LONDON GUIDE TO SCHOOLS

SPEAKING TERMS

Elizabeth Ivens explains why so many prep school curriculums now prioritise fostering a love of language, from Mandarin at nursery to Ancient Greek in year seven

mid mounting concerns at the state of modern foreign-language learning nationwide and GCSE Modern Foreign Language (MFL) entries “declining significantly” in the last 20 years, according to Ofsted, the independent sector has been shining a light on how they engage children in languages. And, unsurprisingly, many schools stress that valuing a language and immersing children in it from an early age is key to engagement and uptake.

Kate Bevan, head of Junior School at the Notting Hill & Ealing High School for girls, where pupils learn Mandarin from age four before French Club is offered in year two and German from year four, says “active and varied multisensory learning” and showing children a language’s “usefulness” is fundamental.

“We choose Mandarin as the first language our students learn because at their young age they’re able to pick up the sounds and accent that much more easily,” she explains, “There’s no confusion with English phonics either, which there can be with European languages.”

Meanwhile, at the co-ed Dragon School in Oxford, for four to 13 year olds, pupils learn French from year one, and “are taught almost entirely orally” says head of Modern Languages Charlotte Adams. “Quick, energetic activities” are key to engaging younger children in the modern foreign languages classroom, she stresses, adding: “The essential elements of French at the pre-prep are those of fun and confidence. “In the classroom, languages can be a subject where you’re allowed to go a little crazy! We never shy away from using games and competitions to engage our Dragons.” Children can progress to an extra language – Spanish, German or Ancient Greek – from year seven.

At the all-boys Merchiston Castle School in

A FLAIR FOR LANGUAGES

THE LIVELY MFL DEPARTMENTS AT MERCHISTON CASTLE, THE DRAGON SCHOOL AND NOTTING HILL & EALING HIGH SCHOOL

Edinburgh, which offers French, Spanish, Mandarin and Russian, boys are introduced to two or three languages from ages seven and eight “with starter activities and games” says Dr Clare Flanagan, head of Modern Foreign Languages at the boarding and day school for seven to 18-year olds. She says early exposure to languages meant all pupils, who must take one language to GCSE/National 5, “have experience of at least three languages”.

“Previously, Spanish was delivered as the ‘core’ language,” she says, “But we now take a rolling approach to covering different languages over time so that boys who have been at other prep schools aren’t disadvantaged and so that boys can follow their individual interests and make informed choices about language preferences for qualifications.”

At Notting Hill & Ealing High, the teaching staff’s approach to immersing children in the sights and sounds of a language continues into the senior school. Children learn French, German and Spanish in a carousel rota, alongside Chinese classes, before choosing two languages to study in years eight and nine, says head of MFL Jana Schindler-Smith. At GCSE, a minimum of one language is required “with a lot of students in fact choosing to take two”.

“The study of languages at secondary level is very popular. Our uptake in German, for example, has increased, which goes against the national decline,” Schindler-Smith adds. The school has also recently launched Foreign Languages Evenings, and holds a special Week of Languages event, as well as partnering with other schools in respective countries.

Yet there are concerns over the national picture regarding the study of languages. At Merchiston Castle, Dr Flanagan points to societal attitudes as a problem: “The attitude so often voiced in British society: ‘what’s the point of languages, people speak English anyway’ has certainly been evident,” she says. “However, many parents remain enthusiastic about an education enriched by language learning.”

Charlotte Adams at The Dragon agrees: “We should be encouraging our children to show respect for others by learning their language. The ‘everyone speaks English anyway’ attitude is an unwelcome one, and something that we shouldn’t encourage.”

At Notting Hill & Ealing, Kate Bevan stresses: “We want to support our pupils to be global citizens who can communicate with others, as well as have the opportunities that language learning brings. “It’s a bit hackneyed, but the Nelson Mandela quote is a good one: ‘If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.’” nhehs.gdst.net; merchiston.co.uk; dragonschool.org

THE DIRECTORY

OUR PICK OF PRE-PREP AND PREP SCHOOLS IN LONDON AND OUTSIDE THE CAPITAL

THE AVENUE NURSERY & PRE-PREP

Highgate, N6 5RX, 020 8348 6815 83 pupils; girls and boys avenuepreprep.co.uk

Founded by principal Mary Fysh over 40 years ago, what began as a nursery of six is today a popular non-denominational school. Singing and the learning of stringed instruments is a focus, along with the encouragement of self-reliance, self-esteem and self-confidence.

DEVONSHIRE HOUSE PREP

Hampstead, NW3 6AE, 020 7435 1916 (nursery and upper school); NW3 6PD, 020 7431 3466 (junior school) 580 pupils, girls 2 ½-11; boys 2 ½-13 devonshirehouseschool.co.uk

Resilience and wellbeing are at the heart of this prep and pre-prep, based in four large Victorian houses in Hampstead. Mental health is “everyone’s business” and generosity of spirit is promoted as a key ethos of the school. Academically strong with subjects ranging from coding with robotics to Latin, boys are prepared for Common Entrance and girls 11+.

EATON HOUSE BELGRAVIA

Belgravia, SW1W 9BA, 020 7924 6000 240 boys, 3-11 eatonhouseschools.com

One of the top feeder schools for Westminster and St Paul’s. There is no testing at 4+ entry for boys who, benefitting from the school’s personalised approach to learning, develop at their own pace and go on to great things.

HAWKESDOWN HOUSE

Kensington, W8 7PN, 020 7727 9090 70 pupils, prep and nursery, co-ed 2-11 hawkesdown.co.uk

“A place of fun, purpose and success, to remember with warmth”. With premises just off Kensington Church Street, Kensington Gardens makes for a fine back yard. The school prides itself on its thoughtful teaching, high academic standards and its emphasis on kindness and courtesy.

LYNDHURST HOUSE

Hampstead, NW3 5NW, 020 7435 4936 133 boys, 4-13 pre-prep and prep lyndhursthouse.co.uk

Prizing enthusiasm and commitment, Lyndhurst has an excellent record at Common Entrance and scholarships particularly to the major independent London Public Schools. Celebrating its 70th anniversary in 2022, Lyndhurst places great emphasis on rewarding and recognising good behaviour with house points and commendations.

PRINCE’S GARDEN PREP SCHOOL

South Kensington, London SW7 1ND, 020 7591 4622 150 boys and girls, 3-11, pre-prep and prep princesgardensprep.co.uk

Few central London preps can boast a two-acre garden for exploration and play, right in the heart of South Kensington (pictured). The school also benefits from its proximity to Imperial College for use of its swimming pool and indoor sports facilities. Academically strong and with state of the art science labs, the school’s small classes and kind environment allow children to flourish.

ST JAMES PREP

Kensington, W14 8SH, 020 7348 1794 222 pupils, prep and nursery, co-ed 2-11 stjamesschools.co.uk/prepschool

“We want our children to arrive at school with a song in their heart and leave fizzing with what they have learned,” says headmaster Kris Spencer. Based in Kensington Olympia, the school offers an award-winning vegetarian menu and spiritual wellbeing is a key element. Sanskrit is taught.

ST PHILIP’S SCHOOL

South Kensington, SW7 4NE, 020 7373 3944 110 boys, 7-13, Roman Catholic day school stpschool.co.uk

“A tiny dot of a school that produces incredible boys,” was how an Eton master described St Philip’s. There’s a family feel to its townhouse premises in the heart of Kensington, where the headmaster greets pupils and parents on the doorstep each morning. It aims to offset the pressure of being a competitive school with “having a blast” says headmaster Alex Wulffen-Thomas. Leavers head for Harrow, Eton, Dulwich College, City of London, Westminster and St Paul’s.

OUTSIDE LONDON

COTTESMORE SCHOOL

West Sussex, RH11 9AU, 01293 520648 201 pupils, girls and boys 4-13; boarding 8+ cottesmoreschool.com

Close to Gatwick, pupils at this multi-award winning prep come from the local area, London and overseas. Beautiful grounds with golf course, fishing lake, heated pool and shooting range. Strong on creative arts and sciences and feeds public schools such as Eton, Harrow and Charterhouse.

CRANLEIGH PREPARATORY SCHOOL

Surrey, GU6 8QH, 01483 542058 300+ pupils, co-ed 7-13, day and boarding cranprep.org

A strong community and a thriving house system are hallmarks of this prep. A good number of leavers go up to the senior school. London pupils in the upper years take advantage of flexi-boarding and a weekly bus service from Wimbledon Common. The enviable grounds play host to many sports festivals.

STRONG ARGUMENT

A PUPIL TAKES PART IN THE ANNUAL BEALE DEBATE AT CHELTENHAM LADIES COLLEGE

TALKING POINT

Inclusive and delivering skills for life, the art of debate has never been more important, writes Charlotte Pearson

n today’s world, everyone has an opinion. And with constant media exposure, presentation and eloquence matter more than ever. Whether a student’s ambitions are to work in politics, law, business or a creative industry, the ability to argue a case clearly and persuasively is a skill for life, which helps to develop confidence and can set one up for just about any career path.

School debating teams are quickly becoming as commonplace as sports teams, and provide the same sense of camaraderie and purpose. At Berkhamsted, a family of schools in Hertfordshire and Buckinghamshire, debate is woven into school life. “Students at Berkhamsted take part in an array of debating activities, from timetabled lessons and inter-house competitions at every year group to external tournaments, including those run by Oxford and Cambridge Universities and the English Speaking Union. We have found debating to be invaluable in raising awareness of global issues, ensuring heightened confidence and developing both argumentation and empathy,” says a spokesperson for the school.

Jack Swanston runs the Debating Society at Repton – a co-educational secondary school in Derby, with overseas campuses in the Middle East, which has taken a lead in the world of school debating. Repton has a popular Debating Society, which holds inter-school debates, and a yearly House Debating competition, with awards given for best novice and overall speaker to encourage participation. Students receive regular feedback from the seasoned debaters who serve as coaches for the event. This year will see the inaugural ‘Repton Debating Festival’, a global initiative in collaboration with the international schools that is set to be a highlight of the school calendar.

“Debating is a skill that allows students to develop and refine their analytical ability whilst delivering spontaneously prepared speeches using a range of rhetorical devices,” Swanston explains. He praises the inclusivity of debating, with students of all ages and interests encouraged to take part, even those for whom English is a second language. Swanston feels the importance given to debating has helped to promote “a culture of oracy” at Repton, and he has noticed that those students who have been “regular debaters” have had good success in securing places at Oxford and Cambridge, with Repton debaters taking part in schools competitions hosted by those universities.

All-girls Cheltenham Ladies’ College is another secondary school where debating forms a key part of student life, with a popular weekly pupil-led Debating Society, which gives students from all year groups the chance to hone their debating skills and learn from one another. School spokesperson Kieran Hatten says the emphasis at CLC is on showing students the value of public speaking, and how it becomes more important in later life, with regular public speaking

A CULTURE OF ORACY

PUPILS AT REPTON’S DEBATING SOCIETY. BELOW, CHELTENHAM LADIES COLLEGE GIRLS VOTE

contests within the school, where students prepare a speech on a set topic and then deliver it to their peers; this “introduces pupils to the demands of speaking persuasively, as well as encouraging them to challenge a speaker with their own questions,” explains Hatten. The jewel in the crown of the CLC debating schedule is the Beale Debate, an annual debating contest between sixth form students and alumnae.

Downe House in Berkshire, also an all-girls senior school, takes a multi-pronged approach to promoting public speaking. The ‘World Ready Programme’ is designed to prepare students for the wider world, from speaking in school assemblies or touring prospective families during Open Mornings, to Model United Nations political debating, and attending Weekly Academic Lectures, where speakers are invited to discuss various topics and answer students’ questions.

Downe House has a sixth form debating society, the Plowden Society, which follows the British parliamentary style of debating. The Phoenix Society allows students to research and present “on any topic they find fascinating”, in the words of the sixth form head of the society, with events hosted in conjunction with boys’ schools such as Eton, Harrow and Radley. And there is also a lower school public speaking event, for years 7 and 8, with students auditioning and being selected by sixth form mentors on the basis of how well they answer a supplied question, designed to be contentious and thought-provoking. Last year’s was “Is Covid or climate change the greater threat to humanity?”

A spokesperson for the school sums up the importance of debate for students: “It teaches them valuable skills in refining arguments, listening to other points of view, challenging with effective arguments, and thinking quickly, logically, and independently under pressure… And, of course, it is enormous fun.” berkhamsted.com; repton.org.uk; cheltladiescollege.org; downhouse.net

THRILLS and SKILLS

Teaching leadership and strategy, CCF offers the best education for teenagers explains Major Dan Reed from Cranleigh School in Surrey

n the past, Combined Cadet Force training for the ever-popular Duke of Edinburgh’s (CCF) groups in schools have been Award is also managed by our CCF team. perceived as afternoons of relentless CCF is all about teenagers gaining confidence and drills and shouting. Nothing could be getting to understand more about themselves. So we further from the do a lot to push our recruits truth. Modern CCF programmes contain a broad range of activities – from treks and adventure activities “EXPEDITIONS TOO, BY PLACING out of their comfort zone with adventurous training, rock climbing, mountain biking – to escape rooms and mentoring – TEENAGERS IN and even parachuting, which is and offer the best possible experience for teenagers to gain SITUATIONS WHERE the ultimate test of mettle. The last group of Sixth Formers to resilience, independence and THEY MIGHT BE try it said it had a life-changing leadership skills. Cranleigh now has 175 recruits UNCOMFORTABLE, effect on their confidence. Expeditions, too, by placing with a mix of boys and girls and is DEVELOP teenagers in situations where becoming more popular each year CHARACTER” they might be uncomfortable, with ten members of staff involved as or have to fend for themselves, well as outside volunteers. We have develop character and taken out a lot of the drill activities and added more independence in a safe and controlled way. In an outdoor experiences like navigation training, which uncertain world, where parents do everything to also improves team work and discipline. Much of the remove risk for their children, such activities are a

LEAP OF FAITH

175 PUPILS AT CRANLEIGH TAKE PART IN CCF, WITH ACTIVITIES INCLUDING PARACHUTE JUMPS

PAYING RESPECTS

A CRANLEIGH CADET SALUTES A WAR MEMORIAL AND, BELOW, MEETING WAR VETERANS

vital part of education, revealing the grit and resilience that young people need for their futures.

We run a wide range of trips and training, beginning with Exercise TIGER CUB – where pupils learn how to live in a field and take care of themselves and their equipment – moving through to Exercise TIGERS FURY where they learn basic tactics. Our Easter camps offer adventurous training – mountain biking, abseiling, rock climbing – and in summer camp they’re trained by the Army in a trip that includes shooting ranges, paintballing, confidence courses and escape rooms.

We have restarted our shooting fixtures and last year qualified for the cadet nationals at Bisley. We have also become a national centre for Target Sprint – air rifle shooting and running, which is a great co-educational sport – and plan to host a national qualifier in the summer.

Modern leadership is all about motivation and empowering those around you, so CCF teaches pupils about the softer side of leading people, giving them skills in mentoring and encouraging others at the same time and providing a practical application for leadership skills. The programme changes pupils so much in the years they take part. It gives them a real morale boost and you can see pupils grow in stature as they tackle things they never dreamed they would be able to do.

It is difficult to learn leadership without being put in a situation to lead and CCF teaches those practical aspects where pupils are suddenly section commanders, leading teams and solving problems. That’s why universities and employers are keen to see CCF listed on students’ CVs.

Ultimately the programme gives young people confidence, and allows those who may not be sporty to believe in themselves. If you’re thinking about it, just give it a go – whether you enjoy adventures, tactics or leadership, CCF has something for everyone. Dan Reed joined Cranleigh in 2013 as teacher of Design Engineering and deputy housemaster, after eight years of service as an Officer in the Army. A keen sportsman, he represented Wales in clay pigeon shooting, is a qualified ski instructor and won numerous Army rugby cups with his regimental side, The Royal Welsh. cranleigh.org (See Directory p72)

THE DIRECTORY

OUR PICK OF SINGLE SEX AND CO-ED DAY AND BOARDING SCHOOLS

BERKHAMSTED

Hertfordshire, HP4 2BB, 01442 358000 2,000 pupils, prep (co-ed), girls 3-18, boys 3-18, day/boarding, co-ed sixth form berkhamsted.com

A family of six schools, where girls and boys are taught together in the prep school until 11, then on separate campuses from 11-16 before joining together again for the co-ed sixth form. Within easy reach of London, the school develops “remarkable” people, a place where students can flourish without being an academic hothouse.

CHURCHER’S COLLEGE

Hampshire GU31 4AS, 01730 263033 950 pupils, 11-18, co-ed day school (250 in the prep school) churcherscollege.com

Celebrating its 300th anniversary, the school has come a long way since Richard Churcher bequeathed money in 1722 for the education of 10-12 boys so they could be apprenticed to masters of ships sailing to the East Indies. An hour from London, the school now offers two large campuses in acres of green space near the South Downs, a happy atmosphere and a broad range of extra curricula activities.

HURSTPIERPOINT COLLEGE

West Sussex, BN6 9JS, 01273 833 636 1,000+ pupils, 4-18, co-ed day and boarding hppc.co.uk

Known as Hurst, a dynamic ‘all the way through’ school (pictured) taking pupils from prep to sixth form on its campus on the South Downs behind Brighton. Trains from Victoria Station whisk London children to tiny Hassocks Station where a bus service takes them to the school. Academic, yet strong in soft skills which equip children for life, from drama and dance to music and sport. There’s a warm community ethic and the ‘Hurst culture’ is one of inclusivity without entitlement.

KNIGHTSBRIDGE SCHOOL

Knightsbridge, SW1X 0BD, 020 7590 9000 424 co-ed pupils, 3-16 pre-prep to senior knightsbridgeschool.com

A rare all-round and all-through school in London, taking pupils from nursery to GCSEs. KS is strong on sport, from netball and fencing to gymnastics and skiing, with some pupils reaching national standards. Its prime central location offers unique opportunities, such as performing with the English National Ballet.

KING’S COLLEGE SCHOOL WIMBLEDON

Wimbledon, SW19 4TT, 020 8255 5344 1,400+ prep and senior day school for boys 7-18, girls 16-18 kcs.org.uk

An academic powerhouse with a record of successful results. The mixed sixth form offers both IB and A levels. Economists launch their own economic journal and chess wizards enter the U19 national championships. Headmaster Andrew Halls OBE is retiring at the end of summer 2022 after 15 years.

MAYFIELD

East Sussex, TN20 6PH, 01435 874600, 400 girls, 11-18, day and boarding school mayfieldgirls.org

A Catholic school in the beautiful Sussex countryside. Girls can enjoy a wide variety of activities and the arts are particularly strong, with some of the best ceramics facilities in the country. Its ethos is to build girls’ confidence in a fast-changing world and to challenge the “stereotypical views of what they can and should achieve”. Mayfield girls go on to become zoologists, medics, engineers, architects and vets. London-based pupils board the school minibus outside the Old Vic theatre on Sundays.

MILL HILL SCHOOL

Mill Hill, NW7 1QS, 020 8959 1176 1,000+ pupils, co-ed 13-18, day and boarding millhill.org.uk

Established in 1807 and set in 150 acres of parkland, Mill Hill School is just half an hour from central London. Vibrant and with a global outlook, it offers a modern, day and boarding school for pupils coming from a wide range of nationalities both in London and neighbouring counties. In recent years, the school has produced seven sporting internationals, as well as Wasps and Saracens rugby players.

MORE HOUSE SCHOOL

Knightsbridge, SW1X 0AA, 020 7235 2855 200 girls, 11-18, day school morehouse.org.uk

Small class sizes, outstanding pastoral care, academic rigour, a Catholic ethos and the values of commitment, integrity and compassion underpin this girls’ school. Its Pont Street location means access to prime central London, whether backstage tours of the National Theatre or walking trips to galleries and museums. More’s Household is its Gifted and Talented programme with bookclubs a particular strength.

WETHERBY SENIOR SCHOOL

Marylebone, W1U 2QU, 020 7535 3530 337 pupils, 11-18 boys’ day school wetherbysenior.co.uk

In Wetherby’s short history, it has built a reputation as a caring school with high academic standards. The new headmaster Joe Silvester endeavours to equip boys with a sense of responsibility and shared values so they are ready for the challenges of modern life. Its central London location allows trips to museums, galleries (the Wallace Collection is nearby), exhibitions, lectures and theatres. Clubs include the Barometer Club for budding writers and journalists and Model United Nations.

Wimbledon

to the world

Hall School Wimbledon prepares its pupils for the future with a globally-minded education, excellent facilities and rich pastoral care

Hall School Wimbledon (HSW), is the only co-educational all-through school in Wimbledon. It’s an inclusive, non-selective school for five to 18-year olds, and the school’s cherished pupils make up a lively community of budding scientists, artists, dancers, authors, carers, musicians and athletes, sharing a spirit of adventure and a thirst for knowledge. The new headmaster, Andrew Hammond, would be delighted to show you around HSW and its nine-acre outdoor site.

As a non-selective school, HSW, part of the Chatsworth Schools family, still maintains a strong emphasis on academia, as well as sports and the arts. Staff are proud that the examination results continue to improve year on year and are significantly above the national average. The small class sizes allow teachers and pupils to develop excellent working relationships, and as a school who is always looking towards the future, HSW has the ability to adapt its curriculum to enable more opportunities for its young people, based on the demands of a developing world.

Every child at HSW is treated as an individual and celebrated for who they are. The school’s intimate campus fosters a relaxed, family atmosphere and pastoral care is central to life.

All children are encouraged to participate in sport, with pupils benefiting from exceptional facilities at Oberon Fields, less than a mile away from the school. This nine-acre space is home to rugby and football pitches, a cricket square and a wonderful pavilion which has been re-developed with teaching spaces for outdoor learning, performing arts and cookery.

When pupils leave HSW, it’s as confident, empowered and globally-minded young people, who are equipped to lead and contribute fully to society. Come and see for yourself what HSW has to offer.

FOR MORE INFORMATION AND TO ARRANGE A PERSONALISED VISIT

Contact the admissions team on 020 8394 6144, or via admissions@hsw.co.uk Visit hsw.co.uk

HALL SCHOOL WIMBLEDON

The road to SELF-KNOWLEDGE

Eve Jardine-Young, headmistress of Cheltenham Ladies College, offers insight into the teenage brain

mongst the joys of teaching are the perennial company of young people and the fellowship of colleagues who feel the same. On days when middle-aged malaise and loss of faith in human nature start to rear their heads, even just one hour reminding yourself why you came into teaching in the first place never fails to provide a restorative tonic to the soul.

Considering the many pupils I remember, whose professional lives beyond school are now unprecedently visible to the likes of me through their elective connectedness and social media activity (largely via LinkedIn), I can’t help but feel pride on their behalf, and excitement, in seeing their choices for further education, volunteering, training and employment.

Decisions that seem clear and confident with hindsight – what subjects to study, where to apply, how to have a meaningful impact in the world – do not, however, feel quite so obvious at the time when one is in the grip of the angst so common during adolescent years, the years when greater confidence and self-knowledge are often yearned for by those who feel themselves in the grip of bewilderment, insecurity and ‘overwhelm’.

One of the most enlightening talks I have ever attended was by Dr Sarah-Jayne Blakemore at the Cheltenham Literature Festival on the subject of her team’s groundbreaking and award-winning research into the development of the brain during adolescence.

For enlightening insights into your own teenage years as well as deeper understanding if you are now a parent, I highly recommend her book Inventing Ourselves: The Secret Life of the Teenage Brain. For so many, this is a period of our lives which coincides with the years of formal schooling in which we experience the double-edged blessing of many peers in the same boat, but also many witnesses to one’s own lurching passage towards self-knowledge, self-determination, and finally feeling comfortable in one’s own skin.

Dr Blakemore’s work reveals that there are nonsinister, cognitive neuroscience-based explanations for why teenagers wake up and go to sleep later, why they seem compelled to take excessive and irrational risks, why an easy child becomes a challenging adolescent, and why there is often a greater need for intense friendships. We now know that parts of our brains continue to develop into our 20s and 30s as white matter increases and grey matter decreases. Biological changes in our brains cause changes in how we interact with people, the decisions we make and how we think of ourselves, and I agree with Dr Blakemore that as a teenager, “I would have found it helpful to know that everything I was feeling, the changes, the turbulence, the difficult times, was part of a natural, adaptive biological process that would take a while, but which would stabilise”.

Adolescence is a period of vulnerability, but it is also a time of enormous creativity – one that we can, with more committed intention, better acknowledge, nurture and celebrate. It is a time in which we find our way to our adult selves, and what a privilege and opportunity it is to be a part of those years in the lives of others. cheltladies.org

A TIME TO REFLECT

ADOLESCENCE IS A PERIOD OF ENORMOUS CREATIVITY AS WELL AS VULNERABILITY

FUTURE READY

As the modern world and working practices change, so too must schools adapt teaching to equip pupils for the 21st century

CHARACTER BUILDING

LEARNING OUTDOORS ENCOURAGES CREATIVE SKILLS AT BELMONT PREP AND, BELOW, HURST

hat is a skill for life? This is a question that is constantly posed at prep and senior schools to ensure staff are providing pupils with the tools to succeed in a fast-changing world.

At Belmont Preparatory School, which feeds into Mill Hill School in north London, there is a holistic and comprehensive Future Skills programme. It includes four 21st century skills: Communication, Collaboration, Creativity and Critical Thinking; as well as three core qualities: Calmness, Compassion and Character. Together, it makes up its 7 Cs for the Future. The world of business has changed and schools must adapt. A new programme which has begun integrating into the curriculum at Belmont is the KidsMBA which enables pupils to develop the aptitude, skills and confidence to set up a real-world business. It teaches students how to collaborate effectively with a team and the school community. It also builds pupils’ innovative and creative skills, both timeless (cooking, first aid and outdoor learning) and contemporary (robotics, videography and sustainability).

Leon Roberts, head at Belmont states that one of the most exciting parts of the programme has been the collaboration with the King’s Foundation School in Malawi: “It is wonderful to see live lessons with pupils across two continents sharing their innovative ideas and developing a global outlook.”

At Hurstpierpoint College Prep School in West Sussex, the Hurst for Life programme provides opportunities for all pupils in Years 3-6 to enrich their education beyond the curriculum. It focusses on five key areas: wellbeing, living in a wider world, communication and presentation skills, computer skills, and community and voluntary participation. Nick Oakden, the deputy head of Prep School encourages the children to actively engage with current affairs. “Knowing the world around us, with its complexities of politics, cultures and conflicts is important. Through the Votes for Schools programme, pupils engage with current affairs, explore issues and challenge ideas. The children also spend time around campus to develop an appreciation of all natural and living things.” millhill.org.uk; hppc.co.uk

People power

Shona Colaço, head of Knightsbridge School, on the importance and long-lasti ng benefi ts of belonging to a community, both inside and outside the school gates

At Knightsbridge School we believe in the power of community. Of being connected as a family within our school and being part of the community outside. At KS, as our school is known, we aim to be an unashamedly happy and vibrant school. Our ethos is based on a set of values – known as the KS Code – shared beliefs centred on caring for each other and fulfilling our individual potential every day.

Our school has an amazing atmosphere where children can be themselves, where they can discover their many strengths, and challenge their weaknesses, supported by an unbelievably dedicated team of teachers and staff. We are a ‘joined-up’ community at KS – each and every member of staff is connected with every child.

We provide an enriching and truly rounded education with more than 70 extra-curricular clubs at the school. A strong spirit of can-do attitude runs throughout, from children, to staff, to the wonderful parents who support us every step of the way.

KS is deeply involved with the local community and has meaningful partnerships with two local primary schools, Ashburnham Community Primary School and Marlborough Primary School, and during lockdown we set up and ran a food bank at a third primary school in Lambeth. KS has also provided much-needed mental health support by establishing Place2Be at Ashburnham Community Primary School.

KS pupils are encouraged to think of their own ways to support the local community; the eco-committee created wrapping paper out of waste paper, which was sold at Christmas to raise money for charity. KS staff and parents took part in a sleep-out for the homeless last term, raising more than £50,000 for Restart Lives, a charity based in the church opposite the school.

Children learn best when they are happy. We believe much of human happiness comes from being part of a community, so we do whatever we can to create a warm, vibrant community both inside and outside our school.

WE WARMLY INVITE YOU TO VISIT US TO EXPERIENCE THE KS FAMILY

Book a school tour by contacti ng our registrar at registrar@knightsbridgeschool.com or call 0207 590 9006; knightsbridgeschool.com

THE DIRECTORY

OUR PICK OF CO-ED AND SINGLE SEX DAY AND BOARDING SCHOOLS

CHELTENHAM LADIES COLLEGE

Gloucestershire, GL50 3EP, 01242 520691 840 pupils, girls 11-18, day and boarding cheltladiescollege.org

CLC is one of the top ranking girls’ schools in the country. Strong in every field, but particularly debate, sport, the arts – yet there is still fun to be had with rock band club and upcycled fashion shows. Recent leavers have gone on to study everything from astrophysics and mechanical engineering to Arabic and interior design, with girls in 2021 winning places Oxbridge, Imperial College and Yale.

CATERHAM SCHOOL

Surrey, CR3 6YA, 01883 343028 1,000 pupils, co-ed 13-18, day and boarding caterhamschool.co.uk

Within easy reach of central London, Caterham offers an outstanding academic education with 83 per cent of A level results last year being awarded an A* or A. Success is balanced with the school’s award-winning wellbeing initiatives: its pastoral motto is “We’re all in this together”.

CRANLEIGH SCHOOL

Surrey, GU6 8QQ, 01483 273666 620 pupils, co-ed 13-18, day and boarding cranleigh.org

Set in 280 acres of Surrey countryside, Cranleigh offers pupils space to flourish, with a particularly strong extra-curricula offering. Developing fulfilled young people is integral to the school’s ethos. Sport is dynamic and successful, with a nine-hole golf course adding to the range of outstanding facilities. The U15 boys are celebrating having just become Surrey Rugby Sevens champions.

DOWNE HOUSE

Berkshire, RG18 9JJ, 01635 200286 573 pupils, girls 11-18, day and boarding downehouse.net

Downe House is a traditional boarding and day school with a modern approach. Situated in a beautiful Berkshire 110-acre woodland estate, just 60 miles from central London, Downe House offers family-friendly boarding balanced with an exceptional range of opportunities. An outward-looking attitude is part of the School’s DNA, with all Lower Fourth (year 8) pupils spending a term in France while the Upper School and Sixth Form can take part in the Global Student Exchange Programme.

GRESHAM’S SCHOOL

Norfolk, NR25 6EY, 01263 714500 818 pupils, co-ed 2-18, pre-prep, prep and senior, day and boarding greshams.com

Located in extensive grounds, with lavish sports facilities and a newly opened state of the art science and technology centre funded by Old Greshamian Sir James Dyson, Gresham’s is one of the top 30 International Baccalaureate schools in England. The North Norfolk school was founded in 1555 by Sir John Gresham and now offers all-the-way through schooling from nursery to sixth form.

REED‘S SCHOOL

Surrey, KT11 2ES, 01932 869001 700 pupils, boys 11-16, girls 16-18 day and boarding reeds.surrey.sch.uk

A relatively small school, Reed’s aims to offer a values-driven education so that pupils may leave with “a desire to go into the world and improve it” says headmaster Mark Hoskins. Situated in Cobham, the school’s campus is within an easy bus journey from west London or by train from Waterloo. It is strong in cricket, hockey and rugby and runs tennis, ski racing and golf academies.

REPTON SCHOOL

Derbyshire DE65 6FH, 01283 559200 620 senior and 400 prep, girls and boys, 3-18 (70 per cent boarders) repton.org.uk

Repton is a leading boarding and day school in the heart of England. Every aspect of school life at Repton interweaves – excellence in sports helps build academic achievement, sector-leading pastoral care underpins performance in every area of the school and arts, drama and music forms rounded, culturally aware young adults ready to become global citizens. Reptonians (pictured) thrive on the school’s sense of balance in all aspects of life, at school and beyond.

TONBRIDGE SCHOOL

Kent TN9 1JP, 01732 365555 800 boys, 13-18, day and boarding tonbridge-school.co.uk

One of the leading all-boys schools in the country. The maths department is celebrating another great performance at the British Maths Olympiad, and last year 96 per cent of GCSE students gained a 9-7 grade (A*-A). Life is anchored by a strong tutor and house system, with a genuine rapport between boys and staff. While sport and music (over 80 boys are Grade 7 and above) are outstanding, so too are quirkier clubs such as Rocketry.

WELLINGTON COLLEGE

Berkshire, RG45 7PU, 01344 444000 1,080 pupils, co-ed day and boarding, 13-18 wellingtoncollege.org.uk

Built in 1853 as a monument to the Duke of Wellington and set in 400 acres of parkland, this is a school setting to fire the imagination. Just an hour outside London and 40 minutes from Heathrow it’s accessible too. The Arts Council awarded it an Artsmark Gold and sport is outstanding, reaching national standards for polo, shooting and equestrianism as well as rugby, cricket, golf and hockey.

BROAD HORIZONS

SIXTH FORM PUPILS AT WETHERBY SENIOR ARE ATTRACTED TO THE RANGE OF SUBJECTS ON OFFER AT US COLLEGES

AMERICAN DREAM

Sixth formers are increasingly looking across the Atlantic for college opportunities. Wetherby Senior in London offers advice to those wishing to apply

he lure of world-leading universities in the USA means more young people are applying to study stateside. However, the US admissions process is more holistic than the UK’s, meaning personal and bespoke advice, along with tailored guidance, is needed to support ambitions to study across the pond.

Since opening in Marylebone in 2017, Wetherby Senior School’s Sixth Form has received over 30 offers for its sixth formers to study in the USA. These include Georgetown University, UCSD, University of Chicago, UCLA and a D1 Football Scholarship to the University of Akron. At the time of going to print, the School’s 2022 applicants had already received early decision offers from NYU, UPenn, Babson, Northeastern and Notre Dame.

The attraction of studying in the USA is clear, as Dena Deedat, head of sixth form, explains: “Studying abroad is always very appealing to our sixth formers, providing an opportunity to enjoy a different culture and way of life first-hand.

“In addition, the American education system typically offers the opportunity to explore a wider range of subjects at undergraduate level before you declare your major. This can be particularly attractive to our students who enjoy studying a broader range of topics before specialising.”

Current Year 13, Faris, has an offer to study Global Liberal Studies at New York University. “I have always been excited by the prospect of pushing boundaries and experiencing new things, so applying to the US was a great option for me. I chose Global Liberal Studies because it is a chance to develop my passions

TOP TIPS ON APPLYING TO STUDY IN THE USA

Wetherby Senior School’s US advisor Martine Gagnon

• Start early! Aside from strong academics, US colleges will be looking for applicants with great extracurricular profiles and insightful personal essays. There are over 4,500 higher education institutions in the US, so it’s also a good idea to start researching early. • Ten is the magic number! I recommend casting a wide net and applying to a range of institutions with a mix of aspirational, target, and safety choices. • Sixth formers should tailor their college applications to focus on fit for an increased chance of success. • Best behaviour! Finally, don’t forget to be nice to your sixth form teachers; they’ll be writing your recommendation letters.

in English and History, as well as explore what NYU has to offer through the ability to select a minor in a different course,” he says.

The process of applying to US universities differs to the UK’s UCAS system, meaning Wetherby Senior is supporting and encouraging the ambitions of its sixth formers with two US university advisors at the School’s central London site. These external experts provide one-to-one guidance to sixth formers on the application process and offer weekly group sessions on preparing application essays. Wetherby Senior’s current year 11 started weekly sessions following the February half-term, as the school believes early preparation is essential for the best applications.

Current year 13, Robert, has been accepted to University of Notre Dame in Indiana to read Environmental Sciences and Sociology. “During our weekly sessions on applying to the States, our US university advisor explained how we should approach writing our common application essay and our supplemental essays for each university,” he says. “I was also able to send this advisor my supplemental essays, before I submitted, and get further feedback.”

As well as the support of US university advisors, Wetherby Senior’s head of sixth form writes all counsellor references, in collaboration with the boys’ form tutors who they see every day as part of the excellent pastoral provision at the school. She notes, “Writing counsellor references is really enjoyable because it gives me the chance to show off the achievements of each boy in a very personal way. Throughout their time in sixth form, I look out for moments of kindness, responsibility and leadership, as well as academic success.”

Wetherby Senior expects numbers of applications to the US to continue to rise, especially when current sixth formers hear from former peers now stateside. Wetherby Senior alumnus, Bennett, joined University of Notre Dame in 2020, and says: “Words couldn’t explain my excitement before starting at Notre Dame and college life hasn’t disappointed. Every day I feel so grateful to be here, it’s home.”

Wetherby Senior’s headmaster, Joe Silvester, says: “Applying to study in the USA can be incredibly complex, even before you consider that this process takes place alongside A Levels, co-curricular activities, and submission of a UCAS application. I’m very proud that our sixth form team and US advisers can offer specialist advice and guidance, with this support reflected in the incredible number of offers received. I’m delighted that so many of our sixth formers look beyond the UK for higher education opportunities. Adding a global perspective to your degree, through study abroad, offers immeasurable future rewards and a fantastic experience of another country.” L wetherbysenior.co.uk. See Directory p66

Happy inHampstead

With exceptional facilities and enriched learning, The Village Prep School in North London provides an outstanding education for every pupil

The Village Prep School believes that every child should achieve their full potential through exceptional teaching tailored to individual needs. The school offers 2½ to 11-year-old girls meaningful and exciting learning experiences that go well beyond the curriculum, and take advantage of its outdoor space right in the heart of Belsize Park. Village Prep girls achieve fantastic results, and 2021 saw its best-ever Year Six results, with 16 scholarships to an impressive range of leading London day schools.

The new head Morven MacDonald, who joined the school in September after seven years at Garden House in Chelsea, would be delighted to welcome you to the school and give you a tour of its Edwardian building and the outdoor space. This includes a fullsized floodlit netball court, a large grassed area, an adventure playground, an outdoor classroom and fruit trees and herb gardens. A well-equipped theatre is used for an array of indoor sports, as well as the girls’ fantastic theatrical productions.

Sport is an important part of life at The Village Prep, and as a partner school of Saracens Rugby Club and associate school of Saracens Mavericks Netball Club, the girls have the opportunity to see topclass sport and gain coaching tips from experienced professionals. As part of the Chatsworth Schools group, The Village Prep also benefits from invaluable expertise by being part of a family of schools.

Homework isn’t regularly set to complete at home. Instead, the girls in KS2 are given independent study homework slots during the school day. Teaching staff believe this helps pupils approach independent learning tasks effectively. They leave school at 4.30pm having completed their homework and attended a club and therefore, home time is for family, reading and play!

FOR MORE INFORMATION AND TO ARRANGE A PERSONALISED VISIT

contact the admissions team via 020 7485 4673 or hello@thevillageprepschool.com Visit thevillageprepschool.com