Independent School Parent Senior Autumn 2019

C E L E B R AT I N G T H E V E R Y B E S T I N E D U C AT I O N

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F R E E | S E N I O R E D I T I O N | AU T U M N 2 0 1 9 | i n d e p e n d e n t s c h o o l p a re n t .co m

A is for

A-levels

SUBJECT CHOICES & THE QUESTIONS TO ASK

plus

GREEN SCHOOLS Eco initiatives at the heart of the curriculum

LOCAL HEROES Schools supporting their community

A FORCE FOR GOOD

How Greta Thunberg inspired Generation Z

CAMPUS LIFE

Top tips on preparing for university

INSIDE

WELCOME

INDEPENDENT SCHOOL PARENT • SENIOR EDITION • AUTUMN 2019

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In brief A round-up of the latest school news

School stats All the essential facts and figures

Eco-schools Green initiatives to safeguard the planet

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Tomorrow’s world

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We all need a hero

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A is for Aspiration

Creating leaders of the future

The Women of the Year nominations

Choosing your A-level subjects

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Getting to know you Time to visit your prospective university

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Life on campus

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Class act

What it’s like to study at Lancaster

Providing education for all chlldren

Westonbirt in Gloucestershire is an independent day and boarding school

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t’s October, the school term is in full swing, and as I write, the 14-strong judging panel have just announced the finalists in our Independent Schools of the Year 2019 awards.

We were thrilled with the nominations that we received in the summer term, in this, our second year of running the campaign. With entries from small rural pre-preps to high profile senior schools, it’s clear that the independent sector is thriving. You can read more on our finalists on our website at independentschoolsoftheyear.co.uk.

The Extinction Rebellion protests and Greta Thunberg’s pleas for politicians to act on climate change have dominated the headlines recently. Thunberg has galvanised young people into ensuring that the planet is safeguarded for future generations. Our focus on page 16 looks at how schools have been incorporating green initiatives for years: from recycling to reducing single-use plastic, to outdoor lessons, litter picking and seed bombing, the point is to give pupils a sense of responsibility for the world around them for years to come.

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Taking the lead

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A chance of a lifetime

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Local learning

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A guiding hand

56 59 63 Tweet us @ISParent

CLAUDIA DUDMAN, EDITOR

INDEPENDENTSCHOOLPARENT.COM/DIRECTORY

Growing pains

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Like us at @Independent SchoolParent

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

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Follow us @ISParent.Mag

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Life after school remembered

Heads of School reflect on their roles

The benefits of bursaries

Delivering positive outcomes Help with university admissions

Force for good The importance of environmental issues

The next step Behind the scenes at Gordon’s School

Ask the experts How to settle your child in senior school

School hero A Master Teacher of Computer Science

In 10 pictures...

Campbell College, Belfast

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Ones to watch

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A place in the country

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Competition

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The all-star alumni

Visiting The Fish Hotel in the Cotswolds

Win a three-night stay in Portugal

Calendar Diary dates for the weeks ahead

AUTUMN 2019 | independentschoolparent.com

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WHO’S WHO

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INDEPENDENT SCHOOL PARENT EDITORIAL Editorial Director Maxine Briggs Editor Claudia Dudman Sub Editor Sally Jones Editorial Assistant Henrietta Easton

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

DAVID MONCRIEFF 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.

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 Senior Sales Executive Andrew Mackenzie Advertising Executive Georgia DunsterPrestidge

COLIN BELL is CEO of COBIS which works with and supports students, teachers, leaders, support staff and governors from high-quality British international schools in more than 80 countries worldwide.

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 Publisher Caroline Scott Circulation Manager Daniel Webb EA to Chairman Sarah Porter CHELSEA CREATE Managing Director Steve Ross Partnerships Director Lyndal Beeton

RACHEL KERR

has worked with independent schools since 2000.

She is currently Communications Manager at the Girls’ Schools Association and has just launched their inaugural Woman of the Year Award where pupils vote for inspiring female role models.

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

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.

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.

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 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 © The Chelsea Magazine Company Ltd 2019. 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.

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.

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

IAN MASON

After working in local authority communications teams across London, Ian became the Head of Media & Communications for the Independent Schools Council (ISC) in 2017. Each year, the ISC publishes a census with stats and facts gleaned from all of its 1,364 member schools.

Independent School Parent also publishes The Guide to Independent Schools biannually to help you choose the right school.

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.

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.

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.

AILEEN KANE

COVER: DOWNE HOUSE, BERKSHIRE

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.

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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A BRIDGEMARK COMPANY

SCHOOL NEWS

IN BRIEF

STUDENT SUCCESSES • LANDMARK CELEBRATIONS • FUNDRAISING FEATS • NEW HEADTEACHERS

Lord, what fools these mortals be!

The all-male production was magical

King’s Ely, Cambridgeshire

The school community welcomed a splendid evening for the production of A Midsummer Night’s Dream performed by all-male theatrical touring company, The Lord Chamberlain’s Men. Founded in 2004 and named after Shakespeare’s original troupe of travelling players, the group performed in the Old Palace within the grounds of the historical school in early June.

AUTUMN 2019 | independentschoolparent.com

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SCHOOL NEWS

BEST OF THE REST

• Medical

success

Abbey College, Manchester

Nine aspiring doctors, dentists and surgeons have secured a place to read dentistry or medicine at a variety of highly-regarded universities. Henry Zhang, 19, will study medicine at Imperial College London.

• Doing

well

The Maynard School, Exeter

A special partnership University of Sheffield

The university is set to benefit from a £1.5 million partnership between the investment bank Goldman Sachs and mental health charity Mind. In the first partnership of its kind, the Mentally Healthy Universities programme will reach over 6,000 students and staff across the university, and nine others, in its first two years. Sheffield’s involvement will take place in year two of the project, in 2020/21. The programme will provide training designed to equip the university community with skills to support their own mental health and that of others.

Maynard is the first in the whole of Devon to achieve the national Wellbeing in Schools Award. This prestigious award assesses the school’s commitment to promoting and protecting emotional wellbeing.

• Hitting

a high note

King’s Rochester, Kent

Laura West has successfully auditioned for the Royal College of Music Junior Department. A Lower Sixth pupil, she will take a two-year Saturday class alongside her school studies.

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In top gear

Cricket winners

Straight to the top

Moulsford, Oxford

Felsted, Essex

Pocklington, Yorkshire

The school welcomed back former pupil Tom Williams.

Tom, who is also from the village of Moulsford, was there with BBC South Today to talk about his life and rallydriving career. At 20, he is the youngest British driver contesting this year’s FIA Junior World Rally Champs.

The 33rd annual David English Bunbury Festival was hosted

by Felsted this summer. Harry Gallian, who currently plays for Essex County U15s, and the Felsted 1st XI, was presented with his London and South East U15 Cap from ‘Bunbarian’ and former England captain Sir Alastair Cook.

Students Florence Colbeck and Kobby Fofie received trophies at the school’s prize-giving, in recognition of their individual participation in activities outside the classroom. The trophies are part of the ‘Polkington Award’ programme, which is open to all students at the school.

independentschoolparent.com | AUTUMN 2019

• Greased

lightning

Bolton School for Girls

Pupils in Years 7 to 9 at the school performed Grease as this year’s Middle School production. The cast worked hard to polish their singing, dancing and acting skills to perfection and it all paid off.

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SCHOOL NEWS

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

Henry Price is the new Head of Oakham School, Rutland.

Sally-Anne Huang is the High Master of St Paul’s London from Sept 2020.

African adventure Beech Hall School, Cheshire

During a visit to Zanzibar, a group of 14 pupils from the Tytheringtonbased school partnered with Fuoni Primary School. The pupils engaged in opportunities to advance their leadership skills when teaching English, maths and sports, and tested their DIY abilities by building and painting walls at the school. Pupils and staff relished the opportunity to join their local tour guides in experiencing an energetic Christian church service.

Jesse Elzinga is the new Head of Sevenoaks, Kent from Sept 2020.

Mark Mortimer is Head of Bryanston School, Dorset.

Eugene du Toit is the new Head at Wellington School, Somerset.

G is for great

Going the distance

Ipswich High, Suffolk

St Swithun’s, Winchester

The school is flying the flag for the environment after winning its firstever Eco-Schools award. It has reaped the benefits of its hard work in raising awareness of climate change by being given a Green Flag. Teacher Armita Forouhar has led the charge after registering the school with Eco-Schools, which is part of Keep Britain Tidy, in 2015.

Headmistress Jane Gandee is running 33 miles to raise money for the Bramston Bursary Foundation, which provides life-changing opportunities for children in care. She is spearheading the St Swithun’s Way Challenge and inviting the school community and local businesses to run or walk 33, 18, nine or three miles along the path between Winchester and Farnham.

AUTUMN 2019 | independentschoolparent.com

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SCHOOLS

SCHOOL STATS Students benefit from dedicated teachers

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 and below are some of its findings: There are now a record 536,109 pupils at ISC member schools, up from 529,164 in 2018

106,111 is the number of pupils new to the independent sector, with over a quarter joining from the state-funded sector

Around £15 million was raised for charities at ISC schools and 901 schools organised volunteering opportunities for staff and/or pupils

8.5 pupils for every teacher on average with a total number of 59,749 full-time equivalent teachers 1,142 ISC schools are in partnership with state schools.

The types of partnership vary from academy sponsorship to seconding teaching staff to serving as governors at state schools 697 Half of all schools are not academically selective. A further 273 schools have academic selection only for some age ranges How much does it all cost*?

£106,179: Total senior school day fees from 11-18* £175,170: Total senior boarding school fees from 13-18*

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independentschoolparent.com | AUTUMN 2019

*ALL FACTS AND FIGURES FROM THE INDEPENDENT SCHOOLS COUNCIL CENSUS 2019. AVERAGE SCHOOL FEES PER TERM AT SENIOR DAY SCHOOL ARE £5,009 INCREASING TO £5,174 PER TERM FOR SIXTH FORM YEARS. SENIOR BOARDING SCHOOL AVERAGE FEES PER TERM ARE £11,304 PLUS TWO YEARS SIXTH FORM BOARDING FEE OF £12,239 PER TERM.

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AWARDS

St Augustine’s Priory in west London has been shortlisted for the Wellbeing category in our INDEPENDENT SCHOOLS OF THE YEAR 2019 awards. Here we share an extract of their inspiring story…

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ature and wellbeing are firmly interlinked. St Augustine’s Priory rejoices in its setting of 13 acres, rare for a London school, and ensures that all our children, from nursery to Upper 6, enjoy the opportunities our grounds afford, from playtimes to sports, from our Forest School, outdoor stage and outdoor lessons to our Priory Farm.

The Priory Farm, a major initiative, promotes and ensures wellbeing among our pupils. From its inauguration two years ago, the farm has involved all pupils both in curricular and extracurricular activities.

Our Farm comprises allotments, where crops are grown, tended by the girls under the guidance of parent volunteers, and livestock: three micro-pigs, several breeds of chickens and a small flock of Soay-Ouessant-cross sheep, this year seeing our first lambing season. All classes visit the farm with exciting cross-curricular activities involving subjects such as art, physics, computing and mathematics.

Outside the curriculum, the farm and animals are looked after by our pupil Farm Managers, under the supervision of staff. A PASS survey conducted in April this year showed significant results among a sample cohort of Year 9 pupils. Forty students took part, which, as one of its factors, measured each girl’s feelings about the school – their sense of wellbeing, safety and comfort in school. There was a marked difference between those who worked as Farm Managers on the Priory Farm and those who did not. Although the mean percentage of the other students was 77.9% – well above the national

Pupils at St Augustine’s enjoy the benefits of outdoor lessons

Working on the farm has improved the girls’ wellbeing

average – the Farm Managers’ average score was 83.7%. The benefit of the farm can also be seen in the Farm Managers’ attainment grades in core subjects compared with the non-Farm Managers who had the same CAT predicted grades. One of our Farm Managers commented: “Working at the Priory Farm is an amazing experience. It relaxes me, educates me and enables me to work with animals.

I’ve also made lots of friends. I work hard on the farm, but the rewards are enormous.”

Thank you to all the schools that entered.

To find out more about the awards and the shortlisted schools, log on at

independentschoolsoftheyear.co.uk/about Supported by

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SENIOR SCHOOL

Students have planted trees at Ipswich High

Ecoschools 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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independentschoolparent.com | AUTUMN 2019

SENIOR SCHOOL

A butterfly bench has been installed at Putney High

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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 is too late.

It goes without saying that independent schools have the environment and its welfare firmly embedded within the school 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.

AUTUMN 2019 | independentschoolparent.com

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SENIOR SCHOOL

PUTNEY HIGH SCHOOL, LONDON

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

by MP Justine Greening last year, 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. This autumn, the Breathe Conference – a whole day off-timetable on an environmental theme – is the highlight of a week of activities, including tree planting, litter picking and seed bombing.

Students will hear 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, BECOMING PART OF A FORWARD-THINKING APPROACH TO CLASSROOM DESIGN

Plants now feature in the 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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independentschoolparent.com | AUTUMN 2019

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‘Wear it again’ day addressed the issue of ‘fast fashion’

KILGRASTON SCHOOL, PERTH

For Head Dorothy MacGinty, 2017 was pivotal, horrified to learn of 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 vintage clothing 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 RSPBs endangered list. This fact grabbed the girls’ attention with ‘bird fever’ 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

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independentschoolparent.com | AUTUMN 2019

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 ca s, ils se refilla le ater ottles an the catering e art ent 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 over 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 13thcentury 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

Taunton 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 last year. With an established Green Team in place, made up of pupil eco-leaders, Facilities and Estates departments, teachers 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 we doing to safeguard the planet? The Zero To Landfill contract ensures all school waste is recycled, our catering department source local produce thus reducing our carbon footprint, shared transport to school is encouraged, and, most recently, a revolutionary chemical-free cleaning solution has been introduced across the entire school.

One eco-club pupil says: “I hope it will 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

A 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.

plastic bottles and create eco-bricks that are used for 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 are 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).

Everyone is getting in on the act by helping with eco-led activities

AUTUMN 2019 | independentschoolparent.com

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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

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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 will live and work.

A curriculum that prepares future leaders must delve into and grapple

independentschoolparent.com | AUTUMN 2019

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 is 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.

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COMMENT

WE ALL NEED A HERO Pupils shortlisted activists, broadcasters and those who’ve faced extreme adversity for the GSA’s first Woman of the Year award, says SUE HINCKS of their generation who support her campaign highlighting the dangers to the environment.

We are used to hearing criticism of the younger generation as self-absorbed and entitled. Their apparent obsession with social media is seen as narcissistic and anxiety-inducing. However, this list is indicative of the immense qualities which I see in the girls who attend my school and other all-girls’ schools across the UK. Contrary to popular opinion, their role models are not vacuous celebrities, but pioneers in their fields and women who use their renown for the greater good. For the women on the GSA shortlist, social media is a wholly positive force, enabling them to share their experiences with others and to Young spread their campaigning message campaigner Greta Thunberg as widely as possible. was a top pick Girls in GSA schools come from a wide variety of backgrounds.

This diversity is reflected in the women they ho do today’s young women and girls admire have chosen as potential recipients of the most? That was the question we recently put to award. Some of the girls who helped to choose pupils in the UK’s top single-sex girls’ schools. the shortlist expressed the opinion that they The girls voted for a shortlist of eight women to were proud to celebrate women from the same feature in the GSA’s (Girls’ Schools Association) ethnic or religious background as themselves. inaugural Woman of the Year award. When asked to consider who in Single-sex schools are wonderful in the public arena they believed to be the most inspirational, they selected women from a diverse range of fields. Their choices give a unique insight providing girls with strong, visible female role models as well as giving them the opportunity into the values which females up to the age of 18 hold dear in 2019. to serve as leaders within their community. We The majority of the candidates share a philanthropic zeal which has know that, as a nation, we still lack examples of brought them to public attention. In the cases of Adwoa Aboah, Katie powerful women in business and politics. The Piper and Malala Yousafzai, this was born of personal adversity. Their bravery in the face of trauma has earned them the respect of the younger Woman of the Year award supports the Girls’ School Association’s aim of encouraging girls generation. Malala was herself a ‘GSA girl’, having attended Edgbaston to imagine ways of pushing through barriers High School when she arrived in the UK after the attack on her life. and breaking new ground. The ultimate Media heroines also feature on the list in the shape of Orla Doherty, winner will be announced at the Girls’ Schools BBC producer of the Blue Planet II episode on the Deep Sea, and Association’s annual conference next month. documentary-maker Stacey Dooley. Two of the field come from the US: I hope that this is the first of many annual Dr Katie Bouman, the computer scientist who led the development of Awards so that we can see how girls’ votes an algorithm for imaging black holes (known as CHIRP), and Serena change from year to year. Interestingly, there Williams, whose recent US Open defeat does not detract from her are no female politicians, actresses, reality stars sporting achievements and charitable endeavours. At just 16, the final or musicians on this year’s list. Will it be the candidate is the closest to the girls’ age. Swedish climate change activist Greta Thunberg has caught the girls’ imagination in common with many same in 2020?

W

PHOTOGRAPHY: PA IMAGES

Sue Hincks, Head of Bolton School Girls’ Division and current head of the GSA

AUTUMN 2019 | independentschoolparent.com

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CURRICULUM

A is for Aspiration How do you choose the A-level subjects that will determine what you study at university – when you have yet to take your GCSEs? LORNE STEFANINI, Assistant Head Academic at Felsted School, Essex, has some sage advice

I

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subject, and which areas are challenging. Most schools will ensure that there are opportunities for pupils to talk with teachers about subjects and it is these conversations between pupils and teachers in the classroom that will shape choices. Parents can help guide their teenager’s thinking by practising the questions they might ask teachers: What is the typical format of assignments? How many opportunities are there for project work or learning outside the classroom? How many pupils take the

A focus on career goals is key now

subject up at degree level? What is the most challenging section of the course and how is it taught?

Once the mock results come in, there is further indication of where pupils’ strengths lie, and areas for development. Of course, many pupils continue to progress after the mocks, so those subjects they do less well in aren’t necessarily ones to discount. However, we always encourage pupils to play to their strengths because the step up from GCSE to sixth-form study is significant. Assessing and matching pupils’ strengths to subjects isn’t straightforward, especially when considering possible A-level subjects that they haven’t studied before, such as psychology or economics. Encourage a variety of thinking.

Assessment data is helpful, but so are reports from teachers – these will usually reveal the reasons for underperformance and indicate potential for progress. In conversation with pupils, we will advise them to think about the types of skills and approach to knowledge that is inherent within a subject. There is little point taking history, English or philosophy if you don’t enjoy discursive response to stimuli.

At Felsted, this is often discussed at parents’

s

t feels like a big decision, because it is a big decision; narrowing your studies from a range of subjects down to just three or four that may shape future career choices seems a daunting task.

The first stage comes in the October, which is when we talk to pupils about preparations for mock GCSE exams. A vital role for parents is to revisit reports and look at areas identified by teachers for development. This can also be an important start to the conversation about future choices – what are your child’s strengths? Where are their weaknesses?

Are these related to the subject, or is a peer or teacher-pupil relationship affecting this?

Most pupils are already able to say which subjects they don’t want to take, but it is always worth unpacking this before discounting subjects too soon.

Around this time, we hold a subject fair that pupils attend with parents. This allows them to engage in discussions with teachers about what is involved in subjects at A-level (or the International Baccalaureate Diploma).

Importantly, there is always a chance to talk with existing A-level pupils to get a deeper understanding of what they like about the

CURRICULUM

MOST PUPILS ARE ALREADY ABLE to say

which subjects they don’t want to take, but it is always worth unpacking this BEFORE

DISCOUNTING SUBJECTS TOO SOON

On image caption black

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CURRICULUM

THOSE WISHING TO KEEP OPTIONS OPEN CAN SEE THAT FOR many

degrees and pathways, strong results are more important THAN CHOICE

OF SUBJECT

Felsted offers career advice to students

meetings, when we are looking at the extent to which progress is being made following mock exams, prior to submission of options choices.

A key factor in thinking about options is the young person’s aspiration. Many pupils at 15 or 16 have little idea what they want to be when they grow up and this makes the choice seem daunting. Many teenagers will feel under pressure to make a decision that will almost inevitably be ‘wrong’ because they have no idea what they are ultimately trying to achieve. As adults, our role is to help them assess the extent to which A-level choices determine future possibilities. It is important that aspiring medics consider maths and chemistry. Future architects would do well to take physics or maths as well as design and technology (DT), or art, not least because most courses for architecture require a portfolio of work that is more easily produced when there is a teacher with whom the pupil is already working to guide and support the process of application. At Felsted, our Professional Guidance team and tutors introduce pupils to UCAS as well as to pathways such as degree apprenticeships and the entry requirements for

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these. Pupils with specific career goals can use these tools to identify required A-level subjects, while those wishing to keep options open can see that for many degrees and pathways, strong results are more important than choice of subject. In the past, pupils without a clear career intention might be encouraged to opt for ‘facilitating subjects’, though the advice from the Russell Group on these has recently changed to recognise that preparation for degree level study can be demonstrated in a variety of ways. This can usefully be explored

through its Informed Choices website.

For some pupils, it can be tricky to narrow down subject choices to just three or four, especially if this means giving up something they enjoy. At Felsted, we are fortunate to be able to offer pupils both A-level and the International Baccalaureate (IB), in which pupils take six subjects. For those sticking with A-levels, we encourage them to make use of the Extended Project Qualification (EPQ) as a way of continuing to engage with areas of interest.

We expect all our A-level pupils to complete a project because of the benefits that this approach to learning brings, not only during the A-level period, but also in establishing life-long learning habits. Conversations about the content of projects can wait until after GCSEs, but many pupils find it reassuring that once choices have been made, there is still time for evolution in their thinking. The most important piece of advice we give to young people is that no matter what choices they make, the future is always unpredictable, and that, as parents, we love and value them even if they find that the future is, inevitably, different from how they expected it to be.

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UNIVERSITY

GETTING TO KNOW YOU Open Days, offer holder days and interviews: there’s no better substitute for visiting your prospective university and seeing it for yourself, writes THALIA THOMPSON

A HAPPY STUDENT IS A SUCCESSFUL STUDENT. So visit, stand on the campus and ask yourself, can I call this my home FOR THE NEXT THREE OR FOUR YEARS?

At the University of Exeter, a tour of the campus is part of the Open Day experience Univerist AUTUMN 2019 | independentschoolparent.com

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UNIVERSITY

C

hoosing the right university is a big decision. There’s no shortage of helpful information out there University of Exeter agrees. “There’s a massive from prospectuses, websites, difference between what you get from printed specialist publications such as and online material and the real-life experience this one, and advice from teachers, parents you get from coming on to campus.” and friends. But nothing beats visiting the universities themselves. There are Open Days to attend before applying and then there will Open opportunities be offer holder visits or interview days. These Most Open Days run twice a year: at the end all take time out of a busy schedule, but the of the summer term, targeted at students in experience is definitely worth it.

Year 12; and in the autumn term for students “You choose a university An interview could with your heart as much as help you decide with your head,” says James Bell, student recruitment manager at the University of Warwick. “Visiting enables you to see whether you feel a good connection with the university as a place to live and learn.”

Dr Karl Devincenzi, recruitment manager at the

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beginning Year 13. But it can pay to start early. “I took my son to open days at the two universities closest to where we live while he was still in Year 11,” says parent Peter Robertson. “We went to lots of the subject presentations and it really helped him focus on what course he wanted to apply for.”

Open Days are very busy, so do your homework beforehand. “It’s crucial to plan your day in advance,” says Dr Karl Devincenzi. “There will be so much on offer that it’s unrealistic to try to cram everything in.

You need to read the pre-event information and decide what are the most important things that you want to do.”

There will be a programme of course presentations or sample lectures and you may need to book

UNIVERSITY

A presentation offers insight into what courses you can study

Pupils are on hand to answer your questions

If you haven’t been able to visit on an official Open Day, universities often offer tours on an individual basis. You’ll usually be shown round by a current student, so you get a flavour of life at the university but there won’t be the breadth of information you get on an Open Day.

Interview visits

Some university courses require students to attend an interview before being offered a place; this is standard for medicine, education and the creative arts but it does vary by university. If students are invited to interview, there will probably also be an opportunity to

IT’S A GREAT CHANCE FOR STUDENTS TO SEE HOW THEY fit in ith ros ecti e

PHOTOGRAPHY: ISTOCK

class ates er hol ers so eti es e en set gro chats ON SOCIAL MEDIA

ahead to be sure of a place on these. You’ll usually be sent a QR code or a ticket to print.

Don’t despair if you’ve left it too late, though.

“I booked everything in advance, but I was only ever asked for my QR code once – and that was for a subject presentation at Cambridge,” says student Felicity Thomas.

“Even then, that only meant I got priority access. Once we were all seated, people who hadn’t booked were allowed in and I think everyone got a place.”

Most Open Days start early and are least busy first thing in the morning. If this means an overnight trip, you may be able to stay in university accommodation to really get a feel for the place. Check availability and book rooms at universityrooms.co.uk.

tour the department and find out more about the course. Interview nerves can make it hard to focus on these parts of the day, but it’s not always easy to judge your own performance.

Holly Pearson has just begun her first year studying graphic design. All the universities she applied to asked her to interview.

“One made me an offer based on my application but said they might give me a better offer after an interview – which they did,” she says. “Two others made me offers on the day of the interview. My favourite was Falmouth, though. They said they would get back to me and I was worried the interview hadn’t gone as well as the others. But they contacted me the following week with an unconditional offer.”

Making your mind up

Where courses don’t require an interview, successful students will usually be invited to an offer holder visit day. These can be really useful, even for students who already think they know which is their preferred choice.

“It’s important to know that a course is right for you,” says James Bell from Warwick.

“Having the chance to familiarise yourself and feel comfortable with the people and facilities in a department can make that decision clearer.”

And because everyone attending will have been made an offer, it’s a great chance for students to see how they fit in with their prospective classmates. Offer holders sometimes even set up group chats on social media to start getting to know each other before term starts.

Taster seminars should give you an idea of the style of teaching to expect. Sometimes it can feel as if universities are trying hard to impress, so if, for example, the taster session involves using exciting specialist equipment, it’s worth checking how often undergraduates actually get to use it. There will be current students on hand, so take the opportunity to ask them about contact time, what an average week looks like and what they enjoy the most or have found hardest about the course.

In the end, though, Dr Karl Devincenzi from Exeter sums it up perfectly: “A happy student is a successful student. So visit, stand on the campus and ask yourself, can I call this my home for the next three or four years? No matter how good a course is, no matter how wonderful the reputation of the university, you need to know that you can be happy here.”

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UNIVERSITY

STUDENT

VOICE

LIFE ON CAMPUS MAC TURNER, 21, has just finished his third year at Lancaster studying biomedicine. He explains why he chose to study at this university What universities did you apply for?

The universities I received offers for were Lancaster, Durham, King’s College, Newcastle and Sheffield.

Mac aims to work in a university doing research

What A-levels did you do?

I studied physics at AS-level, and then did full A-levels in biology, chemistry and maths.

What course were you looking to study?

So I always knew that I really enjoyed sciences, but it was when I got to GCSEs I realised that I had a real passion for biology. Once I started A-levels, I then later found that I really didn’t enjoy studying plants, so that lead me to my degree, biomedicine (or at other universities it’s known as biomedical science). The course is the study of human disease and looks at the research side of medicine.

What was it that appealed to you about Lancaster?

From the universities I applied to, you’ll notice that most are actually city universities, so it might seem odd I’ve ended up at a campus one. In fact, when I first looked round, I was adamant that I was going to a big city. The first ones that I looked round were King’s and Manchester. It was Durham and Lancaster that changed my mind to a campus university. I just loved the feel of a campus, how you’re

34

surrounded by students. It felt more like a community.

What did the Open Day/offer holder day consist of?

It was actually the offer holder day at Lancaster that convinced me to come here.

Lancaster was the only one of my applications that I didn’t manage to see, so when they invited me to come, I was really excited. The day consisted of an example lecture, which I found really useful; lectures are quite different from lessons I’d had in college and school, so I enjoyed getting a feel of what being a university student would feel like.

We also got a chance to chat to some current student ambassadors. The person I

independentschoolparent.com | AUTUMN 2019

spoke to was really welcoming and sat with us while we had lunch and basically just told me what it was like to study bioscience at Lancaster.

They were really helpful in telling me about the course and also about part-time jobs. I’ve ended up becoming a student ambassador since my first year, which is something I looked for after speaking to that ambassador.

We had a campus tour and got to see some of the accommodation and the colleges we’d be living in.

We looked round and met people from the college that I’ve ended up in!

The last part of the day was a one-on-one chat with a lecturer which acted as an informal interview to get to

know what we were interested in studying. I was a little nervous for this beforehand, but I ended up really enjoying it! All the lecturers I met took a real interest in me. Weirdly enough, the academic that I had my one-to-one interview with has now become my dissertation supervisor for next year, so it’s all come full circle!

How helpful were Lancaster with any queries you had?

Very helpful. They were good at answering the questions I had, and then all day kept asking if there was anything that I wanted to know. I found the most useful part was speaking to current students: they could tell me exactly what student life is like. That’s a big tip I’d give to prospective students: ask anything to the students that are there, as they’re the ones who’ve been through it and actually study at the university. I think their opinion and experience was the most useful when looking round.

What are you up to now?

I want to go back to study!

I love my degree and my subject, and I am definitely not ready to stop studying! Next year, I am looking at applying for PhDs in the area of tropical medicine. My end goal is to hopefully work in a university doing research. Basically, I’m never going to leave uni.

COMMENT

CLASS ACT

Accusations that independent schools are only for the elite are untrue, says Elizabeth Ivens. Thanks to bursaries, scholarships and state school partnerships, a private education is more accessible than ever “regardless of socio-economic background” was why so many independent schools across the UK “invested so heavily in bursaries”.

And Ricki Smith, Head at St Gabriel’s School in Newbury, says independent schools should “not be apologetic about the quality of the education they offer their young people”.

Nick Gallop suggests that rather than focusing on the widely quoted figure of just seven per cent attending independent schools, a look at Sixth Form attendance was far more illustrative of the real picture with a figure closer to 16 per cent: “Most of the entrants are from lower income families on a combination of scholarship and means-tested assistance of up to 100 per cent. For me, that is the very definition of social mobility.”

Heads are also proud that that the majority of independent schools are involved in beneficial partnerships with local state schools

We need to work together to offer education for all of our children

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schools are yet again in the firing line,

APPARENTLY FOR THEIR OWN EXCELLENCE the UK, and it would be wonderful if their achievements were more widely celebrated,” says Sue Hincks, President of the Girls’ Schools Association and Headmistress of Bolton School Girls’ Division.

Nick Gallop, Headmaster of Stamford School in Lincolnshire, says the debate all too often “conflates excellence with elitism”.

There is also growing concern at some of the entrenched, hackneyed attitudes towards independent schools.

“I do believe that I see an ugliness of envy and division pervading attitudes towards those who choose to send their children to public schools and those who graduate from them,” says Marina Gardiner Legge, Head of Heathfield School in Ascot.

Sue Hincks says the impression that everyone attending independent schools was “a certain sort” was “unfair”.

Ms Hincks says that ensuring talented individuals were able to fulfil their potential

that are fully supported by their own pupils and parents.

“I think pupils and parents are very supportive of all the work that we do in the community and are delighted that we are able to share our facilities and resources as widely as possible,” says Sue Hincks at Bolton.

And Heads all agree that the idea of top jobs being automatically given to a privately educated elite is totally untrue.

Marina Gardiner Legge says the widelyperpetuated notion of the “old boys’ network” is “infuriating”, stressing: “Every single one of us believes that we gain a role due to our hard work and efforts, not because we fulfil a quota or because we ‘know’ someone.”

And she reflected the feelings of many Heads that schools in both sectors should not be set against each other: “If we genuinely want an education that helps all of our children, we need to work together and have infrastructures that support rather than building walls.”

PHOTOGRAPHY: ISTOCK

B

“

ritain’s Top Jobs Dominated

by Private School Elite,” screamed the headlines again this summer in a seemingly perennial pop at the success of the UK’s independent schools.

Research by The Sutton Trust and the Social Mobility Commission, called ‘Elitist Britain’, reported that those holding top jobs were five times more likely than the general populace to have been to private school.

Cue outrage from predictable quarters, with one commentator even claiming: “Private schools exist for no reason other than to maintain power of elite.”

Behind the headlines, there is a sense of inevitable frustration that independent schools are yet again in the firing line, apparently for their own excellence.

Means-tested bursaries and scholarships and state school partnerships are all too often overlooked in an attempt to create class divisions and perpetuate an outmoded view of private schools, it is felt.

“Independent schools are a huge asset for

BEHIND THE HEADLINES, THERE IS A SENSE OF FRUSTRATION that independent

YES, IT’S A CRYING SHAME…

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Call or visit our website for more information.

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COMMENT

GROWING PAINS

What will life after school hold for pupils? Katie Hughes asks school staff to share their own memories of their lives as young adults

“I FELT AN ENORMOUS SENSE of liberation moving to a brilliant city, WHERE I COULD REINVENT MYSELF AFTER YEARS OF LIVING WITHIN THE STRAITJACKETED ENVIRONMENT OF SCHOOL”

Advice for school leavers

PHOTOGRPAHY: ISTOCK

First jobs

“On my first morning as a fully-fledged teacher, I woke up to realise that I didn’t have any shoes to wear with my suit,” says Ed Davies, now Assistant Head of Upper School at Rugby in Warwickshire. “I rushed to the local Clarks, was late for school assembly and got shouted at by a colleague who thought I was a member of the Sixth Form.”

Kate Cuff, Head of Boarding at Lord Wandsworth College in Hampshire, has similarly awkward memories: “The first teaching post I applied for, I wore ripped jeans and an ‘I love Wham T-shirt’ to meet and greet a roomful of parents and colleagues,” she says. “It was wholly embarrassing and inappropriate.”

And, as if a first-teaching job wasn’t hard enough, the young Victoria Armand-Smith, now

Assistant Head (Academic) at Monkton Combe School, Bath, also took on a role with local government when she began her teaching career, which left her exhausted. “On more than one occasion, I found myself sleeping in the staff common room at lunch times,” she says.

New opportunities

“I felt an enormous sense of liberation and excitement moving to a brilliant city, where I could reinvent myself after years of living within the more straitjacketed environment of school,” says Norman Miller (now press officer for Brighton College) of his first year in the ‘real world’.

And opportunities often cropped up in unexpected places. When Rugby School’s Ed Davies joined a local sports club after leaving school, he soon found himself setting off to play rugby in New Zealand, with a job and house included.

For Natasha Dangerfield, Headmistress of Westonbirt School in Gloucestershire, a local nannying post turned into a move to California with her charges. No wonder she advises school leavers today that, “Everyone you meet could have an impact on your life.”

Seb d’Agar, currently Head of Science and Director of Studies at Seaford College in West Sussex, learned this during a postschool placement at a penguin rehabilitation centre in South Africa. “It made me reflect on how easily humans can have an impact on the lives of other species,” he says, “and it was one of the reasons I decided to work in education.”

Annabel Hawkins, now Assistant Head (Pastoral) at Charterhouse in Surrey, was similarly enlightened during a graduate training scheme in the city and made a change. “If making money for my firm was the best I could say I had achieved at the end of a working day, that was never going to be enough for me – and that was what sparked my move into teaching.”

“Success will come your way if you really want it. Don’t worry about any failure encountered – this should just be seen as a positive learning journey which will ultimately propel you in a positive direction,”

JOHN GREEN, HEADMASTER OF SEAFORD COLLEGE

“It’s OK to not have everything figured out. Take time to really explore and enjoy the many opportunities available to you.”

VICTORIA ARMAND-SMITH, ASSISTANT HEAD (ACADEMIC) AT MONKTON COMBE SCHOOL

“First impressions really do matter. But don’t take yourself too seriously. And start getting into the habit of saving. The bank of mum and dad doesn’t last forever!”

KATE CUFF, HEAD OF BOARDING AT LORD WANDSWORTH COLLEGE

“In today’s world, people have an average of three careers over the course of their lives and there will be several different twists and turns in our paths.”

ANNABEL HAWKINS, ASSISTANT HEAD (PASTORAL AT CHARTERHOUSE

AUTUMN 2019 | independentschoolparent.com

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INTERVIEW

PUPIL VOICE

TAKING THE LEAD FLORENCE GARDNER and CHARLIE CREED, both 17, describe their roles as the first Heads of School at Ipswich High School in Woolverstone since it became co-educational How did you feel when you heard you had been appointed to your posts?

Charlie: I was speechless.

I was very excited, but we weren’t allowed to tell any of the other candidates until it was officially announced.

I’d convinced myself that I wouldn’t be appointed being only one of five boys at a previously all-girls’ school. Yet I still hoped I would be and was thrilled when I was told.

Florence: Honestly, I was so shocked but over the moon.

There were lots of amazing candidates vying for the position, so I felt incredibly grateful to have been given the opportunity.

as well, so I shared my news with her.

Who did you tell first?

Florence: Funnily enough I told Charlie first. I don’t think either of us could hide our excitement, so we ended up telling each other first. I then called my mum and dad as I don’t think they could have waited any longer to find out!

Charlie: I first told Florence.

I hadn’t planned to, but she came up to me, visibly elated, and asked if I had been chosen as one of the Heads of School.

Despite us not being supposed to tell the other candidates, I thought it was obvious she had

What will the role involve?

Charlie: As Heads of School, we will act as a bridge between the students and teachers. Pupils can come to either of us with their problems, or something they would like changed, and we can relay this to the right teachers to try to get the issue solved. It will also work in reverse so we can share information from teachers to our fellow students.

Florence: We have exciting new ideas and events that we cannot wait to introduce to the school. We want

Ipswich High School continues to grow as times change

to build on our fundraising ideas for the school charity to raise as much as possible.

Our role also means speaking at school events and representing the school. As well as working with Charlie, we have a whole prefect team with their own ideas and enthusiasm, so liaising with them is an important part too.

We want to involve our Junior School more with the Senior School in fun activities that everyone from Year 3 through to Year 13 will enjoy.

What do you hope to achieve in your role?

Charlie: We already have a long list of plans we hope to implement this year. We hope to do more with the whole school and improve

relationships between the year groups. We would also like to organise social events within each year group to help make friendships outside the classroom.

Florence: We want to bring all school years together in activities and events across all departments, including sports and performing arts.

Charlie and I want to have a lasting impact on the school and hope the ideas we bring to the role remain for years after we’ve left.

What do you think will be the biggest challenges?

Florence: There will be minor challenges along the way.

Ipswich High School is busy, so forward planning and communication will be key.

The biggest challenge for us will be to fit our ideas into two terms before A-levels. We’ve got so many new ideas we would like to introduce, so we need to use our time wisely.

Charlie: The most challenging part for me will be to make sure every student feels comfortable talking to me if they need to. As a fairly new pupil to the school, it may be difficult at first.

However, I am confident that, by the end of the year, this will not be the case.

To read more about the school, visit their directory listing at independentschoolparent.com

AUTUMN 2019 | independentschoolparent.com

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ADVERTORIAL

Leiths puts cooking back on the menu From baking shows to healthy eating blogs and YouTube channels, young people are increasingly interested in food

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s young people head off to university or enter the working world, many lack essential cooking skills, which can lead to a reliance on convenience food. Leiths is on a mission to change this.

Leiths Academy was founded in 1996, and since then, thousands of teenagers have mastered key culinary techniques and discovered a real love of good, nutritious food.

We have established partnerships with more than 50 schools across the UK, and we offer a range of cookery courses to suit any timetable.

In-school courses

Let’s Cook! – Suitable for Years 5 to 13 From a stand-alone lesson to a three-term programme, we can build a course to suit you.

Leiths Cookery Toolbox – Suitable for Years 10 to 13 Over 12, 90-minute lessons, pupils will learn knife skills, food safety and so much more as they cook delicious dishes such as Moroccan lamb tagine with herb couscous or focaccia.

Leiths Introductory Certificate in Food and Wine – Suitable for Years 12 and 13 Usually held over five terms, this course consists of 40 cookery lessons that are each a minimum of 150 minutes long.

Benefits for pupils

Nothing spells independence quite like being able to cook. Students who take a Leiths Academy course at school will be able to cook a great range of go-to dishes when they leave home. They’ll feel confident whipping up healthy meals using simple equipment.

As they learn, they’ll develop their teamwork, time management and creativity.

Many pupils tell us they find cooking relaxing, and that they return to academic subjects

feeling refreshed and rejuvenated.

“The course taught me to cook from the raw ingredients instead of having to rely on convenience foods, a valuable skill and a far healthier approach to cooking,” says Rosemary Outhwaite of Stonar School, Wiltshire.

“Pupils relax when they’re cooking. They’re busy making sure their sauce is reducing nicely, and worries about A-levels disappear,” adds Caroline Waldegrave, who founded Leiths, alongside Prue Leith, in 1975.

Leiths Academy at your school

Many schools have launched Leiths Academy after it was suggested by a parent. Our team, led by Alison Cavaliero, is here to answer all your questions. Call us for a chat on 01225 722983 or email us at info@leithsacademy.com.

Career paths after school

The Leiths Diploma in Food and Wine, held in London, can be a fantastic alternative to university for young people with a passion for food. Students learn an encyclopaedic range of cookery skills, applying them to increasingly

“PUPILS RELAX WHEN THEY’RE COOKING. They’re busy making sure their sauce is reducing nicely, AND WORRIES ABOUT A-LEVELS DISAPPEAR” technical dishes. They’ll learn pastry skills and prepare a stunning tarte au citron, then learn shellfish preparation and plate up stylish dishes like langoustine with fennel risotto and lemon oil.

Leiths has great industry links, so there are guest lectures from the likes of chef Phil Howard and work experience placements everywhere from Claridge’s to Soho House.

Many graduates go on to work as private

chefs, influential food writers, cookbook authors and magazine food stylists. Some choose to work as development chefs for Gousto or Mindful Chef.

Others start successful food businesses, selling their products in major supermarkets, and, of course, many thrive in exhilarating roles at Michelin-starred restaurants.

To find out more visit Leiths.com, telephone 0208 749 6400 or email registrar@leiths.com.

AUTUMN 2019 | independentschoolparent.com

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FOCUS

A CHANCE OF A LIFETIME Sue Woodroofe, Principal of The Grammar School at Leeds, says that, thanks to the generosity of alumni, current staff, parents and pupils, enough money has been raised to provide 11 life changing bursaries to pupils in a city that is one of the most deprived in the country

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he Grammar School at Leeds (GSAL) was 10 years old in 2018 and we celebrated with a Birthday Bursary Campaign to fund new places at the school for pupils from a wide range of disadvantaged backgrounds.

A tradition of philanthropy

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The gap between rich and poor

Leeds today is very different to the city known to Rev William Sheafield, but divisions between rich and poor persist. Despite the city’s thriving economy, pockets of deprivation remain.

s

Although GSAL is only a decade in existence, the school’s tradition of philanthropy goes back much further to the foundation of Leeds Grammar School in 1552. Reverend William Sheafield, chantry priest at Leeds Parish Church, left a bequest to fund a school master in the city. There were strings attached, though – the money was conditional upon the parishioners of Leeds providing what we might today call ‘match funding’.

Thanks to Rev Sheafield and the other local benefactors spurred into action by the terms of his will, boys from the city could access education, regardless of their family’s ability to pay for it. A sign of the times, it wasn’t until 1876 that the same opportunities were afforded to their sisters, with the foundation of Leeds Girls’ High School.

GSAL came into being in 2008 when the boys’ and girls’ schools merged, and we remain committed to the

founding principle of offering educational opportunities to academically talented pupils whose families do not have the resources to pay the fees.

We offer bursaries to entrants at Year 7 and Year 12, based on two criteria – their academic ability and their family’s financial circumstances. We firmly believe that the bursaries should support those most in need of financial assistance, therefore we undertake a rigorous means-testing process alongside our academic assessment.

We currently spend around £1m a year on bursaries, ranging from 10% to 100% of the full fee, which supports over 150 students throughout the Senior School. Typically, we are able to offer bursaries to one in 11 students joining us in Year 7, but at the same time, at least 70 academically talented pupils have to decline their offer of a place because they need fee assistance that we can’t provide.

Music scholarships are the only financial support we offer irrespective of family income – these support talented young musicians through a small fee remission or with the cost of music lessons.

FOCUS

Students work hard at GSAL and thrive

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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.”

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 the springboard to their dream degree course or apprenticeship.

Showing initiative and conducting scholars’ seminars all added to 17-year-old Matthew Shipley’s 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 had 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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Senior School Open Morning Saturday 16 November Sixth Form Open Evening Wednesday 9 October Scholarships and Bursaries available at 11+, 13+ and 16+ To book a place, please visit www.stdunstans.org.uk or email admissions@sdmail.org.uk 020 8516 7200 Stanstead Road, London SE6 4TY

WHITGIFT AN OUTSTANDING EDUCATION

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Set in 45 acres of parkland, we offer pathways for IB and A Levels plus a Section Française.

Generous bursaries and scholarships are available.

If you wish to visit the School, please see our website for dates of Open Days. admissions@whitgift.co.uk | +44 (0)20 8633 9935 | www.whitgift.co.uk/opendays Whitgift School | Haling Park | South Croydon | CR2 6YT

AUTUMN 2019 | independentschoolparent.com

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FOCUS

WE AIMED TO CREATE 10 NEW BURSARIES, ONE FOR EVERY YEAR OF GSAL’S EXISTENCE.

We raised over £900k – a birthday present that will keep on giving AND OPEN UP A WORLD OF OPPORTUNITY FOR YOUNG PEOPLE IN LEEDS

Figures published in May 2019 by End Child Poverty divide the city into parliamentary constituencies and show that in Leeds Central, 43% of children are living in poverty. According to the Index of Multiple Deprivation, over 150,000 people in Leeds live in areas that are ranked among the most deprived 10% nationally, representing around 20% of the city’s population.

Educational attainment in Leeds is broadly on a par with national levels. In 2017, the first year of the reformed maths and English GCSEs, 39.3% of students in Leeds achieved a strong pass in both compared to the national figure of 39.6%. But you only have to drill down into the figures for different wards in the city to see a clear correlation between economic disadvantage and poor educational outcomes for children across the city.

We feel a strong sense of responsibility to do what we can to open up the life chances for young people in these areas. For a pupil ready to grasp the opportunity and make the most of what an independent education has to offer, a bursary to attend GSAL can be transformational. In 2018, from a cohort of 33 Year 13s on bursaries, 94% progressed to university and three achieved highly competitive places to study medicine.

A life-changing experience

AUTUMN 2019 | independentschoolparent.com

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The future looks bright for this year’s graduating bursary students, too.

Julia joined GSAL on a full bursary in Year 7 and has secured a place at

St John’s College Cambridge to study medicine. She says that attending GSAL has been life-changing for her and her family.

Fellow Year 13 student Harry joined GSAL for Sixth Form on a full bursary. He admits that, although the prospect was daunting, he found staff and students who were welcoming, friendly and supportive, along with a culture of hard work and a desire to be successful that was new to him. He now describes GSAL as the best decision of his life – not only has he achieved excellent A-level grades, he has secured an apprenticeship with a local law firm, thanks to the work experience that school helped to arrange.

We want to offer this opportunity to more students like Harry and Julia, and we work hard to find the right candidates. Through an active school outreach programme, we build relationships with local head teachers who know which of their pupils would thrive at GSAL. The personal encouragement of a trusted Headteacher can work wonders for pupils who, like Harry, might have reservations about whether independent school is for them.

Our birthday bursary campaign exceeded our expectations. We aimed to create 10 new bursaries, one for every year of GSAL’s existence.

In the event, thanks to the generosity of alumni, parents and staff, we raised over £900k, enough for 11 new means-tested bursaries to support pupils from some of the city’s most deprived areas. It really is a birthday present that will keep on giving, opening up a world of opportunity to young people in Leeds.

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FOCUS

CASE STUDY: 2

HOW I DID IT

SPENCER ELLIOTT, 13, is a bursary pupil at GSAL. He and his parents say that, although it has meant them having to make sacrifices, he is determined to make the best of the opportunity How did you know about bursary provision at The Grammar School at Leeds?

Spencer’s primary school took part in one of The Grammar School at Leeds’ school outreach projects when he was in Year 5.

When Spencer came home, he told us that he wanted to go to GSAL. We’d never considered the school and didn’t really know anything about it.

every year to ensure that Spencer is meeting his targets and that we remain eligible for financial support.

How is Spencer enjoying his time at the school?

It has been hard making the sacrifices to send Spencer to the school, but it’s been worth every penny. Spencer loves GSAL and is absolutely thriving there! He’s had the opportunity to study Latin, German and all of the sciences, and is excelling in every subject. He even tries hard in PE, which is not his favourite subject!

So how did you find out more about it?

We looked at the school’s website. Spencer told us that the school offered bursaries to families whose children were bright but who couldn’t afford the fees. which involved providing details of our income and outgoings, and also being visited at home by an independent Spencer’s parents are company. It was delighted that he is a very thorough doing so well at GSAL process as the school wants to ensure that their bursaries are going to families who need support.

What details did you have to submit in order to apply?

We applied for a bursary

What happened after that?

Spencer sat the entrance exam and he was also interviewed, along with 60 other children who applied for a bursary and the top 11 were offered

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bursaries of varying amounts. The amount offered to the recipient depends on how much each family can afford to pay.

How much of a bursary was Spencer offered?

Spencer was offered a 65% bursary, and while this is a significant bursary, we knew we would have to make a lot of sacrifices to pay our share of the fees. We explained our financial situation to Spencer, so he understood that we wouldn’t be able to afford holidays, or the latest gadgets, but we were willing to do this because he was so keen to go to the school.

How long is the bursary for?

Is it for as long as he is at the school?

The bursary is reviewed

Anything else?

He’s also had the opportunity to do things he has never done before like learning to swim and how to debate, and he’s proving to be very good at arguing! Spencer’s experience at the school has been very positive and he’s inspired other children at his primary school to consider applying to GSAL. What do you think Spencer likes about GSAL? Spencer enjoys being in an environment where everyone works hard and is ambitious.

He’s still relatively young, but he is passionate about chemistry and he wants to study for a PhD at the University of Cambridge.

Based on the progress that he’s making and with support from the school, Spencer will achieve his dream.

As his parents, we just want him to be happy, and he is.

COMMENT

LOCAL LEARNING TRICIA KELLEHER, Principal of Stephen Perse Foundation, Cambridge, explains the reasons behind their Sixth Form bursary provision programme

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s a long-serving school leader, I often reflect on the purpose of learning. We are 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.

Those parents and students interested in this opportunity are invited to find out more from our admissions office at admissions@ stephenperse.com (01223 454762), and to join our Sixth Form Open Evening on 14th 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

AUTUMN 2019 | independentschoolparent.com

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OUTREACH

A GUIDING HAND

Help with university admissions is just one aspect of our partnerships programme, says DR SCOTT CRAWFORD, Deputy Head (Education Development) at Magdalen College School, Oxford

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ach year, the school coordinates and hosts a wide range of partnership projects and events for children at local state schools.

The aim is to support our local community by sharing our resources with those who could benefit most.

MCS employs three dedicated Partnerships Coordinators, supported by a growing band of teaching colleagues who have up to a quarter of their timetable each week dedicated to partnership work, such is the importance we place on these projects. One of the highlights of our extensive partnerships programme is our work around helping state secondary pupils prepare for the university admissions process. This can be a daunting time for pupils, but with the right support and guidance, we are able to help pupils who may not have access The MCS Careers Fair allows pupils to talk with industry representatives

to the kinds of resources our pupils enjoy.

Every summer, MCS invites pupils from local state secondary schools to its annual Careers Fair, featuring over 50 stalls representing a wide variety of popular careers destinations, including local government, politics, TV, teaching, law, engineering, science, finance and the creative industries.

All visitors surveyed afterwards reported feeling more prepared to make their application after the event.

The school also welcomes external pupils to our annual Careers in Medicine conference, which aims to support university applications for medicine, dentistry and veterinary science through a series of presentations from medical experts, and an interactive element involving a

series of mock Multiple Mini Interview (MMI) sessions. MMIs form an integral part of the medical admissions process. By giving pupils the opportunity to practise in this way, we believe we can help pupils feel prepared and ready to tackle these kinds of interviews head on. This year, 60 pupils attended.

State secondary school pupils were also invited to participate in mock interview practise days, for those applying to a wide range of subjects, including natural sciences, earth sciences, mathematics, engineering, history and law. Our knowledgeable and experienced teaching body is encouraged to share expertise, and, indeed, several teach at local secondary schools on a voluntary basis, or even act as Governors.

OUR KNOWLEDGEABLE teaching

body is encouraged to share expertise,

AND, INDEED, SEVERAL TEACH AT SECONDARY SCHOOLS VOLUNTARILY Realising a need for pupils to secure laboratory experience – a real bonus when applying for science courses – MCS recently partnered with Oxford Brookes University to fund a Biosciences Summer School, open to both our own pupils and those from state secondaries. Forty young people, including a large proportion from partner schools, were able to attend and benefit from vital laboratory practise, experiencing a range of sophisticated molecular biology techniques which they can go on to speak about at interview.

We ask all our teaching and support staff colleagues to see their work through the prism of partnership and to consider how to open up their work to our friends and neighbours.

Far from guarding the resources and expertise we are privileged to enjoy at MCS, we are constantly looking for new partnerships to explore and new ways to share. In 2018/19, MCS worked with 140 organisations, and we look forward to welcoming more state school pupils to our events in the years to come.

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COMMENT

FORCE FOR GOOD

Martin Hall, Head of ACS Hillingdon, says that environmental issues and helping others matter more to Gen Z than achieving the traditional markers of success Children are now being guided by social conscience

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FROM THE CHILDREN PICTURED AT EXTINCTION REBELLION, TO THE speeches made by Greta Thunberg, WE’RE SEEING A SHIFT IN THE ATTITUDES OF THE YOUNG to readying young people for a changing world is research from the World Economic Forum which asked executives from leading global companies what they thought would be the most important professional skills in 2020.

They cited complex problem-solving, critical thinking, creativity, collaboration and emotional intelligence as the top five aptitudes.

In my view, education must give young people the foundations of literacy, numeracy and scientific knowledge alongside a broad range of skills to ready them for university and the world of work beyond. Yet ‘Generation Z’ – defined as those between school age and 25 – also show an increasing awareness of the most critical environmental issues facing them in coming years, and this should form a focus point within their curriculum.

From the children pictured at Extinction Rebellion, to the speeches made by teenage activist Greta Thunberg, we’re seeing a marked shift in the attitude of young people towards the health of our planet. In fact, according to

some may question whether entrepreneurship is a proficiency that can be taught, or a natural personality trait, we believe it’s a skill that can be developed both in and out of the classroom.

The next generation see it as a way to gain independence and protect the environment.

It’s vital that schools develop springboard activities for students to explore each other’s experiences and offer opportunities for them to use entrepreneurial skills for the greater good.

ACS prepares students for success in business, society and the environment.

Whether they’re working for others, starting their own ventures or driving an environmental campaign, the discipline and determination of an entrepreneurial mindset will help our graduates to succeed.

For us, it is not enough to simply prepare students for higher education – our graduates should leave ACS equipped with the necessary skills to break boundaries, no matter what their future holds... And they don’t need to be a prime minister to do it.

PHOTOGRAPHY: ISTOCK

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esearch commissioned by ACS International Schools into the aspirations of 2,000 young people in the UK suggests that very few harbour ambitions to become Prime Minister, placing the top job in politics at the bottom of their ‘future goals’ list.

Whether this reflects the current upheavals in politics or the fact that political careers tend to be forged later in life is open to debate. But what is interesting is the qualities that young people associate with the role: good leadership skills (35%), followed some way behind by intelligence (18%), and then confidence (13%).

Being a team player was rated the ‘least important’ skill for the job, with just 1%.

Unsurprising in the survey was the impact of popular culture, with shows such as The X Factor and Britain’s Got Talent presenting fame and fortune as key aspirations: singing stardom topped the poll, being cited as a goal by 18%.

If that, at first glance, seems worrying, rest assured that scientific ambition also featured highly, with 15% wishing to become a groundbreaking scientist and 9% a surgeon or doctor.

Of course, these findings are to be taken with a pinch of salt. Perhaps far more relevant

research completed by ACS and The National Centre for Entrepreneurship in Education, a strong shared characteristic of this generation is a deep-rooted desire to make a positive impact on the world. The report reveals that the key drivers behind student entrepreneurial activities are: ‘to save the planet and reduce pollution’ (53%); and ‘to help others’ (37%).

Developing an entrepreneurial approach to problem-solving provides a strong foundation for business and for generating new ideas. By applying innovative, critical thinking to the most pressing issues facing young people today, we get productive change in action – whether that’s political pressure for policy change or ideas for cleaner energy or recycling.

The International Baccalaureate (IB) successfully unites academic rigour with the development of a global mindset. Although

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AUTUMN 2019 | independentschoolparent.com

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SIXTH FORM

Gordon’s is co-educational

BEHIND THE SCENES

THE NEXT STEP Successfully sowing seeds for university life and beyond starts at Sixth Form, says ROB PAVIS, Deputy Head of Gordon’s School, Surrey

B

uilt by public subscription over a century ago at the express wish of Queen Victoria, as the national monument to General Gordon, Gordon’s is listed as one of Britain’s outstanding schools by Her Majesty’s Chief Inspector.

A non-selective, co-educational residential and day boarding school, the school is in the top one per cent of all schools in England and Wales for progress at A-level.

While embracing modern ideas, General Gordon’s legacy of traditional values remains. The school’s ethos is that high performance without good character is not true success.

To this end, it’s not just the classrooms where students excel. Successes are achieved in drama; the arts; debating; public speaking; dance and sport. The school also boasts an enviable record in attaining The Duke of Edinburgh’s Award, with 21 students being presented their gold award last year at Buckingham Palace.

Set in some 50 acres of wooded parkland in Surrey and within easy access of major airports and roads, Gordon’s is home to some 800 students and offers day and residential (weekly and termly) boarding from only £5,615 per term.

There are three main admission points: at 11 years old; 13 years old; and for Sixth Form.

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The school’s band is a unique feature

Students joining Gordon’s Sixth Form are offered a pre-university experience and are attracted by the range of academic options and co-curricular activities, as well as extensive next steps advice, help with revision and applying to universities.

A comprehensive careers programme includes fortnightly industry speakers from a range of professions; psychometric testing; one-to-one meetings with a dedicated careers advisor, apprenticeship speakers and gap-year companies.

Higher education presentations are made by visiting university advisors from the UK and overseas. In addition, there is specialist medic and Oxbridge support.

SIXTH FORM

The CCF offers service training

Students give back by taking part in charity events

Pupils at Gordon’s excel in performing

SCHOOL STATS NAME

Gordon’s School LOCATION

West End, Woking, Surrey AGE RANGE

Co-ed, 11-18 NUMBER OF PUPILS

840

HEADMASTER

Andrew Moss MOTTO

Semper Fidelis Always Faithful

An Open Study programme offers first-aid qualifications, cooking for university and lessons in areas such as finance and the basics of politics.

For relaxation, there’s always competitive team sports, a fitness gym and swimming pool.

Scholarships in sport and the creative arts are offered for those coming into the Sixth Form, enabling those awarded to benefit from a programme to enhance their development and wider opportunities to progress in their field. Bursaries are also available.

Gordon’s provides the opportunity for all its students to be the best they can through its academic enrichment programmes and extended projects; opportunities to give back through its charitable functions and the chance to experience the thrill of outdoor pursuits through the Combined Cadet Force (CCF) and The Duke of Edinburgh’s Award schemes. It holds the welfare of its students uppermost, dedicating special facilities to ensure their physical, emotion and spiritual welfare.

Every student – whether a day or residential boarder – is assigned a house, and House Parents ensure that their house is a thriving, friendly and caring place. Inter-House competitions offer every student a chance to compete against each other.

A unique and famous feature of Gordon’s is the 50 strong pipes and drums band that brings Whitehall to a standstill every year as the school makes its annual parade to the statue of General Gordon on the banks of the River Thames.

The school is the only one in the country permitted to march along the central London venue – and commemorating General Gordon’s life has been an integral part of the school’s history. To date, the school continues to have the reigning sovereign as its patron and keeps up the tradition of marching, which is undertaken by every student, dressed in ceremonial Blues.

The real judgment of Gordon’s is the students. All who visit are struck by the friendliness, discipline and vibrancy throughout the school, and by the family atmosphere, exemplified by the special rapport between staff and students. This is borne from a community that strives to live with integrity, to be courteous, enthusiastic and diligent, even in adversity.

AUTUMN 2019 | independentschoolparent.com

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WWW.STORAGETRUNKS.CO.UK UK MANUFACTURER OF BOARDING, SHIPPING AND STORAGE TRUNKS 20 SIZES IN OVER 100 STYLES AND TRIMS LARGE BOARDING TRUNKS

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High Road, Woodford Green, Essex IG8 0RF 0208 505 4821 www.bancrofts.org “An outstanding school - bright children and dedicated staff” Good Schools Guide Means tested awards, academic and music scholarships available

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

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independentschoolparent.com | AUTUMN 2019 Bancroft's autumn 2019.indd 1

08/07/2019 11:22:47

EXPERT ADVICE

ASK THE EXPERTS

How do you settle your child in at senior school?

We ask our headteachers for their advice

Sport is a large part of student life at The caption Oratory white On image

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ST BENEDICT’S SCHOOL EALING a

m i n i m i s

i n c i p e

Outstanding Catholic Independent school for boys & girls aged 3 - 18

OPEN MORNING

SENIOR SCHOOL Tuesday 29th October

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

EXPERT ADVICE

Luke Bromwich, St Margaret’s Prep, Wiltshire

Making friends is easy if you join a club or society

Jeremy Gladwin, Bishop’s Stortford College, Herts Starting in the first year of the senior school is a new experience for all pupils, whether they are moving up from the College’s prep school or joining from another school in the UK or overseas. We place great emphasis on helping all newcomers to settle in and quickly feel at home; a process very much centred on, and led by, the staff and pupils within the smaller House communities.

Each child is assigned to a house and paired with a Sixth Form mentor whose role is to provide personal support throughout their first year and generally make them feel at home. We also appoint a Fourth Form monitor to assist the year group and support them in their transition into the senior school.

The housemaster/mistress is on hand for any pastoral or academic concerns and we find, by fully embracing all school life has to offer, new pupils integrate into our community quickly and happily.

Dr Tim Greene, Clifton College, Bristol Settling into senior school is certainly not something to worry about. In the months prior to joining, there will have been many contact points with the school. At Clifton, these include enrichment days, taster days and welcome barbecues. Many pupils will also feel that they have already established strong connections with staff at senior school through attendance at scholarships days for subject areas such as music, art, sport and drama.

We hope, academically speaking, that pupils will have caught a glimpse of what is in store and will be excited by fresh challenges.

On a pastoral level, house staff play an important role in making pupils feel part of their new school, long before arrival. By reading through handbooks, pupils can feel

Preparation is vital. A good prep school will ensure that pupils are both prepared academically and emotionally, but parents can also support in this transitional time.

Resilience, a sense of excitement and a growthmindset will all be important to nurture.

Second, communication is key. At home, be open about the move and talk about what to expect. Give your child time to raise any worries that they might have but also share what they are looking forward to. Always try to strike a balance and don’t solely focus on ‘what ifs?’ With the school, develop a relationship early on with key members of staff.

Trust in the school! You have bought reassured that new routines (and even school into them and believe that they are the right terminology!) will not pose any challenge. match. They also believe that your child has Clifton has an excellent ‘buddy’ system and the right profile for their school. It is worth existing pupils will write to new remembering that they have done ones and establish a friendship. this numerous times before. It is OUR EXPERTS Above all, from day one, this wealth of knowledge that will ask many questions (however ensure that your child has the best daft), make the effort to find new possible start to this exciting new friends, challenge yourself to start stage of their educational journey. afresh with all the opportunities that senior schools have on offer, Joe Smith, and enjoy the journey.

The Oratory, Surrey Jeremy Gladwin, BISHOP’S As with most things in life, the STORTFORD COLLEGE most important factor in helping David Bradbury, your son or daughter to settle Portland Place, London in quickly is communication.

First, you will make friends. Most Establish who will be the key of the rest of your peers are in the member of staff in their life at same position as you and looking school – such as a housemaster, to settle and they are looking for housemistress, form tutor or Head a friend, too. Second, making Dr Tim Greene CLIFTON COLLEGE of Year – and work hard before friends is quicker if you join in they arrive and once they are at the wider life of the school. Join school to cultivate an open, candid a club or society or sports squad. and positive relationship with that Third, treat it as an adventure. person. You should reasonably You have a whole new place to expect that member of staff also explore, new subjects to study, new to work hard to establish ‘comms’. opportunities are open for you.

David Bradbury If there are teething problems, Be excited. Fourth, talk to your PORTLAND PLACE pass them on to the school, and form tutor. They are there as a first give the school the benefit of the point of contact to help you with doubt: all schools make mistakes, school life. Fifth, accept that in so don’t expect perfection. the first few weeks you will not Please also allow school leaders get everything right, might get to celebrate their staff by passing lost in a building, may not be on any positive experiences – the sure what to do in some situations.

Luke Bromwich ST MARGARET’S PREP ‘plus ones’ where a member of Don’t be embarrassed; ask. staff has gone the extra mile. Make Even ask older students; they the effort to attend as many new are usually friendly and will parent events as possible, as this help. Sixth, be organised, make will pay dividends in the months a good impression. Have the right and years to come. And do join equipment, uniform, etc. Seventh, the parents’ association, not least sign up for the first available trip Joe Smith for social reasons! you can. Eighth, be excited!

THE ORATORY AUTUMN 2019 | independentschoolparent.com

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“Adcote School has been life changing, not only for my daughter but also for her family.”

“I have made great friends that I will have for a lifetime.”

Learning to thrive in the 21st Century

• Located in a beautiful rural setting • Adcote is the only ‘girls only’ independent school from 7-18 in the whole of Shropshire • Rated ‘Excellent’ by the ISI • Unique CLEAR learning programme To register and arrange a tour please contact 01939 260202 or admissions@adcoteschool.co.uk

www.adcoteschool.org.uk

Adcote School, Little Ness, Shrewsbury, Shropshire SY4 2JY

Open Days Saturday 9th November Saturday 7th March

�,, •I

Boarding & D ay for Girls & Boys aged 13-18 admissions@shrewsbury.org.uk

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O 1743 280 552

I

shrewsbury.org.uk

STAR STAFF

SCHO OL HERO

PETER MARSHMAN Master Teacher of Computer Science at Leighton Park School in Surrey

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ike many others, I am committed to providing students with the knowledge and skills to become successful in solving the world’s current and future challenges.

Fifty-eight per cent of future careers in STEM will be related to computer science, requiring skills in future technologies, such as artificial intelligence, machine learning and big data. This, coupled with the global need to increase the number of women in STEM, has led me to join the Department for Education, Culture, Media & Sport’s Digital Skills Partnership and the Computing in Schools Delivery Group. This panel exists to share knowledge of future needs, both in schools and industry, and how these needs can be connected through collaboration, creativity and innovation.

From professional development

I’ve enjoyed sharing my experiences, knowledge and recommendations around increasing the uptake of computer science – and stimulating interest of the subject in girls, building their self-efficacy. I met these exact challenges in my classroom, and through the exploration of various strategies and collaborations

From STEM to STEAM

Thanks to Peter, more students are studying computer science

with industry, I’ve found it even more important to not only look from the outside-in, but also from the inside-out. Through a six-year strategy, I’ve been able to increase the uptake of computing among girls and have shared this, including my advisory role in the After the reboot Royal Society report, raising £84 million for the transformation of computing teaching across England.

Pupils are inspired to devlop their own ideas

iSTEM+: An integrated approach with added value Through a crossschool strategy to promote STEM at Leighton Park, I’ve been very fortunate to work

with teachers, governors and external organisations in order to realise an innovative framework for increasing STEM capacity in schools – the award-wining iSTEM+ programme. This involved a range of opportunities involving scores of nearby primary and secondary schools who have benefitted from targeted CPD and experiences for their students, which would otherwise not be possible. The iSTEM+ programme recognises the importance of providing an integrated and interdisciplinary school approach where students, support staff, parents and teachers undertake joint planning and map progression across STEM subjects.

This vital backbone of STEM education enables departments to share best practice.

A year on, I’ve been supporting the next phases of provision for future learning and careers – Project STEAM, which underpinned by digital literacy, Computing and iSTEM+, provides students at Leighton Park with the opportunity to explore their own areas of interest, increase their autonomy and help them make links with industry to enhance their ideas. Through this journey, I’ve recognised the importance of the arts in STEAM, led by senior leadership at Leighton Park, as this enables a ‘hook’ for all students to explore STEM more widely and combines analytical skills with creativity – a combination so vital in solving problems and so sought after by universities and employers.

Students take part in STEAM competitions and experiences, including being STEAM ambassadors. They manage their own projects, designing and developing their own schemes for local primary schools. As well as providing inspiring experiences for these young people, our students can act as role models and raise aspirations.

A win-win for students and industry

These experiences of developing STEAM capacity and student leadership to bring about a change in perceptions of digital and STEAM industries have changed my vision of future digital learning from one which involves upskilling teachers to a multifaceted approach where students can make change and form part of the distributed leadership in schools.

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SENIOR SCHOOL

IN 10 PICTURES…

Campbell College Founded in 1 94, this boys school based in elfast is steeped in tradition and history

Campbell College is a day and boarding school for boys aged 3-18 years located in a 100-acre woodland campus on the edge of the vibrant city of Belfast.

From learning to ‘doff their caps’ in Prep 1, to attending Prayers in the Chapel, the College is steeped in tradition.

Campbell College was founded on 3rd September 1894; the College is currently celebrating its 125th Anniversary!

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Campbell College is the largest boarding school in Northern Ireland with 154 boarders from over 32 different nationalities.

SENIOR SCHOOL

Campbell College was the first school in Ireland to establish an Officer Training Corps in 1909.

The school now boasts the largest Combined Cadet Force in the UK.

A proud rugby school, Campbell College has won the Ulster Schools’ Cup 24 times, with an additional four drawn finals. The last success was in 2018.

The literary giant, author and poet C.S. Lewis attended Campbell College, and a lamppost, similar to the one featured in Narnia, where Lucy meets Mr Tumnus, stands proudly in the College driveway.

Over 127 boys and staff were lost in the First World War. Their photos sit embedded in the wood-panelled walls in the Central Hall.

The College boasts impressive alumni: Snow Patrol frontman Gary Lightbody and drummer Jonny Quinn; Nobel Laureate for Medicine, Professor William Campbell; and British and Irish Lions legend Mike Gibson MBE, to name but a few.

DID YOU KNOW?

During the Second World War, the War Office summonsed Campbell College as a hospital. Changing rooms became operating theatres, classrooms were filled with medical equipment, and Nissen huts in the grounds served as wards. Over 34,000 servicemen passed through by October 1945. The College was returned to civilian use as a school in February 1946.

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STAR ALUMNI

ONES TO WATCH Independent schools have instilled excellence, drive and determination in these talented alumni

Kirti Mehta, 30 Senior Manager, Technology Risk & Assurance at Lloyds Banking, Putney High School, London My interest in the ancient world evolved into a love of Latin and Ancient Greek while at Putney High School.

It was an obvious choice to study Classics at Bristol, where I spent three wonderful years immersed in literature, language and history. I graduated with a first-class degree and joined the Deloitte graduate scheme in enterprise risk services. Here, I qualified as a chartered accountant, gained exposure to the world of technology risk and built a foundation in business skills. My next move was to luxury label, Burberry, where I applied my experience in a highly digital environment.

From there, it was digital banking at Lloyds Banking Group. I’m now working in the office of the Chief Operating Officer and gaining wider experience of banking.

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How do you go from a general passion for understanding the complexity of the universe to absolute conviction that the only thing between you and making a real difference in the world is getting out of bed in the morning? School was a great start, nurturing an inquisitive approach that kicked me down an academic path. From studying esoteric evolutionary theory at Oxford, to more applied synthetic biology at UCL, I eloped to hang out with astronauts at the International Space University, and finally wrote my doctoral thesis in Cambridge. Every year at university raised the bar for my aspirations. I’m glad I didn’t rush and was able to meet my like-minded cofounders for Chronomics, a biotech start-up trying to revolutionise preventative healthcare with epigenetics and AI. One major lesson has been “grit”. Both Oxford and Cambridge rejected me first time, and running a company can be terrifying.

But if you try hard enough, you can achieve anything.

independentschoolparent.com | AUTUMN 2019

Albie Marber, 17 Actor, Portland Place, London Current pupil Albie has showcased his admirable acting abilities while starring in the film Tolkien. Albie portrayed the character of the young Robert Q Gilson.

The film shares the story of fantasy writer, JRR Tolkien and his journey early in life.

Albie began his professional career at the age of 11, during which he has taken on diverse roles from acting as the young Tommy Cooper in ITV’s Tommy Cooper, and, more recently, assuming roles in Amazon Prime series Outlander and ITV Trauma.

He is an active member of the drama community at school participating in many extracurricular activities and enjoyed his first lead role in a school production in Year 10, in which he characterised Ralph Clark in Our Country’s Good and in productions such as Macbeth in the Shakespeare Schools Festival.

Albie commented on his experiences, “My character in Tolkien was incredibly fun to play and the filming process was highly enjoyable.”

Iskra Lawrence, 28 Model and L’Oréal Prince’s Trust Ambassador, Bromsgrove School, Worcestershire After A-levels, Iskra went into modelling. She is now a professional model in the US and working internationally.

She debuted at New York Fashion Week in 2016, and is a brand ambassador for the National Eating Disorders Association. She says, “I campaign for body diversity and self-care. I am grateful my job allows me to inspire other people to accept themselves for who they are.

The advice I’d give to current students is to embrace the traditions, opportunities, values and work ethic Bromsgrove provides. These instilled a confidence, which helped prepare me for my career, whether that was walking in Paris’s Fashion Week, speaking at Harvard University, or addressing US politicians at Capitol Hill in Washington, DC.”

PHOTOGRAPHY: DANICA KENNEDY

Toby Call, 29 Entrepreneur, St Paul’s, London

STAR ALUMNI

Mark Scott, 28 Herald, Leeds Grammar School (now The Grammar School at Leeds)

Edmund Mark and is his proud co-founder to wear his ceremonial Flore de Taisne dress

At just 28, Mark has become the youngest herald at the College of Arms, part of the Royal Household. He was appointed Bluemantle Pursuivant by the Queen, becoming the 77th known holder of the title since its creation in 1414. As one of 13 officers of arms who make up the College of Arms, Mark spends much of his working day in the City of London on the creation of new coats of arms, as well as genealogical and historical research. However, for ceremonial duties, he swaps his suit for breeches, stockings, buckled shoes and the colourful tabard of the Royal Arms, which is handed down from one generation of herald to the next.

Mark, who has been interested in heraldry and genealogy since his school days, thinks the ceremonial dress for special occasions, which include the Order of the Garter Ceremony and the State Opening of Parliament and Queen’s Speech at the Palace of Westminster, still has a purpose.

“We need the colourful attire to make up for our everyday greyness,” he says.

“Everybody thinks of us as these magnificent creatures in tabards but that only happens about twice a year.

When that is all over, the breeches, stockings and the rest of the uniform go back in the drawer and we return to our grey suits and our offices in the City of London.”

Mark continued his studies after leaving Leeds Grammar and took up philosophy, politics and economics at Mansfield College, Oxford, graduating in 2011. He joined the College of Arms as a research assistant in 2016.

AUTUMN 2019 | independentschoolparent.com

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THE SCHOOL FOR

MINDS

WHERE WILL YOURS TAKE YOU?

To find out more or to book a tour, please visit kesbath.com or call 01225 820 399 @KESBath #schoolforadventurousminds

OPEN DAYS: 19th October, 9th November

ST MARY’S CALNE

A Leading Independent Boarding & Day School For Girls Aged 11-18

Contact

admissions@stmaryscalne.org

01249 857200

stmaryscalne.org

KING EDWARD VI SCHOOL SOUTHAMPTON

Independent day school for ages 11 - 18

Accepting Sixth Form applications until Friday 31 January 2020 Email registrar@kes.hants.sch.uk for more information and to arrange a tour.

023 8079 9216 www.kes.hants.sch.uk 68

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TIME TOGETHER

ENJOY THE SEASON

FAMILY LIFE

Cookery classes, bonfire parties and tea in an English country garden

Autumn is upon us and as the temperature turns down a notch, there is magic to be found in Boden’s limited-edition Harry Potter collection. boden.co.uk

AUTUMN 2019 | independentschoolparent.com

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SCHOOL HOLIDAYS

A place in the country

CLAUDIA DUDMAN visits The Fish Hotel in the Cotswolds for a getaway that is ideal for families and where four-legged friends are most welcome, too

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f you’re looking for an informal yet stylish exeat or half-term destination that has easy access from the West Country or the Midlands, then The Fish Hotel, part of the 400-acre Farncombe Estate near Broadway in The Cotswolds, ticks the boxes and then some.

Turning off the A44, a long driveway lined with newly planted plane trees greets you as you wind your way past Foxhill Manor, one of the other two hotels that are part of the family-owned Estate. The road continues on down to The Coach House, housing the Reception, and to finally a view that overlooks the lush, green Vale of Evesham, which stretches into the distance as far as the eye can see. The hotel and its accommodation of 50 rooms and suites is spread over a variety of quirky houses and cottages that are dotted around the grounds, including The Stables,

Relax in the hotel lounge

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The Coach House and Springfield House, to name but a few.

We were staying in one of the six ‘Big Suites’ – ours ran laterally across the top of The Coach House under the eaves, giving it a cosy ambience. Decorated in neutral Scandinavian tones of muted yellows and shades of grey, with hints of Orla Kiely in the blinds that drew down over tiny windows.

Ample, charcoal grey foot stools and table lamps with bases carved into wooden hares – to remind you of your countryside surroundings – gave the room an eclectic feel, and there was a dash of retro thanks to the Bakelite phone and vintage radio on our bedside table.

The bathroom was light and roomy with a freestanding bath, a standalone shower and a double sink, with Temple Spa beauty products – and a stylish

circular-backed chair where I would sit before dressing for breakfast and the day ahead.

A long wooden stairway just a minute’s walk from our room took us down to The Lodge, a huge rectangle-shaped communal area where the hotel’s restaurant Hook is, as well as a bar, games room, boot room, plus several snugs where guests can chat or read a newspaper.

Once we had checked in, we went and sat outside on the deck area, under an open-sided timber roof, giving it a slight treehouse feel. We refuelled with some tea and light snacks before dinner, taking in our surroundings, the silence of the countryside, grateful to have arrived.

Our friends, who were Cotswolds locals, joined us by the time we had moved inside to the bar area and looked over our menus.

Hook, an all-day restaurant and vision of two-Michelin starred chef Martin Burge, the estate’s culinary director, has a warm and welcoming feel, decorated in blues and light greys and with an aim to serve responsibly sourced seafood and sustainable shellfish. Fish

SCHOOL HOLIDAYS

WE REFUELLED WITH TEA BEFORE DINNER, taking in our surroundings

and the silence of the countryside,

GRATEFUL TO HAVE ARRIVED

Hook offers a unique dining experience

The stylish Big Suite has a cosy ambience

Rooms are dog-friendly

TEA IN AN ENGLISH GARDEN Just a 15-minute drive from the Farncombe Estate is one of the most gorgeous gardens in the Cotswolds. Nestled in a tranquil corner of Buckland village, and next to the church, sits Buckland Manor, a 15-bedroom, 13th-century manor house hotel. Afternoon tea is a must. You can choose from loose-leaf tea blends such as ginger and elderflower, or Darjeeling and oolong, while sitting under an parasol alongside borders of lavender and rosemary.

Honeysuckle and wisteria clad the warm stone building and there are foxgloves and roses, fragrant flowers and herbs that surround a smooth lawn. An English garden at its very best, Marcellin Hardouin, the charming general manager, explained that it’s just as impressive when the garden’s summer colours turn into warm autumn hues.

The afternoon tea includes a choice of tea, warm fruit and plain scones, clotted cream, strawberry and raspberry jam, cakes and sandwiches, at £25pp. bucklandmanor.co.uk

runs as a seamless theme throughout the menu with starters such as smoked haddock, Scotch egg, curry sauce with toasted peanuts, to side dishes such as seaweed fries and, of course, crusty bread with seaweed butter. Who would have thought? For my main, I had battered brill, onion and seaweed fries and vinegar, and the others had baked fillet of salmon, Morteau sausage, cabbage, cauliflower and peas and steamed sea bream, courgette linguine, and mussels with basil butter sauce. For dessert, we delighted in warm apple puff pastry tart served with ice cream and yuzu cremeux, English strawberries with coconut and lime, with two of us opting for simple servings of ice cream and sorbet. With bellies full, we made our way back up the lit wooden stairway to our room, with a plan, suggested by our friends, to walk into nearby Broadway, one of the Cotswolds’ most beautiful villages, the next day.

After a hearty breakfast of porridge, sourdough toast and coffee, we set off from the ‘back door’ of The Lodge, passing two empty deckchairs that had been set up overlooking the pond. It was a nice touch and we both bookmarked them for later, to sit and doze on after lunch. Following a public footpath, we wandered through flower-filled meadows, a small wood full to bursting with summer, navigating our way round a friendly herd of cattle. Having the countryside on its doorstep is one of the hotel’s selling points: that and the fact that the grounds are perfect for children to run around and where they can be quite safe.

There’s no having to pile everyone into the car

Fish-inspired dishes are a speciality

to go somewhere and that’s because you don’t have to. And what countryside retreat would be complete without the company of man’s best friend? The Fish is especially dog-friendly and they are welcome throughout the hotel. There’s a £30 charge per dog, per night, and even a special Doggy Afternoon Tea at £15 a pop.

If the point of your stay is to spend time with the family, your nearest and dearest, or even if it’s just you and your four-legged friend, eating great food in tasteful surroundings, there’s not an awful lot more you could wish for.

Double rooms at The Fish start from £150, including breakfast and based on two sharing. thefishhotel.co.uk; 01386 858000 AUTUMN 2019 | independentschoolparent.com

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COMPETITION

Win a three-night wellness break at a luxury resort in Portugal One lucky reader will win a three-night health and wellness programme. The prize includes a junior suite stay at Vilalara Longevity Thalassa & Medical Spa

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ilalara in the Algarve is a luxury leisure resort by the sea providing a unique fusion of thalassa, spa and state-ofthe-art wellness and anti-ageing solutions. Idyllically set within the tranquillity of 11-hectare gardens and offering direct access to a secluded beach, this resort is home to one of the best Thalassotherapy Centres in the world. The hotel itself features 104 spacious junior suites and seven suites, all decorated in neutral shades and with private balconies.

The amenities on offer allow blissful indulgence as the hotel is complemented by five outdoor pools of fresh

or sea water, four tennis courts and two excellent restaurants serving quality cuisine. In line with the hotel’s focus on wellness, guests can cleanse their palate with healthy options packed with antioxidants, or dine in style with gourmet delicacies.

For those couples who want to take advantage of the incredible spa facilities, Vilalara offers a family-friendly Kids’ Club so all ages can experience the hotel’s flawless hospitality.

Services at Vilalara Longevity Thalassa & Medical Spa range from a relaxing wellness retreat to structured detox programmes, or selected beauty treatments, such as facials and massage. Ultimately, guests will leave the resort feeling relaxed and rejuvenated.

Whether your focus is to increase your practice of mindfulness, to lose weight or to simply soak up the lush Algarvian surroundings, there is a programme available to suit everyone at Vilalara.

HOW TO ENTER Answer the following question

Where is Vilalara Longevity Thalassa & Medical Spa situated? a) The Algarve b) Porto c) Lisbon

independentschoolparent.com/win COMPETITION CLOSES: 12TH NOVEMBER 2019

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Terms & Conditions: The prize is a 3-night ‘Longevity Juice Fasting Detox programme in a Junior Suite Garden View. Personal and non-transferable. Subject to availability and pre-booking with a minimum 14 days prior to arrival. Valid between 1st February until 31 March 2020 or 01 September until 31 October 2020. Not included covered Transfer in/ out, Flights, or any other needs that are not within standard accommodation and the program.For The Chelsea Magazine Company’s terms and conditions, please visit www. chelseamagazines.com/the-chelsea-magazine-company-terms-and-conditions/

H WORTE MORN THA 0 £1,50

‘ I wanted my daughter to be somewhere where she could continue her academic successes, but in a warm and happy environment that’s fun and supportive, and ArtsEd was the answer.’

Parent

Igniting your child’s passion for performance Ensure your child flourishes creatively and academically.

Apply now for entry in Year 7 and Year 12.

Co-Educational Day School & Sixth Form London, W4 1LY Find out more: artsed.co.uk @ArtsEdLondon

Independent School Parent Senior Autumn-Winter_2019_2020_202mmX129mm_no bleed

OPEN MORNINGS Friday 15 November 2019 Friday 6 March 2020 • • • • • • •

Set amongst 35 acres State-of-the-art music centre Outstanding pastoral care Valued community spirit Extensive co-curricular programme Award-winning Sixth Form building Excellent record of academic success

Book now at qas.org.uk Queen Anne’s is an independent boarding and day school for girls aged 11-18 Day and boarding Full and flexi options available

An extensive transport network, including a London service

Paddington to Reading in just 26 minutes

AUTUMN 2019 | independentschoolparent.com

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WORKING ADVENTURES WORLDWIDE

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TRAVEL THE WORLD. TOGETHER. bunac.org/ISP

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WORKING ADVENTURES WORLDWIDE ETS. 1962

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DIARY DATES

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

Kick-start half term

Family cooking together

Football Escapes Soccer Camp (with Rio Ferdinand), Quinta Do Lago, Portugal 28TH OCTOBER – 1ST NOVEMBER

Daylesford Cookery School, Kingham, Gloucestershire 20TH OCTOBER

Coached by Rio Ferdinand and a team of UEFA-certified coaches, children aged five to 15 can enjoy a world-class football experience at The Campus during half term. Little pros will train for two-hours daily over a week. For reservations, contact the-campus@quintadolago. com, +351 289 381 220

Enjoy a Sunday in the kitchen, without the washing-up! All ages can pick, chop, cook and eat some wonderful dishes, using seasonal, organic produce from the school’s market garden. The half-day course (10am-2pm) includes demonstrations and hands-on cookery. thecookeryschool@daylesford.com

Cooking up a half-term treat at Daylesford Cookery School

Don’t miss your chance to see Tutankhamun’s treasures

Have a whiz-bang time at Bonfire Night Heaton Park, Greater Manchester 5TH NOVEMBER

The firework display at Heaton Park will be one of the biggest in the region.

As well as a huge bonfire, there will be a funfair and a host of pop-ups selling tasty bites to eat, such as toffee apples and hamburgers. From 4.30-7.30pm. manchester.gov.uk/events

It’s beginning to look a lot like Christmas Tutankhamun: Treasures of the Golden Pharaoh Saatchi Gallery, London 2ND NOVEMBER 2019 – 3RD MAY 2020

Discover the famous Pharaoh and his personal belongings as you follow his passage into everlasting life – before the artefacts are installed in the Egyptian Grand Museum. See 150 original objects from the tomb with 60 pieces travelling out of Egypt for the first and last time. tutankhamun-london.com

Alnwick Castle and Garden, Northumberland 16TH NOVEMBER 2019 – 5TH JANUARY 2020

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Head to the atrium and spend time browsing the stalls packed with festive goodies. Watch the Grand Lantern Parade, a mesmerising display of light, music and movement, and from 13th-22nd December, the garden will be lit up by a winter light trail. alnwickgarden.com

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PHOTOGRAPHY: IMG

FINAL WORLD TOUR

SCIENCE | TECHNOLOGY | ENGINEERING | ARTS | MATHS

Talbot Heath School has been named as one of the most innovative and influential independent schools in the country. (i25 Excellence in Education Awards 2019)

STEAM HUB , BRAND NEW SEPT 2019

THINK BIG Talbot Heath

Independent School for Girls aged 3-18

Ground breaking curriculum for the future taught from age 3, key content areas will be DESIGN THINKING Modelling, Engineering, Architecture, Urban Design, Sustainability, Product Design ETHICS Links to AI, Philosophy, Sustainability, Technological Advances DIGITAL DESIGN Coding, Robotics, Animation, Electronics, Film-making MATERIAL SCIENCE Key skills within all subjects will include critiquing work, problem solving and project management.

Independent day school for boys aged 11 - 18 in North West London For details of open days and evenings throughout the year visit www.johnlyon.org

Visit and be inspired. A warm welcome and exciting future awaits!

Bournemouth | Dorset | Tel: 01202 761881 | talbotheath.org Connect with us @TalbotHeathSch | Day and boarding | Private Mini Buses to London

HARROW ON HILL SOUTH HARROW THE

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.

A prospective John Lyon parent

I believe in keeping an open mind Open Mornings Saturday 12th October, 10am | Wednesday 13th November, 10am Telephone: 01234 361918 | www.bedfordgirlsschool.co.uk

Bedford Girls’ School is part of The Harpur Trust

AUTUMN 2019 | independentschoolparent.com

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DIARY DATES

Night-time at Kew

Halloweden

Richmond, London 20TH NOVEMBER 2019 – 5TH JANUARY 2020

The Eden Project, St Austell 19TH OCTOBER – 3RD NOVEMBER

Now in its seventh year, Kew Gardens will transform into a mesmerising darkness.

The 2019 winter trail takes a new route with new installations, including a dazzling arch of shimmering lights at the Treetop Walkway. Tickets: Adults, £18, children (aged 4-16), £11. kew.org

Experience Christmas in all its Victorian glory at Osborne House

There’s something spooky going on down in Cornwall this Halloween as the botanical world of the Eden Project embraces the weird, wonderful and slightly scary world of nature. Venture deep into the dark woods to meet the Mongolian Death Worm and the Giant Beast, and befriend some owls from Screech Owl Sanctuary. edenproject.com

Halloween week at the Underground Cinema Cardiff Castle, Cardiff 30TH OCTOBER – 1ST NOVEMBER

A very Victorian Christmas Osborne House, The Isle of Wight 30TH NOVEMBER – 1ST DECEMBER

What better way to celebrate Queen Victoria’s 200th birthday this year than a weekend of traditional Victorian Christmas festivities at her most favourite residence. Head down to Osborne House on the Isle of Wight and enjoy some classic English Christmas traditions. english-heritage.org.uk

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From Hocus Pocus, The Addams Family and ET to Ghostbusters, you can watch classic family-favourite fright films in a scary, atmospheric setting at Cardiff Castle. Sit back and settle into an evening of movie magic in the castle’s special underground cinema in the historic under croft. This will be one Halloween night to remember!

Tickets start at£5. cardiffcastle.com

Be dazzled at Kew Gardens

Festive family fun Ascot Racecourse, Berkshire 2ND NOVEMBER

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Ascot lights up for Christmas

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PHOTOGRAPHY: ENGLISH HERITAGE. WORDS HENRIETTA EASTON

Kick off the National Hunt season with a day at the races. From 10:45am, the racecourse will be hosting a medley of top-class jump racing, fine food and live entertainment, as well as a firework display! The £100,000 Sodexo Gold Cup Chase is the feature race of seven, plus there is fun to be had off the track with fairground rides going on after raceday. ascot.co.uk

3 to 18 years old

“ONE WORD: EXCEPTIONAL”

“MOST FORWARD THINKING SCHOOL”

“THERE’S A RICH VEIN OF KINDNESS”

TATLER

THE WEEK

TATLER

BRIGHTON COLLEGE

Open Day Come and see the amazing things we have on offer

WISH YOU WERE HERE

OPEN MORNINGS | COLLEGE SAT 25 JAN NURSERY, PRE-PREP & PREP SCHOOL SAT 1 FEB BOOK YOUR PLACE 01273 704200 BRIGHTONCOLLEGE.ORG.UK

21 March 2020, 10.30-1.00 Just call the Registrar on 01604 880306 or email registrar@pitsfordschool.com

• • • • • •

Strong academic reputation Excellent pastoral care Wide range of sport and extra-curricular activities Small class sizes ensuring personal tuition Set in 30 beautiful acres of parkland Multi-million pound, state-of-the-art Sports Centre and extensive playing fields • Every pupil will thrive at our School and life beyond!

England’s Independent School of theYear 2019 THE SUNDAY TIMES

www.pitsfordschool.com

BC ISP Ad 129x99 - BCO 6054.indd 1

19/09/2019 11:11

BRILLIANT LEARNING BY EXCEPTIONAL TEACHERS

info@katiejayne.co.uk 01932 843 036 | 07725 901 933 katiejayne.co.uk A-rated by the Good Schools Guide

AUTUMN 2019 | independentschoolparent.com

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

11+ Key Dates

Open Days

Application Deadline: 13th December 2019 Entrance Examination: 6th January 2020 Acceptance Deadline: 4th March 2020

Friday 11 October at 9:30am Friday 14 February at 9:30am Saturday 16 May at 10:00am Register at: admissions@altonschool.co.uk Co-educational Catholic School from Nursery to Sixth Form www.altonschool.co.uk

Welcoming All Faiths

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

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

EACH TALENTED. EACH DIFFERENT. ALL VALUED. NURSERY

JUNIOR SCHOOL

SENIOR SCHOOL

SIXTH FORM

A CO-EDUCATIONAL INDEPENDENT DAY AND BOARDING SCHOOL FOR PUPILS AGED 3 – 18 Set in 50 acres of beautiful Oxfordshire countryside, Sibford School focuses upon a values-driven education

CALL 03 81 2 01295o7ok your to b

place

OPEN EVENTS

Whole School Open Mornings

Friday 15 November and Friday 13 March

admissions@sibfordschool.co.uk SibfordSchool

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FULL AN WEEKLY BOA D RDING OPTIONS AVAILABLE

01295 781 203

SibfordSchOxon

independentschoolparent.com | AUTUMN 2019

sibfordschool.co.uk

@sibfordschool

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

For a prospectus or to visit the School, please contact the Registrar, Mrs Ceili Roberts-Beresford: — registrar@queensgate.org.uk · 020 7594 4982 www.queensgate.org.uk Queen’s Gate School, 131–133 Queen’s Gate, London SW7 5LE

DIARY DATES

A Christmas Carol The Old Vic Theatre, London 29TH NOVEMBER 2019 – 18TH JANUARY 2020

Dine in style Minster Mill, Oxfordshire 26TH OCTOBER – 4TH NOVEMBER

After a sell-out premier last year, Jack Thorne’s production of the Christmas classic is back for another run at The Old Vic. Scrooges, beware!

This production is sure to banish all bah humbugs, with carol singers handing out mince pies and an in-theround production underneath a festoon of glimmering lights. oldvictheatre.com

Just in time for half term, one of the Cotswolds newest hotels is offering a a fivecourse tasting lunch, including a glass of champagne for £35pp. Set on the banks of the River Windrush, it is the perfect place to relax with the family. minstermill.co.uk, 01993 774441 Enjoy a tasting lunch at Minster Mill restaurant Dinosaurs rule at Edinburgh Zoo

Lewes Bonfire Night celebrations: The Glorious Fifth Lewes, East Sussex 5TH NOVEMBER 2019

Head down to Lewes for the world’s largest and last traditional Bonfire Night event in the UK. The celebration here honours the 17 Protestant martyrs from the town burned during the reign of Bloody Mary, and there are seven societies from the town that organise six separate parades and displays. lewesbonfirecelebrations. com

Giant Lanterns: Lost Worlds Edinburgh Zoo, Edinburgh 15TH NOVEMBER – 26TH JANUARY 2020

Returning to the zoo for a third year, this exhibition allows you to step back in time to when dinosaurs ruled the earth and discover 570 million years of wildlife.

Explore the grounds when all the animals are asleep and enjoy this prehistoric spectacle of light, science, history and amazing creatures.

Tickets £20. edinburghzoo.org.uk

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MEMORY LANE

SCH OO

L M E MOR I E

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CRESSIDA COWELL The Waterstones Children’s Laureate and author of the How to Train Your Dragon series shares her schooldays at Marlborough College, Wiltshire Marlborough in three words...

Creative, entrepreneurial, sociable. I joined at 16, after studying at St Paul’s Girls’ School. SPGS had amazing arts facilities but I left because I was both academic and creative and they preferred us to concentrate on academia.

Let’s talk food…

I loved breakfast and I’d eat baked beans and fried toast, but I did find myself visiting the local tea shop, The Polly Tea Rooms, rather a lot.

Would you rather double maths or an afternoon of art?

I wasn’t a natural at maths, but I found it a satisfying subject to study because there is always an answer.

Who was your best friend?

Lauren Child – the author of the Charlie and Lola books.

We’d write stories and draw maps of imaginary worlds.

Most embarrassing moment?

I dropped my lunch tray in Norwood Hall.

Were you ever in the detention room?

I was always in trouble for not handing in my homework on time.

But when I finally did, it would be pages long!

Are you a team player?

I am. I work as a team with my publisher; the production company Dreamworks, who turned my books into films; my agent; my publicity team; and also the National Literacy Trust, with whom I work with a great deal. I go into schools and attend festivals, which makes me feel part of the process in getting children to read. I love our team spirit to achieve the objective – to get children reading for pleasure.

What prize were you most proud of at school?

I won a National Gallery prize, aged nine, where I wrote

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What did you want to be when you grew up?

I was engaged in drawing and reading all the time, but I didn’t want to be a writer. To me, writers were my heroes. If

MY ART TEACHER’S ENERGY AND

insistence that there were many creative jobs to be had SPURRED ME ON about a painting. It was a huge boost to my confidence.

Which teacher stays with you to this day?

There were three. A teacher at my primary school, Miss Mellows, who would always let me write what I wanted without an emphasis on spelling and grammar: it was writing for enjoyment’s sake. Then at St Paul’s, I had a fantastic history teacher

independentschoolparent.com | AUTUMN 2019

called Miss McDonald and she would let me write fiction for my history essays: for example, she’d say, “Imagine you are a Viking and that you live on an island…”. And Robin Child, Lauren’s father, who led art at Marlborough: he was extremely dynamic and inspiring. His energy and insistence that there were many jobs to be had in the creative industries spurred me on to follow my dreams.

I had known then that I would enjoy professional success as a writer, I’d have been amazed.

What would you tell your school-age self?

Don’t worry about taking your time to get to where you want to be. I did a degree in English at Oxford, art at St Martin’s and a masters in narrative illustration at Brighton. I was a long time in education but I’ve used all three in my career.

North Bridge House

Book an open day at northbridgehouse.com/open or call 020 7428 1520 NURSERY & PRE-PREP HAMPSTEAD

PREP SCHOOL REGENT’S PARK

SENIOR HAMPSTEAD

2 - 7 YEARS

7 - 13 YEARS

11 - 16 YEARS

11 - 18 YEARS

TUESDAYS (NURSERY)

FRIDAY 8 NOVEMBER

THURSDAY 7 NOVEMBER

TUESDAY 15 OCTOBER (SIXTH FORM)

THURSDAY 28 NOVEMBER

THURSDAY 14 NOVEMBER

FRIDAYS (PRE-PREP) OCTOBER - DECEMBER

SENIOR CANONBURY

THURSDAY 5 DECEMBER

Private tours available at the earliest convenience upon request

The ultimate bespoke design and build.

To find out more please contact David Milligan on 01672 511522 or visit our website at

sherbourne-developments.com