School House - Spring/Summer 2017

SPRING / SUMMER 2017

CHALLENGE AND RESILIENCE Power words for 2017

ANTHONY SELDON The future of education

BRILLIANT LONDON

WORLD-CLASS SCHOOLS In partnership with

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CONTENTS

S P R I N G /S U M M ER 2017

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NEWS

SCHOOL BULLETIN The latest news from prep and senior schools YOUNG ACORNS High fliers from independent schools MOVERS AND SHAKERS Heads’ appointments and new buildings IN THE KNOW Educational updates, events and books

SCHOOLS

THE CHAMELEON CHALLENGE Keith Budge on school partnerships A CAPITAL AFFAIR Charlotte Fairbairn profiles the best of London LESSONS FOR LIFE Sally Jones on the benefit of adventure WALKING TALL Sam Moore, of Dauntsey’s, on challenging adolescents LISTENING POWER The Dragon’s headmaster John Baugh talks about confidence PATRONS OF THE ARTS Emma Love on schools supporting the arts THINKING OUTSIDE THE BOX Sally Jones discovers how Steiner and Montessori institutions offer choice

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ECCELESIASTICAL PEARLS OF WISDOM Harriet Hirschler worships at the altars of some outstanding abbeys and chapels, plus cathedral schools 16

EDUCATION

FOCUS: A CHILD’S MIND Educationalists and psychologists on what happens when things go wrong WAKE UP! Anthony Seldon calls for a 21st-century approach to education BREXIT FALLOUT Mark Beverley, of Sevenoaks, on the future of the IB

PARENTS

A BALANCING ACT When to pay if you cannot all the way, by John Dabell THE KNOWLEDGE with agony aunt Victoria Lambert GET WITH THE RHYTHM Rachel Kelly cooks up some brain food for adolescents HAPPY CAMPERS Summer sorted with Harriet Hirschler’s pick of the best camps TRUMPED Anna Tyzack on Brexit, politics and property

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OPINION

A PILGRIM’S LIFE Tom Burden advocates a country education AN ‘A’ FRAMED EDUCATION Sherborne boys and girls partner up CONFESSIONS OF A MATRON Jan Goldsmith, of Cranleigh, plays a pivotal pastoral role in a boys’ boarding house

REGULARS

HEAD GIRL Poppy Hooper from Queen’s Gate School, London PARANOID PARENT is held hostage by three teenagers OLYMPIC HEIGHTS Jazmin Sawyers remembers a special coach at Millfield

SCHOOL LEAVER

NEWS What’s going on at university AN OXBRIDGE QUEST Ella Braimer Jones pays for some advice DINOSAUR OR PHOENIX? James Barton on the gap year’s more conservative reincarnation SAFE TRAVEL Plan ahead, says Heyrick Bond Gunning YOU’RE HIRED Victoria Lambert on apprenticeships

DIRECTORY

LONDON SCHOOLS COUNTRY SCHOOLS SCHOOLS’ LISTINGS

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London calling

School chapels to lift the spirit

Off on an adventure

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EDITOR’S LETTER

n the eight years I have been editor of independent schools magazines, the London education scene has changed dramatically with new prep and senior schools opening in response to an increased demand for places, from international parents in particular (page 32). Pupils are even being sent here from overseas by parents who believe that a British school can give their child a more balanced, less pressurised education than they could get at home.

With this in mind I am delighted to announce that School House will be the main media partner for the Independent Schools Show held in Battersea in the November half term, which showcases independent prep and senior schools from across the country.

Our reputation for offering a holistic education and outstanding pastoral care, as well as our understanding, knowledge and teaching of those with specific learning difficulties, is respected globally, but as mental health issues and the impact of excessive examination pressures on children remain hotly debated topics, we ask Sir Anthony Seldon, the far-sighted former head of Wellington College, to gaze into a crystal ball and consider the future of education (page 82).

Supporting the arts

Confidence, resilience and challenge are 2017 buzzwords. John Baugh, headmaster of the Dragon school believes that children benefit from being listened to, valued for who they are as people rather than their grades, and from learning how to fail; something of a head spin in a world that is all about passing exams to win in the schools’ stakes (page 46).

But what happens when it does all go wrong? School House asks the questions parents fear and finds some surprisingly robust answers from schools, tutors and psychologists in this issue’s Focus (page 72). The main message coming from Rupert Syme of Lionheart Education, which helps children who have fallen out of the system to get back in, is not to panic. It is not WWIII, the world is not over and there will be a solution, however creative it may need to be.

Speaking of creativity, independent schools are hotbeds of it; patronising the arts, providing alternative education models and plenty of adventure, all of which is covered in this issue. I look forward to seeing you at Battersea Park in the autumn.

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CONTRIBUTORS ANTHONY SELDON

Sir Anthony is a leading authority on contemporary British history and education and Vice-Chancellor of the University of Buckingham. The former master of Wellington College is author or editor of over 40 books on contemporary history, politics and education and is an honorary historical advisor to Downing Street.

ADVERT SPACE JOHN DABELL

Ofsted inspector John Dabell trained as a primary school teacher 20 years ago, teaching in a range of schools in London and the Midlands, including an independent junior and high school in Derby and Nottingham.

He also taught science at Nesna University College in Norway.

RACHEL KELLY Times journalist and author Rachel Kelly runs mental health workshops and is an ambassador for SANE, Rethink and Young Minds.

Recently, she teamed up with nutritionist Alice Mackintosh to create a cookbook for increasing wellbeing and mental health.

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CONTRIBUTORS RUPERT SYME

Old Etonian Rupert Syme first experienced Lionheart Education, a school, consultancy and tutoring agency in London, as a 12-year-old tutee returning to England. Later he trained in psychometric assessment and returned to the company, determined to give other children a simliar experience to his own.

He became managing director in 2002 and chairman in 2012.

ADVERT SPACE

JOHN BAUGH

Dragon school head John Baugh has been at the helm for the past 15 years.

He has previously held headmaster posts at Edge Grove in Hertfordshire and Solefield School in Sevenoaks. He will be moving onto pastures new this summer, and will be succeeded by Mr Crispin Hyde-Dunn.

ELLA BRAIMER JONES

Ella was a student at South Hampstead High School.

She writes for School House about a three-day course run by Oxbridge Applications to improve her interview technique.

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EDITOR Annabel Heseltine EDITORIAL ASSISTANT Harriet Hirschler PRODUCTION ASSISTANT: Chloe Smith ART DIRECTOR Parm Bhamra

PUBLISHER Camilla van Praagh ADVERTISING EXECUTIVE Melissa Campbell ACCOUNT EXECUTIVE Sophie Oliver PROPERTY DIRECTOR Fiona Kirkness CREDIT CONTROLLER Penny Burles GROUP PUBLISHER Julia Carrick EDITOR IN CHIEF Lucy Cleland FINANCE DIRECTOR Jill Newey MANAGING DIRECTOR Jeremy Isaac

A NATURAL THERAPY CLINIC, OFFERING A RANGE OF TREATMENT OPTIONS FOR CHILDREN WITH A WIDE RANGE OF DEVELOPMENTAL DIFFICULTIES.

CONTRIBUTING EDITORS

Melanie Cable-Alexander, Charlotte Fairbairn Sally Jones, Victoria Lambert, Emma Love Robert Stewart and Anna Tyzack

EDITORIAL ENQUIRIES annabel.heseltine@schoolhousemagazine.co.uk ADVERTISING ENQUIRIES camilla@schoolhousemagazine.co.uk SCHOOL HOUSE is a biannual magazine published with Country & Town House magazine and distributed to AB homes in Barnes, Bath, Battersea, Bayswater, Belgravia, Bristol, Brook Green, Chelsea, Chiswick, Clapham, Coombe, Fulham, Hampstead Highgate, Holland Park, Kensington, Knightsbridge, Marylebone, Mayfair, Notting Hill, Oxford, Pimlico, Putney, Richmond, South Kensington, St John’s Wood, Tunbridge Wells, Wandsworth and Wimbledon. It is also on sale at selected WHSmith, Sainsbury’s, M&S, and Waitrose stores and independent newsagents nationwide.

School House is published by Country & Town House Ltd, Studio 2, Chelsea Gate Studios, 115 Harwood Road, London SW6 4QL (tel: 020 7384 9011). Registered number 576850 England and Wales. Printed in the UK by William Gibbons and Sons Ltd, West Midlands. Paper supplied by Gerald Judd. Distribution by Letterbox.

Formerly The David Mulhall Centre, The Child Development Centre has been helping thousands of children for 23 years.

Copyright © 2017 School House. All rights reserved. Reproduction in whole or in part without written permission is strictly prohibited. Materials are accepted on the understanding that no liability is incurred for safe custody. The publisher cannot be responsible for unsolicited material. All prices are correct at the time of going to press but are subject to change. Whilst every care is taken to ensure all information is correct at the time of going to press, it is subject to change, and School House takes no responsibility for omissions or errors. School House is published by Country & Town House Ltd.

Find out more about the new services on offer.

www.thechildcentre.com 020 7223 4321 The Child Development Centre CDCLdn

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Country & Town House is a member of CPRE (Campaign to Protect Rural England)

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Queen’s Gate School occupies a Victorian Grade-II listed town house

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SPRING/SUMMER 2017

POPPY HOOPER, QUEEN’S GATE SCHOOL, LONDON SW7

Poppy Hooper, 17, is head girl of Queen’s Gate, a senior and junior day school for 535 girls in West London with a strong emphasis on pastoral care. here i no ni orm and al ho gh hool e hni all fini he a m in ra i e ea her and il olla ora e long a er ard in e ra rri lar a i i ie and l in l ding ro k lim ing a hion dra ing and i i o he o geogra h le el ea her die i h her on a rda he grade eigh alle den de i ion o go o a ondon da hool a made a er ha ing on idered oarding he a her aren are i e ri he ha e an arrangemen ha he an go o a eekend and like he a ha he an kee her ork e ara e rom her o ial li e l ho gh o o r e here i a ro o er a ime he i rren l looking or a en e or he lea er all hi h ill in ol e ndrai ing and no mall amo n o organi a ion ome hing hi h ill and her in good ead a ni er i Her de i ion o d oli i and in erna ional rela ion a a ell ro ni er i a in en ed her e erien e o eing he re e o odel ni ed a ion hi h a ra hool il rom a ro he glo e o de a e e like he dea h enal and he re gee ri i in he edi erranean hen he no on he odi m her el o hel organi e he hool n iring omen erie in i ing eaker in l ding ell Ho en and hami hakra ar i o alk a o heir a hie emen Her ork e erien e a a anking la firm ro ided in igh o ha e o de ide on a e ifi areer a h

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PREP SCHOOLS Animals, Olympians and green initiatives to impress

Beagles make an impression at Hanford

Hazlegrove pupils experience Wales

Alpacas arrive at

Godolphin Prep A group of four-legged visitors were given a warm welcome at Hanford School in Dorset. The Pimpernel beagles were an excitable, but well mannered, pack that mingled with the girls under the watchful eye of the whip standing on ‘holy hill’ outside the Hanford chapel. Girls rushed around handing out food and drink to the followers, including parents, who waved the beagles off on a pre-scented trail hotly pursued by a gaggle of girls.

Pupils at Godolphin Prep School were delighted to greet some special guests from Pennybridge Farm: three female alpacas named Cleo, Lana and Gabi. The alpacas’ keepers, Peter Frances and Joy Newman, spoke to girls from the Salisbury pre-prep and prep school and answered some searching questions. The girls felt the remarkably soft alpaca wool and then tried their hand at creating a length of alpaca woollen string.

The Sutton High School bug hotel has opened to ladybirds, spiders and caterpillars with food for the mini beasties supplied by eager nursery children who helped to create an Dragon School swimmers hospitable habitat with different rooms of wood, straw, leaves take the plunge and twigs. Now the girls can often be found searching for bugs in the garden before gently carrying them over to their temporary accommodation.

Junior pupils at Sibford School are hoping to attract some prickly visitors with unique new accommodation on the school site. The youngsters, from nursery class through to Year 2, have created two hedgehog houses for their forest school area and are now waiting to see if the makeshift designs will Hedgehogs are housed at Sibford attract suitable inhabitants.

EXTRAORDINARY LENGTHS Year 6 children at the Dragon School, Oxford, took on the annual ‘Swim the Channel’ challenge using the prep school’s indoor pool. The year group collectively swam the length of the English Channel, 1,416 lengths of the pool, in aid of Leonard Cheshire Disability. With each child swimming between ten and 16 lengths, they reached the French coast and were 1.6km into the country by the time the challenge came to an end.

Bruern Abbey take on the Ridgeway

Boys, parents and teachers at Bruern Abbey raised money for their new foundation, Bruerni Amici, by walking and running the Ridgeway national trail. The objective is to create a hardship fund so that if hard times hit his parents, a boy will be able to continue his studies in the school. Bruen Abbey’s remit is to take boys with dyslexia and return them to mainstream senior schools, including Charterhouse, Winchester and a number of schools across the academic spectrum.

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CREATURE COMFORTS

Back to nature

Year 5 pupils from Hazlegrove School enjoyed a variety of hands-on bushcraft exercises in the great outdoors during their stay at Naturesbase farm in Wales Activities, including gathering materials and making Andy Goldworthy-inspired art sculptures, building fires and toasting marshmallows, den building and navigating their way along the five-mile walk to the coastal town of Aberaeron where they built theme parks for crabs on the beach. Back at the West Country school, Hazlegrove pre-prep children celebrated ‘Apple Day’, which was first introduced in 1990 at Covent Garden by the Dorset-based national charity Common Ground. Activities included weighing, rolling and peeling their apples and making apples crowns, bags and tags.

An apple a day

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NEWS On the map

Foremarke Hall is celebrating its extensive inclusion in a new version of the worldfamous Monopoly board game as Monopoly: Derby Edition went on sale.

As well as a Foremarke Hall square and a picture of the school in the centre of the board, the game also includes a Community Chest card that tells the player lucky enough to pick it up: ‘Congratulations!

You have been awarded a scholarship to Foremarke Hall, Repton’s preparatory school.’

Foremarke Hall pupils get on board

Dominic Peckham directs at RHS

Green-fingered Walhampton pupils

MUSICAL MAESTROS After the huge success of last year’s Sing Up! Suffolk choral workshop, The Royal Hospital School invited 600 Year 5 and 6 primary school pupils once more for a day of singing directed by the National Youth Choir of Great Britain conductor Dominic Peckham.

Twelve-year-old saxophonist and St Swithun’s School pupil, Emma Pearce, was the winner of two cups at the Gosport Music Festival – the Samson Cup for the best overall woodwind performance and the prestigious Peter Cheer Cup for the most promising instrumental musician in 2016. Emma will be performing at the Portsmouth Music Festival later this month and the annual scholars and exhibitioners’ concert at St Swithun’s School.

WAVING THE FLAG

Walhampton Prep School in Lymington, Hampshire, is the latest school to receive the Eco-Schools accolade of Green Flag status. BBC environmental presenter Miranda Krestovnikoff presented the Green Flag to the school, which has been working towards the award for over 25 years, from the first steps of using recycling bins to investing in a biomass boiler.

GOOD SPORTS

GB gold medallist Alex Danson

Sixty girls from Greenacre School, Caterham Prep, Rowan Prep, Surbiton High Girls’ Prep, St Ives, Aberdour, Bramley, Cumnor House Girls, and Seaton House braved the rain for a workshop with England hockey player Alex Danson on the Greenacre School all-weather pitch. The GB Olympic gold medallist then went on to surprise girls at Millfield Prep by taking them through their paces on the astro-turf before signing their hockey sticks. In Scotland, Dan Wallace, who won a silver medal for the men’s 4 x 200m freestyle swimming relay at the Olympics, visited Belhaven Hill, Dunbar. Wallace, who comes from there, spoke about winning medals and the Glasgow Commonwealth Games. In Reading, European gold medallist Jessie Gibbon returned to her alma mater, the Oratory Prep, for an interview by Year 8 pupils in their English lesson.

Hockey players at Barrow Hills travelled to Valkenburg, Holland, to compete with Dutch players. They trained at the impressive sports complex in Maastricht every morning, followed by a competitive match in the evening against a variety of teams.

Their last training session included a surprise visit from Team GB Olympic gold medallist Sophie Bray, who answered questions and autographed the boys’ sticks and water bottles.

Chess at Parsons Green Prep

Footie champs

The Under 8 football team at Papplewick School, Ascot, triumphed at the annual football tournament at Summer Fields School, Oxford, beating 20 teams from London and the SouthEast. The final was played against Eaton House the Manor, who had won the tournament three times in the past, but the Papplewick team came out on top winning 2-0.

PHOTOS: THINKSTOCK

Emma Pearce

STEM SPECTACULAR

Parsons Green Prep, a champion of STEM, was awarded for its outstanding provision by the Independent Schools Association. The London school was chosen for its real-life application method of teaching science, technology, engineering and maths.

Bronze medal decathlon winner Martin Brockman interacted with boys at Northcote Lodge off the sports field, in an anti-bullying lecture. Martin spoke to the boys about his childhood and overcoming many obstacles including being bullied at his first school for his height and high voice.

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SENIOR SCHOOLS Stargazing, Olympian dreams and musical arias chime a chord

MAKING THE GRADE

Engineering excellence

Tech-minded racing enthusiasts at Bromsgrove School took kit-car racing to an accelerated level with their all-electric race Bromsgrove’s race car The Chicken car. The Chicken recently achieved a top speed of 30mph at the Greenpower engineering series race.

Six pupils at Oundle School, Northants, were awarded an Arkwright Engineering Scholarship. The boys, aged 16, were selected for their potential as future engineering leaders based upon their academic, practical and leadership skills.

Three scientists from Woldingham School won the most innovative idea in the 2016 STEM Teen Tech Awards. The girls created an app called MyST (My School Trip) that helps teachers organise exciting school trips for their students.

Oundle’s record cohort of Arkwright scholars

DEMOCRACY IN ACTION

Eighteen students from Reigate Grammar School travelled to The International School of The Hague in The Netherlands to participate in one of the most highly regarded Model United Nations conferences in the world, following weeks of preparation. The senior school students discussed subjects such as the mistreatment of the Yazidi people, destruction of World Heritage sites and how to deal with ISIS/DAESH.

Olympians take schools by storm

Team GB has been inspiring pupils and staff at independent schools across the country.

Hurst College hosted Olympic rower John Collins, who spoke to sports scholars about his journey from being a rather overweight school boy to Olympic rowing finalist at Rio 2016.

Old Whitgiftian Joseph Choong met with the current crop of modern pentathletes at his alma mater in South Croydon. Olympian Dr Hannah Macleod, a forward in the Team GB hockey squad, took students at St Benedict’s School, Ealing, through their paces on the AstroTurf. Meanwhile, Year 10 student Lily Gibbs was presented with her Triathlon South East Youth Championship trophy by Cobham Hall’s Olympian elder Kate French.

Athletes didn’t just impress on the sports field – double Olympic gold champion Heather Stanning MBE focused on the mind, delivering the Combat Stress Scotland autumn lecture at Loretto School in Musselburgh.

SPELLBOUND AT SHIPLAKE

Sixth-formers at Shiplake College were visited by hypnotist Martin S Taylor, whose greatest trick is that he doesn’t use hypnosis. Mr Taylor’s lecture to the students was about the psychology of suggestion.

Students learnt how the combination of suggestion, peer pressure and the innate sense of obedience make subjects particularly susceptible to what we perceive as hypnosis. Mr Taylor then demonstrated his concept by challenging some brave volunteers to remember their names, and others were deluded into leaping out of their seats as if they were suddenly boiling hot.

PHOTOS: THINKSTOCK

Abingdon Science Partnership is running an after-school GCSE astronomy course.

Pupils from Larkmead, Fitzharrys, John Mason and Abingdon School meet weekly in the Yang Science Centre to learn about the solar system, stars, galaxies and cosmology. A Larkmead teacher has joined the pupils taking the GCSE. Cheltenham College has launched a mini MBA for its students, providing an overview of all the skills required to set up and run a successful business. College students will produce a business proposal for their own start-up company to present to a panel of entrepreneurs in London’s business centre.

A former Cheltenham College pupil is providing seed funding for the winning business.

Cheltenham College Kings Monkton, Cardiff, is introducing a new co-curriculum this year. Inspired by the IB format, it will be based on natural sciences, business and law, education and humanities, and creative arts with a focus on personal development. Pupils will follow learning pathways designed to move them in the direction of their chosen career.

King’s Monkton

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NEWS SCHOOLS ALIVE WITH THE SOUND OF MUSIC

CHARITY BEGINS AT SCHOOL

Composer Francis Shaw returned to his alma mater Milton Abbey to give workshops with pupils and a recital concert. Mr Shaw who was one of the school’s first pupils in the 1950s told how he used his passion for playing the organ in the abbey as a way of avoiding rugby.

BBC Blue Peter’s Anthea Turner was guest judge at Saint Felix School’s annual talent contest the House Shout. Kay House triumphed for the fifth year running with their energetic performance of a medley of 80s hits.

A royal photo from the Pangbourne College archive

School centenary captured

POWERFUL PRAYER READING

Pangbourne College marked its centenary year with a photographic exhibition displaying 100 years of history, from the school’s original foundation as a nautical college through to modern day school life.

Cranleigh School celebrated 100 years of rugby since its first match against Epsom, sharing a photograph of the 1916 team.

A LEADING LIGHT

Rossall School, which has its own astronomy centre and Victorian observatory, created a dazzling display for the Blackpool Illuminations.

Organisers asked Dr Nick Lister, director of the Lawrence House Astronomy and Space Science Centre, to work on ‘Chasing Stars’, a show which projects 3D animations onto Blackpool Tower.

Five girls from St Swithun’s School competed in the Winchester and Portsmouth Cranmer awards, a prayer reading competition at the Bishop’s residence in Winchester. Three girls won prizes, with St Swithun’s winning both first and second places in the senior category.

A DIFFERENT PERSPECTIVE

Sevenoaks School is leading the way in introducing Virtual Reality (VR) into its classrooms. The innovative tool is now used for many subjects including art and design. In philosophy, the VR kit vividly explores the alarming theory of French philosopher Rene Descartes that we might be dreaming all the time.

Taunton School swimmers

St Mary’s pupils get in character

Anthea Turner is guest judge at Saint Felix School

Mayfield girls saddle up

THIS GIRL CAN

Ten girls from Felsted School have been selected for the Essex cricket squads. Jemima Leigh and Kim Raeburn have been selected for the U11 squad, Jess Olorenshaw and Ruby Hart for the U13s, Beth Irvine, Emma Jones and Annabel Hills for the U15 squad and Alex Went, Poppy Timson and Amie Chapman for the U17s.

Mayfield School’s equestrian squad is riding high again after competing at the National Schools’ Equestrian Association championship.

They took home the title of dressage team champions, 1.10m team show jumping champions and open arena eventing team champions.

Going the distance

Pupils and staff from Lord Wandsworth College, Hook, showed grit and determination when they cycled from John o’Groats to Land’s End in the school’s 13th annual charity cycle tour covering 120 miles a day for ten days. A team of seven 13-year-olds from Taunton School in Somerset achieved their dream of crossing the English Channel in 15 hard-fought hours. They beat a team of staff by 50 minutes, but were pipped to the coast by a group of Royal Marines – just three minutes ahead.

PHOTOS: THINKSTOCK

Dover College pupil, Harry Cordell, gave such an excellent interview to the BBC about his work volunteering at the Alkham Valley Community Project, funded by BBC Children in Need, that he was subsequently invited to read part of the Children in Need poem during the programme’s live broadcast. The centre provides therapeutic riding activities.

Students at St Mary’s Senior School, Colchester, raised money for Young Minds by tackling a challenging cross-country course in fancy dress, including unicorns, breakfast, Hilary Clinton and Donald Trump.

Reigate Grammar School headmaster Shaun Fenton submitted himself to the winter ice bucket challenge to raise money for LEPRA, which works with people trapped by disease, poverty and prejudice.

Dauntsey’s School presented a cheque of almost £13,500 for Malaria No More. The majority of the funds raised came from sponsorship of those pupils who took part in the gruelling Devizes to Westminster canoe race last Easter. The remainder of the money was raised through a series of events at Dauntsey’s in Wiltshire, including the school swimathon where students swam a total of 186 miles.

FOOD FOR THOUGHT

Girls at Farnborough Hill experienced sustainable farming first hand when they visited Tupenny Barn in Southbourne to learn about raised vegetable beds, herb gardens, polytunnels, beehives and composting facilities.

A talk from the Sustainable Restaurant Association emphasised the importance of ethical and healthy food management.

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YOUNG ACORNS Talented students making their mark The City, London

Good as gold

CLIMBING TO THE TOP

Eleven-year-old Toby Roberts, of Edgeborough School in Farnham, is British and European champion in his age group after competing in the Youth Colour Climbing Festival in Imst, Austria – an international competition for ten to 13-year-olds from across the globe. Toby, who became the first British person to ever win at the Youth Colour Climbing Festival, began climbing three and a half years ago at an after-school club and now climbs with the Craggy Island Youth Climbing Team in Guildford.

A sixth-former, who joined Downside School from South Africa in 2014, has been recruited

by Goldman Sachs thanks to his A-level results.

Soleye Onasanya will complete a bachelor’s degree in Digital and Software Solutions at Queen Mary University of London while working for the global investment banking firm three days a week.

Harvard University

PHOTOS: THINKSTOCK

THE AMERICAN DREAM

A former England U16 hockey player has won a place at Harvard University in America.

Repton School sixth-former Mimi Tarrant will join students from around the globe to major in Neurobiology and Human Evolutionary Biology. Harvard is not only one of the top universities in the world for academic research, it also has a strong athletic reputation and will be proud to include this talented sports star in its ranks.

VOICE OF THE FUTURE

A sixth-form student from St Benedict’s School, Ealing, won the final of the European Youth Debating Competition, held in Budapest. Caroline Gakpetor defeated competitors from nine other European countries, and was one of only three students to represent the UK in the competition. Pupils debated the issue, ‘How would you imagine your future – with or without the petrochemical industry?’ Caroline argued for more investment in renewable energy and less reliance upon petrochemicals.

A DRAMATIC DECISION

Reigate Grammar School head girl and A* grade student Dannie Harris has turned down a place at Durham University to pursue her dream of becoming an actor.

Dannie has deviated from her predicted career path, accepting a place at Drama Centre London instead whose alumni include Colin Firth and Tom Hardy. Headmaster Shaun Fenton congratulated Dannie, who begins her studies this month, for her talent and drive.

A way with words

Cranleigh School pupil Lewis Bedford has won first prize in an essay competition run by Oxford University. His work ‘Are Humans Destined to Live in Cities?’ beat entries from all over the world in the Contemporary Worlds category of the Staton Essay prize. Lewis will collect £150 prize money at a special awards dinner at the Regents Park College, Oxford. An A-level student of geography, politics and English, Lewis plans to study Land Economy at Cambridge.

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MOVERS & SHAKERS Heads on the move and new buildings

CHANGING FACES

NEW HEAD FOR SCHOOL’S 130TH YEAR

ABINGDON PREP ANNOUNCES NEW HEAD

Mrs Katharine Woodcock joins Sydenham High Senior School in London as headmistress in April 2017 as the school celebrates its 130th birthday. Her previous post was senior deputy head of Queen’s College, an all-girls’ school based in central London, and she succeeds Kathryn Pullen who is retiring.

Pastures new for Sussex head

Mr Craig Williams will take up the position of head this September. Since 2013 he has been the senior deputy head at Thorngrove School in Newbury and succeeds Abingdon Preparatory School’s current headmaster, Michael Windsor, who is retiring.

Dr Richard Maloney is Uppingham School’s 32nd headmaster.

He joins from Bede’s School in East Sussex where he was headmaster and succeeds Mr Richard Harman who has moved on to become General Secretary of AGBIS (Association of Governing Bodies for Independent Schools).

SOUTH WEST LONDON TO SURREY

NEW HEAD FOR ST SWITHUN’S JUNIOR

Mrs Rarity’s first term

Miss Rebecca Lyons has been appointed as headmistress of the Winchester school with effect from the beginning of the summer term. She moves to St Swithun’s Junior School from Stroud, King Edward VI Preparatory School, where she has been deputy head since 2013.

Mrs Olivera Rarity has been settling into her new role as head of Malvern St James Girls’ School. She moved to the Worcestershire school from Notting Hill and Ealing High School in West London where she was senior deputy head academic for six years.

Mrs Vanessa Conlan is the new head at Epsom Pre-Prep and Prep. Mrs Conlan joined the school in January from Lonesome Primary School in South West London where she was head.

New head for London girls’ school

Mrs Paula Mortimer joined The Lady Eleanor Holles School as the new head of junior school in September 2016. Mrs Mortimer was previously head at Saint Christina’s Prep School in St John’s Wood.

NEW HEADMASTER FOR LONDON GIRLS’ SCHOOL

The Royal Masonic School for Girls in Rickmansworth started the new year with a new head, Mr Kevin Carson, following the retirement of Mrs Diana Rose.

He moves to the school from The Grammar School at Leeds where he was co-interim head.

From Scotland to Sussex

Mr Simon Reid will become headmaster of Christ’s Hospital from September 2017. Reid is currently head of Gordonstoun School in the Scottish Highlands and will take over from John Franklin who has served as headmaster for nine years.

New head for prep

Mr James Savile joined Highfield Prep School, Harrogate, at the beginning of the academic year after introducing himself to pupils at their summer sports day. He moved to the Maidenhead school from Salisbury Cathedral School where he was deputy head.

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FURTHER DEVELOPMENTS BRITISH BOARDING SCHOOL OPENS IN CHINA

Wycombe Abbey’s first international sister school has opened in China. Wycombe Abbey International School of Changzhou educates boys and girls from kindergarten to age 18 with a blend of the Chinese and British curricula, including a wide range of IGCSE and A-levels in the secondary school.

HRH The Duke of Gloucester officially opened the new SciTec development at Oundle School, Northants, which encompasses a new mathematics department, science project rooms and the newly extended and refurbished Patrick Engineering Centre.

Grand designs

Grand Designs presenter, Kevin McCloud, opened the teaching classrooms at Bruton School for Girls. The Chapell Building, originally built in the 1960s, now boasts a smart new suite of classrooms with innovative facilities such as ‘teaching walls’, smart boards and the latest green-energy technology.

New year, new look

GB Gold medalist Saskia Clark opened the newly refurbished indoor sports facilities at The Royal Hospital School, Holbrook, including a new sports hall, fitness, martial arts and dance studios.

The school, which is accredited as a NICAS (National Indoor Climbing Achievement Scheme) centre, also boasts an indoor climbing wall.

New digs at Knighton House

Year 8 pupils at the Blandford prep school have been enjoying new dormitories, bathrooms and a large common room in their new Alpha flat. Knighton House pets have also been benefiting from the school’s new pet shed, which houses numerous rabbits, guinea pigs and more.

Northwood School goes green

Pupils from St Helen’s Junior School and Little St Helen’s in Northwood marked the opening of a new eco-friendly junior school facility by forming a human daisy chain into and around the building. The daisy is featured on the school’s much-loved badge.

Royal opening

Into the woods

International conductor and violinist Sir Neville Marriner and concert pianist and presenter David Owen Norris were guests of honour at the opening of Perrott Hill’s new music school which has enviable views across the Dorset and Somerset countryside.

SPACE FOR SIXTH-FORMERS

Queen Anne Caversham’s new sixthform centre, dubbed ‘The Space’, was officially unveiled by Vice Admiral Peter Dunt in front of an audience which included Queen Anne’s alumna and Olympic silver medallist in the rowing women’s eight at Rio 2016, Olivia Carnegie-Brown.

Three-storey building for the social sciences

Oakham School has recently opened an innovative new building for its economics, business, politics and international relations and citizenship departments. New facilities include ‘brainstorming’ tables and write-on walls for students. Presentation rooms and ‘break-out zones’ mirror university style and modern office work spaces.

Paralympian inspires Baroness Tanni GreyThompson cut the ribbon at the opening of St Andrew’s Prep’s new sports hall. The paralympian, speaker and broadcaster delivered an inspirational talk about aiming high to an audience of parents, pupils and staff at at the Eastbourne school which also included The Mayor, Caroline Ansell MP.

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IN THE PIPELINE NEW BOYS’ PREP

Leatherhead school widens access

St John’s School, Leatherhead, opened its doors to 11 and 12-yearolds for the first time last autumn. The new lower school provides an additional entry point for pupils seeking a natural transition from Year 6 onwards.

Glenlamond expands

A junior house and a girls’ boarding house will open at the college this September. Cairnies, the junior house, will facilitate an easier transition to senior school, close to the outdoor classroom, woods, playing fields and golf course.

Goodacre’s will house girls aged 12 to 18 to meet increasing demand.

The Eaton House Group of Schools is opening a new boys’ prep school in September 2017.

Eaton House Prep, in London SW7, will offer 20 places per year. Mr Huw May, headmaster at Eaton House The Manor Pre-Prep, will be the new head.

A moment in time

Children at St Benedict’s School, Ealing, buried a time capsule, containing letters written by the pupils, a uniform and a newspaper on the site of the new nursery and pre-prep department which will be completed

by August 2017. Landscaping will also improve the play areas.

New bi-lingual prep school

Kensington Wade, the first AngloChinese dual language prep school in the UK, is opening its first nursery and reception class in September 2017. The school is founded by Adrian Richardson, former principal of the Cothill Trust and Professor Hugo de Burgh, a leading authority on China and cultural relations between China and the UK.

South West London prep expands

Fulham Prep School is opening a new co-ed senior school in West London in September 2017. It will initially accommodate up to 40 Year 9 pupils on the existing prep school site in Hammersmith before moving older pupils off site to new West London premises.

FIFTH MALVEN COLLEGE SCHOOL OPENS IN HONG KONG

Malvern College Hong Kong will formally open in September 2018 with approximately 380 students in Years 1 to 9, rising to 960 places from Years 1 to 13 when full. Dr Robin Lister, the current senior deputy head of Malvern College, is to be the new founding head of the college’s fifth sister school overseas.

Bromsgrove extends its reach to China

Two schools, Bromsgrove School and Mission Hills, have launched a new ‘not-for-profit’ international school together in Shenzhen, China. The arrangement is cost-neutral for Bromsgrove.

EATON SQUARE ON THE UP

A new co-ed senior school, Eaton Square Upper School, Mayfair, will open in September 2017. The school will be located on Piccadilly and will cater for up to 420 students aged eleven to 18 years.

Warwickshire School to open in Thailand

Rugby School Thailand opens for pre-prep and prep pupils on a 74-acre site outside Bangkok in September 2017. Senior school and boarding facilities are planned to open a year later.

A new phase for LEHS

The Lady Eleanor Holles School gateway project will include an impressive new pupil entrance linking the sports hall and swimming pool to the main school building, improved sports facilities and additional facilities for the provision of STEM learning and teaching, including a state-of-the-art product design suite and high-tech computing classrooms.

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NEWS

IN THE KNOW Gifts, books, exhibitions and holiday ideas

BUILD A DEN 1 This bespoke wicker teepee made entirely from willow will provide an enchanting outdoor base for your mini adventurers. £560. lillingstonliving.com

JANE AUSTEN 200 2017 marks the 200th anniversary of Jane Austen’s death. Celebrate the author’s legacy and introduce new readers to her world.

VISIT Chawton Open Gardens Jane Austen’s beloved village Chawton, Hampshire opens its gardens to the public. 10–11 June; chawton.info ENTER Radio Two’s 500 Words Competition 2017 Aspiring writers, aged five to 13, are invited to enter the world-famous story writing competition. bbc.co.uk BUY The BabyLit Pride and Prejudice Playset with Book Engage little lit-ophiles with characters and classic scenes from Pride and Prejudice with seven punch-out cards illustrated by Alison Oliver. Read along with Jennifer Adams’ adapted play book. £16. bookdepository.com

2 From keeping caterpillars to learning how honeybees communicate, the Bug Hunter Kit includes expert tips on where bugs lurk. With 30 fun projects. £8.99. shop.kew.org 3 Keep their feet dry during those April showers with a pair of Aigle rain boots. £28.99. en.smallable.com

SUN SEEKERS

EASTER Morocco is the perfect Easter destination with its colourful Marrakesh souks, the Berber villages of the Atlas Mountains and surfing off the coast of Essaouira. From £1,100 per person. scottdunn.com MAY HALF TERM Peligoni is a family beach club on the Greek island of Zakynthos with cottages scattered around the hillsides. Includes a créche, Sharky & George kids’ programme and teen-tailored activities. peligoni.com SUMMER Portugal’s Alentejo Coast READING CORNER is unspoilt with surfing, zip-wiring, EXTRAORDINARY abseiling, canoeing, cycling and EXPEDITIONS orienteering. Adults AGES 3+ from £765 for 7 nights; The Mellops activitiesabroad.com

Collect Easter bunny treats in the exotic gardens of Glendurgan Garden, Cornwall.

14–17 April; nationaltrust.org.uk A child with a teddy goes free over the Easter weekend at Muncaster Castle.

Includes a giant Easter egg hunt.

14–17 April; muncaster.co.uk Enrol them in the Audley End House and Gardens Spy School. Super sleuths will receive training in cracking codes and solving clues. 13–17 Feb; english-heritage.org.uk

NEW APPS Artkive archives mini masterpieces with clever digital storage.

Mush mums Kate and Sarah created an app to connect local mums with kids of the same ages.

Watch interactive children’s story app Little Big Foot

HALF-TERM EXHIBITIONS

British artist Mark Neville’s photography exhibition Child’s Play contrasts romantic ideals of childhood with the reality of children displaced as a result of armed conflict, featuring images taken in slums, war zones, refugee camps and London adventure playgrounds (until 30 April; foundlingmuseum.org.uk).

The new Design Museum has opened on High Street Kensington, bringing new exhibitions and a free explorer trail (designmuseum.org).

Game Plan: Board Games Rediscovered will feature family favourites as well as historical board games (until 23 Apr; vam.ac.uk).

Go Spelunking

by Tomi Ungerer When Mr Mellops’ golf ball rolls down a crevice, the whole family set off on an exciting underground adventure. £9.95, Phaidon AGES 9+ Sea Wolf

by Kathryn White Maya doesn’t believe her little brother’s stories about the Sea Wolf, but when he tries to prove himself in a kayak, his sister comes to the rescue. £5.39, Bloomsbury Children’s

AGES 14+ North Face

by Matt Dickinson Eighteen-year-old Ryan Hart sets out on a mission to find out the truth about Everest and joins a race to rescue a climber trapped on the treacherous north face. £6.99, Vertebrate Publishing

PHOTOS: THINKSTOCK

EASTER HUNTS

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Two minds are better than one as schools partner up

THE CHAMELEON CHALLENGE If independent schools are charged by government green papers to help change the state sector, then heads need to know it’s a two-way street, says the incoming chair of the Headmasters’ and Headmistresses’ Conference (HMC) Keith Budge ast summer, The Guardian ran a story on the sponsorship of state comprehensive schools by independent schools, asking whether there might not be a better way to do it than has been done so far. The piece focused on the recent efforts of Wellington College to take over the Wellington Academy. The article cited this as an example of ‘a prestigious private school taking over the running of a challenging academy’, in response to former schools’ minister Lord Adonis’ 2007 imperative that the independent sector should do more to implant its ‘educational DNA’ into state schools through sponsorship.

This expectation is repeated in the government’s latest green paper, Schools that work for everyone, which calls for ‘independent schools to spread their expertise through the state system’ for the benefit of ‘ordinary families’, particularly the so-called JAMs – those ‘just about managing’.

It appears that the Wellington Academy takeover has been a bumpy ride, with changes to both staffing and curriculum sparking student

L

protest. If, as The Guardian suggests, Wellington has struggled in its efforts at academy sponsorship, it does not appear to be alone. Of the few academies established under such arrangements, a significant proportion have received Ofsted reports that are less than glowing – Dulwich College pulled out of sponsorship in 2014.

However well-intentioned efforts might be on the part of independent schools to partner state schools, the undertaking can never be the simple transplanting of what works well in one educational setting into another. I am regularly asked what lessons from the Bedales experience we might offer to other schools, and I am always reticent. I know what works for us at any particular point in time, and while I have ideas about what constitutes good education as a whole, I am mindful that context is everything. I would be wary prescribing from a distance what would work in any another independent school as I would be for a state comprehensive.

By way of example, Bedales sits at some remove from many independent schools in that we do not admit students on the basis of academic merit alone. Rather, we admit young people who we

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PA R T N E R S H I P S think might be suited to our ethos, are willing to work closely with our teachers and can access the curriculum. Our approach to admissions means that we can ensure, as far as we are able, that students will be amenable to our ways of doing things, which is the case, to some extent, with all selective schools, irrespective of their purpose and culture.

Indeed, we are reliant on our student body to help us continually reassess our way of doing things. Does it work for us? In a nutshell, yes.

While we look to outside sources for inspiration, we do so critically and with an eye on our own cultural make-up. In recent years we have commissioned research on the relationship between our approach to teaching and learning and our student’s academic appetite. This is no wholesale importation of ‘best practice’, but rather the stimulus for an informed reflection on what we do and how we do it.

So how might the transplanting of a context-specific independent school ethos to a state comprehensive school work in practice?

A seminal sociological study in 1969 by Jackson and Marsden, Education and the Working Class, explored the educational experiences of working class young people attending a grammar school in Huddersfield. It articulates the clashes of neighbourhoods and school cultures, of rules and behaviours, and expectations. All of these young people had demonstrated the academic potential to thrive at grammar schools – those 1960’s engines of social mobility – but for various reasons associated with cultural dissonance, many of them struggled to bridge the divide between home and school.

I’m not suggesting that this applies in the case of Wellington Academy, but it is pertinent to ask whether we can reasonably expect cultures, structures and practices developed around the appetites of – for the most part – privileged children with their associated cultural baggage to always work for those for whom education may have rather different connotations.

Does this suggest that efforts on the part of independent schools to help state schools in their efforts to transform themselves are

doomed? Certainly not, and I know my view is shared by many of the independent schools who are successfully working in partnership with state schools. But there is an important caveat. Such arrangements must be bilateral – it is wrong to place faith in the idea of a simple flow of know-how from the independent to state sector when there is much to be learned from a return flow.

At the behest of the Times Educational Supplement, I took part in a mutual job shadowing exercise with Geoff Barton, my opposite number at King Edward VI comprehensive school in Bury St Edmunds. I spent a day with him on his patch, and he a day with me on mine. I learned a great deal from the experience and was struck by the realisation of how little I really knew of his world. My admiration for his work and that of his staff for achieving what they do under the shadow of Ofsted was considerable. There are things they do that we could learn from – for example, their exchange scheme with a school in Shanghai, which has been made integral to their student leadership programme, and their use of data tracking. I know that Geoff was similarly struck by some of our work at Bedales.

Indeed, it was this exercise that gave rise to our emerging idea that a reframing of the discussion of partnership between schools of all stripes might be warranted. As educators in our various settings – state or independent, selective or non-selective – there is far more that unites us than divides us, and we have much to learn from each other despite our rather different governance arrangements. What we learn and how we learn it is another question.

The Education Green Paper sets out the need to widen opportunity and to raise standards in maintained sector schools. In the case of Bedales’ contribution, I see further scope to bring our expertise and facilities to bear to support those enriching subjects that we are strengthening – think art, design, drama, dance and music – and yet find themselves outside of the English Baccalaureate and hence at the bottom of the state school curriculum pile. n

Bedales has a unique curriculum that has inspired fellow schools

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Parents rush to get children into the very best London independent schools like Harrow

A CAPITAL AFFAIR

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arolyn Parrish, registrar at Fulham Prep, which takes pre-prep entry on a first-come, first-served basis, doesn’t turn a hair. A man is chasing her down the school corridor waving a piece of paper at her. It’s the school registration forms for his baby, born just a few hours earlier. This is London and she knows that parents, desperate to get their children into a limited number of good schools, have to act fast.

‘If you don’t register your children for the prep school, pre-prep school or even nursery that you want them to go to the moment they are born, you are in trouble,’ says Mia Reay, a mother of three children under the age of seven. She is Finnish and was educated at a series of international schools before going to Cambridge University. She is married to an Anglo-Dutchman, a Westminster School and Brown University alumnus and the family lives in Kensington. London has always been a melting pot of different cultures, but now that parents arrive with the francs, dollars and euros to match their aspirations, the schools are chocka. Sitting at her children’s table are two school friends, half-Nigerian, half-Zimbabwean, whose doctor parents spend every single penny of their incomes on ensuring that their (divine) children get the absolute best education.

In many ways, this vignette represents a microcosm of the London independent school landscape. Yet this is not the whole story.

According to rankings released by the World Economic Forum in 2016, the UK’s schooling system does not rank high on the list. It does not even feature in the top 11. Finland, which is about to introduce ‘phenomenon’ teaching at sixth form, meaning pupils are taught in topics rather than by subjects, heads those rankings.

Switzerland, Singapore and Canada also perform consistently well.

Yet in spite of its relatively modest showing in these tables (it hovers around ABOVE: King’s College Wimbledon is one of the capital’s best day schools BELOW: Places at Fulham Prep are like gold dust

SCHOOLS

number 20), the British private school education sector has an extraordinary international allure. Stories demonstrating the desirability of London schooling are legion. One London parent told me of a Russian child who had been dispatched with the nanny to a Belgravia pre-prep. The parents remain in Russia and the child is miles from its family – a high price to pay for a place on the ladder.

How to explain this? There is the cachet of the private school tradition – the great buildings, the ties with the Church, the pomp and the history. Our oldest private schools go back to the sixth century (King’s Canterbury was founded in 597), and in London, St Paul’s Cathedral School has been in existence for 893 years. On top of that, parents who pay for their children to go to an independent school in Britain know they are placing their children in an environment which looks after the whole child in an all-encompassing way, which is rarely available in other countries.

Moreover, in this globalised world we now inhabit, the English language is the leading lingua franca. One in four global citizens communicates in English with an estimated 565 million people using the language on the internet. If you can pay for a venerated, sophisticated, nurturing education for your child in one of the world’s great cities, what are you paying for if not the opportunity for your child to become one of the most enabled?

London is the home of Westminster School which, along with St Paul’s School for boys and Eton, accounts for more boys’ admissions to Oxford and Cambridge than any other. Pauliners – pupils of St Paul’s Girls’ School – are renowned for their achievements beyond the classroom.

Alumnae include Dodie Smith, of I Capture the Castle fame; the composer, Imogen Holst and politician and stateswoman, Shirley Williams, to name a few. From the loins of Dulwich College sprang explorer Ernest Shackleton; Arts and Crafts designer Charles Voysey and visionary and P. G. Wodehouse, creator of the perennially brilliant Jeeves. At 270 years old, James Allen’s Girls’ School (JAGS) is London’s oldest independent girls’ school and can claim credit for the achievements of artist Winifred Knights and writers Anita Brookner and Lisa St Aubin de Teran.

Great private day schools in London include the Hammersmithbased Latymer Upper School, King’s College Wimbledon and North London Collegiate Girls’ School (which ranked fifth in the 2016 Sunday Times independent secondary school league tables). Feeding these are a host of prestigious and highly rigorous prep schools, from Wetherby and Pembridge Hall – both members of the Alpha Plus Group – through to the six Eaton House group schools based around Eaton Spring/Summer 2017 | SCHOOLHOUSEMAGAZINE.CO.UK | 33

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ABOVE: The oversubscribed Knightsbridge School has adopted a ‘work hard, play hard’ mantra RIGHT: North London Collegiate School looks beyond its own grounds with international links to a Korean school

House the Manor in Clapham (recently bought by the UK based private equity group, Sovereign Capital), to the family-run Thomas’s Schools founded in 1977 by the actress Joanna Thomas and her husband, and now run by their sons Ben and Tobyn.

Oxford-educated educational strategist Becky Quintavalle, daughter of a former Tonbridge headmaster and London parent, believes that part of the attraction is that, ‘At its best, the British school system is unique. Compared to the rote learning encouraged in France, for example, an English education is much more about the expansion of the mind – and that, I think, is very compelling.’

London schools beginning to export their model overseas can only endorse this view – Wetherby-Pembridge New York opens in 2017; North London Collegiate Girls’ has been successfully involved with a school in Jeju, South Korea, since 2011 and in September 2017, will be opening a second partner school in Dubai; King’s College Wimbledon is acting as a consultant to two new institutions being built in China.

Sarah Chapper, director of marketing at North London Collegiate Girls’ School, points to the advantages of international connections. ‘Our girls can go on exchange to our Korean school.

And we hold skype debates with the Korean girls. We believe that a global outlook is invaluable.’

Beyond desirability for overseas parents, the London system is also under pressure for more practical reasons. Head of King’s College Wimbledon, Andrew Halls, says the ratio of applicants to places in the past ten years at his school has doubled from 4:1 to 8:1; North London Collegiate quotes a similar ratio. Halls also points to a population bulge in the 11 to 12-year-olds group, a demographic fluke of the times. Jennifer McEnhill, Head of Admissions at Eaton House the Manor, puts the pressure within the London schools scene down to three main factors. ‘Firstly, London is one of the world’s leading cities; secondly and thirdly, boarding has become more and more expensive and correspondingly less and less fashionable.’

But there is another important factor says Sebastian Hepher, headmaster of Eaton Square School, ‘In the 24 years since I have been working as a London head, the horizon has altered dramatically. More are applying, yes. But there is also a far wider incidence of scattergun applications. One child may be put forward for any number of different schools, which puts even more pressure on the application system.’ In other words, while there is more competition, there is also, as Jennifer McEnhill points out, a greater perception of competition.

Old-fashioned market economics dictate that when supply cannot meet demand, prices rise. In the schooling context, this is evident – only the definition of price is broad in the case of schools. Fees have risen – but that is a fact nationwide, and schools genuinely work to keep them as low as possible. But as well as this is the more concerning academic inflation, as standards rise year upon year in London. This is the price your child has to pay in order to succeed in a crowded market. There are more exams. More pre-tests. Why would you put your child through the 8+ for example when you can have a go at the 7+ and double your chances? I am shown a copy of a 7+ paper. ‘The child is required to write a story in English consisting of three paragraphs and to understand “inference and sarcasm”,’ says parent Joanna Jackson, whose six-year-old son is

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L ON D ON PROF I L E doing ‘homework club’ two days a week, which implies a ten-hour day. ‘Homework club’ is a euphemism for being groomed for the 7+.

Magoo Giles, head of Knightsbridge School, a prep founded in 2006 and already heavily subscribed, is very keen to help the ‘below top ten per cent’ who might not make the most academic schools.

This goes hand in hand with his ‘play hard, work hard’ mantra and his desire to create a community school, where all pupils can reach school on foot. Nevertheless, for applicants over nursery age (nursery places are for siblings only), Knightsbridge candidates (along with their parents) are interviewed. Not selective exactly but at the same time, another daunting hoop for a young child to leap through.

All of this makes it sound as though the London school scene is something to be lamented. Overcrowded, over competitive, stress-inducing. So what are the advantages of going to all this trouble? Suzie Longstaff, head of Putney High School (an all-girls’ school and member of the 24-strong Girls’ Day School Trust), has nothing but praise for the London landscape. ‘Yes, applications to our school went up by 25 per cent last year alone. And yes, I do crawl on my hand and knees to make sure I go through every single application. But I do think we are really lucky in London.

We have great students and committed parents. And the parents have great schools to choose from.’ In the recently published Sunday Times league tables, 12 out of the top 20 independent UK schools were London-based.

And there are signs that the situation may ease as increased

demand is creating supply. New schools are springing up – Notting Hill Prep is about to open a senior school; Fulham Prep, headed by the newly appointed Neil Brooks and recently absorbed by the South African-based Inspired Education Group, opens its senior school in September 2017. Eaton Square is preparing to open a secondary school in Piccadilly, also in 2017. These are just a few of many.

Not only that, but when Fulham Prep opens its secondary school, its pupils will not have as many hoops to jump through to gain a secondary place. ‘In London, it’s not uncommon to find pupils transitioning to senior schools sitting several exams at both 11+ and 13+. By presenting parents with an alternative, where children enrolled at Fulham Prep automatically receive a place in the senior school, we will provide an easy, natural transition.’

Whether or not this array of new schools will be sustainable is open to question. Andrew Halls says: ‘I am personally supportive of these initiatives. There is definitely a gap in the market for good schools that are less selective than, say, Westminster. On the other hand, I believe that Michael Gove did a great job for schools in his tenure and it may well be that the state sector quite properly comes to erode the private school foundations.’

The opportunity to study at these schools is becoming more readily available. At St Paul’s School, for example, the number of bursaries has doubled. ‘In recent years,’ says Zeena Hicks, the school’s head of communications, ‘families who might have sent

Alleyn’s in London occupies a 26-acre site in south London

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ABOVE: Francis Holland Regent’s Park is one of the best girls’ day schools in the capital RIGHT: Britain’s first school to teach lessons in English and Chinese has opened in London

their children to our school or similar have found the fees make us inaccessible. We wanted to broaden our reach. The uptake has been tremendous.’ In December 2016, a nationwide bursary initiative was announced by the Independent Schools Council, proposing a scheme jointly funded by schools and the government to create another 10,000 free private school places across the country.

Innovation is on the cards. Professor Hugo de Burgh has gone into partnership with the Cothill Trust and in 2017, Kensington Wade will welcome its first ten pupils. Named after Sir Thomas Wade, who was the inaugural professor of Chinese at Cambridge, it will be Europe’s first ‘immersive’ English-Chinese school: children aged three to 13 will be taught the whole curriculum in both languages. As de Burgh explains, ‘I had a Damascene moment when I organised a symposium on Chinese relations for Gordon Brown at No. 11. The then director of Rio Tinto Group piped up and said he only recruited staff who spoke mandarin.

This was echoed throughout the room by other business leaders – and it was at that point, I thought we should act on it.’ To some, this may sound like a scary prospect – a tiger mother’s dream come true. But in a globalised world, perhaps we have been lagging behind? ‘Eight-hundred such Anglo-Chinese immersion schools exist in the United States,’ says de Burgh. And already, he adds, the partnership and the model have had interest within several other European countries.

But what if your child is not super academic? What if you, as a parent, cannot face the horror of trailing from school to school, finding doors closing because the inference train has passed you by? Of course, you need not confine your search to inner London – there is an excellent selection of schools within commuting distance. Ludgrove, set in 130 acres of Berkshire, is a top feeder for Eton. Papplewick and Caldicott likewise are commutable prep schools and have excellent relations with their secondary counterparts. A host of the top independent schools as cited in the recent Sunday Times ratings are if not in London, then close

it. Gill David, of St Catherine’s Bramley in Surrey, puts the advantages of such schools in a nutshell. ‘Increasingly it is London parents that we see coming to look at St Catherine’s.

What they like when they come here is the space. Yes, we have high academic standards – these can be achieved in a lovely green environment. Weekly boarding is an option, plus we run a bus to and from Guildford station.’

London may be a hothouse but it seems that’s where the tallest flowers grow. On my pilgrimage round the London scene, talking to pupils who went to Westminster for example, I have been nothing less than impressed. These are highly motivated, argumentative, opinionated young individuals. At 18, they have as much to say about Brexit as I do. They are confident, engaged, interested in reading, thinking and debating. Any school of course can bring this out – and you would be hard pressed to say that the best teachers are always drawn to working in the capital.

But tradition lends authority; so too does an international setting; cultural diversity lends interest. All in all, it may be fairly hellish for the parents who have to dance like butterflies and sting like bees – but if, as Andrew Halls suggests, ‘parents do careful research, do not panic and keep an open mind’, the opportunities are there, with even more in the pipeline. n

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PROMOTION

What is your selection process? We do not believe in testing very young children, as the experience can be stressful to the child and the parent, while the results themselves can provide little evidence of a child’s potential.

Consequently, there is no entrance test for children entering the Den (at age three) or Lower 1 (at age four). Parents are, however, expected to inform the school of any factors affecting their child that may cause difficulties with his or her education.

For children seeking an occasional place at the school in any of the forms above Lower 1 (Reception), the school conducts assessments to determine the child’s attainment, particularly in English and mathematics.

Bassett House Birthday Headmistress Philippa Cawthorne reflects on the North Kensington school’s 70-year history What makes an education at Bassett House School unique? My staff and I pride ourselves on giving all the children a solid academic foundation, while also seeking to find and develop each child’s innate ability and talent.

Subjects are taught to a high level by specialist teachers in small classes or groups, and children are given the opportunity to demonstrate their achievements through concerts, musical ensembles, drama, art exhibitions and sporting competitions.

At Bassett House, we believe in maximum participation so that children may grow in confidence as they try a range of different pursuits.

Friday afternoons are dedicated to a varied enrichment programme in which children can develop their skills in activities such as animation, coding, orienteering, philosophy or even Scottish country dancing!

Residential trips like sailing on the Solent or bushcraft activities allow children to experience what has been termed the ‘hidden curriculum’ – the values, attitudes and capabilities they need to grow into adults who can navigate their way through 21st-century life. All the trips have been selected to include activities that promote resourcefulness, decision-making and practical thinking.

What are the benefits of an education at a city day school? London is such a vibrant and exciting city, with almost limitless learning opportunities, including its world-renowned museums, theatres, exhibitions and sports facilities. City day schools may not have acres of green fields at their disposal but we are fortunate to be within walking distance of the Westway sports centre and Kensington Memorial Park.

At Bassett House, there are workshops and educational visits each term and the buzz of being in a London school is palpable. There is also a wide choice of first-class senior schools within the city for the children to move on to for the next stage in their education.

What do you want Bassett House pupils to be like when they leave? We celebrate each

Does the school’s founding ethos still persist today? When Sylvia Rentoul founded Bassett House in 1947, she was strongly opposed to the factory approach prevalent in most schools at that time. Instead, she was determined that her school should focus on each child as an individual and adopted the Montessori method of education. In terms of each child’s own potential, her objective was to provide an environment in which pupils are happy, secure and confident.

A prominent feature of the school’s ethos is for all members of the school community to show each other mutual respect and concern, and for close relationships between school and home to be nurtured and valued. The children run their own school council in support of these aims, which is a learning process in itself.

child’s individuality, so there is no one template for how Bassett House pupils should be when they leave the school. However, each will be a happy, confident learner. Entrance results for the leading senior schools have been consistently excellent and academic, art and drama scholarships have been awarded to Bassett House pupils in recent years. We want our children to embark upon their secondary education feeling confident about themselves, with a range of abilities and a life-long passion for learning and adventure. We believe that the leaders of the future will need to be resilient, flexible and creative: qualities that are instilled and nurtured in Bassett House pupils and which, when they leave us, are second nature.

Bassett House School is part of House Schools Group. For more info visit: bassetths.org.uk

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COU N T RY L IF E

A PILGRIM’S LIFE Tom Burden, head of boys’ preparatory The Pilgrims’ School in Winchester, argues that parents wedded to London schools should not ignore the holistic education given by a country boarding school

Winchester Cathedral is just a hop, skip and jump away from Pilgrim’s School

he dishwasher, telephone, London Underground and loo paper had all been invented before the Elementary Education Act of 1880 made it compulsory for children to be in school until the age of ten. The aspiration was to create a workforce that had a grasp of reading, writing and arithmetic.

Our educational aspirations these days go far beyond these basic aims, of course. If I were to stand before prospective parents and proclaim, ‘Boys in my school can read and write and add up – what more do you want?’, they would think that I was being ironic at best.

The modern world demands a more varied set of skills. The first iPad was released in 2010 – just imagine what the world will be like when today’s prep-schoolers reach middle age. Interpersonal and creative talents are now more important than ever – the ‘three Rs’ are nothing more than the simplest blocks at the bottom of a skyscraper.

And yet league tables have driven us back to thinking all that matters is exam results. Of course, academic achievement is essential because it accesses the next stage of education. In most professions, qualifications open the door, even though it is the

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sum total of a person that secures a particular job. Academic work may be the cake, but a good school will add an inch of icing, and it is that topping that makes a difference.

I wonder if you can see where this is leading. It may be at this point that you glance up at the byline and see that I am headmaster of a boys’ boarding prep school in Winchester.

What it does not say is that I used to be headmaster of a Hampstead prep school. I enjoyed London and was very proud of our academic record. Given the terms of the debate, the battle for recruitment was nearly won if I could evidence an impressive percentage in Year 6 and Year 8 exams. It was all about the cake.

I was rarely pressed about the icing which encompasses all those extra-curricular and character-building strengths that are the norm in schools (particularly boarding schools) outside of London.

It is probably the words ‘outside of London’ that make a Londoner’s fingers twitch towards turning the page. But there is no need to uproot from the great metropolis to access a country education that matches the best in London academically and brings a host of other character-building advantages. Many schools offer escorted travel, like our popular Pilgrims’ Express to Waterloo, as well as full, weekly or flexi boarding.

Boarding? Perhaps another finger twitch? An image of metal beds and open windows? Not quite – modern boarding in the Skype age is warm and friendly, a world of cosy dorms, after-school clubs, homework assistance, bonding activities with friends and regular contact with home. The hectic day-to-day of family life is eased; gone is the relentless pressure of the traffic-jammed school run, supper, prep and bed.

Time at home becomes quality time, contact time, shared time.

In many, if not most, schools outside the capital, playing fields and a swimming pool are seconds away. Here in Winchester, for example, the town centre is five minutes in one direction and open countryside five minutes in the other. River swimming, sailing, fishing, golf, forest school, camp building, as well as sport, music, art and drama provide icing as thick as the cake it covers. Boarding schools build both team spirit and independence; we develop the resilience that prepares for the challenges that a complicated lifetime will bring.

But surely this is a distraction from the ‘essentials’? Quite the opposite. At Pilgrims, 20 academic, music, or sports awards to senior schools were won by our 37 leavers in 2016.

I suppose it comes down to what we mean by education. If it simply means to provide schooling, as it did in the 1880 Education Act mentioned at the beginning, then it really is all about English and Maths (and, dare I say, thinking back, verbal and non-verbal reasoning). But if education means to lead towards and prepare for adulthood, then the classroom is only one part of that – and my belief is that a rounded education is more often found outside of the greatest city on earth.

London parents: it is possible to have the cake, icing included – nay, icing is the vital ingredient – and eat it!

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Boys board away from the rat race of London

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Felsted School pupils take a drive on the wild side

LESSONS FOR LIFE Independent schools challenge pupils outside the classroom, as much as inside it, and it’s so good for their confidence, says Sally Jones

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arry Donnelly and his fourstrong team from Mount Kelly at Tavistock stumble down the final stretch of moorland toward the crowded finishing line near Okehampton Camp, with rucksacks bulging and enormous smiles plastered across their muddy faces. After their demanding 55-mile trek through majestic Dartmoor landscapes and a chilly night’s camp near Postbridge to complete the toughest of the annual Ten Tors hikes, they – like their 2,000 fellow-hikers – are exhausted, blistered and aching but elated. ‘Nothing beats the feeling of crossing the finish line,’ grinned Harry, 18. ‘Exhilaration, adrenaline, exhaustion and a sense of incredible pride in the team.’

Just weeks earlier, Harry and team mates,

Mount Kelly pupils scale some heights

Will Bennett and Harry Dunlop, had completed the 125-mile Devizes to Westminster Canoe Marathon. This, plus the Duke of Edinburgh Awards and three Ten Tors events, comprises the fearsome but unforgettable ‘Mount Kelly Seven’, which only the school’s fittest and most determined teenagers achieve. With Dartmoor nearby and its own adventure centre, pupils also experience abseiling, high-rope work, gorgewalking and the mud-filled ‘bog run’, designed to develop teamwork.

‘If you develop a pupil’s leadership skills, ability to think independently and self-confidence,’ insists headmaster Mark Semmence, ‘it will have a marked impact on his or her studies. It’s extraordinary to complete all these challenges while also gaining good GCSE and A-level grades.’

Mount Kelly, like many independent schools,

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A DV E N T U R E recognises how personal qualities developed through demanding outdoor activities help shape the adults their students will become.

The CCF and Duke of Edinburgh awards offer thousands of youngsters the chance to step outside their comfort zone and increasingly sedentary lifestyles, to discover more about themselves and the world outside.

Gordonstoun, alma mater of Prince Charles and the Duke of Edinburgh, whose award was launched here, is famous for such challenges and outdoor pursuits. Founded in 1934 by Kurt Hahn in the shadow of European fascism, the school aimed to develop responsible, rounded world citizens possessing enterprise, initiative, fitness and compassion, unlike other traditional public schools, designed to groom empire-builders. Although no longer the barrack-like institution of yore, Gordonstoun still encourages students to experience adventure and leadership. It is the only school with its own official fire brigade run by staff members and teenage students who undergo a nine-month training programme in all aspects of the job: knots and lines, first aid, handling pumps, ladders and hoses, before being allowed to fight fires alongside Scottish fire and rescue service crews. Previous exploits include mopping up and supporting those evacuated during severe floods in Elgin and putting out local house fires.

‘Being part of the fire section is great experience,’ says firefighter Ian, 16. ‘You feel you’re helping the community and doing a proper job. It gives you confidence and teaches you to work together, with professional crews, instructors and other students.’

From Year 11 onwards, Gordonstoun students choose one of 12 service-related activities, including coastguard, first aid, community service and technical support. With the Moray Firth on the doorstep, everyone undergoes sail training aboard the school’s picturesque cutters, Northern Light and Pole Star, in preparation for taking part in residential voyages of up to a week aboard the school’s 80-foot sail training vessel the Ocean Spirit of Moray. All boats are berthed in nearby Hopeman harbour. The teamwork required is extraordinary; it takes eight oarsmen and women to row the vessels out of harbour and the cutters’ old-fashioned dipping lug sails

SCHOOLS

have to be reset each time they go about.

Gordonstoun was a founding member of the Round Square organisation of schools embracing six ‘pillars’ or precepts: internationalism, democracy, environment, adventure, leadership and service. With over 40 different nationalities at the school, it has a strong international flavour and runs three overseas service projects each year, with Year 12 pupils working alongside deprived communities in Thailand, Ethiopia and Romania. Felsted in Essex is another of Britain’s 12 Round Square schools and here service is key too.

‘We’ve developed close links with charities in Malawi, Uganda and Mumbai [Sparkle Malawi, Volunteer Uganda and Magic Bus],’ says Felsted’s headmaster Chris Townsend. ‘These charities give young people, who enjoy the privilege of an outstanding education, the chance to make a difference to the lives of others, but also to learn a great deal about themselves and their values.’

Students have raised £16,000 this year to support Felsted’s partner schools in Kanungu, Uganda, including nearly £9,000 to pioneer the region’s first ever science A-level course. During a recent visit, a group taught lessons, painted a classroom and forged relationships with the children, including the irrepressible Byamukama Junior, a bright boy from a deprived family, who is being sponsored through A-level biology by the school. Speaking of the trip, one Felstedian says, ‘While we feel we made a significant contribution, we also benefited enormously from the trip, making good friends with people from different backgrounds.’

Lancing College’s links with Malawi date back to the 1980s, when a commemorative expedition took place, honouring old boy Gino Watkins, a world-famous Arctic explorer, who died aged just 25 while kayaking in Greenland in 1932. Groups of students regularly spend a month in Malawi, working at St Anne’s Mission Hospital, the Jacaranda Children’s Home and Open Arms centre for AIDS infants, which the school supports through fundraising.

Shrewsbury School also has a longstanding record of working in deprived areas. Parties of sixth-formers have regularly helped out at ‘The Shewsy’, a youth centre in Everton, ever since masters from the school set it up in 1903.

Salopians also volunteer at the Sailing training is an essential component in Gordonstoun’s curriculum charity Medic Malawi’s eye clinic, funded by the school and the first joint group of teenagers from Shrewsbury and The Shewsy worked there together last summer, learning about each other’s very different circumstances, as well as third world medicine.

Wellington College, also a Round Square school, is equally involved in service overseas and adventure training, through D of E awards and a large CCF, involving 400 cadets and 20 officers. New master, Julian Thomas, who trekked to the South Pole in 2015, insists that the limitations of modern life make adventure crucial: ‘At a time when children are drawn inside to computer screens,’ he says, ‘it’s vital for us all to Spring/Summer 2017 | SCHOOLHOUSEMAGAZINE.CO.UK | 41

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develop a genuine passion for the outdoors. My own expeditions have shaped me as a person; the unique landscape of Antarctica has had a profound impact on me. Adventurous activities challenge us to extend our physical and mental capabilities and, without knowing it, we develop important character traits of self-reliance, teamwork, responsibility and leadership. I’ve seen children grow, mature and develop as people during school expeditions.’

One Wellington activity requiring great teamwork is Field Gun, whereby an 18-strong team transports a Victorian cannon across an obstacle course before reassembling and firing it. Gender stereotypes were swept aside this year when the leaders of both the CCF and Field Gun were girls. ‘The Field Gun gives all children the opportunity to understand that anyone can achieve anything in life, regardless of gender,’ says director of admission James Dahl. ‘Teams of boys and girls have also swum the Channel for the past three years.’

Taunton School, too, is celebrating a character-building Channel swim, which raised £11,500 for charity. Seven 13-yearolds – five of them girls – were coached by head of geography and former soldier Hamish McCarthy. They completed the hazardous journey in under 15 hours, beating a staff team but narrowly pipped by a squad of Royal Marines.

‘They were magnificent,’ says McCarthy. ‘They gave it their all, showed selfless commitment and much courage in getting across the Channel, including nearly five hours in total darkness. To come within three minutes of beating the elite of the British Military has simply left this old soldier speechless with pride.’

They breed them equally tough in Scotland – and from an early age. At Ardvreck Prep, Perthshire, the entire school – pupils aged from seven to 13, parents, staff and governors – recently completed

the ‘Ard Challenge’, a formidable 11-mile hike through a remote glen. Working in small groups, they undertook a series of tasks to test teamwork, tenacity, initiative, endurance and resilience, including army-style command tasks, rifle-shooting, a medical simulation, archery, den building and paintballing. In true Famous Five style, the day culminated with an enormous bonfire and feast on the shores of Loch Tay, no doubt with lashings of ginger beer.

Eleven members of the school’s pipe band went further (and higher), climbing Ben Nevis, while carrying their own pipes and drums to play two sets on the summit. ‘Ben Nevis is a significant climb for adults,’ says mountain leader Mike Jeffers. ‘It’s particularly impressive for ten to 12-year-olds carrying their own instruments and performing on the summit. I have huge respect for their determination, skill and willingness to face a challenge: a great experience for all concerned.’

On Malvern College’s 150th anniversary, a group of students achieved a comparable feat of endurance, kayaking down the freezing Coppermine River out into the Canadian Arctic, the only British

ABOVE: The Ardvreck pipe band scale to new heights BELOW: Taunton School pupils take on the English Channel

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A DV E N T U R E Student art from St Mary’s Calne

ABOVE: Malvern College pupils tackle the rapids BELOW: Clifton College is one of the few schools to take to the air for pilot training

school to undertake the expedition. The pupils were even briefed beforehand by Prince Andrew who had done the trip while at school in Canada. With its spectacular backdrop of the Malvern Hills, the school has the perfect setting for outdoor pursuits, as does Clifton College with the dramatic Avon Gorge, nearby Mendip Hills and Symonds Yat, where students learn climbing, trekking and abseiling.

It boasts its own bunkhouse in the Brecon Beacons for outdoor pursuits and is one of the only schools in Britain offering hovercraft pilots licence courses to CCF Navy cadets.

The downside of challenge and adventure is occasional danger, whether bad weather, injury, illness or even the possibility of attack.

Scores of girls from King Edward VI High School, Birmingham, undertake tough Duke of Edinburgh treks each year and sports tours to exotic locations from Fiji to South Africa. Head of Maths, Harry Kavanagh, a keen sportsman, runs eight-week sessions teaching the powerful Israeli self-defence technique Krav Maga, to groups of Year 9s. Despite gales of giggles, the girls are soon reacting aggressively to robbery-style attacks, twisting their bodies explosively to force the assailant against a wall, shouting to unnerve the attacker. ‘Make it more aggressive. Really bellow... then sprint for the exit!’ says Kavanagh.

‘It was quite scary, fending off attackers in darkness,’ says 14-year-old Noemi, ‘but I feel much more confident that I could do it for real, and how to avoid trouble in the first place: like keeping your ponytail tucked down your jacket so it can’t be grabbed and throwing your purse or phone well away from you, so you can escape while the thief’s confused.’

First aid is essential to treks and CCF manoeuvres, where sprains and cuts are common. Though few cadets put their training to such good use as Leticia Salmon, who, as a 15-year-old sergeant in Solihull School’s CCF, demonstrated great presence of mind when a major suffered a life-threatening stroke during a white-water rafting expedition in Kenya.

An expert first aider, Leticia quickly identified the symptoms, radioed for help from other boats, then treated the major before

he was rushed to hospital in Nairobi – and survived. Lieutenant Colonel Richard Ayres, the expedition leader, called her ‘a credit to her family, the CCF and her school’ and she was one of five cadets honoured by the Princess Royal at a Young Achievers reception at Buckingham Palace.

Leticia believes the ensuing confidence boost influenced her academic performance too. Despite being severely dyslexic, she worked doggedly and won a place at Homerton College, Cambridge, although many feared she could never attain the top-grade A-levels she required.

So what is the ultimate benefit of all this service and adventure?

For Captain Rhion Johnston – who leads CCF expeditions and trains cadets from Christ College, Brecon, in live firing with semi-automatic rifles on the Army’s Sennybridge firing ranges in the Brecon Beacons – it’s all about self-belief. ‘We’re only a small school of 400 children but there’s a great spirit of camaraderie and community,’ she says.

‘We take them out of their comfort zones, teach them to push themselves and tackle something they find hard and uncomfortable, maybe getting cold and wet on a long trek or selflessly undertaking a demanding activity for the greater good of the team.

‘Afterwards, they feel such a sense of achievement. They walk as if they’re two feet taller and feel that if they put their mind to do something, they could definitely do it.’ n Spring/Summer 2017 | SCHOOLHOUSEMAGAZINE.CO.UK | 43

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A DV E N T U R E

WALKING TALL Sam Moore, who teaches adventure courses at Dauntsey’s in Wiltshire, explains why he believes conquering fears is so good for teenagers

kayak on the Kennet and Avon canal, camping in the school grounds, or a night hike on Salisbury Plain. These activities serve both as educational experiences in their own right and as a gateway to the high adventure programme for the pupils.

The potential for danger is much lower, hence the term ‘accessible’.

High adventure sends a relatively small group on longer-haul trips, normally with a high staff to pupil ratio. Typically, this type of adventure will require time and dedication from the pupils. They have to work hard to develop specific skills and achieve competence at a given activity, which will allow them to explore remote or challenging environments. Risk is greater in high adventure and care must be taken to ensure that participants are ready and willing to engage with it. Parental reassurance and involvement is crucial, Adventure-packed hobbies develop confidence and resilience not just from a safety perspective but also to help encourage and motivate participants when the going gets tough. Examples of high adventure might be participating y teenage years are some way behind me now but not so long ago that I can’t vividly recall the pressure in the Devizes to Westminster canoe race, trekking in the Himalayas or crewing our tall ship Jolie Brise.

I felt sitting public examinations. It’s fair to say that Younger pupils develop a passion for adventure through the today this pressure has only increased as universities accessible adventure programme, which develops as they move up demand ever-higher grades and parents expect the school and move on to more challenging activities in the higha good return on their significant investment in school fees. adventure programme.

The one thing that kept me sane then, and still provides The results are remarkable. Pupils who were once relatively quiet an escape for me now, was the ability to get outdoors in order and cautious by nature, grow in confidence and are willing to take to explore and experience adventure. Not only does adventure on new experiences. Those who you might not immediately view as help children let off steam, I would go so far as to say it plays ‘the outdoors type’ demonstrate great resilience and good humour a vital role in equipping them with the necessary skills to set in the face of adversity. I particularly enjoy seeing pupils learning them up for life after school. to be as concerned for others as they are for themselves and, most Understanding risk, and not shying away from it, is an importantly, being able to admit and then correct their mistakes. important life skill. Adventure education introduces pupils to risk Equally, the more confident ones learn to follow leadership before management in a supportive school environment and enables they are then able to lead. them to demonstrate and adopt behaviours that will help them Developing these traits can take courage. Exploration inevitably lead a productive and interesting life, in which they are organised involves a few wrong turns, so we work on building the confidence and flexible, willing to have a go and open to learning from their needed to tackle challenges pupils may not believe they can do, experiences. safe in the knowledge that, if things go wrong, we are here to guide Regrettably, we live in an increasingly risk-averse world and their learning. As a result, pupils’ confidence and self-esteem rise our perception of danger, along with a range of health and safety dramatically as they discover what can be achieved – often under guidelines, can make delivering truly adventurous experiences challenging conditions – and this pays back noticeable dividends at school something of a challenge. Parents are, understandably, in the classroom in terms of academic progress. concerned about their children’s wellbeing. However, with detailed I have been lucky enough to develop a career out of adventure parent briefings, clear communication, careful planning and but I would argue that adventure activities at school create a a bit of imagination, it can be achieved. Our adventure programme platform for pupils to set themselves apart and, as a consequence, at Dauntsey’s is made up of two aspects: accessible adventure and develop into the person that they aspire to be. In short, what high adventure. you learn through adventure can have a profound effect on the Accessible adventure is made up of experiences that are shorter development of your character and your entire future. in duration and involve large numbers of pupils, such as learning to

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PROMOTION

GAME PLAN

Former England rugby star Daniel Grewcock is Oundle School’s Director of Sport

Inspiring the next generation

Daniel Grewcock, who joined Oundle in September 2016, capped 69 times for England, was selected for two British Lions tours and was awarded an MBE for services to rugby What are your career highlights so far? I had a fantastic career, which spanned 16 years. When I played at Saracens, I got to meet some legends of rugby including France’s Phillipe Sella and Australia’s Michael Lynagh and won the cup with them in 1998. My ten years at Bath were enjoyable because of the friends I made and my many playing highlights, which included a Premiership final and European challenge cup success. Every game played for England and the Lions was a privilege, my personal favourite being the England tour to South Africa in 2000 where we played a two match series and finished one a piece – both were very physical and well-matched games.

What made you move into the education sector? My mother was a teacher and, ultimately, coaching is teaching. It was an obvious transition for me. When I stopped playing, the challenge (as for any player) was to find a career that would be as satisfying. I get huge pleasure from passing on my knowledge to the next generation and seeing pupils learn and improve.

What are your plans for sport at Oundle? Oundle already has great facilities but our upcoming investment programme, the Sports MasterPlan, will set a new standard for sports provision in the schools’ sector. Already underway and due for completion by 2020,

Daniel Grewcock playing for Bath

the development incorporates the building of a new sports centre housing a 50-metre swimming pool, an eight-court sports hall, a high-quality fitness suite and dance studios.

The current athletics track will be relocated and two additional astroturf pitches will be installed (making a total of four), as well as ten natural grass and ten artificial cricket nets, 12 netball courts and 12 tennis courts.

Even more important to me, however, is the quality of the teaching staff here at Oundle. They are all, without exception, involved in the coaching of an excellent sports programme. My role is to continue the development of our coaches, ensuring we set the optimum learning environment and appropriate level of challenge for each pupil.

We aim to deliver options that involve every boy and girl and that stretch each athlete.

Oundle pupils are very active and ambitious in their sport, which makes it a real pleasure to work with them.

How does sport play a part in the overall independent school experience?

The success of any educational programme is based on the balance it provides and I think this is what Oundle does best. The structured combination of academic and co-curricular opportunities provides a broad range of choices and experiences for every pupil. Sport itself plays an important role in developing the character of our pupils, promoting social interaction, teamwork and leadership away from the classroom. It is about encouraging agile minds and physical fitness in order to achieve the strategic advantage – after all, we want intelligent decision makers both in the classroom and on the sports field.

Giving young rugby players a headstart

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LISTENING POWER

If you want your child to be confident, listen to the small stuff, otherwise you might never hear the big stuff, says John Baugh, headmaster of the Dragon school, Oxford. Plus some thoughts on fostering resilience from a range of school heads from across the country

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CONF IDE NCE

‘Far from coaching girls to follow a set path for success, we need to encourage them to develop independent thought as well as express and debate their views. Crucially, this will give them the self-confidence to be at peace with the decisions they make in the future.’

Eve Jardine-Young, principal of Cheltenham Ladies’ College

‘Confidence is essentially the self-assurance that allows you to embrace challenge without fear of failure. It means you are not put off by something because it appears difficult or demanding, but rather enabled to cope with setbacks and disappointments along the way without losing sight of your fundamental vision.’

Michael Windsor, headmaster of Abingdon School

‘Every child will be best at something; sometimes it’s obvious, sometimes it’s harder to spot.’

Richard Merriman, headmaster of Foremarke Hall

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f you are reading this, chances are, you are an adult. If not, it doesn’t matter – read on. Let me start with a question: When was the last time you felt truly confident? With no doubts, no worries – just totally sure of yourself in what you were doing.

If you answered: all the time, right now, earlier today or only yesterday – then that’s excellent.

Although I would also suggest you are quite a rare person.

John Baugh If we are honest in the way we choose to evaluate our emotions, I suspect that all of us, regardless of what we are doing in our lives, remain on a spectrum that ranges from pretty unsure of ourselves to reasonably confident. I have probably never met anyone that I could be sure had the total self-confidence described above.

Yet self-confidence is one of the most important qualities that we would like to see in ourselves and in our children.

It’s the ability to hold a conversation, to remain a reassuring presence within a group of people facing difficulty or uncertainty, with the power to instill in others a confidence that is lacking. It’s the inner strength to look people in the eye – when was the last time you experienced this while shaking hands in greeting or farewell? We all face uncertainty and insecurity at times. If we recognise that in ourselves, we cannot expect our children to grow into the all-conquering, super confident, eternally resilient adults we are not.

For those of us who work with children – either as teachers or as parents – there must be things we can do to help young people gain in confidence, resilience or grit. There must be plans and programmes we can put in place to help children grow towards this sureness of self that we so badly want for them. Surely someone has come up with something we can all do in school and at home to help set young people on a path of self-assurance, certitude and positive self-esteem? Of course, there are so many buzzwords emerging in correlation with this growing discussion. Just google ‘developing confidence in children’, or something similar, and you will find thousands of web sites with pages and pages of advice, and some of it actually makes sense.

PHOTO : THINKSTOCK; BEAUDESERT PARK SCHOOL

‘We believe that girls should be free to be children, to play, to learn how to occupy their own time without the diversion of gadgets, to build dens and climb trees and develop lasting friendships. To learn to take risks and to give things a go teaches girls to become more self-reliant, resilient or as one parent recently put it, “gives them some gumption”.’

Rory Johnston, headmaster of Hanford School, Dorset

Confident girls at Cheltenham Ladies’ College

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In the limited space I have here, I will offer just a few suggestions:

1

Learn what you can about ‘attachment theory’ or ‘attachment parenting’. It can be a controversial subject, but most researchers admit that when you extract the popular exaggerations of attachment theory or attachment parenting from the more objectively-oriented scientific studies, it’s a sensible approach that fosters physical and psychological health in children.

2

‘We have seen children who have struggled academically find their confidence through singing like an angel, beating records at National IAPS athletics events, achieving clear rounds at show jumping, or taking the lead on an activity during a school trip.’

Richard Merriman, headmaster of Foremarke Hall

Try to portray the confident behaviour and social interactions you would like your child to adopt. This sounds obvious, but if you would like your children to appear confident, as well as engage empathetically and compassionately with others, ‘I learned that you can then do so yourself. If you choose to spend time on your make mistakes or you can fail devices in front of your children, and place this activity but you can try again too.’ ahead of personal interaction with them and others in the family, then don’t be surprised if they don’t learn Pupil from Knighton House School, Dorset, some of the social skills you would expect and like. after a day when getting it wrong was celebrated as a way of learning how to get it right.

Likewise, if you are happy that they spend their time on tablets and devices in a restaurant (this seems to have ‘The secret of confident replaced colouring books), don’t be surprised that they take longer to learn the art of conversation and some of the more children is that they are happy important social interactions. to be challenged and not scared of

3

4

Find time in your child’s life for them to play.

By this mean real, unsupervised play. Ballet, horse riding and Sunday morning rugby clubs are great fun but they do not provide opportunities for creative, imaginative, independent play, where children learn to follow their innate drive to explore.

So much research shows that ‘free play’ will strengthen them intellectually, socially, emotionally and physically.

5

Encourage children to express their feelings and really listen to them. Children test us with the small stuff to see if we can handle the big stuff. Put down the book, the phone or the tablet; turn off the television; get down to eye level; share and try to empathise with their feelings. That seemingly trivial story may just be a pathway to something bigger. If you are not listening to the small stuff – the big stuff may never be revealed.

PHOTO : THINKSTOCK; BEAUDESERT PARK SCHOOL

All of this takes time and hard work. It should also start early.

We all hope the children grow up to be confident adults who can make their way in the world. But remember what it’s like for us parents and teachers too. As Plato said, ‘Be kind, for we are all fighting a hard battle’. n

making mistakes.’

Susan Bourne, headmistress of Redcliffe School, London

‘We see proof every day that speaking and performing in front of others boosts children’s confidence.’

James Womersley, headmaster of Beaudesert Park School, Gloucestershire

‘Anything that tackles the insecurity pupils have about how they or their ideas will be received, will build confidence. Above all, children should feel valued for their personal qualities more than for their more easily observable and measurable abilities.’

Sarah Kerr-Dineen, head of Oundle School

Oundle head Sarah Kerr-Dineen

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PATRONS OF THE ARTS Patronage is not a new concept and neither are independent schools, but put them together and the impact can be electrifying, says Emma Love

A

t a time when there seems to be constant cuts in funding, the role that independent schools play in supporting the arts is even more vital. Of course, teaching is always at the core of what’s on offer but schools are also well placed to act as patrons, whether by financially helping emerging artists in the next stage of their career, providing a platform for well-established heavyweights to exhibit work in a different context within the wider community, or simply inspiring young minds to think artistically and outside of the box.

For several schools, an annual arts festival where pupils pair up with local organisations to produce work, which is then performed or exhibited outside the grounds, is a key way of doing this. Take the Oxford Festival of the Arts, founded by then head of Magdalen College School, Dr Timothy Hands, a decade ago, which the school still sponsors. Last year it attracted more than 20,000 visitors to over 100 events at 20 venues across the city. ‘The festival is really the culmination of our outreach projects that run throughout the year,’ says current headmistress Helen Pike, referencing a cricket-themed storytelling project with the local South East Asian community as one of the events planned for the forthcoming festival. ‘It originally began as a celebration of the school’s artistic potential but the partnership element has really grown. We’re providing something distinctive with and for the city of Oxford that benefits everyone.’

Similarly, head of Norwich College, Steffan Griffiths set up the Young Norfolk Arts festival five years ago as a multi-art platform for young people.

‘I came from Magdalen so I knew that such things were possible,’ he recalls.

‘We work with a host of organisations, from the Norfolk Country Youth Orchestra to Sistema, which transforms lives through music. We’ve built a coalition of the willing if you like, raising the profile and giving exposure to projects that were already happening through a very inclusive festival.’

Last year, events ranged from a screening of films at Norwich Cinema City made by pupils from Norfolk’s secondary schools, in association with BBC Young Film Makers, to an exhibition of paintings and drawings by Year 10 pupils from three schools (including Norwich) at Norwich Cathedral, based on a workshop with local artist Alec Cumming. Griffiths believes that giving children the opportunity to work on projects like these, with peers from different backgrounds, is a great way to harness creativity and lateral thinking.

‘It’s an enriching process. Any collaborations directly benefit our pupils: there’s no sense in which we think we’re giving more than we’re getting.

It’s a two-way street.’

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Nurturing the next generation of artists at St Mary’s Calne

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former artistic director Lucy Maycock. She cites ArtsLab, The This idea of mutual exchange can also be witnessed at the North Wall’s free programme of residential arts placements Parabola Arts Centre, which is owned by Cheltenham Ladies’ for young artists aged 16 to 25 as an example of how the school College. The building’s primary function is to host school supports the theatre industry. performances, exhibitions and events, but the PAC acts as ‘We have two or three associate companies with whom we a creative hub for the city’s arts companies too, with rehearsal have developed a relationship, such as Theatre Ad Infinitum, spaces, a video editing suite, a dance studio and foyer gallery to whom we offer space, accommodation and food. They are for hire. It’s a regular venue for the four Cheltenham festivals overjoyed because there is so little funding and we act (music, jazz, literature and science) and the Cheltenham Youth as an incubator, helping them to develop their work.’ The key, Theatre, and in recent months it has hosted a bestselling says Maycock, is to always start with the exhibition of work by artist Gill Holloway (a outward-looking question: ‘How can we former head of art at the college) and ‘The North Wall provides be useful?’ Sometimes the theatre or visual a performance of A Midsummer Night’s Dream a platform for cutting-edge arts programming serendipitously ties in

by Bristol Old Vic’s theatre school offering theatre that inspires with the school curriculum but ‘everything free tickets for the public. audiences and emerging we do, I see as educational’. This includes Nearby, St Edward’s School, Oxford, artists. Without it, Oxford the programme of art exhibitions (there is the principal sponsor of groundbreaking arts centre The North Wall. Built on-site, on would be poorer and so would are plans to expand the gallery space), what was once the indoor pool, it has the whole of British theatre’ a highlight of which this year is ‘Ken Russell’s Teddy Girls’ and Boys’, exhibiting 50 a reach that goes way beyond the school. photographs of London’s youth culture taken by the British film As the Guardian theatre critic Lyn Gardner has commented: ‘The director and being shown together for the first time.

North Wall is a crucial part of theatre’s wider ecology, providing In fact, many schools have long subscribed to the notion that a platform for cutting-edge theatre that inspires both audiences art (and architecture) improves the minds of the young: the and emerging artists. Without it, Oxford would be poorer and so chapel at Marlborough College was the first building for which would the whole of British theatre.’ works of art were specifically commissioned for this purpose and Over the last decade the venue has gained a national at Radley College, the Sewell Centre Gallery follows the ethos reputation for championing new writing and rising stars (The of its founder William Sitwell who believed that art nourishes North Wall has recently employed its first writer in residence), and the spirit. The gallery, which shows six contemporary exhibitions for producing plays by emerging talent. ‘Broadly, our mission is each year, is used as an educational resource, not just for art about helping young artists and we are well positioned to show but for all departments. ‘Last year we had a big optical art show work that is thought provoking and really pushes boundaries,’ says

PHOTOS: THE ATKINSON GALLERY; BEN BLACKALL

A St Edward’s School production of Hamlet in the North Wall Arts Centre

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Student art from Heathfield School

PHOTOS: THE ATKINSON GALLERY; BEN BLACKALL

ABOVE: Lisa Wright’s oil on canvas exhibited as part of The Royal West of England Academy Exhibition at The Atkinson Gallery BELOW: Millfield’s on-site gallery exhibited the sculpture and drawings of Susie MacMarry at the end of last term

featuring work by Bridget Riley,’ recounts curator Amanda Jewell. ‘The science department brought the boys in to talk about optical illusions and the music department gave a lecture about popular music in the 1950s, at the time of Op art. Many of the works we show are borrowed from private collections so it’s about making significant pieces of art accessible to the pupils but also to the public.’

Millfield School also has its own gallery on site – the Atkinson Gallery, which over the years has shown work by art world stars such as sculptor Marc Quinn and photojournalist Don McCullin, while St Mary’s Calne and Bryanston have both recently held noteworthy exhibitions in London last year.

‘Bryanston Today’, which took place at the Mall Galleries, was a selection of work by current and former pupils, including Howard Hodgkin and Lucien Freud. Not only did it showcase wellknown artworks in an unusual context and promote the artistic capability of Bryanston, it was also an opportunity for budding artists to make new connections and be inspired. ‘For students to be showing alongside a painter like Howard Hodgkin is

such a unique opportunity,’ says head of art Mike Owens.

And in a neat link that demonstrates how the school continues to be involved with artists long after they’ve left, Bryanston bought a painting by former pupil Poppy Valentine Horden, which was shown at the Saatchi Gallery.

When it comes to schools acquiring work however, Stonyhurst has to be the expert. The school has been collecting artefacts since the Renaissance and now has the biggest museum collection of any independent school (including old masters and medieval manuscripts). For curator, Jan Graffius, loaning these works to national and international art institutions increases their value as a learning tool. ‘The works are part of British history and every time we lend them out we draw in a new audience,’ she says. ‘These objects tell stories about English Catholicism and they are really relevant today. You only have to look at the world to see where history is being forgotten and people are being persecuted because of religious intolerance.’

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ABOVE: Bryanston students exhibited their art at the Mall Galleries in London last year BELOW: A Turner water colour, which depicts Stonyhurst in its first phase

and a living wage in return for a fixed amount of teaching hours each week. With such a reciprocal arrangement, it’s no wonder that placements are snapped up. ‘Last year we had 25 applicants from various disciplines,’ recalls Erica Williams, head of art at Downside. ‘It was my first experience of interviewing someone for a role like this and I assumed that everyone applying would just be coming out of art school but there were artists of all ages, each with slightly different reasons for wanting to be in this environment.’

The school decided on figurative painter Tim Patrick who wanted to ‘continue making work but with a more altruistic outlook’, with the aim of strengthening Downside’s fine art output. Patrick’s average week at the school ranges from running a drawing drop-in for GCSE students to giving portfolio and interview advice for those about to sit A-levels.

‘The pupils are really keen to discover what’s next and are about to enter a world that I’ve just come from so I have something

immediately fresh to offer,’ he enthuses.

For painter Jake Bee, currently in his third year as artist in residence at Fettes College, it was an interest in teaching that initially led him to apply for the post. ‘I think it’s mutually beneficial,’ he comments. ‘The pupils can see the ups and downs of life as a professional artist and, for me, it’s great to have access to a space and all the facilities and be paid. Personally, I find it a great balance between being involved with the pupils and still having time to focus on my work.’

It’s not only painters who are picked for this kind of role either.

At Heathfield, the school’s partnership with the London College of Fashion is enhanced by having a fashion designer in residence (this is currently menswear designer Nicci James), who organises the high-profile end-of-year fashion show and works alongside students in textile lessons. At Giggleswick, the focus is on ceramics and pottery; ceramicist in residence Matthew Wilcock, winner of the 2015 BBC Great British Pottery Throwdown, is in his third year at the school.

Other ways in which schools interact with the art world include themed trips abroad and to UK galleries, visits from professionals, entering students work into national competitions, such as the BP Portrait Award, and dedicated art weeks. Last year at Badminton, pupils worked alongside two practicing artists with a connection to Bristol; Rob Wheeler, who taught graffiti techniques, and textile designer Harriet Popham.

All these activities that fall under the patronage umbrella not only encourage pupils to further their education at arts colleges like the Slade School of Fine Art or the Chelsea Arts School, but benefit professional artists at various stages of their career - and the public. As Pike concludes on the subject, ‘Every way you look at this it’s a win.’ n

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P R O M OT I O N

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18/01/2017 15:17

Steiner-Waldorf education advocates outdoor play and learning

TEACHING OUTSIDE THE BOX Sally Jones questions the status quo of an exam-driven culture and asks, whether there is another way to give your child a good start in life without compromising on the results?

P

rogressive education enjoys a mixed reputation among parents in search of traditional schooling, particularly the ‘tiger mothers’ already dreaming of Oxbridge places for their pre-schoolers. Despite the growing pressures on children and the rise in stressrelated mental illness and eating disorders, it takes a bold parent to step off the treadmill and consider a different path. Those that do, however, are often pleasantly surprised.

The Steiner and Montessori methods are the principal alternatives to traditional schooling. The Austrian educationalist Rudolf Steiner developed his system in the early 20th century as a ‘gentle unfolding of childhood’. In his view, parents ought to: ‘Receive the child with reverence. Educate them with love. Send them forth in freedom.’

The 35 mostly small independent Steiner (or Steiner-Waldorf) schools in Britain and Ireland educate around 4,000 children, a handful to the age of 18 or 19 but most to 14 or 16. They are run on similar lines with a holistic approach that gives equal weight to the practical, the spiritual/emotional and the cerebral aspects of the child: ‘hands, heart

and head’. The process is designed not to push the children beyond their capabilities but to get them physically and emotionally ready to learn. Reading and writing are only introduced at seven, a daunting prospect for competitive parents but the norm in countries like Sweden, and each year group still undertakes the prescribed, age-appropriate activities that Steiner originally formulated.

The Montessori method, introduced by Italy’s first female doctor Maria Montessori in 1907, is often wrongly confused with Steiner: both are practised worldwide and involve similar reverence for childhood. Steiner’s structured day, however, contrasts with the child-led Montessori practice, reflecting the founder’s mission to place children ‘at the centre of society... and assist them in becoming the transforming elements leading to a harmonious and peaceful humanity’. Anyone can use the name Montessori, but parents are advised to check that so-called Montessori schools are accredited or employ trained Montessori teachers.

Many Steiner and Montessori schools focus strongly on the outdoors, and some are part of the growing Forest School

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STEINER movement which originated in Scandinavia. This involves regular sessions by qualified practitioners, designed to help participants achieve and develop confidence and self-esteem through hands-on learning in a woodland or natural environment. In practice it appears more like regular nature study or outdoor activities than a coherent Steiner-style philosophy, though it provides a welcome chance for increasingly sedentary, tech-driven youngsters to embrace the natural world. Loretto Junior School, Edinburgh and Millfield Prep, Somerset are among the independent schools making creative use of their sylvan surroundings.

So what is alternative education like in practice? According to one hyper-ambitious mum, Steiner Schools are ‘a bit like a cross between St Trinian’s and Lord of the Flies; feral kids running wild, roasting each other over bonfires and semi-literate at 16’. Montessori pupils, she claims, are ‘totally undisciplined, daubing paint everywhere or skipping about being fairies like Fotherington-Thomas in Molesworth: “Hello trees, hello sky”’. It’s a nightmare vision for the pushy-posse of London socialites yearning for gracious quadrangles and spookily polite seven-year-olds in immaculate uniforms, chorusing Latin irregular verbs. However a visit to Michael Hall in Sussex, Britain’s longest-established Steiner School, founded in 1925, helps dispels such misconceptions.

A group of warmly dressed nine-year-olds add handfuls of horse manure to a spectacular ten-foot-long ‘muck dragon’ they have made beside their vegetable garden for part of the annual Michaelmas celebration, commemorating the warrior Saint Michael slaying a dragon, representing good defeating evil. Weeks later the children revisit the beast and delightedly discover its nostrils smoking in the frosty air as the organic matter rots. Tasked with making a jam sandwich from scratch, in January they hand-plough the earth

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then plant their own corn, which they eventually harvest and grind into flour at a nearby windmill. They make jam from fruit from the school’s orchard, milk cows at a local farm, then churn butter, before making dough and baking loaves in one of the school’s outdoor ovens. (Even the kindergarten children bake their own bread and help press their own apple juice.) The resulting sandwich bursts with flavour and tastes far better because the youngsters have been involved in every stage of the process. The children seem highspirited but focused, with no smartphones or distracted texting, few scuffles and a friendly atmosphere.

‘In June, the Class 9s [15-year-olds] always take on a building project to benefit the whole community and project-manage the whole thing,’ says Julie Ruse, a Michael Hall parent and PR officer. ‘Ours made a ship and monkey bars in the playground and loved doing something for the younger children. My son and his classmates helped repair a bread oven for the kindergarten and the little ones sweetly brought elderflower juice they’d made, to thank them.’

Until the age of 13, children at most Steiner schools have the same teacher, building a close rapport within the group. The day starts with songs and eurythmy, the Steiner-designed movement discipline to get children balanced and focused.

‘Our children have their main two-hour lesson in the morning,’ says Chris Triplett, Communications Manager of the influential Steiner Waldorf School, Kings Langley, ‘and focus on a particular subject for three to six weeks. Class 5 [11-year-olds] study Ancient India via related topics: history, English, geography, music and art.

They learn Indian dances and cook Indian food. Teachers don’t use textbooks but write things on the board. Children create their own workbooks, writing and illustrating the pages, improving their language skills, writing and art.’

Loretto school pupils get back to nature at the forest school

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PROMOTION

SPEAKING THEIR LANGUAGE Jonathan Hetherington reflects on his first year as headmaster at More House School, Frensham

Providing an environment for boys to thrive

What attracted you to become headmaster at More House?

Having spent more than a decade working in a series of different roles within the school, I was adamant that this is an exceptional place with incredible opportunities for its pupils. Intelligent boys who might be struggling in their education because of a specific learning or language difficulty make remarkable progress at More House, and achieve GCSE and A-level results that outstrip the national averages. More House, which has a 75-year history, is like no other school in the country, and its setting in the beautiful Surrey hills makes every day a treat.

Having been at the school for 11 years prior to taking up the headship, what impressions do you now hold about the school? I have grown with the school. When I joined it had less than half its current pupil roll of 470. It is now the largest school of its type in the country, but it is the distinct sense of a shared community that is such a powerful force for inclusion within the school. Our boys quickly find their feet and learn to be proud of their strengths and of who they are.

They learn how to overcome their individual challenges so that nothing stands in their way. For my wife, Lizzy,

Jonathan Hetherington Pupils make the most of the school’s green location

and our two children, we are very much a part of this larger family.

What do you believe is the secret to the school’s success? Our model is unique; we combine the specialist expertise of speech and language therapists, occupational therapists and specialist literacy tutors, with a mainstream independent day and boarding school experience. Our broad curriculum offers a very large number of GCSE, A-level and BTEC courses. The staff operate as one body, with teachers and therapists sharing lunch supervision, teaching and the running of a range of extra-curricular clubs and activities, from World Challenge expeditions in Peru, to the Duke of Edinburgh awards. Our boarders are especially spoiled by the opportunities they have.

What are you hoping to achieve? The school has undergone 20 years of continuous growth in numbers, but we have now reached the right size for the site and will not continue to expand. I lead a school that thrives because we continually question everything we do, and maintain an ongoing programme of developing our approach. The training we offer other schools and educational professionals is highly valued, and we will continue to nurture this, strengthening our links with university departments through new research, especially into speech and language disorders and their link to the acquisition of literacy skills.

What aspirations do you hold for More House students when they leave? Our pupils are our best advertisement. Each has travelled a journey with us; one in which they have had to come to terms with their own challenges and learnt to overcome them. All of our boys will pursue exciting careers – many of them after university. We must therefore make sure that their time at More House prepares them to be selfsufficient, giving them social confidence and affording them wide and varied experiences. I want each of our boys to be happy and we can ensure this by granting them autonomy in their lives, in order that they can achieve their aspirations.

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PHOTOS: REX FEATURES

Every child in a Waldorf school learns to sing or play a musical instrument

STEINER

The curriculum embraces practical skills like gardening, cooking, knitting and woodwork for both sexes. At Drumduan Academy in Forres on the Moray Firth, groups of 15-year-olds hand-craft seaworthy wooden canoes, using marine architectural blueprints and whittling paddles from Douglas fir trunks. Actress Tilda Swinton, who went to West Heath and was a friend and classmate of Princess Diana’s, eschewed her own traditional education for her twins, Honor and Xavier, 19. She is passionate about the Steiner system and co-founded Drumduan to provide senior Steiner schooling, helping students to secure work placements including with a Forres sporran maker and a London tailor. Xavier, a would-be commercial pilot, worked at Inverness airport and flight school.

Most Steiner schools take children to 14 or 16 but both Kings Langley and Michael Hall go up to university level, with students sitting GCSEs and A-levels and going to universities including Oxbridge. Drumduan’s students graduate at 19 without taking exams, instead compiling portfolios on which their university applications are assessed.

‘This first graduating class of four students are our pioneers, testing the waters on university entrance,’ says Krzysztof Zajaczkowski, Drumduan’s Principal. ‘We try to create a broad horizon for our students by not herding them into one-track expectation but giving them a holistic, experiential education that prepares them for being 50 years old rather than for the exam desk. Some are going into media and performance, others to university courses in philosophy or medicine. We believe universities are jaded with the grade-based system. They want to see enthusiasm and passion.’

That being so and having met the engaging, confident youngsters at Drumduan, Kings Langley and Michael Hall – which, despite the ‘alternative’ tag, regularly garner outstanding

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ABOVE: Michael Hall School is the oldest Steiner school in Britain LEFT: Tilda Swinton is a strong supporter of private Steiner schools

inspection results for their pupils’ social, moral and cultural development – it does seem that parents in search of a gentler ethos and self-directed learning could not do better than visit a Steiner school on their rounds.

In North London, a Montessori classroom appears as a random hive of activity, children buzzing from activity to activity: drawing, fitting exquisite wooden shapes together or showing the teacher their painting.

‘The teacher is an observer,’ says Jethryn Hall of the Maria Montessori Institute. ‘They know what each child is doing every moment and guide, rather than initiating, aware of when to show something new and move on. We have three-hour work slots. Children aren’t asked to put work away at certain times, so they can concentrate for long periods of time. Our mixed age groups help older children gain self-confidence, acting as role models to younger ones. My son summed it up when a friend from another school asked him, ‘Isn’t yours the school where Spring/Summer 2017 | SCHOOLHOUSEMAGAZINE.CO.UK | 59

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you can do what you like?’. He replied, ‘No, we don’t do what we like, we like what we do.’

At The Gower School, in Islington, a popular Montessori taking children from nursery to age 11, the teacher sitting at the ‘peace table’ tells a contrite-looking five-year-old, ‘James is sad because you snatched his toy, Sarah.’ She hands the child a flower from the peace table. ‘I’m sorry James,’ says Sarah. ‘Next time I’m going to say “May I have a turn?”.’ The two smile and the quarrel is resolved.

‘We have a gentle, nurturing way of learning,’ says founder Emma Gowers. ‘You never hear a raised voice. We speak nicely to the children and they respond similarly. If someone is rude we say gently, “That’s not a very thoughtful way to behave.” If two children fall out they come to the peace table in each classroom and when they hold the peace flower, it’s their turn to talk. They realise each has a different point of view.’

With its purple uniform and polite, cheerful-looking youngsters, The Gower School looks utterly traditional and was recently graded Excellent or Outstanding in every area by the ISI (Independent Schools Inspectorate). Its sports teams win numerous trophies and it sends children to good London day schools, from Henrietta Barnett and North London Collegiate to City of London and Westminster Under School.

‘Islington’s as pushy as you get,’ says Gowers. ‘One parent at my nursery asked which school would be best for getting their child into Harvard. When the play script comes out, some parents count up how many lines each child has got!’

We focus on making children secure and confident in small steps by building up a repertoire of activities with plenty of repetition. Children here work at their own pace and if they’re

fast, they can leap ahead. We seem to collect gifted children. Some wouldn’t fit into other schools but do well here as do those with dyslexia who’ve struggled or been bullied elsewhere.’

Numerous schools offer alternative education in Britain, from a few unnervingly New Age establishments, with shrubberies teeming with feral adolescents, to tiny Montessoris nurturing a handful of toddlers in a church hall. The top Steiner and Montessori schools, however, rival the best independents, with the Ofsted reports to prove it and quirky individuals thriving in an atmosphere of kindess and self-discovery. The parents, almost by definition tend to be a selfselecting, creative group: thoughtful young professionals and earnest freethinkers, sprinkled with its own share of actors and rock stars.

For children feeling straitjacketed by convention, unwilling to live with the peer-pressures of ‘Generation Selfie’ and looking for kindred spirits, it’s an alternative that could just provide the answer. n ABOVE: The Gower School approach is gentle and nurturing BELOW: Hands-on team work at Drumduan School

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CHAR I T Y From left: Rory Buchanan, Sam Greenly, Harry Wentworth-Stanley and Toby Fenwicke-Clenn

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ROW FOR JAMES Four friends take on a mighty feat in aid of suicide prevention

n December 2016, four friends, Harry Wentworth-Stanley, Rory Buchanan, Sam Greenly and Toby Fenwicke-Clennell, took on the biggest challenge of their lives, rowing across the Atlantic Ocean unassisted with only each other for company. They did so in aid of the James Wentworth-Stanley Memorial Fund and raise awareness of depression, anxiety and suicide in young people and, in particular, young men.

Team captain Harry WentworthStanley lost his brother James to suicide at the tender age of 21. Ever since he had been on the lookout for a challenge to mark the tenth anniversary of James’s death and one which would live up to his brother’s outgoing and adventurous side.

The Talisker Whiskey Atlantic Challenge is a test of mental and physical endurance, where teams from

Sam and Rory power on

around the world compete to cross the North Atlantic in the fastest time.

Row For James embarked on an intense physical training schedule, juggling their jobs with morning and evening sessions to prepare their bodies for over a month of relentless rowing. Added to the physical were the more technical aspects of their preparations, including rowing technique, navigation and safety.

Row For James set the aim of raising £500,000 for the charity, which they are very close to reaching.

This significant amount, through the James Wentworth-Stanley Memorial Fund, will be put towards setting up the first in a series of non-clinical crisis centres for those at high risk of suicide, to be known as ‘James’ Place’, opening in Liverpool.

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SCHOOLS Downside Abbey is a designated pilgrimage site

ECCLESIASTICAL PEARLS OF WISDOM With a history of charitable status, public schools were traditionally founded by religious bodies to provide education for bright poor boys, the consequence being that many have a beautiful abbey or cathedral. Harriet Hirschler selects some of the most impressive

CHAPEL SCHOOLS This co-ed boarding and day senior school has no less than 25 chapels, and one crypt, beneath the Grade-I listed Ampleforth Abbey Church. Surprisingly, the St Lawrence Abbey Church was only completed 56 years ago to a classic design by Sir Giles Gilbert Scott (the architect of Battersea Power Station, who also designed the iconic red telephone box). Students and staff congregate here with the Benedictine monastic community among furniture designed by Robert Thompson of Kilburn. His trademark mouse is carved into the woodwork. Each of the ten school houses and the junior school, has its own chapel where morning and night prayers are held and the house chaplain says mass. Choral traditions are important; every week the school choirs sing in the church. What’s more, the Abbey Church serves as a venue for weddings of old Amplefordians, and for baptisms of future ones.

PHOTOS: THINKSTOCK

AMPLEFORTH COLLEGE

The monastic community at Ampleforth is a guiding light for students

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A RC H I T E C T U R E DOWNSIDE

Founded in 1606, Downside Abbey is a Benedictine monastery and a member of the senior community of the English Benedictine Congregation. One of its main apostolates is Downside School, an ancient boarding school which now educates boys and girls aged 11 to 18.

The Abbey church is one of only four minor basilicas in England and is a designated place of pilgrimage.

In 2015 – the Jubilee Year of Mercy as declared by Pope Francis – the church opened its doors to over 3,000 pilgrims.

Sunday worship, Friday afternoon hymn practice and assemblies bring the school and monastic community together and pupils gain much from the rule of St Benedict. The values of peace and hospitality prepare them for life outside of school.

MARLBOROUGH

Marlborough ‘s Victorian Gothic style chapel

Built by the eminent Victorian architect George Frederick Bodley, the Marlborough College chapel is the largest building to be erected in Sarsen stone and with the largest seating capacity of any with collegiate (inward facing) pews. A collection of ecclesiastical Pre-Raphaelite paintings and glass by the Art Nouveau artist and alumnus, Selwyn Image, enhances the space as a teaching aid, as well a place for quiet reflection.

Completed in 1886, it was the most significant chapel built by a school since the Middle Ages and the first building for which works of art were commissioned in order to elevate and improve the minds of the young.

The largest medieval building in central Dorset

MILTON ABBEY

Lancing College Chapel is the largest school chapel in the world

PHOTOS: THINKSTOCK

LANCING COLLEGE

Founded in the mid 19th-century by the priest Nathaniel Woodard, who wanted his schools to impart ‘sound principle and sound knowledge, firmly grounded in the Christian faith’, Lancing College is best recognised for its Gothic revivalist chapel, which is underpinned by pillars of concrete piled into 70 foot holes. When these were dug it was said that workmen looking up could see stars in daylight because of the occlusion of light. The chapel’s rose window, designed by Stephen Dykes

Bower, was dedicated in 1978, and is the largest in England. Many musicians and musicologists have been nurtured at Lancing, from Professor W.K. Stanton, Erik Routley and Geoffrey Bush to the more contemporary Kit Lambert, manager of The Who, and Oscarwinning lyricist Sir Tim Rice. The latter was guest of honour in 2011, when 90 pupils performed Joseph and the Amazing Technicolor Dreamcoat. The Lancing College music school continues to rank among the best.

Circa 925, Athelstan is said to have sat in the Dorset-shire woods looking down the valley, now presided over by Milton Abbey, and had a vision that he would become the first king of all England. When this came true he built the abbey, which established a Benedictine monastery. Following the dissolution of the monasteries in 1540, the abbey was bought by a lawyer, Sir John Tregonwell, who had helped Henry divorce Catherine of Aragon and whose descendent was rescued from certain death by his ballooning pantaloons when he fell off the top of the abbey.

Milton Abbey has continued its tradition for looking after its inhabitants. The school does not have a religious foundation but the abbey church, is ‘the beating heart of the school,’ says headmaster Magnus Bashaarat and it is often the first thing looked for by returning old Miltonians. The abbey works hard as a venue for services, lunchtime recitals, house singing competitions and, in 2016, the National Lottery Fund awarded £1.2m to the abbey for essential restoration works, which will secure its future for the enjoyment of many more generations.

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SCHOOLS All are welcome in the New Hall School chapel – even pets

A RC H I T E C T U R E

The Pugin chapel at St Edmund’s College, Ware

NEW HALL SCHOOL

One of the oldest Catholic schools in the country, New Hall educates boys and girls aged three to 19 years old and is housed in the old Tudor palace of Beaulieu which belonged to Henry VIII. Exceptionally, given his initiation of the dissolution, the King’s arms hang over the main entrance to the school chapel, a room which has been prayed in every day for over 200 years.

Cardinal Basil Hume, Princess Anne, Sarah Ferguson, Organist Dame Gillian Weir and The King’s Singers have all trod the slabs of this sacred old Great Hall. As part of the school’s recent Feast of St Francis of Assisi celebrations, Chaplain Fr. L Bennett joined together with preparatory pupils and their families to have their animals blessed – all creatures great and small.

ST BENEDICT’S, EALING Built in stages by architect F.A. Walters from 1899, St Benedict’s in Ealing is a large, imposing church as befits its abbey status – the first to be established since the

Reformation by Benedictine monks from Downside Abbey. A co-ed day school for children aged three to 18 of the same name opened in 1902 and so the abbey echoes with the sounds of concert music, speeches by old boys, including Lord Patten, and prize-giving ceremonies. A highlight of the school year is the candle-lit carol service sung by the Ealing Abbey Choir from St Benedict’s School. In 2017, a new chapel will be completed with stained glass windows designed by the pupils.

ST EDMUND’S COLLEGE, WARE

Founded in 1568 as a seminary and then a boys’ school, St Edmund’s College, Ware, is the oldest continuously operating post-Reformation Catholic school in the country. The building of the Pugin chapel was the inspiration of Bishop Griffiths, the first Bishop of London, who had been educated entirely in England, and arrived at St Edmund’s as a young boy in 1805 only to leave in 1834 as a bishop. Profoundly Catholic and steeped in history and

tradition, the school nevertheless welcomes boys and girls of all faiths and none, from the ages of three to 19.

ST EDMUND’S SCHOOL, CANTERBURY

The chapel and the school chaplain are central to the strong and well-established pastoral tradition at this day and boarding school for girls and boys aged three to 18, which educates the choristers of Canterbury Cathedral. The main school building was completed in 1855 and the chapel was started in 1857 and is still today guided by the original Christian disciplines that founded it.

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PROMOTION

Learning Difficulty: How do you know?

A Picture of Success: Using Imagery to Overcome Learning Challenges

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indamood-Bell believes passionately that all children and adults can be taught to read and comprehend to their potential. They identify strengths and weaknesses that may be be affecting school performance in reading, comprehension, and maths. Their instruction is based on an individual’s learning needs.

Some students come to LindamoodBell with general learning challenges or a previous diagnosis such as dyslexia, or autism spectrum disorders, while other students come to enhance their skills or to just make learning easier.

Lindamood-Bell works with thousands of individuals to develop the skills that underlie reading and comprehension. Sitting with a child or an adult who struggles to read a word or comprehend a paragraph provides unique insight into the learning process.

How do you know if you or someone you love has a learning difficulty? What are some of the causes of learning disabilities? What are some of the symptoms? The following stories, causes, and symptoms may surprise you.

Buzz has learned phonics and can sound out words, but he reads paragraphs very slowly. He often has to sound out the same word multiple times, not remembering it. He makes mistakes such as reading “basket” for “breakfast” and struggles with spelling.

The primary cause of the difficulty with reading and spelling is weak symbol imagery – the ability to visualise sounds in letters in words. Many individuals, even those who have well-developed phonetic phonetic

processing, have difficulty rapidly perceiving sounds in words, and are thus slow to selfcorrect their reading errors. Their spelling is often phonetically accurate, but they cannot remember the visual patterns of words.

In contrast to Buzz, Sophie reads words accurately, but she cannot comprehend the content. She has difficulty connecting to language she reads or language she hears.

Words seem to go in one ear and out the other. People think she is not trying, and she has been labeled with a “motivation” or “attention” problem.

The primary cause of language comprehension problems is difficulty creating an imaged gestalt, or whole, from oral and written language. This is called weak concept imagery. This weakness causes individuals to only process “parts” of information they read or hear, but not the whole. These individuals have difficulty with reading comprehension, critical thinking, and may not easily follow directions or connect to conversations.

They may also have a hard time expressing ideas in an organised manner. Reading is an integration of processing skills: word attack, sight word recognition, contextual fluency, oral vocabulary, and comprehension.

There are three sensorycognitive functions that underlie reading and comprehension and need to be in place to support development in literacy and numeracy:

1 Phoneme awareness which is the ability to

auditorily perceive sounds within words.

2 Symbol imagery which is the ability to create

mental imagery for sounds and letters within words.

3 Concept imagery which is the ability to create mental representations for the whole; it is dynamic imagery of actions, scenes, movement, etc.

While individuals may have differences in their abilities, the processes needed for reading are universal. These differences can be measured and identified in LindamoodBell’s learning potential evaluation. Their programmes can help to develop sensorycognitive functions and change an individual’s ability to read and comprehend.

Many families seek out a tutor to address these concerns using traditional reading and tutoring programmes, which focus on content instruction. Lindamood-Bell programmes focus on the processing necessary for reading and comprehension. “We believe that all children and adults can be taught to read and comprehend to their potential,” says Centre Director Valentina Nikolic.

Lindamood-Bell has over 30 years of recognition as an international and research-validated educational leader, and has been helping children in the U.K. for 15 years.

Locations in: Notting Hill +44 (0)20 7727 0660 Seasonal Locations for 2016: Surrey & North London lindamoodbell.co.uk

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SCHOOLS

STONYHURST COLLEGE Founded in 1593 by Fr. Robert Persons S.J. for English boys unable to receive a Catholic education in Elizabethan England, Stonyhurst College is the oldest Jesuit school in the world. In 1999, the school became fully co-educational, educating both boys and girls aged 11 to 18. Alongside the main church, St Peter’s, are a further five chapels, two of which are within the towers of St Peter’s Church and not normally used by pupils.

The school has been collecting artefacts since the Renaissance and housed in the Sodality Chapel are a number of religious heirlooms, including relics of the thirdcentury Roman convert St Gordianus.

Tonbridge chapel is home to a very special organ

TONBRIDGE

St Peter’s Church at Stonyhurst

Tonbridge School’s chapel was rebuilt after the original was burned down in 1988 with the aid of a number of local and national awards, including from RIBA and the Civic Trust. It was also shortlisted for the Royal Fine Arts Commission of the Year. The star of the chapel is its four-manual Marcussen organ (the largest in the UK) on which world-renowned organists Gillian Weir, Simon Preston and Kevin Bowyer have all made highly-acclaimed albums. Composer Howard Goodall’s Psalm 122 was written especially for Tonbridge to commemorate its previous chapel and was performed by the whole school in 2010. The school’s chapel choir lives up to its musical reputation having been invited several times to sing evensong at St Paul’s Cathedral and it also deputises for the cathedral choir.

FIVE CATHEDRAL SCHOOLS

WYCOMBE ABBEY

Miss Dove, the founder of Wycombe Abbey, thought the girls’ day and boarding senior school should be part of the parish and, as such, use the parish church and therefore did not build the chapel, which was the project of Dove’s successor, Miss Whitelaw, who appointed William Caröe as architect. The foundation stone was laid in 1926 by Bishop Shaw, a first-class cricketer and father of several Wycombists and the chairs are donated by alumnae.

During the American occupation of the school in WWII, the chapel served many important purposes including doubling up as a meeting room, cinema and a court martial.

It was re-consecrated after the war.

Pupils walk through the Christ Church main quad every Friday morning

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athedral schools emerged in the early Middle Ages as centres of advanced education run by cathedral clergy.

Their mission was to train priests. Later, the schools taught lay students as well. These five independent cathedral schools can all trace their history back to the 12th century.

CHRIST CHURCH CATHEDRAL SCHOOL

Pupils at this chorister prep school in Oxford still wear Tudor-style caps and excel in their musical pursuits. Spectacular concerts in Christ Church Cathedral show off the pupils’ talents which aren’t limited just to music; many win academic scholarships to top senior schools across the country. The magic of these concerts within the 16th-century cathedral and college complex is not the only thing to rub off on spectators, you may also recognise the college dining hall from the first Harry Potter film.

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A RC H I T E C T U R E HEREFORD CATHEDRAL SCHOOL

SALISBURY CATHEDRAL SCHOOL

Carols by candlelight in Winchester Cathedral

Hereford Cathedral School was founded for choristers in the 12th century and as such is one of the oldest schools in the country. The school is in close proximity to the historic Hereford Cathedral, which serves as its school chapel and an inspiration for much of the musical and artistic excellence of the school, which reflects the cathedral’s tradition for creative and artistic expression. Another treasure guarded by the Grade-I listed building is the Mappa Mundi, a 13th-century medieval map of the world.

Salisbury Cathedral School is home to the world famous cathedral choir and a huge range of talented children.

Music is only one of the major strengths of the co-ed day and boarding prep school, which recently merged with Leaden Hall, and the school has worked hard to create a ‘home from home’ atmosphere for all its boarders, which matters especially to the choristers because of their regular weekend cathedral duties.

The Pilgrims’ Christmas carol service in Winchester Cathedral

Concert at Wells Cathedral

WELLS CATHEDRAL SCHOOL

PILGRIMS’ SCHOOL

Pilgrims’ headmaster Tom Burden believes that the benchmark of excellence set by the school’s renowned Qiristers and cathedral choir trickles down into all aspects of school life. Non-chorister Pilgrims derive great advantage from witnessing the world-class display of opportunity and consequently excel in all team pursuits. The school singers aren’t just defined by their musical

pursuits either: the head chorister, for example, is also the school’s cricket captain. Winchester Cathedral and its colossal knave is a spectacular venue for concerts and school events. Harvest festival draws in a great crowd and the leavers’ service too, but the highlight of the year has to be the annual Christmas carol service, to which not only students and staff are invited but the wider community as well.

The earliest record of a school for choristers in Wells dates back to 909, when Wells church was converted into a cathedral, making Wells Cathedral School one of the oldest schools in Europe.

But traditional it is not, embracing new ideas as and when. In 1969 it was one of the first independent schools to go fully co-educational, when 29 girls arrived in the junior school. Even today, Wells is one of the few that can claim to be genuinely split and evenly integrated, from nursery through to sixth form. The school is best known for its music, being one of the five specialist music schools in the country funded by the government’s music and dance scheme, MADE and was one of the first choir schools to introduce girl choristers in 1994. The music department is involved in more than 200 concerts a year and has the extraordinary cathedral choir at its heart. n

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TEEN SPIRIT

AN ‘A’ FRAMED EDUCATION Emily Pope, 17, is the vice-head girl of Sherborne Girls, Dorset.

She and her co-patriot, Ben Orton at Sherborne School for boys, just down the road, write about what it is like to join forces

aving moved around a lot as a military child, I had already experienced life at a girls’ school before, and I liked both my single-sex and co-ed schools. But it had taken me a while to get used to the boys’ sense of humour at prep school and I remember being pretty shy and quite sensitive. Before coming to Sherborne Girls, I was nervous about stepping in and out of that co-ed world again and whether I would fit in. I wondered how I would be judged and if I would make friends at both schools. I shouldn’t have worried, however, as throughout my time at Sherborne Girls, there have been plenty of opportunities to get to know everyone and make friends across both schools. It has been a great learning experience.

At Sherborne Girls, a pupil can grow without the social pressures of a co-ed environment. She can focus in lessons without the distraction of boys and without worrying about what her hair looks like in the morning. She can make friends who become more like sisters. She can be taught in a way that suits her. She can choose any subject she pleases without being intimidated by male-stereotyped subjects – and she can succeed in doing them. Sherborne Girls holds a very strong track record in STEM subjects, and we are always encouraged to go beyond what is expected of us as young women.

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Emily Pope

But one of the great things about Sherborne is that we also have all the advantages of a co-ed. We do not live in a single-sex bubble because of our strong relationship with the neighbouring boys’ school. Our close proximity allows for joint initiatives, which take all forms, including orchestras, the choral society and theatre productions, lacrosse and hockey matches, academic discussion and debate societies.

Last year, I was cast in the joint school musical Sweeney Todd, and it was without a doubt the best theatre production I have ever done. The combined talent from both schools, spanning four year groups, allowed for a great scope of acting, and the fact that roles were cast according to gender made it feel much more realistic.

In typical drama-class fashion, we played these daft games in the first rehearsal so that everyone could shake off any nerves about acting in front of an audience. It was a really good ice breaker.

We also share classes in certain subjects in the sixth form. Some are shared in common subjects, such as maths, whereas others are offered at one school but not the other, such as photography or PE. Unfortunately this A good mix provided by doesn’t apply to my IB course but I have the two schools’ proximity often attended Turing Society, where

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Pupils congregate in Sherborne Abbey

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Joint music at Sherborne

sixth-form students from both schools have the opportunity to give a presentation on an area of academic interest. It allows us to engage with one another intellectually in an environment more akin to university or work.

Aside from school life, we have a busy programme of socials almost every weekend. In the lower years, each girls’ house is allocated a boys’ school house each week, and the boys come up to visit for a few hours on Saturday evening (eating pizza and brownies together is common, with the occasional suggestion of a game of Twister). After a few (admittedly awkward) introductions, the socials, which include discos, barbecues and cinema trips became a lot more fun. We then switch places and the girls go to the boys’ houses. Later, in the lower sixth, there is the chance to organise some of our own socials, alongside the planned ones.

During the Rugby World Cup last year, none of the boys fancied coming up on Saturday evening – it was a New Zealand match, I think – until we told them we’d be watching it too. We set up the TV on the patio and had a great night watching the match outdoors with a fire pit, a choice of hot chocolate or cider, toasted marshmallows and lots of warm clothing.

One of my favourite socials from the lower sixth was attending Epicureans – a black-tie dinner which is held once or twice a term

at the boys’ school. I loved the whole evening, from getting dressed up and taking photos with all the girls, to having great conversation across the table, not just with friends but also people I hadn’t met before. It was also a good way of breaking the ice for all the new students in lower sixth, boys and girls alike.

Another advantage of going to Sherborne Girls is the town itself. All year groups have the opportunity to go into town (a short ten-minute walk away), although it is more controlled for the younger years. In the sixth form we are given more freedom and so we are able to pop into town after school or at weekends. It’s great to be able to meet up with friends from either school, whether in Oliver’s – the much-loved local café – or the new gelato bar, which has also become very popular. We feel part of a community that extends beyond school, which I think is important.

I’ve definitely grown in self-confidence since coming to Sherborne and I am much more outgoing than I used to be. I have had the opportunity to focus on my studies but also develop other interests, particularly my music. I have loved being part of an all-girls’ school, but also having all the advantages of the boys’ school being just down the road. I feel prepared to head out into the world – academically, socially and on a personal level. I think that the unique set-up in Sherborne has really helped give me this confidence.

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TEEN SPIRIT Ben Orton, 17, experiences the best of both worlds was already familiar with Sherborne School when I started five years ago as I had attended Sherborne Preparatory School, located just down the street. My sister was already at Sherborne Girls, and I had adapted to boarding life, but despite this familiarity, starting a new school was still daunting.

I had been at co-ed schools before at both the British School of Brussels, which also provided a multinational environment, and Sherborne Prep. So, even though it was a change coming to a single-sex school, it didn’t make a huge difference to me, particularly given the close links with the girls’ school nearby.

The extensive social programme between the two schools brings together boarding houses in the early years and develops into discos, formal dinners and live pop concerts later on.

‘Concert in the Courts’ always proves to be one of the highlights of the year.

I have been increasingly impressed with the ability to be involved in so many enjoyable activities at Sherborne: countless music groups, multiple sports options to choose from, yet still being able to maintain the drive to do well on the academic side. Although, it was in the sixth form when I really began to focus on my core interests, enjoy academic discussions with my teachers and consider my career options. I also had to balance my studies with rugby, football and water polo, building on my leadership and teaching skills with the school CCF and maintaining membership of Sherborne School wind band, swing band and the joint schools’ symphony orchestra. This all comes together with the support of like-minded friends in house, superb music tuition and ensembles, excellent sports coaching and fantastic tutor support.

The schools are set in the lovely Dorset town of Sherborne and we value our independence in being able to enjoy what the town has to offer and experience normal daily life with the wider community around us.

The sixth-form opportunities at Sherborne are endless but when those are added to the shared opportunities with the girls’ school, what we experience equates to so much more than what one school can offer. In an all-boys environment we kick a

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Ben Orton

football around the ‘Barge Yard’ on a weekday evening, and then as members of the upper sixth, enjoy our social with Sherborne Girls at ‘The Stick’ on a Saturday night.

Academic studies are certainly enriched by the opportunities to work with Sherborne Girls. I attend the joint-schools’ chemistry symposium and Turing society as well as lectures from inspirational speakers at both schools – doubling my exposure to thought-provoking and interesting subjects. Our joint EPQ presentation evening this year held at Sherborne School was an opportunity to share the research activities offered by this additional qualification, and some pupils had done some really unusual, but interesting, subjects.

I don’t share any lessons with girls but there are those that are taught jointly in the sixth forms at each school, enabling us to have more subject choice.

I am sure I will always look back with fondness on my school days at Sherborne, appreciating both the opportunities I have made the most of and the lifelong friends that I made at both schools. n

Sherborne Boys

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EDUCATION

A CHILD’S MIND

Never has more attention been paid to the mental health of our children, yet never has there been more need for it, such is the paradox of modern childhood. Whether it’s undiagnosed learning difficulties, an academic mismatch between school and ability or problems at home, things can and do go wrong. School heads, psychologists and teachers discuss what happens and why, giving parents some advice on how a good collaboration between schools and home can help protect the next generation. And one brave boy explains how, with the right help, everything came good in the end

ver the past three centuries, we have come a long way towards better understanding children and the psychology of their development. In the Victoria times, children were thought of as being born evil and stubborn. They were seen as ‘noble savages’ and therefore had to be ‘tamed’ or ‘civilised’ by adults.

Since the birth of child developmental theories in the early 1900s, however, parents have sought and benefitted from professional help far more frequently and one thing is clear: no matter which side you take in the nature versus nurture debate, or your views on stage

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theory or continuous development, it cannot be refuted that a child’s environment has a huge effect on their wellbeing.

In an ideal world, children would be blissfully happy throughout their school career. They would attend the best schools, play football like Beckham, play the cello like Jacqueline du Pré and paint like Rembrandt. Their success at school would seal their entry into whichever university they desired before they carved out a glittering career in their chosen field. While this might well be the case for a select few, many are not fortunate enough to have such a smooth experience.

PHOTOS: THINKSTOCK

A HELPING HAND Rupert Syme, chairman of Lionheart Education, the smallest school in London, has been helping children who are having a difficult time, with considerable success

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PHOTOS: THINKSTOCK

FOCUS

Every child is unique with different strengths and weaknesses.

Some are good at passing exams, some are artistic, some are musical, and others are fantastic on the sports field. American developmental psychologist Howard Gardner argues that there are eight distinct types of intelligence in children: linguistic, mathematical, musical, kinaesthetic, spatial, naturalist and inter and intra personal intelligence. Unfortunately, university places are awarded based almost solely on exam results. Thus, ‘success’ for an adolescent is measured by their grades in exams. Parents have become fixated on the meaning of their child’s IQ score when all this really demonstrates is how good they are at IQ tests.

In Western civilisations, the speed of processing is valued above all else. However, this is not the case in many other cultures.

A consequence of having a one-size-fits-all policy is that to win, or in other words, to get into a ‘top school’, you have to be good at an exam which is designed to test all of those different skills all at once. If, at 11 years old, you do not pass pre-tests then you are not awarded a place for Common Entrance at 13+.

Choosing a school that suits your child’s specific character type, interests and skillset is essential to their future happiness, yet all too often, parents aim for schools because of their name and reputation without asking whether the school would actually suit their child. It is important to remember that regardless of which school your son or daughter attends, things can still go wrong.

Most of our pupils come to us through word of mouth.

We are non-selective and have worked with, in one way or another, almost every problem a child or adolescent can have throw at them – the bullied child, the miserable child, the depressed child and the downright lazy child. We regularly work with children who have the more prevalent learning difficulties along with some highly specific, less well-known needs. Some children adore their schools, others do not. With those who have a negative experience, there are a number of common themes in the reasons why they move on.

The important thing to remember, if you encounter any of the difficulties highlighted, is not to panic. If your son or daughter becomes depressed, diagnosed with a learning difficulty or needs to move school then don’t worry. It happens far more frequently than people presume; they merely never think it will happen to their family.

The important thing to establish initially is what you are seeing. Is your child behaving differently from a few months ago? Are they showing visible signs of being upset? If so, why?

Have their grades dropped steadily or have they dropped dramatically in a short space of time? Has there been a sudden change in your family circumstance that might have had an effect? Once all the factors have been considered, a plan can then be made for a child in whatever direction is needed. There is no end to how creative this plan can be. We have worked with many children whose futures looked bleak in the short term, but, with a careful and imaginative plan, gained places at some of the best universities in the country.

Some children crave structure and some are desperate to get away from it. Some children need to simply be listened to and ‘levelled with’. Whatever it is you encounter as a parent, take a deep breath and consider the facts. The world is not over, WWIII has not started and the earth will continue to rotate.

Take your time and speak to professionals about what they would suggest – do not have a knee-jerk reaction.

PHYSICAL AND EMOTIONAL BULLYING

Every school has some degree of bullying although, admittedly, some schools have a greater problem than others. Even an off-hand remark, which someone finds insulting, could be regarded as bullying if it persists. Physical bullying still exists, but with recent advances in technology, studies have shown that as many as 20–40 per cent of young people today experience cyber bullying.

When I was at school, if you weren’t invited to a party in half-term, you never knew it had happened unless you overheard someone talking about it. Nowadays, pictures of an event distributed over social media emphasise an individual’s exclusion and vindictive peers post comments on your photos. There is no running away, no pistols at dawn; your self-esteem is laid bare to be sneered at.

Dealing with bullying is not straightforward. There is always a boy or girl who cried wolf and a school’s first task is to establish who is in the wrong. Social media bullying is blatant, but with more subtle, longterm, emotional bullying, it can be difficult to determine who initiated the bullying. Schools and parents often clash; all parents think their child is the victim but we have worked with children who left schools due to bullying, only to discover later that they had been the bully.

Recent studies suggest that approximately 20 per cent of children are bullies while 25 per cent are victims. Most bullies are boys using aggressive physical and verbal tactics but there is a surprising number of girls who bombard classmates with hostile verbal remarks. When I was at school, boys had physical fights and that was that; verbal abuse over the years seems, on balance, a far worse ordeal to endure.

Form friendships are created based on the level of daily interaction, ethnicity, academic achievement, sporting prowess, personality and popularity. Bullies often target the vulnerable; children who have already been rejected by their peers and whom classmates are unlikely to defend. Their victimisation often spreads, resulting in the victims themselves starting to bully. Bullying, in all its forms, is very difficult to control, unless the school’s pastoral care is fantastic. The victim is often left with very little choice but to consider moving school or endure it, leading to potentially more serious consequences further down the line.

ACADEMIC DIFFICULTIES

It is a sad state of affairs indeed when a company, which supplies tutors for a significant range of subjects, has to write that children are being over-tutored. There has been a boom in tuition companies and Spring/Summer 2016 | SCHOOLHOUSEMAGAZINE.CO.UK | 73

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consultants in the past 15 years. Children are being over-tutored due to the mass hysteria of parents desperate for their child to pass that entrance test, GCSE or A-level.

Consequently, children are obtaining places at schools that are unsuitable for them. A term or two later the wheels fall off. Schools then send the parents the ‘we think your child would be better suited elsewhere’ letter. The hard truth of such a situation is that a child who should not be there has been awarded a place, which could have been given to a child who would have thrived. This leaves the school feeling duped, the child unhappy and the parents angry or in despair.

As league tables have become an increasingly prominent factor in parents’ impressions of whether a school is ‘good’ or ‘bad’, some schools choose to focus their attention entirely on their position within the league tables. There are plenty of outstanding schools that provide wonderful education, but are not in the ‘top 100 schools’. With this in mind, a child who is not going to gain a certain set of GCSE grades is often politely asked to leave before the sixth form. We have seen a growing number of children moving from one school to another following their GCSEs. Some adolescents seek a change of scenery, but others fall just under the desired boundary for academic achievement and are leaving a school where they are happy, which makes the transition to another school harder.

SPECIAL NEEDS

In the past decade, the UK’s understanding of learning difficulties has improved massively. Our teachers are trained to quickly recognise a struggling child who, in the 1980’s would possibly have been labelled as ‘lazy’, but there are still children with less detectable difficulties who slip through the net.

If you are diagnosed early on with dyslexia, dyspraxia, ADD, ADHD or are on the Autism spectrum, then hopefully, with the right advice, it can be managed and often turned into a strength. If you are not diagnosed early on then what happens? Come the adolescent years, children think they are stupid or ‘different’, some are bullied and others give up. Irrespective of the amount of time they spend on homework, revising or preparing for an exam, they get the same grade. So what is the point?

We have become too focused on ‘labels’ in order to try to explain

MENTAL HEALTH

A child’s mental health can be affected by almost anything including their self-esteem and sporting ability – even the health of their parents’ marriage can have an effect. Children are very good at overthinking a problem, causing it to escalate. Sadly, we have worked with a vast number of children with mental health problems. A shocking number of children have self-harmed, often in the quiet of their bedroom.

Some have become addicts and have had to drop out of school to attend a full-time residential clinic.

With unrealistic beauty standards promoted on social media, teenage girls can easily develop anorexia or bulimia. The media is awash with the ‘epidemic’ of child or adolescent depression although studies have shown that there is no evidence to suggest an increased prevalence of depression in the past 30 years. Moreover, it is the public’s heightened sensitivity, which contributes to disorders being recognised when in times gone by, they might have been brushed under the carpet. However, this can only be a good thing as it is better to be safe than sorry.

DRINK AND DRUGS

Schools tend to have a zero tolerance policy with drug-use; though many children are often given a get-out-of-jail-free card with regards to alcohol abuse. If a boy or girl is caught taking drugs, they are usually either expelled immediately or given the opportunity to remove themselves. It is interesting to note that when we have worked with children with drug problems, they have regularly been misunderstood. They have resorted to drugs either to calm their churning thoughts or to focus them.

Should a child be removed from school due to either drug taking or drinking, it is often quite difficult to plan an onward programme as they tend to be ‘red-flagged’ from a school’s perspective.

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Diagnosing a problem requires some reading between the lines

certain aspects of a child’s personality or behaviour, but if each child is unique in their development and their inherited aptitude then it is possible to understand why labels are fairly pointless. A programme needs to be designed specifically around the child’s cognitive profile, rather than the label. A school’s capacity to meet the needs of its pupils with learning difficulties varies enormously. Some have exceptional resources with dedicated buildings for children with special needs, whereas others are very small with overworked specialists.

Awareness is increasing all the time and we are becoming more adept at recognising difficulties earlier on. We hope that we will see special needs recognised as a strength, for example, dyslexic children are often highly intelligent and usually excel in terms of visual memory and creativity. These strengths can easily be harnessed.

Schools can, to a certain extent, be forgiven for some oversights. ADHD, for example, often presents completely differently in boys than it does in girls. Boys show signs early on and it is usually obvious, whereas girls can hide their attention difficulties more successfully until midway into their adolescence. It is at this point they become incredibly anxious, start panicking in exams and their grades suffer as a result.

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LITTLE VOICE Dr. Josephine Storek is a chartered psychologist who has worked closely with struggling children and adolescents for many years.

She advises parents to follow their intuition and seek help immediately if there is a problem he road to hell is paved with good intentions – wellmeaning relatives, friends, teachers and even partners offer unsolicited advice about your child. While it’s imperative to listen and consider feedback on your child’s behaviour and academic performance, it is equally important to remember that no one knows your child better than you do. Listen to your ‘little voice’.

If you suspect everything is not ‘just fine’, do not suffer in silence, seek professional advice. Prevention is vital, yet few know what to look out for.

My own personal frustration is the lack of knowledge out there.

Dyslexia, dyspraxia, dyscalculia, attention deficit, executive dysfunction are neurobiological conditions which cannot improve without appropriate diagnosis and treatment. However, there are many variations on a theme, and as attitudes to mental health become more informed, parents and schools should ask questions, seek the root causes, and not just label a child with the first learning difficulty that springs to mind.

Not everyone who can’t spell or write a story has dyslexia, not everyone who fidgets or can’t concentrate has got ADHD. By the same token, a quiet girl who never gets in trouble but keeps zoning out and struggles to learn, or a boy who reads a page over and over again without remembering what he just read, may be exhibiting signs of learning or behavioural difficulties.

When a child can only concentrate when he is allowed to fidget or stand, or inhales books but does not get the bigger picture, you should ask the same question. What is going on here?

Its also possible that a child who struggles with friendships, who is bullied for being ‘weird’, who is becoming increasingly aggressive, who has trouble falling or staying asleep but can’t wake up in the morning and remains drowsy during the day, has an undiagnosed neurobiological condition.

So too may a child who seems addicted to screens, games or computers and spends hours in a state of ‘hyper focus’ despite agreeing to finish homework.

All these symptons may signal trouble bubbling beneath the surface.

Very bright or gifted children may act out and get into trouble with peers, excel in one subject but fail in others that don’t interest them, and also be regarded as lazy, exhausting or difficult. Then there are ‘twice exceptional’ children, whose intelligence often borders on giftedness but must cope witht their own learning and behavioural difficulties. They are the hardest to spot but quick to flourish with appropriate support.

Often, children behave better away from home, and their academic performance can give out mixed signals. Parents feel betrayed when schools report sudden dips in grades or behavioural issues, despite attempts made to address concerns on earlier occasions. Its also imperative that parents understand that major life events, such as divorce, bereavement, and relocation, can have a significant impact on children, and they should look out for inconsistencies and behavioural differences which may be symptomatic of underlying anxieties.

Work on your instincts too. And be wary of your own labelling. While IQ is important in clinical and research settings, personality traits, such as conscientiousness, grit, resilience and openness are better and more reliable predictors of success than intelligence alone. If there is a genuine concern, don’t waste time in the hope that things will get better, it will need addressing.

So do the research, be thorough, talk to experts, gather data and seek help.

Parenting is the hardest job but it doesn’t have to be a lonely, uphill struggle.

Each child is unique and there really is no cookie-cutter path to follow. Be smart and seek the support you need to give your child the best shot at life.

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St Andrew’s Prep pupils get stuck in

MIND-MAPPING Gareth Jones, headmaster, St Andrew’s Prep, Eastbourne considers the role of schools in preventing mental health problems ‘There comes a time when the world gets quiet and the only thing left is your own heart. So you’d better learn the sound of it.

Otherwise you’ll never understand what it’s saying.’ Sarah Dessen Social media provides instant communication and incites snap opinions.

The seduction of online friendships encourages the sharing of unnecessary details for all to see. Children are vulnerable to feelings of insecurity, which in turn damages society; around 850,000 children in the UK have a diagnosed mental health condition. No one should ‘play’ at being counsellor, but schools do play a significant role in influencing how young minds develop and should do everything they can to address this issue.

We need to educate our pupils on how to form opinions properly, how to substantiate ideas, how to self-reflect without overanalysing, how to listen to and value different points of view in order to think critically and be aware of the wider community. We need to expand pupils’ minds so that they become more resilient, more compassionate and better listeners. A paper recently produced by the LSE asking ‘What Predicts a Successful Life’, noted, ‘The most powerful childhood predictor of adult life-satisfaction is the child’s emotional health. Next comes the child’s conduct. The least powerful predictor is the child’s intellectual development.’

Most schools employ someone to look after wellbeing issues, often interacting with CAHMs. However, to be really successful in tackling mental health issues, a school must be preventative rather than reactionary, putting the emotional health of its pupils at the heart of its culture.

This requires more than a detailed PSHE programme, it requires the commitment to ensure that each child knows why they come to school.

Pupil disengagement occurs when the purpose of school is not clear and their education seems irrelevant. Pupils need to know that they are there to learn and that being there will teach them to think independently and work collaboratively. Then they will become more confident, carry hope and aspiration and develop a greater understanding of the society around them. This is easier said but harder to implement.

Emphasis must be placed on respecting each other’s viewpoints. Protective learning should be used to build up confidence and self-esteem. Children must not feel that there are limitations to their learning, nor that their opinions and ideas have no value. Time must be set aside regularly, especially as pupils mature and develop, for them to stop and, in modern parlance, ‘re-calibrate’. By getting each pupil to measure himself or herself against a school’s core values, like kindness and tolerance, the school will simultaneously reinforce its own identity and develop a stronger emotional health within each pupil.

If schools can meet the complex and varied challenges surrounding mental health, they will go a long way to creating resilient, compassionate and confident citizens who know themselves and are ready for the challenges of adult life. In the words of Plutarch, ‘What we achieve inwardly will change outer reality.’

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PASTORAL CARE Philip Hoyland, headmaster of Pinewood, a co-ed prep school, explains how a good school can manage the more difficult issues encountered by pupils in junior and senior schools

he quality of pastoral care offered by schools has improved enormously in the last two decades, most notably in its ability to recognise those in need of extra help and the successful strategies implemented to deal with the issues. It is encouraging to witness Anthony Seldon’s drive towards introducing MHFA (Mental Health First-Aid) in schools, as well as Theresa May’s focus on such provisions in a recent speech. The Duke and Duchess of Cambridge have also come out in support of bringing mental health issues to the forefront. Schools like Cheltenham College have introduced programmes to help children cope with busy lives and to prepare them for the wider world.

A strong tutor system, which supports the role of pastoral deputy heads and those of houseparents, should be at the first point of call for any child who has a worry, but peer-to-peer support is also invaluable. Academic issues are supported by the SEND department, who can implement an integrated individual care plan or, in more extreme cases, provide detailed SEN support outcome plans). In addition to one-to-one support, a SEND teacher should also sit with the child for a weekly session in the classroom.

This ensures that help is not given in isolation but is integrated. Scribes and laptops can help too.

Away from the academic arena, many issues will arise, including stress, low self-esteem and anxiety, as well as worries regarding gender issues, body image and bullying – be it physical, verbal or cyber – in which case, the MHFA officer or counsellor should be involved to assess and find help from an external expert higher upstream. Senior schools generally do a magnificent job in this area. Problems do occur at prep-school level but, thankfully, there is less exposure to social media pressure (we are a mobile-free school). When problems do occur, communication is vital in that golden triangle of home, school and child, as is a strong support group, made up of friends, nursing staff, tutors, matrons, counsellors or houseparents.

Many children may be ‘just managing.’ Early intervention is important but this is just sticking plaster. We need to treat the cause. Programmes to counter issues before they become intractable, to reduce the number of pupils reaching the referral stage are invaluable, but it is good to see schools embracing the difficulties confronting today’s students.

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Full steam ahead at More House

A MISCOMMUNICATION Jonathan Hetherington, headmaster of More House School, Frensham explains how language disorders can cause children to fail There are many warning signs when all is not well with a child at school.

They may find it dfficult keeping up with peers in reading and writing, forging friendships or sustaining concentration, and become frustrated by classroom expectations or playground politics.

Usually, these pupils are bright and cognitively capable of achieving well at GCSE and A-level just like their peers but their self-esteem dwindles. It is not the pupil who is failing but rather the educational system. Mainstream education addresses the most common learner profile, but these children will thrive only if offered a different approach. The incidence of, often undiagnosed, conditions, which will affect how a child learns, is far greater than commonly imagined. Many undiagnosed children are fighting against the challenges presented by dyslexia, auditory processing difficulties, weak working memory, receptive and expressive language difficulties and associated social communication problems.

Many mainstream schools offer one-to-one support and specialist group work, which can help, but interventions within the classroom can cause unpredictable damage to self-confidence as it emphasises difference, fosters social isolation and erodes self-belief. Pupils constantly exposed to situations that they find difficult may well lose self-confidence, experience increasing anxiety and despair, and end up refusing to go to school. Instead of giving a child more of what they cannot do, we must understand how to overcome those difficulties.

With this in mind, More House pupils have achieved incredible results.

Central to the succes of the schools with nearly 500 boys aged eight to 18, is the recognition that many learning difficulties stem from a problem with the development of language.

Advanced language skills are a prerequisite for success within the UK’s education system – they affect pupils’ progress in literacy, numeracy, inferential reasoning and social development. Pupils are assessed on their ability to communicate knowledge far more than on their conceptual understanding yet many SENCos in mainstream schools don’t understand the influence of language disorders on literacy development and often Educational Psychologists fail to identify language difficulty as a factor.

The transformative affect of addressing these language needs while providing a mainstream educational experience, yields extraordinary outcomes. Our GCSE and A-level results are above the national averages.

Social outcomes are similarly impressive, with most sixth-formers progressing to university degree study.

Pastoral care is a priority at Pinewood

We have a wealth of specialist expertise which includes 11 speech and language therapists, five occupational therapists and ten literacy and numeracy specialist tutors, but there is no one-to-one therapy or classroom support, and no removal from lessons for specialist therapeutic input. My pupils grow in self-confidence and esteem. They dare to believe that their dreams are possible, and they develop the strategies and skills necessary to overcome their individual challenges.

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Results are the not the be all and end all

chool entry is often competitive, but beyond that, largely straightforward. Parents assume that when pupils join a senior school they will remain there for the duration of their secondary education. It is logical that they do so as relationships with their peers and teachers are maintained and the ethos of the school is gradually absorbed. However, for a significant minority the reality is different.

In a similar manner, university entry is assumed to be on the basis of offered grades but here too, the reality is often surprising.

League tables have driven academic aspirations upwards so that schools pin their reputations on the product of newspaper and government statisticians. And so it follows that schools employ tactics to raise their outputs. These can vary from culling pupils after GCSEs, declining to enter pupils in exams or requiring them to sit them as external candidates who won’t show up on their statistics.

As GCSEs approach, schools that purport to value the ‘whole person’ advise less academic pupils that the sixth-form curriculum is too demanding, and gently usher them away from the school.

Gone is any consideration of a child’s contribution to the school community. And gone too is the school’s advocacy of a balanced lifestyle that will sustain their pupils throughout long and stressful working lives. The policy risks damaging teenage self-esteem, leaves children isolated from their friends and promotes the misguided view that only formal work leads to success and happiness.

Parents should beware the offer that seems too good to be true.

If a school, which is highly placed in league tables, offers a place to your middle-of-the-academic-road child – there’s trouble ahead.

Under such circumstances, read the school’s terms and conditions

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carefully and, if necessary, seek a binding amendment to ensure that the school cannot insist on a pupil’s removal for reasons of academic performance. If they won’t agree, consider looking at an alternative school rather than enduring the distress caused by enforced departure three years later.

University entry is not all its seems to be either. Many universities are expanding and with that comes the need to fill places. The pattern over the last few years seems to be that pupils apply to mid-range Russell Group universities, receive high offers, some fail to make the grades but are awarded a place anyway. Even Medicine featured in clearing last year. The impact is a large number of unnecessarily stressed teenagers, teachers and parents chasing an elusive A-level target which has been set unnecessarily high. These stress levels will increase as we move towards linear exams in the reformed A-level curriculum.

These policies come at a time when children’s mental health has never been higher on the political agenda yet places of education maintain processes, which add unnecessarily to the stress of the teenage years. There is no excuse for this as schools can predict pupils’ long-term performance from data they capture during the entry assessment process and universities know full well what range of grades they will ultimately offer. In a buyers’ market, parents and university applicants can afford to be much more assertive in asking questions during the entry process.

Sedbergh School

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NOT MAKING THE GRADE Andrew Fleck, headmaster of Sedbergh School in the Lake District, encourages parents to ask more questions during the school application process so that their children don’t fall through the cracks later on

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YOUNG PEOPLE AND DRUGS Addiction is a parents’ ultimate fear. Psychotherapist Nick Kypriotis offers some advice on how to help your child parent’s natural instinct is to protect, nurture and guide their children, but we cannot prevent them from being subjected to external pressures and influences beyond our control.

Therefore it is important to educate young people early on, both at home and school, about the dangers of drugs and addiction.

This enables young people to develop a sense of responsibility and awareness, and equips them to make the right decisions if they are exposed to drugs.

Schools can help by encouraging a safe, caring and nurturing environment in which there is discussion of the different types of drugs and the consequenecs of taking them.

They can invite speakers to talk about how their drug addiction has affected them and their family’s lives.

Resources are challenging, but it’s easy to provide references like literature or websites for information and support, and even better, access to an addiction therapist, whom young people can approach and discuss drugs with in total confidence. If all teaching staff have received training on the signs of drug taking as well as its physical and mental impact, they can recognise someone in need, which is the first step to giving them help.

In this respect, a zero tolerance drugs policy enforced by many schools does not help the pupil. It is understandable given the criminality implied, but in effect it simply transfers the problem from the school to elsewhere.

If a pupil can come forward in confidence, knowing they will not be punished for their honesty and will receive guidance, then a

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St Chris pupils develop their individual strengths

A GENTLE APPROACH Richard Palmer, head of St Chris’s school, Letchworth explains how they bring out the best in a pupil At St Chris’s we expect our students to work hard, apply themselves to their exams and to do their best. However, while important, exam results are not the be all and end all (although it can feel like it at the time).

Not everything in life goes according to plan. In the wider world being able to adapt to change, solve problems as they occur and be tenacious in the pursuit of goals are often character traits as highly valued as exam results – if not more so. At St Chris’s we develop these skills while encouraging our students to explore their place in the world.

When accepting students on to our A-level programmes in Year 12 we take a wider view of success. Our post-GCSE entry requirements are a guide only- if a student fails to make a grade then we look at why.

We make it work by thoroughly and realistically understanding the ability and potential of our children and by ensuring their plans are in line with this. If poor grades are commensurate with ability then doing an A-level course doesn’t make sense.

However, if someone didn’t do well at science GCSEs but wanted to come and do an arts-based course at A-level then we’d see this as perfectly acceptable. No one can be good at everything but it doesn’t stop them being excellent at something.

At all our entry points we combine testing with interview and a wider consideration of a child’s strengths and potential.

We also look at whether we would be a good fit for them – whether our collaborative atmosphere and gentle approach would help them produce the results they are capable of.

drug policy and procedure can be devised in collaboration with the school, parents, trained professional and, most importantly, the pupil themselves. Addressing why they are using drugs should be the primary concern, this may help them find a less destructive way of coping.

Parents suspecting drug use must remain calm and supportive; do not get angry and reprimand the child nor go into denial that there is a problem. Avoid threatening questions and try to establish a strong and trusting bond by spending time with them.

Most young people trust their parents and will hopefully follow any guidance or support offered. However, as teenagers become more independent, communication may be more challenging. This does not mean you should give up. Try to find out the best way to support them, but don’t pressurise them so that they shut down and withdraw from family life.

The media give the impression that drugtaking is common but it isn’t, so be strong in your concerns, and confident in finding out what is wrong. Young people take drugs for many reasons, to experiment, because of social peer pressure or ‘to have fun’ but they may also be using drugs to escape problems at school or home. It’s paramount to keep an open dialogue to ensure you get to the root of the problem and find a way to work through it together. If this is unsuccessful, reach out to a professional service which is experienced in supporting young people, as GPs are often not sufficiently trained to deal with such issues.

Nick Kypriotis is an addictions therapist and clinical manager at Gladstones Clinic in London; help@gladstonesclinic.com

PHOTOS: THINKSTOCK

A recent student who applied for St Chris’s had grades that had been declining in the school she was in. On closer inspection, she wasn’t inspired by her lessons and was putting her energies into setting up an online business. It was clear she’d do well in the world but needed to find the right setting to tap in to this potential – somewhere that would ask the right questions and suit her goals for Year 12.

Above all, it is our core principal of treating our students as individuals that guides our admissions procedure and the way in which we treat exam results. We’re confident that valuing, respecting and listening to our students ensures that we provide the right conditions for them to achieve their full potential – and while results are important to help them get where they want to go, success is more than just a few letters on a CV.

A zero tolerance drugs policy can stop pupils coming forward with their problem

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SIXTH FORM OPTION Fiona Pocock, principal of Bosworth College, explains how sixth-form colleges offer a viable option for pupils who no longer feel they ‘fit’ at school

sixth-form college appeals to many students, often because it’s referred to as ‘college’, not ‘school’ – note how quickly you are corrected if, in error, you refer to it as ‘school’! College sounds more grown-up but, in fact, most independent sixth-form colleges that belong to the Council for Independent Education (CIFE), are registered as schools. We are a ‘school’ because we have five students of compulsory school age and are subject to ISI (or Ofsted) scrutiny. So, it’s not the name alone that makes a sixth-form college attractive – we have to tick all the same boxes as our mainstream school colleagues. We must be doing something else right.

Sometimes it’s the allure of a fresh start. Moving up to through a schoolis fine if things have gone well but if they haven’t, somewhere new may come as a relief. What 16-year-old really wants to be reminded of their 11-year-old self? A sixth-form college offers the chance to escape and reinvent oneself. Some pupils may be moving to escape bullying.

Unfortunately this can happen anywhere but it is not acceptable and perhaps easier to manage in a small independent sixth-form college where the students share aspirations for academic success above all else, including misplaced obsession for the latest fashions.

While the cool kids might opt for a college of further education, where there are exciting programmes delivered in state-of-the-art facilities, a sixth-form college tends to attract students focused more on traditional qualifications taught in small teacher-led groups, where the sense of community matters enormously. Students with shared goals in any environment tend to pull each other along (or down). At Bosworth, we find that drive, ambition and a sense of supportive collaboration are infectious.

Our students have moved on from the chaos of some mainstream environments and find themselves thriving in a less intimidating, more mature atmosphere, where nobody cares much about make-up or expensive trainers because there’s too much work to do to worry about such trivia.

We may be accused of working (and we do work hard) in a cosy cocoon, where staff really can nurture curious minds, but that’s as it should be!

We treat young people with respect and they offer it back while striving with their teachers to achieve their very best outcomes. Given the opportunity to gain self-esteem alongside qualifications, students can then venture out into the big wide world where they are equipped to flourish.

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A very special graduation

ROCKY ROAD TO SUCCESS How I got there by Anonymous, 24, London In November 2008, after three-and-a-half tumultuous terms at a ‘top’ English boarding school, I was withdrawn at the insistence of the headmaster, to avoid the inevitable expulsion that would result in a blemish for both me and the school. And so, mid-way through the Christmas term in the year before my GCSEs, my mother picked me up and we went looking for a school willing to accept me in the new year.

Although I’d been in trouble at school when I was young, I was more of the cheeky, mischievous type rather than a real troublemaker: sneaking into town to buy sweets or repeatedly ‘referencing’ other students’ work. Public school, however, didn’t start well. I was extremely homesick and when I came out of it, resorted to extreme methods to get back my street cred.

It appeared to me that the most well-liked and respected people in my year group were mainly interested in cigarettes, alcohol and drugs, so I made a conscious effort to use all of them, as much as possible.

It worked. Any perception there might have been of me as a wet, homesick boy had disappeared by term two. The problem was that the popularity effect, based on something so shallow, was short term. To keep up the image, I had to keep taking the substances, or failing that, misbehave.

The offences caught up with me and I was asked to find a new school.

Several unsuccessful visits to traditional London day schools later (God knows how long I would have lasted), my mother came across Lionheart Education in Brook Green. I wanted to go, although probably for the wrong reasons (‘No uniform!’, ‘Calling teachers by their first names!’). My mother and I had met with Roo, the ‘chairman and head of educational consultancy’, though you’ll never hear him call himself that. I remember the relief of feeling that I didn’t have to lie or pretend that everything was someone else’s fault to get a place. It was like speaking to someone my age (he is about half the age of most heads). They offered me a place.

My three years at Lionheart were not all plain sailing. I put them to the test, but I owe a debt to them for keeping their faith in me when others hadn’t.

More significantly, however, was the way they changed my views about the way the world worked. At Lionheart, classes are one-to-one, which allows students and teachers to have much deeper relationships. The teachers are young and friendly, which may be scary for traditional parents. But as a rebellious student, I stopped seeing teachers as miserable, unfriendly robots at the mercy of a text book and started seeing them as people I wanted to please. There are no detentions; when I didn’t do my homework I felt I’d let down a friend, rather than fought the establishment.

Bosworth College

I don’t have a superficial English public school record on my CV and I did lose some years playing catch up to my peers, but I consider myself extremely lucky. I am unscathed and have created a life for myself in which, all things said, I am genuinely happy. It could have been very different. If my story sounds familiar, I would urge both parents and students to look into alternative educational institutions. What you lose in ‘prestige’ you get back in maturity, meaningful relationships and a true understanding of what is success.

PHOTOS: THINKSTOCK

Academically, I achieved good GCSEs from Lionheart but I decided to leave school before taking A-Levels. Looking back, this is something I regret. However, two years later I secured a place at the University of Buckingham to read law. I then got a distinction in a post-graduate management degree at Birkbeck College. I am now running two businesses, one of which is being built with the assistance of my GCSE English teacher at Lionheart, who has become a close friend and mentor.

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PROMOTION

CHAMPIONING COMRADERY Titus Mills, headmaster at Walhampton School, gives his two cents on the matter of co-education

was right to highlight the strong feelings of comradeship it creates.

And comradeship is a potent thing. It remains with young people throughout their lives and it colours all future relationships. An experience of comradeship, across the sexes from a young age, is a foundation young people can draw on for success and happiness well in the future. That sense of comradeship is deeply rooted in respect, which we aim to foster at Walhampton. It’s also shaped by an awareness and celebration of differences and similarities, and it draws people together. Could there be a more important life skill?

That’s why on any of our open days, parents and children will find a school in a stunning location, with a distinctive ethos and tremendous spirit.

A good mix

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estled in ancient woodland on the southern edge of the New Forest, near Lymington in Hampshire, Walhampton benefits from a setting that few prep schools can match. With big vistas and broad horizons, set within 100 acres of lawns, lakes and woodland, it’s a day and boarding school like no other.

But the school’s location is only one of its special qualities. As headmaster, I feel privileged to live and work here at Walhampton, which educates boys and girls aged two to 13. Although my own education was always within a single-sex setting, every school I’ve ever taught at has been a co-ed. And I wouldn’t have it any other way.

Mixed classes of boys and girls working together, playing together, maturing together and learning from each other feels entirely natural to me. I believe co-education can provide a more realistic and seamless way of equipping young people to take their place in the wider world.

We offer children extensive opportunities to develop both academically and creatively during their time here at Walhampton, and this goes beyond just being able to pass Common Entrance. Time and time again, I have witnessed boys and girls building lovely, natural, uncomplicated friendships at school.

Plato was right to champion co-education. He

Pupils get into character

Walhampton’s woodland

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EDUCATION

COMMENT

WAKE UP!

Prepare pupils for a 21st-century working environment with an active education and abandon the passive teaching system of ‘factory’ schools, which are so 19th century, says historian Sir Anthony Seldon, vice chancellor of the University of Buckingham

six intelligences or aptitudes that are uniquely human. This century here are flaws in the current educational system, will see the creation of many small companies, which will need to but there is much more that is right than wrong. be entrepreneurial and creative to thrive in a rapidly changing world.

Unfortunately, pundits and the press have created We therefore need our schools to develop entrepreneurialism, active a level of dissatisfaction by highlighting the abnormal learning and creativity. Pupils should be taught the six aptitudes and the errant, thereby creating a sense that all of personal and social, creative and physical, moral and spiritual is wrong. Dig a little deeper, however, and there are many stories about intelligence, and to do that there needs to be a change in attitude. the work being done in schools across the country. We have many great Schooling today is still too much about learning the right answer. teachers, great leaders and most children are very well taught.

The schools of tomorrow should be about teaching pupils that there That said, there is now a profound need for change within are no right answers, there are only better and worse the education system. Children are still taught by answers, and good and bad questions. We should be a system that evolved in the 19th century, when encouraging them to come up with their own answers. ‘factory’ schools were homogenised conveyor My best moments at Tonbridge School in Kent, belts and required passive learning and were when teachers encouraged us to learn for the regurgitation of facts. Passive learning ourselves: Our DT teacher told us to design worked when our economy was based upon a wooden tower that could take heavy weights – large-scale employers, mass production this was exciting because we weren’t told how and repetitive work that didn’t require to do it. In geography, we were asked to design employees to think very much, a new town before being shown how it was laid merely carry out instructions. out – I put in toy shops, but forgot about But this kind of learning only covers sanitation. This is active learning, the converse a very narrow range of what it is to be a human of passive. Telling pupils the answer prevents being. In the 21st century we need to move them from working it out for themselves and ahead of the times, not shuffle along behind. makes learning more superficial.

I ran schools for 20 years, Brighton Much damage is done to young people College and then Wellington College, and by the extensive and indiscriminate amount during that time I tried to take my pupils of time they spend on computers and hand-held towards a 21st-century model, based on electronic devices today but, when used properly, the work of Howard Gardner, the American computers can enhance learning enormously. development psychologist who devised the theory We can already plot the excitement young of multiple intelligences at Harvard. We adapted people find from playing computer games, when his work at my schools by identifying eight their brains are firing off in all directions, different forms of intelligence.

Imagine these forms of intelligence as points ‘Schools of tomorrow should with the relative lack of brain activity in lessons.

Within ten years, artificial intelligence will on an octagon, in four pairs: personal and social, be about teaching pupils enable us to personalise education. My book, creative and physical, moral and spiritual, logical that there are no right The Fourth Education Revolution, coming out and linguistic. Schools have the responsibility answers, there are only later this year, will describe how AI will enable of teaching them all to draw these different types good and bad questions and us to personalise education with software of intelligence out of every child. Because if we don’t, they may well remain dormant. In reality, better and worse answers’ designed to look at the face of a student, listen to their voice and comprehend the difficulties however, most schools merely pay lip service to they are having in understanding what they are learning. the first six and only concentrate on the last two.

With this knowledge, these advanced machines will be able This is wrong for a number of reasons, not least because the two intelligences being concentrated on are, ironically, the two most to adapt any material on any subject and to keep re-presenting the material to the student in a challenging and fun way that helps easily replicated by machines. Algorithms and artificial intelligence them learn, until the student has ‘got it’. It will make learning are outperforming human beings on most aspects of logical and more enjoyable and engender an extraordinary change in schools, linguistic intelligence. So the very skills around which we have the biggest change in education since the development of the designed our schools and our exam system are the very ones that, printing press. Now we just need government to take the lead within the next ten to 20 years machines will render redundant. and Ofsted to wake up. We must stop living in the 19th century Shock, horror! Schools are focusing on the wrong subjects. and embrace 21st potential with open arms.

They should be concentrating their resources instead on the first

T

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PROMOTION

FULL STEAM AHEAD

Will Brooks, headmaster of Brambletye School in West Sussex, on preparing children for the future Will Brooks

What is the role of a prep school today? We recognise that senior schools and employers are increasingly looking for qualities that go far beyond academic results, and know that some of the careers which our pupils will pursue are in their embryonic stages – so how does one prepare a child for the future? At Brambletye, we are committed to developing the social skills that children will need to cope in an ever-complex world. While we cannot predict what jobs await them, we do know that creative thinking and teamwork are timeless skills. This is why children are given the opportunity to work in groups, which helps them navigate, value and discuss different opinions. Not only does this develop leadership skills, but children learn to cope in the face of adversity – failure is recognised as a positive developmental experience.

What are the benefits of a countryside location? The school’s 140 acres offer a breadth of additional learning experiences – children work in outdoor classrooms, make dens, race around the assault course,

Confidence is key

Happy days

play sport every day and challenge each other on the supersized chessboard. We have also recently installed a 220-metre zip wire.

What is a key challenge for prep schools? It is important that children are given the tools and guidance to address complex issues from a young age. Brambletye does this through weekly PSHE lessons, individual tutor time and small group sessions in the boarding houses.

Our parent lecture programme enables us to communicate these challenges to parents as well. Top-class speakers deliver talks on topics from the development of the adolescent brain to online security. As well as equipping our pupils to be ready for the modern world, our setting and culture mean that we can extend their childhood for as long as possible. Old pupils tell us that their years here were the happiest of their lives. We strive to create Every child is given the freedom to similar memories for our current pupils. develop a sense of exploration What lies at the heart of a Brambletye experience? Children leave Brambletye with a strong sense of self worth, a desire to learn and an ability to embrace life’s challenges with purpose and conviction. They learn skills which they will apply throughout their lives. For example, standing on a stage and performing to an audience becomes second nature to the children, who get involved in the performing arts from a young age. Lifelong friendships are forged here, as demonstrated by our alumni society, which provides a strong network for existing pupils.

What excites you about the future for Brambletye?

We are preparing for our cenetary in 2019 with an ambitious fundraising campaign to launch two projects.

The first is an artificial sports’ pitch, which will enhance the children’s ability to train and compete at all levels.

The other is a creative learning centre at the heart of the school, which will house a modern library and an art studio. We look forward to inspiring many scholars and great thinkers of the future within this space.

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EDUCATION Managing school fees is a careful balancing act

WHEN TO PAY

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Former Ofsted inspector John Dabell advises parents on how and when to move in and out of the independent school system if you cannot afford to pay all the way

t is often said that education is the best thing you can give a child and many parents do choose to invest in independent schools because of their reputation for providing a high-quality education. According to the 2016 census of the Independent Schools Council (ISC), an umbrella organisation for the majority of independent schools, a record 518,432 pupils now attend Britain’s independent schools. The ISC now has 1,280 member schools, the highest number since the 2008 recession.

Far from being in peril, the ISC statistics paint a rosy picture of private education today, but is it all good news? While many families can afford school fees there are also those grappling with massive mortgages, the rising cost of living and job insecurity.

Despite the lowest fee increase since 1994, going independent can still be a financial ball and chain with many parents requiring help. If it isn’t from grandparents, who often shoulder the financial burden, then it’s the schools themselves. Fee assistance is widely available with schools like Christ’s Hospital boasting support for nearly 90 per cent of their pupils and Eton providing support for 21 per cent of its pupils. The ISC reports that an increasing amount – over £850 million – was spent on a third of pupils and over 5,600 pupils paid no fees at all. The census disclosed that 3,611 pupils were in receipt of a means-tested scholarship with a total value of £23m. While fee assistance is heaven-sent, many ‘just about managing’ (JAM) families do not qualify for means-tested bursaries.

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S C HO OL F E E S Recently, the Independent Schools Council (ISC) announced that private schools plan to offer thousands of free places to low income families; the proviso being that the government pays £5,550 per place – the cost in the state system – with the schools making up the balance at an anticipated cost of £80m. Some pupils would be tested for academic ability but the scheme would not just target the brightest children. ISC chairman Barnaby Lenon says: ‘We are offering the prospect of jointly funded places – up to 10,000 a year. It could have a very big impact on some areas and, in particular, on individual families.’

If finances aren’t a problem, then for many parents the choice is straightforward – it’s independent all the way. Even when it’s a struggle, many parents manage. Their ‘I will give my left arm’ approach to keep their child in a private school sometimes leads to big decisions like downsizing, taking a second job or missing out on holidays.

Schools are very mindful of the fact that hard-working families make huge sacrifices to send their children to independent schools. The average termly fee for a day school is around £4,541; for a boarding school it is £5,827 but rising to nearly £40,000 a year in some. Schools do work hard to remain competitive and affordable but it is still a major outgoing. ‘I am aware that for the majority of our parents paying for an independent education from four to 18 is very difficult,’ says Julie Keller, headmistress of Nottingham Girls High School. ‘Therefore many do dip in and out. Historically, we have found that girls who join at reception do stay all the way to Year 11 or 13. Those who join in Year 7 often stay just until the end of Year 11. Clearly many of our parents make the choice to invest for just this window and are happy to trust the state schools for primary and sixth-form education.’

The dynamics of choosing a school and getting ‘the best education’ are complicated, though. Many parents have concerns about the state sector, which are sometimes groundless and sometimes not. The best state schools can often be as good, if not better, than some independent schools, but the worst state

schools can be dreadful. Success depends upon many factors and location isn’t everything. There are many leafy suburb schools that are underperforming and there are lots of outstanding innercity schools. Much depends on senior leadership teams and staff and not just the school’s intake. It works the other way too. Some independent schools can boast outstanding, because they are, whereas others are borderline average and a few inept.

The 2015 and 2016 ISC census reveals that more parents are dipping in and out of the independent sector for crucial stages of their children’s education rather than buying the whole package from prep to sixth form. In 2015, 25 per cent of independent school pupils had moved over from the state sector and for many, this is part of a carefully calculated plan. If there is a good local state school, parents decide when to spend their money for the best possible outcome, often starting with a good state primary before switching to a senior independent school. Parents, however, should be aware that a top state primary is no golden ticket into a top private school – it may have operated like this once but the selection will be down to the child’s abilities rather than what school they have come from.

But if parents are anguishing over such a decision, they might want to follow the advice of Adrian Boyer, head of the junior school at Silcoates, an independent co-ed school for three to 18 year olds in Wakefield, West Yorkshire. ‘Like any of the great institutions, buildings or even people – a solid, well-structured foundation is key.

Therefore, if you were having to put your eggs in one basket for your child, an independent primary education would be the best thing to do. With a solid foundation great things can be built.

‘Equipped with a love of learning, resilience and a desire to succeed, an independent primary school leaver is able to survive at any state secondary school. The vast array of opportunities provided in this setting and the club links available to independent primary school pupils, gives them a great head start, with many of them succeeding in many areas by the time they reach 11.

‘I have no doubt that this is where the money should be spent. Provide those early foundations, those great opportunities and your child will have the building blocks, not only for a successful secondary career, but for life!’

Having said that, parents who are keen for their children to get the top grades demanded by Russell Group universities tend to invest in secondary schools, embracing the risk of a possible negative selection process reputedly ascribed to some top-tier universities, including Oxford, in favour of attaining the highest grades. This is probably the correct decision given the disproportionate number of independent school passing through their illustrious Pupils enrolled for their senior years at portals. As one tutor of Nottingham Girls are given a leg-up admissions wisely pointed out, Spring/Summer 2017 | SCHOOLHOUSEMAGAZINE.CO.UK | 85

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EDUCATION

S C HO OL F E E S

a university is unlikely to overlook the bright sparks just because they were educated in a private school. It comes as no surprise then that independent school pupils are twice as likely to study the academic subjects that the country’s most selective universities want and are then recruited by those universities.

Sometimes parents do the opposite, getting them off to a good start by going private from reception, before enrolling them in a state secondary and then opting back in at sixth form. ‘The hokey-cokey experience of dipping in and out is not uncommon,’ says Emma Nash, head of preparatory at Manchester High School for Girls. ‘It is something that parents quite often do these days as it is a difficult decision to make regarding where you place your economic priorities. If school fees are a viable option for parents, then increasingly we see parents buying into a stage of education – for example, reception to Year 6, or just secondary – depending on what they feel is important for their child.’

The numbers of cradle-to-career pupils, who begin and finish their educational life cycles in one system, are dwindling but free movement isn’t all plain sailing. Opting in to an independent school can seem much easier than opting in to a state school, but while being able to afford fees does give you more control, it can also give an illusion of choice. Even with healthy finances, the best and most popular independents can be beyond reach purely because of the waiting list, especially for the more obvious points of entry at Year 7, Year 9 and sixth form. And the good state schools are often so oversubscribed that parents may find themselves forced into the independent sector. Martin Harrison from Derbyshire sent his daughter to an independent school five miles away because he couldn’t get her into a popular state school. Their son was also sent to a private school for the same reason. ‘The crazy thing is, our neighbours were able to send their children but we weren’t,’ says Harrison. ‘We appealed but there were simply no places.

Fortunately, both children love their schools.’

Parents with more than one child are sometimes forced into tough decisions when they cannot afford two sets of fees. A nurse whose husband was a banker, but not the million pounds a year kind, told me of their concerns for their younger daughter who didn’t have the academic ability to follow her older sister on a scholarship into a highly competitive girls’ high school in south London. They couldn’t afford for her to board and were worried about the standard of the local state school.

Another couple’s brighter child got into the grammar school but they had to ask grandparents for help to pay for the less academic to go to a private school rather than an inferior state school. Two children of different sexes can be a blessing as it avoids obvious comparisons. Greg and Sophie sent their daughter to an independent girls’ school six years ago but when her brother came along, they decided to send him to a state school. ‘We couldn’t have made that decision if we had another girl, as we couldn’t send one girl to a state school and the other to a private one. Can you imagine the youngest one asking: “why is she worth it and I’m not?”’

Sarah and Brendan were wrong-footed when it came to thinking about secondary education for their twins. They had been fortunate enough to be able to send their sons to an outstanding primary school on their doorstep but thought that a senior independent school would prepare them both for the future by offering more opportunities, better pastoral care and smaller classes. ‘We sat them both down and told them we were applying for places at Trent College. One screamed for joy and the other was in tears. Myles said he didn’t want to be separated from his friends as they were all going to the local state secondary. He said he would be completely unhappy. Dylan wasn’t fussed with his friends and wanted to make new ones. They both passed the entrance exam but after much soul-searching, and with both boys agreeing, they went to separate schools and they have both been happy.’

Choosing the right school for a child is hard, but good parents

PHOTOS: THINKSTOCK

Christ’s Hospital has a proud tradition of fee assistance

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Calculating costs can often lead to dipping in and out of private education

S C HO OL F E E S

know that prioritising their individual needs fuels and feeds progression, even if their decision doesn’t feel so comfortable.

An academic child should be sent to an academically strong school, a sporty child to a sporty school but don’t put your shy, arty son down for a macho male school. Equally, a school with smaller classes and a flexible curriculum doesn’t guarantee success if a child enjoys being a small fish in a big pond. Moving a child who is not thriving might make sense but remember bullying happens in private schools too.

The more specific your child’s needs are, the more honest you need to be with your choice of school. Many state schools have a far superior experience of managing children with learning difficulties, be they dyslexia, dyscalculia, ADHD or those on the autistic spectrum. There are myriad other difficulties that also require sensitive and knowledgeable handling, such as sensory integration disorder, attachment disorder, speech, language or communication needs, social, emotional and mental health needs.

SEND provision is commonly accepted as being more effective in the state sector because of the funding these schools receive, but this isn’t always the case. As Nash explains, ‘If you have a child who presents complex needs that gradually emerge during their primary school education, such as separation anxiety or inability to emotionally regulate, then the state system – certainly at primary age – can often provide positive in-house psychiatric or physical therapies funded through the pupil premium.

‘Conversely, there are some specialist independent schools whose primary remit is the support of children with particular needs. My particular school selects purely on academic ability and potential for intellectual development. There are means-tested bursaries and scholarships available from 11+ but not before that.’

If your child has a specific difficulty then it is crucial to find out what help is available. Barbara and Harry found that their son’s literacy

Talent secures university places rather than the alma mater of the applicant

needs were ‘under the radar’ at his ‘good and experienced’ local state school. ‘Freddie’s teacher told us that she didn’t think he had special needs but he definitely needed more support, so we decided to move him out where he could be given more one to one and group help.

Going private felt wrong at first but, because we could afford to do it, Freddie has far more support now than he used to.’

The best school is always going to be the school that offers the best fit for your child academically, socially, physically, ethically or a combination of all these factors; what makes a good school for one pupil could be totally wrong for another. An unhappy child will not learn so you are more likely to help them realise their potential if you listen to them. And for some savvy parents this means finding the right balance between the state and independent sector. Finance might play a part but having taught in and inspected both sectors, I have found there are merits in each with myriad forces at play, but the biggest being the needs of your child and what is right for them. n

PHOTOS: THINKSTOCK

EDUCATION

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PROMOTION

THIS GIRL CAN

As Heathfield prepares to open its doors to weekly boarders in September, the Ascot school reflects on its guiding ethos

Patron of the arts

H

eathfield is a school with a simple but powerful philosophy – happy, confident girls succeed.

Founded in 1899, the all girls’ school was in the vanguard of schools equating happiness with academic success and giving equal importance to pastoral care and academic standards. It has long believed that what happens inside the classroom is driven by how happy and confident the girls are and this is determined by their time spent both in and outside of the classroom. A fulfilling and enriching programme of co-curricular activities and sport, music, drama and the arts ensures that Heathfield girls are given a holistic and inspiring education.

The school has always been recognised for its outstanding pastoral care but it is becomingly increasingly recognised for its academic success too. Outstanding results at A-level in 2016 – 42 per cent A*-A – propelled the school into the Telegraph’s Top Ten of Small Schools in the UK. In 2015, Heathfield was listed by Durham University in the top 17 per cent of schools, which adds value to girls’ academic results. All the while, Heathfield has its sights set on the future with an impressive 71 per cent of 2016 leavers securing places at leading Russell Group universities, including Oxford, University College

STEM stars Heathfield’s indoor pool

London, Edinburgh, Warwick and Manchester.

Heathfield stands in beautiful surroundings just outside Ascot in a classic Italianate country house set in 36 acres. It is conveniently located being just 30 miles from central London, nine miles from the M4 and 5 miles from the M3 motorways. Traditionally it is a full boarding school but it will also open its doors to weekly boarders from September 2017, and offers day places.

The school is well known for its prowess in the arts and is the only school in the UK to have a partnership with the world-famous London College of Fashion. In 2016, a state-of-the-art STEM (Science Technology Engineering and Maths) facility was opened at Heathfield by Lord Robert Winston and the growing popularity of the subjects at the school over the last few years saw over a third of this year’s leavers off to university to read Science or Maths.

Heathfield has a wide curriculum for a small school but it is about far more than this. Its strength is in its size, meaning every girl receives dedicated individual attention. The school aims to imbue its girls with persistence, grit, confidence and the desire to achieve.

In September 2016, the school’s director of studies Marina Gardiner Legge stepped up to become the new head. Her vision is clear and is attracting record numbers of girls to the school. Mrs Gardiner Legge says: ‘Eleanor Wyatt, our founder, established the school to allow the girls to ‘see the sky.’ She meant it literally, but I take it to be a metaphor to allow the girls to reach their greatest potential in whatever sphere that is – be it academic, artistic, sporting, musical or dramatic.

Heathfield enables girls to excel and empowers them as self-confident, resilient, articulate young women.’

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INSIDE R

CONFESSIONS OF A BOARDING SCHOOL MATRON

Jan Goldsmith is the matron of Cubitt House at Cranleigh School, Surrey.

She explains how a three-year contract, which began 27 years ago, opened the door to a lifetime of looking after other people’s sons... and why she is still there

arrived at Cranleigh in 1989 with my husband. He was to take up a three-year contract to teach maths and I was to co-ordinate an appeal for an indoor swimming pool and a small performing arts theatre.

I was also given the job as part-time secretary in the music school. After three years, the appeal closed having achieved its target and I was approached by a very dynamic and persuasive boys’ housemaster to become his house matron, a non-resident position at Cranleigh. At that time, Cranleigh’s matrons were contracted to work 24 hours a week, but I still felt it was not possible to combine the two jobs. However, following much arm twisting, I gave in and here I am still in the post 24 years later, working with my fourth housemaster and the enjoyment has never waned. I shall be forever grateful to my first housemaster (now a very successful headmaster) for his persistence.

The job has changed out of all recognition. There are now two of us who cover the day from 7.30 am to 10.15 pm – a seven-anda -half-hour shift each. The house has increased by 25 to 100 pupils, boarding and day, and the ratio has stayed much the same with two thirds boarding and one third day. Fewer boys have boarded at their prep schools and they arrive here less prepared for boarding life. Parents are much more pro-active and thanks to lines of communication available at the touch of a button, stay in touch much more. This has its advantages, of course, as it is a real pleasure getting to know them over a five-year period. There was little administration 24 years ago, but now it occupies quite a large part of the day.

Why do I enjoy this job so much? It is hugely rewarding and a very real privilege to be part of a boy’s development during his five years with us. At the start of their career here there is a mixture of nervousness, shyness, excitement and exuberance, and gradually over the weeks, the camaraderie and confidence develop. It’s so

I

exciting for me to watch this. No two days are the same. Boys are brilliant in their ability to bounce back from any setback. They will tell me about a bad lesson, but by the end of the day, they will have completely forgotten about it, unless a detention is involved!

The relationship I have with the three lower years is very different from the one I have with the sixth-formers. By this stage, they have matured to become leaders in the house and good friends to all around them, including the tutors, matrons and cleaners.

Homesickness is uncommon these days as most boys go home after Saturday afternoon sport for 24 hours. The school day is incredibly full and busy from morning to lights-out that there is little time for a boy to miss home.

Why do I continue to do this job?

In fact, it is not a job, but a way of life.

Few jobs can offer the variety that this does. One day I will be enjoying cake and cookies with a birthday boy and his year group, the next supporting an inter-house competition. Another day will involve sitting in A&E for several hours, the next standing in the cold watching a house rugby match. Of course, this is all interspersed with some sad moments and it is a great privilege to be able to support a boy through these times and, on occasions, his family too.

There are the hilarious moments that are too numerous to list: the boy who Jan Goldsmith, went off to lessons forgetting that he a most popular matron hadn’t put his trousers on; the boy who wore two ties to chapel; the boy who mistook his toothpaste for hair gel and more, but all make up the rich tapestry of life in a boys’ boarding house.

When will I stop? Each generation of boys contributes to the life of the house in their different ways, and I suppose I cannot bear to miss a year group finally leaving as young men. This term, the fourth member of a family to be in my care has arrived in the house. I always promised myself that I would stay to see him arrive having known him as an eight-month-old baby, now he is here I know I shall want to support him through his five years. And so it goes on...

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Cranleigh School on the edge of the Surrey hills

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PARENTS

THE KNOWLEDGE Pocket money, mobile phones, children falling behind in maths, choosing a school with good pastoral care or simply moving on to senior school. These are all tricky moments to be negotiated but School House agony aunt, Victoria Lambert, has some ideas on how to manage them PLEASE EMAIL YOUR QUESTIONS TO VICTORIA LAMBERT AT EDITOR@SCHOOLHOUSEMAGAZINE.CO.UK

POCKET MONEY

FALLING BEHIND

Why is my 12-year-old maths whizz suddenly bottom of the class? Henry, West London There are several reasons why a child who was previously top of the class might fall behind, and parents have every right to be concerned.

Alex Dyer, of the private tutoring college Tutor House in London, asks: ‘Have you seen any changes in their behaviour recently? Have they changed friendship groups? Are there issues outside of the classroom that could be distracting them from their schoolwork?

‘It may be that their confidence has dropped. Perhaps they struggled with a topic and now feel less sure of themselves, or less interested in the subject.

‘Children of this age are constantly learning and developing. The issue could simply be that while they previously did comparatively well, other children have now caught up. This often happens if they have just moved from primary to secondary school.’

He advises parents to talk to their teacher

first: ‘Are they getting distracted in class?

Do they know of any incident at school that might have caused them to pay less attention to their studies? Is it just maths that is the problem or are all their subjects suffering?’

Do communicate with your child too.

Try talking when you’re in the car or out for a walk. That way they don’t have to look at you or feel put on the spot.

Behavioural problems may need support from their teacher – maybe something as simple as asking them to move away from their friends during lesson time might help.

Pay more attention to their homework, make sure they are doing it properly.

Encourage them and offer to help if they are struggling.

In large classes, it is difficult for teachers to give pupils consistent 1:1 attention, particularly if they are falling behind. Having sessions with a private tutor may help get to the root of the problem and tackle it head on.

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There are many ways to get your child back on track

How much pocket money should I give my eight and 13-year-old children? Amanda, Bath Pocket money is a thorny topic. Does it really help to teach financial and employability skills, or is it just an early introduction to consumerism?

Then there’s how much: should you follow the pounds in age per month (e.g £11 for an 11-year-old every month), or choose a more rounded figure such as £40 which includes clothes allowance and mobile phone top-ups.

Sarah Pennells, of financial advice site SavvyWoman, says individual amounts must come down to the parental budget. ‘It gets tricky when you want to offer more for chores – that really divides parents.

‘I don’t think it is the best thing to pay them for basics like tidying a bedroom – that makes it feel so terrible you have to be rewarded for doing it. Yet it can be good to give kids a small payment when they do something different – like wash a car – which is not a day-to-day chore.’

Another idea, she suggests, is rewarding a child when they choose to save their pocket money rather than spend it by adding to it. ‘This is a lesson that mirrors adult life in the way we incentivise pensions.

It shows them there is a trade-off from not spending money today.’

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THE KNOWLEDGE Children are getting mobile phones at younger ages every year

IT’S YOUR CALL

What makes a good first mobile phone (and what rules should I set)? Caroline, West Sussex Half of British children will get a mobile phone by the age of 11, says a recent survey by Nationwide, with 55 per cent of parents citing a need to stay in touch, and more than a third concerned about safety. But what should you buy, and how should it be used?

Given that most children lose at least two phones in the senior school year, it doesn’t make much sense to spend more than £120, and there are plenty of pay-as-you-go handsets for less than that. The Nokia 1800 (about £40) has a good battery life but no camera, which will appeal to many parents An Alcatel POP 4 smartphone on the other hand, will keep a teen plugged into social media for about £100.

Clear ground rules are essential. Jeremy Todd, Chief Executive of parenting charity Family Lives, says: ‘Make rules for time spent talking on the phone so you won’t be surprised by an astronomical phone bill. And ban the phone in the bedroom, meal or prep times.’

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GROWING PAINS

He adds: ‘Before you buy the phone, establish a price and what you are willing to pay for credit each week or month so you manage their expectations and they won’t come pestering for more credit if they use it all up in a short space of time. Be clear with your child that if they lend their phone to a friend, give it away or swap it, you won’t replace it, so they understand the phone is their responsibility.’

If you opt for a contract, remember that unlimited texting may encourage overuse, and do consider how extra costs can be incurred through internet use.

And remember: you may feel a child is safe if they are only able to use wi-fi at home, but new ‘ad hoc’ wi-fi allows internet connection to be shared via a friend’s phone.

How can I help my 11-year-old girl survive the ‘drama llamas’ of Year 7? Jane, Oxon When children leave the familiarity of prep schools, it can be an anxious time. With new routines, a step up in expectations, and the onset of puberty, it’s no wonder many children feel fragile. Especially as they are surrounded by a pool of new friends who are all feeling the same.

Meanwhile, parents can be put on the back foot by the pressures that suddenly come from these new relationships.

Psychotherapist Jennie Miller says: ‘This is a time of forging deeper friendships that come about through wanting a little bit more independence from home. As a parent, you may experience a ‘push pull’.

PASTORAL CARE

What questions should I ask about pastoral care when looking at senior schools – how can I establish which schools are doing best? Lucy, Exeter Many schools are improving their attitude to pastoral care. Oakham School in Leicestershire was recognised by The Week for ‘Great Pastoral Care’ in the 2016 School Awards issue. Headmaster Nigel Lashbrook responded by saying: ‘It is, ultimately, the most important aspect to get right. Every pupil’s education is affected by his or her wellbeing.’

So how can you assess if your preferred school matches up? Catherine Stoker, managing director of Independent Education Consultants, suggests you

Boys with their housemaster at Oakham School

ask the following questions: ‘How is the pastoral welfare of the pupils monitored and how are parents kept informed? How frequent are parents’ evenings and when do I receive grades and full reports on progress? Who will be in my child’s pastoral support team – a tutor, housemaster, head of year or head of boarding? And who do I talk to about each of the different aspects of pastoral care?

‘Is there a House system and are children offered the opportunity to take on responsibility? What is the disciplinary policy of the school? Most of these key policies can be accessed and read via the school’s website.

‘How is a pupil’s online access monitored and what support or advice is given to pupils and parents about the use of Facebook?’

She also advises you talk to other parents with children at the school; you can even do this by posting on a site like Mumsnet. Also, read inspection reports and boarding reports (usually accessed via a link on the school’s website) and ask yourself, do the children look happy when you visit the school?

Catherine also suggests you ask your tour guide about pastoral support and what they think of it, while observing the relationships between pupils and teachers in lessons while you visit.

One day the child is clingy and acting young, and the next day they are pushing you away and acting like a 16-year-old.’

The role of mum and dad at this time is to uphold parental boundaries. Don’t feel forced into appeasing your child and prepare yourself for emotional blackmail like, ‘But my friends all have an iPhone!’

It is not your job to help your child ‘fit in’.

‘They may fight against your boundaries, but they will actually feel safer knowing that their parent is keeping to the line they are used to.

Being yourself is one of the greatest challenges lying ahead for your child.

The best you can do is help them to know it’s okay to not always fit in with the crowd from now.’

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HELP! THERE’S A TEEN IN THE HOUSE Paranoid Parent is outnumbered three to one, but still reckons teenagers get a bad press

o I am locked in the bathroom feeling sorry for myself. Abandoned, shattered, confused, blamed and frozen (that’s not their fault, the boiler’s on the blink). Trying hard not to be complaining mother of teen cliché. You see, I have three. We know about teenagers; moody, manipulative, secretive, cunning, grunty, smelly, hormonal, forgetful, explosive. That’s such bad press. Surely they are not that bad?

No more little offerings. Instead, I pick up dirty socks, stinking Uggs and muddy trainers, and duck their unwashed armpits – pongeee! No more notes under door. ‘You are the best Mummy in the world’ – so good for the ego. Instead: ‘You are the worst mother’. Hubby’s the hero now. Apparently this is as it should be.

Nothing’s right. ‘You are always working.

Always late. Forgetting things.’ They shout. ‘We don’t do anything. You never organise anything.’

Think about sending them to boot camp or to work in a refugee camp, anywhere away in fact.

‘We never see anyone,’ they chorus. Got tickets for the Savernake Ball, (missed the Feathers – social faux pas there). So now I am controlling.

Whatever I do, wear or say – it’s wrong. ‘Sooo embarrassing!’ says Smart Little Cookie. Bought jeans. ‘They’re rank. What 53-year-old wears leather?’ SLC never minces her words. Drive three hours for a match. Surfer Dude ignores me. It was the spotty, furry hat. BlackBerrys are out. SLC says I have no ‘sense of phone’.

Should have taken advice of PGF, Perfectly Gorgeous Friend. Five children, all bright, all sporty, all going to Oxford. They eat breakfast at nine. Never lie in bed. Always busy. ‘Find their passions before they’re 14,’ she advised. I tried. Got riding, tennis, swimming and surf coaches. Surfer Dude has given up. Got a paunch.

How do you pull a very heavy dude out of bed if he doesn’t want to move? Bought dogs. Good exercise. Now muggins walks the mutts.

Dropped Dreamy Artist back to school. Will he ever wake up?

Mossy down on upper lip. Voice cracking. Tears in eyes. That’s not normal. He’s worried. I’m worried. Lost his computer (at school), his charger (under bed), mobile (my pocket), and the iPod’s vanished.

Worry all day, call next evening. ‘Mum, it’s fine. Can I come out next weekend?’ Am half way through joyous reply ‘of course’, when I hear. ‘No wait, we’re off to see a movie on Saturday, see you another time.’ Dashed hopes. Empty house will stay empty, or at best full of isolated pods, occupied by moody teens, behind locked doors.

It’s the hibernating I hate. I’m lonely. SLC hasn’t emerged from

ILLUSTRATION BY OLIVER PRESTON; OLIVERPRESTON.COM

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her room in three days. Arrives at mealtimes late, or not at all. Wrong food, too boring, so stodgy, not healthy. Doesn’t matter. Holy Terror has eaten the last sausage anyway. She marches off, door slams. Pushes chair up against it. So now I hover outside, negotiating with her to get dressed, tidy room. Come out! Every time she does she has a different hairstyle and her face is plastered with make-up. Hair starting to look like I feel; crinkled, over-heated and exhausted. She’s not. She’s on top form. ‘Mum, you know there’s no point. Scientifically it’s proven we are no use in the morning.’ I protest. Door slams. Again.

Slammed door count today: five. So now I am the one locked in the bathroom. Call a friend. Wail. ‘What do I do?’ Outnumbered three to one. Sympathetic but no use; doesn’t know. Sign up for teen advice course: ‘Teenagers Translated’.

It’s a phase. Fourteen to 16 is bad. Keep talking; don’t be too heavy. They’ll come out of it. Help!

Six more years to go – Holy Terror is ten.

But there’s another side. The side they don’t talk about. Dreamy Artist unloads the car. He’s taller than me, and so kind. I am so proud of him.

Surfer Dude suddenly squashes me – ooof – gives me a coy kiss and a cheeky smile. It’s late at night.

SLC sneaks into my bed. She’s made us both hot chocolate. I don’t need to worry about her burning herself – she’s better in the kitchen than I am. She’s also better with IT, and she made sure hubby’s put favourite candle in my stocking. We cosy up for a rom com. I don’t need to watch the language anymore. She can handle the sex. We talk. Yes, I know tomorrow she will be tossing her hair at me, but now is a good moment.

So you deal with it. It is a deal signed and sealed teen years ago in a hospital bed. Not just the gappy first smile, sweet smelling baby skin, but the toddler tantrums, school gate bitches, prep school homesickness, turbulent teendom, scary gap year and then, thanks to Osborne and stamp duty, they’ll all be back home again.

Am in Victoria’s Secret with SLC . Am ordered to stand in corner, away from her. I am the credit card. Now she wants her own, on my account! Then it dawns on me. They have to be like this. If they were still cute and cuddly how could I ever let them go? I have to be boring and controlling so they can practise adulthood safely. And, sadly, it also dawns on me, that there is another reason, apart from crinkly knees, that I have to stop wearing leather trousers and accept middle age. I cannot go on ‘trying’ to be cool supermum, heaven forbid a MILF. Because if I am, then I haven’t left a space for my super cool and adorable SLC to grow into, and then I would be a very bad mother. n Paranoid Parent returns in the next School House ©PP

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GET WITH THE RHYTHM

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ouldn’t it be wonderful if there was a way of helping our children pass their exams and improve their focus and memory without recourse to medication or nagging?

I remember having this thought nearly a decade ago as a mother of five. I had become interested in harnessing the power of food to improve my own mental health.

‘Let food be thy medicine’ was a guiding principle for those facing some cancers and heart disease but, hitherto, I knew little about how food could help our minds.

Changing my diet began to help me in my own longstanding battle with anxiety and depression. Might adjusting my children’s diet also help them stay calm as well as pass their exams? After all, your

brain needs calories and demands them – it consumes about 300 calories every day and the same again at night. No other animal has such a hungry brain. And the teenage brain is in particular need of nourishment. The more students learn, the more neural pathways and synapses are formed, which in turn require more nutritional support.

During adolescence, the brain is undergoing huge change.

In simple terms, the brain’s dendrites send electrical messages to the neurons, or brain cells, which are the basic building blocks of the brain, and during adolescence these grow and extend, branching throughout the brain.

At the same time, the synapses, which send chemical messages throughout the brain, change too. Those which process information grow stronger, while the weaker synapses not being used begin to

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Rachel Kelly, author of Good Mood Food and mother of five children, has some advice on how to boost the mental clarity of our teenagers

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BR A I N F O OD

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die. Finally, the teenage brain sees a growth in myelin, which is the protective layer surrounding axons – the long nerve fibres in the brain that neurons use to fire signals to other neurons.

All of this brain change requires proper nutrition, not to mention sleep and exercise. Without such nourishing, the brain’s ability to learn new tasks and pass those wretched exams decreases. More importantly, in my view, the right food can also help a teenager stay calm and happy.

What then, should we be feeding our offspring and their demanding brains? In my quest to learn more about nutrition, I enlisted the help of nutritional therapist Alice Mackintosh.

I learnt that a diet marked by processed vegetable fats, sugar, preservatives and a host of other chemicals may be setting us up for the kind of chronic inflammation which scientists and doctors think may be at the root of low mood, anxiety and depression, as well as low cognitive function.

I eliminated such processed foods, and focused on buying ‘real foods’ for the family instead, especially more vegetables – at least half of your plate should be made up of vegetables. There are several studies which show that adopting a more plant-based diet can lift your mood. One 2010 study found that vegetarian diets are associated with good mental health1 while a second2 suggests that the anti-oxidants contained in plants help neutralise free radicals, which some have linked to depression. A third study found that elderly Taiwanese people had a lower incidence of depression when they ate a diet high in vegetables.3 This isn’t to say that eating meat and fish is bad – far from it. Our children also need protein and the building blocks of it (known as amino acids) even more as they grow, but it’s more a matter of

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choosing good quality produce and avoiding processed meats. Red meat once or twice a week is useful (especially for teenage girls) and chicken and fish are also easy and quick way to fill hungry mouths.

As a family, we also increased our consumption of eggs, unprocessed carbohydrates, nuts and seeds, and ate traditional natural fats in moderation rather than processed or manufactured fats. We increased the amount of probiotics and fermented foods we ate to encourage healthy gut flora. Some scientists now think that stress influences our gut bacteria or microbiome, which can have an impact on our mental health4. Finally, we ate more calmly and mindfully as well as learnt to cook.

As well as these general guidelines, there are particular foods which can help boost our mental clarity and that of our children.

The simple rule is to start the day as you mean to go on with a nourishing breakfast. Ideally it should contain both protein and carbohydrates. Wholegrain carbohydrate choices are best, such as porridge, muesli or wholegrain toast, which provide energy in the form of glucose, the main fuel source for the brain. For the best steady release of energy, ensure they have some protein too, in the form of nuts, seeds, almond or peanut butter or eggs.

Eggs are probably one of the best breakfast choices. Easy, filling and comforting, eggs contain choline, which plays a role in a number of bodily functions, including improving cell structure.

Choline may also be important for brain development and cognition and is the subject of a number of studies, though more are needed. While eggs are the best source of choline, it can also be found in liver, pecans and soybeans5 which, I have found, are slightly harder to eat first thing.

In addition, Alice taught me that we should all drink more water

Food to make them smile at St George’s Ascot

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BR A I N F O OD While changing my family’s diet has set off a wonderful cascade of benefits, it is not the only lifestyle intervention that has led to a happier family. As anyone who has started a piece of work after going for a run knows, exercise helps us think straight. I’m also a believer in using breathing exercises and mindfulness practices as a way of keeping the family calm. Luckily, my own children are nearing the end of a life defined by exams, but I’m hoping the benefits of feeding their brains will last a lifetime. n Rachel Kelly is a writer and a mental health campaigner.

For more information please visit rachel-kelly.net.

The Happy Kitchen: Good Mood Food by Rachel Kelly with Alice Mackintosh is available on Amazon.

A balanced diet sometimes requires thinking outside the box

Happy teens at Bryanston

REFERENCES

1. Beezhold BL, Johnston CS, Daigle DR. Vegetarian diets are associated with healthy mood states. Nutritional Journal; (2010) 2. Michel TM, Pulschen D, Thome J. The role of oxidative stress in depressive disorders.

Current Pharmaceutical Design; (2012) 3. Tsai AC, Chang T-L, Chi S-H. Frequent consumption of vegetables predicts lower risk of depression in older Taiwanese. Public Health Nutrition; (2012) 4. Forsythe SLP, Bienenstock J. Post-traumatic Stress Disorder: Does the Gut Microbiome Hold the Key? Canadian Journal of Psychiatry; (2016) 5. Zeisel SH, Kerry-Ann da Costa KA. Choline: An Essential Nutrient for Public Health.

Nutrition Reviews; (2009) 6. Devore EE, Kang JH, Breteler MM, Grodstein F. Dietary intakes of berries and flavonoids in relation to cognitive decline. Annals of Neurology; (2012) 7. Katagiri M1, Satoh A, Tsuji S, Shirasawa T. Effects of astaxanthin-rich Haematococcus pluvialis extract on cognitive function. Journal of Clinical Biochemistry and Nutrition; 2012 8. Grosso G, Pajak A, Marventano S, Castellano S, Galvano F, Bucolo C, Drago F, Caraci F. Role of omega-3 fatty acids in the treatment of depressive disorders. PLOS ONE; 2014 See also O. Van de Rest, Y. Wang, L. L. Barnes, C. Tangney, D. A. Bennett, M. C. Morris. APOE 4 and the associations of seafood and long-chain omega-3 fatty acids with cognitive decline. Neurology; 2016.

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if we wish to think straight. Dehydration can lead to headaches and poor concentration. My first step, if one of the children is struggling with a piece or work, is to get them a glass of water. ‘Drinking enough fluids helps everything become clearer and defeats the brain fog,’ Alice says. I’ve found having a jug of water ready on the kitchen table, with a slice of lemon or cucumber, or a sprig of mint, works well in order to make it feel like less of a chore for the family.

Herbal teas also count, as do smoothies and juices, but watch out for overloading these with sugar from fruit.

I hadn’t realised how much fluid I could give the children from foods that are naturally rich in water. Especially watery foods including carrots, cucumber, celery, radishes, lettuce, cauliflower, leafy greens, kiwis, watermelons and grapefruits.

Now I have also boosted the amount of purple foods the family eats. Their pigment indicates the antioxidants they contain. Beetroot in particular helps the body produce nitric oxide, a compound that improves blood flow by relaxing blood vessels and may have other benefits. Berries contain different kinds of antioxidants, including anthocyanin, which is responsible for dark-purple and red colouring.

A number of studies have looked at the effect of certain compounds in blueberries and blackberries on brain function and memory.

If you had to choose one berry, the kings of good mood food would be blueberries and blackberries. They are a good source of vitamins K and C, as well as fibre, manganese and antioxidants. Scientists are also investigating whether they help protect against heart disease and some cancers6. I recommend adding berries of all colours to breakfasts, desserts and smoothies.

Eating more seafood can also help our memory. Crab and other pink and orange seafood such as salmon and prawns contain astaxanthin, an antioxidant that appears to improve cognitive function when taken as a supplement7.

Omega 3 fatty acids found in oily fish like salmon and fresh tuna are another key ingredient to boost our mood, as well as our cognitive function. After all, our brain is made up of 60 per cent fat8.

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Out of the classroom and into the woods at Mill on the Brue in Somerset

HAPPY CAMPERS

The British have embraced the American concept of summer camps with great gusto, providing an impressive choice of summer entertainment. Harriet Hirschler packs her tent

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he summer holidays are often viewed with mixed feelings by families. While their children are eagerly counting down the days left until the final bell, parents are gearing up to the challenge of entertaining them for what seems to be an interminable holiday period.

With longer school breaks than Britain and, typically, less holiday leave for working parents, America long ago solved the childcare conundrum with that quintessentially American institution – the summer camp. Conceived in the late 19th century as a form of character-building for young boys, and popularised as part of the back-to-nature movement in the late 20th, the summer camp is today considered an integral pillar of childhood, evolving to provide programs as diverse as its young vacationers. According to the American Camp Association, there are around 7,000 overnight camps and 5,000 day camps in the United States, creating a total of more than 12,000 camps attended each year by more than 11 million children and adults.

It was only a matter of time before the idea crossed the pond, but once it did and British parents realized that not only does a stay at a summer camp give them a breather but that it can also be a transforming experience for their children, the idea caught on here. Although not surprisingly, the British version has found its own identity.

‘The holiday camp market is certainly different in the UK,’ says Tom Ward, director of Tech Camp, a day and residential computing camp, which takes up residence for the summer at a number of different schools including Abingdon School, Chelsea Academy, Bablake School, Harrow High School, Weybridge and Winchester College. ‘We don’t have a history of sending children away for weeks (or months) in the summer like the traditional US camps. For British parents, it’s more about the specific experiences their children will have.’

For many campers, learning a new skill is top of the agenda, especially for those who may not have the tools or expertise at home to explore their interests independently. This includes the budding

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SUMMER CA MPS innovators who enrol themselves in specialist camps like Tech Camp.

‘Our courses are more focused on making physical devices like robots and electronics,’ says Ward, ‘whereas almost all other camps in the UK and the US have primarily software-based courses. We think the physical interaction with hardware not only helps develop a much wider variety of skills than just sitting in front of a computer screen programming, but children respond to it much better.’

Some camps seek to develop skills less popular with modern society.

Bushcraft camps and forest schools, which take inspiration from Scandinavia where outdoor education is a way of life and permeates early years schooling, are a refreshing antidote to the growing complaint that children do not spend enough time outdoors. This will ring true for parents who are confronted with a whole host of troubling stories and statistics such as schools not allowing their children to partake in activities like climbing trees or British bulldog; teenagers becoming hunchbacks due to their smartphone addictions and toddlers having an ‘iPaddy’ or tech-tantrum when their gadgets are taken away. Even more alarming were the results of a 2016 survey, which found that three-quarters of UK children spend less time outdoors than prison inmates.

‘There is definitely a disconnect between children and the outdoors in the informal sense,’ says Tricia Rawlingson Plant, director of outdoor adventure camp Mill on the Brue in Somerset. ‘They still play sport outdoors but going off on their own or with friends into the fields or woods seems to be mainly a thing of the past, sadly.’ Mill on the Brue doesn’t allow mobile phones, computers or TV while the campers are staying on site, which can be a shock for Generation Z, but hugely beneficial. One boy commented, ‘You don’t really get to see how good the world is because you just think about your computer games, but

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once you get out here it’s really nice and you don’t think about your computer games at all.’ And it’s not just a break from screens that encourages parents to send their children to these camps. Learning, working and playing outdoors is believed to promote and increase confidence, learning capacity, problem-solving skills as well as emotional wellbeing.

Sometimes just a simple change of scenery can do the trick.

Oppidan Education takes academic subjects out of the classroom and into a bespoke, small-scale, low key setting. Hands-on activities, like ‘tennis court maths’, keep learning active and fun, as does the muchanticipated treasure hunt. In an increasingly competitive world, where school and university places are hugely oversubscribed, the impetus to keep on learning during the holidays is attractive to parents, especially when exams are looming.

Finding the right balance between work and play is important though, especially at day camps. ‘We do not want children to feel like they are at school, which is why we start the day at 10am,’ says Hugo Shephard, managing director and founder of holistic childcare agency Role Models, which creates a live-in holiday camp environment for its summer cohort of day pupils. What sets Shephard’s company apart from the competition are the role models themselves – typically musicians, actors or artists – who the children love hanging out with.

What is key to all these summer camps across the UK, which are as varied and eclectic as the passions and interests of British children, is that campers develop resilience and have new experiences within the context of a team and independently. This enhances those crucial soft skills that allow them to succeed at school, at home, in their entrance exam and well into the future. With new friends and new experiences, these campers are very happy indeed.

SUMMER CAMPS CAMP WILDERNESS

Campers aim for something other than higher grades at Camp Wilderness

WHERE Oxfordshire, Hertfordshire, Cheshire and Kent AGES 6–15 WHEN July and August Inspired by the traditional bushcraft skills he learnt from a young age and his own experiences across the world, Alex McBarnet founded The Bushcraft Company and Camp Wilderness to give other children the opportunity to experience real outdoor adventures. If you go down to the private woodlands used by the residential summer camp, you will find youngsters getting involved in constructive and playful tasks, including wilderness cookery, fire-lighting, wilderness first aid, wild swimming and shelter-building. The advanced camp develops these skills further and introduces children to a host of new and exciting experiences like tracking, plant identification, knife work, trapping and butchery on courses that run from two to five days. campwilderness.co.uk

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CAMP KERNOW

Children put their trust in others at Mill on the Brue

Cornwall AGES 7-14 WHEN 9–11 August, 13–18 August and 20–25 August This off-grid environmental adventure centre offers both day and residential courses, which run from three to six days, and is dedicated to reconnecting children with the natural environment and inspiring them to live more sustainably. Children get involved in challenging but engaging tasks that only the great outdoors can offer, such as forging, wild food foraging, woodworking, shelter building, animal tracking, growing and harvesting, tuffet weaving and stone carving. The idyllic setting inspires children to broaden their perspective, as well as reboots them for the new term. campkernow.org.uk WHERE

MILL ON THE BRUE

Somerset AGES 8-15 WHEN July and August Mill on the Brue aims to create a ‘home from home’ atmosphere and its large zip wire appeals to a huge number of children, including those who are afraid of heights. Aside from being introduced to a wide range of new skills from climbing to canoeing, knot tying to fire lighting, archery, rifle shooting, map reading and shelter building, children learn to try new WHERE

foods, understand more about healthy living, work as a team, become a little more independent and learn the importance of communicating and listening, all within a week. The adventure camp also runs dangerous days for dads where the parents can spend some quality time with their children, partaking in activities not usually available at home, including gutting and cooking fish, running assault courses, zooming down water slides and climbing the zip wire. millonthebrue.co.uk

OPPIDAN EDUCATION SUMMER CAMP

Forging at Camp Kernow

RUA FIOLA

Oban, Scotland 9-15 WHEN May to September Adventure camps rarely come as varied, exciting and unusual as Rua Fiola, which gives children once-in-a-lifetime experiences like swimming with dolphins and learning how to survive a shipwreck, as well as expeditions out at sea for speed boating and mackerel fishing.

Children enrolled in the week-long children’s survival and activity courses stay in a timber cabin, on the shore of a private island, on a 700-acre highland estate, which will certainly give them plenty to chat to their friends about when they return back to school. border-net.co.uk WHERE AGES

WHERE Completely mobile within the UK and abroad AGES Bespoke but primarily 9–14 WHEN 10–12 July, 30 August to 1 September Eton educated Henry Outdoors with Oppidan Education Faber and Walter Kerr made waves in the private mentoring sector when they created Oppidan Education. As well as running a very successful holiday programme at the Peligoni Club in Zakynthos, Greece, the company offers bespoke summer camps in the UK where children stay in traditional canvas bell tents. The small team of Oxbridge mentors are not short on personality and aim to inspire confidence and conviction among their students during their stay, many of whom are applying for oversubscribed schools. They achieve this with an itinerary as varied as you like: think poetry analysis, current affairs discussion, speech writing, the art of presentation, creative writing, sports and cooking. Not forgetting those all-important practical skills required for life outside of school, youngsters also learn how to iron a shirt and change a light bulb. oppidaneducation.com

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SUMMER CA MPS OXFORD ROYALE ACADEMY

St Mary’s Ascot, Berkshire AGES 8-10 WHEN July and August This academic summer camp offers students the opportunity to live and study at girls’ school St Mary’s Ascot, which not only gives many campers the chance to experience boarding life for the first time, but gives them the opportunity to use the school’s extensive facilities and resources.

Courses range from one to five weeks, and encourage pupils to achieve great results in the upcoming term by interrogating information from a range of sources and applying skills in multiple contexts. Scientific tests, historical enquiry, poetry and language analysis, as well as presentations and debates, develop and enhance the campers’ academic skillset.

Extra-curricular activities like dance and music workshops, as well as themed parties at local hotels and country houses, ensure that they feel like they on holiday. What’s more, all their hard work is rewarded with a formal graduation ceremony, held on the last night of the course, followed by a dinner and party. oxford-royale.co.uk WHERE

Oxford Royale provides a bridge between school holidays and term

Holistic development is at the core of Role Models’ summer camps

ROLE MODELS

Wimbledon, Clapham and Pimlico AGES 8-12 WHEN July and August Founded in 2014, Role Models is the brainchild of Hugo Shephard, whose vision for the company stemmed from a lovely French au pair and his experience of providing childcare during his student days at Durham University.

The company’s confidence and resilience day camps are focused on developing the essential soft skills required for children to thrive in social and working environments. Problem solving, team building and public speaking WHERE

all give children the opportunity to have their say in a supportive and nurturing environment and interviewing exercises give children an edge when applying for top schools. The company also runs Special Educational Needs (SEN) camps at Albermarle School, Southfields, for children with dyslexia, dyspraxia, Down’s syndrome, autism and Asperger’s. These are a careful balance of calm, dynamic and sensory activities like games of balloon tennis, designing posters, yoga, cupcake decorating, team competitions, music and gaming sessions. rolemodels.me

TECH CAMP

WHERE Abingdon, Chelsea Academy, Bablake School, Harrow High School, Weybridge and Winchester AGES 9-17 WHEN July and August One to five-day courses at Tech Camp certainly address the current lack of young people studying STEM subjects, but the appeal of this specialist camp goes beyond just those who might want to study engineering or computing when they’re older. Learning how to write even simple computer programmes can provide a great boost to students’ logical thinking skills across the board. Tech Camp also specialises in courses that get students making physical devices like robots and various forms of electronic inventions.

Not only is it rewarding for children to take home advanced devices that they’ve made themselves but it also helps to keep alive the sort of hands-on skills that are increasingly lacking in modern society. Daily learning is usually structured in a series of challenges that encourage independent learning and in residential camps, children gain independence as for many of them, this is their first major stint away from home. techcamp.org.uk n

Tech Camp introduces children to a range of computing skills

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The next issue of SCHOOL HOUSE MAGAZINE is out in September 2017 To advertise in the next issue of School House Magazine, or on our website www.schoolhousemagazine.co.uk, please contact Camilla van Praagh on 020 7384 9023 or alternatively, email her on camilla@schoolhousemagazine.co.uk

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PROPE RT Y

TRUMPED

The double whammy of the Brexit vote and a maverick US president has opened the door for Brits looking to buy in London, says Anna Tyzack

ith Britain preparing to divorce the European Union and a controversial new president in charge of the US, dare we ask what is in store for London’s property market? House prices have fallen by up to 30 per cent in parts of central London as the capital’s European residents face an uncertain future and the City’s status as a global financial centre is no longer guaranteed. ‘It’s a new world now,’ says Robert Green of John D Wood in Chelsea. ‘And this is no doubt affecting people’s appetite to buy property.’

Those in the know, however, believe that the cooler market has more to do with George Osborne’s stamp duty reforms than Brexit. ‘Transactional costs can now be up to 20 per cent once you’ve factored in lawyers and moving expenses,’ explains Mark

W

Pollack, founding partner of Aston Chase. ‘It’s affecting those people trading up and down.’ In Chelsea, where prices are down ten to 15 per cent, down-sizers would rather rattle around in something too large than watch their money get swallowed up by stamp duty, says Robert Green. ‘The money you would have to spend on stamp duty will buy you a very nice extension or a bit of a basement – builders have never been busier.’

It’s not all doom and gloom, though. While the Brexit vote in June brought an already sluggish market to a halt, thanks to historically low interest rates and a plunging pound, transactions picked up by September and have been gathering pace ever since. A falling exchange rate has knocked up to 50 per cent off the price for those buying in foreign currencies: 17 to 20 per cent due to currency and 30 per cent discount Spring/Summer 2017 | SCHOOLHOUSEMAGAZINE.CO.UK | 105

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in prices. ‘For those from outside the Eurozone, Brexit uncertainty was forecast to stall growth and Brits buying in dollars, the capital is cheaper than it has been for years, yet none of the fundamentals have changed,’ says Alex Newell at Hanover Private Office.

The arrival of Donald Trump to the White House has also sent a wave of American buyers to the capital. ‘New York looked like it might be the winner but with Donald Trump as president, people have turned their gaze back to London,’ says Green. ‘There are lots of properties on the market – all excellent conditions for buyers,’ says Newell.

Which is all good news for the Brits who are at last able to dip a toe back into their own capital’s property market. The combination of lower interest rates and an absence of European buyers has enabled English families to return to the market, even in areas such as Knightsbridge and Mayfair that have been dominated by Europeans for the past five years.

So is now a safe time to invest? While experts don’t rule out further price drops, in established markets such as Chelsea, Fulham, Clapham and Wandsworth, prices appear to have stabilised. According to Newell, 2017 is not just a buyer’s market but a 35-year buying opportunity. Mark Parkinson of Middleton Advisors agrees: ‘London is historically cheap – if you can take a mid to long-term view then you should be ok – either as a family or an investor,’ he says. ‘People are now more worried about their investments in Europe – there’s likely to be more instability there.’ market for £6.95m with Glentree Estates.

The £800,000 This year could also prove a good to £2m sector opportunity to purchase a flat on behalf of the market of your children, according to Pollack – so – dominated by long as you don’t pay more than £1,000 per square foot. Experts families keen to get on with their lives also warn against buying new builds in the current market – – is the busiest, according to Newell. particularly along the Thames, where there is thought to be a glut ‘Schools still have an enormous pull of around 60,000 apartments priced around £1m (unless there factor – once you’ve done the wrong How does the real has been a substantial adjustment to the asking price). ‘If you’re school run for a year or two, you will estate tycoon’s buying for your children, go for a one or two-bedroom flat in a solid always pay up when the perfect house presidential win affect London period building within an established area,’ says Parkinson. comes available,’ he says. property?

For those considering the big move to the country, the prospects If you go for a best-in-class family house are less rosy. There is a scarcity of quality country houses and London on a leafy street, within striking distance leavers aren’t achieving as much as they’d hoped for from their London of good schools, you can’t go wrong, property, explains Parkinson. However, this situation could change in adds Trevor Abrahmsohn of Glentree the spring as the status of European residents is confirmed in London International: there is always a market for and a new wave of country properties will come on the market. them – particularly as more parents are One certainty, according to Green, is that London won’t lose its opting for day schools. A £7.5m apartment appeal, despite recent political events. There are still the same safe close to Knightsbridge School recently streets, great infrastructure and enviable schools, he explains, so his attracted viewings from 75 buyers with Aston European clients don’t want to be based anywhere else. ‘The dust is still settling Chase, while there’s strong demand for a but life will move on,’ agrees Newell. ‘And for buyers, during all this uncertainty 6,200 sq/ft villa in Highgate village, within this is a window of opportunity.’ n walking distance of Highgate School, on the

PHOTOS: REX FEATURES; THINKSTOCK

PROPE RT Y

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Millfield’s extensive sporting facilities attract a wealth of talented young athletes

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SC HOOL DAYS

OLYMPIAN HEIGHTS Athlete Jazmin Sawyers explains how winning a scholarship to enter the sixth form at Millfield School in Somerset changed her life forever

look at every aspect of my life right now and see call and a long bus ride, I was being coached once more by the great Millfield School’s influence. When I was 15, I man. I also transferred universities so that we could work together. dragged my Mum down from our home in StokeNever have I met a kinder or more compassionate man with such love on-Trent to an open day at the boarding school for both the sport and the athletes he helps. He coached me from in Somerset, hoping to attend for sixth form. a nervous teenager who, as he regularly reminds me, once asked him Impressed and a little overwhelmed by all the facilities I saw if he ever thought I would jump over six metres, to the athlete I am today there – the full-size athletics track and with a personal best of 6.75m, two British Olympic-sized swimming pool, titles, and a place in an Olympic final. for example – I applied for a place.

But Millfield didn’t just help me to I was granted a headmaster’s award – excel at athletics, it also introduced me a scholarship that meant, much to my to a wholly different sport. A few months delight, I was able to attend for the last into my first term, I was invited to attend two years of my education. a presentation in school by the British So at 16, I started at Millfield and Bobsleigh Association, who were immediately knew it was for me. In fact, looking for athletes. To cut a long story missed home so little that I completely short – one that is full of crashes, forgot to call or text my family for cuts and bruises – I eventually made the first two weeks. I went from three the team, and won a silver medal – training sessions a week back at home Great Britain’s only one – at the to six at Millfield, and learned to lift Winter Youth Olympic Games. weights under the guidance of the People see Millfield School as a sports school’s strength and conditioning specialist institution, and while this is coach and, most importantly, I met the technically correct, there is a wealth of man who would go on to coach me for opportunities in all areas. Success can my first Olympic Games. be found everywhere you look, and I was People talk about the one person who determined to be a part of it. At school shapes much of their life and career.

I took on a lot, arguably too much. By the For me, it has to be Alan Lerwill, who end of my second year I had been head was, and remains, the jumps coach at of house, captain of athletics, senior Jazmin proudly holds Millfield. I entered the school as an prefect, head girl, an international the Olympic torch athlete on the verge of earning my first athlete in two sports, while studying hard Great Britain vest and concluded my time People talk about the one person who to get the A-level grades to study law. at Millfield ranked the number one junior At the very start of my upper sixth shapes much of their life and career. in the world for long jump. A year after year, I had only one day to collect For me, it has to be Alan Lerwill, leaving school and making a coaching the next two weeks’ work from all my who was, and remains, the jumps change, I returned to the school – I needed teachers before heading off to compete Alan in my training. After a quick phone in the Youth Commonwealth Games. coach at Millfield When I returned, I had one more day to hand in all that work and collect the next batch before flying to Latvia for a bobsleigh camp. Not much has changed. This summer I graduated from Bristol University with a 2:1 in law, which while alone, is not particularly unusual or remarkable, but was achieved at the same time as I was qualifying for the Olympics.

If anything could have prepared me for the busy kind of life I lead now, it was the multitasking I learned at school. My relentless pursuit to keep busy was only made possible by the support of the school. I had teachers that gave me a place in summer school courses because I’d fallen behind while away competing, teachers that would send me all my work om email and wonderful houseparents that would recognise when I needed to slow down, something I’ve only got slightly better at doing myself recently.

Millfield adds another Team GB At Millfield I was encouraged to do more, fulfil my potential and medallist to its sporting alumni say yes, and I’d be someone completely different today without it. n

I

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PROMOTION

COULD YOU BE A TOP EXECUTIVE PA? Looking for an alternative to university? Oxford Media & Business School could be your answer

R

ising tuition fees and ominous youth employment figures have led to a rethink in higher education, with more school leavers looking to secure their first job sooner rather than later.

Universities don’t necessarily teach the skills necessary to secure that all-important first job, and a lot of companies now don’t have the money or man power to train graduates.

Oxford Media & Business School offers a headstart – a one-year intensive course teaching the practical skills required by employers. For whatever reason, bosses are busier than ever and in need of resourceful and skilled team assistants. The Executive PA Diploma equips students with the necessary professional IT, business, marketing and social media skills to be a productive member of any team.

What’s more, having experience in a support role allows students to gain an insight into different working worlds and helps decide what they want to pursue.

The diploma is proven to open doors to many professions; lots of graduates leave to work in property, while others pursue careers in banking, finance and the creative industries, including fashion houses and magazines. Last year, 75 out of 80 graduates moved to London and three now work in the royal household.

Employers frequently request OMBS graduates, for their commercial awareness, enthusiasm and general know-how, and students attend the college with or without a degree for its career prospects.

By focusing on a student’s individual strengths, what they like doing and what causes them stress, OMBS is able to suggest job vacancies to suitable candidates. The college’s impressive track record of employment is in part down to Principal Andrea Freeman’s connections with many recruitment agencies in London and Oxford. Every student leaves with a job search plan and a definite idea of what it is they are looking for.

Another aspect of the course, is learning how to live with other people and gaining independence. Students live across 15 houses

in central Oxford, within walking or cycling distance of the college. With a combination of rich heritage and a vibrant modern lifestyle, Oxford is a fantastic city to experience.

Speaking about her experience at the school, a former student believes, ‘It is clear that doing the Executive PA Diploma at OMBS set the foundations for my career and has resulted in me landing a job I could only have dreamed of!’ A 2015 graduate said, ‘OMBS has been one of the best things I have ever done. It still hasn’t sunk in yet where I will be working!’

A former student said, ‘The people I was learning alongside were all fun and friendly; I cannot fault the experience from start to finish’. The job success rate after graduating speaks volumes of the course’s validity as an alternative to university.

For more information about the course please see: www.oxfordbusiness.co.uk For visits contact Sarah (Registrar) on 01865 240963 or email sarahb@oxfordbusiness.co.uk

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SPRING / SUMMER 2017

OXBRIDGE CALLS

DONE DEAL

Has the gap year had its day?

The impact of Brexit on the IB

APPRENTICESHIPS Should universities be concerned?

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The University of Sussex

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SCHOOL LEAVER

ON THE BRINK News and views for those about to make the leap

UNIVERSITY NEWS Happy Birthday to Sir Peter Cook

History of Art has a temporary setback

Arts University Bournemouth celebrated the 80th birthday of acclaimed English architect and honorary fellow of the university, Professor Sir Peter Cook RA, in its new multi award-winning drawing studio, designed by the Royal Academician himself. The innovative studio, which was internally panelled to give a continuous white surface, is the first purpose-built drawing studio to open in the UK for 100 years.

The university held a lecture with the architect in celebration of the building’s opening based around the theme of ‘dreams’.

Students will be able to slide between floors rather than take the stairs at the University of Glasgow’s new halls of residence. The chute between the first and ground floors features a clear plastic top so there is no danger of undergraduates falling out. Created by True Student and designed by KKA Architects, the £40m Finnieston development opens for students this summer.

A new £30m research centre, which aims A boost for Huddersfield engineers to help transform the UK manufacturing industry, is set to be based at the University of Huddersfield.

The Future Metrology Hub will be situated in the university’s Centre for Precision Technologies, which houses a team of researchers in precision engineering and metrology. Researchers at the universities of Sheffield, Loughborough and Bath will provide complementary expertise and support, as will the National Physical Laboratory from its Bristol campus set to expand bases at Teddington and Huddersfield.

The University of Bristol has announced plans to develop a £300m city centre campus near Bristol Temple Meads train station. The new campus is the university’s second in the city and will house a digital innovation hub as well as a business school of the future. Along with creating a new ‘future-focused campus’, the university is also planning to improve its Clifton site. The area around Tyndall Avenue will be remodelled to provide a new university library and student resource hub and it is hoped it will open in time for the start of the 2021/22 academic year.

U-TURN ON ART QUALIFICATION

Devotees of history of art were horrified by the announcement by the Assessment and Qualifications Alliance (AQA) that the subject was being abolished as an A-level qualification.

Fortunately, a redoubtable number of leading figures from the art world were not so easily thwarted. Artists Anish Kapoor, Jeremy Deller and Cornelia Parker, as well as Tate’s director, Nicholas Serota, joined a high-profile campaign to save the qualification alongside academics, tutors and students. John Cameron, head of history of art at MPW London, commented: ‘It was an extraordinary thing to do at a time when so many outreach programmes have begun to develop the subject in state schools and art galleries and exhibitions are more popular than they have ever been.’ Two months after the initial announcement however, the government reneged on its decision and confirmed that Pearson would be developing a new qualification in the subject, along with AS and A-levels in statistics, also dropped by AQA. Pearson’s comment was that awarding organisations, government and schools should work together in the interests of students to secure the future of important qualifications.

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PHOTOS: THINKSTOCK

GRAND DESIGNS

N E WS

STUDENT STORIES

SUMMER SORTED IMMERSE YOURSELF Following on from the success of the John Hall Venice course, which runs from January to March every year, 2017 marks the first year of the company’s summer program. With access to some of the world’s best collections, events and a host of international experts, the course is perfect for those planning to study history of art at university, or for those who want to immerse themselves for 21 days in an amazing city.

Not only are there specialist lectures, there will be trips to churches and galleries, with options to take up Italian cookery, photography and painting classes. 9–30 July 2017; johnhallvenice. com/summer DO SOMETHING WORTHWHILE Variety is at the core of The Leap’s gap year philosophy with a wide choice of locations and different projects available in any chosen country. With eight to 15 members on each programme, volunteers are always in good company. The UK support team works 24/7 and has been working with the in-country project leaders for many years. One choice includes Madagascar with forest conservation, island hopping on a 50-foot catamaran and teaching English in remote villages.

15 July to 12 Aug 2017; theleap.co.uk

GET QUALIFIED If you’re looking to combine work and play in the summer break between school and university, then Real Gap Experience has some options. Embark on its Ultimate Australia Mini Gap for outback ranch training (which guarantees you a paid job offer at the end), learn to surf, tour the East Coast of Australia from Sydney to Cairns, and do a scuba course on the Great Barrier Reef. You will be part of a group throughout the entire trip so a social life is guaranteed and the trip is completely flexible and can be tailored to your dates and desires. realgap.co.uk

New scholarships

The CIFE scholarship programme is now offering £300,000 in scholarships to students registered with its 12 private sixth-form colleges.

Tuition grants range from 50 to 100 per cent.

Disadvantaged students aspiring to study medicine will benefit from scholarship packages worth £19,000 at the University of Leicester. The announcement comes as research reveals that 80 per cent of UK medical students come from just 20 per cent of schools. Supported by the Medical Council, leading academics believe more foundation courses could broaden student participation.

PHOTOS: THINKSTOCK

STUDENTS DIVIDED

Record-breaking clearing

UCAS announced that 2016 was the busiest year ever for clearing, with a record 33,000 students finding university places through the process since A-level results day. There has been a near 50 per cent rise in the number of students finding university places through clearing as UCAS considers whether people should have more opportunities to change courses after seeing their results.

According to new research by online community The Student Room, almost two thirds of students are influenced by the north-south divide and regional rivalries when it comes to choosing a university. Almost 62 per cent of students said they would rather study in the south compared to 38 per cent who said they would rather study in the north of the country.

ENTERPRISING UNDERGRADS

Two medical students at The University of Leeds, James Gupta and Omair Vaiyani, have launched a study platform to help students learn more in less time. Synap is a tailor-made app that aims to kill last-minute cramming by using learning techniques scientifically proven to increase memory retention by up to 200 per cent. The unique study platform uses artificial intelligence algorithms to enhance the way students and professionals learn and subsequently reduces exam stress and anxiety. Oxford University Press is teaming up with Synap to channel exclusive and wide-ranging study material to users.

Faizan Yasin, an undergraduate at Brunel University London, has been busy working on a new a fashion app after struggling to get to grips with clothing trends while purchasing a tie. Stynite’s camera technology means that users can simply snap an item they’re interested in, such as the shoes of a fellow commuter, before receiving information on the product and the option to make a purchase. The app has already attracted the attention of retail giants, including ASOS, French Connection, Ted Baker, Forever 21, John Lewis and Topshop.

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TEEN SPIRIT

SCHOOL LEAVER

OXBRIDGE SECRETS

Ella Braimer Jones wants to study theology and religion at Oxford, and isn’t going to let a mild learning difficulty get in the way. To boost her interview technique she signed up for the three-day course run

by Oxbridge Application, but was it worth shelling out £1,795 for?

he first thing I want to do is to get rid of this mystique,’ says Barry Webb, an English scholar and former Oxbridge admissions tutor, as he kicks off the first session of a three-day intensive residential course for Oxbridge interview preparation with a talk about what our interviewers will be looking for.

The room is filled with 150 students, plus 76 tutors and 17 former admissions tutors. It’s a mixed bunch, some are on a gap year, others are still doing A-levels; they have come from both state and private schools, all hoping to get into Oxbridge and prepared to pay in order to improve their chances. ‘Other universities judge candidates on a piece of paper, but Oxbridge,’ he says, ‘wants to know you. They’re looking for potential, motivation, personality and then knowledge.’

Less than four months before taking my A-levels, I was diagnosed with a processing disorder (along the lines of – but not the same as – dyslexia), so I have had very little time to work on improving my short-term memory and processing. I figured I could do with all the help I could get to follow my dream to read theology and religion at Oxford, especially for the interview.

Oxbridge Applications is dedicated to preparing undergraduates specifically for this. Over the three days we were offered group tutorials – maximum of six – with graduates in our subject, four hours’ interview practice, one-to-ones with former Oxbridge admissions tutors and – for those whose course requires it – admissions practice tests. Aptly, I was allocated a Jesus graduate as my mentor for the weekend.

The workshops are rigorous and thought-provoking, tackling the sort of difficult subject-based questions that are asked in admissions tests and interviews. Two other theologians and I were given a passage to summarise and some provocative questions; Mark 5:1-20 is about Jesus exorcising demons from a man into a herd of pigs. We debated and disagreed passionately but coherently. As a gap-year student, it was really helpful to be back in a classroom practising discussion.

Admission practice tests, which mimic real test conditions and questions, were next, but as they are not a requirement for theologians, we were asked instead to participate in group subject tutorials. Having been at the same school, South Hampstead High, for seven years, I found it exciting discussing Biblical extracts and old texts like the Nicene Creed with a new and eclectic group. There was a Californian Buddhist, a Hindu, a feminist from an English boarding school and an agnostic Etonian. We grappled with controversial ideas such as: if Jesus was ‘made’, there must have been a time when he did not exist, which did not go down well with the firm believer sitting next to me.

The communication skills session was presented by neurolinguistic programming expert, Gwyn Day, who instructs us to Ella Braimer Jones ‘think about something you

‘T

The Bridge of Sighs, Oxford University

love that has nothing to do with your subject.’ My boyfriend?

Skiing? I wonder. We were put in pairs – and my partner explained how much she enjoyed studying Arabic. Not quite where I was going with this. Maybe I should talk about my volunteer work with Syrian refugees.

We gave each other feedback. ‘Your hand gestures reflect your genuine enthusiasm and the rapidity of your speech suggests your urgency to really prove that the beauty in Quranic calligraphy touches you,’ I tell my partner. ‘Good,’ says Day. ‘Transfer that passionate energy to when you speak about Bentham’s Utilitarianism.’

Interview coach Alastair Creamer selected ‘victims’ for mock interviews in front of everyone. The first was sent back and asked to start again three times due to incorrect etiquette, bad posture, or lack of eye contact. He also asked us on-the-spot questions about our personal statements, which was really helpful.

It isn’t all about interview technique and essay writing; an attempt at a college formal dinner at a Buckinghamshire hotel didn’t quite work. Feeling rather Evelyn Waugh-ish and inauthentic; I squirmed at the ice-breaker intellectual puzzles, but it was an opportunity to discuss unanswered questions with fellow students and tutors.

The last day is full-on with five 40-minute mock interviews by former Oxbridge admissions tutors, including a panel interview. Rebecca Williams, head of Oxbridge Applications, read me like a book – she also read theology at Oxford. She gave me feedback and constructive criticism. ‘Oxbridge is looking for three things in an interview: knowledge, curiosity and teach-ability,’ she concludes. She thinks I’m strong in two of these areas.

My panel interview is designed to intimidate. A man and a woman fire questions at me like: ‘What defines religion? Is football a religion? What about Scientology?’. They succeed, but the challenge improves my confidence and ability to communicate effectively in my subject. As a result of the course, I feel that I am better all round but there’s only one way to find out...

We’ll see what happens when it comes to the real thing.

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DINOSAUR OR PHOENIX James Barton asks whether the gap year has had its day or has it evolved to rise again from the ashes?

Approaching the gap year from a different angle

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sk an ageing gappy about their year off from academic studies during the ’80s or ’90s and they would have given you a very different definition of a gap year to a millennial traveller. Back then, the idea was to finish A-levels, then sling everything into a rucksack and set off, travel guide in hand, to learn about the world, and yourself, along the way.

Hikes in university tuition fees, student loans, travel safety, world security, and career considerations in a much more competitive job market have changed the gap year, and caused its popularity to fluctuate. The recession and a concurrent rise in tuition fees nearly destroyed it eight or nine years ago, but it’s currently riding high again, albeit with a somewhat different feel as gap year companies adapt to the market demand for more

productive experiences found in a more secure environment.

Art History Abroad, for example, teaches short educational courses in cultural Italy; Camp America hires students to look after children in the states; Wesser fundraises for various causes in the UK. The list is extensive but, crucially, it is varied and the movement has progressed from fearless adventure to careful pragmatism.

No longer are gap years taken for granted; the motivation for taking one needs to be much more comprehensible than before.

Welcome to the era of the more conservative gap year student.

Around 230,000 young adults aged 18 to 25 will take time out this year but they will do well to consider their motivation before booking their vaccinations. It is imperative to know why you are taking a gap year. God forbid you return without something

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GA P Y E A R to show for it on the all-important CV, or, at worst, without an explanation for a year away from work. Thankfully, it still seems acceptable to return with the time-honoured excuse of time to decide what you want to do.

A gap year can be expensive, it takes time out from study to organise and, without focus, it can cause lethargy, complacency and demotivation, making it harder to get back into studies in a year’s time. Some suggest it is less than impressive to would-be employers. Cynics criticise it as a middle-class luxury, for those who are confident of being able to repay their loans.

So why take one? Would it perhaps not be more canny to get straight into the jobs’ market, especially as statistics suggest that most people will change careers at least once, hence raising the question of whether they couldn’t take time out later to travel when they are older, wiser and have a little more money? The University of Bath puts the ball in the student’s court in a recent article on the pros and cons published on its website, stating, ‘The decision of whether to take a gap year is an individual one’.

School leaver Nicola defends her decision to take a gap year.

‘With tuition fees rising year on year, the argument is not about whether we should be delaying going into the real world, but rather whether university is worth the investment required for three years,’ she says. ‘However, by taking a gap year I gave myself the time and space to think about the answer to that question, and it was life-changing.’ The maturity accumulated through her experiences abroad helped her make the decision to eschew university in favour of getting straight onto the career ladder, an increasingly attractive option these days.

But putting aside the issue of whether or not going to university

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is the right path, the gap year does offer students the opportunity to take time out, grow up and, as such, is approached positively by many universities and future employers. ‘Taking a gap year gives you a rare opportunity to enjoy new experiences and learn new skills,’ says a spokesperson for UCAS (Universities and Colleges Admissions Service), which extolls the virtues of the gap year.

‘Many employers and universities will look favourably on applicants who have used their year out to gain valuable experience.’

James Catterall, manager at Gap Force, which organises bespoke gap year courses, concurs, ‘The rise in students achieving top grades means that universities and employers can afford to be more selective and are increasingly looking for candidates who bring something different to the table. Employers say they want more than just grades. They seek a confident and motivated applicant, equipped with life skills, who can work positively in any environment.’

‘It’s not about the content, but the initiative shown by the student,’ says a medical professor who sits on the admissions panel for UCL. ‘Organised gap years in themselves do not necessarily indicate a self-starter.’ He is looking for the student who stands out from the crowd and how the applicant uses their gap year will help highlight this.

It is widely agreed that for students applying to study medicine, dentistry, veterinary science or engineering, a gap year is in their best interests, because it gives them the opportunity to gain relevant work experience required for such specialist applications.

There are other advantages to taking a gap year too. For a student with poor results in their AS, there is something to be said for waiting to apply when their results have come

Volunteer work with Gap Force gives students something meaningful to put on their CV

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School leavers are taking more time to reflect on the pros and cons of a gap year

through. As the University of Edinburgh states, ‘Please note that competition for places is extremely high and applicants who apply during their year out with qualifications achieved, may be in a stronger position than those who apply for deferred entry with predicted grades.’

Some admissions tutors, however, do not look favourably on gap years as students can forget the knowledge or skills that are essential to studying their subject. As one admissions tutor put it, ‘by all means undertake a gap year, though for mathematical courses, including physics, you will be expected to prove during the year that you have continued to develop your skills which, from experience, we know can so quickly diminish over a prolonged period of inactivity.’

So with such differing viewpoints, it is no wonder that students have ditched the carefree attitudes of old and are approaching their gap year planning with a somewhat more conservative attitude, even searching for ways of having the ‘gap year experience’ without actually taking the 12 months out.

There has never been more variety or, indeed, more opportunity to explore diverse experiences than there is for students leaving school today, from charity work to pursuing foreign adventures.

Many of these experiences can be sandwiched into three months, between the first and second, or second and third year of university. The ‘mini-gap’, as it has been called, suits those resistant to the idea of taking so much time out from studies and who have an eye on the job market. It is taken either after re-sitting exams, after university or, more commonly, during one of the university’s lengthy holidays.

Post-university gap years are less common – a brave move and not an option for many who will be aware of the fierce competition for employment but here again it comes down to how the gap year is used. As Terence Perrin, former chairman of the Association of Graduate Recruiters, explains: ‘One thing that impresses employers is that graduates come back more mature and with more insight into themselves and the world. I think recruiters recognise that after a year’s travel there’s a lot more to bring to the table.’

And sensible employers might do well to heed the words of Sarah, an HR business partner for a leading financial services

company in the City, who gave a very different slant to the above when asked the same question. ‘No, they don’t improve employability,’ she said but, perhaps more pertinently, she contends that ‘[they] do reduce the risk of losing candidates early in their careers.’ Which is perhaps the best point of all: ‘take a gap year if it helps to satisfy that itch before starting down the career line.’

So the key to finding the answer when considering whether to take a gap year, is really to know why you are doing it. This is important, in fact critical, for making productive use of it.

Employers will only respect it if you can rationalise the use of your time. Simply taking a year off, without extenuating circumstances, is a waste of time and counterproductive – but as with anything in life, it is about how you market yourself and whether you can justify the decisions you make. Catterall sums it up, ‘The definition of a gap year has certainly changed in recent years to adapt to trends in the market, but the benefits remain unchanged. In an increasingly competitive world, the experience gained on a gap year have never been more significant.’ n

Universities look for applicants who show initiative

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JOHN HALL VENICE More than just art history • The renowned pre-university gap year course in London, Venice, Florence and Rome for students of the Arts and Sciences – a life-changing and unforgettable experience • Art, literature, music, world cinema, global issues, cookery, life drawing and photography • Check out our new three-week summer course in Venice in 2017 for those who might not be taking a gap year. +44 (0) 20 8871 4747 info@johnhallvenice.com www.johnhallvenice.com

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SMART TRAVEL Heyrick Bond Gunning, CEO of S-RM, explains how a gap year can be fun, safe and rewarding when managed responsibly

HOW TO BE SAFE ON A GAP YEAR

Here are some basic safety tips that should be thought about before travelling: PREPARATION

Preparation is key to ensuring a safe gap year

am often asked by parents if taking a gap year is a safe option for their young, inexperienced and fledgling adult offspring, especially as the world around us appears to be becoming more dangerous. Safety fears, inflamed by daily news bulletins from around the world covering bombings, abductions, civil wars, muggings and worse, are compounded by an increasingly protective bubble that envelopes our children, both at home and under the constraints of health and safety guidelines at school.

So has the gap year had its day? The short answer is no. The year-long breather before the third stage of education is still a key pillar of young adulthood but it has evolved to become more goal-oriented – even Barack Obama’s daughter Malia is taking one before heading off to Harvard.

It is perceived, now more than ever, as an opportunity to plump out CVs and accumulate valuable experiences designed to impress future employers.

This has resulted in fewer of the traditional unplanned solo trips and more students taking a structured, controlled and organised gap year. The opportunities for personal

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development are numerous and there is also research to support the educational benefits of a gap year. A report by Birch & Miller, published in 2007, found that students who had taken a gap year were more likely to graduate with higher-grade point averages than individuals who went straight to university, and this effect was seen even for gap year students with a history of lower academic achievement at school.

Ultimately, the benefit of a gap year is that when they return home – as they will – they will be the stronger and wiser for having had new experiences outside their comfort zone. They will have extreme lows (I woke up after my first night in the jungle with 56 mosquito bites on the only part of my body that was not protected by a net – my left buttock), but they will also have significant highs. And all this can be achieved without the high-level type of security that Malia Obama will have on her upcoming gap year.

S-RM Intelligence and Risk Consulting provides a variety of services to support gap year students ranging from a 24/7 emergency hotline through to security awareness training and live tracking of travellers. s-rm.co.uk

• Check for any travel advice pertinent to the countries you plan to visit.

See Foreign & Commonwealth Office (fco.gov.uk) & U.S. Department of State (state.gov).

• Supply your family with an itinerary and update them as it changes.

• Take copies of all important documents and keep them separate from the originals, e.g. passport, driver’s licence, health & vaccination certificates, insurance and visas. Carry additional passport photographs.

• Ensure you have a few emergency numbers you can call, whether it is the local embassy, a security company or someone other than your parents who will answer the phone 24/7.

• Travel with a friend – there is safety in numbers.

GENERAL SECURITY ADVICE • Trust your instincts, they will usually be correct.

• Be street-wise. Whenever possible, do not walk alone. Make every effort to walk in populated, well-lit areas.

• Dress down and limit the jewellery you wear. Follow the local cultural standard.

• Take all necessary precautions when travelling at night (the time when most incidents occur). Plan your schedule to complete tasks during daylight hours.

TRAVEL SECURITY • Stay on your guard against pickpockets and petty thieves while waiting at bus or train terminals, or at a taxi stop.

• Take only licensed taxis. Generally, those that wait in front of terminals and the better hotels are the safest.

• Have the address of your destination written out in the local language and carry it with you.

• Try not to travel alone in a taxi, and never get out in deserted areas. If the door doesn’t lock, sit near the middle of the seat so you will thwart thieves who might open the door.

• If you have luggage in the boot, ensure you do not get out of the taxi before the driver as he may drive off with your belongings.

• On trains choose a middle car but never an empty car. On buses, sit in an aisle seat near the driver.

• Take as little luggage as possible; ideally, no more than you can comfortably carry.

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Bright young things with passion and drive are skipping university and stepping straight onto the career ladder

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YOU’RE HIRED Applying for an apprenticeship is no longer the easy option and should not be considered second best to a university degree either, says Victoria Lambert

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or many children, a place at university has long been seen as the inevitable next step after school. Even if the university isn’t red brick, or the course especially academic, parents have justifiably placed value on higher education for its own sake.

Yet the post-school mood is changing. Sixth-formers and their parents are now openly voicing fears over fees and student loans, the quality of courses and the availability of good graduate jobs.

According to the Longitudinal Education Outcomes (LEO) survey, published in August 2016, degrees do not guarantee income: one in four graduates working a decade after leaving university in 2004, is earning only around £20,000 a year.

The Higher Education Statistics Agency revealed recently that one in four graduates is not in a graduate job six months after receiving a degree.

There is, of course, still evidence of a graduate pay premium, with research from the University of Cambridge in 2015 finding that male graduates can earn twice as much as non-graduates after ten years, and women three times as much.

But research from the insurer Aviva suggests that more than a third of millennials wish they had skipped university due to the debts they have accumulated – an average of £44,000, according to the Institute for Fiscal Studies, with degrees in London costing up

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ABOVE: The Apprentice effect BELOW: School leavers can get a foot into institutions like the National Theatre through government apprenticeships

to £25,000 a year. This is the highest level in the English-speaking world, says social mobility charity the Sutton Trust (fees go up this year to £9,250 in line with inflation).

Online community, The Student Room, says student satisfaction with university has reached a three-year low with one in four students seriously worried about student debt later in life.

Meanwhile, there has been an increase in prestigious companies seeking out the most able school leavers for earn-while-you learn placements and apprenticeships. These range from lawyers and accountants, including global firm EY, to major UK employers such as Penguin Random House, which announced last year that a degree would no longer be a minimum requirement for employment. And as the government aims to create three million apprenticeships by the year 2020, positions are now available in 1,500 different job roles across more than 170 industries, from advertising to horse racing, environmental engineering to legal work and careers at venerable institutions like the National Theatre.

Gregg Davies, headmaster of Shiplake College, near Henley-onThames, says the interest in apprenticeships is a positive response to a complicated and fast-moving job market.

‘Pupils leaving school today face an environment where the world of higher education and the job market are rapidly and constantly changing. It is only a minority of people nowadays who leaves university with a vocational degree such as law or medicine.

‘A vocational approach to computing and ICT is highly beneficial and difficult to teach in a traditional university setting. This is also true of positions such as high-street banking and other finance-related jobs.’

At Malvern College, headmaster Antony Clark says that he is witnessing more interest in the earn-while-you-learn route. ‘With the caveat that 98 per cent of our pupils do go on to university in the UK and US, we have also seen students recently accepted on to the Jaguar Land Rover apprenticeship programme.’

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alternatives to university with information about management training, self employment and careers that require non-degree qualifications like commercial piloting. Pupils show most interest when they are learning about the possible routes to employment in IT, financial planning and automotive engineering.

For children less academically able, apprenticeships offer the chance to gain additional qualifications while taking the first steps towards an engaging and fulfilling career. This pathway is not new – interesting jobs that have never required a degree include equities trading, air traffic control and even journalism. The Marks & Spencer non-graduate trainee management scheme has attracted business-minded 18-year-olds for decades and now leads to a Level 4 Higher Apprenticeship qualification in Retail Management.

But perhaps this means getting over a little parental snobbery – not to mention the expectation that paying all those years of fees means a university place ought to be a given. Who can forget England footballer Gary Lineker’s public frustration with his son’s school when George failed to get the three B grades needed in his Cambridge Pre-U for a place at Manchester University in 2010.

‘We are all very disappointed,’ he said. George simply posted on Facebook: ‘Didn’t get into a uni... cheers, school’.

Educating parents is important, acknowledges Clark.

‘Some parents are ahead of the game, but the vast majority want their children to go somewhere like Bristol and read a prestigious subject like philosophy.’

Nigel Lashbrook, headmaster at Oakham School, Rutland, says, ‘There can still be some stigma around apprenticeships – but this is mainly born out of a lack of knowledge of what’s available.

‘We do make it clear to students and parents that applying for apprenticeships is certainly not an easy option. Unlike UCAS, there isn’t a central point for apprenticeships. The government site [getingofar.gov.uk] is not fully comprehensive, or easily searchable, so students need access to a good careers department, like ours at Oakham, that has enough staff, time and expertise to signpost them

to good apprenticeship schemes.’

One of the benefits of an independent education is that it can offer more variety than state alternatives. Magnus Bashaarat, headmaster of Milton Abbey, believes that, ‘Independent schools present themselves as offering more choice than the state sector, but when it comes to vocational pathways most of them are a dead end.

Our sector needs to embrace the potential of vocational learning; to educate both the learner and their parents about the pathways these qualifications open up. If we don’t, we risk being left behind.’

Some parents may even be relieved by the idea of their child avoiding university. ‘There is an assumption among parents and guardians of independent school that pupils can afford to go to university,’ says Davies, ‘but this isn’t necessarily the case.

There are a number of pupils leaving school who cannot face the crippling debt that university loans often entail.’

According to research from Prudential, which employs 175 apprentices across the country, those same parents may worry that apprenticeships only offer low wages. More than two out of three (67 per cent) of parents surveyed think apprenticeship roles are poorly paid while 43 per cent believe that the opportunities are often in lower-skilled and lower-paid industries.

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ABOVE: Pupils at Milton Abbey explore vocational options RIGHT: The stakes for apprenticeships have never been higher

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Ryan Longmate, managing director of Positive Outcomes, a provider of apprenticeships and work-based training, says, ‘One of the persistent myths is that apprenticeships are low paying, but that isn’t the case most of the time. Many employers are willing to pay more than the minimum wage.’ A recent report from Barclays suggested that in some industries, apprentices’ lifetime earnings can be as much as 270 per cent more than graduates.

Of course, plenty of sixth-formers take the initiative over their future regardless of what their parents think. Lashbrook says, ‘All students need to carefully weigh up and consider what is right for their future and not just go along with the popular choice, what their friends are doing, or be too influenced by what their parents consider to be best for them.

‘The first decision they need to make is what they’d like to do in their future, rather than what they should study at university.’

Davies of Shiplake College agrees. ‘The very first question we put to pupils in sixth form is to ask themselves is, ‘Do I need to go to university to achieve my career goals?’ There is certainly no assumption that pursuing a university degree is the only path to follow. Percentages of pupils heading to university are now outdated – it was once a way to measure the success of a sixth form, but it doesn’t have that same reflection anymore.

‘Pupils are highly interested in the different options available.

University threatens debt and for those who see something more fitting, that won’t leave them paying off an astronomical loan for much of their adult lives, it is an exceedingly inviting prospect.

One alternative route that excites many sixth formers

is entrepreneurship. Call it The Apprentice effect. Increasingly, significant numbers of young people want to bypass all forms of training in favour of launching start-ups of their own.

Schools are responding by upping their business and technology capabilities. Millfield School is building an enterprise centre, where classroom layouts will replicate a boardroom feel; Milton Abbey has launched a successful entrepreneur-in-residence scheme – an annual project that gives its entrepreneurial pupils support and guidance to develop their small business ideas.

Cheltenham College offers sixth-formers a mini MBA Programme to provide an overview of all the skills required to set up and run a successful business. Perhaps the inclusion of options like apprenticeships suggests we are seeing a more individual approach to traditional further education and careers advice?

‘By opening the horizons, schools are changing how they manage careers and higher education advice,’ says Davies.

‘Shiplake has an extensive careers department, but I can see the value in hiring two part-time advisers to relay advice on university and other options, such as apprenticeships.’

What is most definitely true is that apprenticeships are not a soft alternative to university, as Lashbrook explains, ‘The top, “higher-level” apprenticeships, offered by leading companies, such as the BBC, Rolls Royce, J.P. Morgan, PWC and Jaguar Land Rover, are fiercely competitive – in many cases there is much more competition for one of these places, than there is for a place at university.’ Parents, take note. n

McLaren gets young people to grips with mechanical skills

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COMME N T

BREXIT FALLOUT Mark Beverley, director of curriculum at Sevenoaks, defends the IB, arguing that an international qualification is as relevant now as it ever has been

The IB diploma programme caters to this desire very well. ast year, the UK voted in favour of Brexit, shocking Unaffiliated to any government agenda, it has remained relatively many people in the UK, Europe and across stable and aspirational when competing qualification systems have the world. The current climate of uncertainty been undermined by compromise and the caprice of successive leads me to believe that qualifications like the governments. It is an internationally understood and valued International Baccalaureate, with its mission qualification and, with a mix of nationalities and cultures naturally to develop inter-cultural understanding and respect, as well as the gravitating toward it, an IB school or classroom is a melting pot versatility to work in and contribute to a changing world, are essential of viewpoints, hotly debated in a safe environment. for young people facing an increasingly globalised working life.

Academic freedom is actively supported and encouraged in the The ethos at Sevenoaks, which has been an IB school since 1978, IB, which is known for providing opportunities in interdisciplinary is to deliver an education with a strong global dimension in an openteaching and learning. At Sevenoaks we do not find rigid minded, cosmopolitan environment. Our students come from demarcation between different subject areas particularly helpful; over 40 countries and our cultural diversity encourages awareness, in fact it is often in the interstices between subjects where we understanding and healthy debate. find the most interesting ideas. Similarly, across the school and A quick glance at the ongoing headlines from around the world curriculum we find an approach of ‘both/and’ more productive confirms our view that we are sorely in need of ideas that will bring than one of ‘either/or’. This inclusive attitude prepares students people, countries and cultures together. We think that the IB diploma well for undergraduate studies. programme provides the best possible education for the young people Universities understand and trust the IB Diploma. When our tasked with coming up with these solutions. students leave Sevenoaks they join top universities in the UK, the The International Baccalaureate has a mission to develop US and around the world, taking with them an internationally intercultural understanding and pupils studying it know that they have recognised and valued qualification. This is of particular a responsibility to work toward a better world. We believe that the root importance, not only because of Brexit, but also because the UK cause of global crises is a failure to communicate, to understand and national education system is undergoing seismic change at every to empathise. That is why we celebrate unity in diversity. level. The IB remains a gold standard of education that opens doors The European Union’s aims of establishing citizenship, internationally as easily as it does at home. With the UK potentially protecting fundamental human rights, ensuring freedom, standing on its own in the European landscape, a qualification such security and justice require communication, understanding as the IB could become the common educational currency, making and empathy. So, just how relevant is the IB now to a British international higher education more accessible to those with the IB education after we voted to leave?

Diploma than those with A-levels.

Dr Siva Kumari, the director It is too soon to assess the political and general of the IB, said recently, cultural impact of Brexit; however it is ‘The enemies of internationalheartening to note that three-quarters mindedness are themselves a global of 18 to 24-year-olds voted to remain, phenomenon and are making full demonstrating their commitment use of globalisation’s technologies. and desire to be part of a bigger Such developments demonstrate international set-up. how necessary international The young people who study mindedness is to manage a world the IB will share this desire, becoming ever more global without and with the IB’s focus on global growing closer together.’ citizenship, we can rest assured In any period of political and that they will inevitably make economic uncertainty, the value for model Europeans. In of a broad education increases. light of Brexit, our view is Not only does it enhance individual that education in the UK breadth of knowledge, but it widens needs to become even more opportunity, changes mindsets and European in its outlook in order potentially increases ambition, as for our teenagers to prosper in pupils desire to become compassionate, An international qualification provides a bridge between the UK and Europe an increasingly global community. responsible global citizens.

L

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Sevenoaks pupils are encouraged to adopt an international mindset

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LONDON SCHOOLS NURSERY ⁄ PREPARATORY ⁄ SENIOR

Bassett House School

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L O N D O N P R E PA R AT O R Y S C H O O L S

Bassett House School

ADDRESS: 60 Bassett Road, London W10 6JP WEBSITE: www.bassetths.org.uk FOUNDED: 1947 NUMBER OF PUPILS: 190+ AGES: 3–11 FEES: £2,735–5,700 per term HEADMISTRESS: Mrs Philippa Cawthorne MA (Soton) PGCE RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Non-selective at nursery and reception stages, thereafter by assessment.

CONTACT: The school office, 020 8969 0313 EMAIL: info@bassetths.org.uk SCHOOL VISITS: 20 May & 7 October 2017.

GAMES & THE ARTS: Two specialist PE/games teachers make use of extensive facilities for sport including the school’s own gym, the Westway Sports Centre and Kensington Memorial Park, all within easy walking distance of the school. Art and music are taught to a very high standard by specialist teachers and the children are able to develop their skills in a variety of different artistic media, including pottery, and develop a passion for music and performance. Children enjoy singing or playing their instruments in concerts and drama productions which are held regularly on a purpose built stage. The school is very well equipped with the latest technology, including laptops and iPads, which are used regularly in class and during computing lessons with a specialist teacher.

SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: Emanuel School, Francis Holland, Frensham Heights, Godolphin and Latymer, Holland Park, Kew House, Latymer Upper, Notting Hill and Ealing, Portland Place, Queen’s College, Queen’s Gate, St Benedict’s, St James, St Paul’s, South Hampstead High, The Harrodian, Wetherby.

RECENT SCHOLARSHIPS: Emanuel School, Frensham Heights, Queen’s College, City of London School for Girls and North Bridge House.

HEAD TEACHER’S PHILOSOPHY: Each child’s formative years are crucial; children should enjoy school and be able to develop skills in many different areas. Bassett House is characterised by its warm and nurturing atmosphere, in which every child feels secure and is challenged to build a firm educational foundation. My staff and I encourage each and every child to be inquisitive about the world and to develop a lifelong love for learning.

OUTSTANDING CHARACTERISTICS: – Our pupils: cheerful and confident learners, who enjoy the opportunity to excel in whichever areas they show promise. Treated with warmth, friendship and respect.

– Our staff: highly professional, wholly committed. Excellent staff to pupil ratio, backed up by specialist teachers. Special needs spotted quickly and addressed.

– Our facilities: first class, very well equipped with top IT technology to support the curriculum where needed.

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L O N D O N P R E PA R AT O R Y S C H O O L S

Chiswick & Bedford Park Preparatory School

Clarence House Preparatory School

ADDRESS: Priory House, Priory Avenue, London W4 1TX WEBSITE: www.cbppschool.co.uk FOUNDED: 1915 NUMBER OF PUPILS: 218 AGES: Boys 3–7, Girls 3–11 FEES: £4,250 per term HEAD TEACHER: Mrs Catherine Sunderland RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Non-selective. Registration and ballot.

CONTACT: 020 8994 1804 EMAIL: info@cbppschool.co.uk SCHOOL VISITS: The headmistress will show prospective parents around the school by appointment. Please call the office to arrange.

ADDRESS: 165-167 High Street, Hampton Hill, Middlesex TW12 1NW WEBSITE: www.jackandjillschool.org.uk FOUNDED: 1951 NUMBER OF PUPILS: 191 (Jack & Jill) AGES: 7–11 FEES: £4017 per term HEAD TEACHER: Mr Nick Hitchen RELIGIOUS AFFILIATION: Christian ENTRANCE PROCEDURE: Entry from Year 3 by academic assessment.

CONTACT: Ms Sam Mellins, Registrar, 0208 8987310 EMAIL: admissions@jackandjillschool.org.uk SCHOOL VISITS: Tours with Mr Hitchen. Please contact the registrar.

THE CURRICULUM: Broad, balanced and exciting education. Enriching and challenging activities encourage independent thinkers. Visual, auditory and kinaesthetic approaches provide for all learning styles. Educational outings, workshops and visiting speakers make learning meaningful and fun.

THE CURRICULUM: We teach a rich curriculum based on our understanding of how children learn. We run a rigorous preparation programme for grammar and independent school examinations at 11+, and we are specialists at teaching Science, Technology, Engineering and Mathematics (STEM).

GAMES & THE ARTS: Sports include netball, football, hockey, rounders, tennis, cricket, dance, gymnastics, swimming. Outstanding drama, dynamic art and vibrant music departments.

GAMES & THE ARTS: We are passionate about competitive sport, music, art and drama. Our permanent home, a three-storey Georgian building, is adjacent to Bushy Park and the Little Gym, and includes a performance studio for dance and drama.

SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: Latymer Prep, London day schools including Godolphin & Latymer, Latymer Upper, Notting Hill & Ealing High School, St Paul’s, St Paul’s Juniors and boarding schools.

RECENT SCHOLARSHIPS: Latymer Upper, Godolphin & Latymer School, The Lady Eleanor Holles School, Notting Hill & Ealing High School, Francis Holland (Graham Terrace), Queens College, More House, Queen’s Gate School, Ibstock Place School, City of London School for Girls, Papplewick.

HEAD TEACHER’S PHILOSOPHY: Enthusiastic and dedicated teachers motivate and inspire pupils, fostering within them a love of learning. Pupils build personal qualities of confidence, self-reliance and respect for others, in preparation for the challenges and opportunities of the modern world.

OUTSTANDING CHARACTERISTICS: ‘The school provides an outstanding quality of education and is highly successful in meeting its aims. The quality of teaching and assessment is outstanding and this enables all pupils to reach high standards and make outstanding progress from their starting points.

As a result of the outstanding curriculum, welfare, health and safety provision and robust safeguarding procedures, pupils develop outstanding spiritual, moral, social and cultural knowledge and understanding and their behaviour is outstanding.’ – Ofsted June 2011.

PASTORAL CARE: Clarence House is a ‘home from home’: a small school offering outstanding pastoral care. We meet the needs of modern working families, with a full mini-bus service, a breakfast club, and an optional afterschool programme, which includes sport, societies and a homework club.

SCHOLARSHIPS AVAILABLE: Scholarships worth up to 50 per cent remission of fees are offered based on performance in our entrance assessments.

HEAD TEACHER’S PHILOSOPHY: When a pupil creates something truly excellent they are transformed. Mediocre work, ‘just good enough’ work, no longer seems quite good enough. At Clarence House we teach fewer topics in greater depth, giving out girls the opportunity to create multiple drafts and polish their work until it shines. And we are passionate about teaching every Clarence House girl that the key to excellence is any field is grit: hard work, perseverance and a willingness to respond to constructive feedback.

OUTSTANDING CHARACTERISTICS: –We are a small school, meaning every girl receives individual attention.

–We are a STEM. specialist, with a dedicated science laboratory and a ‘maker space’ for building models, robots and prototypes –We focus on developing grit.

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Broomwood Hall

ADDRESS: Pre-Prep: Garrad’s Road, London SW16 1JZ; 192 Ramsden Road, London SW12 8RQ & 50 Nightingale Lane, London SW12 8NR. Prep: 68-74 Nightingale Lane, London SW12 8NR WEBSITE: www.broomwood.co.uk FOUNDED: 1984 NUMBER OF PUPILS: 425 Pre-Prep, 246 Prep AGES: 4–13 HEAD TEACHER: Mrs Carole Jenkinson FEES: Pre-prep: £4,930; Prep: £6,055 inclusive of tuition and lunch RELIGIOUS AFFILIATION: Christian, but all faiths are welcome ENTRANCE PROCEDURE: Pre-Prep: registration, school visit & school readiness assessment. Prep: Automatic entry from Pre-Prep.

External candidates – written assessment in January of year of entry.

CONTACT: Susannah Lloyd, Registrar, 020 8682 8830 EMAIL: admissions@northwoodschools.com SCHOOL VISITS: Pre-Prep school open days: Ramsden Road, 1 March 9-10.30am & Garrad’s Road, 18 May 9-10.30am.

Northcote Lodge

ADDRESS: 26 Bolingbroke Grove, London SW11 6EL WEBSITE: www.northcotelodge.co.uk FOUNDED: 1993 NUMBER OF PUPILS: 242 AGES: 8-13 FEES: £6,055. Fees are inclusive of all tuition, lunch, school day trips and most school books & equipment HEAD TEACHER: Mark Smith RELIGIOUS AFFILIATION: Christian, but all faiths are welcome ENTRANCE PROCEDURE: Automatic entry for boys from Broomwood Hall Pre-Prep if they joined in Reception or Year 1.

Preferential entry for younger siblings of Northcote Lodge or Broomwood Hall pupils (subject to assessment). External candidates – assessment in Year 3 prior to entry in Year 4.

CONTACT: Susannah Lloyd, Registrar, 020 8682 8830 EMAIL: admissions@northwoodschools.com SCHOOL VISITS: 20 May 9–11am. Booking is preferable.

THE CURRICULUM: A broad and stimulating curriculum with technology embedded at every level fosters a love of learning, bolsters self-confidence, creativity and critical thinking skills and helps children maximise their potential.

THE CURRICULUM: Boys thrive in our ‘country prep school’ environment which nurtures and develops individual strengths while preparing them for entry to top public schools – both day and boarding at 13+.

GAMES & THE ARTS: Sport and the arts are an important part of our curriculum and we offer a surprisingly wide variety. We place great value on creativity with exceptionally strong music, art and drama departments.

GAMES & THE ARTS: All boys play matches in the major sports and our teams are very competitive even against much bigger schools.

A wide-ranging clubs programme includes karate, golf and shooting.

Boys also have many opportunities to perform their music and drama.

PASTORAL CARE: We know that happy children thrive academically.

With small class sizes, an excellent tutor system and mindfulness and wellbeing programmes in the curriculum, we pride ourselves on nurturing the whole child and developing their strengths. When they leave us at eight, 11 or 13, they are confident, happy, well-rounded individuals with a strong sense of purpose.

RECENT SCHOLARSHIPS: Outstanding success in all areas with 25 per cent of leavers winning awards.

HEAD TEACHER’S PHILOSOPHY: We aim to maximise the strengths of every child by helping them develop the skills needed for 21st century life.

Breadth of opportunity, innovative technology, excellent teaching and strong pastoral care build creativity, resilience and teamwork creating positive, wellrounded, confident and caring individuals who love school and are willing to have a go and do their best.

OUTSTANDING CHARACTERISTICS: – A friendly, family-feel school with a local catchment and strong sibling policy.

– Traditional values coupled with energetic and innovative ideas and teaching methods.

–Excellent pastoral care and happy children.

–The only all-girl Prep school that prepares girls for both 11+ and 13+ in South West London.

PASTORAL CARE: Our tutor system ensures that each boy has someone looking out for him over and above the care he receives from every staff member. The small size and relaxed, country-feel of the school enables staff and boys to get to know each other well.

Parent partnership is actively encouraged and the Headmaster’s door is always open.

RECENT SCHOLARSHIPS: 2015/16 – Bradfield, Charterhouse, Dulwich, Hampton, King’s Canterbury, Tonbridge, (2), Sherborne (2), Shrewsbury, Wellington and Whitgift.

HEAD TEACHER’S PHILOSOPHY: We measure our success by how many boys look forward to coming to school every day. Our target is 100 per cent and I believe we achieve that most days. When a boy is happy to learn, he can achieve outstanding results both in and out of the classroom.

OUTSTANDING CHARACTERISTICS: Northcote Lodge is a country prep school right in the heart of South West London – giving boys the advantages of a relaxed, nurturing learning environment without having to leave town.

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Dolphin School (Inc Noah’s Ark Nursery Schools)

ADDRESS: 106 Northcote Road, London SW11 6QW WEBSITE: www.dolphinschool.org.uk FOUNDED: 1986 NUMBER OF PUPILS: 326 boys and girls AGES: 2½–11 FEES: Nursery £1,850 per term; Reception, Years 1 and 2 £3,745 per term; Years 3–6 £4,125 per term HEAD TEACHER: Mrs Nicola Baldwin RELIGIOUS AFFILIATION: Christian ENTRANCE PROCEDURE: Reception class, interview; Year 1–6, interview, assessment day and past school reports.

CONTACT: Mrs Vivienne Benson, 020 7924 3472 EMAIL: admissions@dolphinschool.org.uk SCHOOL VISITS: Thursday mornings by appointment.

THE CURRICULUM: Our small class sizes enable us to get to know your child extremely well so that we can not only set specific individualised academic targets, but also discover how he or she learns best. We give priority to English and maths and add hands-on science, colourful geography, history (with outings to the real thing) and whole-school Spanish.

GAMES & THE ARTS: We train pupils in the arts with fantastic specialist teaching and a plethora of performing and exhibiting opportunities. We also coach children in a wide range of sports through dynamic teaching and a superb fixture list.

PASTORAL CARE: We are committed to giving both time and care to grow your child’s character on his or her journey from reception to Year 6. Our Christian ethos leads us to believe that personal growth ultimately matters more than lists of achievements. So while we are thrilled by children’s awards and accolades, we are even more excited about who they are.

SENIOR EXIT SCHOOLS: Alleyn’s, City of London Boys, City of London Girls, Downe House, Dulwich College, Emanuel, Francis Holland, Hall School Wimbledon, Ibstock Place School, JAGS, Lady Margaret School, Putney High School, Royal Russell School, Streatham & Clapham High, Thames Christian College, Sydenham High School & Croydon High School.

HEAD TEACHER’S PHILOSOPHY: If we want children to be the best they can be, academically, artistically, in sport or as people, we must start by valuing them for who they are.

OUTSTANDING CHARACTERISTICS: –The combination of nurture and dynamism.

–The passionate commitment of the staff.

–A fantastic all-round education.

–One of the Sunday Times’ top 50 prep schools.

Durston House

ADDRESS: 12 Castlebar Road, Ealing, London W5 2DR WEBSITE: www.durstonhouse.org FOUNDED: 1886 NUMBER OF PUPILS: 408 boys AGES: 4–13 FEES: £3880-£4720 per term HEAD TEACHER: Ian Kendrick RELIGIOUS AFFILIATION: Inter-denominational ENTRANCE PROCEDURE: Registration followed by assessment.

CONTACT: Mrs C Ferns, registrar, 020 8991 6532 EMAIL: info@durstonhouse.org SCHOOL VISITS: Please contact the registrar to arrange a tour with the headmaster.

THE CURRICULUM: Boys are prepared for Common Entrance and scholarship examinations to leading schools at 13+ and 11+. The curriculum is National Curriculum plus.

GAMES & THE ARTS: Much emphasis is on physical and cultural education. Games played include football, rugby, cricket, tennis and athletics.

PASTORAL CARE: From the ISI Inspection Report 2015: ‘The social development of the pupils is an outstanding feature of the school.’

SENIOR EXIT SCHOOLS: Day schools: St Paul’s, Merchant Taylors’, St Benedict’s, Hampton, John Lyon School, City of London, Mill Hill, Kings College, Westminster.

Boarding Schools: St Edward’s, Oxford, Bloxham, Bradfield, Charterhouse, Eton, Harrow, Haberdashers’ Aske’s, Radley, Shiplake, Stowe, Wellington, Winchester.

RECENT SCHOLARSHIPS: Since 2007: St Paul’s (30), Eton (one), Harrow (one), Bloxham (one), John Lyon (one), City of London (one), Merchant Taylors’ (nine), Mill Hill (one), Stowe (two), Hampton (one). Music Awards: Harrow (three), Christ’s Hospital (one), Emanuel (one). Outstanding Talent Awards: Harrow (two).

HEAD TEACHER’S PHILOSOPHY: A happy school is an effective school; and an effective school is constantly moving forward.

OUTSTANDING CHARACTERISTICS: The school possesses a unique family atmosphere where pupils are encouraged to achieve in their own terms with the support of a caring staff.

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Fulham Prep School

ADDRESS: 200 Greyhound Road, London W14 9SD. Pre-prep 47A, Fulham High Street, London SW6 3JJ WEBSITE: www.fulhamprep.co.uk FOUNDED: 1996 NUMBER OF PUPILS: 399 boys, 253 girls AGES: 4–13 boys and girls FEES: £5,236 - £5,815 per term For further details, PRINCIPAL: Mr Neil Brooks RELIGIOUS AFFILIATION: Non-denominationalplease email us at admin@falconschool.

ENTRANCE PROCEDURE: Reception: registration only Years 1 and 2 com or visit the website interview; Years 3–7 exam and interview.

CONTACT: Pre-prep, Mrs C Newns, 020 7371 9911; prep; Mrs C Parrish, 020 7386 2448 EMAIL: admin@fulhamprep.co.uk, prepadmin@fulhamprep.co.uk

SCHOOL VISITS: Visits by appointment, please contact the school.

THE CURRICULUM: The challenging academic programme is based on National Curriculum guidelines but is extended to meet the rigorous requirements of the 11+ and 13+ entrance exams.

GAMES & THE ARTS: Ball skills, swimming and games are taught weekly. The major sports are played against local schools. Emphasis is put on the development of creative skills, music, art and drama.

PASTORAL CARE: Good manners, commitment and consideration for others are highlighted. Class teachers provide academic, social and pastoral support. Our house system fosters co-operative relationships between the children.

SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: 11+ include Godolphin & Latymer, Putney High, Latymer Upper, Benenden, Cheltenham Ladies’ College and St Mary’s Calne; 13+ includes Dulwich College, Hampton School, King’s College School, St Paul’s School, Westminster, as well as Charterhouse, Harrow and Radley.

RECENT SCHOLARSHIPS: Hampton School (all rounder); Dulwich (academic) and music awards at Hampton and St Mary’s Calne.

HEAD TEACHER’S PHILOSOPHY: School should provide a happy and structured environment within which each child can develop a love of learning and a curiosity about the world around him or her.

OUTSTANDING CHARACTERISTICS: A wide-ranging curriculum where children are encouraged to reach for the stars. Strong music with three choirs, two orchestras and an African drumming group. Busy sports programme with extensive fixture list for both girls and boys. Friendly, happy children who enjoy coming to school.

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Hurlingham School

Ibstock Place Prep School

ADDRESS: 122 Putney Bridge Road, London SW15 2NQ WEBSITE: www.hurlinghamschool.co.uk NUMBER OF PUPILS: 320 AGES: 4–11 FEES: Lower School £4,985; Middle and Upper School £5,195.

HEAD TEACHER: Mr Jonathan Brough RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Non-selective CONTACT: Mrs Fiona Driver, admissions secretary, 020 8874 7186 EMAIL: admissions@hurlinghamschool.co.uk SCHOOL VISITS: Please contact the school to arrange an appointment.

ADDRESS: Clarence Lane, London SW15 5PY WEBSITE: www.ibstockplaceschool.co.uk FOUNDED: 1894 NUMBER OF PUPILS: 150 boys, 150 girls AGES: 4-11 FEES: £4,995 - £5,180 per term HEAD TEACHER: Mrs Anna Sylvester-Johnson RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Non-selective at four years old; assessment for occasional places thereafter CONTACT: Miss C Voysey, Registrar, 020 8392 5803 EMAIL: registrar@ibstockplaceschool.co.uk SCHOOL VISITS: 3 May & 21 June 2017, all at 9.30am

THE CURRICULUM: Hurlingham initiates a love of learning: wherever pupils’ strengths lie, we value and celebrate their gifts and talents and guide them through a fascinating exploration of their world, heritage and culture.

THE CURRICULUM: Kindergarten and Prep 1 children follow the Early Years Foundation Stage Curriculum, divided into seven areas of learning. Prep years 2-6 follow a broad curriculum, with daily classes in English and mathematics.

GAMES & THE ARTS: Rugby, football, netball, hockey, cricket, athletics, karate and ballet are taught by specialists both on-site in our three halls and all-weather playground and in the excellent adjacent facilities of Wandsworth Park. Music, singing and choral work is a strength of the school with lots of opportunities for children to perform. Creative art, including pottery, is dynamic and original. First school in 2013 to receive the Arts Mark Gold award.

GAMES & THE ARTS: Games to Prep 2 focuses on basic skills. Prep 3-6 have a termly programme of football, netball, rugby, hockey, cricket, rounders and athletics. Rich and wide range of creative activities, music and productions offered; annual art exhibition; extensive dance opportunities. Caring teachers and classroom assistants aim to develop a successful home/school partnership, encouraging trust, sharing information and keeping parents informed. All children are provided with a wide and nutritionally balanced diet at School to develop their health, growth and wellbeing. Pupils are shown that meal times are a good opportunity to socialise and share food. The school nurse is present during school hours should medical attention be required.

SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: Alleyn’s, Dulwich College, Eagle House, Emanuel, Epsom College, Francis Holland, Godolphin & Latymer, Harrodian, Ibstock Place, Kingston Grammar, King’s College, Lady Eleanor Holles, Lady Margaret’s, Latymer Upper, More House, Notre Dame, Putney High, Queen’s College, Queen’s Gate, Reeds, St Paul’s Girls’, Streatham & Clapham High, Surbiton High, Tiffin Girls’, Whitgift, Wimbledon High, Woldingham.

RECENT SCHOLARSHIPS: Over the last three years to City of London Boys’, Dulwich College, Emanuel, Ibstock Place, Kingston Grammar, Latymer Upper, More House, Reeds, Surbiton High, Whitgift, Wimbledon High.

PASTORAL CARE: Happiness is central to everything that goes on at Hurlingham. Our pupils’ successes result from their confidence, enjoyment of school life and ever-increasing appetite for new learning and discovery.

HEAD TEACHER’S PHILOSOPHY: Children at Hurlingham are never just taught, but are educated in the broadest sense of the word as each day brings fresh opportunities, challenges, discoveries and achievements.

As a school, we aim to capitalise on them all and not to waste a single one.

OUTSTANDING CHARACTERISTICS: Fantastic children, wonderful, dedicated staff, purpose-built learning environment for the 21st century.

Rated ‘outstanding’ in all areas of recent inspection.

PASTORAL CARE: A warm and welcoming atmosphere is present from a child’s first day. There is a remarkable sense of community, and of pupils and staff working together. Form tutors are a constant source of encouragement, praise and advice, supported by a strong pastoral team within this very happy school.

RECENT SCHOLARSHIPS: The majority of pupils progress to Ibstock Place Senior School.

HEAD TEACHER’S PHILOSOPHY: We nurture the talents of our pupils in a supportive and purposeful environment; the staff encourage discovery and creative problem solving so that as our pupils mature they adapt to changing situations and are able to apply their knowledge independently. We are a Christian school and welcome children from other faiths.

OUTSTANDING CHARACTERISTICS: Experienced staff are able to evaluate the abilities of each pupil and offer support and guidance when planning the next steps of development. In the Early Years, children may explore and investigate at their own pace. Older children’s cross-curricular work in science, history and geography provides rich stimuli for learning.

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Kew College

Kensington Prep School GDST

ADDRESS: 24-26 Cumberland Road, Kew, Surrey TW9 3HQ WEBSITE: www.kewcollege.com FOUNDED: 1953 NUMBER OF PUPILS: 296 AGES: 3–11 FEES: £2,350 - £3,675 per term HEAD TEACHER: Mrs Marianne Austin BSc (Hons) MA (Hons) ACA PGCE RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Children must be registered as soon as possible after birth.

CONTACT: Mrs Michelle Warburton, 020 8940 2039 EMAIL: registrar@kewcollege.com SCHOOL VISITS: Please contact the registrar to arrange a visit or to attend an Open Morning.

ADDRESS: 596 Fulham Road, London SW6 5PA WEBSITE: www.kensingtonprep.gdst.net FOUNDED: 1873 NUMBER OF PUPILS: 295 girls AGES: 4–11 FEES: £5,299 HEAD TEACHER: Mrs Prudence Lynch RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Registration followed by assessment.

CONTACT: Mrs J Bonner, 020 7731 9300, enquiries@kenprep.gdst.net SCHOOL VISITS: Deadline to register for 4+ entry in September 2018 is 30 September 2017. Please check school website for Open Day details for registered girls.

THE CURRICULUM: The importance of English, maths and science is emphasised at the school, but within a broad curriculum, which includes art, drama, French, Latin, history, geography, technology, music and sport.

THE CURRICULUM: Genuinely broad, well-balanced education. Reflective and

GAMES & THE ARTS: Netball, hockey, rounders, rugby, football, swimming, athletics and gymnastics. Inter-school matches. Drama and music are encouraged, there are summer plays and Christmas and spring concerts, as well as several school choirs, an orchestra, string and wind groups.

GAMES & THE ARTS: Netball, rounders, football, dance, swimming and gym.

Fantastic pitches, large gym. Generously timetabled, quality music, art, drama, design technology. Orchestras, choirs, recorder and string groups. All girls perform in music concerts and plays to parents.

PASTORAL CARE: The welfare and happiness of the children is of primary importance to us. This was highlighted in the ISI Inspection report of October 2010 which concluded that, ‘pupils’ personal development and the school’s arrangements for welfare, health and safety are outstanding.’

RECENT SCHOLARSHIPS: Year 6 pupils this year were awarded 11 scholarships.

HEAD TEACHER’S PHILOSOPHY: Pupils should feel excited about learning and about communicating their ideas. They need an excellent grounding in core skills combined with inspirational teaching to give them the confidence to achieve their personal best in all curricular and extracurricular areas. Mutual respect between staff and pupils is of paramount importance.

OUTSTANDING CHARACTERISTICS: Kew College is an outstanding prep school achieving high academic standards and a consistent record of scholarships to west London secondary schools.

– ISI Inspection report October 2010 rated our pastoral care ‘outstanding’.

– Well-resourced ICT facilities.

– Residential week in France for Year 6 pupils.

– Traditional teaching with a creative flair.

independent thinking encouraged in all subjects. Residential trips in Years 4, 5 and 6 (to France) and overseas choir tour (to Venice in 2016).

PASTORAL CARE: Happiness is our first priority. Staff know the girls well, support and encourage them, and build strong relationships with home. We treat the girls as individuals, nurturing their development.

SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: St Paul’s, City of London Girls’ School, Godolphin & Latymer, Latymer Upper, Wimbledon High GDST, Putney High GDST, Wycombe Abbey.

RECENT SCHOLARSHIPS: City of London Girls’ School, Godolphin & Latymer, Ibstock Place, James Allen’s Girls’ School, Latymer Upper School, North London Collegiate, Putney High School GDST, Wimbledon High GDST and Wycombe Abbey.

HEAD TEACHER’S PHILOSOPHY: Excellent staff make an excellent school where children can learn whilst secure, happy and having fun. Each pupil is unique and we believe that asking good questions is as important as answering. High importance placed on mutual respect.

OUTSTANDING CHARACTERISTICS: –School now has some of the best prep school facilities in the UK following an innovative £2.7m building project.

–’Warm, buzzy atmosphere’.

– School achieved highest possible grades in May 2015 Inspection. ‘Quality of the pupils’ achievements and learning is exceptional’.

– Questioning, brave thinking encouraged with innovative teaching and latest ICT. – Girls treated as individuals. Close relationships with supportive parent body.

– High academic standards.

– Sunday Times Parent Power Prep School of the Year 2009/10.

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Ravenscourt Park Preparatory School

ADDRESS: 16 Ravenscourt Avenue, London W6 0SL WEBSITE: www.rpps.co.uk FOUNDED: 1991 NUMBER OF PUPILS: 210 boys, 210 girls AGES: 4–11 FEES: £5,202 per term, all ages HEAD TEACHER: Mr Carl Howes RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Non-selective at four years old.

CONTACT: Mrs B Rands, 020 8846 9153 EMAIL: secretary@rpps.co.uk SCHOOL VISITS: 8 March, 4 May and 13 June, all at 9.15am.

Kew Green Preparatory School

ADDRESS: Layton House, Ferry Lane, Kew Green TW9 3AF WEBSITE: www.kgps.co.uk FOUNDED: 2004 NUMBER OF PUPILS: 130 boys, 130 girls AGES: 4–11 FEES: £5,202 per term, all ages HEAD TEACHER: Mr Jem Peck RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Non-selective at four years old.

CONTACT: Ms M Curtis, 020 8948 5999 EMAIL: secretary@kgps.co.uk SCHOOL VISITS: 15 March, 10 May and 14 June, all at 9.15am.

THE CURRICULUM: Our curriculum far exceeds the national average in both breadth and depth and has been carefully crafted to enable each child to fulfil their individual potential. As a non-selective and inclusive school, we take pride in motivating and developing every child, bringing out individual talent, realising abilities to the full and instilling a life-long love of learning. In its 2016 ISI Inspection report, RPPS was judged “Excellent” in all categories.

THE CURRICULUM: Our curriculum far exceeds the national curriculum in both breadth and depth. Highly differentiated lessons are delivered creatively and pupils enjoy the learning process. We embrace technology in our educational approach to all subjects. This invariably produces excellent academic results and children develop self-confidence. In its 2015 ISI Inspection report, KGPS was judged “Excellent” in all categories.

GAMES & THE ARTS: We offer a plethora of opportunities for our pupils to immerse themselves in music, the arts and sport. Our curriculum and co-curricular is enriched with opportunities for our pupils to participate in competitive sporting fixtures, perform in regular concerts and events or learn an instrument. Pupils also frequently take part in external competitions.

GAMES & THE ARTS: We have strong art, music and sports departments as any visitor would realise immediately. All our children compete, perform and enjoy the exceptional standards we achieve in art, music, games and PE.

PASTORAL CARE: The pastoral care and well-being of our children is paramount. Our ‘open door’ policy reflects a genuine partnership between teachers and parents – the family atmosphere is noticeable as soon as you visit.

RECENT SCHOLARSHIPS: Colet, City of London, Hampton, Latymer, Sherborne Girls, Queen’s College, Ibstock.

HEAD TEACHER’S PHILOSOPHY: At RPPS, laughter and learning go hand in hand and we ensure that the years with us are happy, successful and fulfilling for each and every child. Our pupils engage in the excitement of learning and develop the confidence to question, analyse and express their opinions; they leave at the end of Year 6 ready to make the most of the opportunities ahead of them, both at their choice of senior school and in later life.

OUTSTANDING CHARACTERISTICS: RPPS is a thriving school, situated on Ravenscourt Park. We pride ourselves on our excellent pastoral care and believe that learning should be limitless.

PASTORAL CARE: We operate a genuine ‘open door’ policy where parents play a very active role in school life. Every adult in school knows every child.

Relationships are strong, children are happy, well-motivated and confident to ask questions, make mistakes and give opinions. They are valued and listened to.

RECENT SCHOLARSHIPS: Colet Court, Hampton, King’s College School, Lady Eleanor Holles, Westminster, Latymer, Kingston Grammar.

HEAD TEACHER’S PHILOSOPHY: Children thrive in an environment that is loving and supportive. Physically, socially, emotionally, creatively and intellectually our children experience an exciting and stimulating learning journey where they are able to flourish and reach for the top.

OUTSTANDING CHARACTERISTICS: The school is situated in an exceptionally beautiful position on the River Thames beside Kew Green.

Each term is packed with activity where a loving, energetic and happy atmosphere is generated. Our pupils have enjoyed a French ski trip, a choir tour to Venice, tournament wins in netball, rugby and football, drama productions and music soirees, all alongside our continued pursuit of academic excellence. Above all, we believe that children need to be nurtured, guided, motivated and inspired to allow them to blossom.

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Orchard House School

ADDRESS: 16 Newton Grove, London W4 1LB WEBSITE: www.orchardhs.org.uk FOUNDED: 1993 NUMBER OF PUPILS: 290+ AGES: 3–11 FEES: £2,735 – 5,700 per term HEADMISTRESS: Mrs M V Edwards BEd (Bedford) CertEd (Man) RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Non-selective at nursery and reception stages, thereafter by assessment.

CONTACT: The school office, 020 8742 8544, info@orchardhs.org.uk; or the registrar, 020 8987 9886.

SCHOOL VISITS: Open Morning Saturday 11 March 2017 9.30am to noon.

GAMES & THE ARTS: Apart from its own artificial grass and tarmac play areas, Orchard House has the use of the nearby Chiswick Back Common and Rocks Lane astro turf. Children are also taken weekly to Acton New Pools and to Brentford Leisure Centre. There are three PE/games teachers and numerous specialist sports coaches. The school has a computing teacher and is well equipped with laptops and the latest technology. It also has its own dedicated art teacher and is able to fire ceramics. The music department is led by the director of music and concerts are held regularly in St Michael and All Angels Church. Drama productions are staged regularly at venues such as Chiswick Town Hall.

SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: Downe House, Emanuel School, Francis Holland, Godolphin and Latymer, Hampton, Ibstock Place, Kew House, KCS Wimbledon, Kew House, Lambrook, Lady Eleanor Holles, Latymer Upper, Notting Hll and Ealing, Putney High, Queen’s Gate, St James, St Paul’s, The Harrodian, Westminster.

RECENT SCHOLARSHIPS: Emanuel, Francis Holland, Hampton, More House, KCS Wimbledon, Notting Hill & Ealing, St Benedict’s, St Mary’s Calne, Wycombe Abbey.

HEAD TEACHER’S PHILOSOPHY: The children are loved first and taught second. We believe learning should be exciting and fun, and that children should positively want to come to Orchard House each day. The professional and committed staff respond to each child’s needs rather than being a hostage to SAT and league tables: nevertheless our approach leads tovery strong academic results.

OUTSTANDING CHARACTERISTICS: •Bright, naturally lit and well equipped classrooms. State-of-the-art ICT resources and specialist ICT staff.

•Friendly, homely atmosphere; attention to/respect for each child.

• Very committed teachers – low turnover of staff; many specialist teachers and high academic standards.

• Special needs identified early and appropriate remedial programmes arranged quickly.

• Home cooked lunches of top quality.

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Newton Prep School

Prospect House School

ADDRESS: 149 Battersea Park Road, SW8 4BX WEBSITE: www.newtonprepschool.co.uk FOUNDED: 1991 NUMBER OF PUPILS: 650+ AGES: 3–13 FEES: Nursery £2,855, School £5,280 – £6,050 per term.

HEAD TEACHER: Mrs Alison Fleming RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Admission to the Nursery is by registration; to the Lower School by registration, with a gentle and informal assessment; to the Upper School by registration and competitive testing.

CONTACT: Registrar: Mrs Susan Symes, 020 7720 4091 ext 207 EMAIL: registrar@newtonprep.co.uk SCHOOL VISITS: Open Day 7 Oct 9.30am–12.30pm. Head’s tours most Friday mornings; contact hmpa@newtonprep.co.uk to book.

ADDRESS: 75 Putney Hill, London SW15 3NT WEBSITE: www.prospecths.org.uk FOUNDED: 1964 NUMBER OF PUPILS: 300+ AGES: 3–11 FEES: £2,735 – 5,700 per term HEADMISTRESS: Mrs Dianne Barratt MEd (Newcastle) RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Non-selective at nursery and reception stages, thereafter by assessment.

CONTACT: The school office, 020 8780 0456, info@prospecths.org.uk; or the registrar, 020 8246 4897.

SCHOOL VISITS: Open morning Saturday 25 May at 6 – 8pm.

THE CURRICULUM: For 25 years emphasis has always been placed on providing an enhanced, extended and demanding curriculum, embedding technology to complement learning at every level and using our senior-schoollevel facilities to deliver a stimulating and challenging education.

GAMES & THE ARTS: An inner-city acre of gyms, playgrounds, and massive all-weather pitch gives us the edge. Rugby, football, hockey, cricket, gymnastics, athletics, dance are all flourishing through regular fixtures, tournaments and festivals. Two art studios, a vibrant arts staff, colourful range of media, packed schedule of performances, film festival and joyous music, all brought to life by an acoustically perfect recital hall and large auditorium.

PASTORAL CARE: The Newton community thrives on open-door communication between parents, children and staff and prides itself on the excellent relationships between the children and their teachers. Pastoral care throughout is key, overseen by a deputy head. All children are encouraged to value the cultural, social, ethnic and religious diversity of our school community and to engage fully with the world in which they are growing up.

RECENT SCHOLARSHIPS: Eton, Wycombe Abbey, Dulwich, Alleyn’s, KCS Wimbledon, Emanuel, Roedean, Streatham & Clapham, Whitgift, Wimbledon High, Woldingham.

HEAD TEACHER’S PHILOSOPHY: To provide academic rigour and opportunities for children to develop physically, creatively and spiritually.

To ensure that Newton children are well-educated, inquisitive, kind and articulate but, above all, to encourage them to think for, and be, themselves.

OUTSTANDING CHARACTERISTICS: Bright children, exceptional opportunities. ‘Newton combines a quirky nature and knowledge of families with great space and facilities. All the teachers understand my (very different) children, the management is open to fresh ideas and the school is large enough to accommodate variety.’ – Parent.

GAMES & THE ARTS: Prospect House has a large private area of artificial grass, allowing for tennis, hockey and other games on an all-weather surface.

The children also use the facilities at Dover House Road playing fields. There are two specialist PE/games teachers. Art is taught by a specialist teacher, as is computing. In addition to various arts awards, the school recently won an Apple IT award. Music is very strong at the school; there is a director of music and a large number of specialist music teachers to teach individual instruments.

SENIOR EXIT SCHOOLS IN RECENT YEARS: Benenden, City of London, Downe House, Emanuel, Godolphin and Latymer, The Harrodian, Hampton, Ibstock Place, Kew House, King’s College, Kingston Grammar, Lady Eleanor Holles, Latymer Upper, Notre Dame, Putney High, St Paul’s Girls’ School, Surbiton High, Radnor House, Reed’s School, Tiffin’s, Westminster Under School, Wimbledon High, Wycombe Abbey.

RECENT SCHOLARSHIPS: City of London Freemen’s, Emanuel School, Epsom College, Lady Eleanor Holles, Hampton School, King’s College, Kingston Grammar, Latymer Upper School, Notre Dame, Reed’s, Surbiton High, Sutton High, St John’s, Wimbledon High.

HEAD TEACHER’S PHILOSOPHY: For children to achieve and become successful adults they need to have strong foundations. They need to be well taught in these early years so that they are confident in the key subjects of literacy and mathematics and are enthusiastic about learning. Our philosophy is to achieve the best academic results for every childwhile giving him or her the opportunity for personal growth, so that the children will leave us confident and responsible.

OUTSTANDING CHARACTERISTICS: - High staff to pupil ratio which allows for a personalised approach and high academic standards.

• Well resourced with excellent ICT facilities, used extensively to enrich and extend learning.

• Specialist staff used from nursery age upward.

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Parsons Green Prep School ADDRESS: 1 Fulham Park Road SW6 4LJ WEBSITE: www.parsonsgreenprep.co.uk FOUNDED: 2001 AGES: 4–11 NUMBER OF PUPILS: 200 boys and girls FEES: £5,195 - £5,610 HEAD: Mrs Helen Stavert ENTRANCE PROCEDURE: Reference for Reception. Occasional places Year 1 upwards on assessment.

CONTACT: Mrs Zein Al-Rifaii, Registrar, 020 7371 9009 EMAIL: admissions@parsonsgreenprep.co.uk SCHOOL VISITS: Midweek tours throughout the term, by appointment only.

Open Day in October 2017.

THE CURRICULUM: We believe that how a child learns is as important as what a child learns. Ask them to explore the universe with you, build a rocket and see how maths is an integral part of this process, and you capture their curiosity. The STEM initiative brings science, technology, engineering and maths to life and gives purpose and real meaning to learning in the classroom. Our Creative Curriculum aims to expand their key skills and knowledge and broaden their interests. ‘The school sets out to provide a creative curriculum, but is well ahead of the curve at primary level in putting STEM subjects at the heart of the maths curriculum.’ Good Schools Guide.

GAMES & THE ARTS: We compete against other schools in matches and tournaments and we attend the Independent Schools Association competitions. Sports include football, tag rugby, cricket, netball, rounders, swimming, tennis, dance and fencing. Children can learn a wide range of instruments including the piano, violin, flute, guitar and drums, as well as join the school choir and orchestra. LAMDA lessons are popular, where drama skills

are developed, and music, art and drama are showcased in productions throughout the year.

PASTORAL CARE: We aim to provide each child with a happy and secure environment in which to learn and develop. Teachers have primary responsibility for the children in their class and the structure of our school allows children to make good friends across the classes and be known to all full-time teachers and assistants. ‘Those who are searching for somewhere to nurture and inspire happy, confident children – look no further.’ Good Schools Guide HEAD’S PHILOSOPHY: Our children are well taught and thoroughly prepared by our inspiring staff and we aim for them to be considerably above national expectations. Our state-of-the-art assessment systems measure our children’s performance against other independent schools. Our excellent relationship with independent senior school heads enables us to obtain current information on their expectations of future pupils. ‘The pupils’ attitudes to learning are excellent. They have extremely well-developed work habits and a positive approach to learning.’ ISI

OUTSTANDING CHARACTERISTICS: The teachers know all the children and parents across the year groups. They are encouraged to begin playing chess from Year 1 and for Years 3 to 6 chess is part of the school day. Our STEM initiative is forward thinking and constantly evolving. This was recognised by the ISA as this year we were presented with the annual award for outstanding provision in STEM. In the Mac suite and classrooms, interactive whiteboards use the latest educational software. Our children from Year 3 upwards and some of the Year 2s have access to their own tablet.

We also have a rare amount of outdoor space for central London, including an astroturf pitch in our private playground area. ‘Chess is huge here, deliberately encouraged to develop logical thinking.’ - Good Schools Guide

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St James Junior School

ADDRESS: Earsby Street, Kensington Olympia, London W14 8SH WEBSITE: www.stjamesjuniors.co.uk FOUNDED: 1974 AGES: 4-11 NUMBER OF PUPILS: 256 FEES: Reception & Yr 1 £5,580 per term, Yrs 2-6 £5,120 per term HEAD TEACHER: Mrs Catherine Thomlinson RELIGIOUS AFFILIATION: Multireligious ENTRANCE PROCEDURE: Entry at the age of four. All children must attend with their parents for a morning before a place will be offered.

Early registration is recommended. Occasional places do become available further up the school when entrance exams are sat in English and maths.

CONTACT: Mrs Jean Collins, Registrar, 020 7348 1793 EMAIL: admissions@stjamesjunior.org SCHOOL VISITS: Tours with the head. Please contact the Registrar.

THE CURRICULUM: We believe in a robust, imaginative and balanced curriculum. The aim is to develop the intellectual, emotional, physical and spiritual aspects of every child, so they may become independent, responsible, thinking, and considerate members of the community.

GAMES & THE ARTS: Physical education at the school has led to very successful seasons at both regional and national level and ISA sport competitions. Theatrical arts; children are given the opportunity to perform in plays and music concerts, ranging from Shakespeare to modern classics and Mozart to traditional sea shanties. We are very proud of our art and design department, which helps the children produce well observed and careful work.

PASTORAL CARE: We want every pupil to know that they are respected, supported and valued. St James encourages the virtues of truthfulness, magnanimity, harmlessness and care. The staff lead by example showing a kind and courteous attitude, aware of the influence their behaviour can have on the children in their care. Sportsmanship and fair play are highly respected.

HEAD TEACHER’S PHILOSOPHY: St James is a non-denominational school drawing on the wisdom of global traditions. Our philosophical approach demonstrates that the wisdom at the heart of these global traditions unites us all. We begin from the premise that all human beings have the same essence which is full of knowledge vitality and happiness.

Our pupils come from a variety of spiritual traditions and none; this cultural diversity adds to the richness of our community.

OUTSTANDING CHARACTERISTICS: At St James, we aim to provide an environment in which each child may appreciate stillness and spiritual awareness; flourish academically; discover the power of attention and creativity; connect with the wonder of each subject and bring to light their own talents and grow in awareness and consideration of the needs of others.

‘Pupils of all abilities achieve highly in all aspects of their learning.’ ISI 2010

Sydenham High Junior School

ADDRESS: 15 Westwood Hill, London SE26 6BL WEBSITE: www.sydenhamhighschool.gdst.net FOUNDED: 1887 NUMBER OF PUPILS: 200 girls AGES: 4–11 FEES: £4,116 per term HEADTEACHER: Ms Claire Boyd RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Group assessment for reception and written exam for 7+. Please enquire about other year group entrance procedures.

CONTACT: Admissions Office 020 8557 7003 EMAIL: admissions@syd.gdst.net SCHOOL VISITS: Open Morning Thursday 9 March 2017 9.30am. Weekly Wednesday tours are also available. Please ring the school to book.

THE CURRICULUM: A broad academic curriculum that encourages independent thinking, enquiring minds and prepares girls for the academic curriculum at the senior school. Girls learn French from reception and Latin from Year 5. There are specialist teachers for languages, sport and music.

GAMES & THE ARTS: Extensive curricular and extracurricular sport to support the five hours of timetabled sport with loads of fixtures against local schools and in regional events. The junior school have access to all the facilities of the senior school including the Westwood Theatre, recital hall, all weather pitches and the eight acre sportsground in Lower Sydenham.

PASTORAL CARE: A strong PSHE programme is backed up by a positive social environment, supportive teaching staff and close relationships between home and school. The school’s innovative Flourish and Fly initiative emboldens pupils and stretches ability with a half termly programme of experiences and challenges.

SENIOR EXIT SCHOOLS: Approximately 75 per cent of girls go to the senior school whilst some go to other local grammar and independent schools.

HEAD TEACHER’S PHILOSOPHY: Our aim is to prepare each girl for what the future holds – by setting high expectations, providing a strong academic education and supporting a child’s emotional development to ensure each girl becomes the best she can be.

OUTSTANDING CHARACTERISTICS: The school was judged ‘outstanding’ in its most recent Inspection report. ‘Excellent relationships between staff and children’; ‘emphasis on independent learning ensures that the school provides a stimulating and secure environment’; ‘instills a positive attitude to learning’.

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The Study Preparatory School, Wimbledon

ADDRESS: Wilberforce House, Camp Road, Wimbledon Common, London SW19 4UN WEBSITE: www.thestudyprep.co.uk FOUNDED: 1893 NUMBER OF PUPILS: 320 girls AGES: 4–11 FEES: £4175 per term HEAD TEACHER: Mrs Susan Pepper MA (Oxon) RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Entry at 4+ by ballot; priority given to siblings. Thereafter by informal assessment and interview.

CONTACT: Jane Davis, Admissions Secretary, 020 8947 6969 EMAIL: admissions@thestudyprep.co.uk SCHOOL VISITS: Regular tours and one major open event per year.

THE CURRICULUM: The Study offers a broad, balanced and enhanced curriculum where every girl is encouraged to achieve her best, and the focus on the needs and strengths of every individual is key to the success of the school.

GAMES & THE ARTS: Although academic rigour is at the heart of the school, The Study is highly creative, with a reputation for excellence in music and the performing and visual arts. The dynamic PE Department ensures success at both regional and national level across athletics, hockey, cross country and netball and has a spacious off-site sports ground with multi-use pitches for training and matches.

The White House Preparatory School

ADDRESS: 24 Thornton Road, London SW12 0LF WEBSITE: www.whitehouseschool.com FOUNDED: 1985 NUMBER OF PUPILS: 152 AGES: 2 ½ –11 years FEES: Reception–Year 2 £4,225 per term, Year 3–6 £4,515 per term HEAD TEACHER: Mr Daniel Cummings RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Group assessment for Reception. Interview for Year 1–6.

CONTACT: 020 8674 9514 EMAIL: office@whitehouseschool.com SCHOOL VISITS: Register with school for invitations to open days.

THE CURRICULUM: Our aim at The White House Preparatory School is to fulfil the potential of each child in our care. We regard these school years from Reception – Year 6 as forming the base on which our pupils will build their future education. We aim to give our pupils as broad an education as possible.

GAMES & THE ARTS: Physical Education, is an integral part of the curriculum at the White House. Both a dedicated sports coach and head of boys’ and girls’ sport ensure that all pupils are given the opportunity to develop both personal fitness and gain the skills to participate in team activities.

SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: Day schools include Wimbledon, Putney and Surbiton High Schools, St Paul’s Girls’ School, The Lady Eleanor Holles, Epsom College, Marymount, Notre Dame and St John’s Leatherhead. Boarding schools include Benenden, Downe House, St Mary’s Ascot and Wycombe Abbey.

PASTORAL CARE: The White House Preparatory School provides an outstanding education which is shown through our excellent 11+ results. The children are encouraged to develop emotionally as well as intellectually. Dedicated and experienced staff work closely with parents to enable all the children to meet their full potential.

RECENT SCHOLARSHIPS: 2016 was a record year of scholarships, with 25 offered to the Year 6 girls, including academic, all rounder, sport, and music. This brings the The Study’s total of scholarships achieved over the last five years to an impressive 92.

RECENT SCHOLARSHIPS: Academic and Music scholarship awarded from London Day Schools to our 11+ pupils. Academic and Sports Scholarships available at 7+.

HEAD TEACHER’S PHILOSOPHY: Mrs Pepper’s mission is to enable each individual to fulfil her potential in a supportive and happy environment. The girls enjoy a rich diversity if experiences, in and out of the classroom, and an understanding of important issues beyond the school gates.

OUTSTANDING CHARACTERISTICS: The Study is a creative school, but not at the expense of academic rigour, as illustrated by its excellent results at 11+. The Study combines the warmth and sense of community of a traditional village school with the facilities and achievements of a leading preparatory.

HEAD TEACHER’S PHILOSOPHY: A safe, inspiring, engaging and fun learning environment, that sets high expectations; will ensure children will have a truly outstanding educational experience.

OUTSTANDING CHARACTERISTICS: A vibrant and forward thinking school that has purposefully small class sizes, which encourage and support independent thinking. With a dedicated Art teacher and facilities, including a kiln, the children are able to produce outstanding artwork using a range of mediums. Throughout the course of each year a wide range of subject specific trips and outings are organised. In more advanced subjects, specialists are invited into the school.

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LONDON SENIOR SCHOOL S

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Independent Day School for Girls aged 4-18

We’re constantly challenged and we achieve the best results but we do this with amazing individual support and encouragement.

www.channing.co.uk The Bank, Highgate, London N6 5HF T: 020 8340 2328

Personalised education, individual success.

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Halliford School

ADDRESS: Russell Road, Shepperton, Middlesex TW17 9HX WEBSITE: www.hallifordschool.co.uk FOUNDED: 1921 NUMBER OF PUPILS: 400 AGES: Boys 11–18, girls 16–18 FEES: £4,900 per term HEADMASTER: Mr SG Wilson BSc LRAM RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: 11+, 13+ and sixth form. Interview, entrance examination and school report.

CONTACT: Mrs Frances Clatworthy, Registrar, 01932 223593 EMAIL: registrar@halliford.net SCHOOL VISITS: 2 & 7 March and 4 May.

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The next issue of SCHOOL HOUSE MAGAZINE is out in September 2017 To advertise in the next issue of School House Magazine, or on our website www.schoolhousemagazine.co.uk, please contact Camilla van Praagh on 020 7384 9023 or alternatively, email her on camilla@schoolhousemagazine.co.uk

GAMES & THE ARTS: Halliford’s superb sports hall contains a climbing wall and multi-games courts, along with on-site playing fields accommodating our vast range of sporting activities. Our state of the art music, art and sixth-form centre serves to enhance the wide range of music and drama activities already on offer at Halliford.

PASTORAL CARE: ‘The school is highly successful in fulfilling its aim of providing a friendly and supportive ethos in which every pupil is known and valued. Highly positive relationships between pupils and staff are the norm.’ (ISI) 2015 UNIVERSITY PLACES: Hallifordians go to a wide range of universities, but the overriding concern for us is to match the pupil with the right university and course.

HEAD TEACHER’S PHILOSOPHY: Our ethos is centred on providing a friendly, family-orientated, nurturing and supportive environment where all pupils are known as individuals and all are equally valued, supported and encouraged.

OUTSTANDING CHARACTERISTICS: Set in six acres close to the River Thames, Halliford is a vibrant place full of endeavour. It provides an education designed to help pupils discover their individual interests and talents as well as prepare them for the challenging world they will enter. Only by visiting Halliford will you be able to appreciate the unique atmosphere.

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Hampton School

ADDRESS: Hanworth Road, Hampton, Middlesex TW12 3HD WEBSITE: www.hamptonschool.org.uk FOUNDED: 1557 NUMBER OF PUPILS: 1,200 FEES: £6,125 per term HEAD TEACHER: Mr K Knibbs MA (Oxon) ENTRANCE PROCEDURE: Admission at 11, 13 and 16 via entrance examination and interview.

CONTACT: Mrs Dorothy Jones, Admissions Manager 020 8979 9273 EMAIL: admissions@hamptonschool.org.uk SCHOOL VISITS: Visitors’ Afternoons throughout the year.

THE CURRICULUM: Hampton is academically selective and results at I/GCSE and A-level are among the highest nationally. A flexible programme of A-level and Pre-U subjects is offered; many boys undertake a bespoke Extended Project Qualification.

GAMES & THE ARTS: An extensive co-curricular programme forms an essential part of Hampton’s balanced education. The school has an enviable reputation for sport, music and drama. Boys benefit from superb on-site playing fields, and a state-of-the-art 3G pitch. An impressive performing arts centre supports a vibrant creative programme.

PASTORAL CARE: We attach the highest importance to pastoral care and know that boys thrive when they feel safe, understood and valued as individuals. Boys are supported by a pastoral team of form tutors and heads of year who provide individual guidance and support. The core values of integrity, humility and social conscience are reinforced through the daily interactions of boys and teachers.

RECENT SCHOLARSHIPS: Academic, art, choral, music and all-rounder scholarships are available.

HEAD TEACHER’S PHILOSOPHY: We encourage all boys to develop their full academic and all-round potential through the cultural, spiritual and sporting opportunities available. Our goal is for Hamptonians to be openminded and tolerant, to enjoy learning and to aim for personal success whilst supporting those around them.

OUTSTANDING CHARACTERISTICS: Hampton is a friendly, unpretentious and dynamic community, combining academic excellence with exceptional pastoral care and a strong emphasis on co-curricular activities. The boys leave as happy, well-rounded individuals with a wide range of skills and interests and the confidence and resilience to succeed in the world.

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Hampton Court House

ADDRESS: East Molesey, Surrey, KT8 9BS WEBSITE: www.hamptoncourthouse.co.uk FOUNDED: 2001 NUMBER OF PUPILS: 240 AGES: 3–18 FEES: Please check the website HEAD TEACHER: Guy Holloway RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: We are a selective school; entrance examination and interview.

CONTACT: Carol Bradbrook, Registrar EMAIL: admissions@hchnet.co.uk SCHOOL VISITS: Every Wednesday. Contact Registrar for further details on visits, including open days.

THE CURRICULUM: An outstanding curriculum (as described by Ofsted), with subject specialists at all levels. Very strong focus on maths, science and English. National recognition for teaching of French, Spanish and Mandarin.

GAMES & THE ARTS: Pupils have specialist teachers in sport, art, music, ballet, drama and film-making in a rich intellectual cultural environment. Many are awarded scholarships in art and photography and numerous students are active in West End theatre and film productions.

PASTORAL CARE: Our school environment is reflective and thoughtful; our first duty of care is to the long-term emotional development of each child, such that they develop a strong sense of self, and the capacity to form trustfilled relationships. Form tutors are key figures in a pupil’s life, but all members of staff are part of a circle of care around each child. Our reflective teachers set the tone for a listening culture, which seeks to validate each child’s voice.

UNIVERSITY PLACES: University of Warwick, University of Chicago, University of Oxford and University of Cambridge.

HEAD TEACHER’S PHILOSOPHY: To create a kinder world by developing scholarly, cultured, reflective minds, alert to opportunity and informed about current affairs. Our school is not ‘rule-bound’ bur rather concerns itself with the inner moral development of each child.

OUTSTANDING CHARACTERISTICS: –A scholarly environment, with high academic expectations and excellent results.

–Intellectual staff who are readers and are committed to continual professional development and learning.

–Considered an innovative school by the international/ national press.

–The Sunday Times Independent School of the Year 2012-13.

–The Sunday Times Independent Prep School of the Year 2015-16.

–Highly-regarded bi-lingual education in lower years and multilingual staff.

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Ibstock Place School

ADDRESS: Clarence Lane, London SW15 5PY WEBSITE: www.ibstockplaceschool.co.uk FOUNDED: 1894 NUMBER OF PUPILS: 325 boys, 325 girls AGES: 11-18 FEES: £6,400 per term HEAD TEACHER: Mrs Anna Sylvester-Johnson RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Admission at 11 and 16 via entrance examination and interview CONTACT: Miss C Voysey, Registrar, 020 8392 5803 EMAIL: registrar@ibstockplaceschool.co.uk SCHOOL VISITS: 10 May 2017 at 5–7pm THE CURRICULUM: Our curriculum is suffused with the five ‘Mindset Aspects’ central to all teaching, pupils’ learning and assessment: clarity; logical thought; initiative; considering consequences of words and actions; persisting against challenges.

GAMES & THE ARTS: A wealth of opportunity for co-curricular participation: A purpose-built sports hall; playing fields; swimming pool; all-weather pitch; stunning new 300-seat theatre. IPS Singers tour internationally; Berkeley Ensemble is the ensemble-in-residence.

IPS artists’ work is exhibited by the Royal College of Art. PASTORAL CARE: We maintain an outstanding pastoral programme which monitors each pupil’s development with care, sensitivity and guidance. From Senior 7–10 pupils join vertically tutored House Group for four years, thus building strong relationships between pupils, their Housemaster, two House Tutors and pupils’ families. In PVI (Year 11), pupils are supported by a Tutor and Head of PVI. A Head of Sixth Form and his tutor team provide VI pastoral care.

UNIVERSITY PLACES: 2016: Oxford, Cambridge, Bristol, Durham, Exeter, Edinburgh, Imperial, UCL, Illinois-Urbana-Champaign.

HEAD TEACHER’S PHILOSOPHY: We attach great importance to developing pupils’ individuality and their regard for tolerance, courtesy and respect. Pupils are able to find their strengths here, whether as the promising musician, the meticulous scholar, the outstanding sportsman or the talented artist. We strive to ensure pupils’ accomplishments reflect their talents and interests.

OUTSTANDING CHARACTERISTICS: Co-educational London day school for pupils aged 11 to 18 in a beautiful rus in urbe environment adjacent to Richmond Park. Challenging and inspirational curriculum that extends and stretches. Pupils renowned for creativity, resilience and empathy. Enthusiastic and ambitious staff. Rated ‘Excellent’ in every area in ISI inspection of 2015.

John Lyon School

ADDRESS: Middle Road, Harrow on the Hill, HA2 0HN WEBSITE: www.johnlyon.org FOUNDED: 1876 NUMBER OF PUPILS: 600 AGES: 11-18 FEES: £16,632-£17,268 RELIGIOUS AFFILIATION: None HEAD TEACHER: Miss Katherine Haynes, BA, MEd, NPQH ENTRANCE PROCEDURE: Admission at 11+, 13+ and 16+ via entrance examination and interview.

CONTACT: Ms Rebecca Davies, Registrar, 020 8515 9443 EMAIL: admissions@johnlyon.org SCHOOL VISITS: The School Open Day takes place on Saturday 23 September 2017, 9:30am–12:30pm. Places available at School in Action afternoons throughout the year, contact the Registrar for details.

THE CURRICULUM: An extensive I/GCSE and A-Level programme is on offer, Students have the option of studying towards a Higher Project Qualification at GCSE and the Extended Project Qualification at A-Level.

GAMES & THE ARTS: The 25-acre sports site is one of the best in London, with multiple football pitches, cricket squares, an all-weather hockey field, tennis courts and pupils can access the Harrow Archery Club, athletics track and golf course. The 25-metre pool, sports hall and fitness studio are based on the main school site with options including basketball, judo, and badminton.

For drama, two fully equipped ‘black box’ studio spaces, a ‘full rig’ in the main hall as well as annual productions at Harrow School’s Ryan Theatre combined with the opportunity to work with professional London drama companies.

PASTORAL CARE: Pastoral care at the School is excellent, parents regularly comment that everyone knows their son’s name, this is a ‘family School’.

Boys benefit from ‘Peer mentors’ all of the usual form tutor time that you would expect as well as access to a School Counsellor and Nurse. The School’s pastoral care starts with its ‘knowing every individual’ ethos which creates a real sense of school community.

UNIVERSITY PLACES: The majority go to Russell Group Universities with a large proportion going on to banking, engineering, the Law and Sciences.

HEAD TEACHER’S PHILOSOPHY: At John Lyon, every pupil matters, we are unashamedly academic and our results speak for themselves. The school is a friendly and dynamic place where we foster a love of learning. We offer an ‘all-rounder’ education that embraces opportunity and excellence both inside and beyond the classroom. If you are a John Lyon boy your son will be part of our Lyonian Family and we will help him achieve his goals.

OUTSTANDING CHARACTERISTICS: John Lyon School, with its historic links to Harrow School, dynamic leadership, excellent facilities and ethos of treating every boy as an individual delivers a well-grounded education in a welcoming atmosphere.

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Sydenham High Senior School

ADDRESS: 19 Westwood Hill, London SE26 6BL WEBSITE: www.sydenhamhighschool.gdst.net FOUNDED: 1887 AGES: 11–18 NUMBER OF PUPILS: 380 girls FEES: £5,234 per term HEAD TEACHER: Mrs Katharine Woodcock (from April 2017) RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Entrance exam and interview for Year 7 entry.

CONTACT: Admissions Office 020 8557 7004 EMAIL: admissions@syd.gdst.net SCHOOL VISITS: Open Morning Friday 10 March 2017 9.30am.

Personal tours can also be arranged.

THE CURRICULUM: At senior school all girls study a broad range of academic subjects that develop creative, analytical and lateral thinking skills to build a strong foundation for A-levels and university. IGCSEs are offered in certain subjects and we offer both the Pre U Certificate and Extended Project Qualification (EPQ) which prepares all students for the independent learning required at university.

GAMES & THE ARTS: Varied curriculum sports and extracurricular clubs include fencing, scuba diving, trampolining and rugby, alongside traditional sports. The school has a thriving orchestral and choral music tradition and impressive art and design technology provision.

STUDENT DEVELOPMENT: We pride ourselves on educating our girls, not just examining them. Our student development programme keeps pace with the challenges facing today’s students and helps the girls negotiate their teenage years to develop both confidence and resilience.

We are a close community where everyone is known and valued.

UNIVERSITY PLACES: Our girls go on to university to read the subjects of their choice, whether at Oxbridge, the Russell Group, medical school, veterinary school or on an art foundation course.

HEAD TEACHER’S PHILOSOPHY: Our aim is to help each student find her spark and to set her on her individual pathway to success. We encourage girls to try new things, to aim for excellence and see any temporary failure as a step on the road to success.

OUTSTANDING CHARACTERISTICS: We achieve excellent A level and GCSE results – 2016 was a record year – and the girls gain places on a variety of university courses.The school was also judged outstanding at its most recent Inspection. ‘A strong, trusting rapport exists between teachers and pupils, fostering mutually respectful and enquiring individuals who feel at ease asking questions and are not afraid to take risks in their learning.’ Inspection report 2012

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Queen’s Gate School offers girls a warm, supportive environment, where individuality is nurtured, and academic standards are high. Academic, Art, Drama, Music and Sports Scholarships, and means-tested bursaries worth up to 100% of fees, are available to assist girls to join us.

For a prospectus, or to make a private visit to the School, please contact the Registrar, Miss Janette Micklewright, on 020 7594 4982 or email, registrar@queensgate.org.uk.

Queen’s Gate School, 133 Queen’s Gate, London SW7 5LE www.queensgate.org.uk

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S C H O O L H O U S E M AG A Z I N E

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ADDRESS: Ashdown House, Forest Row, East Sussex RH18 5JY WEBSITE: www.ashdownhouse.co.uk FOUNDED: 1843 NUMBER OF PUPILS: 135 AGES: 4–13 FEES: £2,670–£8,690 HEAD TEACHER: Haydon Moore RELIGIOUS AFFILIATION: Church of England, all faiths welcome ENTRANCE PROCEDURE: A tour of the school, an informal interview with the Headmaster and a taster day help ensure that Ashdown is the environment for the child to flourish. We would also ask for sight of a child’s lastest reports.

CONTACT: 01342 822574 EMAIL: secretary@ashdownhouse.com SCHOOL VISITS: Open Day 6 May or visits by appointment

The next issue of SCHOOL HOUSE MAGAZINE is out in February 2017 To advertise in the next issue of School House Magazine, or on our website www.schoolhousemagazine.co.uk, please contact Camilla van Praagh on 020 7384 9023 or alternatively, email her on camilla@schoolhousemagazine.co.uk

THE CURRICULUM: Pupils are prepared for Common Entrance or scholarships at 13+. Emphasis is placed on the wider curriculum and Chess and Mandarin lessons complement core curriculum subjects; every pupil has the chance to visit out chateau in France to improve their French.

GAMES & THE ARTS: All traditional sports. Brilliant art & DT (frequent scholarships & national competition winners). Each year group performs at least one play a year and school concerts are every term. The Mock Trial has been running at Ashdown for over 60 years.

PASTORAL CARE: The headmaster and his wife live in the heart of the school and oversee the boarding with the help of a dedicated team.

A good House system encourages healthy competition and we are a school that very much rewards good behaviour. Small class sizes ensure that the teachers get to know the children well.

RECENT SCHOLARSHIPS: Winchester (Exhibition), Sevenoaks (Academic), Bryanston (Academic & All Rounder), St Leonard’s Mayfield (Academic, Riding & Choral), Clayesmore (Sport), Lingfield Notre Dame (Music), Shrewsbury (Art), Sherborne (Sport) and Worth (Sport).

HEAD TEACHER’S PHILOSOPHY: Recognition that we need to live together as a community that encourages family values is at the heart of all that we do. Children must leave the school with tolerance and be aware of shortcomings and the knowledge that they can’t always win.

Friendships are forged for life.

OUTSTANDING CHARACTERISTICS: Forty acres of beautiful grounds with hundreds of trees that the children are actively encouraged to climb. Ponies, chickens and dogs abound. Over half the staff live on site and a busy weekend programme ensures that the children are fully occupied and happy.

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Bedales

ADDRESS: Bedales School, Church Road, Steep, Petersfield GU32 2DG WEBSITE: www.bedales.org.uk FOUNDED: 1893 NUMBER OF PUPILS: Bedales Pre-prep, Dunannie: 92; Bedales Prep, Dunhurst: 176; Bedales Senior School: 464 AGES: 3–8 (Dunannie); 8–13 (Dunhurst); 13–18 (Bedales).

FEES: Nursery: £36.90–£66.11 per session; Dunannie: £2,876–£3,639; Dunhurst: Day £6,107 – £6,319; Boarding £7,908; Bedales: Day £9,046; Boarding £11,511 per term.

HEAD TEACHER: Keith Budge RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Main entry points at 2 yrs 9 months, 7+, 8+, 11+, 13+, 16+. Selection by assessment/residential assessment and interview.

CONTACT: 01730 711733/ jjarman@bedales.org.uk SCHOOL VISITS: Open Days, Bedales Senior School: 4 Feb, 4 Mar, 6 May

Christ’s Hospital

ADDRESS: Horsham, West Sussex RH13 0YP WEBSITE: www.christs-hospital.org.uk FOUNDED: 1552 NUMBER OF PUPILS: 435 boys, 435 girls AGES: 11–18 FEES: Boarding per term £10,500; day per term £5,430–£6,830.

Scholarships and bursaries available.

HEAD TEACHER: Mr John Franklin RELIGIOUS AFFILIATION: Church of England, all faiths welcome.

ENTRANCE PROCEDURE: Assessment and interview at 11, 13 and 16.

CONTACT: 01403 246555 EMAIL: hello@christs-hospital.org.uk SCHOOL VISITS: Open Mornings are held each term or personal tours can be arranged by contacting the school, 01403 246555.

2017. Bedales Prep School, Dunhurst: 25 Feb 2017.

THE CURRICULUM: Students ‘learn through doing’ and take a combination of IGCSEs and our own more interesting and demanding Bedales Assessed Courses (recognised by UCAS). Sixth-formers take Enrichment courses in addition to A-Levels

THE CURRICULUM: The academic curriculum offers a mix of GCSEs, A-levels, IB and Pre-U qualifications. Academic expectations are high and pupils are given every encouragement to develop a love of learning and to actively pursue academic excellence.

GAMES & THE ARTS: Bedales competes in many sports including football, hockey, tennis, cricket and netball. Excellent facilities include floodlit astroturf, floodlit tennis and netball pitches and indoor swimming pool. The school is acclaimed for its drama, theatre, art and music with lots of opportunities to participate in performances and concerts including overseas tours.

GAMES & THE ARTS: Art, music, drama and sport are all strong and an integral part of school life. Pupils are given the opportunity to participate in an extensive range of activities. These can be enjoyed and played at all levels, from representing the school locally, nationally and internationally, to enjoying a game with friends. Pupils are encouraged to have a go and try new things unearthing new talents,hobbies and interests.

PASTORAL CARE: For pastoral support, every student is assigned to a member of house staff (boarding or day) with whom they build a close and strong relationship. Students are also assigned a tutor, who monitors and guides their academic progress, tailoring the level of support to the individual. Tutor groups (and dormitories) are mixed age, encouraging the sharing of experience across the years. The Bedales system depends on trust and good communication between staff, student and parents.

SCHOLARSHIPS: Scholarships are available from 10+ for Music and Academic, and from 13+ for Art. HEAD TEACHER’S PHILOSOPHY: Bedales was founded to be different.

Where other independent boarding schools imposed conformity, we have always nurtured individuality, initiative and an enquiring mind. Our founder, J H Badley, wanted to educate the whole person – ‘head, hand and heart’ and this is still the cornerstone around which our innovative education system is built. Our primary aim is to develop inquisitive thinkers with a love of learning who cherish independent thought.

OUTSTANDING CHARACTERISTICS: – Impressive university destinations including Oxbridge, art college and overseas – Innovation in the curriculum with high academic expectations.

– Strong relationships: students and staff shake hands after assemblies as a way of formalising mutual respect.

–Timber-clad new Art & Design Building opened in 2016

PASTORAL CARE: Strong pastoral care, dedicated and attentive staff.

Boarders and day pupils feel safe, secure and well looked after within the school’s established house system.

UNIVERSITY PLACES: Ninety-eight per cent of pupils each year go to university. On average 12 per cent go to Oxford or Cambridge. Sixth-form pupils benefit from small classes, highly qualified staff who are passionate about their subjects, weekly lectures given by visiting specialist speakers, extensive range of subjects, a choice of exams at sixth-form plus individual guidance and support through UCAS the university entry system.

HEAD TEACHER’S PHILOSOPHY: Christ’s Hospital is in many ways unique, offering children from all walks of life a first class education in a caring, boarding and day environment. The range of opportunities on offer is second to none and the education our pupils receive leads nearly all to the top universities. At Christ’s Hospital we believe in the benefits of a rounded and balanced education for our pupils. In practice, this means that as well as a challenging academic programme, pupils will also be involved in music, art, drama, public speaking, community action and sport.

OUTSTANDING CHARACTERISTIC: The Tudor uniform, the school’s linkswith the City of London and the daily lunchtime band parade are just a few of the school’s unique characteristics.

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Bede’s Prep School at Eastbourne

Bede’s Senior School

ADDRESS: Duke’s Drive, Eastbourne, East Sussex BN20 7XL WEBSITE: www.bedes.org FOUNDED: 1895 NUMBER OF PUPILS: 197 boys, 103 girls (Reception to Year 8) AGES: 3 months–13 years FEES: Nursery from £24.50 per session. Reception and Years 1–2 £3,225; Years 3–4 £4,425; Years 5–6 £5,315; Years 7–8 £5,485 (all per term). Boarding £2,550 extra per term.

HEAD TEACHER: Mr Giles Entwisle RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Non-selective, interview with headmaster.

CONTACT: Lynette Bonell, 01323 734222 EMAIL: prep.admissions@bedes.org SCHOOL VISITS: Open Days 4 March & 30 September 2017.

ADDRESS: Upper Dicker, Hailsham, East Sussex BN27 3QH WEBSITE: www.bedes.org FOUNDED: 1978 NUMBER OF PUPILS: 450 boys, 300 girls AGES: 13–18 FEES: Day students £6,975 per term; full boarders £11,087 per term; weekly boarding £10,431 per term HEAD TEACHERS: Mr Peter Goodyer RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Children joining from 2018 onwards will attend a Bede’s Experience Day. CONTACT: 01323 443838 EMAIL: admissions@bedes.org SCHOOL VISITS: Open Days 18 March & 16 September 2017.

THE CURRICULUM: Bede’s bespoke and enhanced curriculum focuses upon skills as much as content and encourages curiosity, self-reliance, self-belief and the confidence to ‘have a go’. We see our job as helping our children to discover their talents and to build upon them.

THE CURRICULUM: Over 35 subjects are offered at GCSE and IGCSE and in the sixth-form there are over 40 different courses ranging from Cambridge Pre-Us and traditional A-levels to vocational courses such as Animal Management. BTECs are offered in a range of subjects.

GAMES & THE ARTS: Bede’s recognises achievement at all levels and encourages children to take part and join a sports team.

Facilities are outstanding. The performing arts are a big part of school life, with many performances throughout the year.

GAMES & THE ARTS: All major sports. Academy programmes in football, tennis, hockey and cricket. Fiver percent of pupils play county or national level sport. Outstanding performing arts.

Probably the best art department in the South East and the school is also home to the Legat School of Dance.

PASTORAL CARE: For boarders, home is a beautiful Victorian villa overlooking the sea. Matron and her team look after the needs of the children, and teachers and tutors are always there to help with any problems.

HEAD TEACHER’S PHILOSOPHY: ‘I am very proud that Bede’s is a school that encourages children of all talents to pursue their goals. We believe that education begins with the individual and that all children are unique.’

OUTSTANDING CHARACTERISTICS: Bede’s is one of the largest prep schools in Sussex and is blessed with a stunning location on the seafront at Eastbourne. The site has outstanding facilities including sports centre, swimming pool, new science block, new dining hall and classroom block and new, purpose built nursery and pre-prep. At 13 most children move on to Bede’s Senior School, eight miles away and set in 100 acres of rolling Sussex countryside.

PASTORAL CARE: Superb boarding facilities including two new boarding houses opened in 2012. All students have their own tutor.

UNIVERSITY PLACES: Over three quarters of students achieve their first choice of university places. Other students go on to music, drama and dance colleges. A considerable number move on to art college.

HEAD TEACHER’S PHILOSOPHY: ‘We are ambitious for our students, inspiring a self-belief that empowers them and stimulates their natural curiosity. Their enriched learning experience increases their appetite to achieve more because they expect more.’

OUTSTANDING CHARACTERISTICS: Beautiful 100-acre Sussex campus. Exceptional sports facilities including swimming pool, squash courts, fitness centre, cricket pavillion and waterbased astro. Outstanding art department. State-of-the-art boarding facilities. Over 40 drama and musical performances each year. Staff student ration of 1:7. Ranked in the top one per cent of schools nationally for value added at A-level.

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Downsend School

Ewell Castle School

ADDRESS: 1 Leatherhead Road, Leatherhead, Surrey KT22 8TJ WEBSITE: www.downsend.co.uk FOUNDED: 1891 NUMBER OF PUPILS: 682 – 394 boys, 288 girls AGES: 2-13 FEES: £3,170 - £4,655 per term HEADMASTER: Mr Ian Thorpe RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Entry into our Pre-Prep Schools is nonselective. Entrance assessments for Year 3 upwards. 4 Open Days a year; private tours and taster days.

CONTACT: Sarah Concanon, Admissions Registrar EMAIL: admissions@downsend.co.uk SCHOOL VISITS: Prep School Open Mornings 3 March & 6 May

ADDRESS: Church Street, Ewell, Surrey, KT17 2AW WEBSITE: www.ewellcastle.co.uk FOUNDED: 1926 NUMBER OF PUPILS: 542 boys and girls AGES: 3–18 FEES: Nursery & Reception £2,630; Pre Prep (Yrs 1&2) £3,080; Prep (Yrs 3–6) £3,480; Seniors Yrs (7–13) £5,075 HEAD TEACHER: Peter Harris MSc, BSc, PGCE, NPQH ENTRANCE PROCEDURE: Senior School – interview with the Principal, scholarship exams if relevant, taster days and assessments.

Sixth Form – interview with the Principal and GCSE grades.

CONTACT: Mrs T Wilkins, Admissions Registrar, Tel 020 8394 3576 EMAIL: admissions@ewellcastle.co.uk SCHOOL VISITS: See website for Open Event dates.

(Headmaster’s talk at 9.30). Pre-Prep School Open Mornings 4 March 9.3011.30 & 6 May 14.00-16.00. Private tours are available at all times.

THE CURRICULUM: Children enjoy interactive lessons covering a varied curriculum with specialist teachers in languages, games, music, science, technology and textiles. From Year 6 children are taught by subject specialists to maximise their potential, ensuring continuity and progress. Academic focus is towards Common Entrance or Scholarship examinations.

GAMES & THE ARTS: Sports on offer include tennis, netball, cricket, football, rugby and hockey (which is played on astroturf pitches).

Other sports facilities include a swimming pool, indoor sports hall and sports pavilion. Creative subjects such as drama and art supplement the curriculum as well as technology and ICT. PASTORAL CARE: Years 2 & 3 have a Form Teacher who takes them for the majority of their lessons, supported by a Teaching Assistant. From Year 4, children are set for core academic lessons and experience subject specialist teachers. From Year 6 each pupil has a Form Tutor and their relationship is pivotal to a child’s success. We pride ourselves on outstanding relationships between staff and pupils, encouraging the children in all that they do..

RECENT SCHOLARSHIPS: 49 awarded in 2016 by Box Hill, Caterham, CLFS, Duke of Kent, Dunottar, Epsom College, Guildford High, Reigate Grammar, St John’s, St Teresa’s, Stonar and Tormead.

HEADMASTER’S PHILOSOPHY: ‘Inspiring Young Minds’ is not just our motto. Indeed, it is the guiding light of the school. A dynamic and purposeful school, Downsend inspires and guides its pupils to work hard, to try new opportunities and above all to enjoy their many achievements.

OUTSTANDING CHARACTERISTICS: We have well-motivated, confident, articulate, happy children and an impressive record of success at 11/13+ examinations. We offer first-rate facilities for sport, music, art, drama, ICT, design, textiles and food technology, and provide a wide range of extra-curricular activities. We also offer extended day care and a dynamic holiday club programme outside of term time for working parents.

THE CURRICULUM: A broad academic curriculum, underpinned by EC Skills for the 21st century, an inspiring programme which focuses on nurturing and developing skills for a modern world and achieving each child’s potential.

GAMES & THE ARTS: An extensive extra-curricular programme including music, drama, sport, Duke of Edinburgh Award Scheme and Camps International expeditions. An annual arts week and the EC Sports Academy includes separate tennis and cricket academies for top sporting pupils.

PASTORAL CARE: The happy, family friendly nature of our school community is underpinned by excellent pastoral care. All aspects of personal development are fostered, and pastoral care and support which is consistently acknowledged to be outstanding (ISI Report 2012) contributes greatly to personal development and achievement of potential. A benefit of being a small school is that each pupil is known and valued within a caring, stimulating and disciplined environment.

RECENT SCHOLARSHIPS: Academic, art, design technology, drama, music and sport scholarships.

HEAD TEACHER’S PHILOSOPHY: The vision of our school is to nurture and inspire our pupils to achieve, within a happy, family friendly atmosphere.

‘The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it’. Michelangelo OUTSTANDING CHARACTERISTICS: Located in beautiful grounds in Ewell village, North Surrey, half an hour from London. Ewell Castle School provides a small and caring co-educational environment for children 3-18.

The happy, family friendly nature of the school benefits all pupils. Pupils are articulate and show self confidence. Enrichment opportunities broaden horizons and the majority gain places at their firstchoice of university.

Celebrating 90 years.

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Cranleigh Preparatory School

Cranleigh School

ADDRESS: Cranleigh Preparatory School, Horseshoe Lane, Cranleigh, Surrey GU6 8QH WEBSITE: www.cranprep.org FOUNDED: 1913 NUMBER OF PUPILS: 340 AGES: Girls and Boys 7-13 FEES: Boarding: £7,550 per term. Day years 3-4 £4,815 per term.

Day Years 5-8 £6,245 per term HEAD TEACHER: Mr Michael Wilson RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Age appropriate assessments and report from the head of the pupil’s current school.

CONTACT: Mrs Fiona Bundock EMAIL: fmjb@cranprep.org SCHOOL VISITS: Parents are welcome to visit throughout term.

Open Mornings 11 March and 10 May.

ADDRESS: Horseshoe Lane, Cranleigh, Surrey GU6 8QQ WEBSITE: www.cranleigh.org FOUNDED: 1865 NUMBER OF PUPILS: 400 boys, 220 girls AGES: 13–18 FEES: Day £8,910, Boarding £10,930 HEAD TEACHER: Mr Martin Reader MA (Oxon), MPhil, MBA RELIGIOUS AFFILIATION: Church of England; School welcomes pupils of all faiths, and none.

ENTRANCE PROCEDURE: Interview, previous school’s report and Common Entrance at 13+, performance at GCSE for Sixth Form CONTACT: Admissions office, 01483 276377 EMAIL: admissions@cranleigh.org SCHOOL VISITS: Families are welcome to look around at any time.

Please contact Cranleigh to arrange a private or group appointment.

THE CURRICULUM: A stimulating academic programme, leading to Common Entrance or Scholarship exams at 13+. Latin from NC Year 6.

Food Tech, music, drama, art and DT are part of the balanced curriculum.

THE CURRICULUM: A broad fourth form curriculum leads into an options system allowing ten GCSEs – the ‘core’ subjects, two to three sciences and three to four optional subjects. At sixth form pupils take A-levels with the option of adding EPQ and Pre-U. Classes are a good size (approx. ten in sixth form), and extra support is readily available.

GAMES & THE ARTS: An outstanding reputation for sport, with individual pupils and teams regularly playing at county and national level. The arts are an integral part of the school, with excellent plays and concerts throughout the year and a brilliant, inspirational art department.

PASTORAL CARE: A warm and welcoming atmosphere is present from a child’s first day. There is a remarkable sense of community, and of pupils and staff working together. Form Tutors are a constant source of encouragement, praise and advice, supported by a strong pastoral team within this very happy school.

RECENT SCHOLARSHIPS: 49 scholarships in 2016. 148 scholarships over the last four years to some of the country’s best schools, including Brighton College, Cranleigh, Charterhouse, Eton, KCS Wimbledon, Marlborough, RGS Guildford, Tonbridge, Wellington and Winchester.

HEAD TEACHER’S PHILOSOPHY: We focus on enabling each child to fulfil their intellectual potential, whilst encouraging them to find real enjoyment, and to seek success from their participation, at whatever level, in the many artistic, cultural and sporting opportunities which the school promotes. We believe that children should grow up with an understanding of the importance of personal responsibility, respect for other people and how to work as part of a team.

OUTSTANDING CHARACTERISTICS: – Set in 40 acres of stunning Surrey countryside, less than 50 minutes from London.

– Outstanding academic results.

– First class sports and music facilities.

– An exceptional art department.

– Unique pastoral care in a relaxed, happy and inspirational environment.

GAMES & THE ARTS: Outstanding facilities include a huge sports centre, indoor pool, equestrian centre, astroturfs and a golf course. The music school features a wide range of instrumental and vocal ensembles and top-class practice/performance facilities; drama has its own modern theatre, while outdoor education, Duke of Edinburgh, CCF and canoeing are also popular.

Cranleigh has enjoyed several recent National successes in these areas.

PASTORAL CARE: Cranleigh’s philosophy is to nurture pupils as individuals, ensuring happy and fulfilling school years while preparing them for the wider world. The housemasters/mistresses, matrons, personal tutors who closely follow their tutees’ progress, deputy heads and chaplain all play a key part in the pupils’ pastoral care.

UNIVERSITY PLACES: 99 per cent go on to higher education, with around 80 per cent getting into their first-choice university (including Oxbridge, Bristol, Durham, LSE, UCL) in recent years.

PERCENTAGE OF OXBRIDGE CANDIDATES: Oxbridge is a focus for many of Cranleigh’s brighter pupils, with impressive results year on year.

HEAD TEACHER’S PHILOSOPHY: Family values feature strongly at this ‘local boarding school’. A highly regarded school/home partnership enables pupils to remain close to family while participating fully in school life.

OUTSTANDING CHARACTERISTICS: The 240-acre setting and outstanding facilities offer an enviable environment in which to develop in both academic and co-curricular spheres. The school believes feeling valued within various spheres impacts positively on grades, and results in confident, open-minded individuals who leave with lifelong friends.

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ADDRESS: Byfleet Road, Cobham, Surrey KT11 1DR WEBSITE: www.feltonfleet.co.uk FOUNDED: 1903 NUMBER OF PUPILS: 397 AGES: 3–13 FEES: Details available on our website. 100 per cent bursaries available.

HEADMASTER: Mr Alastair G Morrison BA (Hons), PGCE RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Early registration recommended for nursery/ Pre-Prep. Prep entry by assessment at 7+ and 11+ but places are sometimes available at other points.

CONTACT: Mrs Jackie Williams, Registrar, 01932 862264 EMAIL: admissions@feltonfleet.co.uk SCHOOL VISITS: Prospective parents welcome anytime, by appointment with the Registrar. Open Mornings: 24 February and 5 May. THE CURRICULUM: Wide-ranging, balanced, creative and challenging.

From Year 5, teaching is by subject specialists. The school also offers a wide selection of extracurricular activities and enrichment opportunities.

GAMES & THE ARTS: Boys play football, rugby, cricket; girls play netball, rounders, lacrosse. Both do hockey, tennis, athletics, swimming.

The school has its own shooting range for .22 and air rifle. Strong art, music, dance and drama departments with pupil concerts/performances throughout the year.

PASTORAL CARE: Feltonfleet is a happy, safe and caring environment with a strong family feel and an inclusive culture. A strong and supportive pastoral framework runs through the school and we pride ourselves on the positive relationships that exist between staff and pupils. Dedicated teachers offer effective guidance and support to every individual child, providing an affirming environment in which our pupils thrive and grow in confidence and self-esteem.

HEAD TEACHER’S PHILOSOPHY: Happy pupils flourish. We have high expectations. Pupils are encouraged to participate to the best of their ability – academically, in sport and in the arts. Our educational philosophy embraces a commitment to learning, living, and leading positively; placing our four school values – happiness, honesty, respect, and responsibility – at the heart of everything we do.

OUTSTANDING CHARACTERISTICS: Our most recent ISI Inspection Report (2013) gave Feltonfleet an ‘excellent’ rating in every area of educational provision. The boarding house is a happy and nurturing environment that offers a high quality day, flexi and weekly boarding experience. High quality teaching and excellent pastoral care underpin the unique family atmosphere at Feltonfleet. The beautiful campus is in 25 acres of Surrey countryside, within easy reach of SW London and served by a comprehensive bus service.

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Eastbourne College

ADDRESS: Old Wish Road, Eastbourne, East Sussex, BN21 4JX WEBSITE: www.eastbourne-college.co.uk FOUNDED: 1867 NUMBER OF PUPILS: 377 boys, 261 girls AGES: 13-18 FEES: Day £21,390 – £21,750. Boarding £32,625 – £33,000 (2016/17) HEAD TEACHER: Tom Lawson MA (Oxon) RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Scholarship, Common Entrance or own exam, plus visit at 13+; reports and visits at 16+.

CONTACT: Eve Deacon, admissions, 01323 452323 EMAIL: admissions@eastbourne-college.co.uk SCHOOL VISITS: Open Morning 4 March 2017 9am–noon & Open Evening 22 June 2017 5–7.30pm. Individual visits are available during term time. Please contact admissions for further information.

THE CURRICULUM: The curriculum offers 21 different GSCE options and a bespoke sixth form curriculum. Alongside the academic subjects, a life and learning skills programme is run to develop in young people the life skills to become tomorrow’s successful, responsible, caring adults.

GAMES & THE ARTS: The school day allows our boarders and day pupils to enjoy the widest possible range of opportunities in sport, music, drama and a whole host of extracurricular activities.

PASTORAL CARE: Pupils’ lives at Eastbourne are centred on their houses and boys and girls find themselves very much part of a house community. In both boarding and day houses, pupils receive the unstinting support of a housemaster or housemistress.

UNIVERSITY PLACES: Seven pupils were awarded Oxbridge places for entry in 2016 and over 65 per cent go on to Russell Group universities.

HEAD TEACHER’S PHILOSOPHY: Great emphasis is placed on key values and relationship-building, which the headmaster believes to be central to the lives of every member of the College community and which will endure long after a pupil moves on from the College.

OUTSTANDING CHARACTERISTICS: – The school is a community rather than an institution with pupils and their parents being fully involved in a rich and varied school life of the College.

– Superb academic results.

– Only 90 minutes from London, stunningly situated on the edge of a civilised town centre, minutes from the sea and the glorious South Downs.

Guildford High School

ADDRESS: London Road, Guildford, Surrey GU1 1SJ WEBSITE: www.guildfordhigh.surrey.sch.uk FOUNDED: 1888 NUMBER OF PUPILS: 980 (with approx 290 in the junior school) AGES: 4–18 girls FEES: Junior school £3,293-4,322; Senior school £5,344 per term HEAD TEACHER: Mrs Fiona Boulton, BSc Hons University College Cardiff, MA London

ENTRANCE PROCEDURE: Guildford High School Entrance Assessments at 4+, 7+, 11+ and 16+.

CONTACT: Mrs Helen Moffat, Director of Admissions, 01483 543 853 EMAIL: guildford-admissions@guildfordhigh.co.uk SCHOOL VISITS: Regular visitors’ mornings year round. Check website or with admissions for further details.

THE CURRICULUM: The rich, exciting curriculum is designed to encourage girls to think for themselves, to develop intellectual curiosity and a passion for learning. Separate sciences, two modern foreign languages plus a classical language are included in the core curriculum, which is enhanced with subjects such as philosophy and psychology.

GAMES & THE ARTS: GHS has a strong reputation for sporting success and superb, purpose-built facilities. Over 50 musical ensembles cater for all abilities and dramatic and artistic life is vibrant and enthusiastically participated in by many girls.

PASTORAL CARE: Form Tutors, Heads of Year and the deputy head of pastoral ensure that girls enjoy school life as part of a supportive, considerate community where individual talents and potential are nurtured.

UNIVERSITY PLACES: Outstanding A-level results coupled with comprehensive guidance throughout the university application process enable girls to secure their first choice places on the most competitive courses at the most widely respected universities.

PERCENTAGE OF OXBRIDGE CANDIDATES: Approximately 20 per cent are Oxbridge candidates.

HEAD TEACHER’S PHILOSOPHY: Our aim is to provide a school community in which the girls are happy, feel positive about their own gifts and abilities and are truly able to maximise their potential.

OUTSTANDING CHARACTERISTICS: GHS, named The Sunday Times Independent School of the Year 2012-13 and The Sunday Times Independent Prep School of the Year 2015-16, offers an exciting and energetic environment in which girls develop academically and personally.

From outstanding academic results to stunning achievements in sport, music and the arts, GHS girls tackle new challenges enthusiastically. They leave as creative and confident individuals, well-equipped to achieve their dreams.

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Greenacre School

ADDRESS: Sutton Lane, Banstead, Surrey SM7 3RA WEBSITE: www.greenacre.surrey.sch.uk FOUNDED: 1933 NUMBER OF PUPILS: 225 AGES: 3–18 FEES: £2,966 (nursery) to £5,094 (senior school) per term.

HEAD TEACHER: Mrs Lindsay Redding, BSc RELIGIOUS AFFILIATION: Christian. All faiths welcomed.

ENTRANCE PROCEDURE: Nursery to Year 6 assessment day, senior school entrance examinations.

CONTACT: Mrs Adrienne Forster, 01737 363601 EMAIL: admissions@greenacre.surrey.sch.uk SCHOOL VISITS: Open mornings througout the year – see website for dates. Visitors welcomed by appointment on any working day.

THE CURRICULUM: Academically strong girls are stretched and challenged to the highest level, whilst all pupils receive the individual attention that enables them to reach their full potential. We inspire our pupils to try new things, broadening their experience and developing the necessary skills for life. GCSE and A-level timetables are built around personal preferences, enabling full flexibility of subject choices. There is a rich co-curricular offering.

GAMES & THE ARTS: Superb sports facilities onsite include an all-weather hockey pitch (converting to nine tennis courts during the summer), netball courts, sports hall and an indoor swimming pool. The well-equipped Creative Arts department offers fine art, textiles and photography as examination subjects as well as co-curricular activities, and a wide range of drama, music and dance activities is on offer.

PASTORAL CARE: Our outstanding pastoral care provision ensures that every girl is happy and confident in herself. Our girls thrive in the positive, supportive atmosphere; caring staff and small class sizes enable us to get to know every girl and work closely with her to achieve her goals, developing her confidence and nurturing her to be the very best she can be. Girls leave us vibrant and ready to face the world.

HEAD TEACHER’S PHILOSOPHY: Achievement and confidence for all.

We are a successful school that challenges, develops and nurtures every girl to be the very best she can be and achieve beyond her expectations.

We promote an environment that encourages and challenges our pupils to flourish academically and grow in confidence.

OUTSTANDING CHARACTERISTICS: – Before and after school provision 7.30am – 6.00pm – Amazing breadth and quality of on-site facilities – Education tailored to specific learning needs – Small class sizes and individual attention

Highfield and Brookham Schools

ADDRESS: Highfield Lane, Liphook, Hampshire GU30 7LQ WEBSITE: www.highfieldschool.org.uk FOUNDED: 1907 NUMBER OF PUPILS: 260 boys, 220 girls AGES: 3–13 FEES: Brookham Pre-Prep £3,500 – £4,650 per term; Highfield Prep (Day) £5,885 – £6,765; (Boarding) £7,470 – £8,200 per term HEAD TEACHERS: Mr Phillip Evitt, Highfield School; Mrs Sophie Baber, Brookham School RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Nursery and reception non-selective, assessed entry for later years subject to space.

CONTACT: Caroline Lukic, Admissions Registrar, 01428 728000 EMAIL: headspa@highfieldschool.org.uk SCHOOL VISITS: Open Days in Feb, May and Sept, or call to arrange.

THE CURRICULUM: Broad, stimulating and highly creative. Strong emphasis on cross-curricular and outdoor learning, including Forest School, provides for all styles of learner. We aim to develop enthusiastic, enquiring, rounded and adaptable independent thinkers who will recognise that learning is both a joy and lifelong.

GAMES & THE ARTS: Sport, drama, music, design technology and art all enjoy generous provision in the timetable, providing every pupil with the opportunity to explore and develop their talents and interests.

PASTORAL CARE: At the heart of our schools is the awareness that personal happiness and well-being is the right of every child and essential for personal and intellectual development and growth.

SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: Highfield has a flawless track record for securing every child’s place at their first choice senior school; Eton, Winchester, Charterhouse, Wellington, Wycombe Abbey, Marlborough, Canford, Sherborne Girls, King’s Canterbury to name a few.

RECENT SCHOLARSHIPS: Winchester, Wellington, Marlborough, Charterhouse, Canford, Bryanston, Sherborne Girls, Sherborne, Bedales.

HEAD TEACHER’S PHILOSOPHY: Schools must be places of joy, wonder, enchantment and delight where learning is a pleasure; stimulating, challenging and exciting. Above all childhood and school should be secure and fun.

OUTSTANDING CHARACTERISTICS: Charming country Prep and Pre Prep Boarding and Day Schools set in sumptuous 175-acre grounds on the Hampshire/Surrey/Sussex borders. The Schools enjoy an outstanding reputation for innovation, creativity, pastoral care and academic success. Enviable facilities include extensive sports pitches, a new indoor swimming pool, music school and art school.

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Hurtwood House

ADDRESS: Holmbury St Mary, Dorking, Surrey RH5 6NU WEBSITE: www.hurtwoodhouse.com FOUNDED: 1970 NUMBER OF PUPILS: 140 boys, 160 girls AGES: boys 16–18, girls 16–18 FEES: £13,185 per term HEAD TEACHER: Cosmo Jackson RELIGIOUS AFFILIATION: None ENTRANCE PROCEDURE: Interview CONTACT: Cosmo Jackson, 01483 279000 EMAIL: info@hurtwood.net SCHOOL VISITS: Headmaster interviews by appointment only.

THE CURRICULUM: The school offers an exceptionally wide range of AS and A-levels including accounting, art, business studies, chemistry, economics, english literature, geography, history, mathematics, media studies, music technology, psychology, photography, Spanish, textiles, theatre studies.

GAMES & THE ARTS: Hurtwood enjoys a reputation for having the best creative and performing arts department in England. Outstanding theatre studies, media studies, art, textiles and music technology. All sports.

PASTORAL CARE: Students share study bedrooms with one or two others.

We have six boarding houses – four are co-educational and two are single-sex – each with a housemaster or housemistress and a team of house tutors.

UNIVERSITY PLACES: Each year our students achieve entry to their chosen universities including Oxford, Cambridge, LSE, Imperial College, the London College of Fashion and RADA. HEAD TEACHER’S PHILOSOPHY: ‘I have an unashamedly idealistic and passionate view of education. I want what all parents want for their children – that they should be inspired and motivated by gifted teachers in an environment which is stimulating, happy and safe. I believe that after GCSE many students are ready for the fresh impetus provided by a community of their peers, and I believe that the sixth-form years can be as dynamic and exciting as university itself.’

OUTSTANDING CHARACTERISTICS: – Top of the co-ed boarding school league table for the last five years.

– The biggest and best theatre and media studies departments in England with superb professional facilities.

– A public school which is refreshingly different and hugely successful. Uniquely, our 300 boarding students join us after GCSE when ready for a fresh challenge.

King Edward’s Witley

ADDRESS: Witley, Godalming, Surrey GU8 5SG WEBSITE: www.kesw.org FOUNDED: 1553 NUMBER OF PUPILS: 400 AGES: 11–18 FEES: Lower School Boarding £9,155, Day £4,995. Forms 3–5 Boarding £9,495, Day £6,245. (Pre) Sixth Form Boarding £9,865, Day £6,650.

HEAD TEACHER: John Attwater MA RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Admission at 11, 13 and 16 via entrance examination and interview.

CONTACT: Justin Benson, Director of Admissions, 01428 686735 EMAIL: admissions@kesw.org SCHOOL VISITS: Prospective pupils are welcome at Open Mornings or individual visits. Please arrange visits through the Admissions Office.

THE CURRICULUM: We offer (I)GCSE qualifications and a one-year Pre Sixth Form course. In the sixth form we offer the IB, alongside a new A-Level programme. In 2016, for the third year running, an impressive 73 per cent of subjects taken in the exam were graded at the equivalent to A-level A*-B. GAMES & THE ARTS: With first class sports facilities, our approach is very much ‘Sport for All’. First class sport, music and the arts are key to our cocurricular programme. We excel in football for both boys and girls.

PASTORAL CARE: High quality pastoral care is central to everything we do. All pupils are attached to boarding houses under the care of a trained housemaster or housemistress and at least three resident staff, including a matron. Additionally, every pupil has a tutor who looks after their academic welfare and co-curricular programme and deals quickly with any concerns.

Food is excellent and prepared on-site. There is a well-equipped Medical Centre which is staffed 24 hours a day.

UNIVERSITY PLACES: The vast majority of pupils proceed to Universities including Oxbridge.

HEAD TEACHER’S PHILOSOPHY: A good education is a foundation for life. At King Edward’s this means an exciting and challenging curriculum, a broad range of sporting, artistic, social and cultural opportunities and an environment specifically created to instigate the values of independent learning, responsibility for others and the enjoyment of challenge.

OUTSTANDING CHARACTERISTICS: –Achieved ‘excellent’ in all nine categories (ISI Inspection, December 2015).

– In 2016 73 per cent of IB students gained A*–B A-level equivalent.

– IB or A-level courses in sixth form – 95 per cent of GCSE grades at A*–C across all subjects – Weekly and occasional boarding and a flexible day – Easy rail links – 51 minutes from London Waterloo

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Royal Grammar School, Guildford

ADDRESS: High Street, Guildford, Surrey GU1 3BB WEBSITE: www.rgs-guildford.co.uk FOUNDED: 1509 NUMBER OF PUPILS: 900 boys AGES: 11–18 FEES: £5,645 per term (plus £263 per term for lunches). A number of means-tested bursaries are available.

HEAD TEACHER: Dr Jon Cox RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Admissions at 11, 13 and 16 – via exam and interview.

CONTACT: Mrs Kathryn Sweet, Admissions Registrar, 01483 880600 EMAIL: admissions@rgsg.co.uk SCHOOL VISITS: Open Day on the first Saturday in October, but the school welcomes group or, on occasion, individual visits during term-time.

THE CURRICULUM: Our diverse and flexible curriculum caters to our students who are naturally engaged, motivated and curious. The boys consistently achieve outstanding results at IGCSE, GCSE and A-level; however, the school nurtures habits and attitudes which will allow them not only to flourish at university but also to face a challenging, fast-changing world with confidence.

GAMES & THE ARTS: The school has a strong reputation, excellent facilities and recognises achievement at all levels. Boys regularly gain sporting honours at both a national and international level; music, art and drama all flourish.

PASTORAL CARE: Respect and tolerance are at the heart of the school’s philosophy. The outstanding pastoral care enables the boys to thrive in an environment in which they feel safe, valued and able to express themselves.

UNIVERSITY PLACES: Comprehensive, individually tailored advice ensures that boys are successful in achieving places at their first-choice institutions to read traditional, robust degree subjects.

PERCENTAGE OF OXBRIDGE CANDIDATES: An average of 27 per cent; there have been 344 offers in the last decade, including 39 offers for 2016.

HEAD TEACHER’S PHILOSOPHY: The RGS has a national reputation for academic excellence but also prides itself on its traditional values of decency and respect, supported by very strong pastoral care. Each individual enjoys learning in an environment that allows natural potential to be realised.

OUTSTANDING CHARACTERISTICS: Quotations from the last inspection report include: ‘The pastoral care from which pupils benefit is excellent, offering outstanding support’; ‘Self-esteem is strengthened by the school’s emphasis on valuing each pupil as an individual’; ‘Pupils achieve at an exceptionally high level and make outstanding progress’; ‘Achievements in creative, physical and performance skills are exceptional’.

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Parkside School

ADDRESS: The Manor, Stoke D’Abernon, Cobham, Surrey KT11 3PX WEBSITE: www.parkside-school.co.uk FOUNDED: 1879

NUMBER OF PUPILS: 305

AGES: 2-13 years, 2-4 years co-ed, 4-13 years boys FEES: £432 - £5,150 HEAD TEACHER: Mr Mark Beach RELIGIOUS AFFILIATION: All faiths welcome ENTRANCE PROCEDURE: Entrance assessment and assessment day CONTACT: Mrs Alison Scott, registrar 01932 862749 EMAIL: office@parkside-school.co.uk SCHOOL VISITS: By prior appointment or open morning. Next Open Morning 12 May 2017.

Sevenoaks Prep School

ADDRESS: Godden Green, Sevenoaks, Kent TN15 0JU WEBSITE: www.theprep.org.uk FOUNDED: 1919 NUMBER OF PUPILS: 385 AGES: 2–13 FEES: Nursery and Kindergarten: From £330 per session per term; Reception £9,480; Years 1 and 2 £10,920; Year 3 to 8 £13,335 HEAD TEACHER: Mr Luke Harrison RELIGIOUS AFFILIATION: Church of England but accept all faiths ENTRANCE PROCEDURE: Non-selective CONTACT: Mrs Clare Harrison EMAIL: admissions@theprep.org.uk SCHOOL VISITS: The school is open to visits and tours any day during term time.

THE CURRICULUM: Parkside aims to provide a stimulating environment to ensure pupils thrive in their academic development throughout and beyond their school life. We seek to expand our pupils’ aspirations and their intellectual curiosity and interest in new ideas.

THE CURRICULUM: Our children feel challenged within a happy, diverse community of learners. They are stretched at a time appropriate to them, producing their individual best without unwarranted pressure. The academic curriculum is enhanced by activities including debating and critical thinking.

GAMES & THE ARTS: Music, drama and art are an integral part of the curriculum and offer boys a variety of opportunities to demonstrate individual talents and interests. Sport is an important aspect of school life at the school and our aim is to help each boy achieve his maximum sporting potential.

GAMES & THE ARTS: Creativity and energetic self-expression are encouraged throughout the school. Drama and music afford many opportunities from orchestras, choirs, rock bands, house plays to school productions – both on stage and behind the scenes. We believe that sport is for all. We enjoy excellent facilities on our 25 acre site. From Year 3, all children have opportunities to represent the school competitively in a range of sports.

PASTORAL CARE: At the core of Parkside’s pastoral care is the development of individual self-esteem and confidence alongside a sound moral code. As a school, we feel it is our responsibility to encourage boys to become young men who are civilised, tolerant and compassionate.

RECENT SCHOLARSHIPS: Many boys have been awarded academic scholarships to Reed’s School, St John’s, Lancing College and Box Hill School.

HEAD TEACHER’S PHILOSOPHY: Parkside provides an education that allows the boys to make the most of their abilities, interests and talents and progress onto senior schools as confident and independent individuals, with a joy of learning. We seek to develop children academically, socially and physically, while drawing out their capacity for compassion, generosity and understanding.

OUTSTANDING CHARACTERISTICS: Set in over 45 acres of beautiful grounds on the outskirts of Cobham the school provides a stimulating environment in which boys can learn, grow and develop. At Parkside we believe that children learn best when they are happy, active and challenged. We are uniquely geared to being able to accept children at a variety of ages and deliver them effectively to a range of senior schools, confident and well-prepared for their future.

PASTORAL CARE: Our ethos is one of nurturing each child and supporting parents and children alike. We understand that children are individuals who mature at different times and in different ways. The children are encouraged to work and play according to their Golden Rules.

RECENT SCHOLARSHIPS: In 2016, all our leavers gained places in their senior schools of choice, including some with academic, sport or music scholarships and exhibitions.

HEAD TEACHER’S PHILOSOPHY: The Prep is a family school that values every member of its community. The school achieves tremendous academic success and encourages its pupils, amongst other things, to tread the boards, play for sports teams, perform in music concerts and participate in after-school clubs OUTSTANDING CHARACTERISTICS: We place great value on giving pupils the opportunity to flourish in all areas of school life.

They achieve excellent academic results in 11+ and 13+ examinations and scholarships. Underpinning the success of the school is our way of life - an ethos that encourages pupils to be responsible, kind and empathetic.

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St Andrew’s Prep

ADDRESS: Meads, Eastbourne, BN20 7RP WEBSITE: www.standrewsprep.co.uk FOUNDED: 1877 – celebrating our 140th anniversary NUMBER OF PUPILS: 365 AGES: 9 months to 13 years FEES: Reception to Year 8 (per term) £3,135 to £5,450. Full boarding fee – £7,735. Please enquire for Nursery fees.

HEAD TEACHER: Gareth Jones MEd, BA (Hons), PGCE RELIGIOUS AFFILIATION: Christian ethos ENTRANCE PROCEDURE: Non-selective CONTACT: Registrar in Admissions on 01323 733203 EMAIL: admissions@standrewsprep.co.uk SCHOOL VISITS: Open Events 4 May 6-8pm & 5 May 9.30am–12pm.

Individual visits available during term time. Please contact admissions.

THE CURRICULUM: A St Andrew’s Prep education isn’t just about academia, it’s about providing children with an all-round education that will last a lifetime and teach them the joy of learning, values, responsibilities and community.

GAMES & THE ARTS: Breadth and balance are just two features of a St Andrew’s education. With art, DT, drama, music and sport offered throughout the week, we are able to create an exciting blend of experiences for all children.

PASTORAL CARE: Every child matters and we take the responsibility of caring for them very seriously. We work hard to ensure we provide a nurturing atmosphere in which each child feels cared for and important. This is achieved both formally through our pastoral system and informally through the positive relationships the children are encouraged to build with each other and all the adults at the school.

RECENT SCHOLARSHIPS: 32 scholarships awarded to top public schools

by Year 8 leavers in 2016.

HEAD TEACHER’S PHILOSOPHY: We value childhood as the most important stage in one’s life; when social development through friendship and play is as important as academic development within the classroom. We passionately believe that we open doors to young minds and, whilst maintaining high academic standards, ensure that each pupil has as many doors as possible from which to choose.

OUTSTANDING CHARACTERISTICS: –An aspirational, pressure-free school.

– Stunning location five minutes from the sea and at the foot of the South Downs.

–Children come first and are at the heart of everything we do.

–Unique beach and forest schools take learning outside.

-Expansive playing fields together with onsite tennis courts, fives court, shooting range, gym, dance studio and sports hall.

–A school with its roots in the 19th century but its branches spreading into the 21st.

–A vast range of extra-curricular activities on offer from Monday to Saturday.

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Reigate Grammar School

Sevenoaks School

ADDRESS: Reigate Road, Reigate, Surrey RH2 0QS WEBSITE: www.reigategrammar.org FOUNDED: 1675 NUMBER OF PUPILS: 970 AGES: 11–18 FEES: £5,820 per term HEAD TEACHER: Shaun Fenton, MA (Oxford), M Ed (Oxford) RELIGIOUS AFFILIATION: No formal religious affiliation, accepts pupils of all faiths or none but has close links with St Mary’s Church.

ENTRANCE PROCEDURE: Entrance Exams at 11+, 13+ (can be sat in Year 6 or in Year 8) and 16+.

CONTACT: Mrs Philippa Watkins, Admissions Secretary SCHOOL VISITS: We hold monthly Open Mornings; dates are listed on our website, and offer individual tours. Please call for further details.

ADDRESS: High Street, Sevenoaks, Kent TN13 1HU WEBSITE: www.sevenoaksschool.org FOUNDED: 1432 NUMBER OF PUPILS: 1,067 fully co-ed AGES: 11–18 FEES: Day £7,197–£8,172 per term; boarding £11,493 –£12,468 per term HEAD TEACHER: Dr Katy Ricks DPhil RELIGIOUS AFFILIATION: Interdenominational ENTRANCE PROCEDURE: Admissions at 11, 13 and 16 via exam and interview.

CONTACT: Mrs Arabella Stuart, director of admissions, 01732 467703 EMAIL: regist@sevenoaksschool.org SCHOOL VISITS: Open Mornings, all ages: 18 March 2017 and 17 June 2017.

THE CURRICULUM: Our curriculum extends beyond merely the academic and is designed to develop independent thinking, creativity, and to prepare RGS students for a happy and successful personal and professional adult life.

GAMES & THE ARTS: Reigate Grammar School is renowned for its sport and prowess on the games field and our aim is to foster a lifelong involvement in sport. Art, drama and music are an important part of life at RGS and make a unique and significant contribution to school life and to the learning experience of all students.

PASTORAL CARE: Well known for its warm, welcoming atmosphere, strong pastoral care is at the heart of the supportive community that staff and students value. The school is divided into sections with each distinct unit led by a Head of Section who, along with their team of form tutors, takes responsibility for the welfare of each student.

UNIVERSITY PLACES: Over 90 per cent of our leavers achieve a place at their first choice university, with most of the remainder going to the second choice university.

We have a 100 per cent pass rate for students offered places to study medicine.

HEAD TEACHER’S PHILOSOPHY: Our commitment to every family is that we will help your child reach their full potential by appreciating and developing their unique blend of talents, skills, aspirations and abilities. Students will flourish in our care, their self-esteem will grow and they will become a success story for themselves, their family and school. We will not forget that, behind their confident smile, they are still your daughter or son and will need our support and dedication each and every day.

OUTSTANDING CHARACTERISTICS: – Top co-ed day school in Surrey for three years running (The Times and Telegraph) – ISI Inspection 2016 rated ‘EXCEPTIONAL’ – ‘RGS is rocketing up the rankings…pastoral care is second to none.’

Tatler Schools Guide 2016 – A-level: 100 per cent pass rate and 94 per cent A*-B grades

– New £8 million Form Centre and library

THE CURRICULUM: Sevenoaks aims to ensure that all pupils fulfil their academic potential. Pupils take GCSEs and IGCSEs in Year 11, and for some subjects take the Sevenoaks School Certificate. The sixth-form all study the International Baccalaureate, a rigorous two year course designed to provide a broad, balanced education, recognised as a qualification for university entry in the UK and overseas.

GAMES & THE ARTS: Pupils regularly achieve honours at rugby, cricket, hockey, netball, cross-country, basketball, sailing, shooting and tennis.

There is a strong emphasis on music, drama and art; a world-class performing arts centre, The Space, opened in 2010.

PASTORAL CARE: Pastoral care is provided by a team of tutors and divisional heads, who provide guidance and support to pupils which is in addition to the care pupils receive in the classroom.

UNIVERSITY PLACES: Over 90 per cent of our sixth-form leavers go to their first choice university. All receive individual attention from the higher education department and general guidance from tutors.

OXBRIDGE CANDIDATES: Between 30 and 50 offers each year.

HEAD TEACHER’S PHILOSOPHY: Each Sevenoaks student is unique; they are educated in an aspirational and encouraging environment, where all can develop and express individual talents and interests.

OUTSTANDING CHARACTERISTICS: Sevenoaks combines 600 years of heritage with a modern, forward-thinking approach. We set impressive academic standards and are proud of our lively, talented pupils and committed, highly qualified teachers. We have taught the IB since 1978, offering academic rigour and breadth – encouraging critical thinking, crosscultural understanding and co-curricular excellence.

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St Catherine’s, Bramley

St Edmund’s School Canterbury

ADDRESS: Station Road, Bramley, Guildford, Surrey GU5 0DF WEBSITE: www.stcatherines.info FOUNDED: 1885 NUMBER OF PUPILS: 900 girls (of which 260 in the prep school) FEES: Day £5,850 per term, Boarding £9,635 per term AGES: 4–18 HEAD TEACHER: Mrs Alice Phillips M.A. Cantab RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: By St Catherine’s own entrance examination at 11+ CONTACT: Registrar, 01483 899609, admissions@stcatherines.info SCHOOL VISITS: 31 January, 8 March, 5 May & 22 June. Please contact the registrar to book.

ADDRESS: St Thomas Hill, Canterbury, Kent CT2 8HU WEBSITE: www.stedmunds.org.uk FOUNDED: 1749 NUMBER OF PUPILS: 244 girls, 314 boys AGES: 3–18 FEES: Nursery and Pre-Prep from £2,450, Prep day from £4,909, Prep boarding from £6,734, Senior day £6,557, Senior boarding from £9,855 HEAD TEACHER: Mrs Louise Moelwyn-Hughes, MA (Cantab), MEd RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Entry into school by visit, assessment and report. Scholarships at 11+, 13+ and 16+.

CONTACT: Admissions 01227 475601 EMAIL: admissions@stedmunds.org.uk SCHOOL VISITS: Whole School Open Morning 8 March 2017; individual visits by appointment.

THE CURRICULUM: Core curriculum includes separate sciences, English, modern foreign languages and mathematics. At IGCSE/GCSE, girls choose from 12 optional subjects in addition to compulsory ones. Twenty-seven subjects are offered at AS and A-level including modern languages. Thinking Skills and a PPPE programme plus regular lecture slots complement the curriculum. All pupils have iPads.

GAMES & THE ARTS: A fabulous sports and performing arts complex – The Anniversary Halls – provides exceptional facilities. These include a sports hall, fully equipped fitness suite, dance studio and indoor pool. In addition there is a large assembly/performance hall with superb acoustics for music and drama productions. Teams include lacrosse, netball, rounders, tennis, squash and gymnastics. Own dance school.

PASTORAL CARE: Six school houses underpin the pastoral provision. Tutor groups are small, helping girls feel valued by the staff. ‘House spirit’ is strong as is a huge sense of fun and loyalty to the school and each other.

UNIVERSITY PLACES: In almost all cases, St Catherine’s girls gain places at their first choice of university in the UK and abroad.

PERCENTAGE OF OXBRIDGE CANDIDATES: 15 per cent on average.

HEAD TEACHER’S PHILOSOPHY: Mrs Phillips believes that girls thrive best, both academically and pastorally, in a single-sex environment where happiness is the key to successful learning. St Catherine’s girls go out into the world confident that there is nothing that a woman cannot do.

OUTSTANDING CHARACTERISTICS: St Catherine’s, Bramley is a school where talents are both identified and developed and where we strive to ensure that each girl has the opportunities not only to achieve, but to excel.

Girls who like to keep busy, who embrace challenges and are interested in the world beyond their own will benefit from the all-round education offered. The St Catherine’s Association offers an exciting menu of work experience and careers advice.

THE CURRICULUM: A challenging and exciting curriculum throughout the school. Offers GCSE, IGCSE and A Level.

GAMES & THE ARTS: The school enjoys a fine reputation for its sport, art, music and drama, an integral part of the learning experience. An exciting range of extracurricular activities keep boarders and day pupils engaged.

PASTORAL CARE: The well-being of every pupil is supported by a comprehensive system of pastoral care. The Chaplain performs a central role for the whole school. Regular communication fosters the relationships between the parents, the school and the pupils.

UNIVERSITY PLACES: Pupils are given close guidance in making their choices and are successful in achieving places at their first choice university including Oxford, Cambridge, UCL and Durham. Pupils also go on leading institutions including London drama schools and the Royal Academy of Music.

HEAD TEACHER’S PHILOSOPHY: St Edmund’s offers all round excellence with high academic standards in a caring environment where we know our pupils well. We nurture the individual and encourage all pupils to find their strengths whether that be in academia, performing and visual arts, music, sport or beyond.

OUTSTANDING CHARACTERISTICS: St Edmund’s offers an exceptional school experience where pupils are treated as individuals. One site for all pupils aged 3–18 including the Canterbury Cathedral Choristers.

Located on a beautiful site overlooking Canterbury, the school is within easy reach of the South East and London; under an hour from London on the high speed train.

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Walthamstow Hall, Sevenoaks

ADDRESS: Holly Bush Lane, Sevenoaks, Kent, TN13 3UL WEBSITE: www.walthamstow-hall.co.uk FOUNDED: 1838 NUMBER OF PUPILS: 410 AGES: 11–18 FEES: Senior School & Sixth Form £6,270 per term HEAD TEACHER: Mrs Jill Milner, MA, Oxon RELIGIOUS AFFILIATION: Christian non-denominational ENTRANCE PROCEDURE: Selective entrance examinations and interview at 11+, 13+ and 16+.

CONTACT: Mrs Alex Knight, Registrar EMAIL: registrar@walthamstowhall.kent.sch.uk SCHOOL VISITS: Open Morning 9 March 10am-12pm. Book a place at www.walthamstow-hall.co.uk.

THE CURRICULUM: Offers unusual breadth, choice and flexibility. Lively teaching from highly qualified, enthusiastic specialists to optimum sized groups of around 20. Girls study IGCSE, A-level and Cambridge Pre-U. GAMES & THE ARTS: All pupils are encouraged to get involved. There are many opportunities to participate in a rich panoply of artistic, musical, dramatic and sporting activities. Students compete strongly at national and county level in sport and gain places at the National Youth Theatre and Orchestra.

‘Achievement in extra-curricular activities is excellent and varied.’ ISI 2013 PASTORAL CARE: A supportive and harmonious community where all individuals are respected and contribute. Belief that strong pastoral systems underpin academic progress and that emotional, personal and intellectual development go hand in hand. ‘The personal development of pupils is excellent. They are confident and articulate young people, with a welldeveloped sense of right and wrong and a high degree of emotional maturity.’

ISI Report 2013 UNIVERSITY PLACES: Typically over 95% of students go to university, the majority to their first choice and and over 75% to Russell Group.

HEAD TEACHER’S PHILOSOPHY: The belief that each of our students, given the right opportunity and encouragement, can go on to achieve amazing things, is central to everything we do. ‘The effectiveness of the school’s leadership and management is reflected in the high quality of the education, care and personal development of the pupils; they are happy and they achieve very well.’ ISI 2013 OUTSTANDING CHARACTERISTIC: Inspiring teaching, wonderful facilities (new Sixth Form Centre opening Autumn 2017), the close partnerships that exist between parents, staff and girls and a shared sense of pride in our history and achievements lie at the heart of our success.

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Cheam School

Caldicott School

ADDRESS: Headley, Newbury, Berkshire RG19 8LD WEBSITE: www.cheamschool.com FOUNDED: 1645 NUMBER OF PUPILS: 221 boys, 196 girls AGES: 3–13 FEES: Nursery charged by session; pre-prep £3,805; prep £6,095; boarding (weekly) £8,995.

HEAD TEACHER: Mr Martin Harris BSc, PGCE RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Assessment prior to entry, age dependent.

CONTACT: Mrs Amanda Arkwright, 01635 267822 EMAIL: registrar@cheamschool.co.uk SCHOOL VISITS: Please contact the registrar to arrange an individual tour and meeting with the headmaster.

ADDRESS: Crown Lane, Farnham Royal, Bucks SL2 3SL WEBSITE: www.caldicott.com FOUNDED: 1904 NUMBER OF PUPILS: 290 boys AGES: 7–13 FEES: Boarding £8,451; day 9-11 £5,732; day 7-9 £5,238 HEAD TEACHER: Mr Simon Doggart RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Short assessment one to one with a teacher.

CONTACT: Mrs Jan Kemp, 01753 649301 EMAIL: registrar@caldicott.com SCHOOL VISITS: Please contact the school for details of Open Days or to book an individual visit.

THE CURRICULUM: The school curriculum is geared towards preparing pupils for Common Entrance and scholarship exams at 13+. We endeavour to provide as broad a curriculum as possible, embracing the key examining subjects whilst including art and design, drama, music, PE, ICT and PSHE.

THE CURRICULUM: Caldicott is a strong academic school preparing boys for scholarships and Common Entrance to the top public schools. A new science block and two new IT suites were recently added to the facilities.

Latin is still considered to be important.

GAMES & THE ARTS: A wide variety of sports are taught including football, rugby, hockey, netball, tennis, swimming, athletics and crosscountry running. The school has a strong drama and musical tradition with many extracurricular groups, including choirs, orchestra and jazz band.

GAMES & THE ARTS: Rugby and cricket are strong. AstroTurf for hockey and tennis. Two squash courts plus an innovative carousel of alternative sports such as rowing, football, sailing and fly fishing, to name a few. Forty acres of playing fields. New performing arts centre for plays and concerts.

PASTORAL CARE: The ISI report states that the caring, supportive ethos of the school contributes very positively to day and boarding pupils’ wellbeing and care. As a result, pupils are happy and confident.

PASTORAL CARE: All staff care for the boys but each tutor keeps a personal eye on every aspect of their development. Parents receive reports every month with an attainment grade as well as an effort grade for each subject.

SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: Eton, Harrow, Radley, Winchester, Downe House, St Mary’s Ascot, St Mary’s Calne, Wycombe Abbey, Cheltenham Ladies, Marlborough, St Edward’s, Wellington College and other top schools.

RECENT SCHOLARSHIPS: Eighty scholarships in five years to Winchester, Radley, Harrow, Cheltenham Ladies, Wycombe Abbey, Downe House, St Mary’s Ascot, St Mary’s Calne, Marlborough, St Edwards, Wellington, Bryanston.

HEAD TEACHER’S PHILOSOPHY: We strive to educate the ‘whole’ child and believe strongly that success in one area can lead to achievement in others. We believe that every child can succeed and realise his or her potential and thus gain self-esteem.

OUTSTANDING CHARACTERISTICS: Cheam enjoys outstanding facilities; set in a beautiful 100 acre estate with formal gardens, woodland and extensive playing fields. In Autumn 2012, the new art, design and technology centre was opened.

SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: Eton, Harrow, Radley, Wellington, St Edward’s, Winchester and other top schools.

RECENT SCHOLARSHIPS: In the last ten years boys have won 23 to Eton, 13 to Radley and 11 to Harrow as well as many more to other schools.

HEAD TEACHER’S PHILOSOPHY: At prep school, boys learn skills and habits, values and standards, which stay with them for the rest of their lives. Caldicott provides a warm and supportive environment in which a boy can flourish and feel valued.

OUTSTANDING CHARACTERISTICS: Caldicott has over 40 acres of beautiful grounds and magnificent playing fields within easy reach of central London. Daily school buses from Notting Hill, Chiswick and Brook Green mean that London boys can enjoy the benefits of a traditional country prep. All boys board for their last two years in preparation for public school.

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Cothill House

ADDRESS: Cothill, Near Abingdon, Oxon OX13 6JL WEBSITE: www.cothill.net FOUNDED: 1870 NUMBER OF PUPILS: 200 AGES: 8–13 FEES: £8,980 HEAD TEACHER: Duncan Bailey RELIGIOUS AFFILIATION: Church of England, all faiths welcome ENTRANCE PROCEDURE: School tour and informal interview with the Headmaster. Assessment in January for September admission, but can be arranged throughout the year.

CONTACT: Jane Woodcock EMAIL: jane@cothill.net SCHOOL VISITS: Open Day 13 May but individual visits can be made throughout the year by contacting the school secretary, Jane.

THE CURRICULUM: Pupils are prepared for Common Entrance or scholarships at 13+. Cothill has a tradition of innovation in academic study: the boys spend a term at the school’s very own château in France, while General Studies gives the boys a broader perspective on current affairs, philosophy and life skills.

GAMES & THE ARTS: A wide range of sports including the traditional ones are played five times a week. A broad variety of creative lessons in art, design and woodwork as well as many thespian pursuits.

All Music is strong, particularly the choir, and Cothill boasts an enthusiastic following of rock music.

PASTORAL CARE: With all boys boarding at Cothill, we are committed to ensuring each boy thrives, feels secure and safe, whilst learning to respect and live with others. Above all, happiness and fun are at the heart of the boys’ efforts to make the very best of their time at Cothill. Each boy has a form tutor who encourages and assists the boys in all aspects of their school life.

RECENT SCHOLARSHIPS: Shrewsbury (Alington Scholarship), Harrow (Academic), Sherborne (Academic), Radley (Academic), Oundle (Academic) and Marlborough (Academic).

HEAD TEACHER’S PHILOSOPHY: Cothill is certainly a school where boys can be boys. There is tremendous breadth to a Cothill education; the full boarding experience nurtures so many different qualities in the boys, including teamwork, good manners and generosity of spirit.

OUTSTANDING CHARACTERISTICS: The full boarding nature of the school creates a bonded and enthusiastic team of boys and staff.

Boys have a really varied diet of academic lessons and extra curricular opportunities. One of the highlights of their time at Cothill is the term the boys spend at Chateau de Sauveterre where they gain confidence and independence and of course very good French!

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The Dragon School

ADDRESS: Bardwell Road, Oxford OX2 6SS FOUNDED: 1877 WEBSITE: www.dragonschool.org NUMBER OF PUPILS: 813 AGES: 4 – 13 HEAD TEACHER: John Baugh FEES: Prep Boarding – £9,530; Prep Day – £6,610; Pre-Prep – £4,930; Pre-prep – £4,290; Pre-Prep Reception - £3,750 RELIGIOUS AFFILIATION: None ENTRANCE PROCEDURE: Interview and age appropriate assessment.

Entry points are Reception, Year 3, and Year 4 Boarding. There are occasional places for other ages.

CONTACT: Kate Heath EMAIL: admissions@dragonschool.org SCHOOL VISITS: For Prep visits, please ring the admissions office on 01865 315405; for Pre-Prep, contact the school administrator on 01865 315541, or write to the Registrar, Kate Heath.

THE CURRICULUM: Teaching is tailored to the needs of each pupil and their learning styles and motivations. Teachers aim to inspire, motivate and challenge and help children take ownership of their own learning.

GAMES & THE ARTS: The Dragon supports children’s development, coordination, movement and performance through sport and exercise. Children observe, explore and learn through drawing, painting, printmaking, sculpture and ceramics in Art, and to experiment with a range of materials and electronics in Design Technology. There are 20 sports on offer, including sculling.

PASTORAL CARE: The Dragon strives to create a happy, secure environment where children feel valued and confident. The Director of Social & Emotional Learning, supports staff to embed appropriate skills in to the curriculum. Children are encouraged to think for themselves and develop self-control, independence and a sense of achievement through their learning. Children develop empathy and thoughtful communication through the Family Link’s Nurturing Programme.

RECENT SCHOLARSHIPS: Eton, Rugby, Harrow, Marlborough, St Edward’s.

Radley, Oundle and Winchester.

HEAD TEACHER’S PHILOSOPHY: A safe, nurturing and stimulating school, creates the right environment for learning where children retain their natural curiosity and creativity. Learning requires courage, commitment and self-belief.

Children learn best when they are allowed to make mistakes, and when they are given the space and support to put those mistakes right.

OUTSTANDING CHARACTERISTICS: The 2014 ISI inspection rated the Dragon as outstanding; and teaching and learning as ‘exceptional’. The School ethos hinges on a dynamic balance of relaxed unpretentiousness and academic discipline. It is known for its dynamic curriculum, outstanding teachers, extraordinary creative output of music, . drama and art.

Elstree School

ADDRESS: Woolhampton, Berkshire. RG7 5TD WEBSITE: www.elstreeschool.org.uk FOUNDED: 1848 NUMBER OF PUPILS: 200 AGES: 3–7 FEES: Day £5650–£6535; boarding £7038–£8384. Home Farm (Nursery & Pre-Prep) £1101–£3636.

HEAD TEACHER: Mr Sid Inglis, BA (Hons), P.G.C.E. RELIGIOUS AFFILIATION: Church of England: All faiths welcome.

ENTRANCE PROCEDURE: Non-selective with taster days required for all boys entering Year 5-8.

CONTACT: Mrs Tish Gauci, Registrar - Tel: 0118 971 3302 EMAIL: registrar@elstreeschoolorg.uk SCHOOL VISITS: Open Morning 4 March 2017. Individual visits welcome during term-time.

THE CURRICULUM: A first-class, progressive education in preparation for Common Entrance/Scholarship to the first-choice senior school. We have an excellent track record of boys gaining places and scholarships at leading public schools.

GAMES & THE ARTS: Sport is an integral part of life at Elstree; every child receives daily sport coaching and has the opportunity to represent the school. With four choirs, orchestras, ensembles, 90 per cent of boys learn an instrument – music is thriving at Elstree.

PASTORAL CARE: Elstree School prides itself on the individual care that each child receives. Our dedicated staff play an essential role in supporting the pastoral programme which is a fundamental part of life in and out of the classroom. Each child’s academic and personal progress is monitored, attesting to our belief that personal growth and academic development derive from a happy, caring environment where children are encouraged and feel valued.

RECENT SCHOLARSHIPS: Abingdon, Bradfield, Eton, Harrow, Radley, Sherborne, Pangbourne and Winchester.

HEAD TEACHER’S PHILOSOPHY: At Elstree we are academically ambitious and provide a first class all-round education. Our boys go on to the top public schools and we are immensely proud of the strong Common Entrance and Scholarship record. The emphasis is on building confidence, developing talent and maximising potential.

OUTSTANDING CHARACTERISTICS: In Elstree’s magnificent 150 acre setting, academic achievement is balanced with the chance to be involved in a wide variety of activities. We embed the important values of hard work, kindness and taking opportunities. Our family friendly boarding develops life skills that will serve boys well in public school and beyond.

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Horris Hill

ADDRESS: Horris Hill, Newtown, Newbury RG20 9DJ WEBSITE: www.horrishill.com FOUNDED: 1888 NUMBER OF PUPILS: 120 boys, 105 boarders, 15 day AGES: 7–13 FEES: Boarding £8,610, day £6,390 (no compulsory extras) HEAD TEACHER: Mr G F Tollit RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Assessment visit CONTACT: Lisa Lee-Smith EMAIL: registrar@horrishill.com SCHOOL VISITS: Family mornings once a term or private tours available.

THE CURRICULUM: All the main academic subjects are taught to a very high standard, including Latin and French. The boys are taught to think, have opinions and interact in lessons. Music, art and sport are also important.

GAMES & THE ARTS: An essential part of good prep schools.

Horris Hill has arguably one of the best directors of music. Full range of major sports and impressive list of other activities including sailing and triathlon. Drama is high quality and allinclusive.

PASTORAL CARE: A huge strength at Horris Hill. Dedicated staff, most of whom are resident, care about the boys and have high expectations of them. The tutor system is the cornerstone and ensures that boys are used to talking 1:1 with adults.

SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: Winchester, Eton, Sherborne, Marlborough, Harrow and Radley.

HEAD TEACHER’S PHILOSOPHY: High expectations of each boy both inside and outside of the classroom. First rate staff dedicated to boarding and want the best for the boys. We all relish in the success of the school as a whole.

OUTSTANDING CHARACTERISTICS: No humbug was one of the beliefs of the founder. Horris Hill is intentionally small with superb grounds and facilities. Excellent staff give their expertise, experience and time to ensure that the boys are keen to explore, enquire and develop into confident young men (not arrogant) who are appreciated by the senior schools they move on to. We also have a hugely supportive parent body.

Ludgrove School

ADDRESS: Ludgrove, Wokingham, Berkshire. RG40 3AB WEBSITE: www.ludgrove.net FOUNDED: 1892 NUMBER OF PUPILS: 190 all boys AGES: 8-13 FEES: £8,650 per term HEAD TEACHER: Mr Simon Barber RELIGIOUS AFFILIATION: Church of England predominantly ENTRANCE PROCEDURE: Non-selective in Year 4, assessment thereafter CONTACT: Registrar, Jossie Austen 0118 978 9881 EMAIL: registrar@ludgroveschool.co.uk SCHOOL VISITS: Open days in May and Sept, two years prior to entry for registered boys. Individual visits by appointment with the registrar.

THE CURRICULUM: Our main focus is to build firm academic foundations and encourage a love of learning. We aim to realise the highest academic expectations for all the boys with first class teaching and small classes.

GAMES & THE ARTS: We offer a vibrant extracurricular programme with exposure to music, drama, the creative arts and many sports, making the most of exceptional facilities including extensive playing fields, a 350 seat theatre, an Astroturf, 20m indoor swimming pool, and well equipped art block.

PASTORAL CARE: We have an outstanding staff who get to know the boys incredibly well thereby understanding what makes each individual ‘tick’.

Sophie Barber, the Headmaster’s Wife, oversees the pastoral care and together with the resident matrons, school nurse, boarding house parents and all other staff is committed to ensuring that every child’s confidence and character are nurtured at every opportunity. Only if the boys are healthy and happy will they flourish in and outside the classroom.

RECENT SCHOLARSHIPS: A range of academic, art, sport and DT scholarships to a variety of schools.

HEAD TEACHER’S PHILOSOPHY: We are unashamedly ambitious for every boy and are proud of our strong academic record, but most importantly, we aim to develop the boys’ confidence in a caring supportive environment, where each boy is valued as an individual, makes friends for life and can flourish and realise their potential.

OUTSTANDING CHARACTERISTICS: – Outstanding academic results, with over 70% leaving to Eton, Harrow, Radley and Winchester.

– 100 per cent full boarding with fortnightly exeats – Set in 130 acres of spectacular grounds, but just 45 minutes from London – Exceptional pastoral care – Delicious food cooked on-site using fresh local ingredients

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Pangbourne College

ADDRESS: Pangbourne, Reading, Berkshire, RG8 8LA WEBSITE: www.pangbourne.com FOUNDED: 1917 NUMBER OF PUPILS: 410 AGES: 11–18 FEES: Juniors from £5,493- £7,736, Seniors from £7,741- £10,949.

HEAD TEACHER: Mr Thomas Garnier RELIGIOUS AFFILIATION: Christian ethos ENTRANCE PROCEDURE: Points of entry into the College 11+, 13+ and 16+. Entrance examinations, either internal or external.

CONTACT: Mrs Margaret Smith, Registrar, 0118 976 7415, registrar@ pangbourne.com SCHOOL VISITS: Guided tours by sixth form students and meetings with the headmaster are available by request through the Registrar.

THE CURRICULUM: In Forms 1, 2 and 3 Pangbourne offers a broad curriculum that reflects the national curriculum. Forms 4 and 5 study GCSE subjects and the sixth form take A-level subjects.

GAMES & THE ARTS: Pangbourne offers rugby, hockey, rowing, riding, cricket, tennis, netball, athletics, basketball, football, golf, sailing, shooting and swimming.

We have a new music department, an award winning art department and stage termly drama productions.

PASTORAL CARE: We are extremely proud of our highly effective and integrated pastoral care which provides the foundation on which this special community is built. Every pupil belongs to a Division (House) and is looked after by a housemaster/housemistress, house tutor and matron. Pupils are assigned an academic tutor who oversees their emotional well-being and development.

UNIVERSITY PLACES: Typically, around half of students go on to Russell Group universities and a handful to Oxbridge.

HEAD TEACHER’S PHILOSOPHY: We are a school where the individual matters, first and foremost, this is a ‘people place’. A huge emphasis is placed on academic success, but just as important is the development of the pupils’ characters.

OUTSTANDING CHARACTERISTICS: • Set in 230 acre grounds designated an Area of Outstanding Natural Beauty • All seven boarding houses are newly built or refurbished.

• Our flag values of kindness, selflessness, moral courage, initiative, industry, resilience and integrity reflect our Christian ethos and underpin all we do.

• Very competitive level of sports excellence, in rugby, hockey and rowing, regularly producing county and GB players/oarsman and progressing in local and national tournaments and regattas.

• Over half of the pupils are involved with the CCF and work towards the D of E gold award.

•The college’s equestrian centre and rowing club compete at the highest standard and regularly enjoy national and international success.

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Papplewick

ADDRESS: Windsor Road, Ascot, Berkshire SL5 7LH WEBSITE: www.papplewick.org.uk FOUNDED: 1947 NUMBER OF PUPILS: 217 boys AGES: 6–13 FEES: Boarding £9,305. Day: Year 2 £5,145. Years 3 and 4 £6,740.

Years 5 and 6 £7,145. Forces bursary available.

HEAD TEACHER: Tom Bunbury BA, P.G.C.E. RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Visit and meeting with headmaster – all boys assessed but no entrance exam.

CONTACT: Sarah Tysoe, 01344 621488 EMAIL: registrar@papplewick.org.uk SCHOOL VISITS: Open Morning Saturday 13 May 2017 at 9–11am for all year groups.

THE CURRICULUM: Outstanding record academically at both CE and scholarship level to major public schools. We aim to challenge and excite boys through inspirational teaching. Broad but challenging curriculum with small class sizes.

GAMES & THE ARTS: Rugby/football/cricket (12 teams), athletics, hockey, tennis, squash, golf, fencing, shooting, karate, scuba, polo. Covered swimming pool. Art and drama flourish. Cathedral standard choir. Three quarters learn musical instruments.

PASTORAL CARE: A school which celebrates individuality and where boys can still be boys. The tutor/houseparent system ensures outstanding pastoral care.

SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: Eton, Harrow, Winchester, Wellington, Charterhouse, Stowe, Shrewsbury, Oratory.

RECENT SCHOLARSHIPS: 11 Scholarships gained this year to Eton, Harrow, Winchester, Wellington, Charterhouse, The Oratory, Pangbourne, including KS to Eton.

HEAD TEACHER’S PHILOSOPHY: The excellence our boys achieve is worth little unless they are happy – thus, our most coveted prize is for greatest enthusiasm for life, contribution to the community and kindness to others.

OUTSTANDING CHARACTERISTICS: Exceptional scholarship record.

Outstanding preparation for top public schools. Best known for happy, confident and well-mannered boys. Two daily London transport services run (35 mins) one from Chiswick and one from Brook Green, Hammersmith. Comprehensive daily activities programme (30 activities including 100-strong snake club). Daily chapel. Modern and family-friendly approach to boarding.

Pinewood School

ADDRESS: Bourton, Shrivenham, Wiltshire SN6 8HZ WEBSITE: www.pinewoodschool.co.uk FOUNDED: 1875 NUMBER OF PUPILS: 222 boys, 199 girls AGES: 3–13 FEES: Pre-prep and nursery (full days) £2,750–£2,915; Prep school £4,915–£5,610; Boarding supplement £1,370.

HEAD TEACHER: Philip Hoyland B Ed (Exeter) RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Early registration is recommended CONTACT: Sarah Walters, Registrar: 01793 782554 EMAIL: sarahwalters@pinewoodschool.co.uk SCHOOL VISITS: Please telephone the school office and speak to the Registrar, Sarah Walters.

THE CURRICULUM: We aim to provide a broad and balanced curriculum that gives our children the necessary skills and knowledge to gain entry into their chosen senior schools at 13+. Pinewood is leading the way in a change of CE curriculum, with the support of senior schools. We seek to enrich the learning experience for our pupils beyond the usual confines of the National Curriculum and the prescriptive Common Entrance, and importantly, to promote in our children a curiosity and love of learning.

GAMES & THE ARTS: Facilities include a dedicated music school, theatre, art and CDT studios, as well as an astro pitch and a brand new sports hall. 75 per cent of children take up a musical instrument or participate in our many choirs and bands. The games programme is full, competitive and varied; sport is coached most afternoons. We strive to make sure all children play in a team regularly.

PASTORAL CARE: The school is spilt into four sections (pre-prep, lower, middle and upper schools, each with a head). Every form social has a tutor and the younger boarders (Years 5 & 6) have the headmaster and his wife, who are also in charge of the boarding team and look after the 130 boarding children in the evenings.

HEAD TEACHER’S PHILOSOPHY: To release the children’s potential by developing character, curiosity, learning and skills through a variety of opportunities within the academic, sporting, musical, dramatic and artistic arenas, as well as through our wide-ranging activity and adventure programmes.

OUTSTANDING CHARACTERISTICS: The Pinewood co-educational philosophy, country location, flexible approach to boarding, size and high levels of pastoral care all combine to create an environment that allows children to enjoy a happy, secure and fulfilled childhood.

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Queen Anne’s School

Rupert House School

ADDRESS: Queen Anne’s School, Caversham, Reading, Berkshire RG4

ADDRESS: 90-92 Bell Street, Henley-on-Thames, Oxfordshire RG9 2BN WEBSITE: www.ruperthouse.org FOUNDED: 1926 NUMBER OF PUPILS: 200 AGES: Boys 3 – 7; Girls 3 - 11 FEES: Pre-Prep £2,510 – £3,570; Prep £4,375 HEAD TEACHER: Mrs Clare Lynas MA (Hons), PGCE, NPQH RELIGIOUS AFFILIATION: Church of England but we welcome children of all faiths and none.

ENTRANCE PROCEDURE: Visit and meeting with the head – no entrance exam.

CONTACT: Mrs Halfhead 01491 574263 EMAIL: office@ruperthouse.oxon.sch.uk SCHOOL VISITS: Individual tours available by request. Open Day 6 May.

6DX

WEBSITE: www.qas.org.uk FOUNDED: 1874 NUMBER OF PUPILS: 450 AGES: 11-18 FEES: Day £7,375 per term; Flexi-boarding £9,800 - £10,330 per term; Full boarding £10,870 per term HEAD TEACHER: Julia Harrington RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Assessment Day CONTACT: admissions@qas.org.uk SCHOOL VISITS: All welcome at Open Mornings or individual appointments with the Headmistress are available.

THE CURRICULUM: Academic teaching is structured to allow each girl’s needs to be met so they can thrive. The broad curriculum encourages them to engage with their subjects and develop a passion for learning.

GAMES & THE ARTS: The school is renowned for academic success alongside a rich programme of extra-curricular opportunities and excellence in the arts, drama, music and sport. Our major sports are athletics, lacrosse, netball, rowing, swimming and tennis with many of our girls going on to represent their county and country.

PASTORAL CARE: Queen Anne’s has an excellent reputation for pastoral care. We believe girls perform best when they are happy and secure, and we have effective pastoral systems in place to ensure this. We see pastoral care and academic development as interwoven; one cannot flourish without the other. Our environment allows girls to find their own path and thrive as individuals. The girls enjoy success, have fun, build strong relationships and learn how to deal with difficulties.

UNIVERSITY PLACES: Pupils go on to top UK and overseas universities.

HEAD TEACHER’S PHILOSOPHY: We are proud to say that there is no such thing as a ‘Queen Anne’s girl’! Here at Queen Anne’s School you will find a strong community of real girls. Girls who are individuals. Girls who are curious, thoughtful and eager to learn and grow, whilst being energetic, driven and exuberant about life.

OUTSTANDING CHARACTERISTICS: – The school’s 35-acre campus combines traditional Victorian architecture with new and contemporary buildings to provide cutting-edge facilities.

– In September 2016, the school officially opened a new state-of-the-art Sixth Form Centre called ‘The Space’. ‘The Space’ is home to the Digital Learning Space, a new digital library featuring innovative learning pods, and a café area.

The upper floor contains themed breakout rooms, designed by the students themselves, and digitally enhanced seminar and teaching rooms.

– Our BrainCanDo: Life and Learning Programme offers innovative learning for pupils, fuelling innovation and creativity.

THE CURRICULUM: A broad education, prioritising English, maths and science, while ensuring that children are stimulated with French, humanities, art, ICT, music, DT, food technology, horticulture and forest school/ outdoor education.

GAMES & THE ARTS: Drama is ambitious, with productions at the Kenton Theatre. Music is a strength, with wide range of instruments taught, orchestras, bands and renowned choirs. An improved games programme and a strong fixture list. Sports include: netball, hockey, swimming, athletics, tennis, cricket, rounders, football, gymnastics and cross-country.

PASTORAL CARE: The aim of each form teacher is to build self-esteem and nurture confidence in every child in their care. Happiness is our priority.

Upper School children are given one-to-one time with their teacher to ensure that their needs are met. Numerous opportunities to perform, or speak in public, build self-assurance and poise.

RECENT SCHOLARSHIPS: An average of 60 per cent* of Year 6 girls over the last three years achieve scholarships to top secondary schools, including Queen Anne’s, St. George’s Ascot, St. Helen & St. Katharine, The Abbey, Pangbourne College, Piper’s Corner and Headington.

HEAD TEACHER’S PHILOSOPHY: Every child at Rupert House is an individual following their own pathway through school. Our tiny class sizes enable staff to guide and nurture each child to develop their talents, build their confidence and maximise their potential.

OUTSTANDING CHARACTERISTICS: –Empowering children to achieve their potential.

–Broad and stimulating curriculum.

–Emphasis on an individual pathway.

–Academic success achieved in Year 6. *includes girls who won more than one scholarship.

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Badminton School

Bryanston School

ADDRESS: Westbury-on-Trym, Bristol BS9 3BA WEBSITE: www.badmintonschool.co.uk FOUNDED: 1858 NUMBER OF PUPILS: Approximately 450 AGES: 3–18 years FEES: Day fees per term: £3,200 - £5,950. Boarding fees per term: £7,100 - £11,750 HEAD TEACHER: Mrs Rebecca Tear, MA, BSc, PGCE RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Girls take entrance exams, sit an online adaptive test and are interviewed by a senior member of staff.

CONTACT: Kirsty Hassan, Director of Admissions 0117 905 5271 SCHOOL VISITS: Individual visits welcome. Whole School Open

ADDRESS: Blandford, Dorset DT11 0PX WEBSITE: www.bryanston.co.uk FOUNDED: 1928 NUMBER OF PUPILS: 377 boys, 300 girls AGES: 13–18 FEES: Boarding £11,882 per term; day £9,743 per term.

HEAD TEACHER: Ms Sarah Thomas (BA) RELIGIOUS AFFILIATION: Church of England but other faiths welcome.

ENTRANCE PROCEDURE: At 13, Common Entrance or school’s own papers. At 16, entrance tests and interview.

CONTACT: Louise Goodall, Admissions Registrar, 01258 484500 EMAIL: admissions@bryanston.co.uk SCHOOL VISITS: Small group visits most weeks during term time.

To arrange a visit please contact the admissions office.

Morning on Wednesday 1 March and Monday 1 May 2017. Contact Admissions to book your place and for further information.

THE CURRICULUM: The emphasis at Badminton is on a holistic education, not narrowly academic, and both the curriculum and the timetable are constructed to create a balance between academic achievement, personal development, life skills and other enterprising activity.

GAMES & THE ARTS: The outstanding Creative Arts Centre provides girls with the inspiration and facilities to excel in the various mediums of art. Music is a large part of the School life with countless opportunities to perform and develop. Games is an important part of the School day with excellent facilities on site.

PASTORAL CARE: The size of the campus and community at Badminton gives a homely and vibrant feel to the School. This, coupled with excellent pastoral care, leaves no scope for anonymity, but rather lends itself to strong mutually supportive relationships between girls as well as between girls and staff. At Badminton, we wish every girl to feel happy and confident about her school life. We therefore work to ensure a well ordered and safe environment where we ask the girls to take responsibility for themselves and others.

HEAD TEACHER’S PHILOSOPHY: At Badminton, our focus continues to be on nurturing the girls’ natural curiosity and fuelling their passion for learning.

The enduring excellence that Badminton girls achieve, stems from the positive atmosphere in the school and the holistic approach to education.

OUTSTANDING CHARACTERISTICS: While Badminton retains a nationally outstanding academic record, the community gives girls a chance to develop an understanding of the viewpoints of others and to think about contributing to the world around them.

Girls leave Badminton ready to face the changing and challenging wider world and, when they do, they take with them a strong network of lifelong friends developed through a wealth of shared experiences.

THE CURRICULUM: Bryanston prides itself on the breadth and flexibility of its curriculum. Each pupil’s timetable is individually tailored to include one-to-one periods. Strong tutoring and state-of-the-art online assessment encourage pupils to develop independent learning while supporting progress at every stage. In the sixth form we offer A-levels and the IB. GAMES & THE ARTS: Bryanston is renowned for the variety and sheer quality of its creative life. Creativity is encouraged in all pupils. In sport we offer opportunity and choice: many pupils excel at sports they may never previously have considered.

PASTORAL CARE: Every pupil has a one-to-one conversation with their tutor every week, which encompasses both the academic and the pastoral. There is an extensive network of support and a house system which avoids tribalism and encourages lifelong friendships.

UNIVERSITY PLACES: One-to-one support from tutors and subject specialists ensures that pupils apply to courses best suited to their individual strengths and aspirations, at a range of universities including Oxbridge and the Russell Group, prestigious art foundation courses, as well as universities overseas. Nearly all pupils are placed in their first choice institution.

HEAD TEACHER’S PHILOSOPHY: Bryanston values creativity, independence of thinking and individual achievements. We delight in the variety of our pupils, and we will always pursue and celebrate excellence, in whatever form it takes.

OUTSTANDING CHARACTERISTICS: Every school will tell you it cares about the individual. Where Bryanston differs in practice is the time it allocates for pupils’ one-to-one contact with teachers. Over time, this support makes a significant impact academically, socially and pastorally. We send pupils on to the next stage of their education who are comfortable in adult company, and who know how to work successfully and independently.

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SOUTH WEST SCHOOLS

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Hanford School

ADDRESS: Child Okeford, Blandford, Dorset DT11 8HN WEBSITE: www.hanfordschool.co.uk FOUNDED: 1947 NUMBER OF PUPILS: 100 AGES: Girls 7–13 FEES: Boarding £7,050; day £5,800 per term HEAD TEACHER: Mr Rory Johnston RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: No formal entrance exam.

All enquiries welcomed.

CONTACT: Karen Mallinson EMAIL: office@hanford.dorset.sch.uk SCHOOL VISITS: Prospective parents welcome at any time.

Open Morning 4 March 2017.

THE CURRICULUM: Our curriculum is based on the Common Entrance syllabus which incorporates the National Curriculum. In addition: Latin, IT, religious education, drama, music and music appreciation, art appreciation, art, pottery and handwork.

GAMES & THE ARTS: Sport covers netball, hockey, tennis, gymnastics, cricket, pop lacrosse, rounders, athletics, cross country and swimming.

Hanford is famous for its riding with ponies at all levels and ages.

PASTORAL CARE: Hanford provides a secure framework for the emotional well being and educational security of its girls. All receive individual attention and support in the context of a homely and happy atmosphere.

SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: Bryanston, Downe House, Godolphin, Marlborough, Sherborne Girls, St Mary’s Ascot, St Mary’s Shaftesbury.

RECENT SCHOLARSHIPS: Girls have been awarded schorlaships to Bryanston, Dauntsey’s, Godolphin, Marlborough, Sherborne Girls, St Mary’s Shaftesbury,Hampshire Collegiate, Bryanston, Marlborough and The Maynard School.

HEAD TEACHER’S PHILOSOPHY: Hanford allows children to be children, to enjoy their childhood, while providing the opportunity to excel in any sphere. Hanford sows, nurtures and encourages the seeds of achievement and independence of all girls.

OUTSTANDING CHARACTERISTICS: Hanford is a glorious Jacobean house deep in the Dorset countryside. This is a school of high spirits, mutual support, clubs and committees, ponies and riding before breakfast, home grown food and flowers. In a world which expects conformity, Hanford encourages individuality and imagination and provides a magical home-from-home environment.

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Hazlegrove

ADDRESS: Hazlegrove, Sparkford, Yeovil, Somerset BA22 7JA WEBSITE: www.hazlegrove.co.uk OPENED: 1947 NUMBER OF PUPILS: 190 boys, 176 girls AGES: 2–13 FEES: Pre-prep £2,760; Prep Day £4,387–£5,596; Prep Boarding £6,429–£8,203 HEAD TEACHER: Mr Richard Fenwick MA (retiring Summer 2017) RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Informal interview and assessment.

CONTACT: Mrs Fiona O’Neill, admissions, 01963 442606 EMAIL: admissions@hazlegrove.co.uk SCHOOL VISITS: Open Days 6, 9 and 13 May 2017 11am–1pm.

Visitors always welcome during term time by appointment.

THE CURRICULUM: We want every day to be a good day and have an ambitious mix of the traditional (including Latin) with fringe subjects like Mandarin, outdoor education, chess and bridge. Independence in learning and a ‘hands on’ approach are central themes.

GAMES & THE ARTS: Sport is a clear strength and significant success is achieved by pupils in team and individual sports. Drama and music are part of our DNA with choirs, ensemble groups and theatre productions filling in any gaps. Every pupil performing in a major drama production every year means the stage should hold no fears.

PASTORAL CARE: There is a distinctive sense of community and wellbeing at Hazlegrove. The happiness of every child is a priority, especially for the 100 or so boarders. ‘The pastoral care of the pupils is exemplary.’ ISI SENIOR EXIT SCHOOLS: Numerous, including our own senior school King’s Bruton, Bryanston, Canford, Downside, Eton, Marlborough, Millfield, Sherborne, Sherborne Girls, St Mary’s Ascot, St Mary’s Calne and Winchester.

RECENT SCHOLARSHIPS: An impressive 79 scholarships and 17 awards have been gained to 19 different schools over the last three years – these included 24 academic, 29 sport, 13 music and 20 all-rounder scholarships and awards.

HEAD TEACHER’S PHILOSOPHY: It’s about ordinary children getting caught up in the spirit of the place and achieving extraordinary things. It’s a school where it’s OK to be yourself.

OUTSTANDING CHARACTERISTICS: Our ISI report 2015 states ‘Pupils have a strong moral compass, and their determination to be upstanding members of society both within the school community and beyond is evident.

Their behaviour, courtesy, consideration and kindness towards each other, to new members of their community and to visitors are all exemplary.’ At our heart we are simply a school that has three core themes – values, relationships and a belief in childhood.

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King’s College, Taunton

ADDRESS: South Road, Taunton, Somerset TA1 3LA WEBSITE: www.kings-taunton.co.uk

FOUNDED: 1880

NUMBER OF PUPILS: 268 boys, 190 girls

AGES: 13–18

FEES: Day £6,995; Boarding £10,370 HEAD TEACHER: Mr Richard Biggs MA BSc RELIGIOUS AFFILIATION: Church of England (Member of Woodard Corp) ENTRANCE PROCEDURE: Common Entrance exam, reference from previous school or scholarship.

CONTACT: Kate Rippin, Registrar, 01823 328204 EMAIL: admissions@kings-taunton.co.uk SCHOOL VISITS: Please contact our Admissions Registrar to arrange a personal visit or to attend our Open Day 29 April 2017.

THE CURRICULUM: A traditional, broad curriculum, strong on rigour and enrichment. GCSE and A-level flexibility means courses are tailored to the strengths of each pupil. Academic societies and other activities take the curriculum well beyond what is prescribed by exam boards.

GAMES & THE ARTS: Sport, music, the creative and performing arts are all exceptionally strong at King’s. Excellence at the top is supported by wide involvement throughout the school.

PASTORAL CARE: Boarding (70 per cent) underpins the character of the school, to the benefit of boarders and day pupils alike.

Accommodation is modern and spacious. Pastoral care is based on house lines.

UNIVERSITY PLACES: Virtually all pupils go on to higher education, the great majority to their university of choice. Expert support and specific careers guidance is given throughout the application process.

PERCENTAGE OF OXBRIDGE CANDIDATES: About eight per cent.

HEAD TEACHER’S PHILOSOPHY: A good school should nurture, challenge and delight. Our pupils discover who they are and they go on to play a positive and confident role in the world.

OUTSTANDING CHARACTERISTICS: A Woodard School, with a strong family ethos which encourages tolerance, inclusion and all-round participation, alongside values of academic curiosity and excellence. Pupils are busy, successful and happy. First-class facilities and teaching ensure high standards across the board.

King’s Hall School

ADDRESS: Kingston Road, Taunton, Somerset TA2 8AA WEBSITE: www.kingshalltaunton.co.uk FOUNDED: 1952 NUMBER OF PUPILS: 170 boys, 150 girls AGES: 2–13 FEES: Day £2,445-£5,225; Boarding £5,810-£7,555 HEAD TEACHER: Mr Justin Chippendale BSc RELIGIOUS AFFILIATION: Church of England (Member of Woodard Corp) ENTRANCE PROCEDURE: Informal interview and assessment.

CONTACT: Mrs Emma Guppy, headmaster’s PA, 01823 285921 EMAIL: admissions@kingshalltaunton.co.uk SCHOOL VISITS: Please contact Emma Guppy to arrange a personal visit or to attend our Open Day on 28 April 2017.

THE CURRICULUM: King’s Hall School encourages academic excellence, offering the very latest in technology and facilities that allow pupils to achieve their very best.

GAMES & THE ARTS: The school prides itself on encouraging ‘all-round’ development. All are encouraged to play sport and be involved in the vast selection of musical, artistic and dramatic opportunities available to them.

PASTORAL CARE: A warm community spirit prevails at all times. Boarding houses have the ‘home-from-home’ atmosphere that is so difficult to find.

Food is freshly prepared on site and locally sourced where possible.

SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: Pupils transfer to the UK’s leading senior schools, including our partner school King’s College, Taunton, after Common Entrance.

RECENT SCHOLARSHIPS: On leaving at 13+ children perform exceptionally well in academic, sport, music, art, drama, DT and Allrounder scholarships. 150 have won awards in the last five years. Entry scholarships are available at 11+ for academic ability, sport and music.

Please contact us for further details.

HEAD TEACHER’S PHILOSOPHY: At King’s Hall School we don’t put a ceiling on what the children can do – they are astonishing and can do incredible things. Each child is nurtured to achieve personal excellence.

OUTSTANDING CHARACTERISTICS: King’s Hall School stands out from the crowd as a thoroughly modern traditional day and boarding school with a genuine family atmosphere. The surroundings are quite unique: a grand country house, built in 1758, located just outside bustling Taunton, with beautiful views spanning fields of grazing ponies. A balance between tradition and progression is evident.

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Spring Term Open Mornings 20 and 21 January 2017 Come and see our new Music School on the edge of our woods, explore our Forest School and discover all that Perrott Hill has to offer.

Girls and Boys aged 3-13 To find out more about our scholarships and arrange a visit please contact 01460 72051 or admissions@perrotthill.com Perrott Hill, North Perrott, Crewkerne, Somerset, TA18 7SL www.perrotthill.com

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Port Regis

ADDRESS: Motcombe Park, Shaftesbury, Dorset SP7 9QA WEBSITE: www.portregis.com FOUNDED: 1881 NUMBER OF PUPILS: 300 (co-ed) AGES: 3–13 FEES: Pre-Prep £2,890; Prep £4,999–£8,100 HEAD TEACHER: Mr Stephen Ilett MA RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Informal interview and assessment.

CONTACT: Mrs Lally Holme, Registrar, 01747 857914 EMAIL: admissions@portregis.com SCHOOL VISITS: Open Mornings are held every term or personal tours are available upon request.

St Mary’s Calne

ADDRESS: Curzon Street, Calne, Wiltshire SN11 0DF WEBSITE: www.stmaryscalne.org FOUNDED: 1873 NUMBER OF PUPILS: 350 AGES: 11–18 FEES: Boarding £12,150 per term; Day £9,050 per term HEAD TEACHER: Dr Felicia Kirk BA (University of Maryland), MA (Brown University), PhD (Brown University) RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Common Entrance, own entrance papers and interviews.

CONTACT: 01249 857200, admissions@stmaryscalne.org SCHOOL VISITS: Individual visits throughout the term.

Open Days 25 February and 6 May 2017. Pre-booking essential.

THE CURRICULUM: Our broad academic curriculum is second to none, enabling pupils to to meet the challenges of pre-testing, Common Entrance and scholarship examinations. It is also designed to instil a love of learning and inquisitive, independent thinking.

THE CURRICULUM: Our focus is ‘Connected Teaching and Learning,’ encouraging girls to think broadly and deeply. We challenge girls to grow and develop personally, academically and socially, empowering them to be independent learners.

GAMES & THE ARTS: The school has an excellent reputation for sport at both team and individual levels. Music, art, design, drama and technology are also very strong and we benefit from outstanding facilities. Dozens more hobbies, clubs and after school activities are also offered.

GAMES & THE ARTS: Sport is key to school life and success is achieved at local, national and international level. The arts are very strong, with world premieres in music, London theatre transfers and art exhibitions. St Mary’s offers a unique course with RADA in the Sixth Form.

PASTORAL CARE: Every child matters at Port Regis and we take the responsibility of caring for all our pupils extremely seriously. We work tirelessly to ensure a nurturing atmosphere in which each child feels secure and happy.

Boarding, in all forms, thrives at Port Regis and is rated Outstanding by Ofsted.

PASTORAL CARE: Praised as consistently outstanding, St Mary’s has a close and caring atmosphere, with a vibrant, warm community. Every girl is known and cared for as an individual. Girls can approach anyone for support, with tutors fulfilling a vital role. They support and guide the girls through every aspect of school life; from organisational skills and subject choices through to university application.

SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: Pupils go on to the country’s premier schools including: Bryanston, Canford, Charterhouse, Downe House, Eton, Harrow, Marlborough, Millfield, Radley, Sherborne, Sherborne Girls, Wellington, Winchester and Wycombe Abbey.

RECENT SCHOLARSHIPS: Over 30 scholarships won this year to a variety of schools including Downe House, Harrow, Marlborough and Bryanston.

HEAD TEACHER’S PHILOSOPHY: Our aim is to provide an outstanding education which will set your child up for life. We also strive to equip pupils with the qualities of character and the confidence which will see them through the next stage of their education and beyond.

OUTSTANDING CHARACTERISTICS: • Superb education and teaching by experienced and highly qualified specialist staff, as well as excellent pastoral care.

• Proven track record of CE and Scholarship success.

• Exceptional academic, sporting and musical facilities.

• Pupils go on to a wide range of local and national schools.

• Located within two hours commute of Central London and Heathrow.

UNIVERSITY PLACES: On average 15 per cent are Oxbridge candidates.

The overwhelming majority of the girls gain places at their first choice university. Expert advice is given on UCAS, careers and university choices.

HEAD TEACHER’S PHILOSOPHY: St Mary’s Calne offers a transformative and empowering education in a relaxed environment where girls love learning and aspire to be their best selves. In a successful, happy school such as St Mary’s the pupils feel good about themselves; their talents and gifts are spotted and nourished.

OUTSTANDING CHARACTERISTICS: An enriching, personalised curriculum, inspirational teaching and outstanding examination results provide St Mary’s Calne with its well-deserved reputation for academic excellence. A purpose-built theatre, music school, art studios, sports centre and new Sixth Form centre, along with activities, trips, outings and over 40 varied clubs, enrich the girls’ school experience.

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Sherborne School

ADDRESS: Abbey Road, Sherborne, Dorset, DT9 3AP WEBSITE: www.sherborne.org FOUNDED: 1550 NUMBER OF PUPILS: 550 boys AGES: 13–18 FEES: Day £9,450 per term, boarding £11,675 per term HEAD TEACHER: Dr Dominic Luckett BA, DPhil, FRSA, FHA RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Assessment day in January of Year 7 with successful applicants being offered place in February. Scholarships and Bursary awards take place in January and February of Year 8.

CONTACT: Mrs Vanessa Hicks 01935 810403 EMAIL: admissions@sherborne.org SCHOOL VISITS: Saturday morning group tours with a welcome from the headmaster or individual visits by appointment.

THE CURRICULUM: Our curriculum provides a broad education that exposes boys to a range of intellectual challenges in their early years at Sherborne, deepening their knowledge in individual subjects and establishing long-term learning habits.

GAMES & THE ARTS: The co-curricular programme operates alongside, and in conjunction with, our curriculum to ensure variety, breadth and depth to the boys’ development. Games and the Arts are an integral part of the boys’ lives and play an important role in their personal growth and development and the values they embody.

PASTORAL CARE: Active pastoral care is fundamental to our approach at Sherborne and our full boarding environment means all staff are immersed in the care of the boys and their lives in and out of the classroom. By knowing the boys and building strong relationships through a 1:1 tutoring system, boys are advised, counselled and challenged within a genuine community.

Sherborne Girls

ADDRESS: Bradford Road, Sherborne, Dorset, DT9 3QN WEBSITE: www.sherborne.com FOUNDED: 1899 NUMBER OF PUPILS: 470 girls AGES:11-18 FEES: (Y7 & 8) Boarding £8,950, Day £6,580 per term; (Y9-13) Boarding £11,100, Day Boarding £8,100, Day £6,580 HEAD TEACHER: Mrs Jenny Dwyer BEd Hons (Cantab) RELIGIOUS AFFILIATION: Church of England ENTRANCE PROCEDURE: Common Entrance, own entrance papers, school reports.

REGISTRAR: Mrs Jenny Hinks, 01935 818224 EMAIL: registrar@sherborne.com SCHOOL VISITS: Tour Mornings 24 February, 18 March, 12 May & 23 June 2017.

THE CURRICULUM: We offer a broad and innovative curriculum with an emphasis on education for life with the choice of A-level or IB at sixth form.

Throughout the school, we offer an extensive academic enrichment programme.

GAMES & THE ARTS: Participation is key to sport at the school. We offer a wide-ranging programme and enjoy success at local, national and international level. The arts are a huge part of school life with opportunities for national and international music concerts, drama and musical productions and art exhibitions.

PASTORAL CARE: Rated as outstanding, our pastoral care and bespoke tutor system ensures that every girl is known and cared for as an individual. As such, every girl is encouraged to achieve her full potential, whatever her area of interest. Our boarding house system supports our ethos of pastoral care with a house team comprising a housemistress, assistant housemistress, day matron, resident tutor and two non-resident tutors. The house is a caring and relaxing home-from-home where girls feel a real sense of belonging.

UNIVERSITY PLACES: Majority of boys go to Oxbridge and other Russell Group universities.

UNIVERSITY PLACES: The vast majority of girls gain places in their first choice university, including Oxbridge and other Russell Group universities. The higher education department provides tailored support.

HEAD TEACHER’S PHILOSOPHY: Academic and co-curricular success is undeniably important but we also want to inspire in our boys a lifelong desire to help others and to make a positive difference. Boarding teaches boys how to get along with others, how to share, and how to develop friendships of exceptional and enduring strength.

HEAD TEACHER’S PHILOSOPHY: We aim to equip girls with the skills, habits and love of learning which will enable them to flourish. Individuals are valued and talents are celebrated. Sherborne Girls is a place of vibrancy and life, where everyone is encouraged to fulfil their potential. Alongside this collective sense of purpose, it is a place of compassion, mutuality and cooperation.

OUTSTANDING CHARACTERISTICS: An all-boys, full boarding school providing a rich and varied seven day a week programme. High academic expectations and outstanding pastoral care sit alongside outstanding musical, artistic and sporting provision. Something that sets both Sherborne Girls and Sherborne School apart is the unique benefit of their close and active partnership.

OUTSTANDING CHARACTERISTICS: –Full boarding enables creative and inspiring seven-day week programme.

–Track record of academic excellence and exceptional value-added.

–Outstanding pastoral care and individualised learning.

–Strong community built on trust and respect.

–Beautiful setting in rural Dorset with direct train to London.

–Proximity and close relationship with Sherborne School.

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SOUTH WEST SCHOOLS

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Warminster School

ADDRESS: Church Street, Warminster, Wiltshire, BA12 8PJ WEBSITE: www.warminsterschool.org.uk

FOUNDED: 1707

NUMBER OF PUPILS: Approx. 550

AGES: 3–18

FEES: Prep from £2,645, Senior Day £4,910, Senior Boarding £9,555 HEAD TEACHER: Mr Mark Mortimer RELIGIOUS AFFILIATION: Church of England but welcomes all faiths.

ENTRANCE PROCEDURE: Entrance exams, school reports and interview with headmaster. Entry at Yr 7, 9 and Lower Sixth.

CONTACT: Fiona Beach-MacGeagh EMAIL: admissions@warminsterschool.org.uk SCHOOL VISITS: Please register online for our Open Day on 6 May 2017. Private visits also welcome.

THE CURRICULUM: We offer an extensive range of subjects to enable pupils to reach their potential. The co-curricular programme is a vibrant and vital part of school life.

GAMES & THE ARTS: Sport at Warminster helps our pupils develop their understanding of the importance of teamwork, commitment, responsibility and leadership. Self-expression and the ability to communicate with confidence are crucial tools for life, with over 40 performances a year, our pupils have numerous opportunities to perform in music concerts, drama productions.

PASTORAL CARE: A child who feels supported, confident, secure and happy is much more likely to thrive than one who does not. Warminster prides itself on the strength, warmth, consistency and thoroughness of its pastoral care. Every pupil, whether day or boarding, is in a small tutor group and sees his or her tutor twice daily. Their relationship is vital and the keystone of effective tutoring.

UNIVERSITY PLACES: 92% of our leavers get into their first choice university and course. Includes Russell Group and overseas universities. We advise and focus on the needs and ambitions of each pupil.

HEAD TEACHER’S PHILOSOPHY: Our educational philosophy is simple.

What happens outside the classroom is just as important as what happens inside it. Secondly, every child is good at something and a school’s job is to help them find their interests and nurture them.

OUTSTANDING CHARACTERISTICS: We believe that it is our sense of community, mutual support and happy atmosphere that set us apart. It is genuine, authentic and impossible to contrive.

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Bromsgrove School

Cheltenham Ladies’ College

ADDRESS: Worcester Road, Bromsgrove, Worcestershire B61 7DU WEBSITE: www.bromsgrove-school.co.uk FOUNDED: 1553 NUMBER OF PUPILS: 500 (7–13), 930 (13–18), 500 Boarders FEES: Prep Day £3,585 – £4,655, Weekly Board £5,400 – £6,530, Full Board £7,400 – £9,125; Senior Day £5,140, Weekly Board £7,550, Full Board £11,285 HEAD TEACHER: Peter Clague, BA, MBA RELIGIOUS AFFILIATION: Anglican ENTRANCE PROCEDURE: Entrance examination and interview.

CONTACT: admissions@bromsgrove-school.co.uk SCHOOL VISITS: Individual visits welcomed – contact Mrs Amanda James, ajames@bromsgrove-school.co.uk

ADDRESS: Bayshill Road, Cheltenham, Gloucestershire GL50 3EP WEBSITE: www.cheltladiescollege.org FOUNDED: 1853 NUMBER OF PUPILS: 850 girls AGES: 11–18 FEES: Boarding £11,440; Day £7,680; Sixth Form entrants boarding £12,890; Sixth From entrants day £8,740 (all per term) HEAD TEACHER: Ms Eve Jardine-Young MA RELIGIOUS AFFILIATION: Christian by tradition – all faiths welcome.

ENTRANCE PROCEDURE: 11+, 12+ and 13+: CLC’s own exams. Sixth form: exams in chosen subjects for A-level or IB. CONTACT: Senior Admissions Officer, 01242 707070, admissions@cheltladiescollege.org SCHOOL VISITS: Open Day 10 June 2017. More dates and private visits available, see the website for details.

THE CURRICULUM: Outstanding results at all levels including the IB Diploma, the majority of pupils go on to top UK and world universities.

GAMES & THE ARTS: The Good Schools Guide says that Bromsgrove ‘inhabits the academic stratosphere’ and lauds its titanic extracurricular programme as one of the finest it has seen. Bromsgrove achieves outstanding results at both A-level and IB Diploma. The extracurricular life of the school is hugely important with activities sessions every afternoon and on Saturday mornings. Pupils are encouraged to reach their highest possible level at sport, music, drama, debating, CCF and in numerous other areas. Major productions take place every year and in support of this, a new performance arts centre and concert hall are currently being built. The school has had teams in national finals for hockey, netball, and cricket as well as winning the Nat West U18 Rugby Trophy in both 2015 and 2016.

PASTORAL CARE: Each house has resident houseparents and a dedicated tutor team. There are no exeats: Bromsgrove is always open at weekends.

The School has a team of nurses who, under the control of the school doctor, provide on-site medical care in the school’s modern health centre. Pupils enjoy high-quality varied food from chefs preparing three good meals a day. Prep school boarders are housed in a superb state-of-the-art facility, and weekly as well as full boarding is offered.

HEAD TEACHER’S PHILOSOPHY: Bromsgrove’s scope is staggering: from A-level to the International Baccalaureate, day to boarding, the arts to sport, pupils can soar. Utterly dedicated to the individual pupil, Bromsgrove looks to produce creative citizens with a strong moral compass.

OUTSTANDING CHARACTERISTICS: The passion, vision and flair that have transformed Bromsgrove intellectually, culturally and on the games fields is also manifest in its latest facilities: 18 new science laboratories; new residential buildings for senior and prep pupils; and an immense sports arena development arena. Next on the agenda, is a state-of-the-art performing arts centre.

THE CURRICULUM: Girls are taught in small classes by teachers with a deep enthusiasm for their subjects. We are committed to providing high-quality teaching which develops intellectually curious, self-motivated, enthusiastic young women with an enduring love of learning.

GAMES & THE ARTS: We support each girl in striking a successful balance between academic and co-curricular activities. Our co-curricular provision is exciting and well-resourced, presenting every girl with an opportunity to find her niche from the 100+ activities on offer, from astronomy to lacrosse, gospel choir to engineering club.

PASTORAL CARE: Cheltenham Ladies’ College is a busy place and pastoral care forms an underlying foundation, which supports every girl throughout their time here. Our academic staff, tutors, house system, chaplain and medical centre create a pastoral network to support every girl, from the reserved to the extrovert.

UNIVERSITY PLACES: Our dedicated ProfessionalGuidance Centre supports girls applying for higher education both in the UK and abroad, including specialist provision for the US and Oxbridge applications. In 2016, 26 girls received offers from Oxford or Cambridge and 13 girls went on to study at prestigious US universities.

HEAD TEACHER’S PHILOSOPHY: A 21st century education needs to inspire, prepare and equip children to sustain a lifetime of independently sought learning, and give them the flexibility and resourcefulness to flourish in our rapidly changing world. Academic excellence forms the basis of College life, but girls also embrace the co-curricular programme, develop a global outlook and enrich the communities to which they belong.

OUTSTANDING CHARACTERISTICS: College was founded in 1853 with the purpose of providing girls with a thorough academic education. We remain committed to that pioneering goal and pupils from all corners of the globe benefit from the knowledge and expertise gained from over 160 years of putting girls first and pursuing educational opportunities for young women.

Girls are at the heart of all we do and we are ambitious for their futures.

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The next issue of SCHOOL HOUSE MAGAZINE is out in September 2017 To advertise in the next issue of School House Magazine, or on our website www.schoolhousemagazine.co.uk, please contact Camilla van Praagh on 020 7384 9023 or alternatively, email her on camilla@schoolhousemagazine.co.uk

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Orwell Park School

ADDRESS: Orwell Park School, Nacton, Ipswich, Suffolk IP10 OER WEBSITE: www.orwellpark.co.uk FOUNDED: 1868 NUMBER OF PUPILS: 293

AGES: 2 ½–13

FEES: Pre-prep day: £2,370–£3,655. Prep Boarding: £6,860–7620.

Prep day: £5,350–£5,930 HEAD TEACHER: Adrian Brown MA, PGCE RELIGIOUS AFFILIATION: Inter-denominational ENTRANCE PROCEDURE: Interview and assessment.

CONTACT: Bernadette Ross-Smith, Registrar EMAIL: admissions@orwellpark.co.uk SCHOOL VISITS: By prior appointment or open morning.

THE CURRICULUM: ‘The school is extremely successful in fulfilling its aims of providing an academically challenging and fulfilling all-round education, and strong pastoral care where all pupils are able to benefit form a vibrant boarding experience.’ Independent Schools Inspectorate November 2014 GAMES & THE ARTS: Extensive grounds provide abundant opportunities for sport. Excellent facilities include an assault course, astroturf, golf course, games pitches, swimming pool, squash courts and sports hall. Art, design technology and music are real strengths.

PASTORAL CARE: Pastoral care is given top priority in ensuring that every child is listened to, cared for, valued and encouraged.

RECENT SCHOLARSHIPS: 37 scholarships awarded to pupils this year for academic, music, art and sport. Variety of local and national exit schools including Harrow, Tonbridge, Oundle, Uppingham, Kings Canterbury HEAD TEACHER’S PHILOSOPHY: Inspire our children and make earning fun. Help every child to fulfil their potential in a supportive, nurturing environment in which they can develop a lifelong love of learning and the self-confidence and self-esteem that will prepare them for the future.

OUTSTANDING CHARACTERISTICS: High quality education in one of the most beautiful school settings in England.

Orwell Park is a unique school where boys and girls of all abilities will thrive and enjoy their childhood.

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Wycliffe

TAKE A LOOK AT OUR

NEW WEBSITE

ADDRESS: Stonehouse, Gloucestershire GL10 2JQ WEBSITE: www.wycliffe.co.uk

FOUNDED: 1882

NUMBER OF PUPILS: 380 boys, 320 girls

AGES: 2–18

FEES: Day: £2,200–£6,330. Boarding: £6,030– £10,595 HEAD TEACHER: College & Senior: Nick Gregory. Prep: Adrian Palmer RELIGIOUS AFFILIATION: Inter–denominational

ENTRANCE PROCEDURE: Prep School: Interview, taster day and report. Senior School: 13+ by interview, CE or scholarship. Sixth Form: Minimum of five GCSEs at Grade C.

TONBRIDGE SCHOOL, KENT

MORE SCHOOLS

BOYS/ SENIOR/ DAY, WEEKLY, FULL BOARDING

CONTACT: Prep: 01453 820471. Senior: 01453 820412.

EMAIL: prep@wycliffe.co.uk, senior@wycliffe.co.uk.

CANFORD SCHOOL

SCHOOL VISITS: By appointment.

THE CURRICULUM: Wycliffe delivers a robust traditional curriculum with exceptional support for EAL, SEND and Gifted and Talented pupils – the college has accreditation from CReSTeD and NAGC. At sixth form, there is a choice of 32 subjects at A-level including politics, psychology and Japanese, as well as two BTECs. The co-curricular programme includes such diverse activities as cryptology, bee-keeping and fly fishing.

GAMES & THE ARTS: Sport is first class at Wycliffe both in its breadth – from aerobics to yoga as well as the mainstream sports, and in its aim to ensure that all enjoy and take part in sport whatever their ability. Art, DT, drama and music are incredibly strong as is shown through the high level of pupil achievements in these areas and the number of pupils from two to 18 years who participate.

PASTORAL CARE: Wycliffe has an exceptional pastoral team who take the time to really get to understand your child and their individual needs, strengths and desires. The ISI Inspection 2016 found that pastoral care was excellent and stated, ‘Pupils’ personal qualities are excellent and accord well with the school’s aim that they should exhibit self-belief and willingly take responsibility. Pupils are unassumingly confident, self-aware and emotionally mature.’

www.schoolhousemagazine.co.uk LAUNCHING IN

SPRING 2017

UNIVERSITY PLACES: Successful placement of students at top universities in the UK and overseas.

HEAD TEACHER’S PHILOSOPHY: Our stated core purpose is ‘inspiring initiative, creating community, stimulating success’ and these principles drive our actions. What makes Wycliffe distinctive is that people really matter here.

Their differences and individual qualities are truly valued and respected and staff support every pupil to be the best that they can individually be.

OUTSTANDING CHARACTERISTICS: With a highly connected and supportive community, a pupil’s time at Wycliffe becomes part of them as they move through life. The ISI Inspection 2016 recorded, ‘By the time they leave school, pupils are very well prepared and positive about meeting the challenges of the next stage of their lives.’

For the best in education

EV ERY DAY

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Mowden Hall

ADDRESS: Newton, Stocksfield, Northumberland NE43 7TP WEBSITE: www.mowdenhall.co.uk FOUNDED: 1935 NUMBER OF PUPILS: 157 AGES: 2–13 FEES: £2,990- £7,630 HEAD TEACHER: Neal Bailey RELIGIOUS AFFILIATION: Church of England, all faiths welcome ENTRANCE PROCEDURE: A tour of the school, an informal interview with the Headmaster and a taster day help ensure that Ashdown is the right environment for the child to flourish. We would also ask for sight of a child’s lastest reports.

CONTACT: Vivienne Smales EMAIL: info@mowdenhall.co.uk SCHOOL VISITS: Open Day 4 Feb, individual visits by appointment.

Queen Ethelburga’s Collegiate

ADDRESS: Thorpe Underwood Hall, Ouseburn, York YO26 9SS WEBSITE: www.qe.org FOUNDED: 1912 NUMBER OF PUPILS: 1,540 AGES: 3–19 HEAD TEACHER: Mr Steven Jandrell RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Interview, test, previous school report.

CONTACT: Pat Jewitt – Registrar EMAIL: info@qe.org SCHOOL VISITS: Please contact us to arrange a convenient time.

THE CURRICULUM: Pupils are prepared for Common Entrance or Scholarships at 13+. Emphasis is placed on the wider curriculum so that core curriculum subjects are complemented by outward-bound pursuits, a wide range of clubs and the opportunity to spend some time at our chateau in France.

THE CURRICULUM: We offer a rich variety of GCSEs, A-levels and BTECs and have achieved our best academic results to date, a ranking in the top ten schools in the UK, a record number of leavers going to the most prestigious universities.

GAMES & THE ARTS: A strong sporting tradition with good facilities, indoor swimming pool, good courts, large grounds and a new full size astro.

Fantastic art with a much coveted art trip to London every year, regular drama lessons with each pupil performing in a play annually and a strong music department.

GAMES & THE ARTS: From Year 10, students who choose to continue their study of art and design or photography can take full advantage of our personalised approach and build rich and varied portfolios for GCSE, A-level or BTEC art and design courses. Small class sizes and one-to-one support outside normal lessons enable us to nurture young talent and achieve excellent results.

PASTORAL CARE: Our primary goal is to ensure that the children are happy and we achieve this by providing a friendly and cheerful environment where children can grow in confidence while they discover their individual talents and abilities. The Head and his wife live in the heart of the school and oversee both boarding and pastoral care. Each child has a class tutor and belongs to one of four Houses.

RECENT SCHOLARSHIPS: Oundle (Academic & All rounder), Glenalmond College (Academic & Drama), Ampleforth (Basil Hume Theatre Excellence), Fettes (All Rounder), Shrewsbury (Sport), Sedbergh (Sport), Stowe (Academic) and Durham (Sport) HEAD TEACHER’S PHILOSOPHY: We aim to nurture the children academically, morally and culturally to help develop their confidence and sense of independence. In turn, the pupils discover talents, interests and values that prepare them for the next stage of their education and generally for life. High academic expectations and an emphasis on good manners, teamwork, loyalty and generosity of spirit, thus fostering respect for peers and adults alike. Most importantly we believe in allowing children to be children.

OUTSTANDING CHARACTERISTICS: Beautiful grounds and one of the few genuine boarding schools in the North of England. A very happy and busy school that prides itself on letting children be children.

PASTORAL CARE: We understand and are responsive to the need for our school to be a happy and co-operative environment, in order to meet high academic aims. Our campus provides a wonderful base on which our pupils can build a thriving and fulfilling school life RECENT SCHOLARSHIPS: First term free, sport, family – sibling, free transport, drama – performing arts, sports, academic, all-rounder, art – fashion, choral – music.

HEAD TEACHER’S PHILOSOPHY: To be the best I can with the gifts I have.

OUTSTANDING CHARACTERISTICS: – Over £100m invested in new facilities.

– New £30m sports centre.

– Wide choice of GCSEs, A-levels and BTECs

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E A S T E R N / WA L E S S C H O O L S

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SCOTL A N D/ IR EL A N D SCHOOL S

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SCHOOL HOUSE

DIRECTORY

Ibstock Place

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Eaton House The Manor Nursery School 58 Clapham Common Northside, London SW4 9RU T: 020 7924 6000 www.eatonhouseschools.com Open Days: Please call to arrange a visit. nnL Eaton House The Vale Nursery School 2 Elvaston Place, London SW7 5QH T: 020 7584 9515 www.eatonhouseschools.com Open Days: Please call to arrange a visit. nnL Eaton Square Nursery, Knightsbridge Rutland Gardens, London SW7 1BX T: 020 7052 9019 www.eatonsquareschool.com Open Days: Contact the school. nnL Eaton Square Nursery, Pimlico 32a Lupus Street, London SW1V 3DZ T: 020 7976 6511 www.eatonsquareschool.com Open Days: Contact the school. nnL Hyde Park Nursery & Pre-prep The Long Garden, St George’s Fields, Albion Street, London W2 2AX www.hydeparkschool.co.uk T: 020 7262 1190 Open Days: 1 March & 7 June. nnnL Jack & Jill School 30 Nightingale Road, Hampton TW15 3HX T: 020 8979 3195 www.jackandjillschool.org.uk Open Days: Contact the school.

Rolfe’s Nusery School 34A Oxford Gardens, London W10 5UG www.rolfesnurseryschool.co.uk Open Days: Contact the school. nnL

PREPARATORY 130

Abingdon House School Broadley Terrace, London NW1 6LG T: 08452 300426 www.abingdonhouseschool.co.uk Open Days: Contact the school. nnL 157 Alleyn’s Junior School Townley Road, Dulwich, London SE22 8SU T: 020 8557 1519 www.alleyns.org.uk Open Days: Please visit website. nnnL 37, Bassett House School 130 60 Bassett Road, London W10 6J &131 T: 020 8969 0313 www.bassetths.org.uk Open Days: Contact the school. nnnnL 130

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Thomas’s Kindergarten, Battersea The Crypt, St Mary’s Church, Battersea Church Road, London SW11 3NA T: 020 7738 0400 www.thomas-s.co.uk Open Days: Please call for an appointment. nnL University College School Pre-Prep 36 College Cresent, Hampstead, London NW3 5LF T: 020 7722 4433 www.ucs.org.uk/the-phoenix.html Open Days: 23 March 6-8pm. nnnL 33

The Minors Nursery School 10 Pembridge Square, London W2 4ED T: 020 7727 7253 www.minorsnurseryschool.co.uk Open Days: Contact the school. nnL

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Abercorn School 28 Abercorn Place, London NW8 9XP T: 020 7286 4785 www.abercornschool.com Open Days: 17 March. nnnnL

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Chepstow House 108a Lancaster Road, London W11 1QS T: 020 7243 0243 www.chepstowhouseschool.co.uk Open Days: Contact the school. nnnnL Chiswick & Bedford Park Preparatory School Priory House, Priory Avenue, London W4 1TX T: 020 8994 1804 www.cbppschool.co.uk Open Days: Contact the school. nnnnL

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Clarence House 165-167 High Street, Hampton Hill, Middlesex TW12 1NW T: 0208 8987310 www.jackandjillschool.org.uk Open Days: Contact the school.

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Croydon High Junior School Old Farleigh Road, Selsdon, South Croydon, Surrey CR2 8YB T: 020 8260 7543 www.croydonhigh.gdst.net Open Days: Please see website or call to arrange a personal visit. nnnn8

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Devonshire House Prep School 2 Arkwright Rd, London NW3 6AE T: 020 7435 1916 www.devonshirehouseschool.co.uk Open Days: 3 & 4 May. nnnnL

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Dolphin School (incorporating Noah’s Ark Nursery Schools) 106 Northcote Road, London SW11 6QW T: 020 7924 3472 www.dolphinschool.org.uk Open Days: Contact the registrar. nnnnL Dulwich College Junior School Dulwich Common, London SE21 7LD T: 020 8299 8432 www.dulwich.org.uk/junior-school Open Days: Please visit website for dates. nn9

Broomwood Hall Lower School 192 Ramsden Road & 15 Nightingale Lane, London SW12 3 Garrad’s Road, London SW16.

T: 020 8682 8830 www.broomwood.co.uk Open Days: 1 March & 18 May 9–-10.30am. nnL

Bute House Preparatory School Luxemburg Gardens, London W6 7EA T: 020 7603 7381 www.butehouse.org.uk Open Days: Contact the school for details. nn8

n n n n n

City of London School for Girls St Giles Terrace, Barbican, London EC2Y 8BB T: 020 7847 5565 www.clsg.org.uk Open Days: 7+ 16 June 4-6pm, 11+ 23 June 4.30-6pm, 16+ 14 June 3–6pm. nn8

Blackheath Preparatory School 4 St Germans Place, Blackheath, London SE3 ONJ T: 020 8858 0692 www.blackheathprepschool.com Open Days: Contact the school. nnnnL

Broomwood Hall Upper School 68–74 Nightingale Lane, London SW12 8NR T: 020 8682 8810 www.broomwood.co.uk Open Days: Please visit website for dates. nn8

NURSERY PRE PREP PREP SENIOR SIXTH FORM

Dulwich Prep London 42 Alleyn Park, London SE21 7AA T: 020 8766 5525 www.dulwichpreplondon.org Open Days: Contact the school. nnL 134

137

137

137

Durston House 12 Castlebar Road, London W5 2DR T: 020 8991 6532 www.durstonhouse.org Open Days: 9 March 9.15-11.45am. nnn9

GIRLS BOYS MIXED MIXED SIXTH FORM SpLD

137

Eaton House The Manor Girls’ School 58 Clapham Common Northside, London SW4 9RU T: 020 7924 6000 www.eatonhouseschools.com Open Days: Please contact the Registrar to arrange a viewing. nnn8

137

Eaton House The Vale 2 Elvaston Place, London SW7 5QH T: 020 7584 9515 www.eatonhouseschools.com Open Days: Please contact the Registrar to arrange a viewing. nnnnL

138

Eaton Square School 79 Eccleston Square, London SW1V 1PP T: 020 7931 9469 www.eatonsquareschool.com Open Days: 27 Feb & 25 May. nnnnL

135

L’Ecole de Battersea Trott Street, Battersea Square, London SW11 3DS T: 020 7371 8350 www.lecoledespetits.co.uk Open Days: Weekly visits by arrangement. nnnnL

135

L’Ecole des Petits 2 Hazlebury Road, Fulham, London SW6 2NB T: 020 7371 8350 www.lecoledespetits.co.uk Open Days: Weekly Thursday morning visits by arrangement. nnnL

160

Fairley House School 30 Causton St, London, SW1P 4AU T: 020 7976 5456 www.fairleyhouse.org.uk Open Days: Contact the school. nnL

136 & 46

The Falcons School for Boys 41 Kew Foot Road, Richmond TW9 2SS/ 2 Burnaby Gardens W4 3DT T: 020 8948 9490 www.falconsboys.co.uk Open Days: Pre-Prep, 11 March.

Prep, 4 March. nnnn9

139 & 46

The Falcons School for Girls 11 Woodborough Road, Putney SW15 6PY T: 020 8992 5189 www.falconsgirls.co.uk Open Days: 18 March 10.30am– 12.30pm. nn8

Eaton House Belgravia 3–5 Eaton Gate, London SW1W 9BA T: 020 7730 9343 www.eatonhouseschools.com Open Days: Please contact the Registrar to arrange a viewing. nn9

Falkner House 19 Brechin Place, South, London SW7 4QB T: 020 7373 4501 www.falknerhouse.co.uk Open Days: Contact the school. nnnn8

Eaton House The Manor Pre-Prep School 58 Clapham Common Northside, London SW4 9RU T: 020 7924 6000 www.eatonhouseschools.com Open Days: Please contact the Registrar to arrange a viewing. nn9 Eaton House The Manor Prep School 58 Clapham Common Northside, London SW4 9RU T: 020 7924 6000 www.eatonhouseschools.com Open Days: Please contact the Registrar to arrange a viewing. nn9

8 9 L

Finton House 171 Trinity Road, London SW17 7HL T: 020 8682 5757 www.fintonhouse.org.uk Open Days: Contact the school. nnnL 161

Francis Holland School (Sloane Square) 39 Graham Terrace, London SW1W 8JF T: 020 7730 2971 www.fhs-sw1.org.uk Open Days: Please visit website for dates. nnn8

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LONDON SCHOOLS

London 140 & 141

Fulham Pre-Prep School 47A Fulham High Street, London SW6 3JJ T: 020 7371 9911 www.fulhamprep.co.uk Open Days: By appointment. nnnL

140 & 141

Fulham Prep School 200 Greyhound Road, London W14 9SD T: 020 7386 2448 www.fulhamprep.co.uk Open Days: By appointment. nnnL Garden House School Turks Row, London SW3 4TW T: 020 7330 1652 www.gardenhouseschool.co.uk Open Days: By appointment, contact the school. nnnn89

144

Kensington Prep School GDST 596 Fulham Road, London SW6 5PA T: 020 7731 9300 www.kensingtonprep.gdst.net Open Days: Please see website. nnn8

144

Kew College 24–26 Cumberland Road, Kew, Surrey TW9 3HQ T: 020 8940 2039 www.kewcollege.com Open Days: Contact the school. nnnnL

145

Kew Green Preparatory School Layton House, Ferry Lane, Kew Green, Richmond, Surrey TW9 3AF T: 020 8948 5999 www.kgps.co.uk Open Days: 8 Feb, 15 March, 10 May & 14 June 9.15am. nnL

The Hampshire School 15 Manresea Road, Chelsea, SW3 6NB T: 020 7352 7077 www.thehampshireschoolchelsea. co.uk Open Days: Contact the school. nnnnL 164

143

75

142

146

142

Hampton Court House Hampton Court Road, East Molesey, KT8 9BS T: 020 8614 0857 www.hamptoncourthouse.co.uk Open Days: Early years, 9 Feb &11 May. Middle and Upper 4 March & 3 May. Sixth form 3 July. nnnnnnL Hampton Pre-Prep & Prep School Gloucester Road, Hampton, Middlesex TW12 2UQ T: 020 8979 1844 www.hamptonprep.org.uk Open Days: 24 Feb 9.30–11am. nnnL The Holmewood School 88 Woodside Park Rd, London, N12 8SH T: 020 8920 0669 www.thsl.org.uk Open Days: Contact the school. nnnnL Hurlingham School 122 Putney Bridge Road, London SW15 2NQ T: 020 8874 7186 www.hurlinghamschool.co.uk Open Days: Please call to arrange an appointment. nnnL Hyde Park School 24 Elvaston Place, London SW7 5NL T: 020 7225 3131 www.hydeparkschool.co.uk Open Days: 1 March & 7 June. nnnL Ibstock Place Prep Clarence Lane, London SW15 5PY T: 020 8392 5803 www.ibstockplaceschool.co.uk Open Days: 3 May & 21 June 9.30am. nnnnL James Allen’s Preparatory School 144 East Dulwich Grove, London SE22 8TE T: 020 8693 0374 www.jags.org.uk Open Days: Contact the school. nnn8

In partnership with

Listings Feb 17.indd 248

King’s House School 68 Kings Rd, Richmond TW10 6EG. T: 020 8940 7015 www.kingshouseschool.org Open Days: Contact the school. nnnL 147

148

146

150

133

148 & 149

Orchard House School 16 Newton Grove, London W4 1LB T: 020 8742 8544 www.orchardhs.org.uk Open Days: Contact the school. nnL

148

Orley Farm School South Hill Avenue, Harrow on the Hill, Middlesex HA1 3NU T: 020 8869 7634 www.orleyfarm.harrow.sch.uk Open Days: 13 May 10am–12pm. nnnL

153

59

Pembridge Hall School 18 Pembridge Square, London W2 4EH T: 020 7229 0121 www.pembridgehall.co.uk Open Days: Contact the school. nn8

150 & 151

Prospect House School 75 Putney Hill, London SW15 3NT T: 020 8780 0456 www.prospecths.org.uk Open Days: Contact the school. nnnnL

Latymer Prep School 36 Upper Mall, Hammersmith, London W6 9TA T: 020 7993 0061 www.latymerprep.org Open Days: 28 April &15 May. nnL

168

Putney High Junior School 35 Putney Hill, London SW15 6BH T: 020 8788 6523 www.putneyhigh.gdst.net Open Days: 10 March 8.45– 10.45am. nn8

Milbourne Lodge School 43 Arbrook Lane, Esher, Surrey KT10 9EG T: 01372 462737 www.milbournelodge.co.uk Open Days: 10 March & 5 May at 9am. nnnL Newton Prep 149 Battersea Park Road, London, SW8 4BX T: 020 7720 4091 www.newtonprepschool.co.uk Open Days: Please visit website for details. nnnL Northcote Lodge 26 Bolingbroke Grove, London SW11 6EL T: 020 8682 8830 www.northcotelodge.co.uk Open Days: Contact the school. nn9 Notting Hill Preparatory School 95 Lancaster Road, London W11 1QQ T: 020 7221 0727 www.nottinghillprep.com Open Days: Every two weeks, contact the school. nn8

Quainton Hall Hindes Road, Harrow HA1 1RX T: 020 8861 8861 www.quaintonhall.org.uk Open Days: Contact the school. nnnnL 170

145

152

St Anthony’s School for Girls Ivy House, 94-96 North End Road, London NW11 7SX T: 020 3869 3070 www.stanthonysgirls.co.uk Open Days: Please visit website for dates. nn9

174

St Benedict’s Junior School 5 Montpelier Avenue, Ealing, London W5 2XP T: 020 8862 2254 www.stbenedicts.org.uk Open Days: Please visit website for dates. nnnnL

Parsons Green Prep School 1 Fulham Park Road, London SW6 4IJ T: 020 7371 9009 www.parsonsgreenprep.co.uk Open Days: Tours given every week, contact the school. nnL

Knightsbridge School 67 Pont Street, London SW1X 0BD T: 020 7590 9000 www.knightsbridgeschool.com Open Days: Contact the school. nnnL

The Mall School 185 Hampton Road, Twickenham, Middlesex, TW2 5NQ T: 020 8977 2523 www.themallschool.org.uk Open Days: 21 Feb, 23 March & 28 April 9am. nn9

152 & 46

Queen’s Gate Junior School 131–133 Queen’s Gate, London SW7 5LE T: 020 7589 3587 www.queensgate.org.uk Open Days: Please visit website for dates. nnn8 Ravenscourt Park Preparatory School 16 Ravenscourt Ave, London W6 0SL T: 020 8846 9153 www.rpps.co.uk Open Days: 8 March, 4 May & 13 June 9.15am. nnnL Redcliffe School 47 Redcliffe Gardens, London SW10 9JH T: 020 7352 9247 www.redcliffeschool.com Open Days: Tours every Tues and Thurs am. Please call to book. nnnnL Sinclair House School 59 Fulham High Street, London SW6 3JJ T: 020 7736 9182 Open Days: 23 March 10–11:30am. nnnnL

St Dunstan’s College Junior School Stanstead Road, London SE6 4TY T: 020 8516 7200 www.stdunstans.org.uk Open Days: Please visit website for dates. nnnnL 154 &

St James Junior School Earsby Street, London W14 8SH T: 020 7348 1793 www.stjamesjuniors.co.uk Open Days: Contact the school. nnnL St Paul’s Juniors St Paul’s School, Lonsdale Road, London SW13 9JT T: 020 8748 3461 www.stpaulsschool.org.uk Open Days: Contact the school. nn9 Sussex House School 68 Cadogan Square, London SW1X 0EA T: 020 7584 1741 www.sussexhouseschool.co.uk Open Days: Contact the school for details. nn9

154

Sydenham High Junior School 15 Westwood Hill, London SE26 6BL T: 020 8557 7003 www.sydenhamhighschool.gdst.net Open Days: 9 March 9.30–11am.

Individual tours are available on request. nnn8

156

The Study Preparatory School Wilberforce House, Camp Road, Wimbledon Common, London SW19 4UN T: 020 8947 6969 www.thestudyprep.co.uk Open Days: Regular tours, open morning 11 March. nnn8 Thomas’s Battersea 28-40 Battersea High Street, London SW11 3JB T: 020 7978 0900 www.thomas-s.co.uk Open Days: Call for an appointment. nnnL Thomas’s Clapham Broomwood Road, London SW11 6JZ T: 020 7326 9300 www.thomas-s.co.uk Open Days: Call for an appointment. nnnL Thomas’s Fulham Hugon Road, London SW6 3ES T: 020 7751 8200 www.thomas-s.co.uk Open Days: Call for an appointment. nnnL

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LONDON SCHOOLS n n n n n

Thomas’s Kensington 17–19 Cottesmore Gardens, London W8 5PR T: 020 7361 6500 www.thomas-s.co.uk Open Days: Call for an appointment. nnnL 136

46

46

155 & 156

158

University College School, 11 Holly Hill, London NW3 6QN T: 020 7435 3068 www.ucs.org.uk Open Days: 8 June 4.30pm. nn9

162

Wetherby Pre-Preparatory School 11 Pembridge Square, London W2 4ED T: 020 7727 9581 www.wetherbyschool.co.uk Open Days: Contact the school. nn9

FC

Wetherby Preparatory School Bryanston Square, London W1H 2EA T: 020 7535 3520 www.wetherbyprep.co.uk Open Days: Contact the school. nn9 The White House Preparatory School & Woodentops Kindergarten 24 Thornton Road, London SW12 0LF T: 0208 674 9514 www.whitehouseschool.com Open Days: Contact the school. nnnL

157

125

158

Aldenham School Elstree, Hertfordshire WD6 3AJ T: 01923 858122 www.aldenham. com Open Days: 17 June 10am– 12.30pm. nnnnnnL Alleyn’s School Townley Road, Dulwich, London SE22 8SU T: 020 8557 1500 www.alleyns.org.uk Open Days: Please visit website. nnnnL Ashbourne College 17 Old Court Place, Kensington London W8 4PL T: 020 7937 3858 www.ashbournecollege.co.uk Open Days: Contact the college. nnL

160

157

160

161

161

Blackheath High School Vanbrugh Park, London SE3 7AG T: 020 8858 0692 www.blackheathhighschool.gdst. net Open Days: Please visit website. nnn8 Bromley High School, GDST Blackbrook Lane, Bickley, Bromley, Kent BR1 2TW T: 020 8781 7001 www.bromleyhigh.gdst.net Open Days: 19 May. nnnnn8 City of London School for Boys Queen Victoria Street, London EC4V 3AL T: 020 3680 6300 www.clsb.org.uk Open Days: Contact the school. nn9

In partnership with

Listings Feb 17.indd 249

Croydon High School Old Farleigh Road, Selsdon, South Croydon, Surrey CR2 8YB T: 020 8260 7543 www.croydonhigh.gdst.net Open Days: Contact the school. nnnnnn8

164

163

Fairley House School 30 Causton Street, London SW1P 4AU T: 020 7976 5456 www.fairleyhouse.org.uk Open Days: Contact the school. nnnnL Forest School College Place, Snaresbrook, London E17 3PY T: 020 8520 1744 www.forest.org.uk Open Days: Contact the school. nnnnL Francis Holland School (Regent’s Park, NW1) Ivor Place, Clarence Gate, London NW1 6XR T: 020 7723 0176 www.fhs-nw1.org.uk Open Days: 11+ entry 29 June 8.45am. nnn8

164

75

Haberdashers’ Aske’s Boys’ School Butterfly Lane, Elstree, Hertfordshire WD6 3AF T: 020 8266 1700 www.habsboys.org.uk Open Days: Contact the school. nnnnn9

BOARDING WEEKLY BOARDING FLEXIBOARDING BOARDING & DAY DAY

165

Hampton Court House Hampton Court Road, East Molesey KT8 9BS T: 020 8614 0857 www.hamptoncourthouse. co.uk Open Days: Early Years 9 Feb & 11 May. General 4 March & 3 May. Sixth Form 3 July. nnnnnL

169

166

Ibstock Place School Clarence Lane, London SW15 5PY T: 020 8392 5803 www.ibstockplaceschool.co.uk Open Days: 10 May 5-7pm. nnnnnnL

166

The John Lyon School Middle Road, Harrow on the Hill HA2 0HN T: 020 8515 9400 www.johnlyon.org Open Days: 21 Feb, 22 Feb, 2 March & 3 March 2–3.30pm. nnn9

Kew House School 6 Capital Interchange Way, London TW8 0EX T: 020 87422038 www.kewhouseschool.com Open Days: 21 Feb, 7 March, 28 March, 16 May & 28 June. nnnL

The Lady Eleanor Holles School Hanworth Road, Hampton, Middlesex TW12 3HF T: 020 8979 1601 www.lehs.org.uk Open Days: Please visit the website. nnnn8 Latymer Upper School King Street, Hammersmith, London W6 9LR T: 020 7993 0063 www.latymer–upper.org Open Days: Contact the school. nnL

168

Marymount International School London George Road, Kingston upon Thames KT2 7PE T: 020 8949 0571 www.marymountlondon.com Open Days: 11 March 10am– 12pm. nnnn8

171

Merchant Taylors’ School Sandy Lodge, Northwood HA6 2HT T: 01923 845514 www.mtsn.org.uk Open Day: 6 May 10am–12.30pm. nnn9

The Holmewood School 88 Woodside Park Rd, London, N12 8SH T: 020 8920 0669 www.thsl.org.uk Open Days: Contact the school. nnnnL James Allen’s Girls’ School 144 East Dulwich Grove, London SE22 8TE T:020 8693 1181 www.jags.org.uk Open Days: Contact the school. nn8

GIRLS BOYS MIXED MIXED SIXTH FORM SpLD

Kingston Grammar School London Rd, Kingston Upon Thames, KT2 6PY T: 020 8546 5875 www.kgs.org.uk Open Days: Contact the school. nnnL

Hampton School Hanworth Rd, Hampton, Middlesex TW12 3HD T: 020 8979 9273 www.hamptonschool.org.uk Open Days: Year-round visitors’ afternoons. See website for details. nnn9

Highgate School North Road, London N6 4AY T: 020 8340 1524 www.highgateschool.org.uk Open Days: Contact the school. nnnnL

8 9 L

King’s College School Southside, Wimbledon Common SW19 4TT T: 020 8255 5300 www.kcs.org.uk Open Days: Year 7: 12 June, Sixth Form: 14 June. nnnn9

Halliford School Russell Road, Shepperton, Middlesex TW17 9HX T: 01932 223593 www.hallifordschool.co.uk Open Days: 2 March, 7 March & 4 May. nnn9

Harrow School 5 High Street, Harrow on the Hill, Middlesex HA1 3HT T: 020 8872 8007 www.harrowschool.org.uk Open Days: 22 April, 29 April, 13 May & 20 May. nnn9

Francis Holland School (Sloane Square, SW1) 39 Graham Terrace, London SW1W 8JF T: 020 7730 2971 www.fhs-sw1.org.uk Open Days: Please visit website. nnn8 The Godolphin and Latymer School Iffley Road, London W6 0PG T: 020 8741 1936 www.godolphinandlatymer.com Open Days: Contact the school. nn8

161

162

Dulwich College Dulwich Common, London SE21 7LD T: 020 8299 9263 www.dulwich.org.uk Open Days: Contact the school. nnnnnnn8 Eaton Square Upper 106 Piccadilly, Mayfair, London W1J 7NL Open Days: Contact the school www.eatonsquareupper.s nnnnL

SENIOR 157

Channing School The Bank, Highgate, London, N6 5HF T: 020 8340 2328 www.channing.co.uk Open Days: Contact the school. nnnn8

n n n n n

Haberdashers’ Aske’s School for Girls Aldenham Road, Elstree, Borehamwood WD6 3BT T: 020 8266 2300 www.habsgirls.org.uk Open Days: Contact the school. nnnn8

City of London School for Girls St Giles’ Terrace, London EC2Y 8BB T: 020 7847 5565 www.clsg.org.uk Open Days: 16 June 4–6pm. nn8

Tower House Prep 188 Sheen Lane, London SW14 8LF T: 020 8876 3323 www.thsboys.org.uk Open Days: Contact the school. nnn9

NURSERY PRE PREP PREP SENIOR SIXTH FORM

Mill Hill School The Ridgeway, Mill Hill Village, London NW7 1QS T: 020 8959 1176 www.millhill.org.uk Open Day: 6 May. nnn9 More House School 22–24 Pont Street, London SW1X 0AA T: 020 7235 2855 www.morehouse.org.uk Open Days: Contact the school. nnn9 112

MPW London 90–92 Queen’s Gate, London SW7 5AB T: 020 7835 1355 www.mpw.ac.uk Open Days: 25 April. nnnL North London Collegiate School Canons, Canons Drive, Edgware, Middlesex HA8 7RJ T: 020 8952 0912 www.nlcs.org.uk Open Days: Visit the website. nnnnn8

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COUNTRY SCHOOLS

London 167

Portland Place School 56-58 Portland Place, London W1B 1NJ T: 020 7307 8700 www.portland-place.co.uk Open Days: Contact the school. nnnnL

168

Putney High School 35 Putney Hill, London SW15 6BH T: 020 8788 4886 www.putneyhigh.gdst.net Open Days: 10 March 8.45– 10.45am. nnnnn8

170

Queen’s Gate 131-133 Queen’s Gate, London SW7 5LE. T: 0207 589 3587 www.queensgate.org.uk Open Days: Please see website. nnnnn8

172

Queenswood Shepherd’s Way, Brookmans Park, Hatfield, Hertfordshire AL9 6NS T: 01707 602500 www.queenswood.org Open Days: 18 March. nnnnn8

174

174

Sutton High School 55 Cheam Road, Sutton, Surrey SM1 2AX T: 020 8642 0594 www.suttonhigh.gdst.net Open Days: Please visit website for dates. nnnnnn8

167

Sydenham High Senior School 19 Westwood Hill, London SE26 6BL T: 020 8557 7004 www.sydenhamhighschool. gdst.net Open Days: 10 March 9.30–11am. Individual tours available on request. nnn8

75

St James Senior Girls’ School Earsby Street, London W14 8SH T: 020 7348 1752 www.stjamesschools.co.uk Open Days: 3 May 9–10:45am. nnn8 St Paul’s School Lonsdale Rd, London SW13 9JT T: 020 8748 9162 www.stpaulsschool.org.uk Open Days: Contact the school. nnn9

In partnership with

Listings Feb 17.indd 250

Westminster School Little Dean’s Yard, London SW1P 3PF T: 020 7963 1003 www.westminster.org.uk Open Days: Contact the school. nnnnnL 59

Wetherby Senior School 100 Marylebone Lane, London W1U 2QB www.wetherbysenior.co.uk Open Days: 13 May 11am-2pm. nn9 Whitgift School Haling Park, South Croydon CR2 6YT T: 020 8688 9222 www.whitgift.co.uk Open Days: 27 April. nnnn9 Wimbledon High School GDST Mansel Road, London SW19 4AB T: 020 8971 0900 www.wimbledonhigh.gdst.net Open Days: Contact the school. nnnn8

Aldro Lombard Street, Shackleford, Godalming, Surrey GU8 6AS T: 01483 409019 www.aldro.org Open Days: 1 Oct 11am– 12.30pm. nnnn9 Amesbury Hazel Grove, Hindhead, Surrey GU26 6BL T: 01428 604322 www.amesburyschool.co.uk Open Days: Contact the school. nnnnL Ardingly College Haywards Heath, West Sussex RH17 6SQ T: 01444 893000 www.ardingly.com Open Days: Sixth form & Senior School 4 March. Prep & Pre-Prep 8 March. nnnnnnL

176

The Independent School 23–31 Beavor Lane, London W6 9AR T: 020 3637 7574 www.tis-london.org Open Days: Contact the school. nnnL University College School Frognal, Hampstead, London NW3 6XH T: 020 7433 2217 www.ucs.org.uk Open Days: Contact the school. nnn9

St Benedict’s School 54 Eaton Rise, Ealing, London W5 2ES T: 020 8862 2254 www.stbenedicts.org.uk Open Days: Please visit website. nnnL

St Helen’s School Eastbury Road, Northwood Middlesex HA6 3AS T: 01923 843210 www.sthelens.london Open Days: 14 June 9.30am–12pm. nnnnnn8

177

Streatham and Clapham High 42 Abbotswood Road, London SW16 1AW T: 020 3123 9102 www.schs.gdst.net Open Days: Prep, 7 March. Senior 10 March. nnnnn

South Hampstead High School 3 Maresfield Gardens, London NW3 5SS T: 020 7435 2899 www.shhs.gdst.net Open Days: Please visit website for dates. nnnnn8

St Dunstan’s College Stanstead Road, London SE6 4TY T: 020 8516 7200 www.stdunstans.org.uk Open Days: Contact the school. nnnnnnL 173

St Paul’s Girls’ School Brook Green, London W6 7BS T: 020 7605 4882 www.spgs.org Open Days: Contact the school. nn8

Old Palace of John Whitgift School Old Palace Road, Croydon CR0 1AX T: 020 8688 2027 www.oldpalace.croydon.sch.uk Open Days: Visit website for full details. nnnn8

59 & 170

172

Home Counties South

178

4 & 179

5 & 179

Box Hill School London Rd, Mickleham, Dorking, Surrey RH5 6EA T: 01372 373382 www.boxhillschool.com Open Days: 13 June 6.15pm. nnnnnL 81

Brambletye East Grinstead, Sussex, RH19 3PD T: 01342 321004 www.brambletye.co.uk Open Days: Pre-Prep: 24 Feb, Prep: 25 Feb. nnnL

176

Breaside School 41– 43 Orchard Road, Bromley, Kent, BR1 2PR T: 020 8460 0916 www.breaside.co.uk Open Days: 15 March. nnnnL Brighton College Eastern Road, Brighton BN2 0AL T: 01273 704200 www.brightoncollege.org.uk Open Days: Contact the school. nnnnnnnL

Ashdown House Forest Row, East Sussex RH18 5JY T: 01342 822574 www.ashdownhouse.co.uk Open Days: Contact the school. nnnnnnL

181

Ashford School East Hill, Ashford, Kent TN24 8PB T: 01233 739030 www.ashfordschool.co.uk Open Days: Contact the school. nnnnnnL

Caterham School Harestone Valley Road, Caterham, Surrey CR3 6YA T: 01883 343028 www.caterhamschool.co.uk Open Days: Contact the school. nnnnnnnn

13

Barrow Hills School Roke Lane, Witley Surrey GU8 5NY T: 01428 683639 www.barrowhills.org.uk Open Days: 23 & 27 Feb, 27 Apr, 2 May & 16 June 9.30am. nnnnL

Charterhouse Godalming, Surrey GU7 2DX T: 01483 291501 www.charterhouse.org.uk Open Days: Contact the school. nnnL

9 & 178

Christ’s Hospital School Christ’s Hospital, Horsham, West Sussex RH13 0YP. T: 01403 211293 www.christs-hospital.org.uk Open Days: Contact the school. nnL

Bedales Steep, Petersfield, Hampshire GU32 2DG T: 01730 711733 www.bedales.org.uk Open Days: 25 Feb, 4 March & 6 May. nnnnnnnnL

Claremont Fan Court School Claremont Drive, Esher Surrey KT10 9LY T: 01372 467841 www.claremont-school.co.uk Open Days: 11 March 10am– 12.30pm. nnnnnL

Bede’s Prep School Duke’s Drive, Eastbourne East Sussex BN20 7XL T: 01323 734222 www.bedes.org Open Days: 4 March. nnL Bede’s Senior School Upper Dicker, East Sussex BN27 3QH T: 01323 843252 www.bedes.org Open Days: 18 March. nnnL Benenden Cranbrook, Kent TN17 4AA T: 01580 240592 www.benenden.kent.sch.uk Open Days: 25 Feb, 9, 14 & 18 March, 20 April & 8, 15 & 17 June. nnn Boundary Oak Roche Court, Wickham Road, Fareham, Hampshire, PO17 5BL T: 01329 280955 www.boundaryoakschool.co.uk Open Days: 4 March 10am–1pm. nnnnnL

Cobham Hall Cobham, Kent DA12 3BL T: 01474 823371 www.cobhamhall.com Open Days: 18 March. nnn8 183

Cranleigh Preparatory School Horseshoe Lane, Cranleigh, Surrey GU6 8QH T: 01483 542051 www.cranprep.org Open Days: 11 March & 10 May. nnnL

183

Cranleigh School Horseshoe Lane, Cranleigh, Surrey GU6 8QQ T: 01483 273666 www.cranleigh.org Open Days: Conact the school. nnnnL

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COUNTRY SCHOOLS n n n n n

180

Cranmore School Epsom Road, West Horsley, Surrey KT24 6AT T: 01483 280355 www.cranmoreprep.co.uk Open Days: 4 March & 28 April. nnnnL

182

97

Danes Hill School Leatherhead Road, Oxshott, Surrey KT22 0JG T: 01372 849203 www.daneshillschool.co.uk Open Days: Contact the school. nnnnL

180

Dover College Effingham Crescent, Dover, Kent CT17 9RH T: 01304 205569 www.dovercollege.org.uk Open Days: 11 March & 13 May 10am–1pm. nnnnnL

182

Downsend School 1 Leatherhead Rd, Leatherhead, Surrey KT22 8TJ T: 01372 372197 www.downsend.co.uk Open Days: Prep 3 March & 6 May. Pre-Prep 4 March & 6 May. nnnnL

185

92

29

Eastbourne College Old Wish Road, Eastbourne BN21 4JY T: 01323 452s300 www.eastbourne-college.co.uk Open Days: 4 March 9am–12pm & 22 June 5–7:30pm. nnnnnnnL Edgeborough School Frensham, Surrey, GU10 3AH T: 01252 792495 www.edgeborough.co.uk Open Days: 10 Feb & 16 March 10.30am–12.30pm. nnnnL Epsom College College Road, , Surrey KT17 4JQ T: 01372 821234 www.epsomcollege.org.uk Open Days: 11 March. nnnL

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Listings Feb 17.indd 251

BOARDING WEEKLY BOARDING FLEXIBOARDING BOARDING & DAY DAY

Holmewood House School Langton Green, Tunbridge Wells TN3 0EB T: 01892 860006 www.holmewood.kent.sch.uk Open Days: 3 March. nnnnnnL

Ewell Castle School Church Street, Ewell, Surrey KT17 2AW T: 02083 943576 www.ewellcastle.co.uk Open Days: 7 MArch, 25 April & 15 June. nnnnnnL

Hurstpierpoint College College Lane, Hurstpierpoint, Hassocks, West Sussex BN6 9JS T: 01273 833636 www.hppc.co.uk Open Days: 11 March & 13 May. nnnnnnnL

187

184

Farringtons School Perry Street, Chislehurst, Kent BR7 6LR T: 020 8467 0256 www.farringtons.org.uk Open Days: 3 March 9.15–11am. nnnnnnnnL

184

Feltonfleet Byfleet Road, Cobham, Surrey KT11 1DR T: 01932 862264 www.feltonfleet.co.uk Open Days: 24 Feb & 5 May 9–11.30am. nnnnnL

188 Hurtwood House & Holmbury St Mary, Dorking, Surrey OBC RH5 6NU T: 01483 279000 www.hurtwoodhouse.com Open Days: Headmaster’s interviews by appointment only. nnnL

187

186

185

Dulwich Preparatory School Coursehorn, Cranbrook, Kent TN17 3NP T: 01580 712179 www.dcpskent.org Open Days: Contact the school. nnnnnnL Dunottar School High Trees Road, Reigate, Surrey RH2 7EL T: 01737 761945 www.dunottarschool.com Open Days: Open mornings are held each term (see the website for forthcoming dates). nnL

n n n n n

Farnborough Hill Farnborough, Hampshire, GU14 8AT T: 01252 545197 www.farnborough-hill.org.uk Open Days: 10 Feb & 5 May. nnn8

Cottesmore School Buchan Hill, Pease Pottage, Crawley, West Sussex RH11 9AU T: 01293 520648 www.cottesmoreschool.com Open Days: Contact the school. nnnL Cumnor House School London Rd, Danehill, Haywards Heath, Sussex RH17 7HT T: 01825 790 347 www.cumnor.co.uk Open Days: Contact the school. nnnnL

NURSERY PRE PREP PREP SENIOR SIXTH FORM

Frensham Heights Rowledge, Farnham, Surrey GU10 4EA T: 01252 792561 www.frensham.org Open Days: Contact the school. nnnnnnnnL Greenacre School Sutton Lane, Banstead, Surrey SM7 3RA T: 01737 363601 www.greenacre.surrey.sch.uk Open Days: Visit the website. nnnnnn8 Guildford High School London Road Guilford, Surrey GU1 1SJ. T: 01483 543 853 www.guildfordhigh.surrey.sch.uk Open Days: Regular visitors’ mornings year round. Check website or with admissions for further details. nnnnn8 Hampshire Collegiate School Embley Park, Romsey, Hampshire S051 6ZE T: 01794 512206 www.hampshirecs.org.uk Open Days: 1 March 9–11.30am & 14 March 9am–12pm. nnnnnL

186

218

184

Highfield and Brookham Schools Highfield Lane, Liphook, Hampshire GU30 7LQ T: 01428 728000 www.highfieldschool.org.uk Open Days: Contact the school. nnnL Hilden Grange Preparatory School Dry Hill Park Road, Tonbridge, Kent TN10 3BX T: 01732 351169 www.hildengrange.co.uk Open Days: Prep: 28 Feb 9am–12pm. Pre-Prep: 27 April 7–9pm. nnnL Hoe Bridge School Hoe Place, Old Woking Rd, Woking, Surrey GU22 8JE T: 01483 772194 www.hoebridgeschool.co.uk Open Days: 7 March 9.30– 11.30am. nnnnL

11

Junior King’s School Canterbury Milner Court, Sturry, Kent CT2 0AY T: 01227 714000 www.junior-kings.co.uk Open Days: Contact the school for details. nnnL

11

The King’s School, Canterbury 25 The Precincts, Canterbury, Kent CT1 2ES T: 01227 595579 www.kings-school.co.uk Open Days: 13+ 11 March & 17 June. Sixth Form 29 April. nnnnnL

189

Kent College Canterbury Whitstable Road, Canterbury, Kent CT2 9DT T: 01227 763231 www.kentcollege.co.uk Open Days: Contact the school. nnnnL

188

King Edward’s Witley Godalming, Surrey GU8 5SG T: 01428 686700 www.kesw.org Open Days: 9 March, 27 April & 22 June 10am. nnnnnnL

6

Lancing College Lancing, West Sussex BN15 0RW T: 01273 465805 www.lancingcollege.co.uk Open Days: 29 Apr. nnnL

189

Lancing College Prep at Worthing Broadwater Road, Worthing, West Sussex BN14 8HU T: 01903 201123 www.lancingcollege.co.uk Open Days: 29 April. nnnnL Lanesborough Prep School Maori Road, Guildford, Surrey GU1 2EL T: 01483 880650 www.lanesborough.surrey.sch.uk Open Days: Contact the school. nnnn9 Lord Wandsworth College Long Sutton, Hook, Hampshire RG29 1TB T: 01256 862201 www.lordwandsworth.org Open Days: 2 May. nnnnL

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GIRLS BOYS MIXED MIXED SIXTH FORM SpLD

191

Manor House School Manor House Lane, Little Bookham, Leatherhead, Surrey KT23 4EN T: 01372 457077 www.manorhouseschool.org Open Days: 8 Feb & 10 May 9.30am. nnnnn8

190

Mayfield School The Old Palace, Mayfield, East Sussex, TN20 6PH T: 01435 874642 www.mayfieldgirls.org Open Days: 14 March & 27 April. nnnnn8

191

Moira House Upper Carlisle Rd, Eastbourne East Sussex BN20 7TE T: 01323 644144 www.moirahouse.co.uk Open Days: Contact the school. nnnnn8

58 & 87

More House School Moons Hill, Frensham, Farnham GU10 3AP T: 01252 792303 www.morehouseschool.co.uk Open Days: 2 March. nnnn9

194

Parkside School The Manor, Stoke D’Abernon, Cobham,Surrey KT11 3PX T: 01932 862749 www.parkside-school.co.uk Open Days: 3 Feb & 12 May. nnn n9

190

The Pilgrims’ School The Close, Winchester SO23 9LT T: 01962 854189 www.thepilgrims–school.co.uk Open Days: Visit the website. nnn9

195

Reed’s School Sandy Ln, Cobham, Surrey KT11 2ES T: 01932 869044 www.reeds.surrey.sch.uk Open Days: 25 Feb & 6 May. nnnL

197

Reigate Grammar School Reigate Rd, Reigate, Surrey RH2 0QS T: 01737 222231 www.reigategrammar.org Open Days: Visit the website for monthly open morning events. nnnnL

196

Reigate St Mary’s Chart Ln, Reigate, Surrey RH2 7RN T: 01737 244880 www.reigatestmarys.org Open Days: 8 March & 3 May 10.30am–12pm. nnnL

IBC

Roedean Roedean Way, Brighton BN2 5RQ T: 01273 667500 www.roedean.co.uk Open Days: 4 March & 1 May. nnnnnn8

190

Rowan Prep School 6 Fitzalan Road, Claygate, Esher, Surrey, KT10 0LX T: 01372 462627 www.rowanprepschool.co.uk Open Days: 9 Mar & 11 May 9.30–11.30am. nnn8

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Home Counties North 192

The Royal Alexandra and Albert School Gatton Park, Reigate Surrey RH2 0TD T: 01737 649002 www.raa-school.co.uk Open Days: 11 March & 20 May 9.00–10.30am. nnnnnL

192 & 193

The Royal Grammar School, Guildford High Street, Guildford, Surrey GU1 3BB T: 01483 880600 www.rgs-guildford.co.uk Open Days: Please visit website for dates. nnn9

194

Sevenoaks Prep School Godden Green, Sevenoaks, Kent TN15 0JU T: 01732 762336 www.theprep.org.uk Open Days: Open to visits any day during term time. nnnL

195 & 197

196

200

200

198

199

Tonbridge School High Street, Tonbridge, Kent TN9 1JP T: 01732 304297 www.tonbridge-school.co.uk Open Days: 11 March & 6 May 10am. nnnn9

198

Tormead School Cranley Road, Guildford, Surrey GU1 2JD T: 01483 796040 www.tormeadschool.org.uk Open Days: Junior 1 March, 28 April & 13 June. Senior 9 March, 21 March & 20 April. nnnnn8

79

202

Sevenoaks School High Street, Sevenoaks, Kent TN13 1HU T: 01732 455133 www.sevenoaksschool.org Open Days: 18 March & 17 June. nnnnL St Andrew’s Prep Meads St, Eastbourne, East Sussex BN20 7RP T: 01323 733203 www.standrewsprep.co.uk Open Days: 4 May 6–8pm & 5 May 9.30am–12pm. nnnnL St Catherine’s, Bramley Station Road, Bramley, Guildford GU5 0DF T: 01483 899609 www.stcatherines.info Open Days: 8 March, 5 May & 22 June. nnnnnnn8

St Lawrence College Ramsgate, Kent CT11 7AE. T: 01843 572931 www.slcuk.com Open Days: Contact the school. nnnnnnL 193

St Swithun’s School Alresford Road, Winchester, Hampshire SO21 1HA T: 01962 835792 www.stswithuns.com Open Days: 10 March 1.30. nnnn8

196

Sutton Valence North St, Sutton Valence, Kent ME7 3HL T: 01622 845206 www.svs.org.uk Open Days: Senior 18 March & 13 May. Prep 3 March & 28 April. nnnnnnnL

In partnership with

Listings Feb 17.indd 252

Walthamstow Hall Holly Bush Lane, Sevenoaks, Kent TN13 3UL T: 01732 451334 www.walthamstow–hall.co.uk Open Days: Senior 9 March 10am– 12pm. nnnnnn8 Wellesley House 114 Ramsgate Road,Broadstairs, Kent CT10 2DG T: 01843 862991 www.wellesley.kent.sch.uk Open Days: Contact the school. nnnL

15

Wellington College Crowthorne, Berkshire RG45 7PU T: 01344 444013 www.wellingtoncollege.org.uk Open Days: Contact the school. nnnL Westbourne House School Coach Road, Chichester, West Sussex PO20 2BH T: 01243 782739 www.westbournehouse.org Open Days: Contact the school for details. nnnnnnL

St Edmund’s School Canterbury St Thomas’ Hill, Canterbury, Kent CT2 8HU T: 01227 475600 www.stedmunds.org.uk Open Days: 8 March. Individual visits by appointment. nnnnnnL St George’s Weybridge Junior School (3–11) Thames Street, Weybridge, Surrey KT13 8NL T: 01932 839400 College (11–18) Weybridge Road, Addlestone, Surrey KT15 2QS. T: 01932 839300 www.stgeorgesweybridge.com Open Days: Contact the school. nnnnnL

Walhampton Lymington, Hampshire SO41 5ZG T: 01590 613 300 www.walhampton.com Open Days: 12 May. nnnnnnL

Winchester College College St, Winchester, Hampshire SO23 9NA T: 01962 621100 www.winchestercollege.org Open Days: Contact the school. nnnn9 201

Windlesham House School Washington, Pulborough West Sussex RH20 4AY T: 01903 874701 www.windlesham.com Open Days: 4 March. nnnnL Woldingham School Marden Park, Woldingham, Surrey CR3 7YA. T: 01883 654206 www.woldinghamschool.co.uk Open Days: 6 May & 10 June. nnnn8 Worth School Paddockhurst Rd, Turners Hill, West Sussex RH10 4SD T: 01342 710200 www.worthschool.org.uk Open Days: Contact the school. nnnL

Downe House Cold Ash, Thatcham, Berkshire RG18 9JJ T: 01635 204600 www.downehouse.net Open Days:18 March, 22 April & 17 June. nnnn8

The Abbey School Kendrick Road, Reading, Berkshire RG1 5DZ T: 0118 9872256 www.theabbey.co.uk Open Days: Senior 28 April.

Junior 5 May. nnnnn8 202

Ashfold School Dorton House, Daorton, Bucks HP18 9NG T: 01844 238237 www.ashfoldschool.co.uk Open Days: 4 Feb 10am–12pm & 13 May 10am–12pm. nnnnnL

202

Beachborough School Westbury, Nr. Brackley, Northamptonshire NN13 5LB T: 01280 700071 www.beachborough.com Open Days: 25 Feb 10am–12pm & 12 May 9.30am–12pm. nnnnL

203

203

Bedford School De Parys Avenue, Bedford, Bedfordshire MK40 2TU T: 01234 362216 www.bedfordschool.org.uk Open Days: 22 April 10am. nnn9 Berkhamsted School Castle Campus, Castle St, Berkhamsted, Hertfordshire HP4 2BB T: 01422 358000 www.berkhamstedschool.org Open Days: Please visit website for dates. nnnnnnL

206

Bradfield College Bradfield, Berkshire RG7 6AU T: 0118 964 4516 www.bradfieldcollege.org.uk Open Days: Every Saturday by appointment. nnL

204 & 205

Caldicott School Crown Lane, Farnham Royal, Bucks SL2 3SL T: 01753 649301 www.caldicott.com Open Days: Visits by appointment. nn9

246

Cheam School Headley, Newbury, Berkshire RG19 8LD T: 01635 267822 www.cheamschool.com Open Days: Visits by appointment. nnnnnnL

206

Cothill House Abingdon, Oxon, OX13 6JL T: 01865 390800 www.cothill.net Open Days: Please visit website for dates. nnnnnnL

207 & 208

Dragon School Bardwell Road, Oxford OX2 6SS T: 01865 315405 www.dragonschool.org Open Days: 25 Feb & 13 May. nnnL Eton College Windsor, Berkshire, SL4 6DW T: 01753671000 www.etoncollege.com Open Days: Contact the school. nn9

207

Elstree School Woolhampton, Reading, Berkshire RG7 5TD T: 0118971 3302 www.elstreeschool.org.uk Open Days: 4 March & 13 May 10am–12pm. nnnnn9

206

Farleigh School Red Rice, Andover, Hampshire SP11 7PW T: 01264 712838 www.farleighschool.com Open Days: 6 May 9.45am–12pm. nnnnnnL

208

Felsted Preparatory School Felsted, Essex CM6 3JL T: 01371 822611 www.felsted.org Open Days: 22 Feb &13 May. nnnnnL

208

Felsted School Felsted, Essex CM6 3LL T: 01371 822600 www.felsted.org Open Days: 13 May. nnnnL

208

Gayhurst School Bull Lane, Gerrards Cross, Buckinghamshire, SL9 8RJ T: 01753 882690 www.gayhurstschool.co.uk Open Days: 8 March 9.30am– 12pm. nnnnnL

210

Haileybury Haileybury, Hertford SG13 7NU T: 01992 706200 www.haileybury.com Open Days: Years 7–12 18 March 9am. nnnL

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IFC & 1 & 87

209

210

Heathfield School London Road, Ascot, Berkshire SL5 8BQ T: 01344 898 342 www.heathfieldschool.net Open Days: 4 March 10am-12pm. nnnn8

211

Horris Hill Newtown, Newbury, Berkshire RG20 9DJ T: 01635 40594 www.horrishill.com Open Days: 25 Feb & 20 May 10am-12pm. nn9 Luckley House School Luckley Road, Wokingham, Berkshire RG40 3EU T: 01189 784175 www.luckleyhouseschool.org Open Days: 14 March 9-11.30am & 8 June 6-8pm. nnnnL

212

213 209

Ludgrove School Ludgrove, Wokingham, Berkshire RG40 3AB T: 0118 978 9881 www.ludgrove.net Open Days: Contact the school. nn9 Maidwell Hall Maidwell, Northampton, NN6 9JG T: 01604 686234 www.maidwellhall.co.uk Open Days: Contact the school. nnL

213

212 210

211

211

Moulsford Preparatory School Moulsford-on-Thames, Oxfordshire OX10 9HR T: 01491 651438 www.moulsford.com Open Days: 12 May. nnnn9 New Hall School The Avenue, Boreham, Chelmsford, Essex CM3 3HS T: 01245 467588 www.newhallschool.co.uk Open Days: 29 April 9am-12pm. nnnnL

212

The Oratory Preparatory School Goring Heath, Reading, South Oxfordshire RG8 7SF T: 0118 9844511 www.oratoryprep.co.uk Open Days: Please visit website for dates. nnnnnL

214

172

In partnership with

Listings Feb 17.indd 253

Pangbourne College Pangbourne, Reading, Berkshire RG8 8LA T: 01189 767415 www.pangbourne.com Open Days: 29 April 9am–12pm. nnnL

Pipers Corner School Pipers Lane, Great Kingshill, High Wycombe, Buckinghamshire HP15 6LP T: 01494 718255 www.piperscorner.co.uk Open Days: 25 April 9.30– 11.30am. nnnnn8

Queenswood Shepherd’s Way, Brookmans Park, Hatfield, Herts AL9 6NS T: 01707 602500 www.queenswood.org Open Days: Contact the school. nnn8

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GIRLS BOYS MIXED MIXED SIXTH FORM SpLD

215

Swanbourne House Swanbourne, Milton Keynes, Buckinghamshire MK17 0HZ T: 01296 720264 www.swanbourne.org Open Days: 22 April 10am– 12.30pm. nnnL

nnnnnnn8 214 & 215

Rupert House 90–92 Bell Street, Henley on Thames, Oxfordshire, RG9 2BN T: 01491 574263 www.ruperthouse.org Open Days: Please visit website for dates. nnnnL

216

Tring Park School for the Performing Arts Mansion Drive, Tring, Hertfordshire HP23 5LX T: 01442 824255 www.tringpark.com Open Days: 17 March. nnnnL

216

St Albans Abbey Gateway, St Albans, Hertfordshire AL3 4HB T: 01727 515182 www.st-albans.herts.sch.uk Open Days: 22 April. nnn9

218

Tudor Hall Wykham Park, Banbury, Oxfordshire OX16 9UR T: 01295 263434 www.tudorhallschool.com Open Days: 6 May 10am-12.45pm. nnn8

218

Winchester House School 44 High Street, Brackley, Northamptonshire NN13 7AZ T: 01280 702483 www.winchester-house.org Open Days: 4 May & 13 May 10.30am-1pm. nnnnnnL

218

Wychwood School 74 Banbury Road, Oxford OX2 6JR T: 01865 557976 www.wychwoodschool.org Open Days: 25 March. nnnnnn8

St Christopher School Barrington Road Letchworth Garden City Hertfordshire SG6 3JZ T: 01462 650850 www.stchris.co.uk Open Days: 6 May 9.30-1pm. nnnnnnL 217

27

Princess Helena College Preston, Hertfordshire SG4 7RT T: 01462 432100 www.princesshelenacollege.co.uk Open Days: 16 May 9.30-11am. nnnnn8 Queen Anne’s School Henley Road, Caversham, Berkshire, RG4 6DX T: 01189 187333 www.qas.org.uk Open Days: 10 Mar & 6 May 9.30am. nnn8

BOARDING WEEKLY BOARDING FLEXIBOARDING BOARDING & DAY DAY

Open Days: Contact the school.

Papplewick Windsor Road, Ascot, Berkshire SL5 7LH T: 01344 621488 www.papplewick.org.uk Open Days: 4 Feb 9–11am & 13 May 9-11am. nnn9 Pinewood School Bourton, Shrivenham, Wiltshire SN6 8HZ T: 01793 782554 www.pinewoodschool.co.uk Open Days: Contact the school. nnnnnnL

n n n n n

Royal Masonic School Rickmansworth Park, Rickmansworth, Hertfordshire WD3 4HF T: 01923 773168 www.royalmasonic.herts.sch.uk

The Oratory School Woodcote, Near Reading, South Oxfordshire RG8 0PJ T: 01491 683500 www.oratory.co.uk Open Days: 11 March 9.30am– 12pm or show rounds can be organised. nnnn9 Oxford High School Belbroughton Road, Oxford OX2 6XA T: 01865 559888 www.oxfordhigh.gdst.net Open Days: Contact the school. nnnnn8

NURSERY PRE PREP PREP SENIOR SIXTH FORM

St Edmund’s College and Preparatory School Old Hall Green, Ware, Hertfordshire SG11 1DS T: 01920 824247 www.stedmundscollege.org Open Days: 28 April & 5 May. nnnnnL St Edward’s Oxford Woodstock Road, Oxford, OX2 7NN T: 01865 319204 www.stedwardsoxford.org Open Days: Please visit website. nnL St George’s Ascot Wells Lane, Ascot, Berkshire SL5 7DZ T: 01344 629920 www.stgeorges-ascot.org.uk Open Days: 24 Feb 9am. nnn8

258

St George’s School Windsor Castle, Windsor, Berkshire SL4 1QF T: 01753 865553 www.stgwindsor.co.uk Open Days: Contact the school. nnnnnL

219

Stowe School Stowe, Buckingham MK18 5EH. T: 01280 818205 www.stowe.co.uk Open Days: 18 March & 20 May. nnnL

217 York House Sarratt Road, Rickmansworth, Hertfordshire WD3 4LW T: 01923 772 395 www.york-house.com Open Days: Contact the school. nnnL

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n n n n n

South West 221

Badminton School Westbury Rd, Westbury-on-Trym, Bristol BS9 3BA. T: 0117 905 5271 www.badmintonschool.co.uk Open Days: 1 March & 1 May. nnnnnnnn8 Blundell’s School Tiverton, Devon EX16 4DN T: 01884 252543 www.blundells.org Open Days: Contact the school. nnnnnnnnL

220

221

263

Bruton School for Girls (and Sunny Hill Prep) Sunny Hill, Bruton, Somerset BA10 0NT T: 01749 814400 www.brutonschool.co.uk Open Days: 3 March & 1 May 9.30am-12pm. nnnnnn8 Bryanston School Blandford, Dorset DT11 0PX T: 01258 452411 www.bryanston.co.uk Open Days: Please call to arrange a visit. nnnL Canford School Wimborne, Dorset BH21 3AD T: 01202 847207 www.canford.com Open Days: 22 April 9.30am - 1pm. nnnL Chafyn Grove 33 Bourne Avenue, Salisbury, Wiltshire SP1 1LR T: 01722 333423 www.chafyngrove.co.uk Open Days: Please visit website for dates. nnnnL

220

223

224

225

222

225

Clayesmore School Iwerne Minster, Blandford, Dorset DT11 8LL T: 01747 812122/ 813155 (Prep) www.clayesmore.com Open Days: 11 March 10am– 12.30pm. nnnnnnL Clifton College Guthrie Road, Clifton Bristol BS8 3EZ T: 01173 157000 www.cliftoncollege.com Open Days: Contact the school. nnnnnnnnL

222

Godolphin School Milford Hill, Salisbury, Wiltshire SP1 2RA T: 01722 430509 www.godolphin.org Open Days: 3 March, 10 March, 28 April, 19 May, 9 June, 20 & 16 June 9:30am. nnnnnnnn8 223

Dauntsey’s School West Lavington, Devizes,Wiltshire SN10 4HE. T: 01380 814500 www.dauntseys.org Open Days: 6 May. nnnL Downside School Stratton on the Fosse, Radstock, Somerset BA3 4RJ T: 01761 235103 www.downside.co.uk Open Days: 11 March & 20 May at 11am–6pm. nnnL

In partnership with

Listings Feb 17.indd 254

King’s College, Taunton South Road, Taunton, Somerset TA1 3LA T: 01823 328204 www.kings–taunton.co.uk Open Days: 29 April. nnnnL King Edward’s School Bath North Road, Bath BA2 6HU T: 01225 820399 www.kesbath.com Open Days: Pre-Prep and Nursery: 8 March. Junior: 9 March. nnnnnnL King’s Hall School Kingston Road, Taunton, Somerset TA2 8AA T: 01823 285921 www.kingshalltaunton.co.uk Open Days: 28 April. nnnnL

Millfield Street, Somerset BA16 0YD T: 01458 444296 www.millfieldschool.com Open Days: 4 March & 6 May. nnnL

224

Millfield Prep Glastonbury, Somerset BA6 8LD T: 01458 832446 www.millfieldprep.com Open Days: 4 March & 6 May. nnnnnnL

226

226

226

228

227

Monkton School Monkton Combe BA2 7HG T: 01225 721133 www.monktoncombeschool.com Open Days: 4 March. nnnnnnnnL Perrott Hill School North Perrott, Crewkerne, Somerset TA18 7SL T: 01460 72051 www.perrotthill.com Open Days: Please visit website for dates. nnnnnnL Port Regis School Motcombe Park, Shaftesbury, Dorset SP7 9QA T: 01747 857 800 www.portregis.com Open Days: 25 Feb & 20 May 10.15am-12pm. nnnnnnL

229

Sandroyd School Sandroyd, Rushmore, Tollard Royal, Sailsbury, Wiltshire SP5 5QD T: 01725 516264 www.sandroyd.org Open Days: Contact the school.. nnnnnnL 229

Sherborne School Abbey Road, Sherborne, Dorset DT9 3AP T: 01935 810403 www.sherborne.org Open Days: Group open mornings available, please call to find out more and book a place. nnnn9

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GIRLS BOYS MIXED MIXED SIXTH FORM SpLD

Sherborne Girls Bradford Road, Sherborne, Dorset DT9 3QN T: 01935 818224 www.sherborne.com Open Days: 24 Feb, 18 March & 12 May. Visit the website to book your place. nnn8 Sherborne Preparatory School Acreman Street, Sherborne, Dorset DT9 3NY T: 01935 810911 www.sherborneprep.org Open Days: Flexible visits tailored to suit. nnnnnnL St Margaret’s Prep School, Calne Curzon Street, Calne, Wiltshire SN11 0DF T: 01249 857220 www.stmargaretsprep.org.uk Open Days: 9 March. nnnnL

228

St Mary’s Calne Curzon Street, Calne, Wiltshire, SN11 0DF T: 01249 857206 www.stmaryscalne.org Open Days: 25 Feb & 6 May. nnn8

227

St Mary’s School, Shaftesbury Shaftesbury, Dorset SP7 9LP T: 01747 852416 www.stmarys.eu Open Days: 10 March 10am-1pm. nnnnn8

231

Talbot Heath Rothesay Rd, Bournemouth, Dorset BH4 9NJ T: 01202 761881 www.talbotheath.org Open Days: Visit the website to book a visit. nnnnnnnn8

Prior Park College Ralph Allen Drive, Bath, BA2 5AH T: 01225 835353 www.priorparkcollege.com Open Days: 3 March. nnnnL The Royal High School Bath GDST Lansdown Road, Bath BA1 5SZ T: 01225 313877 www.royalhighbath.gdst.net Open Days: Contact the school. nnnnnnnn8

Knighton House School Durweston, Blandford, Dorset DT11 0PY T: 01258 452065 www.knightonhouse.co.uk Open Days: Available all year round. Please call or email to arrange an appointment. nnnn8 Leweston School Sherborne, Dorset DT9 6EN T: 01963 211010 www.leweston.co.uk Open Days: 1 May 10am-1pm. nnnnnnnn8

BOARDING WEEKLY BOARDING FLEXIBOARDING BOARDING & DAY DAY

Milton Abbey School Blandford Forum, Dorset DT11 0BZ T: 01258 880484 www.miltonabbey.co.uk Open Days: Contact the school. nnnL

Kingsley School Bideford Northdown Road Bideford, Devon EX39 3LY T: 01237 426200 www.kingsleyschoolbideford. co.uk Open Days: Contact the school. nnnnnnnnL 222

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224

Hanford School Child Okeford, Blandford Forum, Dorset DT11 8HN T: 01258 860219 www.hanford.dorset.sch.uk Open Days: 4 March. nnnn8 Hazlegrove Preparatory School Hazlegrove, Sparkford, Somerset BA22 7JA T: 01963 442606/440314 www.hazlegrove.co.uk Open Days: Please visit website for dates. nnnnL

NURSERY PRE PREP PREP SENIOR SIXTH FORM

Taunton School Staplegrove Road, Taunton Somerset TA2 6AD www.tauntonschool.co.uk Open Days: Contact the school. nnnnnnL 230 & 231

Warminster School Church St, Warminster, Wiltshire BA12 8PJ T: 01985 210160 www.warminsterschool.org.uk Open Days: 6 May 10am-1pm. nnnnnnL

230

Wells Cathedral School The Liberty, Wells, Somerset BA5 2ST T: 01749 834200 www.wellscathedralschool.org Open Days: Junior 10 Feb. nnnnnnnL

11-12 November 2017 | Battersea Park, London www.schoolsshow.co.uk

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COUNTRY SCHOOLS

Central & Ireland 232

Adcote School Little Ness, Shrewsbury Shropshire SY4 2JY T: 01939 260202 www.adcoteschool.org.uk Open Days: Contact the school. nnnnnnn8

Headington Preparatory School 26 London Road, Oxford, Oxfordshire OX3 7PB T: 01865 759400 www.headington.org Open Days: Contact the school. nnnn8

232

Abberley Hall School Worcester WR6 6DD T: 01299 896275 www.abberleyhall.co.uk Open Days: Contact the school. nnnnnL

King’s High Warwick Smith Street, Warwick CV34 4HJ T: 01926 494485 www.kingshighwarwick.co.uk Open Days: Contact the school. nnn8

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233

Beaudesert Park School Minchinhampton, Gloucestershire GL6 9AF T: 01453 837 318 www.beaudesert.gloucs.sch.uk Open Day: Contact the school. nnnnnnL Bilton Grange School Rugby Road, Dunchurch, Warwickshire CV22 6QU T: 01788 810217 www.biltongrange.co.uk Open Days: 4 March 10.30am– 1pm. nnnnnnL Bredon School Pull Court, Bushley, Tewkesbury Gloucestershire, GL20 6AH T: 01684 293156 www.bredonschool.org Open Days: Contact the school. nnnnnL Bromsgrove School Worcester Road, Bromsgrove, Worcestershire B61 7DU T: 01527 579679 www.bromsgrove-school.co.uk Open Day: Contact the school nnnnnnL Cheltenham College Bath Road, Cheltenham, Gloucestershire GL53 7LD T: 01242 265 600 www.cheltenhamcollege.org Open Day: Contact the school. nnnnnnL

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237

Cheltenham Ladies’ College Bayshill Road, Cheltenham, Gloucestershire GL50 3EP T: 01242 520691 www.cheltladiescollege.org Open Days: 10 June. nnn8 The Downs Malvern Brockhill Road, Colwall, Worcestershire WR13 6EY T: 01684 544100 www.thedownsmalvern.org.uk Open Days: 1 May 9.30am 4.30pm. nnnnnL Davenport Lodge Nursery School 21 Davenport Road, Coventry CV5 6QA T: 02476 675051 www.davenportlodgenursery. co.uk Open Days: Contact the school. nL

235

Foremarke Hall Repton Preparatory School Milton, Derbyshire DE65 6EJ T: 01283 707100 www.foremarke.org.uk Open Days: Please visit website for dates. nnnnnL

In partnership with

Listings Feb 17.indd 255

234

Malvern St James Girls’ School 15 Avenue Road, Great Malvern, Worcestershire WR14 3BA T: 01684 584624 www.malvernstjames.co.uk Open Days: Contact the school.

Eastern Repton School Repton, Derbyshire, DE65 6FH T: 01283 559222 www.repton.org.uk Open Days: Contact the school. nnnL Rugby School Rugby, Warwickshire CV22 5EH T: 01788 556274 www.rugbyschool.co.uk Open Days: Contact the school. nnnL 239

238

nnnnnnn8 Magdalen College School Oxford OX4 1DZ. T: 01865 242191 www.mcsoxford.org Open Days: Contact the school. nnn9 237

Malvern College College Road, Malvern, Worcestershire WR14 3DF T: 01684 581500 www.malcol.org Open Days: Lower13 May & Sixth Form 17 June.nnL Marlborough College Bath Road, Marlborough, Wiltshire SN8 1PA T: 01672 892300 www.marlboroughcollege.org Open Days: Visits by invitation. nnL

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Moreton Hall Weston Rhyn, Oswestry, Shropshire SY11 3EW T: 01691 773671 www.moretonhallschool.com Open Days: 1 Visit school’s website. nnnnnnn8 Oakham School Chapel Close, Oakham, Rutland LE15 6DT T: 01572 758758 www.oakham.rutland.sch.uk Open Days: Lower School 25 Feb & 20 May. Middle School 28 Jan & 10 June. Upper School 6 May. nnnnL Oundle School New Street, Oundle, Peterborough PE8 4GH T: 01832 277125 www.oundleschool.org.uk Open Day: 28 Jan & 20 May. nnL Radley College Abingdon, Oxfordshire OX14 2HR T: 01235 543174 www.radley.org.uk Open Days: By individual visit, primarily on Tuesdays and Thursdays.nn9

244

Beeston Hall School West Runton, Cromer, Norfolk NR27 9NQ T: 01263 837324 www.beestonhall.co.uk Open Days: Contact the school. nnL

102

Cambridge Centre for Sixth-form Studies 1 Salisbury Villas, Cambridge CB2 1EL T: 01223 631862 www.ccss.co.uk Open Days: Contact admissions. nnL

Shrewsbury School The Schools, Shrewsbury SY3 7BA T: 01743 280500 www.shrewsbury.org.uk Open Days: 25 Feb, 6 May & 10 June. nnnnL

Gresham’s Cromer Road, Holt, Norfolk NR25 6EA T: 01263 714500 www.greshams.com Open Days: Contact the school. nnnnnnL

Shiplake College Henley-on-Thames, Oxfordshire RG9 4BW T: 0118 940 2455 www.shiplake.org.uk Open Days: 18 March. nnnn9

Gretton School Manor Farm Road, Girton, Cambridge, CB3 0RX T: 01223 277438 www.grettonschool.com Open Days: Contact the school. nnnnnnL

St Edward’s Oxford Woodstock Rd, Oxford OX2 7NN T: 01865 319200 www.stedwardsoxford.org Open Day: 13 May 9am. nnnL

King’s School Ely Ely, Cambridgeshire, CB7 4EW T: 01353 660700 www.kingsely.org Open Days: Contact the school. nnnnnL

Summer Fields Mayfield Road, Oxford OX2 7EN T: 01865 454433 www.summerfields.com Open Days: Contact the school. nn8 238

Westonbirt School Westonbirt, Tetbury, Gloucestershire GL8 8QG T: 01666 880333 www.westonbirt.org Open Days: 18 March 9am-12pm. nnnnn8

The Leys Trumpington Road, Cambridge CB2 7AD T: 01223 508904 www.theleys.net Open Days: Contact the school. nnL 236

Orwell Park School Nacton, Ipswich, Suffolk, IP10 0ER T: 01473 659225 www.orwellpark.co.uk Open Days: Contact the school. nnnnnnL

234

Winchester House 44 High Street, Brackley, Northamptonshire NN13 7AZ T: 01280 702483 www.winchester-house.org Open Days: Contact the school. nnnnnnL

Perse Girls’ School & Stephen Perse Sixth Form College Hills Road, Cambridge CB2 8QF T: 01223 403800 www.stephenperse.com Open Days: Contact the school. nn8

286

Wycliffe College Bath Road, Stonehouse, Gloucestershire GL10 2JQ T: 01453 822432 www.wycliffe.co.uk Open Days: 4 March 9am–12pm. nnnnnnnL

The Royal Hospital School Holbrook, Ipswich, Suffolk IP9 2RX T: 01473 326200 www.royalhospitalschool.org Open Days: 6 May. nnnnnnL St Felix School Halesworth Road, Reydon Southwold, Suffolk IP18 6SD T: 01502 722175 www.stfelix.co.uk Open Days: Contact the school. nnnnnnnnL

IRELAND 245

Campbell College Belmont Road, Belfast BT4 2ND T: 028 90763076 www.campbellcollege.co.uk Open Days: Contact the school. nnnnL

298

Rockport School Craigavad, Holywood BT18 0DD T: 028 9042 8372 www.rockportschool.com Open Days: Contact the school. nnnnnnnL

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19/01/2017 15:32

COUNTRY SCHOOLS

Scotland & Wales

Northern 241

241

241

Queen Mary’s School Baldersby Park, Topcliffe, Thirsk, North Yorkshire YO7 3BZ T: 01845 575000 www.queenmarys.org Open Days: Contact the school. nnnnnnn8

Abbotsholme School Rocester, Uttoxeter, Staffordshire ST14 5BS T: 01889 590217 www.abbotsholme.co.uk Open Days: 11 March, 1 May & 9 June. nnnnnnnL

Rossall School Fleetwood, Lancashire, FY7 8JW T: 01253 774201 www.rossall.org.uk Open Days: 4 March 10am. nnnnnnL

Ampleforth College Ampleforth, York YO62 4ER T: 01439 766863 www.college.ampleforth.org.uk Open Days: Parents are shown around individually. Please call for an appointment. nnnL

S. Anselm’s Bakewell, Derbyshire, DE45 1DP T: 01629 812734 www.sanselms.co.uk Open Days: Visits available daily. contact the school to arrange. nnnnnL

Aysgarth School Newton-le-Willows, Bedale, North Yorkshire, DL8 1TF T: 01677 450240 www.aysgarthschool.com Open Days: Visitors welcome at all times, no formal open days. nnnn9

Sedburgh School Sedbergh, Cumbria LA10 5HG T: 01539 620535 www.sedberghschool.org Open Days: Contact the school for details. nnnnnL

Harrogate Ladies’ College Clarence Drive, Harrogate HG1 2QG T: 01423 504543 www.hlc.org.uk Open Days: Contact the school. nnnnnnnn8

Spratton Hall Smith Street, Spratton Northampton, Northamptonshire NN6 8HP T: 01604 847292 www.sprattonhall.com Open Days: 12 May 10am-12pm. nnL

Manchester High School For Girls Grangethorpe Road, Manchester M14 6HS T: 0161 224 0447 www.manchesterhigh.co.uk Open Days: Contact the school. nnnn8 The Manchester Grammar School Old Hall Lane, Manchester, Greater Manchester M13 0XT T: 0161 224 7201 www.mgs.org Open Days: Contact the school. nn9 The Mount School Dalton Terrace, York YO24 4DD T: 01904 667500 www.mountschoolyork.co.uk Open Days: Contact the school. nnnnnnL 242

Mowden Hall School Newton, Stocksfield, Northumberland NE43 7TP T: 01661 842147 www.mowdenhall.co.uk Open Days: Contact the school. nnnnL

242

Queen Ethelburga’s Collegiate Thorpe Underwood Estate, York North Yorks YO26 9SS T: 01423 333300 www.qe.org Open Days: Contact the school. nnnnnL

243

Queen Margaret’s School Escrick Park, York, Yorkshire YO19 6EU T: 01904 727600 www.queenmargarets.com Open Days: 4 March & 6 May. nnn8

In partnership with

Listings Feb 17.indd 256

St Peters School, York Clifton, York, YO30 6AB T: 01904 527300 www.st-peters.york.org.uk Open Days: Contact the school. nnnnnL 243

Stonyhurst College Clitheroe, Lancashire BB7 9PZ T: 01254 826345 www.stonyhurst.ac.uk Open Days: Contact the school. nnnL Uppingham School Uppingham, Rutland LE15 9QE T: 01572 820611 www.uppingham.co.uk Open Days: Contact the school. nnnL Windermere School Patterdale Road, Windermere, Cumbria, The Lake District LA23 1NW. T: 01539 46164 www.windermereschool.co.uk Open Days: Contact the school for details. nnnnnnL

SCOTLAND 245

WALES

Fettes College Carrington Road, Edinburgh EH4 1QX T: 0131 311 6744 www.fettes.com Open Days: Visits available all year round. nnnL

Christ College Brecon, Powys LD3 8AF T: 01874 615440 www.christcollegebrecon.com Open Days: Contact the school. nnnnnnL Haberdashers’ Agincourt School Dixton Lane, Monmouth NP25 3SY T: 01600 713970 www.agincourtschool.org Open Days: Please call for details or to arrange a private visit. nnL

Gordonstoun Elgin, Moray IV30 5RF T: 01343 837829 www.gordonstoun.org.uk Open Days: Visitors welcome at all times, no formal open days. nnnnnnL

Haberdashers’ Monmouth Schools Hereford Road, Monmouth NP25 5XT T: 01600 711100 www.habs-monmouth.org Open Days: Please check website for dates. nnnnnn8

Kilgraston School Bridge of Earn, Perthshire PH2 9BQ T: 01738 812257 www.kilgraston.com Open Days: Contact the school for details. nnnnnn8 Lathallan School Brotherton Castle, Johnshaven,

By Montrose DD10 0HN T: 01561 362220 www.lathallan.org.uk Open Days: January and October annually. Please contact the school for further details. nnnnnnnL

Howell’s School, Llandaff GDST Cardiff Road, Cardiff CF5 2YD T: 02920 562019 www.howells-cardiff.gdst.net Open Days: Individual tours of the school are available all year round.

10 May. nnnnnn8 The Grange Hadnock Road, Monmouth NP25 3NG T: 01600 715930 www.habs-monmouth.org Open Days: Please check website for dates. nnnnnn9

Loretto School Linkfield Road, Musselburgh, East Lohian, Scotland EH21 7RE T: 0131 653 4455 www.lorettoschool.com Open Days: Contact the school. nnnnnnL Merchiston Castle School Colinton Road, Edinburgh EH13 0PU T: 0131 312 2204 www.merchiston.co.uk Open Days: Contact the school for details. nnnnn9 St George’s School for Girls Garscube Terrace, Edinburgh EH12 6BG T: 0131 311 8000 www.stge.org.uk Open Days: Please contact the school for details. Visitors are welcome to tour individually. nnnnnn8

244

Myddelton College Peakes Lane, Denbigh North Wales LL16 3EN T: 01745 472206 www.myddeltoncollege.com Open Days: Contact the school. nnnL St John’s College Old St Mellons, Cardiff CF3 5YX T: 02920 778936 www.stjohnscollegecardiff.com Open Days: Please contact the school to arrange an appointment to visit. nnnnnnL

Strathallan School Forgandenny, Perthshire PH2 9EG T: 01738 815003 www.strathallan.co.uk Open Days: Contact the school. nnnnL

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18/01/2017 18:06

All-round excellence is affordable and accessible Day and Boarding for Girls 11-18 Over 60 co-curricular activities each week

All-weather pitch for 2017

Best Ever A Level and GCSE grades in 2016 Excellent in every category ISI Inspection 2016 Exemplary attitude towards learning – ISI

High levels of self-esteem – ISI

Open Days Saturday 4 March 2017 & Bank Holiday Monday 1 May 2017 Come to see for yourself For more information, please contact Diana Banham, Senior Registrar, on dba@roedean.co.uk www.roedean.co.uk

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19/12/2016 10:47 16:51 26/01/2017

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