Independent School Parent Prep Summer 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 | P R E P E D I T I O N | S U M M E R 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

WIN!

A HOLIDAY IN CORNWALL

EXPERT ADVICE

How to choose a senior school

Montessori

celebrates 100 years

Socrates in School Philosophy studies at Notting Hill Prep

Popular Preps Boarding now offers a home-from-home approach

BURSARIES & SCHOLARSHIPS

How to apply for help with fees

The No.1 for exam success Essential practice for 11+ and Common Entrance exams

www.bond11plus.co.uk

INSIDE

WELCOME

INDEPENDENT SCHOOL PARENT • PREP EDITION • SUMMER 2019

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Fact or fiction How true to history was The Favourite?

Mindful matters Meet Harrogate Ladies’ wellness prefect

Less common Is Common Entrance being phased out?

New kid on the block The merits of mentoring over tutoring

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Winner takes all?

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Taking time out

44

Bursaries & scholarships

52

Keeping it in the community

56 59 63 64

Follow us @ISParent.Mag

A special garden inspired by Montessori

Time to think Why it’s key to be a thinking school Why losing at sports day can be good The benefits of a daily mindful minute A case-study special How one school reaches out to locals

Finding their voice Drama is a catalyst to pupils’ growth

Prepping for life A curriculum that goes one step further

Ask the experts Choosing a senior school

School hero Getting the most out of girls’ boarding

In 10 pictures...

TASIS in Surrey

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Ones to watch

70

A place to play

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CLAUDIA DUDMAN, EDITOR

School sports aren’t just about fitness

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Like us at @Independent SchoolParent

A home from home The benefits of boarding preps

Nature nurtures

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Tweet us @ISParent

ISOTY awards What your school can gain by entering

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All the education figures you need

Fit for purpose

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ccording to a recent census by the Independent Schools Council, schools give more than twice as much meanstested fee assistance as they do non-meanstested assistance. This now totals £420 million.

You can read more in School Stats on page 12 and on page 44, where Dr Helen Stringer, Head of Northampton High School, explains how bursaries mean they can give pupils life-changing opportunities; Ella Drake, 13, recounts her successful scholarship application to Portsmouth Grammar, where she starts in September.

It’s 100 years since Montessori launched its first teacher training course in London. They are celebrating with a garden at this year’s RHS Chelsea Flower Show. Global ambassador Barbara Isaacs writes about the importance of learning in and about the natural world on page 26.

And for those about to embark on choosing a senior school for your child, five headteachers give their advice on what to consider (page 59).

If summer can’t come quickly enough for you, we have a competition on page 72 to win a holiday in Cornwall. Enter at www.independentschoolparent/win

School stats

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Sandroyd Prep, Wiltshire

In brief A round-up of the latest school news

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The all-star alumni An active holiday on the Cornish coast

Win a luxury mini-break Win a two-night stay in Cornwall

Calendar Some key dates for your diary

School memories Milliner Camilla King on Stowe

SUMMER 2019 | independentschoolparent.com

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WHO’S WHO

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INDEPENDENT SCHOOL PARENT 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

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.

EDITORIAL Editorial Director Maxine Briggs Editor Claudia Dudman Online Editor Jennifer Read-Dominguez Sub Editor Charlotte Methven Editorial Assistant Annie Quinton

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.

Creative Director Chloë Collyer Senior Designer Natalie Dourado Freelance Designer Matt Bookman PUBLISHING Managing Director Paul Dobson Deputy Managing Director Steve Ross Chief Financial Officer Vicki Gavin Digital Publishing Director Paul Rayner Director of Media James Dobson Production www.allpointsmedia.co.uk Printed in England by William Gibbons Head of Circulation Daniel Webb 020 7349 3710 ADVERTISING Head of Market Julie Price Advertising Manager Harriet Cottrell Senior Sales Executives Andrew Mackenzie, Henry Barton

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 ©The Chelsea Magazine Company Ltd 2019.

All rights reserved

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

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

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 relinquished that position to take up his new role, encompassing strategic oversight and operational direction.

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

BEN VESSEY

joined Canford in 2013 as Head from Christ’s Hospital, where he was Senior Deputy Head. Prior to Christ’s, he was Head of the History, Politics and Law faculty at Millfield. He is Vice-Chair of the HMC Professional Development sub-committee.

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

RACHEL KERR has worked with independent schools since 2000.

She is currently Communications Manager at the Girls’ Schools Association (GSA).

HELEN WRIGHT is a former President of GSA and Vice-Chair of ISC. Since 2014, she has worked in international education and advises, recruits and coaches senior leaders in schools across the world.

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

COVER: SYDENHAM HIGH PREP SCHOOL

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 last year, bringing with him more than 15 years’ experience in education sector communications.

JULIAN THOMAS

is the 14th Master of Wellington College and Chief Executive of the Wellington College Group of Academies and Schools. He was previously Head of Caterham School in Surrey.

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

SPRING 2019 | independentschoolparent.com

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Quality. Time.

Exceptional villas, local knowledge, personal service thethinkingtraveller.com +44 (0)20 7377 8518 S I C I LY •

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SCHOOL NEWS

IN BRIEF

STUDENT SUCCESSES • LANDMARK CELEBRATIONS • FUNDRAISING FEATS • NEW HEADTEACHERS Now 47, KGS alumnus James Cracknell is still seeking new physical challenges to conquer

PHOTOGRAPHY: ADAM DAVY/PA WIRE/PA IMAGES

An oar-some achievement

Kingston Grammar School

James Cracknell attended KGS between 1984 and 1990, and it was during this time that he learned to row, at the Kingston Grammar School Boat Club.

Cracknell continues to inspire generations with his determination, and his latest feat is becoming, at the age of 46, the oldest rower to take part in – and win – the Oxford v Cambridge boat race (representing Cambridge). As well as winning Olympic gold medals in 2000 and 2004, and six gold medals in the World Rowing Championships, Cracknell has undertaken

a number of gruelling challenges, many of them for charity, including, in 2008, spending 10 days rowing, cycling and swimming 1,400 miles from London to Africa. He has also worked as a sports broadcaster and columnist and was awarded an OBE in 2005.

KGS Director of Rowing, Mr Ed Green, says: “We’re proud of our thriving rowing legacy and for James Cracknell, who attended KGS almost 30 years ago, to be selected to row for the Cambridge crew is a tribute to a quite remarkable athlete.”

SUMMER 2019 | independentschoolparent.com

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SCHOOL NEWS

BEST OF THE REST

• COMMUNITY CARD Ashville College, Harrogate

24 local businesses have signed up to Ashville’s new loyalty-card initiative, offering discounts to parents, pupils and staff to encourage the school community to shop locally.

• JOIE DE VIVRE

A fun run for all Stamford Endowed Schools, Lincs

Celebrated as a major highlight in the school calendar, the Burghley Run – an annual cross-country fixture – was held at the end of last month, bringing together over 1,600 pupils from three schools. Students from Stamford Junior School were joined by boys and girls from Stamford School and Stamford High School; all started and finished in the same place, with different routes designed for different age groups. The Burghley Run encapsulates perfectly the feeling of community and spirit that surrounds the three Stamford schools.

• MAKING HISTORY The Royal School, Surrey

Queen Colman

One giant leap for…

Hats off to you!

Gresham’s, Norfolk

Tonbridge School, Kent

Farlington, West Sussex

From revising on Holkham beach to accepting an Oscar at this year’s ceremony, Olivia Colman found her passion for acting at the co-educational school. She says of her time there: “Gresham’s, in many ways, made me the person I am today. It was the first place where I ever acted.”

The school’s Barton Science Centre hosted a Mission Discovery week, giving pupils the opportunity to work with renowned NASA astronauts.

The mission was to create an experiment, with the Argonaut team’s winning one to be carried out on the International Space Station.

Pupils – who come to this all-girls’ prep from Horsham, Ockley and Cranleigh, to name but a few – love a good parade! And they pulled out all the stops this Easter, with some showstopping bonnets for the end-of-term festivities held in the school’s New Courtyard Hall.

independentschoolparent.com | SUMMER 2019

• BACK OF THE NET Moreton Hall, Shropshire

Hollie Harrington, Head of First Team Lacrosse at the all-girls’ school, has been named as one of the coaches who will lead England in the Under 19 World Cup this summer.

PHOTOGRAPHY: ANTHONY BEHAR/SIPA USA/PA IMAGES; ANNA LEE

Pupils at the Senior School have elected a Head Girl and a Head Boy for the first time in the school’s history.

Head Boy elect is Yuriy Kislyakov and the Head Girl elect is Isabel Benson.

Olivia: Gresham’s finest export

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According to The Times, French schools have been inspired by the UK’s public-school curriculum to introduce more sport, music and art, after a poll found France to be the world’s most pessimistic country.

GORDON’S SCHOOL BOARDING IN SURREY

Ranked in the top 1% of all schools in England and Wales over the past 3 years at A Level.

Years 7, 9 and 12 boarding places available from £5,378 per term.

www.gordons.school

SCHOOL NEWS

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

James Dahl is the new head of Wellington College, Berkshire.

Matthew Faulkner takes over at Parsons Green Prep, Fulham in September.

Making mother’s day Gad’s Hill, Kent

Children invited their mums to a special assembly in the school theatre to celebrate Mothering Sunday – and share what the day meant to them.

Students from the Nursery and Kindergarten classes took to the stage to entertain their guests of honour with a mixture of poems and songs. Head of Kindergarten Victoria Wilson said: “The children put on a great show and I am very proud of their performances – and their beaming smiles!”

Plymouth College welcomes Jonathan Cohen this term.

Dominic Findlay takes over at Llandovery College in September.

Guy Ayling is the new Head of Mount Kelly School in Devon this term.

Best new ski team in the BSA challenge

Skiing demons

Great escapes

Hampshire Collegiate School

Barrow Hills, Surrey

A team of skiers from the school took part in the Boarding Schools Association Artemis Pila Ski Challenge and were the highest ranked newcomers in the competition, coming 21st out of 55 schools. Niamh (Year Nine) came 4th in the U14 girls and Isla (Year Four) achieved 5th in the U10 girls. This was the school’s first ever alpine race event.

Imaginations were fired up when children engaged in an immersive learning experience at a special workshop.

Year Five and Year Six pupils took part in ‘Classroom Escapes’. Designed to encourage problem-solving, logical reasoning and teamwork, the children had to think fast as they raced against the clock to break out of their classroom.

SUMMER 2019 | independentschoolparent.com

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SCHOOL STATS All the facts and figures at your fingerti s

St Andrew’s Prep School,Kent

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

34% of ISC pupils are from a minority ethnic background.

Schools give more than twice as much means-tested fee assistance as opposed to non-means-tested, totalling over £420million and representing an increase of 6% compared with last year.

UK independent schools have recorded an increase in pupils from European Economic Area (EEA) countries in the current academic year, despite ongoing Brexit uncertainty.

The proportion of weekly and flexi boarders has increased for three consecutive years. In 2016, 15.7% of boarders were weekly or flexi boarders. This year that stands at 17.9%.

Between £10million and £15million was raised for charities at ISC schools this year and 901 ISC schools organise volunteering opportunities for their staff and/or pupils.

ISC schools are expanding their public benefit activities – 11,466 partnerships were recorded this year, compared with 10,553 last year.

How much does it all cost?

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

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*ALL FACTS AND FIGURES FROM THE INDEPENDENT SCHOOLS COUNCIL CENSUS 2019. AVERAGE SCHOOL FEES PER TERM AT JUNIOR DAY SCHOOL ARE £4,426 AND AT JUNIOR BOARDING SCHOOL THEY ARE £8,406 + TWO YEARS SENIOR BOARDING FEE OF £11,304 PER TERM FOR YEARS 7 AND 8. SCHOOL FEES WILL VARY DEPENDING ON WHICH SCHOOL YOU SEND YOUR CHILD TO.

SCHOOLS

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Elite Health Plan can include two children up to age 10, subject to underwriting.

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AWARDS

After the success of last year’s launch, our prestigious awards scheme has returned. Read on to find out what you and your school can gain by entering INDEPENDENT SCHOOLS OF THE YEAR 2019

I

ndependent Schools of the Year is an awards programme designed by Independent School Parent magazine to offer UK independent schools a platform that showcases their success stories and celebrates the student experiences they provide.

The 20 awards categories for this year’s campaign have been chosen to reflect the diversity of life in independent schools in the 21st century.

The awards are free to enter for all independent schools which are members of any association that’s a member of the Independent Schools Council*.

They will be judged by a distinguished group of educationalists. The judging panel will once again be chaired by Dr Helen Wright, international education advisor and past Vice-Chair of the ISC. Helen Wright comments: “I’m absolutely delighted to be chairing the judging panel for a second time.

These awards recognise and celebrate the amazing experiences and opportunities for students in independent schools across the UK. Every day, students in independent schools benefit from the innovation and commitment of their teachers and support staff; we want to hear these inspirational stories and spread the word about excellence in the sector. We were delighted by the breadth and depth of the entries we received last year and hope we’ll get even more in 2019.”

The judges will be looking for schools to share stories of success underpinned by supporting evidence. Success comes in many forms and we want to celebrate them all.

Nominations close on Friday 24 May. Entries are free and easy to submit using the online nomination forms on our awards website, independentschoolsoftheyear.co.uk.

Shortlisted schools will be announced in early June, with winners revealed at a champagne

Latymer Upper School

Cheltenham Ladies’ College

reception in October. Winning and commended schools will be presented with specially commissioned rosettes and supporting collateral to use across their print and online marketing materials celebrating their success. Winning schools will also be awarded a trophy. The announcement of the winners will be the centrepiece to a PR campaign led by Independent School Parent, celebrating the successes of the independent schools sector. *Any British International School which is a member of COBIS is eligible to apply for the British International School Award.

To find out more about the awards and to download your entry form, log on at:

independentschoolsoftheyear.co.uk/about

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independentschoolparent.com | SUMMER 2019

PREP SCHOOL

Sandroyd Prep, Wiltshire

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PREP SCHOOL

A home from home Boarding preps offer pupils a dazzling array of activities and facilities with the space and freedom to enjoy them, and all in a nurturing environment

I

s

t may seem harsh to send your child to live at school before they hit their teens, but boarding school has changed dramatically over the years. Designed to accommodate the modern family, where more often than not both parents work, schools have wised up and are adapting to their needs. Nowadays, children can choose to flexi, weekly or full board and can try it out with a taster weekend to see what it’s like. It goes without saying that there is wraparound pastoral care and ultra-tight industry safeguards in place, but it’s the fun and camaraderie that boarding offers that is its real selling point – this is what childhood should be about, and what is often lost in time spent in a car, getting to and from school and clubs each day. Have a look at the boarding activities on offer and prepare to be amazed…

SUMMER 2019 | independentschoolparent.com

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PREP SCHOOL

Riding is popular at Sandroyd

SANDROYD PREP SCHOOL, WILTSHIRE

s

Boarding is in our blood; it’s our DNA. It is a very special and positive experience, one we have been at the forefront of since our foundation in 1888.

Children in Years Seven and Eight are expected to board, but we encourage all children to experience the fun of it early on.

We currently have around 100 full boarders plus a number who board on one or two nights each week. Children are welcome to board from the age of seven, when they join Year Three, with flexi and occasional boarding possible in Years Three to Six. We have an average of 75 boarders staying over the weekend. The number of activities available is almost limitless. The extensive grounds and facilities mean that interests and talents can be developed in whatever direction they may lie. After morning chapel, children can enjoy a variety of activities, from bike rides to bee-keeping, talent competitions to internal laser tag! Our boarders don’t have tablets or mobile phones, so they are not glued to tech.

They are being children – playing, being creative and exploring with their friends.

OUR BOARDERS DON’T HAVE tablets or

mobile phones, so they are not glued to tech.

THEY ARE BEING CHILDREN – PLAYING AND EXPLORING WITH THEIR FRIENDS

Sandroyd pupils excel in sport

SCHOOL STATS NAME OF HEAD:

Alastair Speers YEAR OF ESTABLISHMENT:

1888

MOTTO:

Niti Est Nitere – to Strive is to Shine LEAVERS’S DESTINATION:

Between 2015-2018 our leavers have progressed to the following schools: Boys’ Schools: Sherborne, Eton, Radley, Harrow, Winchester Girls’ Schools: Sherborne Girls, St Mary’s Calne, Downe House, Stonar, Godolphin Co-Ed Schools: Bryanston, Marlborough, Monkton Combe, Oundle, Canford, Millfield, Clifton, Downside, King’s Bruton, Clayesmore, Dean Close, Ellesmere College, Shebbear, Shrewsbury, Cheltenham College, King’s College Canterbury, Rugby.

NOTABLE ALUMNI:

Alex Payne, Sky Sports Presenter; Edward Ferguson, previously Head of Strategy at the UK Ministry of Defence; Sir Ranulph Fiennes, 1954-1956, Explorer.

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Prepared. To grow somewhere new.

Our new preparatory school opens in September 2020 Prince’s Gardens is a new independent preparatory school, in the heart of Kensington, for children aged 3 - 11 years. It will be a school where every one of our pupils is prepared to step out into the world with confidence, assurance and an open, inquisitive mind. To think for themselves whilst exploring their ideas and creativity. To develop not just all-round academic excellence, but the all important strength of character essential for success in our fast changing world.

To reserve your place at our launch event on 27th June Search...

PGPREP

or visit princesgardensprep.co.uk/parent

Prepared for everything.

Prince’s Gardens Preparatory School, 10-13 Prince’s Gardens, London SW7 1ND

Millfield Prep’s climbing wall

MILLFIELD PREP, SOMERSET

Boarding is a great way for children to develop their social skills and interact with lots of people from different countries and cultures. Our pupils say that the best thing about boarding is spending time with their friends, and many make friends for life as they continue through Millfield Senior School.

There are five boarding houses on campus, set in grounds with plenty of open space. Our grounds reflect our philosophy on boarding: to combine a calm, homely environment with an exciting range of activities.

Millfield Prep has three boys’ houses and two girls’ houses, all modern with recent refurbishments. Each house is welcoming with cosy dorms and kitchens for those all-important snacks. We offer full, flexi or occasional boarding for your child.

Our boarders also love the diverse range of exciting events at the weekends. Each term there are trips to local attractions like iceskating, tobogganing and paintballing. Pupils also make the most of our amazing on-site facilities, with Segway driving, climbing, inflatable fun in the pool and more on offer.

Boarding is ideal, particularly for the extracurricular clubs and training, such as squad swimming, tennis, golf and music.

Knighton House girls forge strong friendships

SCHOOL STATS NAME OF HEAD:

Shirley Shayler NUMBER OF PUPILS:

372

NUMBER OF BOARDERS:

123

YEAR OF ESTABLISHMENT:

1945

MOTTO:

Nurture, Challenge and Inspire LEAVERS’ DESTINATION:

The majority go on to Millfield School.

NOTABLE ALUMNI:

Lando Norris, James Guy, Ella Eyre, Sophie Dahl, Chris Robshaw, James Hildreth, Simon and Richard Mantell.

ALL ABOUT THE SCHOOL:

PUPILS MAKE THE most of our amazing on-site facilities, WITH SEGWAY DRIVING, CLIMBING, INFLATABLE FUN IN THE POOL AND MORE ON OFFER

Our belief is that every child is an individual and our school aims to put the child at the heart of everything it does.

With dedicated staff, small class sizes and family-run boarding houses, we can easily achieve our goal. Our worldclass resources and facilities mean that children can discover their individual talents and potential, be it in the classroom, on the stage or on the sports field.

KNIGHTON HOUSE, DORSET

The school is set in 30 acres in the glorious West Country with space to grow and learn.

Our boarding house, which has been recently refurbished and modernised, is cosy and homely and 60% of the girls board on a full time, weekly or flexi boarding basis.

Girls learn how to live together, to share, but to be independent and to develop selfconfidence and self-reliance, always secure in the knowledge that they are valued and well cared for. Warm relationships between staff and girls enable even the more reserved to flourish and thrive.

All boarding staff are fully dedicated and responsible for the wellbeing of our girls. They are also responsible for creating fun weekend activities that the whole boarding community looks forward to. Every weekend has a different exciting theme, combining a range of activities according to the season: outdoor trips,

Cothill House is set in extensive grounds near Oxford

COTHILL HOUSE, OXFORDSHIRE

Nestled in 26 acres of playing fields and woodland, this school buzzes with happy boys.

Boys board in one of the school’s three boarding houses, with dedicated House Parents always on hand. Matrons live within each boarding house, at the ready to support the boys’ needs; from hair wash nights through to finding lost teddies. Being part of a close community, personal skills such as patience and participation develop fast and boys become more independent, forging stronger friendships and, as a result, they thrive.

Living on site, boys can get ‘stuck in’ and study to their full potential. From STEM theme weeks to building tanks and re-enacting the Battle of Cambrai on the school field, boys develop a true love of learning.

Boarding enables them to take every advantage of the opportunities on offer.

Fun-filled weekends are jam-packed with activities for all. The boys play sports and build dens. Free time is spent on their rollerblades, ripsticks, leaping off BMX ramps and making full use of the climbing wall and golf course.

All boys spend one term at the Château de Sauveterre in France, where they gain an unforgettable life experience.

HEADMASTER:

Robin Gainher NUMBER OF PUPILS:

105 pupils MOTTO: Where Girls Lead YEAR OF ESTABLISHMENT:

1950

LEAVERS’ DESTINATIONS:

Bryanston, Canford, Clayesmore, Downe House, Godolphin, King’s Bruton, Leweston, Marlborough, Milton Abbey, Oundle, Prior’s Field, Sherborne Girls, St. Mary’s Calne, St. Mary’s Shaftesbury.

camping, games, discovering beautiful Dorset and its culture, as well as indoor activities such as arts and crafts, fashion shoots, photography, origami, cooking and baking. In short, we strive to nurture natural talents and build confidence. Girls learn that there is no limit to their potential achievements except their own ambitions. Knighton House – where girls lead.

Duncan Bailey (an Old Cothillian) FOUNDED:

1870

MOTTO:

Dum Spiro Spero, – whilst I breathe, I hope. This remains at the core of Cothill life, encouraging pupils, staff and the whole community to be tenacious in achieving their goals, both during and after their Cothill days.

LEAVERS’ DESTINATIONS:

Eton, Radley, Harrow, Marlborough, Stowe, Sherborne and Winchester remain the most common future destinations.

COTHILL IN NUMBERS:

One French château, three boarding houses, 100% pass at Common Entrance, 200 boys aged eight-13.

ALL ABOUT COTHILL:

It is set in an idyllic location, 15 minutes from Oxford. The full boarding community enables boys to be supported, becoming the best versions of themselves. s

SCHOOL STATS

SCHOOL STATS HEADTEACHER:

Activities are planned around the seasons

ALL ABOUT KNIGHTON HOUSE:

The vision: creating deep-seated and lasting confidence in girls and young women has powered the school for the last 68 years, providing a ‘home away from home’ where girls can flourish in an atmosphere of encouragement, space and freedom.

SUMMER 2019 | independentschoolparent.com

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PREP SCHOOL

It’s all mud pies and muddy wellies at Kingswood School

KINGSWOOD PREP SCHOOL, BATH

Kingswood Prep School is the perfect place to begin your educational journey. Situated on a magnificent 100-acre site, it very much embodies a countryside atmosphere, despite being just a short walk from the stunning UNESCO World Heritage City of Bath.

We offer a family-friendly day and boarding environment that balances academic rigour with the outstanding pastoral care for which Kingswood is known. There is nowhere that showcases this more than our boarding house High Vinnalls, which provides a home-fromhome environment where parents are safe in the knowledge that, whether they opt for the weekly, full or flexi boarding option, their child is well cared for by experienced staff.

All pupils get to enjoy a thriving cocurricular programme, which sees over 80 activities and clubs taking place each week, allowing our pupils to discover passions that last well beyond their school life.

The secret of a great school is being able to bring out the best in all different types of children, ensuring that those who have a weakness in their learning will be well supported with their self-esteem remaining high, and that those who find learning easy will never look out of a window, bored.

HIGH VINNALLS PROVIDES A home-

from-home environment where parents are safe IN THE KNOWLEDGE THAT THEIR CHILD IS WELL CARED FOR

SCHOOL STATS HEADMASTER:

Mark Brearey NUMBER OF PUPILS:

357

FOUNDED:

In 1748, by John Wesley. It was originally a Methodist School.

Many educational institutions around the world have been founded on its principles.

INTERESTING FACT:

Opened the first school-based STEM and Innovation Centre in the South West.

AT KINGSWOOD PREP

Prep school life is full of adventure

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Muddy wellies are neatly positioned outside every classroom so pupils can enjoy immediate access to the outdoors, whatever the weather. The wide range of activities includes den-building, environmental conservation, science projects, learning to build and cook on fires and freely chosen play. Children thrive in a curriculum that is challenging and fun, as well as learning in an environment where they feel safe and happy. We provide them with the skills to flourish.

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Your future to own Whether you choose it as a day school or take advantage of the full, weekly or flexi boarding options available, Sherfield is the perfect setting for your child to flourish and reach their true potential.

For more information about future open days or to arrange a bespoke visit please contact admissions@sherfieldschool.co.uk Sherfield School, Sherfield-on-Loddon, Hook, Hampshire RG27 0HU +44 (0) 1256 884 800 www.sherfieldschool.co.uk

OPEN MIND. OPEN DOOR. OPEN FUTURE. Whole School Open Mornings Thursday 13th June 9.30am – 12 noon Please contact Admissions to book your personal tour.

Saturday 21st September 9.30am – 12.30pm No need to book, please just come along.

Awarded to the Futures Department

School of the Year for Student Careers Programme Highly Commended Independent Schools of the Year Awards 2018

‘Excellent’ in all areas ISI Inspection Report 2016

www.sthelens.london St Helen’s School, Eastbury Road, Northwood, HA6 3AS 01923 843230 admissions@sthelens.london

2 mins walk from Northwood Tube.

30 mins from Baker Street.

(Metropolitan Line) School coaches are available.

An Independent Day School for Girls aged 3-18

COMMENT

HEADS UP

FIT FOR PURPOSE Leadership skills, commitment, healthy-eating habits and teamwork: school sports are about much more than fitness, writes ANTONIA BEARY to fame and fortune, sport offers an excellent lesson: while natural ability may be an advantage, it’s nothing without consistent effort – rain or shine. Understanding the concept of commitment to a match or practice is important. It doesn’t matter if you have a better offer – you have a responsibility to your team. In making sacrifices, so character is built. Captaining a team can lead on to more significant leadership roles.

At a time when, increasingly, pressure is put on our children with an expectation they’ll always get things right, sport provides an arena where it’s almost impossible not to make mistakes. At the same time, having to conform to rules is no bad thing for a child, while fair play and respect for the umpire’s decision needs to be learned.

There’s also no escaping the fact that the increasing availability of overly-processed foods, and less curriculum time devoted to sport is contributing to obesity in today’s youngsters.

Not only does eating healthily help your performance, regular physical activity also means you can get away with spoiling yourself every now and then.

There’s a reason why we ‘play’ sport – sport has to be about having fun. For some, that pleasure will come from being intensely competitive, for others simply in being part of something bigger than themselves and spending time with their friends, not so much in the pursuit of excellence, but to cement relationships and support networks, to let off steam and relax after a stressful day.

The joy of sport is that there’s something for everyone. The 13-year-old girl who tried to arrange her music lessons in PE, found herself representing Cambridge in the Boat Race a few years later. Who says miracles don’t happen?

Whether it’s a team game like rugby, or a solo pursuit such as swimming, there’s lots of sports to choose from

T Antonia Beary is the Headmistress of Mayfield School, Sussex

eachers from my own schooldays might be rather sceptical at my writing about the benefits of sport, and rightly so, as any recollections of my youthful attempts to avoid crosscountry or the 1,500m would elicit, at best, amusement.

However, even the most recalcitrant child can surprise themselves and everyone else.

Sport teaches us all, not just our children, skills and helps discover abilities which can prove invaluable as life skills. Playing as a team requires not only working together, but thinking about other people and understanding their strengths and weaknesses. Good team players will be able to see themselves contributing to something bigger, as they have to look beyond their own individual goals to the shared, common good.

Representing our school, county or country, requires stepping up to the mark and working towards an altruistic goal, espousing what may seem old-fashioned values, which are increasingly at odds with those of the self-centred society in which we seem to live. For teenagers to appreciate both that it’s not just ‘all about them’ but also that they have something valuable to contribute, promotes a balanced sense of self-esteem.

Practice, as we know, makes perfect. In a world where there’s a disproportionate focus on individuals plucked out of obscurity allegedly

SUMMER 2019 | independentschoolparent.com

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NURSERY

NATURE NURTURES A garden at the RHS Chelsea Flower Show will mark 100 years since the first Montessori teacher training course launched here. BARBARA ISAACS writes about the value of learning in and about the natural world

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his year marks 100 years since Maria Montessori – who is arguably the most memorable campaigner for children’s education and the social importance of putting children first – delivered the first Montessori teacher training course in London. Twelve years prior in 1907, she opened what she called her House of Children (Casa dei Bambini) in the slums of Rome. Here, she pioneered an approach where she gave children the freedom to learn at their own pace – using education to nurture a child’s natural instincts.

Montessori’s reputation across the education and political establishments led her to being invited to travel the world training teachers and helping to establish schools; speaking, hosting events and writing articles and books.

LEADING THE WAY

to help us both advocate for – and explain – the Montessori approach.

In the beginning stages of this collaboration, the main focus was to highlight the welldocumented fact that children today are spending less time outdoors – whether it be in parks, gardens, the countryside or on the coast.

This is why Montessori’s ethos of sustaining both learning and enjoyment from nature and the natural world is even more topical and relevant now than it was a hundred years ago.

THE NATURAL ENVIRONMENT

The design brief was to reflect the key principles that lie at the heart of Montessori’s child-led approach to education, and we’re keen to ensure the end result demonstrates children’s natural interest in planting and caring for a garden. Jody Lidgard, who is also an educator and a father of six, has actually worked with children at a local Montessori

To commemorate the anniversary of the first training course, we are immensely Children today are excited to be present at one of spending less time London’s largest cultural events outdoors of the year. In collaboration with experienced Garden Designer Jody Lidgard, we have created a garden that illustrates Montessori’s innovative classroom practices.

These can be described as truly “holistic”, based on sensory experiences. For example, numeracy skills are encouraged through beautifully designed blocks and beads, while letters and shapes are introduced using sandpaper to encourage tracing and feeling while focusing on the letter sound.

The RHS Chelsea Flower Show is the perfect platform to raise public awareness, as it is a natural partner

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independentschoolparent.com | SUMMER 2019

nursery in Norfolk to grow some of the plants that will feature in the garden.

We hope this ‘classroom’ take on a garden provokes thought around the real impact of the natural environment as we learn and will bring to life key elements of the Montessori approach, which are patience (time in growing), care (caring for plants), health (nutrition and ‘farm to fork’ principles) and respect (to be kind and respect each other, and how we all connect to one another).

The garden, which is designed to be ‘lived in and explored’, features a ‘pick, snip, tear and taste’ edible living wall with tumbling sweet tomatoes and basil. This is an opportunity for the children to really connect to nature through their love of food. By demonstrating cutting-edge hydroponic and aeroponic methods to grow edible micro leaves, we also hope to showcase how efficient it is to grow in small spaces – as well as reflecting the serious concern that with a finite amount of land we have to be truly creative with the spaces in which we grow our produce.

Commenting on his design, Jody Lidgard said: ‘We will be showcasing plants grown hydroponically, aeroponically and under artificial light to demonstrate many methods of growing in small spaces that are accessible to children.’

A garden of this nature deserves its legacy to be continued, which is why we have plans to relocate elements to a new home where it can be enjoyed and experienced.

The Montessori Centenary Children’s Garden will be showcased at the Chelsea Flower Show from 21st-25th May.

NURSERY

Gardening teaches children important values like patience and respect

MONTESSORI’S ETHOS OF SUSTAINING BOTH learning and enjoyment from nature and the natural world IS EVEN MORE TOPICAL AND RELEVANT NOW THAN IT WAS 100 YEARS AGO

SUMMER 2019 | independentschoolparent.com

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COMMENT

FACT OR FICTION?

Julia Harrington, Head of Queen Anne’s School, Caversham – which was built in memory of the monarch – looks at how true The Favourite stays to history Today it’s a thriving independent school for girls aged 11 to 18. We remember Queen Anne every two years at a service in Westminster Abbey; and have a portrait of her in the hall.

Poor Queen Anne. She was devoted to her husband and shared a bedroom with him throughout their marriage. She miscarried or gave birth to stillborn children at least 12 times, and of her five live children, four died before reaching the age of two, and Prince William died at the age of 11. She suffered from gout which meant she had to be carried in a sedan. It’s possible that she also had Hughes syndrome, which causes blood platelets to stick together. Given the state of 17th century medicine, it’s a wonder that Anne managed to survive until she was 49.

How cruel of Sarah Churchill to describe her as fat, lazy and stupid. Many of the

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closest advisors, Sarah Churchill, Duchess of Marlborough, and Abigail Hill, later Lady Masham. It’s true that Anne allowed herself to be heavily influenced by her ministers and her favourites; she was shy and felt herself to be uneducated. Insecure she may have been, but stupid she was not.

My interest in her is based on the fact that she granted the Grey Coat Hospital Foundation a Royal Charter. The Grey Coat Hospital was a school, established in 1698 and funded by eight parishioners in the parish of St Margaret’s in Westminster. Their aim was to give an education to the poor of the parish so that they could be ‘loyal citizens, useful workers and solid Christians’. Queen Anne was particularly interested in helping widows and disadvantaged children.

Nearly 200 years later the Foundation bought a site in Caversham, near Reading, to build a girls’ school. In memory of the monarch who gave the Foundation its Royal Charter, it was named Queen Anne’s School.

assumptions about Queen Anne come directly from Sarah Churchill’s autobiography which was published in 1742, nearly 30 years after the Queen’s death. Anne was therefore undefended, and we seem to have inherited Sarah’s bitter prejudices.

Sarah Churchill, happily married and the mother of seven, was a spirited creature – a bully, even, who was frustrated by the limited opportunities available to her as a female politician, which is how she regarded herself.

Their friendship broke down as a result of political differences, not because of sexual jealousy. It’s worth pointing out that Sarah not only fell from grace in Queen Anne’s reign but again in that of King George II whom she insulted at court.

As for the 17 rabbits signifying Anne’s lost children, one of the film’s historical consultants admitted that they were a fictional extra. Often, the facts are more intriguing than any fiction can capture, so by all means, enjoy the film – but read the history books too.

PHOTOGRAPHY: TWENTIETH CENTURY FOX/ZUMA PRESS/PA IMAGES

ueen Anne’s reign was short but significant. Played by Olivia Colman in the Oscar and BAFTA-winning film The Favourite, she was the first sovereign of Great Britain, following the Act of Union in 1707. At a time when the country was divided over whether or not England should continue fighting in what became known as the War of Spanish Succession (1701-1714), the Act offered security by establishing Europe’s largest area of free trade. Keen to engage with the nation, both inside and outside court, Anne attended more cabinet meetings than any of her predecessors.

Her time on the throne was also marked by the development of the two-party parliamentary system, a milestone in the development of British democracy. In 2019, one can ruefully observe that some issues just won’t go away.

Yorgos Lanthimos, the director of The Favourite, admits that he paid little regard to historical accuracy. But for all the creative licence afforded by these retellings, Lanthimos overlooks the major political events of Anne’s career, instead preferring to concentrate on her allegedly sexual relationships with her

AS FOR THE 17 rabbits signifying Queen Anne’s lost children, ONE OF THE FILM’S HISTORICAL CONSULTANTS ADMITTED THAT THEY WERE A FICTIONAL EXTRA

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COMMENT

PUPIL VOICE

MINDFUL MATTERS MOLLIE WILSON, 17, is Harrogate Ladies’ College’s first Wellness Prefect.

Her appointment follows the opening of the school’s new Wellness Centre What A-Levels are you studying?

Art, maths and photography.

I want to be a landscape architect after completing a degree at Leeds Beckett University.

What made you the right candidate for the role?

I’ve had struggles with anxiety for several years in the past, so I feel that by speaking about it I can hopefully empower and encourage others to come forward and seek the support they need. I’ve suffered terrible panic attacks: my worst one was in Year 10. I was so upset I couldn’t leave the house. I somehow pushed it to the side but the doctors still said: “There’s nothing wrong with you, you’re fine”.

How has school helped you?

It was a turning point for me when I joined the college. I was given proper help with my anxiety for the first time.

It was a big move from GCSE to A-Level. I wasn’t doing very well in maths and I was finding it so hard to keep up and then I just broke down. I was in my study, my friends all around me. I was just in tears, you can’t describe what it is, it’s like you’re being squeezed. So I went to the health centre and they were able to calm me down.

And then I started

joining the college. Since my counselling started, it just switched and I’ve loved it, I can talk in front of big groups now, I do a wellness task with people every Friday so they can try and understand some techniques they can use if they are struggling with anxiety. It’s things like reading a book, because that takes your mind off everything, or trying to stay off social media as much as possible which is a definite big one. It causes a lot of issues, not personally for me, but for a lot of people.

Or meditate for at least five minutes a day: just relax, listen to the meditation app Headspace or some calming music and empty your mind.

The Wellness Centre benefits the local community as well as the college’s pupils

counselling and that was just amazing.

What do you think of the new Wellness Centre?

I’m proud of it and proud to say we have it, because people can go there or they can come and talk to me or go to the counsellor. So before, especially for me, I used to think: ‘I don’t know what to do, how am I supposed to do this?’. But now it’s there and even if you’re just a little bit worried there’s somebody there that you can go and talk to.

How do you feel about being the college’s first ever

Wellness Prefect?

I’m very proud of becoming the first Wellness Prefect.

It’s making what I’ve been through something I’m proud of that I can say: ‘I’ve overcome this awful time in my life and I can cope with it and I can help other people’ and it makes others speak out more and they can go and seek help because they’re not afraid to. I feel I have turned a dark period in my life around and into something more positive and an experience I can use to help others.

How has seeking help changed your life?

I used to hate talking in front of lots of other people and I wasn’t very sociable before

Tell us a bit more about the Wellness Centre It’s a dedicated space to focus on the mental and physical wellbeing of the pupils.

Activities include mindfulness training, meditation, yoga, massage and reflexology, stress prevention and management and nutritional advice for all the girls.

Anything else?

The centre is also benefitting the wider Harrogate community, with baby yoga and NCT (National Childbirth Trust) groups and hosts meetings for The Lighthouse – a local support group for carers of people with mental health problems.

SUMMER 2019 | independentschoolparent.com

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EXAMINATIONS

LESS COMMON In the wake of leading schools dropping the Common Entrance, ELIZABETH IVENS finds out if this is the death knell for the examination taken by pupils every year

C

ould it be the end of an era for an exam that was conceived in Edwardian times and has vexed pupils bent on getting into the UK’s top independent schools ever since?

The Common Entrance exam has been a fixture since 1904. A ‘common’ set of papers, hence the name, is set by the Independent Schools Education Board (ISEB).

But criticism of the pressure these exams place on pupils, and of their effectiveness, has grown.

And in September 2018, two of the country’s leading schools said that, from 2021, 13+ entry would no longer be conditional upon achieving a certain mark at Common Entrance.

St Paul’s School and Westminster School broke new ground by announcing that offers would be conditional instead ‘upon continued good conduct and academic progress at their existing prep school, including an unreserved reference of support from their school in Year Eight’.

Deputy Head of Westminster Nick Page said that the response to this has been ‘overwhelmingly positive’, adding: ‘The parents are all extremely supportive of the change, for the focus it will enable schools to give to enrichment, curriculum development, and in particular, how they will now be able to cater more specifically for an individual’s academic strengths based on a more varied subject setting, rather than by the type of examination they will be sitting.’

Mental health concerns have also been raised about the pressure heaped on young children by

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Common Entrance.

Founding Principal of North London Collegiate School in Bangkok Gwen Byrom said it was time to ‘end the era of primary school children being tutored and coached for months to pass entrance exams.

‘Taking multiple entrance exams across a variety of subjects at a young age can help to establish a mindset in children and parents that not passing or not being selected is the end of the world, when of course it is not.’

President of the Girls’ Schools Association Sue Hincks, Headmistress of Bolton School Girls’ Division, said that Heads have an important role when it comes to advising parents ‘to think very carefully about which entrance tests are most appropriate for their children’.

She added a word of caution: ‘Many GSA school leaders are concerned that the need to take numerous different entrance tests may have a detrimental impact on the mental health of children at this young age.’

Many schools have also quietly The CE curriculum is good preparation for UCS pupils

been re-assessing the effectiveness of Common Entrance.

St Andrew’s Prep in Eastbourne has worked with Eastbourne College to create its own pathway between junior and senior schools called ‘the Bridge Curriculum’.

Head Gareth Jones, who said the move had been welcomed by schools including Brighton College, Wellington and Sevenoaks, explained: ‘We feel this will allow our teaching staff broader opportunities to be creative and ambitious as well as enabling our pupils to develop their intellectual character and to rediscover the joy of learning in Years Seven, Eight and Nine.’

And at Stamford School in Lincolnshire, Head Nick Gallop said that the two years free from Common Entrance in schools that ‘are not required to drive children along the CE examination motorway’ can be used much more effectively.

He explained: ‘Here time is spent balancing academic rigour with fostering a love of learning, engendering the many skills and attitudes – ones of curiosity,

creativity, challenge – that better prepare young people for the academic challenges ahead, and indeed for life.’

But the ISEB heavily refutes the idea that Common Entrance is – or should be – on the way out, insisting that it is ‘very much alive and supported by a wide range of senior schools and prep schools’.

ISEB Chief Administrator Kate Allen said that, since Westminster’s announcement, ‘many schools have come forward to make it clear that they do not wish to follow this lead’.

Meanwhile, the Independent Association of Prep Schools (IAPS) is similarly insistent that ‘reports on the imminent demise of Common Entrance are being grossly exaggerated’.

Christine McCrudden, spokesman for IAPS, stated: ‘Common Entrance is constantly evolving and being reinvigorated to align with the national curriculum to meet the changing needs of schools and their pupils.’

At University College School in Hampstead, Philip Miller, Director of Studies and Admissions, said: ‘We have always regarded the Common Entrance curriculum content as a sound preparation for Key Stage four material, and a thorough and reliable form of assessment.’

Whichever way their schools are going, Heads agreed that change is definitely in the air.

Gareth Jones at St Andrew’s said: ‘This is a very interesting time for prep schools because, in many ways, the common entrance structure changed very little for a long time.’

EXAMINATIONS

THE HEAD OF STAMFORD SCHOOL SAID THAT two years free from Common Entrance

in schools “not required to drive children along the CE exam motorway” CAN BE USED MUCH

MORE EFFECTIVELY

SUMMER 2019 | independentschoolparent.com

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COMMENT

New kid on the block

Unlike tutoring, mentoring helps a child to achieve academic improvement without the stress or burden of extra work, writes Walter Kerr of Oppidan Education initiative, it is all too easy to jump on that bandwagon without conceptual proof or sense of efficacy measured. As Daniel Cox, Deputy Head of Lambrook has acknowledged, ‘the children at school have engaged wholeheartedly with Oppidan’s approach and have benefited greatly from our partnership.’

Fortunately, one only needs to see mentoring in action to experience the transformative effect it has on a child’s perception of their education. Old enough to authorise, but young enough to associate with, Oppidan’s mentors provide an outlet between families and schools to help children take ownership of what they want to achieve.

In the last year or so, Oppidan’s move to embed that service in schools has gained traction. Over 2,000 children across the state and private sector have been mentored by

ONE MENTORING SESSION MAY HELP

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independentschoolparent.com | SUMMER 2019

AREN’T “BAD” AT A SUBJECT

Practically speaking, mentoring takes on any number of forms. One session might help a 15-year-old to overcome perfectionism; another one will create a gameplan as to how a boy might take on the transition to senior school; on the one hand, an outlet to vent and overcome family frustration, and on the other, a means of giving a child the confidence to stand up and speak publicly, a skill very few of us still possess as adults. One mentoring session may help prepare a child for an interview, while another might remind them that they aren’t “bad” at a subject. Increasing peer (and parent) analysis has meant much of the work we do rests on changing a child’s internal sense of worth, for example.

As a concept, confidence, resilience and desire are all attributes any parent or school would endorse; as a business, though, we are only too aware of the cynicism that may attest to simply paying lip service to progressive education. As liberal, new-age pedagogy finds common ground with current government

Oppidan within the school curriculum. Aside from what has been discussed already, I believe a move to work in schools has value for three main reasons: firstly, heads of schools know what is going on and can advise accordingly on how best that mentoring is carried out.

Secondly, parents feel reassured that they don’t have to then fork out in great swathes to hire inexperienced tutors after school. And thirdly, it frees up time for children to do the things they really want to do after school – to play, to be free, to be children.

So what is the future? I believe it is for schools to see the significance of mentoring as an in-house, value-adding facility that provides a structured programme to help children grow in confidence, take ownership of their education and realise the benefits of what they are offered before it is too late. The role of a mentor exists with growing success throughout most professions, whether that be in business, in sport or in industry – it is time that role is now formalised within education too.

PHOTOGRAPHY: ISTOCK

T

he aim at Oppidan Education has, since its inception, been to reduce the friction between the formal education system and what we know as the growing provision of “shadow education” in the UK. Tutoring firms have historically clashed with schools and their teachers; differing teaching styles and a lack of transparency has meant that schools have tended not to endorse the support received outside of its doors.

As a result, Oppidan has, over the last three years, focused on a form of education that emphasises academic improvement through a different methodology – one proven to help improve a student’s attainment in class without the added stress or burden of extra work.

This philosophy focuses on the development of a child’s mental capabilities surrounding their education; it helps change perceptions about what a child is capable of achieving academically and through changing the narrative it posits the idea that success comes from motivation. Crucially, it gives children those tools to then use, and improve upon, back in the classroom.

prepare a child for an interview, while another might remind them THAT THEY

PEDAGOGY

CURRICULUM

TIME TO THINK

KRIS SPENCER, Deputy Head at Notting Hill Prep, explains why being a ‘Thinking School’ is key to bringing out the best in pupils long term

I

t is seductive, both for parents and for teachers, to measure the value of education in terms of outcomes – exam results, a place at a trophy school, league tables. And because our system is exam-based, we must at certain crucial times teach to the test in order to achieve this kind of success. I would admit to feeling great satisfaction, and a certain adrenalin rush, in preparing our pupils for their entrance exams at 11+ and 13+. But it is to our great peril that we consider education solely on how much our children have committed to memory, or even how much they know. At NHP, we believe that we must teach pupils to think for themselves.

NHP gained accreditation as a Thinking School from the University of Exeter in June 2014. We are one of the first prep schools in the country to have formal Thinking School status.

Our curriculum has critical thinking at its heart. We teach Philosophy for Children (P4C) to every year group, so that they know about the big and difficult ideas. And we believe in starting things early. I recently observed a Year 1 lesson where pupils were using philosopher Edward de Bono’s Six Thinking Hats to consider the life of Nelson Mandela with a mastery based both on their own fearlessness and the high expectations of their teacher.

We want active learners who are able to reflect and self-regulate. We like questions.

Before a task, pupils might ask themselves: “Have I done something like this before?” As

ENCOURAGING THINKING

Students are taught to ask questions and to question ideas

the task progresses, questions such as “Is my approach working?” help to keep things on track. When they finish, they are encouraged to reflect by asking, “What would I do differently?” But we also want our pupils to challenge the accepted way of thinking and of doing things. From their P4C lessons, they will have studied this quote from Aristotle: “It is the mark of an educated mind to be able to entertain a thought without accepting it.” It means that our pupils rarely take things at face value – and, as a result, that their teachers need to be on their toes.

There is a power and joy in knowing things.

But, also, a higher ambition that comes from weighing and sifting through what is important and valuable in facts and ideas. With this in mind, we have developed the NHP Habits and Values, which form a code of ethics. From Reception through to Year Six, we call these the NHP Habits – The Rabbit with the Habits – and they are on every classroom wall.

IT IS TO OUR PERIL that we consider

education solely on how much our children have committed to memory,

OR EVEN HOW MUCH THEY KNOW 36

independentschoolparent.com | SUMMER 2019

• A Thinking School is one in which all members of the community share a common language and certain tools are used in all aspects of school life.

• The Thinking School approach focuses on understanding not just facts but also values.

• Pupils become critical thinkers and are encouraged to question assumptions and to look at ideas from multiple points of view.

• Critical thinkers are inquisitive and look to find the why behind what they are learning.

• Six Thinking Hats is a system designed by Edward de Bono as a tool for discussion and thinking: each of the six coloured hats represents one of the different ways in which the human brain works to solve a problem (emotionally, creatively, optimistically, informationally etc.)

• Philosophy for Children, sometimes abbreviated to P4C, uses philosophy to teach reasoning and argumentative skills to children.

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GREEN PASTURES Learning isn’t limited to the classroom at Stroud School, Hampshire

H

ighwood House is a hive of activity at Stroud, but the traditional 19thcentury red-brick building doesn’t reflect the progressive attitude at the heart of King Edward VI Southampton’s preparatory school. With 22 acres of beautiful Hampshire countryside at its disposal, the co-educational school for three- to 13-year-olds is gradually transforming the site to further support their extensive ‘Learning Outside the Classroom’ programme.

The school has embraced the idea far beyond integrating beach school coastal trips and forest school woodland forays into a rigorous academic syllabus. Instead, the focus is on how the outdoors can be incorporated into the everyday curriculum to contextualise the concepts being studied and bring them to life. So the tennis courts become the canvas for a fullscale chalk drawing of Ted Hughes’ Iron Man, while the running track sees parachute investigations to analyse the effects of drag forces.

There is growing evidence that taking these ideas outside of the classroom and into the real world engenders more meaningful learning opportunities, where students can truly engage with the subject matter. The excitement at leaving the desk heightens the senses, which paves the way for effective information retention. A specific learning outcome can then be linked to a memorable

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THE TENNIS COURTS BECOME THE CANVAS FOR A full-scale chalk drawing of Ted Hughes’ Iron Man, WHILE THE RUNNING TRACK SEES PARACHUTE INVESTIGATIONS TO ANALYSE THE EFFECTS OF DRAG FORCES new first-hand experience; far more rewarding than simply interacting with a whiteboard or a textbook, which remain somewhat indirect and vicarious ways of receiving information. The bulk of the research comes from the Scandinavian education system, which excels in longterm empirical studies.

Consequently, the school has launched a series of sitewide development projects from constructing purposebuilt, modern learning environments, which maximise connection with the outdoors, to expanding open-air resources that enhance on-site

independentschoolparent.com | SUMMER 2019

exploration. As the first school in Hampshire to achieve Green Flag status, sustainability has been central to the school’s vision. The infrastructure has been evolved in as ‘green’ a way as possible: 420 trees were planted to offset their carbon footprint; and modular construction meant that newbuilds were installed in a mere ten days and linked to the biomass boiler.

Opened in late 2018, the state-of-the-art Woodall Building is the first product of the development programme.

Specially designed to facilitate pre-prep learning, it features folding walls between

teaching rooms, which have been used successfully in Finnish schools. These enable interaction across flexible areas, and each classroom has several access points to outdoor learning spaces, such as a new biodiverse wildlife area scheduled for completion this summer. The project will restore two sizeable ponds and raise new dipping platforms, bridges and a polytunnel, while the pupils eagerly await some new avian tenants on the Stroud farm.

Stroud is holding two Open Days on 22nd May and 16th October.

Call 01794 513231 or email registrar@stroud-kes.org.uk.

COMMENT

WINNER TAKES ALL?

It’s sports day season and if your child is often on the losing side, fear not, says Charlotte Phillips. This may give them the edge to end up winning in the long run the winner takes all and coming anywhere short of first is for wimps?

Happy days

We’re in a kinder, more empathetic age these days, where wellbeing and mindfulness influence every aspect of education. Under their influence, sports days have had a bit of a makeover, emerging with their competitive instincts intact, just with softer edges.

The result is that sports days can play a part in shaping children’s future lives – though not necessarily in the way you’d think. It’s the losers who can end up, ultimately, as the winners because of the lessons they get in coping with failure.

‘Parents want to see that competitiveness but they also want to see how we are developing those children to be able to cope with what is out there, those skills that are so important in

IT’S THE LOSERS WHO CAN END UP,

I

t’s fair to say that sporting instincts don’t run in our family. My lot don’t run quickly – and they don’t hop, skip or do the egg and spoon race either. On a rare occasion when one of the family entered the London to Brighton bike ride (the slower, easier one), the organisers wrote ‘up’ on the top of the cycle helmet. We all assumed it was to help rescuers during any salvage operation, but now realise it was there to stop any accidental attempts to cycle upside down!

PHOTOGRAPH: ST MARGARET’S PREP. CALNE

Sport is a religion

Perhaps unsurprisingly, my attitude to sports days tends to be, to say the least, pretty ambivalent, though with three children whose ball skills are as dashing as they are hopeless, I’m something of a connoisseur.

I’ve experienced sports day as a religious ceremony, with small groups of parents trailing their offspring round a large, damp field, pausing every five minutes to observe the sacred ritual of throwing a small beanbag into a big bucket, then moving on. ‘Like the stations of the Cross, only more depressing,’ observed one father wryly.

ultimately, as the winners because of the lessons they get IN COPING WITH FAILURE Mini Olympics

I’ve encountered other schools that embrace sports day with an intensity so feverishly OTT that you can’t help wondering if they’re one ring short of a full Olympic flag. ‘They hired a sports arena, threw javelins, everyone had numbers and the head of PE was yelling through a megaphone – all this for kids who were under 11. It was mental,’ says a still traumatised friend.

While this level of naked competition won’t hit the spot with every parent, you can’t criticise it for subtlety. In contrast, schools that are genuinely committed to inclusivity spend the whole year getting the message across – something that takes time, patience and plenty of behind the scenes work.

‘There should be no excuses,’ says Tim Smith, Head at Hampton Prep. ‘What we try really hard to communicate is that we’re talking about eight to 11 year old boys here, so a sense of proportion is important.’

So why shouldn’t schools indulge in some rip-roaring, red-blooded competition where

life,’ confirms Angela Charlton, Junior School Head at Newcastle High School for Girls. ‘They know what it’s like going through that and maybe haven’t had the skills to cope with it.’

Hindsight is a great thing

If only I’d known that my children’s efforts – falling short in the long jump, running the wrong way in the marathon and hitting the Head in the face with a beanbag – were laying the foundations for a lifelong ability to sail through all their other failures (and between them, they’ve amassed quite a collection), I’d have removed my hands from my face and watched their valiant efforts to come last.

The long-term benefit is that my trio of serial ‘losers’ are likely to end up better off in terms of resilience than their peers, who could turn to crumble faster than you can say ‘custard with that?’ when they finally experience their first failure. There’s nothing quite like knowing how to pick yourself up (again and again) when work or relationships don’t go according to plan to give you the edge.

SUMMER 2019 | independentschoolparent.com

39

Regular Open Mornings

For dates and to register please contact admissions@chinthurstschool.co.uk

OUTSTANDING 11+ RESULTS 201 Part of the Reigate Grammar School Family

Co-educational school for children aged 2-11 years Chinthurst School, Tadworth Street, Tadworth, Surrey KT20 5QZ chinthurstschool.co.uk I 01737 812011 I admissions@chinthurstschool.co.uk

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independentschoolparent.com | SUMMER 2019

@Chintschool facebook.com/ChinthurstSchool

WELLBEING

TAKING TIME OUT

Introducing the concept of mindfulness to pupils, with a daily Mindful Minute, has reaped rewards, says CATHY TRUNDLE, Head of Chinthurst School, Surrey

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unior school children have such active and varied lives! The extracurricular programmes on offer at most schools these days, on top of diverse and challenging curriculums, provide experiences and opportunities that will shape children’s thinking and define the adults they become. So how do we make sure our children have the resilience and coping skills to deal with the challenges that will undoubtedly arise as they progress?

An all-encompassing and thorough wellbeing programme is essential. Children with strong emotional wellbeing will have a better ability to cope with pressure and it is vital that schools allow them to develop this in a safe and caring environment. At Chinthurst, the children are encouraged to take risks and try new things and failure is turned into a positive learning experience. This builds confidence and provides a strong foundation from which they can fulfil their potential.

The children have good relationships with staff and know they can talk to us at any time.

Each of our children has a ‘bubble’ with their name on it, which they can quietly place on a teacher’s desk when they want to talk to them privately. Our school councillor is a valuable resource to help children with more complicated issues To ensure our children develop healthy mind habits for life, we have introduced a daily Mindful Minute. Mindfulness is a useful tool for decreasing anxiety and promoting happiness and children are uniquely suited to benefit from it. It promotes skills that are controlled in the prefrontal cortex, an area of the brain where connections are created at their fastest rate during childhood. Research shows that practising mindfulness can enhance focus in the classroom, reduce attention problems, improve social skills and help children to regulate their behaviour.

For our children, the Mindful Minute takes place after lunch and is an excellent way to settle into afternoon lessons or sport. Each day focuses on different activities which range from simple breathing exercises to focusing on all five senses. During some sessions, the children quietly think about something they can be grateful for. They write it down on a piece of paper and put it in a ‘Mindfulness Jar’.

Chinthurst students are encouraged to view failure as a positive learning experience

PRACTISING MINDFULNESS CAN

enhance focus in the classroom, reduce attention problems, improve social skills AND HELP CHILDREN TO REGULATE THEIR BEHAVIOUR Later, if they are feeling stressed or anxious, they can use the thoughts in the jar to calm themselves down. ‘Zen Pig’ is a character who is full of wisdom and thoughts and helps the children during sessions.

We are already seeing a difference in the children’s ability to focus. Our Year Three teacher Laura Waide, who introduced the Mindful Minute at Chinthurst, is delighted with the whole school’s progress. ‘Mindfulness is an effective tool in managing stress and regulating behaviour, which has a positive effect on concentration in the classroom.

The Mindful Minute is also a brilliant way to equip children with the skills to cope with the challenges they will meet as they grow.’

Of course, parental support is absolutely vital to children’s success and wellbeing at school. Unrealistic expectations are harmful and have a negative impact on a child’s confidence. However, low expectations can be

just as damaging as having expectations that are too high, so some aspirations are healthy and one-to-one time at home can really boost confidence and achievement. It is important to remember that children need time to be children too and relaxation, play and fun are an important part of preparing them for a happy adulthood.

There is no doubt that a child’s mental health is as important as their knowledge of fractions or adverbials when preparing them for senior school. The journey to adulthood is different for every child but to be successful and happy, they all need to feel genuinely valued and secure. At Chinthurst, we can stretch our children because they have the confidence to try new things, knowing that failure is an important part of their ultimate success. We can also enjoy watching them develop as happy individuals knowing that they have the tools to thrive wherever they go.

SUMMER 2019 | independentschoolparent.com

41

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XXXXX

BURSARIES AND SCHOLARSHIPS SPECIAL ortham ton igh School s mission since its 19th century foundation has been to rovide life chances to young women in the form of bursaries and scholarshi s. eadteacher Dr Helen Stringer e lains how her school remains true to that mission to this day

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A well-placed investment

Parents also want to know that their investment – of money, of course, but also (and even more importantly) of their trust in the school to do its best for their child – is well placed. We know that the vast majority are making serious sacrifices to provide the transformational opportunities for their children that we provide. As school leaders, we must never lose sight of that reality. That is why the school must never become a business first and foremost, although it must be run in a business-like manner. For myself, I see the task as one of stewardship of precious resources, of money and talent, in a high-pressure environment, where scarcity spurs us to evergreater clarity of purpose.

Our charitable status is, for this reason, vital to us. For the High School, this means being part of the Girls’ Day School Trust (GDST) family of schools. The Trust, a beacon of excellence in girls’ education, is a not-for-profit organisation where the bulk of financial assistance goes into means-tested bursaries. The GDST’s Bursary Scheme is operated on a system common to all of its 23 independent schools, thereby ensuring a fair, consistent and transparent assessment of means.

Currently, the GDST supports 1,100 pupils at our senior schools with a means-tested bursary, and since 1997, we have

s

s a girls’ school with its origins in the 19th century, Northampton High School has social mobility woven into its very fabric. The school’s founding mission, in 1878, was to provide life chances to a social group usually excluded from the benefits of an academic education, that is young women. Today, 140 years later, the school’s governors and leaders remain true to that mission in a world where social inequalities, of many kinds, remain entrenched.

Parents, current and prospective, of independent school pupils want to know that the place where their children are nurtured in the most important years of growth of their lives will be a diverse and welcoming community.

Narrow elitism in school makes for a poor preparation for a diverse, dynamic and interconnected world, where an understanding of difference and a sense of ease in the company of strangers are vital attributes for professional success.

Moreover, young people care deeply about social justice and they know, instinctively, whether their school is authentic in its commitment to its high-sounding principle to nurture every individual in their uniqueness.

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School should be a diverse and welcoming community

SUMMER 2019 | independentschoolparent.com

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FOCUS

CASE STUDY: 1

HUNGRY TO LEARN

LOUISE SALMOND SMITH, Head of Prebendal School, West Sussex, says scholarships are for children bent on success and who relish a fast pace

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cademic success, whether at scholarship level or not, should be the result of an exciting and broad curriculum that provokes a lifelong love of learning, not the result of cramming a child full of facts and figures for short-term gain and the eventual snuffing-out of the candle.

There are manifold reasons for encouraging a child towards scholarship (or not!). It could be that the child is dead keen on accolades – we all know the type, their blazer lapels drooping from the weight of their metal badges, their soles well-worn from frequent trips to the front of assembly for yet another certificate. For some, a scholarship might open the door to essential bursary pots that would otherwise be unavailable.

The Prebendal approach to scholarship is robust. We begin informally identifying potential scholars in Year Three or Four, but with an open mind, because

children change so much at that age. Once in Year Five, it becomes clearer which children might be scholarship candidates, and we would hope to have conversations with parents at this point as to which schools they should look at. From Year Six, we set pupils according to, crucially, pace of learning, not ability. One set is deliberately smaller for those pupils who respond better to closer support from their teacher. The sets are fluid and pupils do move between them when we feel it is in their best interests.

Our online learning hub is brimming with all sorts of resources for self-motivated potential scholars to try their hand at. We encourage children to create revision materials themselves – by far the best way to learn – from the wealth of carefully curated documents, slides and articles available at the swipe of their iPad. Thought-provoking

Ella built up her musical confidence with weekly concerts

Being a scholar should be a natural outcome of a love of learning

FROM YEAR SIX, WE SET PUPILS according to, crucially, pace of learning, NOT ABILITY conversation, too, is crucial to promoting the cultivation of personal opinions and the ability to evaluate and challenge the views of others. As a PSB (PreSenior Baccalaureate) school, these values are embedded throughout our curriculum.

Music is in our life-blood at Prebendal, so it is common for our academic scholars to achieve musical success as well.

Scholarship is not for everyone, though, and it is certainly not the only way to measure accomplishment.

Ella Drake, 13, has been awarded a Governors’ Award for Academic Achievement and a Music Exhibition at Portsmouth Grammar School for entry this September…

I have been at Prebendal for the last 10 years and music is one of its strengths.

In Year One, I was inspired by older pupils to learn the clarinet, so I started at a young age and have been performing in concerts every term. As preparation for a music scholarship exam, we were encouraged to play in cathedral at our weekly assemblies to help our performance skills. This was great for building my confidence. The Music Department helped guide my application and suggested a pre-audition, which I had at Portsmouth Grammar before Christmas. I learned what is expected of a music scholar and about the busy musical life at the school.

At the beginning of our Lent Term, we were provided with scholarship lessons to help us with certain performance aspects and sight reading, and as the term continued, we had a practice scholarship audition. This helped us to think about our answers to specific questions about our musical hopes and commitments. There were also two scholarship concerts, one at Prebendal, the other in Portsmouth Cathedral, to help with confidence.

There is no separate academic scholarship exam for Portsmouth Grammar; they are given out on the basis of performance in the 13+ exam. However, our teachers encouraged us to push ourselves to learn extra topics to help us ease into Year Nine. s

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independentschoolparent.com | SUMMER 2019

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He has excelled because of the attention the teachers gave him.

He did outstandingly well at GCSE because he was so happy – it’s like a family there.

A John Lyon parent

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THE SCHOOL IS PART OF THE GIRLS’ DAY SCHOOL TRUST, which is a beacon of excellence in

girls’ education and a not for profit organisation,

WHERE THE BULK OF FINANCIAL ASSISTANCE GOES INTO MEANS-TESTED BURSARIES helped over 4,500 girls with a bursary; that’s 4,500 lives transformed.

Fulfilling their dreams

A demanding process

Scholarships are much sought-after markers of achievement. Ensuring equality of opportunity for all applicants means a great deal of careful work behind the scenes to establish clear criteria and fair rules of competition. I like to emphasise the value of the application process as a learning experience, regardless of the outcome, and that is why I encourage girls to put their hat into the ring.

Competition is tough and the process is demanding. It requires careful preparation, attention to detail in the rubrics and strict adherence to deadlines. Therein lies its true value. It provides a useful dress rehearsal for experiences later in life – a high-stakes exam, a job interview – when such qualities will make all the difference. I want everyone who applies for a scholarship to gain lasting value from the experience, whether they succeed in their application or not.

That is why we give individual feedback to every applicant as well as the raw result. Our school, as an educating community, should approach every aspect of our work as an opportunity to educate.

SUMMER 2019 | independentschoolparent.com

s

At Northampton High, we have girls on bursaries from 30% to 100% of full fees – and one of the most rewarding aspects of my time as Head has been seeing past holders go on to reach the university of their dreams.

Faces of soon-to-be doctors and designers come into my mind as I write.

The proverb says that ‘if you educate a girl, you educate a community’, and nowhere is this more true than in the matter of bursaries. Our alumnae prefer to donate their money to bursaries, rather than to buildings, creating a living legacy whose impact stretches far into the future. This is just one of many ways in which our students learn the importance of giving back to their community, which also includes an emphasis on community service as part of school life and fundraising for Plan International, a humanitarian organisation promoting education rights for girls worldwide, which is supported by all Girls’ Day School Trust Schools.

Financially, scholarships, which are not means-tested, but are awarded on merit through competition, are a much smaller deal than bursaries for the High School. However, they loom large, and rightly so, in their symbolic importance. The scholarships on offer send a powerful signal to prospective pupils about what the school values. One of my first decisions as Head was to extend the range of scholarships on offer

to reflect the true breadth of our programme. This included launching the Ellie Robinson Swimming Scholarship, in tribute to the Paralympic Champion, who is a pupil here. The GDST Spirit Scholarships, awarded for the Sixth Form, include an element of service in their judging criteria, to reflect the importance we attach to this in school.

49

FOCUS

CASE STUDY: 2

HOW I DID IT

Upper Eighth student JULIUS ZHANG, 17, is a St Paul’s School, London bursary recipient. Here, he talks about the application process he undertook when his family’s circumstances changed Julius enjoys programming , modelling and developing quantative models

Where did you study before securing a St Paul’s bursary?

Unusually, I applied for my bursary after I’d already spent one term at St Paul’s, just before the Christmas break in late 2017.

How long did the application take?

It normally takes place during the admissions application process, but pupils are allowed to apply for bursaries should their financial situations change.

I applied for my bursary just weeks before I was about to finish my first term at St Paul’s. The response came back quickly in December, about one week before the Christmas break.

How much did you know about the bursaries on offer and what did you have to do to apply?

I learned about the bursaries on offer at St Paul’s from the school website so I contacted the bursar’s office, who advised me of

the bursary application process. The process was straightforward, and involved me submitting supporting documents to prove the changed state of my family’s financial situation.

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

The bursary St Paul’s keeps all bursary provision is recorrespondence private assessed each year, in case your financial circumstances change.

Did you apply for a bursary at another school or just to St Paul’s?

I was on a scholarship covering half of the

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independentschoolparent.com | SUMMER 2019

tuition fees at my previous school, but only sought the bursary to St Paul’s later when my family’s financial circumstances changed.

Which members of staff know that you had a bursary? Did your peers and friends know that you have one?

I’m a boarder at St Paul’s.

There’s one boarding house, School House, which can house up to 35 pupils. The rest of the pupils are day pupils and most are 16+.

The boarding master and a few teachers know that I have a bursary. The boarding master helped me with my application. It’s up to me to tell my friends if I want them to know, but not many of my peers are aware I have one as I don’t feel it’s relevant.

Is that your decision?

The school keeps email correspondence regarding bursaries private. The boarding master kindly helped me during the application process. I also talked about it with my tutor, as I additionally applied for funding from university. My best subject is mathematics, and I enjoy programming and modelling which complements maths.

In my spare time, I work on developing quantitative models that attempt to explain economic phenomena.

Where to next?

I’ve been made a conditional offer to study mathematics at Trinity College, University of Cambridge and after my degree, I’d like to be a research mathematician or found a start-up specialising in data analysis with machine learning.

I’m also very interested in art and I enjoy painting and drawing portraits, particularly using charcoal and oils.

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

All bursaries are based on financial need, so only financial documents were submitted during my bursary application. However, all recipients must have first successfully completed the school’s academic entrance criteria before they can apply for a bursary.

ADVERTORIAL

In pursuit of happiness ADRIAN DOW, headteacher of Greenwich Steiner School, outlines the importance of cherishing childhood

PHOTOGRAPHY: ADAM DICKENS

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s a headteacher and a parent, I am constantly questioning what matters in education.

Having worked in a number of mainstream schools as a head of year, behaviour manager and teacher of mathematics, it is a joy to be leading a school where bullying is minimal, pastoral care is of a high standard, and children are happy and supportive of each other.

At Greenwich Steiner School, we follow a curriculum that’s based on developing the head, hands and heart. Our rigorous approach to education means we can integrate the arts in all academic disciplines for children aged three to 14, and we’re also currently in the exciting stage of developing our 14 to 18 provision.

Computers are non-existent here, and instead our teachers focus on delivering immersive, ‘doing’ activities, such as preparing, serving and eating food together, and engaging with toys, songs and stories.

There is a focus on emotional and social growth, and pupils are taught healthy life habits before moving into the Lower School (aged seven to 14), where their academic journey begins.

When you visit our school, you will see children who love living in the moment, who are free to explore nature and go wherever their wide-eyed sense of wonder takes them. In a world where pushing children to ‘hurry up or fall behind’ has become the norm, Steiner education believes childhood is something to be savoured. By developing at their own pace, Steiner-educated children enjoy full and rich childhoods, gaining the experience they need to become healthy, self-actualised individuals.

At our school, learning is an experiential activity. It’s not a matter of doing without certain experiences, but allowing children to enjoy those experiences at the right age.

When it’s time to teach the merits and uses of technology, our teachers do so, but the skills pupils develop through hands-on inquiry is

WHEN YOU VISIT OUR SCHOOL, you will

see children who love living in the moment,

WHO ARE FREE TO EXPLORE NATURE of far greater value than anything that can be picked up by staring at a screen.

The benefits of block learning have also long been recognised in Steiner education. In their daily morning, our students will spend up to two hours concentrating on one subject, which rotates every three to four weeks. Pupils have the chance to study each subject thoroughly and from a number of vantage points, which contributes to their enjoyment and understanding of the subject matter.

From discovering the alphabet to learning about anatomy, algebra and history, Steiner students take part in the learning process by creating their own textbooks, which they fill with stories, essays, poems, maps, illustrations, lab descriptions and maths equations. Rather than relying on pre-digested material in

conventional textbooks, the act of creating these books allows them to take control of their own learning.

All students study maths, science and foreign languages, they all play instruments and sing in the chorus, they all do homework and perform in plays, just as any child would.

Our goal, however, is to expose them to a wider range of experiences where they can develop many interests and talents.

At Greenwich Steiner School, education is not measured by competition and test scores, but viewed as a life-long journey. It’s our belief that with an educational approach that responds to a child’s natural interests, they cannot help but develop an intrinsic desire to find out more. greenwichsteinerschool.org.uk SUMMER 2019 | independentschoolparent.com

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OUTREACH

KEEPING IT IN THE COMMUNITY

CHARLOTTE WATTERS of Stamford Endowed Schools explains the ethos and breadth of their partnership programmes for local schoolchildren

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ne of the defining aspects of the Stamford Endowed Schools is the strong and intrinsic partnership we share with local schools and the community.

Our schools place great importance on a comprehensive outreach programme that provides enriching educational opportunities, which are as beneficial for our own pupils as they are for others in the community.

Children of prep school age benefit from a programme of activities at Stamford Junior School that spans academic learning, music, drama and sport. They are introduced to foreign languages including Latin, French, Spanish and German. Pupils in Years Five to Eight from 16 schools in surrounding towns and villages travelled to Stamford to take

part in a ‘Learning about the Latin language, mythical storytelling and the culture of Ancient Rome’ workshop over the course of two weekends. A series of enthralling German lessons was also tremendously popular with local children from Years Four to Six. Parents were particularly enthusiastic: ‘My daughter completed the German courses that were being offered this past weekend,’ one told us. ‘She has shown a passion for the language and I would love for her to be able to continue with it.’

The Modern Foreign Languages (MFL) outreach programme at Stamford Junior aims to help pupils feel confident about expressing

themselves in a foreign tongue, and to provide a foundation on which to build at senior schools. More than 25 pupils in Years Five and Six from schools across Stamford, Oakham, Kettering and Peterborough benefitted from regular Saturday morning French and Spanish lessons designed to introduce the alphabet and help with pronunciation, moving on to greetings and personal information.

One of the annual highlights of Stamford’s outreach programme for children of prep school age is a general knowledge quiz, ‘Little Genius’, for local Year Five pupils. Adjudicated independently and hosted by Rutland Radio’s

A SPECIFIC KWIK CRICKET event

takes place at the senior schools’ cricket pavilion every summer FOR

LOCAL CHILDREN IN YEAR FOUR

Spirit, collaboration, learning and a sense of fun are at the heart of the event

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independentschoolparent.com | SUMMER 2019

morning presenter, the event remains a hotly contested yearly fixture, bringing together more than 70 pupils from 18 different schools.

On the sports fields, Stamford hosts numerous festivals that encompass netball, rugby, hockey, swimming, cricket and rugby.

A specific Kwik Cricket event takes place at the senior schools’ cricket pavilion every summer for local children in Year Four. Attracting more than 30 schools from right across the region, with each team comprising six pupils, this event brings together the wider primary school community with Stamford’s own pupils. In its quality and sense of community, it is an event that encapsulates the fun, spirit, collaboration and learning that is typical of the schools’ strong outreach programme.

The Stamford Endowed Schools develop that extensive outreach programme and sense of partnership with the local community across its two senior schools. Situated physically in the heart of the town of Stamford, the schools are inextricably integrated with the wider Stamford community: pupils and staff participate in local initiatives and support local charities with both time and fundraising.

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SUMMER 2019 | independentschoolparent.com

53

CURRICULUM

FINDING THEIR VOICE Drama is a key catalyst to pupils’ personal growth, says LUISA MASON

At Barrow Hills drama is part of the core weekly curriculum

Luisa Mason is the Head of English and Drama at Barrow Hills Prep School in Godalming, Surrey

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independentschoolparent.com | SUMMER 2019

Mason believes experience of the theatre builds confident children

is etched on the children’s faces during any drama session, helping them to appreciate the value of this emotion, once again linking to our pupil profile.

All of the above qualities are critical in preparing our children for greater things.

Drama in particular can equip young people with improved confidence, the ability to project their voice, to talk up in meetings, even to mask nerves when in a challenging situation.

Our children often remark upon how their drama studies have helped them to grow as individuals and to, quite literally, help them to find their voice.

A perfect example of this is a parent describing a ‘seminal moment’ when her son took to the stage for the first time. She was surprised that he was able to take up the challenge of walking on stage, let alone performing a solo, as he had never shown any aptitude in singing. That same child went on, in Year Eight, to take a lead role in the school’s highly successful production of Les Misérables.

The view of Linda Hartzell, Artistic Director of the Seattle Children’s Theatre, when she says ‘I’ve seen first-hand that theatre makes for smarter, braver, human beings. Theatre helps connect the head to the heart’ is certainly one that I concur with.

PHOTOGRAPHY: TINA BOLTON

I

t is unusual for prep schools to schedule drama into the weekly curriculum, but for children at Barrow Hills – a prep school and nursery for children aged two-13, where the focus is very much centred on developing the whole child – this is the norm.

Offering an education which extends beyond purely academic learning is pivotal to helping our children grow, encouraging them to establish essential life skills and affording each and every child the opportunity to find their personal talent. All that we do is inspired by the qualities in our pupil profile, and this underpins our commitment to providing a rounded education.

From Year Three upwards, our children enjoy one-hour timetabled drama, once a week, with the same amount of time allocated to art, music and design technology lessons. By engaging in drama, Barrow Hills’ children are regularly encouraged to go outside of their comfort zone, inspiring bravery when they perform in front of their peers and to an audience of parents. Some children may be reluctant to take to the stage – others will be difficult to get off – but the personal growth evidenced by all in Years Three to Eight is wonderful to witness.

Our pupil profile also refers to cultivating curiosity in our children, and participating in drama certainly fires the imagination, requiring each child to show a natural interest in a variety of texts and role-playing a wide range of situations.

Being responsible is another trait we instil in our children, and drama can help hone this attribute by requiring each child to understand the importance of their role in any production, whether they are the protagonist or in charge of props, scene changes or costumes. Everyone has a responsibility to play their part. Similarly, showing generosity in terms of sharing the stage, demonstrating true team spirit and supporting each other in their drama endeavours is also aligned with the desired qualities of the pupil profile.

The pure joy of performing or being part of a successful production

“A school with mind, heart, guts and a constant fizz” The Good Schools Guide

www.wellingtoncollege.org.uk

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

A co-educational IAPS Prep and Pre-Prep School for children from 3 to 13 with its own Oak Tree Nursery for children from 2½ to 3½ OPEN MORNINGS Wednesday 16th and Thursday 17th October 2019 For more information contact Admissions: 020 7435 1916 enquiries@devonshirehouseprepschool.co.uk www.devonshirehouseschool.co.uk SUMMER 2019 | independentschoolparent.com

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PREP

Girls are prepared for the modern world

BEHIND THE SCENES

PREPPING FOR LIFE

CLAIRE BOYD, Headmistress of Sydenham High Prep School, says that thanks to their unique curriculum, pupils are ready for all aspects of life beyond the school gates

S

uccessful schools are the ones that never rest on their laurels. They are the ones that are always asking: what else, what now? How can we provide the best possible experience for the children in our care? Tradition and heritage, valued alongside a commitment to innovation and creativity, allow schools to evolve authentically. Our whole school motto – Fear Nothing – has created a passion for renewal, reinvention and adventure. Building on our success and popularity as a school with a difference, Sydenham High Prep authentically and consistently ensures that each and every girl is prepared for the world of tomorrow. We see our prep school philosophy as a commitment to preparation for every aspect of life beyond the school gates: academic, social and emotional.

Positive relationships & cutting-edge pedagogy

Happiness has the biggest impact upon performance and development. Our staff are highly committed and motivated: they make it their number-one priority to ensure

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Physical education is a core part of the curriculum

they carefully understand each girl they teach. Building positive relationships allows our staff to get the best out of our girls as learners and our staff pride themselves on being able to tailor the pupil experience to ensure aspirations are high, pastoral care is impeccable and expectations are exceeded. Our teachers are deeply committed to delivering up-to-date and progressive approaches to teaching and learning and to ensure they stay abreast of the latest developments in pedagogy and child development. While this not only builds space for innovation, it also provides fresh and new contexts for pupils of all ages who learn and progress together. A Year Six pupil summed this up, saying that the school “challenges your strengths and strengthens your weaknesses”.

Benefits of specialist teaching

Our programme of specialist teaching characterises our

PREP

Strong friendships are formed at the school

Older children get specialist computing classes

Girls are encouraged to work collaboratively

SCHOOL STATS NAME:

Sydenham High Prep School LOCATION:

Lewisham and Southwark AGE RANGE:

Four-18

NO OF PUPILS:

600

HEADTEACHER:

Claire Boyd MOTTO:

Fear Nothing

provision from Pre-Prep through to Year Six with opportunities to work with specialist teachers in expert facilities that grow with the needs of the girls. Specialist teaching in Years Five and Six for computing, science and classical studies – alongside our 11+ Preparation Programme – enhances the high-quality provision in place for music, PE, art and design and languages, which is offered lower down the school. Our specialist teaching cultivates specific skill acquisition and a culture of innovation from the very beginning of a child’s learning journey, thus providing a powerful springboard to enhanced excellence.

Bringing it to the curriculum

Our CONNECT+ curriculum is entirely unique and bespoke to Sydenham High Prep, delivering a variety of rich and varied thematic approaches to learning. Anchored in a clear commitment to providing a strong awareness and understanding of one’s own thought processes, the best practices in meta-cognition development underpin our

approach to teaching and learning. Meaningful contexts are provided for the girls to work collaboratively to build up the knowledge and understanding to work innovatively, creatively and critically; ways of working that our children will need when shaping their own career pathways.

Our school is a hive of activity, before and after school, as well as during lunch and break times. Our co-curricular programme not only allows our girls to try things out of the ordinary, such as architecture, fencing or philosophy, but it also provides the space to refine skills in sports, music, art and all aspects STEM. Adventurous trips to France, the Jurassic Coast and the ski slopes of Austria also give our girls opportunities to become more independent and resilient. Being part of the Girls’ Day School Trust (GDST), a family of 25 schools, also affords us access to a range of exclusive events and resources, like sports rallies, Digital Leader Hackathons and maths and science conferences.

All of this creates a very special learning curve: “My daughter has had a magical time thanks to all the remarkable staff, leadership, opportunities and friends she has made. She has truly flourished and we have you to thank for this.” (Year Six parent) SUMMER 2019 | independentschoolparent.com

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JUNIOR SCHOOL Open Mornings 2019 May 21st June 4th, 11th, 27th September 10th, 17th 8.45 - 10.00am

4+ ENTRY INDEPENDENT DAY SCHOOL FOR GIRLS AGED 4-18

Please register at www.channing.co.uk 58

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Open Morning dates: WEDNESDAY 22ND MAY WEDNESDAY 16TH OCTOBER THURSDAY 31ST OCTOBER (Doors open 9.30)

LYNDHURST HOUSE Preparatory and Pre-Preparatory School 24 Lyndhurst Gardens, Hampstead, London NW3 5NW Telephone: 0207 435 4936 Email: office@lyndhursthouse.co.uk www.lyndhursthouse.co.uk

ADVICE

ASK THE EXPERTS

What are the key factors to consider when choosing a senior school? e as five headteachers for their advice

Kilgraston School, Perth

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The Gregg Schools

SEE US AT

Independent day schools for boys and girls aged 3-16yrs

STAND E8 NORTHEASE MANOR SCHOOL ‘Pupils are enthusiastic and keen to engage in lessons.

They are rightly proud of their work and achievements.’

Ofsted

Open Day

29th June

10am - 1pm

Please contact the Registrar for further details: registrar@thegreggschools.org

www.thegreggschool.org Townhill Park House, Cutbush Lane, Southampton SO18 3RR

OPEN MORNING WEDNESDAY 25TH SEPTEMBER 2019 10:00am - 12.00pm

Indoor and outdoor learning with integrated therapies Register today:admissions@northease.co.uk/01273 472915 Fun, happiness and room to thrive, not just survive

Tel: 02380 472133 office@thegreggschool.org

www.northease.co.uk

NORTHEASE 1-4.indd 1 09/05/2019 16:07:22

AdTGSJune2019.indd 1

09/05/2019 16:45

OPEN EVENING – 13 JUNE OPEN MORNING OPEN MORNING SATURDAY 11 MAY 14 SEPTEMBER • Set amongst 35 acres • Excellent record of academic success • Award-winning Sixth Form building • Brand new, state-of-the-art music centre • Extensive co-curricular programme • Outstanding pastoral care • Valued community spirit

Book today Register today www.qas.org.uk/bookanevent +44 (0)118 918 7300 Paddington to Reading in just 26 minutes

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An extensive transport network, including a London service

Full and weekly boarding options available

ADVICE

King’s Ely, Cambridge

Suzie Longstaff, Head of Putney High School GDST, London

Dorothy MacGinty, Head of Kilgraston School, Perth Choosing the next stage in your child’s education is undoubtedly a big responsibility.

Most independent schools will have extensive facilities for sport and the arts, hitech classrooms and beautiful grounds. These benefits are indeed important, but look beyond the paintwork. Consider what the school specifically offers for your own child’s interests and how the two will work together.

During your visit, look at the relationship between staff and pupils. Is there a happy, purposeful atmosphere around the campus?

Try and engage a pupil: do they make eye contact and seem happy to discuss the school?

Are they interested in you? Don’t forget to ask those showing you round if the Head really knows their pupils.

If you’re looking at boarding, you’ll notice that some schools now opt for en-suite facilities. However, this set-up isn’t always a ‘plus’. Pupils can miss out on the experience of learning to live closely with each other and the many social benefits of sharing common rooms, bathrooms and kitchens.

Lastly, meeting the Head is crucial. How much time are they willing to spend with you and are they happy to meet again if there is anything at all that you wish to discuss?

James Mundell, Head of Giggleswick Junior School, North Yorkshire School isn’t just about academic achievement but making the time for a wide variety of activities and encouraging a sense of community. It’s about providing a learning environment which puts children and their wellbeing first. After all, every parent’s main priority is that their child is happy.

Remember that the school closest in character to the prep school at which they flourished is likely to be the best choice. Nearly

When choosing a senior school, don’t make the decision-making hard for yourself, because usually each child finds the school where they will thrive.

Choose a shortlist of around four schools to visit and trust your instincts. It’s not just about results and destinations, or what their alumni go on to achieve – important though all of this is – it’s about children enjoying the journey and being equipped to find their passions.

Listen, to your child, to your friends, and to your child’s current school, who will usually be in the best place to guide you. Look honestly at all of Giggleswick Junior School pupils go your child, their abilities and their personality. on to the senior school. This also offers the They will have their own opinions, often based smoothest transition. Get a feel for the school. on where their friends are going, Giggleswick offers taster days and the potential journey to school, overnight boarding experiences OUR EXPERTS and even which uniform they like. throughout Year Six to help with You are not reliving your school the transition. Look for staff who days, you are ensuring that your go the extra mile for youngsters in own child has the happiest and their care – cheerful pupils in and most fulfilling preparation for around the boarding houses are a adult life that you can. Forget good sign that they feel valued and single-sex or co-ed debates; well cared for.

Dorothy MacGinty choose the school your child loves.

KILGRASTON SCHOOL

Richard Whymark, Head of King’s Ely Junior, Cambridgeshire

Nick Robinson, Head of West Buckland Prep, Devon

Some parents prioritise positions in league tables and teaching excellence. Others rely on word of mouth and trends in popularity, but for many more, facilities and educational philosophy will play a vital part in determining their choice of school.

So how can you select the school most likely to deliver an experience to match your personal aspirations for a child?

My advice is that parents need to delve more deeply than they may feel encouraged to.

Ask questions and challenge some of the assertions you hear. For example, try asking how many in each year group will play representative sport, rather than asking how far the school progressed in a certain tournament. Ask what the usual rate of staff change at the school is year on year, or ask the Head if they could change one thing about their school, what would it be?

Through schools like ours remove the angst of changing from prep to senior school, as in most cases, this is a seamless transition, which may require little more than moving to a new campus.

The ethos of both schools is the same and expectations and values are known. However, for families of children at stand-alone prep schools, moving on to the right senior school is more complex.

A scheduled visit to a school is a must, especially on a non-Open Day. This will give you a ‘gut feeling’ and an opportunity to ask lots of questions to the Head, pupils and staff, to get under the skin of the school. While exam results are important, ask the Head their views on what is most important in education and what makes them proud of their pupils.

By asking the right questions, you’ll find the right school for your child, ensuring they thrive and achieve their potential.

James Mundell

GIGGLESWICK SCHOOL

Richard Whymark

KING’S ELY JUNIOR

Suzie Longstaff

PUTNEY HIGH SCHOOL

Nick Robinson

WEST BUCKLAND PREP

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HIS FUTURE’S BRIGHTER AT BEDFORD

INDEPENDENT DAY & BOARDING EDUCATION FOR BOYS & GIRLS AGED 7-18 YEARS

BELIEVE IT -

ACHIEVE IT ○

○

Set in the beautiful Brecon Beacons National Park, Wales Ranked ‘Excellent’ in all five inspection areas (Estyn: Dec 2017)

○

○

○

Consistent outstanding academic results at GCSE and A Level Commended for Pastoral Care, Wellbeing and Discipline (Good Schools Guide) Varied programme of sports and outdoor pursuits activities www.christcollegebrecon.com 01874 615440 admissions@christcollegebrecon.com

Our school motto is ‘Serviam’; I will serve

Look what our school can do for your child No.38 in the Sunday Times list of top 100 Prep Schools

OPEN MORNING TO FIND OUT MORE AND BOOK YOUR FAMILY’S PLACE, PLEASE CONTACT OUR ADMISSIONS TEAM ON 01234 362216 OR VISIT bedfordschool.org.uk BOARDING & DAY FOR BOYS AGED 7-18 A-LEVEL & IB AT SIXTH FORM

STUNNING 50-ACRE ESTATE AWARD-WINNING FACILITIES

BEDFORD SCHOOL IS PART OF THE HARPUR TRUST

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

Open Morning Thursday 23rd May 9.00am until noon No appointment necessary The Nursery - for Boys & Girls

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

Registering now for September 2019

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

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STAR STAFF

SCHO OL HERO

GENEVIEVE FORD The Boarding Deputy Head at Downe House gives girls the tools to thrive

I

joined Downe House in 2004, first as a Housemistress and then as Head of Upper School, before taking on my current role, in which I am responsible for the residential welfare of the girls in our care.

Benefits of full boarding

Life in a full boarding school is always busy and every day is different. The pressure on girls in today’s world is considerable and it can be a tricky time emotionally. I believe that girls are in need of strong leadership, high expectations and consistency.

Each individual girl should have the opportunity to realise her potential. I’m convinced that boarding offers girls the opportunity to gain much more from their education. Many schools now offer flexi-boarding – this can mean that the pupils only live on site during the working week, or that they sleep in school only on the occasional night.

While this might be convenient for some parents, at Downe House our girls are ‘full boarders’, and we believe that this gives us a distinct advantage when it comes to ensuring that each one of them receives a broad and valuable educational experience.

Our job is to help equip girls to make a real impact on the world

The gift of time

One of the greatest benefits of full boarding is the gift of time.

The extended day allows longer for learning, enrichment, fun and friendship. Downe House girls like to get involved in lots of activities and living at the school makes it easier for them to find time to do more. They can fit in extra tennis lessons, rehearsals and dance classes and still have time to socialise with Girls full board at the their friends. school in Berkshire

A holistic approach

The house staff and teachers also have the opportunity to get to know each individual girl extremely well.

The staff at Downe

House understand that the girls in our care have been entrusted to us by their parents, who hope and expect that we will nurture every aspect of their daughters’ development while they are here.

We take a holistic approach to pastoral care to take account of each girl’s wellbeing, placing emphasis on healthy, balanced minds and bodies. Our wellbeing programme gives the girls the tools for life to care for themselves as well as each other and includes yoga sessions, sound therapy gong baths, mindfulness coaching and regular lectures on healthy eating, financial skills, managing stress and internet safety, to name but a few.

The boarding environment is designed to nurture friendships and this is cemented especially

by the term that all of our Year Eight girls spend studying in the beautiful Périgord Noir in France – at our smaller “farmhouse” school in the rural commune of Veyrines-de-Domme.

A school’s culture has a big influence on what a child believes they can achieve. In a girls’ boarding school, the pupils benefit from a culture that encourages them to stretch themselves, that tells them it is important for their fulfilment that they give back to society and that supports them in their ambitions. Having a global outlook is vital, and we are also very fortunate to have partnered with 15 like-minded schools around the world, which gives our girls the wonderful opportunity of school exchanges, where they can learn and make friends in a completely different setting. The concept of service and helping others is hugely important to us, and each of our boarding houses supports local charities as well as causes further afield in places such as Malawi, Myanmar and India, giving our girls opportunities to gain an understanding of different cultures and societies.

A worldwide community

Once a Downe House girl, always a Downe House girl! Our alumnae stay connected to us and current girls benefit from an extensive worldwide community of alumnae who have gone out into the world and have much advice to offer. Our DH LINKS alumnae and parent network provides invaluable careers-based knowledge, guidance and practical support to give girls a headstart and guiding hand on their journey beyond Downe House.

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S SENIOR

IN 10 PICTURES‌

TASIS

The American School in Switzerland’s England campus in Surrey offers students the best of an American and international education

The beautiful 46-acre campus is close to central London and Heathrow Airport Co-curricular activities, sports and clubs foster a love of learning

Excellent university placements in the UK, the US and worldwide

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Vibrant visual and performing arts programmes

SENIOR

Multiple pathways: a choice of international or American curricula

Dynamic sports, travel and leadership opportunities

IB Diploma Programme and Advanced Placement courses are recognised by universities as an alternative to A-levels

A diverse student community with more than 50 nationalities

Co-educational day and boarding

Warm and welcoming international community

FOUNDING PRINCIPLES

The school was founded in 1976 by American educator Mary Crist Fleming, who 20 years before established the original TASIS (The American School in Switzerland) in Lugano. In 1983, Fleming was honoured for her “significant efforts and tremendous contributions towards furtherance of education at the international level� by the US Secretary of Education.

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STAR ALUMNI

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

Jennifer Anderson, 28 Associate, Mishcon de Reya LLP, London, Bolton School Girls’ Division After school, I read history at the University of Birmingham and began considering the possibility of a legal career, as the transferable skills between history and law are numerous. After uni, I did a law conversion course (GDL) and legal work-experience to boost my training contract applications. It was an intense but rewarding period. The final step was the Legal Practice Course, after I had secured a training contract.

I have been at Mishcons for almost four years and am a qualified solicitor in the Incentives team. My job is interesting, varied and challenging, and while it was a long road to get here with some setbacks, I am proud of what I have achieved.

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After leaving school, I moved on to the University of Warwick to study history.

At this stage, I didn’t have a plan for what I wanted to do after I graduated, but I knew I wanted to do something which had a visible impact.

After completely loving a year abroad in Melbourne, Australia, I was convinced that I wanted a job where I could travel. I finally decided to apply for the Civil Service.

This matched the idea that I had at school that I wanted to do something meaningful, and the diplomatic scheme led me to the FCO. I now work helping British nationals who get into trouble abroad, which continuously allows me to help people while creating opportunities to travel to new and exciting places.

It’s a challenging job which gives me a chance to use all my people skills and creative thinking to try and find a way out for Brits who manage to get themselves in some truly unbelievable situations.

independentschoolparent.com | SUMMER 2019

Isabella Inchbald, 27 Actress, Benenden School, Kent When I was young, everyone warned me being an actor requires a ‘thick skin’. But my love of acting and relative success in it at Benenden motivated me, and after university I took the plunge and went to drama school, where I won the Carleton Hobbs award in 2017. I joined BBC Radio Drama for five months and performed in over 30 productions for Radio 4. I’ve acted in TV pilots, short films and London theatre productions and have continued my voice work, even voicing the eponymous Emma in Audible’s dramatisation, alongside Emma Thompson.

It’s been far from plain sailing, and I’ve realised that the ‘thick skin’ people referred to was less about keeping self-doubt out – in the face of frequent rejection – and more about keeping self-belief in.

I’ve also found that fully committing to a role is the best reminder of the joys of acting and the ultimate reward for putting up with all of the uncertainty!

Josh Gillespie, 18 Professional Rugby Player, Millfield School, Somerset The Upper Sixth pupil has signed a contract to play for Northampton Saints starting in July. The 18-year-old also became the youngest player to represent the club last November after being called up for the team’s Premiership Rugby Cup game against Wasps just 15 days after his birthday. Josh, who has played for the Northampton Saints’ Academy since summer 2017, is taking A-levels in economics, chemistry and psychology while training with the premiership team. Josh also represented the England U18 team in South Africa last summer, starting in test matches against France and Wales and scoring a try in his debut match against France.

PHOTOGRAPHY: ISSY CROKER

Anna Moscuzza, 23 Consular Officer, The Foreign & Commonwealth Office, The Stephen Perse Foundation

STAR ALUMNI

Myles Hopper, 30, and Giles Cooper, 32 Entrepreneurs, Exeter School, Devon

A shared love of sport and Edmund his co-founder wellness and inspired Myles and Flore de Taisne Giles to launch Mindful Chef

Following his time at Exeter School in Devon, Myles went on to study business at The University of Cardiff. While there, he pursued his love of sport, playing the highest level of 1st XV rugby from his first year until graduating.

Myles then went on to play professionally in France and Spain before an injury ended his career. It was his time at Cardiff that piqued his interest in the health and wellness industry, and after retiring from rugby he became a Precision Nutrition coach and a UK ambassador for Fitness First.

Having worked in this industry for over a decade, Myles is able to draw upon client data and experience while running Mindful Chef’s brand partnerships, nutrition and content.

Giles left Exeter School in the summer of 2004 and went on to spend three years at the world’s premier academic sporting institution, Loughborough University.

While there, he studied sports science and business. It was this motivational sporting environment that led to Giles establishing a number of projects and business ventures while completing his degree. He scaled some of the university’s most prestigious events, ran the national governing body for students’ snow sports and built up a heap of experience, creating, marketing and scaling businesses. Upon graduating, Giles took his marketing and sports interests to a role at Betfair; following this, he moved to highly regarded marketing agency M&C Saatchi before finally taking the leap and creating Mindful Chef with his business partner and friend Myles in 2015.

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Outstanding Education

REGI

Hawkesdown House School Founded 1553

The Good Schools Guide says: “…Bromsgrove manages to combine the feel of a local family day school with an international boarding school, attracting pupils both for its sporting reputation and also its academic offer and results. The arts side of the school is definitely in ascendency”

Individual visits welcome 01527 579679 admissions@bromsgrove-school.co.uk

bromsgrove-school.co.uk FLA IR • D ISC IP LINE • ACADEM IC RIGOUR

For Boys & Girls aged 2 to 11 years

Heart of England location with easy access to the Midllands motorway network Outstanding results at IB and A level Academic excellence coupled with a wealth of sporting and extra-curricular opportunities Co-educational, Day & Boarding

27 Edge Street, Kensington, London W8 7PN Telephone: 0207 727 9090 Email: admin@hawkesdown.co.uk www.hawkesdown.co.uk

720 pupils aged 3 - 13 950 pupils aged 13 - 18

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

Knighton House School Where Girls Lead

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• Excellent academic results: scholarships to senior schools • • A confidence-building start to education for girls • • Beautiful rural campus in the heart of Dorset • • Full extra-curricular programme • ...................................................................................................................

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

Junior School At-home Receptions SUMMER 2019 Friday 7 June · Wednesday 26 June

New rebased day fees to 2010 levels, and fixed for two years.

Making the best start more affordable.

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Day, flexi and full boarding for girls aged 7-13 years.

Day for boys and girls aged 3-7

Our At-home Receptions begin at 9.15 am To book, please visit www.queensgate.org.uk/jsopenevents

Knighton House School, Durweston, Dorset DT11 0PY Tel: 01258 452065 www.knightonhouse.co.uk

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Queen’s Gate Junior School, 125–126 Queen’s Gate, London SW7 5LJ registrar@queensgate.org.uk · 020 7594 4982

independentschoolparent.com | SUMMER 2019

ISP Knighton House 129x99mm.indd 1

25/04/2019 16:15:38

TIME TOGETHER

ENJOY THE SEASON

FAMILY LIFE Cornish beach holidays, literary festivals and secret gardens galore

The summer is upon us and with it the lure of long hazy days spent at the seaside. Messing about in rock pools, swimming in crystal clear water and playing on the pristine sands, the fun to be had is endless. And yet, this could become a thing of the past unless concerted efforts are made to do something about the damage pollution does to the world around us. Childrenswear brand Tootsa has launched a ‘Plastic Is Not Fantastic’ collaboration with Surfers Against Sewage (SAS), the charity which has been instrumental in tackling plastic pollution. The sweatshirts above start at £37 and 10% of the sale from each item will go to SAS. tootsa.com

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SCHOOL HOLIDAYS

A Place to Play

For an active family beach holiday, packed with sport, fresh air and stunning vistas, look no further than Watergate Bay in Cornwall, says CLAUDIA DUDMAN

The infinity pool is a great place to relax after a hard day on the beach

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F

rom watching the wetsuitclad surfers pitting themselves against the might of the whitecrested waves to the coterie of holidaymakers and dog-walkers ambling along the pristine sands, and all with the craggy north Cornish coastline as a backdrop, it’s hard not to be impressed by the visual feast that is laid out before you.

For it’s the beauty of the great outdoors and getting out and about and being active that has established Watergate Bay as an ideal destination for a contemporary beach holiday for all the family. Just outside Newquay, the Watergate Bay Hotel has 71 bedrooms, including 20 family suites, two family apartments and a selection of dog-friendly rooms. It comes with quite a history: built in 1904, it was originally intended to serve as a railway terminus hotel for a proposed Newquay to Padstow branch line. During the Second World War, it became an RAF officers’ mess and, later, married quarters, before falling into disrepair. In the 1960s, it was run as selfcatering apartments and then converted back

to a 55-bedroom hotel during the ‘70s, which worked successfully as a seasonal family hotel for the bucket-and-spade brigade. In the early Noughties, it was decided to reposition the hotel to target a generation of young, well-off visitors to Cornwall and to keep it open yearround as a unique beach destination with a ski-resort feel. In other words, you can be out catching a wave, cycling along a coastal path or enjoying a yoga class one minute, and relaxing and eating the next.

And just like at a ski resort, wherever you wine and dine at the Watergate, the bar and restaurants are strategically placed so that you get the most out of the stunning panoramic vistas: sip on a beer while you watch the wet sands glitter in the sunlight as the tide recedes and the kite-surfers jump and weave their way through the choppy waves.

After a bracing morning’s hike along the

SCHOOL HOLIDAYS

YOU CAN BE CATCHING A WAVE, CYCLING ALONG A COASTAL PATH

or enjoying a yoga class one minute and RELAXING AND EATING THE NEXT

Large windows make the most of the stunning views

Rooms have an airy beach-house vibe

PHOTOGRAPHY: KIRSTIN PRISK; DAVID GRIFFEN; LUKE-HAYES; JOSH COOMBES

BEACH SCHOOL Founded by Henry Ashworth in 1999, the Extreme Academy transformed the beach at Watergate Bay into a blend of classroom, playground and the wild outdoors, offering lessons to those who wanted to try new sports or improve their skills in a range of activities that includes surfing, traction-kiting, kite-surfing, waveski, stand-up paddleboardng and hand planning. Watergate Bay has pioneered a series of firsts in kitesurfing, setting up the country’s first kitesurf school and becoming the first ever UK venue to host an event on the PKRA world kitesurfing tour.

coastal path to Porth, with crisp clear blue skies to accompany us, we headed back to lunch at The Beach Hut, which is situated just to the side of the hotel. It has a surrounding wooden deck if you fancy sitting outside and cosy deep banquettes to sink into, inside. We were famished: caught out by afternoon traffic getting out of London, we’d arrived at the hotel the night before too late for our table at Zacry’s, Watergate’s restaurant. Sustenance, however, was provided in the form of two longboards which we shared and which consisted of olives, hummus, flatbreads, cured meats, cheese, roasted vegetables and chillies. It was enough to fill you up, yet not too heavy to be eaten after 10pm. Eager to get out and explore the next morning, we just had a quick breakfast, and were now more than ready for some good food to satisfy our appetites. To start, I had a Hippy Dippy Salad, which turned out to be avocado,

bulgur wheat, spinach and toasted seeds tossed in a sweet and sour maple dressing followed by fish of the day, which was a very meaty plaice in a lemon and butter sauce with French beans and a small portion of fries. It was exactly what we all felt like.

With a few hours left until we had to depart, we checked out the Swim Club, which houses a 25-metre infinity swimming pool and a collection of spaces designed to promote relaxation after a hard day at the beach. Why is it you always find the place you most want to spend time at when you’re about to leave? With a roaring fire and floor-to-ceiling windows opening on to the ocean, the lounge area is designed with beach house comfort in mind and maximises the natural light and elements.

Tired and grateful for an excuse to sit down, we watched transfixed out the window, gazing at the view and to the sea beyond, beckoning the outside to come in.

Prices start in mid season from £205 per night for a standard double room and from £315 per night for a family suite. Both include breakfast. watergatebay.co.uk SUMMER 2019 | independentschoolparent.com

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COMPETITION

WIN a two-night break at St Michaels, Falmouth One lucky reader and their family will win a two-night luxury stay at St Michaels Resort, Falmouth on the south Cornish coast

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he prize includes a two-night stay for a family in a Large Beach House room, a full Cornish breakfast each morning and dinner both evenings at the resort’s award-winning Brasserie on the Bay, serving delicious fresh fish and seafood.

Overlooking Gyllyngvase Beach and within walking distance of Falmouth’s town centre, the resort is perfectly positioned for families to enjoy a coastal stroll and explore the local area, as well as for active adventures like paddle boarding, cycling, kayaking, rock pooling, or if feeling brave, a dip in the sea. With Blue Flag status and an RNLI lifeguarded beach (between May and September), this is a perfect base from which to take the family swimming. Next to the beach, St Michaels Health

Club also has four tennis courts for guest use with tennis lessons available for all ages and abilities, provided by a fully-qualified LTA coach.

Families can make the most of the resort’s health club which has an indoor swimming pool, sauna and gym with more than 100 fitness classes available each week, including beach bootcamps, spinning and gig rowing. There is also a spectacular spa, which features the UK’s very first Cornish sea salt steam room, the largest hydrotherapy pool in the south west, an outdoor barrel sauna and red cedar-wood hot tub. There are more than 60 spa treatments from brands including Elemis, Made for Life Organics, The Natural Spa Factory, Ishga and Natura Bissé. To complement the exciting new wellness-led additions to the resort, the new Garden Kitchen, a laidback all-day dining spot with sweeping sea views, has health at its heart. Featuring wholesome brunch dishes, cold-pressed juices, nutritious smoothies, garden salads and sharing boards for all the family to enjoy together. www.stmichaelsresort.com

HOW TO ENTER Answer the following question

How many tennis courts does St Michaels Health Club have? Is it a) 1 b) 4 c) 10

independentschoolparent.com/win COMPETITION CLOSES 23.00 ON 14TH JUNE 2019.

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Terms and conditions: Subject to availability and valid for stays up to and including 31st March 2020 excluding 1st December 2019 – 2nd January 2020, based on two adults and two children in a Large Beach House Room, on a Bed, Breakfast and Dinner basis. For The Chelsea Magazine Company’s terms and conditions, please visit www.chelseamagazines.com/the-chelsea-magazine-company-terms-and-conditions/

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Fernhill Lane, New Milton, Hampshire BH25 5SU SUMMER 2019 | independentschoolparent.com

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Worcester, WR6 6DD T: 01299 896275 Worcester, WR6 6DD abberleyhall.co.uk T: 01299 896275 abberleyhall.co.uk Worcester, WR6 6DD T: 01299 896275 abberleyhall.co.uk

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2-13 year olds, based in 90 acres of Worcestershire countryside. Two hours from London, an hour from the Cotswolds and Birmingham Airport.

Maria Montessori School For children aged 2-12 years

Let your child reach their true potential Our joyful and highly personalised education helps your child to become a self-confident individual who knows right from wrong, has strong academic skills and can find their path in life and contribute to the world.

Our school in London offers an authentic Montessori education and all our teachers hold the Association Montessori Internationale Diploma – a globallyrecognised qualification renowned for its excellence and rigour.

Our Children’s House (2-6-year-olds) locations: Abbey Road Bayswater Notting Hill Hornsey Rise Hampstead Our Elementary (6-12-year-olds) locations: Bayswater Hampstead Find out more or register for an open day at www.mariamontessori.org/schools

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WHITGIFT OPEN MORNING 21 SEPTEMBER 2019

Whitgift is one of Britain’s finest independent day and boarding schools for boys aged 10 to 18.

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

Generous bursaries and scholarships are available.

Join us at our Open Morning on 21 September to find out more about our inspiring school community. admissions@whitgift.co.uk +44 (0)20 8633 9935 www.whitgift.co.uk/opendays Whitgift School Haling Park | South Croydon | CR2 6YT

SUMMER 2019 | independentschoolparent.com

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DIARY DATES

CALENDAR Our roundup of fun and inspiring things to do this summer

Roll up, roll up!

Taste of the bay

Nationwide UNTIL 29TH SEPTEMBER

Watergate Bay, Newquay

Venture to the circus for Giffords’ latest performance. Touring the country until early autumn, Xanadu promises a plethora of new acts, from a swinging trapeze artist to a talented juggler, and much-loved regulars like Tweedy the Clown. The ‘70s-inspired music and art references will please more mature family members. giffordscircus.com

The Hungry Caterpillar is turning 50

Cornwall’s surfing mecca welcomes a brand-new bar this month. Set right on the sea wall, Watchful Mary has unbroken views out to the horizon. Its name is inspired by the sunset’s rare ‘Green Flash’, a green light that can be seen as the sun goes down when conditions are right. Visitors will be able to sip craft beers, classic cocktails and sangria on the shoreline. watchful.co.uk

Gallery gardens Kew Gardens, Richmond UNTIL 27TH OCTOBER

In one of the world’s most biodiverse places, science, art and nature meet in the form of glass artworks by iconic artist Dale Chihuly; his dazzling sculptures transform the gardens and glasshouses into a contemporary outdoor gallery. kew.org

Catch the bug Surrey 15TH-16TH JUNE

To celebrate the 50th birthday of Eric Carle’s The Very Hungry Caterpillar, a special stage adaptation will arrive at Camberley Theatre in Surrey for the weekend. Watch as over 75 puppets come to life. Little ones will love watching this much-loved classic. camberleytheatre.co.uk

Arty time

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Now in its 30th year, the Edinburgh International Children’s Festival 2019 programme is filled with all sorts of interactive theatrical performances for kids. There will also be a free family day at the National Museum of Scotland. imaginate.org.uk

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PHOTOGRAPHY: RBG KEW

Edinburgh 25TH MAY-2ND JUNE

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Autumn 2019 Open Mornings Lower School 10+ 11+ Middle School 13+ Upper School 16+

Sat 14 Sept / Sat 5 Oct Sat 28 Sept Thu 19 Sept (Evening)

Boarding and Flexi-Boarding in a historic market town

Come and see us: admissions@oakham.sch.uk 01572 758758 oakham.rutland.sch.uk/Arrange-A-Visit We look forward to meeting you

SUMMER 2019 | independentschoolparent.com

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DIARY DATES

Literary live stream

Christian Dior: Designer of Dreams Victoria and Albert Museum, London UNTIL 1ST SEPTEMBER

Hay Festival Wales Hay-on-Wye 23RD MAY-2ND JUNE

This exhibition traces the impact of one of the 20th century’s most influential couturiers, his relationship with Britain and the long-lasting influence of the fashion house.

For tickets, vam.ac.uk

The festival will be broadcast live into schools UK-wide on 23rd and 24th May (KS 3 and 4), widening access to the festival’s world-class Programme for Schools, funded by the Welsh Government and Hay Festival Foundation.

Twelve inspirational sessions will be streamed each day with appearances from children’s favourites Michael Rosen and Cressida Cowell. hayfestival.com

The Christian Dior exhibition is a mustvisit for fashion-lovers

The Hay Festival live stream

Secret gardens

Go outside

London 8TH-9TH JUNE

Kedleston Hall, Derbyshire 18TH JUNE

For one weekend only, London’s hidden gardens will open their gates to the public. Open Squares Garden Weekend highlights some of the best green spaces that make up the rich tapestry of the city’s outdoor life. opensquares.org

Enjoy the beautiful grounds of Palladianstyle Kedleston Hall in Derbyshire, as the National Trust hosts its pre-school play day. Expect crafts, games and stories at this fun drop-in session. nationaltrust.org.uk

Natural selection Natural History Museum UNTIL 30TH JUNE

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s

Now in its 54th year, Wildlife Photographer of the Year showcases extraordinary animal behaviour and the breathtaking diversity of life on Earth. Explore the world’s best nature photography, exhibited on 100 exquisite light panels. Experience the changing face of nature and uncover the surprising stories behind the photographs. nhm.ac.uk

PHOTOGRAPHY: MARCEL VAN OOSTEN; CHRIS ATHANASIOU; CHRISTIAN DIOR WITH MODEL SYLVIE, CIRCA 1948. COURTESY OF CHRISTIAN DIOR

After a fashion

Durston House

A LeADInG LonDon PreP sCHooL

CHARACTER | CURIOSITY | CAPABILITY

Durston House, in Ealing, is a leading London prep school, for boys aged 4-13 years, which has a fine record of preparing boys for future success. Founded in 1886, Durston House continues to enjoy a strong reputation for academic, sporting and cultural excellence. A boy is shaped by the development of his character, his curiosity to learn and discover more, and his expanding capability. These three concepts, Character, Curiosity and Capability are the cornerstones of his success at Durston House and his success in life.

Find out more by visiting our website, attending an Open Day or touring the school.

Call 020 8991 6530 Email info@durstonhouse.org www.durstonhouse.org

SUMMER 2019 | independentschoolparent.com

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WE LOVE MANOR HOUSE! Mag

“The quality of pupils’ academic achievements is excellent” ISI 2018

oo Giles, Princ iple, Knightsbridge School

Est. 1987

Exciting Residential Summer Camps in Cornwall

Discover Morning

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Friday 14 June 2019

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

Visit the website to reserve your place at a Discover Morning, or contact us to arrange a personal tour of our buildings.

28 Abercorn Place, NW8 9XP

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020 7286 4785

Discover Abercorn, discover their future.

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admissions@abercornschool.com abercornschool.com

• Stay in a Georgian Manor House near Padstow • Multi-activities including surfing, cycling, SUP and sea cliff climbing • Ages 10-15 years • 7 Day Camps - Saturday to Saturday • Maximum 24 Children per week • Established over 30 years ago

www.manoractivitycentre.co.uk lesley@manoractivitycentre.co.uk 01841540346

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ssroom la c r o o td u o r Ou

Independent Day School for boys & girls aged 3-18 years Bruton, Somerset BA10 0BA 01749 812 307 www.millonthebrue.co.uk

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Come and see why the children love coming to school each day.

01604 880306

www.pitsfordschool.com

DIARY DATES

Game, set, match The Campus, Quinta do Lago, Portugal

Swiss bliss

Combine a family break in the Algarve with a tennis camp hosted by the first lady of British tennis, Judy Murray. Held at Quinta do Lago for one week in August, participants will learn to play tennis in a fun environment with a mix of skill-building activities, movement training, interactive games and team competition. Suitable for all abilities from age seven and up. €550, quintadolago.com

PHOTOGRAPHY: DANIEL MARTINEK; ALNWICK CASTLE

Suvretta House Hotel, St Moritz, Switzerland FROM 15TH JULY

If spending time in the Swiss Alps this summer grabs you, then why not head to the Suvretta House Hotel, which sits in the upper Engadine Valley in St Moritz? Younger travellers will love the fourday sports camps available throughout the summer. suvrettahouse.ch/en/

Hot spot Potter mania will take hold at Alnwick Castle

Sheraton Maldives Full Moon Resort and Spa, Furanafushi, Maldives

Situated on the large private island of Furanafushi, Sheraton Maldives is an ideal family retreat, just a 15-minute speedboat ride away from Malé airport. This dream location eliminates extra travel time and seaplane costs, so children can be on a jet-ski or at the Adventure Club within an hour of touching down. marriott.co.uk

Magic, mirth and mayhem Alnwick Castle, Northumberland UNTIL 27TH OCTOBER

Hang on to your hats and broomsticks as this 11thcentury castle opens its doors again. This year you’ll find an amazing array of fabulous events and activities. During Wizarding Weeks and Wizard Weekends you may see lookalike characters, including Dumbledore and Harry, mingling with the crowds and conjuring up all sorts of fun. alnwickcastle.com

SUMMER 2019 | independentschoolparent.com

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MEMORY LANE

SCH OO

L M E MOR I E

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CAMILLA KING The London-based milliner spent Sixth Form at Stowe in Buckinghamshire, where her love of costumes lead her to starting her own business Describe your school in three words?

Beautiful, fun, mischievous.

always say: ‘Do whatever you want, just don’t get caught!’

Out for yourself or a team player?

A team player all the way.

There’s something about the experience of boarding that instils that in you.

Who was your best friend?

One of my best friends was with me at my school previous to Stowe. We both went our separate ways to different boarding schools and used to write to each other on a weekly basis. We also had phones, so our letters to each other were always old news by the time we’d received them.

We’re still great friends, and I have a hat named after her in my latest millinery collection.

All-star sports captain or outside field lingerer?

Definitely the latter. I am not a natural sportswoman, but watching the rugby or cricket on the North Front with friends was always good fun.

Did you win any prizes?

I was in a girls’ boarding house called Nugent and received my house colours for drama.

Our main play of the year was called the Senior Congreve,

What did you want to do after school?

After Stowe, I went to drama school and always wanted to act full-time, so most of my free time was either spent in the drama studio or in a costume cupboard: I loved dressing up, which is where my love of hats and headpieces comes from too.

Any pranks?

Loads, including sneaking out of our boarding house at night and painting what was known as ‘The Red Corridor’ back to its original shade after it had been re-painted white.

Needless to say, it was not a good paint job!

Let’s talk about the food…

Let’s face it, school food is

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MY FRIEND’S DAD USED TO DROP US BACK after an exeat and would always say: ‘Do whatever you want, JUST DON’T GET CAUGHT!’ never going to be worthy of a Michelin star, but we did at least have a salad bar that you could always fall back on when situations got dire.

Where was your favourite place at school to hang out?

At Stowe, we were very fortunate to have 750 acres of National Trust land to roam about in, and there were endless places for us to retreat

independentschoolparent.com | SUMMER 2019

to and enjoy with friends.

Teacher’s pet or always in the detention room?

Stoics had a bit of a reputation back in the day for being “naughty”, so there was a lot of competition for detention. My friend’s dad used to drop us back after an exeat and would

and I was one of the lead characters. After the last performance, I was given a big bunch of flowers – I still have one of the roses.

What advice would you offer your school-age self?

Enjoy it while it lasts and don’t sweat the small stuff.

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