Isa vol7 by Alchemy Contract Publishing

ISA Awards – call for entries Applauding excellence in ISA schools

Also inside... Spotlight on planned reforms – GCSEs and A-Levels Key issues for independent schools – an ISC perspective Counselling provision in schools – best practice ICT and computing – the way forward Thorpe Hall

www.isaschools.org.uk ISSUE 7

Welcome to the seventh issue of ISA’s magazine for Member schools

With a general election on the horizon, the sector is gearing itself up for a potential change in government. With that in mind, ISC has commissioned a report on the true economic impact of the sector, with initial findings that private schools add at least £9 billion to the wealth of the nation. This will be important research if the results gain traction in the eyes of the public. At the same time, the Heads’ Associations are putting the finishing touches to a political manifesto that amplifies the sector’s strong core values and outreach. While few schools have the resources to sponsor academies (and weather the reputational damage when things go pear-shaped), many of our schools are working closely with maintained equivalents as well as other organisations in their local communities, often in unheralded but locally important ways. That’s why it’s worth reading Barnaby Lenon’s comments in this issue. As Chair of ISC, he provides an insightful overview of what the future may hold for us all. You’ll also hear how the excellent Awarding Body WJEC sees the lay of the

land in the post-AS world, particularly relevant while many schools are reviewing their examinations offerings. On the subject of excellence, we encourage all ISA schools to enter the inaugural ISA Awards. Turn straight to pages 12-13 to find out how you can – and why you should. We’re very proud of our ISA schools and this is the perfect opportunity to turn up the volume on our sector as a whole and on our schools individually. The Awards will be presented during the ISA May Conference at Coombe Abbey, Warwickshire. Please do put this high on your agenda. Also high on the agenda will be your school’s risk register, particularly e-safety and sexting, so we provide some important advice in that area. We also reawaken the debate on whether we should blame the technology used by predatory individuals, a lack of government legislation or the ISPs who are happy to take our money while not providing appropriate safeguards. This issue also highlights that all schools should be looking at the potential impact of predicted interest rate rises, as well as some of the latest thinking on ICT. And for inspiration we present thoughts on opening a nursery and a round-up of the excellent 2013 Art Competition; the talent on display is testament to the wonderful work that goes on in ISA schools. With very best wishes from all of us at ISA.

CEO, ISA

STOP PRESS: The deadline for ISA Awards Entries is April 11, 2014. Turn to pages 12-13 for more information, or enter now at www.isajournal.co.uk

Managing Editor Neil Roskilly

Marketing & Communications Officer Angie Shatford

Editor Caroline Scoular

Publisher Sean Ferris

News Leigh-Anne Ogilvie

Circulation Jon Hardy

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 www.isajournal.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

Thorpe Hall School, Southend

contents 6

News from the ISA areas From singing success to sporting prowess.

ISA Area Committees How to plug into ISA activities.

2014 – an exciting year for ISA Richard Walden, Head of Castle House School and this year’s ISA Chair, looks forward to an exciting year ahead – not least of all the first ever ISA Awards.

25 12

ISA Awards - how to enter (and why you should!) The ISA Awards have launched! Be sure to get your entry in on time for the prestigious new awards, taking place during ISA’s May Conference.

Key issues for independent schools The start of the New Year is always a busy time. But what does the year ahead hold for independent schools? The ISC’s Barnaby Lenon shares his perspectives. 31

Spotlight on qualifications development Gareth Pierce, Chief Executive of exam board WJEC, looks at planned reforms to GCSEs and A-Levels.

• www.isaschools.org.uk

Counselling conundrums How can the counselling provision in school better incorporate the wishes of young people? And how can this enhance best practice? To open or not to open? That is the question... Heads who are considering opening a day nursery should understand the wraparound aspect involved, advises Samantha Jaspal. Autumn Conference Review of ISA’s Autumn Study Conference, Building Depth and Diversity in Teaching and Learning. ISA Art Competition paints a pretty picture Over 2,000 pieces of art were entered into this year’s National ISA Art Competition, judged at the ISA Autumn Study Conference in Stratford-upon-Avon. Think your pupils are safe.com? Sexting, cyberbullying and online grooming are just some of the child protection issues faced by schools each and every day.

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

ICT and computing – the way forward The pace of change in ICT can be challenging. That’s why ISA is here to help.

Saving energy, saving bills Moyles Court School has saved 20% on energy bills recently. Headmaster Greg Meakin offers advice on energy planning.

Planning for a new website Creating the perfect website for your school means understanding exactly what you want it to do and creating the perfect brief. Your web partner can help. Here’s how.

Interest rate management Lloyds Bank poses the question, is interest rate risk management still relevant in the current rate climate?

Sporting Times MBE for ISA’s Ambassador for Sport, plus a round-up of sporting news across the ISA regions.

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THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

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

Lest we forget Halifax holme Grammar in Students from Hipper lgium last Be in res Yp to it vis made an emotional former e of the grave of a term, to visit the sit ews was dr An cy Per rd yna Ma Headmaster. Captain nt Head rre Cu . lgium in 1914 killed in action in Be of ony em cer rt sho Jack Williams led a satellite was relayed live via remembrance which . me hol per Hip back to the school in

Climb every mountain Alton Conve nt School pu pil Eleanor Ri undertaking ng is a 75 peak ch allenge to ra money for th ise e school’s an niversary fu Eleanor, who nd. will be climbi ng 75 of the District’s Wai Lake nwright su m mits, climbe four in a si d ngle day over the Christm holidays. as

brave Rewarding the own, 15, has pupil, Jason Br ge lle Co Slindon y from Sussex er av ard for his br to received an aw e teenager tried ial ceremony. Th us road rio se Police at a spec a in d a man involve save the life of a special presented with s wa He t. acciden ief Constable. Ch ex d by the Suss certificate signe

Grand Mural Competition St. Dominic’s Preparatory Sch ool pupil Sadie Phillips was one of the winners of this year’s Wolverhampton Grand Mural Competition. The Year 4 pup il painted a stunning image of a prince on horseback, which will now form part of a mural on the walls of the city’s Grand Theatre.

Shakespeare’s view of Oxford St. Clare’s college in Oxford is celebrating its 60th birthday this year. To mark the anniversary the college commissioned artist and teacher Francesca Shakespeare to paint a special map showing an aerial view of the buildings.

• www.isaschools.org.uk

ht) The Poppy Girls Milburn (far rig hool pupil Alice e om bec to ls Mayville High Sc fu pe sand young ho e group, beat over a thou Poppy Girls. Th e th nd ba l gir , sang in gle Sin part of five y Da official Poppy e th ed rd brance co em re m who ival of Re een at The Fest ar. ye t las front of the Qu ber m t Hall on 9 Nove er Alb ’s on nd in Lo

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

the Year BBC Young Sports Person of Claires Court in A recent pupil at ISA School this year’s Maidenhead was the winner of the Year of on BBC Young Sports Pers pion Skeet cham ld wor a Hill, er Award. Amb prestigious the with Shooter, was presented ts Spor BBC the of part trophy as was broadcast live on Personality of the Year, which who was just 15 years old television in December. Amber, ever winner of a Senior t nges when she became the you , has just left Claires Court World Cup in Skeet Shooting on her sport. We wish time School to concentrate full− re. her every success in the futu

The best of Br itten Pupils from Po lwhele House Sc hool in Truro played homage to celebrated Engli sh composer Benjamin Britt en when they he ld a lunchtime co ncert in his honour. The sc hool hall was fil led with voices as the children performed som e of Britten’s songs, in orde r to commemor ate the centenary of his birth.

New art for Babington House library was Babington House School’s new . Artist term last t even opened at a special leby was App ma Jem il pup er form and new work of commissioned to produce a which was ary, Libr y aule Mac the for art with the d ure (Pict unveiled on the day. Tony Guise.) s, rnor Gove of r Chai ol’s scho

ent took School ery Departm laires Court Pirates of C School’s Nurs . ‘Storyland’ rt rm ou te C st es la ir Cla at the end of Pupils from ce as young an ls m pi or ecial perf ion, with pu ct u od pr part in a sp d l u an rf confidence al and colou orming with was a magic rf pe d an ng part as three taki . m as si u enth

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THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

nd Music orpe Hall School at this year’s Southe Top choirs from Th spots and silverware r separate top fou the d for ope g sco san ool oirs ry entered, the sch ego Thorpe Hall School ch cat ry dition of eve ren in ir es g performanc ecial award for the Festival. With winnin ry also received a sp rse Nu l’s hoo Sc the m awards. A group fro Hoberman. Tiger by Mary Ann

Raising money for the NSPCC ire, has raised £2,194.65 for Castle House School, Shropsh ed through a sponsored the NSPCC. The money was rais est and Carol Harv the at ns ctio colle workout and Gilly Hartley told the Mrs r services. Shropshire organise bling experience hum a was it that mbly children in asse ll a school. sma so from to receive such a huge sum

Writing for the Nat ional Literacy Trus t Jamie Kedwards, a student of LVS Asc ot Junior School, has been selected from over 5,000 entrants as the Grand Prize winner of the National Literacy Trust’s Writing Challenge, for his pie ce ‘St Cuthbert’. Jam ie scooped prizes for both himself and the school, and his entry will be published on the Trust’s website.

Mead House open for bu siness (and fun) Children from The Mead School in Tunbridge W ells welcomed 20 14 with the op ening of ‘Mead Hou se – a wonderfu l playhouse designed by Head Angela Culle y and the pupils themselves.

• www.isaschools.org.uk

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

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

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 Coordinator 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 To be confirmed Sam Matthews 01566 772580

www.isaschools.org.uk

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by Richard Walden – ISA Chair

“

I consider myself very fortunate to have the honour of leading ISA in 2014, a year in which many exciting things are happening. Our membership is buoyant, having grown to 333 thanks to the hard work of the Membership Committee, the Area Coordinators and the Headquarters team. The Association is prominent in the media and is making a valuable contribution to the national education debate. Its courses and conferences are proving to be very well-attended and wellreceived. It runs a fine programme of sports, arts and intellectual competitions for the pupils. And we should never forget that a school’s membership of ISA confers a kitemark of good quality to reassure our parents. For members, ISA provides mutual support from people who understand the peculiar demands of school headship, namely other Heads. This is a function the Association does increasingly well through area meetings, national conferences and a variety of support networks. Last year’s joyous Annual Conference at Eastbourne was a rich example of the uplift that can be gained in the company of other Heads. This year’s Conference, at the historic but comfortable Coombe Abbey Hotel in Warwickshire, which rather quirkily features mediaeval tombs, promises to be every bit as worthwhile, with the theme of “Values for Life”. Recently we have had the great news of the acquisition of a new HQ building at Great Chesterford in Essex. It has been bought from reserves and is now in the process of refurbishment. Our existing building in Saffron Walden will be let, to provide a revenue stream better than we could expect from investing cash reserves. ISA House will include a top-class training centre. The vision is for it to become a home for all ISA members. There will also be a modern suite of offices designed to enable all our hardworking HQ staff to continue to provide their best services to our members. It is hoped that ISA House will have an official opening later in 2014. The new ISA Awards Evening also promises to be a memorable event. It will

take place during the Annual Conference at Coombe Abbey Hotel, on the first evening, Thursday 15th May. Organised by ISA HQ and Alchemy Media, the publishers of this magazine, the event will be a splendid opportunity to honour many of our schools and celebrate their successes, together. Categories range from academic excellence, to sports and arts, to financial management, to community service, to international engagement, and much more, for which schools can submit an application. A substantial plaque will go to each winner and display certificates to winners and runners-up. Delegates attending Annual Conference will of course have a seat at the event. Finalists, who are not already coming to Conference, will be able to book places at the dinner. Full details of categories and how to enter will be sent to schools shortly. There are many outstanding young people in the schools in our Association. I have recently had the pleasure of presenting the Whitbread Prize, shared this year, to two such, Gabby Lindley from Claires Court Schools and Emily Allen of Bowbrook House School. This prize is awarded for excellent GCSE results

coupled with significant contributions to their schools and the wider community. Both Gabby and Emily were very welldeserving recipients of the award, but I know that there are many others in our schools, both students and adults, whose achievements and successes it will be a delight to recognise and applaud at the ISA Awards celebration. Hopefully the 2014 ceremony will begin an annual tradition. Somebody now recognised for his achievements is our National Ambassador for Sport, Gwilym Price, who has been awarded the MBE in the New Year Honours for a lifetime of dedicated service to education and grassroots sport. For many years he has worked extremely hard to create first-rate sporting opportunities for youngsters in ISA schools and in Warwickshire where he lives. Gwilym Price MBE, we salute you and thank you for all you have done for ISA. Another outstanding group of people in ISA are our new Heads. Having attended their induction course last month, I am really confident they promise much for the future of ISA. They showed themselves to have many excellent qualities and characteristics, in both work and play. The course certainly worked them hard, with many demanding sessions packed in to a tight schedule, to which the new Heads responded with enthusiasm and energy. ISA is 136 years old. It has grown spectacularly from its humble origins when a group of principals of private schools met for a dinner at the Holborn Restaurant on 8 January 1878. The original name of the group was “The Association of Principals of Private Schools”, which would have made a very “on-trend” acronym today! The name has changed more than once, but the Association, now alive in a third century very different from the 1800s, has never been in better health. Long may it continue to flourish!

”

Richard Walden is ISA Chair for 2014 – and Head of Castle House School in Shropshire.

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THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

2014 – AN EXCITING YEAR FOR ISA

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

THE ISA AWARDS 2014 CALL FOR ENTRIES ISA Schools are invited to enter the inaugural ISA Awards which will culminate in an Awards Ceremony and dinner on Thursday, 15 May at the Association’s Annual Conference, Coombe Abbey, Warwickshire.

The Independent Schools Association Awards recognise the significant role that ISA and its member schools are playing in the education of pupils in the UK. 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. “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.”

• ISA will assist schools with publicity resulting from these national awards. • Images of the event and awards presentations will be made available to participating schools. • The results will be announced in The ISA Journal.

DEADLINE 11 April, 2014

HOW TO ENTER • Schools may enter a maximum of four categories. • A separate entry form must be used for each category entered. • When completing the form, Heads should provide written evidence for

WHY ENTER? • Winners and finalist schools will be invited to attend the Awards Gala Dinner at the stunning Coombe Abbey Hotel. • Category winners will be invited on stage by our guest host, and presented with an award in recognition of their success. • Certificates will be awarded to all winners and finalists in each category. 12

• www.isaschools.org.uk

To enter visit www.isajournal.co.uk

• ISA Award for Outstanding Provision in Sport • ISA Award for Outstanding Achievement in Sport • ISA Award for Excellence in the Arts • ISA Early Years Award for excellence and innovation • ISA Junior / Prep School Award for excellence and innovation • ISA Senior School award for excellence and innovation • ISA Community Award • ISA Green School of the Year • Outstanding Contribution for International Understanding • School Website of the Year • ISA Award for Financial Innovation • ISA Award for IT Innovation • ISA Award for Healthy Eating

DEADLINE • Forms must be completed by the Head Teacher online by no later than 11 April, 2014. • Only schools in full ISA Membership are eligible to enter.

THE PROCESS

each category entered (maximum 500 words per category) explaining why the school should be considered for the nomination. • Entries should be made through the

website only (www.isajournal.co.uk). • Additional materials (photos, testimonials, reports, publicity, etc.) may be appended in electronic form only.

• A shortlist of three finalists for each category will be drawn up. Finalists will be notified as soon as possible, to enable them to make arrangements to book and attend the ceremony if they are not already attending Annual Conference. • Judging will take place after 11 April 2014. The judging panel will comprise of: Neil Roskilly (ISA CEO), Angie Shatford (ISA Marketing Officer), one Honorary Officer of the Association, and Caroline Scoular (Editor, ISA Journal). ISA reserves the right to request supplementary evidence from schools if necessary. For more information please visit the awards website: www.isajournal.co.uk

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THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

Awards categories

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

THE KEY ISSUES FOR ISC AND INDEPENDENT SCHOOLS IN 2014 The start of the New Year is always a busy and exciting time for Heads, examining and interviewing new faces who will become the future of their schools. But what about the bigger picture for 2014? Barnaby Lenon, Chairman of the Independent Schools Council, shares his perspectives. Like all Heads around the country, here at the Independent Schools Council (ISC) we too are looking to the future. We’re kicking off 2014 in a robust way with the launch of the Economic Impact report which lays out our case for the importance and value of our schools to the UK economy. This will be a crucial year in the political landscape as politicians fire up for the next election, and we need to make sure the issues facing our schools are a firm part of the agenda. But with academic reforms to all stages of school education, from early years to A-levels, being pushed through hard and fast, calls to tinker with university access for students and a press that is not always on our side, it is easy to wonder what kind of challenges the year may bring. We should take heart. First of all, we must not forget that our schools are at the forefront of educational achievement – whether that’s academic, sporting or cultural – and are recognised by the The real strength of independent schools lies in their diversity. (Pictured: Thorpe Hall School.)

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OECD [The Organisation for Economic Co-operation and Development] as being among the best in the world. Once again last summer, independent schools dominated the nation’s exam results at Alevel and GCSE. More than half of entries from pupils at ISC schools achieve A* or A grades at Alevel, compared with a national average of 27%. GCSE and iGCSE exam results from 561 independent schools show that the proportion of entries awarded grade A* this year has risen to 32.0% compared with a national average of 8.2%. Even though we have a struggling economy and falling incomes, pupil numbers have held remarkably steady. In 2008, our annual census reported 511,677 pupils. Five years on our most recent 2013 census reports 508,601 pupils. An overall drop, yes – but of just 0.6% over five years. Of course, there are some regions in the UK that are under far more pressure than others, and it is no surprise that London and the South East continue

to remain strongest. But overall, such stability in the face of a double-dip recession would be applauded in other parts of the UK’s economy. We have also pioneered the drive into international education. The reputation of our schools has long attracted overseas students, with 26,000 currently studying in independent schools, like ISA’s CATS Colleges, or international colleges like Sherborne. Our schools run 29 overseas branches, attracting over 20,000 pupils. Indeed the Government, in a Department for Business Innovation and Skills report last summer, acknowledged our contribution to British education and the help it offers the UK economy as they launched their own strategy to increase the number of overseas students by 20% over the next five years. They recognise that overseas students who study at our schools will often go on to study at UK universities, providing a ready pipeline for higher education. But the real strength of our schools lies in their diversity. Whether it is a small family run school, like The Old Vicarage in Derby; the local highly regarded prep school, like Cherry Trees in Bury St Edmonds; specialist music and drama schools like Arts Educational, The Hammond or Tring Park; or the schools offering the best help to special needs pupils, like More House or Moon Hall School, our independent schools offer excellence in their specialism and a tailored education for their children. What all of these schools have in common is independence. And what that means is the freedom to offer the very best education that they can, in the way that we can. We have complete control over admissions and the curriculum, we can recruit the best teachers, without Government interference and we manage our own finances. We are accountable only to parents for the quality of the

• We have led successful legal action against Local Authorities where they have set admissions criteria to publicly funded schools which discriminate against feeder prep and middle schools. The Office of the Schools Adjudicator has now upheld several of our complaints, most recently against eighteen community schools in Sheffield, where LAs and schools have discriminated against independent school pupils applying for oversubscribed places at 11+, 13+ and 16+ entry. • We have finally seen the fruits of five years of work and campaigning to overturn the mandatory learning and development goals of the EYFS for good independent schools, who can now opt out. And, incidentally, we have ensured that DfE guidance on the free entitlement prevents LAs from discriminating against opted-out settings.

“The landscape is shifting. While Michael Gove has made clear that there will be no change to the radical programme under his watch, it seems likely that Labour and the Lib Dems will enter the next election promising to reform Free Schools, insisting on only using qualified teachers and teaching a national curriculum.”

• We maintain pressure on the regulatory burden of inspection, negotiating directly with DfE on the content of the Independent Schools Standards, and the rafts of additional guidance against which ISI inspects. Notably, various documents which used to have the force of law as ‘statutory guidance’ have now been removed or downgraded to ‘advice’, returning autonomy and discretion to you. (We can do little about the direct cost of inspection since you, through ISA and the other member associations, own ISI and therefore have it within your own control to discuss cost recovery directly with the inspectorate.) • My own position on the Board of Ofqual has enabled me to maintain a dialogue between us and them. We have also provided opportunities for all our member associations to talk collectively and with great force to DfE officials tasked with undertaking exam and curriculum reform. • We have placed many high profile articles, opinion pieces and comments by both myself and Matthew Burgess in the national media, most recently with BBC News, The Daily Telegraph and The TES, highlighting issues and stories about the

sector. We work hard to maintain good relationships across the press, ensuring they come to us first for comment and explanation. But there are challenges ahead and not least is the reform to A-levels and GCSEs. Revised linear A-levels in English language and literature, physics, chemistry, biology, history, psychology, art, sociology, economics, business studies and computing will be in place from 2015 and those syllabuses are due to be available to schools in the autumn this year. This will clearly put pressure on you to assess these quickly, so you can make information available to students as they start to choose their subjects. Revised A-levels in maths, further maths, ancient and modern foreign languages will be taught from 2016, allowing a little more time to prepare in those subjects. All other A-levels will also be taught from 2016, if they can be revised in time. Revised AS-levels will be stand alone and taught from the same timescale. The new GCSEs are being introduced in Maths and English and will be first examined in 2017, which for some schools will mean the introduction of the new courses later this year. Again these specifications are only expected to be www.isaschools.org.uk

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education and are not compromised by accountability measures, Ofsted frameworks, league table thresholds or other centrally imposed measures which distort the focus away from the child and onto the school. It also means we are free to innovate and to introduce some of the best ideas in education. We have pioneered the introduction of the IB and the Pre-U, as well as the Extended Project Qualification, much respected by universities, as broader, more challenging alternatives to A-levels. Our schools have also increasingly turned to IGCSEs, where they consider they offer a better curriculum and more rigorous examinations. Schools are also able to channel resources into using technology to inspire even more stimulating teaching. And looking back over the last 12 to 18 months, I’m also encouraged by the obvious alignment of our priorities at ISC with what you tell us you want us to do. ISA’s annual poll of members tells us that your top priorities include the following: ensuring that reform of the public examinations system is fit for purpose; equal promotion of all schools under the banner of diversity and choice; pressure on the cost and burden of inspection; removing independent schools from EYFS legislation and dealing with Local Authority bias against the sector. So I’m proud to report some of ISC’s achievements in these areas:

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with schools this autumn. The good news is that the revised GCSEs will be demanding, matching the best in the world and the revised A-levels will be good preparation for university study, since they are being revised by the universities. There are also continuing economic pressures for parents and schools, with the press making much of stories of boarding school fees exceeding the average wage in this country, although of course, many of our schools have fees that are a lot lower than that. Increasingly, more schools are able to offer fee assistance and bursaries to many of their students and have started development funds to finance these. Last year, more than a third of pupils at our schools received help with their fees, with ISC schools providing more than £620 million annually, up £19 million on last year’s figures. Almost 5,000 children paid no fees last year as a result of means tested bursaries and 16,500 children paid less than half fees. Other schools, such as Gosfield School in Braintree have used imaginative ways to address the problem, and in September 2012, reduced their fees by up to £1,000 per term by increasing class sizes. Their pupil numbers have grown by 15% and last September they had the largest Reception class for a decade. The Tax Free Childcare Scheme may also provide some relief for parents and opportunities for schools to be creative in their before and after school care and holiday club provision. Being introduced in 2015 for children up to age five, it will give working parents £1,200 in tax credits to spend with the childcare provider of their choice. The following year it will be extended to children up to age 12, and it is looking likely that parents will be able to spend it on wraparound care at our prep schools. But while one hand giveth, the other taketh away. A looming threat to our boarding schools is the tightening of the rules over the application of the Continuity of Education Allowance for children of service families. At the same time, army bases are being closed in Germany which is leading to a rethinking of education for children of service personnel. The ramifications for our schools are, as yet, unclear. There is also the continuing fee freeze on music and dance funding which, after four years, is 16

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Gosfield School, Braintree

becoming a matter of great concern. Demographics are also playing their part in affecting pupil numbers. While there is a boom in the primary years which prep schools will benefit from over the next few years, there is a dip in the middle years, around the age of 12, so senior schools may see a few years of lean before the increased birth rate affects their enrolments. University access stories keep appearing in the press, with pressure on universities to offer differential grades for students from lower performing maintained schools and to introduce access targets for increasing quotas for state educated pupils. It must be genuinely confusing for parents to know whether attending an independent school improves or weakens a child’s chances of getting into your university of choice and, once there, of coping with the different challenges of higher education. Different research reports appear almost weekly, taking contrary views on these questions of access and performance. The ISC is clear however. We don’t agree that universities should be targeting particular percentages of state and independent school applicants and offers – school type is a very poor proxy for addressing questions of disadvantage, which needs to be done on an individual basis. We do agree however, with the Russell Group, that getting into selective universities depends upon taking the right subjects, getting the right grades and having the aspiration to apply in the first place. Our schools are very good at supporting and advising on all these aspects and students continue to get offers at the universities they want to study at.

But this is the year when the government are firing up for the long haul into the general election. So what of the political landscape we are in? The government continues to push its policy of Free Schools and academies, with nearly thirty ISC schools sponsoring academies. But there has been a mixed picture of success across the country, with several free schools, including AlMadinah in Derby, being described as ‘dysfunctional’. Last November the Education Select Committee, who were looking into the issue of school partnerships, agreed with us that independent state school partnerships are more important than academy sponsorship. So the landscape is shifting. While Michael Gove has made clear that there will be no change to the radical programme under his watch, it seems likely that Labour and the Lib Dems will enter the next election promising to reform Free Schools, insisting on only using qualified teachers and teaching a national curriculum. But on the plus side for us, Tristram Hunt, the Shadow Education Secretary, has made it clear that QTS will not be imposed on our sector and has even come out and said that he would not rule out sending his own children to an independent school. And quite right too. He has benefitted from an independent education and every year over 500,000 children do too. But we are not resting on our laurels. We are constantly looking for ways to improve, innovate and develop and at our core is the belief that we want to continue offering the best education in the world. And as we move into 2014, whatever the challenges, we will do just that.

QUALIFICATIONS DEVELOPMENT Gareth Pierce, Chief Executive of exam board WJEC, looks at planned reforms to GCSEs and A-Levels. The major programme of 14-19 qualifications reform currently underway is based on the fundamental premise that the qualifications need to be at the right standard so that the public have confidence in the examinations system. The policy emphasis is on making sure that the qualifications are rigorous and robust so that students in England have qualifications that are valued and respected throughout the UK and beyond. As one of the main providers of A levels and GCSEs in England, WJEC has been fully involved with the DfE and Ofqual in discussions relating to these reforms. WJEC’s emphasis is on providing top quality learning programmes with assessment structures that best suit the learning aims and objectives and provide inspiring experiences for students. WJEC is committed to working with teachers, with other awarding organisations and with the regulator to support the successful introduction of these changes, to ensure that students and other stakeholders have confidence in the reformed A levels and GCSEs.

A level reform Consultations have been held by Ofqual and DfE in relation to the proposed reform of GCEs for teaching in England from September 2015 in the following subjects: Biology, Chemistry, Physics, Computer Science, Business, Economics, Geography, History, English Language, English Literature, English Language & Literature, Sociology, Psychology and Art & Design. At the time of writing, the one subject from this list that is understood to be withdrawn and deferred to the 2016 reform cycle is Geography. Here, the consultation outcomes indicated that a number of issues required further consideration, including that of ensuring

that the learning programmes being developed will provide appropriate progression from the reformed GCSE for Geography to the A level. In terms of changes to content criteria, the proposals being taken forward in all subjects are well informed by advice from a wide range of higher education representatives who have a clear understanding of the requirements for progression from A levels to undergraduate studies. Starting from this baseline, we are well underway at WJEC with our work of responding to the opportunity for designing excellent programmes of learning with assessment components that, in most of these subjects, will be taken entirely at the end of the A level course. A key priority is to ensure that our design solutions for the new GCEs maximise the educational benefits that can derive from the policy of moving to a fully ‘linear’ assessment model and away from the current arrangements in which AS and A2 units are accumulated into an overall A level award.

New AS qualification The “de-coupling” of AS so that its assessment does not contribute to the A level grade has led to some interesting speculation about the future role of the new AS qualification. A clear design priority is that the new AS courses should be ‘co-teachable’ in the sense of being suitable for delivery alongside the first year of the related A level course. Sitting the AS assessments will clearly be essential for students who have chosen the AS at the outset as a means of providing additional breadth of learning alongside A level choices which they’ve already made. The AS will also provide a valuable qualification for students who identify within that year of study the subject(s) which they do not wish to take on into a second year of study. What remains to be seen is whether the AS assessment will be considered useful at the end of year 12 for students carrying on with that subject to the full A level. On the one hand, it could be a useful externally benchmarked milestone, but on the other hand the AS assessments www.isaschools.org.uk

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SPOTLIGHT ON

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would be taken in the knowledge that the AS result will not contribute to the A level grade. Hence the same areas of learning covered in the AS assessment will also feature within the assessment for the full A level, which they will sit a year later. The extent to which the higher education sector will require applicants to show evidence of attainment at AS can be expected to have a considerable influence on the take-up of AS assessments.

Mathematical and quantitative skills post-16 The greater clarity being proposed in relation to the mathematical and quantitative skills required within several A level subject areas, including the sciences, business and economics, provides an important opportunity for the development of these skills which are so important for progression to higher education. For many young people, this will provide a relevant context for applying the skills and understanding developed through their GCSE Mathematics courses. Equally important in relation to quantitative skills will be the qualifications developments associated with post-16 programmes of learning in mathematics and statistics that fulfil the aim of ensuring that everyone has opportunities to enhance their skills in these areas beyond their Year 11 achievements. At WJEC, we look forward to expanding our provision in this area, building on our innovative work 18

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especially in relation to statistics education.

GCSE reform schedule As is widely known, English Language, English Literature and Mathematics are the first three GCSEs to be reformed, for teaching from September 2015 with first assessment in summer 2017. English and mathematics have been prioritised as they are fundamental to facilitating learning in other areas. The new GCSE in Mathematics will demand deeper and broader understanding, and is the one GCSE that is being purposely increased in terms of size. Government anticipates that schools will want to increase the teaching time that is made available for Mathematics. Within GCSE English Language, there will be an emphasis on the language and literary skills which are required for further study and work. There have already been DfE consultation processes in relation to GCSEs in Science, History, Geography and Modern Foreign Languages and in these subject areas we are already able to move forward to explore content for new qualifications for teaching from September 2016. The major area of outstanding discussion in the context of scheduling the GCSE reforms relates to the wide range of other subjects which are not within the scope of the Governmentâ&#x20AC;&#x2122;s intentions in terms of taking a lead on content. In order to reduce the span of time during which two different grading conventions for

GCSEs need to be operated in parallel, there has been encouragement for the idea of reforming all remaining GCSEs for first teaching from 2016. Whilst the workload associated with this is distributed across a wide range of in-house subject specialists at WJEC, this high volume of new qualifications will represent a very substantial load at the regulatory interface, and we look forward to seeing a manageable schedule being agreed that will deliver new specifications to schools and colleges by the autumn of 2015, a year ahead of this second tranche of GCSE reform for teaching from 2016. In all cases, WJEC will place a priority on ensuring that progression requirements from GCSE to A level have been taken fully into account, and therefore it will be of considerable advantage that in several major subject areas weâ&#x20AC;&#x2122;ll be able to work on new specifications for both these levels at the same time.

Changes to GCSEs As part of these reforms, GCSE assessment models will become linear only and hence all components must be taken together at the end of the course. There is also an increasing emphasis on examinations, with other forms of assessment being permitted only where examinations cannot provide valid assessment of the skills required. Tiering is to be permitted only where necessary, in subjects where it would otherwise not be possible to allow students at the lower end of the ability

of our strengths at WJEC. With the move towards linear assessments, we also expect to see some increase in the numbers of examiners required for our summer series examinations. We know that excellent teachers make excellent examiners, and therefore we’ll be very pleased to receive applications for examining appointments from suitably experienced teachers and lecturers from all sectors across the UK.

Teachers and lecturers’ roles in assessment and examining

WJEC’s support for teachers

In those situations where some course objectives are best assessed by teachers and externally moderated by the awarding organisation, WJEC is keen to support the inclusion of such assessments within the qualification. We recognise that the rigour of such assessments depends on a close and professional relationship between teachers and lecturers and the awarding organisation, and working in that environment is one

As we press ahead with the development of our new specifications for a range of A level subjects and for GCSEs in English Language, English Literature and Mathematics, to submit to Ofqual for accreditation from Easter 2014 onwards, we will be involving teacher experts in the process. At the same time, we will begin to develop educational resources and guidance to support the delivery of these new programmes of learning.

WJEC is committed to supporting teachers through these changes. We will continue to provide a wide range of free innovative digital resources and we will have a programme of events for teachers, at no charge, during the twelve months that precede the start of teaching of each new specification. One of our fairly recent innovations is our Online Exam Review (OER) programme, accessed from http://oer.wjec.co.uk. This resource allows teachers to explore interesting teaching and learning themes which arise from a review of the previous series’ examination outcomes. These might be based on questions which proved to be particularly troublesome and which lead to useful discussion points that can be a stimulus for strengthening pupils’ understanding. The material that has been drawn together within the OER for each subject is presented in a way that provides flexibility of use: this could range from being a focus for a teaching team discussion to being a classroom resource. We have for several years offered onscreen assessments within some of our GCSE and A level units. Whilst recognising that there are several practical issues to be addressed by schools and colleges in order to ensure the success of this approach, we firmly believe that this approach should be an increasingly important feature of the assessment landscape, and therefore we’ll continue to invest in its further development.

Looking forward Whilst much of the detail relating to the reforms is becoming clear as we approach Easter 2014, there are still some important matters that are yet to be firmed up. The A Level Content Advisory Board (ALCAB) panels set up under the auspices of the Russell Group are actively engaged in developing their advice on content for GCE Mathematics, Further Mathematics and Modern Foreign Languages, with a view to publishing their proposals in June. Also, by that time we should be clear on the overall schedule of reform for qualifications where first teaching will be from 2016, through agreement with DfE and Ofqual. In the meantime, we look forward to working closely with you throughout this exciting programme of work, with a clear emphasis on getting it right for young people. www.isaschools.org.uk

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range to demonstrate their knowledge and skills or to stretch the more able. Where a tiering model is agreed to be required, its detailed design will be decided on a subject-by-subject basis. Of the first three GCSE subjects to be reformed, only Mathematics will be tiered, with a structure based on having a two-grade overlap – grades 1 to 5 for lower tier, grades 4 to 9 for higher tier. The reformed GCSEs in England will be graded from 1-9, with 9 being the highest award available. With the eventual technical detail regarding the use of the new grading scale being subject to further consultation by Ofqual, it is understood that the new grade 4 will be closely related to the current grade C. With that as a working assumption, the interesting territory becomes the discussion around the use of six grades (9-4) where there are currently four (A*-C) and further down the scale the use of three grades (3-1) where there are currently four (D-G). Important considerations include the way in which the new grades will be used to convey information to certificate users about different levels of student outcome, coupled with the need to ensure that the differences between adjacent grades are sufficiently meaningful and evidencebased.

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COUNSELLING CONUNDRUMS – WHAT DO YOUNG PEOPLE WANT? Drawing on recent research published by the British Association for Counselling and Psychotherapy (BACP) Sarah Stansfield, Senior Counsellor at Millfield, considers how independent schools might enhance their counselling provision.

Recently, a 15 year old girl entered my room in a fairly distressed state. She settled into the chair, curled her legs round her and said, ‘I wanted to come here today. It’s the only place where I feel calm. I can say anything I like and it’s ok’.

In March 2011 YoungMinds, the children and young people’s mental health charity, conducted a survey asking young people what they would value in counselling services. The findings showed that young people want:

As yet there is no legal requirement for independent schools to provide counselling – though The Children’s Act 1989 underlines an expectation that boarding schools will ‘safeguard and promote’ the welfare of the children and young people in their care. Society is changing – the children and young people of today are faced with a plethora of pressures and challenges and it is known that at least 10% are struggling with mental health issues. The wider support network of close family and friends is not as consistent as it once was, and many young people are looking for someone to turn to. Providing a counsellor who is able to respond professionally to their needs seems to make sense on a number of levels:

• To be involved in decisions that affect their lives • To have support when they need it • To be listened to • To be given a voice • To have choice

1. Mental health difficulties have an impact on a young person’s ability to learn – it makes sense to anticipate this by providing an appropriately trained person who is easily accessible. 2. Parents rightly have increasingly high expectations that schools will support, professionally, the holistic needs of their child.

The YoungMinds research also invited the participants to specify their requirements for ‘the perfect worker’. They sought an individual who, in addition to possessing qualities of warmth, genuineness, empathy and acceptance, would have an understanding of the current theories and research relating to young people’s developmental needs and specialist training/knowledge of specific conditions such as eating disorders or OCD (obsessive-compulsive disorder). Last year BACP also published a review of counselling in state secondary schools across England and Wales. The findings complement the work of YoungMinds and highlight a number of key areas for improving counselling provision in schools.

Referral routes 3. The demands on Child and Adolescent Mental Health services are such that the threshold for referral will inevitably rise, leaving more young people without support unless schools provide counsellors to fill the gap. 4. Staff can feel reassured by the presence of a professional to whom they can turn with concerns or for advice in managing a particular individual. Having a counsellor within school can ease the burden on pastoral staff. 20

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Counselling services that encourage selfreferral as the primary route of access are vitally important. Effective counselling depends on the willing co-operation of the young person and if they realise that their choice has been respected, they may be more inclined to access support at a later date when they are ready. A young person’s right to refuse or withdraw from counselling also needs to be respected this acknowledges their voice and gives them a sense of being ‘heard’. For some young people, the option of

being accompanied by a friend can help alleviate initial anxiety.

Who they see In an ideal world young people should be offered a choice of which counsellor they see. Schools might consider collaborating with other school counsellors or therapists in private practice to offer greater choice and perhaps equipping more staff with counselling skills supporting the work of a professionally trained counsellor? The BACP study suggests that if the counsellor is a ‘known face’ this helps young people feel more confident about accessing the service.

Type of counselling approach BACP’s research indicates that young people often prefer a more interactive and challenging style of counselling. They appreciate a flexible and creative approach that recognises and responds to their unique needs. Young people also value the option of either being able to ‘dip in and out’ of counselling, accessing the provision when they most need it or being able to work over a longer time period in order to build a sense of trust in the counsellor and to address more deepseated issues. It is important that counsellors can be adaptable and draw on a broad spectrum of therapeutic approaches. Any approach used must be mindful of the realities of the school culture, its time limitations, long breaks and frequent interruptions of school life – for example, exams.

Time and Space The BACP research showed that what young people particularly valued about counselling within school was its accessibility – they did not need to miss too many lessons, could access the service independently and without necessarily involving their parents. The fact too that they could come with whatever was

Understanding ‘Understanding’ was a word appearing frequently in the YoungMinds’ survey. Young people’s wish to be understood and to be accepted as individuals has implications beyond the counselling room and impacts the culture of the school as a whole. Embedding counselling provision into a whole school commitment to young people’s wellbeing and health is seen as fundamental to its success but are there ways in which the counselling service can complement the pastoral framework of the school even more effectively? Might it be possible for

all staff to be offered opportunities to deepen their understanding of current research into issues facing young people and their developmental needs? Might there be scope for the counsellor to offer informal workshops on these subjects to staff and/or parents? An exciting development to be launched in March 2014 is the innovative MindEd project. This is a Department of Health-funded e-learning programme which offers state of the art learning for all professionals who come into contact with young people. Within this programme BACP are developing Counselling MindEd which specifically offers learning to those who are counselling – or interested in knowing more about counselling – this age group. The need for understanding extends also to the counsellor needing to be wellversed in the specific culture of the school – this is the young person’s day to day reality and it is helpful to them not to have to explain what happens, for example around school rules and expectations.

Communication and Confidentiality Confidentiality and trust are at the heart of the relationship between counsellor and young person. The guarantee of confidentiality cannot be absolute – the counsellor must be mindful of safeguarding at all times. Written guidelines concerning confidentiality, discussed and agreed with key pastoral

Sarah Stansfield is a child and adolescent psychotherapist (UKCP registered; BACP accredited). She has been the Senior Counsellor at Millfield for the last five years. e. SarahStansfield@millfieldschool.com Article references: • Cooper, M. (2013) School-based Counselling in UK Secondary Schools: A Review and Critical Evaluation, University of Strathclyde:Glasgow • The Children’s Society The Good Childhood Report 2013 • YoungMinds Improving Access to Psychological Therapies for Children and Young People March 2011

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worrying them, regardless of the severity of their difficulty, was seen as significant. Removing the stigma of counselling can assist in ensuring that all young people can get timely help for their problems, and remove the likelihood of more serious problems emerging in the future. The actual space of the counselling room conveys a great deal to the young person about the value placed on counselling and consequently the value placed on their own self. Protected space carries particular significance in a boarding context where privacy is often hard to find. It may well not be possible to provide a room solely for the use of the counsellor but it is important that whatever space is allocated is discrete, private and able to create an atmosphere of ‘warmth’ – a ‘space apart’ from the rest of school in more ways than one.

staff, are important for the ethical operation of the counselling service. Young people need to know ‘where they stand’ with the counsellor. It would be naive, and ultimately unhelpful, to imagine that counselling with young people occurs in a hermetically sealed bubble, insulated from the rest of their lives. The reality is that others do make decisions on their behalf. They are dependent on others for their existence and it is therefore constructive for counselling to hold in mind the young person’s wider system. Clarity of communication between the counsellor and those who are involved in the young person’s life, be they teachers, parents or other professionals, is essential. Defining at the outset boundaries around what material will be shared and with whom is essential in ensuring the privacy and autonomy of the young person – whilst recognising that it is often in his/her best interests to collaborate with other agencies/parents etc. The assumption is always that any information shared is done with the informed consent of the young person. My hope in writing this article was to put forward a number of ways in which the counselling provision in school may incorporate more effectively the wishes of young people and in so doing enhance best practice. I hope I have given food for thought and would welcome contact from those interested in discussing the issues raised further.

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TO OPEN OR NOT TO OPEN? THAT IS THE QUESTION... Having a day nursery on your Prep school site is not for everyone, says Samantha Jaspal. But in her opinion it’s definitely to be recommended. Here’s why. For four years I had a day nursery on our site over which I had no control. It ran rather nicely for the first two years under good management and provided a stream of three year olds for my Pre-Prep School. Then the Day Nursery lost its manager and became a bit of a ‘blot on our landscape’. Whilst ISI lauded our progress in the Prep School, Ofsted branded the Day Nursery ‘inadequate’ in every respect: This was no surprise; I had witnessed the nursery’s decline from my office window.

Transition One year on and the recession reduced the profit margins of our small proprietorial school and retirement became an attractive option for the elderly owners. They took the sensible decision to sell both the Day Nursery and the School. After some negotiation we became part of the Berkhamsted Schools Group (BSG) and my new job description included the overall management of the Day Nursery. This was good news; although my skill set and experience sat squarely within the 3-11 phase, I knew how to run a tight ship. No longer would the Day Nursery be an anchor weighing us down. The Day Nursery did have some saving graces: some quality staff (although demoralised) and, surprisingly, committed parents who were unperturbed by the ‘inadequate’ Ofsted report. It was in need of re-branding, re-furbishing and restructuring – initiatives that any strong school leader should be able to implement with confidence.

Berkhamsted Day Nursery Ltd One of the first obstacles that we encountered when BSG purchased the school was that the Day Nursery fell outside its charitable object. Schools which are charities must act in accordance with their charitable object and BSG exists to provide education for boys and girls. 22

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Unfortunately for us, it is not possible – in law – to educate a child under the age of three. The solution was for the BSG to establish a wholly-owned subsidiary trading company, Berkhamsted Day Nursery Ltd, to run the care operation.

The Ofsted registration process The Ofsted registration process for the Day Nursery was lengthy, and entailed a site visit and early inspection (within five months of registration). The initial registration process took four months, during which time the Day Nursery could only continue to operate under its original branding and with the previous owner named as the registered person. This was frustrating, particularly as we were keen to distance our new nursery from its previous incarnation - not least because the inspection report was online and affecting recruitment.

Transferable skills and knowledge Providing that the Head or the Early Years (EY) coordinator has a sound knowledge of the EY statutory framework, overseeing the provision for a day nursery setting needn’t be a steep learning curve. Many of the skills and much of the knowledge about running EY and KS1 in a school transfer easily to running a Day Nursery. Organisations are only as good as their staff. We created a much stronger senior team by promoting an under-utilised but

promising Deputy to be the Day Nursery Manager supported by an outstanding and experienced EY practitioner from the Prep School. Whilst most staff rose to the challenge, others were unable to meet the new, higher expectations. The new and much needed appraisal system identified under-performing staff, who subsequently left the organisation. This was a timeconsuming exercise, but it laid important foundations that have allowed the Day Nursery to move forward. Finding quality staff to fill these vacancies has not been easy. There is a high turnover in the Day Nursery sector and we have become resigned to the fact that recruitment will be an ongoing issue. A caveat: Berkhamsted Day Nursery, like many others, operates 50 weeks of the year from 07: 30 to 18:30. Taking on this additional responsibility was not a significant change for me because wraparound care has been a feature of our Prep School for a number of years. Headteachers considering opening a Day Nursery on their Prep School site would be well advised to research thoroughly the wraparound aspect of Day Nursery, as there are many additional issues that fall outside normal school hours and terms.

To conclude The re-organisation of the Day Nursery was a significant challenge but it has been worth it. The Day Nursery is near to full with happy and engaged children and it is beginning to generate a significant feed for the school. And our Ofsted inspection found that the quality and standards of the early years provision were good – quite an achievement just five months after registering. Samantha Jaspal is Head Teacher of Berkhamsted Pre Prep School in Hertfordshire.

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Charlotte Leslie MP

AUTUMN STUDY CONFERENCE

Over 100 delegates from ISA schools across the UK attended ISA’s Autumn Study Conference in Stratford-upon-Avon in November. The event – which focused on the latest educational ideas and practice – was ISA’s biggest Autumn Conference to date.

The theme of 2013’s Autumn Conference was Building Depth and Diversity in Teaching and Learning. Opened by outgoing Chair Angela Culley, the Conference saw Heads and

senior leaders enjoy a packed programme of stimulating speakers and break-out sessions, focusing on a range of topics, from the new curriculum to social media. The two day event kicked off with a

session from David Weston, Chief Executive of the Teacher Development Trust, who outlined the importance of new approaches to professional development in preparing teachers for the new curriculum. Engaging pupils in the new National Curriculum was the focus of the second keynote session, led by Annette Smith, CEO of the Association for Science Education. Annette, who is also Director of Council for Subject Associations, described how teachers might offer more challenge to pupils – particularly in the teaching of science. Improving classroom practice was also the subject of Saturday’s first keynote, delivered by Professor Pete Dudley from the Department of Education at the University of Leicester. In a fascinating session, Professor Dudley identified some of the key aspects of successful classroom practice in countries with high pupil achievement. A particular focus was the Japanese model ‘Lesson Study’ – which Professor Dudley invited delegates to try in their own classrooms. In addition to the programme of www.isaschools.org.uk

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THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

Richard Walden and Angela Culley

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

Fi Ross

James Wilding

David Weston

speakers, delegates also had the opportunity to attend a number of breakout sessions each day. ISA Chair of Professional Development, James Wilding, led a popular session entitled Excellent Teaching – not using a text book, in which he argued that the profession needs to do more than just embrace new technology, but rather to refocus on ‘how learning happens’. New technology was very much the theme of another breakout, led by Chris Knight from ISA Gold Suppliers Barley House Group. Social Media – do you know what you are missing? gave Heads a whistle stop tour of social media platforms, and outlined how they might be used to communicate with key stakeholders. And in a fitting addition to the Stratford-upon-Avon event ISA was also delighted to welcome Fi Ross – Associate Artist from the Royal Shakespeare Company. In a dynamic and highly-rated session Fi demonstrated how teachers might make Shakespeare more accessible and relevant to students through the exploration of characters’ emotions, motives and moral dilemmas. The final session of the event was led by Charlotte Leslie MP for Bristol North West. Entitled Raising the Status of the Teaching Profession, Charlotte argued that a Royal College is vital if teachers are to enjoy equal status with other professions – and if schools are to be insulated from the short-term policy changes of government. 26

• www.isaschools.org.uk

“Royal Colleges and other professional bodies have promoted and protected the status of professions like medicine for hundreds of years – and yet teachers have no equivalent body,” she said. “For too many years teaching has lagged behind in professional status. A Royal College would finally put teaching on a more even footing with other careers – so that gaining Qualified Teacher Status is not the end of training but the beginning.” Charlotte’s comments were welcomed by ISA’s Angela Culley, who backed calls for the establishment of such a college which ‘could enhance the quality of teaching through the sharing of expertise and best practice, and provide our teachers with the recognition they deserve’. Speaking at the end of the Conference, Angela Culley said: “This year’s Autumn Study Conference was packed with high-quality thoughts and ideas and was truly inspirational. The event had a very cohesive theme, with an emphasis on the power of a collaborative approach to teaching. We all enjoyed the programme of speakers which offered immense variety and was hugely thought provoking.” The event marked the end of Angela Culley’s year as ISA Chair. Incoming Chair Richard Walden presented Angela with a special plaque at the Conference dinner and colleagues thanked her for her significant contribution to the Association.

“It has been an absolute honour and a privilege to serve ISA as Chair,” said Angela. “I am looking forward to continuing to support the Association at this vibrant time in its history.”

ISA ANNUAL CONFERENCE Book now for May’s Annual Conference

When? 15-17 May, 2014 Where? Coombe Abbey Hotel, Brinklow Road, Binley, Warwickshire CV3 2AB www.coombeabbey.com

STOP PRESS: The inaugural ISA Awards take place at the hotel on the night of Thursday, May 15. Has your school entered yet? Visit www.isajournal.co.uk to enter now. Deadline: April 11, 2014.

DEADLINE 11 April, 2014

Coombe Abbey – the venue for the ISA Awards 2014

For more detail on how to enter – and why you should! – turn to page 12 www.isaschools.org.uk

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THE ISA AWARDS 2014 CALL FOR ENTRIES

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

ISA NATIONAL ART ENTRIES DRAW HIGH PRAISE Over 2,000 pieces of art were entered into this year’s National ISA Art Competition, judged at the ISA Autumn Study Conference in Stratford Upon Avon on 9 November, 2013. Imagination, inspiration and awe-inspiring talent were very much in evidence at the 2013 ISA National Art judging session. The exhibition of entries was once again a highlight of the Autumn event, and according to judge Vicky Smit, Chair of ISA’s Art Committee, the quality of work was exceptional. “We have had another exciting year of Art at ISA,” said Vicky. “I was lucky enough to visit several of the area competitions where the quality and quantity of art was quite outstanding. I would like to thank the Area Organisers for co-ordinating these competitions as it is a great deal of hard work.” The competition was judged by James Hill from the St Barnabas Press, Cambridge – an immense task given the sheer number and scale of entries. Prizes were awarded in a range of categories including 2D and 3D Art, photography

2D Art, Individual - KS4 Matthew Farr, Princethorpe College

• www.isaschools.org.uk

and computer aided design. In the 2D art category winning entries covered a range of subject matters, from self portraits to landscapes. Pictured is one of the stand out entries entitled Portrait #2 by Matthew Farr from Princethorpe College. Matthew was awarded first prize in the 2D art KS4 category. Another popular piece was Portrait of Amy by Adelaide Price of St James Senior Girls’ School which scooped first prize in the KS5 category. The competition also attracted some spectacular group entries, including the colourful How I Feel Today which was painted by Reception Class pupils from Howe Green House School in Bishops Stortford. In the 3D Group category Howe Green pupils also produced Big in The Jungle which was awarded runner up to Park Yeovil School’s prizewinning Lobsters. “I would like to thank our judge James

Hill,” said Vicky Smit. “His job was not easy; the sheer scale of the entries was impressive as was the size. Mim Clarke from London North outdid herself and there was a herd of African Animals averaging 1.5m by 3m – not including the giraffe grazing down the middle of the exhibition, the prevalence of pachyderms in competition this year was amazing, I look forward to perhaps dragons next year? The imagination of the art teachers in ISA schools and the quality of work they produce continues to inspire us all.”

ART FOR ART’S SAKE ISA’s Art Competition is a fantastic opportunity for schools to showcase their work and for pupils to gain recognition. Schools are invited to enter the 2014 event. Full details can be found at www.isaschools.org.uk/art.php

2D Art, Individual - KS5 Adelaide Price, St James Senior Girls’ School

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3D Art, Group - EYFS & KS1 Park Yeovil School

3D Art, Group - EYFS & KS1 Howe Green House

2D Art, Individual - KS4 Alex Horn, Thorpe Hall School

3D Art, Individual - KS5 Tanielle Smith, Gosfield School

2D Art, Individual - KS3 Maya Simms, Normanhurst School

Textiles & Needlework, EYFS & KS1 Lara Holloway, The Study Prep

2D Art, Individual - KS4 Mary McCallion, Hillcrest Grammar

2D Art, Group - EYFS & KS1 Howe Green House

www.isaschools.org.uk

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TAKE A CLOSER LOOK BEHIND THE SCREENS... As new technologies continue to explode onto the market, the need for schools to protect their pupils from an increasing range of threats becomes ever more urgent, says Miriam Rich.

As the digital age continues to evolve and affect every area of our lives, schools remain quick to harness the latest technologies to boost their students’ learning and enhance educational opportunities. Children and young people have never known a world without the Internet and are prolific users of social networking, gaming, instant messaging and other platforms. They move seamlessly from the physical to the virtual world, their social interactions spilling from one to the other. Now, sexting, cyberbullying, online grooming, pornography and harmful websites about anorexia or suicide are just some of the issues faced by schools on a daily basis. Responding to these issues has become a vital part of child protection, yet the changing technological environment makes this an ongoing

challenge for many schools. Children’s charity ChildLine recently reported a huge increase in calls about cyberbullying, self-harm and suicide. Peter Wanless, Chief Executive of the NSPCC which runs ChildLine, said: “The issues facing children today are very different from those that faced us as children. Stranger danger, for example, rarely comes up in contacts to ChildLine but depression, self-harm, online bullying and even suicide contacts are increasing exponentially.” It may be tempting to blame the problems on the technology itself, but this is too simplistic. While smartphones, tablets, gaming consoles and other devices do pose significant child protection challenges, some problems – such as bullying and sexual grooming – have always existed. Others can be facilitated or

exacerbated by new technology and innovative online platforms. Like adults, children are more vulnerable to online threats because they feel safer behind the anonymity of their screens and are likely to take greater risks (such as conversing with strangers) or to feel confident in behaving in a way towards others that would feel instantly unacceptable offline. Either way, children and young people are now more accessible than ever, which is why it is vital to understand the nature of the various threats and to ensure that young people are well-equipped to stay safe online. But for schools, isn’t this a case of ‘easier said than done’? Not according to Teresa Hughes, a former police officer and child protection expert at Securus Software, a provider of network monitoring systems to schools. www.isaschools.org.uk

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THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

THINK YOUR PUPILS ARE SAFE.COM?

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

Teresa believes that although schools are most certainly on the frontline in terms of online safety, teachers are at an advantage when it comes to tackling it. “Teachers are familiar with the characteristics and vulnerabilities of individual pupils and they know how to respond when things go wrong. They understand how children think and witness how they behave towards each other in the playground,” says Teresa. “Effective online safety processes mirror this knowledge: it’s about assessing all the different ways in which children might behave, both online and offline, and ensuring that pupils learn safe boundaries, know how to report if necessary and feel confident in doing so.” Teresa runs online safety sessions for children, school staff and parents across the country. She believes that the key to effective safeguarding in schools lies in a combination approach that involves both education and technical solutions. “Pigeon-holing these issues into what has previously been termed e-safety or online safety doesn’t allow us to respond effectively. The challenges presented by digital environments are now being recognised for what they are: those of awareness, of behaviour, of morals – and our discussions with young people need to reflect that, rather than just being about what we do online or offline,” she says. “I speak to many different types of schools but the issues they face are fairly universal: young people will always want to explore, to exert independence and to push boundaries. Teachers sometimes aren’t aware of the behaviour that might be manifesting on their school’s network and many parents feel overwhelmed by the technology and don’t know where to start in terms of protecting their children. What happens at school often goes home with the children and vice versa. When situations arise that involve an online element it presents challenges for both parents and teachers.” Founded in 2002 by a survivor of child abuse, Securus was the first company to develop a network monitoring solution for schools; it has grown to be the UK’s leading provider, supplying around 3,500 schools with its safeguarding system. The Securus system goes beyond blocking and filtering, which was the initial response of many schools to the explosion in technology. Using ‘trigger’ keywords and phrases, Securus alerts 32

• www.isaschools.org.uk

Children’s charity ChildLine has reported a huge increase in cyber bullying.

schools to any language or images anywhere on its network that indicate bullying, online grooming, pornography, racism, homophobia, searches for prosuicide or anorexia sites, inappropriate language and a range of other threats. The software takes screen grabs of any activity that is harmful and breaches the school’s Acceptable Use Policy, empowering schools to provide an immediate, informed response, including the opportunity to educate through either one-to-one sessions, classroom activities or an assembly. Network monitoring also facilitates lasting improvements in pupil behaviour and safety, helping them to recognise unsafe situations and encouraging them to use new technologies responsibly. This has certainly been the experience of St Paul’s Catholic College in Sunbury-on-Thames, as headteacher Simon Uttley explains: “No school, primary or secondary, can afford to operate without some form of protection, which needs to be active and provide specific information leading to resolution of the issues, rather than simply blocking. The solution also needs to not only address the problems a school may have today but also the ones of the future.” For many schools, network monitoring also provides vital opportunities to safeguard children – opportunities that could otherwise be missed. “We’ve had cases of children researching how to commit suicide whilst at school,” says Teresa. “In schools which use blocking, the child will simply not be able

to access the site, but crucially staff will be unaware of the attempt. They may then go elsewhere to find that information and the opportunity to support them – and potentially to save their life – will have been lost.” It isn’t just pupils who are protected by network monitoring: staff often benefit from the clearer boundaries that having such a system brings about. Incorporating new classroom technologies has enriched learning for all ages and across all subjects, but it has also forged new communications channels between staff and pupils. Without clear guidance or training, school staff are having to navigate this new landscape. If things go wrong this can have serious consequences for both staff and pupils and for a school’s reputation. One of the biggest challenges for schools in the last year has undoubtedly been ‘sexting’ – the taking and sharing of sexually indecent images or videos of children under 18. The majority of these images are created by young people themselves – but almost all young people are unaware that possessing or distributing these images is illegal and can result in criminal prosecution. Peter Davies, the former Chief Executive of the Child Exploitation and Online Protection (CEOP) Centre warned in 2012 that sexting was becoming increasingly ingrained in youth culture: “CEOP has seen an increase in young people sharing sexual pictures and video content of themselves amongst their peer group. More than 1 in 5 (22 per cent) of reports

The anonymity of the Internet provides a very real danger. How do pupils know who they’re really in contact with?

And we shouldn’t make the mistake of thinking that ‘sexting’ is only a threat to teenagers. Eighteen per cent of children aged 8 to 11 possess their own smartphone, and the same proportion own a tablet device. Clearly, awareness about privacy and about what is appropriate and inappropriate needs to start at a young age. American sociologists David Finkelhor and Janis Wolak helped further clarify the issue by producing a helpful categorisation system based upon a review of more than 550 cases in the USA. They concluded that sexting could be categorised into two different brackets, ‘aggravated’ and ‘experimental’. Aggravated incidents involve using images for criminal and abusive purposes and mainly involve adults. These cases tend to involve threats, extortion and force. The intent behind any actions is selfserving, dangerous and iniquitous. Conversely, experimental sexting is more often undertaken by young people for a variety of reasons, including romantic aspiration, youthful experimentation common during puberty, attentionseeking and peer pressure. Clearly, as the intent often is so different between an aggravated and an experimental case, the response must be tailored accordingly. Nonetheless, while a girl sending explicit photos of herself to her boyfriend is fundamentally different from an adult sharing explicit images of children, both incidents can have disastrous consequences. Responding to concern from many schools about how to deal with sexting, Securus worked with another former detective and child abuse investigator, Sharon Girling OBE, who has recently produced guidance for schools specifically about sexting.

The guidance, Sexting in Schools: what to do and how to handle it, emphasises first and foremost that any disclosure must be dealt with in accordance with the school’s normal safeguarding protocols and the victim should be protected. It also stresses that understanding the unique nature of each incident should influence the way in which it is addressed. It outlines what to do with the images, how to respond appropriately to the victim and how to contain the incident. The guidance also offers suggestions about how to handle the aftermath, such as further education around issues that have been raised for pupils, teachers and families. Clearly there is so much more at play than just the emergence of new technologies. Sexting is about behaviour, social pressure, misguided boundaries and the very real threat from adult predators. It is rooted in historic practices of male coercion, sexual experimentation and oldfashioned playground bullying but now it has a global platform upon which images that take a moment to create can be shared with astonishing speed and, all too often, permanence. The good news for schools is that there is no need to deal with these issues in isolation. A great deal of support is available, enabling schools to share best practice and to improve understanding through training and other activities as part of a ‘whole-school’ approach. Schools can also benefit from the reassurance provided by network monitoring to prevent situations getting out of hand. It is clear that a social problem requires a social solution. If, as the adage says, it truly ‘takes a village to raise a child’, then perhaps it takes a forward-thinking, progressive and proactive school to protect one. CONTACT DETAILS Miriam Rich is PR and Communications Manager at Securus Software. Teresa Hughes can be contacted via teresa.hughes@securussoftware.com or 01932 255480. ISA OFFER – Securus is offering a 15% discount to schools identifying themselves as ISA members at the point of enquiry. www.securus-software.com

www.isaschools.org.uk

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THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

received by CEOP from industry in 2011/12 related to the distribution of selfgenerated indecent images. There are very real risks with this activity by young people, from bullying to the sharing of these images among sex offenders.” It is likely that, in the year ahead, schools will come across a greater number of selfgenerated experimental cases because sexting is now integral to teenage life. Girls often are pressurised to send explicit images by boys and boys are egged on by their friends to collect such images. Whether macho competitiveness or coercion is at play, young people fear losing face and standing within their social circle. And for those upset by these activities, a culture of silence pervades. Young people are often loath to report their experiences because they fear isolation from their peers but it takes seconds for these images to go viral and escalate out of control. Victims suffer in several ways: psychologically from feelings of shame and powerlessness; socially by means of taunting and teasing; and legally if the incident results in prosecution. The sense of humiliation can be overwhelming, sometimes resulting in students feeling forced to leave their school. Furthermore, future employment and career opportunities can be ruined if one’s ‘digital footprint’ (online reputation) is damaged. In extreme cases, sexting has led to suicide. There is no doubt that popular culture has helped to normalise the practice: media reports of celebrity sexting stories are commonplace and virtual phenomenons such as ‘twerking’ and sexualised ‘selfies’ have been validated by popular teenage idols. This adds to the perception that sexting is desirable and cool, allowing it to gain credibility and momentum.

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

ISA NEWS REVIEW Name change for ISA’s Academic Policy Committee ISA’s Executive Council has voted to change the name of the Association’s Academic Policy Committee to The Education Committee to better reflect the group’s wide-ranging brief. The Committee monitors current academic developments and formulates the Association’s guidance to Members. It also co-ordinates responses to government and other organisations, and has recently made extensive contributions to the ongoing consultations on exam reform. ISA’s voice is heard in Parliament ISA President Lord Lexden continues to work on behalf of the Association and has represented the interests of the sector in a number of parliamentary debates recently. In a debate in The House of Lords on 16 January, Lord Lexden asked the government if they have properly assessed the level of public support for an open access scheme to independent schools. He argued that wider access to private schooling would increase social mobility. Bringing the natural world to the classroom ISA schools are signing up to take part in this year’s Living Live project an exciting new science and wildlife project which brings the natural world into the classroom. Broadcast live from Burhou near Alderney by webcam, the project allows schools to watch the progress of a colony of puffins and to observe the development of newborn puffins in their first 12 weeks. Living Islands will also enable pupils to learn about the beautiful island of Alderney and its unique terrain and wildlife. The 12 week project begins in April, and schools signing up will can also access activity days and resources. To find out more visit http://burhou.livingislands.co.uk GCSE November 2014 Timetable The common timetable for November’s GCSE exams has been published and is available on the JCQ website. Individual awarding bodies will publish their own final versions soon, with full subject details and the duration of each paper. A provisional timetable for June 2015 was expected to be published at the end of February as this issue goes to press. Heads are encouraged to provide feedback – particularly on the timing of certain subjects – to JCQ by the end of April. Visit www.jcq.org.uk/Exams-Office

• www.isaschools.org.uk

RECORD NUMBERS FOR ISA NEW HEADS’ INDUCTION COURSE

Forty new Heads attended the ISA Induction Course in January making it the Association’s biggest to date. Held at Grovefield House Hotel, Taplow, sessions covered key themes such as working with parents and governors, financial

management and school development planning. The annual event enables new Heads to share and explore leadership experiences, as well as encouraging the development of networks that sustain headship.

KEEPING CHILDREN SAFE The publication of new DFE safeguarding advice to schools has been delayed until later this year. Keeping Children Safe will bring in new safeguarding requirements, including removing the regulation which makes it a requirement for those recruiting new staff to have received DFE approved training. The existing guidance, Safeguarding Children and Safer Recruitment in Education, remains in force for the remainder of the current academic year.

INDEPENDENT SCHOOLS BOOST UK ECONOMY Independent schools contribute £9.3 billion (gross value) to the UK economy, according to preliminary findings of a report commissioned by the Independent Schools Council (ISC). The report, which aims to assess the impact of independent schools on the nation’s economy, is being undertaken by Oxford Economics. CALL TO ACTION: The final report will include case studies of local impact. ISA is keen to hear from member schools who feel able to contribute. Is your school at the forefront of innovative projects with an environmental or social impact? Or

perhaps you work closely with your local authority or community in delivering local services? Schools wishing to contribute should contact Angie Shatford at ISA HQ. Email: angie.shatford@isaschools.org.uk

DEAR PARENT OR GUARDIAN...

INDIA TRIP FOR ISA SCHOOLS International charity Free the Children and Virgin Atlantic Airways are offering 30 students a once in a lifetime chance to travel to India this summer. The Virgin-sponsored trip offers pupils a free and unique opportunity to broaden their horizons, helping others in one of the world’s most fascinating countries. Pupils will visit a Free the Children Community as part of Virgin Atlantic Foundation’s ‘Be The Change Volunteer Scholarship’. Participants will be given the chance to: • Experience the culture, history and way of life in a vibrant and dynamic country • Volunteer in a rural village, helping to build a school or a well • Take part in interactive workshops to explore global issues The selection process aims to honour the commitment and passion of young people to change the world for the better. Students keen to take part are asked to fill in a form in which they will outline

amazing things they have done to help other people – both at home and abroad. Children must be aged between 12 and 18 when they apply and the closing date for applications is 30 March. The 30 pupils will be selected in April and all applicants will be contacted with the results. Free the Children was founded in 1995 by 12 year old Craig Keilburger. The charity works to encourage young people to become active global and local citizens and now has over 1.7 million participants worldwide. Its flagship event in the UK is WE Day on 7 March at London’s Wembley Arena, and many ISA schools have already registered to take part in the day’s activities. For more information on the charity and for ‘Be The Change Volunteer Scholarship’ applications , visit the Free the Children website: www.freethechildren.com/get-involved/ we-school/free-the-children-uk/

GAINING WITH TRAINING – ISA COURSES 5 March – Enhancing the classroom performance of the SEN learner Portland Place School, London WI

7 May – Deputy / Assistant Heads’ Conference St James Schools, Olympia, London

13/14 March – Cross Association Junior School Conference Holiday Inn, Stratford-upon-Avon

15/16/17 May – Annual Conference Coombe Abbey Hotel, Coventry

19 March – CAL Symposium – Team Working City of London School for Girls, Barbican

22 May – EYFS practice: assessment, recording and meeting regulatory requirements Wilmslow Preparatory School, Cheshire

20 March – EYFS practice: assessment, recording and meeting regulatory requirements St Edward’s Junior School, Cheltenham

5 June – Addressing learning difficulties through the INPP school movement programme LVS Ascot

29 April – Design and implementation of the junior curriculum Greenbank Preparatory School, Cheadle

12 June – Developing musicality – an important key to learning in EYFS and Key Stage 1 and 2 Hurst Lodge School, Ascot

30 April – Assessment and tracking to raise standards for 7-14 year olds Priory School, Edgbaston

• For further details and online booking visit www.isaschools.org.uk

It won’t have escaped your notice that the school is due to be inspected this term. The Reporting Inspector has already visited and I’m pleased to say that both he and his guide dog were professional and courteous throughout. He has met key staff and seemed to take a particular shine to Miss Floosie, who delivers elements of the school’s sex education programme. I’m told that the policy has been honed and that we shouldn’t expect too many difficulties in that area. Parents will soon receive access to an online questionnaire seeking their views on the school – though I hope that the governors’ recent promise of a fee reduction won’t sway opinion, otherwise we could be accused of bribery. (Can we get away with that reminder? Please check before this goes out.) And with that in mind, I do want to reassure you that the Bribery Act that has spooked some schools recently doesn’t apply to the many gifts that parents kindly provide at the end of term. The rumour (unnecessarily fuelled by the Maths Department’s leaked correlation between the value of gifts left in my study and the level of sports’ scholarships) has been quite damaging and I am happy to speak to any parent who has concerns. Parents may also wish to use that occasion to discuss any remaining awards not yet allocated. It’s also worth reminding you that it just happens to be the time of year for a lick of paint in most parts of our buildings - just coincidence that the forward maintenance programme happens to fall before an inspection. I should have flagged this up earlier, of course, but the newly painted corridor floor did help us track down the perp (as they say on CSI New York) who has regularly raided the school kitchens after hours. The tracks (male size 13, moulded footwear, purchased at Clarks between 2007 and 2009) led to the boarding house where evidence of midnight feasts was uncovered. The housemaster, Mr Pudge, has promised not to do this again and will also run in the annual cross-country for charity as penance. Before some of you write in on grounds of cruelty, I do want to reassure you that the school nurse will be on hand and that video cameras are banned. The year nine boy who suggested on Facebook that we will need a cattle prod has been suitably punished. Finally, I would like to remind parents that we will soon be submitting our application for the Healthy Schools Award. We will be checking lunchboxes regularly and our solicitors have confirmed that this is legal, particularly after the discovery of the bootleg Cornish pasty shop in the sports equipment hut last year. This rather derailed our previous application, particularly coming on top of the discovery of the homebrew still in the senior common room bookstore. We had thought that the hoppy smell was our classics teacher Mr Crutchley, who hasn’t moved from the same chair for twenty years. Customs and Excise have yet to return the three wastebins and capillary tubes used for the crime, and the Chemistry Department has simply had to make do without. Headmaster

www.isaschools.org.uk

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ICT AND COMPUTING – THE WAY FORWARD Jim Stearns, Headmaster of Shoreham College and Chair of ISA’s Education and ICT Committees. Having worked in a variety of both state and independent schools of various shapes and sizes, it has always impressed me when visiting our ISA schools and talking to colleagues how much good work is going on in ICT. Considering that many ISA schools are on the smaller side and work very hard to make the most of the resources they have, it is great to see so much good practice out there. ICT has long been an issue for all schools due to the way it impacts not only on the taught curriculum, but also the administration of the school, and the fact that it is both a discrete subject and a tool to be used by all subjects in a huge variety of ways. The pace of change continues to be relentless; who would have thought five years ago that tablets, for example, would be in such wide personal and educational use? (The iPad is still only three years old!) The fact that large swathes of the pupil population have more computing power in their smartphone than most people had on their desktop a few years ago is both exciting and challenging. The subject itself has been under political pressure; this began with Michael Gove’s speech to the BETT conference in 2012 when he lambasted what he called the ‘boring ICT curriculum’, and said we should be preparing our young people to program ‘apps’ (applications) so that they can make their way in the business world of the future. This presents an interesting debate, as many question whether we do indeed need a nation of programmers. However, there are many wider skills that can be gained through learning programming, such as problem solving, methodical approach, testing etc., and it would be great if as a country we could build on our earlier successes in this field.

The National Curriculum itself is being altered to reflect this desire, with ICT being scrapped, and computer science being introduced as a new subject, along with the re-introduction of a Computing GCSE by the main exam boards. It has been interesting to see the reintroduction of this subject, one that had fallen by the wayside, as the previous best advice for candidates preparing to apply for computing degree courses was to sit maths and science A-levels. It also presents a challenge to ICT teaching departments

across the country, where there is a significant skills shortage of teachers able to deliver programming. Resources such as Scratch and Python can provide pupils with a good introduction to programming. Young people can also gain experience on the hardware side of things, with initiatives such as the Raspberry Pi computer and a resurgence of more traditional programming skills, such as Logo Turtles, meaning that computing can be delivered to children of all ages. It is of course particularly useful to introduce programming at an early age, before gender stereotypes have asserted themselves. So what is ISA doing as an association to support members? Around four years ago the ISA ICT committee was formed at the suggestion of James Wilding, currently our Chair of Professional Development, and this group has met on several occasions to discuss initiatives, promote good practice

and decide how best we can support our members. ISANet, a social network for ISA members, was launched by James not long afterwards and currently boasts well over 500 members. With the support of ISA technical officer Ian Nairn, the association led the way with Google Chrome training, and a number of ISA schools have adopted Chromebooks as their device of choice. Annual meetings at the BETT show each January have been another useful opportunity to share good practice and discuss what works well in our schools, and training courses have been provided through the Association’s professional development programme with the ISANet Unconference. Claires Court Schools are currently evaluating a 7” android tablet for use by their pupils, and other developments in the Association include Cambridge Centre for Sixth-form Studies (CCSS), under the leadership of Stuart Nicholson, offering computing GCSE to other ISA schools using real-time video-conferencing, fully supported by CCSS. From a personal point of view at Shoreham College, we had a successful roll out of GoogleApps for Education a year ago and this was augmented by the introduction of two sets of Chromebooks, which have been a big success. Obviously it involved some technical expertise and staff training, but it has been very well adopted by all age groups at the college, and the sharing of work is a particular advantage, as well as the fact that Chrome works on so many different platforms. There is no doubt that the pace of change with ICT in computing is unlikely to decrease, but the good news is that there is plenty of support and advice from the Association for all its members. Through both the Professional Development Programme, and the Education Committee, we will continue to keep members as informed and supported as possible in these changing times. www.isaschools.org.uk

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SAVE YOUR ENERGY AND SAVE YOUR BILLS In order to fight the battle of rising fuel bills, Moyles Court School in the New Forest installed a new biomass boiler last summer. As a result, the school has saved 20% on bills. Headmaster Greg Meakin explains the benefits of the right equipment and offers advice on sound energy planning.

TOP TIPS Improve insulation – Doors, windows, walls and roofs may all be better equipped or managed to reduce heat loss.

“Being within the New Forest National Park on a 14 acre site with many buildings to heat, made the decision to install the new boiler Sustainable Wood Energy (SWE) – especially since the package SWE provided involved no installation costs for us,” says Greg. Schools keen to keep energy bills under control should monitor unit use of electricity, gas and/or oil and other fuels by keeping records of consumption via meter readings, against the costs charged for these fuels. “Doing this monthly helps to assess seasonal variation in line with term time and holiday time or other factors,” he says. The cost relating to price increases should also be considered, as well as costs relating to energy use. “School sites may vary widely in terms of energy. Knowing how and when different parts of your school use energy is important,” says Greg. “Companies such as SWE can install monitors in different areas of schools to help assess this. Once a pattern has built up regarding the when, where and how of energy use in a school, options can be considered and decisions made on where

Use energy efficient lighting – Lighting accounts for around half of the electricity used in a typical school. Failed lamps can be replaced with energy efficient lamps (which also last longer) at minimal cost. Lighting controls are often very economical. Upgrade heating controls – Reducing the temperature in a building by 1ºC will save 5-10% of the heating bill. Operating the heating systems for an hour less each day will save a similar amount. Install smart metering – Smart metering provides information about how much energy is used and when it is used, helping to understand energy use and how it can be saved. Manage ICT loads – The use of Information and Communications Technology (ICT) in schools is growing rapidly. ICT equipment not only uses electricity directly, but often is left on when not in use. Insulate hot water pipes – Keep runs of pipe work short and lag pipes properly. A great deal of tepid water may be lost before the hot water comes through. best to invest in changes to reduce energy bills in the most cost-effective way.” Where possible, advises Greg, explore options to bulk buy your energy: “Schools or groups of schools may be able to exert bulk buying leverage.” Small scale renewable energy systems are worth examining, are pollution free and will help to reduce energy bills. “They

can also generate interest in energy efficiency amongst pupils and provide a valuable teaching resource,” says Greg. CONTACT DETAILS Greg Meakin Moyles Court School t. 01425 472856 www.moylescourt.co.uk Sustainable Wood Energy t. 01202 814761 e. info@sustainablewoodenergy.co.uk The Carbon Trust http://www.cse.org.uk/thesource/ download/a-whole-schoolapproach-65

• www.isaschools.org.uk

PLANNING FOR A NEW WEBSITE

We’ve seen a lot of specifications for new websites over the years, some fantastic and some... well, not so fantastic! If you’re after a new website for your school, you will want to ensure that it fulfils all your requirements and more. Larrytech offers the following advice. When considering working with a web designer on a new school website, you need to be asked all the right questions and given ideas to consider and choose from – all for within your decided budget. An internal meeting with all the key people within your school to discuss the points below about your new website is a good place to start.

School overview Your website needs to outline who you are and your school’s ethos.

Website objectives What is wrong with your current website? For example, are current parents after more information? Or are you trying to attract more prospective parents to visit?

Target market This is a vitally important point. Of course you will want to target both current and prospective parents, but what is your focus? Do you need/want to attract more pupils or

do you just want to keep parents of current pupils better informed?

Design Look at other websites, draw inspiration from them. What do you like? And – as importantly – what don’t you like?

Budget Your short-term budget as well as your long term one over, say, the next three years, is an important point to think about to help build the most effective web solution over a period of time.

Project Specification Website functionality There are numerous functions that can be provided. What is important to you? Web designers such as ourselves will also offer ideas and suggestions. We’ll need to know how you want the website to appear to and function for users and any particular features you want included.

Long term strategy Have a think about your school’s long term plans. For example, you may want a new basic site quickly because you don’t currently have the budget for a large, feature-rich site. You may, however, want it set up with a view to developing it further down the line.

Once all of the above have been discussed and the extent of the work to be carried out is agreed, then a project schedule can be put into place; in our experience most efficiency is achieved by setting dates for work to start and for a launch date. If your website is looking a bit tired and outdated and you’re after a brand spanking new site or, if you want to add more features or just want to discuss how your current site could be updated, please get in touch with Larrytech by email to sales@larrytech.com or call the team on 01892 888011.

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ASK THE EXPERTS

INTEREST RATE RISK MANAGEMENT

Converting floating rate loans to fixed rate is a common way for independent schools to protect themselves against interest rate risk. But, asks Ian Buss, Head of Education at Lloyds Bank, is it necessarily the best way? Since the financial crisis of 2008 the cost of fixed rate borrowing has fallen to levels not previously experienced in the UK. Over the past three months, however, there has been an increase in the cost of this borrowing as an economic recovery begins to emerge in the UK and the US Federal Reserve starts to consider withdrawing Quantitative Easing. As further signals of an economic recovery start to become clear these costs may increase even further. Consequently existing or potential borrowers who are waiting for a clear signal of recovery before committing to a fixed rate may be exposing themselves to the risk of increasing interest rates. In its response to the financial crisis in 2008, the Bank of England cut interest rates to an all time low and embarked upon an unprecedented program of monetary stimulation known as Quantitative Easing. The result of this was to reduce the cost of fixed rate borrowings. This period of central bank intervention will end at some point, however, and borrowers should be aware of how quickly the interest rate market can react to indications of an improving economy. Chart A shows the rate available on a new five year Fixed Rate Loan since the start of 2013. This rate represents the underlying cost of funds but does not include a credit spread. (The credit spread is the additional interest margin charged over the underlying rate – i.e. Base Rate + X%. The size of this credit spread (X%) is determined on an individual basis following a risk assessment by the Bank.) Five year Fixed Rates have increased from 1.2% in May 2013 to a peak of 2.32% in September 2013, an increase of over 90%. This move was primarily driven by better than expected UK GDP growth and comments from the US Federal Reserve Chairman. The incoming Bank of England Governor, Mark Carney, has attempted to dampen these increases by creating a link between unemployment and the Base Rate that should keep Base Rate at 0.50% for an 42

• www.isaschools.org.uk

extended period, something that Governor Carney has described as ‘forward guidance’. This link has been very loosely constructed, however, and fixed rates have continued to rise despite the Governor’s efforts. While the actual increase since May 2013 may be small in absolute terms, the key point is how quickly the market reacted to the news that the UK’s GDP growth rate had exceeded expectations. Continuing evidence that a true recovery is underway could result in much more significant moves. Given the speed of market reactions it is also possible that fixed rates will move long in advance of any Bank of England action.

Illustrative example Although small, this increase in interest rates feeds directly into higher costs for any capital project. Consider, for example, a school that takes out a £10m 15yr repayment loan on 1 May 2013 to fund the construction of a new sports facility. The interest on this loan is currently linked to Base Rate but the school is interested in converting to a fixed rate to gain greater cost certainty. The school is concerned about committing to a fixed rate, however, and has waited for greater economic certainty before making a final decision. Chart B shows what the lifetime interest costs (excluding the fixed credit spread agreed with the lender) of this loan would have been, had the school fixed the interest rate on each day since May 2013 (i.e. what the cost would have been had the school fixed at inception vs. the cost if they fixed today and on every day in between. By way of example therefore, since May 2013 the lifetime interest rate cost of this loan, if converted to a fixed rate today, has increased by £420,000, or approximately £30,000 per annum on average for the 14.5 years remaining. At the peak this increase would have been £646,000. Compared to the size of the loan this may not seem significant, but a £420,000 increase in a £1,600,000 interest cost represents a large proportionate increase

Chart A: Recent Moves in Fixed Rates Source: Bloomberg, Lloyds Bank, Fixed Rate on five year bullet loan with monthly interest payments, 29/11/13

Chart B: Lifetime Interest Costs (excluding the credit spread) Source: Lloyds Bank, 29/11/13

and could have a considerable impact on a school operating on a tight budget. If fixed interest rates were to rise by a further 1% then the total interest cost, if converted to a Fixed Rate at the time, would increase by a further £746,000 or £50,000 per annum on average. At these levels of cost increase it becomes easier to see how interest rate increases may have a material impact on the viability of a project. Fixed Rate markets react quickly to economic events and can price in predicted future Base Rate increases long in advance of them actually occurring. Fixed Rates have already increased significantly this year and may well increase further as the recovery strengthens, even after taking into account the ‘forward guidance’ issued by the Bank of England, or they could fall back again should the recovery falter. Existing borrowers concerned about interest rate risk on their loans may want to consider converting their loan to a fixed rate. Independent schools planning to borrow should consider the impact of higher interest rates and discuss interest rate risk management priorities; fixed rates are just one option to be explored with your bank and/or advisors. CONTACT DETAILS Ian Buss, Head of Education Lloyds Bank, Key Markets Ian.buss@lloydsbanking.com

MBE FOR ISA’S AMBASSADOR FOR SPORT ISA is delighted to announce that Gwilym Price, ISA’s Ambassador for Sport, has been awarded an MBE for services to education and sport in the 2014 New Year’s Honours list.

“

Gwil Price, a teacher since 1969 and former Director of Sport at Princethorpe College for 31 years, described his invitation to accept the Queen’s MBE honour as a ‘bolt out of the blue’. Gwil has been involved with ISA Sport since 1988, during which time he has organised events for the Midlands Area and also the National programme, both in the UK and abroad. His ‘think big’ attitude is one to be admired; nothing is impossible to achieve according to Gwil. Thousands of youngsters over the years have taken part in a wide range of sporting activities under his directorship. “It’s surprising how many past pupils stay in touch,” he adds, “and it’s that contact that lets you know that you have made a difference to young people’s lives.” Gwil’s sense of leadership is unique. It’s Gwil who you will find setting out a cross country route on a shockingly wet January morning. He prides himself on getting stuck in and, even at the age of 68, will brave the elements to get the job done. However, Gwil says “I couldn’t do what I do without a team – and I’ve never had to ask twice. If people see you out there doing the

business then they will want to help.” For Gwil, whose modesty is one of his most endearing qualities, it has never been about the accolade or the thanks he receives for his work; he is a man whose mantra is that sport should be user friendly and available to all children. When asked about the stand out moments of his long career you would expect him to pinpoint elite athletes such as Old Princethorpian and England Cricketer Ian Bell; but it’s not. What brings a tear to the eye of this gently spoken Welsh man is the nine year old who has forgotten her gym routine, yet soldiers on in the face of adversity, or the boy whose name is never mentioned in the rugby team yet whose tenacity has held the game together. These are the individuals that Gwil will give a voice to and a personal pat on the back. Gwil’s current position as ISA’s National Ambassador for Sport means that he is ever on the road, supporting ISA’s seven Areas around the country, whilst still being heavily involved in ISA’s National Sports programme, the UK’s largest programme of sports events for independent schools. Fran Hide, ISA’s National Sports Assistant, has worked alongside Gwil for the last year.

Fran says: “Gwil is extremely knowledgeable and passionate about the work that he does; he always has a solution to every dilemma brought to the table and he is constantly reevaluating our events in order to improve them for our schools. He is extremely kind and caring; always thinking about how he can help others and often forgetting to take care of himself. He has an unlimited bank of stories and experiences to share which are inspirational; each one reflecting the time, energy, love and care he has given to education and sport throughout his life. Gwil, and his family, deserve every bit of recognition that comes with this award; he has touched so many people’s lives throughout his career, including mine at the very start of my career in sport.” The last word goes to Gwil: “It’s all about creating opportunity; sport is about presenting the ordinary child with the opportunity to be extraordinary.” Being extraordinary is what Gwilym Price is all about; an unassuming man with an indefatigable passion for making a difference. Congratulations Mr Gwilym Price on your MBE!

”

Image shows from left: Princethorpe College athletes who have excelled at Midlands and National Level ISA Sport: Mollie Dibb (swimming and athletics), Ella Bromley (athletics and hockey), Adam Shaw (athletics and rugby), Annabelle Pask (athletics), Neil McCollin present Princethorpe Director of Sport, Gwilym Price MBE, Ed Hester Headmaster of Princethorpe College, John Price (cricket), Lettie Heath (netball and hockey), Lloyd Ellis (athletics), Jessica Marshall (equestrian)

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SPOTLIGHT ON SPORT IN ISA SCHOOLS

GEMS BOLITHO SCHOOL Gary Randall and Val Bowden from Gems Bolitho School explain how their department inspires pupils to enjoy and succeed in sport. GEMS Bolitho School, located in the far west of Cornwall, provides an outstanding and unique sporting environment where students are given the opportunity to maximise their potential, both as individuals and as team players. From Reception to Year 13, pupils receive a comprehensive Physical Education programme delivered by specialist PE teachers and qualified coaches, with the emphasis placed on enjoyment and fulfilment within a sporting setting, helping to develop qualities and skills that are valuable across all areas of life. The transition from Prep to Senior School is seamless, with all pupils experiencing a wide and varied sports curriculum, including GCSE PE, IB Sports Science and Sports Leader UK. GEMS Bolitho plays an important role in the local sporting community and has formed strong links with clubs such as The Cornish Pirates RFC and Plymouth Argyle FC as well as several local organisations including Pendeen Gig Rowing Club and Surf Nomads, with both activities playing a part in our PE curriculum. As part of the ISA family, GEMS Bolitho pupils have the opportunity to regularly participate in competitions enjoying great success both regionally and nationally. Attending these competitions often necessitates travelling long distances and overnight stays which students and staff alike find a positive team building experience. One of our more memorable achievements was winning both the National Under 16 netball and Under 16 rugby 7s competition in the same weekend in 2010. As a department we fully endorse the competition structure offered by ISA and, as such, host the South West Swimming Trials and, for the first time in ISA history, will be organising the South West Surfing Championships later this year, with a view to developing this as a national competition in the future. Due to our geographical location students are brought up in an outdoor 44

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and adventurous environment with swimming and surfing being a vital component. The idea of Surf Nomads ISA at GEMS Bolitho is to introduce students to a 34 week year round programme of surfing, lifeguard training, strength and conditioning and video analysis to create a ‘Surf Sports Athlete’. Lifeguard training is the pre-cursor to students gaining employment experience at the age of 16 as Beach Lifeguards and

ISA Surf School Instructors in the UK and overseas. GEMS Bolitho continues to expand the numbers of students who can access outstanding surf beaches and surf/lifeguard related training in the UK (and eventually Europe). The PE Faculty continues to promote active participation in a wide range of activities, whilst encouraging healthy and active lifestyles regardless of age and ability.

SCHOOL: Claires Court School

ELLIE RAYER

CLUBS: Maidenhead H.C, Windsor Slough Eton and Hounslow AC

U18 ENGLAND HOCKEY PLAYER

ACHIEVEMENTS: • England U18 (current) • England U16 (2011-12) • Maidenhead Ladies 1st XI (2011current) • Claires Court School Sports Scholar • RBWM Sports Bursary Recipient • U15 National Indoor Pentathlon Champion • U15 South of England 200m Champion • U15 National Outdoor Hexathlon Silver • U14 ISA Athletic Championships Outstanding Girl Performer

Seventeen year old Claires Court pupil Ellie Rayer is a national hockey star. Jo Cox, Head of Girls PE at the school and John Rayer, Head of Senior Boys and Ellie’s father, explain the secrets of her success.

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

SPOTLIGHT ON ISA PUPIL:

Ellie Rayer (in the centre) with her England team mates ...and signing her first autograph (below) as she enjoyed assisting at the npower ‘BIG Hockey Dribble’ in the build up towards the London 2012 Olympics.

From an early age Ellie has always shown a true love of sport, whether on the track, field or watching others. Such a tiny little girl, but with immense athleticism and huge determination, eager to be successful. Her first athletics success was at the ISA Nationals in Year 4, where she won the 600m, set a national record in the rounders ball throw, and was a member of the winning Claires Court relay team. At this point her organised team sport was rugby, where she thrived scoring tries and winning the Player of the Tournament at Brean Sands. Little would she know where these experiences would lead her – seven years later she was to represent her country in the England U16 Hockey Squad. Ellie has truly embraced the sporting challenges offered by Claires Court and ISA, gaining national records in her first athletic meeting ( Year 4 Rounders Throw) and her last (Year 11 Triple Jump). She has won events at Cross Country, hockey and twice been an U14 Netball National Champion. One major regret was that she missed the ISA Festival of Sport due to a clash with an England U16 Hockey. Off the pitch, Ellie is something of a star in the classroom – gaining 10 A*/As at GCSE : a reflection of the disciplined and organised approach she brings to her sport. Weekends away at hockey and athletics are time demanding and she is now studying Biology, Chemistry and PE at A Level. In school she enjoys helping others, and was

recently elected as Games Prefect, enabling her to spend more time coaching and umpiring other students. One of the fantastic things about Ellie is her desire to learn – she is wonderfully coachable. She wants to achieve and is always looking to put in a sound performance, whether that be at school, club or when playing for her country. Ellie is always given a key focus before every club game by ex GB Olympian and current team mate Jane Smith, and Ellie works tirelessly to achieve the key learning objective that has been placed before her. She relishes a challenge, and ‘like a sponge’ Ellie wants to absorb the experience of others and supplement it into her own game. Whilst Ellie’s sporting accolades are superb, not only in hockey, but also in athletics, where she holds high UK rankings for this season in both the Pentathlon and Triple Jump, she remains humble in her achievements. Ellie is mature, focused and an absolute delight to coach, play alongside and teach; and it has been a joy watching her grow from strength to strength, particularly in the last couple of years where she ultimately reached her dream of representing her country, playing against Wales, Spain, Germany, Belgium, Ireland and Holland. After representing England U16, she was selected (a year in advance) for the England U18 Hockey Squad. She played against Germany, Holland and Scotland. Ellie was

absolutely thrilled to be selected and knows this is a huge opportunity for her. Ellie is the youngest player in the U18 Squad yet is more than capable of dealing with the pressures both mentally and physically. In fact she relishes these types of opportunities and loves putting her skills to the test always looking to ‘up her game’. She wants to achieve and improve with every session and takes a professional and composed approach. She is presently a member of the U18 England Squad and enjoying the challenges this brings. She is also looking forward to competing in the European Club Championships in Spain in September 2014. Ellie has received a RBWM Sports Bursary Award in recognition of her dedication to hockey and high level of skill application. She is without doubt an exciting potential for the future and if you ask her what she wants to do when she is older, Ellie’s answer is to become a professional hockey player or athlete (of course!) after completing a university degree at a recognised sporting centre of excellence. www.isaschools.org.uk

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THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

SPORTING TIMES – SPORTS ROUNDUP It has been another busy term for ISA sport, including the first ever ISA Triathlon. ISA’s National Sport Assistant, Fran Hide, reports.

GIRLS’ HOCKEY TOURNAMENT

Eight teams competed in the U14 tournament and seven teams in the U16 tournament, hosted by Alex Kenyon at St Edward’s School. The U14 tournament was won by St Edward’s followed by Malvern St James. The U16 tournament

was won by Malvern St James, followed by Hull Collegiate School in second place. A huge thank you to Alex Kenyon and all of her team at St Edward’s for organising another fabulous girls’ hockey tournament.

LONDON WASPS RUGBY TOURNAMENT London Wasps Rugby Club staged an U13 and U15 Rugby tournament for ISA schools in the London North and West, at their training ground in Acton. Four schools battled it out for the U13 title; Halliford School won the tournament, followed by Salesian College in second place. Claires Court beat Ditcham Park to reach third place. Ditcham Park’s U15 team benefitted from a 90 minute coaching session from Wasps Community Rugby Coach, Ian Isham. London Wasps Development squad chatted with all of the schools before the tournament and then the medals were presented by first

team players Jake Cooper – Wooley and Nathan Hughes. ‘Man of the Month’ award went to Tom Phillips from Ditcham Park School.

TITAN MOUTHGUARDS ISA Sport is pleased to welcome Titan Mouthguards as the official sponsors of the U14 National Rugby Tournament, to be held at Princethorpe College on Saturday 15th March 2014. Titan specialise in producing high quality Mouthguards for schools.

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ISA’S EAST TRIATHLON ISA’s first triathlon took place at Woodlands School in Brentwood last term. Over 130 children from 14 ISA schools took part in the event which involved a 90m indoor swim, 600m cycle race and a 600m run. It rained for most of the day but the children had a fantastic experience and remained in good spirits. 2 further triathlons will be held in the Midlands and South in May – visit our website for details.

SCOUTS ACTIVITY CENTRE We are delighted to be working with Scouts Activity Centres, ISA’s National Sports Calendar sponsors for 2013-2014. As trusted providers of educational visits, the Scouts Activity Centres offer amazing adventurous experiences for hundreds of primary and secondary schools every year.

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