Independent School Parent - Senior Autumn 2017

INDEPENDENT SCHOOL

Autumn 2017 | independentschoolparent.com

SENIOR EDITION

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HOW TO BE HEAD OF SCHOOL

YOUR FAST-TRACK ROUTE TO THE TOP

EXPERT ADVICE

• SIXTH FORM • PERSONAL STATEMENTS • APPLYING TO OXBRIDGE

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TICKETS TO THE HARRY POTTER STUDIO

THE LIBRARY FINDING PEACE AND SOLITUDE IN THE DIGITAL AGE

ALL HAIL THE BTEC

WHY VOCATIONAL COURSES ARE ALL THE RAGE

THE BIG DEBATE

SETTING OR MIXED ABILITY?

PERFORMING ARTS SCHOOL PARTNERSHIPS TAKE CENTRE STAGE

PLUS

• WHAT TO DO THIS CHRISTMAS • SCHOOL ALUMNI • KENT COLLEGE IN PICTURES • BEHIND THE SCENES AT ST LAWRENCE COLLEGE

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Where are the skills our children will need to optimise the internet?

Well, complex problem-solving skills are embedded in the curriculum at Sevenoaks School, so in theory we need look no further.

Our alumni certainly go on to achieve extraordinary things; equipped as they are with the skills they need to change the waiting world.

Robyn Exton for example, mastered complex problem solving at Sevenoaks. She left in 2004, and

now runs a mighty tech-based business in Silicon Valley; a business she built from scratch serving a market worth billions.

It’s worth considering then, that many of the skills your child may need to make a significant impact, can be acquired here at Sevenoaks.

www.sevenoaksschool.org

Every day at Sevenoaks, students practise complex problem solving, critical thinking, creative thinking, negotiation, team working and service provision – essential skills our alumni will use to excel at jobs which have yet to be invented and to reshape their world.

CLAUDIA DUDMAN

EDITOR’S LETTER

Editor

INDEPENDENT SCHOOL

The Chelsea Magazine Company, Jubilee House, 2 Jubilee Place, London SW3 3TQ Tel (020) 7349 3700 Fax (020) 7349 3701 Email editor@independentschoolparent.com EDITORIAL Editor Claudia Dudman Editorial Assistant Natalie Keeler Designer Annel Christopher PUBLISHING Publisher & Managing Director Paul Dobson Deputy Managing Director Steve Ross Finance Director Vicki Gavin Media Manager James Dobson Brand Manager Chatty Dobson Head of Circulation Daniel Webb 020 7349 3710 Production www.allpointsmedia.co.uk Printed in England by William Gibbons ADVERTISING Group Advertisement Manager Freddy Halliday Senior Sales Executive Harriet Cottrell DISTRIBUTION Independent School Parent magazine is for parents of children educated in Prep and Senior independent schools across the UK. The Prep and Senior issues are published termly. Parents can subscribe for a free issue at: independentschoolparent.com/register Independent School Parent also publishes The Guide to Independent Schools biannually to help you choose the right school. © The Chelsea Magazine Company. All rights reserved. Text and pictures are copyright restricted and must not be reproduced without permission from the publisher. The information contained in Independent School Parent magazine has been published in good faith and every effort has been made to ensure its accuracy. All liability for loss, negligence or damage caused by reliance on the information contained within this publication is hereby excluded.

Welc me Wellington College held its annual Head of School Conference on 6th October, which is attended by current head boys and girls from schools across the country. As we explore in How to Get Ahead, page 22, attaining the status of head boy or head girl, or if it is a co-ed school, head of school, is quite a feat. In First Among Equals, Ben Vessey, Head of Canford in Dorset, explains what he looks for when choosing his heads of school.

And Canford’s current head boy and girl share their hopes for the year ahead, the challenges they face and their top tips to those of you thinking of following in their footsteps in How We Did It, page 28.

Performing arts are thriving in schools and in Playing their Part, page 12, Elizabeth Ivens looks at the different attributes that being part of the school play, dance, choir or musical performance can give a pupil. And it isn’t only those in the independent sector who are benefitting: schools have built hundreds of partnerships with those in the state sector to share facilities and teaching expertise – all in the hope of encouraging excellence, inspiration and confidence in their own pupils, who might not otherwise have the opportunity to tread the boards on a real-life stage!

Claudia Dudman, Editor

Independent School Parent, independentschoolparent.com

COVER: North London Collegiate School. Photo by Graham Ryder.

AUTUMN 2017 | independentschoolparent.com

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Junior School Open Morning

Saturday, 20 January 2018 10.00am - 12.00 noon

Junior and Senior School Open Evening Friday, 6 July 2018 7.00pm - 9.00pm

Independent boys’ school (7-18 years) 01926 776400 enquiries@warwickschool.org www.warwickschool.org

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WHAT’S INSIDE? Issue 32 Autumn 2017

7

News

38

Our round-up of hot topics

12 20

Playing their Part

What’s the enduring appeal of boarding?

40

University of Buckingham explains how it

budding thespians, a rounded education

is tackling student mental health

A Change of Scenery

43

exploring other options at Sixth Form

How to Get Ahead no simple feat, it reaps rewards aplenty

Learning in Style Dick Jaine explains Kensington Park

32

School is in a league of its own

For the Love of the Library Why the digital age has seen school

36

How to Ace the Oxbridge Interview Top tips for students preparing to apply

44

While attaining “head of school” status is

31

On the Bright Side

Performing arts give all pupils, not just

Why young people shouldn’t be afraid of

22

Boarding is Best

to Oxford and Cambridge.

46

The Big Debate

49

Creative Curriculum Why vocational courses are all the rage

52

A Character Education

Talking Heads

importance of developing character

Download our free app to read the magazine on your phone or tablet...

54

Rethinking the admissions process

A School in 10 Pictures School Hero Head of Design at Cranleigh Senior

64

School shares his love of robotics

Notes from Spain Claudia Dudman explores the rugged, green landscape of Andalusia

68

Are sets or mixed-ability classes better for Senior School pupils?

A Fresh Approach

A history of Kent College

63

The stars of the independent schools sector

Abbotsholme School explains the

a strong personal statement for university

60

Ones to Watch

libraries thrive better than ever before Five Headteachers advise on how to write

59

amos, , amaat am

Skiing in Style Treat yourself to the ultimate skiing

72

experience this season with Club Med

Competition Win tickets to The Making of Harry Potter

77

Calendar

82

School Memories

Dates for your diary

Behind the Scenes

Paralympian Alice Tai recalls her days at

St Lawrence College, Ramsgate

Bournemouth Collegiate School

EDITORIAL ADVISORY BOARD David Moncrieff, Chairman Colin Bell, COBIS Claire Bourne, Hawkesdown House Andrew Fleck, Sedbergh School Alison Fleming, Newton Prep Tory Gillingham, AMDIS Aileen Kane, Boarding Schools’ Association Rachel Kerr, Girls’ Schools Association Christine Ryan, Independent Schools Inspectorate Sir Anthony Seldon, University of Buckingham Julian Thomas, Wellington College Helen Wright, Educational consultant Ben Vessey, Canford School, Dorset Peter Young, Marketing/Brand Consultant

For website and subscriptions, please visit: independentschoolparent.com/register

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AUTUMN 2017 | independentschoolparent.com

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NEWS

Our pick of the top parenting and education news

Poetry master [University of Leeds]

World-renowned poet, Simon Armitage has been announced as the University of Leeds’ first Professor of Poetry. He returns to the School of English 20 years after taking up his first academic post, when he taught creative writing.

“The School of English has a long and proud poetic tradition,” says Armitage. “It also greatly values contemporary literature, and in what are exciting times for poetry, I am looking forward to working with an institution that does so much to support and encourage new writing.”

Popshot accepts original contributions from anyone, anywhere in the world BECOME A PUBLISHED WRITER!

ROYAL ACADEMY SUCCESS FOR SIXTH FORMER [Cobham Hall School, Surrey] Year 13 student, Evie Fisher enjoyed huge success in the Royal Academy A-Level Summer Exhibition Online. Head of Art, Mrs Karen Walsh explained that the department are ecstatic about Evie’s success, as it continues their now seven-year tradition of producing students who are selected by the institution.

With a theme of Here, There and Everywhere, Evie’s piece was one of a series of three. She said: “I was thrilled when I heard my piece had been selected. It’s so exciting that my work has been displayed.” Mrs Walsh added that, “Evie is well-deserved of this honour.”

Illustrated literary magazine, Popshot is currently accepting short fiction and poetry submissions for its 19th issue. The theme this time is “Romance”, and the team are “after all genres, not just your take on Mills & Boon,” says Popshot’s Editor, Laura Silverman. “Suspense, crime, detective, thrillers, family drama, tragedy, melodrama, magic realism, realistic fiction and humour are all welcome.” Visit popshotpopshot.com for the full guidelines and to submit your entry. The deadline for submissions is Monday 27th November.

STUDENT WINS PRESTIGIOUS SCIENCE AWARD [Surbiton High School, London] Sacha Eyles-Owen received the Prince Philip Award from the ZSL (Zoological Society of London) in recognition of an outstanding science project with exciting potential for the treatment of equine injuries.

Sacha received the prize from ZSL’s current President, Professor Sir John Beddington in a special presentation ceremony at ZSL London Zoo’s Mappin Pavilion at the end of last term.

AUTUMN 2017 | independentschoolparent.com

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Sch ol tweet

“Great fixture tonight against @GuildfordHigh, very happy to come away with a clean sweep of 8 wins!”

(Wimbledon High PE @Sport_WHS)

Artistic talent on display [Dauntsey’s School, Wiltshire]

Dauntsey’s was thrilled to host an exhibition of classic cars, sculptures, photography and student work last month, demonstrating their commitment to hosting innovative displays from the world of art and design. Art en oys a high profile at auntsey s, and this is re ected in the displays of pupils’ work throughout the school.

Share your school news and tweet us @ISParent arent

NEW ARTS CENTRE SET TO OPEN IN 2019 [Sherborne Girls, Dorset]

FROM GIRLS TO BOYS [Ipswich High School, Norfolk] Owned for many years by the Girls’ Day School Trust (GDST), Ipswich High School is set to transfer to the ownership of Ipswich Education Ltd. This new ownership paves the way for Ipswich High School to reconsider its educational offering, as it moves gradually toward a Diamond Model of education, which will enable boys to join the school in certain year groups.

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independentschoolparent.com | AUTUMN 2017

CHESS LOVER CROWNED BEST JUNIOR PLAYER IN THE UK [Royal Grammar School, Guildford] Harry Grieve recently took the top spot at this year’s Delancey UK Schools Chess Challenge. The Royal Grammar School pupil, aged 16, received £2,000 after winning an impressive six out of six games. Also in attendance was Lord Mark Price (pictured above), who funded the competition and sent out copies of his book, The Foolish King, to every school that entered in an attempt to encourage more children to read about and explore the world of chess.

A new arts centre is set to open at Sherborne Girls in early 2019, comprising a new 350-seat recital hall and drama school. The transformational £10million project will also have a link building to bring together music, art and drama, as well as a multifunctional space for social events and exhibitions.

x + y2 = 4

Registered charity 1101358

Where are the skills our children will need to wipe out deadly viruses?

Well, service provision skills are embedded in the curriculum at Sevenoaks School, so in theory we need look no further.

Our alumni certainly go on to achieve extraordinary things; equipped as they are with the skills they need to change the waiting world.

Laura Lopez Pascua for example, mastered service provision at Sevenoaks. She left in 2000 for Bath University, Imperial, Oxford and then a post at the

Radcliffe Hospital. Dr. Lopez Pascua also went to West Africa during the Ebola crisis; volunteer work that earned her the Queen’s medal for service.

It’s worth considering then, that many of the skills your child may need to make a significant impact, can be acquired here at Sevenoaks.

www.sevenoaksschool.org

Every day at Sevenoaks, students practise service provision, team working, negotiation, critical thinking, creative thinking and complex problem solving – essential skills our alumni will use to excel at jobs which have yet to be invented and to reshape their world.

Specialist GCSE and A level provider

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education, offering GCSEs and A levels in over 45 subjects. We are distinctive in many ways, not least in our small classes of no more than eight students and our exceptional university preparation: over 70% of our students each year progress to top tier universities.

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Set to impress [Rencomb College, Gloucestershire]

The renowned musical, Les Misérables, will become the first full-scale show to be performed in the new Griffin Centre Theatre at Rendcomb College later this year.

All pupils in the Senior School can audition to take part, with the first round of auditions having taken place earlier in the term.

The 350-seat, state-ofthe-art venue opened its doors in February, and has already hosted a range of events such as the school’s speech day and classical music concerts.

WHATUNI LAUNCHES MOBILE APP Whatuni has released a new mobile app aimed at prospective students researching university options.

Whatuni for iPhone provides users with customisable undergraduate course and university research services, and is available for iOS. In recent years, decreasing student satisfaction and retention rates have been linked to increases in tuition fees and a lack of research leading up to students’ UCAS applications. The new app aims to enable students to get into the habit of short bursts of university research, conducted with relative frequency.

HEADS on the move Nicola Huggett will become Head of Cheltenham School in Gloucestershire.

Alex Peterken is to become Headmaster of Charterhouse in Goldaming from January 2018.

Barry Welsh took over as the new Rector of The Edinburgh Academy in September.

Simon Reid became the new Headmaster of Christ’s Hospital in West Sussex in September.

Gavin Horgan will be the new Headmaster of Millfield School in Somerset from September 2018.

A WINNING ACT OF KINDNESS [Brentwood School, Essex] Double World Karting Champion, Matt Luff has shown he’s a winner off the track, too, by bringing the dreams of a young racing enthusiast to life.

The Sixth Former (far right) has been helping nine-year-old Ethan Tailor, who suffers from a rare degenerative eye condition, to make memories. Matt saw a story about Ethan’s plight on a BBC news programme earlier this year, and decided to treat the youngster to a day of one-to-one tuition at Brentwood Raceway.

WHAT GOES ON TOUR...

[Oundle School, Peterborough] Thirty girls took part in a three-week hockey tour at the end of last term, starting with four days in Singapore. And despite the 30-degree heat and high humidity, the girls won both their opening matches. In Singapore, sightseeing included visiting the famous Raffles Hotel and the Gardens by the Bay.

AUTUMN 2017 | independentschoolparent.com

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SCHOOL ELECTIONS

From top, Alleyn’s School, south London, Hurtwood House, Surrey, Lakeside School, Herts, The Hammond School, Chester, Arts Educational, Chiswick, Bishop Thomas Grant, Lambeth

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independentschoolparent.com | AUTUMN 2017

PERFORMING ARTS

Performing arts give pupils – not just budding thespians – a rounded education. They’ve also been instrumental in building partnerships with the state sector where facilities and expertise are shared, writes Elizabeth Ivens

AUTUMN 2017 | independentschoolparent.com

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PERFORMING ARTS

Hurtwood House has had a theatre space for 45 years he UK’s independent schools sector has been under fire again – this time, it’s being accused of “upstaging the West End with its cutting-edge theatres”. (The Sunday Times, 10th Sept, 2017) The newspaper suggests schools’ theatrical facilities, particularly in the capital, are just a way of them competing with each other and result in parents suffering through fee rises.

But independent schools have fought back, arguing that the performing arts help to shape the education of all children, not just budding thespians and not just in the independent sector.

They point to the many schools in the state sector that have outstanding facilities themselves and to the huge importance of the performing arts as part of the UK’s creative industries, which generate more than £84.1 billion a year for the economy, (Department for Digital, Culture, Media and Sport 2016).

Not an issue of fees

Deputy Head of Hurtwood House School, near Dorking, James Baker says: “I’ve rarely met anyone who just builds capital projects to keep up with another school.

Spending millions of pounds is not really relevant to what goes on. Here, we have a theatre that was built 45 years ago.

Hurtwood was ahead of its time in valuing the academic and creative equally – just as some schools use sport as a glue for their community, for us it is the performing arts.”

And Bridget O’Brien, Director of Drama at Gresham’s in Norfolk, another school

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Right, Hurtwood House, below from left, Hurtwood House, Dorking, Gresham’s, Norfolk Lakeside School, Herts

“I’ve rarely met anyone who just builds capital projects to keep up with another school. Spending millions is not really relevant to what goes on.”

James Baker, Deputy Head, Hurtwood House, Surrey

renowned for its performing arts and alma mater of actress Olivia Colman, agrees: “This is not a fee issue – buildings are supported through sponsorship and fundraising, and are there in the recognition of developing a wider liberal arts education that encourages students to be active participants in the performing arts.

“School theatres are part of a school’s ethos to offer each student an education that stretches beyond the classroom.”

Across the UK, there are now also hundreds of independent-state school partnerships in the performing arts, which see facilities and expertise shared.

Latest Independent Schools Council figures show that 45% of the 1,301 schools surveyed for its 2017 census are involved in a dramatic partnership with a state school – with a third of them hosting joint events and/or sharing their hall or theatre space.

State partnerships

At Alleyn’s in south London, Director of Drama, Jeremy Piper says: “Our theatre is in near constant use with a number of local state primary schools using the venue for their annual shows.”

The school also has an outreach programme and sends teams of its upper school students with a drama teacher to local state primary schools, says Piper.

Many sector partnerships have been thriving for years, including the link Queenswood School in Hatfield has enjoyed with Lakeside School in Welwyn Garden City, a school for children with complex and severe learning difficulties.

For more than two decades, Queenswood has worked with Lakeside in a partnership, which has seen drama workshops, facility and expertise sharing and an annual performance at ▶

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independentschoolparent.com | AUTUMN 2017

02/10/2017 09:13

PERFORMING ARTS

Taking Centre Stage at the Michael Croft Theatre Alleyn’s School in south London has a 350-seat purposebuilt theatre, the Michael Croft Theatre (MCT), and offers its facilities to schools and community groups.

In the last academic year, the school has worked with five state schools, involving 460 performers for around 170 hours of use, all of whom are unanimous in their praise for the school’s support in

helping hundreds of local schoolchildren.

Principal of the Harris Primary Academy in East Dulwich, Jo Conduit, says: “The MCT provided a fantastic opportunity for the children to perform within a theatre environment, and we were able to see their confidence to perform on a stage setting

grow throughout the experience. It also meant we were able to invite all parents to a single performance, allowing the whole school community to come together to celebrate the end of the academic year.”

Kathryn Farrelly from nearby Heber School, agreed that the opportunity of using the theatre gave children “fantastic confidence” and “an

insight into future opportunities for music and drama at secondary school.”

And Harvey Eagles, who teaches music at the Bishop Thomas Grant School in Streatham, said that using the MCT was a “highlight” for pupils and the theatre provided “unforgettable experiences of performance within an authentic setting”.

He added: “The MCT is a dynamic venue that reaches out to

Above, Alleyn’s School, London.

Left and below, St Swithun’s Winchester

Queenswood, where Lakeside pupils have taken to the stage at its 280-seat theatre.

A joyful partnership

Deputy Director of Drama Nick Kelley says: “It is

the community, connecting to those who would otherwise not have an opportunity to experience theatre performance. It has been a highlight for our students who talk with excitement and pride as they reflect upon past productions. We look forward to returning this November for our production of Joseph and the Amazing Technicolor Dreamcoat.”

humbling for our students to work with the students from Lakeside. The Lakeside pupils absolutely love it here and the partnership has been inspiring for our pupils, many of whom have even gone on to work in the therapeutic professions.”

Head of Lakeside, Judith Chamberlain says: “This is a really joyful partnership. It is inclusion at its best. Our parents love to come and see their children on a stage. It is incredible for their self-esteem and confidence to stand on a stage in a theatre.”

At Gresham’s, Bridget O’Brien says that many rural schools in the independent sector like Gresham’s often provide a much-needed facility, not just for its students but also for other schools and the community.

“We are a venue for performing arts touring companies. Not only does that help to keep live theatre alive, but also because many of the companies we host are performing plays on the examination syllabus, we can invite local schools.”

O’Brien adds: “Teachers within the ▶

AUTUMN 2017 | independentschoolparent.com

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PERFORMING ARTS

arts in the independent and state sector have good working relationships. Linking education and drama is important – we don’t want an empty space – we need each other. It is healthy and it makes sense.”

Schools are also concerned that the intrinsic value of the performing arts is too easily dismissed.

Right and below, St Mary’s Calne, Wiltshire Alleyn’s, south London

The power of drama

Early pioneers of the power of drama across the curriculum include former Director of Drama at St Mary’s Calne in Wiltshire, Lilian Leadbetter who successfully approached RADA with a view to offering all Sixth Form pupils a course that could help them in whatever discipline they were pursuing.

The 12-week Advanced Communications and Presentations course subsequently launched at the school in 2006, is still running today.

Currently Director in Residence at St Swithun’s in Winchester, where she is working with new Head of Drama, Georgie Nugent to direct an all-girls’ version of Lord of the Rings, Leadbetter says: “In an ideal world, every school would have a theatre or theatre space.

Being part of a great school production is an education itself. Great schools

recognise and support the creative arts because of the comprehensive benefits for pupils not for the sake of impressive facilities.” Jeremy Piper at Alleyn’s agrees: “Our facilities are a shopfront

Top, St Mary’s Calne, Wiltshire, has an affiliated course with RADA

For more than 20 years, Queenswood has worked with Lakeside School in a partnership that has seen drama workshops, facility and expertise shared

demonstrating an institution’s belief in the performing arts as something worth investing in. However, the buildings and facilities are no guarantee of quality; they are only as good as the people who run them and the educational advantages they offer. As in all disciplines, a teacher who knows their stuff, supported by a senior management team who believes in them, is worth more than any state-ofthe-art kit.”

State Schools share the Limelight Many state schools have their own outstanding performing arts facilities.

In the capital alone, beacons of excellence include The Charter School in north Dulwich,

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Henrietta Barnett in Hampstead Garden Suburb and the Latymer School in Edmonton. At the Latymer, Bristol Old Vic graduate, Nick Vause heads the department.

They stage about a dozen public performances a year, including two big extra-curricular drama productions as well as public performance showcases of work by

exam groups. These fully staged productions involve a substantial number of students and attract large audiences. The school also liaises regularly with the West End.

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AUTUMN 2017 | independentschoolparent.com

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HEADS UP

EMMA-KATE HENRY Principal, d’Overbroeck’s, Oxford

I

t is easy to think as parents that we have lost the “influence game” when our offspring are mid-way through teenage years.

And it can be tough to remember that it’s actually quite normal for teens to challenge parents’ values, beliefs and practices, as a way to assert independence and, put simply, to test us.

A defining moment has always been during August, which provides many pupils and parents with a big decision following the euphoria or, luckily less often, disappointment of GCSE results day.

The days of a seamless, automatic transition into Sixth Form are over. But is it any surprise that today’s sophisticated teens are keen to consider other educational options, at a time when they are very aware of a fast-paced, dynamic and ever-changing environment around them? After all, young people now see a world where changing roles or jobs, or even careers, is increasingly frequent and often encouraged.

A mutual understanding

Although state-of-the-art facilities may support a pupil’s decision to move schools at Sixth Form – d’Overbroeck’s opened a brand-new site and boarding house for Sixth Formers this year – it is a widely-held belief that the “deal-breaker” is the perceived quality of the teaching and the interactions between staff and students.

At this stage of their education, young people want to be treated as “grown-ups”, and the mutual respect between students and teachers here at d’Overbroeck’s is clear as soon as you visit. You’re as likely to find a teacher holding open a door for a student as you are a student opening a door for a teacher. You’re also likely to see teachers and students chatting about work and studies in the café or at lunch.

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independentschoolparent.com | AUTUMN 2017

A CHANGE OF SCENERY Young people shouldn’t be afraid of exploring other options when it comes to Sixth Form – especially when there is so much to choose from, says Emma-Kate Henry Our Head of Sixth Form, Alasdair MacPherson attests that the reasons students choose to remain or switch for these vital two years are, of course, as different as the individuals joining us.

Those who are part of d’Overbroeck’s will see a common thread I believe, as the robustly distinctive ethos here is fuelled by laughter, a shared sense of purpose and a vibrancy and enthusiasm that is so motivating for students and staff alike.

A shared purpose

In part, this is achieved by the bespoke pastoral care on offer, which includes each student being supported by a Director of Studies (Personal Tutor) and the benefits of a broader education, for which our sector as a whole is known. Our relative social informality, lack of contrived

Above, pupils going into Sixth Form are usually confident enough to make their own decisions

hierarchy and superbly qualified teachers are at the heart of our success, and our students and parents tell us so, time and time again.

I admit I feel overjoyed when students opt to remain at d’Overbroeck’s for Sixth Form, and equally can feel a sense of disappointment if we “lose” one to another environment. But I have also grown to realise that it is important to listen to teenagers when they express a desire to explore alternative options.

Their reasons could be solidly prosaic or might be more complex, but if we want young people to be independent thinkers, resilient, and if our role is to assist them in reaching their aspirations and goals, then we should communicate effectively with them and their parents to support them in making the right choice.

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View our website for details of our Open Events or arrange a personal visit with our Registrar, Louise Pepper, on 020 8862 2254 www.stbenedicts.org.uk

LEADERSHIP

CHARLOTTE PHILLIPS

National newspaper journalist

HOW TO GET AHEAD

M

ost schools have them.

Co-ed schools usually have two. They exude faintly alarming levels of gravitas, and something about the high office they’ve attained at such an early age stays with them for the rest of their lives.

We’re talking head boys and girls. The bees’ knees, the cats’ whiskers, the top dogs.

If selected, they get to do things that would terrify people two or three times their age, like making speeches to audiences of quite literally thousands. As the voice of the school, they have the ear of the Headmaster

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Above, the Head of School Conference takes place annually at Wellington College

and all the teachers, and what they say and how they say it can really matter.

For Lizzy Roberts, a pupil at Sancton Wood School, the head boy and head girl were so inspirational that it didn’t take long for her to decide that she’d like to follow in their footsteps. “I can remember looking up to them giving the speeches in front of

While attaining “head of school” status is far from a simple feat, it reaps rewards aplenty, says Charlotte Phillips speeches and for the way they knew and were known by everyone. “They could speak to any teacher and talk as if they were friends,” he says.

Fit for the job?

For pupils and their families, who are similarly star-struck, it’s essential to have a

As the voice of the school, they have the ear of the Headmaster and all the teachers, and what they say and how they say it can really matter the whole school and thinking, ‘I want to be able to do that. I want that to be me.’”

Former Wellington College head boy Jonny McCausland was similarly impressed by his predecessors’ ability to wow 1,000 people with inspirational and enjoyable

clear idea of what schools want from their head boys and girls. It’s sensible to be realistic – those with a contempt for authority and a long-term reputation for troublemaking are unlikely to get within a bread roll’s throw of the shortlist.

A head of school needs to be confident, a good leader and involved in school life

This doesn’t, however, preclude taking a principled stand when necessary. Tarla Woolhouse is now Conference Manager at Wellington College, which has run an annual event for head boys and head girls for over a decade. It is attended by schools from all over the UK and organised by Wellington’s own head boy and girl.

Back in the day, however, Tarla was a feisty pupil at a strict private girls’ school in East Africa. Furious at the injustice of a sports teacher who tried to force pupils to run three laps round the field as a warm-up on a blisteringly hot day, she led a sit-in.

Though she and her pals were suspended, she was subsequently made head girl.

Ticking the right boxes

Activist or not, what does help is having a well-rounded personality. Being confident, socially “ept” and able to understand the difference between personal goals and the public good is never a bad thing.

Reassuringly, Headteachers stress that they’re not looking for A* paragons whose achievements are universally outstanding.

You don’t need to take the lead in every school play, score the winning try in every match or have Oxbridge colleges vying for your custom to make the grade.

Top grades may impress visiting parents, says Emma Pattison, Head of Croydon

“What we’re looking for is a head boy or head girl who we think the younger pupils can look up to, in whatever way that might be.”

High School, but don’t head the list of must-have attributes. “It’s nice to say our head girl is predicted three As and is going to Exeter but that’s not the crucial thing,” she stresses. “You want someone who’s going to be confident, a good leader and be really involved in school and school life.

What’s crucial is that they display the right work ethic and model that for the younger

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girls, meaning that they are their best selves, whatever that means for them.”

It’s a view shared by Chris King, Head of Leicester Grammar and Vice Chair of HMC. “Our school is co-ed, so it is important that we have a head boy and head girl. That said, they don’t have to have exactly the same qualities. What we’re looking for is a head boy or head girl ▶

TIMELINE: Your route to the top...

Get advice from the Throw yourself into current head boy or girl the life of the school

Apply to be a prefect

Wait for Head’s selection

Prepare your opening speech to the school

AUTUMN 2017 | independentschoolparent.com

23

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LEADERSHIP

who we think the younger pupils can look up to, in whatever way that might be.”

Stellar success may not be a prerequisite, he says, but showing you’ve got the ability to give back certainly is. “You have to be someone who puts in the time, demonstrates commitment and makes a difference to the school community.”

It’s also worth considering whether the job is really for you, says Ed Elliott, Head of The Perse School. “The role requires exceptional standards of behaviour at all times and in all dimensions (including online),” he points out. “The modern media is not forgiving of independent schools, and not all Sixth Formers will want to live their teenage lives under such scrutiny. I always ask my heads of school whether they feel able to live exemplary lives aged 18. It is not for everybody.”

Learning to juggle

Assuming they can cope with life in the spotlight, when should aspirational pupils start demonstrating that they’ve got what it takes to make the top slot? The key, say former head boys and girls, is not to overdo it. Trying too hard can have its disadvantages, not least the awkward sense of hubris if it doesn’t work out.

While Sophie Haden-Scott, who has just completed her year as one of two head girls at Croydon High School, enjoyed taking on extra responsibilities all the way through school, she stresses that this wouldn’t be right for everyone. “As I always knew from an early stage that I wanted to be part of the prefect team, I’d take on responsibility such as sports captain or committee membership,” she says. As she points out, however, other pupils may not discover their ambition until much later in their school career, which is equally fine.

Once elected, head boys and girls have to juggle their extra responsibilities with high-stakes exams. As well as the normal round of meeting, greeting and speeches, Sophie Haden-Scott was involved in organising a charity fashion show as well as the Year 13 graduation ball, all while keeping on top of her A-Level workload (with impressive results).

Lizzy Roberts, who achieved her ambition of becoming head girl at Sancton

Wood, combined GCSE revision (and still ended up with top grades) with organising the prom. “I felt very grown up because it was the first event I’ve ever organised, and visiting the venues and arranging the invites was very exciting,” she says.

And then there’s the stream of queries, all requiring answers, some instantly. Jonny McCausland estimates that during his year as head boy, he answered around 2,000 emails from his personal address alone. His tip for getting through it? “I became extremely good at not sleeping,” he says.

Reaping the rewards

What you get in return, however, more than makes up for the hassle. Rob O’Donovan, head boy at Wellington in 2008/9, describes the greatest privilege as having the authority to speak out when he felt something needed changing. “I had an audience with the senior people in the school and enjoyed using that where I could and where I thought it was necessary.”

It’s impressive stuff with lifelong benefits.

As Kate Cooper, Head of Research, Policy and Standards at The Institute of Leadership and Management points out, head boys and girls get a short cut to developing leadership skills that might otherwise take years to acquire.

“They collaborate with other members of the school leadership team, are a role model for the younger pupils and perhaps most important of all, find out that learning leadership is a life time project,” she says.

Jonny McCausland, meanwhile, values the confidence and courage he acquired to stay authentic, whatever the situation. “It comes back to being able to stand up in front of lots of people, stick to your message and be true to yourself,” he says.

“You’ve got to be the voice of 1,000 people to another 200 people and vice versa, to convey a message effectively.”

And some changes can be profound.

When first appointed, Sophie Haden-Scott started off by trying to keep everyone happy. By the end of the year, her approach had changed. “We all wanted to please the teachers and everyone in our year, but we learnt that compromises had to be made, and that we didn’t need to be peoplepleasers all the time.”

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LEADERSHIP

BEN VESSEY Headmaster, Canford School, Dorset

FIRST AMONG EQUALS

W

hat makes a good head of school?

A lot boils down to a balance of personalities. Cosmo and Daisy, our current heads of school, are both brilliant, but in different ways. One is perhaps a little quieter and reflective, the other is more ebullient and “out and at it”. That sense of having complementary skills for me is a really important factor.

We’re not just considering high-profile achievers. For us, they work very much as primus inter pares, (first among equals) and operate as a part of a group. Sometimes what you want are people who haven’t had an easy ride and have really had to work, so they can empathise more readily with other souls who need a different perspective.

How do we recruit heads of school?

We don’t have a separate application process for our heads of school. I make the selection in consultation with the housemasters and housemistresses from the 18-20 prefects we have appointed. Daisy came up top of the pile on every single measure that we had from pupils and staff, and had a very strong application as well, while with Cosmo it was his personality and leadership skills that shone through.

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What does the role involve?

Our heads of school chair the student council meetings and we send them to the Heads of School Conference at Wellington College. I also meet them every Monday. I love the sense of creativity and initiative when they come with solutions or suggestions. Last year, we introduced pupil panels for staff recruitment on the back of suggestions from our previous heads of school.

What are the benefits?

Being in public office means they have to consider their judgements a little more closely. I did once stand down a head boy when he went out with the rugby team after a significant victory and had a beer without permission. I explained to him that if I had condoned his behaviour, how would that read to everyone else? He understood this probably better than some of his peers. I reinstated him a little bit later when he could show me he could cut the mustard and be a first-class prefect.

A lot comes down to that sense of motivation and what they take from it. You can expect respect but the reality is that you’ve got to earn it. Understanding that it is not necessarily what you do but how you set about your business is a very important lesson to learn. You hold a formal role, but it doesn’t count for much unless you demonstrate the right attitude and have the proper motivation. I’ve had conversations with pupils in the past who feel they haven’t been recognised and I’ve asked them what their most important motivations are – is it that they want an announcement in assembly, a formal title or is there something that’s more important?

Did I hold a leadership role?

I was a prefect, but I don’t think I was a very good one! I didn’t find school easy in various ways and the more I reflect on that, the more I hope that I apply the things I learnt from those days at school, to what I do now and how I do it.

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HOW WE DID IT Could you cut the mustard as a head boy or head girl?

Cosmo and Daisy of Canford School reveal what it takes to reach the top ow did you feel when you first heard you’d been appointed?

Daisy: Shocked! I nearly jumped off my seat. I was honoured to be asked but nervous as well, because I didn’t really know what it would be like and how the rest of the school would react.

Cosmo: When I got called in for a confidential meeting, I thought I was being de-prefected, though I couldn’t imagine why! Then the Head asked me to be head boy and I was really, really excited about what the future held. After four years of school life, I felt I’d hit the pinnacle.

What does the role involve?

Daisy: As part of the prefect team, we’re involved in lunch-queue duties and supper rotas, but being head girl is also about being a representative of the school, a person for other pupils to look up to and speak to if they have a problem.

Cosmo: We have weekly meetings with the Headmaster where we put forward and discuss ideas we would like to implement.

We are the link between the Headmaster and the rest of the prefects and pupils.

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Above, Cosmo and Daisy are heads of school at Canford in Dorset

What’s been the best moment so far?

Cosmo: I was just happy making my parents happy. I called my mother straight after I’d been appointed and she was so delighted, she was crying. I’d say that was a good perk of the job!

Daisy: It is just knowing that we’re here at the top and that there are all these people who have their whole journey ahead of them, and that hopefully we’re the people that they feel they can come to if they are in need, or even if they just want to chat.

What’s your advice to potential head boys and girls?

Daisy: It all depends on what sort of person you are, what sort of school it is and what you can bring to the community. One of the most difficult parts is knowing where the line needs to be drawn and when you have to do the right thing, even if it goes against what your friends want to do.

Cosmo: If you can identify with your school’s ethos, you shouldn’t really have a problem prospering at that school. Get involved in as many aspects of school life and do what you can to help others engage in that ethos. I literally tried everything I possibly could – I’m a keen rugby player, but I also took singing lessons because I wanted to branch out.

What are the biggest challenges?

Cosmo: I think it’s maintaining standards, setting an example and to help propel the Lower Sixth into their final year with as much guidance as we can give them. This means we’re developing potential heads of school for future years and leaving Canford with a crop of great people.

ny final thoughts?

Daisy: It’s a cliché, but your time at school really does fly. It’s scary to think that we’re in our final year. I would say make the most of your time and the opportunities that are offered to you, because it’s unlikely you will have the chance again to try such a broad variety of things whenever you want.

From my perspective, we are setting the example to pupils at Canford and trying to carry ourselves as maturely and responsibly as possible, so hopefully others will follow in our footsteps.

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NEW SCHOOL

DICK JAINE

K

ensington Park School, London is an exciting place to be, and I feel very fortunate to be involved in the founding of a new school that has so much to offer our pupils. This is not just in terms of academic excellence, but also a dynamic sports and arts programme, and a prime London location that’s rich in culture and diversity.

Although we are a new school, we have attracted an amazing team of high-calibre teaching staff with long, successful track-records at some of the country’s leading independent schools. A large number come from St Paul’s School, including Heads of Department and teachers for subjects such as mathematics, chemistry and economics. Between them, these teachers have decades of experience delivering outstanding grades at GCSE and A-Level, as well as guiding entry into the world’s top universities. As such, pupils joining KPS can rest assured that they will thrive academically, benefitting from some of the most experienced teaching staff in the country.

KPS welcomes boys and girls, and operates from two buildings either side of Kensington Gardens: KPS Sixth Form in Queens’ Gate, which opened in September 2017 for pupils aged 16 to 18; and KPS Seniors in Bark Place, opening in September 2018 for pupils aged 11 to 16.

This structure enables the school to have a dedicated Sixth-Form Centre, so that A-Levels and preparation for university can be taught in a specialist environment.

As well as this, the school has excellent boarding facilities in South Kensington, welcoming pupils from all over the UK and from around the world.

Director of Education, Kensington Park School, London

Right, pupils at KPS express themselves through painting

LEARNING IN STYLE Dick Jaine explains why he believes Kensington Park School, London is in a league of its own With our wonderful central London location and a wealth of sports and cultural centres as our neighbours, KPS has integrated world-class co-curricular experiences into the timetable.

We have partnered with local providers of exceptional sports facilities to offer our pupils opportunities to become proficient at many different activities. These include Imperial College’s Ethos Sports Centre with its state-of-the-art

gym, pool and climbing wall; expert coaches in fencing and riding; and Fulham Reach Boat Club, a new rowing facility on the Thames. There will also be an outdooreducation programme, including the Duke of Edinburgh Award, and partnerships are in place for music and drama.

Further afield, the school has strong links to Shanghai Jiao Tong University, where students can take part in both short- and long-term study programmes.

In support, pupils can opt to attend elective Mandarin classes to learn the language, without having to take it at A-Level.

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FOR THE LOVE OF THE LIBRARY While books remain at the heart of a modern-day school library, they are far from the only medium from which children learn, says Giulia Rhodes

W

ith squashy sofas, high speed Wi-Fi, coffee machines, mood lighting and walls of help-yourself books, magazines and newspapers, today’s school libraries are a long way from the silent, dim and dusty rooms in which many parents will have pored over their own A-Level books.

Increasingly independent schools are seeing the breadth of benefits offered by a well-resourced, expertly-staffed and carefully-designed library, with many of them now works of architect-crafted, glass-walled beauty.

Beyond the obvious purpose of helping students to pursue their academic studies, many Senior Schools extol the significant pastoral, social and technological roles of both library and librarian. And, while

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Above, pupils find their time in Culford’s library so valuable

books remain as the solid foundation of a good school library, they are far from the only medium through which pupils learn new information.

Many feared the demise of the library in the digital age, but it is clear that its relevance has actually grown. As author Neil Gaiman points out, “Google can bring you back 100,000 answers, a librarian can bring the back the right one.”

Today’s students – for whom reams of information on almost any subject are available at the touch of a finger – are in greater need than ever of guidance on how to select, sift and make use of the best of what is on offer.

Lesley Martin, Vice Chair of the School Library Association and, until the end of the last academic year, librarian at Culford, a mixed boarding school in Suffolk, has seen the remit of both library space and custodian develop significantly over the course of her 30-year career. It is, she says,

a change that we should embrace.

“The essentials haven’t changed but what we are working with has, and that is exciting. Libraries have always been about information, but until very recently that was always in printed form, so we have this idea that libraries are just about books.”

In fact, she adds, school librarians have long been at the forefront of technological development in schools, with many of them building their earliest websites. “With so much information out there, it is vital that we teach children how to identify reliable sources and evaluate information.”

Evidence of the impact of school libraries continues to grow, with a report in June 2017 by the National Literacy Trust reiterating positive effects on general attainment, literacy skills, reading enjoyment, self-esteem, confidence and well-being. Good provision was found to require a good librarian, a supportive senior leadership team, a good quality ▶

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Culford School, Bury St Edmunds Culford, a mixed day and boarding Senior School in Bury St Edmonds opened its landmark new £2.2million library two years ago. All pupils have one lesson a week in the library, says former librarian, Lesley Martin.

“The students have such a busy schedule that to have half-an-hour to sit and enjoy something they have chosen, be it an easy read, a graphic novel or the complete works of Dickens, is so valuable. A library is often a haven for children who, for whatever reason, want a quiet space where they know an adult is keeping an eye on things.

Fostering a love of reading is crucial. We want children to read for pleasure and for meaning. I work with curriculum departments to support their work, but it is the love of reading which leaves a child skilled enough to access new information and to make interesting connections.

There are some really good non-fiction books and young adult fiction is tremendously exciting.

There are also graphic novels, manga and books speciallyproduced for children with dyslexia. I arrange intriguing displays and organise several author visits each year, which are a great way of engaging students.

We have a social learning area in the foyer with comfy sofas, quiet study desks and then a separate mezzanine for the Sixth Form.

Students like to work in different ways. Our library is at the centre of our school, and we want it to be a welcoming place where the children feel comfortable.”

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independentschoolparent.com | AUTUMN 2017

space and collection, effective integration into the curriculum and promotion within the school.

Unsurprisingly, Martin agrees. “There is a substantial body of research showing that a well-resourced and well-run school library has a positive impact on attainment across the board. It is to do with the independent learning skills it builds and the creation and feeding of a thirst for knowledge, an intellectual curiosity.”

Sparking that enthusiasm for discovery, whether it be about the academic subjects that students are pursuing, the wider world around them or the possibilities for escape into the world of fiction, is now being done in increasingly imaginative ways. Literary festivals, reward cards, author visits, poetry open-mic sessions, themed parties, reading clubs and story-filled sleepovers are just some of the ways in which librarians can

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encourage pupils to make use of and enjoy their school libraries.

At Stephen Perse Senior School, part of the Stephen Perse Foundation in Cambridge, co-educational from this year, the library is called the Cabinet of Curiosities – after the wide-ranging encyclopaedic collections popular in the Renaissance, to reflect its role of motivation and learning without boundaries. An additional more traditional library also serves the needs of the Sixth Form.

“It is more museum than library – an inspiring place where books are just one medium the children can explore,” says Sophie Lavergne, the school’s librarian.

“They are of course crucial, but we also have internet articles, educational videos on platforms such as YouTube, movies, documentaries, websites and images, and

SCHOOL LIBRARIES

all of these things are continuously developing. By offering a variety of mediums, we find the students sometimes engage with different forms of information more than others. It is important for them to have a variety of things to explore and that whatever form the material takes, it is of the highest quality.”

Stephen Perse, Cambridge Stephen Perse Senior School in Cambridge, opened its Cabinet of Curiosities in the autumn term. Housing a wide range of media for students, it is also an exhibition space, says librarian, Sophie Lavergne.

Left, Senior students enjoy quiet time in The Stephen Perse “Cabinet of Curiosities”

Right, pupils find their time in Culford’s library so valuable

“Library users can research, delve deeper into their class work, learn skills they will need as university students, but more than that this is a space for being curious. I see my job as being to entertain in an educational way.

I have several new projects this year. The first is an exhibition on the theme of travelling. For Around the World in 190 Days (an academic year) we have collated all our books written from the perspective of someone from another country. It is important to be cross-curricular and I invite all the departments into the library each term.

We host book clubs, creative writing workshops and societies with talks and relevant reading choices, as well as an inter-house reading rally.

The space has a big study and play area, and a smaller, curtainedoff quiet area with bean bags and lots of comforting books. It is a shelter for anyone wanting a soothing environment.”

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EXPERT ADVICE

TALKING HEADS Planning on applying for university? Five Headteachers offer tips to Sixth Formers on how to write a strong personal statement Liz Laybourn

Elaine Purves

Burgess Hill Girls’ School,

Rossall School, Lancashire

West Sussex

It is called a personal statement because it is intended to be precisely that – personal!

The personal statement provides an opportunity to flag up what makes you a stand-out candidate: to express your love of learning, the work experience you have completed and roles and responsibilities you have undertaken to better yourself. It is important that you write the statement in your own language and idiom, rather than imitating other people’s or expressing your thoughts in a stilted, overly-formal way. It’s originality and authenticity that will make you stand out among the rest.

Above, Burgess Hill Girls’ School, West Sussex

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A first port of call should be the websites of your chosen universities – most courses will set out the criteria for your personal statement, and it is essential that you read these tips and adhere to them.

Convey a passion for your chosen course, but keep it authentic – few statements about falling in love with thermodynamics at the age of two ring true! Try to show how you have gone “above and beyond” the standard exam syllabus – perhaps through further reading or trips and visits. Universities like to see that you are already keen to take your learning to the next level.

Below, Sixth Form students with Rossall School, Lancashire

Elaine Logan Glenalmond College, Perth

This is really the first chance for the admissions team to “meet you”, and they need to know why you’ve chosen them, so be positive!

Show that you understand and have an interest in their course, and why you would be an asset to the university. Make sure your exam subjects relate to the course criteria, too.

It’s always useful to ask the advice of a small number of carefully chosen advisers, such as teachers, tutors, classmates or your parents. However, try to avoid touting your personal statement around too many people, as you can risk diluting your own unique personality.

Sixth Formers at Bedford Girls’ School are encouraged to demonstrate key skills in their personal statements

Jo MacKenzie

Chris Ramsey

Bedford Girls’ School

Whitgift School, Croydon

Be reflective in your personal statement – it should demonstrate that you proactively follow your interests, and that you take actions to enhance those interests.

Secondly, focus on how your experiences and interests have built your learner profile. The ability to communicate how you have strengthened your key skills will show that you have the suitable attributes for their course.

Finally, be authentic. If your statement was anonymised and dropped in a corridor, would your teachers and friends be able to return it to the rightful owner?

Make sure the statement is in your voice.

Whatever people say about admissions tutors only skimming them, a great personal statement is still crucial. Start by reading the course requirements, only ever stating the truth, never making jokes and never claiming you have “always been passionate about” something – you can’t have been.

Don’t just say what you’ve done, but also how it has helped you. Always write about the academic work outside your school syllabus that you have either started or are looking forward to starting. And finally, read your personal statement aloud to someone else. If there are any bits that they don’t follow, re-write them. Good luck!

Right, pupils at Glenalmond College, Perth

Below right, Rossall School in Lancashire

Below left, Sixth Form boys at Whitgift School, Croydon

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BOARDING SCHOOLS

SIMON BIRD

L

eafing through the educational press, you could be forgiven for thinking that boarding schools were an endangered species.

Everywhere you look, schools seem to be closing their boarding houses, abandoning key components of a traditional boarding ethos, such as Saturday lessons, or recruiting heavily from overseas to stay afloat.

And yet, as so often whenever the independent sector has felt the pinch, there has been a consequential flight-to-quality, and the picture in many of the best boarding schools is dramatically different: numbers in these schools are as buoyant as ever, with competition for places swelling as first-time boarding families are won over by their merits. It’s the traditional benefits of boarding that are especially attractive: smaller class sizes; beautiful campuses; superb co-curricular opportunities; and greater scope for the development of independence.

Much more to o er

The competitive pre-testing that has helped many city day schools rise through the league tables has unwittingly promoted a culture of teaching-to-test in Prep Schools.

So, who can blame parents if they then question the long-term educational benefits of that process? Common sense reminds us that the most precociouslytutored nine-year-olds do not automatically develop into the most academically-able 18-year-olds, or into the most capable future employees.

Furthermore, parents of some of the brightest pupils recognise that there may be greater opportunities to stretch their children in a boarding environment.

Boarding school staff, by definition, buy into a 24/7 atmosphere, and tend to be on-hand a good deal more than would be possible in a day school. Out-of-hours clinics, revision sessions, lectures, scholars’

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Deputy Head, Cranleigh School, Surrey

BOARDING IS BEST Boarding schools are in their prime, but what is their enduring appeal? Simon Bird explains

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societies, debates and dinners can therefore flourish into meaningful experiences rather than crammed into a lunchbreak.

It’s that luxury of time that really elevates boarding. It allows budding scientists, for example, to spread their wings – not just to learn the theory, but actually to do science.

It’s difficult to lose yourself researching in the library or to take regular measurements for the experimental phase of your biology EPQ, if you’ve got one eye on the clock to ensure you don’t miss the bus home.

Boarding lends itself to pupils in this way to cultivate a genuine love for their subjects. The longer school day also means that our teenagers don’t have to choose between being a top academic and aiming for excellence on the sporting, music or drama front.

From the 6:00am swim squad session, through to the evening music competitions, boarding schools hum with activity, and their pupils certainly thrive on that energy.

Channing School

The Bank, Highgate, London N6 5HF

T: 020 83402328 E: info@channing.co.uk W: www.channing.co.uk Head Teacher: Mrs B M Elliott Admissions: Mrs M McHarg E: admissions@channing.co.uk

Key facts

Gender / Ages: girls, 4-18 years Total pupils: 920 Type: Day Fees: Junior School – £5,600 per term.

Senior – £6,155 per term Typical class size: Prep – 24, Senior – 24, Sixth Form – 8 Entrance procedure: Channing School is a member of the North London Independent Girls’ Schools Consortium and follows its agreed Code of Practice for entry.

M O N D AY 2 0 T H N O V E M B E R 2 0 1 7

School Philosophy: At Channing, anything and everything is possible.

Pupils just have to be prepared to embrace the Channing spirit of enthusiasm, endeavour and excellence.

We appreciate that everyone is different and at Channing we value that individuality. Founded on principles of tolerance and respect for the individual, it is important to us that, in a changing world of uncertainty and pressure, Channing provides an oasis of calm purpose. A place where pupils will be encouraged to think for themselves, keep an open mind and follow their passions.

Academic Record: We are very proud of our continued success at A Level and GCSE and the fact that Channing is consistently ranked amongst the top 50 Independent schools in the country. The majority of our students go on to some of the most prestigious universities in the UK and abroad, having been supported and guided by our bespoke university application programme.

Extra-curricular: We pride ourselves on turning out confident, well-rounded young adults and our Co-Curricular programme is an essential part of that process. Our Music, Art and Drama departments are busy places full of exciting opportunities, whilst our lunchtime and after-school clubs provide the chance to try something new. There are numerous clubs in The Junior School including Music, Ballet, Arts & Craft, Cookery, Chess, Book Club, Gardening, Maths Challenge, Netball and Gymnastics.

TO BOOK VISIT: WWW.ROSSALL.ORG.UK Rossall School, Fleetwood, Lancashire, FY7 8JW Email admissions@rossall.org.uk Telephone 01253 774201

Notable Achievements and Alumni: The Quality of pupils’ achievements and learning is exceptional’. Channing was rated at the highest level in all areas inspected by ISI (Independent Schools Inspectorate) in April 2015.

See www.channing.co.uk for the school’s 2017 Open Days

AUTUMN 2017 | independentschoolparent.com

39

OFF TO UNI

DR ALAN MARTIN Dean of Psychology, University of Buckingham

ON THE BRIGHT SIDE With student mental health issues on the rise, Dr Alan Martin explains why the University of Buckingham is paving the way with a positive approach

W

ith more than 15,000 UK-based first-year students admitting to having some form of mental health condition (as found in a 2017 survey by The Institute for Public Policy Research), figures demonstrate that there are almost five times as many young people experiencing problems than there were 10 years ago. The survey also revealed that 94% of UK higher-education providers have experienced a rise in demand for counselling services, while only 29% have an explicit strategy on student mental health and wellbeing in place.

More needs to be done to reduce the risks, which is why at the University of Buckingham, we have adopted a new approach that helps staff and students feel happier and more engaged with learning.

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independentschoolparent.com | AUTUMN 2017

As the first “positive university” in Europe, this venture is inspired by the intellectual revolution initiated by Professor Martin Seligman at the University of Pennsylvania.

When Seligman noted that not enough research was being developed on mental wellness, he outlined a framework called PERMA, which focuses on positive emotions, relationships and accomplishments. After performing extensive work with what was to become the first “positive university” in the world, TecMilenio in Monterrey, Mexico, the professor has since been working with the University of Buckingham to help pave the way for this new venture.

Myself and Sir Anthony Seldon, the university’s Vice-Chancellor, have also written a booklet that describes the ways in which we are applying the PERMA framework to the way we run the university. The framework allows us to measure all the things that Buckingham

Above, the stunning campus at the University of Buckingham

does well and enables us to enhance our staff and students’ experience.

“Our approach ensures that the university takes responsibility for the mental health and wellbeing of not just students, but also staff,” says Sir Anthony Seldon. “This is in contrast to the reactive model followed in most universities, which deals with students only after they have developed problems. The job of a good university should be to help students learn how to live a productive and meaningful life rather than just get good degrees.”

Indeed, while many higher-education providers in the UK are excellent, they lack a coherent framework. Adopting the “positive university” approach will, in effect, develop resilience in the face of the challenges of the 21st century. As the UK prepares to face the challenges of the near and distant future, never has this been more urgent to address this with the next generation of change-makers.

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AUTUMN 2017 | independentschoolparent.com

41

CONSIDERED THE LYCÉE FRANÇAIS FOR YOUR A LEVEL STUDIES?

Successful university applications, the majority of the Russell Group, with our A Level results regularly topping the Kensington & Chelsea league tables. Last summer over 50% of all exams taken were graded at A or A*.

Being a native speaker of French is not a requirement, however French A Level is a compulsory part of the programme.

JOIN OUR BRITISH SECTION!

Conveniently located in the heart of London, directly opposite the Natural History Museum and a stone’s throw from Hyde Park, the Lycée Français offers an optimal learning environment.

Applications are welcomed to join the 6th Form of the British Section of the Lycée Français Charles de Gaulle, where A Levels are studied, taught in English.

Visits should be arranged through Mme Schurer, secretary to the British Section. [Contact: secretariatsb@lyceefrancais.org.uk]

Visit www.lyceefrancais.org.uk

St. James’s, London dukeseducation.com

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independentschoolparent.com | AUTUMN 2017

APPLYING TO UNI

OLIVER PATEMAN

Parent and School Liaison, Oxbridge Interviews

HOW TO ACE THE OXBRIDGE INTERVIEW Oliver Pateman shares his top tips with students preparing for interviews with Oxford or Cambridge

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yths about the mysterious Oxbridge admissions process are usually awash with rumours and nonsense tales about malevolent, tweedy dons in black gowns lurking in dark, cobwebbed studies, waiting to snap up boys and girls with the necessary “polish” and charisma.

Nothing could be further from the truth.

In fact, that tweedy-gown model of Oxbridge interviewing has well and truly gone, and instead the interview process has become just one step of many as part of a successful application. Oxbridge colleges still interview to give admissions tutors a

sense of how the applicant will perform in tutorials or supervisions, the distinctive small-group teaching for which Oxbridge is famous. This is a chance for prospective students to demonstrate their aptitude for their chosen subject, and their confidence in forming and defending their opinion.

The thing that admissions tutors look for above all else is the ability to learn. There is no trick to getting in; no number of slick, practised responses can make up for a lack of sincere interest in and aptitude for a subject. It is demonstrating an ability to engage in debate confidently on areas outside of your comfort zone, above anything else, that is the crucial ingredient.

These interviews are designed to see how you well work out solutions to problems.

Speaking from experience at my own

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Oxford interview, I was shown a range of source materials, none of which I had seen before, and was asked to comment on their archaeological and original social context.

This principle of being able to come up with a coherent response to new material is applicable across all subjects, and was evidence that would demonstrate to my tutors that I would succeed in small-group classes, not an ability to regurgitate facts.

It’s perfectly fine to feel nervous before the big day, but the key to battling nerves is practice. Just as you wouldn’t sit an exam without trying out some past papers, you shouldn’t approach an interview without attempting a test run. Good luck!

Oliver Pateman is an advisor at Oxbridge Interviews. Visit oxbridgeinterviews.co.uk

AUTUMN 2017 | independentschoolparent.com

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1 Laurence Belcher, 21 Actor City of London Freemen’s School, Ashtead, Surrey

Laurence is best known for his appearance in “Doctor Who, A Christmas Carol”, and for creating the role of “Young Charles Xavier” in X-Men: First Class and X-Men: Days of Future Past. Since leaving Freemen’s, he has appeared in King John at Shakespeare’s Globe Theatre and A Song for Jenny on BBC1.

Laurence spent 11 years at Freemen’s, and was the recipient of the school’s prize for drama on four separate occasions. Studying drama at GCSE, AS and A-Level, he says that memories of school productions at Freemen’s will always hold a special place in his heart, most notably the roles of “Tobias” in Sweeney Todd, “Raul” in The Phantom of the Opera and “Boris” in Agnes Owens’ For the Love of Willie at the Edinburgh Festival.

Laurence is currently reading for a BA in classical archaeology and ancient history at Lincoln College, University of Oxford.

Notable appearances in his time there so far have included “Coriolanus/Aufidius” in Shakespeare’s Coriolanus and “Orin Scrivello” in Little Shop of Horrors.

2 Jennifer Kirby, 28 Actress Malvern St James Girls’ School, Malvern, Worcestershire

Jennifer is the newest cast member of the BBC’s Call the Midwife, playing “Nurse Valerie Dyer” in her first TV role. She is also a critically-acclaimed and three-times award-nominated stage actor, travelling the world with the RSC. Jennifer studied A-Level drama at MSJ, deciding that she wanted to be an actor when she was a teenager. She then moved to London after being accepted by LAMDA an finishin an En lish an rama e ree at the ni ersity o East n lia.

Despite her meteoric rise to fame, her former teachers say she has remained self-effacing, wise and utterly un-starry.

Jennifer was also the guest speaker at the school’s annual prize-giving ceremony this year, advising pupils that: “Without our mistakes and our downfalls, we have no lesson to learn and no story to tell.”

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1

ONES TO

WATCH

We catch up with the stars of the independent school sector

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STAR PUPILS

3 Emily Tapp, 20 Artist Bedford Girls’ School

A talented photographer and artist, Emily recently won the Artists’ Collecting Society Materials Award at Falmouth University, where she is currently studying.

Since her days at Bedford Girls’ School, Emily has forged a successful career as food and product photographer, working with a number of eclectic food brands and restaurants. She has a unique style that brings the food she captures to life, even winning the prestigious Pink Lady Food Photographer of the Year Award while in the Sixth Form. Emily was also a finalist for Young Photographer of the Year Award

by Digital Camera Magazine.

3

4 Allegra Cook, 17 Designer Burgess Hill Girls, West Sussex

Allegra, who is studying for A-Levels in art, business and textiles, won the title of Young Handbag Designer of the Year at the Clothes Show for two years running.

Earlier this year, she was also awarded first prize in the Design for an Icon competition, part of the Fashion and Embroidery show at the NEC in Birmingham. Allegra’s success has meant she has worked with some of the biggest names in fashion, including Zandra Rhodes and Vivienne Westwood, and she is a big believer in the fact that textiles isn’t just a subject for girls.

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4

5 Charlotte Calnan, 19 GB hockey player Cranleigh School, Surrey

Charlotte was already a member of the GB squad while at Cranleigh School.

Having left school last year, she is now training to represent the team in the Tokyo Olympics in 2020.

Her love of hockey began aged six, when she played at St Andrew’s Prep School, Woking. She now plays for Surbiton Hockey Club with Hollie Webb, who scored the winning penalty in the Olympic final in Rio last year. Charlotte is also studying business management at the University of Nottingham.

AUTUMN 2017 | independentschoolparent.com

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SETS

Tim Collins Director of Admissions, Repton School, Derbyshire

When weighing up the “sets vs. mixed ability” debate, it is crucial to consider how it is experienced by those involved in it, rather than making an argument purely based on statistics.

Some might think the most important participant is the pupil, while others would argue it is the teacher, as they are the person who leads the class and makes the learning successful. However, it is in fact both parties who are affected and, in my opinion, benefit from instilling a system of sets within a school.

First and foremost, the pupil will be in classes where the other children are of a similar aptitude in that particular subject, so any questions asked will be closer to that pupil’s own train-of-thought. They are also likely to be asking for clarity over similar issues, and are more likely to stimulate further questions that help develop a more detailed understanding.

Not to mention – children love a challenge and enjoy a sense of achievement, so being pushed by their peers is often a more positive experience than being pushed by adults, particularly your own parents!

Teamwork makes the dream work

If a child is in a class where other pupils are not as bright as them, the lesson can plod along at a very slow pace and they will inevitably lose interest.

Conversely, when other children are much faster and a pupil is still floundering with what it is they need to tackle the question, confidence can dissolve and a child can fall further behind. Working alongside pupils who are coping with similar challenges as you and solving these problems together, can therefore be a much more positive experience, as

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THE BIG Which is better for pupils, sets or mixed ability?

We asked two teachers to battle it out in The Big Debate! pupils learn from mistakes and battle through difficulties as a team.

For a teacher, there has always been a range of different abilities within a classroom, but the smaller that range, the easier it is to prepare appropriate content and activities to support learning, even when said teacher is skilled in the art of multi-tasking and differentiation!

Making the grade

When tactically preparing for GCSEs and A-Levels, skills and exam techniques can be also tailored to ensure pupils achieve the most accessible marks for their set, or

Above, sets allow pupils who are coping with similar challenges to work through problems together

have the ability to write the style of answer than secures them a certain score, whether that be a grade five or a grade nine.

Setting by ability also inspires confidence and delivers appropriately challenging experiences in the classroom.

Here at Repton, we have a blend of both, organising classes by sets at GCSE for core subjects, such as English, mathematics, science and MFL, with mixed-ability classes for optional choices like geography, history and art. In A-Level classes, it’s the staff who decide independently from the pupils they have whether to mix, stream or set pupils accordingly.

COMMENT

part to provide a varied approach to learning, so that all students can access the concepts covered, but this makes the learning fun and dynamic, and everyone benefits from this.

Light-bulb moments

DEBATE MIXED

Mary-Ann Collins Deputy Headteacher, Reigate Grammar School, Surrey

Telling people that I teach physics can bring a pause to even the liveliest of dinner parties. After all, most people consider it a subject only accessible to the brightest and best students, more especially those who are gifted at maths.

Yet, since my PGCE almost 30 years ago and a lengthy thesis researching the damage caused by labelling, I have always taught mixed-ability groups and the results for every individual have shone.

The advocates of setting will say this isn’t possible, and that dividing classes into “weak and strong” students is essential to teach physics successfully. But I disagree.

Celebrating diversity

All subjects rely on student confidence to achieve best results – in order to problem solve, you have to believe you can work it out for yourself, and provided you have learnt and practised the tools to do this, you will find the answer.

Mixed-ability groups mean no labels, no student feeling they cannot do it and no glass ceilings or self-fulfilling prophecies. It means teaching a class of students with a range of different skill-sets, some with good memories, some with great practical skills, some who work well in pairs and groups, and some who like a good discussion.

This diversity is an asset to everyone in the class, whatever their test results. It takes a bit more effort on the teacher’s

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Mixed-ability teaching is supported by some of the most successful teaching programmes in the world. For example, The Shanghai maths method dismisses setting altogether, and all children are assumed to be capable of understanding maths. Teachers work and train hard to find the best ways to encourage understanding from every student, and provide stretch and challenge for all.

One of my Year 11 GCSE groups a few years back was trying to work out where the energy came from when we generated electricity. The “clever” students were applying all the equations they had memorised and weren’t getting anywhere fast. Then, out of the blue, one young man who was a self-confessed poor performer in physics had a light bulb moment – he had solved it!

By using his own words, and not lines from the text book, his description of the principle was spot on. We stopped the class and he described his thinking to the group. It was a real turning point – nobody would have predicted that this student would be the first to get to this complex solution, and he went on to get a top grade later that year. I could write countless similar wonderful moments like this, and for me, this is a constant reminder of the dangers and damage caused by the label of “bottom set”.

Here at Reigate Grammar, we push the principle that every student can achieve excellence if we believe in them and work to ensure delivery of outstanding lessons.

I think this quote from The Imitation Game sums it up: “Sometimes it’s the very people who no one imagines anything of who do the things no one can imagine.”

AUTUMN 2017 | independentschoolparent.com

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Unlocking their Potential An outstanding school for boys and girls aged 3-18.

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independentschoolparent.com | AUTUMN 2017

CREATIVE CURRICULUM

KATIE HUGHES Education writer for national newspapers and magazines

CREATIVE CURRICULUM From animal management to business studies, Sixth Formers have a growing choice of vocational qualifications to choose from, says Katie Hughes

S

ixth Formers at Bede’s in Sussex, who have veterinary nursing, conservationism or zoo keeping in their postschool sights, can study for BTECs in animal management in the school’s very own zoo.

Their counterparts at Cheltenham College in Gloucestershire, on the other hand, can hone their business skills by taking mini MBAs alongside A-Levels and EPQs. And at the Stamford Endowed Schools in Lincolnshire, pupils learn how to save lives with professional lifeguard qualifications.

Above, pupils at Bede’s learn to manage animals at the school’s very own zoo

What is a BTEC? BTECs are vocational qualifications, rather than traditional academic courses, with typical subjects offered including business studies, travel and tourism, engineering and information technology – you can’t study subjects like history or English at BTEC level.

Practical qualifications like these are increasingly being offered by independent Senior Schools. And recent findings from the Independent Schools Council (ISC) show that the number of BTECs (qualifications that combine practical and theoretical learning) taken at ISC schools has more than doubled in the last four years.

“Schools are lucky because they have the resources to be able to offer a mixed bag of qualifications, which work best for their students,” explains Will Phelan, Principal of the Stamford Endowed Schools in Lincolnshire. “Education is about recognising that all children are different. ▶

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The case for alternative ualifications

It’s not just pupils’ differing abilities that’s driving alternative qualifications in schools. It’s also the increasingly competitive environment that awaits leavers post-school. Adding a practical subject to A-Levels can give students that extra edge in university or job applications.

“The combination of practical and academic subjects provides an ideal platform for pupils to progress to higher education,” explains Andrew Fleck, Headmaster of Sedbergh School in Cumbria, which offers top science students the chance to combine a BTEC Subsidiary

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Above, learning how to save lives is on the academic menu at Stamford Endowed Schools

At Cheltenham College, pupils can hone their business skills by taking mini MBAs alongside -Levels and tended ro ect ualifications Diploma in Agriculture, with A-Levels such as maths, biology and chemistry.

Fleck claims this can make candidates for university courses like veterinary science stand out, and that admissions tutors have “warmly welcomed” the move.

Clayesmore in Dorset also takes a hybrid approach to qualifications. “We are keen to ensure that the courses for our students are as relevant as possible to the working

world, so pupils can take a mixture of A-Levels and BTECs to suit their own needs,” says Head Jo Thomson. The school’s business diploma combines an A-Level in business or economics with work experience, volunteering and employability skills, and a choice of other options. “It allows pupils to learn key business and employability skills,” explains Thomson.

CREATIVE CURRICULUM

What else is out there?

A selection of the alternative qualifications on offer at schools: l Enterprise and Entrepreneurship; Creative Media Production; Hospitality and Sport (Milton Abbey, Dorset). l Business Management; Information Technology; Media Production; Music Performance (Bede’s, Sussex). l Microsoft Certifications; Entrepreneurship (Stamford Endowed Schools, Lincolnshire) l Extended Project Qualifications; Leadership and Life Skills (Cheltenham College, Gloucestershire)

Schools replacing A-Levels with practical qualifications are seeing positive results, too. “We have a responsibility to help pupils complete qualifications that play to their talents,” says Will Phelan. “And many of our BTEC students have gone on to university with higher UCAS points score than they would have achieved at A-Level.”

A recent London Economics Report endorses this view; claiming that four out of five BTEC students go on to receive a first or second-class degree, and that university graduates who only achieved vocational qualifications at Sixth Form were more likely to be in jobs than their counterparts with only academic qualifications.

Above, over 70 species populate the zoo at Bede’s

Real-life situations

“Vocational qualifications deliver industryspecific skills that employers desperately need because the courses are based on learning by doing, not just by listening,” says Magnus Bashaarat, Headmaster of Milton Abbey in Dorset, where the range of high-level vocational options is one of the widest in the independent sector. By way of example, he talks of pupils who are “plugged directly into the countryside around us” as they study for the school’s countryside management course.

Learning by doing is similarly advocated at Bede’s, where animal management students have hands-on experience of the

natural world, thanks to the 70 species of mammals, birds, amphibians, reptiles, fish and invertebrates that populate the school’s zoo. Meanwhile, at Sedbergh, pupils studying agriculture put their skills to the test when they visit the two farms, £2m dairy unit, 30 cows and three sheep flocks to which they have access via a local land-based college.

“Doing” can be cerebral too. At Cheltenham College in Gloucestershire, where mini MBAs are just part of the traditional academic offering, Sixth Formers taking the course learn about the intricacies of business from industry figures. They then pitch their proposals to a judge from Dragon’s Den and the winner is fully funded to launch their idea.

All these opportunities are impressive.

But there’s still a feeling that the sector as a whole could do more to expand alternative qualification opportunities. “Our sector needs to embrace the potential of vocational learning; to educate both the learner and their parents about the pathways these qualifications open up,” says Magnus Bashaarat. “If we don’t, we risk being left behind.”

AUTUMN 2017 | independentschoolparent.com

51

MATTHEW BOULD-SELF

Headmaster, Abbotsholme School, Staffordshire

A

great education is about empowering and liberating young people, helping them to make wise decisions about what they should do in any given situation. At Abbotsholme in Staffordshire, we aim to develop character alongside intellectual attainment. Our values of honesty, humility, integrity, respect, courage are our guiding principles, and as a community, we must all hold ourselves to account according to these.

The wider world

To lead at Abbotsholme is to serve, and as pupils take on leadership roles, it’s through this service that their confidence flourishes. From the prefect system in the Upper Sixth Form to the visits pupils make when helping in the Nursery, opportunities for them support the school are endless.

Our school is also part of the Round Square group, which allows pupils to take part in international conferences and development projects overseas, most recently in Costa Rica. Children learn to take part in democratic processes and consider their role in the wider world.

Visitors are also invited into the school to challenge the way pupils think about the world around them. Giles Duley, a humanitarian photographer, for instance, visited the school in the summer term, and taught the children and told them stories of those affected by war.

Hands-on learning

Education should be life-changing for pupils, opening their minds and challenging them to ask, “What can I do to make the world a better place?”.

As a school with a hands-on approach to

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A CHARACTER EDUCATION Matthew Bould-Self explains why developing character is at the heart of an Abbotsholme education Above, every pupil at the school has the chance to get involved with working on the farm

learning, the range of sporting and extra-curricular opportunities on offer here is extraordinary. The creative arts allow true expression from a child’s heart and help to build confidence, and all pupils are encouraged to perform on stage.

Outdoor education also encourages risk and challenge, as pupils step out of their comfort zone and try something new. And everyone has the chance to work on the farm and get involved in equestrian events.

Abbotsholme is a school full of individuals where kindness and gratitude are promoted. Pupils and staff build healthy relationships, guiding each other and creating extraordinary progress, no matter the starting point.

Children here are encouraged to be the best version of themselves, challenging themselves in the classroom, on the sports field, on the farm, on the mountainside and on the stage to become confident, well-developed young people aware of the world around them.

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AUTUMN 2017 | independentschoolparent.com

53

BEHIND THE SCENES

THE BIGGER PICTURE St Lawrence College, Ramsgate

Melissa Gabbott explains why the old-fashioned, elitist stereotype of independent schools is far from the truth

I

f you are considering an independent school education for your child for the first time, the variety of fee-paying schools on offer – not to mention the different terminology – can be a little overwhelming to begin with. But don’t let this put you off, as while many of the words used are borne from long-standing traditions, the schools themselves are certainly not stuck in the past!

Right, students at St Lawrence College, Ramsgate

Although they share many characteristics, independent schools come in all shapes and sizes, with different levels of fees. Families are spoilt for choice when it comes to choosing a school, which vary in size, from small rural schools to large inner-city establishments, and everything in between. Some schools are known for a particular specialism, such as sport, music or even horse-riding (with the facility to take your pony to school with you!).

Day, boarding, single sex or coeducational – the list of choices is huge.

Many day pupils are even able to enjoy the best of both worlds, with some schools offering weekly and flexi-boarding options, tailored to your circumstances.

Others take a mix of international boarding pupils, which offers pupils the opportunity to make friends with children from all over the world. This not only helps broaden their perspectives, but also allows them to learn about other nationalities and cultures, while preparing them for the global workplace.

Individual attention

Left, St Lawrence College in Ramsgate

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In many surveys, one of the top reasons parents say they chose an independent school is the smaller class sizes compared to state schools. This means you can be confident that your child will not get “lost” among a class of 30 or more pupils.

Independent schools also pride themselves on the high levels of pastoral

BEHIND THE SCENES

Extracurricular activities help students develop skills in resilience and teamwork

care they can offer pupils. This allows teachers to really get to know each individual child and understand how they learn, stretching and inspiring the more able, while supporting and encouraging those whose confidence is still developing. Individual talents are identified, nurtured and refined.

Getting results

Not all independent schools are academically-selective, but with the help of the small class sizes, independent schools are known for providing an excellent education. A study undertaken by researchers from Durham University found that privately-educated children obtained GCSE results on average

Above right, there is great emphasis on extracurricular activities.

Below, former American politican, Benjamin Franklin

two-thirds of a grade higher in every subject. And in 2016, almost half of all independent school A-Level entries received either an A* or an A, with the percentage of A* and A grades almost double the national average.

A love of learning

Independent schools also aim to instil a love of learning beyond exam results, and a great deal of emphasis is placed on extra-curricular activities.

These help to develop children’s confidence, resilience, teamwork and leadership skills – and with options from fencing to film

Families are spoilt for choice when it comes to choosing a school, which vary in size, from small rural schools to large inner-city establishments

making, rock climbing to rock school, the choices are endless. Many schools also offer the Duke of Edinburgh Award scheme and Combined Cadet Force.

It was American politician, Benjamin Franklin’s belief that “an investment in knowledge pays the best interest”– a statement we believe still has a reassuring message for many parents who choose to invest in their child’s education. ISP

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Concord College Advert HR.pdf

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Bill - Cambridge, engineering

Achieving Academic Excellence England’s Premier International School +44 (0)1694 731631 enquiries@concordcollege.org.uk

www.concordcollegeuk.com

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ADVERTORIAL

T

his term has seen a new approach to technology at Sherborne Girls.

“Educating our students to use technology effectively and safely is of primary importance. This means not only embracing the power of technology for learning, but also understanding its limitations and the effects of too much screen time,” says Jenny Dwyer, Headmistress.

The new policy is the culmination of a detailed consultation process in which the school, led by its student “Digital Leaders”, surveyed the girls, parents and staff and sought advice from leading experts. The findings were unanimous; that too much screen time causes emotional, physical and academic detriment, and action must be taken. This view was reinforced by leading expert in neuroscience and psychology, Dr Aric Sigman, who gave a fascinating talk to staff at the start of term. Dr Sigman presented further evidence of the risks associated with screen time and screen dependency on sleep deprivation, as well as health and educational implications.

Responding to this advice, along with its survey findings, Sherborne Girls has taken the decision to alter its school policy, reducing pupil access to mobile devices in the interest of the girls’ wellbeing. It has also called on its parents to support the changes and adopt a similar stance at home.

All girls in Years Seven to 11 are now asked to leave their mobile phones in the boarding houses during lesson time, and to hand in their devices an hour before bedtime. They are, however, encouraged to use tablets and/or laptops to support their academic studies. By differentiating between the devices used for academic use and mobile phones for social use, the school hopes that this will encourage correct use of technology for learning and limit exposure to social media during the working day.

A NEW APPROACH When survey findings revealed that excessive screen time can impact pupils’ health and learning, Sherborne Girls decided to take matters into their own hands Above, pupils at Sherborne Girls, Dorset

“It is important that this is not seen as a step backwards in our approach to technology, but rather a promotion of good learning habits,” says Ben Gudgeon, Deputy Head, Pastoral. “We continue to value, teach and encourage the use of technology, and recognise it as a crucial life-skill. However, the technological revolution has moved at such an extreme pace that we have had little time to reflect on the impact, especially on teenagers. Our intention is to limit over-use of devices and encourage our girls to use technology sensibly and safely. It is also vital that our girls get a good night’s sleep.”

The response to Sherborne Girls’ new approach to technology has been

overwhelmingly positive. The girls are already beginning to recognise the benefits and parents have widely applauded the action, with one parent of a Year 11 pupil commenting, “I can’t tell you how pleased we are that the school has taken this decision. It is very refreshing to see an institution taking the (short-term) difficult decision and doing the right thing. I hope other schools will follow suit. I have no doubt that the girls will, one day, understand and be grateful.” ISP Sherborne Girls has also recently been awarded Public School of the Year at the Tatler Schools Awards 2017. To find out more, visit sherborne.com

AUTUMN 2017 | independentschoolparent.com

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CO-EDUCATIONAL BOARDING

IN THE HEART OF ENGLAND

Shrewsbury School provides an outstanding full boarding experience for boys and girls aged 13-18. We provide a rigorous approach to learning and an extraordinary variety of extracurricular activities alongside personal pastoral support.

Scholarships and bursaries are available for talented pupils for entry at 13+ and 16+, including new Choral and String Scholarships.

Please contact the school for further information or to book a place at one of our Open Days.

We look forward to welcoming you!

Shrewsbury School admissions@shrewsbury.org.uk 01743 280552 www.shrewsbury.org.uk ShrewsSchool

Queen Anne’s School An independent boarding and day school for girls aged 11-18

The right choice for your daughter’s future Rated

‘Excellent’ Independent Schools Inspectorate 2017

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Open Morning Friday 17 November BOOK ONLINE NOW www.qas.org.uk/bookanevent Queen Anne’s School, Henley Road, Caversham, Berkshire, RG4 6DX T: +44(0)118 918 7300 E: www.qas.org.uk

ADVERTORIAL

MICHAEL STROTHER

Director of Admissions, Manchester Grammar School

C

hoosing the right school for your child is one of the most difficult choices you might face as a parent.

But above all, the most important thing to consider is whether your child will be happy wherever they take up a place.

At Manchester Grammar School (MGS), we aim to help parents make their decision by giving their children the chance to see us first-hand. We prefer the method of getting to know a child, rather than testing how well he can revise for an entrance exam. And this in turn has led to the decision to evolve our entry system through assessment days.

Instead of simply relying on a series of statistics provided by an entrance exam to make offers, the school invites all prospective pupils to experience a day at MGS. This involves each pupil experiencing our teaching styles, pace of lessons and the rhythm of the school day.

Boys are accompanied by our own pupils during break time and lunch, and they eat in the school refectory and take part in any of the lunchtime activities that are available to children already at the school.

The right focus

The assessment days see boys taught material and concepts that they would not have met before, and they are then given short tests on the techniques they have been exposed to. I often describe this as the equivalent of homework – something that builds on the application of classroom practice, and the kind of thing a teacher might set in the course of a normal day.

This method of assessment removes the possibility of advantage through tutoring, as the use of tutors to prepare for exams can often destroy the love of learning inherent in children. It’s our belief that

SHAKING UP THE SYSTEM School admissions should pay more attention to a pupil’s passion for learning – not just their results in an entrance exam, says Michael Strother Above, it is better to get to know a prospective pupil, rather than just testing their abilities

parents would much rather have a school judge applicants by their abilities in the classroom and enthusiasm for engaging with teachers, than somewhat impersonal judgment on statistics alone.

The system has proven so successful that we use the same procedure for entry to every year group in the school. We’re conscious that the choice of one institution

over another is a very stressful time, but we strongly believe that parents will be much more comfortable that, in making offers to their sons, we have the best possible view of his abilities, and have judged that he will thrive in the environment the school offers. If we offer a place, then parents can rest assured that MGS will be the right place for their son. ISP

Parents would much rather have a school judge applicants on their abilities in the classroom and enthusiasm for engaging with teachers

AUTUMN 2017 | independentschoolparent.com

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We enable pupils with a talent for performing to immerse themselves in a range of opportunities, including masterclasses and trips to Broadway, New York.

Kent College was founded by Wesleyan Methodists in 1875, and had two boarders and three day pupils. Today, the school is a co-educational day and boarding school that welcomes over 500 children of over 40 different nationalities.

Located in Canterbu ry, woodland area in Ke Kent College’s semi-rural setting is ad nt, Blean Forest, w ja hich includes playin cent to the largest g fields and a wor king farm.

A HISTORY OF KENT COLLEGE, CANTERBURY in10 pictures The Music School has an impressive recording studio, two rehearsal rooms and several teaching rooms

Excellent laboratory facilities enable practical and investigative work at the school. The Kent College science department also won the final of the Future Industry Leaders for their “Low Cost Robotic Arm” project.

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The School’s Charity Committee raises over £20,000 a year.

They also support two schools in Tanzania, with school trips for the pupils, who help to build and paint new classroom facilities.

The school’s farm and new riding arena provide opportunities for outdoor adventure and agricultural experiences. We also run a pony club and riding lessons.

The latest development includes the building of a new state-of-the-art auditorium. The Great Hall will be a 600-seat facility for worship and performing arts.

Sporting excellence has always been an integral part of the school. Hockey, tennis, rugby and cricket are the key focus, with students frequently gaining county and National Championship status.

This year, the school increased its average IB score to 37 and moved further up the rankings in the Top 10 IB schools in the UK. Pupils achieved a 100% pass rate for GCSE and A-Level, with 80% of all grades at A* to B at A-Level.

AUTUMN 2017 | independentschoolparent.com

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Opportunities abound at Uppingham As a full boarding school we believe the complete immersion in education gives our pupils the richest and most profound experience of school.

To learn more about Uppingham School please visit www.uppingham.co.uk or contact Admissions on 01572 820611

VISIT US ON ONE OF OUR TOUR MORNINGS Sherborne Girls is one of the top independent full-boarding schools in the UK, offering an excellent academic and all-round education for girls aged 11 to 18.

‘Public School of the Year’ Tatler schools awards 2017

For more information please contact registrar@sherborne.com 01935 818224 www.sherborne.com 62

independentschoolparent.com | AUTUMN 2017

Reg Charity No. 1147280

The value of an all-round education, in which each individual and their talents come first, is fundamental to the Uppingham experience.

STAR STAFF

SCHOOL

E

ven when I was a pupil at school, I would always be in the DT department, opening up old mobile phones and pulling toys apart to find out how they worked. My teachers encouraged me to take part in Techno Games, a TV show that was big at the time, so my friends and I had a go at building a swimming robot. We spent hours testing it after school at the local swimming pool!

I studied industrial design and technology at Brunel University, and spent my placement year working within the DT department at a school in Surrey. I continued working there part-time during my final year at Brunel and was offered a full-time position after graduating.

After another year of honing my teaching skills, I embarked upon a new challenge at a north London school. Here, I contributed to the introduction of robotics and 3D-printing, and spearheaded the London STEM Leaders campaign, which involved introducing robotics to 30 London schools.

HERO

JON TAYLOR This Head of Design shares how his passion for robotics is opening up new avenues for pupils at Cranleigh School, Surrey

Tweet us @ISParent

My interest in teaching robotics began when I spotted an advert for the VEX Robotics Competition. I instantly remembered my own experiences at school with a much simpler form, and wanted to open those avenues to my pupils. My involvement in developing materials and introducing the platform to the classroom led to my first VEX Robotics Teacher of the Year

What I most enjoy about teaching design engineering is the fact that there is always more than one solution to a problem

award in 2014. The following year, I won the award again on the back of the hugely successful London STEM Leaders campaign.

I joined Cranleigh School as the Head of Design in September 2016, and I am very much enjoying introducing pupils to the world of robotics, 3D printing, Arduinos and much more! Over the last 12 months, we’ve rebranded the department as “Design Engineering”, refitted the workshop space and been working on some fascinating projects at both GCSE and A-Level. One of our pupils was shortlisted for the Triumph Design Award for his automated watch display, and

another has captured interest for his design-based solution to hydration problems faced by military outposts. We’re proud of the constant innovation in the pupils’ work, and keen to support it by providing the best creative teaching and resources.

What I most enjoy about teaching design engineering is the fact that there is always more than one solution to a problem, and every pupil is capable of producing their own unique concept. The real enjoyment comes through developing a pupil’s “design engineering toolbox” and equipping them with the knowledge and methodology they require to be able to design, define, develop and ultimately deliver a solution.

The field of robotics has made major breakthroughs over the past 10 years including the introduction of robotic prosthetics controlled by nerve stimulation, and where it will continue to go from here, who knows.

Robotics is constantly being utilised to save and improve the lives of the human race, and while there might always be an element of resentment and uneasiness towards robotics, as these developments become more and more “normal” and beneficial to our day-to-day lives, the less disruptive they will seem. If they don’t already, robotics will no doubt feature in your day to day life in the next ten years.

AUTUMN 2017 | independentschoolparent.com

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SCHOOL HOLIDAYS

Notes from SPAIN

Set among the rugged greenery of a countryside landscape, Andalusia ̛s La Bobadilla hotel serves up both style and character, says Claudia Dudman

A

s you ascend the foothills of the Montes de Málaga, leaving the city behind you, what first strikes you about your surroundings is just how dry and stark the landscape is.

Shrubs and bush littered sparsely across the ground are in complete contrast to the dense forest pines and abundance of wildlife, that come to later typify this 12,000-acre national park as you climb higher. Leaving the park behind, we headed north to the private estate of Royal Hideaway La Bobadilla, a 70-room, whitewashed luxury hotel that sits impressively against a backdrop of olive

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Despite its rural location, La Bobadilla, Málaga is a very achievable holiday destination from the UK

groves stitched into the countryside for as far as the eye can see.

Best of both worlds

Although the hotel, which is part of the Barceló hotel group, is in a remote and rural spot (so much so that King Juan Carlos has stayed here), its proximity to Málaga airport – a 40-minute drive – makes it a very achievable weekend destination from the UK. Turn off the main road that goes to Granada and into the estate’s private entrance, and you are driving along a sweeping road that is lined with holm oaks, almond trees, olive groves and Mediterranean woodplants. The collection of palatial buildings that make up La Bobadilla – including a bell tower and even a chapel – with their sloping terracotta tile roofs so typical of the region’s architecture, slowly draw into view.

Traditionally tasteful

I was staying in a junior suite, which was

SCHOOL HOLIDAYS

outdoor massage under an African palm tree before an afternoon nap. It truly lends itself to making life as easy as possible in the searing heat of the Andalusian sun.

Food, glorious food

generously-sized with a huge king-size bed, his and hers sinks, a bath, shower and separate WC. It was simply decorated keeping very much to the tradition of an Andulasian finca (farm house), with stone flooring and heavy wooden shutters that kept the heat and bright morning sunlight at bay. The suite also had its own terrace with sun loungers on which you could lie at your leisure while gazing wistfully out at the olive groves. Back inside, the room also had an open plan sitting room with TV with all the channels you could wish for.

Being a fairly sizeable estate (900 acres and counting), there is a lot to do at La Bobadilla. The three swimming pools are huge, (there is even a separate one for children), with the largest being 1,200sqms and are surrounded by palm trees, sun loungers and Balinese day beds.

Rather cleverly, there’s a lot of retreat space to enjoy: from sitting under the arches in the courtyard by the bell tower, while sipping on an ice-cold drink, to eating at El Cortijo, one of the hotel’s four restaurants. You can also enjoy an

Food is where La Bobadilla really comes into its own, and Il Cortijo and La Finca are two of the four restaurants that are on the estate. El Cortijo has a slightly more relaxed feel, and we ate there twice.

After an early start back in London and having arrived at the hotel conveniently in time for lunch, we hungrily devoured the first course, which was a perfectly chilled Andalusian gazpacho with garnish. Next up was a roasted goat’s cheese roll wrapped in Iberian ham with green asparagus marmalade, followed by pickled anchovies stuffed with spinach and Andalusian pisto.

Grilled lamb chops with potato and a mojo picon (red pepper) sauce concluded the savoury dishes on our menu.

Feeling content and slightly more alive than we had done for several hours, dessert was brought to us in the form of a lemon

Opposite, the hotel is surrounded by luscious olive groves.

Left, a bath with a view

Things to Do l COOKERY CLASS Try a jam, chutney or marmalade making class with one of the hotel’s excellent chefs. l SPA Take a dip in the indoor pool, the Finnish sauna or steam room. There are three treatment rooms to choose from. l ECOTOUR The hotel is an eco pioneer with an organic kitchen garden. l STARGAZING l HIKING OR BIKING There are three trails for those of different abilities to try.

tart complete with burnt meringue and seasonal fruits. It was only then as we contemplated the detritus of our meal: the empty plates, glasses and cutlery before ▶

Green Gold During the olive harvest (from November to February), the olives – which are of the hojiblanca variety – are grown on the estate and taken to different mills for the production of pure virgin olive oil.

In-keeping with a traditional farm-house style, the decor is simple yet stylish

AUTUMN 2017 | independentschoolparent.com

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SCHOOL HOLIDAYS

Must-see Málaga

us, that we concluded that sitting al fresco, under a cloudless sky, is the real reason that good food is made to be eaten.

La Finca is clearly La Bobadilla’s pride and joy and one of Granada’s best restaurants. It was here that we went for dinner on our second night. Word has got out at just how good this fine dining establishment is, and when we there, table reservations were fully booked for several weeks in advance. Situated inside one of the pretty white-washed buildings, we settled into our six-course meal – under

the creative eye of chef Antonio Organero – with marinated strips of poultry with a cold cream of pod beans, couscous of vegetables and a tomato marmalade. This was followed by roasted octopus with green apple, ginger and apricot chutney and king prawns. We finished with a chocolate coolant with mandarin sauce.

If it’s a taste of southern Spain in all its rugged splendour that you’re after, then a stay at La Bobadilla in its traditional setting, with its excellent food and on-site facilities ticks all the right boxes.

Above, shady palm trees surround the hotel,s three glittering swimming pools

Rates at Royal Hideaway La Bobadilla start from ¤186 per night based on two sharing a deluxe superior room, on a B&B basis, including VAT, barcelolabobadilla.com or call +34 958 32 18 61

Getting there

Monarch airline operates flights to Málaga from Birmingham, London Gatwick, London Luton, Leeds Bradford and Manchester airports with fares, including taxes, starting from £42 one way (£71 return).

For further information or to book Monarch flights and Monarch Holidays, monarch.co.uk

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The architecture of the hotel’s interior offers an authentic taste of Andalusia

EL TORCAL DE ANTEQUERA NATIONAL PARK It’s well worth making a visit to this nature reserve, where you’ll discover some very unusual limestone formations. Located 30kms from Málaga, this 17km-park was under the sea until 100 million years ago. Violent movements of the Earth’s crust forced the limestone out of the sea and up 1,100 metres high, where the limestone still kept its layered horizontal formation. There are three different hiking trails to choose from. We stopped off half way and had a picnic, taking shelter under a tree from the midday sun.

‘We can’t recall finding this kind of relaxed self-confidence elsewhere’ Good Schools Guide Review

We will be holding a number of Open afternoons and Taster mornings in the Spring Term. Please visit our website for further details. www.nlcs.org.uk

@nlcs1850

Choice of A level and International Baccalaureate Bursary places and Scholarships available An independent school for girls aged 4 –18

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Look to CIFE for oustanding education at A level C

IFE (the Council of Independent Education) is an association of 20 private A level colleges in the UK which has sent over 50% of its graduates to Russell Group universities over the past two years.

To promote this vibrant sector many of Cife's colleges offer very generous scholarships. For details call 020 8767 8666 or visit www.cife.org.uk WWW.CIFE.ORG.UK AUTUMN 2017 | independentschoolparent.com

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ADVERTORIAL

Treat yourself to the ultimate skiing experience this season by hitting the slopes at one of Club Med’s finest family resorts

SKIING IN STYLE

S

ki season is here, and luxury holiday provider Club Med is set to kick things off in serious style.

Welcoming two new resorts to their extensive and exclusive collection of alpine resorts, there is plenty for everyone in the family to try this winter, including both short-haul and long-haul ski destinations.

Club Med’s brand new 4T flagship family ski resort, Samoëns Morillon is situated in the heart of the Alps, offering impressive and never-ending 360-degree views.

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Above, Club Med’s new resort offers impressive 360-degree views

Located only one hour and 15 minutes from Geneva airport, this stunning resort is the perfect short-haul ski destination for families.

The ski-in/ski-out resort offers direct access to the slopes from the ski equipment room. Guests will benefit from a Grand Massif lift pass – France’s fourth largest domain – that covers the two ski areas, Massif and Flaine, with a total of five stations; Samoens, Morillon, Les Carroz, Flaine and Sixt Fer à Cheval. With over 250kms of slopes, the domain offers something for everyone. Massif offers slopes better for beginners, while the

Flaine slopes are more suitable to intermediate and expert skiers.

With over 400 rooms, kids’ clubs from four months to 17 years, there is also a dedicated ski room and snow garden for children, an indoor and outdoor heated pool, gym and restaurant, featuring a menu created by famed Michelin star chef, Edouard Loubet.

For those looking for that ultra-special ski experience a little further afield, Club Med opens their doors to their second Japanese resort, in Tomamu, Hokkaido.

Located in the Hidaka mountains, surrounded by stunning scenery and ▶

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Level 6 Trinity Diploma in Dance or Musical Theatre

Musical Theatre Performance

BTEC PERFORMING ARTS - ACTING (16+) LOWER SCHOOL (11+)

DATES FOR AUDITIONS

Full time Dance, Drama and Education Hammond Preparatory School Government Scholarships available for Dance and Musical Theatre (MDS and DaDA). Additional bursaries/scholarships may be obtainable through the school.

ENTRY 2018 COMING SOON PLEASE CHECK OUR WEBSITE The Hammond, Chester T: 01244 305350 W: www.thehammondschool.co.uk E: info@thehammondschool.co.uk

Principal: Maggie Evans, BA (Hons), MA, PGCE, NPQH, FRSA. The Hammond School Limited is a Registered Charity. Accredited by CDET.

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ADVERTORIAL

with exceptional snow conditions, guests can explore 29 extensive ski slopes with a total length of 21.5km.

With an array of additional activities to try alongside skiing, families can have a go at snow trekking, snow rafting and sledging, and even check out the indoor heated wave pool and outdoor hot spring baths. Located outside the resort, guests can take a tour around the nearby ice village and partake in ice skating, followed by a cocktail or two at the ice bar.

There are also a range of kids’ clubs for two-to-17-year olds, which means children of all ages are kept occupied and safe on the slopes. For the little ones, there is a magical snow garden should parents fancy a child-free day out. Teenagers can enjoy Club Med Passworld, which offers them chance to try their luck at DJ’ing, graffiti art and more!

The hotel itself has two main restaurants to choose from, serving traditional Japanese food. Guests can enjoy a buffetstyle dining experience in the main restaurant, while in Haku, the à la carte menu offers them something a little more special. Snuggle up and get cosy in The

Nest and enjoy a hot chocolate from the Zen Bar after a long day of skiing, and put your feet up in front of the fire.

Whether you are looking to get out of the city and on to the slopes for a short

Above, the resort is just over an hour’s drive from Geneva

Mountain air and the great outdoors are a perfect holiday combination

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break, or looking to try something slightly more extreme, Club Med can cater to everyone this ski season.

To find out more or to book your stay with Clud Med, visit clubmed.co.uk.

ALTON SCHOOL

Inspiring intellectually brave, morally sound and confident young people

I N D EPEN D EN T DAY S C H O O L FO R G I R L S AG ED 4 TO 1 8

To hear our story visit

www.altonschool.co.uk/development

Co-educational Catholic school with Nursery, Prep, Senior and Sixth Form.

Welcoming boys in Year 7 and 12 from September 2018.

OPEN DAY

Friday 9 March: 9:30-12:00

OPEN FESTIVAL

Saturday 28 April: 10:00-13:00

Queen’s Gate offers girls a warm, supportive environment where individuality is nurtured, academic standards are high and a broad-based curriculum ensures a well-rounded education.

For a prospectus or to arrange a visit, please contact the Registrar, Miss Isabel Carey: registrar@queensgate.org.uk · 020 7594 4982 queensgate.org.uk/admissions Queen’s Gate School, 131–133 Queen’s Gate, London SW7 5LE

St Mary's ad ISP Autumn 2017 129mm h x 99mm_Layout Visit www.altonschool.co.uk to register 1 11/09/2017 13:22 Page 1

A happy, high-achieving independent school

Excellent academic results and opportunities for the arts, music, sport and adventure for girls aged 4-16 at our Lower and Senior Schools, and girls and boys aged 3-4 in our beautiful purpose-built Kindergarten.

For more information or to arrange your visit, please call our Registrar on 01206 216420 or visit www.stmaryscolchester.org.uk

Come along to our Autumn Open Days!

St Mary’s Colchester

I believe in keeping an open mind Telephone: 01234 361918 www.bedfordgirlsschool.co.uk Bedford Girls’ School is part of The Harpur Trust

AUTUMN 2017 | independentschoolparent.com

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Experience a true Hogwarts Christmas in the Gryffindor common room

WIN

COURTESY OF GABBITAS EDUCATION

A FAMILY TICKET TO THE MAKING OF HARRY POTTER There’s all sorts of magical mysteries within Hagrid’s hut

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E

stablished in 1873, Gabbitas Education has tutored everyone from the young actors in the Harry Potter film series, to members of the Royal Family.

Their magical tutors, often Oxbridgeeducated, provide hourly face-to-face and online support across a whole range of spellbinding subjects, as well as residential tutoring for extended periods both at home and away on holiday.

Concerned that your child has to undergo an entrance exam or interview to get into their chosen school? Gabbitas Education provides an Entrance Examination Programme and tuition for all entry points,

COMPETITION

WIN!

Right, explore the trinkets and treasures within Professor Dumbledore’s office

Watch out for dementors during your virtrual ride on the Hogwarts Express!

Above, be wowed by the intricate scale model of the Hogwarts castle.

Right, take a bow for Buckbeak the hippocriff

HOW TO ENTER For your chance to win a family ticket to The Making of Harry Potter, simply answer the question below and enter it on the link by Sunday 19th November 2017 at: independentschoolparent.com/win Q: In which year was Gabbitas Education established?

A 1851 B 1873 C 1889

Entry is open to residents in the UK. One family ticket to The Making of Harry Potter includes entry for two adults and two children. Tickets are non-refundable and non-exchangable.

To see full terms and conditions, please visit gabbitas.com

AUTUMN 2017 | independentschoolparent.com

PHOTOGRAPHY: WARNER BROS STUDIO TOUR – THE MAKING OF HARRY POTTER

including 7+, 8+, 11+ and 13+. They carefully assess your child’s needs, and with the flick of a wand, they find the best match for them. All appropriate checks are made on your behalf, covering tutor references, qualifications and DBS checks.

Now, thanks to the magical team at Gabbitas Education, you and your family have the chance to win a trip to the Warner Bros. Studio Tour – The Making of Harry Potter! Based in London, this wonderful wizarding experience invites “Potterheads” to walk in the footsteps of JK Rowling’s wonderful creations, where they can get a close-up look at the stunning costumes, marvellous sets and intricate props from the famous film series.

To find out more about Gabbitas Education, visit gabbitas.com.

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E E N I INL L N NO E O E EFRE R F

DIRECT DIRECT RY RY

*ALL *ALLNEW* NEW* Independent Independent Schools Schools Directory Directory

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l Showcasing over 1,600 of the toptop l Showcasing over 1,600 of the independent schools. independent schools. l The essential online guide forfor l The essential online guide parents considering sending their parents considering sending their children to independent school. children to independent school. l Covering every stage of aofchild’s l Covering every stage a child’s educational journey: nursery, preeducational journey: nursery, preprep, prep, senior andand sixth form. prep, prep, senior sixth form. l Search by by age,age, location, boarding / / l Search location, boarding dayday / flexi, boys / girls / co-ed. / flexi, boys / girls / co-ed. l Interactive map giving directions l Interactive map giving directions to the school. to the school.

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”What is so special about Christ’s Hospital is the extent of the resources on offer: 24/7 teachers, supported prep sessions, an extensive range of activities including societies like the medics group to help with university applications, as well as all the sports facilities.”

AN INDEPENDENT BOARDING AND DAY SCHOOL FOR BOYS AND GIRLS AGED 11-18

Christ’s Hospital provides more financially supported places than any other school in the independent boarding sector and has done for over 460 years.

www.christs-hospital.org.uk 01403 246555 | hello@christs-hospital.org.uk Christ’s Hospital, Horsham, West Sussex RH13 0LJ Registered Charity No. 1120090

Volunteer overseas to make a difference Know somebody looking for their next step? We need volunteers aged 17-24 to…

• Work overseas at the heart of sustainable projects that create lasting change • Live with local families in remote communities • Be submerged in biodiverse landscapes and test their limits on an adventure trek • Be part of an international team and make lifelong friendships Raleigh Expedition is a fantastic way to develop skills for future career or education and see new parts of the world.

Applications now open for spring 2018 Expeditions in Nepal, Malaysian Borneo, Nicaragua & Costa Rica and Tanzania.

raleighinternational.org/expedition Raleigh International Trust is a registered charity no. 1047653 (England and Wales) and no. SCO40023 (Scotland)

CALENDAR Our round-up of inspiring things to do this winter

4-5 Nov

8-3

Nov Dec

FIREWORK FUN

PHOTOGRAPHY: MICHAEL GALLAGHER, SAM MORGAN MOORE/ © THE NATIONAL GALLERY, LONDON

[Maidstone, Kent] Bonfire Night is upon us, and this year’s stunning fireworks display at Leeds Castle is set to go off with a bang! With a “Best of British” theme, spectators can expect to hear some truly iconic British tracks as they marvel at exploding rockets lighting up the night's sky. Arrive early to make the most of live music, entertainment, a falconry display, a maze, play areas and a variety of delicious food options, too.

Child £14.50, adult £22. leeds-castle.com

Are you ready for Christmas?

[London, Harrogate, Glasgow]

If you’re a fan of the festive season and take satisfaction in doing your Christmas shopping early, you’ll be delighted with what’s on offer at this year’s Country Living Christmas Fair. Discover exhibitors selling their creative wares, from unique handmade gifts and beautiful homeware, to fashion accessories and artisan food. You can even get tips on cooking up delicious dishes in the Country Living Kitchen, from party snacks to the all-important Christmas Day feast. And when you’re all “shopped out”, relax with a glass of fizz at the Drunken Duck – an ideal end to the perfect day out! Child £8.50, adult from £12.50. countrylivingfair.com THE LIFE OF A FOOTBALL LEGEND

FEELS LIKE FLYING! ANYONE FOR TEA? [London] St James’ Court, A Taj Hotel invites guests to dine in the style of the one and only Sherlock Holmes. With a menu of 40 teas to try, diners can also get a taste of sumptuous savoury snacks and delectable sweet treats inspired by Conan Doyle’s classics, including a 221B macaron filled with a delicious 25-year-old Scotch cream. £35 per person. taj51buckinghamgate.co.uk

[Bethesda, Wales] Adrenaline-junkies won’t be able to get enough of Zip World Velocity, described as “the nearest thing to flying”. As the fastest zip line in the world and the longest in Europe, take in the stunning views of Penrhyn Quarry as you speed through the air, well in excess of 100mph!

Price £70. zipworld.co.uk

[Manchester] Football fans will be enthralled by Pele: Art, Life, Football, a new exhibition at the National Football Museum celebrating the career of the world’s most legendary footballer. With an insight into the sportsman’s journey to fame, visitors can see some stunning artwork of the man himself, alongside precious memorabilia. nationalfootballmuseum.com

UNTIL 4 March 18

AUTUMN 2017 | independentschoolparent.com

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A fairytale favourite

UNTIL 5 May 18

[Nationwide]

Immerse yourself in the mystical underwater world of Hans Christian Andersen’s enchanting fairytale "The Little Mermaid", as it's brought to life in a stunning ballet production. From one of the UK’s leading ballet companies, Northern Ballet comes the tale of a beautiful young mermaid who yearns for a life beyond the ocean. After swimming to the surface and falling in love, she sacrifices everything she knows in search for a human soul – but will she achieve her “happily ever after”?

Prices from £8. northernballet.com

YOU GOT SKILLS!

HISTORY UNCOVERED [Edinburgh] Mary King’s Close used to be one of Edinburgh's most vibrant streets, but now lies buried beneath the city. So, what exactly happened to this once thriving area? For centuries, the underground site has been shrouded in myths and mysteries, but at last has been reopened for visitors to learn the truth behind the legends. Child £8.95, adult £14.95. realmarykingsclose.com

UNTIL 28 Jan 18

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BEFORE BANSKY, THERE WAS BASQUIAT...

A CUP OF CHRISTMAS CHEER

[London] An iconic pioneer of the 1970s downtown New York art scene, the work of Jean-Michael Basquiat has never before been brought together on British soil – until now. Basquiat: Boom for Real is the first exhibition of its kind in the UK, displaying over 100 Basquiat works at the Barbican Art Gallery, and revealing the stories behind his relationship to popular culture. Under 14s free, adult £16. barbican.org.uk

Ah, the dreaded Christmas shopping season is upon us, but these personalised enamel mugs might just be the answer to your present-buying prayers! New for Christmas 2017, the mugs from Cut By Beam are created with laser-cutting technology, and can be engraved with any name, design or image. Mugs from £9.50. cutbybeam.co.uk

PHOTOGRAPHY: FRASER IAIN CAMERON, PAGETURNER PHOTOGRAPHY, LUMIERE.CH

[Birmingham] The Skills Show is the nation’s largest skills and careers event, helping to shape the future of the next generation! This free exhibition offers young people incredible “have a go” experiences that aim to inspire their post-education choices, with over 200 employers on-hand to provide support. Visitors can also receive one-toone guidance from independent careers advisers. worldskillsuk.org

A LEVEL

COURSES SEPTEMBER

2018 ENTRY

OPENDAY 11 November

SHAPE YOUR FUTURE A Level study in a unique learning environment designed to inspire both academic achievement and personal growth.

FOREST FOREST SCHOOL SCHOOL

London’s London’sonly onlydiamond diamondstructure structureschool schoolwith withsingle-sex single-sexteaching teachingin in aaco-educational co-educationalenvironment environmentfor forgirls girlsand andboys boysaged aged4-18.

4-18.We Weare areaa city cityschool schoolwith with30 30acres acresof ofgrounds, grounds,located locatednext nextto toEpping EppingForest.

Forest.

Find more about Year 7 at 23 ourSeptember 11+ Information Our out Open Day takesentry placeinto on Saturday 2017, 8.30am Mornings 1.30pm. on 7 October or 25 November at 9am.

www.forest.org.uk 020 8520 1744

• Independent college in the heart of Cambridge • Intensive tuition in up to four subjects • Average class size six students • High success rate for top university applications

ccss.co.uk Call 01223 663390 Email admissions@ccss.co.uk ccss.sixthform

ccsscambridge

“Pupils excel in a wide range of extra-curricular activities.” ISI Report, May 2017 Open Days: 11th Nov. 2017 & 24th Feb. 2018

ST MARY’S CALNE A Top Independent Boarding & Day School For Girls Aged 11-18

admissions@stmaryscalne.org

01249 857200

stmaryscalne.org

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Warwick School GuideIndSch 99 by 129 2017_Layout 1 07/09/2017 09:48 Page 1

Bishop Challoner School Shortlands, Kent A Catholic Independent School for Girls & Boys 3-18 Years

11+ Key Dates www.warwickschool.org/key-dates

For information on Open Events and At Work Afternoons Independent boys’ school (7-18 years) 01926 776400 www.warwickschool.org

Application Deadline: 12th December 2017 Entrance Assessment: 9th January 2018 Acceptance Deadline: 2nd March 2018 Welcoming All Faiths

228 Bromley Road, Shortlands, Kent BR2 0BS www.bishopchallonerschool.com

Come and see for yourself Renowned as one of the top girls’ schools in the UK, The Abbey offers an exceptional all-round education and unrivalled opportunities.

We invite you to come and see for yourself what an Abbey education could mean for your daughter.

We hold termly open events.

To book your place please visit: theabbey.co.uk/admissions or contact admissions@theabbey.co.uk

Senior School in Action Come and meet our staff and students 3 & 17 November 10.30am - 12pm www.stahs.org.uk

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2 THE BEATLES STORY

GO FOR A SPIN [Weybridge]

You don’t even need to be 17, nor have a licence to get behind the wheel of one of the classic cars at Mercedes-Benz World! Their U17s Driving Experiences are great for first-time drivers who want to gain practical experience before their 17th birthday. Using dual-controlled vehicles and under the guidance of a driving instructor, anyone over 1.5-metres tall can experience the thrill of taking a spin on the historic Brooklands motorracing circuit. Prices start from £50. mercedes-benz.co.uk

8-4

Nov-Feb

18-28 Nov-Jan

[Liverpool] The Beatles Story invites visitors to discover how the band propelled to stardom, from their early days playing in the Cavern Club, to the dizzy heights of worldwide fame.

Children can also check out the Discovery Zone, where they can learn about The Beatles’ legacy through interactive screens and a giant piano. There’s school-holiday workshops to look out for, too! Child £9.50, adult £15.95. beatlesstory.com

4-14 Nov-Jan

PHOTOGRAPHY: GREG SHINGLER

PASSION FOR FASHION [London] Opening this winter at Somerset House, North: Fashioning Identity highlights how life in north England during the 40s, 50s and 60s are continuing to influence new generations of artists and designers, with over 100 photographs, fashion garments and artworks on display. Tickets £7. somersethouse.org.uk

EXPERIENCE HOGWARTS IN THE SNOW [London] If there's anywhere you would want to spend Christmas, Hogwarts has to be top of the list, right? Back for another year, the incredibly popular Hogwarts in the Snow at The Making of Harry Potter sees the sets of the famous film series undergo a fabulously festive makeover. Child from £28, adult from £37. wbstudiotour.co.uk

GET YOUR SKATES ON! [Brighton] Enjoy a magical Christmas skate at the Royal Pavilion Ice Rink this winter, against the stunning backdrop of the former pleasure palace.

Child £7, adult £10. royalpavilionicerink.co.uk

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MEMORY LANE

SCH

escribe

the pool or at school, they are either eating or sleeping.

your school in three

Team player or out

words:

for yourself?

Friendly, happy, welcoming.

I love being part of a team, but I am not easily bribed to follow the crowd. Swimming is a solo sport so I am quite independent and self-motivated.

Did you customise your uniform?

No, my mum was a teacher at my school, so I’d never have managed to get away with it!

Were you a stalwart of the detention room or a teacher’s pet?

Neither, really. Because of my swimming, my attendance was quite low, so I never had the chance to get into trouble.

Most embarrassing moment?

When I made my international debut at the IPC European Championships in Eindhoven, it was quite embarrassing to see my grandparents in matching T-shirts and a huge Union Jack with “Team Tai” printed on it!

ALICE

TAI

What prize were you most proud of?

The Year 11 Leavers’ Award for the pupil with the best excuses for missing school and not completing any homework!

Which teacher stays with you

When I was growing up, I wanted to be a…

The medal-winning Paralympic swimmer recalls her days at Bournemouth Collegiate School

to this day?

Dr Pumphrey, as he was calm and knowledgeable. I also liked Mr Chapman, who taught me further maths sessions after school, which became a weekly maths and cake club session!

sometimes being asleep in lessons, and sometimes crawling about when my legs were too sore to walk!

Friday night or left until

Finally, what piece of advice

Monday morning?

would you give your school-

maths or an afternoon of art?

My training and competition schedule was pretty intense, and I often had either reduced homework or extensions to fit around the demands of swimming. Having said that, most athletes seem to manage their time well as they have so little of it – when they aren’t in

age self?

Let’s talk school food: only fit for the slops pail or worthy of

find it a great way to unwind.

It was also something I could lose myself in a couple of times during the Rio Paralympics, to cope with the pressure and keep me focused.

It was quite varied. Overall it wasn’t too bad, but I’m not really a fussy eater anyway. I’ve also tolerated my mum’s cooking. She’ll kill me when she reads this!

Homework: all done by

Share your school memories @ISParent

Would you rather double Art is something I love, and I

a Michelin star?

physical disability and a real talent for swimming.

A doctor, as I spent so much time as a child in hospital having surgery. I later realised how long the course of study was, and decided it would be impossible to balance this level of study with swimming. I’m currently studying music in Manchester alongside my training, and I still don’t know what I want to do yet.

Eat more pizza! I was so diligent with my diet and my training when I was first placed on the GB programme, as I was so keen to be successful. I look back now and realise I was a bit too hard on myself.

Were you an all-star sports captain or

How would your teachers

outside field lingerer?

remember you?

To others, I am perceived as the sports star, but I just see myself as a person with a

My wet hair, because of swimming, my great excuses for handing homework in late,

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“I just see myself as a person with a physical disability, with a real talent for swimming.”

PHOTOGRAPHY: PA IMAGES

D

MEMOOOL R I ES

www.hurtwoodhouse.com

Kensington Park School is a new independent school for boys and girls aged 11–18 in the heart of London. Whilst the school is new, its leadership and teachers have long, successful track-records at some of the best independent schools in the country with the core teaching team coming from St Paul’s School.

KPS is committed to academic excellence combined with strong pastoral care.

The school has developed an extensive offering of sports and co-curricular activities, making full use of the world-class facilities in and around its West London home.

KPS combines the best of British independent education with a genuinely international

“

outlook and has strong academic, cultural and social links with partners around the

Pupils benefit from some of the most experienced teachers in the country.

”

world at both school and university level.

We look forward to welcoming you.

Dick Jaine, Director of Education

A NEW INDEPENDENT SCHOOL IN THE HEART OF LONDON registrar@kps.co.uk • www.kps.co.uk • 0207 225 0577