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Spring 2018 | independentschoolparent.com
SENIOR EDITION
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BRIGHTON COLLEGE
HOW TO SPOT A FAKE NEWS STORY EXPERT ADVICE
• EXAM REVISION • CYBERBULLYING • CAREERS FAIRS
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A WAY WITH WORDS
THE JOY OF CREATIVE WRITING
EARN WHILE YOU LEARN
DEGREE APPRENTICESHIPS
MIXING IT UP CHARTERHOUSE GOES CO-ED
THE NEW A-LEVELS DID THE REFORMS HELP BOYS DO BETTER?
EDITOR’S LETTER
CLAUDIA DUDMAN Editor
INDEPENDENT SCHOOL
The Chelsea Magazine Company, Jubilee House, 2 Jubilee Place, London SW3 3TQ Tel (020) 7349 3700 Fax (020) 7349 3701 Email editor@independentschoolparent.com EDITORIAL Editor Claudia Dudman Editorial Assistant Natalie Keeler Designer Annel Christopher PUBLISHING Publisher & Managing Director Paul Dobson Deputy Managing Director Steve Ross Finance Director Vicki Gavin Media Manager James Dobson Head of Circulation Daniel Webb 020 7349 3710 Production www.allpointsmedia.co.uk Printed in England by William Gibbons ADVERTISING Group Advertisement Manager Freddy Halliday Head of Special Projects Tristan Coates Senior Sales Executive Harriet Cottrell, Andrew Mackenzie DISTRIBUTION Independent School Parent magazine is for parents of children educated in Prep and Senior independent schools across the UK. The Prep and Senior issues are published termly. Parents can subscribe for a free issue at: independentschoolparent.com/register Independent School Parent also publishes The Guide to Independent Schools biannually to help you choose the right school. © The Chelsea Magazine Company. All rights reserved. Text and pictures are copyright restricted and must not be reproduced without permission from the publisher. The information contained in Independent School Parent magazine has been published in good faith and every effort has been made to ensure its accuracy. All liability for loss, negligence or damage caused by reliance on the information contained within this publication is hereby excluded. INDEPENDENT SCHOOL
Welc me Last August we saw boys outperform girls in their A-Level results for the first time in decades, as changes to the way pupils are assessed came into force. So, could it be that boys perform better in their final exams, while girls thrive more in coursework and assessment? In Mind the Gap (page 12) Elizabeth Ivens looks at the new A-Level reforms, and tries to ascertain whether these surprising statistics were simply a variation on the year before, or if it could be the sign of an emerging trend. Degree apprenticeships were launched by David Cameron in 2015, with the promise that they would “give people a great head start”, bringing together the very best of higher and vocational education. On page 35, Katie Hughes investigates whether they’re worth considering as an alternative to other higher education options. And in Earn While You Learn (page 38), Gillian Jones has put together a handy timeline with some great tips and advice on how to apply. And finally, Leah Hamblett, the Deputy Head of Brighton College explains on page 23 how she aims to help pupils spot a false news story from an authentic one. It sounds as though time’s up for fake news. And a good thing, too!
Spring 2018 | independentschoolparent.com
SENIOR EDITION
FREE
Win!
BRIGHTON COLLEGE
DAY CARE FOR YOUR DOG WORTH £500
HOW TO SPOT A FAKE NEWS STORY EXPERT ADVICE
• EXAM REVISION • CYBERBULLYING • CAREERS FAIRS
A WAY WITH WORDS
THE JOY OF CREATIVE WRITING
EARN WHILE YOU LEARN
DEGREE APPRENTICESHIPS
MIXING IT UP CHARTERHOUSE GOES CO-ED
THE NEW A-LEVELS
Claudia Dudman, Editor
Independent School Parent, independentschoolparent.com
DID THE REFORMS HELP BOYS DO BETTER?
ISP_Cover_Senior Spring 2018.indd 1
COVER: Brighton College, East Sussex.
23/02/2018 14:33
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The IB at Southbank International School is more than an education. It’s a grounding for the increasingly complex and demanding world we live in. A commitment to academic excellence and a uniquely liberal ethos. An inner belief and confidence carried for the rest of life. Through university. Through a career. Into a lasting impact on the world. Places for 2018 entry are understandably strictly limited. Apply today at southbank.org/applynow
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WHAT’S INSIDE? Issue 34 Spring 2018
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News
35
Katie Hughes investigates the new
Mind the Gap
alternative to higher education
What impact has the new GCSE and
38
A-Level reforms had on pupils’ results?
20
Ditching the Label Time’s Up for Fake News Brighton College explains how they’re
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Left to their Own Devices help to improve pupils’ wellbeing?
44
It Takes a Man to Feel Why teaching boys to understand their
A Way with Words
emotions is more crucial than ever
46
experimental joy of creative writing
Mapping Out the Future When I Grow Up...
32
What’s the Next Step?
What career path will your child take? Bishop’s Stortford celebrates the value of the school’s careers department
Download our free app to read the magazine on your phone or tablet...
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School Hero
Whitgift School, Croydon Adam Jackson, MFL teacher at St John’s College shares his love of languages
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Behind the Scenes
49
Mixed Matters
54
making the move to co-education
How to Study Smart Advice on Easter revision courses
Talking Heads Tips and tricks for A-Level revision
EDITORIAL ADVISORY BOARD David Moncrieff, Chairman Colin Bell, COBIS Andrew Fleck, Sedbergh School Alison Fleming, Newton Prep Tory Gillingham, AMDIS Aileen Kane, Boarding Schools’ Association Rachel Kerr, Girls’ Schools Association Ian Mason, Independent Schools Council Sir Anthony Seldon, University of Buckingham Julian Thomas, Wellington College Dr Helen Wright, Educational consultant Ben Vessey, Canford School, Dorset Sue Woodroofe, The Grammar School at Leeds Peter Young, Marketing/Brand Consultant
For website and subscriptions, please visit: independentschoolparent.com/register
An Island Getaway Claudia Dudman explores the serene landscape of Antigua in the Caribbean
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A Greek Paradise Escape the crowds and revel in the tranquility of the Ionian Islands, Greece
74
Charterhouse explains why they’re
53
Ones to Watch The up-and-coming stars of the sector
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Shrewsbury School, Shropshire
St Benedict’s Careers Fair
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A School in 10 Pictures
Will the mobile phone ban at Cranleigh
teaching children to spot fake news stories Meet the schools celebrating the
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How to Earn While You Learn
58
Applying for a degree apprenticeship
The new age of cyberbullying
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Degree Apprenticeships
Our round-up of hot topics
amos, , amaat am
Competition Win £500 worth of dog day care
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Calendar
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School Memories
Dates for your diary Actor Tom Chambers fondly recalls his days at Foremarke Hall, Derbyshire
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NEWS
Our pick of the top parenting and education news
Acting masterclass [Bolton School, Lancashire]
Actor Ralf Little returned to his former school to give a masterclass to aspiring performers. Ralf, who starred in The Royle Family and Two Pints of Lager and a Packet of Crisps, tasked the boys with reading script from TV, film and theatre, which they had to perform in their own unique style. Ralf was very impressed by what the boys came up with, also sharing his advice on writing dialogue, and creating and performing as different characters. He tweeted later that he “had an unbelievably enjoyable day at my old school. The current pupils are smart, charming and polite.”
Portland Place pupils got stuck into the school’s 21 st birthday celebrations HAPPY BIRTHDAY, PORTLAND PLACE! [Portland Place School, London]
HOCKEY HEROES [Buckinghamshire] Over 70 children were welcomed to Bisham Abbey in Buckinghamshire, the home of England Hockey, for a training day with the GB women’s hockey team. The day was arranged by asset management firm Investec, who have supported women’s hockey from grass roots through to the national team since 2011. Following a welcome talk from GB Captain Alex Danson, the children were split into groups. 25 GB athletes managed five “stations” where participants learnt about nutrition, shooting, defending, gameplay and what it’s like to be a professional athlete. They then rounded the day off with signatures and selfies!
The school has unveiled a series of developments to celebrate its landmark coming of age. Alongside a new senior leadership team with the appointment of a highly-regarded Headmaster, David Bradbury, Portland Place has also undertaken a comprehensive rebrand, which includes a contemporary new website, powerful fresh logo and new prospectus. David previously held the role of Deputy Headmaster at South Hampstead High School, and has a wealth of senior level experience from other schools and colleges.
WELCOME, LITTLE MISS INVENTOR! The Mr. Men Little Miss universe is delighted to introduce its newest member, Little Miss Inventor, an intelligent and ingenious character with a brain full of ideas! The book will launch on 8th March to coincide with International Women’s Day and British Science Week (9th-18th March 2018). “It’s been nice to write a story that promotes a positive role model and to challenge a stereotype, if only in a small way,” says author and illustrator Adam Hargreaves.
SPRING 2018 | independentschoolparent.com
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Sch ol tweet
“It’s the start of the Chinese New Year and time to celebrate with the annual dragon dance. Even Sir William Laxton gave a nod to the Year of the Dog! ” (Oundle School, @oundleschool)
A brand new build for Rugby [Rugby School, Warwickshire]
Headmaster Peter Green launched the construction of the school’s new £5.5m boarding house last term. The development will be the first newly-created boarding house since the 1930s. At three-storeys high, it will have 60 en-suite pupil rooms, accommodation for the Housemaster, Assistant Housemaster and Matron, a main dining room and cosy communal spaces for pupils.
Share your school news and tweet us @ISParent arent
MEDICAL MARVELS [City of London School]
SIXTH FORMERS GAIN HIGHLYREGARDED SCHOLARSHIP [Oundle School, Northampton] Sixth Formers Alfie Dobson and Hugh Ralli have each been awarded an Arkwright Engineering Scholarship, which identifies them among the country’s future leaders in engineering and design. The scholarships will help students reach the top universities or apprenticeships. Annual financial accolades are awarded to each scholar and their school.
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independentschoolparent.com | SPRING 2018
A team of 17-year-old boys have won special prizes at the iGEM finals in the USA, where they worked together on a technique to diagnose cancer easily, cheaply and at a curable stage. The team’s project involved detecting lung cancer early with a genetic circuit that they created. The project could be developed into a cheap and effective diagnostic tool, with real world applications.
FOLLOW THE LEADER Sixth Formers from schools across the Girls’ Day School Trust were put through their paces at a leadership event in October. Joined by Team GB Olympic hockey Gold medal winner, Kate Richardson-Walsh and Chartered Management Institute CEO Anne Francke, the girls learnt all about what it takes to lead a successful team. British Army Officers then led a series of teambuilding exercises, before splitting the girls into groups to create a fundraising campaign for charity. The students had less than 36 hours to complete the challenge, and some fantastic ideas were produced.
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HEADS on the move Anne Cotton is to become the first female Head at The Portsmouth Grammar School in September 2018.
Life is a Cabaret, old chum... [St Mary’s Calne, Wiltshire]
Aspiring performers at St Mary’s Calne wowed packed out audiences at the school’s recent production of the musical Cabaret. A wonderful 16-piece band accompanied the talent on stage, including a line-up of outstanding lead actors. They were also backed up by a fantastic ensemble, who worked together to support each other throughout the performance and in rehearsals. The camaraderie between cast members this year was second-to-none, and every member of the team put in their very best. A SPORTING TRIUMPH [Leicester Grammar School] Leicester Grammar was selected to host this year’s annual Harborough District Sports Awards, celebrating local achievements in sport. The Junior School’s cheerleaders entertained audiences with a lively routine, and two pupils were also shortlisted for two awards. Year Seven pupil Tabitha Holmes was runner-up for the Junior Sportswoman of the Year, and Year 11 pupil Harry Glynn was nominated for Junior Sportsman.
Paul Vanni will become the first Head Master of the new Kensington Park School, London. Matthew Judd will join Leighton Park School, Reading as the new Headmaster in September 2018. Stephanie Ferro has joined Walthamstow Hall School, Kent as the new Headmistress. Irfan Latif has been appointed the role of Principal of DLD College, London.
SUMMER IN THE CITY Gabbitas Education will be repeating their “In the City” careers and work experience courses this summer, to help pupils hoping to pursue careers such as law, economics or finance. These three-day programmes are supported by professionals in and around London’s Square Mile. Students will have the chance to network among decision makers, reinforce their career choices and enhance their CVs and interview techniques. For more information, visit gabbitas.com or email inthecity@gabbitas.com
TOP MARKS ALL ROUND! [Shrewsbury High School] Sixth Former Anya Lonergan (above middle) is delighted to have been offered a place at the highly prestigious John Locke Summer School in northern France. After achieving a clean sweep of top grade GCSE results last summer, she will take up her place at the school this summer.
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A-LEVELS & GCSES
ELIZABETH IVANS
Freelance journalist
Above, A-Level pupils at Stamford Endowed Schools, Lincolnshire
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independentschoolparent.com | SPRING 2018
A-LEVELS & GCSES
MIND THE GAP Last year’s A-Level results saw boys outperform girls for the first time in decades. Is it that boys perform better in exams, or that girls react well to coursework? And what about GCSEs? Elizabeth Ivens investigates
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or the first time in nearly two decades, boys outperformed girls in the top grades at A-Level in 2017, outshining them to win more A*s and As. Although the gap was only half a percentage (26.6% to 26.1%), the gender gap has been steadily closing since 2011, when girls won 1.5% more of the highest grades than boys, with 27.7% of girls compared to 26.2% of boys achieving an A* to A grade.
Boys versus girls
Many suggested the result was due to the coming to fruition of the newly reformed A-Levels, with boys being better suited to the new format (the entire course tested at the end of two years) and girls excelling more in steady coursework and continuous assessment. Ironically, last year’s changes to the system also heralded the first rise in the proportion of A-Level exams awarded the highest results since 2011; with more than one in four entries scoring at least an A
grade. This was despite one of the main purposes of the new linear exams being to cut the numbers of the highest grades. So, with the 2018 exams around the corner, what do leading independent schools think about the so-called gender gap, and about what lies in store for students this summer?
Long-term impact
Deputy Head (Academic) of co-educational Stowe School, in Buckinghamshire, Julie Potter has said she believes removing coursework and therefore increasing the value of the final exam papers is likely “to lead to changes in trends”, and could undermine “more organised or better coached students”. She says: “There is no longer the opportunity for them to get ‘ahead of the game’ and take some of the pressure off the final exam.” But Ms Potter also thinks it was still unclear whether the A-Level changes would have a longer-term impact on gender performances: “The jury is still out as to whether there is any strong evidence ▶ to suggest that girls react better to
SPRING 2018 | independentschoolparent.com
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GCSES 2018:
WHAT’S IN STORE? A phased-in new numerical grading system for GCSEs was introduced last year, when students received 9-1 grades for the first time in English language, English literature and maths. The courses examined for the first time were initially introduced in September 2015. This summer, the majority of the major GCSE subjects will follow suit. These include: biology, chemistry and physics, geography and history, French, German and Spanish, music and religious studies. In summer 2019, a group of more niche subjects, such as ancient history, geology and sociology, will be numerically graded for the first time with a tiny number completing the new grading phase-in in 2020.
Right, St Peter’s School, York is one of the oldest schools in the country
“The move back to a compulsory linear structure, has won back time, I think, for teaching and learning.” - Duncan Gillies, Assistant Deputy Head Academic, St Peter’s,York
Main features are: • A grading scale of 9 to 1, with 9 being the top grade. • Assessment mainly by exam; no modular content. • New, more demanding content, developed by Government and the examination boards.
coursework assessment and boys react better to the grade riding solely on the final exams.” All-girls’ schools were also singled out by the media for a perceived drop in exam results in the first year of the reformed A-Levels. In the most recent Sunday Times Parent Power Guide late last year, Professor Alan Smithers, Director of the Centre for Education and Employment Research at the University of Buckingham, claims that “high-end performance at leading girls” schools has been dented by A-Level reforms. He backs up his assertion by noting that “of the 15 schools that achieved 90%+
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independentschoolparent.com | SPRING 2018
Above, Sixth Form pupils at Gordonstoun, Moray
A*-B last year (2016), but did not repeat the feat this summer, 12 have all-girls’ Sixth Forms.” This said, he adds that, “most have missed the 90% mark by only a percentage or two. Analysis of future results will be needed before any firm conclusions can be drawn, but the initial evidence suggests the
Government has achieved its first aim of making the top grades harder to get, while the switch from a modular to a linear approach appears to confirm previously established gender differences.” President of the Girls’ Schools Association, Gwen Byrom has defended girls’ schools, saying they had performed well in the new A-Levels: ▶
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“There is no longer the opportunity for better coached students to get ‘ahead of the game’ and take some of the pressure off the final exam”
– Julie Potter, Dep Head Academic Stowe School, Bucks “My sense is that the performance of girls and girls’ schools in the 2017 exam season is simply down to year-on-year variation, rather than a particular trend. Girls’ schools remained very well represented in the statistics for those schools achieving over 90% A* to B at A-Level, and we fully expect this to remain the case.”
A variation rather than a trend
At Stamford Endowed Schools in Lincolnshire, where the sexes are educated in a so-called “diamond structure” with single sex between 11-16 and a mixed Sixth Form, Head Nick Gallop believes that while the school saw boys slightly outperform girls in the A* to A band at A-Level, “girls
slightly outperformed boys in the wider A* to B band at A-Level last year”, backing up the GSA’s across-the-board perspective. It has also been suggested that gender performance at GCSE will be impacted by the change in format to the actual exams. Academic Deputy Head at St Peter’s School in York, Duncan Gillies, says: “The received wisdom is that courses that involve coursework favoured girls slightly, and those that were examined only in final timed exams in the summer favoured boys. Coursework and controlled assessment marks from boys and girls in many schools would certainly suggest that this may be the case.” But Mr Gillies has said he doubted, “there would be a particular difference nationwide with the move away from
From top left, Stowe School, Bucks, Hampton School, Middlesex, Sevenoaks School, Kent
coursework,” stressing: “It is as likely that it is the nature of the courses themselves that may have influenced the difference in gender performance, and of course the differences between boys and girls themselves from 13 to 16.”
A chance to increase teaching time
Amid the talk of gender differences, potential increased stress of the new “all or nothing” linear exams, and the doom and gloom about the new numerical GCSE 9-one grades, many are very positive about the changes, as they see an increase in teaching time that can only benefit students. Duncan Gillies said he believed changes at both levels would ultimately be a victory for teaching and learning. He explains: “A key feature in all of this is distinction between good teaching and learning on ▶
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A-LEVELS & GCSES
It has been suggested that girls perform better in steady coursework and continuous assessment
“It is as likely that it is the nature of the courses themselves that may have influenced the difference in gender performance, and of course the differences between boys and girls themselves from 13-16.” - Duncan Gillies, Assistant Deputy Head Academic, St Peter’s York the one hand and exam success on the other. Which comes first? Good teaching and learning should result in good understanding of the subject, and eventually good results in a good exam system. “However, good results could and often are achieved without good teaching and without understanding and learning. This was particularly the case when GCSE exams could be split into modules and examined early. The move back to a compulsory linear structure, I think, has won back time for teaching and learning.”
An exam-free year
Meanwhile Stamford Head Nick Gallop has said his school was piloting a completely exam free year in Year 12, which would have been impossible under the previous system, and would provide “a huge psychological breather in our exam-intense system, with significant cultural and co-curricular benefits in freeing up the summer term, too.” With this in mind, perhaps then it is time to shift the focus and look at why boys are closing the gap, rather than assuming it is girls that are
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independentschoolparent.com | SPRING 2018
Top, Portsmouth High, Hants. Above right, Oundle, Northants
slipping behind, a subtle difference which appears to be overlooked. Deputy Head (Pastoral) at Stamford School, Kendal Mills agrees: “Five years ago continuous assessment and modular exams might have ‘enhanced’ end results, but they also stopped boys doing things they wanted to do. During the years of AS/A2, Sixth Form boys were far less prepared to take part in team sports – particularly summer sports like cricket and tennis, sports that tend to be particularly time intensive. “Their sole focus became the next set of tests, and the Lower Sixth year, which traditionally provided the chance to branch out and develop new skills, descended into a year of learning, revising and being tested – none of which boys in particular – were ready for. The pig was being weighed constantly, but it was never truly fed.” He adds: “It was similar at GCSE. Modularisation led to a perpetual state of testing, which had similar results in many schools: a constant state of anxiety for a small number; and a steadily waning interest in the importance of a system predicated in examinations in others.”
A-LEVELS 2018: WHAT’S IN STORE?
The so-called rigorous new A-Levels, which have been updated with the help of universities, enter their second year of coming to fruition, with a further tranche of courses being examined this summer. These include French, German and Spanish, geography, music and religious studies. Some students will be sitting maths if they have opted for a one-year course. As with the GCSEs and numerical grading, the new exams are being technically phased in over five years, from the date the first courses were introduced to the final year all the new courses are examined for the first time. The new A-Level courses started in September 2015, with final phasing in finishing in 2020 as the last few exams are examined.
HEADS UP
M
y next blog piece was supposed to be considering hormones and the brains of children – and then, Donald Trump retweeted some far-right propaganda. With that, I ripped up my planned script, and instead reflected on how the most powerful person on the planet could make an error so inexcusable. The fact that his subsequent messages offered no sense of shame or apology only added to the feeling that causing offence was a desired outcome. Causing upset by social media is not a new phenomenon. When Facebook first emerged, I dealt with an incident almost every fortnight when one child would write something derogatory on another’s “wall”. Much was written at the time about why such abuse would derive from people who were so “normal” in usual circumstances.
“Banter” or bullying?
Author and journalist Daniel Goleman wrote about the ease with which a person distances themselves from their reasoned empathy when facing a computer: typing those harsh words about another was easier since there were no visual clues as to the damage being done. But gradually, the stand taken against online abuse became clear, the number of cases to deal with diminished: was the problem disappearing? Sadly, the evidence would suggest not. As mobile phone technology advanced, there was even greater accessibility to social media. Now, children could access their platforms throughout the whole day, and this 24/7 exposure coincided with an unfortunate phenomenon: the normalisation of
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independentschoolparent.com | SPRING 2018
DITCHING THE LABEL Please, Mr President – think before you tweet, urges Warren Honey, Head of Hydesville Tower School, Walsall Above, Headmaster Warren Honey with pupils at Hydesville Tower School, Walsall
more nasty posts from social media users. Exchanges between friends became more cutting (but tolerated as “banter”), and reports of unpleasant messages decreased with a sighing acceptance of inevitability.
Tackling the problem
As a person grows, the emotional centres are among the last to mature, so it is little wonder that such mistakes are made by adolescents – all the capacity to reason, empathise and reflect is diminished. School and family play a vital role in mitigating against social media concerns, and both are integral in enhancing empathy and self-esteem. According to the Ditch the Label survey of 2017, 69% of pupils sampled admitted to posting something hurtful online. But helping children to develop self-assurance without arrogance can play a big part in reducing the chances of them
engaging in this behaviour. Character development and PSHE lessons are a key focus at Hydesville Tower School. Pupils have huge scope to develop this quality – presenting assemblies, leading teams, engaging in outdoor education, or by working on community projects. This year, we also launched the “Hydesville Champions”, which encourages pupils to look out for indicators that others are feeling unhappy, to increase our chance of helping them through their situation. The Ditch the Label survey also found that 37% of children didn’t tell anyone when they had been bullied. It can be difficult if a pupil chooses not to reveal what has happened to them, but this is where the home-school partnership can be so powerful. Together, we will notice if there are changes of behaviour and mood, so there is a chance to be proactive.
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SOCIAL MEDIA
LEAH HAMBLETT Deputy Headmistress Brighton College East Sussex
Spotting a fake story
That is why at Brighton College, we have decided to educate our pupils on how to spot a fake story from a real one. The course looks at the use of fake news and its many guises through history, and will use people as diverse as Aristotle and Donald Trump to illustrate its points. We know pupils, like most young people, consume more news through their phones and tablets than they do via traditional media outlets. And yet, little is done to teach them not only how to spot fake news, but where the motivations behind it lies.
PHOTOGRAPHY: GETTY IMAGES
F
ake news was the Collins Dictionary’s word of the year in 2017, and yet just a few years ago, you would have been hard pushed to find anyone who knew what it meant. There is actually nothing new about the concept – Octavian used a campaign of misinformation to help him beat Marc Antony and become undisputed leader of Rome back in 31BC. And during the Jacobite rebellion, rumours of King George II being on his deathbed were repeatedly spread to undermine him. During both World Wars, propaganda, as it was then known, was a crucial weapon for both sides. I wonder how effective The Times’ article from 1917 was, in which alarm was caused by the news that the Germans were storing dead soldiers from both sides in factories, extracting fat from them for who-knowswhat use (this was in fact made up by our very own British intelligence). But the power of incorrect information dissemination via word of mouth and the print media was as nothing compared to that of Facebook, Twitter and the dozens of other social media channels that exist today.
TIME’S UP FOR FAKE NEWS Leah Hamblett describes how she plans to teach pupils how to spot a false news story from an authentic one We have created a scheme of work that will help children to dismantle news they read and examine its veracity through research. These lessons are delivered as pupils arrive in the Fourth Form and we hope they will boost children’s research skills – something that will stand them in good stead in the classroom.
Research skills are key
It will ask pupils to look back in history for examples of politicians using the media to control the news agenda, including Nixon’s leak campaign following the publication of the Pentagon papers. Trump’s claims about the crowd numbers at his inauguration will also feature in the sessions.
Above, many questioned Trump’s claims about the number of people at his inauguration
As humans, we have a natural inclination to believe the written word in front of us. It takes further analytical skills to question what we are reading, and yet more skills to be able to establish whether what we are reading is true. We are in an unprecedented era where news and “facts” are available at the swipe of a smart phone. We have a responsibility as teachers to make children more savvy about what they hear and read. They need to know they can’t trust everything that pops up on their phone, that a source should always be questioned and its motivations examined. It’s crucial for their education that they learn how to form opinions based on facts they can really trust.
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GIULIA RHODES Education writer for national newspapers and magazines
A WAY WITH WORDS Giulia Rhodes meets the schools celebrating the cathartic power and experimental joy of creative writing
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highlight of the busy school week for Jo Akrill, English teacher at Dulwich College, is the creative writing group, Wordsmiths. Students aged 11 to 16 gather in a small group to think, talk, listen to each other and, of course, to write. Beyond the restrictions of the classroom curriculum and outside the usual friendship circles, form sets and year groups, “something really special happens”, says Akrill. Creative writing, she argues, is an opportunity for pupils who enjoy words to explore ideas and find a voice. Crucially, activities are usually very open-ended. “We are not saying, ‘this is what I want you to do’. They can just engage with the writing however they want to.” Wordsmiths is one of several initiatives at Dulwich College to promote creative writing. Others include a Sixth Form group in conjunction with another local school, outings, off-timetable days, author visits and competitions.
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The rewards, Akrill says, are obvious. “There are hard skills for studies and the world of work beyond.” Last year, a pupil was short-listed for the Orwell Youth Prize, a national writing competition, after which he met established writers and took part in debates. “He gained journalism and presentation skills, and is now writing for the school magazine.” However, the benefits of creative writing extend far beyond the directly academic.
“It provides an opportunity to link the academic and the well-being. Students can develop their sense of self,” Akrill adds. Not only can young writers present their own thoughts, but they also have an opportunity to take on different roles. The chance to be themselves, or someone else as they choose can be very appealing. She explains, “We can allow students to ditch concerns about projecting certain characteristics. I see pupils who
CREATIVE WRITING
How to encourage a young writer
ILLUSTRATOR: ANDY WARD
• Allow your child to articulate ideas. Play word games, offer story starters and experiment with language and structure. • Encourage enjoyment of different types of writing – from novels and poetry, to journalism and film. • Writing needn’t be lengthy. Flash fiction (try 50 words) can be witty and precise, and appeals to those who don’t want to write reams. • Creative writing can be about anything, but personal interests are a good starting point. • Enjoy what your child has written. You are their first audience, but accept that not all writing is created to be shared! • Encourage and inspire your child, but never insist.
may not even think of themselves as academic or good at English really develop a sense of their own uniqueness.” With alumnae including Raymond Chandler and P.G. Wodehouse, inspiration is not hard to find. At Portsmouth High School, there is also a rich literary heritage to exploit – Arthur Conan Doyle began his career as a writer while practising as a doctor close to the school, striking up a friendship with its then Headteacher.
Above, allow children to approach creative writing in their own unique way
After studying the author’s Hound of the Baskervilles and listening to a talk from a Portsmouth University forensic scientist, attended by all Key Stage Three pupils – “which was quite gory and they loved it,” says Head of English, Yvonne Williams – Year Nine students were challenged to write their own detective fiction. “We value creative writing so highly, because we want to allow the girls to follow a creative path right across the curriculum
and in society,” says Williams. “But also we see emotional benefits to asking ‘what if?’ questions. Students have the chance to take themselves along different emotional paths without having to face consequences.” For many pupils, the enjoyment of experimenting with language and different types of writing is huge. “Creative writing is not just about putting words on a page,” she says. “Poetry, articles, scripts, blogs, radio pieces: the girls can write anything.” Williams, who is disappointed by the government decision (in 2015) to discontinue A-Level Creative Writing, is determined to build on the culture of writing in the school. Flash fiction – meeting a predetermined short word count – is currently very popular, she says. Lateral thinking, sense of structure, empathy, persuasion and expression are all honed by creative writing, but the process is different to other subjects. The results, Williams says, are very accomplished. Jo Akrill agrees. “Some of the writing is incredible, with a real sense of ease and flow. Young people can certainly give adult writers a real run for their money!”
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CAREERS GUIDANCE
SALLY HOPGOOD
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Head of Careers, St Benedict’s School, London
areers guidance is about far more than advising pupils on their subject choices. It is about giving ideas and inspiration, and generating excitement about the possible future ahead. To have an impact, it needs to be something more extraordinary than just “advice”. At St Benedict’s School in Ealing, we ran our Careers Fair as a live-streamed conference with 157 representatives from over 120 organisations. It drew together every element of the school community: parents, pupils, staff and alumni, and was attended by over 800 children and parents.
A wealth of expertise
The fair covered professions across STEAM (science, technology, engineering, arts and mathematics), service, third economy and active work. We also hosted an “Alternative Pathway: Meet the Apprentice” area, staffed with recent school leavers who are pursuing sponsored degrees and workplace-based higher education, ranging from law to Jaguar Land Rover, to Chartered Surveying. Six presenters covered topics from “Women and STEAM” to “Tips, Techniques and Talking – How to Succeed at Interview”, which were attended by adults as well as children! The keynote speech closing the event was delivered by Spotify’s Global Brand Lead, Pete Beeney, who emphasised how success is only possible with a growth mindset – not being the best, but constantly growing and learning. Mr Beeney also offered a tour of Spotify to those who posed the best questions at the end of his talk. The winners included Lauren West (Year 11), who asked him to sum up working at Spotify in three tracks. (He chose Changes by David Bowie, Faith by George Michael and Truckin’ by Grateful Dead, for the line: “What a long strange trip it’s been”). Ben Michael – who is in Year 12 and has
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MAPPING OUT THE FUTURE Sally Hopgood explains the motivation and success behind St Benedict’s School’s Careers Fair Above, Jean Faulkner, Marketing Director at Condé Nast Britain, talks about careers in marketing
launched his own app, securing an initial investment of £75,000 – also asked for advice on how to grow his consumer base.
Planning ahead
The Careers Department worked with teaching staff for six weeks to prepare pupils, including the completion of an online questionnaire to help them identify who to approach. Sixth Formers were also coached on researching companies via LinkedIn and Google, and we emphasised the importance of using the fair to make professional contacts and secure potential work experience.
One representative said: “It was a treat to speak to your pupils, who introduced themselves professionally and came prepared with sensible questions.” A parent of a Year Eight pupil also remarked that they were impressed by “the way representatives spoke directly to [my son], talking about how their careers had progressed, but also suggesting what he might like to concentrate on. He was really motivated and inspired by the evening.” The event was hugely rewarding, and allowed pupils to benefit from the experience of parents, alumni, teachers and external speakers. We already have a date in the diary for the next Careers Fair!
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CAREERS GUIDANCE
FRANCES CUSHWAY
Career Development Professional
WHEN I GROW UP… If your child is struggling to decide which academic or career path to take, what can you do to help? Frances Cushway shares her advice
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an you remember the first thing your son or daughter wanted to be when they grew up? My eldest announced at the age of four that she wanted to be a “Viking Ballerina Inventor”, but since then her aspirations have switched to teacher, singer and someone who “looks after the trees to stop people chopping them down”. She’s only seven, so a desire to explore different career options at this young age is
Above, discussing their likes and dislikes can help teenagers with their decisionmaking
only natural. But what about when our children become teenagers, and still have no idea about what they want to do?
Teenage transformation Have you ever wondered why making a decision can be so difficult for teenagers? It’s because the area of the brain responsible for decision-making is the pre-frontal cortex, and during adolescence, the brain goes through an
intensive remodelling to become more efficient, “pruning away” the unused connections while strengthening others. The pre-frontal cortex is the last to be remodelled, so in the meantime, teenagers might rely more on their amygdala to make decisions – the part of the brain also associated with emotions, impulses and instinctive behaviour. As a result, it can be difficult for them to plan and think about the consequences of their actions. In retrospect, it’s quite unfortunate timing that our children are encouraged ▶
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CAREERS GUIDANCE
to make such big decisions – from their A-Level choices, to which university they want to go to – when these crucial parts of their brains are still developing. After all, these are decisions that could potentially affect the rest of their lives, and the enormity of this doesn’t escape them. Most young people are seeking the freedom to grow and can see a world of possibilities open to them, but then must shut so many of these options down.
A wealth of options
What’s more, the number of career options available to young people is bigger than ever before. Fifty years ago, a school leaver might have had the choice of a handful of jobs in their local area. Today, there are thousands of roles for teenagers to consider, but this can very easily result in choice-overload or paralysis. To have any hope of filtering out roles that aren’t suitable, they need to have a good understanding of what interests them and what they’re good at.
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Above, look for a school with a proactive careers department who can help your child through this challenging period
How can parents help?
l Start by looking for schools that teach “thinking skills”. These not only help support your child’s brain development, but also teach them effective decision making, as well as “soft skills” to help highlight the qualities that are necessary for the workplace. l A school with a well-established and proactive careers department is also worth looking out for, as they will help students understand their interests, skills and values, and how these translate to roles that interest them. l Talk to your teenage children about what they enjoy both in and out of school. Help them see how they are learning various “employability skills” through their work, hobbies and extra-curricular clubs, for example, team work, creativity and leadership skills. If your child is struggling to choose a particular path, encourage them to consider a breadth of subjects so they can still keep their options open.
l Reassure them that by choosing one option now, they aren’t committing to one role for the rest of their working life. They have simply opted to develop a certain set of skills and experiences that they can use to transfer roles should they wish to – whether this be the focus of their position, or the sector or product with which they work. l Encourage your children to take on a part-time job, work experience or internships when possible. This will help them get a feel for the type of work they might enjoy (or not!), and develop their work ethic and employability skills.
All in good time
The teenage years are tricky enough when physical changes occur, not to mention developing one’s self-identity and the pressure of exams and school work. If your child hasn’t yet made a decision, remind them that they aren’t alone. It takes time, and with each step, they’ll be closer to knowing what they want to do. Read further advice at francescushway.com
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DR GILLIAN ALLCOCK
Head of Higher Education and Careers, Bishop’s Stortford College, Hertfordshire
the advisors. Before starting any research, it helps if the pupil already has a good understanding of what their skills and interests are – without this, the sheer volume of information they are greeted with can be unmanageable. Not only will this identify areas of interest, but is also critical for a career path that could well involve jobs which do not exist yet!
Good advice guaranteed
WHAT’S THE NEXT STEP? Dr Gillian Allcock explains why a careers department is so valuable when your child is preparing to leave school
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hen it comes to choosing a school for your child, most parents have a good idea of what they should be looking for. Location, high-quality teaching standards, excellent facilities and pastoral support all have
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their own part to play, but what about when your child is ready to leave their education behind? While they might still be years off deciding what they want to do as a career, a nod to the future is always worth thinking about. The careers and higher education guidance available in independent schools can be rich and varied, depending on the resources available and the experience of
Above left, Bishop’s Stortford College, Hertfordshire
Higher education and careers departments, like that found at Bishop’s Stortford College in Hertfordshire, are the go-to places for pupils wishing to find out more about apprenticeships, taster courses, internships and work placement opportunities. The team here produces regular and highly-comprehensive newsletters for parents and pupils, keeping them up-todate with the university application process or work opportunities available for pupils. By being the nerve centre for all higher education and careers-related information, the College’s careers department can play a vital role in supporting pupils as they make the decisions that will impact their futures. But planning for life after school doesn’t just happen in the Fifth or Sixth Form. Many schools will offer pupils in lower years some sort of self-analysis, either on or offline, that helps to define their verbal, numerical and abstract reasoning skills, as well as memory and attention. This aims to give each child an overview of his or her strengths, interests and personality styles, to help frame possible career options. As
CAREERS GUIDANCE
This is not only a useful way to find out if the career is something they still wish to pursue, but also a good introduction into the working world. Where schools ask the students to reflect upon their work experience, this can help them recognise their own abilities, as well as the skills most valued by employers. Mentoring is also a key part of the offering here. Sixth Form students are regularly invited to share with younger pupils the knowledge and experience they have gained as they moved through the school. Sharing first-hand accounts of the trials and tribulations of choosing GCSE
By being the nerve centre for all higher education and careers-related information, the College’s careers department can play a vital role in supporting pupils well as this, it enables the pupil to focus, not just on school life and passing exams, but life beyond their education, too. The Bishop’s Stortford College careers service also hosts external speakers and visiting professionals, who talk to pupils about their careers and experiences. From this, we hope students will be inspired to learn more about particular skill sets or industries about which they are curious.
Above left and below, the school’s careers department is there to support all pupils
and A-Level subjects, combined with degree choices and career aspirations, can be both motivating and reassuring! The choices facing Sixth Formers can be daunting, but a careers department is always there to lend a helping hand – whether a student needs support with A-Level subjects choices, the Extended
Project Qualification, personal statement writing, interview practice, university degrees or more vocational choices, they will feel more confident in the company of someone with the skills and experience to support them. National Careers Week equally proves a great resource to Sixth Formers. This annual nationwide event encourages all schools to promote useful careers advice to their pupils, and many schools put on additional events, too – from guest speakers to competitions, such as “Who can write the most convincing job application?”, or exercises that indirectly teach pupils the importance of teamwork.
A bright future ahead
Bishop’s Stortfort wants to develop young people who will make the transition into the next phase of their life a successful one. And with this in mind, they also offer advice on budget management, cookery for those going into self-catering accommodation, and extensive personal support. Those who leave school understanding how to make the most of their skills will be the ones who have fulfilling careers. They will embrace the chances that come their way – and we look forward to seeing the impact they can make on the world.
Finding the right balance
When your child is choosing their A-Level subjects, they need to consider a number of factors. Have they got the right combination of subjects for the course they wish to study? Do they have a natural interest and aptitude for the subject, and will it provide them with the skills they need for their career in later life? As this can be a bewildering time for most, objective and insightful guidance from a careers advisor can be vital. Another opportunity facilitated by Bishop’s Stortford’s HE and careers department is work experience, which takes place towards the end of Year 11. Working closely with lots of local and London-based businesses, some of which have connections with parents or alumni, pupils spend a working week within an industry of their choice.
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KATIE HUGHES
Education writer for national newspapers and magazines
DEGREE APPRENTICESHIPS They give aspirational school-leavers the chance to “earn while they learn”. But are they worth considering as an alternative to other higher education options? Katie Hughes finds out...
T
his autumn, hundreds of recent schoolleavers will start their university lives free from the millstone of student debt. As “degree apprentices”, they will study for fee-free bachelor’s or master’s degrees while being paid a salary and getting “on-the-job” experience from blue-chip employers like Airbus, RollsRoyce, Barclays and Jaguar Land Rover. And all being well, they will be offered permanent job contracts once they have finished their studies.
Above, Rolls Royce will pay apprentices while they study for a degree
Degree apprenticeships are only a recent addition to the higher education offering, but they are creating a stir. Barnaby Lenon, Chair of the Independent Schools Council isn’t the only one who thinks “schools need to keep an eye” on them “as an alternative to the traditional route into higher education”.
A higher education revolution?
One independent school keeping a very close eye on degree apprenticeships is Wellington College in Berkshire, which held the UK’s first conference
dedicated to the scheme last year – it’s now to become an annual event at the school. Julian Thomas, Master of Wellington College, sees the new apprenticeships as a significant third option for aspirational school-leavers, who have long been limited to the binary choice between traditional degree or workplace. Thomas thinks that the trebling of tuition fees in 2012 caused “a sense of greater questioning whether or not (conventional) university is the right route for everyone”, and says of degree apprenticeships that “it feels to me like the blue touch paper is being lit on what could be a higher education revolution.” ▶
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From aerospace to banking, there are dozens of subjects available
Terry Scuoler, former Chief Executive of the manufacturers’ organisation EEF, also welcomes this shake-up of post-school options. He says, “There has been a noticeable gap in higher-level provision that combines both vocational and academic learning, and degree apprenticeships are the opportunity to fill this gap.” Other organisations are similarly positive: not least the 60-odd universities (Russell Group among them) and higher education institutions who are now partnering with high-profile organisations to offer degree apprenticeships. There are dozens of subjects available to students; from aerospace and automotive engineering, to banking, chartered surveying, accountancy and more. “The number of subjects and companies on offer will certainly grow,” says Barnaby Lenon, of the Independent Schools Council. “And the expectation is that it will grow quite quickly.”
The right skillset
Former Prime Minister David Cameron launched degree apprenticeships with the promise that they would “give people a great head start”, in no small part because they are co-designed by employers to teach apprentices work-specific skills. “Now, more than ever, employers want graduates who come with the right skills, ready for the workplace,” said Dr Wendy Piatt, Director General of the Russell Group when degree apprenticeships were launched. This resonates with recent UCAS findings that retention rates for apprentices can exceed 80%. PwC (like many companies) knows this only too well. It recently partnered with the Universities of Birmingham and Leeds, and Queen’s University Belfast, to address the shortfall of graduate recruits with digital skills. The result is a new technology degree apprenticeship that will soon see high-achieving students (with at least three
THE DEGREE APPRENTICE The retention rates of apprentices can be as high as 80%
Airbus are keen to employ graduates with the right skills
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“I wanted an alternative to university, but to still be able to gain a degree,” says 21-year-old Holly Brazier, a former pupil at Reed’s School, Surrey. After embarking on a four-year degree apprenticeship, Holly is now paid to work in Goldman Sachs’ Investment Banking division, while also studying for a fee-free digital technology solutions degree at Queen Mary University, London. In a typical week, Holly spends Mondays and Tuesdays in lectures, peer-assisted study slots and lab sessions at Queen Mary’s. The other days are spent at Goldman Sachs, where she helps to create and maintain key technology for the company’s bankers. “Seeing how my learning can transfer to live projects that affect
the company is a great advantage,” says Holly. She also receives mentoring from experienced professionals – “something you wouldn’t get on a full-time university degree.” Holly admits it can be “a challenge to balance responsibilities,” and says, “it is so important to plan, prioritise and prepare for both study and work tasks.”
In F
Bs at A-Level, or equivalent) mixing uni life with work-based technology projects. PwC’s Chairman and Senior Partner, Kevin Ellis (pictured below), sees this as “an exciting new way for us to start to grow the future of the UK’s technology industry at a much earlier stage and to open up these careers to a wider range of students.”
ood fit
“If you know you want to be a management consultant, you can go to a good firm like KPMG and they will pay for you to go to university,” says Barnaby Lenon. This should mean you can bypass the £44,000 debt that saddles the average graduate embarking on post-university life (an Institute of Fiscal Studies figure). But earning and learning at the same time is hard work, and that can deter a would-be degree apprentice. “You need to be a self-starter, to be diligent and to have a real interest in and excitement about it,” says Julian Thomas. The application process will be competitive, too.
“Apprenticeships are jobs, and so employers are ultimately responsible for recruitment,” says UCAS, but “both employers and universities need to be satisfied the applicant meets their requirements.” Barnaby Lenon also thinks “it’s important to introduce a UCAS-style of application process.” Some warn that the quality of the degree apprentice offering can vary from employer to employer. “It is now clear that there needs to be more frequent checks and reports on the quality of firms offering apprenticeships,” says Barnaby Lenon. Julian Thomas advises potential applicants to “be relentless about finding out the details of a degree apprenticeship, to speak to someone who has been doing it for at least a year, and to ensure that a prospective employer holds a degree apprentice in as high a regard as a conventional graduate.” But for those willing to research their options and work hard, the rewards of a degree apprenticeship can extend well beyond a free degree. For more information, visit ucas.com/degreeapprenticeships
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Right and below, automotive designing at Jaguar Landrover
THE BLUE-CHIP EMPLOYER “We strongly believe partnerships like these will play a major role in attracting and nurturing the talent required in our sector,” says John O’Connor, Commercial and Human Capital Director for construction company Laing O’Rourke. He is talking of Laing O’Rourke’s recent collaboration with the University of Exeter, which currently enables degree apprentices to study for a BEng Civil Engineering Site Management degree while also gaining experience at important infrastructure projects, such as Hinkley Point C. These apprentices will spend five years combining campus time at
Exeter with learning and realworld projects. In practice, this means spending eight weeks a year living at university and going to lectures, seminars and workshops. The rest of the time is spent working for Laing O’Rourke and other companies in a civil engineering role, while also accessing online lectures and work via the university’s learning portal. Dr Sean Carroll (pictured left), a senior lecturer in engineering at Exeter, sees it as an opportunity for “students to combine working on real civil engineering projects with a first-rate learning experience at Exeter." All students are earning a salary, while also having their tuition fees paid – it’s a winning formula.
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HOW TO EARN WHILE YOU LEARN Gillian Jones, Careers and University Advisor, Pocklington School, Yorkshire, explains how to apply for a degree apprenticeship LOWER SIXTH Autumn term:
Research sectors and universities offering degree apprenticeships. There are three ways of finding opportunities: employer websites (some skills agencies like Tech Partnership also give details on companies offering degree apprenticeships); UCAS (ucas.com) lists vacancies, as does the Government’s apprenticeship website – simply visit gov.uk/apply-apprenticeship
Identify and research the companies you’re interested in.
Right, Queen’s Unversity, Belfast
If you want to work for a particular employer, explore their website. Most stick to the same cycle each year, so you’ll know the application process and approximate timetable for the following year. As a rule of thumb, vacancies with larger companies start to appear in the autumn, but the majority start to advertise from January onwards, with smaller businesses recruiting a month or two before the job starts. Unlike traditional degrees, there’s no fixed cycle for applications.
Spring term:
Visit university Open Days. Start to look at how the course is structured – it tends to vary across universities and employers, as each programme is tailored to suit individual employer needs and delivered in the style of the university’s teaching model. During your visit, ask questions about the apprenticeships and find out as much as you can about the structure and delivery of the courses.
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Summer holidays:
Undertake work experience and prepare your CV. Degree apprenticeships are delivered by the university in partnership with an employer, therefore applications are made directly to the employer in line with ▶
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application, and see your careers advisor for tips on how best to present yourself.
Make applications via the employer website or the Government’s apprenticeship vacancy website. It is not currently possible to apply for a degree apprenticeship via UCAS or by direct entry to the university. Therefore, students have to realise that they need to manage their time effectively. Completing an application is time-consuming, so juggling this and the demands of your A-Levels can be a lot to handle. But if you’re organised, it’s definitely achievable. Above, Rolls Royce is one of the many blue-chip employers supporting degree apprentices
Spring term:
Preparation is the key to a successful interview. Check the format of the interview, so you can prepare accordingly. Company research is critical, but with a degree apprenticeship you’ll also need to know about the university course and what it’s like to be an apprentice. Remember, the interview is a two-way process, so as well as answering questions, you should have some questions of your own prepared. Take this opportunity to find out whether the company and the company culture are a good fit for you.
You’ve received an offer!
their recruitment processes. So, by researching the company and the apprenticeship, you’ll get to know what employers in your chosen field will be expecting of you, as well as what each specific apprenticeship will involve. You can then start to tailor your CV to meet this criteria. By starting your research early, you’ll have the opportunity to do some work experience within the sector or attend an “insight day”, both of which will benefit your application.
UPPER SIXTH Autumn term:
Register with the Government’s “Find an Apprenticeship” website. Most companies post vacancies here. You can also opt-in to receive alerts about new vacancies, which you can apply to directly.
Congratulations! Next, you should expect to receive your apprentice contract of employment, and you’ll be asked to complete the university entry form. You will also be sent a formal confirmation of your place from the university.
Look at what’s involved in the application process. There can be several hurdles to jump over before you even get to a face-to-face interview: an application form, online tests, perhaps a phone or online interview – and that’s before even attending an assessment day. Knowing what the process is will help you prepare and plan ahead.
Follow employers on Twitter or other social media sites.
Prepare your application.
This is often the first place you’ll hear about vacancies opening up.
Check out the Government’s apprenticeship guide to writing a winning
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CHILDREN & TECH
A
t Cranleigh we embrace technology – after all, our pupils will live with it for their whole lives, and we wouldn’t wish to disadvantage them in any way. This is why we decided to give all our pupils iPads, and why we teach them to use these devices properly to enhance their learning. However, as a school we have watched, with growing concern, the effect that smart-phone technology is having on our pupils and their wellbeing. There is no doubt that the level of addiction that some children are starting to experience is harmful. Smartphone technology and social media apps were not designed for children, but they were designed to be addictive. Other addictive substances have age limits, for good reason. Sleep, or a lack of it, is becoming a problem for children; if they find it difficult to fall asleep or wake up in the night, they will probably automatically reach for their phone if they have access to it. They are also disturbed constantly by texts and notifications, often throughout the night. Young people have never been under so much pressure to be a certain way, look a certain way and have a certain lifestyle. And no matter how much we try to educate them, they are still affected by how “perfect” everyone’s social media presence is. The sheer number of Snapchats and WhatsApp messages sent each day really is staggering. Pupils’ ability to concentrate is also being impacted. All too often I have witnessed pupils working on something in their own time, and within a few minutes they have picked up their phone, either to answer a message or because they’ve become slightly stuck or bored. In short, the more we looked at the evidence, the more we became certain that a combination of all these factors was starting to influence the mental health and wellbeing of some pupils. And we knew we needed to do something to control it.
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DR ANDREA SAXEL
Deputy Head Pastoral, Cranleigh School, Surrey
LEFT TO THEIR OWN DEVICES Dr Andrea Saxel explains why a mobile phone ban for pupils at Cranleigh has triggered some surprising results Above, all pupils received iPads to enhance their learning
After much discussion, we decided that delaying the age at which we would allow pupils to have access to their smart phones in school, would be the way forward. We also started to teach pupils how to use technology appropriately, and the dangers associated with misusing it. We have since banned our Year Nines from bringing phones to school, and Year 10 pupils are restricted to a short window of
use – otherwise, phones are locked away. While the younger pupils were initially unhappy with the news, the majority don’t seem to mind now they’re used to the idea. They tell us that they speak to each other more, and have more time for each other. So far, all seems to be going well and we can already see some of the positive impact we were hoping for. We feel strongly that we would like our pupils to stay and behave as children for just a little longer, while we provide them with the tools that will enable them to use this technology safely and sensibly when they eventually have full access to it.
Inspiring Individuals
Boarding ISP Ad.indd 1
25/01/2018 11:58
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Bolton School Boys’ Division
HEATHER TUNSTALL
Senior Teacher (Pastoral & Enrichment) Bolton School Boys’ Division
IT TAKES A MAN TO FEEL Teaching boys to embrace and understand their emotions is more important than ever, says Heather Tunstall
T
he current statistics associated with mental health issues in men would probably surprise most people. Did you know, for instance, that the number of 17-to-35-year-old males who commit suicide is higher than the number
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that die in road accidents, from AIDS and from all violent crimes put together? Or that 11% of eating disorders are with boys? Out of the 1,200 pupils at Bolton School Boys’ Division, theoretically, at least 270 will suffer from depression at some stage in their lives, and over 100 will suffer from a
diagnosable mental health problem. About 50 current boys will self-harm, and about 46 will suffer from debilitating stress or anxiety disorders.
Equipped for the future
Good schools have always centred on pupil welfare, but in recent times, efforts to support the wellbeing of male students has become more crucial than ever. This is why, at Bolton School, boys’ mental health has become an even stronger focus for our work – not as a response to any particular issue, nor a modish response to societal angst. Rather, we think of it as a proactive approach to ensuring that our pupils understand themselves in the fullest sense, and are equipped to
MENTAL HEALTH
vulnerable children and adolescents when they’re in distress – with the intention that this extends throughout the whole school community. American research reveals that the first two years of puberty is when children feel the most threatened, says Dick, and while one in 10 will suffer mental health issues at school, things become more acute at university, where the figure is one in six. Young men sometimes feel a need to bottle up their feelings as they fear mockery and embarrassment, but Dick stressed that boys must accept and understand their emotions, rather than hide behind them. Social awareness, self-management, relationship skills and responsible decisionmaking are more important than any academic subject, he says. What followed Dick’s talk was enthusiastic discussion from the pupils, and many were moved by the messages within his speech. Several boys have also volunteered to be part of a focus group that will inform our curriculum development over the next year.
i e to re ect
lead a happy and healthy life during and beyond their time at school. This is far from an “add-on” to school life but instead a central part of it, and involvement and engagement spans across pupils, colleagues and parents. To keep that central focus, we have placed great importance on the continued development of our pastoral curriculum. For example, assemblies in November focussed on the links between kindness and wellbeing, and encouraged boys to offer out random acts of kindness and reflect on how this made them feel. Activities tailored to specific year groups are a fundamental part of our enrichment programme, and we work closely with our Parents’ Association in the design and delivery of our “Teenage Journey” lecture series. Here, we address
Above left, pupils are equipped to lead happy lives during and beyond their years at school
key themes in sessions delivered by specialist staff and visiting speakers, the most recent of these being Dick Moore.
A learning curve
With a career as a Headteacher, rugby coach and boarding housemaster behind him, Dick spoke about the joys and tribulations of bringing up four boys, before revealing that his son, Barney, took his own life at the age of 21. He now visits schools all across the country, in the hope that he can encourage people to recognise and help
“His message really hit home,” said Sixth Former, Stewart Knights. “I think it’s true that we don’t talk about things. It’s got a bit better now, but it was really difficult in Years 10 and 11. We also need to think a bit more about how we talk to each other.” George Morgan, another Bolton School Sixth Former, agreed: “The work we’ve done on mental health this year has been really good, but from my point of view, the earlier we can start learning about it, the better. After Dick’s talk, we want to do some work on researching welfare provision at universities with our tutors. “We’ve spent so much time choosing courses that we haven’t really thought about what might happen if we need support when we go away to study.”
Good schools have always centred on pupil welfare, ut e orts to support t e ell ein o male students has become more crucial than ever
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BEHIND THE SCENES
TAKING CENTRE STAGE Shrewsbury School, Shropshire Theatrical life at Shrewsbury School is certainly something worth making a song and dance about, says Peter Middleton, Deputy Head of Co-Curricular
T
he performing arts have long been a valued gem within Shrewsbury School’s treasure chest, dating back to its earliest days. Indeed, the school’s very first Headmaster Thomas Ashton was passionate about theatre, producing (and even acting in) numerous plays from 1560 onwards. Such was the reputation of the Shrewsbury School plays that Queen Elizabeth I embarked on a journey to Shropshire to see one for herself, only to discover that the play had already ended! Our reputation for theatre continues to this day and over 450
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Above, the Senior School production of His Dark Materials
years on, performing arts remains an exciting and invigorating area of school life. Last year alone saw a myriad of performances, ranging from the junior production of All My Sons and the senior musical Cabaret, to a Classics Faculty staging of the Euripidean tragedy Medea, to a dazzling all-female production of Margaret Atwood’s drama The Penelopeaid. The latter was one of numerous House Plays, which last year included Shakespeare’s Julius Caesar and Brecht’s A Respectable Wedding. Each project is ambitious, not least because most of the House plays are student-led productions, but that is part of what makes the school theatre so exciting.
Treading the boards
While many will arrive at Shrewsbury School as experienced actors or actresses, for others, our House plays will be their first taste of treading the boards. Those first tentative steps as a member of the chorus or a minor speaking part will often be the kindling to fire up a passion for the stage, which will burn long after they leave Shrewsbury’s gates. The opportunity to take part in theatre at Shrewsbury School is not, however, limited to acting. Indeed, behind the scenes are an impressive group of students who find themselves as skilled operators in the lighting or sound booths, backstage support, set painters, hair and make-up, producers, directors – you name it, there’s a role for everyone.
BEHIND THE SCENES
Left, pupils perform The Penelopeaid
Right, the Junior School’s performance of All My Sons
The Classics Faculty staging of Euripidean tragedy Medea
Chieftain among the backstage clan is Shrewsbury’s theatre technician, Alex Davies – described by the pupils as a “man mountain” – who has in recent years crafted and created sets that are dramatic in their own right. The set for All My Sons saw Alex soar to new heights where, alongside turfing the stage in grass, he was also tasked with building a near-full-size replica of a P40 Second World War fighter plane. It really did need to be seen to be believed!
On the road
While most schools will boast of an exciting theatre programme, not quite so
Above, the school’s performance of Great Expectations at the Fringe in 2016
many will take their productions beyond the school campus. Shrewsbury School is one of a select few who take their shows on the road and indeed, our association with the Edinburgh Fringe stretches back an impressive 25 years. Every other year, we take a “homegrown” production north of the border, with 2018 seeing the cast and crew of The Drowned Bride transfer their musical version of Daphne du Maurier’s novel Rebecca to the Edinburgh stage. If the five-star reviews of their last Scottish foray are anything to go by (“a superb
Each project is ambitious, not least because most of the House plays are student-led productions, but that is part of what makes the school theatre so exciting
production” – British Theatre Guide), this new work by Director of Drama Helen Brown and Director of Music John Moore looks set to be one of the hits of the Fringe. They hope to emulate the success of the school’s 1995 production Jekyll which, to this day, remains the only production by a school to have won the accolade of a Fringe First award. Meanwhile, back at Shrewsbury, proposals are being drafted for a major refurbishment to the theatre, as we look forward to the next “act” of the theatrical life of the school. The Ashton Theatre proudly bears the name of that first inspirational figure who saw the beauty and alchemy of the stage, and wanted to share that passion with his pupils. It’s a passion that has continued to pulse in the life of the school across the centuries, and we’re very much looking forward to the next 450 years! ISP
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ashbournecollege.co.uk
Easter Revision 2018
Prepare for success
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Tel: 020 7937 3858 easter@ashbournecollege.co.uk
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The right choice for your daughter’s future Open Mornings
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QAS. Independent School Parent Senior Spring 2018. Half page.indd 1
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Friday 9 March Saturday 12 May Saturday 9 June BOOK ONLINE NOW www.qas.org.uk/bookanevent Queen Anne’s School, Henley Road, Caversham, Berkshire, RG4 6DX T: +44(0)118 918 7300 E: www.qas.org.uk
08/02/2018 12:05:59
COMMENT
MIXED MATTERS
L
Dr Alex Peterken explains why Charterhouse is taking the leap to become a fully co-educational school
ast year at Charterhouse, we announced the school will be moving to full co-education from the age of 13, building on the success of our Sixth Form where girls have flourished since 1971. But why exactly are schools of all shapes and sizes concluding that co-education is the future? The growing movement in independent education towards coeducation is showing no signs of slowing down, and the number of single-sex schools has fallen consistently since 2008. Girls’ schools make up just 13% of the ISC’s membership, with boys’ schools only representing 9%. Meanwhile, the number
Above, Charterhouse in Godalming, Surrey
of schools with approximately equal proportions of boys and girls has more than doubled over a similar period.
A changing world
Fundamentally, education is about equipping young people to lead a rewarding adult life. Educators must look several decades ahead: the society in which we want pupils to thrive will be very different to the society we are all familiar with today. All around us we see evidence of a fast-changing and complex modern world, where globalisation and technology are transforming the way we live, work and relate to one another. Today, we must prepare young people to rise to challenges we cannot fully conceive. At Charterhouse,
we cultivate a mindset that embraces uncertainty and thrives on complexity for this very reason. Amidst this uncertainty, however, I am sure of one thing: a deeply-rooted, empathetic and sensitive understanding between the sexes, forged over years of co-learning and co-living in a boarding environment, will be hugely important. The newspaper headlines of recent months about the gender pay gap, sexual harassment and power differentials in the workplace stem, in part, from an insidious lack of understanding. But in co-education, there is an opportunity to create equality and promote respect among those who have the chance to create a more professional, fair and dynamic workplace.
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COMMENT
Boys and girls bond well together in a co-educational environment
In co-education, there is an opportunity to create equality among those who then have the chance to create a more professional and dynamic workplace
Fit for the future
I am a believer that a co-educational boarding environment is best placed to develop a complete person: normalising relationships between boys and girls; developing the essential life skills of empathy, creativity, resilience and problem-solving alongside one another; coming to a mature understanding of different perspectives, emotional responses and learning styles.
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Above left, Charterhouse pupils participate in the Candlelit Carols held each year
At its heart, boys and girls learning together as equals, just as they will later work together as equals, is a superb formative background in their teenage years. At the same time, a great and often overlooked feature of co-educational boarding schools is that there is still space within the individual houses for independent study in the evenings. Anyone who has regularly sampled the markedly different, but equally inspiring,
atmospheres in boys’ and girls’ boarding houses will know precisely what I mean!
Balance is best
It has taken 50 years for full co-education to come to fruition at Charterhouse, but it will be worth the wait. An extensive capital investment programme will see the creation of girls’ boarding houses for 2019, with a further two new boarding houses in time for the first Year Nine intake of girls in 2021. We will also upgrade teaching, dining, sporting and social facilities over this period, and numbers will rise from the current 820 to around 1,000 pupils, making Charterhouse one of the largest coeducational boarding schools in the country, and fit for the future in every way. ISP
CO-EDUCATIONAL DA DAY & BOARDING
IN THE HEART OF SHROPSHIRE
Shrewsbury School provides an outstanding educational experience for boys and girls aged 13-18. We provide a rigorous approach to learning and an extraordinary variety of extra-curricular activities alongside personal pastoral support. Scholarships and bursaries are available for entry at 13+ and 16+. Please contact us for further information or to book a place at one of our Open Days. We look forward to welcoming you!
OPEN DAYS 2018 Saturday 12th May | Saturday 9th June | Saturday 15th September
Shrewsbury School
admissions@shrewsbury.org.uk 01743 280552 www.shrewsbury.org.uk ShrewsSchool
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Make a difference volunteering overseas in 2018 We need volunteers aged 17-24 who want to… • Create lasting change working on sustainable projects in remote communities • Be part of an international team and make lifelong friendships • Embrace new cultures and see new parts of the world • Challenge themselves on an adrenaline-fuelled adventure trek • Develop skills for future career or education Apply now for a 4, 5, 7 and 10-week Expedition to Nepal, Malaysian Borneo, Tanzania and Nicaragua & Costa Rica.
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EASTER REVISION
T
here have been some big changes across the UK examination system over the last couple of years. In September 2015, A-Levels were reformed, with AS exams continuing but no longer contributing towards a student’s overall A-Level grade. And last summer the government introduced a new GCSE grading system, with numbered grades replacing the traditional lettered ones. What hasn’t changed, however, is the pressure put upon students to achieve the highest possible marks. The spring term is when pupils begin to prepare for the exams in the forthcoming summer months. They will work with their teachers to identify individual strengths and weaknesses across the subjects they’re studying, but the question of “how can I improve?” lingers in the minds of many. For some, it is deepening their knowledge and understanding of a subject; for others, it is improving their analysis and evaluation skills. Occasionally, it’s a lack of time management and knowing how to revise that halts progress. So, how can these issues be tackled? A student’s first source of guidance should always be their teacher, or another member of staff who works with pupils to develop study skills. Parents can also help by providing an environment at home that encourages a structured approach. For many pupils, it’s Easter revision courses that are the answer. After all, they can provide well-focused, well-structured and intensive support within small groups, that can lead to students having hugely increased confidence when tackling exams. If you’re thinking about enrolling for an Easter revision course, there are some key
MARK LOVE Principal Oxford Tutorial College
HOW TO STUDY SMART Mark Love from Oxford Tutorial College explains how to find an Easter revision course that’s right for you Above, pupils receive a wealth of support during revision studies
factors you need to consider. Is the course specific to the examination board specification you are studying? Exam content can vary from board to board, so it’s important to ensure you are learning the right information that is required. Prefer working in small groups? Find out how many students will be in the class first – you may want to opt out of the course that delivers study sessions for large groups of people, and vice versa. How many days are spent studying one subject, and will
Prefer working in small groups? Find out how many students will be in the class – you may want to opt out of the course that delivers study sessions for large groups
feedback be provided at the end? Learning how to revise effectively is just as important as the revision itself, so does the course encompass exam techniques? How long has the course provider been offering Easter revision, and is an option to board available during the course? Here at Oxford Tutorial College, we are offering courses from 3rd to 13th April, catering to a broad range of subjects and exam board specifications across A-Level, GCSE and Cambridge Pre-U examinations. Class sizes are a maximum of six and courses are taught by teachers, covering study skills, essay planning and a review of the core material through subject seminars. To find out more about Oxford Tutorial College, visit oxfordtutorialcollege.com
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EXPERT ADVICE
TALKING HEADS What tips and tricks can teachers and parents offer A-Level students to help them with revision? Jonathan Taylor
Steve Badger
North Bridge House Senior
Lord Wandsworth College,
Canonbury, London
Hampshire
My advice would be to ditch the highlighters, avoid simply “re-reading” and focus on more challenging activities, such as self-quizzing. Acknowledge that mass revision is less effective and plan a revision schedule accordingly. At North Bridge House, we are working with four PhD students from the University of York to ascertain the effect of listening to music while revising. However, it’s likely the research will confirm that, contrary to student protestations, this is detrimental to effective learning. Therefore, anyone serious about their A-Level grades really should take out those headphones!
If the exam requires you to recall, synthesise, apply, evaluate and analyse knowledge, the more time pupils spend doing this, the better. Effective note-taking is the best place to start, using the multi-layered Cornell Note system or anything that links notes with the “so what?” tag, followed by questions done to exam timings. Pupils should return to each topic frequently, leaving at least 24 hours between “visits”. We offer a range of seminars to support pupils in this approach, not least of which is our team of “revision champions”, who offer their own strategies to help pupils.
North Bridge House Senior Canonbury, London
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Below, a pupil at Eaton Square Upper School, Mayfair
Irfan Latif DLD College, London
Will the Easter holidays, with the complication of chocolate, provide the necessary appetite for revision? For some year groups, this is a time when revision gets serious. Action plans should be triggered, time should be organised and allocated wisely, and the importance of regular short breaks should not be overlooked. Construct a detailed revision plan, stick to it and work through past papers, going over material more than once. Nevertheless, it is also vital to relax and look after yourself. There is no panacea for revision success but this approach might just might stop you cracking up!
The campus at Lord Wandsworth College, Hampshire
Andrew Johnson
John Wilson
St Benedict’s School, Ealing
Eaton Square Upper School,
Keep your revision active: test yourself, and apply your learning, by completing past papers and timed essays. Review topics already revised by going over them quickly again the following day. It helps to explain complex formulae, concepts and topics to anyone who will listen, to clarify your own understanding. Spend time preparing a revision plan and stick to it assiduously Persevere and reward yourself along the way, to stay motivated. Finally, create the right learning environment: sit at a desk, in good light, away from all distractions. Exercise, eat and sleep well. You can do this!
Mayfair
I would advise A-Level students to experiment with revision techniques early, so they can decipher what works best for them. Make sure you know which content you will be asked about, learn exactly what you need, and no more. Replicate the intensity of an exam by writing answers in timed conditions – the more you practise, the easier it will be on the day. Try revising for a minimum of 10 minutes each day – you’ll be surprised by how much you can achieve in that time! Sometimes you might be happy in continuing for a little longer, because you are already “in the zone”. Good luck!
Right, students at North Bridge House Senior Canonbury, London
DLD College, London
Sixth Formers at St Benedict’s School, Ealing
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Something unique is always worth a closer look
Separate yet together
01935 810403 admissions@sherborne.org sherborne.org
01935 818224 registrar@sherborne.com sherborne.com
ADVERTORIAL
W
hen it comes to classroom learning, a single-sex education offers profound benefits to young people. And by learning alongside peers of the same sex, students have the space to be themselves, free from some of the pressures of adolescence. What is more, because girls and boys learn differently, separate classes enable teachers to tailor their delivery. They also improve participation in class discussions by reducing feelings of self-consciousness. Despite the advantages, single-sex education is on the decline, with the number of girls’ schools falling by a third in the past two decades, and the number of boys’ schools halving. This is partly because the educational gains of single-sex classrooms are offset by the social gains of a co-educational experience. Teenagers need time with the opposite sex to develop emotional intelligence, learn how to build relationships and find their place in the world. These factors are crucial to their success in later life, and explain why many parents favour co-educational schools. And yet, at Sherborne, it is possible to have the best of both worlds, because this rural Dorset town is home to two of the country’s leading single-sex full-boarding schools, Sherborne Girls and Sherborne School. And they work closely together to deliver the teaching and learning gains of a boys’ or girls’ school, alongside the social interactions and co-curricular growth of a co-educational setting. The result is a very different type of singlesex education, giving young men and women the best possible chance to succeed both academically and in terms of their formation for life. Sherborne is an educational powerhouse where young people are shaped for the future – a place where boys and girls grow alongside each other, with the space to
THE BEST OF BOTH WORLDS How a unique co-location of single-sex schools helped a rural town in Dorset become a hub of educational excellence
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be themselves, to focus on what counts, and to prepare for what lies ahead. “I am a firm believer in the merits of single-sex education,” explains Jenny Dwyer, Headmistress at Sherborne Girls. “It is important for young people to concentrate on their academic studies with as few distractions as possible, and to receive teaching that is tailored to their needs. We provide this focus alongside a full co-curricular programme and social life, working closely with Sherborne School in a range of areas.” Dr Dominic Luckett, Headmaster at Sherborne School, agrees: “Our unique relationship with Sherborne Girls enables our pupils to flourish in an all-boys boarding
environment while enjoying regular, positive interactions with girls. Pupils at both schools gain a huge amount from this – academic stretch, social normality and a support network in a diverse and caring community.” This speaks of another of Sherborne’s unique strengths: its location. The town offers a rich, vibrant cultural and social life, set in beautiful surroundings that provide safety to children and parents alike. Jenny Dwyer concludes: “Our location, combined with the opportunities provided by the collaboration among our schools, makes for a winning formula!” Visit sherborne.com for Sherborne Girls and sherborne.org for Sherborne School.
Pupils at boths schools gain a huge amount from this – academic stretch, social normality and a support network in a caring community
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Pupils gave a stand-out performance of West Side Story back in 2014. Whitgift has a strong tradition of excellence in performing arts, with first-class performances across plays, musicals, operas and concerts.
This is Whitgift School as it is today. Sir David Attenborough has even acclaimed it as “an amazing school. I have never seen anything like it.”
Whitgift School was fo means the school is unded in 1600 by John Whitgift, Archi bishop of Canterbury one of the oldest in Croydon. In 1931, the school moved to , which Haling Park.
A HISTORY OF WHITGIFT SCHOOL, CROYDONin10 pictures In 1996, Whitgift was delighted to welcome Her Majesty the Queen to unveil the school’s new sign.
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Whitgift was rated “excellent” in the ISI inspection in 2017, and also achieved the top International Baccalaureate results of any all-boys’ school in the UK.
Whitgift has a reputation as one of the UK’s best sporting schools. Many Whitgiftians have gone on to enjoy professional careers, including Elliot Daly, who plays rugby for Wasps RFC, as well as the British and Irish Lions. Daly helped lead the school to victory in two U18 national rugby cup titles in 2010 and 2011.
Founder’s House, the school’s boarding house, was opened in 2013 by Whitgift’s patron, HRH The Duke of York, KG. The garden is shaped by its defining feature, the statue of the school’s founder.
Old Whitgiftian, Ollie Stoten, was part of a six-man team of British Army Reserves that traversed the Antarctic continent unsupported from November 2016 to January 2017 – a feat previously achieved by only 11 people.
Headmaster, Mr Chris Ramsey, took up the reins in 2017, and is the 27th in the school’s history.
The Founder’s Garden was created in 2000 to celebrate the Quatercentenary of Whitgift, in honour of the school’s founder, John Whitgift, featuring a yew maze designed by the school.
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ating Are you re-evalu ool? your choice of sch A bespoke education for every pupil
Kingsley takes great pride in offering an outstanding education irrespective of a family’s financial circumstances. Each year there are funds available for subsidised places at all entry points. So, if you are reconsidering your child's schooling and you've never considered private education, now may be a very good time to do so.
If you are looking for a school that: * achieves record A Level and BTEC results, 39% at A and A* (August 2017) * competes regionally and nationally in sport - gymnastics, judo and handball squads * benefits from a renowned Learning Development Centre to support a range of learning needs * offers 50+ extra curricular clubs, including the popular surfing club * set on a 25-acre campus with superb facilities just 5 minutes from the beach * provides full, weekly and flexi boarding * guarantees small class sizes and a personalised education * and, reassuringly outstanding pastoral care om Fees fr
Then, Kingsley maybe a school for you to visit. For more information please contact the Admissions team on 01237 426200, or by email at admissions@kingsleyschoolbideford.co.uk or visit our website www.kingsleyschoolbideford.co.uk
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STAR STAFF
SCHOO
HEROL
F
oreign languages have always been a big part of my life. As a child on camping trips in the south of France, my parents gave my sister and me notebooks to write down new French words and phrases we came across. At the time, of course, we thought it was a real chore, but now I see it sowed the seeds of a desire to understand and be understood by people in different languages. I also had an inspirational French and German teacher, Mr Healey, at school. As well as making our lessons engaging and fun, he also organised trips to Austria and France, and seeing him speak fluently in these real-life contexts was a huge motivation for me. After picking up Spanish at school, I went on to study Japanese, alongside French and German at university. I have been teaching for 18 years, with the last two years at St John’s College in Southsea. At St John’s, we are passionate about investing in language skills from a young age; pupils start Spanish
ADAM JACKSON This MFL teacher at St John’s College, Hampshire shares how learning a language encourages pupils to broaden their horizons
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from Reception and French is introduced in Year Eight, which are both continued throughout the Senior School. We have also started Japanese as an enrichment activity and as an after-school GCSE option for our most gifted and enthusiastic linguists. With the support of our boarding community, students have
I love teaching students about the practical enefits of speaking in a foreign language, beyond the exercises in a textboook
many opportunities to learn about different cultures from all around the world. Just last year, my colleagues and I hosted a hugely successful Spanish Day, where the pupils made tapas, took Spanish dance classes, painted like Picasso and participated in a Spanish singing show. I have been incredibly lucky to be able to combine my passions for foreign languages, travel and skiing, and to have the chance to pass on my enthusiasm for these things to my pupils. I have been involved in school trips to countries all over the world – at St John’s College, I have
taken GCSE language trips to Brittany, Paris and Toledo, Spain, and more recently, we took an extremely enthusiastic group of our Key Stage Three students on a cross-curricular trip to the Christmas Market in Aachen, Germany. It’s fantastic to see our pupils trying out their language skills at whatever level, whether it be to break the ice with their host families or order a sugary local delicacy at the Christmas market. These trips are essential not just for languagepractice, but because students learn so much about the culture and context surrounding the language – the art, history and the way of life. Furthermore, speaking in a foreign language teaches young people so much about problem solving, cultural empathy and embracing diversity. The icing on the cake for me has been setting up the St John’s College Ski Team. We have an intrepid squad of 12 racers from Years Seven to 13 who compete at local, national and international events – from the modest but fun dry ski slope in Southampton, to the more glamourous side of ski racing in the Italian Alps. What I love most is teaching students about the practical benefits of speaking a foreign language beyond the exercises in a textbook – something I believe is essential to promote a genuine understanding and love for languages at any level.
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1 Julian Baring, 13 Actor Rugby School, Warwickshire
Fans of much-loved Netflix series The Crown will recognise Julian as the young Prince Charles, who made his first appearance in season two. The role, which portrays the Prince’s early adolescence from about the age of 12 to 15, is Julian’s first professional acting job. The hugely popular show follows the romance and political rivalries surrounding the early reign of Queen Elizabeth II, and Julian spent a lot of his time on set with Matt Smith, who plays Prince Philip. It was after the show’s producers visited his former Prep School, Winchester House, that the young actor got the part. When they asked which of the pupils would make a fitting Prince Charles, it was Julian’s drama teacher who put his name forward. Prior to this, Julian also starred in a performance of A Winter’s Tale at Winchester House, and had a part in Rugby School’s recent production of Cabaret, in which he played the part of a German train driver. His sister, Maggie is also a drama scholar at Rugby.
2 Greg Slade,
PHOTOGRAPHY: COURTESY OF NETFLIX
Wheelchair tennis player Cranleigh School, Surrey
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Greg started playing wheelchair tennis following the 2012 Paralympic Games in London, after gaining an interest in disability sport. He worked hard on his skills, getting better each week, and after a year Greg entered the Junior British Open and National Schools Games. Unfortunately he was knocked out of the first round in both competitions, but was determined to get his act together for the final and biggest tournament of the year, the Nationals. Here, Greg was much more successful and won both the Junior National Singles and Doubles titles. Greg says, “Juggling studying for GCSEs and still playing tennis as much as I can is very difficult, but somehow I just about manage. On top of this, I’m now trying to decide my A-Level choices. I am, however, looking forward to seeing where tennis takes me in life.”
independentschoolparent.com | SPRING 2018
1
ONES TO
WATCH
We catch up with the stars of the independent school sector
2
STAR PUPILS
3 Isabela Guillen, 12 Artist James Allen’s Girls’ School, London
A budding artist and designer, Isabela recently won the Green Ribbon Award from Helen Green Interior Design, for her very creative “coolest child’s bedroom”. The Year Eight pupil at James Allen’s Girls’ School based her design around her pet hamster, Astro, as well as her love of cats. This is Isabela’s first attempt at interior design, but her passion for art began at an early age. She currently attends a fine art class every weekend, and hopes her talents will eventually lead into a career as an art teacher. Until then, she hopes that her parents will now let her have a say in any future home improvements!
3
4 Harriett Walne, 10
Dancer Grace Dieu Manor School, Leicestershire
5
Harriet has had a very exciting 12 months, after successfully auditioning for the Midlands Theatre Ballet School and picking up four championship titles in competitions across the country. As the All-England junior champion in ballet, modern, Greek and character dance and All-England runner-up in acro dance, she has also been a member of the Jessica Michelle School of Dance since the age of two. Harriett also still finds time to fulfil her roles as Deputy Head Girl and Vice-Captain of the netball team.
5 Alex Curtis, 18
Hockey player St Benedict’s School, London
4
Alex was selected for the USA U18s junior men’s hockey squad in 2016, and has since joined the U21 squad. He also competed in the prestigious Sultan of Johor Cup in Malaysia last year. Alex has just returned from L.A., where the USA squad won overall. “Being part of the US squad has really helped me develop as a hockey player. Competing against other nations has really opened my eyes to different styles of playing, and how you need to change your game to suit the team you’re playing against.”
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SCHOOL HOLIDAYS
Below, Carlisle Bay, Antigua backs on to lush green rainforest and a lagoon
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Hike up through the rainforest and get a bird’s eye view of Antigua
SCHOOL HOLIDAYS
An Island
GETAWAY With its serene tropical landscape and sheltered pristine beach, Antigua’s Carlisle Bay is worth the flight fare alone, writes Claudia Dudman
I
t was with some trepidation that I left for a trip to Antigua in early November, since hurricanes Irma and Maria had recently inflicted their worst on much of the Caribbean. I’d been told that the island, although battered for two days, had escaped relatively lightly, but I still couldn’t get away from the images on the news that had beamed from my television, laying bare the devastation for all the world to see. Barbuda, Antigua’s sister island, was completely flattened
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and its population had been rehoused there, initially in the cricket stadium, and then in temporary housing.
Hustle and bustle
But as soon as I touched down and made my way through the arrivals hall, my mood lifted and my conscience eased. The area was a hive of activity: hotel employees were jovially meeting guests; taxis and buses were loading up tourists and their suitcases, fresh off the carousel, and ferrying them off to their destinations. The hustle and bustle of the place,
I realised, meant that for the Antiguans, life, even with all that a fierce hurricane can throw at them, carries on. I had also forgotten how the West Indians are a people with such a convivial and relaxed disposition that you can’t help but be carried by it. It’s infectious. Our hotel Carlisle Bay was situated on the south side of the island, roughly a half-hour drive from the airport. Eighty two contemporary suites housed in elegant pale grey sea-front villas, built in a wooden plantation-style, sit just a few feet away from the sparkling sea. ▶
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SCHOOL HOLIDAYS
These face the etched outline of the mountainous island of Montserrat.
Simple is good enough
I loved the Caribbean simplicity of my room, with its white and turquoise colour scheme and locally-sourced carved wooden furniture. I had a Beach Terrace Suite with a sea-facing balcony, which consisted of a spacious and airy room with a king-size bed, small sofa and coffee table with a wall-mounted TV. There was also an accompanying bedroom, which could fit three single beds and an interlocking bathroom with a generous-sized shower, bath and his-andhers sinks. For me, the real luxury of the suite was opening the doors on to the balcony first thing in the morning when no one else was awake, and padding over the white sand to the shoreline a mere 30 feet away. Carlisle Bay first opened in 2003 and was adults only in its
The bar at Indigo on the Beach
Right, Carlisle Bay is situtated on the south side of the island
“The luxury of the Beach Terrace Suite was opening the doors on to the balcony first thing in the morning and padding over the white sand to the shoreline.” original incarnation. Since 2015, John Rogers has been general manager in a career that has taken him and his charming wife, Isabel around the world, including opening Olga Polizzi’s Tresanton Hotel in Cornwall. The hotel has since developed into a luxury five-star family friendly destination. John and Isabel kindly hosted our first evening in the hotel’s Asian restaurant East, which is one of the island’s best and only open in the evenings. Entering through two impressive Indonesian doors just off the reception area, we sat down to a menu peppered with Japanese, Indonesian and Thai cuisine. We started with a sushi menu, including tuna, salmon
Hobie cats and palm trees hug the shoreline
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and fresh fish of the day. I followed with a main course, niftily named Salmon Chan Chan Yak, in effect pan-grilled salmon with arugula leaves, grapes, shitake and teriyaki sauce. Just what was required after a long-haul flight.
Food, glorious food
There are two other family-friendly eateries at the hotel: Indigo on the Beach, which is set in a large plantation-style open-sided building. I had breakfast here every morning and dined in the evening twice, enjoying grilled mahi mahi with sautéed potatoes, green pea puree, squash and black garlic, with an apricot ice cream for dessert. There was a comprehensive ▶
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SCHOOL HOLIDAYS
Left, the pool at Carlisle Bay. Below right, Nelson’s Dockyard
Antigua Fact File l Antigua is one of the Leeward Islands in the Caribbean region in the West Indies. l The island measures 11kms x 14kms. l Former British colony whose people have a love of cricket. l Antigua’s sister island Barbuda sits 60kms to the north of it.
Left, a sea view from a Carlisle Suite which has three bedrooms
but varied menu for children, and it has a relaxed vibe, where you can dine in shorts and t-shirt, barefoot, if you wish. At Ottimo!, an Italian eaterie poolside, you can tuck into fresh oven-baked pizzas using the best Italian ingredients. Unsurprisingly, it’s a hit with young children and teens alike.
Activities galore
You can have a complimentary trial of most of the sports and activities at Carlisle Bay, which is a great opportunity to try out things you might otherwise not. Catch a bird’s eye view of Antigua’s southern coastline on a tropical rainforest hike. This is a
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one-and-a-half-hour climb up through rainforest where our guide, Junior explained the local flora, fauna and towering trees to us (spider trees and stranglers among them). The recent hurricanes have made the environment and eco-system even more of a hot topic, and we all listened intently as we learned about the effect this had on the island. The hotel has four tennis courts with professionals on-hand to help you master your game. We had an energetic tennis lesson with on-site pro Clifton, who enthusiastically insisted that we needed to play at least five times a week when we returned home – wishful thinking! If you love your yoga and pilates, you can practise
early in the morning or at dusk on the jetty, which is at one end of the beach. One of the highlights of my trip had to be the boat tour, which we took to the UNESCO World Heritage Site of Nelson’s Dockyard. Located in Saint Paul parish, it is named after Admiral Horatio Nelson who lived in the dockyard from 1784 to 1787. A stroll through the Dockyard Museum gives you a good idea of the port’s vibrant and lively history, and presents visitors with current archaelogical research. We then gently sailed round more of the island, stopping for a picnic of delicious Jamaican meat pattis and salads, before an hour-long snorkel pitstop at Cades Reef. It was the perfect end to a perfect day.
For families in the Beach Terrace Suites prices start from $800 (approx. £610) per night including breakfast and afternoon tea. Find out more at carlisle-bay.com
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A GREEK PARADISE Avoid crowded tourists spots this summer, and immerse yourself in the stunning tranquillity of the Ionian Islands
A
ll good things come in small packages – children, jewellery, grains of caviar, and the Greek islands. Perfect for kicking back and relaxing without the crowds, some of the lesserknown Greek islands (those that don’t have direct flights from the UK), are those jewels that are definitely worth making the extra effort for. On the calm, green Ionian Islands, families can explore Paxos, with its antique olive groves, cypresses and white cliffs that plunge down to bone-white beaches. Pierced with astonishing grottos and sea caves, this spot is seen as the VIP area of Corfu, which you can access via a watertaxi ride for ¤250 or a “flying dolphin” trip. The beach scene is relaxed and the regulars there are a mix of Italians, French, English and “yachties”. While the waterfront bars and tavernas are picturesque, the lack of hotels and resorts is a blessing.
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Escape from the crowds
One island down from here is Lefkada. An hour-and-a-half drive from the tiny Prevesa airport, this area misses out on the hordes that flock in to Kefalonia. While the flotillas of small sail boat companies have their bases here, its fabled beaches, small mountain villages and archipelago of small islets, including Skorpios, remain largely undiscovered by landlubbers. Further on still is Ithaca, which hasn’t been easily accessible since Homeric times. With barely any hotels to speak of and only one main road, it is still the preserve of the few – private launch or water taxi are the best way to get there from Kefalonia airport. Across in the Aegean, the Cyclades are inexplicably ignored by the English, perhaps due to the dawn ferry schedules, the bracing winds or the awkward transits via Athens. But the journey is worth it for a dose of culture – explore Old Athens with the world-class museums, the Monastiraki and the beautiful medieval quarter under the Acropolis with its cluster of great restaurants, lively bars and boutiques.
These islands lie like pearls across the sea, each with its own distinctive personality, but all with the iconic whitewashed sugar-cubed villages, encrusting the hilltops or lining picture perfect coves.
Find your perfect island
The cooling breeze keeps temperatures down and insects away, locally-sourced food is easy to find, and there is a special joy to finding an island that suits you, and returning to it again and again. Five Star Greece specialises in villas on these far-flung islands, and their portfolio encompasses, among others, designergems in hill-top villages; sprawling beach-front estates with their own boats, which are fully staffed and chic; and minimal villas with infinity pools and views across distant islands. And all with friendly support on each island to help you get the most out of your stay there. To book a stay with Five Star Greece, visit fivestargreece.com or to find out more, email enquiries@fivestargreece.com
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hello@familiesworldwide.co.uk SPRING 2018 | independentschoolparent.com
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Discover outstanding education from CIFE A level colleges C
IFE (the Council of Independent Education) is an association of twenty private A level colleges in the UK which has sent over 50% of its graduates to Russell Group universities over the past two years. To promote this vibrant sector many of Cife's colleges offer very generous scholarships. For details call 020 8767 8666 or visit www.cife.org.uk
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WIN!
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£500 WORTH OF DOG SITTING WITH DOGBUDDY DogBuddy is available via the App Store, so you can search for dogsitters at the click of a button
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T
here’s no doubt about it – owning a dog is a huge commitment, and it’s not always possible to be around to give your dog all the attention they need. But with DogBuddy, you don’t have to give up on the things you enjoy, whether that be the trip of a lifetime or a family day out. Founded in 2013, DogBuddy is a handy online and app-based service that connects you with vetted and reliable dog sitters in your area. The service is easy to use; enter your postcode and the dates you need help, and you’ll be shown a list of available sitters and walkers in your area. Click on a sitter’s profile to read about their dog
COMPETITION
care experience, see photos of their home, and reviews from other dog owners. So, whether you’re looking for a sitter to give one-on-one care, or hoping to find someone with a compatible furry playmate of their own, DogBuddy helps you find the perfect sitter based on your dog’s exact needs. DogBuddy also recommends you have a meet-and-greet before your booking to make sure everyone gets along. Plus, for added peace of mind, your sitter can send photos, videos and tracked walks, so you know your dog is enjoying themselves in the safety of your sitter’s care. DogBuddy sitters also have access to a special 24/7 vet line, so if they suspect your dog is feeling under the weather, they can get expert advice straightaway.
Above, you can find a suitable dogsitter by reading reviews from other dog owners via the app
Every sitter has to complete an assessment and create a profile, which is checked and approved by DogBuddy. In fact, only 10% of applications are approved, which ensures every sitter is of the highest quality. All bookings are made securely online, meaning they are covered by DogBuddy’s £2,000 vet and £1.7million public liability insurance. DogBuddy is partnering with Independent School Parent to offer one lucky person the chance to win £500 worth of dog-sitting and walking services. The winner will need to sign up to DogBuddy for free, and the £500 credit will be added to their account. Credit can be used across any DogBuddy service, including dog boarding, dog day care and walking. Visit dogbuddy.com
HOW TO ENTER For your chance to win £500 worth of dog-sitting and walking services, answer the question below and enter it on the link by 15th April 2018 at: independentschoolparent.com/win Q: When was DogBuddy founded? A 2011 B 2012 C 2013
Terms and conditions: Entry is only open to residents aged 18 and over in the UK. DogBuddy credit will expire at 11.59pm on 31st December 2018. The winner will need to sign up to DogBuddy (no fees apply), after which the £500 credit will be added. The prize is non-refundable and non-transferable. To read the full list of terms and conditions, visit independentschoolparent.com
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611-627 High Road 611-627 High Road 611-627 611-627 High High Road Road 611-627 High Road
Woodford Green Woodford Green Woodford Woodford Green Green Woodford Green
Essex Essex Essex Essex Essex
IG8 0RF IG8 0RF IG8 IG8 0RF 0RF IG8 0RF
OPEN DAY “Every child goes through school only once, at “Every child goes through school once, atas Bancroft’s we believe in making thatonly experience “Every child goes through school only once, at “Every child goes through school only once, Bancroft’s we believe in making that experience “Every child goes through school only once, at atas good as it possibly can be.” Bancroft’s we believe in making that experience as Bancroft’s believe making that experience as good as itin possibly can be.” Bancroft’s we we believe in making that experience as good as it possibly can be.” good as it possibly can be.” good as it possibly can be.”
Independent HMC day school day school Fully co-educational Independent • Ages 7 to 18HMC • Founded 1737 Independent HMC day Independent HMC day school school FullyGenerous co-educational • Ages 7 to 18 • Founded 1737 Independent HMC day Academic, Means Tested andschool Music Fully co-educational • Ages 7 to 18 • Founded 1737 FullyGenerous co-educational • AgesMeans 7 to 18Tested • Founded 1737 Academic, and Music Fully co-educational • Ages 7Scholarships to 18 • Founded 1737 available. Generous Academic, Means Tested and Music Generous Academic, Means Tested and Music Scholarships available. Generous Means Tested and Music Tel: Academic, 020 8505 4821 • www.bancrofts.org Scholarships available. available. Scholarships Tel: 020 8505 4821 • www.bancrofts.org Scholarships available. Tel: Tel: 020 020 8505 8505 4821 4821 •• www.bancrofts.org www.bancrofts.org Tel: 020 8505 4821 • www.bancrofts.org
We are King’s High Join us! B E PA R T O F T H E I N S P I R AT I O N Saturday 28th April 10 am arrival
Please contact us to reserve your place Co-educational day & boarding ages: 13-18 telephone: 01823 328204 admissions@kings-taunton.co.uk www.kings-taunton.co.uk A Woodard School
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Scholarships and Bursaries are available at Year 7 and Year 12 entry For information, please contact our Registrar: 01926 494485 or registrar@kingshighwarwick.co.uk King’s High School for Girls Smith Street, Warwick CV34 4HJ www.kingshighwarwick.co.uk
@KHSWarwick
CALENDAR
Our round-up of fun and inspiring things to try this spring
31-15 Mar-Apr SENSATIONAL SCIENCE [Edinburgh] Edinburgh’s International Science Festival celebrates the wonder of life in all its forms, looking at how science will help us sustain our planet. The programme is full of events for families, including the “Science Mini Cinema” and “Mini Mechanics”. There’s plenty for grown-ups, too, including debates, workshops and nights out, all with a scientific twist! Child from £7, adult from £8. sciencefestival.co.uk
Can you solve it?
[Brighton, London, Manchester, York] Think of yourself as a bit of a Sherlock when it comes to solving mysteries? HiddenCity invites you to take a mysterious journey through your local city, where you’ll weave through galleries, stroll down cobbled streets and drink in tucked-away taverns. With eight themes to choose from, simply follow the cryptic clues (sent via text) to work out where to go next, with each correct answer leading you to a new location. Prices vary. inthehiddencity.com
SING YOUR HEART OUT
9-13 May ADVENTURERS, ASSEMBLE!
CRAFTY CREATIONS
[Gozo, Malta] The Gozo Island Explorer trip from Activities Abroad offers extraordinary natural beauty, with huge scope for activities and education on land and at sea. Aquatic action includes sea kayaking and visits to the astonishing blue lagoon. Or, if it’s thrilling adventures on land that you’re after, check out the rockclimbing and abseiling facilities. From £1,505 per adult and £1,395 per child. Find out more at activitiesabroad.com
[London] Showcasing the best of British and international craftsmanship, London Craft Week brings together makers of design, fashion, art, luxury, food, culture and shopping. The event is spread across the most beautiful venues in the capital, from the V&A to the Shard. Half the events are free to attend and half are open-house, with no need to book. londoncraftweek.com
[London] Aspiring singers will lap up the chance to learn new vocal techniques, songs and exercises at the Roundhouse’s Vocal Skills Drop-In workshops. Designed for 14-to-19-year olds, participants will learn how to use their voice as an instrument, meet and sing with other vocalists, and experience what it’s like to sing as part of a large group. No experience required! £2 per session. roundhouse.org.uk
10-24 March
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Free entry
for visitors with Tate Membership. Find out more at tate.org.uk
8-9
Mar-Sept
17-15 May-June
An awfully big adventure
[London] A spellbinding reinvention of Peter Pan is arriving at Regent’s Park’s Open Air Theatre this summer, packed with puppetry and enchanting theatrical magic. The story follows a group of wounded First World War soldiers in a bombed-out field hospital, who, through the wonders of storytelling, find themselves transported to the fantastically strange world of Neverland. Child from £12.50, adult from £25. openairtheatre.com
THE MAN BEHIND THE ARTIST [London] The first ever solo Picasso exhibition opens at the Tate Modern this spring, bringing together the creative works of the 20th century’s most influential artist. With more than 100 paintings, sculptures and drawings, this exhibition strips away the myths around Picasso to reveal the man behind the artist. Entry £22, tate.org.uk
PHOTOGRAPHY: RHS/JASON INGRAM/ JAMES BELLORINI
4-3
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BLOOMIN’ LOVELY
13-15 April
[Cardiff] Get the gardening season started at the RHS Flower Show Cardiff, celebrating the very best of springtime. You’ll find super shopping ideas and vibrant designs, plus talks and demos from expert gardeners. There’s also a Farmers’ Market, Plant Village and a brand-new Floristry Bench. Tickets from £10. rhs.org.uk
independentschoolparent.com | SPRING 2018
May-June
5-8 April
HOMEGROWN TALENT HITS THE COAST
ALL ABOARD!
[Brighton] Brighton Fringe puts the spotlight on creative home-grown talent within the arts world. This year’s festival is full to the brim with performances and workshops, including Caustic Comedy Nights and the Art of Printmaking. There’s even a Big Brighton Fringe Ceilidh, where an evening of whirling around on the dancefloor is on the cards! brightonfringe.org
[Newcastle] Passionate about turn-of-the-century transport? Get a real sense of the roads and railways on the Home Front at this year's Great War Steam Fair. There'll also be steam trains from Rowley Station, plus First World War reenactors and displays within the Beamish Museum. Child £11, adult £19. beamish.org.uk
Inspiring intellectually brave, Inspiring intellectually brave, morally sound and confident morally sound and confident young people young people
Visit Visit www.altonschool.co.uk www.altonschool.co.uk to register to register
Top achieving independent school in the South West - ranked by 2017 exam results (The Sunday Times Schools Guide 2018, Parent Power).
Open Day - Friday 9 March Open9.30am Day - Friday 9 March - 12noon 9.30am - 12noon Open Day Festival - Saturday 28 April Open Day10.00am Festival --Saturday 1.00pm 28 April 10.00am - 1.00pm
OPEN DAYS: 28th April, 13th October & 10th November
ST MARY’S CALNE
A Leading Independent Boarding & Day School For Girls Aged 11-18
Co-educational Catholic school with Nursery, Prep, Senior and Sixth Form. Welcoming boysNursery, in Year 7Prep, and 12 Co-educational Catholic school with Senior and Sixth from Form.September Welcoming2018. boys in Year 7 and 12 from September 2018.
Contact
Independent Day School for girls 4-16 years
admissions@stmaryscalne.org
01249 857200
stmaryscalne.org
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
Day Nursery & Pre-School for girls & boys from 6 months
Every step of the way...
Nursery
Prep
Senior 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.
Senior School Open Mornings Thursday 10 May · Wednesday 27 June
Abbot’s Hill is a happy and thriving community in which pupils are encouraged to aim high, to grasp opportunities, enjoy learning and make lasting friendships. Bunkers Lane, Hemel Hempstead, Hertfordshire HP3 8RP 01442 240333 | registrar@abbotshill.herts.sch.uk | www.abbotshill.herts.sch.uk
For a prospectus or to arrange a visit, please contact the Registrar, Miss Isabel Carey: registrar@queensgate.org.uk · 020 7594 4982 queensgate.org.uk/admissions Queen’s Gate School, 131–133 Queen’s Gate, London SW7 5LE
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St Mary's ad The Guide to Independent Schools Spring 2018 129mm h x 99mm w_Layou
Happy girls are high achievers.
at least a term
A flying start to learning for girls and boys aged 3-4 in our purpose-built Kindergarten. Excellent academic results and opportunities for the arts, music, sport and adventure at our Lower School for girls 4-11 and Senior School for girls 11-16.
St Mary’s Colchester
Come along to our 2018 Open Days, contact our Registrar: 01206 216420 registrar@stmaryscolchester.org.uk www.stmaryscolchester.org.uk
Summer Open Evening Monday, 25 June 2018 4.30pm - 7.00pm
WELCOME TO THE SCHOOL FOR ADVENTUROUS MINDS
London’s only diamond structure school with single-sex teaching in a co-educational environment for girls and boys aged 4-18.
FOREST SCHOOL
EXPLORE THE POSSIBILITIES
London’s only diamond structure school with single-sex teaching in a co-educational environment and boys aged 4-18. We are a We are a city school with for 30girls acres of grounds school with 30 acres of grounds, located next to Epping Forest. wherecity north east London meets Epping Forest. Find out more about entry into Year 7 at our 11+ Information Mornings on 7 October or 25 November at 9am.
01225 820 399 www.kesbath.com One of the top ve performing schools in the South West. The Sunday Times Schools Guide, Parent Power Survey 2018
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www.forest.org.uk | admissions@forest.org.uk 020 8520 1744 | E17 3PY
Book ahead!
The show is back by popular demand, so buy your tickets early to avoid disappointment
OPEN 20 July
18 May LET THERE BE LIGHT
Whose footprints are those?
[Nationwide] The globally-acclaimed Walking with Dinosaurs is touring the UK this summer, with Michaela Strachan starring as “Huxley” the palaeontologist. Nine spectacular species are represented in the show, the biggest of these being the Brachiosaurus, which stands at an impressive 17 metres from nose to tail. The production also includes the infamous Tyrannosaurus Rex, as well as the Plateosaurus from the Triassic period and the Stegosaurus from the Jurassic period. Prices start from £29. dinosaurlive.com
[Liverpool] We’ve had London’s Lumiere – now say hello to LightNight, Liverpool’s breathtaking arts festival. With more than 100 free events staged across 50 venues, this year’s theme is “transformation”, exploring the changes that happen all around us. There’s also spectacular performances, exhibitions and interactive art installations to look forward to, as well as hands-on workshops, science demonstrations, walks, talks and much more. lightnightliverpool.co.uk
30-2 Mar-Apr
15-18 Mar
BECOME A GAMING MASTER I CAN SEE MY HOUSE FROM HERE!
[Bristol] Bristol International Jazz & Blues Festival, appeals to all ages and tastes, with a weekend of free and ticketed concerts not to be missed. This year’s event also features a celebration of 50 years of Jimi Hendrix's Electric Ladyland, starring a 16-piece ensemble. bristoljazzandbluesfest.com
[Cambridge] Ever dreamed of flying wing-to-wing with one of the most famous aircrafts in the world? Take to the skies with Classic Wings and fly in formation with a Spitfire! Cruise gently over the countryside inside the Dragon Rapide, as the iconic warbird’s engine roars beside you – a real once-in-a-lifetime experience! Flights from £399. classic-wings.co.uk
[The NEC, Birmingham] If a weekend of non-stop gaming sounds like your cup of tea, look no further than Insomia62, the UK’s biggest gaming festival. Get access to a host of the latest games, check out live Q&A panels, take part in tabletop wars, and watch the best players battle it out. Tickets from £26.14, insomniagamingfestival.com
SPRING 2018 | independentschoolparent.com
PHOTOGRAPHY: PATRICK MURPHY
JAZZ IT UP
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MEMORY LANE
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MEMOOOL R I ES
impression of the school?
Coming from a small village aged 10 to Foremarke Hall, little was known about life beyond Parwich. I remember my first day, arriving at this huge tree-lined estate with a lake and pillars on the Hall front like those in Rome, the assembly hall being our meeting place with parents in tow. I stood by the big open fire place, holding back the tears! Were you a day boy or boarder?
I was only to be a weekly boarder at first, but later that year I asked Mum and Dad if I could board full-time. We were having too much fun playing in the school grounds to go home. Did you ever get homesick?
Yes, so I visited the Headmaster, Mr Theobald, who suggested I go out, draw a picture and bring it back to him. I decided to draw the Hall and those pillars from the bottom of the drive. Impressed by my work, Mr Theobald handed it to the art teacher, and later it ended up being printed on to the school mug. My love of art was born and the art school became my new friend. After those first five days, I was running towards the football pitch when I recognised our family car pulling up. I was so over the moon when I realised that my Dad had come to watch me play. Any cherished moments?
I played left-back and nearing the final whistle, I somehow
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played rugby, overseen by Mr Mills, in the freezing cold, and then gradually thawed out in the Chaggers showers trying to prolong the experience for as long as possible.
your first
independentschoolparent.com | SPRING 2018
When I was growing up, I wanted to be…
An actor. And it was all thanks to Mr Levesley who would spend many a patient hour directing the school plays, and giving me the bug for a career on the stage after landing the title role of “Dracula” in Dracula Spectacula.
TOM
CHAMBERS The actor and 2008 Strictly Come Dancing winner Tom Chambers recalls his days at Foremarke Hall, Repton Prep School, Derbyshire managed to score a goal. The whistle blew and having scored the winning goal, I was carried off the pitch on the shoulders of my Alexander House teammates. From that moment, I was invited to play football during morning break under the trees next to Front Square. I had made my mark and found friendship! Where was your favourite hangout?
Visiting the tuck-shop and sneaking off to eat sweets in the woods near the “out of bounds” old summerhouse in Burdett Wood was a definite favourite. I love reminiscing the countless
hours we spent playing table tennis before prep in the library. Letter writing on Sunday afternoons and the thrill of getting letters back during the week was also something I looked forward to. Were you an all-star sports captain or outside field lingerer?
I made it into the school teams and spent countless hours trying to impress Mr Hawtree for the football 1st XI. I also
Share your school memories @ISParent
Any nicknames?
Dearest Archie with his thick glasses, who used to help with the dishes, coined my nickname “teelyceely”, inspired by Top Cat. What did you learn about yourself at school?
It was the making of us as young people, learning to grow with a level of confidence, to work as a team and strive to reach our personal goals. It was the perfect springboard into understanding how to get the best out of ourselves. It highlighted the importance of relationships versus personal achievement, being grateful and being able to adapt in different circumstances.
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E Tom is currently IT starring as “Bobby” in the musical Crazy For You, touring the country until June. crazyforyoutour.com
“I got the bug for a career on the stage after landing the role of ‘Dracula’ in ‘Dracula Spectacula’.”
PHOTOGRAPHY: RICHARD DAVENPORT
W
hat was
www.hurtwoodhouse.com
“A thriving School with historic links to Harrow School, which provides a well-rounded, well-grounded education in a welcoming atmosphere� The Good Schools Guide 2016
OPEN EVENING Tuesday 15th May 2018, 5.00pm - 7.00pm You are invited to Open Evening at The John Lyon School For entry into the School at age 11, 13 and into the Sixth Form. This is a ticketed event, admission only by online registration at: johnlyonopenevening.eventbrite.co.uk The evening will include a tour of the School and an address from the Head.