Education Plus 15 September 2015 by BGSD-cs

Educa ion Tuesday, September 15, 2015

[ Your guide to education in and around Bristol 2015 ]

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Index State schools Abbeywood Community School.........................................p28 Bradley Stoke Community School.........................................p28 Broadlands Academy................p27 Charborough Road Primary School.........................................p28 Downend School.......................p24 Fairfield High School.................p25 Mangotsfield School.................p24 Meadowbrook Primary School.........................................p28 Oasis Academy Brightstowe....p25 Oasis Academy Brislington......p23 Oasis Academy John Williams......................................p23 Orchard School.........................p27 Patchway Community College........................................p26 South Gloucestershire and Stroud College........................................p27 St Bede’s Catholic College.......p26 St Katherine’s School...............p23

Independent schools Badminton School.....................p40 Bristol Grammar School Infants and Juniors................................p37 Bristol Grammar School Seniors........................................p37 Clifton College...........................p39 Clifton High School...................p36 Queen Elizabeth Hospital School Juniors........................................p40 Queen Elizabeth Hospital School Seniors........................................p39 Redland High Senior School....p38 Red Maids’ Junior School........p35 Red Maids’ Senior School........p35

Tuesday, September 15, 2015

FEEL-GOOD FACTOR FLOWS Marc Rath Education reporter marc.rath@b-nm.co.uk

GLANCE through news pages on the websites of some of Bristol’s secondary schools reveals a striking trend which leaves no doubt about the health of the city’s education system. Schools which just a few years ago were being overlooked by parents have been proudly trumpeting their pupil recruitment figures – with record numbers starting in Year 7 in several institutions in the city this month. The impressive enrolment statistics being bellowed from the rooftops by the likes of Oasis Academy Brightstowe and Fairfield High are partly down to the excellent work being done in those schools. But they can also be attributed to a wider trend – the rise and rise of Bristol’s state education system. The transformation in Bristol’s state-funded schools could hardly have been more dramatic over the past 11 years – with buildings, results and Ofsted ratings all changing

beyond recognition for the better. A feel-good factor is boosting the prospects of all Bristol’s schools as the city sheds its image as one of the country’s worst performers. The new-found popularity of some of the less-fancied schools in the city reflects how far the city has come since it was publicly derided by politicians including Lord Adonis and its secondaries posted some of the poorest GCSE results in the land. Since then the educational landscape has changed dramatically. But to what can the turnaround in results be attributed? Many would point to the introduction of academies, with groups such as Oasis Community Learning and the Cabot Learning Federation taking over several struggling council-run schools and improving results. Others would suggest that new school buildings constructed in Bristol as part of a redevelopment programme costing hundreds of millions of pounds has helped trigger the turnaround. Most secondaries in the city have been rebuilt into gleaming modern centres for education under the Building Schools for the Future programme led by the last Labour government.

And undoubtedly, Bristol’s headline GCSE results figure has also been bolstered by high-flying former private schools Bristol Cathedral Choir School and Colston’s Girls’ School becoming state schools.

GCSE results have gone from being near to the bottom of the pile to approaching the national average, with continuous improvement being recorded between 2004 and 2014 before a slight dip this year. This has come during a time when

Features

● Orchard School students celebrate another successful year

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RESULTS UP Schools of thought: Meet the head bloggers – pages 4&5

● The percentage of Bristol students earning five or more GCSEs at grades A*-C (including English and maths) over the last 11 years: ● 2004 – 26% ● 2005 – 28% ● 2006 – 30% ● 2007 – 31% ● 2008 – 36% ● 2009 – 40% ● 2010 – 46%

Quiet revolution: Our special schools are leading the way – pages 6&7

● 2011 – 50% ● 2012 – 52% ● 2013 – 52% ● 2014 – 55% ● 2015 - 54% (provisional)

CONTRIBUTORS TO THIS SUPPLEMENT

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Reporters ● Marc Rath ● Kate Edser

Why the jury’s still out on tests for four-year-olds – pages 6&7

Advertising ● Marc England ● For education advertising give Marc a call on 0117 934 3428 or email marc.england@localworld.co.uk

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Tuesday, September 15, 2015

THROUGH SOARING STATE SCHOOLS “ Fairfield High School

has had a record number of applications for Year 7 places in September 2015. This comes after many successes in the past year. Head teacher Catriona Mangham

the national average figure has fluctuated and students have faced disruption caused by Government changes being made to the curriculum. According to the city council, the upturn in results is down to a com-

bination of factors including investment in new leaders, leadership structures and governance models, as well as the investment in buildings. A spokeswoman for the authority said: “Three times a year, Bristol City

Council recognises and celebrates head teachers and governors who’ve gone above and beyond – and there are many success stories across the city. Capital investment in the infrastructure of schools has also made a big difference. The council has been

working in partnership to secure substantial capital investment to build new schools and improve existing ones. Over £390 million pounds was invested between 2004 and 2011 and this has been used to not only ensure that there are enough places for all young people, but also to improve the learning environment and create spaces in which young people can enjoy their learning. “Targeted school improvement strategies have been developed and implemented to make sure changes are made where required. The partnership of Bristol Secondary Headteachers and Academy Principals is a strong collegiate group of leaders, who work closely with each other, the Local Authority and with a range of partners, including Higher Education and business partners. “Schools have also been radically reorganised through the academy programme. There are now a diverse range of providers involved in the delivery of secondary education in the city, either working as part of an academy trust or as part of a larger federation of academies.” It is clear the news of Bristol’s improving results is filtering through to parents. At Oasis Academy Brightstowe in Shirehampton, formerly Portway

School, the Year 7 cohort this year is the largest it has been since the academy was founded eight years ago. More than 180 Year 6 children have joined from primary schools in Shirehampton, Lawrence Weston, Avonmouth, Sea Mills and Stoke Bishop. Fairfield High was also celebrating increasing numbers, with the school in Horfield celebrating record applications for 2015. The number of families putting FHS as their first preference has rocketed from 78 last year to 120, even though there are fewer children in the year group. Overall, the school had 310 on-time applications and is in talks with Bristol City Council about increasing its maximum annual intake in future years. Speaking earlier this year, the school’s principal Catriona Mangham said: “FHS has had a record number of applications for Year 7 places in September 2015. This comes after many successes in the past year; we are in the top 15 per cent nationally for value added, our GCSE results exceeded many government targets and we have joined the Excalibur Academies Trust, a move that will provide a strong support network and provide opportunities to expand and improve.”

A ‘GOOD’ School in Every Category Ofsted

A ‘GOOD’ School, with ‘OUTSTANDING’ Behaviour, Safety and Leadership Ofsted

Open Mornings:

Open Day:

Thursday 1st October

Thursday 24th September

Tours at 9:00am and 10:00am

Wednesday 7th October

Tours at 9:00am, 10:00am and 1:45pm Bookable by appointment only

Open Evening:

Thursday 1st October Crèche facilities are available Headteacher talks at 6:00pm and 6:45pm

info@abbeywoodschool.com www.abbeywoodschool.com Tel: 0117 307 5660

Tours at 8:45am, 9:45am, 11:05am and 1:35pm Bookable by appointment only

Open Evening:

Thursday 24th September 6:00pm - 8:00pm

Crèche facilities are available Headteacher talks at 6:00pm and 6:45pm

Bradley Stoke Community School Fiddlers Wood Lane Bradley Stoke South Gloucestershire BS32 9BS

admin@bradleystokecs.org.uk www.bradleystokecs.org.uk Tel: 01454 868840 EPB-E01-S5

6:00pm - 8:00pm

Abbeywood Community School New Road Stoke Gifford South Gloucestershire BS34 8SF

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Tuesday, September 15, 2015

Schools of thought Get the inside track – Bristol is home to a burgeoning teacher blogging scene. Scores of classroom leaders, including heads, are putting out their thoughts on everything from politics to job interviews into words and sharing them with a potentially vast digital audience. Some are blogging anonymously, enjoying the freedom to vent their feelings and frustrations behind a veil of secrecy. But others in the city are happy to put their name to their work. But why do they blog? And would they recommend it to other teachers? We spoke to two prolific Bristol bloggers to find out.

Brian Walton, former head teacher at Headley Park Primary School

RIAN Walton writes a blog as a way of “de-cluttering his head”. He said: “It’s a full-on job being a teacher, so I write from that perspective and I write about what has happened. “Writing it down is a good way of de-cluttering. I blog from my personal experience. “If you are the type of person who goes out for an evening meal and talks about your job, or talks about work when with family, I would say you should blog. “It means you get a life outside work. It stops you talking about work at home and all those things floating around in my head. It’s good to get it down in words.” He started Old Primary Head (a reference to Brian having been a head teacher for 10 years) about 18 months ago, when he was head teacher at Headley Park Primary in Bristol. He has since moved to Somerset to lead Brookside Academy in Street. Brian was inspired to begin blogging after joining Twitter and meeting other teachers on the social media platform.

“I found it fascinating,” he said. “I discovered blogs and there were some teachers making arguments for the progressive approach and some for the traditional way of teaching.” Brian, a National Leader of Education, attracts 2,000 hits a month on his blog and also boasts 2,500 followers on Twitter. Joining the blogging community meant he could connect with other teachers across the world at the click of a mouse. “That’s the great thing about it. It’s a national thing. “You can link really quickly with teachers and people in London, Nottingham, up north and all around the world.” Brian spends no longer than 40 minutes a week on his blog and tends to write it on Friday evening. He covers everything from politics and Ofsted to teachers’ job interviews, challenges facing newly-qualified teachers, senior leadership teams, ethical leadership, the growth of academy schools and children with special educational needs. His most popular post, a take on student behaviour which attracted 800 hits in one day, was called Love and Understanding and made the case for teachers taking “complete responsibility” for looking after their pupils.

But he is careful to ensure there is distance between events happening and them being reported on his blog. He is also has a policy of not writing about his own school or naming individuals. Brian said: “It’s about me as a professional and I will blog about my experiences, but retrospectively. Some things are too fresh so I hold back on these kinds of things and I

have even checked with lawyers about some things.” Of being critical of the Government and authorities on his blog, he said: “I try not to be too critical but it’s a blog and you want to be as open and honest as possible. “I’m quite anti-government at the moment – there’s been a lot of talk but little action, particularly around teachers’ work-life balance.”

Bridge Learning Bridge Learning Campus Campus 0117 3534472 enquiries@bridgelearningcampus.com 0117 3534472 enquiries@bridgelearningcampus.com Open Morning: Saturday 26 September 10:00am —12:00pm Open Evening: Thursday 1 October 5:00 —7:30 pm

Open Morning: Saturday 26 September 10:00am—12:00pm

Open 1 October 5:00—7:30pm ... andEvening: every dayThursday is Open Day—please contact us for a personalised the school during lessons... contact us for a personalised tour of …tour andofevery day is Open Day—please the school during lessons...

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EXTRACT FROM OLD PRIMARY HEAD – CALLED “SHUT YOUR MOUTH – WHY I CANNOT SAY WHAT I THINK” ● “I was once in a governors meeting when I was a deputy head in Tower Hamlets. It was heated. The chair and the head teacher had fallen out over something ridiculous. The head interrupted the chair and he suddenly shot out of his seat and shouted across the table, finger pointing like a loaded gun, “You! You shut your mouth, woman!” It was a horrible moment. What should ©LW

have been the subtle practice of the gentile art of educational debate became a rough, cider swigging, back-alley bar brawl. I think it is why I have spent my last 11 years as a head trying to never let my emotions cloud my words. I have not always been successful. I have found that you cannot hide how you feel… but you can choose the words you use. Even in the heat of the moment.”

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Tuesday, September 15, 2015

direct from head teachers

Keziah Featherstone, head teacher at Bridge Learning Campus

OR Keziah Featherstone, a blog can be considered a “modern diary”. She says writing one offers teachers a way of exploring themselves or their profession and receiving

feedback. Recommending the practice to other teachers, she said: “You can ask for advice and get loads of people supporting you with ideas. You can rage, debate, develop and grow. Schools are quite small – maybe a hundred teachers in a biggish one – and you may not have loads in common with many of them. Blogging, if done safely and sensitively, is like sitting in the world’s biggest staff-

room and finding thousands of people who are on your side.” Keziah started blogging after she was encouraged to do so by teachers she was supporting via Twitter. She tried it, and her work was well received. She began writing anonymously about child protection issues, having worked as a child protection officer. By anonymising issues and discussing concepts rather than cases she said it became helpful for people facing similar situations. Most of her posts would attract 500 or more hits, with some achieving more than 1,000. But she said: “When it seemed like my blogging identity might get accidentally revealed I deleted the account – 500,000 words – mostly because I never wanted anyone to know I’d written something and for them to think, ‘That sounds a bit like me’ – even if it wasn’t.” Keziah now blogs through Staffrm.io, which many teachers are using. It limits a blog post to 500 words, which Keziah says is a blessing as it makes the entries more readable. She typically spends 20 to 30 minutes writing each post, fitting them in “when I can’t sleep for thinking”. She said: “I have only ever had positive feedback. But I think that is quite rare and I know of some bloggers who have taken criticism and never blogged again.”

EXTRACT FROM KEZIAH’S STAFFRM BLOG, CALLED “WOMEN LEADERS IN EDUCATION – WHY IT WORRIES ME” ● “I initially became a school leader because I looked up the hierarchy and thought bloody hell I can do better than that. Then you realise that you can have more influence over the lives of children, the quality of their education, from that position. “I was appointed as an Assistant Headteacher when I was four months pregnant – and

everyone knew I was. It wasn’t an issue for my then (male) headteacher; nor should it have been. So I’ve been a senior leader for the entire time my daughter has been alive, that’s all she knows, and I am lucky that my husband also works in education. I suppose we are also lucky that there are no egos in the family; we work as a team for the family unit.”

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Tuesday, September 15, 2015

On the up Quiet revolution in our special schools

HE word is well and truly out that standards are improving in Bristol’s state schools. Parents are placing their trust in the city’s secondaries again after a decade in the doldrums while primaries are bursting at the seams with pupils. Improving results in GCSE and SAT exams, paired with better performance in Ofsted inspections in recent years, are helping strengthen Bristol’s position. But as mainstream schools are taking the plaudits, there has been a quiet revolution happening in an area of the city’s education system which is rarely in the spotlight. The pattern of improvement in Bristol is being repeated in special educational needs schools, with several of them notching up impressive Ofsted reports this year. The schools help the city’s most vulnerable young people, ranging from those who are hospitalised and youngsters requiring residential education, to pupils

with profound and multiple learning disabilities and students with emotional, social and behavioural needs. And with an increase in the proportion of students with special educational needs forecast in Bristol in the coming years – with more places required to keep up with demand – the upturn in the fortunes bodes well for the future. Four of Bristol’s special schools celebrated receiving ‘good’ Ofsted reports in the previous academic year. The schools, which support and teach children and young people who have behavioural and social difficulties, are Knowle DGE, Notton House, Woodstock Primary and Bristol Gateway School. Teaching and achievement within the schools reached new heights through a combination of hard work by leadership teams and partnership working in areas such as teacher training. This helped the schools to build on their strengths and to move forward together to excel under Ofs-

ted’s new and more rigorous framework. City councillor Brenda Massey, assistant mayor for people with responsibility for education, described the glowing Ofsted ratings as “another success story in the upward trend in Bristol schools”. She said: “These four schools are a fantastic example of what can be achieved through strong leadership and partnership working. It’s encouraging to see such good comments in the recent Ofsted reports and I expect

Mangotsfield School Open Evening Monday 14 September 5.30–8pm

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Open mornings daily from 15 September by appointment. Rodway Hill, Mangotsfield, Bristol BS16 9LH 01454 862700 www.mangotsfieldschool.org.uk

to see these schools continue to improve on the good work they’re doing. This is yet another success story in the upward trend in Bristol schools, and an example of how learning is improving across many areas of the city.” Woodstock School moved from ‘requires improvement’ in its previous inspection to ‘good’. Ofsted reported that pupils’ achievement in reading, writing and maths had risen sharply in the past year.

● Jack Wring, who has autism, picking up his GCSE results at Knowle DGE this year

Les Haines, head teacher at Woodstock School, said: “Staff and students have worked exceptionally hard to ensure that great progress has been made and it is to their credit that this is the outcome. All lessons observed were judged to be good and all of the results of the inspection showed that all staff and students are proud to work at Woodstock School.” Five years ago Bristol Gateway School in Lawrence Weston was threatened with closure because it was deemed to be failing its pupils. But it has made impressive progress and in the past few years it has climbed from ‘requires improvement’ to ‘good’. The 80-pupil school caters exclusively for children with emotional, behavioural or social difficulties. Young people aged between 11 and 16 from across Bristol attend. The school received praise for students’ progress and the standard of teaching – it was noted that the leadership team’s diverse skills were playing a key role in driving the school forward. Inspectors found Gateway’s GCSE results had almost doubled in two years and no children leaving the school last year had been classed as Not in Employment, Education or Training. The school’s head teacher Kaye Palmer-Greene said: “Bristol Gateway School has been on a very difficult journey but we’ve built a really strong team and have a real commitment to progress and impact.” Paul Holroyd, executive head of Bristol Gateway and Woodstock School, said: “The leadership teams in both schools have worked very hard to achieve a ‘good’ rating from Ofsted and I’m delighted at the progress our students have made.” Darren Ewings, head teacher at Knowle DGE, said: “We work together across a variety of different areas ranging from arts and sports events

‘WE SALUTE THE DEDICATION AND SKILL OF TEACHERS’ ● Lisa Middle, spokesman for the Bristol branch of the National Union of Teachers, commended the work of staff in the city’s special schools. She said: “Teaching in any environment can be high on challenge, stress and reward but this is particularly true of these schools and services. “Progress usually comes in very small

steps which are easily missed or overlooked and even the local community is often unaware of the great work that is being done. We salute the dedication, commitment, skill and resilience of teachers and other staff in these schools and services. We also applaud the families of these young people whose support, collaboration and communication is vital.”

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Tuesday, September 15, 2015

● Head teacher Les Haines (2nd left) and teacher Anton Matthews (2nd right) with pupils Reece McCarthy (back left), Zyon Wright (back right), (front, L-R) Josh Walters, Thayae Thompson-Powell, Jamie-Lee Lloyd, Darryl Christopher and Marcus Hall at Woodstock School Pic: Dan Regan

to staff development, training and purchasing outside services. The pupils in our schools are the number one priority so we’re continually evaluating what’s working well, or not, to develop a culture of collaboration which supports the children. Support from parents and governors has also been essential to our combined success.” Knowle DGE received special praise for its sixth form as students were found to be “highly motivated and achieve very well’ with an “excellent

● Pupils and staff at Bristol Gateway School celebrate their good Ofsted report range of courses”. Notton House was noted for the relationship between support staff and pupils, and has seen a steady increase in the number and quality of qualifications that Year 11 pupils gain. Peter Evans, head teacher at Notton House, said: “Everyone at Notton House School is delighted we have been recognised as a ‘good’ school, as we provide the unique opportunity of residential education for young boys in and around Bristol. We are proud to be a part of the ‘WaND’ alliance of special schools.” The city council estimates that the number of children likely to require extra support will rise in the coming years. Over the last five years there has been a significant growth in numbers of children with SEMH (social, emotional, mental health) difficulties and autistic spectrum conditions. There has also been in a rise in the

number children with Speech, Language & Communication needs (SLCN), complex needs and MultiSensory Impairment (MSI). Currently around 1.5 per cent of primary school pupils are in specialist places, with a further 0.86 per cent supported in mainstream schools. In secondary school there are around three per cent in specialist places with a further 0.85 per cent supported in mainstream schools. Of its plans to cope with the rise in numbers, a spokeswoman for the authority said: “The council is working in partnership and developing plans to expand existing provision and choice, ensuring places are available to those who need them. The council is also working with mainstream schools to look at inclusion strategies to ensure that where possible pupils can remain in mainstream education if they prefer.”

St Katherine’s School

A warm welcome

OPEN EVENING 2015

Prospective students and their parents/carers are warmly invited to join us at our Open Evening including a presentation from Christopher Sammons, Headteacher.

St Katherine’s is an award winning secondary school set in a beautiful location just 2.8 miles from Clifton.*

16th September 2015 @ 6:00pm - 9:00pm St Katherine’s School, Pill Road, Bristol, North Somerset BS20 0HU Tel: 01275 373737 Email: school@stkaths.org.uk

*Source: www.theaa.com/route-planner.

OPEN EVENING THURSDAY 17 SEPTEMBER 5.45–8pm OPEN MORNINGS FROM 21 SEPT–21 OCT Please contact us to make an appointment.

WESTERLEIGH ROAD, DOWNEND, SOUTH GLOUCESTERSHIRE BS16 6XA 01454 862300 | downend.com

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Buses run from all over Bristol direct to the school.

DOWNEND SCHOOL

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Tuesday, September 15, 2015

The power of Oasis Exceptional education at the heart of the community is the aspiration of every Oasis academy, and I am incredibly proud to say that that is what we are delivering for thousands of children and young people in Bristol. Since I came to Bristol in 2008, when the city’s first two secondary academies were launched in Hengrove and Shirehampton, I have seen schools and communities transformed. The children who started with us then have finished their schooling and are making their way in the world, some becoming the first in their families to go to university and others getting started in careers they would never have dreamed they would enter. That is thanks to the top quality education they have received from our talented and dedicated staff teams. We are passionate about improving life chances by offering everyone the chance to achieve the highest standards of excellence, both academically and in other fields such as sport and the arts.

Oasis Academy John Williams and Oasis Academy Brightstowe are both rated as Good by Ofsted. This year they have been joined by a third secondary, Oasis Academy Brislington, which has made significant steps forward in its first six months and will continue to improve, building on the established strengths of the other two. All three of our secondaries saw more than half of students achieving the key Government benchmark for GCSE results this summer. I am also thrilled this month to see the opening of Oasis Academy Marksbury Road, our latest primary in Bedminster. Its new buildings are stunning and will provide amazing learning opportunities for the four-year-olds who have just started and those who follow them. The academy will work in partnership with our two primary academies in south Bristol, Oasis Academy Connaught and Oasis Academy New Oak. Our Oasis “family” in Bristol also

Regional Academies Director - Rebecca Clark

includes two primaries in north Bristol, Oasis Academy Bank Leaze and Oasis Academy Long Cross, both in Lawrence Weston. All four struggled as local authority schools but are thriving as part of Oasis Community Learning, which has a total of 47 schools across the country. Their provisional Sats results in the summer were exceptional, with record numbers of children achieving at least the standard expected for their age group. Our aim is to continue our drive towards making all the academies in our region outstanding. The strengths of Oasis in Bristol were recognised in an Ofsted “focused

inspection” of the chain in March, which highlighted the excellent leadership of academies in the South West. The inspectors praised our strong and distinctive community ethos. Perseverance – keeping going for the long haul – and a deep sense of hope are key elements of our work. We have created community hubs in both north and south Bristol, building strong partnerships with parents and carers and others in the wider neighbourhood. Our experience is that the support and collaboration that comes from being part of the Oasis family brings benefits for all.

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Work Hard ∙ Look Smart ∙ Be Nice

Open Evening at

Oasis Academy Brislington Open Evening Thursday September 24 5.30-8pm (Principal’s address at 6pm)

Open Mornings September 28, 29 and 30 and October 8 (by appointment - call 0117 377 2055)

Tel: 0117 377 2055 Hungerford Rd, Brislington, Bristol, BS4 5EY @OABrislington oasisacademybrislington.org

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Work Hard ∙ Look Smart ∙ Be Nice

Tuesday, September 15, 2015

Open Evening Wednesday September 30 6-8pm (Principal’s address at 6pm)

Open Mornings October 3 (Principal’s address at 10am followed by coffee)

October 5-8 (by appointment - call 01275 894680)

Tel: 01275 894680 Petherton Rd, Hengrove, Bristol, BS14 9BU @OAJohnWilliams oasisacademyjohnwilliams.org

Open Events at

Oasis Academy John Williams

Open Evening at

Oasis Academy Brightstowe Open Evening Wednesday September 23 5.30-8.30pm (Principal’s talks at 6pm and 7pm)

Open Mornings On Wednesdays (by appointment - call 0117 316 7330)

Tel: 0117 316 7330 Penpole Lane, Shirehampton, Bristol, BS11 0EB EPB-E01-S5

@OABrightstowe oasisacademybrightstowe.org

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Tuesday, September 15, 2015

New leaf Stars back Reading Recovery project

ITH A-list celebrities including footballer Gareth Bale and actress Gillian Anderson throwing their support behind it this year, Reading Recovery has been thrust into the spotlight like never before. The stars of the sports field and television screen have highlighted the importance of primary pupils not falling behind with their literacy and damaging their chances of thriving at secondary school in their teenage years. But in Bristol, the scheme which sees six and seven-year-olds given extra help to catch up with their peers at reading has been running successfully for 16 years. And the work being done on children’s literacy in the city has earned recognition this year, with one Bristol teacher receiving a national award for her outstanding contribution. Claire Banham, of Glenfrome Primary School, was named 2015

Reading Recovery Teacher of the Year. Fatima Osman, six, of Fonthill Primary School, and Sophie Levene, six, of Oasis Academy, won a children’s competition, while Glenfrome Primary School and Fonthill Primary School both received School of the Year awards. The awards are held to celebrate and honour teachers, children and school managers who have made an outstanding contribution to improving literacy through Reading Recovery. Ms Banham said: “I think that being a Reading Recovery teacher is one of the most rewarding jobs there is. It’s fantastic to be able to make such a difference to the children, giving them the skills they need to become a reader as well as giving them confidence and an enjoyment in reading. “At Glenfrome Primary School the focus on early intervention and the support I have had in my role from

● Claire Banham, Reading Recovery teacher at Glenfrome Primary School, pictured with Sufran (7) Eros (6), Horaja (7) and Leon (6) leadership, staff and volunteers has meant that we have been able to provide children with the extra help they need to become confident readers.” Bristol City Council’s Reading Recovery teacher leaders received a University of West of England (UWE) staff award earlier this year for their partnership and collaboration work with students and tutors from the university’s school of education. Brenda Massey, assistant mayor with responsibility for education, said: “I’m delighted to see our pupils,

teachers and schools recognised for their achievements in improving literacy. “Initiatives such as Reading Recovery enable our young people to lay a solid foundation on which to build their future success.” Reading Recovery aims to brings together the highest quality of professional support to enable all children to achieve excellence in literacy. Each year approximately 20 per cent of children across the country leave primary school not able to read adequately.

As they enter secondary school 120,000 nationally children struggle with their education because they are not at their expected reading age. A 20-week Reading Recovery course has been shown to help 85 per cent of six-year-old children to catch up with their peers. At 11 years old these children maintain their progress and achieve the expected Key Stage 2 reading test results for their age. The city council says the early intervention has changed the lives of hundreds of children in Bristol.

YEAR 10 and 12 PLACES AVAILABLE FOR THIS

SEPTEMBER!

● The Bristol winners at this year’s Reading Recovery awards ceremony in London

INFORMATION EVENINGS 21st October 11th November 2nd December

FROM WORKSTATION...

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QUALITY CHOICE HELPS DRIVE IMPROVEMENT ● Paul Talarico, assistant head at Ashton Park School, believes giving students a wider choice of books to read and getting them better organised can help drive improvement in literacy. He said: “In a world of smartphones, smart apps and smart children, getting students to enjoy the written word beyond social media and ‘text speak’ is becoming increasingly difficult. Of course schools are working hard to engage and enthral and the whole class reader is still a valuable staple diet in every school. However, to truly instigate a successful reading recovery more can be done to battle powerful digital foes. “Simply reading a book can certainly help with vocabulary and word recognition but in terms of comprehension, well that’s a different story. Dialogue about their reading is the key; craft, empathy and prediction. Yes this is skilfully addressed in the classroom by hard working teachers but what if the student is ‘just not into this book’?

“With curriculum time so valuable it’s impossible to truly teach effective comprehension to a class with 30 different books being read so what happens next? Rally the troops and establish routines is the answer. At Ashton Park students have their choice of quality, engaging books for all interests and abilities and have a minimum of 20 minutes reading each day in tutor times, English and literacy-heavy subjects like humanities. To support comprehension some students are “Reader Leaders” promoting discussion and evaluation of their reading. This supports not only comprehension but essential communication skills for both the reader and the Reader Leader. “As Dr Seuss said ‘Fill your house (or school) with stacks of books, in all the crannies and all the nooks’. That’s certainly a start and the sentiment is clear. Give children a quality choice. Their choice. Then rally the troops. Remember, troops aren’t just in our schools, they are in our homes as well.”

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Tuesday, September 15, 2015

Open Evenings Thursday 8th October 6 - 8pm Wednesday 4th November 6 - 8pm Monday 11th January 5 - 7pm

Open Evenings Tuesday 6th October 6 - 8pm Monday 9th November 6 - 8pm Wednesday 13th January 5 - 7pm

T. 0117 910 8429 E. info@dolphinschool.bristol.sch.uk www.dolphinschool.bristol.sch.uk

T. 0117 259 1891 E. admin@fairlawn.bristol.sch.uk www.fairlawn.bristol.sch.uk

Open Events

Open Day

Tuesday 3rd November 9.30am - 11am Tuesday 12th January 5pm - 7pm

Wednesday 21st October 9.30am - 3.30pm Bannerman Road Community Academy

T. 0117 377 3185 E. info@thekingfisherschool.co.uk www.kingfisher.bristol.sch.uk

T. 0117 377 2080 E. bannermanrdp@bristol-schools.uk www.bannermanroad.bristol.sch.uk EPB-E01-S5

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Marc Rath Education reporter marc.rath@b-nm.co.uk

OR some parents, academic achievement and progress are the be-all and end-all for their children. But a number of primary schools in Bristol don’t see it that way – and are pouring their resources into ensuring pupils not only perform well in lessons but lead healthy and fulfilling lives, too. And this emphasis on wellbeing is not solely focused on serving more nutritional meals in the school canteen: it extends to physical activity, playtime, personal safety and managing emotions. Nine schools in the city have been recognised for their commitment to improving the health of their pupils this year, being presented with the Bristol Mayor’s Award for Excellence as a Health Improving School. The award was set up in 2014 to celebrate schools that consistently demonstrate high standards in helping pupils understand how to improve their health and wellbeing. It is aimed at encouraging pupils to lead healthier and more fulfilled lives. The award is part of Bristol City Council’s Healthy Schools Programme, which works with schools and young people in Bristol to influence future generations to lead healthy, happy and safe lives. As part of the award, pupils learn ways to improve their overall health

Tuesday, September 15, 2015

and wellbeing and make positive choices for themselves. They cover topics including: healthy eating and how to grow and cook food, understanding why physical activity is important and how to be more active, learning about personal safety, building positive relationships with people in their lives, managing difficult feelings, talking about their worries and anxieties and knowing who they can turn to for help and advice, learning ways to improve their overall health and wellbeing and making positive choices for themselves. To gain this award schools have to reach standards of excellence across a wide range of health issues. Schools also engage in targeted health activities or interventions that bring about measurable health improvements. Schools usually take two years to complete the whole cycle and achieve ‘excellence’. The award was first presented last year, and eight schools from across the city were given the honour. Schools receiving their certificate, plaque and banner this year were: ● Holymead Primary School ● New Fosseway School ● Ashton Gate Primary School ● Bannerman Road Community Academy ● Parson Street Primary School ● Henleaze Infants School ● Broomhill Infants School ● Glenfrome Primary School ● St Patrick’s Catholic Primary School At Henleaze, staff and students

SCHOOLS TEACHING HEALTHY HABITS FROM A YOUNG AGE “ Habits formed during our childhood stay with us for life, making it vitally important we encourage healthy practice from a young age.” Bristol mayor George Ferguson

worked for two years to fulfil the criteria for the award. Teachers set about making playtime a more positive time for all children. They noted some reception children felt the playground was not a safe place to run around, so worked with them using “circle times” and introduced more playtime games. The school started using Shine Sports Coaching, an organisation which visited and played more structured games with the children. Staff also ensured that all children had the opportunity to cook at least four times a year at school, and

looked at how cooking could be used to support maths sessions and other areas of the curriculum. Parents were encouraged to do more cooking with their children at home, resulting in pupils reporting that they are doing more cooking with their families. Bristol mayor George Ferguson said: “Habits formed during our childhood stay with us for life, making it vitally important that we encourage healthy practice from a young age. “Our aim is for every school in Bristol to become a health improving school and gain this award, but we have deliberately set the bar high for each winning school to become a bench mark for others.” Results from the schools that have taken part show an increase in eating fruit and vegetables, children reporting they feel safer in school, pupils more active on the way to school, an increase in those having school dinners and a reduction in crisps and chocolate in packed lunches.

● To find out more about the Bristol Healthy Schools programme contact healthyschools@ bristol.gov.uk.

Why choose Bedminster Down? To fnd out more about academic achievements and opportunites outside of the classroom drop in during our open days. “A signifcant feature of hte good teaching at the school is the excellent relatonship between staf and students.”

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- Ofsted 2014

Open Evening Wed 16th Sept 6pm - 8pm Open Morning Sat 10th Oct 10am - 12pm Tel: 0117 353 2800

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Inspire today... empower for life

Rated GOOD by Ofsted for teaching and learning, behaviour and leadership

Why Orchard?

Open Evening: Tuesday, October 6th, 6.30pm Open mornings Tuesdays 9am. Call for details

Filton Road, Horfield, Bristol BS7 0XZ Orchardschoolbristol.co.uk | 0117 377 2000 facebook.com/orchschoolbristol | @orchardsb

● BBC Good Food Cook of the Year Jo Ingleby

JO INGLEBY project researching young children’s creativity. “Previously I trained as an artist before becoming head chef at Demuths in Bath and teaching at their cookery school. At Redcliffe we have food sessions all week where the children explore different vegetables, which are then on the menu at lunchtime. This encourages the children to try new and healthy foods. We also cook lunch for the children from scratch every day using seasonal produce and world recipes. “With the food project we want to change the way cooking is traditionally taught to young children and put the focus on what children can do rather than what they can’t. We’ve built a child-sized kitchen at the nursery and encourage the children to use their imaginations to come up the original creations. Their ideas and inventions have been amazing and we document the project in a giant scrap book which parents and children can look through.”

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● ONE person doing her bit to improve the health of Bristol’s youngsters is Jo Ingleby. The chef at Redcliffe Nursery and Children’s Centre is helping a new generation learn to cook and supporting other schools to do the same. Jo was named ‘Cook of the Year’ in the prestigious BBC Good Food and Farming Awards thanks to her work on a food project at the nursery for children aged two to four. The project was designed around children’s strengths and capabilities in the kitchen, which go far beyond simply stirring a cake mixture, and aimed to empower children to experiment with cooking new ingredients they had often grown at nearby Windmill Hill City Farm. Jo said: “I’m inspired by the Mediterranean approach to food and eating and believe that cooking can bring family and friends together, so it’s important to teach children about it from a young age. I started working with Redcliffe nine years ago as part of an arts

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Pioneer Leading light in helping autistic pupils

EACHERS are all too often praised for “going above and beyond the call of duty”, to the point where it has become almost meaningless. But one classroom leader the description genuinely befits is Jacky Wyatt, who has been recognised for her work with children with autism. Although she works in a mainstream school, Hillcrest Primary in Totterdown, Jacky goes to great lengths to help children in her care with an autism diagnosis because she passionately believes in education being inclusive. She has guided families through the diagnosis process and makes herself available as a point of contact, often outside of working hours. Jacky admits the work is “beyond my job spec” but has been rewarded for her remarkable efforts with a national award from the National Autistic Society. She picked up Award for Achievement by an Individual Education Professional after being short-

listed by a panel of 11 autism experts who judged nominees on their innovation, creativity, impact and sustainability. Jacky leads a reception team at Hillcrest, where she has taught full time for the past ten years. Of the of 60 four and five year-olds she taught last year, there were three children with an autism diagnosis. During her time at the school she has worked with children on the autistic spectrum at various stages of diagnosis and has attended autism spectrum disorder (ASD) training. Jacky said: “During my teaching career I have been privileged to work with children and their families in a variety of ways. As a full time teacher my working days, and evenings, are overwhelmed by providing quality learning experiences for the children in my care. Despite all of the normal pressures of being a teacher I wanted to show that there is and must be time to provide support for families and a bespoke curriculum for children

● Teacher Jacky Wyatt pictured at Hillcrest Primary with ASD. Inclusion is something that I have always been passionate about.” Foundation stage leader Jacky has actively pursued early diagnosis for many children in her care, recognising the importance of early support and intervention for children and their families. She said: “The idea of ‘let’s wait and see’ is not one I favour. The children I teach are very young but when I see a child struggling, knowing that there

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is so much that can be done to make school a happy and successful place for that child, I prefer to act early. “I have seen first-hand the effects on families where the possibility of ASD has not been talked about. Yes the conversations with parents and families are difficult but with the right support and intervention the diagnosis is both liberating and positive. Their child is the same loved child that they were yesterday and with the right support and under-

standing of ASD, families come to see the unique and truly amazing child they have. Working closely with families and providing that emotional support does go above and beyond my job spec but the positive ripple effect is invaluable.” Jacky was nominated for the award by the parents of a child with autism. In their nomination, they said: “As parents it was a very difficult year for us both, understanding the diagnosis and coming to terms with its impact on our lives – today and forever forwards. In that context we feel having Jacky as our child’s teacher was a true blessing.” A spokeswoman for Hillcrest Primary said: “It's well-deserved recognition for her dedication, expertise and empathy, particularly in supporting families coming to terms with learning that their child is on the autistic spectrum. Her achievement is all the more striking because she was the only nominee for the award from a mainstream school. All the others were autism specialists working in special schools.” Speaking ahead of the awards ceremony held earlier this year, Carol Povey, director of the National Autistic Society’s Centre for Autism, said: “The autism community gets together once a year to recognise individuals and services, like Jacky, doing ground-breaking work in the field of autism and improving the lives of people with the disability. “The calibre, variety and sheer number of nominations we received is astounding and Jacky has done remarkably well to stand out.”

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Growing choice for parents as options increase Marc Rath Education reporter marc.rath@b-nm.co.uk

HERE was once a day when the school system in Bristol was much simpler. A look though a list of the educational institutions operating in the city 20 years ago would reveal a straightforward scene where council-run comprehensives existed alongside church and independent schools. Fast forward to 2015 and the waters are muddier. Local authority schools now sit in an set-up which contains the likes of academies, free schools, studio schools, all-through schools and university technical colleges (UTC).

As a result, parents and students can – quite understandably – become confused by the bewildering array of options open to them. Choice and diversity are normally celebrated but you cannot help feeling sympathetic towards mums and dads who must attempt to get their heads around the system in order to make the right choices for their children. No longer does a student need to attend a traditional secondary school between the ages of 11 and 16. If so desired, they could switch to a UTC or studio school at 14 to take up more vocational qualifications. And parents applying for primary school places are no longer limited to applying to those closest to their front door – if they wish they can apply to attend a free school five miles away. One such free

school – Cathedral Primary – has been the most oversubscribed primary in the city for the past few years, such is its popularity with Bristol parents. This September, several more schools opened their doors in the Bristol area to bring yet more diversity to the city. Digitech Studio School in Warmley has opened on the site of The Grange School & Sports College, which will eventually close.

Run by the Cabot Learning Federation, the school for 14 to 19-year-olds will specialise in the digital, hi-tech and creative sectors. IKB Studio School in Keynsham is focusing on science, engineering, technology and maths. Oasis Academy Marksbury Road has opened in Bedminster and Fairlawn School, also an academy, has welcomed its first students in Montpelier. Changes in the types of schools

allowed to open in recent years mean there are now dozens of academies operating in the Bristol area along with three free schools, two studio schools and one UTC. Although the education system in Bristol has become fragmented, some schools are working together more closely than ever before. Multi-academy trusts are springing up everywhere, with small groups of schools working in collaboration and

● Year 10 pupils from Bristol Technology and Engineering Academy making carbon composite panels at GKN Aerospace

DIFFERENT SCHOOL TYPES

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● FREE SCHOOL: Free schools are set up by groups of parents, teachers, charities, businesses, universities, trusts, religious or voluntary groups, but funded directly by central government. They are often run by an “education provider” – an organisation or company brought in by the group setting up the school – but these firms are not allowed to make a profit. The schools are established as academies, independent of local authorities. Unlike local-authority-run schools, they are exempt from teaching the national curriculum and have increased control over teachers’ pay and conditions and the length of school terms and days. ● ACADEMY: Academies are state-maintained but independently-run schools in England set up with the help of outside sponsors. They have more freedoms than schools under local authority control. The brainchild of former Labour prime minister Tony Blair, academies were established in 2000 to drive up standards by replacing failing ©LW

schools in struggling local authorities. ● UNIVERSITY TECHNICAL COLLEGE: UTCs are a type of free school introduced as part of the Academies Programme. State-funded and free from local authority control, UTCs all have a university as a lead sponsor. Further education colleges, charitable organisations and the private sector may co-sponsor a UTC. Like studio schools, University Technical Colleges are specifically designed to enrol students aged 14–19. ● STUDIO SCHOOL: Studio Schools are designed for 14-19 year olds of all abilities. They are small schools for 300 students. With a year-round opening and a 9-5 working day, they feel more like a workplace than a school. Working closely with local employers, Studio Schools offer a range of academic and vocational qualifications including GCSEs in English, maths and science, as well as paid work placements linked directly to employment opportunities in the local area.

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Tuesday, September 15, 2015

partnership in order to improve the standard of education they can offer their students. Among them is the Malago Learning Partnership, in which nine south Bristol schools share teaching and learning, leadership and business services. The partnership started in 2011 from a desire from local head teachers to make any joint working they were already doing more structured and meaningful and in response to

● Pupils from schools in the Malago Learning Partnership take part in the Malago Music Festival at St Mary Redcliffe

national developments. But not everyone is happy with some of the new types of school operating in Bristol. Lisa Middle, spokeswoman for the Bristol branch of the National Union of Teachers, has questioned whether academies have been effective. The Government continues to claim that conversion from local authority status to academy brings improvement. She said: “The Sutton Trust research from July shows that academy sponsorship is not the driver of school improvement. The small number of sponsors whose schools are achieving well for their disadvantaged pupils and for their pupils as a whole is overshadowed by a greater number of low-performing chains. “This means that a far larger group of providers are having a ‘negative impact’ and indeed may be ‘har ming the prospects’ of disadvantaged students. This is intolerable.” The union also has reservations about the Bristol area’s only UTC, Bristol Technology & Engineering Academy, which aligns its hours with the working world rather than the academic world. Ms Middle said: “We hope that the terms and conditions that teachers are employed under will reflect the longer hours and shorter holidays required of them. We have managed to establish a good working relationship but we remain concerned that the college is not democratically accountable to the community it serves.”

Autumn Open Events

OPEN EVENING Wednesday 16th September 6pm & 7pm

11-18 Foundation Comprehensive (220 in Sixth Form) Excellent results at GCSE & A level Pastoral care is extremely strong...The relationships between teachers and students are strong and this results in high expectations for students’ achievement. - Ofsted 2015

Chew Lane, Chew Magna, Bristol, BS40 8QB 01275 332272 www.chewvalleyschool.co.uk

Learning and Success

Open Evening Wednesday 23rd September 6.00pm – 8.00pm

Open Evening:

Tuesday 22 September 2015 6:30pm - 8:30pm

Principal’s Presentation at 6:30pm and 7:30pm

Open Morning – Wednesday 30 September at 9.00am. Please call to reserve a place.

Open Mornings:

Monday 28 September to Friday 9 October 2015 Tours at 9:15am & 10:15am (by appointment)

GCSE Results 2015 We achieved 62% 5 A*-C including English & Maths. 0117 986 4791 contactus@broadlandsacademy.org @BroadlandsBS31

www.broadlandsacademy.org

NEW ACADEMY BUS ROUTE FOR OM SOUTH GLOS. FR ! SEPTEMBER

Patchway Community College Hempton Lane, Almondsbury, Bristol BS32 4AJ 01454 862020 email: enquiries@patchwaycc.com website: www.patchwaycc.com

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Broadlands Academy, St Francis Road, Keynsham, Bristol BS31 2DY

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Tuesday, September 15, 2015

Schools could expand to meet soaring demand Marc Rath Education reporter marc.rath@b-nm.co.uk

RISTOL’S primary school places crisis has been well documented over the past few years. The surge in the number of young children growing up in the city has forced education chiefs to create thousands of extra places. Gleaming new schools have been built and dozens of others have been the beneficiaries of multi-million pound expansion projects. But what will happen when all those extra pupils finish at primary school and move on to secondary? That is a problem statisticians in the city council have been wrestling with for several years, with the explosion in numbers of youngsters

coming through the educational ranks meaning action needs to be taken before it is too late. A glance through a list of Bristol state secondary school capacities and current pupil numbers reveals there are plenty of spare places at the moment. But all that could be about to change. According to the council’s most recent strategy document for school places, the shortfall in Year 7 places could begin next September in the north of the city. Then from 2019, there could be a lack of places city-wide. Expanding existing secondary provision appears to be the favoured option, with the construction of new schools less likely. But what has fuelled the boom? The soaring birth rate which began seven years ago has been the main driver, but there has also been a rise

in the standards at Bristol’s state schools which has given parents more confidence in their local primaries and secondaries. There is a feel-good factor surrounding Bristol schools which has seen parents look to the city rather than choose schools outside the city’s

boundaries or opt to educate their children privately. But the uncertainty over where the extra secondary places will be created may be a source of anxiety for mums and dads who are trying to make long-term plans for their children’s education.

“ In Bristol, enough extra

spaces (839) to fill a new secondary school could be needed by 2021.”

● Developers hand over the keys to Marksbury Road, one of Bristol’s new primary schools. Planning is now stepping up to ensure demand can be met when the new pupils hit secondary school age

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2013/14 PUPIL POPULATION IN BRISTOL’S STATE SECONDARY SCHOOLS (CAPACITY) ● Ashton Park School 1,181 (1,330) ● Bedminster Down School 765 (1,090) ● Bridge Learning Campus 1,058 (1,365) ● Bristol Brunel Academy 1,071 (1,080) ● Bristol Cathedral Choir School 736 (680) ● Bristol Free School 393 (750) ● Bristol Metropolitan Academy 707 (945) ● The City Academy 908 (1,250) ● Colston’s Girls’ School 736 (720) ● Cotham School 1,394 (1,480) ● Fairfield High School 614 (1,080) ● Henbury School 624 (945)

● Merchants’ Academy 1,032 (1,120) ● Oasis Academy Brightstowe 604 (945) ● Oasis Academy Brislington 1,196 (1,448) ● Oasis Academy John Williams 724 (1,080) ● Orchard School Bristol 655 (925) ● Redland Green School 1,358 (1,414) ● St Bede’s Catholic College 948 (876) ● St Bernadette Catholic Secondary School 725 (750) ● St Mary Redcliffe and Temple School 1,581 (1,530)

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Tuesday, September 15, 2015

● Pupils at Redland Green school, which is close to capacity

According to the Department for Education, the number of pupils attending England’s secondary schools is set to rise by 20 per cent over the course of the next decade – a rise of more than half a million children. Although there has been a drop in

● Colston’s Girls’ School added capacity into the system when it changed from an independent to a state school

secondary school numbers since 2005, figures are expected to climb next year as a result of increases in the birth rate since 2002. In Bristol, enough extra spaces (839) to fill a new secondary school could be needed by 2021, according to the council’s School Organisation

Strategy released in 2013. A new strategy outlining the council’s plans – based on the latest projected pupil numbers – is due to be released in the early autumn. At a recent meeting of the Bishopston Forum, Ian Bell, the council’s placement planning manager, said

the demand for extra places in the BS6 and BS7 postcodes would be met by expanding existing secondary schools. But a different approach might be taken in other areas of the city where schools cannot be expanded. Planning has been made more com-

plicated by the emergence of the Gover nment’s free school programme, which allows groups of teachers or parents to set up their own schools in locations which are not necessarily favoured by the city council. A city council spokeswoman said: “Bristol is an increasingly popular place to live and more parents than ever are choosing to send their children to schools in the city, so there’s naturally more pressure on places. “The proportion of good and outstanding schools is well above the current national average. “The council has been working very hard to develop provision to meet demand and ensure there are enough spaces for everyone in years to come. “In 2014/15 alone, Bristol City Council has created nearly 3,000 additional primary school places. “Our predictions show a steady increase in demand for secondary places across the city from September 2017, which will be met with increased provision over the coming few years. “Our approach to increasing provision of primary places has worked well and we’re currently developing a new integrated strategy which looks at the whole education picture in Bristol to ensure future education provision is of high quality for all young people, whatever their age and where they live.”

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IT’S BEEN A PRIVILEGE: LONG-SERVIN The start of the academic year is a time when new students, and staff alike, are welcomed with open arms. But as fresh talent joins, schools have to say goodbye to much-loved employees who have led the classroom with excellence. Here are some long-serving teachers and heads who retired during the 2014-15 academic year after several decades’ service.

Phil Wightman, Winterbourne International Academy

HIL Wightman completed 42 years at Winterbourne International Academy, formerly known as The Ridings High School. Having joined in the early 1970s, he has served under five different head teachers. At the beginning of his career he taught metalwork, engineering drawing, motor vehicle engineering and building, and sport. Throughout the years Phil developed his own skills and knowledge as technology developed and most recently taught engineering, product design,

ICT & computing. Phil held several responsibilities during his time at the academy, including 20 years in pastoral roles such as deputy and head of year. From 1986 until 2001 Phil also headed up a successful Adult and Community Education Centre at the school where some 1,200 students a year would study courses including flower arranging. He relentlessly gave his time and support to the academy and will now pursue his fondness of DIY projects, running, hill walking and travelling. He will now devote more time to his two daughters and their families, especially his younger daughter and family in Australia. He said: “I take away many fond memor-

● David Turrell retires from Sir Bernard Lovell School

ies of the school, of all the excellent students I have had the pleasure to teach and the wonderful colleagues I have the privilege to work alongside which has made this a great school and an amazing experience and career.”

ASHTON PARK SCHOOL A warm invitation to to join us for

Open Evening

Thursday 24th September 2015 6pm-8.30pm Tours 6pm -7.45pm ~ Headteacher’s Speech 8pm

David Turrell, Sir Bernard Lovell School HEAD teacher David Turrell retired after two decades at the helm of The Sir Bernard Lovell School (SBL) in

ASHTON PARK SIXTH FORM

Open Evening Thursday 8th October 2015 6.30pm - 8.30pm Introductory Speech 6.30 - 7.00pm Tours of Sixth Form Centre 7.00pm

With you every step of the way Exciting Range of New Courses Amazing Facilities | High Level Care Unique Employment Programme Character Building Activities and Opportunities See our school in action

Don’t miss out …come and see us!

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OPEN MORNINGS Monday 28th September 11.15am -12.45pm Tuesday 29th September 11.15am -12.45pm

Oldland Common. When he arrived at the large comprehensive school as deputy head in 1993, John Major was Prime Minister and South Gloucestershire Council did not yet exist. Two years later, in April 1995, Mr

Tel: 0117 3772742 Email: info@ashtonparksixthform.co.uk Web: www.ashtonpark.net/sixth-form

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Tuesday, September 15, 2015

NG TEACHERS SAY A SAD FAREWELL Turrell became head, meaning he served under ten education secretaries. Among his most recent students are many whose parents were at SBL in his early days there. The school achieved many notable successes under his leadership, leading the way in internationalism and vocational education. Mr Turrell chaired the Kingswood Partnership, in which schools in the area worked together to offer a broad range of qualification options for students. Speaking before he left his post, he said: “It is a great community. Staff, parents and governors are hugely supportive. “I am delighted, after a difficult year last year, that results are on their way back up. Being a head teacher is a wonderful job and it has been an enormous privilege to be head.”

Stephen Browne, The Red Maids’ School STEPHEN Browne, director of music at The Red Maids’ School, retired after 36 years. He graduated from the Royal Academy of Music with a first class

“We could not have wished for a more modest or more talented director of music and on behalf of all his colleagues, I can honestly say it has been a privilege to work alongside him.” In his retirement, Stephen plans to spend time doing international examining, furthering his piano playing and pursuing two of his passions – cooking and fly fishing.

Liz White, St Bede’s Catholic College

● Stephen Browne on his retirement from Red Maids’ honours degree, majoring on piano playing, and took over the post of director of music in 1979. In addition to running a busy music department, Stephen performed widely as a pianist, conductor and choir trainer in and around the

Bristol area. Isabel Tobias, the school’s headmistress, said: “There is no doubt that over the last 36 years he has both enthused and entertained many students, encouraging in them a lifelong love of music.

said as she stepped down: “My parents instilled in me the importance of education and I had such a great experience during my time in school that I always wanted to be a teacher. “I wasn’t planning on staying at St Bede’s for long, but God had other plans. I’ve had a fantastic time here and as well as being able to teach my favourite subject, I’ve had the privilege of performing a pastoral role, helping pupils with various issues over the years, to find their way.”

THE vice principal of St Bede’s Catholic College retired after four decades of devoted service. Liz White, born and bred in Bristol, started her first teaching job at St Bede’s in September 1974. In the intervening 40 years she was head of house, head of careers education and acting head for a year. She has taught thousands of pupils including four current members of staff, several parents of her most recent pupils and two current primary school heads in the area – Caroline Hostein of St Francis in Nailsea and Dawn Breeze of Holy Family in Patchway. Mrs White, who was appointed deputy head teacher 24 years ago,

Rob Evans, Winterbourne International Academy

Rob Evans

Wednesday 23rd September 5.00pm - 8.30pm Head’s Talk 5.00pm - Tours of School 5.30pm Head’s Talk 6.45pm - Tours of School 7.15pm Thursday 1st October 9.15am - 10.45am Wednesday 7th October 9.15am - 10.45am

• Academic Success • High Expectatons • Inclusive Ethos

• Good Behaviour • Traditonal Values • Strong Pastoral Care

A Successful Learning Community We serve families across South & East Bristol and welcome all those seeking a quality educaton within a caring Christan environment.

Fossedale Avenue, Whitchurch, Bristol, BS14 9LS Tel: 0117 377 2050 www.stberns.bristol.sch.uk

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“ Without doubt what has made the last 33 years very special for me has been the students. Our talented, hardworking and enthusiastic students make Winterbourne International Academy the academy that it is today.

Open Day/Evenings

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AMONG his legacies were a new £19-million building, record-breaking results and a clutch of sporting stars. Rob Evans retired in the summer after 33 years at Winterbourne International Academy. The academy’s principal bowed out at the end of the 2014-15 academic year having spent more than three decades at the academy and its predecessor The Ridings High School, with the last six years as head. The school, which caters for students aged 11 to 19, was the first educational establishment in South Gloucestershire to break the barrier of 80 per cent of students achieving five A* to C grades at GCSE including English and maths. Earlier this year he told the Bristol Post: “I would like to personally thank the skilled and dedicated staff that I have had the honour of working with. The support and commitment of parents/carers has always been much appreciated and remains a key factor behind our success. “However, without doubt what has made the last 33 years very special for me has been the students. Our talented, hardworking and enthusiastic students make Winterbourne International Academy the academy that it is today.” The married father-of-two and Welsh rugby fan now plans to travel before coaching rugby and working with disadvantaged children.

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Tuesday, September 15, 2015

Upward trend City’s schools are thriving city’s leaders, both in education and business, to collectively raise educational achievement. The partnership recognises that learning is the key to Bristol’s success and will ensure that everyone in the city has access to learning opportunities whatever their age and wherever they live – and a good formal education is a key part of this. Bristol is becoming an ever more popular place to live and the council has been planning ahead and investing to ensure it can provide enough places for everyone. In 2014 / 2015 almost 3,000 new primary school places have been created with the council working in partnership to build new schools, and expand existing ones. Open days are planned at schools across the city to enable parents to see for themselves the facilities in Bristol and ask any questions they may have. Each school produces its own prospectus and has its own web-

● Students at Oasis Academy Brightstowe celebrate their GCSE results

“ Learning City brings

together the city’s leaders, both in education and business, to collectively raise educational achievement.” site so parents are encouraged to take a look at these resources before making a decision.

Paul Jacobs, Service Director for Education and Skills, said: “The Learning City partnership is very exciting and will continue to drive forward educational achievement in Bristol. Schools have been on an upward trajectory for the past decade and are now more popular than ever – and we’re working hard with our school leaders to ensure this success continues. “There’s a wide variety of schools in Bristol, so when choosing a school we’re advising parents to consider how a particular school would suit their child. Parents are asked to se-

R THE BE M

31 Octo ber 2015

LY O N LINE

If your child was born between 1 September 2004 and 31 August 2005 you need to apply for a school place by 31 October 2015.

● To get in touch with the schools admissions team, email school.admissions@bristol.gov.uk or call 0117 903 7694.

Applying online is easy and available 24 hours a day. You’ll receive immediate confirmation that your application has been received and there’s no risk of your application getting lost in the post. You’ll also know by email as soon as the results are out.

BD6980

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www.bristol.gov.uk/schooladmissions

ADLINE DE

Apply for a secondary school place for the school year 2016–2017

lect their top three choices, and we would advise people to apply for a school nearby as one of their choices. Admissions policies do vary between schools, so it’s important to check the details carefully as additional information is sometimes required.” The deadline for secondary school applications is October 31, 2015, and January 15, 2016, for primary schools.

REME

OR the past ten years education in Bristol has been improving and there’s a huge range of opportunities to learn and study. The city’s schools are thriving with 87% of primary and secondary schools rated as ‘good’ or ‘outstanding by OFSTED, and behaviour at an all-time high. This year exam results were very positive with GCSE results remaining steady despite considerable changes to the GCSE system nationally. The majority of schools saw an increase in students getting five or more A* to C grades, excluding English and maths. This figure stands at 63% compared to 62% last year. The aspiration is to see even more students succeed and there is a strong ambition to improve education outcomes even further. Bristol: Learning City is one way that this ambition will become a reality. Learning City brings together the

To complete a paper application contact School Admissions: Bristol City Council, School Admissions (Romney House), PO Box 3176, Bristol, BS3 9FS e school.admissions@bristol.gov.uk t 0117 903 7694

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Tuesday, September 15, 2015

Chris Sammons, St Katherine’s School, Ham Green

HRIS Sammons joined St Katherine’s School in September 2012 and, since his appointment, the school has followed an exciting path, with improving results in GCSE, A-level, BTEC and chef apprenticeships. “I have thoroughly enjoyed my initial years at St Katherine’s,” said Mr Sammons. “We are a thriving school in a beautiful location that really can’t be beaten. There is no doubt that the children benefit from the sense of space and tranquility they feel through being away from the bustle of the city. “I feel extremely lucky to be supported by immensely talented staff across all areas of the school. The teaching staff at St Katherine’s continue to astound me with their boundless energy and enthusiasm, they are excellent role models for the students and convey the importance of life-long learning.

“ We are a thriving

school in a beautiful location that really can’t be beaten. There is no doubt that the children benefit from the sense of space and tranquility they feel through being away from the bustle of the city.”

“I am proud to say that this year our GCSE and A-level results have continued to improve, which is testament to the students who have, in many cases, pushed themselves to

beat their individual targets. “Attendance and pastoral care are two areas that I believe are extremely important, for they hold the key to making strong progress in learning. “At St Katherine’s we have an extremely positive atmosphere and celebrate achievement in its many forms; we believe this helps all of our students to feel that they are valued members of our school community. “Students flourish at St Katherine’s because of our approach, our commitment and our love of learning. My ongoing aim is to ensure that our school continues to provide a safe and engaging environment, where students are inspired to achieve excellent results while learning the values and social skills that will sustain them for the rest of their lives.” The open evening is on Wednesday, September 16, from 6pm to 9pm. Individual tours are also available by appointment by calling 01275 373737. For more information, visit www.stkaths.org.uk

Rebecca Clark and Peter Knight, Oasis Academy Brislington

WO HEADS are better than one at Oasis Academy Brislington, where Executive Principal Rebecca Clark and Interim Principal Peter Knight are aiming to take the large south Bristol secondary on to even greater success. The academy has made significant progress since it joined the Oasis family of schools in February and everyone was delighted that the GCSE results in August were up eight percentage points on the predecessor school, with 52 per cent of students getting at least five A*-C grades, including English and maths. Miss Clark, Mr Knight and their staff are determined that Brislington’s first full year as an Oasis academy will be another record-breaker.

Miss Clark, the Regional Academies Director for Oasis, oversees more than 3,500 children and young people in three secondary and five primary academies in Bristol, as well as being responsible for two secondary academies in Southampton. She is continuing throughout 2015-16 as Executive Principal at Oasis Academy Brislington to support Mr Knight in continuing to raise standards for all students. Miss Clark came to Bristol in 2008 when the former Hengrove School became an Oasis academy. She was Vice Principal before becoming Principal and later Executive Principal at Oasis Academy John Williams. Mr Knight has moved from the primary Oasis Academy Bank Leaze, in Lawrence Weston, to the role at

Brislington. He has worked in a number of primary and secondary schools in Bristol and elsewhere, including Oasis academies in Birmingham and Southampton. “Having recent primary experience, as well as having school-aged children, means I can understand the concerns of parents as their sons and daughters move on to secondary school,” he said. “I look forward to meeting many members of the Brislington community at our open events this ter m. “We have the highest expectations for all our students. Our motto is excellence as standard.” Oasis Academy Brislington’s open evening is on Thursday, September 24, from 5.30pm to 8pm.

Victoria Boomer, Oasis Academy John Williams

serves. I am passionate about providing an exceptional education for all young people, which successfully achieves the balance between great exam results and nurturing the development of character, so that all are equipped with the skills to thrive in learning and life. “I am acutely aware that the years your child spends at OAJW will shape the rest of their lives; a responsibility I do not take lightly. “Every day, we strive to be the best that we can be. The basic expectations of staff and students alike are summed up by our straightforward mantra of ‘Work hard, look smart, be nice’. “We try to keep things as simple as

possible and communicate openly and honestly with parents and carers. We do not always get it right, but through constant reflection, review and feedback, we work tirelessly to continually improve the service we provide so that our young people love learning, establish great friendships, grow in confidence and, importantly, are happy at school. “OAJW truly is an inspirational and fun place to learn and work.” To meet pupils and staff and experience the atmosphere, attend the open evening on Wednesday, September 30, or an open morning on Monday, October 5, or Thursday, October 8. For details, visit www.oasisacademyjohnwilliams.org.

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ICTORIA Boomer has been part of the OAJW community for the past seven years, initially as vice principal and now in her third year as principal. She says: “I am exceptionally proud of our academy, our students and our staff team. Visitors often comment on the calm and purposeful environment and the ethos of care they feel when in the academy, which, in combination with our strong exam results, makes us the school of choice for so many. “Since 2008, we have realised many improvements and, put simply, we remain restless to become the outstanding school our community de-

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Tuesday, September 15, 2015

William Roberts, Downend School

OWNEND School is an exciting and vibrant learning community where every young person is supported to achieve their very best. William Roberts has been the head teacher since 2011. In 2013 he was joined by Mark Fuller, who is now Downend’s associate head teacher and oversees the day-to-day running of the school. Downend School has seen significant improvements in GCSE and A-level results over recent years, making the school one of the most improved in the area. The sixth form has achieved the highest “value-added” at A-level of all the schools in South Gloucestershire for the last three years running. Over the last four years, Downend School has undergone substantial refurbishment, with the opening of a new IT hub, inclusion centre and innovation centre. This summer the school completely refurbished its dining hall, library and sixth form centre. In September 2014, Ofsted recognised the strength of Downend School, awarding a “good” judgement in every area inspected. Inspectors noted that “teachers have high expectations” and that “students’ attitudes to learning are good and they conduct themselves well around the school”. Inspectors praised “an aspirational culture throughout the school”. Downend School’s open evening is

“ The sixth form has

achieved the highest “value-added” at A-level of all the schools in South Gloucestershire for the last three years running. Over the last four years, Downend School has undergone substantial refurbishment, with the opening of a new IT hub, inclusion centre and innovation centre.”

on Thursday, September 17, 5.45-8pm. The school is also holding open mornings daily from September 21 to October 21 (9-10.30am) when the head teacher and associate head teacher will personally show parents and students around the school and answer questions. Appointments for open days can be made by contacting Sara-Jane Box at Downend School on 01454 862300.

● Mark Fuller and William Roberts

David Spence, Mangotsfield School

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● David Spence and William Roberts at Mangotsfield

AVID Spence started as Mangotsfield’s new head teacher this September, joining William Roberts, who has been working at the school as executive head teacher since April. Mangotsfield School is committed to ensuring that every student reaches their full potential. Students and staff aspire to excellence in all aspects of school life. The school seeks to provide the very best learning experience, so that every student makes good progress, regardless of their starting point. Mangotsfield’s curriculum is designed to challenge and inspire students of all interests and abilities. The school aims to provide high quality teaching and learning, exceptional pastoral care and extra-curricular opportunities, which ensure that all young people are able to perform at their very best. This is an exciting time for Mangotsfield School. On September 1 Mangotsfield become an academy as part of Castle School Education Trust (CSET). This follows a history of Mangotsfield working closely with CSET and its partner schools, particularly The Castle School and Downend School. The school community is excited by the outstanding opportunity that this partnership with CSET offers to build on past successes and move

“ Mangotsfield’s

curriculum is designed to challenge and inspire students of all interests and abilities. The school aims to provide high quality teaching and learning, exceptional pastoral care and extra-curricular opportunities.”

ambitiously into the future. Mangotsfield School is holding open mornings daily from September 15 (9am to 10.30am) when the head teacher will personally show parents and students around the school and answer questions. Appointments for open days can be made by contacting the school on 01454 862700.

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Tuesday, September 15, 2015

Catriona Mangham, Fairfield High School

ATRIONA Mangham has been the head at Fairfield High School for six years and has had the title of Principal since the school became an academy earlier this year. Her ambition is for the school to be rated “outstanding” at its next inspection – and it is well on the way, having made great strides since it was judged by Ofsted to be “good, with outstanding features” in 2013. The school is celebrating record GCSE results in 2015, with all core subjects above the national average on both attainment and achievement, and an amazing value added score of 1027. Fairfield is now oversubscribed and has an extremely diverse intake, with more than 40 flags in the impressive atrium representing students’ nationalities. Ms Mangham is particularly pleased that the inspectors said the school was the most racially harmonious they had ever visited. Parents love the community atmosphere too, as Mrs Mangham explains: “They say ‘This is not a monoculture. “This is what I want my child to experience. “This is what the outside world is like’.” Students of all levels of ability, and those who arrive speaking little or no English, make exceptional progress.

Ms Mangham is proud of the broad and balanced curriculum, in which creative subjects, languages and humanities are very important. “We have fantastic staff, who provide the right mix of subjects for our students,” she says. The principal, who came to FHS from Wiltshire, believes that the gover nors’ decision to join the small but successful Excalibur Academies Trust will help the drive towards excellence. Excalibur includes the outstanding St John’s School in Marlborough, which runs the respected International Baccalaureate qualification for its post-16 students. Fairfield is aiming to open its own sixth form, becoming the only school in Bristol to offer the new IB careers programme, which Ms Mangham feels will be relevant and beneficial for her students. “It is something unique and we have had great support from local businesses,” she said. Ms Mangham says the link with Excalibur will increase opportunities for staff and students. She envisages FHS becoming a “think tank school” – and is practising what she preaches, as she has just begun a doctorate at Bristol University in educational philosophy. The FHS open evening is on Thursday, September 24, 6pm to 9pm. Visits are welcome, by appointment, at any time.

Matt Butler, Oasis Academy Brightstowe

“ Our Year 7 is now full, and as a family man myself I am driven by the ambition that every single child who walks through these doors should stand as an equal to children anywhere.” Primary Academy in Southmead and my sons Oscar, seven, and Jasper, five, are thriving at their local primary. “In addition to Brightstowe I am Executive Principal of Oasis Long Cross and Oasis Bank Leaze, the two primary academies in the Oasis North Bristol Hub. “Levels of attainment at each are rising significantly – in fact, the SATS results for children completing Key Stage 2 at Long Cross have virtually doubled to 94 per cent in two years. “But the other great achievement through our hub is to put Brightstowe, Long Cross and Bank Leaze at the centre of community life. It’s not many weeks since Oasis, working

with Ambition Lawrence Weston, successfully revived the Lawrence Weston Carnival. “The success which we are achieving is down to teaching standards and

a relentless focus both on the basics and individual needs of each child. “That’s the driving force behind my role, and I can honestly say that nothing I did in business in the past came

anywhere near to the fulfilment and job satisfaction I now experience as an academy principal.”

● For further information, visit www.oasisacademybrightstowe.org.

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OTHING in my working life can compare with the excitement and pleasure of seeing 180 excited and chattering children arriving at Oasis Academy Brightstowe last Monday morning to begin their time with us. “Our Year 7 is now full, and as a family man myself I am driven by the ambition that every single child who walks through these doors should stand as an equal to children anywhere. “We have invested hugely in our teaching staff to provide just this opportunity. Over the course of the next five years, and hopefully longer if our planned sixth form opens by 2020, our students will share a wonderful educational and social experience at Brightstowe. “When I was a regional director with British Airways in South-East Asia, working in Singapore and Hong Kong, I had no idea how life-changing my impending career change would be. “The decision, taken after long deliberation, was to teach instead. So I returned to the UK, enlisted with the ‘Future Leaders’ scheme, learned the craft at inner city comprehensives in London and was appointed Principal at Brightstowe five years ago. “It’s the best job in the world, made even better by the fact my wife Joanna teaches at Little Mead

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Tuesday, September 15, 2015

Catherine Hughes, St Bede’s Catholic College

HE secondary school a child attends will leave a lasting impression; choosing the right school is therefore one of the most important decisions parents make. St Bede’s Catholic College is a wonderful place of learning, with an excellent culture and climate. Students work in a calm and industrious manner. They are stimulated and challenged to develop their talents and encouraged to strive for excellence. Achievement and effort are valued and celebrated. Within and outside the classroom numerous opportunities exist for students to unlock their talents and develop self-worth, esteem, confidence and independence. Students are enthusiastic about life in college and embrace the many opportunities to grow in faith, developing religious understanding and a sense of service. Spiritual and moral development lies at the heart of this vibrant faith community, as we each grow in the knowledge of truth and the pursuit of justice. Our community is built on a foundation of mutual respect and kindness. We hold high expectations of ourselves and these translate to the students in our care. They are enabled from the early stages to be active, enquiring, and critical open-minded thinkers; to be

ambitious for themselves and broaden their horizons. Excellent teaching, stimulating resources and high expectations enable all to learn and make outstanding progress. Our teachers strive to promote a love of learning and intellectual curiosity. They are reflective practitioners and planning is informed by rigorous monitoring and assessment. Young people of all backgrounds and abilities are set ambitious targets and supported in achieving these. The curriculum matches the needs, ambitions and interests of the students and prepares them well for further study. Within our sixth form, the curriculum is evolving and the co-curricular opportunities available, including sport, help in the development of character and resilience, enriching the college experience. The wellbeing of each student is at the heart of our work and pastoral care is fundamental to our success. We know that young people flourish when they are happy, safe and learning. The college has a long-standing tradition of scholarship and academic excellence. Our examination results are hugely impressive and we make no apologies for saying results matter. As important as they are however,

Jane Millicent, Patchway Community College

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ANE Millicent has been headteacher at Patchway Community College for eight years. “The college has changed enormously in my time here,” she said, “but one thing that has not changed is the commitment, innovation and caring ethos of staff.” A total of 60 per cent of students obtained five A* to C grades this year, with 28 per cent gaining at least one A grade or equivalent and 100 per cent with at least one A* to G. Mrs Millicent commented that: “I am particularly proud of the destinations that students are able to move on to. University places this year ranged from computer science at Nottingham to psychology at Cardiff and costume design at Birmingham, while other students gained prestigious apprenticeships.” One innovation this year is the new house system, where Year 9, 10 and 11 students are now in mixed tutor groups, giving leadership opportunities and peer support to all. Mrs Millicent said: “When students are talking to visitors and guests, I am always pleased when they refer to Patchway as being like a family. By moving to our new house-based tutor system we will build on the positive relationships and teamwork that already exist to continue to foster our supportive relationships with all the members of

“ I am always pleased when our students refer to Patchway as being like a family.” our community.” Sports day this year was another innovation, being an inclusive, fun event for all, which saw record numbers of students participating. Students took part in a range of individual and team sports throughout the day, from a penalty shoot-out, standing long jump, and welly-wanging to tug-of-war, rounders and football. Patchway is also committed to the arts and working with local businesses. Mrs Millicent explained that: “The Great Aeronautical Art Hunt, which took place this summer, was a fantastic opportunity that we hope to build on for the future.” The school worked with local primaries to design and build globe-like sculptures based on the local aerospace industry. These have then been part of a Shaun the Sheep-type art hunt in the Patchway area. Patchway Community College’s open evening is on Wednesday, September 23, with talks from the head teacher at 6.15pm and 7.15pm.

“ Spiritual and moral

development lies at the heart of this vibrant faith community, as we each grow in the knowledge of truth and the pursuit of justice. Our community is built on a foundation of mutual respect and kindness. We hold high expectations of ourselves and these translate to the students in our care.”

education at St Bede’s is about much more than results. If you are looking for an excellent education for your child within a Christian environment you will like what you find at St Bede’s Catholic College.

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Tuesday, September 15, 2015

Kevin Hamblin, South Gloucestershire and Stroud College

OUTH Gloucestershire and Stroud College (SGS) is the highest-performing further education college in the Greater Bristol area. With campuses in the north of Bristol and Stoke Gifford areas, SGS consistently delivers a range of academic and recreational courses which are among the best performing in the country. Judged by Ofsted in 2014 to provide “outstanding” provision in creative and performing art, business and IT and sport and leisure, the college continues to grow. Ofsted also rated the college’s approach to developing employability skills for all of its students as “outstanding”. Leadership and management was also judged “outstanding”, with the principal, Kevin Hamblin, supported by five vice and assistant principals, each an expert in their field. Mr Hamblin, who previously worked at Swindon and Hartpury colleges and joined SGS in 2001, ex-

education within our catchment areas. We want our staff to enjoy working in a supportive environment where expectations are high and fulfilled, and where we provide the most productive environment in which students learn, succeed and progress. “We also want employers to view SGS as the first place they turn to for quality employees, who demonstrate the skills of communication, literacy, numeracy, reliability, enthusiasm, working in a team, problem solving, IT, personal presentation and business awareness.” With more than 150 full-time courses covering entry-level programmes, technical qualifications, A-levels and professional courses up to degree level, all applicants will have a wide choice of study pathways and can expect personalised career advice and guidance to make sure they are on the course that is right for them. For more information, visit www.sgscol.ac.uk.

“ We want SGS to have

a positive impact on students’ lives.”

plained that SGS College is far more than simply a learning centre. He said: “It is important to us that students leave with the best possible chance of gaining employment, not just with a qualification. “We want students to view SGS as somewhere to enjoy spending time, and as the place where they have the opportunity to make progress for their own economic and social wellbeing. We want SGS to have a positive impact on their lives. “The college is an important part of the community and aims to provide local people with the best opportunity to progress. As such, we share our excellent resources for community use, and play a key role in improving

Dr Helen Holman, Orchard School

ELL-rounded, confident, courteous young people who are a credit to their families, their community and their school – that’s the profile of the young people I see every day in the classrooms of our school in Horfield, says head teacher Dr Helen Holman. Dr Holman continues: At Orchard School Bristol, our vision statement – ‘Inspire today, empower for life’ – is at the heart of all that we do. We do not place limits on our aspirations for students. They thrive in an environment where positive, productive relationships secure the best possible outcomes. “The choice for parents is demonstrated in this supplement, but I would like to highlight some aspects of life at Orchard School which we believe set us apart.”

● A thriving house system: We have four houses with all five year groups in mixed tutor groups. Students enjoy having the clear identity that this offers. ● 2. A personalised curriculum: Personalised learning and exam preparation based on detailed and precise knowledge of students. ● 3. A wide range of extracurricular activities which broaden the experiences of our students: We offer a tailored enrichment programme, including a designated afternoon, with a huge range of activities ● 4. Fantastic facilities: We have the very best technology, modern classroom facilities and extensive playing fields ● 5. Transition: At Orchard School we work closely with our local primary schools to support children making the move from Year 6 to Year

“ We have the very best technology, modern classroom facilities and extensive playing fields.”

7, with an extensive programme throughout Year 6 and a summer school in late August. The open evening is on October 6, 6.30pm or call on 0117 377 2000 to arrange a visit. There are open mornings on September 22 and 29, and October 6 and also by appointment, all at 9am.

Dean Anderson, Broadlands Academy

“ For the third year

running, record-breaking examination results were achieved this summer in a number of subjects including English, maths and science.” A principal’s job is to ensure that students get every opportunity to succeed to the best of their ability and that they are prepared for life beyond school. I have had the privilege of being in post at Broadlands since January 2013 and I have seen the academy go from strength to

strength, not just in terms of exam results, but in terms of the development of the skills and qualities that are essential for our students to go on and lead successful lives. I am committed to ensuring that the students I am responsible for receive the best possible education that can be provided: it’s what they deserve. My staff and I work hard every day in pursuit of this aim and have high expectations for all of our students. Prospective parents can come along to the open evening on Tuesday, September 22, from 6.30pm to 8.30pm and to hear my presentation at 6.30pm or 7.30pm, where I will share our students’ fantastic achievements and my vision for the academy. Broadlands Academy is in Keynsham. For further details, call 0117 986 4791.

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N my role as principal, there is no better feeling than handing a student their GCSE results envelope in August and seeing the delight in their eyes when they open it. For the last three years, I have had the privilege of being able to see the students of Broadlands Academy achieve more highly and make more progress than ever before in the history of the school. For the third year running, record-breaking examination results were achieved at the academy this summer in a number of subjects including English, maths and science. As principal, I am incredibly proud of our students and the way in which they approached their studies and I am grateful to my dedicated and hardworking staff, who ensured that our young people had the support, guidance and opportunities they needed to achieve their potential.

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Tuesday, September 15, 2015

Dave Baker, CEO Executive Head Teacher and The Olympus Academy Trust

HE Olympus Academy Trust is a multi-academy trust established in 2012 and made up of primary, secondary and all-through schools working in partnership in the local area. In charge is head teacher and CEO, Dave Baker, who outlined the trust’s mission: “We aspire to be seen as the best local option for education and are keen to work with other local schools, colleges and universities to make this happen. It is likely that we will grow within the local area in the coming months and years. “Our vision is to establish our schools at the heart of the community and provide an outstanding educational experience for our learners. In order to do this, we need to be the employer

and teacher trainer of choice for staff so our learners have access to the highest standards of teaching, resources and opportunities. This will equip our learners to become responsible individuals able to make a meaningful contribution to society. “OAT’s aim is to create consistency and share best practice between its schools through a shared leadership structure. This has been a year of consolidation, with two primary schools joining the trust and the opening of a primary phase at Bradley Stoke Community School. By working in a larger partnership of schools, we can share expertise, provide mutual support and challenge one another to deliver the best outcomes for young people.”

STEVE MOIR, BRADLEY STOKE COMMUNITY SCHOOL

RADLEY Stoke Community School is “continually focused on ensuring every individual student receives the education and opportunities they require to achieve their very best”, said headteacher Steve Moir. “This, combined with our commitment to continually refine and improve our approach to teaching and learning, and a broad and exciting curriculum, ensures that our students achieve well and are ready for the next challenges in education and career.” The most recent Ofsted report commented: “Students are motivated by enthusiastic teachers who have strong subject knowledge and use a variety of teaching methods and resources to help the students to learn and achieve well.” Behaviour and safety in school was been rated by Ofsted as “outstanding”, both in and out of the classroom. Inspectors said: “Students’ behaviour is outstanding and they feel very safe. They have an excellent understanding of the school’s high expectations of behaviour, and students’ attitudes to others are first rate.” Mr Moir added: “We are proud of how well our students respond to, and are supportive

of, one another and their development and understanding of themselves and their place in the world is a considerable strength of the school. This is integrated throughout our curriculum within our core values of being responsible, reflective, resilient and resourceful young people. “We offer an enviable range of enrichment activities, including sports, cultural and arts activities. Provision for students’ spiritual, moral, social and cultural development is outstanding and ensures that students develop into highly informed and reflective young people. “Students are encouraged to become pro-active members of the school community, both in lessons and on our school council; all this serves to help them achieve a clear understanding of themselves as active members of their community. “We strive always to make learning engaging and challenging and are dedicated to developing students who are the embodiment of our vision and values; successful, independent, well-rounded, compassionate, tolerant, creative and confident young people. “The addition of a primary phase, which opened for its first reception class this month, is a very exciting development for Bradley Stoke Community School.”

NICOLA BAILEY, CHARBOROUGH ROAD PRIMARY SCHOOL

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HARBOROUGH Road is a welcoming, happy school, where people are helpful, considerate and respectful of each other, said head teacher, Nicola Bailey. She added: “Pupils are happy and enjoy learning. We have a dedicated team of teachers, teaching assistants and support staff who strive to ensure that every child is successful, confident and responsible, equipped with all the skills they need to continue on their future learning journey. Our pupils enjoy a programme of stimulating, exciting and challenging learning experiences.” Ofsted inspectors said: “Pupils within the school enjoy their learning and achieve well.” But although the school can certainly provide impressive statistics about academic achievement, this is not what makes it special. Nicola continued: “We are special

simply because this is a very happy, fun-filled and exciting school; a wonderful place to learn and work. This is a friendly community working in partnership together to give our children the very best, well-rounded education.” Ofsted also recognised that the school was a strong and cohesive school community. Nicola said staff worked in partnership with parents and carers and placed great value on their support and contribution to school life. She added: “By working together, we aim to provide a happy, caring and effective learning environment, where expectations and standards are high. We have carefully designed our topic-based curriculum on the principles of independence, creativity and possibilities, to enable children to develop essential skills, to be excited about learning and to be challenged to achieve their very best.”

DAVID HOWE, ASSOCIATE HEAD TEACHER, ABBEYWOOD COMMUNITY SCHOOL

SSOCAITE head teacher, David Howe, said Abbeywood Community School was thriving under its membership of the Olympus Academy Trust. Describing the school as a “vibrant, exciting and safe learning environment”, he pointed out that “staff, students and governors are delighted that Ofsted reinforced this view during the November 2014 inspection, rating the school ‘good’ in every category. “One of their concluding points was: ‘Teaching is good because teachers know students extremely well and challenge all abilities to learn successfully’.” Mr Howe continued: “We have raised the bar with consistently high expectations about behaviour, appearance and the development of successful learners. “Ofsted ratified our progress, commenting, ‘The school’s curriculum is well organised and imaginative’. “This is a school where our mantra of ‘learning without limits’ is lived by all on a daily basis. “We are proud of the school’s strong repu-

tation for enabling every student to thrive and succeed. “Our talented and motivated staff provide high-quality learning experiences and a wide range of extra-curricular activities. Ofsted noted that ‘students thrive because the school is a very caring, inclusive community with very good support systems’.” A total of 56 per cent of students achieved at least five A* to C GCSE grades in 2015. Mr Howe said: “Many of the students from Abbeywood will be the first in their families to go to university and we were extremely proud that this year every single Abbeywood student made it to their university of first choice. “This is a school where ambitions are forged and dreams are realised. “Outstanding teaching and learning will take the school to the next level. “In 2015, we are full in both Years 7 and 8, which is a strong vote of confidence in us by our local community, which we intend to match by delivering a world-class education for all.”

JON BARR, MEADOWBROOK PRIMARY SCHOOL

EAD teacher Jon Barr describes Meadowbrook Primary School as a school committed to excellence. He said: “We build skills and knowledge which will be foundations for the boys’ and girls’ success. From the classroom to the sports field and out into our community, our children are inspired to achieve. “Our mission is to be a school which inspires successful learners. “We are committed to equipping them with the skills, knowledge and attitudes that will support them through childhood and into adulthood. “We believe those foundations are critical and, for our staff, that means we want to help children develop the key mindsets which will help them succeed.

Ofsted inspectors said: “The wide range of subjects and topics taught inspires pupils to learn well.” Mr Barr said: “From their first day at school, we start exploring pupils’ passions and interests. “In our indoor or outdoor classrooms, through play and teaching, they will find experiences that will build the foundations of their mastery of reading, writing and mathematics. “Following that first reception year, they will find themselves in classrooms and a school which continues to challenge and support them on their learning journey. “They will explore the interests they have already nurtured and, through planned experiences, they will begin to see new ambitions.”

www.iypz{vswvz{.co.uk

Tuesday, September 15, 2015

Our guide to independent schools in the Bristol area

Full, weekly and flexi

Whole School 450

3–18

Day £2,830– £5,960 Boarding £7,100– £11,290

Yes

Available in the Junior School, 11+, 13+ and 16+.

‘A’ level

Co-ed

Infants 108 Juniors 220 Seniors 640 Sixth Form 300

4–18

Infants and Juniors from £2,440 Senior and Sixth Form £4,495

Yes

11+, 13+, 14+ and 16+

‘A’ level

Co-ed

Yes

Whole School 500

3–18

Reception £3,063 Senior School £4,526

Yes

From 11+

‘A’ level

Co-ed

Whole School 754

3–18 Lower School from £2,310 Upper School £4,245

Yes

8+, 11+, 13+ and 16+

‘A’ level

8.30am– 4.00pm After school clubs and supervision available until 5.30pm

Extensive 30 acre site and extra-curricular provision, alongside a vast array of enrichment activities. CCF and DofE schemes available with over 100 pupils taking part. Exemplary pastoral care. Taster visits available throughout the Autumn Term. www.colstons.org or 0117 965 5207

Whole School Open Morning: 26/9/15 Sixth Form Open Evening: 8/10/15

Boys

Junior 100 3*–18 Senior 570

Junior £2,931 Senior £4,485

Yes

7+ 11+, 13+ and 16+

‘A’ level

8.40am– 4.00pm 8.00am–6.00pm

Offers Bristol’s only all boys’ Junior and Senior School education. *QEH Infants are accommodated jointly at the Redland High School site. Excellent sports facilities at Failand shared with Bristol City FC. IGCSE. HMC and IAPS affiliation. www.qehbristol.co.uk or 0117 930 3040.

Senior Open Morning: 10/10/15 Junior Open Morning: 9/10/15 Sixth Form Event: 12/10/15

Girls 3-18 Boys 3-7 only

Junior 150 Senior 350

3–18

Infants and Junior from £2,640 Senior £4,230

Yes

11+, 13+ and 16+

‘A’ level

8.35am–3.55pm 7.45am–6.00pm

Girls

Junior 140 Senior 500

7–18

Junior £2,915 Senior and Sixth Form £4,290

Yes

11+, 13+ and 16+

Badminton School

Bristol Grammar School

Clifton High School

Colston’s School

Queen Elizabeth’s Hospital

Redland High School

Sixth Form Open Evening: Minibus service from Chepstow area available, all Junior Available in 18/9/15 8.30am– facilities including sports and swimming are on-site. the Junior Whole School Open Evening: 3.30/ 4.00pm Extended Project Qualification. IGCSE and GCSE. and Senior 8/10/15 Senior School GSA, IAPS and BSA affiliation. 8.35am– Whole School Open Mornings: www.badmintonschool.co.uk or 0117 905 5200. 4.15/ 6.45pm 10/10/15, 12/03/16, 02/05/16 8.30am-3.30pm 7.45am(Yr 3-U6), Extended Project Qualification. IGCSE and GCSE. Extensive Infant and Junior School 8.00am (Rec–Yr sporting facilities including a climbing wall. Fees include (Infants), Open Morning: 17/9/15 2) -5.45pm (Rec– lunch for ages 4–16. Personalised curriculum from Year 9. 3.40pm Whole School Open Evening: Yr 6) and 6.00pm Small classes. HMC and IAPS affiliation. New Performing (Juniors), 2/10/15 (Yr 7–U6) 3.50pm Open Morning: 12/11/15 Arts Centre from September 2016. (Senior) Sixth Form Open Evening: 4/11/15 www.bristolgrammarschool.co.uk or 0117 933 9885. Senior Open Evening: 17/9/15 8.45am–3.35pm 8.00am–6.00pm Beautiful grounds, on-site pool. Part owner of the School Open Morning: 10/10/15 (N–Y6) Coombe Dingle Sports Complex. Free direct debit Sixth Form Open Evening: 8.40am–4.05pm scheme. Extended Project Qualification. Holiday 10/11/15 (Y7–Y13) activities. Offer French and English curriculum. Eco Year 7 Taster Days: 22/10/15, Schools Green Flag award. 24/11/15 www.cliftonhigh.bristol.sch.uk or 0117 973 0201.

Girls

Red Maids’ School

Visiting Mornings: 1/10/15, 6/11/15, 1/12/15, 11/3/16 Open Morning: 17/10/15 Sixth Form Open Evening: 11/11/15 Whole School: 26/9/15 and 15/10/15 Sixth Form: 10/11/15 Taster Days: 6/10/15, 13/10/15, 20/10/15, 10/11/15, 24/11/15

Open Mornings: 25/9/15, 29/1/2016 and 2/5/16 Year 7 Taster Evening: 17/11/15 Sidcot Junior Taster afternoon School 12/3/16 These schools offer a wide range of additional opportunities including competitive sport, DofE, Young Enterprise, clubs and societies, holiday activities to name but a few. For detailed information about what makes each school unique, please visit the school’s website or attend one of the many open events available. Co-ed

Full, weekly and flexi

Nursery 24 Junior 110 Senior 465 (180 boarders)

3–18

Day £2,384– £5,343 Boarding £8,015– £9,597

Yes

6+, 7+, 8+, 9+, 11+, 13+ and 16+

EPB-E01-S5

Excellent sports facilities at Golden Hill. EPQ and Gifted and Talented Programme offered. GCSE and IGCSE. Redland High Infants with QEH offers co-educational provision for pupils aged 3-7. GSA and IAPS affiliated. Bus service available. www.redlandhigh.com or 0124 4404. 8.40am–4.05pm 7.45am–6.00pm Residential location, public and private bus services. ‘A’ 12-acre site with own facilities. Examinations and level curricular trips are included in the school fees. GSA and IB and IAPS affiliation. GCSE and IGCSEs. EPQ. Gifted and Diploma talented programme. www.redmaids.co.uk or 0117 962 2641. Junior 8.30am–3.40pm Quaker ethos encourages student to ‘live adventurously’. ‘A’ 8.00am–6.00pm Beautiful rural location on the A38 easily accessed level Senior to from Bristol – school buses daily. Sporting facilities and and IB 6.30pm Equestrian Centre on-site. CReSTeD, HMC and IAPS Diploma Sixth Form to www.sidcot.org.uk or 01934 483 102. 9.30pm

www.bristolpost.co.uk

Tuesday, September 15, 2015

‘Schools are free from political point-scoring’

NSULATION from Government interference is one of the reasons for choosing a private school over an academy, according to leaders at Bristol’s independent schools. Heads say that although academies have more freedoms than traditional council-run schools have ever enjoyed, they are still hamstrung by politicians making changes to the state education system. Redland High School says it used its freedoms as an independent school to shift from the GCSE to IGCSE in some subjects five years ago, something state schools would have been unable to do. In common with many other independent schools it felt the IGCSE

offered more rigour. In 2014, when English GCSE results dropped across the country, the school said it avoided embroiling pupils in the anxiety and “sheer unfair ness” of changed grade boundaries. The school’s head Stephanie Ferro, pictured inset, said state schools were “at the mercy of the vagaries of political red tape and the use of children to score political points”. She said: “At Redland High we focus on what is best for our pupils, and their teachers and tutors work hard to achieve that with them.” In agreement, Angela Chapman, deputy head at Badminton School, said: “Schools in the independent sector are not forced to follow government policy in the same way as the academies and for that reason their provision can be truly independent. “This therefore raises the question

“ Class sizes tend to be small, ensuring more frequent pupil interaction and allowing every single pupil to be engaged Angela Chapman, deputy head, Badminton School

‘Do academies really have enough freedom to ever compete with the independent sector?’ “They are still very heavily regulated by the government and this may not always be to the benefit of the ground level education provided for today’s young people.” Heads of Bristol private schools say there are many other reasons to choose an independent education including class sizes, exam perform-

OPEN DAYS

ance and access to extra-curricular activities. Guy Cowper, director of operations at Clifton High School, said: “The number of children at independent day schools continues to rise and has increased 1.7 per cent this year. “Coupled with this the number of international pupils seeking an education at our independent schools continues to grow. This to me demonstrates the desirability of an inde-

�li�o� �i�h �chool co��c��o��l ��rs�ry school to sixth form

Sixth Form Open Evening

Friday 18th September

Senior School Open Evening: Thursday 17th September

Whole School Open Evening

Whole School Open Morning: Saturday 10th October

Sixth Form Open Evening: Tuesday 10th November

Thursday 8th October

Whole School Open Morning

Saturday 10th October Call us for more information and to book your place.

Clifton High School

EPB-E01-S5

realising individual brilliance 0117 933 9087 | www.cliftonhigh.bristol.sch.uk e: admissions@badmintonschool.co.uk

t: 0117 905 5271

badmintonschool.co.uk

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Tuesday, September 15, 2015

www.bristolgrammarschool.co.uk

Whole School

Open Evening Friday 2 October 2015 4.00pm–8.00pm (until 7.00pm for BGS Infants and Juniors)

Daily Visits and Experience Days available on various dates during term-time. For further details or to request a prospectus, please call Hollie Skerritt on

ture ven Ad

0117 933 9885. pendent education.” Ms Chapman, deputy head at Badminton School, said the staff to student ratio in independent schools means no student can slip under the radar. She said: “Class sizes tend to be small, ensuring more frequent pupil interaction and allowing every single pupil to be engaged; ensuring there is no scope for pupils to go under the radar. This also allows for more time to be dedicated to each student with

ips dsh ien r F

● Above, Guy Cowper, director of operations at Clifton High School; Right, Clifton High School; Left, Redland High pupils celebrate their GCSE results.

Learning

extra academic support ‘clinics’, one-to-ones and the opportunity for regular feedback to parents either through the school tracking and monitoring programme or on a much more personal and individual basis.”

HOW DO SCHOOLS HELP COMMUNITIES?

Collaborative

“ Badminton School runs

an outreach programme in science for local primary schools, where their girls lead science sessions for younger pupils helping to encourage them to develop an interest in this field.

The school works closely with Tomorrow’s Achievers Educational Trust, a national charity providing specialist master classes for gifted children, and provides its facilities, such as laboratories, free of charge and volunteers their teachers’ time and expertise to run the sessions. They also offer free workshops in subjects such as science and art. Badminton School, pictured, runs an outreach programme in science for local primary schools, where their girls lead science sessions for younger pupils helping to encourage them to develop an interest in this field. They also hold an annual Young Geographers’ Competition and the Mary Fedden Art Competition for local prep and primary schools.

Open Morning Saturday 26 September

To register on-line visit our website or email admissions@redmaids.bristol.sch.uk Junior School, 0117 962 9451 Senior School, 0117 989 8252 Westbury-on-Trym, Bristol BS9

redmaids.co.uk

EPB-E01-S5

● Earlier this year at a hustings held in Bristol ahead of the general election, politicians clashed over the issue of independent schools in the city and their contribution to helping state schools and the wider community. Thangam Debbonaire, the then prospective Labour MP for Bristol West, accused Liberal Democrat incumbent Stephen Williams of failing to push for Bristol’s private schools to do more to help state schools during a debate at Bristol University’s Graduate School of Education. Both politicians pledged to scrap the charitable status independent schools enjoy unless they did more to benefit the community by giving state schools access to their sports facilities and teaching expertise. But what exactly are private schools in Bristol doing to help communities? The 2012 Independent Schools Council (ISC) Census reported that 90 per cent of its member schools were involved in some form of partnership with state schools or the wider community, whether formalised or on an informal basis, and independent schools in Bristol say their institutions are no exception to this. Clifton High School and Redland High School say they both provide access to some of their facilities free of charge, for example their swimming pool and playing fields, which are made available to local schools in the maintained sector. Redland High School says it works to develop potential in Bristol’s children.

Life changing

www.bristolpost.co.uk

Tuesday, September 15, 2015

Confused? Even more exam changes ahead The past few years have seen unprecedented changes made to the curriculum and exams in British schools. There has been a shift away from modular courses to assessment by end-of-year exam only, the introduction of fresh subject content with an emphasis on academic rigour and a new numerical grading system brought in for GCSEs. Here, Stuart Dalley, director of studies at Badminton School in Bristol, explains why the reforms could spell a tricky few years ahead

“

From 2015 through to 2019 schools across Britain will be faced with renewed turbulence as a wave of reforms of both GCSEs and A-levels gets underway. The complexities of these reforms are such that pupils, staff, governors and parents will need to be fully up to speed with what the changes mean. In short, the government is looking to turn the clock back to the pre-Curriculum 2000 days when A-levels were based on a linear system with all exams at the end of two years of sixth form study. However, such is the difficulty of reform that these changes will be staggered over two years so that there will be some subjects reformed for first teaching in a linear fashion from September 2015, a further tranche in September 2016 and the last in place for teaching in September 2017. This will mean that for two years schools across Britain will be faced with tough decisions on how they will cope with a ‘mixed currency’ of reformed and non-reformed A-levels.

Pupils, and their parents, will need to appreciate that in reformed subjects only the exams sat at the end of the A2 year – and none from the lower sixth year if sat – will count towards the final A-level grade, but this will be done alongside unreformed subjects where it will still be possible to do exams at the end of the lower sixth year which could still count to towards the final grade! Schools will need to manage this system for at least two years as these staggered reforms take place. If this was not enough to cope with, new GCSEs will also be factored in starting with maths and English in September 2015, followed by other GCSE subjects in September 2016. It has been argued that GCSEs require updating due to the fact that grade inflation has eroded the value of top grade GCSEs and that there is a need for new content, a different structure and better assessment if the country is to retain its educational standing in the world. Though it is difficult at this stage for schools to know the

impact of these GCSE reforms, it is suggested that there will be a greater focus, where appropriate, on assessment mainly through exams and content which is deemed to be more demanding. At the time of writing, there is no definitive answer about the rigour of content or assessment with old vs. new systems but there is a general sense that whilst A-level content will remain at a similar level of difficulty (albeit with an arguably more difficult framework), new

GCSE content will be noticeably more difficult. What has been defined is that a new 9-1 grading system will be used, with 9 being the new top grade. Broadly speaking, 8 is considered to be the equivalent of the old A*, 7 an A grade and so on. In effect, 9 will be the new super grade with only a small minority of pupils able to achieve this. However, some IGCSE subjects are proposing to stick with the A*-G system or to offer both an A*-G option and a 9-1 option; so again a mixed system will prevail and will have to be understood by those universities, courses and employers recruiting based on these. The government has given the message that it aims to drive to improve standards in British education; the updating of the content of courses and improvements to assessment methods are one vehicle being used to achieve this. For those of us in the front line of these changes, whether as pupils, staff, parents and governing bodies, it means a tricky few years ahead.”

2015 Open Events

EPB-E01-S5

JUNIOR Friday 9 October 9.30–11.30am SENIOR Saturday 10 October 10am–12noon SIXTH FORM Monday 12 October 6.30pm 0117 930 3068 www.qehbristol.co.uk

SUMMARY OF THE CHANGES BEING INTRODUCED TO GCSES THIS MONTH: ● New GCSEs in English language, literature and maths contain new content and are being assessed and graded differently. Most subjects will be assessed by exam only, and students will be awarded one of nine grades, represented by the numbers 1-9, with 9 representing the highest level of attainment. Those who fail to meet the minimum standard will be graded with a U – as before. Many subjects will no longer have coursework, unless it's decided that it's vital to judge how a student is doing. This will be decided on a subject-by-subject basis. Subjects including the sciences, geography, history and modern languages will be introduced as new GCSE qualifications in 2016.

at Redland High

Open Morning Thursday 1 October Sixth Form Evening Wednesday 11 November

Tuesday, September 15, 2015

Ou best eve esults

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Scholar availab ships 11+ an le at d 13+

â&#x20AC;&#x153;Congratulations to our pupils. We are extremely proud of you all.â&#x20AC;?

Mark Moore, Head of Clifton College

Clifton College pupils have achieved their best ever A Level results, with more than 82% of pupils gaining A* to B and 55% of pupils gaining A* to A grades.

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Open Day 3rd October 0117 405 8396 | cliftoncollege.com

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Tuesday, September 15, 2015

The jury’s still out on tests for four-year-olds

T is a move which has attracted nationwide criticism since it was first announced in 2014. And the introduction of testing for four-year-old pupils has been no more warmly received in Bristol, with both the city council and a teaching union holding reservations. The baseline tests in writing, reading and maths are being brought in at primary schools in England from this month to monitor reception children’s progress through the education system. Announcing the tests last year, the then Education Secretary Michael Gove said children should be assessed when they entered primary school and again when they left at 11. He said the assessment would enable the government to see which schools were making progress with disadvantaged children. But early years education experts have condemned the move, describ-

ing the tests as unreliable, harmful to children’s wellbeing and learning, and disruptive. A government consultation found 57 per cent of 1,063 respondents opposed them. The literacy and numeracy checks are being implemented as pilots this year and will be rolled out formally in September 2016. Schools are under pressure to carry out the tests because they will be ranked by the government based on the assessments. Sally Jaeckle, service manager for early years at Bristol City Council, said there were some concerns the assessments would be more helpful for calculating outcomes for schools than aiding children with their learning. She said early years practitioners

● Lisa Middle, above, and, inset, Sally Jaeckle already conducted informal assessments of children in reception class – through observation during play and discussions with family – to help tailor lessons to pupils’ development needs. Ms Jaeckle said: “Clearly, a young child who is subjected to a ‘test’, however well disguised, is unlikely to provide a true picture of their abilities during their very first days of school. “This is such an important transition period and children first need to adapt to their new environment, build new relationships and develop trust and confidence in

their new setting.” But Ms Jaeckle said that of the six types of baseline assessment programmes available to heads, the majority of schools in Bristol and nationally would use the one testing tools which most closely fits with the “principles” of the Early Years Foundation Stage. She said: “Though not perfect, this tool is rooted in observations of children at play, rather than a screen based test and hopefully will be used in the context of assessment for learning, informing each child’s learning journey, rather than as a barometer for the school’s effectiveness. “The jury is out. This year is a pilot

and much could change before the new assessment is implemented as government policy. There is therefore an important opportunity to make sure that the Department for Education receives a clear message from the early years sector. “The importance of well-informed assessment is recognised and valued, but this needs to be within the principles of the Early Years Foundation Stage, it must be supportive and empowering for children and based on reliable evidence gained through careful observation and analysis. “This will enable children to thrive, demonstrate what they can do, not what they can’t, and start their school career feeling confident about themselves as learners and young people.” Earlier this year, members of the National Union of Teachers backed a campaign to abolish the tests. Lisa Middle, spokeswoman for the Bristol branch of the union, said: “The success of the first term of a child’s educational career is crucial. Children need time to adjust and be confident and secure to learn. “Teachers have always assessed children in this time in an effective but gentle way. More and more children are showing signs of stress at school and at a younger age. Children as young as six are saying they are worried about performing well in tests. The reason for ‘baseline assessments’ are to provide a score against which to judge a school’s future performance. They are purely part of the accountability agenda.”

Cleve House School sidcot.org.uk

A Fresh Start! See The Changes For Yourself…

OPEN DAY - EVERY DAY At Sidcot School we develop students’ natural curiosity and creativity. We educate them, rather than simply train them to pass tests, so they can go out into the world and live rewarding and adventurous lives.

Open Morning Friday 25 September 9am – noon

EPB-E01-S5

z z z z z z

Call 01934 845236 or visit www.curiousparents.org.uk to register.

Happy and nurturing atmosphere Small classes for individual tuition (pupils 3 -11) Excellent academic results Flexible hours for nursery children Before and after school supervised care Nursery vouchers accepted Come and see us at: 254 Wells Road, Bristol BS4 2PN Tel: 0117 9777 218 www.clevehouseschool.co.uk

• Scholarships and bursaries available • Daily school buses • A Levels and International Baccalaureate Independent day and boarding school set in glorious Somerset countryside, for boys and girls aged 3 to 18. Less than 30 minutes drive from Bristol’s city centre on the A38 – Winscombe BS25 1PD. ©LW

Tuesday, September 15, 2015

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Isabel Tobias, Red Maids’ Senior School

ET me start with a few facts: Firstly, Red Maids’ is the oldest girls’ school in the country, founded in 1634 and still going strong (very much so!). Secondly, this is the only school in Bristol offering the IB diploma or A-levels for sixth form study. Thirdly, more parents choose to send their daughters to Red Maids’ than any other independent school in Bristol. It seems to be paying off for students: doors open for them at the best UK universities – predominantly Russell Group – and overseas; others enjoy gap years before higher education; and some move straight into industry. As a girls-only school, we are quite simply specialists in all things girls. We structure lessons and the timetable to suit their needs. We know what is best for them academically and pastorally. We help them build strong self-esteem, empower them to be leaders and to aspire to any profession. They rise magnificently to the challenge and consistently forge ahead in areas that have historically been male strongholds. This year, almost half of our sixth form leavers took up degrees in STEM-related subjects including physics and astrophysics, civil engineering, neuroscience, pharmacy and psychology. More than 10 per cent of the year group won places at medical school. Our students also excel in languages and in the humanities. Music,

“ Almost half of our sixth

form leavers took up degrees in STEM-related subjects and more than 10 per cent of the year group won places at medical school.

drama and sport also play a big part in their lives. We provide added “stretch” through exciting and challenging curricular and extra-curricular trips at home and overseas, such as projects in Nepal and Cambodia, and through participation in special events, including the Edinburgh Fringe Festival, the Rotary competition for young musicians and using our own observatory. We are forward looking in our teaching, using mobile technology to create dynamic learning and our links with many industries and professions bring practical and up-to-date expertise directly into the classroom. Whichever way you look at it, Red Maids’ is a highly successful and special educational establishment and I would urge you to visit us.

● The open morning is on Saturday, September 26. For more information, contact the admissions registrar on 0117 989 8252, or admissions@redmaids.bristol.sch.uk.

Lisa Brown, Red Maids’ Junior School

“ It’s a busy, happy and

vibrant school, where our girls are free to explore, discover and develop their strengths. taught and the skill of the teaching staff in their delivery. Everyone is encouraged to join in and the variety of experiences, both within and beyond the classroom, creates a memorable pathway of discovery in which each girl grows through interactive, engaging teaching and independent study. “Being a parent myself, I am very aware of the need to provide flexible provision that accommodates the many changing commitments of modern family life on a daily basis. School opens from 7.45am for breakfast and after-school care is provided within the cost of our fees until 6pm. Many of our families are within walking distance, but for those coming further we are well-served by Bristol’s transport systems. We also have our own private bus services from Clifton and the Chew Valley which are used by a number of our junior pupils “I do hope you will make a date to visit us during the autumn.” For further details, contact Lynn McCabe on 0117 962 9451, or juniors@ redmaids.bristol.sch.uk.

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IGH standards of academic achievement combined with strong pastoral care have been important hallmarks of Red Maids’ Junior School for more than 25 years and remain so today, says head teacher Lisa Brown. She goes on: “I was privileged to take over the headship in January, maintaining the principles on which the school has grown: that of allowing personalities and friendships to blossom, and nurturing every girl’s interests, energies and talents. “The junior school is a busy, happy and vibrant school, where our girls are free to explore, discover and develop their strengths without the constraints of stereotyping. It gives me great pleasure to watch ballet club on a Tuesday and then the very same girls throwing themselves wholeheartedly into dramatic judo moves later in the week. “Our curriculum and varied extra-curricular activities provide a great breadth of opportunity for Red Maids to find out what they are good at and enjoy most, ensuring that they are equipped with a wide range of skills and knowledge enabling them to make informed choices. “For us, communication is a key aspect of our teaching programme: through writing, speaking and using the latest technology. We value highly and encourage the ability to voice opinions or share knowledge openly in discussions. “Learning is fun here and this is evident in the way that lessons are

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Tuesday, September 15, 2015

Stephanie Ferro, Redland High Senior School

EWLY appointed headmistress Stephanie Ferro says she really wanted to lead a school which purposefully prioritises giving young people roots and wings. She believes that young people can flourish, in spite of facing a rapidly changing future, when nurtured in an environment which is secure and suitably challenging. Promoting clear thinking, encouraging effort without fear of failure, and instilling a quiet confidence to pursue their interests, gives a sense of belonging and the courage to reach out to those beyond them. “It was the tangible sense that these values are deeply rooted in the culture of Redland High that convinced me that its distinctive ethos is one which I would be proud to promote,” she explains. “When I addressed the incoming senior school girls at their induction morning, I said how pleased I was to be looking at the future: the class of 2022 – the year of our 140th anniversary. During the next seven years they will make life-long friends in a school with a trusted reputation for providing a stimulating education which prepares them well for the future.” Stephanie Ferro, who has more than 20 years’ experience in some of the most prestigious girls’ schools, arrives after Redland High has continued to achieve outstanding examination results. The young women have again won places at their chosen universities to

“ We are a school on a

hill that looks outward and aspires upward.

study for a wide range of competitive degree courses. Miss Ferro’s extensive experience of the UCAS application process ensures that, amid fierce competition for good university places, Redland High School continues to have the expertise to guide students wisely. Miss Ferro continues: “We are a school on a hill that looks outward and aspires upward. Our houses are named after trees that put out deep roots. Our school symbol of the daisy represents a flower that opens in the sunlight, just as a child who is nurtured blossoms and thrives. “This vision and proven track record mean that Redland High is well placed to meet the 2017 demand for secondary provision in Bristol, as well as the unchanging needs of young women to be supported so they can be their best possible selves. I am delighted to be building on the school’s founding vision and look forward to leading Redland High at the next exciting stage of its development.”

Joe Eyles, Redland High Junior School

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OE Eyles has an energetic and motivational approach to leading Redland High Junior School, having taught children across the age range and with specialist knowledge of many different aspects of junior education including pastoral care, numeracy, literacy, IT and physical education. As an Independent Schools Team Inspector, Mr Eyles also has in-depth experience of best practice from other schools. He is also a Governor of QEH. The junior school caters for girls aged three to 11. The Early Years and Key Stage 1 provision, Redland High Infants with QEH, is coeducational and the school works closely with QEH boys’ school to provide a seamless transition at age seven. The size of Redland High Junior School means that each child is known extremely well and there is a strong sense of community. Mr Eyles explains: “Some of our girls join at age three and continue at Redland High until they are 18. Others join the junior school for just one or two years in readiness to move into our senior school. “We are committed to our pupils’ successful progress, right through to our senior school – understanding their individual personalities, stretching them to achieve their very best, helping them to discover the joys of learning and instilling good habits of self-discipline, integrity, courtesy and honesty. Through happiness and security the girls gain

“ We are committed to

our pupils’ successful progress, right through to our senior school – understanding their individual personalities, stretching them to achieve their very best.

high self-esteem, enabling them to become independent learners.” There is a myriad of extra-curricular activity on offer in the junior school and Mr Eyles firmly encourages each pupil to try at least one of them each term so that they can find their strengths and develop the self-esteem so essential for effective learning. The school also enjoys a good relationship with QEH, with many joint activities allowing girls of all ages to work positively and constructively with boys. Means-tested bursaries are available for girls to enter Redland High Junior School in Years 5 and 6. Visiting Morning is Thursday, October 1, from 9.30am to 11.30am and Saturday, October 17, from 9.15am. See www.redlandhigh.com for more details. Telephone: 0117 290 2904.

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Tuesday, September 15, 2015

Mark Moore, Clifton College

LIFTON College is celebrating after pupils gained their best ever A-level and GCSE results. Head of College Mark Moore said: “We are immensely proud of all our pupils, and these outstanding results are testament to their hard work and dedication.” An impressive 83 per cent of A-level grades were A* to B, with 55 per cent A* to A grades. Girls did particularly well, achieving 88 per cent A* to B grades. This gives Clifton College the highest achieving results for girls in Bristol and, contrary to received wisdom, shows that girls do not always do best in single sex schools. In total, 17 pupils gained places at Oxford or Cambridge – again, the highest number in Bristol. Of these, more than half were recipients of funded places through scholarships and bursaries, and nearly two thirds joined Clifton College in the preparatory school. A closer look at the A-level results reveals more interesting successes. For example, 40 per cent of pupils studying mathematics, and 70 per cent of those studying classics received A*s. And 82 per cent of pupils studying STEM subjects received A* to Bs and more than half of the humanities results were A*s or As. GCSE results were just as outstanding, with a massive 91 per cent A* to B grades and 74 per cent A* to A. The results come at the end of a fantastic year for the college, which saw pupils achieving not only academic success, but also success on the stage and sporting field. Two pupils, Florence Wooley and Jonty O’Callaghan, were nominated

“ These outstanding

results are testament to the pupils’ hard work and dedication

for the prestigious Rose Bowl Award 2015 for their performances in the school production of Chicago. The awards recognise exceptional drama talent across schools and drama groups in the South West. Sixth-former Lea Van der Zwalmen became the first ever ladies rackets world champion, while studying for her A-levels, and the upper school rugby team stormed to victory against Marlborough College at the 150th anniversary of the oldest school sporting fixture. They were later voted team of the month by Rugby World magazine. Mr Moore said: “We are immensely proud of all our pupils, and these outstanding results are testament to their hard work and dedication. We wish them all a fantastic onward jour ney. “From September 2016, we’re delighted to be offering scholarships and bursaries to children from the age of 11. These financial awards remain with the pupil throughout their time at the schoo.l” Clifton College is holding an open day for ages 2-18 on Saturday, October 3. For more information on this and on 11+ and 13+ scholarships, visit www.cliftoncolle ge.com.

Stephen Holliday, Queen Elizabeth Hospital School

“ The school is at an

exciting time in its development, with our new science and art building scheduled for completion by the end of this academic year, of school life. While QEH remains academically selective, it is not socially exclusive and offers means-tested bursaries as well as academic, sport and music scholarships. To meet the headmaster, talk to some of the boys and find out what life is really like at QEH, visit during open morning, on Saturday, October 10. The junior school open morning is on Friday, October 9. No appointment is required. There is also a sixth form open evening on Monday, October 12, by appointment. Entry is by assessment, usually at seven, 11, 13 or 16, although occasionally vacancies occur in other year groups. For more information, or a prospectus, visit www.qehbristol.co.uk, email admissions@qehbristol.co.uk or call Carolyn Matthews, admissions registrar, on 0117 930 3068.

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EH School has been providing outstanding education for boys in Bristol since 1590, but headmaster Stephen Holliday also has a clear vision for its future. “The school is at an exciting time in its development, with our new science and art building scheduled for completion by the end of this academic year,” he explains. “This will enable us to continue meeting the needs of an ever-changing curriculum and provide our pupils with the outstanding facilities for which we are so well known.” This summer also saw QEH pupils achieve record results, placing the school in the top 10 boys’ schools in the national league tables and ahead of any other school teaching boys in the region. “Although we know that league tables are only one kind of measurement of performance, it is nonetheless good to get positive recognition for the hard work and achievement of boys here in Bristol,” says Mr Holliday. Academic excellence is only part of the QEH story. Boys are encouraged to be busy and active at all levels, with a wealth of opportunities to try new things and discover where their talents lie. From competing in rugby at international level, to representing the UK at the Future Problem-Solving global final, to performing at world-class music venues, pupils are flourishing in all aspects

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Tuesday, September 15, 2015

Clifton High School

LIFTON High School is possibly the only school in the area where both the head teacher and the deputies all have academic qualifications to Ph.D. level. Dr Alison Neill has been Head of School at Clifton High for the last seven years and earlier this year the school appointed two new deputies, Dr Helen Pascoe and Dr Mark Caddy. Clifton High has always been well-known in Bristol for its outstanding pastoral care, for having a nurturing environment and a real focus on each and every individual child. A leadership team with such strong academic credentials signals the school’s commitment to raising the bar academically. In 2014 it announced outstanding A-level and GCSE results, with Clifton High students achieving more A*s than ever before and an impressive 80 per cent of A-level students securing a place at Russell Group Universities. In 2015, students achieved an equally impressive set of results, with 80 per cent of grades at grade B or above and 50 per cent of grades at A or A* across a diverse range of subjects.

Head of School: Dr Alison Neill After training as a biologist, Dr Neill worked with undergraduates and taught at a further education college and then at a large co-educational secondary school in the maintained sector. She has also worked in industry, in particular with scientific companies. She joined Clifton High as a teacher of biology more than 20 years ago before progressing to Head of Sixth Form and then took on management of the senior years before becoming overall Head of School. She has responsibility for educational strategy and direction, children and pupil welfare and staff appointments. Dr Neill is an independent schools inspector and a member of The Society of Heads for independent schools, where she sits on its professional development committee. She is also a member of the child welfare expert group, part of the Independent School’s Council. Dr Neill recognises the importance of developing the softer, transferable skills as well as the academic; she has initiated a leadership programme for pupils from Years 7-13 designed to develop their leadership skills and a programme of life skills and competencies to run alongside GCSE courses. Her aim is for pupils to leave Clifton High as confident yet grounded individuals, with the transferable skills that top universities and employers are looking for today.

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Dr Helen Pascoe Dr Helen Pascoe has a degree in food science and a Ph.D. in chemistry from the University of Reading. She is actively engaged in educational issues and holds a PGCE and an MSc in educational leadership. Dr Pascoe has progressed rapidly, having worked in education for just 11 years. She started her career as a

● Dr Alison Neill, Helen Pascoe and Marc Caddy

“ Clifton High has always been well-known for having a nurturing environment and a real focus on each child. A leadership team with strong academic credentials signals the school’s commitment to raising the bar academically.”

teacher of chemistry before becoming head of chemistry and then head of Key Stage 3 at Royal High School, Bath. She then moved on to become deputy head of Blackheath High School in South East London. She has previously worked in all-through schools, teaching children from three to 18 in sujects as diverse as science, chemistry, food technology, geography, EPQ and PSHE. She has also led overseas trips to Ghana, China and India and has been actively involved in the Duke of Edinburgh Award scheme. Dr Pascoe has experience in developing and coaching middle lead-

ers, raising teaching standards and ensuring school policies and procedures are compliant with regulations. She also has an excellent track record in quality assurance, assessment and tracking and has experience in managing successful school inspections. Dr Pascoe joined Clifton High in April 2015 and her responsibilities extend right across the school from the nursery school to the sixth form.

Dr Mark Caddy Dr Mark Caddy has a degree and Ph.D. in chemistry from the University of Warwick. He joined Clifton

High from Palmers Green High School in London, where he held the position of deputy head for more than four and a half years. Prior to this, he has been head of mathematics as well as a teacher of mathematics, chemistry and physical education. Dr Caddy has experience as a scout leader, a Duke of Edinburgh’s Award leader and has led educational visits to Singapore, Australia, USA and Ger many. A keen sportsman, Dr Caddy also coaches judo, squash and athletics and plays volleyball. He is a board member of an international children’s charity where

he is also an advisor to the educational department of the North Bank of The Gambia. Dr Caddy has previously worked in three independent schools, including all-through, single sex, co-educational and boarding schools. He has particular experience in pastoral, academic and curricular matters and has managed successful school inspections. Dr Caddy joined Clifton High School in April 2015 and his responsibilities extend right across the school from the nursery school to the sixth form. He will also be teaching mathematics and physical education.

Tuesday, September 15, 2015

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Peter Huckle, Bristol Grammar School Infants and Juniors

GS infants and juniors is a place where we are rightly proud of our history but, at the same time, always looking to the future; where a strong sense of continuity and stability combines with an exciting desire for new approaches. The infant school celebrated its fifth birthday recently and the senior school now contains children who started their learning journey here. One of the many benefits of an all-through school such as BGS, of course, is that we keep in touch with them. Connections with older students in the senior school are an important way for our younger students to develop and we love, for example, to welcome sixth formers to help with reading in the infants school or to encourage our Year 5 singers to team up with those in Year 7 to form a choir. Last year, infants sang and spoke at senior school assemblies, while our juniors were enthusiastically involved in the BGS mock election. Similarly, although most of our teaching and learning happens in the purpose-designed surroundings of our own buildings, we are always looking for opportunities to make use of the facilities available across the school campus – such as the sports hall and science labs – and to invite teachers from the senior school staff to share their expertise with us in specialist areas such as dance, art, games, languages or food

“ Thanks to the energy

and initiative of our excellent staff, there are always new opportunities emerging. technology. Thanks to the energy and initiative of our excellent staff, there are always new opportunities emerging. Whether it be performing on stage at the Tobacco Factory as part of the Shakespeare Schools Festival, competing in the English Primary Schools’ Chess Association semi finals hosted here at BGS, or joining a student literary committee to organise readings from visiting authors, life at BGS infants and juniors provides every chance to build a firm foundation for a lifetime of learning. When our students finally leave the BGS sixth form to make their way in the world, and we sit alongside one another at the leavers’ dinner in the Great Hall, I know it will be experiences like this in the infants and junior school that we recall together as being so very formative for the continuing story of their learning adventure, wherever it may lead them.

● For further details, visit www.bristolgrammarschool.co.uk.

Rod MacKinnon, Bristol Grammar School, Seniors

“ Personal fulfilment in

tomorrow’s world will depend more than ever on an individual’s self-confidence, creativity and collaborative skills

school has long prioritised provision in the creative and performing arts as these activities give every student their space and the stage on which to grow in emotional and intellectual stature. Building capacity, self-belief, empathy, integrity and resilience within each BGS child begins with quality professional relationships with expert and committed staff, who determinedly strive to see every student develop their own ambitions and dreams while we equip children to pursue their own goals in the years to come. Children are always the best ambassadors for Bristol Grammar School, I would be delighted to welcome prospective parents and pupils to school where they can see how our engaging and inspiring students throw themselves into all aspects of school life. For further details, visit www.bristol grammarschool.co.uk.

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EPTEMBER at BGS sees the cheerful buzz of new and returning students swapping holiday news as they all collect this year’s set of textbooks and iPads. It is a delight to hear from our children what they are looking forward to this year and what they have been doing over the summer. In the first few days of this term, I have particularly enjoyed hearing first-hand accounts of our summer holiday school journeys (St Petersburg, Mannheim and Turkey) along with the adventures of our various gold Duke of Edinburgh Award expedition teams. This year, these conversations are all taking place in sight of the construction of our school’s new performing and creative arts centre. This extensive new suite of facilities is now visibly taking shape alongside Elton Road and is due to open in September 2016. Personal fulfilment in tomorrow’s world will depend more than ever on an individual’s self-confidence, creativity and collaborative skills; their ability to work independently and as part of a team in a variety of settings. At Bristol Grammar School, we help young people develop the essential personal qualities through engaging and challenging teaching in a rich and varied range of curricular and extra-curricular activities (music, drama, dance, sport, etc.) The

Rebecca Tear, Badminton School

T BADMINTON, the staff, both academic and pastoral, as well as all those in supporting roles, work to inspire ideas and develop curiosity in the pupils, says head teacher Rebecca Tear. She continues: “The aim, of course, is to facilitate the girls’ access to the next step of their educational journey, but on the way, we hope that our holistic approach broadens their thinking and does not simply “fill them up” with knowledge. “There is also plenty of opportunity to actually do things rather than just think about them; I love the way the girls actively engage with their subject material through research projects and community work, rather than just gathering paper qualifications. In fact, one of the most frustrating aspects of my day is knowing the number of amazing things that are taking place in school at any one time and not being able to get to all of them! “Badminton’s holistic approach, in which creative arts and sports are integral to everyday life, means that, from the moment you walk through the gates, the busy, friendly atmosphere surrounds you in all that is happening. “It is wonderful to be a part of it and to capture the energy that the girls exude as they throw themselves into all they do. “The broad range of activities ensures that everyone can find something that interests or challenges them and helps to develop

“ I love the way the girls

actively engage with their subject material through research projects and community work, rather than just gathering paper qualifications.”

them into the person they want to be. Other than being curious, outward looking and confident, there is no ‘Badminton type’; each girl is unique. “I certainly feel privileged to be a part of the community here and am hugely proud of all that the girls achieve, but the best part of my job has to be sharing the laughter and sense of fun that will certainly erupt through whatever is going on at some point every day.”

● For more information, visit www.badmintonschool.co.uk

Martin Morris, Queen Elizabeth’s Hospital School (juniors)

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EH Junior School has gone from strength to strength since opening its doors in 2007. Last year the junior school’s first ISI report found the achievements of pupils to be “excellent, both in their academic studies and also in a wide range of sporting, musical, dramatic and extra-curricular activities”. Headmaster Martin Morris believes this success is due to the strong sense of community and excellent relationship between staff and pupils. “Staff work hard to inspire pupils, encouraging a love of learning and equipping them with the skills to build on this important foundation,” said Mr Morris. “As a relatively small school, teachers know their pupils very well and are therefore able to take their individual needs into account.” Pupils move on from QEH junior school confident and well prepared for life in the senior school. It is no surprise to Mr Morris that boys from the junior school are often among the highest performers in the senior entrance exam. Strong pastoral care and a varied extra-curricular provision balance high academic standards to ensure a well-rounded education for boys. “Our pupils value this tremendously,” said Mr Morris, “and participate in activities and clubs, ranging from philosophy to judo, with enthusiasm. Sport, music and

“ As a relatively small

school, teachers know their pupils very well and take their individual needs into account.”

drama all feature strongly in the junior school and pupils benefit from access to the outstanding facilities in the senior school such as the professional theatre and the extensive sports grounds at Failand.” The enviable reputation of the

junior school has led to increased demand for places at infant stage and, last year, QEH joined forces with Redland High School. Boys are now able to join “Redland High Infants with QEH” at age three, transferring seamlessly to QEH junior school at the end of Year 2.

Prospective parents can visit, or come to the junior school open morning on Friday, October 9. For more information, or a prospectus, visit www.qehbristol.co.uk, email admissions@qehbristol.co.uk, or call Carolyn Matthews, admissions registrar, on 0117 930 3068.