British Education UAE Spring/Summer 2022

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BRITISH

EDUCATION

SPRING • SUMMER 2022

Creative Flow

The many benefits of studying the Arts

UAE EDITION

ROLE

models

Why we need more male teachers

SPRING • SUMMER 2022

Space Man Inspirational thinking from Tim Peake

ZE ST.LONDON

Step UP B R I T I S H S C H O O L S I N T H E S P OT L I G H T

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The online British education that revolves around you

—

At King’s InterHigh, your child can benefit from a quality British education on a Middle Eastern timetable. Welcome to the school community that’s built around their needs and interests. We offer small classes, interactive lessons and lots happening outside the classroom – all with the backing of Inspired, the world’s leading education group.

Inspiring learning for the Middle East • Live lessons taught Sunday to Thursday on Gulf Standard Time • Expert UK teachers and a British curriculum from anywhere – IGCSEs and A Levels • 1 in 3 Inspired graduates attend Oxbridge, Ivy League and Russell Group universities With over 16 years of experience, we are the original online school.

Enrolling now for ages 7-18 kingsinterhigh.co.uk

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We are excellent. We are QE. Queen Ethelburga’s is an ‘Excellent’ rated independent day and boarding school for boys and girls (Independent Schools Inspectorate, 2019). We welcome boarders aged 6 years to 19 years.

“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 2021, students in the academically focused College achieved 96% A* /B at A level

Queen Ethelburga’s Collegiate

Thorpe Underwood hall, York, England YO26 9SS www.qe.org | admissions@qe.org | 01423 333330

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The Faculty, which offers a wider range of academic, creative and vocational courses, achieved 92% A*/B at A level and 75% D* /D in BTECs. 03/02/2022 14:53 15:20 03/11/2021

CONTENTS SPRING • SUMMER 2022

EDITOR S

Libby Norman Pendle Harte 

50

A DV ERTISING M A NAGER

Nicola Owens 

COMMERCI A L DIR ECTOR

Leah Day 

GROUP SA L ES DIR ECTOR

Craig Davies 

A RT DIR ECTOR

UP FR O N T

Pawel Kuba 

11 ANDERSON EDUCATION

SENIOR DESIGNER S

12 SCHOOL NEWS

MIDW EIGHT DESIGNER

Mike Roberts Samantha Scott 

A welcome from Sara Sparling What's going on in the world of education

Carmen Graham 

JUNIOR DESIGNER

FO CUS

Kai Nicholls 

20 BASSETT HOUSE

The London prep school with a fresh vision of an all-round education

M A R K ETING M A NAGER

P R EP

FINA NCE DIR ECTOR

Jessica Shaltout  Jerrie Koleci 

31 BOY TALK

Why we need more male role models in our schools

DIR ECTOR S

Greg Hughes, Alexandra Hunter, James Fuschillo 

20 SENIOR

50 CLIMATE ANXIETY

44

52

Preparing young people for the future without fear

52 REAL SKILLS

PUBL ISHING DIR ECTOR

Sherif Shaltout

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The benefits of entrepreneurial courses

44 VIRTUAL SCHOOL

How arts involvement is beneficial, especially remotely

70 TIM PEAKE

Inspiring youngsters from space

76 SCHOOLS LIST Previewing the UK Boarding School Exhibition

70

F RO NT COVE R

THE ROYAL SCHOOL WOLVERHAMP TON Penn Road, Wolverhampton WV3 0EG +44 (0)1902 341230 theroyalschool.co.uk

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INDEPENDENT BOYS’ SCHOOL OF THE YEAR

Bedford School is part of the Harpur Trust

Explore an award-winning education for your son.

Visit bedfordschool.org.uk or get in touch with our Admissions Team for an informal conversation at admissions@bedfordschool.org.uk.

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We l c o m e

From the

EDITOR

W

hat characterises a British education?

A traditional British education might once have included values that are now widely seen to be old-fashioned and even cruel.

Rigour and stoicism, perhaps. An excellent command of Latin and full understanding of cricket rules. A tolerance of cold showers

and the world of work waiting for them is unlike anything their parents experienced.

Employers are more likely to look for qualities such as flexibility, problem-solving and creative thinking than simply to be impressed by a string of excellent grades (though they will want those too).

The rounded education that everyone strives for should produce individuals who are confident and articulate, but also practically minded and entrepreneurial,

“WHAT ARE THE SKILLS REQUIRED FOR A MODERN, GLOBAL LIFE?” and mud. These aren’t necessarily the values of our 21st century schools, but they still contribute to a general sense of what education might be like in the UK, from an international perspective. Most contemporary parents, however, aren’t looking to send their offspring halfway across the world in order for them to toughen up (though increased resilience is undeniably one of the benefits of an international education), but for them to gain the skills required for a modern, global life. But what exactly those skills are is the subject of much debate in this issue.

Everyone agrees that young people are facing an unprecendented future,

with a flair for independent thought. Many of these characteristics are developed outside a traditional curriculum, through a combination of creative practice and diverse activities. In fact, the ideal product of a 21st century education is a Renaissance (wo)man, a polymath equally at home composing a symphony or a digital collage as coming up with revolutionary ways to combat climate change. All of this with an excellent command of Latin and a full understanding of cricket rules, of course.

Pendle Harte 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

Tim Peake

Astronaut, pilot and author

Major Tim Peake is a homegrown hero – the first British European Space Agency astronaut. But, as he likes to tell young people, he did not have the starriest school grades and developed the skills he needed by another route. In this issue, he talks about how we help young people succeed and his collaboration with Steve Cole for stratospheric space and time adventure Swarm Rising.

Fiona Henderson

Head of Middle School, King's InterHigh

Fiona comes from a fine art background and is an arts educator with over 20 years’ experience in Independent and International schools. Fiona’s previous role was as Faculty Head for Art and Design, at an ESF school in Hong Kong. She is now Head of Key Stage 3 at King's InterHigh – bringing her experience and love of learning and teaching to the Middle School years.

James Hodgson Head Master at Bedford School

Educated at Wellington College, Hodgson read Classics at Durham University and, after a couple of years with Ernst and Young in London, completed his Classics PGCE at Cambridge University (where he was a cricket blue). He spent six years teaching in Sydney and prior to his appointment to Bedford School in September 2014, he was Usher (Senior Deputy Head) at Magdalen College School in Oxford.

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For the elite and the aspiring.

For the dreamers and the go-getters.

Online education for worldwide success

Every child is unique. With the choice of three online schools, we offer flexible and personalised access to robust British and US curriculums. High-quality private education is matched with oneon-one support and extra-curricular opportunities, empowering every student to fulfill their potential at every stage of their learning journey.

Contact us at +44 7385 398 130 quoting EXPATS

pearsononlineacademy.com harrowschoolonline.org

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We l c o m e

From

ANDERSON EDUCATION A R E YO U C O N S I D E R I N G A B R I T I S H E D U C AT I O N ?

T

he option of a UK boarding education is increasingly popular for families living overseas: it provides stability of education for families that move often; a stepping stone to university in a safe and nurturing environment; access to excellent facilities and opportunities for students who are talented in sport, music, art or drama. UK boarding school specialists Anderson Education are here to help you through the process of choosing the right school for your son or daughter. A visit to the UK Boarding School Exhibition Dubai on 26 and 27 February 2022 is an excellent place to start and gives you the opportunity to meet our Education Consultants and Heads of leading UK boarding schools.

Once you have made the decision and chosen a UK boarding school – what next?

There will be paperwork and plenty of it.

school without you. By offering airport transfer, schools can put a parent’s mind at rest, safe in the knowledge there will be a procedure in place to ensure your child gets to school safely and quickly when they arrive in the UK. Before joining a school, it can be helpful to have a meeting (either in person or online) with your child’s houseparent, especially if you are new to boarding. The houseparents will be your child’s first point of contact for the next few years and the sooner you can start to build that relationship, the better. The biggest worry for parents is that their chid will be unhappy/lonely/homesick or won't make friends. In the term before joining a new school it is useful for your child to speak (whats app/insta/tik tok) with other students who are starting at the same time or even students already at the school; schools are happy to facilitate this whenever they can. It is not the big things that bother new students,

“BECOMING A BOARDING PARENT CAN BE JUST AS DAUNTING FOR THE PARENT AS THE CHILD” The school will require forms to be signed. As soon as you have accepted a place, they will send enormous amounts of information to assure you that they are invested in you as a family and ready to welcome your child. It can be advantageous to create a checklist of all the forms for yourself to ensure nothing is missed.

You will also need to think about securing flights and taking time off work to settle your children into their new school and the start of this next adventure on their educational pathway.

Most parents will bring their child to school for the first time, but subsequently it may be easier (and more fun) for your child to travel to

it is the minutiae of their new life that worries them. Where to put their laundry, where to put their dinner plate when with are finished, where to go for homework (now called prep)?

Becoming a boarding parent can be just as daunting for the parent as the child, but please do not be afraid to ask – you may not be familiar with the boarding environment but there are plenty of people who are and they will be more than happy to offer advice – oh yes, and a good list always helps!

Sara Sparling

DIRECTOR AND EDUCATION CONSULTANT, ANDERSON EDUCATION

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Poetr y pleaser Schoolchildren and Chelsea Pensioners enjoyed a Poetry Together tea party at the Royal Geographical Society.

Founder Gyles Brandreth and HRH The Duchess of Cornwall joined the event, which was organised by Dukes Education. Poetry performances were followed by tea and Victoria sponge cake made to The Duchess of Cornwall’s own recipe.

N E W A R R I VA L Day and boarding school DLD College London has appointed Dr Sarah Watson as Vice Principal (Academic). She joins from the International School of Geneva, prior to which she was Head of College at King George V School, Hong Kong. Dr Watson said:

“I am excited to have this opportunity to be a part of the wonderful community at DLD College London.”

Mag ic f lute

FA I RY TA L E TRIUMPH

King's Ely flautist Lauren Booth has secured a place at the Junior Guildhall School of Music and Drama. The Year 11 student is the fourth King’s Ely student recently to earn a place, with two students studying Voice and a further success in Recorder and French Horn.

Disney classic 'Beauty and the Beast' came to the stage at Gordon’s School, Surrey with three sell-out performances. This whole-school musical, complete with outsized teapots and talking clocks and candles showcased the talent of the school's Drama Department, both on stage and in the production team.

G I R L S' B I RTH DAY This year is the 135th anniversary of Sydenham High School GDST, which opened its doors to 20 girls in February 1887. Founded by four pioneering women – remembered in the school's House names – Sydenham High overcame early prejudice to grow into a thriving through school for some 700 pupils.

“There are all these people on the ground doing real work: the teachers, the healers, the preachers.

So why do we admire the people in the public eye so much?”

LITTLE SIMZ

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UPFRON T / NEWS

Culina r y addition Hallfield School in Birmingham marked the launch of a state-ofthe-art food technology classroom by inviting Michelin-starred chef, Andreas Antona and team of Simpsons Restaurant to the prep.

A ribbon-cutting ceremony was followed by a pizza-making session.

WO O D L A N D C E L E B R AT I O N

YO U N G ENGINEERS Two Mayfield Sixth Form girls have been awarded prestigious Arkwright Engineering Scholarships. Christina submitted detailed proposals on seabed infrastructure to reduce coastal erosion, while Elizabeth won her scholarship for a computer chip-aided method of reducing cot deaths.

They will be sponsored and mentored in order assist them in their projects, university study and career planning.

St Benedict’s has planted 120 trees to mark its 120th anniversary. Wild cherries, supplied by the Woodland Trust, were planted in the school grounds and also at a partner primary school in a ceremony attended by pupils from St Benedict's Eco Society.

Parents have donated almost £700 to Restore our Planet’s ‘Trillion Trees’ project.

PHYSIC S CHAM P Tonbridge School, Kent has picked up 'Top in the UK' in the International Physics Brawl, organised by Charles University. Two teams from Upper and Lower Sixth competed in the online global challenge, which tests Physics and problem-solving ability. The Upper Sixth boys also achieved 34th out of 188 teams, placing them among the top fifth worldwide by age category.

Co - ed developments After admitting girls into Lower Prep and Lower Sixth in 2021, St Columba's will welcome its first cohort of 11+ girls this September.

The St Alban's school has opened a new Sixth Form Centre with improved music, sports and IT facilities, along with an additional studio theatre.

“Every child deserves to grow up knowing their potential and feeling confident that they won't fall at the first hurdle – that they cope with life's setbacks” HRH DUCHESS OF CAMBRIDGE

SOMETHING THEY SAID

“Education's purpose is to replace an empty mind with an open one” MALCOLM FORBES

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Nurturing

Bright Young Minds Since 1584

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UPFRON T / NEWS

PA D D L E S Q UA D Dauntsey's canoeists are training in earnest for the Devizes to Westminster Canoe Race – known as the DW and the 'canoeists' Everest'. This 125-mile race over Easter weekend has been held since 1948 and is the longest canoe race in the world. Dauntsey's has entered a team for the past 40 years and this year's squad are fundraising for MIND. The school is dedicated to developing its adventure education curriculum.

Jurassic thrill

C A M P C O U R AG E

Pupils at Felsted School in Essex had the opportunity to travel into a Jurassic landscape using green screen technology and making videos of themselves with dinosaurs, as part of a workshop with a team from Teach Rex. As well as starring in videos that brought prehistory to life, the children had the opportunity to interact with a T-rex called Jam.

Laura Hall, Head of Queen’s College Prep in Mayfair, has brokered a partnership with the Royal Marines Reserves as part of a revised curriculum.

Year 5 and 6 girls have visited Wandsworth Barracks for boot camp-style fitness training, followed by abseiling, shelter building and close combat training. Lt Colonel Oliver Todd said: “They proved themselves to be confident, courageous and, most of all, resilient.”

CHARITY BOOST Conifers School in West Sussex is championing three smaller charities that support mental and physical health as part of its ‘pay it forward’ initiative. The South Downs prep will run fundraising and awareness events with men’s suicide prevention charity James’ Place, assistance dog provider Canine Partners and The Sussex Snowdrop Trust, which assists local children with life-limiting and life-threatening illnesses.

HEAD ROLE Katharine Woodcock takes up the role of Headmistress of Francis Holland School, Regent’s Park in September 2022. Currently Head of Sydenham High School, her career includes spells at Oakham School and Queen's College. Charles Fillingham, current Head of Francis Holland, becomes Executive Head of Solihull School.

Top Story

Green theme Dulwich College held an Eco Week in November just after COP26 ended to champion both eco awareness and sustainable change. From 'loving our leftovers' to reuse and recycle initiatives around the school, it was all hands on deck to create positive change. Students also got involved in practical local improvements for the whole community, including building bug hotels.

SCIENCE FORUM Benenden Sixth Formers and STEM Ambassadors Molly and Annabel hosted a virtual panel discussion about the production of the Oxford AstraZeneca vaccine with top female scientists who worked on its development. They chaired an event that attracted hundreds of students from Kent and Sussex schools.

SOMETHING THEY SAID

“The creative process is not controlled by a switch you can simply turn on or off; it’s with you all the time” A LV I N A I L E Y

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UPFRON T / NEWS

WRITING TA L E N T

Fencing tr iumph

Highgate School student Theo Behe, 14, will publish his story Johnny Recruit this spring with comics publisher Markosia. What began as a school history project has become a graphic novel illustrated by Tom Muzzell.

The gripping story was inspired by his great uncle, Bert Houle, a Canadian RAF flying ace. Theo says: “He made our family proud, so I wanted to write some fun adventures around him”

Millfield fencer Steffi Berndt De La O has won the prestigious International Fencing Epee Cup. The competition took place before Christmas in Dubai. Steffi, a Millfield Sports Scholar, was presented with the trophy by The Crown Prince of Dubai, His Highness Sheikh Hamdan Bin Mohammed Bin Rashid Al Maktoum. The Somerset school offers recreational and competitive fencing to students of all ages and has a purpose-built fencing salle.

Study leader Dr Elodie Nevin will become the new Director of Studies at St Catherine’s School, Bramley from April 2022.

A linguist with a PhD in German literature, Dr Nevin moves into the role with a comprehensive knowledge of the school after 14 years as a language teacher, Head of German and Oxbridge Co-ordinator.

D R AG O N WISDOM Dragon’s Den star Sarah Willingham visited Roedean in East Sussex to speak to pupils about her own journey to success. The Brighton-based entrepreneur, who spent her twenties expanding Pizza Express and Planet Hollywood before setting up Bombay Bicycle Club, told pupils that she defined success as achieving not only her business but also her life goals.

S H OWC A S E AWA R D Colchester High School has become a Microsoft Showcase School, one of only 53 in the UK. Part of Cognita group, the school has invested substantially in EdTech skills and devices. Headteacher Gracie Langrick says: “We were especially delighted that Microsoft recognised how the school’s use of technology has given pupils a ‘voice and choice’ in their own learning”

“Pupils have a voice and choice”

T ime tea m G LO B A L PROJ ECT A Grade 11 student from ACS International School Egham has received a global award to support his project in Rio de Janeiro. Daniel, 17, supplies food and hygiene baskets to over 5,700 families across the city. The award will enable him to expand Project Cestou, tackling some of the systemic issues facing communities in the city.

The 1st Eight at The Leys School in Cambridge was the fastest crew in the Novices’ time trial at the Fairbairn Cup. Originally organised for the University of Cambridge

by Jesus College Boat Club but now open to all comers, this annual race covers a 2,700m course along the Cam between Jesus College Boathouse and Fen Ditton in the ninth week of each Michaelmas term.

SOMETHING THEY SAID

“Acting isn’t a game of pretend.

It’s an exercise in being real.”

SIDNEY POITIER

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your suitcase. Now close it again, because you don’t have to travel to our Open Day. You can explore Warminster virtually, from home at your convenience. Saving precious time, travel and stress. Causing minimal disruption to your Contact our friendly Admissions Team to find out more about our most Open Day yet.

01985 210160 admissions@warminsterschool.org.uk warminsterschool.org.uk

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Focus BASSETT HOUSE SCHOOL – A WELL-ROUNDED PREP P . 20

NURTURING ENTHUSIASM AT BASSETT HOUSE, PAGE 20

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Learning for

LIFE

British Education visits Bassett House School, a London prep known for its well-rounded education – and now with a fresh vision for giving children skills for tomorrow’s world LIBBY NORMAN

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FOCUS / BA SSET T HOUSE

RIGHT Creative and performing arts are a school strength BELOW Bassett House’s Notting Hill neighbourhood is a real London village

“It doesn’t matter which school you’re in as a child, you still need somebody to catch you – to notice you and to catch you”

T

he first thing that strikes you about Bassett House School is its neighbourhood. Tucked away in that Notting Hill enclave between Ladbroke Grove and Latimer Road Tube stations, not far from Portobello Road, this is – in classic estate-agent speak – a London village. But in this case that’s the right description.

Thriving local shops and cafés, tree-lined roads and tended front gardens speak of a community that cares. “I think that’s one thing that makes us quite unique – we really do feel like this village school in London,” says Headmistress Kelly Gray.

The school encompasses three sites, all within a short walk. There’s the handsome four-storey Upper Years building at 60 Bassett Road. This is the original site, opened in 1947. A school-purposed rebuild happened in 2001, but from the outside it’s entirely in keeping with its stately Victorian neighbours. Just around the corner in St Helen’s Gardens is the recently opened Early Years building, with bright play and learn areas plus basement drama and music facilities for the whole school. This faces St Helen’s Church

and St Helen’s Hall. The Hall is where assembly, gym and lunch happen, and with classrooms, garden space and art room.

The fact that pupils share turf with the local church and are on first-name terms with its vicar – known to all as Reverend Steve – adds to Bassett House’s welcoming atmosphere. Kelly Gray says it’s the first thing prospective parents remark on.

Gray joined as Headmistress in September 2021 and brings a breadth of experience unusual within the independent sector. She was previously Deputy at Ecole Française de Londres Jacques Prévert, where she spent five years, but her career spans leadership and teaching roles across state schools. This includes an early stint at an inner-city Leeds school. “That was a baptism by fire, and the place where I really learnt my craft – you had to.”

Her very first teaching role was in Slough, at another school where families struggled to make ends meet. She moved from there to Thomas’s, Kensington.

The contrast was stark, but it revealed a truth that Gray still holds dear. “I realised from jumping across that it doesn’t matter which school you’re in as a child, you still need somebody to catch you – to notice you and to catch you.”

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ABOVE The new Early Years building has cosy play and learn spaces

This fits perfectly with Bassett House’s philosophy. Catching children young and nurturing their enthusiasm for learning was its founding principle. It started out, quite literally, from the ground up – a six-pupil Montessori nursery within a family home. This was 1947, the year Maria Montessori’s London training centre opened, putting it in the vanguard of modern educational thinking. “Bassett House was talking about a child-centred curriculum long before the Department of Education,” says Gray. “We still have that Montessori approach in the early years.” It has grown into a thriving prep and pre-prep, but the constant is its ability to produce well-rounded and engaged learners. “What they do brilliantly at Bassett House – they did it long before I came – is to take the children’s natural talents and inquisitiveness and then polish those to a high shine.”

Joining Dukes Education early last year gave Bassett House added might. Now it is part of a family of 17 London independent preps and seniors (plus five outside the capital) and six nurseries. This brings a formidable hive mind to resources,

“We are committed to giving that sense of awe and wonder, creating those neurological pathways needed to make memories for life” training and – critically – through-school options at 11+. “There’s this huge sense of comradeship and wanting to help one another,” Gray says. “There’s no hoarding of resources – of expertise or of staff – it’s all there for the greater good.” The CPD training Dukes offers runs the gamut from first aid to the university-accredited Senior Leadership Programme that she recently embarked on herself. “The CPD programme is world class and offered at no extra cost, which means you can use those resources to benefit the pupils.”

Pupil benefits is something taken very seriously here – from wraparound care and after-school fun to ‘Club Croissant’ twice a week for the school’s native French speakers. The cohort is a “melting pot” culturally, with parents from across the UK, Europe and beyond.

This enriches school culture but,

says Gray, there’s a core element they share. “These are all parents who are passionate that their children receive the very best education, but in a school that is a greenhouse, not a hothouse.”

The “greenhouse” approach is at the heart of the Bassett House teaching style. “Our role is to foster a lifelong love of learning, not stymie it from the word go. If you turn them off learning by 11, the chances are you turn them off for life,” says Gray. “Children perform best when they have a rounded, grounded and balanced diet of all of the things they love and need.” The school believes in maximising learning connections. “Life doesn’t come in little boxes of discrete subjects. There are all these crosscurricular opportunities – something our teachers do really well. They squeeze the juice out of that learning so they

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FOCUS / BA SSET T HOUSE

ABOVE Headmistress Kelly Gray RIGHT Bassett House offers small classes and lots of one-to-one time

have made every moment matter.” This opportunity to light the spark happens in many ways. “Children make potions as part of their literacy learning, watch chemical reactions and carve up hearts as part of their science. It’s about creating that spark for learning and engaging in conversations that continue out of school.”

It’s not only about showing links, but also presenting ideas in ways that stick.

“Of course, we have this really robust and rigorous curriculum underpinned with a strong progression framework of spelling and grammar. That’s a given, but it’s not what children remember,” says Gray. “I’ve seen the Fire of London taught via textbooks and worksheets.

Then I’ve taught it myself by building a model village, setting it alight and having the Fire Brigade come and talk about the conditions that made it spread so quickly.

And that’s the kind of teaching that – if you’ll excuse the pun – lights the fire in children. We have a staff committed to giving that sense of awe and wonder.

They create those neurological pathways needed to make memories for life.” The school uses London culture as a classroom – be it checking out the Magna Carta at the British Library or immersive learning at the Science Museum Wonderlab.

Bassett House’s curriculum is renowned for Arts teaching and enrichment.

“Creativity is something Bassett House does really well.” A tour of the art room shows exceptional work but, more than

LEFT Sport is co-ed – encouraging respectful and equal relationships

that, a spirit of bold experimentation.

There are lots of chances to make music and drama happen in its regular shows and performances. Even the staff join in, for the staff pantomime is a much-loved annual tradition. “The children just love seeing us make fools of ourselves!”

Kelly Gray says it’s important to do things children can relate to – things on their level. Recently, knowing there was a pyjama party for younger pupils, she surprised them. “I sneaked pyjamas and slippers into school, put them on and walked into their classroom saying: ‘did someone say pyjama party?’. They loved it. Five minutes out of my day, but small things have a big impact.” Hot Chocolate Fridays are another case in point.

Randomly selected pupils from different year groups are invited into the Head’s office. Other teachers drop in, quite a lot of biscuits get eaten and everyone chats. Gray says it’s remarkable how much children open up in these encounters. “They create strong foundations, helping to ensure that if something is bothering a child, they are willing to approach any member of staff.”

Of course, any successful relationship between school and pupil requires buy-in from the whole family. “Our number one aim is that the children go on to the very brightest future. It’s quite a bold aim, and if you’re going to achieve that it requires a partnership.” To ensure SPRING • SUMMER 2022 | B R I T I S H E D U C AT I O N | 23

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RIGHT that, the admissions process is The House system made transparent. Interested and peer mentoring parents can dip their toes in via support children a Zoom event. From there, they BELOW book a parent tour. “I conduct Bassett House nursery pupils tours personally. Other than making sure that the teaching and learning here is excellent, there’s no more important job than finding out what they are signing up to – and what that ‘Bassett buzz’ is all about.”

This partnership extends to working together for a smooth 11+ journey – always a front-of-mind concern for prep parents.

“The conversations start early,” says Gray. Year 4 teachers start to assess the best fit for each individual pupil and the Senior School Fair each autumn is a chance for all families – but especially Year 3 and above – to see options and meet prospective schools informally.

Parents and pupils are also invited to talks by senior school Heads, forums that are about demystifying the process. “Our children go on to great London schools – Godolphin & Latymer, St Paul’s, Queen’s College – but our goal is to get each and every child into the right school for them.

Our Form 5 and 6 teachers are incredibly knowledgeable about schools in the area, not just academically but pastorally.

Parents appreciate the conversations, the candour and the complexity of our teachers’ understanding.”

“It’s more crucial than ever that we teach young people adaptability, tenacity and those other vital life skills”

The best onward path can’t happen without the right support during the prep journey. “If a child isn’t happy, they cannot learn,” says Gray. “Everything we do at Bassett House is wrapped in this blanket of safeguarding.” The male Head of Sport and PE also heads up pastoral care and is, she says, “wonderful” at ensuring all children are supported. He’s had great success opening channels for boys – who usually find it harder to ask for help – by running a weekly ‘communication station’ before school to help with any communication or anxiety difficulties. “It’s so important that boys understand themselves and can articulate how they feel.”

Not every young child can articulate their problem, and that’s why Bassett House has a pupil plan in place as soon as children join that stays with them through to Year 6. There are pastoral check-ins at least once a week with form teachers where children talk about how they are feeling. Termly pastoral audits involving teachers and senior leaders discuss every child. The children’s own buddy and house systems are valuable extra layer of peer-to-peer support.

Gray says COVID and global uncertainty have brought greater recognition among educationalists that pastoral care must be pre-emptive, not reactive. So too teaching and learning, and Bassett House is redesigning its curriculum to meet tomorrow’s challenges. “Our new curriculum that we’re building right SPRING • SUMMER 2022 | B R I T I S H E D U C AT I O N | 25

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RIGHT Bold experiments are encouraged in Art BELOW Bringing global thinking to life in Geography

now is all about skills for future leaders.

At the very heart are those rigorous and robust frameworks that make sure pupils’ core subjects are rock solid,” says Gray. “But politically, culturally, environmentally, economically, this is a changing world for children – an uncertain future. It’s more crucial than ever that, as educationalists, we keep evolving, and that we teach young people adaptability, tenacity and other vital life skills.”

The framework that Kelly Gray and her team are weaving through every part of life at Bassett House covers off six main

“Our children go on to great London schools – but our goal is to get every child into the right school for them”

strands. Alongside Creativity and Digital Literacy, it includes Global Citizenship – building links with local and global schools and fiscal awareness through projects such as The Fiver Challenge. Skills for Future Leaders includes sports and service leadership, as well as areas such as school councils, a lecture programme and Doctor and Lawyer for the Day activities.

Emotional Intelligence is already embedded, with clear guidance on areas such as respect (for instance, sport is co-ed so that children build respectful relationships). In the new curriculum, there is added focus on debating the big issues (whistleblowing, Black Lives Matter, for example), as well as local and family challenges in the wake of the pandemic. Sustainability is another strand, with a school eco-council, focus on incorporating COP26 goals into school life, plus Green and nature activities.

Kelly Gray has no doubts that their big-picture approach is the right one for a generation facing a future of uncertainty.

“As much as anything, it’s about teaching them how to be a human being in this world – it’s as fundamental as that. We had a Year 6 leavers’ event not so long ago and one young man, who’s gone on to great things now, said: ‘At Bassett House they teach you English and Maths but, more important than that, they teach you how to be yourself’. I don’t think I could put it more eloquently myself.”

At a Glance Bassett House Prep School FOUNDED: 1947 HEAD: Kelly Gray, since September 2021 GENDER: Co-educational NUMBER OF PUPILS: 150 DAY OR BOARDING: Day AGES: 3-11 POINTS OF ENTRY: 3+, 4+, 5+ ADMISSIONS: Offers are made on a first come first served basis for all year groups, depending on availability.

RELIGIOUS AFFILIATION: Non-denominational FEES: Preschool, per term, mornings only – 1,856-£3,160 (afternoon attendance available); Pre-prep, per term – £6,320; Prep, per term – £6,585.

ADDRESS: Bassett House School, 60 Bassett Road, London W10 6JP; bassetths.org.uk

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Achievement in all its forms is alive and kicking in every part of their school day.

- Tatler Schools Guide 2021

Registered Charity No. 312038

They mean what they say about encouraging talent!

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PRIOR’S FIELD - THE PLACE TO ACHIEVE! 11+, 13+ and 16+ entry, Situated in rural Surrey since 1902 Contact admissions@priorsfieldschool.com to book your place at our virtual Open Event and discover why Prior’s Field is the place to achieve. +44 (0) 1483 810551 www.priorsfieldschool.com

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PR EP / OPINION

ROLE MODELS Susie Byers, Head of Broomfield House School, says that we need more male teachers in our classrooms to help boys learn about respecting women

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have often wondered why there is such an imbalance between male and female teachers in our schools. Across the UK, in both independent and state schools, you will find this gender disparity, with women often outnumbering men, particularly in our prep and primary settings.

In my 25 years as a teacher, I am yet to understand all the reasons for this gulf, but in light of #MeToo and Everyone’s Invited, it is something we must urgently address. For how do we guide our students into becoming young adults who respect each other, regardless of gender, if we can’t show it to them in their younger years?

Role models matter – after all, you cannot be what you cannot see – particularly in those crucial younger years when attitudes are formed. Boys and girls need to be taught by men and women, and they need to see these same adults interacting with each other, respectfully, calmly and equally.

BELOW Our young men – yes, Pupils and teacher at Broomfield young women, too, but House School the spotlight is on boys

“Boys listen to female teachers, but men can often connect with them in a more meaningful way – as coach, mentor and sounding board”

right now – need to know how to conduct themselves. When does playground rough and tumble, particularly when directed at girls, become unwelcome? I have also heard boys describe their dad as the boss who goes to work, and their mum as the one who ‘just stays at home’. At 10 or 11 years old, as hormones kick in, boys can sometimes egg each other to behave in unthinking or inappropriate ways.

If we see any such behaviour, we will, of course, step in and guide our boys. But it is particularly helpful at this age for boys to have male teachers, and crucial that they see how these teachers behave towards their female colleagues. Pre-teen

boys need good role models to signpost how to regulate their own behaviour and navigate the teenage years ahead.

At Broomfield House School, we have a good ratio of male to female teachers.

They range from our Year 1 TA and our Y3 and Y5 class teachers to our Y6 TA maths lead with QTS, our PE Teacher with LTA status and our Academic Deputy Head and Head of School. But we are not resting on our laurels. Like everyone, we were appalled by some of the Everyone’s Invited testimonies and have since rolled out a number of Respect Lessons for all of our Year 6 children, using our male teachers to talk to boys on a very real level. Our boys listen to their female teachers, but men can often connect with them in a more meaningful way – acting as coach, mentor and sounding board.

We are, admittedly, a well-resourced school, but that doesn’t mean this shouldn’t be a nationwide expectation. It’s too important to the next generation for us to fail at this. We have an amazing team, but this year I have been particularly proud of our male teachers. They have given something to our boys that is intangible yet powerful. When I lay my head on the pillow at night, I know we have done all we can to ensure our boys leave Broomfield with the knowledge and skills to treat the opposite sex with the respect they deserve.

S U S I E BY E R S Headteacher Broomfield House School SPRING • SUMMER 2022 | B R I T I S H E D U C AT I O N | 31

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02/02/2022 11:38 12:06 08/10/2021

Talking

PR EP / TA LK ING HE A D

HEAD

FINDING BALANCE

The Headmaster of Cottesmore discusses technology in education, and the importance of pupil agency and entrepreneurialism

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t Cottesmore the children do not have phones. They are always talking, always engaging, face-to-face and in real time. They build camps and dens in the school grounds and they all play sport daily. This is where we start the Cottesmore journey, but there is another important aspect to modern life – the screens in our hands and on our desks.

Do we surf the digital wave, or do we stand on the beach and watch as it crashes towards us? Of course, the answer lies in balance and discipline. With a rise in screen time, smart phones, Zoom lessons and social media, the digital age has well and truly landed. Over the last 18 months, schools have harnessed these technologies with

“The key is to value both technology and tradition in equal measure and to strive for a balance”

with technology. We are delighted and honoured to have Ms Lakhani join our community as ‘Digital Patron’. With the experience she brings, we are enjoying not only her entrepreneurial spirit, but also her innate understanding of the powerful partnership between technology and education.

Fundamentally, the role of all schools is to create and curate an ABOVE ideas-led environment, Pupils at Lycée where children feel Churchill confident to explore ABOVE Pupil at their own passions. This Cottesmore means arming children with the confidence to have a positive input on their education. Our Councils provide huge speed and a positive attitude towards children with an opportunity to implement change has never been more important. change across various elements of school life, The key is to value both technology and including the Boarding, School, Safeguarding, tradition in equal measure and to strive Kindness, Food and Charity Councils. for a balance between implementation of Pupil agency and entrepreneurialism technology and typical childhood activities. are concepts that are only going to become While Cottesmore has always strived to more important. Our Cottesmore Talks liberate children from dependency on screens were conceived three years ago to introduce – as our approach to mobile phones indicates children to the concept of entrepreneurship – children’s screen education is important. and to understanding how individual Here, it takes place during ICT lessons and aspirations can dictate and coding club and we have an inspire the professional journey. award-winning robotics team.

The children have been inspired The recent collaboration by all of our guest speakers with Priya Lakhani OBE, and have embraced the candid founding CEO of edtech nature of these sessions. company Century Tech, All eyes at Cottesmore indicates our commitment to are on the future, but it is digital-based learning. This important that we are mindful platform has been a huge of the present and the people success, enabling teachers to TOM ROGERSON around us. A good education better understand each child’s Headmaster Cottesmore School teaches us to have a firm grip learning journey and enhance on both at the same time. their working relationship SPRING • SUMMER 2022 | B R I T I S H E D U C AT I O N | 33

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PR EP / TA LK ING HE A D

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Small and mighty The Headmaster of Perrott Hill Prep explains why he thinks the school’s size is one of the key secrets of its success.

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ur Somerset school has won multiple awards over the past few years, including Pre-Prep of the Year in 2019 and the BSA Supporting Junior Boarders Award in 2020. There’s no denying that the last 24 months have been tough on the whole independent sector, with travel restrictions, lockdowns and the low-level threat of (whisper it) remote learning creating an unprecedented level of uncertainty among parents. At Perrott Hill, we’ve emerged with an even greater belief in the power and strength of small schools.

Small schools enable a family atmosphere where every staff member knows every child and every child benefits from subjectspecialist teaching. Our Director of Sport teaches from Nursery to Year 8, as does our Director of Music, Head of Art and Head of

“A smaller size gives our senior pupils the chance to take on positions of responsibility” French. Such connections extend across the whole school community. Here, Mr White in maintenance runs a carpentry club; parents and former parents run activities such as pinhole photography and textiles.

Socially, children know one another and make friendships across year groups.

One thing about such connections is the impact on all concerned. One former pupil summed up what this means: “I spent my activities sessions volunteering in PrePrep, reading to the children and helping

with playtime. It was a formative all-rounder award to Radley, a ABOVE experience and one which improved rugby scholarship to Millfield, an Pupils at Perrott my patience and communication academic scholarship to Canford Hill Prep skills. It also made me realise the and art scholarships to Harrow, experience of being looked after Marlborough and Sherborne. by your peers is precious".

A smaller size allows senior Smaller schools can often take a more pupils the chance to take on positions of tailored approach to education, and this can responsibility, and this in turn develops give children the encouragement to find their character and social confidence. As well passions at an early age. Sometimes, there as the obvious Head Boy, Head Girl and can be changes made to assist with this.

Prefect, there are other roles: Head We recently added a bagpipes Chorister, captains of sport, teacher to our peripatetic staff Captain of the Tinker Lab, – a few years back the same heads of houses, boarding thing happened with the harp. prefects. The list goes on.

If a spark is ignited in a Small can be mighty, especially child, there is the flexibility if you believe, as we do, that it to nurture this – whether means scope for every child it’s in STEM clubs, book to shine within the range of clubs or athletics. The responsibilities on offer. It is success of this ‘something incredibly rewarding to see ALEX MCCULLOUGH for everyone’ approach pupils at age 12 or 13 step up Headmaster can be seen as children – especially those who might Perrott Hill progress. Our scholarships be forgotten or overlooked Prep School in recent years include an in a larger school.

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INQUIRING MINDS The Primary Years Programme Coordinator at Southbank International School says that the IB system teaches both learning skills and values for life FLORA WINTER

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he International Baccalaureate curriculum teaches young people aged 3-18 how to develop specific characteristics that are representative of being ‘a good learner’ and ‘a good person’. At the same time, it aims to develop specific skillsets – recognising that young people need to be able to collaborate, negotiate, problem solve, be creative and become critical thinkers. Right from the start, the IB aims to foster curiosity and encourage young people to ask questions. In doing so, we identify common threads and an understanding of how young people approach different subjects, teaching them to be able to share their thinking, to ask questions and to problem solve together.

For the youngest children at Southbank International School there is a big focus on how they can help one another improve.

In grade 1 (age 6-7), students participate in a ‘Unit of Inquiry’ on how to express themselves in various contexts. Working in small groups, they develop questions, BELOW allocate roles so they Pupils at know who will take Southbank responsibility for each International School aspect, and then they

“Everything we teach is underpinned by a sense of community – essential to children developing an understanding of their role in society” present their findings to the rest of the school and to parents. Every year the children learn from one another, critiquing their work and making improvements along the way. We also have specific units of inquiry looking at ourselves and our cultural identity. It is the school’s belief that understanding ourselves helps us to understand others better, which is something that our parent community support through participation in events, sharing cultural practices and elements of their home life in different languages.

Among the many advantages of being a school in central London is that there are so many opportunities for students to go out and explore different parts of the city, and for people to present new ideas and perspectives to them. We see London as our classroom and this helps children to develop an understanding of the world around them, consider alternative perspectives and see the world through more than just their own eyes.

A core element of the IB Primary Years Programme (PYP) is encouraging children to take ‘Action’. We talk about five different types of action in response to learning: Participation and being involved in the community (in the classroom and beyond); Advocacy (individually or as a group); Social Justice (taking action for positive change); Lifestyle Changes

(healthy eating or keeping fit); and Social Entrepreneurship (locally and nationally).

This is further supported through linking back to the United Nations Sustainable Development Goals, demonstrating to students the relevance of what they are learning. One example was the ‘Gratitude Project’ last year, when the school council worked with the PTA to raise money for North London Food Banks. Smaller things happen daily too. For instance, some children undertook a unitive inquiry on pollution. Noticing parents were leaving their vehicles running at

drop-off, they made signs reminding drivers to switch their engines off.

Everything we teach is underpinned by a sense of community, which is essential to children developing an understanding of their role in society.

They are taught to take responsibility for something beyond themselves. It could be as simple as caring for a plant, helping a friend who is upset or putting things away tidily. These are the sorts of attributes we believe children need to develop, learning at a micro level from a very young age and then applying the same principles to life as they progress through the school and beyond.

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SMART THINKING With a new London boarding option and bespoke approach to GCSE, A level and beyond, MPW offers a fresh take on 14+ options. British Education finds out more LIBBY NORMAN

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PW is a very different prospect from a traditional independent school. First up, there are the small class sizes and the dizzying array of options at GCSE and A level. Then there's the city settings – London, Cambridge and Birmingham. And finally, there's the culture, for this is a place where the dress code is liberal (no uniforms) and staff are addressed by their first names.

In London, MPW is breaking exciting new ground with a dedicated building for 70 boarders. Located in Queen's Gate House, South Kensington (formerly Baden-Powell House and HQ of The Scouting Association), and less than five minutes' walk from its London college, the building will welcome its first residents this September. The reason was simple, says MPW London Principal John Southworth, student demand.

"We're getting an increasing number of international students who are asking if they can be on our site, rather than having to find accommodation elsewhere. And there are also an increasing number of applications from UK and international students who are 14 and 15 years old – and the only way to accept them is by offering boarding."

MPW has gone through a shift over the past couple of decades. Where once it was seen as a Sixth Form College, it is now attracting a broader cohort. This

year's London intake at Year 10 is around 20 students, and for Year 11 it's around 60. "I think word has got around that we can do some great work with young people in Year 10 and Year 11, as well as in Sixth Form," adds Southworth .

Importantly, this is not an international school – it welcomes many overseas students (around 30% of intake), but the remaining 70% are UK-based and MPW plans to keep it that way to ensure the right balance. In London, most UK students travel to its South Kensington site from within the M25 corridor. "I'd say the average journey time is approaching an hour, but some travel further because of the flexibility we offer."

Wherever they hail from, what students share in common is self-determination and a spirit of independence – they have done their research and found that MPW offers the study pathway they want. Southworth has no doubts that it is the students who have agency in the decision making, with parents in supporting role. "When I'm doing interviews, and I do a lot of them, it's the young people who are far more in charge. They are the ones who have been doing the investigation or heard about us through their friends and are excited about the prospect."

The College does offer something that feels different, both in atmosphere and

TOP One-to-one study advice ABOVE MPW in South Kensington

teaching style. Those small class sizes have been there from its foundation in the 1970s as Mander Portman Woodward. The three founders – all Cambridge graduates – wanted something run along their university's guidelines and that's what they devised, initially operating from Rodney Portman's lounge. MPW has come a long way since, but still today you'll find very small teaching groups and Directors of Study who act as pastoral guides as well as giving one-to-one study

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advice to any of their students at any time during the day. "That is quite unique," says Southworth. "I have 20 Directors of Study, where most schools have one."

Then there's the dizzying array of study combinations. MPW offers 27 GCSE courses and 45 A-level subjects – students can choose any combination. This enables them to pursue a passion for Arts, Humanities or Sciences or choose disparate subjects. The point is, they select. "As our strapline says: 'tailored, not uniform', so we are tailoring our programme to every individual, to what they want to study."

The main focus is on getting students to where they want to go – and in nearly all cases that's university. The MPW team

have a very specific approach. "What we're trying to do is give them advice on the best options to move forward to what they want to do in the future," says Southworth. His interviews – all students are interviewed, and he conducts the majority – tend to start with asking where students have come from and where they want to be in 15 years' time. Then he will try and fill in the gaps by suggesting the best route. "It is very bespoke. It might be that a student wants to come here to do some A levels with us and some GCSE retakes in parallel. Or they might be doing A levels over three years because they have a health or other issue." For example, MPW has supported a number of elite athletes

who have training and events that affect their ability to study to a typical timetable.

"So, what we say to them is: tell us what your constraints are, and we will try and work an A-level or GCSE programme around your sporting activities."

What MPW doesn't support is a hothouse or 'crammer' approach – recommending three A levels and eight GCSEs to all but a few. There are a handful of "self-selecting" students who choose an EPQ (and invariably get top grades).

Southworth firmly believes more is not better, since it's grades that count: "You can go to Oxbridge with six GCSEs and three A levels". Instead, the MPW approach is all about right course, right guidance –

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The Best of Both Worlds Wells is a vibrant city surrounded by stunning countryside.

We’ve got it all!

Co-educational day and boarding school Nursery - Pre-Prep - Prep - Senior - Sixth Form

Find out more: http://wells.cathedral.school/relocating Or contact admissions@wells.cathedral.school The Liberty, Wells, Somerset BA5 2ST

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and it works. "We get a few every year into Oxford and Cambridge, but we get 70 per cent plus every year into Russell Group universities – and that in itself is a great statistic for a non-selective college," he says.

"However, what's more important still is that we get a very large number to university, but they go to the right course, rather than what they think is the right university. The course is the most important thing."

MPW spends time on the guidance to ensure students are making smart choices and will stay the course, including creating "Getting Into..." university subject guides with Trotman Indigo. Written by its own subject specialists, these are particularly useful in an era of high student fees and loans – and in the eight years he's been MPW Principal, Southworth can only recall one student who left a course. Having chosen to head RIGHT to a Scottish university, she State-of-the-art new facilities and quickly realised it was too far accommodation from friends and family. MPW immerse international intervened and she successfully students in UK life and BELOW John Southworth transferred to King's College study as a springboard to and students London to complete her degree. great things at MPW or The smooth transition from school another UK school setting. to university is now being bolstered Another exciting departure with Summer Schools for international for MPW is the introduction of a UAL students aged 13-17. Launching this summer Foundation Diploma to prepare students for in Cambridge and Birmingham (and with a degree course in Art and Design. MPW a London Summer School in 2023), it's a London has an incredibly long and strong collaboration with EtonX and designed to track record in Art courses – regularly

getting its students into the likes of Parsons New York, Ravensbourne and Marangoni – and UAL has been a great supporter of its approach for many years. "It's a stunning outcome, we're so privileged to be able to run this course for them," says Southworth.

A bonus, for those Foundation Diploma students, is that the MPW Queen's Gate House opening this September includes a funky glass art studio spanning 120 square metres at the top of the building where they can get creative – and enjoy all the benefits of prime South Kensington turf alongside MPW's new boarders.

Queen's Gate House is already sounding like the coolest place to be in one of the coolest cities on the planet. mpw.ac.uk

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GREAT ADVENTURES Major Dan Reed of Cranleigh School, Surrey, on the way the Combined Cadet Force develops teenagers' resilience – and delivers thrills, spills and leadership skills along the way

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ooking towards a postpandemic world, where uncertainty and anxiety is more commonplace than ever, schools are working to counteract the external forces at play. This is where the Combined Cadet Force (CCF) can be of great value, offering the best possible experience for teenagers and a way to gain resilience, independence and leadership skills, Through CCF, Cranleigh pupils are equipped with an armour to help them navigate the modern world.

The school now has 175 recruits, with a mix of boys and girls, and we are finding that CCF is becoming more popular each year. We now have 10 members of staff involved, as well as outside volunteers helping us. To enrich the experience for our pupils, we have taken out a lot of the drill activities and added more outdoor experiences such as navigation training – a valuable and enjoyable way to improve both teamwork and discipline.

CCF is, as it has always been, all about teenagers gaining confidence and getting to understand more about themselves. We do a lot to push our recruits out of their comfort zone with adventurous training in rock climbing, mountain biking and even parachuting – which is the ultimate test of mettle and an incredibly thrilling experience. The last group of Sixth

“The last group of Sixth Formers to try parachuting said it had a lifechanging effect on their confidence”

ABOVE Cranleigh CCF pupils parachuting

Formers to try parachuting said it had a life-changing effect on their confidence.

Expeditions are part of the mix, too.

Placing teenagers in situations where they might be uncomfortable, or have to fend for themselves, develops character and independence in a safe and controlled way. In an uncertain world, where parents do everything to remove risk for their children, such activities are a vital part of education, building the grit and resilience that young people need for their futures and building confidence too.

We run a wide range of trips and training, beginning with Exercise TIGER CUB – where pupils learn how to live in a field and take care of themselves and their equipment – moving through to Exercise TIGERS FURY where they learn basic tactics. Our Easter camps offer a rich mix of adventurous training – mountain biking, abseiling, rock climbing – and at summer camp they’re trained by the army in a trip that includes shooting ranges, paintballing, confidence courses and escape rooms.

Modern leadership is all about motivation and empowering those around you and CCF teaches pupils about the softer side of leading people. It is an effective way of giving them skills in mentoring and encouraging others at the same time – providing a practical application for leadership skills they will need in years to come. The programme changes pupils so much in the years they take part, and it gives them a real morale boost. You can see pupils grow in stature as they tackle things they never dreamed they’d be able to do.

Ultimately the programme gives young people confidence and enables those who may not consider themselves sporty to believe in themselves. My advice to young people: if you’re thinking about it, just give it a go – whether you enjoy adventures, tactics or leadership, CCF offers something for everyone.

M A J O R DA N R E E D CC F Resident Deputy Housemaster Cranleigh School SPRING • SUMMER 2022 | B R I T I S H E D U C AT I O N | 45

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SMART ARTS

Creativity involves collaboration, so how can schools manage exceptional arts teaching remotely? Fiona Henderson explains how it's done at King’s InterHigh

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ing’s InterHigh is an online school, but we make sure the arts play a vital role in children's education. We have an ever-expanding arts programme for every stage of their learning and offer a broad range of courses, including Drama, Music, Art & Design, Creative Media, Photography, Media and Film.

Lessons are delivered live and cover concepts, content and skills – teaching not only art making and different art forms but also understanding of materials and tools. Many are project-based courses, requiring students to engage with the process through conceiving, planning, making and refining. Teachers assist by working alongside students on camera with live demonstrations, just as you would in a physical classroom.

Our Drama course is new this year and it has been wonderful to see children perform as groups and individuals. Our theatre club presents its first online production this spring and students have been rehearsing and collaborating live online. For the performance, they record

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“Working online within a global community may present additional challenges, but these are never a barrier”

IMAGES Arts involvement fosters a sense of self and wellbeing

their individual elements, and these will be stitched together and presented as a performance for our school community and parents. We also offer art, sculpture and choir clubs, alongside film and theatre.

Film is becoming very popular, and we run termly Film Awards, where we showcase screenplays and films. There are also inter House drama and poetry competitions.

Arts are valuable because they are usually inquiry-based in structure, engaging students with live briefs to connect to their lives. There are numerous examples of our practical approaches. We might, for example, ask students to create their own musical instrument and then perform to the group. In photography live lessons, they could be tasked to go away and play with effects using daylight around their home.

Students give and receive feedback, consider their audience, collaborate to develop skills and understanding, and practice together for performances. What we have discovered over many years is that working online within a global community may present additional challenges, but these are never a barrier and produce surprising and ingenious ways of connecting and collaborating – and exceptional outcomes.

Arts involvement fosters a sense of self and wellbeing, giving students time and space to immerse themselves in sound, visuals, and movement. Some students who join us have suffered with anxiety when attending physical schools, and don't like to speak up in other lessons. Yet in the arts, film and music in particular, they find their voice.

Filming and sharing their work provides a medium they can direct, and a controlled environment in which to build confidence.

King’s InterHigh teachers also engage students with real-world settings and challenges. In one annual project and competition our art students design products for Tate Modern's shop. We have interactive sculpture trails to help them explore their locality and, as one of 70+ Inspired schools, our students also have in-person opportunities such as school exchanges, summer camps, global arts events and competitions.

The success of what we do is reflected in the fact that over half the school are currently enrolled in one of more of our Arts courses – Creative and Performing Arts is one of the most rapidly expanding departments in the school and alumni of King’s InterHigh include Game of Thrones actress Bella Ramsey, child author and business owner Henry Patterson, and many other actors, models, singers and creative entrepreneurs.

Our teachers support students' efforts and know that successful outcomes come down to ownership and ensuring students feel connected, have perspectives that are valued and the encouragement to find their voice through the medium of their choice. This, in turn, brings resilience – also the commitment they need to take their unique talents further.

FIONA HENDERSON Head of Middle School King’s InterHigh SPRING • SUMMER 2022 | B R I T I S H E D U C AT I O N | 47

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Queen Anne’s is an independent day and boarding school for girls aged 11 to 18

KIND HEARTS

FIERCE MINDS

STRONG SPIRITS

• Microsoft Showcase School • 50% Boarding and 50% Day • Performing and creative arts hub. Music Scholarships available • Remote exam invigilation available • 40 minutes to London Heathrow by car

Arrange your personal virtual meeting with Head of School Ms Elaine Purves by contacting admisions@qas.org.uk or call +44 (0)118 918 7333

Visit qas.org.uk/tour to experience the 35 acre campus and facilities Queen Anne’s School, Henley Road, Caversham, Berkshire, RG4 6DX QUEEN_ANNES_BRITED_SS22.indd 1

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Talking

SENIOR / TA LK ING HE A D

HEAD

Enterprise counts Samantha Price, Headmistress of Benenden School, discusses the importance of developing entrepreneurship in our schools

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xam results are, of course, an important barometer of any school’s success – but if a student leaves their school only with a set of strong results, that school hasn’t done its job properly. Modern employers look for employees who are highly skilled, but they also want new recruits who are confident, full of ideas and who will think critically. This means that young people need to arrive in the workplace with the necessary experience to solve problems, and they also need to be prepared to take risks.

This is why we place such importance on teaching our students entrepreneurial skills. Earlier this year we teamed up with a renowned entrepreneur and Benenden alumnus to launch a pioneering new enterprise award. Amber Atherton, who

“The entries for the inaugural Atherton Award were incredibly impressive and included a 13-year-old girl who started her own microbakery”

ABOVE Atherton Award presentation LEFT Amber Atherton

founded an online jewellery business while Indeed, we take entrepreneurship at Benenden in the Noughties, relocated so seriously that it is embedded into to Silicon Valley with her next software the curriculum. Our Professional Skills venture. Now she is hoping to inspire the next Programme teaches our Sixth Form students generation of female entrepreneurs in the UK. skills they will need to thrive beyond the She is aiming to roll out her award to school gates. It includes skills for professional schools across the country and started life, from coding to delivering a pitch to with Benenden in the Summer Term. reading complex financial information. Along The entries that were submitted for the the way, students also learn life essentials inaugural Atherton Award were incredibly such as negotiating a tenancy agreement, impressive and wide ranging in scope. Those setting up and managing household bills and vying for the prize of £500 and one-to-one tackling cookery, DIY and car maintenance. mentoring included a 15-year-old student A crucial part of this Professional Skills who founded her own company selling handProgramme is the Enterprise Challenge, in block printed wrap skirts and a 13-year-old which all our Sixth Formers plan, launch and girl who started her own microbakery. run a business. This project gives our students The eventual winner experience of developing was a Sixth Former who marketing plans, managing costs, was honoured for her work dealing with supply chains and launching a non-profit customer service and working organisation called STEM in teams. In other words, it in Africa (SIA), which ensures they are ready for the serves disadvantaged modern workplace and builds communities in Nigeria. those skills that will help them Such activities – and indeed to thrive in any entrepreneurial Amber herself – are great setting. We believe that this SAMANTHA PRICE examples of the entrepreneurial professional development of Headmistress Benenden School spirit we are delighted to young people should be the main have here at Benenden. aim of a modern school.

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Work ethics

How entrepreneurial courses open doors to future employment

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ilton Abbey challenges preconceptions. We are a traditional British boarding school, set in glorious countryside, and we are deliberately small, meaning each student is given exceptional care and attention, which helps build their confidence so they can achieve their personal best. Yet, despite our small size and traditional appearance, we prioritise employability and offer a huge range of courses, including modern subjects usually not found at other schools.

We are now in our 14th year of offering BTECs - vocational qualifications that focus on developing transferrable, practical

REBECCA BARTON

skills and uses project-based assignments as the main method of assessment, rather than end-of-course exams. We are the only independent school to have been recognised as School of the Year by Pearson, the external awarding body for these qualifications.

Sixth Form students are able to combine BTECs with A-Levels, and in younger years BTECs can be studied alongside GCSEs, allowing the school to find exactly the right mix of subjects for each student.

Enterprise & Entrepreneurship is one of our longest-running BTEC courses and remains very popular, both with students aiming for university and those who already have a business career in mind.

For some, an A-Level in Economics may be the best option to build their analytical

and statistical skills, but many prefer the more rounded combination of theory, practical skills and industry-focused projects offered by the BTEC course.

Students often combine these businessorientated subjects with a course related to the industry they would like to work in, whether it's media and journalism, events management, real estate, fashion design or performing arts. Milton Abbey offers courses in these disciplines and many more.

Our unique ‘rotation curriculum’ allows pupils as young as 13 to sample a wide range of courses from the moment they join the school, alongside studying essential subjects like English, Maths and Science. Subjects as diverse as equine management and photography, or leadership development

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and hospitality, expose students to new ideas, nurture skills and confidence they didn't know they had, help them make informed decisions about their subject choices in later school years, and may open their eyes to a future career they’d never even considered.

Milton Abbey also runs an Entrepreneur in Residence Scheme, with lectures and one-to-

“UK universities now recognise BTEC and A-Level courses equally” one business mentoring from household names including designer Cath Kidston, fashion mogul Johnnie Boden, David Ross, co-founder of Carphone Warehouse, and Annoushka Ducas MBE, the jewellery designer who cofounded Links of London. The scheme has a competitive element, with students pitching ideas for a start-up business and receiving funding to help make their plans a reality.

Further down the line, our entrepreneurial leavers have set-up a variety of successful business. These include popular restaurants, the sound engineering company that orchestrated the opening ceremony of the London 2012 Olympic Games, an international wine importer, and a leaver whose passion for art led him to launch his own dealership specialising LEFT in African art and antiques.

Fashion Design & Production is a recent addition The vast majority of our leavers go to university, many ABOVE & BELOW studying business-related Students working on Digital Content Production and Music Technology

degrees before embarking on their careers. UK universities now recognise BTEC and A-Level courses equally in their entrance requirements.

In fact, our analysis found that studying a vocational BTEC that was relevant to their chosen degree course actually improved the university offers given to students, compared to if they had only studied A-Levels.

We keep our focus on emerging employment trends. Milton Abbey is frequently the first boarding school in the UK to introduce exciting new subjects: Digital Content Production, Music Technology and Fashion Design & Production are all recent popular additions.

We want our students to be irresistibly employable at the end of their time with us, ready for the 21st century workplace.

R E B E CC A BA R TO N Head of Economics and Enterprise Milton Abbey School SPRING • SUMMER 2022 | B R I T I S H E D U C AT I O N | 51

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THE DARKER REALITY OF CLIMATE EDUCATION

CLIMATE ANXIETY Rose Hardy, Headmistress of Habs Girls in Elstree, considers how we help young people to navigate their fears and anxieties about climate change – and respond positively ourselves

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ven a child who doesn’t watch or read the news cannot fail to be aware of the climate change that is happening all over the planet. Our children are global citizens and observers of the modern world. From the earliest days we have taught children about the weather, about the impact of the natural world, storms, fire and floods. Whether it be recent forest fires in Russia and Spain, the extinction of species, recycling campaigns, sustainability or the impact of what we eat,

climate change information is all around us and children are all-consumed by it.

Over the last few years children have been exposed to young climate activists such as Greta Thunberg, student strikes, Extinction Rebellion and multiple protests, so climate change is very accessible to young people today. Over the last decade or so, the environmental agenda has become a curriculum staple in our schools, and rightly so. We are educating the future generations of society and it is important that they are aware of the potential challenges our planet faces as a result of how we live.

Most schools are openly playing up climate action, with eco councils and eco prefects becoming the norm within school communities. Yet over-consumption of the environmental agenda also brings with it a darker reality. Climate anxiety is growing amongst children and there is a palpable sense of apprehension, burden and fears about the future. In some cases, there are even deeper feelings of hopelessness and despair.

In a similar way that politicians and the media during the 1980s fuelled children’s fears with the prospect of nuclear oblivion, the same sense of panic and fear around individual safety that stems from predictions of a future of uncertainty and destruction are consuming many young people’s minds today. The question is, how can we retain the importance of climate change without resorting to fear, scaremongering and negativity? Climate education needs to be inspiring; it needs to challenge. As schools, we need to look to channel anxieties into actions that are both empowering and encouraging.

At a recent school freshers' fair, it was striking to witness just how many young students were signing up for environmental clubs and campaigns focused on climate change. There is a big appetite out there for creating a better, safer world – as educators, we need to capitalise on that positivity.

Sadly, there are enough mental health issues within our younger generations today and feeding a culture of nihilism could lead to destructive behaviours that manifest in many negative ways.

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RIGHT Climate change news is all around us BOTTOM Rose Hardy with pupils from Habs Girls

“There is a palpable sense of apprehension, burden and fears about the future – in some cases, hopelessness and despair” ‘WHAT IS THE POINT IF THE ICE CAPS ARE MELTING?’

The ‘extreme’ environment approach usually leads to conclusions that if the damage is done then there is no point in trying. It is concerning to learn that some young people are so affected by climate change that they are even questioning the feasibility or the security of having their own children in the future. After all, they reason, why bring a new human being into a world that has such a bleak future?

Again, this comes back to how we communicate the impact of climate change to our children. We must continue to push the importance of making changes to the way we live and consume, but in a way that is supportive, invigorating and useful.

Most schools are already looking at ways to strengthen climate education within the PSHE curriculum to ensure that we are inspiring rather than reeling off statistics. There is a post-Covid curriculum agenda here too, one that uses the last 18 months to educate children on important topics such as: What is a sustainable way to spend money?

How can we live more sustainably at university? What credit options should we avoid or consider and how can we create financial security and wellbeing in the future?

ALTERNATIVES TO TALK OF IMPENDING DOOM

Inspirational speakers in school can be very useful too, sharing experiences of those who have made a difference and are focused on giving back rather than on impending doom. We also need to consider the age group we are educating. For younger children, fears are more related to things they can readily grasp such as physical safety or animal extinction. For older children and teens, the focus might be more on how the world will be impacted by the global movement of the population, for instance.

For parents, it is important not to brush off the impact of climate change. We grew up in a different generation, but we must acknowledge the current generation's worries and reassure our children about the future. This means taking the whole agenda seriously – whether that is your child going vegan to support the environment, buying secondhand fashion or taking part in a local community recycling project. Our children will hopefully be the last generation to suffer such climate anxiety, but these things matter. As with so many issues, to fully understand and participate in meaningful conversations with the young, we must continually re-educate ourselves too.

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LEARNING FOR LIFE Lee Garwood of Farringtons School, Chislehurst discusses the benefits its Floreat programme has brought to student life and learning

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t is a rare school that does not at least make passing reference in its mission statement to educating the whole child. But never has this independent school raison d'être been more important than it is now.

Academic achievement matters, but parents know intuitively that happy, confident and articulate young people emerge from our schools thanks to a rich and varied co-curriculum.

The Floreat Activities programme here at Farringtons School offers a hugely diverse menu of creative, sporting, more traditionally academic and wellbeingfocused pursuits. This is offered for all students in Years 7-12 within the existing timetable structure of a busy day and boarding school, ensuring equal importance for the co-curriculum.

From beekeeping to BELOW Archery, part mindfulness, scuba of the Floreat diving to public Carousel

“A good co-curriculum is about developing key skills of teamwork and leadership that will serve young people well at university and in the workplace” speaking, our aim is to create, stretch and challenge, ensuring students are exposed to a wealth of opportunities.

Floreat – translating as 'let flourish' – came about following an extensive curriculum review amid the 2020-21 Covid confusion. A new timetable structure became a catalyst for deepening provision in the co-curriculum. Undertaking a forensic analysis of the school’s core academic curriculum also afforded the opportunity to examine closely the net time allotted to each subject and eventually to build greater choice of subjects into the Year Nine timetable – a year in which many students have already tentatively pencilled in their GCSE flightpath. This key change meant no substantial curriculum time was lost by any subject area across the school, allowing the scope to reimagine the co-curriculum.

“This was a chance to be bold and ambitious and to give students something completely new as part of the school day,” says Farringtons' Headteacher David Jackson. The ambitious gamble has paid off in terms of student buy-in and parental satisfaction. In what is a situation mirrored across the country, many parents report that the challenges of the pandemic have led to reduction in the available time for them to enrich their child’s interests beyond

school. They know that our children, now more than ever, need to be engaged in pursuits that broaden horizons and enrich souls – and enable them to let off steam.

Years Seven and Eight spend two periods of 55 minutes on Friday afternoons immersed in their Floreat Carousel. Through half termly rotations this offers activities as diverse as the STEM Crest Award, First Aid, Music Technology, Podcasting and Archery lessons. “We were all too aware of the isolating effects of the pandemic.

Like lots of young people up and down the country, what our students really missed was daily school life and the chance to try new things. Floreat has so quickly become part of the language and fabric of the school.

Students understand its value and look forward to their weekly slots," says Ruth Azulay, the school's Floreat Coordinator.

The Farringtons Floreat programme offers choice and independence to students, a chance to make mistakes and to learn from them in an environment that allows them to grow. At a time when the school environment can feel more high stakes than ever, a good co-curriculum is about more than just a list of clubs and societies. It is about developing key skills of teamwork and leadership that will serve young people well both at university and in the workplace. It is also something they see, alongside their academic studies, as part of their learning journey.

L E E G A RWO O D Assistant Head, Curriculum Farringtons School SPRING • SUMMER 2022 | B R I T I S H E D U C AT I O N | 55

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Strategic THINKERS

Faith Hagerty, Head of More House School in Knightsbridge, articulates the need to facilitate strategic thinking for our young people, rather than dismissing them as snowflakes

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BELOW More House School and Faith Hagerty

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he days of a school’s green initiatives being driven by a charming Eco Committee and the Geography department are long gone. Faith Hagerty of More House School states: “If we hope for transformation and a chance for Net Zero Emissions by 2050 to be a reality, we must give our young people the opportunity to make decisions at a strategic level.

They must understand just how many financial, logistical and ethical factors have to be considered when driving down the carbon footprint of a school community.”

Last year, to tie in with Cop26 and harness this crucial global moment, More House School curated their November Prizegiving around a sustainability theme by inviting Julie Johnson (CEO of UK Green Building Council) to speak and launching their brand new More Green Award. The award invited pupils to come up with their own green initiatives for the school, assessed on impact and longevity, within a £50 budget. The

“WE MUST GIVE OUR YOUNG PEOPLE THE OPPORTUNITY TO MAKE DECISIONS” finalists created three minute videos outlining their idea and their films were shown during the evening. The entries were assessed and the winner, whose idea will be implemented, was selected by guest speaker, Julie. Ideas spanned the purchasing of compost bins and increasing recycling capacity, to growing plants and vegetables on the school’s unused balconies, building a small greenhouse in their courtyard and running a gardening club to bring the community together.

At a recent Girls Schools Association (GSA) conference, Faith attended a compelling talk

by Phoebe Hanson from the growing charity Force of Nature who “empower young people to turn their eco-anxiety into agency, and work with leaders across business and education to drive intergenerational solutions.” Faith reports that “Phoebe addressed approximately 150 Headteachers about Eco Anxiety, with grace, gravitas and remarkable insight.”

Our woke teenagers are fully aware of life on earth after their existence, it seems, which is a powerful thing to witness. Despite the emphasis on self, generated through the use of mobile devices and social media, Faith is certain that “there is a social consciousness that we must harness and welcome with open arms”. The future rests on these young ethical leaders gaining traction in their campaigns, so that they are empowered as strategic thinkers, not labelled as snowflakes.

FAITH HAGERTY

MORE HOUSE SCHOOL For more information about More House School, please contact registrar@morehousemail.org.uk or visit morehouse.org.uk

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HEAD

Boarding benefits The Head of Warminster School on how boarding builds young people's confidence, opportunities, friendships and awareness of the wider world

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or those who haven’t experienced boarding school life other than by reading Tom Brown’s Schooldays, Harry Potter, or Malory Towers, you are in for a surprise.

Long gone are the days of cold showers and iron bedsteads, early morning runs and huge dormitories.

Boarding in 2022 is extremely homely and at Warminster, revolves around trying to create a home away from home where children and young people feel very supported and nurtured. The benefits of boarding are many, but here are some key considerations to factor in when you are thinking about a school for your children.

SCHOOL WORK. Doing your homework in the evenings at school, usually in a quiet supervised environment, is far more conducive to success and working without distraction. There will also always be members of staff or fellow pupils on hand to help. The strong relationships that exist between our pupils and staff create a sense of belonging, where the children can be themselves.

FRIENDS The friends young people make at boarding school will last them a lifetime.

They can build deeper relationships than

“Feeling that they are an integral part of our broad ‘village’ community allows our pupils to have confidence and look for opportunities to give back”

pupils from all over the world. We celebrate the cultures of Bermuda, Malawi, Italy, and Thailand, to mention just a few of the 30 nationalities represented at our school. Our furthest boarder lives thousands of miles away and our nearest only a few minutes.

As Headmaster and a parent of three children at Warminster, I am very proud that my own children will make friends with children from other cultures and backgrounds and that we are a window on the world in West Wiltshire.

ABOVE Warminster's We really do believe Colour Run that, as the African proverb states, it takes a village to raise a child – indeed we refer to part of our 60-acre they might in a day-school environment. campus as our ‘boarding village’. Our four, Living together brings them closer, and the family-orientated boarding houses open onto ability to share the rough with the smooth beautiful gardens and wide green spaces – helps to create incredibly strong bonds. the summer months are filled with BBQs and a fair few water fights. We are a school that ACTIVITIES. Not having to go back and forth is rounded and grounded. Our pupils wave from home every day means that children can good morning to the groundsman mowing the more easily throw themselves into a wider rugby pitches and stop and chat to those that range of extra-curricular activities. Staying cook their lunch. It is feeling on for that play rehearsal that they are an integral part of and not worrying about a this broad ‘village’ community fixture arriving back late lets that allows our pupils to have children relax into school life. confidence without arrogance, Parents can also relax knowing and to see their role in the the ‘taxi service’ does not world as serving others and always have to be available. looking for opportunities to These are just three give back. Boarding provides advantages. However, building exciting opportunities, a a different outlook would MATT WILLIAMS community ethos, and gives definitely be a fourth point Headmaster families the flexibility to live to consider. At Warminster Warminster School their lives in a modern way. we are very fortunate to have SPRING • SUMMER 2022 | B R I T I S H E D U C AT I O N | 59

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CREATIVE

FLOW

The right mix of creative teaching builds skills in empathy, collaboration and reflection – as well as supporting wellbeing.

So how do schools develop children’s enthusiasm and ability across the Arts? British Education speaks to three leading schools

Oakham School

BELOW The Arts are central to life at Oakham, with opportunities across multiple disciplines

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connected curriculum is the approach at Oakham, along with a broad foundation to enable children to discover their passions. Art, Design Technology, Drama and Music lessons are all on the weekly timetable until the end of Year 9. “The Arts aren’t tucked away in a corner; they’re integrated into everything we do and are shared widely across our campus,” says Leo Dudin, Deputy Head Academic. “Through our International Baccalaureate Middle Years Programme (IB MYP), we give pupils context to their work,” he adds.

An example would be a recent project around immigration. This saw pupils illustrating the journeys refugees often have to make when leaving their country, and it became a compelling way to bring a ‘live issue’ into sharp focus. Notably, most Creative and Performing Arts teachers here still practise in their area of expertise.

Exceptional facilities – and the fact that this is a co-ed school – means students also have what Leo Dudin describes as “breadth of opportunity”.

House theatre productions take place in the school’s Queen Elizabeth Theatre – and pupils performing may range from Drama Scholars to acting beginners. The same happens across other disciplines. “Virtuoso

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RIGHT Queen’s College, Taunton encourages students to develop skills and perspectives

musicians play concerts one day and novices take to the stage the next; and in Art and Design Technology, degree-standard exhibitions are on display while newcomers explore the challenges of ceramic sculpture, paint or electronics,” says Leo Dudin.

There’s an extensive Activities Programme – everything from Street Dance to engineering sessions in the DT Department. Director of Art Elinor Brass has no doubts about the value of creative opportunities. “Art helps students to find their voice and to understand who they are, what they connect with, what they don’t.

It presents a freedom to explore new things, things that have not been made yet, which is something that rarely happens at school.”

Events and trips are also an important element in Arts delivery.

“We tap into both local and wider resources,” says James Robinson, Oakham’s Deputy Head Co-curriculum.

These include trips to galleries and exhibition spaces, plus an annual visit to a great supporter of the school’s work – fashion designer, Sir Paul Smith. Every year a group of students are welcomed to his London head office. In DT, recent outside experiences have included a trip to Morgan Motor Company and, more locally, Rutland Plastics.

At the annual Oakham Students Arts Festival, pupils direct and perform plays for each other, and there are also regular annual trips to Shakespeare’s Globe to give students wider perspectives on the Arts’ role in society. There are also exciting crosscurricular opportunities to explore, says Leo Dudin. The school is currently working on an interdisciplinary project combining DT with Biology and History to review the history of medical devices. “This is the first of its kind at Oakham School and demonstrates how certain subjects can go hand in hand with the Arts and can complement each other well,” he adds.

“Art helps students to find their voice and to understand who they are, what they connect with, what they don’t.

It presents a freedom to explore”

Queen’s College, Taunton

T

he Art facilities at Queen’s College are designed to feed a creative mind. The school has a bespoke Art Department building offering an elevated view of the school grounds and flooded with natural light.

The team here are practising artists, which also helps to inspire students.

The curriculum is broad, and with Art, Photography and Textiles popular at A level. The school has a strong track record of helping young talent head on to specialist universities and colleges, including Central Saint Martins.

A robust co-curricular programme includes ceramics and theatre prop making, supporting all the exciting work going on across Drama and Music Departments. Working with other academic departments adds further variety and insight. Head of Art Rebecca Cade says a recent collaboration with the Biology

Department produced wonderfully detailed photographs and sketches of hearts. Strong links between Art and DT develop students’ digital graphic skills and other strengths.

Visiting local artists offer workshops and insight, sharing their experiences with students. Somerset Arts Week presents further opportunities for contact with professional artists, while visits to galleries present wider perspectives and build critical-thinking skills. Students also display their work to a public audience – end-ofyear exhibitions are particularly well attended. Rebecca Cade believes the value of Arts education is also in the breadth it presents – giving students’ awareness and knowledge of the exciting world beyond school.

That, in turn, encourages their own endeavours and individual interests.

“Young people gain so much from studying the Arts - they learn to think in a different way, developing a deep appreciation of the visual. This further encourages analytical skills which can be applied and enjoyed throughout life in so many ways.

Creativity feeds possibilities and innovation,” says Rebecca Cade.

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SENIOR / CR E ATI V IT Y

ABOVE St Catherine’s Arts spaces belong to students, says Alex Perry-Adlam

St Catherine’s School, Bramley

A

t St Catherine’s, creativity is viewed as a vital part of education, giving students opportunities to express themselves in a safe environment where mistakes are part of the learning process. Head of Art Alex Perry-Adlam believes that experimentation without fear is an enormous part of the value of Arts teaching. “This skill encourages resilience and enables students to be fearless learners who are not shackled by the thought of failure, but instead are excited to see the different outcomes that can be created,” he says.

The school has facilities that enable it to teach a wide range of techniques, from painting and printmaking to photography, sculpture, animation and ceramics. “In all areas, the individual style of the students is key,” he says.

“There is no ‘house style’, no set ideas, but rather a strong sense of tradition and of teaching the drawing, painting, observational and 3D skills

that are needed to express ideas.”

What’s more, the Arts spaces belong to the students. “The doors are always open at lunchtimes and for after school clubs, which include crafts, ceramics, photography and history of art. We actively encourage everyone to find some creative expression that they can participate in to allow them an outlet beyond the more ‘academic’ curriculum subjects. That is what the Art Department is about, a creative hub.”

Creativity is viewed as a vital skill for students – also one that permeates beyond departmental confines.

Problem solving is a key skill that students learn, along with reviewing and refining their ideas and thinking aesthetically about concepts. Recently, students have made works to be displayed in the chapel as part of their

exploration of links between the church, patronage and Renaissance art. Maths and sciences often inspire and inform their work and the Art Department creates links across academic subjects.

St Catherine’s views exposure to artists and events as part of the mix.

“Artists’ workshops and trips overseas to visit major European Galleries are just some of the ways we enable our students to gain a greater depth of understanding,” says Alex Perry-Adlam.

The school’s summer exhibition is a celebration of all creative activities, and the school has welcomed several Artists in Residence, enabling students to learn directly from a professional.

“These experiences can be life changing for the students as they spark imagination and make them aware that they can shape their whole career,” adds Alex Perry-Adlam. ”

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Where every pupil creates their own story.

With our ambitious learning culture, a focus on every individual and a breadth and blend of opportunities, we help every child to discover and develop their talents to create their own life-story.

Our size, structure and ethos mean that our entire focus is on understanding, guiding and inspiring each child individually – so they can find their own voice, their confidence, self-belief and aspiration, discover their own talents, challenge themselves to achieve more than they thought possible and reach their full potential.

There is no typical Framlinghamian, no singular path that we take: we are academics, actors, musicians, expeditioners, sports people, innovators, scientists, ruminators, decision makers, story tellers, teammates, artists, fun lovers, nurturers and thought provokers.

Often we are many things within one. But, we are all individual with our own story.

Scan the QR code to see our film, ‘Let’s See Who You Are’.

Call us on 01728 723789 or email admissions@framlinghamcollege.co.uk

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SENIOR / OPINION

Single sex education Will my son receive an excellent education?

Will he be happy? Will he grow into a good man?

T

hese three questions, and no doubt more, are all more important to parents than a straight choice between a single sex and a mixed education. However, being educated in a single sex environment has many advantages which lead to the answer 'yes' on all of the above.

Excellent education relies upon excellent teaching and a curriculum which is tailored to a school’s pupils. Generalisations are invidious but, broadly speaking, boys and girls learn differently inside the classroom, and have differing rates of emotional and intellectual growth. Teachers and schools with the luxury to specialise in a single sex education can do so single-mindedly and without compromise. It is interesting that 16 of the top 20 schools in 2019 (examination outcomes pre-pandemic) at GCSE were single-sex schools.

“A boy is far more likely to play the flute or join a dance club at an all-boys school” The teenage years are fragile, and selfesteem is at its most vulnerable. Happiness and success reside in a careful nurturing of self-confidence and an ability to form good friendships. In an all-boys environment, boys can act extremely naturally; they have the security to be themselves without inhibition or awkwardness; they feel able and keen to participate to the fullest and develop in a way that is true to their own characters.

They are also better placed to develop at their own pace; childhood seems to come to an end increasingly quickly these days, and an all-boys education allows boys to love

their childhood by just allowing them to stay boys that little bit longer.

Teenage boys can sometime be inhibited by having girls around them. At this stage, they are often particularly likely to be worried about the impression they make, and some may be inclined to take a back seat in a mixed environment. This is most apparent outside the classroom: a boy is far more likely to play the flute, take to the stage or join a dance club at an all-boys school than at a mixed school. It is an interesting paradox that co-ed schools tend to reinforce gender stereotypes, whereas single sex schools help to break them down.

However, an all-boys education doesn’t mean that there are no shared experiences with the opposite sex. At Bedford School, we are confident that part of our success in preparing boys for the outside world is as a result of a strong relationship with our sister school, Bedford Girls’ School. Boys ABOVE Boys on stage at Bedford School

are encouraged to mix with the girls, and to have meaningful interactions in a variety of settings: drama, music, sports, Combined Cadet Force, and other extra-curricular activities as well as in their learnings about relationships, health and wellbeing.

At Bedford School, our boys leave us secure in their values, happy and with the self-knowledge and self-worth to flourish in the real world; in short ‘good men’; and we feel this is in no small measure down to the fact that we offer an all-boys education.

JA M E S H O D G S O N Head Master at Bedford School Independent Boys’ School of the year 2021 SPRING • SUMMER 2022 | B R I T I S H E D U C AT I O N | 65

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Talking

SENIOR / TA LK ING HE A D

HEAD

Exam review?

The Head of Wellington College asks if it's time to consider whether final exams are the best and fairest way to measure student attainment

W

ellington College introduced the IB Diploma as an alternative to A levels in 2008, but only in 2019 did we reach our goal of a 50/50 split in pupils studying the two curricula in Sixth Form. This parity is great news for students, who have a choice between two different but equally thriving academic routes. It also means we can reflect from direct experience on two different ways of assessing young people, a hot topic given media commentary on this year’s teacherassessed GCSE and A-level results.

Those in favour of keeping the all-ornothing terminal examination, which characterises most A levels, argue persuasively that this is the only way to ensure equity across a system, providing an objective comparative measure across a national cohort. When examinations were cancelled for a second time in January, however, this high-stakes option was left exposed – particularly with the absence of a Plan B. Cue significant levels of stress and anxiety for young people as they waited two months before hearing details about how TAGs and baskets of evidence would work.

Many critics of terminal assessments already cite mental health arguments

“I can’t help feeling that this would be an opportunity missed – that there are different ways of assessing young people without compromising standards”

these do not count for 100% of the final grade.

In addition, there are Internal Assessments (IAs) – IB coursework – internally marked but externally moderated to ensure consistency of standards. Depending on the subject, the IA may account for 20-40% of the final grade.

The Extended Essay (an independent and cross-disciplinary research project) is a compulsory part of the ‘Core’ of the IB ABOVE Diploma as is Theory Pupils at of Knowledge, which Wellington College is assessed not by examination but via an oral presentation and essay. Finally, the unique Creativity, Activity when proposing alternative models: is it and Service (CAS) element of the Diploma fair, they say, to give only one opportunity is recorded through student reflection, to students to prove what knowledge and with evidence required of different learning skills they have developed throughout outcomes. Final grades are therefore their course of study? Others argue that calculated through the aggregation of all exams are, by their very nature, stressful elements, many of which are completed and and this is a good thing – it teaches young assessed throughout the course, as well as people to deal with pressure. But even traditional end-of-course examinations.

Simon Lebus, the interim chief regulator of As we recover from the challenges of Ofqual, commented, “Exams are a bit like a the past 18 months, I understand why snapshot… whereas teacher assessment… some teachers simply want to return to allows teachers to observe student the familiarity and certainty of the old way performance over a much longer period… of doing things. But I can’t from that point of view, we can help feeling that this would be feel satisfied that it’s likely to an opportunity missed, and give a much more accurate our experience has certainly and substantial reflection been that the IB Diploma of what their students are offers compelling evidence capable of achieving". that there are different ways As a contrast, the of assessing young people, structure of assessment in blending written and oral the IB Diploma is a blend work, and examinations of different elements and JAMES DAHL with continuous assessment, this is why many pupils are Master without compromising drawn to it. Yes, there are Wellington College standards or fairness. terminal examinations, but SPRING • SUMMER 2022 | B R I T I S H E D U C AT I O N | 67

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AN EDUCATION THAT TRANSFORMS

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SENIOR / SIX TH FOR M

A BRIGHT FUTURE The Headteacher of Berkhamsted Boys discusses the styles of teaching, learning and entrepreneurship its inspiring new Sixth Form Centre will inspire

A

t Berkhamsted, we continually strive to make sure that students can enjoy their time at school and also find the path that is right for them after school. Our pastoral staff and three members of the Careers Department use coaching skills in one-to-one meetings to make sure that students will thrive not just while they are at school, but in the worlds of higher education and the workplace that follow.

As part of the way we help students to prepare for their future – and as a forward-thinking school – we have designed an exciting new Sixth Form Centre. This will feel partly like a modern university library and partly like a professional workplace. With a focus on how we can make marginal gains, this is a building designed to enhance wellbeing, relationships and student outcomes.

There will be a wild meadow quad at the heart of the building, a large café for socialising with friends or for meeting a tutor or teacher for a one-to-one coaching session, and state-of-the-art classrooms.

We learnt much from our Classroom of the Future research project and trial and have now incorporated student feedback in designing classrooms. These will include writable walls to encourage collaboration, creativity and movement. The traditional,

“Sixth Form is, to a large extent, about developing skills and character strengths that will be beneficial in the professional world”

didactic form of teaching will increasingly give way to the Harkness method, encouraging a more discursive style with students and the teacher sitting around a large boardroomstyle table. Classrooms will have two large monitors on opposite walls and students and teachers will be able to connect their Microsoft Surface Pro devices to the screens from anywhere in the classroom, enabling students to become more active participants by, for instance, presenting in lessons and leading discussions.

The new Sixth Form Centre will have different zones for silent, independent study, collaborative study, and socialising.

This gives students the agency to choose the zone that matches their needs and wishes at any given time. The Futures Zone will host not only the careers staff, but also resident entrepreneurs (who may be recent Berkhamsted leavers or university leavers) so that the world of work is made more visible and more immediate. After all, Sixth Form is, to a large extent, about developing skills and character strengths ABOVE The Harkness method

that will be beneficial in the professional world.

Some students start their own businesses at school; we want to support budding entrepreneurs to be adventurous and to aim high.

The classrooms will have retractable walls so that students can sit public examinations in a familiar environment. Attention to detail in the planning of air, light and acoustic quality will give students the best chances of success.

Opening in autumn 2023, this state-of-the-art building will complement the school’s commitment to sustainability. In addition to the meadow quad, heat pumps will provide combustion-free heat for the building, wintertime mechanical heat recovery to reduce heat loss, efficient LED lighting and controls, and an extensive rooftop solar PV array are some of the examples of our commitment in this important area.

This bold and exciting new Sixth Form Centre will create an environment that promotes sustainability and supports our basic aims of helping students to be well, do well and develop the cognitive, interpersonal and technological skills to thrive in the world beyond the school gates for many years to come.

M A R T I N WA L K E R Headteacher Berkhamsted Boys SPRING • SUMMER 2022 | B R I T I S H E D U C AT I O N | 69

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PHOTOGRAPH: ALEX CHAMBERLIN

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SENIOR / PROFILE

Rocket MAN

Tim Peake is a hero to any UK boy or girl who dreams of space, and now he’s branched out into children’s fiction. British Education meets a real-life astronaut LIBBY NORMAN

T PHOTOGRAPH: ALEX CHAMBERLIN

im Peake needs very little introduction. He is the first British European Space Agency astronaut.

He’s also the sixth person born in the UK to make it to the International Space Station and the seventh UK-born astronaut to go into space.

He’s our own homegrown rocket man.

He’s still on the ESA list (so could return), but since he touched down he’s made it part of his mission to inspire young people about the future possibilities of space. Now, he’s published his first foray into fiction. A collaboration with bestselling author Steve Cole, Swarm Rising is a nail-biting adventure through time and space to save our planet.

The most striking thing about Tim Peake is how modest he is – you could say he’s grounded. He is also very frank about his own circuitous journey into space. He says: “Mine

is a really encouraging story to tell”. And it is, because on paper he didn’t have the potential for such an elite field. He believes it’s good for young people to know his wasn’t a smooth run-in to astronaut training school. “I think it’s important to try and relieve some of that burden that sometimes teenagers feel – that their entire future rests on some exams you do when you are 17 years old. I say to people, ‘look, I got a C, a D and an E at A level. I left school at 18 and I went and joined the Army’ – I think young people find it encouraging to hear that.”

Major Tim Peake did shine in the Army as a pilot, clocking up 17 years’ service after leaving Sandhurst and some 3,000 flying hours. “Ultimately, I did need a degree. I got my degree in Flight Dynamics when I was 33, and I was back in evening school doing Mathematics in my early 30s to get myself up to standard.” This is, of course, inspiring stuff because Tim Peake gets the issues today’s young people face. “There’s an awful lot of

stress and pressure on teenagers these days to do their exams, know the right things, think about the future. And sometimes you can just relax, just do what you’re passionate about.

Yes, work hard, but if things don’t work out the way you hope when you’re 17 or 18 it doesn’t mean that you can’t go on and achieve what you want to achieve. There are always different ways of doing things, different routes to take.”

This is one reason he is Ambassador for both the Prince’s Trust and the Scouts – believing that the work they do is one way in which young people find that different route, discover their talents. “I felt that I was very fortunate when I was growing up. I was at a state school and I was given opportunities. The school had a Cadet Force and there was a Scout group I could join.

It’s these kinds of opportunities that we only really have because we’ve got brilliant volunteers who are prepared to dedicate time and effort into helping young people.”

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Tim Peake is mindful, too, of the inequalities – always there, but in sharper relief since the pandemic – with access to the spaces outside classrooms where young people find their strengths. “Organisations like the Prince’s Trust and the Scouts, who work across the board in all areas of the UK, give young people of different ages the ability to be able to say, ‘I’m going to do this – I’m going to get outside’.”

The outdoors aspect is vital, but so too is the teamwork and challenge on offer. “When I talk to people about being an astronaut, they talk about the selection process. I say to them, ‘do you realise that in terms of academic qualifications that was literally just a line on the application form?’. Then there was a year of selection process, which was all about soft skills. It was all about communication, teamwork, leadership, followership, personality, character. And this is all stuff that you don’t necessarily learn in the classroom. It’s stuff that you might learn on the sports pitch, or you might learn it outdoors doing adventurous activities.”

That period of selection that Tim Peake is talking about (and he was one of six selected from 8,000 applicants), was a test indeed. There were the academic, fitness and interview hurdles, but also a protracted spell living in cave systems in Sardinia. This was the stuff that was designed to replicate the isolated conditions and teamwork space missions require.

Of course, it’s one thing living in a cave with support available should things go wrong, quite another to be in space when

the worst happens. Fear is something Tim Peake gets asked about a lot. “People say: ‘were you not afraid at any stage?’ and it’s an important question,” he says. “You’re only afraid when you don’t have options. Things go wrong all the time – it’s part of life. If you’re prepared for things to go wrong, then you no longer feel afraid of that situation because you’re almost expecting it to happen. You’ve got a little toolbox as you go through life that you keep adding to and that toolbox gives you skills to be able to deal with situations as they crop up. Our job as astronauts is to try and have a good enough toolbox to give us options for when things go wrong.”

That “toolbox” is clearly something that set him apart as a candidate, but he sees a bigger issue here for young people. “We have gone through a period of being quite risk averse and I think it’s important to maintain perspective

on that and to accept that life is all about taking risk. It’s about managing risks and it’s about understanding risks so that you can do things that push you out of your comfort zone, because that’s what builds resilience,” he says. “You don’t do things in a foolhardy way, you do them in such a way that you’ve analysed the risk and you’ve mitigated it.

You’re prepared to do things as safely as possible, but you’re still going to go out there and have fun and take a bit of risk.”

As a child, he watched the Shuttle launch and the Mir Space Station being built, and then Helen Sharman head into space on a commercial flight, but never dreamed he would have the opportunity. “Like most Brits I grew up thinking that’s something we’ll watch other people doing,” he says. What’s different today is that young people do have opportunities – and that’s something that gives him heart. “Anybody today can think of applying. We have a European Space Agency selection programme running and we’ve had 2,000 Brits apply out of a 20,000 total – so 10 per cent of applicants have been Brits. It was really quite strict in terms of applicant requirements. They needed a Master’s in Education and with specific knowledge in sciences, languages, and so on. So that’s 2,000 really high-calibre British applicants, which is great to see.”

There remains no doubt that children dream big, and they are never short of questions – also never afraid to ask questions adults are too embarrassed to ask. “Aliens definitely crop up a lot. So do human functions. Young people are always

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SENIOR / PROFILE

“I LOVE THE FACT THAT CHILDREN CAN HAVE IDEAS, THEY CAN EXPLORE IDEAS – AND SPACE ALLOWS THEM TO DO THAT” interested in how they would live in space,” he says. “I love the way young people have the ability to be less restricted about asking questions like that because they just put themselves in that environment.”

And if you’re wondering, Tim Peake does believe that alien life is a burning question worth asking. “I always say, ‘well, that’s a really intelligent question because some of the best brains on the planet right now are trying to answer that’. We’ve got radio telescopes listening out for signals from space. We’ve got rovers scouring Mars looking for signs of microbial life, past or even present. So it has to, I think, statistically. We had the Kepler space telescope operating for nine years looking for other planets just in the Milky Way that were in the Goldilocks Zone – that region where water can exist as liquid water – and we found over 2,000 planets. And actually, astronomers have now used much more data than that and they reckon there are 40 billion habitable planets just in our Milky Way.” This brings us neatly on to Swarm Rising,

which presents a scenario just brimming with ideas to inspire young minds to think about alien life forms, other worlds. “The paradox that’s interesting is, well, if it is out there, why do we still know nothing about it? This is where Steve Cole and I had so much fun with Swarm Rising. Some of the problems are just the vastness of space in terms of time and distance. At the moment we think that the speed of light is a limiting factor. But if you can travel at the speed of light – don’t think about travelling there as organic flesh and blood, think about travelling there as a digital intelligence, a digital signal – then it opens up a whole different ball game. So that’s where the inspiration came from.”

It was, he says, a liberating experience to look at space from a fictional perspective. “Up until now I’ve been writing very factual books and I want to be technically as accurate as I can be in what I’m writing. Fiction is great because you can let your imagination run wild and explore different concepts and ideas and have fun.” The idea for Swarm Rising had been brewing for some time, but there

was input from others, notably his own sons, aged 12 and nine. “I had lots and lots of input from my two boys,” he says. “On long car journeys I’d be bouncing ideas off them.”

He says discussions about space are a great equaliser. “You can just let your imagination run wild and, frankly, no adult can tell you no, that’s not so. It’s a great leveller – nobody knows the answers to these questions yet and that’s why it’s so wonderful to interact with children and young adults about it,” he says. “I love the fact that they can have ideas, they can explore ideas – and space allows them to do that.” His collaboration with Steve Cole (whose credits include Astrosaurs and Dr Who novels) is also a brilliant springboard.

“He’s been so wonderful to work with. It’s great having someone likeminded who’s prepared to have a bit of fun with science fiction but also keep it really grounded – and with some really good values about artificial intelligence, about our environment, about what it means to be human.”

Their sequel (Swarm Enemies) is underway, so the gripping narrative of hive minds and digital travel will continue.

Back in the real (not digital) universe, Tim Peake knows that the biggest question of all from every child, is what it feels like to lift off from earth. His answer? “It’s incredibly exciting. The ride is insane. It’s just sheer power – high adrenaline, a lot of fun, g-forces, acceleration. And then when that’s over, when the engines cut out and everything goes quiet and still, you look out and you’re in orbit. It’s absolutely mesmerising – unbelievable.”

TIM PEAKE Swarm Rising, by Steve Cole and Tim Peake, is published by Hachette, price £12.99; hachette.co.uk SPRING • SUMMER 2022 | B R I T I S H E D U C AT I O N | 73

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The forward-thinking independent school creating caring, ambitious and well-educated individuals.

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Talking

SENIOR / PA RTNER SHIP

HEAD

Affordable boarding

The Principal of the Duke of York’s Royal Military School highlights the advantages of choosing a state boarding school

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here are many benefits to boarding schools: enhanced facilities, fully comprehensive education, and excellent pastoral care. If you are looking for affordable boarding without compromising on outstanding education and co-curricular activities, you should consider state boarding. At state boarding schools, parents only pay for the boarding component as the educational costs are covered by the state, making them significantly more affordable.

The reduced cost of state boarding schools does not mean a reduction in the quality of education or opportunities. Here, at the Duke of York’s Royal Military School (DOYRMS), we rival some of the country’s very best independent boarding schools, but with school fees of £15,498 per year. This is inclusive, covering full-boarding, catering, laundry and over 80 clubs and activities per week (weekly boarding is also available).

Both state boarding and independent boarding schools have a strong focus on the importance of education; GCSE progress figures place DOYRMS in the top 2% of schools nationally. In recognition of its exceptional academic standards, DOYRMS was presented with two SSAT Educational Outcomes Awards. This success is down to superb teaching and strong relationships which is backed up

“At state boarding schools, parents only pay for the boarding component as the educational costs are covered”

centre, new high-quality student accommodation, teaching blocks and a performing arts centre.

Our school classrooms are large, bright, and well resourced, each containing a large teaching screen.

In addition, all students are issued with a personal laptop. Sports facilities include an Olympic standard floodlit athletics track, a floodlit all-weather hockey pitch, state-ofthe-art strength and conditioning gym suite, dance studio with harlequin floor, a six-lane indoor heated swimming pool ABOVE Pupils at and two climbing walls.

DOYRMS DOYRMS is also fortunate to have a well-resourced medical centre, and students profit from a hugely with ‘outstanding’ leadership, recognised by experienced pastoral team of houseparents, Ofsted during our most recent inspection. academic tutors, and matrons. Wi-Fi Our 150-acre Kentish parkland estate throughout the school and regular exeat provides the perfect backdrop for the weekends (although the school remains open active lifestyle you would expect for for students to stay) mean that students boarding students. The school offers rich can keep in touch with their parents. opportunities in sport, music and drama.

DOYRMS offers academic scholarships There's also a vast activities programme, covering 80% of Sixth Form fees for including Combined Cadet Force (CCF) students who excel at GCSE, plus hockey and Duke of Edinburgh’s Award scheme. and rugby scholarships.

A benefit of independent Ultimately, there are many boarding schools is usually benefits for students and small class sizes. With just over their parents when choosing 500 students at DOYRMS, we a state boarding school. Tours also offer small class sizes – are an opportunity to meet averaging 16 students in Years our students – ‘Dukies’ – who 7-11 and 8 students in A-Level never fail to impress – and to classes. Students also benefit understand why our school from Saturday morning lessons. motto “Looking forward Parents who enter the school ALEX FOREMAN with confidence and looking grounds are often amazed at Principal back with pride” is such a the facilities on offer. A recent The Duke of York's powerful reflection of what £24.9 million refurbishment Royal Military School DOYRMS is all about. delivered a new sports SPRING • SUMMER 2022 | B R I T I S H E D U C AT I O N | 75

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Why choose a British education?

A N D E R S O N E D U C AT I O N Excellence throughout the years ukboardingschoolexhibition.com andersoneducation.co.uk

The option of a UK boarding education is increasingly popular for families living overseas: it provides stability of education for families that move often; a stepping stone to university in a safe and nurturing environment; access to excellent facilities and opportunities for students who are talented in sport, music, art or drama. Anderson Education, the UK boarding school specialists are here to help you through the process of choosing the right school for your son or daughter. A visit to the UK Boarding School Exhibition Dubai on 26 and 27 February 2022 is an excellent place to start and gives you the opportunity to meet our Education Consultants and Heads of leading UK boarding schools.

HABERDASHERS ADAMS

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SENIOR / EXHIBITOR S

Ashford School Location: Kent Head: Michael Hall

At Ashford School, our educational philosophy is based on a very simple belief: if a pupil is happy and secure, they are more likely to be successful.

We offer a broad curriculum supported by a wide variety of sporting, art, music and drama opportunities, encouraging growth and adventure and ensuring our students are well prepared for the next stages of their lives. ashfordschool.co.uk Type: Co-Ed Age: 3 months - 18

Bedford School Location: Bedfordshire Head: James Hodgson

Bedford School is Independent Boys’ School of the Year 2021. They seek to raise good people first and foremost, and then allow them to flourish as academics, as sportsmen, as artists and above all, as themselves. Academic results are excellent with over 80% going onto Russell Group Universities. bedfordschool.org.uk Type: Boys Age: 7 - 18

DOWN HOUSE

Bede’s

Education should be a joyful experience for children, not just a means to an end

Location: East Sussex Head: Peter Goodyer

At Bede’s we believe that education should be a joyful experience for children, not just a means to an end. We focus on treating every child as an individual, and providing breadth of opportunity through both academic and cocurricular programmes, as well as the highest quality pastoral care and boarding facilities. bedes.org Type: Co-Ed Age: 3 months - 18

Bromsgrove School Location: Worcestershire Head: Peter Clague

Bromsgrove offers an all-round education, combining academic excellence with a richness of opportunity. Pupils engage enthusiastically with knowledge, embrace new ideas and are intellectually stimulated. The massive range of activities, combined with outstanding academic provision and the most caring pastoral support, is just a flavour of what makes Bromsgrove pupils so successful in their future careers. bromsgrove-school.co.uk Type: Co-Ed Age: 7 - 18 HABERDASHERS MONMOUTH

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ROSSALL SCHOOL

Girls are encouraged to develop seven characteristics to prepare them for the world

Claremont School Location: East Sussex Head: Ed Dickie

Claremont is a wonderful school. Set across two sites of extraordinary beauty, it distinguishes itself in this area of East Sussex as a co-educational day school for children aged 3 months to 18 years with an excellent boarding provision for students from Year 7. The school has a growing reputation as a centre of excellence for the Performing Arts and student outcomes are outstanding with 85% going to their first choice of university. claremontschool.co.uk Type: Co-Ed Age: 3 months - 18

Dean Close School Location: Gloucestershire Head: Bradley Salisbury

The school believes that education is as much about building character and relationships as it is about gaining knowledge. It is small enough to allow everyone to know

one another, to feel valued and to fully engage in school life. The large, predominantly British, boarding contingent is at the heart of the school community, which welcomes pupils from 25 other nationalities. deanclose.org.uk Type: Co-Ed Age: 7 - 18

Downe House

Location: Berkshire Head: Emma McKendrick

Downe House is a selective, traditional all girls’ British boarding school with a modern twist and global outlook, situated under an hour from London. All girls in Year 8 spend a term in France, in a chateau in the Pyrenees and are able to take part in the Global Exchange programme in Year 10, spending time in one of 16 partner schools across the globe. Academics are strong and girls are encouraged to develop seven characteristics to prepare them for the world: compassion, collaboration, creativity, aspiration, resilience,

outward looking and communication. downhouse.net Type: Girls Age: 11 - 18

Ellesmere College Location: Shropshire Head: Brendan Wignall

Ellesmere College is a co-educational day and boarding school offering students from age 7-18 a platform for academic and personal success.

A wide-ranging academic programme including iGCSEs, A Levels, IB and BTEC, and a broad co-curricular programme offers Music, Drama, the Arts and Sport, as well as DofE, CCF, ILM and ESB routes, ensuring they are truly life ready. ellesmere.com Type: Co-Ed Age: 13 - 18

Haberdashers’ Adams Location: Shropshire Head: Gary Hickey

A selective state grammar school with no education fees and an option to board. Recommended by The Good Schools Guide and judged outstanding

by Ofsted, the school has a reputation for high academic results and a strong house system that focuses on encouraging pupils to try new things.

Pupils enjoy a beautiful countryside setting and a historic market town location. adamsgs.uk Type: State Boys Age: 11 - 18

Haberdashers’ Monmouth Schools Location: Monmouthshire Head: James Murphy-O’Connor

Haberdashers’ Monmouth Schools offer an innovative diamond education, known as the Monmouth Model. The family of schools that makes up the Monmouth Model aspires towards national and international respect for delivering an exceptional all-round education for girls and boys. The schools are renowned for developing talented young men and women with a refreshingly grounded attitude to life and a belief in the importance of community. habsmonmouth.org Type: Co-Ed Age: 3 - 18

King’s Hall School and King’s College Location: Somerset Head: Justin Chippendale and

Richard Biggs King’s Hall School and King’s College are independent co-educational boarding and day schools in Somerset, providing continuous education from 2-18 years on two nearby sites.

The schools combine to provide inspired teaching and superb facilities, and our nurturing of individual potential creates an environment in which young people achieve great things. We like to think of ourselves as exceptionally happy schools but also busy and purposeful communities. Our pupils leave here very well-qualified, but more importantly they leave as well-rounded, balanced individuals.

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SENIOR / EXHIBITOR S

WARMINSTER SCHOOL

“We like to think of ourselves as exceptionally happy schools but also busy and purposeful communities”

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KING’S COLLEGE TAUNTON

A happy, friendly school, where children are celebrated for being themselves

In their everyday life around both schools, they show the confidence to succeed, and the determination to give of their very best. kings-taunton.co.uk Type: Co-Ed Age: 2 - 18

Kingswood School Location: Bath Head: Andrew Gordon Brown

In the words of the Good Schools Guide: “A superb school, offering a fantastic education with the emphasis firmly on kindness and community. ‘What we love most is that there is no pomp and circumstance here - the children are valued and look out for each other,’ said a parent, who echoed the view of many others. ‘It is an extremely happy, friendly school, where children do well and are

celebrated for being themselves.” kingswood.bath.sch.uk Type: Co-Ed Age: 9 months - 18 BROMSGROVE SCHOOL

Mill Hill School & Mill Hill International Location: London Head: Jane Sanchez

Mill Hill School is London’s leading co-educational day and boarding school for 13 to 18 year olds, offering GCSE and A Level courses. Located in 120 acres of beautiful parkland just ten minutes to the north of London, Mill Hill School has an international reputation for excellence which has been built over more than two centuries since its foundation. millhill.org.uk Type: Co-Ed Age: 13 - 18

Mount Kelly Location: Devon Head: Guy Ayling

If you like the outdoors, have a sense of adventure and take advantage of every opportunity, then Mount Kelly is for you. Visit our website to find out about our performance swimming programme, girls’ football academy (in association with Chelsea FC) and award-winning chamber choir. mountkelly.com Type: Co-ed Age: 3 - 18

Queen Ethelburga’s Collegiate Location: Yorkshire Head: Daniel Machin

Queen Ethelburga’s Collegiate Hill Standard is ‘To be the best that I can with the gifts that I have’. Our academic results speak for themselves, but what really sets us apart is our wraparound pastoral care for students and the incredible facilities and accommodation that they benefit from as part of campus life. qe.org Type: Co-Ed Age: 5 - 18

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SENIOR / EXHIBITOR S

Rochester Independent College Location: Kent Head: Alistair Brownlow

An informal and creative environment, a firm belief that with hard work everyone is capable of exam success, and a focus on the individual needs of every student who comes to us. Successfully academic AND creative! No uniform! Top 2% in UK for progress at A-level and 35 Medical School placements since 2016. ‘Hard to imagine better provision for the artistically-inclined’ - Good Schools Guide. Retake specialists! rochester-college.org.uk Type: Co-Ed Age: 13 - 19

Rossall School

Location: Lancashire Head: Jeremy Quartermain

With its own private beach and 160 acres of land, Rossall School is one of the top UK boarding schools, offering a diverse curriculum including A-Levels, IB and BTECs. Situated on the Lancashire coastline, Rossall has a wide range of activities and offers bespoke programmes in Football, Golf, Piano and Performing Arts. rossall.org.uk Type: Co-Ed Age: 0 - 19

52-acre site, Taunton School nurtures the individual in a friendly and broad-minded atmosphere, equipping our young people with the life skills to enable them to shape the world in the 21st century. tauntonschool.co.uk Type: Co-Ed Age: 0 - 18

The Royal School Wolverhampton Location: West Midlands Head: Mr Mark Heywood

The Royal School Wolverhampton has a long and proud history of educational excellence. It is a non-selective, non-denominational Free School and State Boarding School. Boarding starts at Year 7.

We have long-established boarding culture and have 80 boarding places taken up by students from

80 boarding places are taken up by students from more than 20 different nations

more than 20 different nations. theroyalschool.co.uk Type: State Co-Ed Age: 4 - 19

Warminster School Location: Wiltshire Head: Matt Williams

Steeped in over 300 years of tradition and set in a stunning 60-acre campus

in the heart of the south west of England, we are a communityspirited boarding and day school providing an exceptional all-round education, including the International Baccalaureate Diploma at Sixth Form, and one of few schools to offer the IB Career-related programme. warminsterschool.org.uk Type: Co-Ed Age: 13 -19

BEDFORD SCHOOL

St Joseph’s College Location: Suffolk Head: Danielle Clarke

St Joseph’s College’s 60-acre parkland campus offers students space to thrive, within walking distance of Ipswich centre, one of England’s oldest towns. Located an equal distance from London and Cambridge, St Joseph’s is easily accessible via major airports: Heathrow, Gatwick, Luton, Stansted and London City. stjos.co.uk Type: Co-Ed Age: 2 - 18

Taunton School Location: Somerset Head: Lee Glaser

Founded in 1847, Taunton School is one of the South West’s leading co-educational independent day and boarding schools for children aged 0–18 years. Set in a beautiful

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FIRST PERSON / STUDEN T LIFE

Day in the life Clarke and Emily, Head Boy and Head Girl of Queen Ethelburga’s Collegiate, talk us through a day in their lives

Clarke 7:00 – My roommate and

I wake up, get changed and head down to the Atrium, our dining hall, for breakfast.

8:30

– The bell signals the start of form. Today, we are working on university applications and personal statements. This time is also used to catch up with friends and discuss the latest fantasy football results.

9:35 – First lesson of the day.

Today it's Business and we’re currently studying motivation within the marketplace and practising our exam techniques.

a race after a busy morning.

Lunch is vital to ensure the same energy and productivity is carried through to the afternoon, and students are always starving, of course.

14:00 – We have a stretch in

the gym and head to the football pitch for an intense session, and then to the sports science lab for a post-session work out.

16:10

– The bell goes and I head back to boarding to relax before my evening.

17:00 – To Headingley for

10:35 – Emily and I have a

cricket practice after dinner at QE. If I'm in a rush they still accommodate and pack up food for me to take. By this time food is the only thing on our mind!

12:00 – Prefects carry out

– I have a shower, set alarms and pack my bags to ready myself for another busy day at QE.

meeting with the Principal to discuss the week, ensure targets are met and things are going well within the prefect team.

their duties – by this time, it's

21:00

Emily 7:00 – My roommate and I wake up, shower and go down for breakfast together in the Atrium, preparing ourselves for a busy day ahead at QE.

8:30 – Form time and my

tutor encourages me to make this a productive day. Then it's on to assembly where we celebrate student achievements and learn about school events.

9:35

– First lesson today is Computer Science. I’m finding it so interesting learning about how the development of technology will have such a huge impact on everyone’s future.

10:35 – During break

time, Clarke and I meet with the Principal to chat about events and prefect teams' progress before my second lesson of the day, Psychology.

12:00 – My bass guitar

lesson – a calming break from academic subjects. Lunch follows: a welcome hour to socialise and unwind.

14:00

– Maths and then a study period; I go to the library to revise.

16:10

– Extra-curricular activities! I really enjoy debating and public speaking, where we are preparing for external competitions.

17:00 – Dinner time. Prep hour begins at 7pm, so I go to study in my room – or I can head to one of the study areas for a change of scene.

21:00

– After 8pm, we are free to use all the amazing facilities. I like going swimming and then using the steam room or gym. Then it's back to rooms by 10pm. Time to get ready for the next day before sleep.

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Untitled-1 1

01/02/2022 09:44

Your route to the UK’s BEST UNIVERSITIES Colleges in London, Birmingham and Cambridge A level, GCSE, University Foundation Great university progression 1:1 support tuition 70% UK students / 30% International Boarding facilities within walking distance

international@mpw.ac.uk Untitled-1 1

www.mpw.ac.uk

MPW allows you to excel both academically and personally. Pastoral support coupled with personalised lessons and the continuous assistance from all members of staff have made my experience extraordinary and have shaped my future in the best way possible!

Polina (MPW London) achieved A*A*A*A* at A level. Now reading Accounting and Finance at King’s College.

+44 20 7835 1355 02/02/2022 10:28