Isa journal Issue 6 by Alchemy Contract Publishing

A 21st Century Village Project Creating a community from scratch

Also inside... Philosophy for children – how children discover life’s big questions Becoming a school proprietor – Peers Carter shares his insights Summer borns – are they really at a disadvantage? Sporting Times – a fantastic summer of ISA sport

King Alfred School

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ARE YOU HAPPY WITH YOUR SCHOOL MAGAZINE? IS YOUR MARKETING STRATEGY WORKING? Alchemy Contract Publishing delivers measurable results for our clients in more channels than ever before â&#x20AC;&#x201C; from magazines to e-zines, websites, catalogues, video and social media.

So if your school wants that extra push, please call Seanwww.isaschools.org.uk Ferris on 01753 272022 l 27

Welcome to the sixth issue of ISA’s new magazine for Member schools Managing Editor Neil Roskilly

Marketing & Communications Officer Angie Shatford

Editor Caroline Scoular

Publisher Sean Ferris

News Leigh-Anne Ogilvie

Circulation Jon Hardy

how to become a school owner – something enjoyed by 40% of ISA’s membership.

Rarely would a conference speaker receive a standing ovation. But such was the power of Richard McCann’s speech at our Annual Conference in Eastbourne that there wasn’t a dry eye in the room. The follow-up article in this edition of The Journal outlines how a teacher changed Richard’s life after his mother became a victim of the Yorkshire Ripper; if you weren’t at Eastbourne, you simply have to read this. However, you’ll also find practical advice here on introducing philosophy for children at school and coaching your senior leaders to further improve their professional leadership. You’ll also find out

The Journal also covers the annual drama and essay competitions, including a chance to read one of the winning stories. Entries for both competitions have steadily risen over the last few years and if your school doesn’t currently take up these opportunities for your pupils, please watch out for details in the ISA Newsletter. We also explore how to manage teacher absence and look at coaching for professional leadership with Nicola Bish. Nicola maintains that Heads who develop a coaching culture will gain a motivated, resilient and empowered team. Successful leaders will want to learn more, I’m sure. With very best wishes from all of us at ISA.

CEO, ISA

ISA Autumn Study Conference 2013 Booking is now open for ISA’s Autumn Study Conference which takes place between 8th and 9th November at Ettington Chase Hotel near Stratford Upon Avon. This year's theme is Building Depth and Diversity in Teaching and Learning, and the programme boasts an excellent selection of speakers and stimulating breakout sessions. The event is open to all ISA Head Teachers and senior leaders. Book now at www.isaschools.org.uk

The Independent Schools Association (ISA) exists to provide professional support to Headteachers of independent nursery, prep and secondary schools, and sixth form colleges. t: 01799 523619 f: 01799 524892 Independent Schools Association 1 Boys’ British School, East Street, Saffron Walden, Essex CB10 1LS

ISA Journal is published by ALCHEMY CONTRACT PUBLISHING LTD, Gainsborough House, 59/60 Thames Street, Windsor, SL4 1TX For editorial, publishing and sales enquiries: e: info@alchemycontractpublishing.co.uk t: 01753 272022 f: 01753 272021 www.alchemycontractpublishing.co.uk

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THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

welcome

Meet the Team

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

Pondering life’s big questions – Page 14

contents 6

News from the ISA Areas From award winners to fundraisers – ISA schools have been as busy as ever!

ISA Area Committees How to plug into ISA activities.

A 21st Century Village Project King Alfred School’s Village Project saw 50 Year 8 students experiencing what it takes to create a community – without the aid of the Internet or mobile phones!

Coaching for Professional and Personal Development The positive purpose of coaching for Head Teachers and senior leaders, and why it should be bumped up the agenda. Nicola Bish explains.

Managing Teacher Absence The Blue for Schools scheme now has almost 500 independent school members. But just what are the most frequent issues that schools ask about?

24 14

Philosophy for Children From what age can children be expected to tackle life’s ‘big questions’? Lisa Naylor explains how – and why – her Philosophy for Children Course is taught to children as young as five. Becoming a School Proprietor Have you ever felt you could do so much more with your school if only you owned it? That’s what happened to Peers Carter, owner of The Bronte School and Nursery.

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Resilience and Growth in Modern Leadership ISA’s 2013 Annual Conference welcomed over 250 delegates to an inspiring mix of professional development, networking and entertainment. The Teacher Who Changed My Life An inspiring story of how Richard McCann’s very tough start in life was positively influenced by a teacher who believed in him. Get Ready for the Awards New for 2014 – ISA is launching a prestigious new awards ceremony, to recognise and reward excellence in our schools.

Get Ready for the Awards New for 2014 – ISA is launching a prestigious new awards ceremony, to recognise and reward excellence in our schools.

Summer Borns Do September babies really have an advantage over those born in July?

Pupils Impress Judges in National Essay Competition Entries flooded in to this year’s ISA National Essay Competition, with judges declaring it a stand-out year in terms of both the quality and range of pupils’ writing.

ISA Drama Competition Over 600 pupils took part in this year’s hotly contested ISA Drama Competition.

News Bulletin Who’s doing what, where and why. And how it affects ISA schools.

Sporting Times The sporting prowess of ISA schools continues to impress. It has been a fantastic year for ISA Sport.

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s a e r A A S I e th m o fr s New

Gold medal for Ben from LVS Ben Pearson, aged 18 dal in the U19 me d Ascot, won the Gol Berkshire the at nt eve mp Long Ju nships pio am Ch Schools Athletics er. mm Su the before

Bronze med als for Clair es Court The first gr oup of stude nts from C part in the laires Court Arts Award to take programme completed th have all succ e Bronze lev essfully el of this na The 10 boys tional qualifi from Year 8 cation. have been w project sinc orking on th e the Autum e n.

ing On white horses o has a new Rid School in Trur e us Ho to le ls he pi lw Po for pu two new ponies site Instructor and rbished the on− fu re dy ea alr s ha all Ly − Jo es . ni joy po en o new oduced the tw o stables and intr alongside the tw rk wo to − April and Jack . ey ok Sm d Polly an existing horses

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Seaside rendezvous Pupils from Claires Court Jun ior Girls and Boys got into the holid ay mood when the seaside came to school. The Lower Junior girls and Year 2 boys were treated to a day of seaside fun as they travelled back in time to experience what it wou ld have been like to have a seaside holiday in the past.

t ing at LVS Asco to an Bodyguard train ol were treated ho Sc t co As S LV , om rd fr fo ad ls pi Br Pu Chris presentation by ard gu dy action packed Bo d an Young Samurai author of the amatic start t got off to a dr en ev e series. Th RC) Manager (L source Centre Re ng ni ar Le as stage r was taken ho Ms Emma Kelle children e Th e! ag st f and rushed of fun watching had enormous in Chris' and taking part joining him on , ns tio ra demonst dyguard skills. Bo stage to learn

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Lailou is medal winner pupil at Lailou Al−Chalabi, a reception don, was Lon th Sou in ool Sch Hill Herne pion Cham ic lymp delighted to meet Para ts Spor rf Dwa The at ds mon Ellie Sim Association National Games in silver Birmingham. Lailou won one ts. even her in and two gold medals als med her ed show she ol scho at Back was and mbly to the school in asse Award. given a special Head Teacher’s

From Chislehur st to Bruges Pupils from Ba bington House School in Chisl ehurst enjoyed a trip to Brug es recently. The girls took in all the sight s including a visit to Atomium and Mini Euro pe in Brussels.

e Buddy’s Big Workout Challeng tative, recently Gilly Hartley, a NSPCC represen to pupils in visited Adcote School to talk School were ior assembly. Pupils in the Jun sored spon a in part take to very keen ddy’s Big fundraising opportunity: ‘Bu Juniors Workout Challenge’. The Adcote swim as a decided to hold a sponsored ly the total fundraising event and current ive £700! ress imp raised stands at a very

European selection for talented rider Imogen Gloag (18), a Sixth Form Riding Scholar at Malvern James Girls’ School, St has been selected for the Hows Racesafe British Junior Eve nting team to compet e in the European Championships this month The talented young rider from Oxfordshire joins fiv e other riders and horses on the elite team.

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Astra Zeneca Trust Awards at Mrs Sue Marks, Junior Head has ll, nwa Cor in ool St Joseph’s Sch Primary been awarded the Astra Zeneca Astra Science Teacher Award. The e Zeneca Trust Awards recognis and e vativ inno are teachers who ributes creative and whose work cont ol. The scho in ent lopm to science deve ed the judges observed a lesson, tour pupils school and talked at length to Joseph’s. and staff about Science at St at a The award will be presented for ceremony at the Association erence conf ual Ann n Science Educatio 2014. at Reading University in January,

“Who’s shaping our future?” That was the qu estion posed by an expert in th engineering, Dr e field of Jan Peters, du ring an inspiri presentation giv ng en at Malvern St James Girls’ Passionate abou School (MSJ). t informing gir ls of the possibi excitement of lities and a career in engin eering, Dr Peter Ambassador, ca s, a STEM ptured the im agination of an Year 9 girls fr audience of om the first wo rd.

The Best of British Court presented a fantastic Pupils (and staff!) at Claires Best of British’, and so ‘The led dance extravaganza entit the Junior and Senior Girls it was. All age groups from choreographed their dances and ted and Sixth Form crea the traditional ‘Scotland to a wide range of music from ‘Bobby’s Girl’ and ‘Shout’ with ages the Brave’ through the to ‘Valerie’.

It all adds up! erhill School ters from Dodd Talented youngs er £1,000 for ov a have raised Sp ch wi oit Dr in Ex’straw’dinary! d maths ng a sponsore NSPCC by holdi Year 6 pupils from from ls gir d an ys LVS Ascot had enorm bo ven challenge. The ous fun taking part in , aged two to se six ar the ye Ex’straw’dinary to ten kindergar challenge to build a In total, 100 C. PC NS e th mo r del Oil Rig Jacket raised £1,504 fo Structure using str s challenge, aws and marsh ma rt in the math . llows! pupils took pa es iti Vis tiv itin g Engineer from BP curriculum ac , Pauline Barralet, which boosted es tables, tim ent hra eir lled th tw rn o Year 6 classes wit d to lea h technical The children ha re sponsored details and person al stories about buildi s paper and we ath m a ete pl n m tio ng co es qu Off y sho er re ev Oil r fo Plat forms. They discusse family d how oil by friends and is made, what it is used for, what it is t. made they got correc into, how oil compan ies try to minimise environmental impac ts and the different types of engineers involved.

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THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

A real close shave e's, Oxford, Anna First year student at St Clar e £3,355 for edibl incr an ed rais Wilson has and donating ing shav Cancer Research UK by e at the plac took e shav e clos Her her hair! re her whe rd Oxfo Anne Veck Hair Salon in hed in watc ds frien e clos e thre mother and gside Alon y. awa fell fascination as her hair ted dona a Ann , sing drai fun her fantastic le Princess sections of her hair to The Litt wigs out of ting crea in e ializ spec Trust, who teenagers and ren real, donated hair for child ugh thro loss hair from er who suff chemotherapy and alopecia.

New outdoor sport courts for Moyles Court Moyles Court Schoo l has just completed the refurbishment and extension of their ou tdoor sport courts (tenn is, netball and 5−a− side soccer). The courts are found within the 17th Century Manor Hou se’s walled garden, where the school is located in the New Forest. The required archaeologic al survey before wo rk started was used as an educational opportunity for the pupils, in conjuncti on with the New Forest National Park Autho rity.

Any dream will do! Lyonsdown Sc hool’s summer production this Joseph and the year was Amazing Techni color Dreamcoat. was the perfec The show t choice to show case pupils’ sin and the produc ging talents tion was enhanc ed by the new sound system lighting and funded so enth usiastically by Lyonsdown Sc the Friends of hool.

Netball star Heathfield School pupil Lois Brown is set for great things in the netballing world. The 16− year−old was recently invited to trial for England, but a serious injury set her back. Lois’s courage and tenacity have seen her recover extremely quickly and she was recently made County Captain for Worcestershire Under 16s. She hopes to trial again for England in the near future.

75th Anniversary celebrations pshire celebrated their Alton Convent School in Ham special celebration. The very a with 75th Anniversary ils from as far back as school held a reunion with pup who starred in the s ladie of p grou a 1938, including ery film with Robb n original Great St Trinians Trai pupils were then y luck of ber num A Frankie Howerd! rest of the school the st taken on a helicopter ride, whil 75. big a assembled into

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CONTACTS FOR ISA AREA COMMITTEES EAST ANGLIA Area Coordinator ahampton@thorpehall.southend.sch.uk President lindsay@greenblade.plus.com Chairman s.welch@gosfieldschool.org.uk Secretary stuartn@ccss.co.uk Treasurer stuartn@ccss.co.uk Arts Reps a.gwynne@gosfieldschool.org.uk richards@ccss.co.uk Sports Rep rturner@thorpehall.southend.sch.uk LONDON NORTH Area Coordinator headmistress@lyonsdownschool.co.uk Assistant Area Coordinators headmistress@sthildasharpenden.co.uk

Andrew Hampton 01702 582340 Paul Spendlove 07739 156010 Sarah Welch 01787 474 040 Stuart Nicholson 01223 716890 Stuart Nicholson 01223 716890 Amanda Gwynne 01787 474 040 Richard Swift 01223 716 890 Richard Turner 01702 582340

d.berkin@groveindependentschool.co.uk Chairman cosborn@normanhurstschool.co.uk Secretary PrePrepHead@Berkhamstedschool.org Treasurer head@francishouseschool.co.uk Arts Rep mimc@hotmail.co.uk Sports Coordinator tendaihuntley@hotmail.com

Lynn Maggs-Wellings 020 84490225 Carolyn Godlee 01582 712307 Deborah Birkin 01908 690590 Claire Osborn 020 8529 4307 Samantha Jaspal 01442872742 Helen Stanton-Tonner 01442 822315 Mim Clark 01279 657706 Tendai Huntley 020 8980 2978

LONDON SOUTH Area Coordinator office@vfps.org Assistant Area Coordinator head@steephill.co.uk Chairman headmaster@shorehamcollege.co.uk Vice Chairman head@oakhyrstgrangeschool.co.uk Secretary jane.beales@hernehillschool.co.uk Treasurer stdavids@dial.pipex.com Arts Rep head@sacredheartwadhurst.org.uk Sports Rep sagepompey@aol.com

Meg Baines 020 8653 2169 Caroline Birtwell 01474 702107 Jim Stearns 01243 814320 Alex Gear 01883 343344 Jane Beales 020 7274 6336 Ann Wagstaff 020 8777 5852 Hilary Blake 01892 783 414 Richard Sage 01797 252494

LONDON WEST Area Coordinator principal@hurstlodgesch.co.uk Assistant Area Coordinator tgp@hawleyplace.com Chairman headmaster@lyndhurstschool.co.uk Secretary carolinegoodsman@gmail.com

Vicky Smit 01344 622154 Trevor Pipe 01276 32028 Andrew Rudkin 01276 22895 Caroline Goodsman 020 8994 3385

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Treasurer tgp@hawleyplace.com Arts Rep principal@hurstlodgesch.co.uk Sports Rep will.bray@ditchampark.com

Trevor Pipe 01276 32028 Vicky Smit 01344 622154 Will Bray 01730 825659

MIDLANDS Area Coordinator head@stwystans.org.uk Assistant Area Coordinator head@knollschool.co.uk Chairman head@heathfieldschool.co.uk Vice Chairman rmw@castlehouseschool.co.uk Secretary headmaster@adcoteschool.co.uk Treasurer head@dixie.org.uk Arts Rep head@ruckleigh.co.uk Sports Coordinator hilary.forecast@dodderhill.co.uk Sports Rep headmaster@bowbrookhouseschool.co.uk

Phil Soutar 01283 703258 Nigel Humphreys 01562 822622 Roger Brierly 01562 850204 Richard Walden 01952 811035 Gary Wright 01939 260202 John Wood 01455 292244 Barbara Forster 0121 7052773 Hilary Forecast 01905 778 290 Chris Allen 01905 841242

NORTH Area Coordinator m.denton@firsschool.org Assistant Area Coordinators mdg59@tiscali.co.uk sj@qe.org Chairman headmistress@greenbankschool.co.uk Secretary nairnj@bwslive.co.uk Treasurer headteacher@forestschool.sch.uk Arts Rep headmaster@hillcrest.stockport.sch.uk Sports Rep angela.davis@hullcollegiateschool.co.uk

Margaret Denton 01244 322443 Marie Grant 01625 520632 Steven Jandrell 01625 520632/0870 742 3300 Janet Lowe 0161 4853724 Judy Nairn 0161 7941463 Rick Hyde 0161 9804075 Richard Mace 0161 4800329 Angela Davis 01482 657016

SOUTH WEST Area Coordinator hm@hatheropcastle.co.uk Assistant Area Coordinator headmaster@polwhelehouseschool.co.uk Chairman headmaster@trinityschool.co.uk INSET Coordinator headmaster@moylescourt.co.uk Secretary victoria@st-christophers.devon.sch.uk Treasurer bursar@trinityschool.co.uk Arts Rep katie.green@stjosephscornwall.com Sports Rep sam.matthews@stjosephscornwall.co.uk

Paul Easterbrook 01285 750206 Alex McCullough 01872 273011 Tim Waters 01626 774 138 Gregory Meakin 01425 472856 Victoria Kennington 01803 762 202 Shaun Dyer 01626 774138 Katie Green 01566 772580 Sam Matthews 01566 772580

Earlier this year King Alfred School in North London embarked upon The Village Project, an initiative involving Year 8 students. In an unseasonably cold week in May, a leafy corner of the school was transformed into The Village, housing 50 students within 11 huts. Banned from access to mobiles, iPods or Internet, students experienced first-hand what it takes to create a community. Stephen deBrett, Head of DT & PHSE at King Alfred School, is the mastermind behind The Village Project which last ran in 1994. Stephen spent the week on-site with the students and reflects on the initial learnings. Embedded within King Alfred School’s philosophy are core values that the parent-founders felt should be at the heart of every child’s education. They include mutual respect, social responsibility, individuality and selfreliance, independent learning and the enjoyment of education through freedom and play. My vision behind The Village Project was to create an environment outside the classroom where students could live and breathe these core values. The Village is a community that the students create independently. In doing so, they examine what makes it thrive and what it takes to become a fulfilled, fully participating member of that community. Crucially, The Village is governed by the students not staff – in the weeks leading up to The Village forms of governance were discussed in depth by students to find an acceptable approach. They decided how to choose hut groups, who to elect as leaders and how to spend their time in The Village. With this freedom came responsibility – they had to assemble their own huts, prepare food, light a fire to cook it and resolve issues at The Village parliament. Throughout the week, staff remained on-site, stepping in to help when necessary. As students gained confidence, we encouraged their independence and ability to make decisions collectively with the caveat that they must include everyone. Our main role was to facilitate activities that the children could do. This freedom provided the context for the students to learn independently, to develop emotional resilience and to explore a deeper understanding of responsible individualism.

Village Project preparation It was important to get the whole school, including the Year 8 parents, on board and motivated. There was a fantastic buzz

Year 8 pupils from The King Alfred School taking part in The Village Project.

that was present in the run up to and throughout the week. Even though it was a Year 8 experience, The Village became a major topic of discussion, stimulating lively debate across the whole school and curriculum. Staff gave us their commitment, not only by volunteering their time in supervising The Village day and night, but in delivering workshops and activities throughout the week. Work on The Village Project started months in advance. We needed that time to prepare the children mentally as well as ensuring that practicalities such as hutassembly were covered. For this year’s Village Project, our Design & Technology department created self-assembly kits based on the Kent fruit pickers’ huts. Juliette Fardon, our Head of Curriculum Support, ran a number of sessions on self-governance and

encouraged the children to take leadership from an early stage. Juliette explains: “I saw the students grow in selfconfidence as their communication and self-management skills increased. Through role-play, the children examined strategies for dealing with conflict, an inevitable aspect of close community living. They negotiated their way through difficult choices and learned that subtle adjustments to language can help avoid misunderstandings at a time when people may be feeling overwhelmed.” Three Year 8 mentors were selected to undergo training so that they could help their peer group recall skills during times of conflict or homesickness.

Record keeping and research A key consideration was how best to observe the children and keep a record of the week without being intrusive. The English department ran a newsroom for each hut to produce a piece of writing about their experience. Staff took photographs, others filmed aspects of Village life. We also felt it was important to conduct preliminary research in-house to explore the impact and learnings from the project. www.isaschools.org.uk

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THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

A 21ST CENTURY VILLAGE PROJECT

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS The Village Project week On a chilly and damp Monday morning, the students moved in laden down with kit and a few homely additions to personalise the huts. The “Cath Kidston” hut was adorned with bunting and battery powered fairy lights. Other huts had practical automatic door-shutting devices to keep out the cold and door handles crafted in The Village forge. Staff and outside experts arrived daily to deliver a vast range of workshops ranging from foraging to blacksmithing, African drumming, science experiments, pottery in an on-site raku kiln, through to professional storytelling. These activities were optional but there was a requirement for each student to produce something that best reflected their time in The Village – for example some creative writing, a music composition, artwork or pottery. Village meetings were held twice a day with hut leaders elected to run these meetings. Their purpose was to discuss issues, such as noise levels or tackling the cold, but they also informed students about activities on offer. Like most things in The Village, these meetings were optional but they were always well attended. One of the few rituals we maintained was the minute’s silence at the start of each meeting. Initially the students found this ritual strange but they soon appreciated how constructive these silences were and used them to reflect on their part in the community and to focus their thinking. This made a big difference to the value of each meeting.

Key observations For me as an observer, there were many highlights. The most successful aspect of the week was the involvement in the daily activities. It is important to remember that participation in activity was entirely optional. Speaking to the students, they really appreciated that they could opt in or out. This meant that they were making instinctive decisions about what they wanted to do. They were taking responsibility for their own time – a major component of independent learning. Activities such as the pizza ovens were a huge hit with students because they made the clay ovens from scratch, mixing the clay with their feet. As pizzas and bread were baked, this area became the social hub where everyone came to sit and make new friends. 12

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“Thank you to The Village. It was cold and difficult but I wouldn’t give the memories away for anything.” Lula, Year 8, King Alfred School Students talked at length about the various skills they had developed during their time in The Village. Long discussions were had about how they might utilise these skills in life – skills that exist outside of the classroom. It was fascinating to observe how some children who are less responsible and mature in the classroom took great care over their huts. One student took it upon himself to empty his entire hut when it became too messy. Having completed this task he told me, “I think I’ve matured just in the few days I have been here.”

Initial research findings Alix McTaminey, Design & Technology teacher and PhD student, was on-site throughout conducting preliminary research. Alix’s objective was to observe the children in the context of the core values and evaluate how successful the project had been in providing an environment where these values could be explored. The research is being analysed but initial findings show that the students had many opportunities to demonstrate the school’s philosophy.

Resilience and self-reliance Lighting fires and keeping warm were challenges that most children found difficult and had to overcome. “One of the worst things was being cold and having to light a fire whenever we wanted to eat,” said one pupil. The only solution available to them was to persevere by listening carefully to instructions given. When they were cold in their huts their challenge was to think about a solution – so they lined their huts and ensured that all gaps were filled. A student, commenting on his personal resilience, said: “It has taught me that no matter how bad it gets, it will always get better.”

Mutual respect for others Many students used skills learned to resolve conflict and appreciate others. For example, some children were quite particular and wanted things their own way. One hut’s advice was: “Listen to each other. Don’t sulk. Take a vote when you need to make a decision and get on with it even if things are not going your own way.”

Next stages Responsibility Many children talked about the sheer enormity of preparing a meal from scratch, expressing a deeper understanding and appreciation of their parents. One said, “I really appreciate my parents. I’ve learnt how much they do for us. This domestic stuff never ends! First you cook, then you wash up... and then you have to do it all over again!” One hut expressed great pride in building their hut entirely alone. They had allocated clear lines of responsibility to make their hut run smoothly.

Over the next few months we will be looking closely at the overall impact of The Village. Year 8 has become very close as a result of their experience and it will be fascinating to hear their thoughts, talk to all staff involved and look back at the filming and records we have kept. This, together with Alix’s research, will greatly inform our approach for our next Village Project. What I do hope is that the students have used this opportunity to learn real skills that are crucial in life and in doing so enjoyed an amazing experience – one that is potentially life-changing.

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PHILOSOPHY

FOR CHILDREN Lisa Naylor is a primary school teacher in Newham, East London. Her Philosophy for Children Course is taught to children as young as five, and is now used in schools across the country. In May Lisa spoke to delegates at ISA’s Annual Conference in Eastbourne. Here she explains how to encourage children to discuss life’s big questions. I was first introduced to the idea of Philosophy for Children (P4C) several years ago, when as an inexperienced newly qualified teacher I observed a P4C practitioner facilitating a philosophical enquiry with my very first class. The practitioner played the children two pieces of ‘music’: a ‘natural sounds’ piece with bird song and trickling water and a chaotic piece with office sounds and distorted voices. The two pieces prompted the children to ask, ‘What is music?’ My relationship with P4C began that afternoon, where I witnessed children who barely spoke English and children from incredibly difficult 14

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backgrounds debating fervently whether the sound of rain on the window was or was not music. This is what I had been looking for; a forum for children to share original ideas and to discuss issues that were important to them. They were speaking from their own personal experiences and everybody was not just listening, they were responding and building on what was being said with their own insights. Following the dramatic impact of this initial experience, we decided as a school to embrace P4C wholeheartedly. Here are some useful guidelines on how to facilitate your own philosophical enquiry.

Start each session with a warm-up game Children need to be encouraged to be creative with their answers and not just come up with the obvious. A good game for groups new to Philosophy is ‘Ask the Bag a Question’. Put a familiar object in the middle of the circle (a bag, pair of shoes, a chair, a pencil, a globe, etc.) and everybody takes it in turns to ask the object a question. A game like ‘Ask the Bag a Question’ is initially about practising formulating questions. It ties in with the ‘creative thinking’ element of P4C where children are encouraged to move beyond the obvious (‘Bag, where

Set clear ground rules Ask the children what they need to have a good discussion. It’s a good idea to record and display the rules agreed by the group. These might include: Don’t talk when someone else is talking, look at the person talking and listen until they finish. My first class were incredibly challenging, but within a few months of introducing P4C, their ability to listen and respond appropriately improved almost beyond belief. They began to show respect for each other as contributors and empathy began to be displayed both in the classroom and the playground.

Choose an interesting stimulus Schools are full of interesting books, objects, images and music that will stimulate rich enquiries; anything that raises questions for you is bound to raise questions for children. The BBC films ‘What Makes Me, Me?’ are a fantastic stimulus as they draw from stories and ancient parables rooted in philosophy, and provide children with ideas and concepts that lead them to engage in real philosophical discussion. You can also consider using picture books, poems, short film clips, music, artwork, quotation, news articles, and interesting or unusual objects.

Encourage the children to pose open-ended ‘thinking’ or ‘wondering’ questions Ask children to list ‘big ideas’ or ‘juicy concepts’ to support their question making. It’s a good idea to build up a bank of ‘big ideas’ to dip into; an A – Z list works well (so animal rights under A, beauty under B, childhood under C, and so on). I usually start by encouraging children to consider the main themes

“Children are surprisingly good at thinking conceptually (often better then adults!) and once they have been taught to identify ‘big ideas’ they quickly become skilled in doing so.” running through the stimulus and ask them to draw out the big ideas from the themes. Children are surprisingly good at thinking conceptually (often better than adults!) and once they have been taught to identify ‘big ideas’ they quickly become skilled in doing so. Last week, after showing a Year 2 class an abstract sculpture, they were quickly able to generate a long list of interesting concepts including: light, peace, shape and materials, which led them to question ‘Why does art make us feel peaceful?’ I think what makes Philosophy for Children so special as an approach to teaching and learning is a focus on both thinking and interpersonal skills. Since we introduced P4C, we have seen standards across the school, including Key Stage 2 SATs results, rise consistently and this year we have been recognised as one of the 10 most improved schools in the whole country. We believe the children’s ability to link ideas from different curriculum areas and tackle problem-solving issues (in numeracy, literacy and science) has improved dramatically, thus raising standards across the curriculum.

Trust that over time, children will learn to think in a less literal and more philosophical way Children new to P4C may at first respond very literally in a philosophical enquiry. Encourage children to probe deeper and they will eventually learn to think in a more philosophical way. It was in a P4C lesson last week when a 7-year-old child posed the question ‘Are we here for a reason?’ that I was reminded why I am a teacher and why I hold on to my belief that all children are entitled to a forum to discuss questions that really matter to them (and not questions that the National Curriculum says they should discuss).

Encourage the children to respond to each other Asking if they agree or disagree with previous speakers and probing for examples or reasons are good ways of helping children sharpen their capacity to think critically and build on each others thoughts during the enquiry. Since introducing P4C, our children have displayed significant development as critical thinkers and regularly express original and creative thoughts. www.isaschools.org.uk

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were you made?’) to think in a more abstract and where possible, more conceptual, way (‘Bag, do you know that you’re a bag?’). It can be a useful follow on activity to start categorising the questions, into those that can be answered (‘Bag, what’s inside you?’) and those which can’t (‘Bag, how does it feel being a bag?’). To develop these ideas and the creative response further, the children can be given five minutes to record the bag’s response to any one of the given questions. This extends the initial activity into a creative writing exercise.

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Facilitate the enquiry Giving children the tools, the language and the opportunity to discuss issues that are really important to them and their lives, is perhaps one of the most important skills we can give them. Some useful things to say to facilitate the enquiry could include: • Do you agree or disagree with what you have just heard? • Can you clarify what you mean? • What I think you are saying is… Is that right? • Can you give an example to support your argument? • What would someone who disagreed with you say? It is quite rare, in enquiry, not to be completely ‘wowed’ at some point by a child’s contribution. Recently a child in a Reception class with a number of development issues spoke for the first time in four months when she described what she thought magic would look like if we could see it. It is often quieter children or children who don’t access the curriculum as easily, who surprise me in enquiry with how insightful their contributions are. I think that for 16

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“It is quite rare not to be completely ‘wowed’ at some point by a child’s contribution.” children who do struggle academically, the philosophy sessions are incredibly liberating as there are no ‘wrong’ answers.

Allow time for a final round Allow everybody in the circle to share a final brief point, either adding to what has been said during the enquiry or commenting on how the session went. Encourage children who have made little or no contribution to the session to share, without rushing to finish the lesson. P4C has had a huge impact on all the classes I have taught and I have witnessed changes I didn’t think possible in very difficult classes. I have seen a huge rise in selfconfidence, self-esteem, levels of articulation, not to mention increased vocabulary, enhanced problem-solving ability and a willingness to take risks. Running philosophical enquires has completely changed the way I teach, the way the children learn and the way the school is run. As a teacher, I am much more willing to take risks with my class and never shy away from dealing with

difficult or sensitive issues. P4C has strengthened and deepened the relationships I build with the children in my class and given me permission to not always have the answer. Philosophy has taught me that there aren’t many things in life more important than talking. Not just talking‘chit-chat’, but real, purposeful, meaningful dialogue. Giving children the tools, the language and the opportunity to discuss issues that are really important to them and their lives, is perhaps one of the most important skills we can give them.

CONTACT DETAILS Lisa Naylor is an AST in Philosophy for Children P4C at Gallions Primary School in Newham and runs P4C training in schools across the country. Gallions School regularly run SAPERE P4C training courses: see www.gallions.newham.sch.uk e. lnaylor@gallions.newham.sch.uk Twitter. @P4CGallions

As a teacher, have you ever felt you could do so much more – if only you were in charge? Have you ever thought how you would go about things differently – if only you had your own school? Peers Carter, owner of The Bronte School and Nursery in Kent, writes about becoming a school proprietor. Most Heads may never have considered this, but almost certainly you can have your own school. As I write, the least expensive school on our books (leasehold, of course) is only £300,000. It is a lovely, village school with very high standards and a warm, family feeling. There are plenty of other schools available at about £750,000-£1,500,000. Several come with good homes as part of the package. In almost every case, the owners will help you with a handover period so that you know the school (and its finances) inside out. So – are any special skills needed to run your own school rather than work in someone else’s? Well, I don’t think so. My wife and I have run our own school for many years – and neither of us is a teacher. (At times, it would have helped if at some stage in our careers we had been!) All we have needed is a capacity for hard work and a modicum of common sense. We had no experience of running a business and no experience of schools since finishing our education. We do not think either of these factors was any significant disadvantage. Indeed it was probably an advantage, as we approached everything with an open mind and boundless enthusiasm. We have been fortunate to have been able to attract a quite outstanding team of leaders, teachers and managers. We can, in fact, take very little credit for the high quality of the education (which garnered 12 uses of the word ‘Excellent’ in its recent ISI Inspection). Nearly all the credit must go to our dedicated and creative Head, Deputy Head and the staff they have chosen with great care. We are very flattered that we are invited regularly to see them teach – we have gained a great deal, not least admiration for the

“When you run your own school, you have the freedom – at last – to make your decisions and your own luck.” ingenuity and cleverness of great teachers. But we can take a little credit in that we have handled the business, fabric and marketing sides and so freed the Head and Deputy to concentrate on their aims. This leads me to think that the ideal team to run a school is probably a family, preferably with one partner or spouse being a figures/business brain and the other being a teacher. If they have offspring with marketing or public relations ability, so much the better. I happen to believe that good proprietorial schools are usually rigorously (and often very ambitiously) managed. That is partly because just one or two people are able to make budgetminded decisions more knowledgeably – and much more quickly. Also because proprietors know that their own

prosperity (indeed survival) depends upon them keeping their eye on the ball. Every aspect of the school must be on the daily agenda: starting with the ‘product’ – the quality and creativity of the education. Then its good relationships with parents; taking into account costs and career paths for teachers; costs of materials, equipment, power and refurbishment; never neglecting public relations with the local press and community (but not wasting money on local press advertising); marketing materials and the all-important website (which should produce over 90% of your enquiries, the rest coming from word of mouth). When you run your own school, you have the freedom – at last – to make your own decisions and your own luck; and to www.isaschools.org.uk

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BECOMING A SCHOOL PROPRIETOR

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learn from your mistakes and adapt quickly. Above all, it really is enormously satisfying and great fun to run your own show. You won’t wonder what’s going on behind the scenes – you will know. If a fortune teller had told me when I was 31 that the following year my wife and I would own a school, I would have asked for my money back. I was an advertising copywriter; my wife was a journalist. We had a young and growing family and the last thing on our minds was to become involved in education as a business. Indeed, it had never occurred to us that one could buy a school. So how did this come about? One day I had come back from London to be greeted by my wife Susan with the news that the lovely little Dame School where our first daughter was very happy was about to close: the last of the three Vine Sisters had passed away. (She was Ivy Vine, no less.) I supposed I expressed momentary regret and an earnest desire for my evening meal, but Susan said there was going to be a meeting of the parents to ‘Save the School’. I quoted Samuel Goldwyn: “Include me out”. My plan was to move from Kent back up to London – daily commuting was getting me down. But – more butts here than a field full of billy goats – Susan said that she had told them we would be there to give support. She thought I might be helpful – that I might be able to advise. (Me – who can’t find his socks in the morning.) The long and short of it was that both of us went along. The other parents were not sure of the way to go. We made suggestions. I was voted Chair of the Committee and – having tried every other idea under the sun – we decided in a rush of blood to the head that the only way to save the school was to buy it, restore and market it – then find a new owner! When we reopened in September, of course most of the parents had already jumped ship despite their blood-brother protestations of eternal loyalty to us and the school. The roll fell from a measly 48 down to 15. We discovered gradually that running and building up a school was something that anyone with a modicum of common sense and boundless energy could do. With plenty of ups and downs on the way, the school roll started to rise. The parents knew that we were committed to reviving the school, that our own children were 18

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“The last thing on our minds was to become involved in education as a business. Indeed, it had never occurred to us that one could buy a school.”

there and that we were doing the project from the heart. Before long, we abandoned the idea of finding another owner for the school. Anyway, the profits were still not sufficiently attractive for anyone but a philanthropist to take it on. So we simply got stuck in. Susan worked tirelessly to give the school the right, welcoming, family feeling. She also answered the phones, paid the salaries, did the books and promoted the school in every way possible – whilst bringing up a young family. Soon, we had three daughters and four cats as well as a school. Neither of us had ever been, nor had we ever considered being, a teacher. It would

have been helpful when we were hiring teachers and assessing the quality of their teaching, clearly. But in many ways, our blissful and callow ignorance was an immense advantage in disguise. And we were lucky to have a wonderful Head who would do anything to help, right at the start. Because we did not know anything, we did not assume anything was right. We did not care whether something was ‘the way it had always been done’ or ‘correct’. We looked at it objectively... then made our own decisions. Experience, like research, is all about the past – received opinions and fixed views. (James Dyson, for one, never uses research and resists standard thinking. He has done quite well.) Today, we have nearly 250 on the roll. We have a 70-place day nursery as well as a school. So... if you think you have ideas which are not being listened to... if you feel you are under-promoted... if you like the idea of meeting parents and promoting your own school... if you love children and want to prove your ideas work... and if you like the idea of a job for life... maybe you should now be thinking about taking on your very own school. You will never be bored. You will always be busy. And, if you are anything like Susan and me, you will get a great feeling of satisfaction of a life well lived.

CONTACT DETAILS Bronte School and Bronte Nursery 21 Pelham Rd, Gravesend, Kent DA11 0HU t. 01474 355106 The School Transfer Company (STC) Haydon Cross, Southfleet, Kent DA13 9NX t. 01474 833150 e. enquiry@schooltransfer.co.uk

MAKING THE MOST OF YOUR WEBSITE Not so long ago, if a school website looked good and performed well on a regular desktop computer, that was all you had to worry about. This picture has changed, explains web design agency and creative consultancy Larrytech. Until a few years ago, there were no smart phones and no tablets, meaning one size of website fitted all. The landscape has changed dramatically in recent years, however, and websites are now being built with smart phones and tablets in mind, with many parents now using these devices to access school websites. The name we give to this is ‘responsive design’. This is where websites are built with fluid layouts and flexible images, so they can resize depending on the size and orientation of the device they are viewed on, thus giving the optimum performance of the website across all platforms. A common perception was that websites built for mobile devices only needed to give minimal information, such as contact details, a location map and so on essentially information that was important when you were on the go, trying to find somewhere. In a schools context, this could be a parent coming to visit your school and needing to look up your postcode or contact number quickly because they are lost. In many instances a one page mobile website was sufficient to fill that need, but now with the usage on mobile devices so high, people are not just looking at a mobile website for basic or location information. They are using a mobile device as their primary source of information on the web and browsing them as they would have browsed a desktop version in the past. Since the rise of smart phones and tablets to access the Internet, there have been a number of different trends with web companies trying to combat this. Many companies tried building a separate mobilefriendly website, but for most schools, this is more costly to develop and is both difficult and time consuming to update. This is why responsive design has grown to the extent it has – because Internet access has and will

continue to be gained through a myriad of devices, with varying capabilities. Responsive web design is the best and most efficient way of addressing the parade of devices on the market now, as well as those that are yet to be imagined! One of the schools we work with is The Mead School, based in Tunbridge Wells. We designed and launched a responsive website for them. The website looks great, is easy to view, and simple to navigate no matter what device it is viewed from, therefore helping optimise the user experience of all visitors to the site. Angela Culley, the head of The Mead School and the Chair for the ISA in 2013, was kind enough to say the following: “We are delighted with the new website. The creative flair and knowledge Larrytech showed throughout the process has produced a fantastic website which is

already being met with widespread success and commendation.” With an ever increasing number of parents now visiting websites from their mobile device, and this number expected to grow dramatically in years to come, if your school has a website that isn’t compatible across all devices, now is the time to make it responsive!

ISA OFFER We offer all ISA Schools an exclusive 15% discount on web design and development. To take advantage of this offer, or see how you can make your school’s website responsive, please call us now on 01892 888 011 or email info@larrytech.com.

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COACHING FOR PROFESSIONAL AND PERSONAL DEVELOPMENT ‘Why do I need coaching; I’m good at my job?’ This is a common enough response but what triggers this view? What stops executive coaching being on the top of the agenda for the professional development of Head Teachers and their senior leadership teams? Nicola Bish explains. There seems to be a misunderstanding or lack of awareness as to what coaching actually is. It’s often confused with managing the poor performer, or being told what to do, but actually the aim of the coach is to help people reach their potential, ‘to become the person they want to be’. Coaching is one way of developing leaders and leadership teams within schools – a worthy cause, particularly with the ever-increasing challenge of running the business of managing a school. So what is coaching? Coaching is a simple process; it is not meant to be complicated, but simple doesn’t necessarily mean easy. At its most basic it is a conversation between two people, but with a coaching conversation, learning takes place. The key to success is objectivity, confidentiality, trust, a safe space; it is non judgemental and the session itself will be focused, reasonably structured and achieve valued results. Coaching can obviously raise complex and multi faceted issues, but outcomes can be achieved by adopting simple methods and above all should ‘communicate a belief in people’s 20

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potential and an expectation that they can do their best”. This may be sufficient to convince a Head to take the plunge, so it is important to identify benefits. In general terms it has been proved that coaching will provide improvements in self esteem, confidence, communication skills, interpersonal skills, performance at work, relationships and work-life balance – that must be a good start. What about the specific benefits for the Head whose role is so demanding with the ever-increasing pressure to run the school like a business? The one-to-one support makes a key difference; coaching provides the time to think, to reflect and to talk with an informed objective person thus creating the space for learning. A coaching style is learnt that can be developed and cascaded to the whole team, and managers who coach challenge others to resolve situations which is great for development and delegation. A coaching culture can be developed that allows interdependence amongst staff rather than dependence in a vertical structure; so ultimately everyone wins. The long term benefits will positively impact all stakeholders. A Head who

develops a coaching culture will gain a motivated, resilient, empowered team – one that has time to reflect and learn. The Governors, trustees or local education authority will have confidence in the school’s ability to deliver. The pupils, the most important stakeholders, will be taught by teachers who have the energy and stamina to deliver the curriculum and ensure that the pupils aim high, achieve their immediate goals and reach their full potential. The school’s reputation will be envied; there will be a full pupil quota, a happy parent body and of course that ‘Outstanding’ Ofsted or Inspectorate report. So if the potential is so great why doesn’t everyone have a coach? Coaching in schools in this way is a relatively novel concept and the results aren’t always so immediate or so dramatic; every success takes hard work. But there is much resistance to take the initial leap; from my conversations and some assumptions I have tried to work out what the issues are and then to find a way to make it easier to move to a ‘yes let’s give it a go’ approach. So what creates the resistance? It may be fear of the unknown, a false perception of what will actually happen in the process

wider environment and the implication of actions on all stakeholders. Whether the coach is or is not an expert in the area that their client is employed is not that important; some knowledge is always useful but a coach absolutely does not have to have done the job to be a good coach. But it is important that they do have the skills to coach effectively and are able to gain an understanding of the job, its challenges, opportunities and constraints. This is at the pre session meetings when ground rules and objectives are set and throughout the sessions themselves. The coach, like most people, will want to work in an area of their interest. I personally am interested in education, have experience as a school Governor and clearly see the opportunity for additional support for Heads. I feel that as an outsider I can make a valuable contribution without confusing the role of the Head and the role of the coach. One-to-one coaching can understandably be daunting, so profiling is another approach that could be helpful, particularly where a school is undergoing a period of change, or where greater insights into the dynamics of the leadership team are needed. This will increase individual and team awareness and perhaps reduce fear of being exposed; the psychological insights add to the knowledge and understanding of the individual and, if accepted as being part of the whole, will assist the coaching process. Review of the findings can highlight further individual development needs that

may be fulfilled by coaching and, therefore, the transition to one-to-one coaching becomes easier and focused. It may be this article causes a pause for thought, an opportunity to reflect on whether coaching should always be on the development agenda and who is best placed to deliver it. Reflection is not a common enough activity – not just about whether to hire a coach but because of the pace of everything. How often do we allow ourselves the opportunity to properly reflect on what has happened, why it happened and how we felt about it? Reflection helps the coaching process because it makes us think for ourselves; a coach is not needed in the room to make it happen, but it is still an individual skill to be developed. Reflective questions can tease out the real issues, concerns and open up the mind; they acknowledge the challenges by self reflection, identify blockages and then work on answers. Why more emphasis is not put on this skill is astounding; it should be a management competence, but unfortunately it falls within the category of ‘soft stuff ’ and yet can hugely benefit the ‘hard stuff ’. As a coach I strongly encourage proper reflection, but we do all need to learn how to do it. How do we make sense of a mix of thoughts and feelings, of events that seem to be unconnected and how do we learn from these? It can be a simple process of allowing the time to sit and think in a structured way. Ask yourself a series of questions; what happened and what caused it to happen that way, how did you think, behave and feel as it was happening, what did you learn from this, and finally what will you do differently in the future as a result? Even if you decide against coaching itself at least check the series of questions that might help learning. Give it a go – the results may be surprising! So why do I need coaching I’m good at my job? Just reflect on the article and then decide. CONTACT DETAILS Nicola Bish is a Senior Practitioner of Executive Coaching and Mentoring. t. 07798 842681 e. n.bish@virgin.net www.talentacademe.com

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and the vulnerability of opening up to a stranger together with the concerns of confidentiality. Leaders may feel that being coached is some admission of weakness and exposure to being judged as being in need of help. Unselfishly, some Heads may be reluctant to spend a tight budget on personal development rather than other staff training or wider needs of the school. There are ideas to overcome such barriers. First and foremost learning a coaching style and cascading the principles from the top down through the school should actually save on the training budget as individuals become more self sufficient and are allowed and encouraged to develop their talents and become more autonomous. Coaching does of course complement the range of skills training available at every level. An essential part of the relationship, apart from the trust, honesty and confidentiality, is that the coach’s role is absolutely not to tell an individual how to do their job; it is, on the contrary, to listen, to question and to challenge. It might extend to making observations, providing feedback and sharing relevant experiences, but everything is done so that the person being coached reaches their own conclusions and makes their own decisions. It appears that much of one to one coaching support for Head Teachers and their teams is provided by other educationalists such as local authority advisors, other Head Teachers and education trainers. Any coaching is better than none, but there is a case to be made for having a non educationalist coach who can be even more objective, even less judgemental and more reassuring for the Head being coached. The noneducationalist would have less fear of asking a ‘stupid question’ and thereby opening up a new and refreshing way of thinking. A coach from within ‘the system’ may subtly inhibit frankness and openness of a session from the outset and indeed may be someone who is present in other contexts in the school’s life that could cause discomfort to the Head. At the core of everything is the education and happiness of the pupils, and a well managed school is certainly the best platform for this. But the business of the school is wider and more complex than ever, and an external coach with commercial experience can provide a safe opportunity for the Head to explore the

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SICKNESS ABSENCE OF TEACHING STAFF The ISA Blue for Schools Scheme, run by Darbys Solicitors, now has almost 500 Independent School members and the scheme is recognised for its expertise in the education sector. Natasha Jones, a partner in the employment department, discusses some of the issues frequently arising when schools contact the Blue for Schools Team. Managing sickness absence can be a complex and at times frustrating task for any organisation, but presents particular challenges for schools which are faced with the additional burden of providing teaching cover where a member of the faculty cannot attend work due to illness or injury. Planning for sickness absences, both financially and administratively, is essential not only for managing employee absences, but for managing the impact these absences, whether long or short term, have on the running of the school. Below, we discuss some of the key considerations and employment law implications of arranging cover for absent teaching staff.

Contracts The ability to call on other teachers to cover for absent staff should be dealt with in the contract of employment. Contracts of employment and job descriptions for teaching staff should make it clear that providing occasional cover for absent teachers falls within the scope of a teacher’s duties. The contract should specify that teachers may be required to work such other hours and perform such duties as are reasonable and necessary for the proper performance of their roles. Job descriptions should be explicit in stating that teachers may be called upon to provide cover for others. While it is not advisable to have a sickness absence policy which is contractual because of the restrictions this places on a school’s discretion, the contract should make it clear that teaching staff are required to comply with the sickness absence reporting procedures contained in the school’s staff 22

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handbook/sickness absence policy. Contracts and policies alike should establish an expectation that teachers will assist with covering the absence of other teaching staff. Schools often have a handbook referring to general policies and historic school matters. In the employment law sense a handbook is more akin to an office manual containing policies and procedures such as grievance, disciplinary, harassment, equal opportunities, maternity cover and health and safety. Contracts should include the mandatory right to ask an employee who is absent by reason of sickness to attend a medical practitioner of the schools choice with a view to providing a report. It is important to also note that some illnesses may be considered a disability under the Equality Act and actions taken against an employee suffering from a disability could give rise to a discrimination claim.

Cover policy Due to the administrative and financial challenges that sickness absence presents for schools, having a robust policy in place which gives school management flexibility over how to best manage sickness absences and arrange cover for teaching staff, is essential. Such a policy should deal not only with internal cover, but the circumstances when external cover will be appropriate. Independent schools retain a lot of

flexibility in comparison with the state sector in using internal staff to cover for absent teachers. While independent schools are not strictly bound by the National Teachers Workload Agreement (which limits the amount of cover teachers are able to provide to 38 hours per annum) many schools still have regard to it, acknowledging that the prospect of unlimited cover can be damaging to staff morale. Internal cover is unlikely to be a solution for long term sickness absence, but is valuable for covering unexpected absences in the short term. A cover policy should ensure that teaching staff are fully aware of the circumstances under which they will be called upon to cover for absent colleagues. The policy should also establish an expectation that staff will assist the school in circumstances where it has not been possible to plan for a teacher’s absence. In addition to explaining when internal cover will be used the policy should include: • The rota for internal cover or a reference to where the rota can be found. • Details of who is responsible for arranging and managing cover, whether internal or external, including setting work for cover lessons.

• Details of when external supply teachers will be used along with a mechanism for monitoring the quality of external cover.

Sickness Absence Policy Sickness absence policies which set out a clear and robust framework for managing absences are essential. While it should be clear to all staff what the expectations in terms of sickness absence reporting are, it should also be made clear to teaching staff in particular that any absence from the classroom will have to be covered. There is an expectation that they will assist the school by giving as much notice as possible of their absence. It is also worth considering how sickness absence is monitored so that the school not only monitors absence at an individual level but can build an overall picture of its internal and external cover requirements.

Cover Supervisors It can be beneficial to hire a dedicated member of staff to cover for absent teachers. A cover supervisor will also be available to help with the school’s other cover needs on a permanent basis and can provide non-classroom based cover, for example, for after school activities. A permanent member of staff enables a school to budget for the cost of cover in a way which is simply not possible when hiring supply teachers. It can also prove more cost effective as cover supervisor positions are frequently filled by recent graduates looking to undertake a teaching qualification. A permanent member of staff also has the added benefit that they are able to take on the full responsibility of having a bank of prepared cover lessons and are able to build rapport with both staff and pupils, making for more effective handovers and more control in the classroom.

Supply Teachers While supply teachers can be a convenient solution for cover, schools should be aware that there are potential employment law implications in hiring supply teachers. A school has responsibility for ensuring that a supply teacher can operate safety and effectively within the school. Providing a standard induction pack for

TOP TIPS FOR MANAGING COVER FOR TEACHING STAFF Schools should ensure that: • Contracts of employment and job descriptions provide sufficient flexibility to use existing teaching staff for emergency cover • They create policies which deal with arrangements for cover • They have robust sickness absence policies with clear reporting procedures and the right to seek medical advice at an early stage • Cover needs and use of supply teachers are monitored, not only to enable better budgeting and to assess the viability of a permanent cover supervisor position, but to ensure that any applicable obligations under the AWR are met and to avoid creating unintended employment relationships temporary teachers with details of health and safety procedures and school rules is essential for ensuring that the school adheres to its duty of care. It is also important that the use of supply teachers is monitored as, if you are using a teacher to cover a longer term absence, or if a school has favoured supply teachers whom it uses regularly, the school may inadvertently assume greater responsibilities under employment law than anticipated. Where a school uses an agency to source its supply teachers it should be aware that that the engagement is likely to fall under the Agency Workers Regulations 2010 (AWR) which, after 12 weeks of employment, give the supply teacher the same “basic working and employment conditions” as directly employed staff. Therefore, if a teacher has been hired to cover a long term absence after 12 weeks the school will need to consider whether its treatment of the supply teacher conforms to the requirements of the AWR. Schools should remember when engaging teachers through agencies that certain AWR obligations have effect from day one of the engagement, including the obligation to keep such teachers informed of internal vacancies. Discrimination can arise from the point of consideration of interview, therefore care should be taken if there are issues in relation to sex, race, maternity, illness, religious belief or sexual orientation. If a single supply teacher is used regularly there is scope for an employment relationship to be implied. Provided that there is sufficient regularity of service and that the other elements of an employment relationship are present, it is possible for such a teacher to gain

employee or worker status along with all of the associated rights. Care should therefore be taken when terminating the relationship with anyone working within a school who is perceived as self employed or working through an agency. CONTACT DETAILS The Darbys Blue for School legal support scheme is a key benefit of ISA membership. It is enormously valuable and offers unrivalled access to expertise. The scheme offers value to member schools over and above schools legal requirements. Darbys Solicitors LLP answers all enquiries free of charge, and offers additional services such as free bespoke training for key staff and Governors, free audits of contracts, policies and procedures. Darbys is one of the country’s largest full service law firms and the Schools team is made up of experts in the areas of employment, litigation, child protection, property, charity law, commercial law, personal injury, private client and criminal law. Darbys is keen that many schools are made aware of this scheme which could become an asset as they manage their internal and external affairs in a costeffective way. The scheme is a benefit offered by The Independent Schools Association to its members. DARBYS SOLICITORS 52, New Inn Hall St, Oxford, OX1 2DN 103a High Street, Thame, OX9 3DZ Richmond House, Heath Road, Hale, Altrincham, Cheshire, WA14 2XP t. 0845 5676006, e. blueforschools@darbys.co.uk www.blueforschools.co.uk

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• Any limits on the amount of cover internal staff will be called upon to provide.

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

RESILIENCE AND GROWTH IN MODERN LEADERSHIP ISA’S ANNUAL CONFERENCE 2013 ISA’s 2013 Annual Conference was our biggest yet, with over 250 delegates flocking to the Grand Hotel in Eastbourne for an inspiring programme of professional development and entertainment. The theme for this year’s Annual Conference was Resilience and Growth in Modern Leadership, and over two and half days delegates listened to an impressive range of speakers, while taking the opportunity to meet old and new colleagues in the imposing surroundings of Eastbourne’s ‘White Palace’. ISA’s Chair Angela Culley, Head of the Mead School in Tunbridge Wells, opened the Conference with a powerful speech which set out the importance of resilience as a tool for modern Heads: “Today’s headteachers need to be multi talented and multi functional. It is no longer enough to have proved ourselves in the classroom. Every day we are challenged and have to face difficult, sensitive and complex issues. Resilience enables us to manage the enormous mental and emotional challenges of the job while still reaching for the best in all around us, challenging our experiences and inspiring those we come into contact with on a daily basis – colleagues, parents and first and foremost the pupils entrusted in our care.” Mrs Culley also examined some of the issues currently affecting the sector, and in a popular move, called upon the Government to re-think the funding of independent school places. Her suggestion of a voucher scheme struck a real chord with delegates, as did her assertion that the loss of the default retirement age could have a negative long-term impact on schools. Mrs Culley said that she hoped the Conference would be ‘an oasis of time...whereby we come together to stretch our thinking and continue our personal growth’. The theme of resilience and growth was echoed by many of the speakers who took 24

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the stage during the event. Philosophy teacher Lisa Naylor explained how even young children can benefit from pondering life’s big questions, and outlined how this can contribute to both personal and academic growth. (See page 14 in this issue for more details.) Marc Kielburger, Founder of international charity Free the Children,

gave a powerful speech, in which he showed how Heads and pupils alike might redefine success and achieve personal growth by being socially conscious and responsible. Heads Samantha Jaspal and Mark Steed joined colleagues in a lively panel discussion exploring leadership and crisis management as key components of growth and resilience.

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Let’s go fly a kite – delegates took part in a spectacular kite flying contest on Eastbourne’s promenade.

ISA Chair Angela Culley gave a powerful opening speech.

It isn’t often that a conference presenter receives a standing ovation, but speaker and author Richard McCann – who closed the session on Friday – did just that. Speaking to a packed audience, Richard recounted his traumatic childhood, and explained how he was saved by an inspirational school teacher, who taught him to have confidence in himself. (You can read his full story, and extracts from his conference speech, on page 26.) ISA Chair Angela Culley said: “This year’s conference speakers were truly inspirational, and have given us all much to ponder and reflect upon. I am sure that colleagues will return to school with a sense of new resilience, of feeling refreshed and inspired, and ready to share and implement the new thinking and ideas we have all heard about at this

wonderful event.” One of the highlights of this year’s conference was a spectacular kite flying contest, which took place on the promenade of Eastbourne’s sea-front in glorious late afternoon sunshine. Chair Angela Culley arranged the competition as a symbol of resilience and growth, and

asked Heads to attach a label to their kites, with a note of something they wanted to feel more resilient towards. The resulting scene, of over 100 kites bobbing in the coastal sky, was really something to behold. Heads also enjoyed two successive evenings of entertainment – with Thursday night’s dinner featuring a performance from the cast of Lord of the Dance, and Friday’s Annual Dinner culminating in a masked ball. Angela Culley concluded: “It is an enormous privilege to serve as ISA’s Chair, and I really wanted to bring something different to our Conference this year. I feel that everyone has truly enjoyed and embraced the spirit of the event, and hope that they will take away new learning, super happy memories and friendships to enjoy. ” www.isaschools.org.uk

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THE TEACHER WHO CHANGED MY LIFE Richard McCann was one of the stand-out speakers at this year’s ISA Conference in Eastbourne. In a reprise of his inspiring conference speech, he explains how a teacher changed his life after his mother became a victim of The Yorkhire Ripper. My English teacher had no idea that the seed he planted in 1983 would flower into something that would enable me, someone once terrified of speaking, with little confidence and low self-esteem, to be able to command an audience and receive a standing ovation at the Annual Conference for the Independent Schools Association. Aged 13, attending one of the worstperforming secondary schools in Leeds, I was encouraged by my English Teacher, Mr Hill, to enter the school’s public speaking competition, after giving a five minute talk to the class. I ultimately won the competition, giving a talk about pigeons, as my father raced them at the time. Mr Hill was able to see beyond the second hand clothes, the scruffy DIY haircut from my stepmother, and everything he may have heard in the staff room about my history. As far as the staff room was concerned, my story began when I was five years old. After a night out drinking with her brothers, my mother was brutally murdered by the serial killer Peter Sutcliffe, ‘The Yorkshire Ripper’. What Mr Hill was unaware of, was that life had always been tough, and the story really started long before that fateful night. 26

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Until then, I lived on the Scott Hall Council estate with Mum, Dad and my three sisters, under the watchful eye of the Social Services who placed my three sisters and me on the At Risk Register. They had good reason, and the file that I now have at home is testament to that. Dad left when I was aged four and his replacement was even worse than Dad, who had a tendency to resort to alcohol and violence back then. Mum’s new boyfriend came with even more problems, especially for my sister Sonia, who was abused by him at the age of six. We were both given drugs by him on one occasion, which was a terrifying night where we both hallucinated. He was eventually sent to prison for beating my mother up, so the Summer of 1975 was one filled with happy memories: visiting the funfair, held on the field at the back of the house where we lived, playing on the street with all the other children on the estate, all without the fear of Mum’s boyfriend – or Dad, for that matter. Any semblance of a normal life evaporated on 30 October 1975 when Mum went out for a night on the town, drinking with her brothers. The babysitter left around 10 pm as she had school in the

morning, and we were kept awake by our youngest sister, Angela, crying through the night. With no sign of Mum, Sonia, the eldest, did her best to reassure and settle her. Finally, we all got some sleep. At 5.30am my sister shook me awake to tell me that Mum still hadn’t returned home and that we should go out to look for her. With our coats on over our pyjamas, we left the house and wandered the streets looking for our Mum. After a walk down the path on the field at the back of the house we arrived at the bus stop and waited for her to arrive, sure she would be on the next bus. She never did return home, and before long the police arrived and took the four of us away from our home never to return again. We arrived at the local children’s home, where we remained until early the following year. The only thing we were told was that our Mum had been taken to heaven and that we were not going to see her again. We later discovered that Mum had been murdered that night by the serial killer Peter Sutcliffe, and that she was the first of 13 women who would lose their lives at his hands. It was a night that will be forever etched in my memory. After Mum’s funeral, which we didn’t

something I felt ashamed about, especially when they asked if she had been a prostitute. It meant that I viewed everyone else as being better than me. I had little in the way of confidence, and my self-esteem was extremely low. Mum’s killer was arrested in 1981 and finally the people of Yorkshire could breathe a collective sigh of relief. Two years later, in my first year of High School, my English teacher took me to one side and had those softly spoken words of encouragement with me. I remember feeling quite proud that he had selected me out of the whole class to encourage to take part. I decided on my talk and over the next two weeks practised it every night so I knew the talk inside out. I was determined to make Mr Hill proud, as well as my father.

What I didn’t realise back then, and I’m sure Mr Hill had no notion of either, is just what he did for me that day. As I pointed out at the ISA Conference, those in the teaching profession often don’t see the fruits of their labour, but one thing is for sure: they are planting seeds. They are helping shape the future lives of those they teach, and in some cases, they might just be the one who changes the whole direction of a young person who they come into contact with. I’m sure that many of those in the profession can trace back their desire to teach to a teacher who connected with them, who was able to engage them, and was able to inspire them to make a difference in the lives of others. I have spoken now in over 400 schools, both to students and staff, and one thing I am aware

“I’m sure that many of those in the profession can trace back their desire to teach to a teacher who connected with them, who was able to engage them, and was able to inspire them to make a difference in the lives of others.” On the day of the competition, Mr Hill took me to one side again, before we all entered the hall, and asked me how I thought pigeons found their way home. I was pleased that Mr Hill was interested in my topic and I explained how I thought they did it. During my talk, which I did without notes unlike my competitors, I brought out a pigeon which I had taken with me in a basket and had hidden in the wings. It was a great performance, and I was shaking whilst I spoke, but I got through my talk. Once I finished it was time for a question from Mr Hill: “Richard, thanks for an illuminating talk. Can I ask you how you think pigeons find their way home?” I could have run down off the stage and hugged him. He had primed me in the corridor for this question which allowed me to answer it confidently. I don’t know whether Mr Hill asked all those taking part their question before they entered the hall, but one thing I do know about Mr Hill, is that he wanted me to do my best. He was able to see something in me that I couldn’t see for myself. I would never have dreamed of getting on that stage. I received a fantastic round of applause as I walked back to my seat. The next day in assembly was when we discovered who won. I had to fight back the tears when it was announced that it was me. I, with my background, had achieved something worthwhile, at last.

of is that there is always space for a few more Mr Hills in the world. For the next few years at school I became a slightly more confident teenager, but with continuing problems at home I left school and home at the age of 16. I did not return to school for my exams, and moved in with my sister, Sonia, who by now had a flat of her own. I had a couple of low-level jobs initially, simply to bring some money in. My first job was working in a trouser factory, ironing. After that I was a kitchen porter in a hotel in the city centre. I decided, then, to join the Army, and signed up for nine years to make a life for myself. I didn’t tell them about how Mum died and said she died in a tragic car accident, which they believed. After my basic training I was posted out to Germany where my regiment was based, and, to begin with, life looked rosy. However, later that year a magazine was published about The Yorkshire Ripper; my secret was out. People were asking me about mum again, and it felt similar to how I felt when I was younger – I was vulnerable, lacking confidence, and feeling lost. This culminated in me going on a drunken rampage around a village in Germany. When everything came out about my past I was placed on a psychiatric ward for a number of months, firstly in Germany, and then back in Woolwich where I had carried out my basic training. I was discharged from the army on www.isaschools.org.uk

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attend, we set up home with our estranged father and his new girlfriend, and the next chapter of our lives began. I believe what happened to Mum that night helped shape the mindset that I now have. The situation was so bleak and difficult to cope with that I found a way of telling myself that this had happened to give me a better life: a life away from the pressures of living on that estate, of having nothing. I also told myself that Mum was no longer suffering. It’s as though a survival system kicked in to find a way of making the situation easier for me to cope with, and this positive mental approach to challenges is the result. The ability for each of us to focus on the positive in any situation is one of my key messages in the presentations that I now give. It began for me almost 40 years ago, and has been with me ever since. As the new chapter in my life started as my sisters and I moved in with our father, I was optimistic that things would turn out OK. However, life didn’t turn out to be as great as I had hoped. My father continued with his drinking, and some of the things he did were extremely cruel. The worst thing that I believe he did was to drown the pet dog in the bath because it annoyed him, but he didn’t stop there. Every one of us experienced violence from him at some time or another. My stepmother probably came off worse as he beat her one night so badly that he broke her rib and she was forced to flee the house, on her hands and knees, in the early hours of the morning. Despite the things I say about him, he did have his good side too. He was quite a funny guy, and, when he hadn’t been drinking, his heart was in the right place. I grew up, not only in fear of my father, but also in fear of the, now-notorious, Yorkshire Ripper. The fifth person to die was a 16 year old girl called Jane MacDonald, who lived just seven houses away from where we lived with mum. When he killed Jane, who I was told babysat for us although I couldn’t remember myself, I began to believe he was going to kill me too. I went off the rails and began shoplifting. I broke into my primary school, and I became an incredibly angry young child. I ran away from home after arguments with my father, and on one occasion slept in a portaloo, which I came across on a local building site. As Mum’s killer continued his murderous campaign it became an enormous media story, which meant I was continually being asked about Mum, and back then it was

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS medical grounds. I then came back to Leeds, moved back in with Sonia, and got myself a job in a warehouse, stacking boxes. Here I met another ‘Mr Hill’, although this one was called Stuart Hardy and he was the Warehouse Manager. He also decided one day to take me to one side. This time it was to tell me that they were about to move stock control from clipboards to a computer system; he had been keeping an eye on me and wanted me to be in charge of this. I was absolutely thrilled! Once again, he was able to see something in me that I hadn’t been able to see for myself. I grabbed the opportunity with both hands and contacted someone I found in the Yellow Pages who wrote a basic stock control system for the company. Having this responsibility did something to me. I wanted to prove Stuart was right to choose me over others who had been there longer. The new role came with a pay increase, and over the next couple of years I was earning enough to save for a deposit on a house which I bought in 1994. I remember feeling the proudest person on the planet at this achievement. Until them I had always imagined people that owned their own homes were from a world I would never be part of. My joy was shortlived. Others in the warehouse were in the habit of going out and taking drugs and, foolishly, I went along with them. What I could never have imagined was that eventually I would lose my job, two friends would die, and finally I would be arrested and sent to prison on a drug dealing charge. It was one of the lowest points in my life, and the way I got through this difficult time was to tell myself that it was supposed to happen for me to be given an opportunity to turn my life around. And that’s what I did. I stayed out of trouble, got my head down, and got through my prison sentence. One of the weirdest things was knowing that this was the same prison that mum’s killer was sent to when he was first arrested. I walked out of prison, eventually, and got myself a job, once again working in a warehouse. This enabled me to keep my house, which I was so thankful for as it looked like no one was going to give me a second chance. Within a month of working in the warehouse the Production Manager asked me to come in to his office which worried me slightly as I needed to keep this job to pay off my arrears. It turned out that Adrian was another Mr Hill character. The company was growing rapidly and he needed someone to work alongside him in the Production Office and 28

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he wanted me to fill the role, over all the others who worked in the warehouse. I will never forget the way I ran from work up to Sonia’s to tell her what had happened. One thing I have always tried to do, no matter what I put my mind to, is be the best that I can be, and it’s another one of my simple but key lessons in life, which have served me well on my journey. The company continued to grow, and me with it. Within three years I had my own small department and the increase in salary meant that I was able to pay off my mortgage arrears early. I changed my circle of friends by taking up salsa, and received some counselling for my insecurities. Then, just when life was going well, my sister Sonia was arrested for stabbing her boyfriend, albeit in self-defence. I decided that I simply had to do something drastic to help her, although what I did was, perhaps, a little naïve: I wrote a book to tell the world what we had all been through. I thought that somehow this might stop Sonia going to prison. My English was poor so I got someone to help with it. I had no idea that the book would sell over 400,000 copies and be published in many languages. It was a No 1 bestselling book, and in some ways liberated

guess he wasn’t a Mr Hill character and I decided to put his well-intended comments to one side, and accepted the invitation to speak. Although I did a terrible job at my first attempt, I’m grateful that I persevered and got some help with my speaking as I have now become one of the busiest speakers in the UK. I have spoken almost 1,500 times since that first presentation in 2005, as far and wide as South Africa, Switzerland, Malaysia, and I will be speaking in both Germany and Canada later in the year. I am now a Fellow of the Professional Speaking Association and last year was President in the Yorkshire Region. I have also coached two Premiership Footballers with their presentation skills, and regularly host speaker bootcamps around the UK and within organisations. I may have left school with no qualifications but I left with something else. Mr Hill was an incredible teacher. He was able to see what many others couldn’t, was able to connect with me, was able to inspire me to raise my game, and to do something I could never imagine myself doing. What will never be known is how far reaching his actions will be, or for how long the impact of those actions will be felt.

“I may have left school with no qualifications but I left with something else. Mr Hill was an incredible teacher. He was able to see what many others couldn’t, was able to inspire me to raise my game, and to do something I could never imagine myself doing.” me from the feelings of shame that I had about my past. I no longer had to look over my shoulder and worry about what people did or didn’t know about me. After appearing on TV and radio during the publicity for the book, I was asked by a local authority if I would come and speak at a conference that they were hosting for those that work with them to reach families. I was terrified but I knew that if I did it, it may help with my lack of confidence. Back then I was still a nervous wreck when meeting people, let along speaking to a crowd. I did hear that one publisher turned me down after meeting me, because they thought I would not be very good on TV speaking about the book. I spoke with a psychologist around this time and was told that I should accept that ‘I was as good as I was going to get’, and that I may never overcome my fear of public speaking. I

The words I used to end my talk at the ISA Conference feel as appropriate here as they did there: never underestimate the potential that lies within each and every young person you come into contact with, and, possibly more importantly, never underestimate the difference that your words of encouragement may have in their lives.

Richard McCann is 43 and lives in Leeds. He is married to Helen and they have three children together. He is an international Inspirational Speaker and Presentation Skills Coach as well as a Sunday Times No1 Bestselling author. Visit him at www.richardmccann.co.uk or follow him on Twitter @iCanInspire

OCTOBER 2013 16 ENHANCING THE CLASSROOM PERFORMANCE OF THE SEND LEARNER Venue: Dodderhill School, Droitwich

NOVEMBER 2013 8/9 AUTUMN STUDY CONFERENCE – DEPTH AND DIVERSITY IN TEACHING AND LEARNING Venue: Ettington Chase Hotel, Stratford Upon Avon

25 INSPECTION OF GOVERNANCE FOR PROPRIETORS, TRUSTEES AND GOVERNORS Venue: Forest Preparatory School, Altrincham

14 PREPARING YOUR INSPECTION DOCUMENTATION (PREINSPECTION INFORMATION PARTS 1 AND 2, SEFS, CENTRAL REGISTER, WEBSITE) Venue: Mercure Letchworth Hall Hotel, Letchworth Garden City

15 SCHOOL DEVELOPMENT PLANNING Venue: The King Alfred School, Hampstead, London

26 ASSESSMENT AND TRACKING TO RAISE STANDARDS FOR 7-14 YEAR OLDS Venue: Lady Barn House School, Cheadle

DEVELOPING INSPECTOR SKILLS TO RAISE STANDARDS Venue: Cranage Hall Hotel, Holmes Chapel

24/25

MARCH 2014

BETT – THE LEARNING TECHNOLOGY EVENT Venue: ExCeL Exhibition Centre, London

THE ISI REGULATORY REQUIREMENTS Venue: Cranage Hall Hotel, Holmes Chapel

DESIGN AND IMPLEMENTATION OF YOUR JUNIOR CURRICULUM Venue: Bishop Challoner School, Bromley, Kent

28 EYFS PRACTICE: ASSESSMENT, RECORDING AND MEETING REGULATORY REQUIREMENTS Venue: Berkhamsted Pre-Prep School

JANUARY 2014

FEBRUARY 2014

HEADS’ INDUCTION COURSE Venue: Grovefield House Hotel, near Slough

13/14 CROSS ASSOCIATION JUNIOR SCHOOL CONFERENCE Venue: Holiday Inn, Stratford upon Avon

19 5 DEVELOPING INSPECTOR SKILLS TO RAISE STANDARDS Venue: Mercure Parkside Hotel, Milton Keynes

CAL SYMPOSIUM – TEAM WORKING Venue: City of London School for Girls, Barbican

20 6

10/11

ENHANCING THE CLASSROOM PERFORMANCE OF THE SEND LEARNER Venue: Portland Place School, London WI

THE ISI REGULATORY REQUIREMENTS Venue: Mercure Parkside Hotel, Milton Keynes

EYFS PRACTICE: ASSESSMENT, RECORDING AND MEETING REGULATORY REQUIREMENTS Venue: St Edward’s Junior School, Cheltenham

Further information and online booking can be found on our website. Visit: www.isaschools.org.uk www.isaschools.org.uk

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ISA AWARDS 2014 ISA is launching a new Awards ceremony to celebrate excellence in our schools. The Independent Schools Association Awards will recognise the significant role that ISA and its member schools are playing in the education of pupils in the UK. ISA is growing, and now represents over 320 independent schools – including some of the best performing in the UK. The ISA Awards will celebrate this excellence at a prestigious ceremony and gala lunch in 2014. Schools will be asked to nominate individual teachers, pupils or departments in a range of categories. The Awards will also recognise individual schools, and will include the celebrated ISA Award for Excellence – or School of the Year. Becoming a finalist – or winner – of an ISA Award will provide schools with recognition for the great work that they do, day in and day out.

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“Schools will be able to reap the benefits of their success, capturing the imagination of the media, parents, pupils and stakeholders,” says ISA CEO Neil Roskilly. “The Awards provide a fantastic platform for promoting individual schools,” All finalists will be invited to attend the Awards Gala Lunch and Ceremony as ISA’s guests. To register your interest in entering the ISA Awards contact ISA HQ: e. isa@isaschools.org.uk t: 01799 581695

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SUMMER BORNS Are they really at a disadvantage? Do September babies really have an advantage over those born in July? And can schools take steps to minimise this? Helen Neale looks at how Heads can help younger children settle and thrive.

Helen Neale

The ‘season of birth’ effect has been well documented, and there continues to be much debate as to whether those born later within the academic year suffer longer term effects. Broadly speaking, these effects relate to: • Emotional development – a child’s ability to settle into school, and meet its social demands quickly • Academic achievement – which can potentially impact academic prowess long into a child’s school career A study carried out within England in 2013 examined the academic success of summer born children well beyond age 16 (by Claire Crawford, May 2013). It concluded that those born in the later part of the academic year do indeed have statistically significant

lower exam results, and college entry stats than those born earlier within the year. ‘Children born at the end of the academic year have lower educational attainment, on average, than those born at the start of the academic year,’ said the report. ‘Previous research has shown that the difference is most pronounced early in pupils’ school lives, but remains evident and statistically significant in high-stakes exams taken at the end of compulsory schooling. Those born later in the academic year are also significantly less likely to participate in postcompulsory education than those born at the start of the year.’ It is astounding that events occurring at such an early age of life could potentially have an impact well beyond 10 years

afterwards. But there may be other factors at play which could not be taken into account during the study. These might include the backgrounds of the children, differences in parental support, and even the personality of the children studied. Outside England, there is also evidence to suggest differences in achievement. A study into 3,000 children in Flemish primary education (by Pieter Verachterta, 2010) found that within the formative educational years, there was a strong argument that younger children achieved less within the primary school years. According to the report: ‘Because the Flemish cut-off date is 31 December, children born in the fourth quarter (October-November-December) invariably are among the youngest in their www.isaschools.org.uk

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grade age group. Almost 20% of these children were found to have been retained or referred to special education by the end of Grade 2, whereas for children born in the first quarter (January-February-March), this was only 6.34%.’ So what can schools do to help younger children and their parents settle in, both academically and emotionally? Vicky Smit, Principal of Hurst Lodge School in Berkshire, believes that the difference between September born and August born children is evident in the younger age groups, and manifests itself in different ways. “In the Foundation and Key Stage 1 Years the difference of almost a year’s development is very evident in achievement and cognitive skills,” says Vicky. “Those born in the summer months are more likely to report lower self esteem or bullying as they struggle to keep up or to hold their own against their older and more mature classmates. Often they compare themselves to their peers and their self esteem can suffer. Physically the younger students are also often smaller and less strong than their older contemporaries. “Although there are exceptions, our older children are often more confident when climbing trees or exploring, and they tend to take the lead in imaginative play and exploration. Here at Hurst Lodge all of our students dance, and the difference between ability to follow instruction, and carry out complex moves can often be seen in younger age groups.” So what are the general principles which schools can adopt to help summer born children to thrive?

Extended schools services Children who have attended a nursery on the school site, and are familiar with a school’s surroundings, are more likely to settle in faster and perform better. I have personal experience here, with my son being a summer born, and settling in beautifully because he was able to attend a pre-school where he even lunched with his elder sister.

Flexibility and support to parents during the first terms There are many demands on working parents as their kids start school. Offering flexibility to parents to help them negotiate those first few months can make a huge difference. Flexibility could include allowing a summer born to start half-days for a 32

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“Children work at their own pace and this is made clear to them so that they celebrate every achievement rather than comparing themselves to others.” Vicky Smit

specified period, or even supporting the mother’s work by reducing the times for these settling in periods. Jennifer, mum to a child born on 31 August, says: “My son is a 31st of August baby and had speech and language delays. I was really worried about him starting school just days after his Fourth birthday. He really struggled with reception and there was little support from the school. I think it made things worse that he is really tall for his age so although he was the youngest he looked older than most of the others. At parents meetings I kept having to remind the teacher of his age. He is now in Year 1 and is doing much better but I do feel that if he was in Reception this year he would not have struggled as much.” Vicky Smit agrees that sometimes this can be the best strategy for a summer born child. “We are always happy after discussion with parents to put children in the class below to enable them to thrive, and we also tend to use age dependent testing to tell us where children are,” she says. “In our Junior School in particular we differentiate the majority of our lessons to enable children to access the classes. Children work at their own pace and this is made clear to them so that they celebrate every achievement rather than comparing themselves to others.”

Manage parental expectations This is a delicate area. Sometimes it is hard for a parent to see that the choices they make about their children can impact upon them in the longer term. Whilst many

summer born children will benefit from being moved back a year, the parents of bright summer borns may want quite the opposite, as Vicky Smit explains. “Often the parents of very bright younger children can push for them to be moved up a year, but we do draw parents attention to the social issues and problems this may cause,” she says. “At puberty, for example, when interests suddenly change, younger classmates can feel left out. Our experience shows that children are usually far more interested in fitting in than being pushed academically.”

Encouraging parents to socialise with future classmates Support from parents can be critical in helping summer born children. Encouraging the next intake to meet outside of school before the beginning of term can be a great way of easing the strain in those first few weeks. Open Days before the end of the summer term can allow parents to meet, and potentially arrange for play dates in those summer months before the start of the next school year. In addition, if parents are open to this, handouts could be offered providing information on the children who are attending the school from the same preschool settings. This could provide a kick-start to any socialising for the children.

Keeping an open mind It is easy to fall into the trap of believing that a child will be slower because they are

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“Younger children sometimes need a little more to help them on their way. As a result, it can be helpful to show them rather than tell them what’s happening.” summer born – but this isn’t always the case. Every child needs to be taken as an individual, and their progress, and challenges catered for accordingly. Many parents of summer borns complain that their children are labelled as ‘young’ when they are actually capable of much more than they are taught.

age-based testing to minimise the season of birth effect: ‘Policy needs to address this issue by improving the flexibility of assessments. One simple way of doing this would be to age-normalise exam results so that students are compared to others of exactly the same age.’

Using visual clues and incentives Age-related not academic yearrelated benchmarking This form of targeting to enable the refinement of individual learning plans is definitely worth considering. It can provide a clearer picture of progress than year-based assessments, which in turn offers greater insight for teachers and schools on pupil cross-curricula progress. A study done in 2010 (Crawford, Dearden, & Meghir, June 2010) recommends that schools should consider

Younger children sometimes need a little more to help them on their way. As a result, it can be helpful to show them rather than tell them what’s happening. Books about starting school can work well for young children, and some schools encourage new pupils to borrow titles from their library over the summer holidays. Personalised reward charts can also be useful in incentivising children to go into school without any fuss.

Does your school have any innovative ideas for helping summerborns to thrive? The ISA Journal would love to hear about them, so do contact ISA’s Marketing Officer Angie Shatford with your thoughts. e. angie.shatford@isaschools.org.uk. Helen Neale is a freelance writer and owner of Kiddycharts.com BIBLIOGRAPHY Claire Crawford, L. D. (May 2013). The Impact of Age within Academic Year on Adult Outcomes. Institute of Fiscal Studies, 1-27. Crawford, C., Dearden, L., & Meghir, C. (June 2010). When you are born matters: The impact of date of birth on educational outcomes in England. Institute of Fiscal Studies Working Papers, 1-30. Pieter Verachterta, B. D. (2010). Season of birth and school success in the early years of primary education. Oxford Review of Education, 285-306.

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PUPILS IMPRESS JUDGES IN NATIONAL ESSAY COMPETITION Entries flooded in to this year’s ISA National Essay Competition, with judges declaring it a stand-out year in terms of both the quality and range of pupils’ writing. Over 150 pupils took part in ISA’s National Essay Competition, which invites entrants from ages 10 to 16 to submit a piece of original writing, working to one of a number of titles. ISA schools from up and down the country took part, and prizes were awarded at Junior, Intermediate and Senior Levels. Jon Dixon, Head of English at The Dixie Grammar School and adjudicator said: “What struck me most about the entries to this year’s competition was the sheer diversity of tone, form and subject matter. I was transported from the mountains of Lebanon to the back streets of London and from the bedsides of cancer patients to the newborn child in the nursery. There were epic poems about the history of London and poignant descriptions capturing a fleeting moment in time. Throughout, the quality of writing was extremely high.” The Favonius Prize, which is awarded to pupils aged 14 - 16, was won by Lucy Rogers from Our Lady of Sion School in Worthing. Writing to the title ‘Faces’, Lucy submitted a poignant and powerful piece of writing, depicting an elderly photographer looking through his collection of unclaimed snapshots. The Journal is delighted to reproduce Lucy’s winning entry in this issue on the next page. In the Intermediate category, the Max Gate Essay prize was won by Charlotte Lloyd from The Grange School, Hartford in Cheshire. Her innovative and highly unusual work ‘The Stranger’ depicted the protagonist as a lone wolf who howls at the moon. Adjudicator Isobel Workman said: “This is all that happens in Charlotte’s story, and she demonstrates that you don’t need to have a fast-moving, action-packed adventure to make a piece of writing gripping. Such is Charlotte’s skill that she creates a wonderful story full of magic and mystery simply by making extremely effective use of description.” 34

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Lakshmi Lakha of The Bronte School

The Horsey Junior prize, which awards pupils in Years 5 and 6, was this year awarded to Lakshmi Lakha from The Bronte School in Kent. Lakshmi’s winning entry told the tale of a mischievous child who used vanishing cream to escape being grounded at her grandmother’s house. Rebecca Findlay, who judged the Junior entries, said: “Lakshmi chose some excellent vocabulary to create a wellpaced adventure. The reader was swept into the story from the opening paragraph as she built up suspense well

and used real-life experience to enable the reader to relate to the story.” “Thank you to all the pupils and schools who entered the essay competition,” continued Rebecca. “I enjoyed reading the essays and have been delighted with the high quality of the writing.” ISA’s Essay Competition is held annually, and details for the 2014 event will be sent to schools at the beginning of January. The deadline for entries is Monday 10 March, 2014 and winners will be announced after Easter.

Ben Farr, Princethorpe College, ISA Art Competition 2012.

Faces by Lucy Rogers, Our Lady of Sion School, Worthing The old man drew the blinds for the last time, shutting out the few vague rays of sunlight that had been highlighting the dust in the air, making it twirl like a ballerina learning to dance. He knew it was time to go, but he couldn’t. Not yet. He drew up a chair and sank into it, hearing the perished leather moan with exhaustion. The chair was far past its best, he thought, a little like himself. He also was too old for the word he was living in, no longer serving a purpose. He had loved photographs for as long as he could remember, the magic of an exact likeness appearing on paper; a portable, unfading memory. This photography business had been his whole life. But times were changing. Most of his possessions were gone now, but as he paced the room, a small box on a high shelf caught his eye. He reached for it, his tired back complaining loudly. The box was so old and tattered that it looked like it has been there since the dawn of time. It had the words ‘Yet To Be Collected’ , written in bold text on the side. And then he remembered. The man had often wondered what had happened to the people who had never returned for their photographs. As he leafed through the pictures, each one in various states of neglect, the stories behind them began to return to his mind. The faces that peered up at him from that box, were the

faces that had made up his whole life. He picked up a sepia toned picture of a little girl, smiling happily. What happened to her, he wondered. Was she the victim of some awful tragedy, or did she just have a forgetful mother? In another picture, a handsome young man in a military uniform looked solemnly at the camera.

resent that. Times changed. He just wished it wasn’t at his expense. The man picked up the box and looked around one last time, breathing in the musty smell that he had grown to love. The smell of home. Then, with a sharp intake of breath, he walked down the stairs and out of the door. He brushed his eyes roughly,

“With trembling hands, he locked his shop for the last time, and left. He didn’t look back.” The old man stared at him, silently asking him, “Did you make it?” He realised that although he had gained a brief glimpse into the lives of these people, he never really knew them. Slowly, painfully, the man reached across his desk and picked up the most precious picture of all. From a silver frame, the pretty girl beamed, two small children at her feet. It dawned on him, he had never fully participated in that life, always distracted by his beloved cameras. And for what? An empty old shop and a box of other people’s memories. Still, it had been good while it lasted. But times were changing. Photography was no longer a skill. Nothing ever is when everybody can do it. An art that was once so sacred and mystical was now available to anyone at the click of a button. He didn’t

trying to rid them of the surge of tears that he couldn’t hold back. His expression was one known to every person on the planet: that bizarre mixture of sadness and acceptance that is almost impossible to describe. With trembling hands, he locked his shop for the last time, and left. He didn’t look back. At the other end of the street a teenage girl excitedly pointed her new camera at everything in sight. She looked up and saw the perfect opportunity for a photo; an old, stooped man, silhouetted against the sunset. Snap. She quickly checked the screen to see if her photo was in focus, and when she looked up, he was gone. The man was just another brief memory, existing only as ink and paper to those who saw him, never truly knowing his story. Just a face, frozen in time forever. www.isaschools.org.uk

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ISA National Essay Competition – Favonius Senior Prize 2013

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OUTSTANDING TALENT AT ISA DRAMA COMPETITION Over 600 pupils took part in this year’s ISA Drama Competition. The event, which is staged over two separate weekends in the North and South, has a growing national profile. With 19 prizes up for grabs, the competition this year was closely contested and all entrants were highly praised by the judges. Vicky Smit, Chair of ISA Arts Committee, said that she was delighted to see so many new schools entering the festival, which invites students to perform either an original or existing work including full plays, extracts and musicals. Pupils from the age of 4 to 18 took part in the 2013 competition, which saw judges watching over 30 different plays and musicals to a total audience of over 400 people. ISA adjudicator, Ms Elle Knight, LLAM FLAM, found that the standard of work was very high, and complimented everyone who took part. “It is obvious that there are many dedicated and capable teachers concerned in the process, enabling young actors to create and inhabit a character,” she said. “The devised work was often amazingly imaginative and ingenious, and there was a good fusion of special awareness, and collaborative planning in the resulting performances.” Ms Knight gave particular credit to some of the shows’ costumes, which she described as ingenious. “A great deal of thought and expertise had gone into the design, and the execution was clever, well crafted, resourceful and original,” she said. The shows’ lighting , staging and sound effects were also highly praised. In the group categories Hurst Lodge School won both the Hydesville Tower Cup and the Abbey Gate College Cup for their performances ‘Ridiculous Nicholas’ and ‘133⁄4’. The Devonside Cup for infant pupils was awarded to Abbey Gate School for their production ‘The Button Box’. In the Junior category Salterford House School won the Salterford House Cup for their performance of ‘Twelfth Night’. The Hurst Lodge Cup was given to The 36

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Billy Liar - Queen Ethelburga’s

Hammond School for ‘Peter’, and the senior winners were Arts Educational School London, with their production ‘Take Care’. The Festival also produced some

A Government Inspector - Hawley Place School

outstanding individual performances, from pupils of all ages. Six actors were given special awards, including the Margaret Milner-Williams Medals, which are presented to the Best Middle or

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Hurst Lodge Pupils Hurst Lodge Pupils in Ridiculous Nicholas

“Drama is a wonderful tool in the development process. May the Festival grow and prosper”

Senior Boy and Girl in the Festival. This year they were awarded to Frazer Gault from Claires Court Schools and Catherine Thomas from The Hammond School. Catherine’s co-performers in the production ‘Peter’ were also presented with The Nancy Griffiths Cup. ISA Arts Chair Vicky Smit said: “Congratulations to all those schools who participated in this year’s National Drama competition. This year there were an

increased number of original works which were excellent. “I would like to express the Association’s thanks to The Hammond School and Hurst Lodge for hosting the competition, to Adjudicator Elle Knight and to Julia Edwards, Bart Lee and their technical crews.” Elle Knight added her thanks. “I wish to pass on my congratulations to parents, teachers and competitors.

There was a mix of talent and ability among the entrants and I feel sure that the competition has been of enormous benefit to them all. Drama is a wonderful tool in the development process. May the Festival grow and prosper,” she said. Schools wishing to take part in next year’s ISA Drama Festival can find full information on our website: www.isaschools.org.uk/drama.php. www.isaschools.org.uk

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ISA NEWS REVIEW ISA’s Cardiff College tops A-level rankings An ISA college is this year’s top performing independent school. Cardiff Sixth Form College, which has over 200 students, topped this year’s A-level league tables with over 93% of students achieving an A or A* grade. Independent schools performed well across the board this year, with more than half of entries being awarded an A* or A grade. The percentage of A-level entries awarded an A* from pupils at independent schools remains unchanged at 18%, despite a national fall. Joint understanding of good governance ISC’s National Governance Steering Group has published a new Code which sets out the key principles of good governance in independent schools. This new Joint Understanding has been agreed by each of the eight Heads Associations, in a bid to assist those responsible for governance, encourage strong leadership and increase accountability. The full code can be found on the ISC website – www.isc.co.uk Inspections and DBS ISI has recently updated its advice regarding DBS checks and the Single Central Record of Appointments. ISI advises that schools should only make a recruitment decision once they have actually seen an applicant’s DBS certificate, and that the date recorded in the single central register must be the date on which the school sees the original certificate. Many schools have previously interpreted this date as the actual certificate issue date. ISA is seeking clarification from ISI as to whether schools ought to amend their SCR retrospectively. In the meantime, ISI stresses that until a school actually sees the DBS certificate, it must put appropriate safeguarding measures in place. ISI have also issued updated inspection documents and schools should ensure that they have access to the latest version. www.isi.net New National Curriculum The New National Curriculum was launched last month by the DfE, who said that it embodied “rigour, high standards and will create a coherence in what is taught in schools”. The curriculum – which comes into force from September 2014 – covers all subjects and key stages, except for key stage 4 English, Maths and Science, which will be consulted on shortly, and phased in from September 2015.

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ISA WELCOMES LORD LEXDEN AS PRESIDENT Lord Lexden has been appointed as ISA’s new President. Lord Lexden (formerly Alistair Cooke OBE) has made a significant contribution to both politics and education, having previously been both a lecturer and senior political adviser. He has extensive experience of the independent education sector, having served as General Secretary of the Independent Schools Council from 1997 to 2004. Lord Lexden was created a Conservative working peer in November 2010 and took his seat in the House of Lords in January 2011. He was installed as ISA President at the Association's Annual Conference in Eastbourne in May this year. Accepting his badge of office he said: “I have long been involved in defending the interests of independent schools. I shall do all I can to assist the growing success of the ISA”. The Independent Schools Association represents over 300 schools across the UK. CEO Neil Roskilly said: “We are delighted and honoured that Lord Lexden has agreed to be our new President. He is a vigorous advocate of closer partnerships between state and

independent schools, and has unrivalled experience in the sector. We are very much looking forward to working with him and ensuring that our schools’ interests are represented at government level.” Lord Lexden succeeds the previous ISA Chair Brian Maybee, who served the Association as President for over 12 years.

ISA AWARD FOR EXCELLENCE Reddiford School in Pinner is this year’s winner of the ISA Award for Excellence. The Award, which recognises excellence in ISA Schools, was given to the school in recognition of its outstanding Gifted and Talented programme – particularly in relation to the STEM subjects. Head Teacher Jean Batt was presented with the coveted plaque at ISA’s Annual Conference in Eastbourne on 16 May. The school has had outstanding success over the last few years, especially in Maths and Science. A number of Reddiford pupils have been awarded Gold certificates in the UK Primary Maths Challenge, whilst others have achieved the British Science Association’s Young Ambassador Award.

DEAR PARENT OR GUARDIAN...

ISA PRESIDENT HIGHLIGHTS SECTOR DISCRIMINATION Lord Lexden, ISA's new President [see news story on opposite page], has written to the Government to highlight discrimination in the Schools Admissions Code. The code is being used by some local authorities to disadvantage children applying for admission to state schools from independent schools. The problem arises from a provision of the code, which bans the naming of independent schools as feeder schools. In a recent case, the Office of the Schools Adjudicator ruled in favour of a referral made by ISC against Sheffield City Council, where a number of independent school pupils were refused places at sixth form community schools and academies. In a letter to Lord Nash, Parliamentary Under Secretary of State for Schools, Lord Lexden urged the Government to take action on the issue and remove the ban on independent feeder schools.

SUPPLY TEACHERS FOR ISA SCHOOLS ISA, in association with Cambridge Centre for Sixth-form Studies, is launching the Retained Teachers’ Directory. This will be a source of experienced teachers from ISA schools that are available to cover supply teaching needs in other ISA schools. The first contribution to make is to email Jill Dean at CCSS (jilldisa@ccss.co.uk) with the names and email addresses of any of your staff that are retiring this year and who would like occasional teaching hours at another ISA school. When your next crisis absence occurs, contact Jill in the same way e. jilldisa@ccss.co.uk for further information.

GRANTHAM PREP SCHOOL WINS HISTORIC PIANO Pupils at Grantham Prep School are celebrating after winning a very special grand piano in a prestigious national competition. Head Kathryn Korcz was presented with the heirloom Broadwood & Sons piano, which was once owned by the family of cellist Jacqueline du Pré, in a special ceremony in July. The school was awarded the prize after writing about its love of music, in a competition run by ISA and two ISA Gold Suppliers – telecoms and IT specialist du Pré plc and education management information system developer Double First Ltd. The piano, which has been in the du Pré family for many years, was generously donated by Piers du Pré, founder of the du Pré Group. Mr du Pré said that he wanted the piano “to find a new home where it will be cherished and used for the advancement and great love of music”. The piano was built sometime between 1900 and 1910, in the same era that Broadwood and Sons supplied a piano to Captain Scott's Antarctic expedition. John Broadwood & Sons is the oldest and one of the most prestigious piano companies in the world and the company holds the Royal Warrant as manufacturer of pianos to Queen Elizabeth II.

Welcome to the new term at St Christina the Astonishing. While you have been sipping strawberry daiquiris and slapping on the bronzing lotion, the school has been busy recruiting and you’ll soon meet the parents of new bums on seats. We’ve cast our net a little wider this year and you’ll invariably bump into families from as far afield as Greenland, Japan and Libya. It’s pleasing that our new barter system for boarding payments has borne fruit, though I must admit that we weren’t expecting so many seal pelts, whale products and spent ammunition cases at the start of term. The Bursar has reassured me that we aren’t in breach of the CITES Convention and that the rocket launcher will go down well with the CCF on summer camp. I would like to thank all parents who contributed to our consultation on the new name of the school. You’ll recall that the PTA had suggested that most parents were not aware of Saint Christina’s important work with poor and lame Headteachers in 15th Century Constantinople, and that the miracle of the three goats, two weasels and one tablet (not an iPad as the PE Department suggested in the summer quiz) has largely been forgotten. However, the majority of respondents felt that the secularist tide needs to be thwarted. Besides, the marketing impact of the top three alternatives (“The X-Factor Performing Arts Academy”, “The Not-So-Free Free School” and “St Christina’s College of Knowledge”) left a lot to be desired. I would like to remind parents that we have introduced a new alternative to Foresting as a Wednesday afternoon activity. The governors have insisted on this since the mushrooms grown by Year 9 found their way into the hands of the police. Pupils will now be able to opt for community service, though that’s not to be confused with the judge’s punishments for the Year 9 pupils last term. This new activity will include singing for old people and practice has commenced in the common room, where age discrimination legislation is clearly making its mark. We welcome two new members of the Bursar’s support team this term. Mr Goodwin joins us as Accountant after a successful stint somewhere in the City and Mr Coulson becomes our new Janitor, with the bugs in the toilets as his first target. The Bursar tells me that their experience will be invaluable, particularly in implementing our new crisis management system. And with the Health and Safety mafia’s recommendation that the governing body should urgently fix all the leaks in the swimming pool, we welcome Mr Snowden to the Board, though he is likely to be joining Directors’ meetings by conference call in the first instance. Finally, I would like to thank the vast number of parents who kindly offered their services to the new parents-teachers association. Of course, the invitation should not have read “daft parents-teachers association agenda”, but “draft”. However, we are still grateful to the many that applied. Headmaster

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SPORTING TIMES It has been a fantastic year for ISA Sport, with a number of national events taking place since the spring. Fran Hide, ISA’s new National Sports Assistant, gives us a whistle-stop tour of this year’s highlights.

NATIONAL BOYS AND GIRLS GYMNASTICS Castle House School in Shropshire organised this year’s National Boys and Girls Gymnastics competition, which took place at Fenton Manor. Twelve schools entered and competed in the U9 and U11 categories. The display of gymnastics, marching on of the teams and the medal ceremonies were very impressive to watch. The gymnasts looked extremely proud to be representing their schools. Congratulations to Castle House School which won the team award in each age group, and thanks to their teacher June Walden for organising the event.

HOCKEY BOYS 7-A-SIDE TOURNAMENT A total of seven schools participated in the U14 and U16 7-a-side tournament at Rugby School in February. It was a very cold and windy day but all the teams wrapped up warm and battled it out on the hockey pitch to compete for the title of ISA National Champions. The U14 tournament was won by Ballard School, an exceptional achievement as it was their first year of entering the tournament. The Park School, Yeovil scooped the U16 title in a close round robin tournament that went down to goal difference. We hope to attract more schools to this competition next year. 42

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We were extremely lucky that the sun came out this year for the ISA National Cross Country Championships. The course was still quite boggy in places, however, there was a great buzz around Princethorpe College as the athletes started arriving and walking around the course. There were some fantastic individual and team results within each age group, in particular athletes from London North who won three out of four

of the races in the Junior categories - an outstanding achievement for a single region. Two athletes from St Teresa’s School won the U12 girls and U12 boys races, and pupils from Tower College took the U14 boys and U16 girls’ titles. Athletes from The Grange School won the U16 girls and U18 girls races. Congratulations to all athletes who competed in the National Finals.

U16 RUGBY SEVENS CHAMPIONSHIPS Dan Boorman and Claires Court School hosted the U16 Rugby Sevens Tournament at Maidenhead Rugby Club in March. Twenty teams battled it out on fantastic grass and 4G pitches for the title of National ISA Champions. Claires Court School won in the final of the cup against Trinity School and Kirkstone House School beat Bedstone College in the final of the Plate. The New Eccles Hall School beat Shapwick School in the final of the Vase. The event was extremely well attended by ISA schools and supporters. Congratulations to all schools who participated.

NATIONAL SWIMMING GALA The 2013 Swimming Gala took place in May after snow earlier in the year. On Saturday 18 May, Coventry Swimming Baths was packed full of competitors, team managers and spectators, all hoping for their region to do well in the Gala. Overall, there were 31 records broken this year which is outstanding. Team results were not given at this event; as the Gala was rearranged, not every region was able to send a representative for each race due to other school commitments. However, a special mention to London West swimmers who broke a staggering 10 of the 31 records. Huge thanks to Gwil Price, ISA’s National Ambassador, who helped to rearrange this Gala and to make it a success.

JUNIOR NETBALL TOURNAMENT The final National ISA event of the Spring term was the Junior Netball tournament at Rugby School. Twelve teams took part in the U11 tournament and eight in the U13. The Study Prep School won the Cup in the U11 event after winning all seven of their matches. Alton Convent won the Plate and Howe Green School the Vase in the U11 tournament. The U13 cup went to Alton Convent after winning all five of their matches; they beat Lingfield Notre Dame in the final by 10 goals to seven. The winner of the U13 Plate competition was GEMS Bolitho who beat the Swaminarayan School 10 goals to four. A huge thank you to all teams, including GEMS Bolitho School, Penzance, who travelled a long way to take part in the tournament.

SENIOR NETBALL TOURNAMENT ISA’s 2013 Senior Netball Tournament was held at Rugby School in March. The event was attended by 13 schools who competed in the U14, U16 and U18 categories. The teams were all extremely competitive but all demonstrated an exceptional level of sportsmanship. Credit is due to the PE staff for coaching and developing their teams into fantastic netball players. The U14 tournament was won by Lingfield Notre Dame who won by a very clear eight points on Hull Collegiate School. The U16 tournament was won on goal difference by Our

Lady’s Convent School, Loughborough, who had equal points with Alderley Edge. The U18 title was taken by Princethorpe College who won all three of their matches against GEMS Bolitho, Hull Collegiate and Claires Court School. Thanks to organiser Angela Davis, from Hull Collegiate School. www.isaschools.org.uk

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THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

CROSS COUNTRY CHAMPIONSHIPS

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

SPOTLIGHT ON SPORT IN ISA SCHOOLS:

GYMNASTICS – LESSONS FOR LIFE Gymnastics is a key feature of PE lessons at ISA’s Castle House School in Shropshire. The school’s gym team has enjoyed many national successes, and staff believe that the sport prepares pupils to tackle academic challenges with confidence. Headmaster Richard Walden reports.

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Gymnastics has been a feature of life for all pupils at Castle House School for the last 16 years. Each child has a weekly curriculum gymnastics lesson as part of the PE programme which gives pupils sport every day. Those who want to do more can attend after school gym clubs or team practices. The school has an excellent record in inter-school team competitions, which include the ISA National and Midlands championships. However, it is not a small elite who have won titles and medals. In the current school year, 40 pupils have represented the school – out of only 88 on the roll in Years 1 to 6. By this I do not mean that gymnastics teams are large. Usually there are just five or six in a team, making it an ideal sport for small schools like Castle House which can sometimes have very small classes in certain year groups. We believe that need not stop the school entering teams into various age categories at schools’ competitions, which usually have separate sections for girls and boys. The ISA Nationals, in early February, have four main titles: under 11s and under 9s, both for boys and girls. Other championships also specifically divide advanced and novice competitions, giving the opportunity to enthusiastic but less talented pupils to enjoy the competition environment – and perhaps win medals too! Floor and vault gymnastics – as seen in the Olympics – may at first sight seem a daunting proposition for a school to provide. More than anything else it needs a teacher with a bit of determination and a lot of enthusiasm. To begin with, only a very little knowledge is required. June Walden, the gymnastics teacher at

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Castle House, admits she knew almost nothing about gymnastics when she started teaching it. She was a PE specialist teacher, with her main interests in athletics, tennis and games (never gymnastics), when she was employed to be a part-time PE teacher at Newbridge Preparatory, a very small school in Wolverhampton, in 1973. The curriculum was to include dance and gym. School gym then meant modern educational. The emphasis was on learning by discovery, for example how to transfer your weight from one hand to the other, with no coached skills or technical labels – cartwheels and handstands, for example. June started the job at the time of a worldwide boom in gymnastics, following the stunning achievements of the Russian team in the Munich Olympics. Suddenly, every little girl wanted to be Olga Korbut, the elfish darling of those games. A seven-year-old girl at Newbridge Prep asked June to teach her to do a backflip – like Olga. “And that was the start of it,” says June. “Mind you, I had to go to the library to look it up, and then realised they would have to learn a few more basic skills first.” Forward rolls, backward rolls, handstands, cartwheels and vaulting were added to the curriculum. June herself went on a course to learn how to coach these skills.

The next step was to enter her best girls into a competition. “In ignorance we entered the premier national competition of the day, the British Schools floor, vault and group sequence championships, which began with regional rounds,” says June. “Entering the competition gave us a goal. Amazingly, we won our first round match by a whisker. The children loved it, but doing it was a steep learning curve both for them and for me.” Preparing for a competition provides the incentive for pupils and staff to improve. Standards and expectations rise in the school and all the children benefit, not just those selected to be in the team. From those humble beginnings, June’s teams developed to win many British Schools’ honours and to become the first national Prep Schools’ Champions, successfully defending their title a year later. The girls learnt to backflip too. “Yet, we had very little equipment,” recalls June. “We had coconut mats and we had to make sure they did handspring vaults with their feet between the metal rafters in the tiny school hall!” It has always been a case of managing, despite the facility, for June. At Castle House now, the hall is only seven metres wide and used for everything else as well as the gym. The mats have to be put down and taken up each time they are required, a task with which the children can help as the floor area consists of modern lightweight mats joined with Velcro. In all three of the independent schools where June has taught gymnastics, she has had to adapt her methods and routines to fit the circumstances and the pupils’ availability to practise. “That has sometimes involved

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THE BALLARD SCHOOL In a new addition to The Journal’s Sporting Times, we are asking PE Heads to tell us what makes the sporting provision at their school special. Dan Winch, PE teacher at The Ballard School in New Milton, explains how his department inspires pupils to enjoy and succeed in sport.

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Ballard School PE Department is a whole school department in every sense of the word. The PE department first encounters pupils at just two years old when the Kindergarten groups learn the basics with qualified PE teachers. We use soft play and develop coordination and ball skills through free and structured games, which also help children to learn their colours. Pupils in Kindergarten are fully involved with the Pre-Prep Summer Sports Festival too. Dance is an important part of our provision and is offered to all Kindergarten children. Movement is one of a child's first means of expression, of communication and of learning about the world. Young children show their feelings in the way they move and in dance we provide opportunities to harness the child's natural ability to use the language of movement for creative expression through a number of different themes, music and resources. They have fun creating and performing dances on themes such as The Cat, The Kite and Snowflakes. As pupils move into Reception, the PE

staff implement fundamental elements of PE with core skill work surrounding catching, throwing, athletic and fitness principles, kicking and hitting skills. Pupils also play games that encourage subconscious strategic awareness. In Reception dance is an integral aspect of the curriculum, as creative development makes a valuable contribution to the children and helps them to understand the world around them. The top of the Pre-Prep sees Years 1 and 2 focus on gymnastics and dance skills along with the core principles of PE. In the second term there is an in-depth pursuit towards the key sports of football, tag-rugby, hockey and netball, as these sports lead to the delivery in the Lower Prep School from Years 3 to 5. This mixed

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

transport to other locations to use better equipment, but often means making the best use of what is at hand,” she says. The 1993 British National Champion, Laura Timmins, started her career in the tiny hall at Newbridge and was inspired by the competitive opportunity from a young age. “The point about competitions is the confidence the children gain from it. They have to perform challenging skills in public and learn so much by overcoming their nerves to do it.” At all June’s schools, people told her a gym club would not be workable. Parents would not permit their children to sign up. In each case, the club was immediately oversubscribed. Children love learning the skills and enjoy the competitions to prove themselves. All three of June’s schools have won titles at national, regional and county level, often without particular ‘stars’ in the teams. “Competing for the school team increases everybody’s efforts,” she says. Trophies and medals give the whole school a boost. Castle House teams have enjoyed a particularly successful year despite the quite moderate natural abilities of pupils in the current gym squad – but taking part without winning is also valuable and worthwhile. “It is just as important for children to learn that if somebody else is better than you they deserve to beat you. We always teach our pupils to lose graciously and to win modestly,” says June. Gymnastics is equally successful with boys at Castle House. They need a quite different approach from the girls. Their boisterous energy and natural strength have to be channelled. They don’t usually have the flexibility and finesse of the girls, but with a different mindset, they can be taught to harness their abilities to great effect into the more explosive aspects of gymnastics, such as vault. At Castle House the first significant success came with a boys’ team and individuals winning British independent schools’ national titles 13 years ago. The successes of Castle House with gymnastics go to prove that any school can use the sport to engender many qualities in their pupils. Even a small school can have the joy of winning and it gives the children a lot of pleasure, teaching them lessons for life which they do not really know they are learning until later when they look back. It also prepares them well to tackle other challenges, whether academic, sporting, artistic, expeditionary or in serving others, with confidence and flair.

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS group is taught by three qualified PE staff with a ratio of 1:9. Year 1 and 2 pupils follow a specific dance scheme of work such as icicles, circles, fireworks and chinese dragon monster. A variety of stimuli, music and media are used in a fun way whilst learning. Pupils in Years 1 and 2 are allocated two and a half hours of structured PE each week as well as 30 minutes of dance. They also have the opportunity to do a weekly sports club after school. Pre-Prep pupils have vastly improved their sports awareness, skills and understanding over the years by learning the rules and principles of games and playing modified games on a regular basis where skills can flourish. Pre-Prep pupils also swim in the summer term and complete athletics work ready for their Pre-Prep Summer Sports Festival. The finale to the summer term includes a Summer Swimming Gala in the outdoor heated pool. In the Prep School, pupils focus on the

BALLARD PUPIL’S HOCKEY STAR

Ballard Pupil Tim Nurse is one of the school’s true sporting stars. The 14-year-old hockey player won a sports scholarship to the school as a Year 3 pupil, and has gone on to great things at both regional and national level. At the age of 10 he was captain of the Bournemouth Under 12 Hockey Club, and the following year took the team to the quarter final of the England Hockey Regionals. He has since toured with the UK Lions and seen his school team take the title at the ISA 2013 National Tournament.

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key sports of football, rugby, hockey and netball and play matches against local Prep and State schools on a regular basis. There are many sporting events organised by Ballard throughout the year for local State Junior and Prep schools that range from the competitive to fun, no resultsbased festivals. Ballard’s international standard astro has been enjoyed by hundreds of children as they experienced a Brazilian Football Festival (Futsal) for Year 2 and 3 boys and girls, a Mixed Quick-Sticks Hockey Festival for Years 3 and 4 pupils as well as a competitive hockey tournament for Year 5 children. Ballard has also introduced a programme for local state schools to have the opportunity to be taught on our astro-turf and have active coaching sessions with our qualified specialists and coaches. Pupils from many local State schools in Year 6 are picked up and dropped back to their schools after being given two hours of tuition in hockey, football and SAQ (Skill, Agility, and Quickness) training. We also host the New Forest Schools Mixed Tag-Rugby Championships for Years 5 and 6 pupils which is organised by the School Sports Partnership, Brockenhurst College Rugby Academy and The RFU Community Team. Ballard retained the championship for the second year in a row and will progress to the Hampshire Youth Games in Aldershot. There is a balance between ‘sport for all’ and ‘performance’, ensuring pupils have the opportunity to experience a match day as often as possible, as well as playing against players of similar ability so as to obtain a sense of success. Pupils play in A, B and C teams in some age groups as well as striving for regional and national excellence through the gifted and talented and the scholarship programme. In swimming, pupils have been very successful, representing the London West Regional Squad in the ISA Nationals and in the IAPS Regional and National Championships in 2012 and 2013. In the Summer term pupils experience

swimming in the heated outdoor pool, along with rounders, cricket, athletics and tennis where there are regular galas and fixtures. Pupils are able to participate in lunchtime and afterschool activities such as horse riding, sailing, karate, yoga, water polo and various dance performances. In Upper Prep, pupils follow the main sports once again and play matches and tournaments against Independent and State Schools. Many of the teams enter the county cups to broaden their sporting horizons. The teaching is led by the specific specialist for each sport and pupils are given ample opportunity to experience the match situation at the relevant level for their ability. Pupils in the Upper and Lower Prep school have a full programme of house events throughout the year in each sport. These scores contribute to the overall House Programme that flourishes at the school. Ballard School compete on a tour of Jersey in 7s rugby, indoor hockey and soccer 6s. The Senior School is the biggest area of the school in terms of pupil numbers and the PE department offers a diverse number of sports and pursuits. As well as the major sports of the terms, the senior pupils also participate in mixed sports including table-tennis, handball, netball, gymnastics, rowing, orienteering, volleyball, swimming and fitness. There are opportunities in terms of ‘performance’ to experience regional, county and national experience in many of the major sports. The under 14s were crowned ISA National Champions for Hockey recently and in 2010 the school won the Hampshire Bowl for under 16s Rugby. Ballard competes against both State Secondary and Independent Schools in regular fixtures. We believe that Ballard School encourages and inspires pupils to enjoy and succeed in sport. The various opportunities to represent the school allow pupils to flourish at the highest levels. Ballard also recognises the importance of high quality PE lessons, to ensure all pupils gain the very best physical education experience.

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Would you like to see your school’s PE department featured in the next edition of the ISA Journal? Contact ISA’s National Sports Assistant, Fran Hide: fran.hide@isaschools.org.uk

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