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Educa duca ion [ Your guide to education around the West 2015 ]
2 TUESDAY SEPTEMBER 15 2015 WESTERN DAILY PRESS
CONTENTS Pages 2&3 Why city’s state sector schools are feeling positive Pages 4&5 The quiet revolution in our special schools Pae 7 Why some schools don’t have to put up with politicians’ whims Page 8 The changing face of the exam system Pages 10&11 How schools are working to meet the surge in demand for places Pages 12-16 Meet the Heads
Contributors to this supplement Reporters Marc Rath Kate Edser 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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Feelgood factor is flowing through BY MARC RATH news@westernsdailypress.co.uk A 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 tur naround. 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 gover nment. 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 re-
corded between 2004 and 2014 before a slight dip this year. This has come during a time when 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 combination 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 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 de-
veloped 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.
Fairfield High Principal Catriona Mangham “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 Bright-
stowe 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.”
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WESTERN DAILY PRESS TUESDAY SEPTEMBER 15 2015 3
A balloon release marks the opening of the Oasis Academy Brightstowe, in Shirehampton, Bristol
state school sector
Orchard School students celebrate another successful year
Results up 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% 2011 – 50% 2012 – 52% 2013 – 52% 2014 – 55% 2015 - 54% (provisional) ©LW
4 TUESDAY SEPTEMBER 15 2015 WESTERN DAILY PRESS
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The quiet revolution in special schools The 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 achieve-
ment 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 Ofsted’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 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. Les Haines, head teacher at
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Jack Wring, who has autism, picking up his GCSE results at Knowle DGE this year
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
‘We salute dedication and skill of teachers’
“ ŶĂďůŝŶŐ Ăůů ƚŽ ĞdžĐĞů ĂŶĚ ĞŶũŽLJ͘” Patchway Community College Hempton Lane, Almondsbury, Bristol BS32 4AJ 01454 862020 email: enquiries@patchwaycc.com website: www.patchwaycc.com
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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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 to staff development, training and purchasing outside services.
Left, 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 PICTURE: DAN REGAN
Above, Pupils and staff at Bristol Gateway School celebrate their good Ofsted report
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
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 Bris-
tol. 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 Multi- Sensory 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.”
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‘Schools are free from political point-scoring’ Insulation 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 unfairness” 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 ‘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 includ-
How do schools help communities?
‘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
Below left, Clifton High School; top, Redland High pupils celebrate their GCSE results. Above, Guy Cowper, director of operations at Clifton High School. Left Badminton school
ing class sizes, exam performance and access to extracurricular 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 independent 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 extra academic support ‘clinics’, one-toones 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.”
Earlier this year at a hustings held in Bristol ahead of the general election, politicians clashed over the issue of independent schools and their contribution to helping state schools and the 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 provide access to some of their facilities free of charge, for example their swimming pool and playing fields. Redland High School says it works to develop potential in Bristol’s children. The school works with Tomorrow’s Achievers Educational Trust, a national charity providing specialist master classes for gifted children. Badminton School runs an outreach programme in science for local primary schools. They also hold an annual Young Geographers’ Competition and the Mary Fedden Art Competition for local prep and primary schools.
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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
The past few years have seen unprecedented changes made to the curriculum and exams in British schools, writes Stuart Dalley, director of studies at Badminton School in Bristol
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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 Alevels. 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
Stuart Dalley, director of studies at Badminton School
‘Governors and parents will need to be fully up to speed with the changes’ Stuart Dalley 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. However, 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.” ■ 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.
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Schools could expand to meet rising demand BY MARC RATH news@westerndailypress.co.uk Bristol’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
Colston’s Girls’ School added capacity into the system when it changed from an independent to a state school 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 par-
^ĞŜĹ?Ĺ˝ĆŒ ^Ä?ŚŽŽů KƉĞŜ ǀĞŜĹ?ĹśĹ?Í— dĹšĆľĆŒĆ?ĚĂLJ ĎϳƚŚ ^ĞƉƚĞžÄ?ÄžĆŒ
tŚŽůĞ ^Ä?ŚŽŽů KƉĞŜ DĹ˝ĆŒĹśĹ?ĹśĹ?Í— ^Ä‚ĆšĆľĆŒÄšÄ‚Ç‡ ĎϏƚŚ KÄ?ƚŽÄ?ÄžĆŒ
^Ĺ?džƚŚ &Ĺ˝ĆŒĹľ KƉĞŜ ǀĞŜĹ?ĹśĹ?Í— dƾĞĆ?ĚĂLJ ĎϏƚŚ EŽǀĞžÄ?ÄžĆŒ
ents 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. 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 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 coun-
cil’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 complicated by the emergence of the Government’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,
ĹŻĹ?ĹŒĹ˝Ĺś ,Ĺ?Ĺ?Ĺš ^Ä?ŚŽŽů
ĆŒÄžÄ‚ĹŻĹ?Ć?Ĺ?ĹśĹ? Ĺ?ŜĚĹ?Ç€Ĺ?ĚƾĂů Ä?ĆŒĹ?ĹŻĹŻĹ?Ä‚ĹśÄ?Äž ĎŹĎĎĎł Ͼϯϯ ϾϏϴϳ ÍŽ Ç Ç Ç Í˜Ä?ĹŻĹ?ĹŒĹ˝ĹśĹšĹ?Ĺ?ĹšÍ˜Ä?ĆŒĹ?Ć?ĆšĹ˝ĹŻÍ˜Ć?Ä?ĹšÍ˜ĆľĹŹ Pupils at Redland Green school, which is close to capacity
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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‘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
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
‘A’ level
8.35am–3.55pm 7.45am–6.00pm
Badminton School
Bristol Grammar School Co-ed
Yes
Clifton High School Co-ed
No
Boys
No
Colston’s School
Junior 100 3*–18 Senior 570
Junior ÂŁ2,931 Senior ÂŁ4,485
Yes
Queen Elizabeth’s Hospital
Redland High School
Sixth Form Open Evening: 18/9/15 Whole School Open Evening: 8/10/15 Whole School Open Mornings: 10/10/15, 12/03/16, 02/05/16
Girls
Girls 3-18 Boys 3-7 only
No
Junior 150 3–18 Senior 350
Infants and Junior from ÂŁ2,640 Senior ÂŁ4,230
Yes
11+, 13+ and 16+
Girls
No
Junior 140 7–18 Senior 500
Junior ÂŁ2,915 Senior and Sixth Form ÂŁ4,290
Yes
11+, 13+ and 16+
Red Maids’ School
Junior 8.30am– 3.30/4.00pm Senior 8.35am– 4.15/6.45pm 8.30am-3.30pm (Infants), 3.40pm (Juniors), 3.50pm (Senior)
Available in the Junior and Senior School
Minibus service from Chepstow area available, all facilities including sports and swimming are on-site. Extended Project Qualification. IGCSE and GCSE. GSA, IAPS and BSA affiliation. www.badmintonschool.co.uk or 0117 905 5200.
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 Open Morning: 17/9/15 2) -5.45pm (Rec– lunch for ages 4–16. Personalised curriculum from Year 9. Whole School Open Evening: Yr 6) and 6.00pm Small classes. HMC and IAPS affiliation. New Performing 2/10/15 (Yr 7–U6) Open Morning: 12/11/15 Arts Centre from September 2016. 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.
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
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
333( * +.# *
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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+
.1* 2 !
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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
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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12 TUESDAY SEPTEMBER 15 2015 WESTERN DAILY PRESS
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Stephanie Ferro, Redland High Senior School Newly 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 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.”
‘I am delighted to be building on the school’s founding vision ’ Stephanie Ferro
Joe Eyles, Redland High Junior School Joe 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 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.
‘Through happiness and security the girls gain high self-esteem, enabling them to become independent learners’ Joe Eyles
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Martin Morris, Queen Elizabeth’s Hospital School (juniors) QEH 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 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 to request a prospectus, visit the school website at www.qehbristol.co.uk, email admissions@qehbristol.co.uk, or call Carolyn Matthews, admissions registrar, on 0117 930 3068.
‘As a relatively small school, teachers know their pupils very well and are therefore able to take their individual needs into account’ Martin Morris
Stephen Holliday, Queen Elizabeth Hospital School QEH 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 ProblemSolving global final, to performing at world-class music venues, pupils are flourishing in all as-
pects 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.
‘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’ Stephen Holliday
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Jane Millicent, Patchway Community College Jane 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 housebased tutor system we will build on the positive relationships and teamwork that already exist to continue to foster our supportive relationships with all the mem-
bers of 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.
‘I am always pleased when they refer to Patchway as being like a family’ Jane Millicent
Kevin Hamblin, South Gloucestershire and Stroud College South 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, explained 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
‘It is important to us that students leave with the best possible chance of gaining employment, not just with a qualification’ Kevin Hamblin
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 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. Visit www.sgscol.ac.uk.
Dave Baker, The Olympus Academy Trust, The 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. Outlining the trust’s mission, he said: “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 to 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 that our learners have access to the highest standards of teaching, resources and opportunities. “This will equip our learners to become responsible individuals who are 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 year has been a year of consolidation, with two primary schools joining the trust and the opening of a primary phase at Bradley
‘Provide an outstanding educational experience for our learners’ Dave Baker
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.”
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Mark Mortimer, Warminster School “Our website is good, but lots of schools have good websites which give the same message, so please come and visit us. I ask all visitors to Warminster to look to see if people are smiling, do they look happy, what does the interaction between staff and pupils (as well as older and younger pupils) look like? “Ours is a beautiful school, but schools are not about buildings and facilities but about people and relationships. Being part of a community means that everyone has to contribute and play their part: giving as well as getting. “Our educational philosophy is simple. What happens outside the classroom is just as important as what happens inside and that every child is good at something and a school’s job is to help them find it and nurture it. For further details please contact Gayle Webb, Head of Admissions 01985 210160 Email: admissions@warminsterschool.org.uk
Mark Mortimer, headmaster of Warminster School was educated at Mill Hill School and the University of London, where he read History. On leaving university he attended the Royal Military Academy Sandhurst and then spent eight years as an officer in the Light Infantry regiment. After a brief career as a management consultant, he moved into education. He is a keen sportsman, particularly rugby, cricket and cycling, and has coached pupils at various levels during his career. He has twice rowed across the Atlantic Ocean, once in a pair and once alone. He also takes a keen interest in the arts, especially ballet and theatre. Other interests include cooking, leadership development and military history, particularly the First World War. Mr Mortimer is married to Anna, who is from Paris. They have three small children. He was appointed Headmaster of Warminster School in January 2014. ‘If you saw Warminster School on ITV’s recent two-part documentary School Swap – the Class Divide, then you will have had an accurate snapshot of the School. I hope that what came across on television is what we pride ourselves on most – a sense of community, a culture of encouragement and participation in which it’s ok to struggle or even fail sometimes.
‘Our educational philosophy is simple.What happens outside the classroom is just as important as what happens inside’ Mark Mortimer
Isabel Tobias, Red Maids’ Senior School Let 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 selfesteem, 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.
‘As a girls-only school, we are quite simply specialists in all things girls. We structure lessons and the timetable to suit their needs’ Isabel Tobias
Lisa Brown, Red Maids’ Junior School 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, 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.
HIGH 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
‘Learning is fun here and this is evident in the way that lessons are taught and the skill of the teaching staff in their delivery’ Lisa Brown
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 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 afterschool 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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Caroline Pascoe, Haberdashers’ Monmouth School for Girls
Dr Andrew Daniel, Monmouth School Monmouth School has been delivering educational excellence for more than 400 years. This is a powerful academic institution, but not a hot-house: we celebrate our most able boys achieving top grades in examinations, and taking places in the most prestigious universities, yet we are equally proud of our boys who balance their academic work with distinguished accomplishments in a wide range of extracurricular activities. Our first teams in sport compete at an exceptionally high level, and our top athletes are renowned nationally and indeed internationally, but we are also passionate about the success of our B, C and D teams. The achievements of our boys in music, art, drama and outdoor pursuits are extraordinary, with a vast array of concerts, theatre performances, expeditions and trips running throughout the school year. The extra-curricular and academic opportunities available to our boys are further enhanced through our collaborative partnership with the Haberdashers’ Monmouth School for Girls. We develop and enhance our school facilities regularly, and our teaching, extra-curricular and boarding facilities are the envy of other schools. However, we have retained our fundamental ethos of providing value for money, and
our fees are extremely competitive. In Tatler’s School Guide, 2015, our fees were rated “among the best value in the country”. Allowing talented boys from many different backgrounds to join our school is an important objective for us and, therefore, we offer a wide range of scholarships and bursaries. The latest inspection of Monmouth School graded us as excellent, the highest possible standard, in every single category. However, this endorsement of our outstanding school has not made us complacent, but ambitious for our boys in the future: our vision challenges us to “be renowned for the remarkable and disproportionate contribution that the pupils from a small town in Wales subsequently make to society across the world”. This is a challenge that we take very seriously: when our boys leave us we hope that they will be confident, happy and inspired to make a positive impact on our world.
‘This is a powerful academic institution, but not a hot-house’ Dr Andrew Daniel
Energy, happiness and a sense that girls can achieve extraordinary things are at the heart of Haberdashers’ Monmouth School for Girls and its prep school, Inglefield House. With a mixture of day and boarding pupils, aged seven to 18, HMSG creates a real sense of community. Set in the Wye Valley, the school aims to provide the finest education possible and we are pleased to announce the introduction of a Year 7 sports scholarship, which girls joining in September 2015 will be eligible to apply for. Inglefield House offers preparatory education for girls aged between seven and 11, with boarding now from seven. Situated on the same campus, Inglefield House benefits from HMSG’s extensive facilities, including science laboratories, a theatre, music school and superb sports provision. A strong House system integrates girls from age seven through to 18. Academic results are impressive and the school is ranked top in Wales for GCSE results in 2013. In 2014, 42.6 per cent of the cohort were awarded A*s and more than half of all candidates (57 per cent) achieved nine or more A*/A grades. An impressive 81.4 per cent of girls were awarded A*/As in maths, and in IGCSE 90 per cent achieved A*/As in biology, 82.5 per cent were awarded
A*/As in chemistry and 87.2 per cent received A*/As in physics. With 100 per cent pass rate at Alevel now a regular achievement, most girls win places at their firstchoice universities to read subjects as diverse as medicine, law, languages, engineering and economics. In 2014, 52.6 per cent of girls achieved A*/A grades – more than double the national average of 26 per cent. A close link with our sibling establishment, Monmouth School, provides a dynamic sixth form experience with seminar-style classes in preparation for university. Our new sixth form boarding house, Augusta House, further eases this transition between school and university. HMSG offers far more than just good grades. Whether a pupil’s passion is for sport, music, drama, photography, dance or CCF, the school will encourage her to reach the highest standard. At all ages, your daughter will be encouraged to take personal responsibility, to think for herself and to understand service to the community.
‘Your daughter will be encouraged to take personal responsibility’ Caroline Pascoe
Peter Huckle, Bristol Grammar School Infants and Juniors
Rod MacKinnon, Bristol Grammar School, Seniors
BGS 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
September 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,
their expertise with us in specialist areas such as dance, art, games, languages or food technology. Thanks to the energy and initiative of our excellent staff, there are always new opportunities emerging. Whether it be performing on stage 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, 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.
‘Build a firm foundation for a lifetime of learning’ Peter Huckle
sport, etc.) The 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.
‘We help young people develop the essential personal qualities through engaging and challenging teaching’ Rod MacKinnon