Independent School Parent Junior Spring 2020

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EXPERT ADVICE

How to help children with their homework

BURSARIES & SCHOLARSHIPS

Your guide to funding options

DIGITAL MASTERCLASS

The rapid advance of tech in schools

GREEN

schools

Eco initiatives at the heart of the curriculum

WIN!

A FIVE-STAR HOLIDAY IN GREECE

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INSIDE

WELCOME

INDEPENDENT SCHOOL PARENT • PREP EDITION • SPRING 2020

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School stats

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ISOTY awards

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An eco education

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Get connected

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Ipswich High

Visit our schools directory where you can find details of hundreds of pre-prep, prep and senior schools from across the UK.

INDEPENDENTSCHOOLPARENT.COM/DIRECTORY

Tomorrow’s world Preparing pupils for the future

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Digital masterclass

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All the answers

36

ISOTY: Caldicott School

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Follow us @ISParent.Mag

Alumni network platforms

Exploring the great outdoors

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Like us at @Independent SchoolParent

Schools with green initiatives

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CLAUDIA DUDMAN, EDITOR

An insight into the judging process

Songs of praise

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Tweet us @ISParent

All the education figures you need

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H

appy New Year!

Last October, the 14-strong judging panel announced the winners in our Independent Schools of the Year 2019 at an awards ceremony in London with 200 members of the schools’ community in attendance. We were thrilled with the nominations that we received (over 250), in this, our second year of running the campaign. You can read three of the winners’ stories in this magazine: Caldicott School won Independent School of the Year for Sporting Achievement (page 36) while Highgate scooped the Contribution to Social Mobility accolade and the overall award for Independent School of the Year (page 52).

Fettes College in Edinburgh, writes on winning the Student Wellbeing award (page 41). With entries from small rural pre-preps to high profile senior schools, it’s clear that the independent sector is thriving.

Look out for news on this year’s awards campaign online at independentschoolparent.com. Nominations are set to open on 16th March!

In brief A roundup of the latest school news

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Edgeborough Prep’s star chorister

The rewards of learning outside The advance of classroom technology School interview preparation tips

2019’s Sporting Achievement winner

What you wear helps you learn Behind Knighton House’s red dungarees

ISOTY: Fettes College 2019’s Student Wellbeing award winner

Bursaries & scholarships A case-study special

Social awareness Creating a culture of care

ISOTY: HIghgate School 2019’s Social Mobility award winner

New beginnings New school Northwood Senior opens

Well rounded Beside the scenes at King’s Rochester

Ask the experts Helping your child with their homework

School hero Bishop Stopford’s cricket teacher

Ones to watch The all-star alumni

Reaching new heights Exploring the Italian Alps

Win a holiday to Greece A week’s stay for a family of four

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Calendar

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School memories

Some key spring dates for your diary Felix and Marcus on Stowe

SPRING 2020 | independentschoolparent.com

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Strive to...

Independent day school for girls aged 7 - 11 Small class sizes Specialist teaching Before and after school care Excellent pastoral care Extra-curricular clubs

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WHO’S WHO

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INDEPENDENT SCHOOL PARENT EDITORIAL Editor Claudia Dudman Sub Editor Laura Sutherland Editorial Assistant Henrietta Easton

EDITORIAL ADVISORY BOARD Meet the experts sharing their years of invaluable educational experience

ANDREW FLECK is Principal of Sedbergh School, Cumbria.

Having been Headmaster since 2002, he has relinquished this position to take up his new role, which encompasses strategic oversight and operational direction.

DESIGN Creative Director Chloë Collyer Senior Designer Natalie Dourado Freelance Designer Matt Bookman ADVERTISING Sales Director Cameron Hay Head of Market Julie Price Group Advertisment Sales Manager Harriet Cottrell Sales Executives Eleanor English, Georgia Dunster-Prestidge Account Managers Balvin McKenzie, George Roberts

TORY GILLINGHAM is the Managing Director for AMCIS, Admissions, Marketing & Communications in independent schools, which now has over 500 schools in membership. She has over 25 years’ experience of the independent schools sector.

DIGITAL Digital Product Manager Ben Iskander PUBLISHING Executive Chairman Paul Dobson Chief Operating Officer Kevin Petley Chief Financial Officer Vicki Gavin Director of Media James Dobson Managing Director of Sales & Chelsea Create Steve Ross Publisher Caroline Scott Circulation Manager Daniel Webb EA to Chairman Sarah Porter PUBLISHED BY The Chelsea Magazine Company Ltd, Jubilee House, 2 Jubilee Place, London SW3 3TQ Tel 020 7349 3700 Fax 020 7349 3701 Email editor@independentschoolparent.com

COLIN BELL

is CEO of The Council of British International Schools which works with and supports students, teachers, leaders, support staff and governors from high quality British international schools in more than 80 countries worldwide.

DISTRIBUTION Independent School Parent is for parents of children in Prep and Senior independent schools. The Independent School Parent magazine in Prep and Senior issues is 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.

SIR ANTHONY SELDON is Vice-Chancellor of the University of Buckingham. He was the 13th Master of Wellington College in Berkshire from 2006 to 2015.

PETER YOUNG is an independent school governor and Chairman of the Business Marketing Awards.

He is a judge on the Independent Schools of the Year Awards.

Distributed by Seymour Distribution Ltd. 2 East Poultry Avenue, London, Ec1a 9Pt | Tel: 020 7429 4000 Fax: 020 7429 4001 | Production All Points Media. Printed in England by William Gibbons

© The Chelsea Magazine Company Ltd 2020. All rights reserved. Text and pictures are copyright restricted and must not be reproduced without permission from the publisher. The information contained in The Guide to Independent Schools 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.

SUE WOODROOFE was Headteacher for 12 years at The British School of Brussels and, since 2016, has been Principal at The Grammar School at Leeds (GSAL). She trained at Durham University as a teacher of English and history.

AILEEN KANE is the Boarding Schools Association’s Director of Operations, which oversees all media, marketing, sponsorship, finance and HR facilities. Aileen is also a member of BSA’s senior leadership team.

HELEN WRIGHT

is a former President of GSA and Vice-Chair of ISC and since 2014 she has worked in international education, and advises, recruits and coaches senior leaders in schools across the world. She’s also Chair of the Independent Schools of the Year which is this magazine’s annual awards campaign.

RACHEL KERR has worked with independent schools since 2000.

She’s currently Communications Manager at the Girls’ Schools Association.

ALISON FLEMING has been Headmistress at Newton Prep,Battersea since September 2013. Educated at grammar school, she began her teaching career learning her ‘craft’ in state schools.

MARK STRETTON joined HMC as Communications Manager in 2017, bringing with him more than 15 years’ experience and expertise in education sector communications.

IAN MASON worked in local authority communications teams across London, before becoming the Head of Media and Communications for the Independent Schools Council in 2017.

DAVID MONCRIEFF

COVER: QUEENSWOOD SCHOOL, HERTS

is a publisher specialising in education and heritage, he previously worked for more than 12 years as Director of Marketing Services at the British Tourist Authority.

BEN VESSEY joined Canford in 2013 as Head from Christ’s Hospital, where he was Senior Deputy Head. He was Head of the history, politics and law faculty at Millfield. He is currently Vice-Chair of the HMC Professional Development sub-committee.

SPRING 2019 | independentschoolparent.com

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SCHOOL NEWS

IN BRIEF

STUDENT SUCCESSES • LANDMARK CELEBRATIONS • FUNDRAISING FEATS • NEW HEADTEACHERS

A fresh start

The school’s youngest pupils are enjoying the new multi-sensory nursery and free-flowing classrooms

Beaudesert School, Gloucestershire The nursery and reception pupils were lucky enough to be the first to test out the school’s brand-new makeover. Beaudesert’s refurbishment includes bright, multi-sensory spaces for the nursery, including an outdoor classroom and a creative room to encourage fun, messy and educational arts and crafts for little ones. The two reception classes have also enjoyed their new free-flowing classroom, and the chance to learn outdoors in the Forest School zone. beaudesert.gloucs.sch.uk

SPRING 2020 | independentschoolparent.com

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SCHOOL NEWS

BEST OF THE REST

• Girls

for girls

Ipswich High School

The school has honoured its first headmistress with an iconic blue plaque outside the Ipswich Assembly Rooms. A pioneer of female education, Sophie Youngman opened the school there in 1878.

• Bridging

the generation gap

Bruton School, Somerset

A night for Malala Oxford High School

The school held an event to welcome the parents of activist and Nobel Prize Laureate Malala Yousafzai, in aid of the fund founded in her name. Charity prefects Amina, Alice and Claudia organised the entire event themselves, which included a screening of the documentary He Named Me Malala and a panel discussion on the importance of girls’ education. The charity helps girls who started their lives in poverty and oppression enter education.

Sunny Hill Prep School and Nursery recently held a special Grandparents Afternoon, with 30 grandparents coming in to enjoy an afternoon of fun and spirited activities.

• Christmas

delivery

Leweston Prep, Dorset

Pupils received a special visit from Santa’s helpers to collect their letters to Father Christmas. Elves were flown in via Royal Navy helicopter to ensure every letter got to the big man himself.

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Nativity!

Engineering futures

Spring in their step

Gad’s Hill School, Kent

Cranleigh School, Surrey

Bedford Girls’s School

To celebrate the festive season, the youngest pupils took to the stage to tell the Christmas story in their very own nativity. The nursery students, many of whom have only started school in September, performed No Room at the Inn to their proud families.

Two pupils have been awarded the Arkwright Engineering Scholarship, the most prestigious of its kind granted for Engineering in the UK. The prize aims to nurture and inspire 16-year-old pupils with engineering talent, helping them to become the next leaders within the profession.

Sisters Ava and Áine Cunningham, aged nine and 10, have pirouetted their way into the World Irish Dance Championships, taking place in Dublin in April. They qualified for it with a winning ceili team (under 10) at the recent South of England finals.

Good luck girls!

independentschoolparent.com | SPRING 2020

• Super

Saturday

UCS, Hampstead

The school welcomed former England Cricket Captain Sir Alistair Cook to open its brand new sports centre. Cook also ran several sporting masterclasses for pupils of all ages.

HANDCROSS PARK

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PREP SCHOOL OF THE YEAR Independent Schools of the Year Awards 2019

Today at school...

I made a firework #TALESOFHXP

Day & Boarding • Girls and Boys aged 2 to 13 Bus Services from Sussex, Surrey and London Handcross, Haywards Heath, West Sussex, RH17 6HF Day & Boarding • Girls and Boys aged 2 to 13 Bus Services from Sussex, Surrey and London

SCHOOL NEWS

HEADS ON THE MOVE It’s all change for these schools

Kris Spencer will take over as Head of St James Prep School, London in September 2020.

Jeremy Wyld joined St Hugh’s School in Woodhall Spa as Head in September 2019.

Alex Hutchinson will join James Allen’s Girls School in Dulwich as the new Head in the September 2020.

Paul Dwyer will take over as Head of Redmaids’ High School, Bristol in September 2020.

He is currently Deputy Head of North London Collegiate School.

Lisa McDonald will take over as Head of Edge Grove School in Hertfordshire this September.

She takes over from Ben Evans.

Everybody dance now

The Girls’ Day School Trust recently held a Day of Dance at the worldfamous Pineapple Studios for aspiring young dancers so they could learn what life is like as a dance professional. A group of 178 girls spent the day attending workshops for ballet, hip hop, commercial street, lyrical jazz, musical theatre and contemporary dance taught by successful professionals who have choreographed for huge stars like Beyoncé. The day ended with Esme from Newcastle High School for Girls being crowned Elite Dancer of the Day after performing a contemporary solo piece.

Konnie joined the pupils for fun-filled science workshops

An explosive day

Puppy love

Notting Hill & Ealing High School

Burgess Hill Girls’ School, Sussex

Former Blue Peter presenter turned author Konnie Huq paid a visit to the pupils at her old school, to celebrate the launch of her new book. To tie in with the science theme of her book Cookie!... and the Most Annoying Boy in the World, Konnie and the pupils enjoyed a series of science-fuelled workshops entitled Science, Explosions and Scribbling.

A new member of staff has been recruited to enhance the girls’ wellbeing: adorable cockapoo, Jasper. The dog has been working alongside school nurse Liz Hall since September, greeting staff in the morning and visiting pupils in lessons.

Staff have noticed a positive difference in the school, while pupils say that they find him calming and therapeutic.

SPRING 2020 | independentschoolparent.com

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SCHOOL STATS ll the acts and figures you need at your fingertips

86 per cent of independent-school students go on to higher education

The Independent Schools Council brings together seven member associations of independent schools, their heads, governors and bursars. They represent 1,364 schools in the UK. Every April the ISC publishes a census: below are some of its findings: There are now a record 536,109 pupils at ISC member schools, up from 529,164 in 2018.

The majority of ISC schools have fewer than 300 pupils.

33.8% Ethnic diversity in ISC schools closely mirrors that of the general population with similar regional variation.

86% of pupils go on to higher education.

The majority – 54% of pupils – go on to study at Russell Group universities, with 5% choosing to study at Oxbridge.

There are 28,910 pupils with parents living overseas.

This represents 5.4% of all pupils, and brings cultural diversity to the sector.

How much does it all cost*?

£92,946: total junior school day fees from ages 4-11 £143,478: total junior boarding school fees from ages 8-13

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*ALL FACTS AND FIGURES FROM THE INDEPENDENT SCHOOLS COUNCIL CENSUS 2019. AVERAGE SCHOOL FEES PER TERM AT JUNIOR DAY SCHOOL IS £4,426 AND PER TERM AT JUNIOR BOARDING SCHOOL, £8,406 + TWO YEARS SENIOR BOARDING FEE OF £11,304 PER TERM FOR YEARS SEVEN AND EIGHT.

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AWARDS

DR HELEN WRIGHT, chair of our Independent Schools of the Year 2019 awards explains how she and the panel of judges reached their decision when selecting the winners of each of the 20 categories…

I

t was an enormous pleasure and privilege to chair the judging panel again for last year’s Independent Schools of the Year Awards!

The panel once again brought together highly experienced leaders in the world of independent education. Between them, the judges possessed an unrivalled combined wealth of wisdom and insight into how great schools operate, and they had a particularly hard task: with more than 250 entries from every corner of the UK, the winners were true stars in their field. Judging culminated with an awards ceremony held in October at Knightsbridge’s Royal Yacht Thames Club, with more than 200 guests in attendance.

Student experience was the focus, and this shines through in the stories you’ll read in this issue. As parents, you know that above all, you want your child to be happy at school. To become confident and self-assured, children need to feel fulfilled, valued and have access to opportunities that match their strengths, while being supported in weaker areas.

This is what parents are – quite rightly – looking for.

Great schools – and you’ll read about many of them in the next few pages – believe in their pupils’ ability to grow, develop, and become the best of themselves. As judges, it was uplifting to see and feel the energy in the sector. These schools are vibrant, exciting places which are constantly evolving to respond to the individual needs of their students.

There’s a school for every child, and our children are extremely fortunate to have such wonderful choice.

The judging process was extremely thorough… and

Highgate School picks up the Social Mobility prize.

Below: Perrott Hill celebrates winning in the best Pre-Prep School category

difficult! So many entries were outstanding that it was hard to choose winners. This is a real testament to the efforts of the teachers and school leaders who work so hard to provide for the children in their care.

So, enjoy reading the stories behind some of the Independent Schools of the Year, and join us in celebrating the experiences of children in schools across the country.

To find out more about the awards, log on at:

independentschoolsoftheyear.co.uk Supported by

Global

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independentschoolparent.com | SPRING 2020

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Students have planted trees at Ipswich High

An eco education With their green initiatives to increase environmental awareness, schools are doing their bit to safeguard the planet for years to come

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SENIOR

A butterfly bench has been installed at Putney High

T

s

hanks to the Extinction Rebellion protests and 16-year-old climate change campaigner Greta Thunberg and her impassioned pleas for governments around the world to tackle the dire consequences of climate change, Generation Z has been seriously galvanised into demanding action from our politicians before it’s too late.

It goes without saying that an independent school often has the environment and its welfare firmly embedded within its ethos. They try to instil in pupils a global outlook and a sense of responsibility for the world around them, from reducing single-use plastic to tackling the fast-fashion issue, recycling and brainstorming green initiatives that will make a difference to schools, their communities and the environment for years to come.

SPRING 2020 | independentschoolparent.com

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SENIOR

PUTNEY HIGH SCHOOL, LONDON

s

Environmental education goes hand-in-hand with pupil wellbeing at Putney High GDST, where the Breathe programme is showing the impact that even small changes can make to the everyday learning environment. Launched

by MP Justine Greening in 2018, Breathe has already demonstrated a reduction in pollution levels and waste at the school, through a ban on single-use plastic, recycling more efficiently and cutting unnecessary use of electricity. Last autumn, the Breathe Conference – a whole day off-timetable on an environmental theme – was the highlight of a week of activities, including tree planting, litter picking and seed bombing.

Students heard from keynote speakers and workshop ideas for a sustainable future.

Putney maximises ecological learning with its outdoor classroom, Bluebell Stage, for everything from drama and musical performances to science experiments, and recently a new Junior Science Garden.

The school’s commitment to green infrastructure extends beyond the grounds of its leafy campus – a biophilic classroom project has brought the outside in, with plants and images of nature becoming part of a forwardthinking approach to classroom design.

Students are enthralled by the Science Garden

A BIOPHILIC CLASSROOM PROJECT has brought

the outside in, with plants and images of nature

BECOMING PART OF A FORWARD-THINKING APPROACH TO CLASSROOM DESIGN

Plants now feature in every Putney High School classroom

SCHOOL STATS NAME OF HEAD

Suzie Longstaff ABOUT THE SCHOOL

A forward-thinking approach to education encourages girls to think differently and to stand up and use their voice. Students leave with a top set of results and the character, confidence and resourcefulness to make their mark in whatever they choose to pursue.

Putney is energetic, fun, supportive and above all, down-toearth. Students are encouraged to branch out intellectually and to seize the many opportunities open to them.

They flourish personally, achieve academically and learn to master the real-world skills such as oracy, entrepreneurship and digital wizardry that will give them the edge in a modern world.

NUMBER OF PUPILS

1,028 girls (Junior and Senior).

NOTABLE ALUMNAE

Sophie Raworth (BBC broadcaster); Jenny Beavan OBE (Oscarwinning costume designer); Madeleine Wickham (Sophie Kinsella, author of the Shopaholic series); Baroness Virginia Bottomley (life peer and former Secretary of State).

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A new integrated approach to individual education Individual Sessions

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Programmes for Schools

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Wear it Again day addressed the issues behind fast fashion

KILGRASTON SCHOOL, PERTH

For Head Dorothy MacGinty, 2017 was pivotal; it was then that she became horrified by her own school’s reliance on single-use plastic: “I looked around my office and suddenly realised just how much we blindly use every day.”

Things had to change and her battle with the plastic plague began, gaining national headlines. Single-use plastic is now banned on campus, pupils use refillable water bottles, and the catering department insist suppliers deliver in cardboard boxes. “This cuts down on time as well as plastic, as no one needs to spend hours unwrapping each piece,” says Dorothy.

But plastic has not been the only target.

So-called fast-fashion is another culprit and, in a bid to reduce the UKs 300,000 tonnes of clothing incinerated or sent to landfill each year, a Wear it Again day was introduced.

All 260 pupils wore clothing that was over 10 years old and, again, Kilgraston’s initiative was picked up and applauded by the national press.

During research for an English project, a sharp-eyed teacher spotted that nearly 50 per cent of Shakespeare’s birds are now on the RSPB’s endangered list. This fact grabbed the girls’ attention, with concern for wildlife now penetrating daily life. At Kilgraston, everyone is encouraged to do what they can.

Ipswich High received its Eco-Schools Green Flag award this year

SCHOOL STATS HEAD

Dorothy MacGinty NUMBER OF PUPILS

260, aged 5-18 FOUNDED

1930

MOTTO

Cor Unum One Heart ABOUT THE SCHOOL

SINGLE-USE PLASTIC IS BANNED

on campus, pupils use refillable water bottles and the catering department INSIST SUPPLIERS

DELIVER IN CARDBOARD BOXES

Kilgraston is an independent all-girls day and boarding school for pupils aged 5-18. As part of the international Sacred Heart network, it has active links with more than 140 schools throughout the world.

At the heart of the Kilgraston ethos is its focus on the concept of the whole person through the five Sacred Heart goals: a living faith, personal growth, intellectual values, building community and active social awareness.

Founded in 1930, the original name was Gilgryston, with an early reference to be found in a 13th century charter. The current main building was built by Francis Grant of Glenlochy, in the classic style of the Adam Brothers, around 1800. It was a private house until the First World War, when it was used as a hospital for wounded officers.

IPSWICH HIGH SCHOOL, SUFFOLK

Reducing energy, recycling, using less plastic and growing fruit trees and vegetables are just some of the green initiatives that pupils at Ipswich High School have taken on.

The school introduced an eco-club as an enrichment activity and enthusiastic pupils soon formed an eco-committee to become environmentally friendly and work towards achieving the Eco-Schools Bronze, Silver and Green Flag awards.

Every class from the prep school up to senior school have eco-monitors, who are responsible for sharing eco-code with their peers. The team has been involved in a food waste survey, recycling clothes, shoes and books for St Anthony’s School in Uganda, taking part in the annual village litter pick over the last three years, designing and distributing free reusable metal water bottles to all staff and pupils, and using single-use plastic to fill plastic bottles

Taunton School’s eco-students lead the way

TAUNTON SCHOOL, SOMERSET

The school’s green agenda is moving forward at quite a pace, especially after winning this magazine’s Green Award for Environmental Achievement in 2018. With an established green team in place, made up of pupil ecoleaders, facilities and estates departments and the marketing team, environmental awareness is firmly part of the school ethos.

“Being a responsible and caring member of our wider community is a key element of our school values,” says Taunton School Headmaster Lee Glaser. “We educate children to embrace a global outlook, and doing our bit to safeguard the planet for their future is something we take seriously.”

So what are they doing to safeguard the planet? The Zero To Landfill contract ensures all school waste is recycled, the catering department sources local produce, thus reducing the carbon footprint, shared transport to school is encouraged, and, most recently, a revolutionary chemical-free cleaning solution has been introduced.

One eco-club pupil says: “I hope it’ll encourage others to do the same and then we will have a healthier world.”

SCHOOL STATS

HEAD OF SCHOOL

Ms Oona Carlin

NUMBER OF PUPILS

445

MOTTO

Live for today, learn for tomorrow YEAR OF ESTABLISHMENT

Founded in 1878, the first headmistress was Miss Sophie Youngman. The first site of the school was in the Assembly Rooms in Northgate Street, Ipswich, when it had just 43 pupils.

The school relocated to a private house in Westerfield Road and another, Woodview House, before the decision was taken in 1992 to rehouse it at Woolverstone Hall, the former premises of Woolverstone Hall School for Boys.

SCHOOL STATS HEAD

Lee Glaser NUMBER OF PUPILS

1,160

SIZE OF SCHOOL CAMPUS

56 acres

TRANSPORT

With around 80 children using our transport every day, approximately 5,000 miles are saved on individual car journeys, thus making an extremely significant reduction of CO2 emissions every year.

ZERO TO LANDFILL

The green team is working on electric cars for the future

Approximately six tonnes of dry mixed recycling, which includes plastic, cardboard and paper, is collected for processing each month from Taunton School.

Devon Contract Waste collects mixed waste from its clients in a single vehicle, reducing the number of journeys made and minimising its CO2 emissions. Each time a bin is emptied, around 3.04kg of CO2 is emitted, so collecting waste in a single bin rather than separating it into different containers significantly reduces CO2 emissions.

and create eco-bricks that are used for artlesson sculptures.

The hard work of the pupils and prep teacher, Armita Forouhar, since 2015 has paid off after the school received its Green Flag award. Mrs Forouhar says: “We’re delighted to have received our Green Flag award and know that the hard work needs to continue. This academic year, I want Ipswich High to work towards being a plastic-free school.”

NOTABLE ALUMNI

Tracey MacLeod (journalist); June Brown (actress); Ian McEwan (author); Jade Holland Cooper (fashion designer).

Every class from prep to senior has an eco-monitor responsible for sharing eco-codes with peers

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COMMENT

SOCIAL NETWORK

Career opportunities, access to global social events and the chance to reminisce, just what are alumni networking platforms all about? Katie Hughes finds out No surprise then, that when an Old Rugbeian found himself in New York during the Rugby World Cup, he managed to get a group of old school friends together to watch a match, thanks to the Rugbeians Connect app.

And online networks are encouraging schools to collaborate more. “We’re in regular touch with other schools to see what works best,” says Tracey. “We’re all learning together.”

The human touch

Progressive platforms

At Marlborough College in Wiltshire, an online networking platform offers former pupils the opportunity to reconnect, mentor, network and socialise. At Manchester Grammar School it extends invitations to advance careers and find global connections.

And at Wellington College it provides English, Mandarin and Thai interfaces that let alumni stay in touch and pave the way for new introductions, employment and advice.

Whether encouraging individuals to seek out prospective internships, chat to old classmates, or ask questions about possible career routes – alumni platforms are becoming the go-to resource for old boys and girls from Britain’s independent schools.

Among these are ex-pupils of Rugby School, who are benefiting from the new Rugbeians Connect app, launched earlier this year.

“We wanted to let our alumni engage among

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themselves,” says Tracey Ahmet, executive assistant to the Rugbeian Society. The app offers access to a platform that’s a cross between Facebook and LinkedIn and allows users to express personal preferences; be it a desire to seek work, offer mentoring, or just look for familiar faces. Aside from the social advantages, “it offers people at all stages a chance to kick-start their career,” says Tracey.

Meanwhile, at St Mary’s School Ascot, “AAA Connect was launched to give our alumnae a secure online space in which to connect with old friends and stay in touch with the school,” says Cathy Leneghan, alumnae director. “It’s also a platform through which they can build professional links, and for the younger leavers, it’s an invaluable source of advice about careers and mentoring opportunities.“

It’s a wide, wide world

Networking platforms are playing an important part in uniting the geographically dispersed too. And this is especially relevant now that many schools boast alumni communities spanning 50 countries or more.

What’s more, according to the Independent Schools Council, non-British pupils with parents overseas now make up more than 40 per cent of the UK boarding population.

And global mobility – for job or social opportunities – shows no sign of abating.

THE POWER OF NETWORKING • A recent study by the Equality and Human Rights Commission found that nearly a third of companies rely largely on the personal networks of current and recent board members to find new candidates, without advertising any further.

• Meanwhile, recent research by the London School of Economics shows that the alumni of the UK’s top nine independent schools are 94 times more likely to reach the most powerful elite positions in British society than those from any other schools.

• Although these nine schools have traditionally educated around 0.15% of all pupils aged 13 to 18, they produce nearly 10% of all entries in Who’s Who.

PHOTOGRAPHY: ISTOCK/RIDOFRANZ

N

ot so long ago, using old-school contacts for career or social advancement might involve hunting down an intermediary to make introductions, waiting for the next alumni dinner or mixing business with pleasure over mulled wine in the school hall. Now, thanks to online alumni networking platforms, the process has become a lot easier.

Some may worry that networking platforms could de-personalise the alumni experience.

But evidence suggests otherwise. From suppers to internship talks, it looks likely that face-toface alumni events will be an enduring part of the school calendar. Even the CEO of alumninetworking platform Graduway, Daniel Cohen, admits that platforms “don’t replace the need for face-to-face networking.” And there’s no shortage of the latter in senior schools today.

As Cohen adds, “Used in the right way, networking platforms can be a gamechanger” for alumni. And what better proof of this than those used by independent schools?

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COMMENT

HEADS UP

TOMORROW’S WORLD Schools must go beyond academic achievement as they look to produce the leaders of the future, writes BRYAN NIXON

TASIS students are multinational

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Bryan Nixon is Head of School at TASIS The American School in England

hile we all want our children to succeed in mathematics, the sciences, languages, and the arts, what truly matters is how a school prepares children for their future.

Governments, corporations and schools around the world are grappling with this question. Despite cuts to educational spending in many developed countries, schools are still held accountable to create the ‘leaders of the future’ and to produce the skilled workforce that we will need to continue to grow and develop.

So how do schools face this challenge? They can succeed by providing learning opportunities that focus on skills as well as content. According to the National Association of Colleges and Employers in the US (2016), the top five attributes that employers seek in job candidates are: leadership skills, the ability to work in a team, communication skills, problem-solving skills, and a strong work ethic.

At TASIS, we recognise this challenge to see beyond a narrow definition of academic excellence and to help our students develop essential attributes such as resilience, adaptability and curiosity.

Within our multinational community, they also learn the value of empathy and compassion. We encourage our students to develop the ability to be open-minded and socially aware in order to prepare them to contribute to the communities and companies in which they’ll live and work.

A curriculum that prepares future leaders must delve into and grapple

with issues that have personal, local, and global relevance and significance. Schools may even develop leaders who understand that other people, with their differences, can also be right. What impact might they have on a world entangled in conflicts based on cultural, religious, economic, and political differences?

‘International-mindedness’, a phrase coined by the International Baccalaureate (IB), can be defined as the ability to interpret and analyse issues from different perspectives through the lens of intercultural understanding and a respect for others.

Further, the IB provides a list of attributes known as the Learner Profile. Students who engage in a curriculum that promotes international-mindedness are: Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, and Reflective.

Many of our alumni have gone on to become internationally-minded leaders demonstrating the attributes of the International Baccalaureate learner profile. The connection to people and the importance of creating enduring relationships that they gained from their time at TASIS has never changed A Russian student who graduated in 2005 went on to university in Canada, where he’s now the CEO of a web company. When the mathematics teacher who had so inspired him during his TASIS years died, he raised funds for a permanent memorial on our campus.

A Class of 2014 alumnus had his dream come true when he performed in Carnegie Hall as part of the New York International Music Festival. This young man also established a student service trip to India to help underprivileged children. Both represent the quintessential TASIS alumnus.

Schools must go above and beyond academic achievement as they look to define our future through the quality of the leaders they produce.

Find out more about TASIS on its directory listing at independentschoolparent.com

SPRING 2020 | independentschoolparent.com

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ADVERTORIAL

Open dialogue Conversation-skills coaching has far-reaching consequences for pupils for years to come, writes Gillian Panton, Deputy Head of Sydenham High Prep School

TALKING TIPS

“H

ow was your day, darling?”

Following an action-packed afternoon of geography fieldwork, netball squad and computer coding, a small voice utters a frustratingly underwhelming: “fine.” This familiar response follows us into adulthood and often belies a need to ‘keep on keeping on’ despite how we feel inside. When children show reluctance to expand on their day, share their worries or the challenges they face, how do we as parents and educators prise open these channels of communication to promote a safe space for us all to converse as a family, without judgment?

The power of opening up such types of conversations has seen a remarkable development in the communication skills of pupils at Sydenham High School GDST. Creating a coaching culture, actively chosen to extend beyond the walls of the staff room and into the hands of our pupils in the playground and classrooms alike, has seen a sharpening of focus on the meaning of interdependence. For every pupil to flourish within our school gates, the resolve to respectfully listen to one another, and be heard, is the cornerstone of our pastoral care. As educators, we delight in knowing that the learning has truly ‘stuck’ when we

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• When listening to your child talking about their emotions or worries, try to suspend any reaction to the behaviour they may display and instead focus on the emotions they’re exhibiting in the moment.

• Try to support your child to recognise and label their emotions or worries, as this will help them to build a greater understanding of what it is they are feeling.

• Encourage your child to be kind to themselves, rather than critical.

Model how they could speak to themselves more positively and compassionately.

• Embrace the pauses in the conversation, as this may be the space your child needs to find the way forward with their problem.

A COACHING CULTURE EQUIPS CHILDREN with the interpersonal skills needed TO DEVELOP THEIR QUESTIONING AND LISTENING witness the pupil-come-mini-teacher in action, reveling in the joy of sharing their knowledge and supporting others to access the task in hand. It’s with this power of the peer, that ‘kid coaching’ was devised. Using a structured coaching question model, pupils and staff alike have been developing an awareness of the farreaching impact of the coaching conversation to support positive growth and self-reflection.

The introduction of the inner-coach concept has proved powerful in raising the self-belief and confidence of our pupils. Children are always eager to help their friends out in times of need and offer supportive words of advice.

It’s with this in mind that we encourage the children to talk to themselves as they would their best friend.

A coaching culture equips children with the

interpersonal skills needed to develop their questioning and listening. It also challenges children to reflect on, and uncover, thoughts and considerations they have within a safe space. Communication skills are the bedrock of the future. Being creative, adaptive, and in equal measure, resilient, is no mean feat; however, with the support of family, teachers and peers, unlocking the power of open-ended questioning and self-reflection using tools such as the inner coach, the outcomes for pupils can be far-reaching. By remembering the power of the space between the question and response, perhaps we can support children to take ownership of their choices about how they manage their feelings and respond in moments of challenge leading to the ever-elusive, “aha!” moment of clarity.

COMMENT

PUPIL VOICE

SONGS OF PRAISE CAI THOMAS, 12, Choral Scholar at Edgeborough Prep School, Surrey recalls his journey to becoming a Young Chorister of the Year contest finalist How exciting was it to take part in the BBC Chorister of the Year 2019 competition?

I was really pleased to be one of only four boys to chosen from across the UK. It was very exciting travelling up to Manchester and staying in Media City. I spent the whole day there getting ready, meeting Radzi Chinyanganya the presenter and the other choristers, having photos taken and doing interviews, before performing to the judges and 300 people. I was very nervous but they were all so friendly and I had a great day!

How did you first get into choral singing?

I used to watch The Sound of Music on repeat at the age of two and sang Edelweiss with my Dad on the guitar before I could barely speak! I wasn’t interested in joining my school junior choir as it only had girls.

When I was seven my friend Harry joined our local church choir at St Thomas-on-theBourne and I thought I’d try it out. I enjoyed it from the start.

It was fun being part of a team of boys and girls. And there were so many new and fun experiences to get involved in, such as European choir tours, concerts in London cathedrals including St Paul’s and Westminster, and singing with famous composers such as Karl Jenkins.

I sang my first solo at nine

As well as competing in the BBC competition, Cai has just finished recording a solo album

years old with the first verse of Once in Royal David’s City at Christmas. That went well and so my mum asked me to sing Mendelssohn’s O for the Wings of a Dove at my Grandad’s memorial service six months later. Rob Lewis, my Director of Music says it was at this moment that he realised I had the potential to develop into a solo treble artist.

How was your voice discovered outside of your local church?

The Director of Music at church is also the Head of Vocal Studies at Edgeborough School. Music is a massive part of the school and Rob invited me to audition for a choral scholarship. I was so excited to receive this, which has given

me lots of local exposure and new opportunities to sing, both as part of the school choir as a whole and as a soloist. Edgeborough has an Outreach programme so we sing locally in the community, with other school choirs and every other year there’s an International Choir Tour. In April 2018 we went to Holland and I’m looking forward to the next one in Germany this year.

On top of this, our church choir at St Thomas-onthe-Bourne is known for its music and we get involved in concerts, TV and radio recordings. Somebody heard us sing and approached me about recording a solo album.

The test recordings went really well and I’ve now signed with the Rubicon Classics label.

Tell us about the album you want to release.

I’ve just finished recording the album and it’ll be released in spring 2020, although we’ll be releasing a single before Christmas. We wanted to make an album that was different and stand out so we chose a mix of traditional wellknown classics but rearranged or recorded for treble voice for the first time, as well some new, lesser-known pieces, some with a professional choir and orchestra and some with my church choir at St Thomas-on-the-Bourne. We also chose songs that would show me as a young singer beyond a chorister – my voice will naturally change at some point, maybe I’ll be a baritone!

What’s next for you?

It’s been an exciting year and I’ve had some great new experiences and met lots of new people. Now I’ve finished recording the album I’m focusing on promoting it with media interviews and performances until it’s released. I’m singing with Karl Jenkins at the end of November. It’s hard to know what will happen after that, we’ll have to wait and see. But it’s important to me to keep everything else going and have a normal life with my friends. I love playing sport and want to do as much of that as possible and, of course, do well in my exams.

SPRING 2020 | independentschoolparent.com

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PRE-PREP

AT MOULSFORD, FOREST SCHOOL IS AN IMPORTANT PART OF PRE-PREP LIFE.

The boys learn to climb trees safely and manage their own risk ON THE ROPE SWING, ROPE

BRIDGE OR A CONSTRUCTION THEY’VE DESIGNED THEMSELVES

Playing and learning outside is valuable for a child’s creativity

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PRE-PREP

Exploring the great outdoors Playing and learning in the fresh air reaps rewards for children, writes Ben Beardmore-Gray, Headmaster at Moulsford Prep School, Oxford

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RH The Duchess of Cambridge created a Back to Nature garden at last year’s RHS Chelsea Flower Show. The aim of the garden was to highlight the benefits that the natural world brings to mental and physical wellbeing, and to encourage more children to get outdoors. The Duchess of Cambridge said spending time outdoors can help children grow up to become “happy, healthy adults”.

At Moulsford Prep School, we echo this view and place enormous value on our boys being able to spend as much time outside and in the fresh air as possible, both at work and at play.

We’re fortunate to have plenty of outdoor space and we encourage staff to use it at every opportunity. However, you don’t need access to acres and, really, any outside space can allow exploration and creativity.

Children don’t always learn best in a classroom environment and offering practical and outdoor learning can help keep them stimulated and physically active while learning. Whether that’s heading outside for drama or simply sitting under a tree to read a book, children can absorb so much more when they’re in an environment that helps them to relax and feel comfortable.

Learning outside can provide children with more opportunities for self-development. At Moulsford, Forest School is an incredibly important and valued part of pre-prep life and the space, time and surroundings enable the boys to immerse themselves in open-ended learning opportunities. The boys learn to climb trees safely and manage their own risk on the rope swing, rope bridge or a construction they’ve designed themselves. Getting together to debrief about their adventures, share tales and drink hot chocolate is obviously a highlight for the boys, too, and has enormous benefits for their social skills.

Providing opportunities to develop skills in cooperation, communication, problem-solving, risk-taking and

leadership are all a vital part of development and outdoor learning facilitates this in spades. Children often come away from these experiences with more self-confidence, resilience, improved communication skills, greater concentration and perseverance.

There are naturally huge mental health benefits, especially for children and pre-teens. One of our Year 8 boys recently talked about an evening spent on the river, and he said, “Most of all, it was just about having fun and being kids.” The pressures of teenage life mean that children are sometimes in a rush to grow up, but the power of being able to cut loose and just be a child again should not be underestimated, something the great outdoors can enable.

Being able to leave the school building and get outside has huge mental health benefits to the staff, too. The classroom can sometimes be all-consuming, so allowing staff the freedom to decide where their lesson takes place can have a positive impact on them as well.

There are also the practical skills that can be gained outside. Lighting fires, roasting marshmallows, den building, knot tying, wood cutting, whittling, making bows and arrows, all skills that can’t be taught in a classroom.

In an age when climate change and protecting the world we live in are top of the agenda, learning outdoors provides the opportunity for children to gain knowledge of the environment, sustainable living and protecting the ecosystem surounding them.

As schools, we talk a lot about educating the ‘whole child’ and tailoring an education to suit the individual.

Providing different learning environments is at the heart of this. A combination of a traditional classroom education, one which also integrates technology and digital learning, together with multiple opportunities for outdoor learning, provides the best of all worlds in our aim to provide a well-rounded education.

To find out more about Moulsford, please visit its directory listing on our website, independentschoolparent.com SPRING 2020 | independentschoolparent.com

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CURRICULUM

DIGITAL MASTERCLASS

The rapid advance in technology in education means that children are carrying out more and more of their classwork on smart screens.

But is it such a bad thing? ELIZABETH IVENS finds out...

THERE HAS BEEN A SEA CHANGE IN technology from an educational PERSPECTIVE IN THE LAST THREE YEARS

At Port Regis School, all subject teachers have access to computer suites

SPRING 2020 | independentschoolparent.com

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CURRICULUM

A

digital revolution is sweeping through classrooms across the UK, as more and more schools embrace and harness the rapidly developing power

of technology.

No longer are computers just confined to a school’s IT suite: they’re increasingly used across the curriculum, supporting learning in subjects from maths and science to modern foreign languages and the creative arts.

Affordability and advances in portability and functionality mean smaller but smarter devices are within reach and can easily be carried from home to school and from lesson to lesson by pupils.

And with the Independent Schools Inspectorate, which monitors and reports on schools in the sector, judging them on their use of technology in the classroom, more and more schools are now setting up computer schemes so that each pupil has a personal screen.

New Head of Prior Park College in Bath, Ben Horan, is overseeing the rollout of a schoolwide computer leasing scheme in September so

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that students have ‘uniformity’ in the screens they use for classwork.

He says the level of variance between schools and their use of technology is still massive, but he believes we’re entering an age of collaborative learning on linked devices.

“It’s a mistake to let screens take over entirely,” he stressed, “but there has been a sea change in technology from an educational perspective in the last three years. Touchscreen tech means pupils can work collaboratively across projects. This is a huge step forward and so much closer to the world of work.”

At Prior Park, parents will pay an annual subscription fee for their child to have an interface device.

Many other schools take part in similar schemes where a cost is borne by the parents or, in some cases, the school for the machine which is subsequently repaired and updated when required.

At Bolton School Girls’ Division, iPads are provided for all pupils by the school from

Year 3 upwards. They’re replaced every three to five years, unless broken. Parents pay a £50 replacement charge if it’s lost or broken and the Acceptable Use Policy has not been followed, explains Senior School Head Sue Hincks. “We chose to give all pupils an iPad rather than have a bring-your-own-device policy for two key reasons. Firstly, we wanted full control over the material to which the pupils have access via our MDM (Mobile Device Management) and secondly, given that one in five of our pupils is on a bursary, we wanted to be sure that every child has complete access to an up-to-date device, rather than there being inequality in our educational offering.”

At University College School Junior Branch in London, Headmaster Lewis Hayward said computer-based learning was “part of tomorrow’s world” and it was “essential” to prepare children well for this.

CURRICULUM

University College School in London has introduced AI-based learning systems

AFFORDABILITY AND ADVANCES IN PORTABILITY AND FUNCTIONALITY

mean smaller but smarter devices are within reach AND CAN EASILY BE

CARRIED FROM HOME TO SCHOOL

iPads are provided for all pupils from Year 3 upwards at Bolton School for Girls

He explained that use of technology at the school had evolved rapidly in the last few years with more streaming services used for certain assessments, digital displays for presentations and “almost all research done on computer”.

The school has also introduced an innovative new system of interactive learning that uses an AI-based technology which has been proving successful with the pupils.

“Children complete diagnostics on areas of the English, maths and science curriculum and this generates a learning path which is specific to the individual child.”

However, many prep schools are keen to stress that technology shouldn’t replace basic skills which children must learn.

At Port Regis School in Dorset, the Head’s wife and marketing manager Amanda Ilett

stresses that technology was never used “just for its own sake”, explaining: “It has to relate directly to the objective of the lesson. All subject teachers have access to computer suites and some departments like to make use of tablets in lessons, but working with pen and paper is still a skill we want to develop in our children.”

At UCS Juniors, where children use school devices, Headmaster Lewis Hayward agrees: “We’re mindful that, while digital technology is of great benefit and a useful tool in the aid of learning, it doesn’t replace conventional learning skills and methods.”

Online textbooks and online learning packages are also becoming more and more popular in UK schooling.

At Bolton Girls, Head Sue Hincks says some departments have already moved over to online textbooks, which allow pupils to access interactive materials.

“They’re particularly popular in modern foreign languages, science and maths,” she said, “we’re also looking at an online learning package called Century, which will allow pupils to access material at home in English, maths and science. We hope this will support what we do in the classroom.”

With the jury still out on the potential dangers of screen time, schools are also acutely aware that they need to involve parents in this kind of decision making.

Earlier this year – to the surprise of many – the UK’s Chief Medical Officer concluded that

there was not enough evidence to introduce a screen cap, but advised schools and others to be conscious.

At Bolton, Sue Hincks says that the introduction of the school’s iPad scheme involved a great deal of liaison with parents and empowered them to take away the computer at home if it was preventing their child “from joining in family activities or getting enough enough sleep”.

She says: “We spent a lot of time explaining to parents how the new tech would work and receiving feedback from them on what we needed to do differently or better.”

At UCS, Lewis Hayward, says it’s important to strike “a healthy balance between interactive, tech-based work which is issued and generated on screen and the more traditional methods of teaching and learning”.

He says: “Written work is mostly still carried out with pencil and paper, although sometimes it is useful to write and edit work on a screen.

We’re mindful of the overuse of screens and monitor their use in class.”

At Prior Park, Ben Horan says the school liaises with parents on IT policy, listens to feedback and reassures them about how devices will be used: “There’s a real tendency to view computers as the enemy and something evil rather than think about what you can do on them.

“The screen itself is not the problem – it’s what you’re reading on it for 10 hours a day that can be.”

SPRING 2020 | independentschoolparent.com

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INTERVIEWS

ALL THE ANSWERS Kris Spencer, Deputy Head of Notting Hill Prep School, London has some tips and advice on school interview preparation

This will create a negative impression, as the interviewer may see you as a pupil who can’t stick at things. A better answer – if it was totally authentic and truthful would be: ‘I’ve played piano for fun, but recently I’ve got out of the habit, as work has taken over a bit. Music, perhaps even another instrument, is definitely something I would like to take up again at my new school’.

For question one, an incomplete answer would be: ‘maths, because I’m good at it’ or even ‘English, because I like the teacher’. A stronger answer would be: ‘maths, because I’m good at it and I really like my teacher. I enjoy the problem-solving aspect of maths and having a right answer at the end. I also like that if you work at a question – even if it’s difficult – not giving up usually pays off.’

Do your homework

Why do you want to come here?

You’ll probably be asked a question like this.

You need to have thought about your answer.

‘Because my parents like it’ is a relatively weak answer. ‘Because your academic/sports results are good’ is a little better. But the best answers to this question are specific, use evidence and are authentic to your experience.

Routes to developing a good answer include: Looking at the website and picking out

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something which interests you. Schools usually have a tab about news or current events on the site menu, which can be useful.

If you’ve visited the school for an open day, consider what interested you while there.

The final thing to think about is linking your own attributes, experiences and/or values to the thing that you’ve now identified as liking about the school.

Be positive

Tell me about your current school. What do you enjoy about it? Is there anything that you don’t like? Going back to your own school, what is your favourite subject? Why? Outside of your academic classes, what do you enjoy doing? Are you a member of any clubs? What do you enjoy doing at the weekends?

All of these questions give you the opportunity to be positive – even the second question. Always try to be positive. You need to avoid giving answers like ‘I used to play the piano but I gave it up’ to question four.

Bring your personality to it

If your friends were to describe you, what might they say? If you were a character in a book or film, who would you be? What are your strengths and weaknesses?

These type of questions are often asked at interview. It’s good to think about three words which best describe you – but they must relate to school. The interviewer is really asking: ‘give me three ways in which you’ll contribute to this school’, and ‘why will you be interesting to teach?’ or even ‘how will you be a positive influence on other pupils?’ Look at the list of adjectives below and pick three words which best describe you. You can, of course, add words of a similar kind if you prefer: Loyal, caring, trustworthy, resilient, warm, conscientious, adventurous, fair, responsible, a good leader, caring, intelligent, good to be around, honest.

For each of the words you choose to describe yourself, find a real life example about you which illustrates the word.

PHOTOGRAPHY: ISTOCK/TRACK5

I

nterviews are opportunities, not exams. One of the key things that the interviewer will be looking for is whether you’ll thrive at their school.

Schools are looking for someone positive and enthusiastic, with potential to add something to their school. So the question is: What have you got to offer and how are you going to communicate these things?

The best interviewees are prepared but also open and flexible. Questions about your interests and your strengths don’t have right or wrong answers, but they can be answered well or badly.

So, here are a few tips:

THE BEST INTERVIEWEES are prepared but also open and e ible QUESTIONS ABOUT YOUR INTERESTS OR YOUR STRENGTHS DON’T HAVE RIGHT OR WRONG ANSWERS

GROW WITH US

We’re planting a tree for every pupil who joins our school.

It’s an investment in their future as they grow with RHS, whilst helping the future of our planet.

A co-educational independent school for 11 to 18-year-olds, we encourage every child to flourish in their own unique way.

TO BOOK A VISIT OR FOR MORE INFORMATION CONTACT THE ADMISSIONS OFFICE ON

01473 326136 OR EMAIL ADMISSIONS@ROYALHOSPITALSCHOOL.ORG

VIG NA

COME ALONG TO OUR NEXT

AT

OPEN MORNING SATURDAY 2 MAY 2020

SU ING

CC

ES

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AWARDS

CALDICOTT SCHOOL

SPORTING ACHIEVEMENT This Surrey-based school won our top sporting accolade. Director of Sport MATT HUTCHINGS reveals why they have what it takes to succeed on the field

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e’re still celebrating after being praised by judges for the outstanding sporting provision we provide to boys across all year groups. The school beat stiff competition from a variety of independent schools to be named winners in the ISOTY’s Sporting Achievement category this year.

This award was keenly contested, and the judges thought Caldicott not only showed a commitment to sporting excellence, but also showed many examples of activities that promoted multiple levels of participation in a wide range of sports. Dr Helen Wright, former President of the Girls’ School Association and Vice-Chair of the Independent Schools Council said Caldicott was awarded for “their involvement of all pupils at all levels in sport throughout the year”: an accolade the school is incredibly proud of and a testament to staff who work hard to provide opportunities for all boys at school.

We’re incredibly proud of its sporting provision, accessibility and success we continue to enjoy. Our aim is to give every boy access to quality coaching, facilities and opportunities to find enjoyment through sport.

We continue to achieve stellar results, winning galas, athletics and tennis meets, golf, cricket, football, basketball and rugby competitions.

Significantly, we have a long history of boys achieving sports scholarships to some of the country’s most prestigious sporting schools including Wellington, Harrow and Bradfield, to name but a few.

However, the sporting programme we’re most proud of is the exciting and meaningful internal competitions for the senior boys who may find themselves in the ‘lower-end teams’. These boys still play in standard school fixtures, but also take part in specially-tailored contests, which allow the pupils to participate in front of a whole school audience. In rugby, there’s the Caldicott Super Sevens, and in cricket, the Caldicott Premier League. Boys

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Caldicott’s sports programme supports young cricket players, whatever their ability

IN MANY WAYS, THESE PROGRAMMES

have aligned themselves with the spirit of the school, ALLOWING THE COMMUNITY TO CELEBRATE SUCCESS AT EVERY LEVEL

get to perform in their respective teams across a term with the relevant finals taking place in front of the whole school, complete with coloured kits, loud music, commentary and even fireworks and smoke bombs.

This initiative has been a tremendous way to engage the sporting programme with pupils, staff and parents, and a great format to engender a community spirit that supports and promotes sport at all levels. In many ways, these programmes have aligned themselves with the spirit of the school, allowing the community to celebrate success at every level.

Headmaster, Jeremy Banks said, “We’re delighted to have our sporting achievement

recognised by Independent School Parent magazine. To be judged Independent School of the Year for Sporting Achievement we’ve had the chance to show how successfully Caldicott staff develop top talent while staying committed to a ‘sport for all’ philosophy, academics and a vibrant arts programme.

With sports tours to the world’s best venues, winning performances in national competitions alongside our own in-house sports events such as the Caldicott Premier League for cricket – with our use of coloured kit, music and plenty of fireworks – we feel that every boy can enjoy sport as part of a healthy lifestyle, whatever the level.”

PREP

WHAT YOU WEAR HELPS YOU LEARN They’re known for their red dungarees – and it’s a uniform that influences the girls’ thought processes, too, says CHARLOTTE WEATHERLY, Assistant Head of Knighton House, Dorset

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workwear; of a cheap, coarse, thick cotton, either blue or white, they were originally worn by the very poor in India. In the boom years of 19th century American expansion, they reappeared as the go-to attire of railroad and construction workers; savvy pioneers looking to get ahead and get rich. Not so in 2019; dungarees (and their cool sister, the jumpsuit) feature in fashionable wardrobes because they’re so versatile. What the fashion blogs fail to mention is that dungarees are the go-to attire for modern girls totally focused on their learning; too busy being optimistic in the classroom with their peers, dungarees are for girls who have no time for fussing about the length of their skirt.

Enclothed cognition is not a new branch of psychoanalysis but revealed within it is our complex relationship with what we wear and how clothes influence our

independentschoolparent.com | SPRING 2020

psychological processes, including how we learn. What we have known since the beginning of time (or since 1965 at least) is that when they’re red and worn by girls at Knighton House School, dungarees means great attitudes to learning and better learning experiences altogether.

So how do dungarees promote better learning? You might as well ask how many ideas a girl in red dungarees can come up with for an international STEM challenge prize-winning idea (lots; and one winning one), for they’re legion: • Pond dipping and exploring habitats is easy (science) • No fuss about changing when lessons move outside (the outdoor classroom) • Accepting difference is commonplace; no one else wears dungarees; we dare to be different (PSHEE) • They have proper-sized pockets; room for at least two good books (reading for pleasure) • Experiments for measuring and calculating speed are realistic (science and maths) • Musical instruments such as the cello are accessible (music) • No one is excited by the thought of writing Ode to My Grey School Skirt, but Ode to My Red Dungarees, that’s another story.

Further, in studies about the influence of colour on learning, red is said to encourage creativity (English)

• The Battle of Hastings can be re-enacted with authentic enthusiasm (history) • You get stress-free biology – no problems being in messy locations identifying invertebrates (science) • Running up hills and generally yomping in fields to study microclimates is easy (geography) • Every type of chemistry experiment is possible: no fiddling with lab coats (science) • Games of 40-40 in dungarees develop our competitive edge (sport) • Girls are less self-critical and more confident (attitudes to learning) • Practising our jumping (pony jumps in the Greenwood) means we have some of the best scores in athletics competitions (games)

On the practical side, wearing dungarees in the countryside just makes sense; when you need to leap a fence to catch a runaway pony or you fancy picking an apple from the orchard, dungarees make it a blush-free exercise, modesty guaranteed.

Nothing at Knighton House ever happens without the solutionseeking mindset being applied; in the case of our iconic everyday uniform (we have a further uniform for out-of-school events), it was a simple choice based on the principle of how the girls could get the most out of their learning; and lo and behold: the red dungarees were born.

*SMATHS = SCIENCE AND MATHS COMBINED

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o mention is made of dungarees in John Carl Flügel’s 1930’s article The Psychology of Clothes, published in issue 18 of International Psychoanalytical Library. Much is made of how particular items of clothing ‘serve the motives of decoration, modesty and protection’, but nothing about dungarees.

That we undergo profound psychological changes when we put on specific clothes has long been known, although it is only recently that the concept has been given its own name.

Enclothed cognition (Journal of Experimental Social Psychology, 2012, by H Adam and AD Galinsky) was coined to describe the systematic influence that clothes have on the wearer’s psychological processes’, but with the caveat that the influence of clothes depends on wearing them and their symbolic meaning.

In the deep past, dungarees were squarely in the category of

PREP PRE-PREP

WHAT FASHION BLOGS FAIL TO MENTION IS THAT dungarees are

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TOTALLY FOCUSED ON THEIR LEARNING; TOO BUSY BEING OPTIMISTIC IN THE CLASSROOM SPRING 2020 | independentschoolparent.com

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ADVERTORIAL

Windermere School In the heart of the Lake District National Park

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t Windermere School we consider ‘education’ to encompass much more than grades on a piece of paper. It’s about developing relevant life skills and characteristics that will see your child through to senior school and beyond.

It’s about developing the characteristics of enthusiasm, resilience, organisation, learning, problem-solving and teamwork on a daily basis.

At Windermere our adventure education programme is split into two strands: Adventure is what you may classically think of when you hear the word, whether it is sailing, climbing or winter navigation.

Adventure allows each of our students to push their personal boundaries, problem solve and develop a growth mindset.

to strengthen use of ‘spooky’ adjectives or taking a poetry lesson under the old oak trees. This makes learning more memorable so that our students are participating more actively in their own education.

Adventurous Learning takes the curriculum outdoors and into our amazing local UNESCO environment, whether that is the school grounds or the wider area. Geography becomes real, and science is linked to the preservation and conservation of the environment.

English might involve a trip to Rydal Caves

With Adventure and Adventurous Learning at the heart of what we do every day, the advantages to the young people in our care are virtually endless. We are preparing the pupils for a life beyond the school gates and the many challenges that life will throw at them, living out our school motto, ‘Vincit qui se Vincit’; One conquers, who conquers oneself.

Windermere School Patterdale Road, Windermere The Lake District, LA23 1NW Tel: +44 (0) 15394 46164 www.windermereschool.co.uk

Junior School Open Mornings Tuesday 24 March Tuesday 28 April To book a place, please visit www.stdunstans.org.uk or email admissions@sdmail.org.uk 020 8516 7200 Stanstead Road, London SE6 4TY

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AWARDS

FETTES COLLEGE

INDEPENDENT SCHOOL OF THE YEAR FOR STUDENT WELLBEING The Student Wellbeing award went to this Edinburgh school. SUE BRUCE, Head of PSE talks about how mental and physical wellbeing is prioritised

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he care and welfare of our students is fundamentally important to us, as we know that only a happy, well-supported child will truly flourish. The family community at Fettes means that your child will forge strong bonds not only with their friends in house but also with their housemaster or housemistress, matron, tutor and teaching staff. It’s the only school in Scotland to receive the top score of ‘6 – excellent, sector-leading’ in all Care Inspectorate inspections since 2012.

We believe that only happy students learn and at Fettes College, we focus on the mental and physical wellbeing of all our students through our rigorous, responsive and varied Personal and Social Education (PSE) programme, while nurturing a welcoming and inclusive community. When things go wrong, there’s a supportive network to discuss, identify, intervene and assist without stigma.

PSE Curriculum: Built through ongoing pupil consultation, the PSE programme is forward thinking and embedded within school life. Utilising external contacts (guest speakers, charities and alumni) and harnessing the enthusiasm of students, our core components include healthy relationships, modern world pressures, decision-making, nutrition and emotional resilience.

Pressures of the modern world: We have a non-complacent approach to technology, managing the pressures it can bring while promoting the positive impact it can have. Safety is key, as is understanding the real impact of online content. Those pressures have always been there, so addressing the root of issues is our focal point.

An oasis of calm: The Hub is a pupilfocused drop-in room open daily and staffed by members of the listening team (PSE prefects, non-teaching and teaching staff). This reflective space provides a listening ear and some peace during the busy school week.

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Fettes has a 24-hour, onsite medical centre geared towards protecting its students’ mental health

WE HAVE A NON-COMPLACENT APPROACH TO TECHNOLOGY, managing the pressures it can bring WHILE PROMOTING THE POSITIVE IMPACT IT CAN HAVE Constructive Intervention: We pride ourselves on quick identification of those who may be struggling. Our on-site, 24-hour medical centre offers immediate access to a trained mental-health nurse, with follow-up counselling and psychological support as required. All staff undergo mental health and first-aid training Societies & Initiatives: Our student-led Fettes Equalities Society encourages open dialogue amongst pupils, while cultivating skills to empower students now and in the future. Recent introductions to the curriculum include Girls on Board (empowering young women) and the Great Men Initiative (masculinity in the modern world).

PSE weeks: These whole-school, pupil-

led termly events address current issues and recognise what students need both physically and mentally. Recent themes have included Curiosity & Kindness; Love Your Mind and Failure and Resilience. They also feature a nutritional and physical health element, alongside messages integrated into daily life.

Future-proofing: In our purpose-built upper sixth form co-educational boarding house all of our pupils get involved in specialist sessions, which include motivation, healthy eating on a budget, anxiety and stress-busting.

This allows them to experience a greater degree of independence. In a hive of purposeful activity, the whole year group come together with a shared sense of focus, ambition and determination to succeed.

Co-educational 2-4 years, boys ages 4-13

Built on Tradition – Embracing the Future

DISCOVER MORE #NoOrdinarySchool

Open events all year, please do get in touch to visit us

Pre-School | Junior | Senior | Sixth Form 023 9236 0036 | www.pgs.org.uk

Next Open Mornings Friday 7 February & Friday 15 May 2020 Welcome at 9:30am

To register please email oďŹƒce@parkside-school.co.uk Tel: 01932 862749 Set in 45 acres of beautiful Surrey countryside with school bus routes from SW London.

www.parkside-school.co.uk twitter.com/parksideprep

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facebook.com/parksideprep

ADVERTORIAL

Put a smile on their faces

Damon Braces will make your little ones smile a bit wider, says Metamorphosis Orthodontics in south-west London

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etting your teeth straightened as a child shouldn’t get in the way of school or play.

But the reality is, traditional fixed metal braces can make children feel self-conscious about their teeth and cause them some discomfort.

That’s where Damon Braces offer a more comfortable and discreet alternative to traditional fixed metal braces – so your little ones can get a straighter smile as they learn.

Metamorphosis Orthodontics is among the leaders in Damon orthodontics and the fitting of Damon Braces in London.

What are Damon Braces?

Damon Braces offer a new generation of teethstraightening treatments, including: • Damon 3 Braces • Damon Q (which come with smaller, more discreet brackets) • Damon Clear Braces (virtually invisible) All of these options can produce fantastic results for your child’s smile. Here’s how Damon Braces work…

How do Damon Braces work?

Damon Braces are fitted in the same way as traditional metal braces, but they’re self-ligating. This means they use a slide mechanism that attaches wires to the brackets, which allows them to move seamlessly as your child’s teeth realign.

Traditional braces usually require regular tightening and adjusting, which can be a hassle. Damon Braces are more comfortable, better looking, and offer strong results in a shorter time.

What’s more, the braces use an innovative method for moving your child’s teeth into the right position. They’re attached to memory wire that connects slide brackets, so they don’t exert the same pressure as traditional elastics.

Your child’s orthodontist will set the braces so that they move their teeth gradually.

Since the process requires less force than traditional braces, they won’t cause your child any discomfort.

THE DAMON BRACES’ UNIQUE SLIDE MECHANISM allows your child’s teeth to move WHILE USING LESS FORCE AND FRICTION What are the benefits of Damon Braces for children?

DISCREET. Damon Braces are smaller than other conventional orthodontic treatments. If you decide to get Damon Clear Braces for your child, they won’t have to feel self-conscious about wearing them.

COMFORTABLE. The braces’ unique slide mechanism allows your child’s teeth to move while using less forces and friction.

HYGIENIC. Damon Braces’ sliding mechanism means there are less ligatures where plaque and bacteria can build up compared with conventional treatments. This means your child will maintain better oral hygiene and health throughout their treatment.

Why visit Metamorphosis Orthodontics for your treatment?

Based in south-west London, our warm and welcoming private practice provides a range of bespoke orthodontic treatments.

It’s a specialist orthodontic practice. And although we offer a range of treatment plans for children, teens, and adults – we have a specific interest in children’s orthodontics.

What’s more, the practice is award-winning – having been given the title of Best Children’s Care at the Oral Health Awards and Best Team at the Private Dentistry Awards in 2017.

We also understand you probably have a busy schedule to balance. That’s where you can take advantage of Metamorphosis Orthodontics’ flexible opening hours, where we’re open until 8pm on Tuesdays and Thursdays every week.

Right now, we’re also offering 10 per cent off fully-fixed upper and lower Damon Braces to all readers of Independent School Parent magazine for any treatments booked before 30 April 2020.

Book a consultation to discuss brace consultations and treatments for your child by calling the Metamorphosis Orthodontics clinic on 0207 731 1077. Please quote Independent School Parent in order to benefit from this offer.

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FOCUS

PAYING IT FORWARD Dorothy MacGinty, Headmistress of Kilgraston School in Perth analyses the roots of the bursary system in independent schooling, the organisations that help uphold these awards, how those receiving financial support play an important role in enriching school li e and why it’s essential that this investment in future generations continues

C

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Unlocking the accessibility key

Starting out in my career, I was encouraged to always ensure the provision of two essential educational elements: ‘provide a child with roots and let them grow wings’.

It’s that simple really. Giving a child the very best start in life is every school’s true kernel and, at Kilgraston School, we’re committed to a diverse and vibrant pupil body; subsequently, 22 per cent of our pupils receive financial support.

Accessing a first-rate education can seem a daunting process.

But it needn’t be. All schools offer financial assistance, in tandem with plenty of assistance with the application process.

As with most schools, Kilgraston has a network of informants – local headteachers, those from Catholic schools throughout the UK and even organisations such as The Springboard Charity – which will contact us with recommendations for financial support.

Continues on p.50

s

ontemplating the writing of this piece, I consulted my old friend, the trusty Chambers Dictionary, seeking its take on the definition of financial awards within the education industry.

As ever, I was not disappointed.

A ‘burse’, it would seem, is the old Scots word for a purse. Ergo, the Bursar is, “a person who keeps the purse.” Those benefitting from the goodwill of the “treasury of the college” are described as being, “a pupil maintained at a university or school by funds derived from endowment.”

This is, of course, all accurate and reflective of the bare bones of the bursary award.

For the real story though, we must complete due diligence and read between the lines.

FOCUS

Currently, 22 per cent of Kilgraston School’s pupils receive financial support of some kind

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FOCUS

CASE STUDY: 1

WHAT WE LOOK FOR

JODI SHALGOSKY, Senior Registrar at Kingston Grammar, says that scholarships are given to pupils who make the most of school life

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cholarships identify exceptional students, stretch their talents and provide further opportunities to broaden their educational horizons. Being a scholar at KGS is all about getting involved in the busy life of the school and making the most of every learning opportunity, both inside and outside the classroom.

Our tailored scholarship programmes have been designed to encourage students to think in new ways and be challenged by a range of stimulating extracurricular activities.

As well as the more traditional academic, music, drama and sport scholarships, some schools now offer more diverse scholarship opportunities.

KGS, for example, offers a design & technology scholarship to help encourage the designers and problem-solvers of the future.

Mr Farr, our Head of DT, says, “Students who are awarded a design & technology scholarship

will understand how to think differently and how to problem solve very effectively.”

For most schools, the scholarship application process has shifted its emphasis to assessing qualities such as initiative, critical analysis and leadership. Many, like KGS, utilise their scholarship interviews to explore a candidate’s passion for their subject, their ability to think independently and as a chance to explore whether the student has the resilience required to manage what is expected of them. Some schools have even been known to put on Dragons’ Den-style presentations as part of the assessment process.

The best way to prepare for these assessments is not to put undue pressure on your child.

By removing the fear of failure, they’re more likely to take risks and demonstrate their passion and personality more effectively.

At KGS, we look for those who

Matthew is keen to push himself further

The scholarships on offer at KGS are diverse

STUDENTS WHO ARE awarded

a DT scholarship understand

HOW TO THINK DIFFERENTLY will play an integral part in the school community.

Although they might feel daunted, try to encourage your child to see scholarship assessments as a platform for them to share their knowledge,

enthusiasm and engagement with an equally interested and captive audience.

It could be the start of a wonderful two years – and a springboard to their dream degree course or apprenticeship.

Showing initiative and conducting scholars’ seminars all added to Matthew Shipley’s succesful sixth form scholarship application at Kingston Grammar As part of my application for an academic scholarship, I wrote about a specific area of study and what had sparked my interest in the first place. I highlighted how I’d shown initiative to conduct my own research outside formal lesson time to further my knowledge. During the interview, I was given a few difficult questions which I worked through, clearly showing reasons for each of my answers. Although challenging, the atmosphere was one of collaboration, and I was given small hints to prompt me if I seemed to be going in the wrong direction. For something that I was so invested in, I enjoyed it more than I had anticipated!

I take pride in my academic achievements and being awarded a scholarship showed me that my successes have been recognised. This act of faith in me as a student also serves to further motivate me to push myself. One of the most satisfying parts of the scholarship programme is being able to contribute to the KGS community by holding my own scholars’ seminars. As a group, we recently chose to focus on the Nobel Prize and discussions included the importance of the prizes and which is the most significant. We didn’t shy away from recent controversies and had a healthy debate about the case for reform. I have no regrets about having applied: yes, there’s an increased workload, but if you love your subject, this isn’t a chore. s

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A school inspiring young people to exceed their expectations Open Days 2020 Saturday 21st March Reception, Infant, Junior, Senior & Sixth Form Tuesday 28th April Reception only Saturday 16th May Reception, Infant, Junior, Senior & Sixth Form Book your place at lvs.ascot.sch.uk/book or call 01344 882770

LEARN • CREATE • EXPLORE THE SOUTH WEST’S ONLY STEAM AND INNOVATION CENTRE Top quality boarding provision from age 7, with superb pastoral care Pick-ups available from Bath Spa Train Station Walking distance to the City of Bath Vast number of co-curricular activities available Reputation for sport and links with professional clubs Inspirational music, drama and creative arts

WE LOOK FORWARD TO WELCOMING YOU TO OUR WONDERFUL SCHOOL. BOOK A VISIT TODAY! T. 01225 734460 E. kps-admissions@kingswood.bath.sch.uk www.kingswood.bath.sch.uk/prep

FLEXI BOARDING AVAILABLE

An Independent Co-educational Boarding & Day School for pupils aged 9 months - 18 years

SPRING 2020 | independentschoolparent.com

47

OPEN MORNINGS Cranleigh Preparatory School, Horseshoe Lane, Cranleigh, Surrey GU6 8QH www.cranprep.org

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Ad Vitam Paramus - Preparing for life

Co-educational independent day and boarding school 3 months to 18 years

Open Morning Friday 6th March To register or find out more please contact admissions@sherfieldschool.co.uk Sherfield School, Sherfield-on-Loddon, Hook, Hampshire RG27 0HU +44 (0) 1256 884 800 www.sherfieldschool.co.uk

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Wednesday 26 February 2020 Saturday 2 May 2020 Please contact Catherine Staples to book an appointment: 01483 542051 admissions@cranprep.org

04/12/2019 10:43

FOCUS

CASE STUDY: 2

HOW I DID IT

In addition to having been awarded Kilgraston School’s first ever disability sports scholarship, FREYA HOWGATE is on a bursary. She and her mum, Alison, tells us what it has meant for the family When did you apply for your bursary?

Freya: We put our speculative application for a bursary in on 1 March, 2015.

help with her application.

From her primary school reports, we also know that she had a good level of academic intelligence and that this would be reflected in any references.

Can you give me a rough timeline of the bursary application process?

Alison: After our open day visit in February 2015, we initially applied in March 2015. We received a response by letter within a month offering Freya an approved bursary of 25 per cent of the basic annual day fee. Within days of receiving the bursary, we got another written confirmation of a 10 per cent sporting bursary towards the basic day fee.

How much did you know about the bursaries?

F: At the time of the first visit we knew very little other than what we’d read on the school’s website.

Our visit on the open day provided us with all the answers we needed, in addition to an excellent information pack which included application forms for bursaries and relevant contact details if we had any further questions.

Kilgraston made the application process easy for Freya’s family

What checks does the school make to ensure that you and your family are worthy recipients?

A: I believe they check earnings, outgoings, etc.

We had to complete quite a comprehensive form about our spending habits.

From a young age, Freya has shown an aptitude for sports, and in particular athletics

Do you have the bursary provision for the entirety of your school life?

A: Yes, it was granted for the duration of her education, subject to an annual review of financial circumstances.

How difficult was it to secure the bursary?

A: We actually found the whole process extremely easy. We were surprised, as we thought that there’d be lots of hoops to jump through. Any initial uncertainty was responded to with helpfulness and encouragement.

Did you apply for a bursary at another school or just to

Kilgraston School?

A: We only applied to Kilgraston. The reason behind this was the way Freya was made to feel very welcome and, being completely open, the process was so smooth that we were really encouraged that Kilgraston was the right place for her to be.

What qualities do you have to have to consider applying for a bursary?

A: Freya is a very sporty girl who, at the time of applying, already showed a lot of potential in disability athletics. We were quite confident that this would be a unique factor that would

What impact has receiving a bursary had on your family?

A: My family had to make a lot of changes so that Freya can come to Kilgraston, but I know that the school is fully supportive. We do all the normal things families do, like meals out and holidays, but any important decisions we make together always has to take Freya’s schooling into consideration.

What are Freya’s plans once she leaves Kilgraston?

A: She really likes certain subjects; maths, art, PE, French and physics.

Hopefully she can pursue a career or further education with these topics at the forefront of any decision.

Additionally, she really enjoys being part of her athletics club, Strathtay Harriers, and fully intends continuing with it. She would really love to represent her country at the Olympics and will keep working hard and pushing. s

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FOCUS

BURSARIAL OFFERS ARE STRICTLY CONFIDENTIAL. Nobody, other than the parents or guardians, the Head and Bursar KNOW EITHER THE AMOUNT OF THE AWARD OR INDEED, IF THEY’RE ON A BURSARY AT ALL We can’t, of course, go directly to the pupil or their family, however, the representative often acts as a liaison officer so, if and when the applicant does make an inquiry, we’re aware of their abilities.

Bursaries can range in value, from 10 per cent to 110 per cent of full fees. In the case of the latter figure, awards are made to cover additional expenditures, such as uniforms and class trips.

Once an application has been approved, it lasts throughout your school career – being reviewed on an annual basis – unless there are significant changes in circumstances.

Bursarial offers are strictly confidential. Nobody, other than the parents or guardians, the Head and Bursar know either the amount of the award or, indeed, if they’re on a bursary at all.

Scholarships are different. While the actual award is confidential, the fact that they have them is a cause for celebration and we’ll highlight their talents to as wide an audience as possible!

A win-win situation

Children on bursaries and scholarships are, we find, usually very selfmotivated and determined to achieve. They appreciate the opportunity they’ve been given and in return, enter into the spirit of a school, taking an active role in all aspects of the curriculum. They’re educators, bringing different experiences to the mix.

Kilgraston’s ability to offer financial assistance comes solely from fee income; there’s no generous ‘trust pot’ on which to rely. Therefore, the importance of making every penny count is as critical for us as it is to every applicant; getting the right candidates is crucial.

When applying for an academic, art, music or sport scholarship, we’ll ask to see evidence of achievement in the candidate’s specialist field and spend an intense period with them during an assessment day. Successful candidates benefit from free music, LAMDA and sports training lessons.

Bursaries, by contrast, are assessed on parent or guardian’s income and assets. At first, both sets of forms can look a little intimidating but, step by step, they’re very straightforward.

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Each year, our school returns 10 per cent of our fee income into the bursarial support, offering eight per cent as means-tested awards and two per cent on talent-based scholarships. Many applicants ask to be considered for both.

The criteria for bursaries is quite straightforward; through our Education Access Programme, we look for youngsters (from aged five right up to sixth form at 18 years old) who would benefit from the support and opportunities on offer and who aren’t able to access it due to economic pressures.

However, an independent education cannot be viewed as a lifestyle choice. Applicants are turned down if one partner has opted to stay at home, for no other reason than they prefer that route. Unfortunately we’re not in a position to offer support in these circumstances.

A positive future

Almost all of our bursarial candidates go on to university places and, frequently, are awarded further financial assistance with this part of their educational journey.

Recently, one of our Headmistress’s Special Award candidates earned a place to read English at university. Encouraged in debating, public speaking and drama, her confidence soared and, in turn, we witnessed a shy but able girl blossom into a formidable talent who might otherwise not have had the opportunity to fulfil her ability. She has promised to return regularly to help inspire our next generation of gifted youngsters.

The symbiosis between a school and its financially-assisted pupils is particularly special, each having invested heavily in the other.

Harking back to the sentiment of ‘roots’ and ‘wings’, I often ask myself if I’ve fulfilled that promise to each child.

I’d like to think that several girls have been given the chance of a bigger wingspan, and frequently return to their school nest, appreciative of the opportunity they were given.

Financial support is a life-changing chance for a pupil; but it’s also a very positive opportunity for their school.

COMMENT

LOCAL LEARNING TRICIA KELLEHER, Principal of Stephen Perse Foundation, Cambridge, explains the reasons behind its sixth form bursary provision programme

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s a long-serving school leader, I often reflect on the purpose of learning. We’re living in uncertain times, where a strong moral compass and a capacity to think critically is integral to a young person’s ability to participate responsibly as a citizen in our democracy.

The climate crisis is the single most important issue facing young people today. Greta Thunberg has led the way with young people across the globe following her ideals.

What does this mean for our Foundation of schools? In the last year, we’ve formed an alliance with local state senior schools to encourage our young people to focus on the climate emergency and how they can make a difference.

At the end of the summer term, we staged a Festival of Learning and invited partner schools in the alliance to join in a day of discussion and fun aimed at immersing students in the issues of sustainability and climate change. Pupils who participated ranged from Year 1 and Year 2, to those in the sixth form, with the emphasis being on the practical and learning about the future possibilities. The result was inspiring for all involved, teachers and students alike.

Hearing directly from experts, from recognised academics, influencers and business leaders, the students learned about current thinking, real projects and campaigns that are affecting the perception of climate change and how sustainability is a realistic goal here in the UK and beyond.

Our aim is to inspire young minds to develop an ambitious voice to change their future world. We believe in encouraging moral purpose in our students, to be the changemaker they each want to be. Being in the heart of Cambridge where climate change is firmly on the agenda, we have the opportunity for students to learn and be inspired by the passion of global experts with the latest knowledge about these critical issues.

We believe that sustainability is not just a moment in the school year, but a movement we intend to be part of. Our

Stephen Perse students are encouraged to become changemakers of the future

goal is broader than just one day of collaborative learning.

We seek to work in collaboration with local state schools on sustainability and other areas of mutual interest. By working together, we can all be stronger and deliver the best possible outcomes for young people in schools across the city and beyond.

Given our commitment to working meaningfully with our local schools, we intend to offer full bursaries for sixth form students aimed at pupils from schools where education provision is not available after GCSE, which is the case in a number of state schools across Cambridgeshire. We want to encourage the pupils from the schools in the alliance and beyond to consider the opportunity to join us in the sixth form. For us, sixth form education is more than just attaining the best possible examination results. It is about offering a learning experience that will make our students the positive changemakers of the future.

Bursaries are available now for sixth form education at the Stephen Perse Foundation and are aimed at those who cannot afford an independent education.

Parents and students interested in this opportunity are invited to find out more from the admissions office at admissions@ stephenperse.com (01223 454762), and to join the Sixth Form Open Evening on 14 October 2019 at our Stephen Perse Sixth Form College, Cambridge. stephenperse.com

THE STUDENTS LEARNED ABOUT CURRENT THINKING, REAL PROJECTS AND campaigns

that are affecting the perception of climate change AND HOW

SUSTAINABILITY IS A REALISTIC GOAL IN THE UK AND BEYOND

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AWARDS

HIGHGATE SCHOOL

SOCIAL MOBILITY

Headmaster ADAM PETTITT talks about the London school’s Chrysalis Partnership Programme and how it changed the lives of local students

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ighgate School in north London works hard to make a difference to the lives of thousands of children across the city and, for the last decade, has channelled this work through our Chrysalis Partnership Programme. Chrysalis is an innovative educational model, enabling pupils in state schools across London to access Highgate’s exceptional teaching and learning.

In 2017, as an extension of Chrysalis, Highgate became lead educational sponsor of London Academy of Excellence (LAET) which provides a rigorous academic post-16 education in a borough where 52 per cent of young people leave for post-16 education. Tottenham Hotspur Football Club is lead business sponsor.

Highgate’s academic sponsorship of LAET is vitally important, since LAET is situated in Northumberland Park, a ward in the top two per cent of highest deprivation in the country. Analysis of LAET pupils’ postcodes shows 60 per cent come from the lowest of 15 categories (‘struggling estates’ and ‘difficult circumstances’) according to demographic segmentation tool, Acorn.

Situated in the far east of the borough of Haringey, just one per cent of Tottenham’s young people go to Russell Group universities, compared with 18 per cent in west Haringey.

(The borough is divided along socioeconomic lines with fewer qualifications, job opportunities and life expectancies in the east).

LAET offers world-class facilities and A-levels prized by universities and employers, whilst retaining close community links, as pupils have a strong sense of contributing to their local environment.

From 2018 to 2019, the school provided LAET with FTE 6.6 teaching staff in English, geography, chemistry, physics, mathematics, art, design technology and engineering, French, Spanish and learning support.

Seconding teachers is the principal way Highgate supports LAET (in addition to governance, since four LAET governors are

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independentschoolparent.com | SPRING 2020

Highgate School seconds members of its exceptional teaching staff to LAET

CHRYSALIS IS AN INNOVATIVE EDUCATION MODEL, enabling pupils in state schools across London TO ACCESS HIGHGATE’S EXCEPTIONAL TEACHING Highgate governors). Not only does this make LAET’s budget work (Highgate’s secondments ‘save’ LAET £200,000 pa) but it also embeds the Highgate experience and academic DNA in the classroom itself.

Highgate’s former Head of Art, Marina Nimmo was seconded to set up LAET’s art department. She says: “I’ve been teaching for 14 years but creating the department, and teaching here, has been the most exciting time of my career.”

In 2017, just four LAET pupils selected art. A year later, six. Marina adds: “These new pupils underline the progress my Year 13 made in just one year. They’re flourishing, and it’s a pleasure

to be part of their education.”

Without Highgate, our management and teaching staff’s commitment, experience, connections and resource, LAET could not have come into being or become the school it is. Highgate’s vision is for education to be transformative for all children, regardless of their background, and this is being realised through Chrysalis and LAET. In August 2019, LAET’s first cohort completed their studies. This momentous occasion is another reason why Highgate, and our academic sponsorship of LAET, has been recognised as Independent School of the Year for Contribution to Social Mobility.

“Excellent & Outstanding” (ISI & OFSTED)

Award-Winning Co-Educational Day School for ages 2-16, serving Hampshire & Dorset

“You are not just a number...”

(Parent)

01425 626900

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Fernhill Lane, New Milton BH25 5SU

Ballard School Ltd exists for the education of children.

Registered Charity No. 307328

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SKIPPERED & CREWED CHARTER SPECIALISTS

SAILGRENADINES.COM

SAILIONIAN.COM +44(0)800 321 3800

PRIVATE OR GROUP SAILING COURSES SPRING 2020 | independentschoolparent.com

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COMMENT

NEW BEGINNINGS Susan Brooks, Headteacher at Northwood Senior, explains the reasons behind opening a new senior day school in south London

O

ur intention to open a new secondary school is the culmination of years of reflection on the difficulties facing pupils in the current 11+ and 13+ London day school market.

There has been growing demand from many of our current parents at Broomwood Hall and Northcote Lodge who feel the system isn’t working for them and who would like the option to continue their children’s education beyond 13 in London without the ever-increasing pressure of multiple entrance exams or having to travel long distances. We can now offer them that choice, thanks to the opening of Northwood Senior this September.

We’ve long agreed that the examination process young people face in order to secure a place at a day school is overly pressurised. Watching young children, aged 11 or even 10, being marched through a series of exams and not gaining a place due to the oversaturated pupil-to-places ratio and being crushed by the process, confirmed the need for a local, co-ed independent senior school to give further choice to parents and pupils; one that maintains the schools’ tradition of both an excellent education and which also recognises the need to keep the student’s needs first and foremost.

At the same time, we’ve watched and experienced the increasing mismatch between what schools and universities are doing beyond the age of 13 and what the world of work expects from new joiners. While the prep-school experience, certainly at our schools, Broomwood Hall and Northcote Lodge, champions enquiry-based learning, teamwork and resilience, the pressures facing senior schools to deliver good GCSEs and A-levels often leaves little time for the learning of life skills or a broad-based curriculum.

We believe a much more systemic approach needs to be taken to ensure that the children in our care are prepared for the future that awaits them.

We believe that learning shouldn’t involve anxiety and pressure, it should instead focus on developing a lifelong love of learning and self-growth. Through a rigorous

The new school, Northwood Senior

curriculum and a culture of support, we aim to provide an education that delivers success without stress.

Education will, therefore, go beyond the academic at Northwood Senior. We’re committed to improving our students’ life skills outside the classroom and will endeavour to prepare them for their journey beyond education. This includes career awareness, an understanding of finance and budgeting, a sense of community and a knowledge of an individual’s rights and responsibilities within society.

Philanthropy has formed a central part at Northwood Schools’ education since Broomwood Hall opened its doors in 1984 and has raised £1.5m since then.

Of course, good grades will still be crucial, as will healthy competition in sport, drama, music and the arts, but the focus will be on developing the self, producing reflective, community-minded young adults and students.

The opening of the new school is a landmark moment for us. It represents the fulfilment of the founding educational vision of Broomwood Hall 35 years ago, which was to create a local school that offered the highest standards, while preparing children for life beyond education. The ethos and philosophy on which our first school was built still informs all that we do today across all Northwood Schools: a belief in the value of hard work; in the importance of self-discipline and responsibility; in tolerance and a sense of duty; in firmness, fairness and empathy with others; and in behaviour and good manners.

LEARNING SHOULDN’T involve anxiety and pressure, it should instead focus ON A LOVE OF LEARNING. THROUGH A RIGOROUS CURRICULUM AND SUPPORT, WE AIM TO PROVIDE AN EDUCATION THAT DELIVERS SUCCESS 54

independentschoolparent.com | SPRING 2020

Leaders in Education Advice

School and University Search Guardianship Tutoring

JUNIOR SCHOOL Open Mornings 2020

May 19th June 2nd, 25th

Assessment www.gabbitas.com info@gabbitas.com +44 (0) 207 734 0161

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06/01/2020 08:20

SENIOR

Small class sizes enable pupils to shine

BEHIND THE SCENES

WELL ROUNDED BEN CHARLES, Principal of King’s Rochester in Kent, says that educating ‘the whole child’ is the best way to prepare the school’s pupils for the 21st century

K

ing’s is a remarkable school with a rich and diverse heritage. People have been educated here for more than 1,400 years under the watchful gaze of Rochester Cathedral and Rochester Castle. Founded in 604AD, King’s is the second oldest school in the UK and the oldest Cathedral Choir School in the world.

While a sense of place is bound to have an impact on the development of the children learning here, it is the skills, experiences and opportunities provided to them, both within and outside the classroom, that will enable them to thrive in an uncertain and fast-changing world.

At King’s, we believe in preparing children for the 21st century by educating ‘the whole child’, through academics and co-curricular pursuits. Our priority is ensuring that happy children perform to the best of their abilities. As such, our school is an exceptionally happy, friendly place, where moral values, self-discipline, emotional intelligence and a Christian spirit underpin our family community.

Our academic results are excellent at all levels, but we believe that building a love of learning and developing

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Sports facilities at King’s are extensive

independent thinking skills is just as important as achieving the best grades. With this in mind, we keep our class sizes small so that teachers know their pupils as individuals and can help each of them shine. We are a school where all are cared for as individuals and where links between home and school are a real strength.

We offer, and encourage pupils to take part in, a huge range of co-curricular opportunities to ignite and nurture their interests, providing experiences which will develop confidence in them for life. Sport, music, drama, outdoor pursuits, CCF and a range of clubs and societies are integral to the school’s commitment to provide its pupils with a

SENIOR

Choristers have won many awards

Concerts are held at Rochester Cathedral

Drama performances at King’s are first-rate

SCHOOL STATS NAME

King’s Rochester LOCATION

Rochester, Kent AGE RANGE

Co-ed, 3 -18 NO. OF PUPILS

610

PRINCIPAL

Ben Charles MOTTO

A community which enables individuals to flourish

broad educational experience.

Music is a huge strength, and we are privileged to use Rochester Cathedral as our chapel. We hold seasonal concerts throughout the year in the Nave and the Cathedral choristers are educated in our Preparatory School.

Music scholars go on to leading international conservatoires.

Recent pupils have received accolades including the BBC Young Chorister of the Year and an Olivier Award, and our brass section was commended by Julian Lloyd Webber.

Under the refurbished Vines Church is our drama studio, equipped with digital sound and lighting. We are a proud Royal Shakespeare Company Associate School, and our pupils have staged productions of Romeo & Juliet and Julius Caesar at the Marlowe Theatre, Canterbury and Macbeth at Dover Castle. King’s has a reputation for exceptional drama, and recent productions of Into the Woods and Titanic the Musical, in particular, have been considered on a par with performances in the West End.

Our coaches and many of our pupils play sports at county, national and international levels. The King’s Rochester Sports Centre provides pupils with extensive facilities in which to train; we have playing fields, a heated indoor swimming pool and a boat house situated on the banks of the Medway, while the Paddock is regarded as one of the finest cricket pitches in the country. All of the pupils play on a variety of games teams, with fixtures held throughout the year.

The boarding community at King’s reflects the personal approach of the school. Boarding starts from age 11, and we have 60 beds across our two boarding houses, St Margaret’s House for girls and School House for boys.

The small boarding community ensures a real family feel to both houses, which are comprised of both British and international students.

We offer co-education from three to 18, and our structure of separate pre-prep, prep and senior schools enables us to provide a tailor-made experience for each age group, while giving access to the excellent facilities of the whole school.

King’s Rochester is truly a community which enables individuals to flourish and reach their full potential.

SPRING 2020 | independentschoolparent.com

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WeAreWellington

Together We look beyond the surface Look beyond the obvious. Find opportunity in challenge. TASIS England understands that success is a journey and we provide the learning pathways.

Coldharbour Lane, Thorpe, Surrey TW20 8TE (London Area) Tel: 01932 582 316 • Email: ukadmissions@tasisengland.org www.tasisengland.org

THE AMERICAN SCHOOL 58

independentschoolparent.com | SPRING 2020

IN

ENGLAND

EXPERT ADVICE

ASK THE EXPERTS

How do you help your child with their homework?

We ask our headteachers for their advice

On image caption white

Homework encourages children to take a creative approach

SPRING 2020 | independentschoolparent.com

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Mowden Hall School OPEN MORNING

Alleyn’s Junior School

SATURDAY, 1st FEBRUARY 2020

10.00am - 12.30pm

We - lleyn's

V

Co-educational excellence

‘‘You would struggle to find better in the North.‘‘ THE GOOD SCHOOLS GUIDE

Co-educational excellence in a caring community for boys and girls aged 4 to 11.

Leading Co-Educational Prep School 3-13 Years. Day, Flexi, Full Boarding

www.alleyns.org.uk @AlleynsJunior 020 8557 1519

Newton, Stocksfield, Northumberland, NE43 7TP T: 01661 842147 E: info@mowdenhall.co.uk www.mowdenhall.co.uk

Townley Road, Dulwich SE22 8SU

SCHOOLS GUIDE 2019 TOP 10 INDEPENDENT PREPARATORY SCHOOL

DEVONSHIRE HOUSE SCHOOL 2 Arkwright Road, Hampstead, NW3 6AE

A co-educational IAPS Prep and Pre-Prep School for children from 3 to 13 with its own Oak Tree Nursery for children from 2½ to 3½

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independentschoolparent.com | SPRING 2020

OPEN MORNINGS Wednesday 6th and Thursday 7th May 2020 For more information contact Admissions: 020 7435 1916 enquiries@devonshirehouseprepschool.co.uk www.devonshirehouseschool.co.uk

EXPERT ADVICE

commences. Asking children to explain the task themselves and to verbalise how it may be related to their lessons at school provides them with the opportunity to find links in their learning. If there’s any uncertainty about how to support your child with a specific method or strategy, particularly in maths, where methods are often evolving, ask the teacher for direction; staff are always happy to demonstrate teaching methods and share ideas about fun ways to reinforce learning at home.

Getting children to explain their tasks allows them to make connections between their school and at-home learning

Marie Hickey, Abbey Gate College, Chester Homework is a great way to reinforce learning.

Areas such as reading, spelling and number skills benefit from daily practise and a few minutes every night can have a significant impact on progress.

Rather than approaching homework as a chore, try to see it as an opportunity to spend some time talking to your child about their day. Ask your child to show you the task and explain it to you, this reinforces the concept for the child.

Make homework fun, for example play matching games with phonics or find a comfortable space to sit together and read, make it a time to look forward to.

Don’t forget to communicate with the teacher, if homework is becoming difficult or taking too long, stop and let the teacher know.

Additionally, if you have a busy night or week ahead, let the teacher know in advance. They can usually look at modifying the homework or deadlines.

Carolyn Howe, Head of the Junior School, Bedford Girls’ School

Routine: Establish a routine and make sure it encompasses health, wellbeing and time for regular home learning. Give tired children a snack and some down-time before starting homework. If your school gives guidance on how much time should be spent on homework, stick to it.

Conversations: Have regular conversations, not just about homework but about learning.

If your child needs help with homework, get them to explain what they know, learn together and break tasks down into small, manageable chunks. Stay close by for encouragement, but don’t hover!

Expectations: Set high expectations, but offer a supportive and positive environment. If you

Richard Lynn, Dixie Grammar School, Leicestershire

Homework has evolved in the same way as teaching and learning has. Children and young people, from the first days of school to their senior studies, need to be challenged don’t think the completed homework is their and inspired, both inside and outside the best effort, ask your child what they think their classroom. Firstly, schools must recognise the teacher will say about it and leave it at that. Let huge value of and therefore encourage a wide them reflect, but don’t make them range of activities beyond the do it again. academic for every pupil. This OUR EXPERTS Ownership means tailoring their homework Let them own it! Learning and programme accordingly. Secondly, living in the 21st century requires homework should offer the our children to develop a wide opportunity to experiment, create, range of skills. Homework should innovate and research. Of course, be encouraging self-regulation, much traditional advice still holds independence, questioning, true: good sleep patterns, a routine Marie Hickey, inquiry and taking responsibility. for when homework is completed ABBEY GATE COLLEGE and a suitable working space.

Jason Whiskerd, Brentwood Prep School

The prospect of completing homework after a long day at school may not always be welcomed by young children, and can invariably raise levels of frustration for parents.However, homework tasks often provide the link between school and home and gives parents an invaluable opportunity to share in their children’s learning. With many conversations between child and parent about the day at school receiving a synopsis of “we didn’t do much”, homework tasks open a dialogue about the array of learning which has really been happening during the school day!

Having a homework routine and making the expectations for homework clear is important.

Some families find a 20-minute snack and refresh on returning home before setting to work is useful, while others know that their child needs to have a full meal before homework time

Tom Bunbury, Papplewick Prep School, Ascot

Carolyn Howe, BEDFORD GIRLS’ JUNIOR SCHOOL

Jason Whiskerd,

BRENTWOOD PREP

Richard Lynn, DIXIE GRAMMAR SCHOOL

Tom Bunbury,

PAPPLEWICK PREP

Boys complete their ‘prep’ at school so that when they leave at the end of the day, they’re then free to spend time with families or have the opportunity to enjoy their other hobbies, sports or activities should they wish to do so. From our point of view it’s vital that boys have quality time to relax properly with their families at the end of a busy school day, rather than facing more work, which of course may in turn put undue strain on already busy parents trying to juggle their time.

Parents also seem to like just being mum and dad again rather than quasi-tutors after work!

This approach really is one of the many benefits of prep school.

Supervised prep for junior boys across Years 2 to 4, takes place after lunch for 30 minutes each day, while for Years 5 to 8, the session runs at the end of the day for 50 minutes.

SPRING 2020 | independentschoolparent.com

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Claremont Fan Court School An independent co-educational school for pupils aged 2½ to 18 years

Hawkesdown House School

&

The Walnut Tree Nursery For girls & boys from 2 years

OPEN MORNINGS Whole School Saturday 8 February, 9.30am - 12.30pm Senior School Saturday 14 March, 9.30am - 12.30pm

OPEN MORNING

Additional visitor events also available.

Thursday 13th February 2020, 9.15 am or 10.15 am.

Please telephone the School to register for a place.

27 Edge Street, Kensington, London W8 7PN Telephone: 0207 727 9090 Email: admin@hawkesdown.co.uk www.hawkesdown.co.uk Esher, Surrey KT10 9LY | claremontfancourt.co.uk | 01372 473780

Malvern St James Girls’ School

Feltonfleet School

15 Avenue Road, Great Malvern, Worcestershire WR14 3BA

Byfleet Road, Cobham, Surrey, KT11 1DR

Head Teacher: Mrs Olivera Raraty. Admissions: Mrs Jennifer Moorhouse admissions@malvernstjames.co.uk 01684 584624 Girls, 4-18 years. TOTAL PUPILS: 400. TYPE: Day, Weekly, Flexi, Full Boarding. FEES: Pre-Prep: Daily from £7170. Prep: Daily from £11,145, weekly from £20,520, flexi boarding from £13,215, full boarding from £22,905. Senior: Daily from £16,815, weekly from £20,035, flexi boarding from £19,215, full boarding from £30,345. Sixth Form: Daily from £19,875, weekly from £34,620, flexi boarding from £23,550, full boarding from £38,190.

ENTRANCE PROCEDURE: Pre-prep & Prep: 2-day taster inc. assessments; Senior School: CAT4 test, English Comprehension, Interview; Sixth Form: Entrance exam for each subject to be studied at A level; Interview GENDER/AGES:

School Philosophy: MSJ is a refreshing and inspiring school that helps girls to

grow and flourish as individuals, developing the courage and self-belief to go out into the world and be true to themselves. We achieve excellent academic results without being an exam factory. Our ethos is of inclusion and respect.

Open Days: Sat 1 Feb; Fri 15 May; Families are also welcome to visit for a bespoke private tour during term times. malvernstjames.co.uk

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Head Teacher: Mrs Shelley Lance BD, PGCE Admissions: Mrs Jackie Williams admissions@feltonfleet.co.uk 01932 862264 GENDER/AGES: boys and girls, 3-13 years. TOTAL PUPILS: 438, boys 230, girls 208 TYPE: Day, Weekly and Flexi Boarding. FEES: Nursery: Termly from £2,200 (mornings). Pre-Prep: Termly £4,105. Prep: Day fees Termly £6,030. Weekly Boarding (4 nights) £7,330. Flexi Boarding from £35 per night.

ENTRANCE PROCEDURE: Early registration is recommended for Nursery and PrePrep. Main entry points to the Prep School are 7+ (Year 3) and 11+ (Year 7) but places are sometimes available at other points. Entry to the Prep School is by assessment. See website for details.

School Philosophy: Feltonfleet is a community where ‘individuals really matter’

- a core belief which shapes all we say and do. Our ethos is based upon positive learning, living and leading, alongside core values of honesty, responsibility, respect and kindness. In our nurturing, sharing community, with a strong sense of family, children are able to discover their gifts and grow in self-confidence, independence and compassion.

Open Days: Friday 6 March, Friday 22 May Personal tours by arrangement. www.feltonfleet.co.uk

SENIOR

SCHO OL HERO

EMILY STARR This Mayfield School, Sussex teacher’s passion for cricket knows no bounds

I

Emily decided to train as a teacher after an injury ended her cricket-playing career

t was my grandparents who first supported my passion for sport, encouraging me and watching my matches whenever they could. My grandfather played football with the late broadcaster Sir David Frost in his youth, and our entire family is football-mad. By the time I was a toddler, I was kicking a ball around the garden with my dad.

History in the making

My love of football has continued throughout my life and unlike many girls, I was lucky enough to be able to play competitively at school. When I was nine years old, I began playing for Leicester City Football Club Juniors and there I forged great friendships with girls who were also playing county cricket. Short of a player one weekend, they asked me to join them for a match, and the rest, as they say, is history. I played cricket for Leicestershire Girls until I started studying for my GCSEs when the travelling became too much on top of a heavy academic workload, so I began playing for Northants instead, which was much closer to my home town of Kettering. There I was given the opportunity to try out for the England Indoor Cricket Squad and play international cricket.

whom hadn’t played before.

A year on, I’m in the process of organising Mayfield’s first-ever cricket tour to Sri Lanka, which the U14 and U15 teams will go on this summer. Cricket’s played year-round, and I’m lucky to have such committed players. When they need bolstering, I remind them “hard work beats talent when talent doesn’t work hard!”

As well as coaching year-round cricket, I also teach hockey and netball, run early-morning circuit training sessions, and I’m a boarding assistant, supporting the Housemistress to look after girls in one of the boarding houses.

It’s great fun and we have lots of laughs together. Fortunately, they share my love of Disney films.

I haven’t had a moment to be homesick for Kettering!

Seeing the world I was over the moon to be selected and I played my first international match at the Indoor World Cup in Bristol. However, the highlight of my cricketing career came when I was invited to play at the Indoor Cricket World Cup in Brisbane in 2009.

Change of direction

After I left school, I went on to study sports science Emily teaches sport and business studies at her old school, at Loughborough, Bishop Stopford where I had an amazing time playing for the MCCU Academy.

This Loughborough University team included nine members of the England women’s

squad, and I was selected to play outdoor cricket with them for England’s Regional Development Squad. My dream had always been to play outdoor cricket for England and it was everything I’d hoped it would be.

An unfortunate stress fracture in my spine led me to reassess my path and I made the decision not to go into professional cricket but to look into coaching instead.

A few stints of work experience confirmed that I loved teaching and I returned to my former school, Bishop Stopford, to coach sport and to train for my QTS.

Hard work beats talent

Two years later, I began teaching sport at Mayfield, where I got straight into setting up a cricket programme for the girls – most of

The love of travel I discovered while touring with the England squad hasn’t diminished. In the summer holidays, I backpacked around the US with one of my colleagues. We visited the Grand Canyon, bungee jumped in Las Vegas, and enjoyed the sights and sounds of New York, LA and San Francisco. I’m enjoying having more time to see the world.

Alongside my PE coaching, I’m currently trying out for the Kent County Cricket squad as my beloved Northants is just too much of a commute from Sussex.

I’m hoping to be able to get back on the pitch myself again very soon, and hopefully inspire more of our Mayfield girls to try out for county cricket themselves, something that would have been unthinkable for them in my grandparents’ generation.

SPRING 2020 | independentschoolparent.com

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PREP

IN 10 PICTURES…

Stroud School From beekeeping and seaside studies to culture and sports, this Hampshire school offers a rich education

Stroud School is an exciting, independent preparatory school where boys and girls aged 3 to 13 years old thrive and learn in its relaxed, intimate environment. Inside the classroom, the school offers academic excellence with a keen grasp on individualised learning. A motto of Honesty, Respect, and Happiness underpins all of Stroud School’s activities, and these values are reflected in pupils’ everyday behaviour The school has just achieved ‘Excellent’ – the highest possible grading – in its latest Focused Compliance and Educational Quality Inspection report from the Independent Schools Inspectorate (ISI). The top grading was achieved in both academic achievement and personal development

Parents, teachers and pupils alike embrace extracurricular activities. It’s the school’s responsibility to encourage growth and independence while offering new opportunities, allowing children to explore alternative paths

With expansive grounds at teachers’ disposal, taking classes outside forms an integral part of learning here. The school has been awarded the Council for Learning Outside the Classroom (CLOtC) Silver Award, a national accreditation endorsed by the Department for Education, which sits perfectly alongside the Eco Schools Green Flag status it has maintained for the past decade

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PREP

Stroud offers diverse extracurricular fun – from cookery and climbing, to quills and quidditch.

Groups of children even look after the school bee colony. Farm Club and Forest School teaches them about husbandry, the importance of biodiversity and the wider environment As well as Forest School, the children enjoy Beach School. It’s about much more than environmental study; it can be linked with every aspect of the curriculum – from numeracy to art. Children learn about the natural world and develop their practical, emotional and intellectual skills: all while at the seaside!

In October, Stroud hosted a Digital Leaders’ Conference for school children from across Hampshire and Wiltshire. This is always an extremely popular day where kids not only mix with pupils from other schools, but undertake digitally-focused challenges in cross-school groups. These events are part of Stroud’s commitment to helping pupils become self-reflective, independent and confident

Stroud’s recent Language and Culture Day encouraged pupils to immerse themselves in everything from speaking Japanese to sharing Chinese storytelling. The day included French, Spanish, German and Japanese languages, alongside international pursuits. Pupils baked croissants, tried South African welly dancing, and learned about the nuances of the English language

In the summer, the school sees an increase in children getting involved in outdoor sports such as cricket, netball, hockey, rugby and tennis, to name but a few. Students love on-site riding lessons with the school’s two horses and yoga is also incredibly popular

Stroud’s a member of the Independent Association of Prep Schools (IAPS), and in December hosted the IAPS U11 Regional Rugby Festival at its Wellington Sports Ground.

Shared with Southampton’s King Edward VI School, the 33 acres of playing fields, tennis courts and netball courts allows the school to host regular large cross-school tournaments

DID YOU KNOW?

With only five ormer eads troud chool has always valued the amily ethos and was ounded at troud ouse urrey in ow its home is ighwood ouse a eauti ul ictorian manor constructed in y aptain uc ling cousin o ord elson t stands in eauti ul acres and its pupils hail rom Wiltshire and ampshire SPRING 2020 | independentschoolparent.com

65

STAR ALUMNI

ONES TO WATCH We caught up with five high-flying alumni to find out how their school days shaped their stellar career paths

Ben Millar, 24 Physiotherapist, Millfield School Somerset

Louisa Fisher, 31 Head of Original Diving at Original Travel, Sherborne School for Girls, Dorset My passion for the underwater world started as early as I can remember from poking around in rock pools as a toddler to learning to dive at the age of 11. There’s nowhere I’d rather be than under the sea! When I joined Sherborne, it was clear that my strengths lay in sciences.

This was encouraged and went on to being the focus of my A-levels. By the age of 16, it was clear that the only way forward for me was to study marine biology which I read at Newcastle University, before moving to London and joining Original Diving (part of luxury tour operator Original Travel), specialising in creating tailor-made scuba diving holiday packages. After three years as a sales consultant, I was promoted to head up the Original Diving team, and have been doing so ever since.

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I’ve played competitive sport since I was seven, so periods of my childhood were spent with physiotherapists rehabilitating from injuries.

The combination of the two stemmed my interest in the human body. To become a physiotherapist, you have to obtain a Bachelor’s degree in Physiotherapy (BSc).

I left Millfield in 2014 and gained my degree from Cardiff University. Knowing the theory is one thing but applying it to clinical scenarios is quite another. Throughout my time at university, I had multiple clinical placements.

These ranged from working with elite sports teams to Care of the Elderly rehabilitation in community hospitals.

Adapting assessments and I left Cardiff and commenced my junior rotations within the National Health Service at a large hospital soon after.

After spending 20 months rotating in different specialties, I’ve just started a new role as a senior physiotherapist specialising in musculoskeletal conditions.

independentschoolparent.com | SPRING 2020

Yasmin Jones-Henry, 27 Journalist, St Margaret’s, Herts At 16 I was extremely ambitious, but unsure of the career path I wanted to take. I chose to take my A-levels in English, history and economics and the time I spent in sixth form at St Margaret’s School in Bushey, Hertfordshire really opened doors for me. I participated in extracurricular activities such as Young Enterprise and completed my LAMDA Gold Acting Solo Award. St Margaret’s was essentially a safe space in which to build strong friendships, explore, make mistakes and take risks, equipping me with the skills I needed to succeed at Birmingham, my next stop.

I graduated with a joint honours degree in classics and English literature. Classics has really helped me progress in my career because what it taught translates into other areas including economics, which is a fundamental part of my day job: writing for the Financial Times as a national newspaper journalist.

Adam Rimmer, 31 Entrepreneur, Stamford Endowed Schools, Leics Science had always fascinated me and I chose the Cambridge course because of its breadth.

After graduating I found RMS, a California-based company that builds computer models of hurricanes, earthquakes and other catastrophes for insurance companies. The perfect blend of science and finance, that’s where my career began.

After five years at RMS, a colleague and I left to set up FloodFlash. FloodFlash takes an idea we had seen in reinsurance (something called parametric insurance, where pay-out is based on some measured event rather than cost of damage) and turns it into a mass-market product.

We’re providing affordable coverage in the highest-risk areas around the world for the first time – and none of it would be happening without the training and inspiration I received at both Stamford School and university.

STAR ALUMNI

Ellie Judd, 24 Medical Writer, Benenden School, Kent

Ellie worked in the fashion Edmund and his co-founder industry before returning Flore descience Taisne to her first love,

I came into my job as a Medical Writer at Real Science, a medical communications agency, from a somewhat unconventional background.

From day one I was sure it had been the right move, and a year on I’m still sure it was the right decision.

After leaving Benenden School in Kent I studied biology at University College London and, like many others at the time, struggled to decide what I should do afterwards as a career. I hoped that I’d ‘find myself’ while doing a bit of backpacking around Asia and Russia.

I’ve always had a passion for creating things, mostly making clothes, and so set out to try to combine the analytical and logical skills I had learned at UCL. And so I used my creativity by working in the fashion industry. That was fun for a while, but I found myself missing the world of science and being up to date with new research. I wanted to work on something that I felt was meaningful, where I could be a part of something that has an impact on patients.

I stumbled across medical writing and was immediately excited by the prospect of it: here I could use my creativity and keep up to date with new research, and use all of my scientific knowledge.

There aren’t many other people I know who use their degree on a daily basis, and it feels great to know that the years I’ve spent studying have enabled me to take on this job.

I learn new things every day, stay at the forefront of scientific news, create important, useful content, and what’s more, I get paid a salary for it, so I’m pretty sure I’m doing the job of my dreams! What more could anyone ask for?

SPRING 2020 | independentschoolparent.com

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Independent Day School for girls 4-16 years Day Nursery & Pre-School for girls & boys from 6 months

Every step of the way...

Nursery

Prep

Senior Est. 1987

Discover Mornings 28 February n

n

20 March

For more than 30 years Abercorn School has proudly offered children from the age of 2 ½ to 13 the perfect balance of a rigorous academic curriculum, delivered in a warm and nurturing environment in central London.

Abbot’s Hill is a happy and thriving community in which pupils are encouraged to aim high, to grasp opportunities, enjoy learning and make lasting friendships.

Bunkers Lane, Hemel Hempstead, Hertfordshire HP3 8RP 01442 240333 | registrar@abbotshill.herts.sch.uk | www.abbotshill.herts.sch.uk

Reserve your place at a Discover Morning or book a personal tour of our buildings at abercornschool.com/discover. Contact our Admissions Team on admissions@abercornschool.com or call 020 7286 4785.

Scholarships are available for boys and girls entering Year 7.

Discover Abercorn, discover their future.

@abercornschool

THE SCHOOL FOR

MINDS

WHERE WILL YOURS TAKE YOU?

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independentschoolparent.com | SPRING 2020

To find out more, come and visit King Edward’s School for yourself. Please contact our Admission’s team on 01225 820 399 to arrange a tour.

Further details available at kesbath.com @KESBath #schoolforadventurousminds

TIME TOGETHER

ENJOY THE SEASON

FAMILY LIFE

Our roundup of everything from half-term ski trips to seasonal exhibitions

Spring has officially sprung! And nothing says Easter holidays, park picnics and garden parties quite like Marie-Chantal’s new SS20 girls’ collection. The Crown Princess of Greece’s baby and childrenswear label, which pairs timeless styling with exquisite fabrics, has this season taken inspiration from romantic olde-worlde charm, with pretty cardigans, pastel pinafores and broderie anglaise dresses creating a fresh-as-a-daisy feel for free-spirited outdoor fun.

Check out the new collection at mariechantal.co.uk

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SCHOOL HOLIDAYS

Reaching new heights CLAUDIA DUDMAN goes off-grid for the authentic Italian Alpine experience

N

estled in the Aosta valley in north-west Italy, at the foot of Mont Blanc, this charming old town, with its cobbled carless streets lined with traditional chalets, hotels and designer shops offers a multitude of thrilling snow sports, as well as restaurants and bars for post-piste downtime.

And with the main cable-car station being located in the centre of town, spending all day on some of the 100km of ski-worthy terrain, and part of the evening too, is made all the more easy for committed enthusiasts.

The Skyway Monte Bianco runs from near Courmayeur to Mont Blanc, offering revelatory views

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We pulled into Courmayeur on a snowy late afternoon just as the winter sun was slipping behind the peaks and enjoyed our first evening meal at La Chaumi re, (lachaumiere.it), a mountain bistro that we travelled to via snow mobile. It was quite an introduction to a resort that seems to have just the right balance of quintessential Alpine charm, and all the latest in terms of sports, apres ski and cuisine, that today’s sophisticated holidaymakers demand. Sitting 1,746m above the Aosta Valley, the bistro has commanding views of the slopes and beyond: ideal for panoramic people-watching.

By night, however, you should head inside to enjoy dinner in its cosy mountain-cabininspired surrounds.

To start I had a porcini cocotte covered with herb-scented puff pastry, followed by a blue-cheese risotto with beetroot and licorice powder, and finished with a Monte Bianco di castagne – essentially lashings of whipped cream, chestnut sauce and meringue. The light snowfall that had accompanied us to dinner had turned into a flurried squall as we mounted our snow bikes to the cable car, and on to our hotel, Le Massif, a mere two-minute walk from the gondola.

Wherever you are in the world, it takes a real effort to go off-grid, step outside what you know and appreciate what’s around you.

There’s also a real joy to be had in putting your phone away and missing out on the social media scroll for a few hours. And that’s exactly what we did, thanks to our local guide Mien Barrel, (sirdar-montagne.com), who provided our next morning’s pursuit.

With a pair of snowshoes firmly fixed to our

SCHOOL HOLIDAYS

SITTING 1,746M ABOVE THE AOSTA VALLEY, the bistro has commanding views of the slopes and beyond: IDEAL FOR PANORAMIC PEOPLE-WATCHING

Take a breathtaking cable-car ascent to Mont Blanc’s apex

There are more than 100km of ski-primed pistes to explore

boots, we navigated our way for several hours through what would be flower-filled meadows in the summer but were now covered in several inches of freshly-fallen snow. We trudged our way up through farmland, past beehives, as our mountain man Mien explained the local flora and fauna to us: how snow can differ from field to field; how it can be wet, dry and how it compacts and what conditions it takes for avalanches to form. He explained that it was becoming harder to maintain the fields, to accustom them to the changing climate, as just like in so many other parts of the world, farming is being abandoned for an “easier” life in the city. Our few hours with him were also an education on how the resort town’s pistes and mountains are looked after, where up to 60 experts venture out to ensure the runs are safe to ski on after snow has fallen.

At night, our hotel Le Massif on Strada Regionale was not just where we took refuge

after a busy day on the pistes, it was also the perfect spot for a quick refresh before an evening out. After an aperitivo at the Del Gigante bar, with its firepit and cosy weathered chairs, we were ready for the five-minute stroll into town for dinner each night.

Courmayeur,s gift lies in its intimacy, mountain heritage, spectrum of winter sports, and access to a town brimming with cafes and restaurants from where you can sit and watch the locals perform their daily passeggiate. Your stay here will be a truly authentic one. I left with the feeling that if I ever returned, I’d be welcomed back with open arms, as if I were a long-lost friend.

Superior rooms at Le Massif start from €350 per room, per night on a bed-and-breakfast basis, lemassifcourmayeur.com. Visit courmayeurmontblanc.it for more information, and for bookings, call +39 0165 841612, or email info@courmayeurmontblanc.it

La Chaumière is a perfect pitstop for sophisticated Alpine fare

TO THE TOP OF THE WORLD One of the most exhilarating cable car rides you’ll take in Europe is the Skyway Monte Bianco that starts from just above Courmayeur and finishes 3,466m up at the top of the Mont Blanc massif. The ride is fast, taking no longer than 20 minutes, stopping off first midway at Pavillon, in an 80-person capacity glass cable car that rotates 360 degrees as you ascend, giving you a view of the Aosta Valley, Val Ferret and Val Venney. At Pavillon, you’ll find a winery, La Cave Mont Blanc, a shop where you can buy gifts and trinkets, a museum, a theatre room which seats 150 guests and the Alpino Buffet restaurant that celebrates the traditional cuisine of the region.

Once at the top at the Punta Helbronner mountain station, named after the peak that strides both the French and Italian borders, it’s not long before the majesty of your surroundings – both inside and out – dawns on you. At first you’ll be in awe of the engineering and cutting-edge technology that got you there. Then you realise that they've also built a restaurant, a full-circle observation platform and La Feltrinelli, which is a bookshop, yes, that's right a bookshop, – and Italy's Waterstones – that happens to be the highest in Europe and where you can sit reading in front of floor-to-ceiling windows with the great Mont Blanc as your companion. montebianco.com

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H WORTE MORN THA 0 £2,00

Win… a five-star holiday to Greece

A family of four will win a week’s holiday to the MarBella Elix in Greece

E

scape to the contemporary luxury of MarBella Elix, the newest five-star offering from the MarBella Collection hotel group. Located on the pristine beach of Karavostasi in the mainland’s Parga region, it opens on 14 June 2020.

The perfect place for a digital detox, you can relax on the beautiful, serene beaches, plunge into the azure Ionian Sea or choose from an awesome range of activities.

Take off in kayaks or on bikes, trek in breathtaking mountain scenery and work out in the gym. Or simply relax on the white sands, spoil yourself in the spa and soak up some rays

poolside, with home-from-home comforts all close to hand.

The luxurious rooms and suites are light, spacious and exquisitely styled; offering a mix of balconies, private pools and spectacular sunset views over the islands of Paxos and Antipaxos. Cuisine is equally impressive with restaurants offering everything from fine dining Mediterranean to familypleasing buffets, while the laid-back bars are ideal for relaxing after a fun day exploring. So, leave your technology behind and explore the tranquil beauty and spoiling luxury of MarBella Elix.

And if the kids are in need of some excitement, the resort’s Adventure Club – designed by the Exploration Society, puts the adventure into every kid’s stay – with all kinds of outdoor pursuits for those aged eight years and above. Making the most of the stunning natural surroundings with games, sport and historical adventure, it promises an experience they’ll never forget. marbellacollection.gr/marbella-elix/

HOW TO ENTER Answer the following question

When is MarBella Elix opening?

independentschoolparent.com/win COMPETITION CLOSES: 28 FEBRUARY 2020

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independentschoolparent.com | SPRING 2020

This prize must be taken between 20 June and 31 October. Excludes August 2020. The holiday is courtesy of The MarBella Collectionand includes seven nights,half board accommodation in a suite category room for two adults and up to two children (under 12) at MarBella Elix, Greece.

Reservations are subject to availability. MarBella Hotels reserve the right to move your competition prize booking to an alternative MarBella Resort up to your arrival date at the hotel in the very rare event of an overbooking situation. The winner will be contacted by a travel representative of Affinity Angels Limited who will book the holiday on your behalf. The winner must hold a valid passport on the date of travel. This prize is non-transferable, cannot be exchanged and no cash alternative will be offered.

COMPETITION

An ‘Excellent’ rated, vibrant and An ‘Excellent’ rated, vibrant and supportive school community, set supportive school community, set in 220 acres of beautiful North in 220 acres of beautiful North Yorkshire Countryside.

Yorkshire Countryside.

We welcome day students from 3 We welcome day students from 3 months to 19 years and boarders months to 19 years and boarders from 6 years to 19 years. from 6 years to 19 years.

Academic, sport, music and drama Academic, sport, music drama scholarships available forand students scholarships available for students in Years 7 to 13. in Years 7 to 13.

Open day 2nd May 2020 Open day 2nd May 2020 10.30am - 3.00pm 10.30am - 3.00pm

Queen Ethelburga’s Collegiate Queen Ethelburga’s www.qe.org | admissions@qe.org | 01423 333330Collegiate | York YO26 9SS www.qe.org | admissions@qe.org | 01423 333330 | York YO26 9SS

Escape to the mountains for an action-packed week of family fun.

With exceptional childcare in all our family-friendly resorts, we’ll make sure you and the kids have a great holiday.

Time for the kids, time for you, time together espritski.com 01483 945 066 FOLLOW US

SPRING 2020 | independentschoolparent.com

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TERESA SONG - Academic Coach -

Nothing is impossible!

I work with those who want to push their boundaries and unlock their potential.

I am results driven, with a proven track record.

Together we will ‘make it.’

www.teresasong.co.uk +44 7725 845 052

G U I L D F O R D

Open Mornings JUNIOR SCHOOL Monday 23 March Thursday 7 May Tuesday 9 June

9.30 - 11.00am Independent Day School for Girls 4-18 years

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www.tormeadschool.org.uk Tormead School, Cranley Road, Guildford, Surrey GU1 2JD

independentschoolparent.com | SPRING 2020

@TormeadSchool

Registered Charity No: 312057

Where Children Thrive

Independent Co-educational Day School For Pupils Aged 3-18

Nursery and Reception Places Available

What’s

behind the

Wall?

Discover more about Exeter Cathedral School at our forthcoming open events!

• Whole School Open Morning 27th February, 9.30am – 12 noon • Spring Explorers’ Morning (for nursery pupils) 14th March, 10am – 12 noon

‘Excelle

In all arent’ as – ISI Ins pec tion 19

May 20

Independent Day & Boarding | Girls & Boys aged 2½ – 13

www.exetercathedralschool.co.uk

OPEN EVENTS

Saturday 8th February 2020 10am-12noon (Whole school open morning) Tuesday 11th February 2020 9am-10.30am (Nursery & Reception only) www.ewellcastle.co.uk

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DIARY DATES

CALENDAR Our round-up of fun and inspiring things to do this spring

Secrets of the Egyptians

It’s a Viking life for me

The Saatchi Gallery, London UNTIL 3 MAY

York 15 - 23 FEBRUARY

Explore an ancient world of mystery at this special exhibition to mark the 100th anniversary of the legendary tomb’s discovery. Tutankhamun: Treasures of the Golden Pharaoh showcases these glittering World Heritage artefacts – including more than 150 authentic pieces – for the final time, before they return to Egypt forever. saatchigallery.com

The largest event of its kind in Europe, the Jorvik Viking Festival returns to York for the 36th year to celebrate the city’s rich Norse heritage. With fun, educational family events, such as tours, living-history encampments, markets, workshops and Viking banquets, and dramatic Viking combat performances there is something for everyone. jorvikvikingfestival.co.uk

Step back in time at the Jorvik Viking Festival

A Taste of London In October 2019, the dynamic duo behind bespoke catering company Tart London – Jemima Jones and Lucy Carr-Ellison – alongside founder of Lock Studios Tom Warren, opened their new neighbourhood restaurant Wild By Tart, at Eccleston Yards, Victoria.

Housed in a former power station the restaurant boasts a bar, deli, juice and coffee kiosk and an events space and photography studio.

Wild By Tart’s signature, seasonal menu offers delicious wholesome and inventive small plates and dishes, all of which have been designed to share, which is in keeping with the eatery’s cosy, welcoming atmosphere and a truly modern feel. wildbytart.com

A barrell of laughs Nationwide ONGOING

Comedy Club 4 Kids is the place to go for family-friendly comedy. Holding nationwide workshops and comedy shows all year round, the club teaches children how to write and perform comedy, using their life experiences as material. Suitable for children aged six and over. comedyclub4kids.co.uk

When you believe Dominion Theatre, London 5 FEBRUARY – SEPTEMBER

s

From the creators of Wicked comes a new stage musical set to take the West End by storm in 2020. The Prince of Egypt, based on the Bible’s story of Moses and adapted from the popular DreamWorks Animation film, will take audiences on a journey through ancient Egypt as two brothers face a destiny that will change history forever. A must-see! theprinceofegyptmusical.com

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WORDS: HENRIETTA EASTON. PHOTOGRAPHY: DAMIENWOOTTEN.COM; JAMES HORAN

Eccleston Yards, London NEW OPENING

Co-educational boarding and day school for children aged 11 - 18

“The quality of the pupils’ academic and other achievements is excellent.”

ISI Inspection Report, November 2019

BOYS WILL BE...active

at Moulsford Prep day and boarding school of 360 boys aged 4 – 13 years

Sixth Form Taster Day:

Friday 14 February 2020

OPEN DAY

Whole College Open Morning:

FRIDAY 7th FEBRUARY AND FRIDAY 15th MAY 2020

Saturday 25 April 2020

Book with the Admissions Team: 0118 976 7415 admissions@pangbourne.com

To attend please email admissions@moulsford.com or call 01491 651438 or visit our website Moulsford Prep School, Moulsford-on-Thames, Oxfordshire OX10 9HR

www.pangbourne.com

W W W.M O U L S F O R D.CO M

Day and boarding places available for September 2020

A leading independent prep school in South Somerset, offering excellence in education for 3-13 year olds

Independent day school for boys aged 11 - 18 in North West London

To book your place, please contact our admissions department on admissions@perrotthill.com or call 01460 72051.

Open Morning

Perrott Hill Nor th Perrott Somerset TA18 7SL

Friday 15th May 2020

For details of open days and evenings throughout the year visit www.johnlyon.org

www.perrotthill.com @perrotthill /perrotthillschool

HARROW ON HILL SOUTH HARROW

2019

PRE-PREP OF THE YEAR

BRAND COMMUNICATIONS

INDEPENDENT SCHOOLS OF THE YEAR

INDEPENDENT SCHOOLS OF THE YEAR

RTLISTE HO

2019

BOARDING INNOVATION AWARD

BSA AWARDS

S

ALIST FIN

2019

RTLISTE HO

2018

D

NNER WI

D

Some young boys showed us around the School and they were pretty confident. I looked at those boys and I saw my son in them.

S

THE

PREP SCHOOL OF THE YEAR

INDEPENDENT SCHOOLS OF THE YEAR

A prospective John Lyon parent

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OPEN MORNING FRIDAY 6 MARCH 2020, 10.00AM admissions@stgeorges-ascot.org.uk www.stgeorges-ascot.org.uk

01344 629959

Independent boarding and day school for girls aged 11-18.

Private transport available for day girls and weekly transport service to and from Central London for London boarders.

Opening minds

fulfilling hearts For Open Days... www.st-francis.herts.sch.uk For individual visits year round... admissions@st-francis.herts.sch.uk

St. Francis’ College LETCHWORTH GARDEN CITY PREPARATORY - SENIOR - SIXTH FORM - BOARDING

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DIARY DATES

Iggety ziggety zaggety zoom!

For the love of sheep

Nationwide UNTIL 6 JUNE

National Trust venues nationwide MARCH ONWARDS

Settle in for a theatrical treat suitable for all ages as Julia Donaldson and Alex Scheffler’s beloved Room on the Broom comes to a theatre near you. Enjoy this Olivier Award-nominated whirlwind of a show featuring a witch, a cat, hitch-hikers, a dog, a bird, a frantic frog and, of course, a hungry dragon. tallstories.org.uk

A trip to see some lambs is not only a sign that spring has finally sprung, it’s also something the whole family can enjoy.

With events taking place across the UK, you can enjoy a delightful seasonal stroll amid adorable, gambolling new flocks, complete with the promise of warmer months to come. nationaltrust.org.uk

Room on the Broom promises a wild ride

See some serious spectacles under the Gifford’s Circus big top

A garden of delights Venues across Scotland UNTIL 31 MARCH

Roll up, roll up!

Nationwide 9 APRIL – 27 SEPTEMBER

To mark the 20th anniversary of the UK’s favourite family-friendly travelling circus, Gifford’s Circus are holding a summer tour like no other. The Hooley will see audiences amazed and enchanted by the fairy folk, timeless Celtic rhythms and dazzling displays of acrobatics, magic and dancing. giffordscircus.com

s

To celebrate Scotland’s spring carpets of pretty white blooms, the Scottish Snowdrop Festival will return at sites across the country to celebrate the dawn of the warmer months. Run by Discover Scottish Gardens, you can attend snowdrop-themed events everywhere, from Edinburgh’s Royal Botanic Gardens to Armadale Castle in the Isle of Skye. Visit the website for weekend dates and participating locations. discoverscottishgardens.org

Open creative young minds at the Imagine Children’s Festival

Let their imagination run wild Southbank Centre, London 12 - 23 FEBRUARY

This February, pay a visit to the UK’s largest family cultural event, the Imagine Children’s Festival, featuring 12 days of the best international performance, music, literature, comedy and creativity for children aged up to 11 years and their grownups. The free festival is the perfect opportunity for families to spend time together, and get creative, whether that is interacting with dinosaurs, celebrating Harry Potter or going on an adventure with Pippi Longstocking. The festival will also include appearances from huge names, such as Michael Rosen, Dermot O’Leary, Cressida Cowell and Konnie Huq. southbankcentre.co.uk

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Our school motto is ‘Serviam’; I will serve

Look what our school can do for your child No.32 in the Sunday Times list of top 100 Prep Schools

Schools Advice l Private Tuition for all Ages l Academic Assessments l Exam Support

lndependant Roman Catholic School for boys and girls aged 3-11 We welcome children of all faiths whilst retaining our strong Catholic ethos Excellent ISi inspection report 2013 Small classes and high academic standards Traditional teaching methods combined with wide and varied curriculum Specialist teaching in MFL, PE, music, dance and drama Fully inclusive pre and after school care and holiday club 11+ and secondary school entrance exam preparation

It’s clear that Enjoy has a clear moral compass and really cares about both its clients and tutors - no wonder their tutoring is as much about mentoring and improving children’s confidence as it is about teaching the nuts and bolts of a particular subject.”

Open Morning Thursday 27th February and 21st May 9.00am until noon No appointment necessary The Nursery - for Boys & Girls

Entry to the Nursery is from the term AFTER the child’s third birthday The nursery is fully equipped to accommodate both BOYS and GIRLS

Registering now for September 2020

The Ursuline Preparatory School Ilford A ROMAN CATHOLIC SCHOOL FOR BOYS AND GIRLS AGED 3-11 T: 020 8518 4050 E:urspsi@urspsi.org.ukwww.urspsi.org.uk 2-4 Coventry Road, Ilford, Essex IG 1 4QR

- The Good Schools Guide

Interested in private tuition, assessments or schools advice?

Contact one of our Education Consultants today:

+44 (0)20 7352 8800

enquiries@enjoyeducation.co.uk

London’s leading day school for specific learning difficulties 020 7976 5456 fairleyhouse.org.uk

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1767 Fairley House_Library_School House Half Page 195mm(w) x 129.5mm(h).indd 1

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27/11/2019 16:13

DIARY DATES

Walk amongst dinosaurs at breathtaking museum exhibition, Tyrannosaurs

Totally rawr-some!

Mind your Ps and Qs FROM 27 FEBRUARY

Childrenswear brand founder and mother-of-five, Marie Chantal, Crown Princess of Greece has announced the upcoming release of her book, Manners Begin at Breakfast.

In a fast-paced, tech-centric age, she recognises the importance of an etiquette education for kids. It covers table manners, social media, fashion and party conversation. Available to preorder online. amazon.co.uk

National Museum of Scotland, Edinburgh 23 JANUARY – 4 MAY

This spring, head north for Tyrannasaurs, the most complete exhibition on the infamous and muchfeared species ever curated.

Featuring first-rate fossil specimens, cast skeletons and life-like models of feathered dinosaurs, this is one for the rex-obsessed. nms.ac.uk

Let’s make music Let the kids have a dream tea with their favourite literary character at Osterley Park and House

Barbican Centre, London 7 MARCH AND 16 MAY

Head to London’s coolest music venue this spring for the London Symphony Orchestra’s series of family concerts. Suitable for children aged seven to 12, the events are designed with families in mind and each one has a different theme. Audience participation is strongly encouraged and there are heaps of fun activities to take part in beforehand. lso.co.uk

Catch the tiger Osterley Park and House, Middlesex UNTIL 27 FEBRUARY

Having delighted children for generations, Judith Kerr’s beloved 1968 story The Tiger Who Came to Tea will come to life this February with a special exhibition held by Seven Stories, the National Centre for Children’s Books. Complete with a life-sized tiger to meet and cuddle, the free showcase will display original illustrations and offer kids the chance to have tea with the tiger in Sophie’s kitchen. nationaltrust.org.uk

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MEMORY LANE

SCH OO

L M E MOR I E

S

FELIX FAVOR PARKER & MARCUS FAIRFAX FOUNTAINE The childhood friends and founding directors of luxury footwear brand, Fairfax and Favor reminisce about their time at Stowe, Oxfordshire…

Describe your school in three words?

Felix: Beautiful, fun and social.

Marcus: I’d say social, allrounder and friendly.

warning as a consequence for the next three years, so definitely not teacher’s pet!

M: I was always in the detention room.

Who was your best friend?

F: Most of the best friends I have now are from my Stowe schooldays.

M: We had a large group of best friends.

Looking out for yourself or a team player?

F: A team player.

M: A team player.

F: Apart from when it came to house athletics and the 1,500m race!

What did you want to be when you grew up?

F: I always wanted to be a businessman… or astronaut!

M: I always wanted to be a professional rugby player.

What was your most embarrassing moment?

F: Playing ibble dibble using a plastic cork; the second-degree burns hurt and I had a giant “birthmark” on my forehead for months!

M: When someone thought it was a great idea to pull my gym shorts down during a rugby match in front of the whole school.

Did you play any pranks?

F: We used to sing Happy Birthday every day to one of our teachers – unsurprisingly he finally snapped!

Let’s talk about the food…

F: It was great food! And it

82

All-star sports captain or outer-field lingerer?

F: I was a member of the mighty and much-feared 3rd 15 of the rugby team!

M: I did play 1st XV rugby and rugby sevens but I was sadly never captain of the team.

MY MOST EMBARRASSING MOMENT?

When someone thought it was a great idea to pull my gym shorts down

DURING A RUGBY MATCH IN FRONT OF THE WHOLE SCHOOL really improved when the new canteen arrived.

M: It was good especially on open days, but we would get served baked potatoes for the next few days as a result.

nowhere, so I always enjoyed going in to Buckingham, or to the golf course!

M: It had to be our house’s common room or the sixth form club.

Where was your favourite place at school to hang out with friends?

F: Stowe is in the middle of

Were you a teacher’s pet or always in detention?

F: Well, I was suspended in fourth form and was on a final

independentschoolparent.com | SPRING 2020

Your favourite teacher?

F: Mr Way, he was my house master and and an absolute legend: he knew when we had had more than our fair share of the drinks quota but he turned a blind eye!

M: It has to be Mr Sutton, who taught me sports science and who was also our rugby sevens coach.

Small classes with nurturing pastoral care

OPEN MORNINGS Senior School Friday 6th March and Wednesday 6th May

Nursery & Reception Friday 17th April

Inspiring, affordable education Scholarships and Bursaries available Nursery, Junior, Senior & Sixth Form Nursery 52 weeks a year Minibus routes available Central Worthing

Junior School Friday 24th April

For a visit at any time, please contact our Admissions Registrar Mrs Eley on 01903 228638 or email admissions@sionschool.org.uk www.sionschool.org.uk

Boys & girls

“Tutoring Reimagined” Meet Sophia. Face-to-face tuition; when you want it, where you want it.

Find a trusted local tutor in London quickly via the Sophia on demand App. Built by a team of experts in education with over 50 years of experience. Booking private tuition has never been easier.

Trusted and reliabie, all Sophia tutors are vetted against Safer Recruitment in Education standards. Every session is covered by market leading professional indemnity and public liability insurance.

@HelloSophiaApp @hello.sophia.app

Sophia is a proud member of The Tutors’ Association

hello@sophia.app

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