and leisure management institute in the world (QS World University Rankings by Subject 2020), Glion Institute of Higher Education is understandably popular among international students. They are also attracted by its applied, experiential study method – a handson approach providing invaluable practical experience alongside essential theory.

While the demand remains strong, current temporary restrictions on travel for some students means special steps have been put in place to enable them to begin their studies. Glion is part of hospitality education group Sommet Education – along with sister schools Les Roches and Ecole Ducasse. Our “Glion Connect” programme enables students to remotely engage in the first semester before joining campus in January 2021.

The study solution delivers a mix of 10 weeks of remote learning and 10 weeks of on-campus studies. While the teaching methods are, necessarily, different to those on campus, both routes provide identical learning outcomes.

The whole of the first semester is focused on hospitality’s Practical Arts and equips students with versatile and modern tools so they can acquire both

CHRISTOPHE GULLI

ABOVE Hospitality training for global careers

“This remote programme equips students with both theoretical and practical knowledge” theoretical and practical knowledge.

Delivery of teaching includes videos and teasers, PowerPoint voiceover and materials, live sessions with faculty, ongoing assessments and personalised coaching and mentoring. Students also get a special welcome kit with essentials necessary to participate in wine tastings, pastry classes, cocktail making activities and more.

The remote half of the semester covers four modules: Induction, The Art of Gastronomy, The Wine and Bar Universe and Rooms Division and Hotel

Operations. All participating students can also join in extra-curricular activities.

The four modules are taught by both Glion and Les Roches faculty and world-renowned experts in Practical Arts, such as Christophe Raoux and Luc Debove (Meilleurs Ouvriers de France and Executive Chef and Executive Pastry Chef respectively at Ecole Ducasse).

Once the first remote study period is over, students join us at the home of hospitality. As a group, we are excited to engage with our students, both in person and remotely, accompanying them on this academic adventure leading to a final degree that will be their passport to rewarding global careers.

C H R I S TO P H E G U L L I Dean of Practical Arts Glion Institute of Higher Education AUTUMN • WINTER 2020 | B R I T I S H E D U C AT I O N | 81

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Robot WARS The Headmistress of Headington School explains why creativity and innovation are so important today

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hat differentiates us from robots?

This may sound like a silly question but, as technology advances at a sometimes bewildering rate, it could in fact be the most important question of all.

The advance of robots, machine learning and artificial intelligence is already changing the job market immeasurably.

Increasingly, jobs which once needed a skilled person in post can be automated.

Soon, there may be very few things which machines cannot do at least as well, if not better - and more cheaply - than their human counterparts. In education, this is something that needs to be at the forefront of all our minds. If, as PwC predicts, as many as 30 per cent of UK

“Creativity and innovation must be at the heart of learning” jobs are at risk of being taken over by robots and AI by 2030, how do we prepare the children in our charge for this? How does this change what we need to teach and how our students need to learn?

There are some skills which remain uniquely human. Creativity and creative thinking appear to be beyond the capacity of artificial intelligence. We already know how much employers value analytical thinking, innovation, creativity and originality. In the future, they may be the things which make a human ‘worth’ employing over a robot.

A creative approach – and one which embraced technology wholeheartedly – was critical when schools in the UK and all over the world transitioned to

remote learning in 2020. These are to gaming, contemplated the ABOVE Creative work at changes that no-one would have lessons from Mary Shelley’s 1818 Headington foreseen just a few months ago. novel Frankenstein, investigated Learning how to think creatively, AI music composition and how to use existing tools to deal looked at AI ethics, the girls with new and unexpected requirements considered what it is to be human. reiterate the need to place creativity and It takes a human touch to take a wider innovation at the heart of learning. view and to be truly creative. Young minds How, then, do we develop these creative are uniquely placed to do this – they haven’t thinking skills? At Headington, work is yet accepted the orthodox approach underway on a new Creativity & Innovation and are very good at coming up with Centre. This will become something original and fresh. the new home for Fine Art, Education has moved Sculpture, Photography, and beyond learning by rote and, Fashion Textiles as well as while there will always be a hub for cross-curricular value to a good knowledge learning with a focus on base, this is now less sustainability, enterprise significant – we all need to and technology. Last year, think creatively to thrive our girls explored artificial in our digital world. intelligence, machine learning CAROLINE JORDAN and Art, working with the Headmistress, Headington School was world’s first ultra-realistic AI Headington School shortlisted in the Creativity artist, Ai-Da. As they applied category in the 2020 TES machine learning concepts Independent School Awards AUTUMN • WINTER 2020 | B R I T I S H E D U C AT I O N | 83

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A FIRST-CLASS TICKET TO A GLOBAL CAREER Bachelor’s Degree in International Hospitality Business with specializations in: • Luxury Brand Management in Hospitality • International Hotel Development and Finance • International Event Management Summer Programs 2021 We are now taking bookings for our 2021 Summer Programs in Switzerland and the UK. Check our website for dates and details.

For more information contact Claire Reid-Warrilow | Director of Undergraduate Recruitment UK and Northern Europe claire.reidwarrilow@sommet-education.com | +44 (0) 743 664 2913 | glion.edu

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every time you submit your CV your statement should be tailored to match the key criteria outlined in the specific job or opportunity.”

2. Build your CV now

CV

S U CC E S S It’s never too early to start your resume, says CVs for Grads founder Sue Alhadeff. Here is her advice for creating a CV that stands out from the crowd

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fter a 20+ year career in recruitment, Sue Alhadeff established CVs for Grads because she recognised that young people need specific guidance to build their resumes.

After all, it’s harder to compile a CV when you have little workplace experience. “When I started providing this very specialised service, the effects were so immediate and the young people were so grateful that I realised there was a real need for this kind of personalised help,” Sue says.

When young people go to CVs for Grads, the first thing that happens is a consultation with Sue Alhadeff so she can match them to the writer on her team who will draw out their skills and experience. Sue follows up with each client and is on hand for a chat or advice long after the CV is drawn up.

Referrals and repeat business form the major part of their work – many

“The biggest mistake people make is to be overly long and wordy – a CV should be a single page, with a tailored statement” graduates they helped get their first job come back for further assistance as they progress. Here are Sue’s pointers for building a resume that will stand out.

1. Be concise and tailored

The biggest mistake people make is to be overly long and wordy with their resume. “A CV should be a single page,” Sue says.

“It also needs to be relevant. That means

“Start building your CV early,” says Sue. “Employers are looking for evidence of teamwork, leadership and resilience, so participation in clubs, volunteering and drama and music are enjoyable, but also a valuable investment in your future.” Work experience is also a great addition to your CV, but opportunities get snapped up early.

“Most summer jobs and taster weeks are advertised in the autumn before, so now is the time to start looking, and fine-tuning your resume,” adds Sue.

3. Build industry-specific skills and knowledge If you have your sights set on a specific career, then you must demonstrate more than a passing interest in how it operates.

“You can provide evidence of your interest in multiple ways. Do your research, follow industry influencers and build knowledge so that you can demonstrate a real and sustained interest on paper and at interview,” Sue says. Personal branding is increasingly important; in particular, a wellprepared and engaging LinkedIn profile with photograph is key.

4. Be honest and professional

Embellishment will catch you out, so that week or two of work experience should not be dressed up to sound as if you steered the company. Similarly, while it can be tempting to try and stand out with a quirky hobby or travel experience, this only works if it’s genuine, and you can talk about it in depth.

Also think about how including it makes you appear – more interesting or less serious about your application?

5. Know the application process

Be aware that your CV may not be scrutinised by a human eye at initial stages.

ATS – applicant tracking system software – filters applicants and is now a big part of the recruitment process. “We have a lot of experience with this type of software and create CVs that pass through the initial stages,” says Sue. “Most importantly, our team are skilled at drawing out the things that make the most of your experience, your skills and your attributes – all the things that employers look for in a CV.” For more information about CVs for Grads, visit cvsforgrads.co.uk AUTUMN • WINTER 2020 | B R I T I S H E D U C AT I O N | 85

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UK Boarding School Exhibition A N D E R S O N E D U C AT I O N UK Boarding School Exhibition – Dubai – Online

Join us for the UK Boarding School Exhibition Online via Zoom on Friday 6th November 11.00 to 12.15 (UAE time) and Saturday 7th November 17.00 to 18.15 (UAE time) for the opportunity to meet Heads and Representatives of 24 leading UK boarding schools, find out what they have to offer and the many benefits of a UK boarding education; plus a Q&A session. Different schools will be presenting on each day.

The Exhibitions will be recorded; by registering you will receive a copy of the recording to view in your own time. Prior to the Exhibition you will receive a Schools Information Sheet with details of each school and a map of the UK to show their locations.

Individual face to face appointments will be available with an Anderson Education Consultant in the UAE from 9th to 18th November. Contact enquiries@andersoneducation.co.uk to request an appointment.

UK Study Group will be presenting on UK University Home Status Eligibility.

Register online at andersoneducation.co.uk

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UK SCHOOLS EXPO / EXHIBITOR S

Ashford School

Location: Ashford, Kent Head: Mr Michael Hall USP: At Ashford School, our

educational philosophy is based on a very simple assumption: if a pupil is happy and secure, they are more likely to be successful. As a result, our learning is underpinned by four key factors, namely Celebrating Individuality, Optimising Potential, Academic Rigour and Adventurous Learning. We believe that learning should be challenging, motivating and lead to a sense of fulfilment, which is why we strive to provide an inspiring environment that encourages growth and adventure so that our students can develop into all they are capable of being. ashfordschool.co.uk

Bedford School

Location: Bedford, Bedfordshire Head: James Hodgson USP: Leading independent boys’

boarding and day school in a beautiful 50-acre estate with outstanding facilities. Only 40 minutes by train from London and within easy reach of Heathrow Airport. Boarding houses offer a real ‘home from home’ where boys enjoy a rich social life within a friendly, truly international community. bedfordschool.org.uk

Bede's School

Location: Hailsham and Eastbourne, East Sussex Head: Peter Goodyer (Senior) and Mark Hammond (Prep)

CHRIST'S HOSPITAL

a weekend activity programme.

The School is highly academic with 98% of pupils moving to top universities. christs-hospital.org.uk

Your child's success is our community's triumph

Claremont School

Location: Bodiam, East Sussex Head: Ed Dickie USP: A collegiate co-ed school USP: Bede's is well known for its

educational philosophy focused on educating the whole person with expert and highly individualised tutoring forming the bedrock of the school. Boarding houses are award-winning with a strong weekend programme. Bede's is well regarded for its sports and are national champions in football.

Alongside its strong academic provision, Bede's also has a ballet and dance school and attracts pupils globally to its art school. bedes.org

Christ's Hospital

Location: Horsham, West Sussex Head: Simon Reid USP: Christ’s Hospital is one

BEDFORD SCHOOL

of only four co-educational full boarding schools in the UK. The advantage of full boarding is that all pupils stay at school 24 hours a day, seven days a week. Saturday mornings lessons are followed by

nestled in the British countryside - our students become their best possible selves. Whether they choose Math at Harvard, Acting at RADA or an apprenticeship in carpentry - your child’s success is our community’s triumph.

Respectful of individual privilege, students graduate Claremont as active, impactful citizens of the world. claremontschool.co.uk

Downe House

Location: Cold Ash, Berkshire Head: Emma McKendrick USP: Every Downe House girl is

valued, supported and challenged as an individual and provided with an exceptional range of opportunities to explore and develop her strengths. We aim to ignite a love of learning and ensure that, when the time comes to leave us, she believes she can achieve anything. downehouse.net

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Llandovery College

Location: Llandovery, Carmarthenshire Head: Dominic Findlay USP: Llandovery College is a small friendly school situated in the heart of the Welsh countryside. We pride ourselves on our small class sizes with individual attention from dedicated and inspiring teachers.

Along with strong academic success, Llandovery College has an outstanding rugby heritage supported by partnerships with the Scarlets, the Ospreys and other Regions. llandoverycollege.com

Malvern College MILL HILL SCHOOL

Kingsley School

The only UK school to have launched an Earth Centre, our curriculum is based on sustainability Haberdashers' Adams

Headington School, Oxford

school with no day fees to pay, we provide boarding for boys in a 100-acre countryside setting and a small market town location. Recommended by The Good Schools Guide and judged outstanding by Ofsted, our reputation for high academic results is equalled by our strong house system and our huge variety of enrichment activities. adamsgs.uk

British day and boarding school for girls, aged 3 to 18 with boarding available for girls from the age of 11. Located just one mile away from Oxford City centre with 23 acres which encompass plenty of green space with the school’s boarding houses and array of learning facilities. headington.org

Location: Shropshire Head: Gary Hickey USP: A state selective grammar

Haberdashers’ Monmouth Schools Location: Monmouth,

Monmouthshire Head: James Murphy-O’Connor USP: We guide our day and

boarding boys and girls, aged seven to 18, in a positive and inspiring single-sex community in which they thrive and flourish. Our boarders aim high and make life-long friendships. habsmonmouth.org

Location: Oxford, Oxfordshire Head: Caroline Jordan USP: Headington School is a leading

Location: Bideford, Devon Head: Gill Jackson USP: Located by the surfing beaches

of North Devon, the only UK school to have launched an Earth Centre where our curriculum is based on sustainability and climate change.

This is an inclusive school that includes support for children with SEND right through to our Top Universities Program. kingsleyschoolbideford.co.uk

Lincoln Minster School

Location: Lincoln, Lincolnshire Head: Maria Young

An Independent boarding school in the heart of historical Lincoln but only one mile away from the glorious British countryside. The best of both worlds... lincolnminsterschool.co.uk

Location: Malvern, Worcestershire Head: Keith Metcalfe USP: A seat of learning, a

place of innovation and a home away from home. malverncollege.org.uk

Malvern St James Girl's School

Location: Malvern, Worcestershire Head: Olivera Raraty USP: At MSJ, everything is

totally geared for girls: there are no barriers to achievement. In a single-sex environment, there is no gender stereotyping and subjects traditionally dominated by boys are not seen as off-limits to girls. We encourage girls to be ambitious; pupils can be anything and achieve everything. malvernstjames.co.uk

Milton Abbey School

Location: Blandford Forum, Dorset Head: Judith Fremont-Barnes USP: We are a full boarding school,

85% of our students are in at the

Hockerill AngloEuropean College Location: Bishop's Stortford,

Hertfordshire Head: David Woods USP: Hockerill is a strong, caring community of boarders and day students. The curriculum is based on the International Baccalaureate Middle Years Programme, and IB Diploma Programmes, incorporating GCSEs during Years 10-11. It is consistently ranked amongst the top performing schools and its high-quality boarding provision is comparable with leading independent schools but half the price. hockerill.com

TUDOR SCHOOL

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weekend. 30% students come from 23 countries and the balance are UK residents. Our small size, strong pastoral care and great partnership with parents mean that we quickly gain exceptional knowledge of your child. Based on this, we work with each student to set ambitious targets to achieve ‘personal bests’, in and beyond the classroom. miltonabbey.co.uk

KINGSLEY SCHOOL

Mill Hill School Location: London Head: Jane Sanchez USP: Mill Hill School is

conveniently located in North London with easy access to Central London and Heathrow airport. Our boarding community has pupils from over 30 different countries and offers international pupils a home from home. Mill Hill School has a very supportive academic environment and in addition offers pupils plenty of sports, music, drama and art. millhill.org.uk

Monkton Combe School

Location: Bath, Somerset Head: Chris Wheeler USP: Monkton Combe School is

academic rigour, co-curricular activities and a strong pastoral support network

an independent, co-educational boarding and day school for pupils aged 2-18. We pride ourselves on our lively Christian ethos, excellent exam results and our

strong pastoral care. At Monkton, we are setting standards for life; giving young people the qualities of character they need. monktoncombeschool.com

Rochester Independent College Location: Rochester, Kent Head: Alistair Brownlow USP: Rochester Independent

College is a UK co-educational day and boarding school combining academic rigour with a creative buzz. There's no uniform and students and staff are on first name terms. Accepting day students from the age of 11 and boarders from 15, the average class size is eight. rochester-college.org

Truro School LLANDOVERY COLLEGE

Location: Truro, Cornwall Head: Andy Johnson

USP: Truro School offers its pupils

a balance of academic rigour, co-curricular activities and a strong pastoral support network; we champion and cherish each individual's journey through the school, challenging and supporting them to become the very best of themselves and to become confident and positive shapers of our world. truroschool.com

Tudor Hall School

Location: Banbury, Oxfordshire, Head: Wendy Griffiths USP: Tudor Hall School is a thriving,

full boarding and day school for girls aged 11 to 18, based in Banbury, Oxfordshire.The academic results are excellent, produced by young women who have been selected for places at the school not just on their academic ability but also their personal strengths. tudorhallschool.com

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M A K ING of Me

Pamela Butchart The award-winning children's author and philosophy teacher talks about her schooldays in Dundee, and a vivid imagination that got her into trouble Where did you go to school and when?

As a younger child I went to St Vincent’s Primary, Dundee in the late '80s and then I went on to St Saviour’s High School, also in Dundee, in the mid '90s.

What were your schooldays like?

CHAOS. Mostly of my own making!

Did you love school or hate it?

I loved primary school. It was full of fun, friendship, drama, chaos and toilet ghosts!

I found secondary school more difficult.

I wore a weird skirt, weird shoes and had pets rats. I didn’t really fit in.

What were your favourite subjects at school?

Anything to do with dinosaurs or aliens when I was at primary school.

In secondary school, philosophy and morality was my favourite subject.

And your least favourite?

I hated geography. I have a real problem understanding maps and directions (and a rubbish memory – a terrible combination!).

Who were your favourite teachers at school and why?

My primary school teachers Mrs Ross and Miss Jones. They were kind and fun (and both a little odd). They are the inspiration for the teachers in my books.

Where was your favourite place at school and what did you do there?

The primary school toilets. We used to have our secret meetings there.

Not very hygienic but loads of fun.

What beliefs do you think your time at school instilled in you?

Three things. 1. Hard work, determination and self-belief pays off. 2. Being weird is ok and 3. Kindness is everything.

What was your proudest school moment?

I won a Disney bean bag chair in Primary 4. Everyone applauded and I

got to go up on stage and collect it. I felt like Queen of the World that day. And I’d only bought ONE raffle ticket with ten pence I’d found in the playground!

What was your most vivid memory looking back now?

The Disney bean bag. It really was the business!

What was the most trouble you got into at school?

Well...Let’s just say the books I write are all about my time at primary school, with titles such as “My Head Teacher is a Vampire Rat!” and “Attack of the Demon Dinner Ladies!” I had a wild imagination,

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PROFILE

– it’s never too late. Except for driving – I’m not convinced I’ll ever pass my test.

What’s coming up next for you?

I’ve just written the tenth book in my Izzy series of books aimed at 7-10 year olds. The series really took on a life of its own after my book “The Spy Who Loved School Dinners” (illustrated by Thomas Flintham) won the Blue Peter Best Book Award and “My Head Teacher is a Vampire Rat!” won The Children’s Book Award. I’m currently writing the eleventh book in the series – I can’t believe it.

Any other projects in the pipeline?

I’ve written two new Enid Blyton Secret Seven novels for Enid Blyton Entertainment. This was an absolute dream come true (especially because I was a massive Enid Blyton fan as a child and got to write them in my own Secret Seven shed in my garden!). I’ve also just published my very first picture book with my publisher Nosy Crow, which I am very excited about. It’s illustrated by one of my absolute favourite illustrators, Kate Hindley, and it’s called “Jeremy Worried About the Wind”. It’s about a little boy with worries and anxieties. I hope that it will help to open up conversations between parents, carers, teachers and children about their fears and anxieties.

How would you sum up your school days in three words?

Drama. Chaos. Fun!

Pamela Butchart

which got me into a fair bit of trouble. (I was sent to the head teacher's on more than one occasion for causing a school-wide panic!)

Were you ever too cool for school?

HA! Pets rats, weird curly hair and often spotted carrying a metal detector. So... NO. Who encouraged and influenced you to become a children’s author?

I’d always loved children’s books and

never stopped reading them but never thought I could write my own until my cats (with a little help) got me a “How to Write for Children” self-help book for my birthday. I started reading away and it gave me the confidence to make a start. I started writing the next day and haven’t stopped. As a teacher myself, I’m always amazed at what a little bit of support and encouragement can help people achieve.

I’m a firm believer in continued learning

Pamela Butchart's new book, Jeremy, Worried About the Wind, is published by Nosy Crow. £6.99. nosycrow.com AUTUMN • WINTER 2020 | B R I T I S H E D U C AT I O N | 93

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T R A N S FO R M I N G B OYS ’ L I V E S T H RO U G H E D U C AT I O N

Whitgift is one of Britain’s finest independent day and boarding schools for boys aged 10 to 18.

Set in 45 acres of parkland, we offer pathways for IB and A Levels.

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admissions@whitgift.co.uk | Telephone: +44 (0)20 8633 9935

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Generous bursaries and scholarships are available.

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www.monktoncombeschool.com @MonktonBath

Thinks Differently Where learning comes to life...

An independent boarding and day school for boys and girls near Bath, England

LEARN • CREATE • EXPLORE WHERE WILL YOUR FUTURE TAKE YOU? Top quality boarding provision from age 7, with superb pastoral care Rated ‘excellent’ in all areas of our latest Inspection Report Over 100 co-curricular activities available Reputation for sport and links with professional clubs Inspirational music, drama and creative arts Outstanding academic results with the vast majority of applicants securing places at their preferred university Scholarships and Bursaries available

Contact admissions@kingswood.bath.sch.uk or call +44 (0)1225 734210 for further information www.kingswood.bath.sch.uk An Independent Co-educational Boarding & Day School for pupils aged 9 months - 18 years

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Outstanding education from 2 - 18

REGI

Founded 1553

FLAIR DISCIPLINE ACADEMIC RIGOUR

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Call our Admissions team to find out about joining Bromsgrove School Small classes and inspirational teaching

Individual visits available by appointment Contact Admissions to organise a visit or an online meeting admissions@bromsgrove-school.co.uk 01527 579679

bromsgrove-school.co.uk

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Exceptional results at A level, IB Diploma and GCSE A strong House and tutor system to look after your child’s pastoral and academic wellbeing An outstanding range of extra-curricular activities Day and Boarding, weekly boarding available from age 7 90 pupils aged 13-18 720 pupils aged 2 - 13

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60

L A ST WOR D

seconds with

Kathy Crewe-Read The new Head of Bishop’s Stortford College on her educational background and philosophy

What is your background?

I joined Bishop’s Stortford College in September 2020 from Wolverhampton Grammar School, where I had been Head since 2013. Prior to that I was Deputy Head at The King’s School, Chester. My background is as a teacher of mathematics and I’m also a school inspector with the Independent Schools Inspectorate.

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

What excites you most about your new role at Bishop’s Stortford College?

I was drawn to Bishop’s Stortford College primarily by its reputation for unpretentious excellence; I have been impressed by the academic results and facilities for some time. As I get to know the College community more, I find I like its warmth and openness very much, too. The young people in our schools are the next generation of entrepreneurs, leaders and parents – the future of the world will lie in their hands – I find that extremely exciting.

What is your academic philosophy?

Education must equip young people with the wherewithal to make wise choices and so influence the courses of their own, and others’, lives for the better. Head teachers are in the unique position of creating an atmosphere in which such

“We must equip young people with the intellectual dexterity to adapt to that which is new, and the moral strength to make good decisions”

learning can take place.

I find that compelling work. In a world that is changing rapidly for a variety of reasons, the most important calling for us all is to understand what it means to be human, and to live our lives well. Advances in technology will mean that our children’s lives will probably be unrecognisable from our own. We must equip them with the intellectual dexterity to understand and adapt to that which is new, and the moral strength to make good decisions which are of benefit to themselves and society. Young people with these attributes will indeed have confidence for life.

A B OV E Kathy Crewe-Read

Can you tell us about one pivotal moment from your career?

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

What is Bishop’s Stortford College’s approach and what sets it apart?

The College takes pride in offering breadth and balance, an approach designed to ensure all-round growth – academically, morally, spiritually, ethically and creatively. At its heart though is community – a community of pupils, staff and parents who collectively strive for excellence in all they do, supporting each other along the way. It’s a lovely place to be.

What makes a great student?

A great student is one who feeds their intellectual curiosity, who is genuinely interested in knowing more, not just about their academic subjects but about the world around them and life in general. That willingness to learn – to understand more and to find answers to questions – makes for a fascinating individual, as well as a great student.

From your experience, what makes a great school environment?

A great school environment is about more than just well-equipped buildings and great teaching facilities. It is about the people who teach and inspire our young people, who are passionate about their subject and dedicated to sharing their knowledge. It’s also about the outside spaces, fresh air and nature, that will balance time spent in the classroom. A child who is excited and interested to learn and nurtured through their education will develop confidence for life.

98 | B R I T I S H E D U C AT I O N | AUTUMN • WINTER 2020

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T R A N Q U I L WO O D L A N D SET T I NG I N A SCOT Photography of Holmwood House

Photography of Kitchen / Breakfast / Family area

Photography of Ensuite Bathroom

Photography of Woodland Walks

Holmwood House is a striking, individually-designed 5 bedroom, 5 bathroom family home with charming views over a tranquil pond. Large private south-facing garden backing onto woodland. Spacious kitchen/ breakfast/family area with double doors to patio; separate dining room, drawing room and study.

Call now to view Holmwood House – 01344 985 211 Ready to move into – £1,695,000 Showhomes open daily, London Road, Ascot SL5 8BE | bromptongardens@berkeleygroup.co.uk | 01344 985 211

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