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Schools together in partnership
Independent schools have been connecting with their local communities and collaborating with state schools for many years, but it is only in recent years that we have begun to collect data which clearly demonstrates this. Thousands of mutually beneficial partnerships now exist between independent and state schools, unlocking new educational experiences for all involved. This work was reinforced in a ‘Joint Understanding’ with the Department for Education (DfE) announced by the Secretary of State in 2018. The document outlines the commitment of independent schools to voluntarily develop mutually supportive collaborations with maintained schools.
CHARITABLE STATUS
A certain amount of political interest has been generated in connection with charitable status debates over the years and the media often berates fee-charging schools for the ‘tax breaks’ that come with charitable status. In fact, the allocation of bursary awards far exceeds business rates relief granted to those schools which are charities. Even schools that are not charities have taken steps to improve accessibility for families who might not otherwise be able to afford independent school fees, by providing increasing amounts of bursary assistance in recent years. For the academic year 2021–22, £480 million is being provided in means-tested fee assistance for pupils at ISC schools.
A judicial review in 2011 ruled that education is of itself a charitable activity. The trustees of schools that are charities have a duty to report to the Charity Commission their school’s work for the public benefit. This work can take the form of awarding bursaries on a means-tested basis for disadvantaged children, children on the edge of care and looked-after children, support for academies and collaborative work that provides a variety of learning and development opportunities to children who would otherwise miss out.
Julie Robinson
Photo with kind permission of Sherborne School
Photo with kind permission of Wells Cathedral School
It is important that trustees retain flexibility to fulfil any school’s public benefit activity according to local needs and in ways that are appropriate for the school according to its individual capacity. Many schools do not have extensive facilities that can be shared with state schools and there are geographic and other barriers to be considered.
The Schools Together website www.schoolstogether.org, which details many excellent partnership projects between independent and state schools, was built with the express purpose of encouraging, showcasing and inspiring partnership working.
The website was launched in 2016 and although involvement is voluntary, more than 6,000 projects have been featured, showing a wide range of partnership activities.
The projects are allocated categories such as academic, drama, governance, music, sponsorship, sport and design technology.
It is clear from the website that many different types of collaborations are underway involving large and smaller schools.
From full academy sponsorship, such as Harris Westminster and the London Academy of Excellence, through to arts projects with local primary and special schools; from careers guidance and university preparation, to inclusion in dramatic productions and sports tournaments – this website draws together a range of impressive and exciting educational opportunities for all pupils and staff involved. It showcases excellent examples of what is already in place, providing insight into the value of collaboration.
WHY WORK TOGETHER?
There are economies of scale and various mutual benefits when schools join together to procure services – including the sharing of specialist teachers – and training. A visiting author or speaker can be made available to a range of pupils beyond the host school. Schools can share specific expertise and develop policies.
Vulnerable subjects, such as modern foreign languages, Latin, music and physics are supported by partnership work. Pupils meeting each other can develop a new way of seeing the world. Inter-school visits can allow new subject areas, sports, musical instruments and experiences to be shared, broadening the horizons of all taking part.
Successful partnerships help to bring communities together in deeper understanding and thereby support social cohesion. The pooling of resources enhances the overall educational offer for all schools involved and by sharing experiences, teachers can benefit from effective professional development. Some schools are working in pairs or small clusters and others are working in large collaborative groups across an area such as in York or Birmingham. These groupings develop projects over time and forge strong links across the communities involved. The projects grow according to schools’ needs and strengths, building mutually supportive communities.
THE FUTURE
September 2022 marks the launch of the School Partnerships Alliance (SPA), an organisation that will focus on promoting best partnership practice across state and independent schools. The SPA will bring together schools and other stakeholders to create a national network, drawing on key examples of sustainable and meaningful partnership work.
While partnership activity between independent and state schools has inevitably been affected by the COVID-19 pandemic, more and more schools have been able to resume their joint working as restrictions and absence rates become less pronounced. These activities include reading with younger pupils, preparing A-level pupils for higher education, sharing facilities and seconding teaching staff.
Despite COVID-19 restrictions, 6,963 partnerships at 936 schools were recorded in the 2021 calendar year, and we expect to see more partnership opportunities blossoming between the sectors as school life continues to return to normal.
Julie Robinson is Chief Executive of the Independent Schools Council (ISC) – the collective voice of the independent education sector. In her role, Julie serves the interests of the ISC’s constituent associations and 1,390-plus member schools through conversations with the Government and in the media. The ISC brings together five associations representing headteachers, one governors’ association and one bursars’ association, along with four affiliate associations that represent boarding, Scottish, Welsh and international independent schools. Before becoming ISC Chief Executive, Julie was a teacher, housemistress and Head of Ardingly College Junior School and then Vinehall Prep School in Sussex. After these headships, she was Education and Training Director for the Independent Association of Preparatory Schools (IAPS). She is governor of a state school and an independent school.
Sandhurst Sword of Honour awarded to Old Felstedian
Felsted School’s former Head Boy, Josh Wisbey, recently passed out of Sandhurst with the incredibly inspiring Sword of Honour!
The Sword of Honour is an extremely prestigious award that is given to the British Army Officer Cadet considered by the Commandant to be, overall, the best of the Regular Commissioning Course.
The honour highlights Josh as one of the finest young prospects in the Army. His leadership ability was examined against the toughest of self-driven competition, in the most demanding of training environments and at an institution, Sandhurst, with a world-class reputation. Whilst boarding at Felsted, Josh competed in 1st Team Rugby and Cricket, and was a committed cadet in the school’s Combined Cadet Force (CCF). In Year 11 he also beat over 2,500 cadets from across the UK to secure a place on a charity expedition to Kenya run by the Ministry of Defence. Josh went on to read Economics at Sheffield University before entering Sandhurst.
‘I am incredibly proud of Josh’s achievements’ says Major (Retired) Lee Jay, Adjutant of CCF at Felsted School. ‘He was a wonderful student here at Felsted, and I can’t wait to see where the future takes him’. Felsted School has become the popular choice for many families wanting a global education for their child. Families appreciate the school's focus on pupil wellbeing, small class sizes, dedicated teachers and modern boarding options.
Based on a stunning village campus one hour north of London and south of Cambridge, Felsted places as much emphasis on each student's emotional development as on their academic progress.
Book a visit to Felsted to learn more and take a tour of the beautiful countryside campus. www.felsted.org
Boarding from a Houseparent
Boarding schools have come a long way since the tales of cold showers, uncaring staff and dormitories lined with homesick children. Now the emphasis is on patience and guidance as students navigate social interactions and meeting the high expectations of a new school while being away from home for the first time and living with 30 other peers. Indeed students today often describe their boarding school as a ‘home from home’ or ‘one big sleepover’ where not only can they flourish academically but also learn tolerance, resilience, discipline and independence, while making life-long friends.
Evenings and weekends are packed with activities, and as well as large grounds and facilities, children can enjoy the company of hundreds of others every day and weekend, with senior students becoming older sibling figures.
For many, boarding school is a choice. For the children of Service families, it’s a need. They may have moved schools and away from friends and family many times before the age of 11 in line with their parents’ postings around the world. A family-run boarding house offers them stability and consistency. Children of Service families have priority for places at Gordon’s, beginning their boarding journey in Year 7 in the bespoke junior boarding house Woolwich, where around 90 per cent are from a Service family.
Gordon’s boarding staff get to know their new charges months before their arrival with in-person meetings or Zoom calls with parents to try and glean as much information about their child so they can be helped to settle in as quickly as possible. Parents can help prepare their children by increasing independence and encouraging practical tasks and chores such as making their own bed. In the early stages the children are kept busy with many activities. If they’re playing rounders then they won’t be feeling homesick! However, it is always going to crop up, usually at bedtime. Then they come downstairs and are on the sofa with hot chocolate and talking it through. They also support each other in their bunk beds early on – that is how they develop those lasting friendship bonds.
Sam and Daisy Cooper, Houseparents of Woolwich House. Sam Cooper is also Head of Boarding at Gordon’s School, Tes Boarding School of the Year 2022.
