School House Scholarships & Bursaries 2024/25

SCHOLARSHIPS, BURSARIES & CHAMPIONS 2024 ⁄ 25 BURSARIES: ALL YOU NEED TO KNOW SCHOOL HOUSE AWARDS WINNERS 2024

Tailored not uniform

When it comes to a good education, one size does not necessarily t all. For 50 years, MPW, one of the UK’s best-know names in fth- and sixth-form education, has been offering a distinctive alternative to traditional schools.

A levels and GCSEs in over 40 subjects, plus retakes and Year 12 transfers

Personal tutors providing individual academic and pastoral support

Oxbridge-style tutorial groups with nine students or fewer

Excellent results and progression to top tier universities

Best in class inspection reports from the ISI and Ofsted

Students make rapid progress from their various starting points, in small-sized classes, due to highly e ective specialist teaching and closely focused pastoral support.

MPW London Independent Schools Inspectorate Report

CONTEN TS

NEWS

SCHOOL HOUSE AWARDS:

THE WINNERS Meet the successful schools and nd out why they stood out WHAT’S UP? e latest in fundraising and scholarship news

COMMENT

TOP SCHOLAR

Camilla Haule from Wells Cathedral School, Somerset LEADER COLUMN

David Goodhew, Managing Director of Dukes Foundation

HEAD’S VIEW

Will le Fleming, founding Master of omas’s College GOVERNOR VIEW

Ed Orr, Governor at St Philip’s School, London

FEATURES

BURSARIES: ALL YOU NEED

TO KNOW Alice Smellie guides parents

SEEDS OF HOPE

e Iris Project is

ORCESTRATING A WIN

An interview with Rianna Henriques

BOOMTIME FOR BURSARIES Sally Jones on the schools rising to the challenge CLASS ACTS From sports stars to future detectives, meet this year’s crop of bursary students THE RISE OF THE MENTOR

Alice Smellie investigates the schools at the cutting-edge of mentoring

ON

COVER: Dulwich College, London. Photographed by Hester Marriott

Editor’s LETTER

The British, said Clement Attlee, have the distinction ‘above all other nations of being able to put new wine into old bottles without bursting them.’ Nowhere is that more true than in our independent schools. Not just adaptable for now, these beacons of excellence – up and down the country – are constantly looking to explore what a good education will look like in the future, and whom it can serve. at philosophy is what inspires this annual issue – it’s a chance to discuss how best to share those educational innovations with the children who can bene t most. And it’s also a moment for us to showcase some of the extraordinary pupils we are introduced to: the brightest minds, the most talented musicians, the highest achieving sportsfolk.

is issue is also very special to us as it plays host to the winners of our annual School House awards. As ever, we have been inundated with entries for our categories which focus on what schools are doing for mental health, happiness and satisfaction inside the gates, and how they work with the wider community beyond. We’re delighted to honour schools for the way they are working to reduce their carbon footprint and how they use animals to support their pedagogy. But no spoilers here – turn to page 12 for the full results and prepare to be wowed.

Of course, no October edition would be complete without a closer look for parents at how to apply for a bursary for their child and, on page 22, Alice Smellie has the answers and tips you need to get started. On page 32, Sally Jones looks down the other end of the telescope to reveal how schools are nding new ways to increase those bursary places.

In this issue, we’re also taking a look at a brilliant charity called the Iris Project, which aims to inspire a new generation of young environmentalists (p26) and taking time to meet a dedicated school governor (p29) for whom service to his sons’ school is aimed at helping others to make the most of their experience there.

Lastly, as ever, you’ll nd thoughtful contributions from head teachers across the independent sector who have been generous enough to share their time and thoughts on topics around assisted places. We’re grateful as ever for their insights.

Seeds of Hope, p26

School House Awards, p12

Bursaries: All You Need to Know, p22

Boomtime for Bursaries, p32 PHOTOS: FRAMLINGHAM

ALICE SMELLIE

Health and beauty writer Alice Smellie is co-author of Cracking the Menopause with Mariella Frostrup, as well as a director of the campaign group Menopause Mandate. She produces features for national newspapers including the Daily Mail, Times and Daily Telegraph, and gives talks to companies and schools about women’s health. is issue, Alice writes on the importance of mentoring programmes within schools.

DAVID GOODHEW

As Managing Director of the Dukes Education Advisory Board, David Goodhew is committed to advancing social mobility via bursaries. A graduate of Oxford University with a First in Classics, he was Head of Latymer Upper School from 2012–2023, where he launched the Inspiring Minds campaign, which successfully completed its aim of raising £40m to o er one in four pupils a means-tested bursary.

JAMES BARTLETT

Originally from Pembrokeshire, James Bartlett read music at St Catharine’s College, Cambridge, where he held a choral scholarship and sang with Sidney Sussex College Choir and King’s College Choir. Beyond his role as Director of Music at Christ’s Hospital, James maintains a portfolio of professional singing work, is a course director for the Rodolfus Choral Courses, and musical director for the National Youth Music eatre.

SCHOLARSHIPS, BURSARIES & CHAMPIONS 2024/25

CONTRIBUTORS

SALLY JONES

A prolific broadsheet journalist and morning TV presenter, Sally Jones was Britain’s first networked woman sports presenter covering the British Olympics. Real Tennis world champion 1993-95, Sally played county sport for Warwickshire, won ve Oxford Blues and halfBlues for tennis, squash, netball, cricket and modern pentathlon. is issue, she discusses schools determined to extend bursary provisions.

RIANNA HENRIQUES

Having played dozens of gigs all around the world with names such as six-times Brit Award winner RAYE, Alicia Keys, Jorja Smith, Craig David, Beverley Knight and Hermeto Pascoal, autist and saxophonist Rianna Henriques also holds the auspicious title of a GRAMMY Recording Academy Professional Musician. Rianna regularly visits primary schools for outreach projects and workshops.

GREGORY TAYLOR

Graduating from Cambridge University with a degree in Politics, Gregory Taylor is now School House’s new Editorial and Production Assistant. When he’s not subediting articles, he enjoys writing horror ction and is an amateur singer/songwriter. Having attended King Edward’s School, Bath, on an academic scholarship himself, he hopes you enjoy reading this issue of Scholarships, Bursaries and Champions as much as he enjoyed contributing to it.

VICTORIA LAMBERT

EDITOR

CAMILLA VAN PRAAGH

PUBLISHER

EDITORIAL DIRECTOR LUCY CLELAND

DEPUTY EDITOR AMY WAKEHAM

ASSISTANT EDITOR & SUB EDITOR TESSA DUNTHORNE

EDITORIAL & PRODUCTION ASSISTANT GREGORY TAYLOR

CONTRIBUTING EDITORS

ALICE SMELLIE, GREGORY TAYLOR, SALLY JONES

DAVID GOODHEW, JAMES BARTLETT, RIANNA HENRIQUES

CREATIVE & PRODUCTION DIRECTOR PARM BHAMRA

DESIGN & PRODUCTION MIA BIAGIONI

ONLINE CONTENT DIRECTOR REBECCA COX

DEPUTY ONLINE EDITOR ELLIE SMITH

ONLINE WRITERS CHARLIE COLVILLE, OLIVIA EMILY

ONLINE ASSISTANT MARTHA DAVIES

SOCIAL MEDIA MANAGER DANIELLA LAXTON

ADVERTISING EXECUTIVE MELISSA CAMPBELL

ASSOCIATE PUBLISHER ELLIE RIX

HEAD OF FASHION EMMA MARSH

SENIOR ACCOUNT DIRECTOR PANDORA LEWIS

ACCOUNT DIRECTOR SERENA KNIGHT

SENIOR ACCOUNT MANAGER SABRINA RAVEN

ACCOUNT MANAGER HONOR PHEYSEY

DIGITAL COMMERCIAL DIRECTOR ADAM DEAN

DIGITAL BUSINESS DEVELOPMENT DIRECTOR JOEY GOLDSMITH

B CORP & PROJECTS MANAGER XA RODGER

OFFICE MANAGER MONICA DELA CRUZ

TECHNICAL DIRECTOR MARK PEARSON

CHIEF FINANCIAL OFFICER GARETH MORRIS

FINANCE CONTROLLER LAUREN DELGADO

FINANCE ADMINISTRATOR RIA HARRISON

HUMAN RESOURCES CONSULTANT ZOE JONES

CHIEF COMMERCIAL OFFICER TIA GRAHAM

CHIEF OPERATING OFFICER JAMES THROWER

MANAGING DIRECTOR JEREMY ISAAC

EDITORIAL ENQUIRIES victorialambert@schoolhousemagazine.co.uk

ADVERTISING ENQUIRIES camilla@schoolhousemagazine.co.uk

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Hospital, Horsham, West Sussex RH13 0LJ www.christs-hospital.org.uk

TOP SCHOLAR

WELLS CATHEDRAL SCHOOL

For 17-year-old Camilla Haule, daily life at her Somerset boarding school is a bustle of academics, music, sport and friendship. Presently in the Upper Sixth at Wells Cathedral School, which was founded in AD 909 and o ers co-ed places to 700 children aged from two to 18 years, she is taking A-levels in Biology, Music and French.

Once those are safely under her belt, Camilla hopes to study in the US, somewhere on the East Coast – NYU or MIT. And having thrived on the variety of life at Wells, she plans to major in human biology or neuroscience – plus take a minor in business or even musical theatre.

‘I love doing so many di erent things,’ Camilla says. ‘ at’s the privilege of the US system – you can take di erent courses like biology and drama. And you can then choose to go on to specialise.’ Her ultimate aim is medical school, to qualify as a doctor or researcher of some kind.

Back at Wells, she is excelling at non-academic pursuits. Having already been made a prefect, Camilla has now become Head of School.

She is also a violin specialist. ‘Music is a big part of my extra curricular life,’ she says.

And there is still time to be very involved in drama – recently Camilla played Juliet in a production of Romeo and Juliet, which was performed in Wells Cathedral – as well as dance. Plus, there is volunteering: ‘We do

monthly visits to a centre for elderly people. We spend time with them, singing and playing games.’

is packed timetable makes her ‘very happy’, Camilla says, and is one of the reasons why she has loved her school days. ‘What I mainly appreciate is the way I can do so much. If you had told me I could balance all these things – music, academics – and do everything to such a high standard, I wouldn’t have believed you. So it makes me happy and grateful that I can.’

It helps that the Wells School community is supportive. ‘People are so understanding if I need more time. Teachers are accommodating to my needs. It helps to stop me burning out.’

Another plus has been the chance to grow up in a community of friends. With an international background – her parents are from Italy and Tanzania, and her mother currently works in Norway – Camilla speaks six languages but, as an only child, appreciates being a boarder.

‘I love it so much. Living with other people, sharing clothes and always having someone to talk to is great. And Wells is such a beautiful city. So green. My busy life is juxtaposed with this calm, cleansing environment.’

What does she like most about her school? ‘Wells is setting me up to be a multi-skilled person, to have a toolbox of many di erent skills and qualities.’ She hopes that will be the perfect support system for the next stage in life. ‘I’m ready for a new culture change, but my foundations are secure.’ 

Portrait by Jon Edkins

Camilla Haule

LEADING WITH THE HEART

David Goodhew, managing director of the Dukes Foundation, explains why now is the perfect time to expand bursary provision

As a classicist, it would be remiss of me not to re ect on the Greek roots of the word ‘philanthropy’: Liddell and Scott’s lexicon de nes φιλανθρωπία as ‘humanity, benevolence, kindliness’. is is in harmony with one of our core Dukes values, namely that we lead with heart. e Dukes Foundation is committed to supporting young people’s education, healthcare, mental health and wellbeing, as well as sustainability and the planet. To date, the Foundation has put those words into action by supportingamong others – a new Children’s Cancer Centre at Great Ormond Street Hospital, the British Asian Trust’s School Mental Health Project, Place2Be, London Youth and Poetry Together.

However, as Dukes approaches its 10th anniversary, I am especially inspired by our ambitious plans to become the leading provider of transformational bursaries in the UK. ere are so many reasons why this is the right thing to do at the right time. Work by the Sutton Trust and the Education Policy Institute had already highlighted an attainment gap of approximately 18 months to two years between pupils from wealthy backgrounds and those from poor backgrounds; sadly this gap has worsened as a result of the pandemic. Yet research by the OECD shows that, when disadvantaged pupils have the chance to attend advantaged schools, the e ect size is equivalent to two-anda-half years of schooling.

Another lesson from the pandemic is that, while instruction can be delivered remotely or online, education is a profoundly social experience. This is supported by the work of Professor Sarah-Jayne Blakemore, who has shown that there are evolutionary and neurobiological reasons why teenagers are hard-wired to pay as much (if not more!) attention to their peers as the adults in their life. If education is about learning life lessons in the company of your peers, then who your peers are is as important as who your teachers are. Much work has been done on the bene ts of

diversity of thought (e.g. Matthew Syed’s Rebel Ideas). A socio-economically diverse peer group, powered by bursaries, avoids the risk of children growing up in the monoculture of a ‘privileged bubble’ and equips them to collaborate with peers from all walks of life – a vital skill for success in the wider world of the 21st century. In short, it’s not just the recipients of bursaries who bene t from being in schools that o er them - everyone bene ts from being part of a deeper and wider talent pool.

This is also the case for colleagues: those who choose to work in education, whether as teachers or support sta , frequently have a strong social conscience and are attracted by the opportunity to work for an organisation that lives their values. is is especially true for the current cohort of Gen-Z employees. e work of the Foundation, including what could become a sector-leading bursary programme, will allow Dukes to recruit and retain more of the most able and conscientious professionals in the education space.

e mission and purpose of Dukes is to ‘empower our children to live an extraordinary life’. If we can nd a way to widen access for as many children as possible, not only those who can a ord the fees, we will be able to make a positive di erence to social mobility in this country.

‘This is the right thing to do... we can find a way to widen access for as many children as possible, not only those who can afford the fees’

e UK has one of the lowest rates of social mobility in the developed world, which is not only a colossal waste of untapped potential but is also a brake on our economy and culture. is is an issue I care deeply about myself. e son of a postman and a cleaner, I grew up in the tower block opposite Grenfell; I went to my local primary school and state secondary school. I was the rst member of my family to do A-levels or go to university. I know that the education I received, especially at Oxford, changed my life and I know that Dukes can do the same for hundreds of children like me every year.

Watch this space. 

David Goodhew

It’s time to announce the winning schools in this year’s awards, says VICTORIA LAMBERT.

Yet again, we were thrilled to receive so many impressive entries – but in each category there could only be one winner. So with fanfare and trumpets, please meet this year’s School House Awards winners

THE JUDGING PANEL

VICTORIA LAMBERT

Editor, School House

Victoria Lambert is Editor of School House. She is firmly in favour of a rounded education which brings out the best in every child.

CHLOE BILLINGTON

Director and Founder of Child in Time

Child in Time is a provider of counselling services to schools and colleges. She has extensive experience herself as a primary and secondary school counsellor in London.

ANNABEL HESELTINE

Writer, Broadcaster and Podcaster

Environmentalist

Annabel Heseltine writes on conservation for The Telegraph, The Ecologist and Resurgence

THE WINNERS

LUCY CLELAND

Editor in Chief, Country & Town House

Lucy Cleland has worked in the magazine industry for more than 20 years and is driving Country & Town House’s sustainability agenda.

Naturally, choosing the winner in each category was difficult and caused much debate. So how did the judges reach their decisions?

Social Mobility Champion

(Sponsored by Christ’s Hospital School)

WINNER: JAMES ALLEN GIRLS’ SCHOOL, DULWICH (JAGS)

One of the most vital functions of modern independent schools is how well they improve the life chances of their least privileged students, something Christ’s Hospital (CH) is widely admired for. e shortlist for this award consisted of James Allen Girls’ School, Dulwich (JAGS); Reed’s School, Surrey and Wellington College, Berkshire. CH’s Director of Development Hugo Middlemas was impressed with all three schools but picked out James Allen Girls’ School, Dulwich (JAGS) as the winner. He stated that the school ‘should be recognized for the steps it has made in growing its bursary programme. In its commitment, it is a good role model for other schools to follow.’  Middlemas suggests that all schools could improve their approach by looking at improving social mobility measurement.

Alumni Relationships Champion

WINNER: ST CATHERINE’S SCHOOL, BRAMLEY, SURREY

e three nalists of this new category were Trinity School, Croyden; St Catherine’s School, Bramley and Queen Anne’s School, Caversham – with St Catherine’s taking the prize this time. e school maintains a close relationship with more than 5,000 alumnae, o ering a wide range of social activities from Rock Choir and cultural trips to Europe, to bringing former pupils together for book clubs, cookery classes and more. Judge Annabel Heseltine says: ‘It’s great to see that two of the nalists are girls’ schools, not least because it re ects the ways in which women are crashing through glass ceilings in their careers and inspiring younger women. It’s also often true that the girls’ schools tend to have smaller funds because they are either younger schools or because – by de nition – their elder alumni didn’t always go on to have careers, and therefore less independent wealth.’

Sustainability Champion

WINNER: ST PAUL’S GIRLS’ SCHOOL, LONDON

One of the most hotly contested categories, our sustainability champion came down to a choice between St Paul’s Girls’ School, London; Dulwich College, London and Berkhamsted School, Herts. Judge Annabel Heseltine con rmed that it was not an easy decision, explaining ‘St Paul’s came out on top because of its leadership initiative in starting the London Eco Schools Network as well as its own action committee.’ She adds: ‘Dulwich and Berkhamsted were also strong contenders, not least because of their commitment to ‘greening’ their school in line with 2050 governmental Net Zero targets.’

Pastoral Care Champion

WINNER: SYDENHAM HIGH SCHOOL GDST, LONDON

e three nalists in this category - Sydenham High School, London; Wells Cathedral School, Somerset and Notting Hill and Ealing High School, London - all o er impressive pastoral support to pupils. In the end, Sydenham won, with judge Chloe Billington praising its bespoke Mind, Body and Soul programme in particular. is is central to the school’s commitment to educating the whole child. ere was also praise for the way it celebrates the diversity of the local community and practices engagement with the neighbourhood. Parents are involved with events such as ‘Brain Bootcamp’, which advises on healthy eating.

Animal Support Champion

WINNER: YORK HOUSE PREP SCHOOL, HERTS

Looking to divide the rosettes in this category were York House Prep School, Herts; Bede’s School in East Sussex and Hanford Prep School, Dorset. Annabel Heseltine points out that it is very di cult comparing these three schools, especially as Bede’s entry focusses on the senior school. Overall, she says, ‘I feel that York has clearly put a great e ort into the diversity and range of how and what it o ers with a variety of animals and husbandry, as well as a special awareness of the value of complete immersion for neurodiverse pupils; I felt that this was the most original take.’

Mind/Mental Health Champion

WINNER: FRAMLINGHAM COLLEGE, SUFFOLK

Eaton House e Manor, Clapham; Framlingham College, Su olk and Berkhamsted School, Herts were our three nalists in this category. e judges were impressed with all the schools’ approach to mental health but Framlingham came out on top. e school has Wellbeing Ambassadors and a speci c Wellbeing prefect, plus a resident clinical psychologist who o ers drop-in sessions for pupils and sta every week. Its latest scheme - a Wellbeing podcast - has proved hugely popular. e judges noted the three mental health awareness focused weeks per year during important times such as exam season or the start of a new term.

WHAT NEXT ?

The prize winners have all been informed and will be receiving commemorative plaques and rosettes. And for those who just missed out? It’s time to start planning next year’s entry –more details to come in our Spring/Summer 2025 issue.

Charity Champion WINNER: NOTTING HILL AND EALING HIGH SCHOOL GDST, LONDON

e shortlist for this category comprised of Francis Holland School, Sloane Square; Cranleigh School, Surrey and Notting Hill and Ealing High School, London – with the latter winning for the way it used its recent 150th anniversary to renew its culture of volunteering – and deepening its already sustained relationships with local charities. e judges liked the way the school really engaged in its community and the innovative ideas that emerged for fundraising as a result. Moreover, a volunteering day with every student participating meant that more than 3,500 hours were logged in charitable e orts.

Local Partnership & Community Champion WINNER: COTTESMORE

SCHOOL, WEST SUSSEX

Finalists Francis Holland School, Regent’s Park; Cottesmore School, Sussex and King’s College School, Wimbledon all impressed. Ultimately, Cottesmore won with its formation of the Buchan Group, together with local state schools, to provide an avenue for mutual support and sharing best practice. Chloe Billington was impressed with its forward thinking research into use of AI, and that ‘the group itself appears to be collaborative and gives the impression of mutual respect... rather than “charity”.’ She also wanted to give a nod to Francis Holland’s ‘ambitious and extensive reach with every academic department running its own partnership programme.’

CHRIST’S HOSPITAL SCHOOL

Thomas’s College will open in Richmond, London, in 2025

100 SCHOLARSHIPS TO CELEBRATE NEW SCHOOL

As founding Master of Thomas’s College, Will le Fleming reveals how he intends to attract the brightest and best

In September 2025 we will open omas’s College, a new school in south-west London o ering co-educational day, weekly and exiboarding places for young people from 11 to 18. e ve-acre campus is spectacular, and the vision for the school matches it: we want this to be an exciting and compelling prospect for every London family considering independent secondary education. We’re determined to o er something radical and di erent, with genuine innovation built around a core of recognised and traditional excellence.

In founding the College, we’re committed not just to a fresh approach but also to transformative opportunity. We’ve launched an initiative that seeks to achieve both: e Founding Scholarship Programme. We have made over 100 scholarships worth 100 percent of school fees available for 2025 entry, allowing exceptional young people to access a College education free of charge.

In the context of VAT on school fees and challenges with a ordability, putting pressure on families choosing an independent education, this is a major philanthropic commitment. It is intended to transform the lives of young people winning the awards and also to place charitable intent at the heart of omas’s College. All families of Founding Scholars will be asked to make a donation worth ten percent of school fees to our charitable foundation, though families may apply for a means-tested exemption from this commitment, so that the Programme is needs blind. Where circumstances allow, families are invited to increase the level of donation to 100 percent or more of fees, to enable more children to access the remarkable education we are building now and in the future.

Founding Scholarships are available in Years 7, 8, 9, 10 and 12 for entry in September 2025 and last from 2-5 years depending on point of entry, with further scholarships available to support Sixth Form study when Founding Scholarships conclude. Scholarships are awarded based on performance in our ground-breaking selection test, which examines playfulness of mind, potential and character, and strongly discourages over-preparation in order to preserve and protect childhood for applicants.

It is vital that we encourage a sense of community in our students, so Founding Scholars will join the Founding Board: a student body advising and supporting the foundation of the school. ey have a unique opportunity both to enjoy and to help shape a remarkable education through their school careers. I am very excited to hear the perspectives and recommendations of the Founding Board as they help us to forge our remarkable new school.

‘We’re determined to offer something radical... genuine innovation built around traditional excellence’

is Programme is only possible thanks to the level of interest in the College as a whole. It means that we will be starting at scale, with students across the age range, and that gives us scope to create this remarkable opportunity for all young people. While the Founding Scholarship Programme is only available in our inaugural year, 2025, it will also help us to o er means-tested needs blind scholarships from 2026, in perpetuity.

ere is much our Scholars will help us achieve. omas’s College will be groundbreaking, o ering families choice over the curriculum and quali cation mix, breaking up the educational experience by o ering a three-year Sixth Form, and aiming for a diversity of excellence and talent that avoids the arti cial strati cation that can mar traditional selective education. ese innovations have a simple purpose at their heart: helping us to foster hope and assurance in bright, curious, well-rounded young people. Helping them to ful l their potential and achieve excellence, with the con dence to go out into the world with what they’ve learned and challenge both themselves, and what they nd, to do better. The Founding Scholarship Programme is central to our vision to ensure this opportunity extends to all young people, regardless of circumstance. e opening of the school in September 2025 with the launch of this ground-breaking Programme will be such an exciting moment in the ongoing omas’s story. I look forward to meeting every student and Founding Scholar and am so proud to be a part of the unique and visionary education we will create together. 

Will le Fleming

TAKING NOTES

The value of learning an instrument can never be underestimated, says James Bartlett, Director of Music at Christ’s Hospital

Mu sic is the beating heart of Christ’s Hospital (CH). Our remarkable school enjoys a long tradition of musical excellence with unrivalled facilities and is perhaps the only school in the world where every student is involved in playing, singing or hearing live music six days a week. is takes careful planning – the music department is organised around a central belief that its priority must be to develop the full musical potential of each student so that he or she can leave the school equipped to pursue his or her musical interests in whatever form that might take. Every lesson to an individual or class; every rehearsal of an ensemble, orchestra, band or choir; every concert, performance, event or activity must be approached in the certain knowledge that it is helping to inspire each of the young musicians involved to raise their musical expectations and standards and to develop their musical ability.

Access is important, too: about one quarter of the school are in one or more of the major ensembles. Furthermore, all professional concerts at CH are free to all students.

More importantly, we believe individual music tuition should be available for all. So those receiving individual tuition pay on a graded scale according to income. In addition, accessories and music are provided entirely free of charge to every music student.

tradition – unique to Christ’s Hospital – and never fails to impress visitors and spectators. e most advanced musicians in the school are selected for the symphony orchestra and have the opportunity to play in two major performances in the year.

ere is also a chamber orchestra (strings), an intermediate orchestra and a concert band, which o ers opportunities for students to gain wider experience of ensemble playing in many di erent genres.

Performances take place throughout the year, most notably we have a dedicated concert every February.

Our CH Big Band performs an eclectic mix of music from the 1930s to the present day. is includes compositions and repertoire from Count Basie, Glenn Miller, Duke Ellington, Artie Shaw, Buddy Rich, Woody Herman, Benny Goodman as well as more modern charts from e National Youth Jazz Orchestra and pop music.

And we shouldn’t forget voice and vocal training. CH is a singing school, with many opportunities for specialised group singing; every member of the school takes part in the annual House Singing Competition.

‘Academically, music straddles the gap between the arts and the sciences in a manner unlike any other subject’

Hence, the school is subsidising music tuition to a degree found in no other independent school in the country, other than perhaps the specialist music schools. Performing in public is a normal part of music education but not everyone enjoys or wants the same experience.

So we o er a variety of opportunities such as our famous Marching Band. Made up of 100 young musicians who gather four days a week to march all 900 students into lunch through the school’s vast quad; this is a spectacular

The Chapel Choir sings weekly, while the most senior and experienced singers are invited to audition for the Schola Cantorum, a chamber choir of about 25 students. We also have a fantastic Gospel Choir, and for those who wish to have singing lessons, there are ve singing teachers, three classical specialists, a jazz and pop specialist, and one with expertise in both.

But all these opportunities are not there to help students create wonderful sounds. Academically, music straddles the gap between the arts and the sciences in a manner unlike any other subject.

Analysis, presentation, critical thinking, essay-writing, problem-solving, cryptography and logic combine to make music students and graduates amongst the most versatile in the employment market. 

Christ’s Hospital, Sussex

WHAT’S UP

The latest in fundraising and scholarship news

ENGINEERING A BRIGHT FUTURE

e Arkwright Engineering Scholarships programme is the most respected engineering scholarship scheme of its type in the UK, o ering nancial support through A-levels and mentoring from a professional engineer. It’s no surprise that Kingswood School, Bath is thrilled to announce that all three of its students who applied for the award were selected out of thousands nationwide to become recipients.

ETON UP THE COMPETITION

Terra Nova Prep’s Year 8 pupil

Aaron Cao has been awarded a King’s Scholarship to Eton College this September. e highly coveted award recognises exceptional academic talent and potential – Aaron is one of only 14 boys selected from an exceptionally competitive pool of about 100 candidates. How did he do it? Aaron’s parents look to Terra Nova, saying that its ‘school values [of] resilience, openmindedness, con dence, kindness, and discipline’values that ‘permeate’ their son – were the key to his success.

VOLUNTEERING VICTORY

After volunteering for several years at Chelmsford Mencap’s lifelong learning service, Royal Hospital pupil Henrietta Tyler has been awarded the Mayor’s Award for Outstanding Voluntary Service. Her work involved supporting people with learning disabilities of every age and ability, diligently and compassionately undertaken at least one day per week during every school holiday. She has directly benefited more than 60 service users, providing one-to-one support and even running whole class activities.

LANCING AHEAD

Lancing Prep Worthing announces that 14 pupils have gained scholarships to their chosen senior schools. Whether they’re academic, sporting or all-round scholarships, this is only possible through the dedicated, specialist teachers ensuring that aspirants are well prepared for the assessment days at their chosen schools.

WANDERING TO GREATNESS

Arthur Nasta joined Mill eld School on a sports scholarship in Year 9 – now he’ll be playing with professionals, having joined Premier League club Wolverhampton Wanderers as a footballer as of July 2024. Arthur did all of this whilst taking his A-levels – a testament to both his incredible drive and talent, and Mill eld for supporting and nurturing his potential.

SPORTS STARS - AND STRIPES

Girls’ Division students Ella Brophy, Harriet Dickens and Ruby Hurt, and Boys’ Division students Joe Emery and Max Goodwin of Bolton School, have gained prestigious scholarships to further their athletic and academic endeavours in America. As these elite athletes prepare to embark on their collegiate journeys across the Atlantic, their dedication, perseverance, and commitment to excellence serves as an inspiration to current and future Bolton students alike.

PIPE DREAM BECOMES REALITY

Emma, 10, has become the second recipient of the Gri ths Chapel Organ Scholar. After a practical assessment and an interview with Susie Lamb, Director of Music at Salisbury Cathedral School, it was announced that Emma will commence her prestigious two-year scholarship programme in September 2024. Emma will enjoy organ lessons on the recently restored and refurbished Peter Collins Pipe Organ in the school chapel, and will have the possibility of playing the famous Father Willis organ in Salisbury Cathedral.

FOOD FOR THE SOUL

anks to 17-year-old Lexi Parkinson, St George’s School, Edinburgh, has a new benefactor for its Spring Ball. Lexi helps out at ‘Soul Food Edinburgh’, a charity which tackles poverty by hosting meals for people in need. It will get a £10,000 donation from the fundraising ball.

100 ACTS OF KINDNESS

Whether it’s collecting costumes and funds for a performance by an orphanage in Azerbaijan, running ten kilometres a day for nearly four months for charity, or collecting toys for children in need in Tunbridge Wells, the students and staff of Benenden School have been hard at work. To celebrate the 100th anniversary of their school, they committed to completing 100 kind acts to benefit the community – one for each year of the school’s existence.

CROSSING THE FINISH LINE

Walking, swimming and running are par for the course in charity kilomarathons, but what about dancing or continuous tennis? e students, sta , parents, and alumni of St Swithun’s School, Winchester are thrilled to announce that they collectively covered a remarkable 2,049 km, raising more than £50,000 for the Bramston Bursary Foundation.

FELSTED GIVES BACK

An incredible £115,000 was raised at Felsted School, North Essex, during its Giving Day. Sta , students and alumni participated in 36 hours of fund-raising for transformational busaries - the school will now be able to provide full-fee boarding support to an additional ten Sixth-Form students each and every year.

BURSARIES:

KNOW NEED TO ALL YOU

Merchant Taylors’ School, Hertfordshire

With more bursaries available than ever before, ALICE SMELLIE guides parents through the process of being awarded one

Independent schools have a long and rich tradition of o ering nancial support via bursaries and scholarships to families who might not otherwise be able to a ord a place. With that in mind, here are the questions you might want to ask about the process.

HOW MANY BURSARIES ARE AWARDED?

According to the Independent Schools Council (ISC), meanstested bursaries have increased by £175 million to £474 million over the past decade. It suggests that as many as a third of all children in independent schools are receiving some sort of nancial assistance, and about 6,000 pay no fees at all, thanks to a combination of bursaries and scholarships. What’s more, bursaries range in value, depending on the school and on the individual situation - some work out at 100 percent including uniform, meals and trips, while others might be a small percentage of fees, depending on the circumstances.

WHO ARE THEY FOR?

Bursaries don’t just bene t pupils; many schools recognise the importance of nurturing talent and giving back to the wider community.

‘From a school perspective, it gives us the opportunity to provide opportunities to talented girls who wouldn’t otherwise

be able to come to Roedean’, says Alison Wienekus, director of Admissions and Marketing. Roedean is an all-girls day and boarding school on a cli top setting in Brighton, Sussex. ‘Many schools have academic requirements, and these do have to be met at a base level.

‘But we aren’t just looking for academic ability. We would like to recruit students who also align to the ethos and values of the school’.

‘We now o er three full bursaries,’ says Sam Feilding, Head of Admissions at Eaton House Schools. e Eaton House Foundation started in 2020, in response to the Covid-19 lockdown, when a group of parents recognised the need for the high standard of teaching to reach as many children as possible in the environs of the schools in Clapham and Belgravia and created the foundation.

WHERE TO START

So, how do you go about achieving a bursary award for your child? Well, there’s a certain amount of organisation involved in the journey. ‘We ask that parents register for the school by September 30 (the year before starting) and for a bursary application by October 31,’ says Gregg McCann, Registrar at Merchant Taylors’ School in Hertfordshire, founded in 1561. ‘You simply notify us

Pupils at Roedean, Sussex

in the admissions department that you’d like to apply for one.’ McCann adds that they are always happy to answer questions, either via telephone, email or at open mornings.

‘For entry into Years 7, 9 and 12, the application for a bursary is done simultaneously with the admissions process,’ says Wienekus. ‘As a result, during this process, we get to know the family and student well. When we send out our school o ers to families, the o er would include the bursary if we were able to o er one.’

WHAT’S THE ASSESSMENT PROCESS?

Many schools now use external companies such as BAL, an independent rm of assessors. ‘ is year we have a new online system,’ says Gregg. ‘We send out a link to applicants, they create an account and can then upload all of their paperwork and supporting documents’. It is, he says, a far more straightforward process than before.

‘What used to be a 12-page physical form is now online, and you can check that you’ve got all your documentation together.’ It also means that there’s a high level of privacy for parents as it’s all done by a third party.

‘ e only time I look at the bursary applicants is when we know to whom we’re o ering places, and then we try to allocate funds as fairly as possible to those who qualify.’

Roedean also uses BAL to support the application evaluation process. ‘ ere is an application process which is means-tested and therefore requires a lot of information from the family,’ says Wienekus. ‘It’s very hard to de ne a set criterion for consideration of a bursary as the application

looks at so many nancial variables. However, the process ultimately provides an indicative gure of a ordability which we use to guide the awarding of a bursary.’

PLACE ALLOCATION

So, how are places allocated? ‘Because we’re academically selective, we want to make sure that pupils are at a level meaning they can cope with the academic pace,’ says McCann. ‘Not everyone is looking for 100 percent by any means. ey might just need a bit to make it nancially viable. We try to reassure parents that when we’re allocating funding, we either go to the amount recommended by BAL or higher. ere’s no point o ering support if it’s still not going to make it possible. It’s about us making sure we o er support throughout the journey’. He adds that they reassure parents that applying for a bursary isn’t going to count against them when applying for a place.

‘We have a fairly substantial number of girls who are on some form of bursary funding, from 5 - 10 percent up to 100 percent, though this is unusual and very speci c circumstances,’ says Wienekus. ‘For example, we have ve girls from Ukraine at the moment who are being supported’.

CONFIDENTIALITY

Some parents may nd it embarrassing to admit they need a bursary, but the experts say there is no need for this to be the case. ‘Parents are a little reluctant to mention it, and when we explain the process and that there are a number of people applying through this route, I think it’s

reassuring,’ says McCann. ‘We always try to reassure parents that applying for a bursary is not going to count against them in terms of getting a place. Bursaries are part of Merchant Taylors’ ethos to help fund places. When we were founded half the places were free, so we’d never move away from giving them, even in these straitened times’.

‘I think every parent has a sense of pride, and often you will see parents pushing multiple scholarship applications. It’s very di cult, but I do sometimes ask whether it’s for funding purposes, and am able to suggest the bursary process’, says Wienekus. Also, she reminds, it’s completely con dential.

DO I NEED TO EARN LESS THAN A CERTAIN AMOUNT?

No, says McCann. ‘We know that income is just part of the picture. Again, that’s why we have an independent assessor involved, because they can get an in-depth idea of nancial background. We know that with costs going up everywhere people are stretched in all [kinds of] ways!’

Wienekus adds: ‘’We look at income, expenditure, assets, directorships, solvency, loans, other liabilities and property amongst other factors. It’s important because some families have huge levels of assets but not necessarily a lot of liquid cash and some families have neither. So that’s why we go through such a comprehensive process: so that when we do grant a bursary, we know that it’s fair’.

Eaton House is more speci c: ‘Requirements include a household income of less than £42,500 a year and living within [10-miles] of Eaton House e Manor or Belgravia,’ says Feilding.

WHAT ABOUT A CHANGE IN CIRCUMSTANCES?

Bursaries don’t have to be given right from the start. ‘Perhaps there’s a change in or loss of a job or a death in the family so bursaries might be for a short-term period or a forever situation,’ says Wienekus. ‘What’s important to realise is that if we decide to fund someone, we don’t just take funding away – provided there are no changes in nancial circumstances for the better, support is in place for the time spent at Roedean.’

‘ ere are more hardship bursary applications than ever before,’ says McCann. ‘ ey are subject to the same scrutiny as entrance bursaries. Families can be reassured that money is going to those most in need.’

And schools o er bursaries in di erent ways. e Brighthelm Award is a means-tested scholarship for highly academic girls at school in the state sector who live within a 20-mile radius of Roedean. ‘It allows us to be more integrated with the local community’, says Wienekus.

CAN I APPLY FOR A BURSARY AT MORE THAN ONE SCHOOL?

If your child is applying to various schools, then yes, absolutely. ‘We’re aware that children might be applying at multiple schools,’ says Sam Feilding.

WHERE DO THE FUNDS COME FROM?

Bursary funds come from a number of sources; fund-raising, alumni, parents and friends of the school as well as bursary endowment funds that create income every year. ‘We’ve just completed a major project for a cricket centre, which is a highly sort-after lettings facility,’ says Nick Latham, Merchant Taylors School Director of Development, and ‘ e governors have agreed that letting pro ts will go towards bursaries.’ 

Seeds of HOPE

VICTORIA LAMBERT learns about The Iris Project, set up to encourage the next generation of environmentalists

PHOTOS: PROJECT SPARA;

MUDZI COOKING

From recharge wells in Indonesia to cleaning British rivers, campaigning outside government buildings to writing plays on the e ect of climate change, young environmentalists around the world are setting an impressive example to their elders.

It’s no wonder then that an annual global prize has been set up to encourage and reward their e orts, speci cally those aged 14-24, who are working on projects to restore and protect nature. e prize is the centrepiece of e Iris Project, now in only its third year – the brainchild of environmentalists Kate Rothschild and Ben Goldsmith.

Every year, three projects are declared the winners of separate categories: an existing project that needs help scaling up (the Iris Prize), an existing small scale project (the Stem Prize) and a new idea yet to be established (the Seed Prize). Each winner will be given a grant ranging from $5,000 to $15,000, plus practical support so that they can ourish. Six runners-up will also be rewarded with smaller grants, mentorship and training.

Ben Goldsmith has high hopes for its importance: ‘Our dream is for e Iris Prize to become a Nobel prize of sorts for young environmental activists around the world.’

Kate and Ben set up the project in 2022, following the tragic death of their 15-year-old daughter Iris in an accident. Like her parents, Iris had been devoted to nature and conservation so, deep in their grief, they decided to set up an organisation in her memory that could support her passion and o er a helping hand to other young people.

‘Our Iris was a star in the making,’ says Ben, ‘with a profound love of nature and a desire to become a barrister working on environmental campaigns.

‘Tragically, Iris did not have the chance to ful l her dream in this world. I can think of no better way to honour her memory than helping to lift up the most promising young environmentalists from around the world.’

e charity itself is run by Millie Edwards, who explains how it works. ‘Every year, we call for nominations from projects that are focused on protecting and restoring nature.’ e entry period lasts from the beginning of March to the end of April.

Last year’s winners included LIQUIFY, which works improving access to clean drinking water in Indonesia; Project Sparsa, which produces ecologically-friendly menstrual pads made from upcycled banana bre in Nepal, and Project Mila, which aims to end unsustainable organic waste management practices in Kenya.

However, Millie is keen to point out however that even if you don’t have a grand scheme or idea, young people in the UK can still get involved.

‘Fundraising is one of the biggest things you can do to help us. We’ve had schools choose us as their charity partner and raise money at sports day or at other events. Whilst e Iris Project does prioritise supporting projects in the Global South, projects in the UK can de nitely still apply. It’s about noticing things in your community and thinking of solutions – that might mean a creative way to inspire communities to clean up the local area, an awareness-raising festival, or rewilding projects.’

Although one of the charity’s biggest projects to date took place at the Green School in Bali (building water recharge wells in the school grounds), young people in the UK who have an exceptional idea of how they can protect and restore nature within their local communities should apply. Millie points to a play about nature and biodiversity written by a young adult in Wales, which – though it did not win – set out to engage those who were not yet committed to improving the environment in a fresh way.

‘It’s about nding creative solutions,’ she adds. ‘ ink of what you care about and what you and your classmates or friends might be able to do to improve it.’ is year’s winners will be announced in October, so now is a good time to think about applying next spring when the prize reopens. ‘You can apply as a class team – or by yourself. And we’d love to see more British applications.’

Everyone who applies is invited to join e Iris Project ecosystem, a private slack channel where daily funding and capacity building opportunities are shared. All shortlisted applicants receive feedback on their projects and the winners and runners-up get a year of one-to-one mentorship, and training as well as the nancial grant.

Millie is proud of the way the prize is growing: ‘It’s an on-going movement,’ she says. ‘We’ve tripled the number of entrants since we started. is year, we had more than 1,000.’

Ben is equally pleased. ‘Since launching e Iris Prize,’ he says, ‘we have been deluged each year with a sparkling array of applicants. It has been nearly impossible each time to choose the winners and runners up. It is hugely uplifting to know that so many young people around the world are doing amazing things in the places where they live to restore our natural world.’

theirisproject.org 

Maria, who won the Seed Prize in 2022, and her community

Sam, winner of the Iris Prize in 2022

https://wells.cathedral.school/scholarships admissions@wells.cathedral.school

A FRESH PERSPECTIVE

Joining a school like St Philip’s in London as a governor is a chance to give back, says businessman Ed Orr

When I’m asked what made me want to be a governor, the answer is simple. My own family had enjoyed the St Philip’s experience and I wanted to help other families to do so well into the future.

St Philip’s is a small Roman Catholic preparatory school for approximately 100 boys aged 7-13. Established in 1934 – and still located on its foundation site in the heart of Kensington in central London, close to the Brompton Oratory – it is entering an exciting period of growth. is year, the school began a three-year expansion phase that will see it become a school for approximately 160 boys aged 4-13. is term we have welcomed our rst Reception class pupils. e school o ers a broad and balanced curriculum combining a strong academic, moral and religious education with a range of creative and sporting opportunities. It aims for every pupil to feel a valued member of the school community and to have a sense of being personally nurtured.

We are a small school with great ambitions for every one of our boys, and we place great emphasis in creating a structure that allows our boys to challenge themselves and grow con dently in a positive atmosphere that is encouraging and fun. at structure is delivered by caring professionals at the top of their game who understand that underpinning the light touch of a happy and successful school is a well thought-out programme that is broad, varied and aspirational for all.

But being a school governor was new.

When you are used to running a business, it can take a bit of getting used to only being a non-executive director of a company and it is similar for a governor, where it is the Headmaster who is responsible for running the school day in, day out. Governors have to make the big decisions in the best interests of the school but the Headmaster and his team have to execute them.

When boys leave St Philip’s they go on to the senior school that is best-suited to their individual needs. Since 2019, almost half have moved on to Eton, Harrow, City of London or Dulwich.

Before I joined the school’s oversight team, I’d had experience of company boards in my career in business and finance.

ere is one full governors’ meeting a term where all the critical aspects of the school’s welfare – academic achievement, pupil behaviour, sta morale, new enrollments, nancial performance, fees, long term strategy and investment etc. – are reviewed and discussed. ere are also subcommittees for Finance and Pastoral once a term and ad hoc meetings whenever necessary.

It’s common to think you must have senior business experience to be useful, but schools require a combination of both hard and soft skills to ensure their boards operate e ectively.

It is also obviously signi cant that both my sons attended the school, but other than that I now have no ties. So, I feel connected, but I think it is important not to be too connected – it is crucial that governors try to bring outside objectivity.

That said, I would recommend taking on this kind of role even if your children are still at the school. It is invaluable to have some governors who are currently (or have recently been) parents and can bring that perspective to meetings.

Have I whetted your appetite? en I’d recommend letting your Headmaster or one of the governors know that you might be interested in becoming a governor.

Ed Orr is co-founder and CFO of boutique travel club Mr and Mrs Smith. mrandmrssmith.com 

Pupils at St Philip’s School, London

ORCHESTRATING A WIN

Alleyn’s School alumnus and superstar flautist/saxophonist Rianna Henriques reveals how she built a career in music

What were your main passions while you were at Alleyn’s School? ere was a time when I wanted to pursue dentistry, hence choosing Biology and Chemistry alongside Music A-level. My interest in a medical career didn’t exceed my passion for the arts though, or for music in particular. Throughout school, I immersed myself in musical co-curricular activities; I was a member of ensembles both internally and externally, participating in various afterschool clubs, such as Symphony Orchestra, Chamber Choir and Jazz Band. is was all whilst attending the Royal College of Music Junior Department on a Saturday, where I played both ute and saxophone. How did going to Alleyn’s affect your music? Before then, I had been playing ute for four years and saxophone for two, reaching a high grade. However, my ensemble experience was limited to the National Children’s Orchestra of Great Britain, my local music service and my primary school band. I hadn’t had a chance to experience di erent genres other than classical music, nor had I had many performance opportunities. In what ways did your school support you? e Alleyn’s Music department enabled me to take part in many ensembles on both instruments. ere were also performance opportunities, including recitals and competitions, and I often played at events such as Founder’s Day. What path did you take after finishing school? Initially I had  planned to apply to a UK Conservatoire but decided I didn’t want to choose only one instrument to study full-time. The Royal College of Music is not only ranked the Global No. 1 for Performing Arts but it is one of few conservatoires where it is possible to study two di erent specialisms, both at equal intensity, and I seized the opportunity to become a Joint Principal Study (JPS) full Royal College of Music Scholar.

the current ute chair-holder of the National Youth Jazz Orchestra –a real privilege.

What has surprised you? Not everything is related to your quali cations and musical background. Being personable and a pleasure to work with are almost more important. A strong social media presence helps as employers may reach out to you via Instagram or through your website.

Where are you now?  In the second year of my Master of Performance degree, studying the ute at the Royal College of Music.  I am also

What have been some of your greatest achievements so far? I divide my musical achievements into publicity and performance. In terms of performance, I’ve been fortunate enough recently to be playing alongside six times BRIT Awards winner, RAYE, with more than a dozen gigs across the world and at major festivals. Currently, I am playing ute, saxophone and clarinet with the Royal Shakespeare Company for their production of Pericles (until December).

My most amazing publicity achievement to date has to be being selected as a Professional Member of the GRAMMY Recording Academy’s Class of 2024. I was also grateful to be featured in Vogue last year alongside the Chineke. Orchestra with Jorja Smith and Gri .

Have you had the opportunity to return to your school since graduating? A few times. Once, to visit the Music Department on a concert day with the National Youth Jazz Orchestra and another o -site, to watch The Orchestral and Choral Concert at Southwark Cathedral. What advice would you give to others? Seize every opportunity you get, in any eld. All concerts and chances

to play may lead to another and you never know who may be listening. Also, get as much feedback and positive criticism as you can, study your craft and strive to be the best you can be!

Tickets to hear Rianna Henriques at the Royal Shakespeare Company’s production of Pericles are available at rsc.org.uk/pericles 

Rianna Henriques

PHOTO:

OLIVIA DA COSTA

Boomtime Bursaries FOR

Assisted places have never been more sought-after, says SALLY JONES, so meet the schools rising to the challenge

It is a heartening thing to watch – the more nancial challenges independent schools face, the more determined they are to keep and to extend bursary and scholarship provision.

ey are all too aware that in tough nancial times, without extra help, many bright children from ordinary homes will be denied the outstanding education they can o er.

But in these straightened times, and with worries over VAT charges, that means becoming more creative as well as staying positive.

At Reigate Grammar School, a mixed independent school with just over 1,100 pupils and alumni including David Walliams, Fatboy Slim and Sir Keir Starmer, the uncertainty of how fees may change over the next year is already worrying parents.

‘Everyone wants to know what it could mean when it comes in – and at the moment we simply don’t know,’ explains Jonny Hylton, director of the foundation which runs Reigate’s fundraising and bursary scheme.

‘ We don’t know how many families are likely to be a ected; 150 of our pupils currently have bursaries ranging from 40 up to 110 percent. e major bursaries can include support for individuals, such as food, travel, uniforms and even the cost of an overseas educational trip a year which allows the pupil to embrace the whole school experience.

‘ e VAT addition will particularly a ect families with several children at the school. Often both parents are working in good jobs but having to make big sacri ces.’

But Hylton has no intention of backing away from the challenge this creates. ‘We all know that bursaries will become increasingly important, so more than ever we’re looking to increase them year on year.’

e school – formerly a state grammar – which will celebrate its 350th anniversary next year, recently launched its ‘Changing Lives, Building Futures’ campaign, designed to double bursary provision over the next ten years.

‘ We have a variety of income streams for bursaries,’ says Hylton, including ‘alumni giving, the pro ts from our international schools [in Vietnam, Saudi Arabia and China] and a lot of individuals, companies and partners supporting our philanthropic work. I only hope they’ll continue to do so.’

He adds: ‘We’ve set up the Henry Smith Club, named after our founder, a philanthropic organisation of around 160 members each committed to donating at least £2,000 annually over a number of years.’

e youngest Club member is 33-year-old Say Vivekanantham, who trained as a GP but discovered –while doing up houses and selling them at a pro t – that he was a gifted entrepreneur. He set up ‘Homey’, an app to speed up conveyancing on a property from three months to three days. Following its astounding success, thanks partly to investment from the wider school community, he is already giving back, in gratitude for the opportunities Reigate provided.

‘ e impact all our donors have made over the past ten years is extraordinary,’ adds Hylton. ‘£11.5 million has been raised purely for bursaries through long-term committed

‘In tough financial time, without extra help, many bright children from ordinary homes will be denied the outstanding education our schools can offer’

giving. is year the foundation will expend £1.4 million in bursaries – of which 60 will provide at least 75 percent of the full fees.’

Like Reigate, Stowe School is focused on softening the potential impact of the added VAT on ‘the squeezed middle’: hard-working parents for whom an extra £6,000 a year could make school fees una ordable.

‘ We’re working hard not to pass on the entire VAT hike, which is a tax on parents, not schools,’ says Stowe’s Director of Marketing and Admissions, Tori Roddy. ‘We have some hardship funds for current parents but these will be spread pretty thinly. We don’t have in nite resources or a massive endowment as we’re only 100 years old, so we’ve had to build up the funding ourselves. Our hardship funds are means-tested and have to be allocated fairly to those who qualify for them. We never want to see a child leave school mid-course, so if all else fails, we try to get them to a natural break in their education – before the start of the A level course, for example.’

With growing numbers of applications for bursaries each year, many from gifted children of cash-strapped parents, Stowe is thinking big in its fundraising e orts. Its ‘Change 100’ campaign, launched four years ago, aims to raise £100 million to support 100 fully funded places in perpetuity and this already stands at £20 million. e youngest recipients join the prep school in Year 7 before moving into the senior school two years later.

‘Some current parents are paying the fees of others and not just their own kids,’ explains Roddy, ‘and we’re having a house competition among our alumni to see which house can raise the most for bursaries. Each year we have a Change 100 Day within the school where the entire community gets involved in raising awareness and supporting our mission to boost bursary provision.’

K ing Edward VI High School for Girls (KEHS) in Birmingham likewise faces overwhelming demand for bursaries from hundreds of bright youngsters. Its recent 140th anniversary appeal raised more than £140,000 for its Assisted Places Fund within nine months and during its highly e ective telethons, current students – including numerous girls bene ting from bursaries – phone alumnae and the school’s supporters to explain the impact their donations can have.

‘ anks to the phenomenal on-going support of donors, KEHS has double the national average proportion of pupils receiving means-tested assistance,’ says Laura Salt, Head of Development at KEHS and its brother school KES. ‘Our challenge now is to maintain and grow these gures over time. Demand for assistance far outweighs the funds we have available.’

For Charles Fillingham, Executive Headmaster of Solihull School, boosting bursary provision has never been

more important. And telling the stories of inspirational recipients and the life-changing e ect of their bursaries is central to engaging donors.

‘ When there’s less money to go round for philanthropic causes, donors rightly want to ensure their gift is being used in the way they intend,’ Fillingham says. ‘Some prefer to know they are helping a particular student rather than their money going into a general pot. We now have several pupils sponsored throughout their time with us by an individual or foundation. e relationship remains anonymous but the development o ce sends the benefactor news of the pupil each year. However, one pupil takes this communication upon herself, sending wonderful letters to her sponsor at the end of each year, addressed to Dear Generous Anonymous.’

Swelled by gifts from alumni, parents and legacies, the school’s Silhillian Fund helps to support more than 100 pupils each year, many receiving 100 percent fee remission. Despite current nancial pressures it has grown by over £3 million in the past ve years, with rising numbers of donors, often making small but regular donations. For example, Solihull recently appealed for 200 people to give £10 a month for ve years to create a sixth form sport bursary.

Staying in touch with in uential alumni is also key. Last year the school launched its 1560 Society, for those leaving bequests in their will, complete with donors’ dinners and a special school badge marking their generosity. In April, it learned that an Old Silhillian, who had received a free place in the 1970s, had left over a million to the bursary scheme. ‘Donors love feeling part of a philanthropic community,’ smiles Lucy Lunt, Solihull’s Head of Development. ‘Knowing they can allocate where their bequest goes is important too and we’ve had three signi cant gifts over the past ve years.’

e recipients themselves add much to the school. anks to a bursary, Aisha Khan, 18, joined the Lower Sixth last year and grasped the opportunity with both hands, making a notable contribution to school life: she is now one of the Heads of School.

Akirha Simpson, who came for Sixth Form on a Silhillian Fund bursary in 2019, is typical of recipients: determined that, whatever the scale of the VAT-driven fee-hikes, future generations of bright children from ordinary homes will get the same chances. ‘ e bursary removed obstacles and provided me with experiences I could never have dreamt of before I came here,’ Simpson explains. ‘ anks to the encouragement and teaching I received at Solihill, I am studying Law at Durham University. My ambition is to become a barrister and, as soon as I can, I will become a donor to e Silhillian Fund. I want to pass on my good fortune to those who come after me.’ 

Reigate

Abi [pictured] is just one example of Solihull students going to prestigious universities

Solihull students conducting experiments in a science class

Class Acts

From sports stars to future detectives, this year’s crop of bursary students aim - and achieve - high

REUBEN OLADELE

Former Sixth Form pupil at St Edward’s School, Oxford

Currently studying BA Sociology and Criminology at the University of Birmingham’

‘Everyone who is offered a place at St Edward’s is valued individually’

I came to St Edward’s for the Sixth Form from a state school in London, and boarding was a new experience for me. I really enjoyed the House community and the way you become like a family with all the people in your House. e welcoming atmosphere made it much easier to be away from home. I particularly valued the supportive relationship I had with my Housemaster.

In the classroom, I had the opportunity to study the International Baccalaureate (IB), which I did not know anything about before as it was not on o er at my previous school. It was great to have a wide range of subjects to choose from and the teaching was excellent. I appreciated the positive relationships I had with my teachers.

My experiences at St Edward’s – living away from home, being in a co-educational environment, and studying the breadth of subjects through the IB programme – have all been excellent preparation for university life. At Birmingham I am studying Criminology, and I have plans to build on this experience by studying abroad in the USA, and to train as a detective after graduation.

I feel very lucky to have been given the chance to study at St Edward’s where there were so many opportunities. My advice to anyone considering applying for a bursary is to be yourself, and not to put pressure on yourself to be anything else. Everyone who is o ered a place at St Edward’s is valued individually, and you each bene t from and contribute to school life during your time there.

EDEN ROBINSON Millfield School, Somerset

‘I’ve made lifelong friends in the short time I’ve been here’

Before coming to Mill eld, I was at a boarding school but as a day pupil. It was daunting knowing I was from a di erent background to most but I kept my feet on the ground by doing so much. I joined Mill eld in Lower Sixth and already I’ve made lifelong friends in the short time I’ve been here. I am grateful to be on a bursary as it has a orded me the amazing opportunity to be at such a dynamic school. Over my short time being here I have quali ed for the World U20 Championships representing Great Britain in Heptathlon, placing 5th in the world. I also love to play netball and have been selected to be vice-captain of the 1st team. I am so fortunate to have coaches who support my goals and facilitate all my extra-curricular activities. I am grade 8 clarinet, play in the orchestra as rst clarinet, as well as playing the tenor saxophone in the jazz band. Additionally, I am learning the piano as I like to stretch myself and I’m always striving to learn something new. Being at Mill eld has encouraged me to be a disruptor by being a member of our DEI committee and Girls in Sport committee, being around like-minded people is refreshing. All these extra activities allow me to branch out and focus on something di erent to my academics; however they are equally important and I am appreciative for the academic support I receive. I hope to go to America for university and pursue my sporting goals: to make the Olympic team in 2028. I thank Mill eld for their wide range of events, support and belief in me allowing me to maximise my nal two years of school.

SOFIIA USMANOVA

The Royal Hospital School (RHS), Suffolk

‘The pace of life at RHS is exhilarating’

Joining RHS as a music scholar in the middle of Year 10 was both exciting and nerve-wracking. Being my rst experience in a boarding school away from my family, I was unsure of what to expect. However, from the moment I arrived, RHS welcomed me into its supportive community, where I have always felt valued and encouraged. e school’s international environment has allowed me to learn about di erent cultures, making school life much more fun. Currently, I’m nishing my second term here, and the pace of life at RHS is exhilarating. With concerts, plays, and numerous other events, there’s never a dull moment. I really enjoy being part of the school choir and orchestra and having time to practise piano. Next year, I will start organ lessons, which I’m very excited about. roughout my time at RHS, I have had the privilege of participating in various activities and events that have enriched my experience. I have already made many great memories and look forward to making more. RHS has inspired me to dream big and has equipped me with the knowledge, skills, and con dence to pursue higher education and a career in music. I am deeply thankful for the opportunities and unwavering support I continue to receive at RHS. My journey here has been transformative, and I’m proud to be part of such a supportive community.

BELLA

W.

Taunton School, Somerset

‘Life at Taunton School has been thoroughly enriching and fun’

My name is Bella and I have been at Taunton School since Year 8 and boarding here for ve years. I am an academic and sports scholar and I have thoroughly enjoyed the scholar sessions that are on o er at the school as they have broadened my knowledge and allowed me to access all sorts of advice and experiences that I have found extremely useful and enjoyable. During my time at Taunton School, I was able to achieve ten level 9s at GCSE (equivalent to 10x A*s) and am predicted to achieve three A*s at A-level. One of my favourite things about being at Taunton School is being in the CCF; I would not have had the con dence and leadership skills to become Head of School without it. It is such a unique activity and I love being able to share the experience with some of my friends too. Overall, life here has been thoroughly enriching and fun, I can’t wait for the future to see how the skills and knowledge I have learnt at school can be applied at university and beyond.

ALICIA ABBOODASS

Stonyhurst College, Lancashire

‘Stonyhurst has fostered my resilience and confidence, culminating in my appointment as Head Girl’

I joined Stonyhurst College on a bursary as a full boarder at a young age, and it was the best decision I could have made. Stonyhurst has fostered my independence, resilience, and con dence in decision-making, culminating in my appointment as Head Girl. e Jesuit education at Stonyhurst embraces a holistic approach, encouraging pupils to excel in all areas of life. is inspired me to explore new activities that I wouldn’t have tried in London, such as horse-riding, fencing, and shing.

Stonyhurst provided numerous opportunities to play competitively for a variety of sports teams, and participating in the Duke of Edinburgh Award programme equipped me with valuable new skills. As a full boarder, life at Stonyhurst is never dull! e school is brimming with exciting opportunities, including drama productions, concerts, weekend trips, sports xtures, and a wide array of extracurricular activities.

My passion for writing ourished at Stonyhurst and with immense support, I realized my dream of starting a school magazine. is project not only allowed others to get involved but also helped me develop new editing skills. My experience at Stonyhurst demonstrates that you can achieve your dreams, making it the perfect place for aspiring pupils.

I am now set to study English Literature at UCL, and the education I received at Stonyhurst has cemented my love for literature and provided me with invaluable experience in journalism. My time at Stonyhurst has been transformative; its Jesuit values have profoundly impacted my education and personal development, helping me become a wellrounded individual.

MENTOR RISE The

of the

Sometimes, we all need a wise friend to listen to, says ALICE SMELLIE – no wonder that role is becoming increasingly prized

Teaching and pastoral care are, of course, integral to learning, and something that’s investigated as a matter of course when selecting a school. But in many ways mentoring is equally important. ere are many facets to mentoring in school, but in essence it is the process of older or more experienced people supporting younger ones – and it has many bene ts for all who take part. From parents to alumni to other pupils, the role of a mentor ultimately improves a child’s outlook and enriches their education and opportunities. And it goes way beyond parents coming to chat to pupils on a Friday afternoon. Mentoring can be a part of the entire school journey and can be implemented in many di erent ways.

Take co-educational boarding school Canford in Dorset. ‘Canford Global Connect is an online platform that pupils join towards the end of their time at school,’ says Development Director, Rowena Gaston. ‘Members on the platform are able to highlight if they are willing to become a mentor, which allows potential mentees to search for a mentor in a variety of industry areas.

‘ e Development O ce also assists with mentor matching where required,’ Gaston says. ‘ is can include medical school, the military, nance, law and marketing. ere is individual and group advice given about interview techniques, as well as former pupils happy to mentor those who are applying to schools abroad.’

A new sixth form building includes a Future Pathways Centre within, where mentoring will be further developed. Pupils will be able to go in person or online to get advice about potential career paths.

‘Mentoring is a key part of the entire school programme,’ says Dr Preetpal Bachra, Deputy Head of Bryanston School near Blandford Forum, Dorset. ‘Mentoring has to be adaptive, person-centred, and be able to call on professionals. We have many parents and Old Bryanstonians that o er their time, wisdom and skills to our students, but the rst job of mentoring is to help children know that they have worth and that they can go out and aspire to achieve goals even if they don’t come to fruition; outcomes are never guaranteed but we do all we can to make them more likely and we o er support in a number of ways.’

An impression of Canford’s Future Pathways Centre, coming Spring 2025

Notting Hill & Ealing High School, GDST

In terms of alumni, the school has a newly developed programme. ‘ e development department has really grown connections with the OB network, and there are more than 4,000 alumni to whom kids can speak,’ says Dr Bachra. ‘At a recent sta and OB cricket match we had a student who had just graduated from Cardi University in Environmental Science and wanted to work in sustainability. I was immediately able to suggest he speak with a parent who works in that area. We’ve also had a pupil who did the JP Morgan apprentice scheme and who now mentors other pupils looking to complete it.’

‘For us, mentoring is the idea of pupils being helped to understand their next steps and providing guidance and support,’ says Matthew Shoults, Headmaster of Notting Hill and Ealing High School. He says that, like other schools, they provide bespoke mentoring in terms of alumni. ‘We might connect someone who has an area of expertise that a student is interested in, such as engineering, design or law.’ But they also have broader mentoring events. ‘Last term, we had an event where three alumni who work in STEM shared their expertise in a panel session and then mingled with the pupils.’ It was, he says, an excellent way of getting informal advice and understanding the next steps they might take.

But it’s not just parents and alumni. Pupils can mentor, too. Latymer Upper School in west London has a very highly successful and student-led Academic Mentoring scheme. e Academic Mentoring Department runs the scheme, and as well as full time teachers and teaching assistants, there are 100 voluntarily participating students. ‘Peer-to-peer learning is incredibly powerful,’ says Nina Devereux, Head of the Academic Mentoring Department. ‘ is vertical collaboration has been a really successful integrative initiative within the wider school community.’

She adds, ‘ e Academic Mentoring Scheme is a great source of pride to me. Our sixth form cohort volunteers their time to help and mentor children lower down the school in their specialist subjects, before and after school throughout the week. Your child might want some extra help with maths or more practice speaking mandarin, or indeed may be so enthralled by, say, history that they want to go into far more depth in that subject and be extended intellectually.’

Godolphin and Latymer, a girls’ school near Hammersmith, has six houses within which they have what they call ‘vertical mentoring’ where older girls lead by expertise and example. ‘It’s one of the most joyful aspects of school life,’ says Head Dr Frances Ramsey.

Parents and alumni also o er advice and insight. ‘At a recent careers discovery event parents came in to talk to pupils – for example, we had

someone who works in government and public relations explaining the role. Tech start-ups and consultancy are always very popular, and of course things like law and medicine.’

Moreover, its Bridge programme introduces local children to the school. ‘One Saturday morning a month around 80 come in and have English and maths lessons as well as two other subjects on rotation,’ says Dr Ramsey. ‘ ey also do some sport. Teachers run the sessions, but sixth formers help out. We also run two full weeks of sessions where we help them prepare for 11-plus exams, which are very hard if you’ve not seen that type of paper before.’ is September, eight girls are joining from the programme, but they don’t have to be applying for Godolphin speci cally.

At perhaps the most rari ed and academic end of mentoring is the preparation for the UK’s leading universities. Oxbridge Applications, a member of the Dukes Plus family of tutoring and student experiences organisations, is the global leader in preparing students for admission to Oxford and Cambridge universities and designs programmes with academic mentoring at their heart. ey point out that the UCAS admissions process centres a student’s academic commitment to their chosen course and so it’s vital that applicants demonstrate their super-curricular engagement.

Dr Ricardo Tavares, Director of Dukes Plus explains, ‘For mentoring to be a successful exercise, academic mentors must be experts in their eld in order to guide their students e ectively as they venture to the edge of their understanding. Mentors make academic recommendations, pose challenging questions, and provide a safe forum for students to feel comfortable not knowing the answers immediately. Every year, more than 500 Oxbridge Applications students successfully win places.’

However, he says, it is often the responses from those that aren’t accepted that are the most profound. ‘We are always overjoyed to hear the countless stories of students who see the long-term value of the application journey in and of itself. Students will talk about a new-found love of their subject, which they carry forward to their chosen university, wherever that may be.’ And that is one of the most impressive results of the mentoring process. 

Actors and Old Bryanstonians Emilia and Freddie Fox mentor students

Oxbridge Applications of Dukes Plus mentors students

PHOTOS: BRYANSTON SCHOOL, DORSET; DUKES EDUCATION

Everyone can learn to speak music

‘Imagine a language you can understand but can’t speak. For too long that’s been music – loved by everyone, made by very few. But not anymore. Digital production gives us all a creative outlet with limitless possibilities.

I’ve been immersed in it at school for years, and I want to become a producer who transforms the narrative of music. I’m going to study sound design and contribute to the transformative power of music. Together we can push the boundaries of what music can be, for everyone.’

What did you do at school today?

Bryanston is an award-winning co-educational boarding and day school for pupils aged 3-18, set in 400 acres of Dorset countryside. Find out more at bryanston.co.uk or call our Admissions Team on 01258 484 633.

YEAR 5 SCHOLARSHIPS

Suzannah Cryer, Head of Highfield and Brookham School, a thriving prep, pre-prep and nursery in Liphook, Hampshire, has spoken of the school’s continued commitment to excellence with the unveiling of an exciting scholarship programme for Year 5 children

What is the Year 5 scholarship?

We are extremely proud of our children and how they approach their education with curiosity, determination and courage. They are children who have an innate love of learning, who relish the opportunity to work together, who are creative and thrive on challenges, and we believe in nurturing individuals who excel not only in the classroom but also in extra-curricular pursuits.

With this in mind, we are delighted to be able to offer our new Year 5

all-rounder scholarship, which is designed to recognise exceptional children who demonstrate a passion for learning and a commitment to personal growth.

The Year 5 scholarship is aimed at all-rounders who exude a positive attitude to learning across the board and who demonstrate phenomenal abilities in and out of the classroom. It is also designed to recognise exceptional children who will be excellent role models who add real strength and value to the whole school community.

With the school committed to supporting its scholarship recipients throughout their time at Highfield and Brookham, scholars will be taught by staff trained by the National Association for Able Children in Education and receive specialist subject teaching in Science, Music, Drama, Art, DT, Digital Literacy, Latin, PE and Modern Foreign Languages.

There will also be plentiful opportunities to participate in extracurricular activities such as concerts and plays while scholars can expect to be actively involved in life-enriching initiatives such as debating, STEM and intellectual curiosity clubs.

Why are we rolling out the scholarship programme?

We believe in the importance of developing well-rounded individuals who can thrive in a variety of environments, and we understand that children’s passions change as they progress through their academic journey and want children to have the freedom to continuously pursue areas of interest.

Our all-rounder scholarship offers exactly that opportunity and allows our scholarship recipients the chance to explore a diverse range of subjects and activities and not get pigeon-holed into one area of expertise. Such all-round

Highfield and Brookham School, Liphook

excellence is of great value to the top senior schools we feed, such as Marlborough College, Wellington College, Winchester College, Radley College, Cranleigh and Sherborne.

Our holistic approach allows scholarship recipients to explore a diverse range of subjects and activities, discovering their true passions and strengths, allowing them to evolve over time. This not only supports their academic growth but also fosters the development of essential skills, such as problem solving, creativity, and adaptability.

Rather than limiting children to a specific academic or extra-curricular focus, our all-rounder scholarship encourages children to embrace their multifaceted talents and interests and grab every opportunity that a Highfield and Brookham education provides with both hands. This approach aligns with our commitment to providing a transformative educational experience that unlocks the full potential of every child and allows them the confidence to be true to themselves.

The decision to offer scholarships for Year 5 entry will provide a strong foundation for children before they begin their journey of senior school applications. It allows new children to settle into the school environment for a year, familiarising themselves with the curriculum, teaching methods, and overall culture. This preparatory period can be invaluable in ensuring your child is well-equipped to

perform their best in the ISEB pre-tests which they will sit in the Autumn term of Year 6.

Who should apply?

We are looking for children who show strong academic performance and have a good track record of high achievement in the classroom, children who possess an inquisitive and curious nature and a real love of learning, with the ability to think critically, problem-solve and apply their knowledge in different ways.

We are also looking for children who shine through their involvement in extra-curricular activities, be that in sport or the arts or volunteering, children who demonstrate excellent leadership,

teamwork and communication qualities, and those children who have a positive attitude and can demonstrate great levels of determination and perseverance while taking on challenges.

We understand that each applicant is unique, and we welcome children from diverse backgrounds and experiences. What we’re looking for is the potential to thrive in our dynamic, supportive environment and make a meaningful contribution to our vibrant school community.

FIND OUT MORE: Applications close on October 13. To apply, visit highfieldandbrookham.co.uk/ admissions/year-5-scholarships

LONDON SCHOOLS

Hampton Court House knows the importance of music in education

PHOTOS: HAMPTON COURT HOUSE

Time to Soar

Eaton House Schools are proud to have provided an exceptional education to our pupils since 1897

Based on large sites in Belgravia and Clapham, our single sex schools for boys and girls are non-selective*, yet achieve outstanding results. We feed into Westminster, Eton, St Paul’s, Wycombe Abbey, St Paul’s Girls’ School, Winchester and other ne schools, winning many scholarships, awards and prizes each year.

The Eaton House Foundation, an independent charitable trust jointly conceived between parents and the schools, aims to make an ‘Eaton House education’ available to bright seven-year-olds with potential, who may not otherwise have such an opportunity. There are three bursaries available to children for entry into Year 3 at age 7+.

The new initiative is Eaton House Schools’ rst bursary scheme covering 100 per cent of school fees, as well as initial uniform contributions. The bursaries are available to individuals from the local community and individual incomes and circumstances will be taken into account. Candidates in Year 2 state primary schools are encouraged to apply.

Children receiving an education at Eaton House Schools will follow in the footsteps of former Prime Minister Harold Macmillan, actors Laurence Olivier and Eddie Redmayne, adventurer Bear Grylls and writer Philip Pullman. However, our most important legacy continues to be the many happy children who have discovered a love of learning at Eaton House, and who pass on their knowledge to future generations.

Three 100% bursaries available for children to enter Eaton House Schools in Year 3 (age 7+) in September, 2025

Admissions O ce Harrow School, 5 High Street, Harrow on the Hill, Middlesex HA1 3HP

T 020 8872 8007 E admissions@harrowschool.org.uk A full-boarding school for boys aged 13 to 18, founded in 1572 under a Royal Charter granted by Elizabeth I. Find out more about bursaries at harrowschool.org.uk/admissions/bursaries

We offer one of the UK’s most generous fee-assistanceprogrammestoacademically able students, up to 100% fee reduction. /admissions/bursaries

11+ and 16+ latymer-upper.org

Latymer Upper School King Street Hammersmith W6 9LR 0208 148 4519

admissions@latymer-upper.org @LatymerUpperSchool

Founded in 1442 and located in the heart of the city, we o er boys an outward-looking, forward-thinking education that prepares them for life. cityoflondonschool.org.uk

Attending one of our open events is the best way for you and your child to get a feel for City of London School. See our website to book your visit or to begin your application.

Aperfectblend ofhighlynurturing,personalised educationwithoutstandingacademicresults

Co-educationalPrepSchoolandNursery forchildrenaged3-11 Joinusforanopenmorningortour. ScantheQRcodetobookaplace 02089402039|www.kewcollegeprep.com

LPS Mayfair

Co-ed 11-16

106 Piccadilly, London, W1J 7NL

LPS Sixth

Co-ed 16-18

79 Eccleston Square, London, SW1V 1PP

THERIVE R THAMES

LPS Clapham

Co-ed 11-16

7-11 Nightingale Lane, London, SW4 9AH

Smaller schools for bigger thinking

COUNTRY SCHOOLS

Pupils at Roedean School, Brighton, get a variety of opportunities to excel – DofE is only one example

e next issue of SCHOLARSHIPS,

will be out in Autumn 2025

To advertise in the next issue of School House Magazine, or on our website www.countryandtownhouse.com/schools, please email Camilla van Praagh on camilla@schoolhousemagazine.co.uk

downside SCHOOL

scholarships & bursaries

sill organ scholarship, bevan chorister award + music, art, drama, sports, academic, product design & all-rounder scholarships available + means-tested bursaries

co-educational day & boarding school for pupils aged 11-18

500 acres of somerset countryside near bath and bristol

awarded outstanding in all categories by schools catholic schools inspectorate may 2024

email admissions@downside.co.uk or call issy hartnell on 01761 235103 to find out more

millfieldschool.com/open-days

Scholarships available in Academic, Art, Drama, Music, Sport and more – apply by 1 December for Years 6 to 9

Next Open Day 5 October

Roedean: Empowering Futures

For me, a Roedean education should be accessible to those students who would benefit from its rigour, breadth, and diverse opportunities. I am therefore delighted that we are able to provide such a wide range of scholarships and bursarial support.

Niamh Green (Head)

Located on the cliffs near the vibrant city of Brighton, Roedean is a beacon of excellence in all-girls’ education, offering both boarding and day school options for girls aged 11-18. With a rich heritage dating back to 1885, Roedean has consistently championed the holistic development of young women, fostering an environment where every student’s potential is realised.

Our diverse scholarship opportunities encompass academics, art, drama, dance, music, performing arts, and sport. Scholarships recognise not only past achievements but also the potential to thrive and flourish in a supportive environment. Roedean is committed to the development of its scholars through tailored provision and dedicated scholar programmes. We encourage scholars to pursue their curiosity and interests and to fully embrace challenges as part of their Roedean journey.

The Brighthelm Scholarship is a notable component of our scholarship offering, aimed specifically at high-achieving students from the state sector, residing within a 20-mile radius of the school. This academic award reflects Roedean’s commitment to supporting local talent and providing access to high-quality education.

Additionally, our bursary programme offers financial assistance to families in need, ensuring that financial constraints do not impede a bright future.

If your daughter is passionate about learning and driven to succeed, we invite you to contact our Admissions Department or arrange a visit to explore how Roedean can be the foundation for her future success.

1/3 go on to study STEM-related careers

57.2% A-Level A*A grades

79.1% GCSE 9-7 grades

4 Oxbridge placements

Achieve the exceptional at Cambridge’s leading co-educational boarding and day school for ages 11-18

We are Change Makers

Yes, we teach pupils how to excel in exams, but we also teach them how to collaborate, how to solve problems and how to think critically.

Stowe is educating a generation of Change Makers ready to transform the world.

Scholarships and Bursaries are available for 13+ and 16+ Entry.

stowe.co.uk

Arrange a visit: admissions@tonbridge-school.org tonbridge-school.co.uk

Tonbridge, founded in 1553, is one of the country’s ancient schools. And yet, despite its age, it is at the forefront of the new. We were the first school in the UK to embed Mindfulness into the curriculum, and our Life Skills course ranges from global perspectives and interview techniques to first aid and yoga. We believe this is innovation with purpose.

Please see our website for details of our Scholarships, Foundation Awards and other Financial Assistance.

6th

senior school plus top for boarding nationally,

boys’ school in the south-east. Sunday Times Parent Power Schools Guide 2024

SCHOLARSHIPS AT TAUNTON SCHOOL

We warmly invite students looking ahead to Year 7, Year 9 and Sixth Form to find out more and apply for our scholarship opportunities, to discover the benefits of an inspiring education here at Taunton School.

11+ 13+ 16+ IB

FIND YOUR

SCAN TO FIND OUT MORE

DIRECTORY

PHOTO: BRYANSTON SCHOOL, DORSET

A student at Bryanston, Dorset, makes use of the school skatepark

London

47 Alleyn’s School Townley Road, London SE22 8SU T: 020 8557 1500 alleyns.org.uk

47 Ashbourne College 17 Old Court Place, London W8 4PL

T: 020 7937 3858 ashbournecollege.co.uk

52 City of London School

107 Queen Victoria Street, London EC4V 3AL

T: 020 3680 6300 cityoflondonschool.org.uk

48 Dulwich College Dulwich Common, London SE21 7LD T: 020 8693 3601 dulwich.org.uk

49 Eaton House Belgravia Nursery

3-5 Eaton Gate, London SW1W 9BA

T: 020 7924 6000 eatonhouseschools.com

49 Eaton House Belgravia Prep & Pre-Prep 3–5 Eaton Gate, London SW1W 9BA

T: 020 7924 6000 eatonhouseschools.com

49 Eaton House The Manor Girls’ School 58 Clapham Common North Side, London SW4 9RU T: 020 7924 6000 eatonhouseschools.com

49 Eaton House The Manor Nursery 58 Clapham Common North Side, London SW4 9RU T: 020 7924 6000 eatonhouseschools.com

49 Eaton House

The Manor Prep & Pre-Prep School

58 Clapham Common, North Side, London SW4 9RU

T: 020 7924 6000 eatonhouseschools.com

7 Godolphin & Latymer School

Iffley Road, London W6 0PG T: 020 8741 1936 godolphinand latymer.com

50 Harrow School 5 High Street, Harrow HA1 3HP T: 020 8872 8000 harrowschool.org.uk

50 Hornsby House Hearnville Road, London SW12 8RS T: 020 8673 7573 hornsbyhouse.org.uk

52 James Allen’s Girls’ School

144 East Dulwich Grove, London SE22 8TE T: 020 8693 1181 jags.org.uk

52 Kew College Prep 24–26 Cumberland Road, Richmond TW9 3HQ T: 020 8940 2039 kewcollegeprep.com

51 King’s College Wimbledon Southside, Wimbledon Common, London SW19 4TT T: 020 8255 5300 kcs.org.uk

51 Latymer Upper School King Street, London W6 9LR T: 020 8629 2024 latymer-upper.org

51 Latymer Prep School 36 Upper Mall, London W6 9TA T: 020 7993 0061 latymerprep.org

53 Merchant Taylors’ School Sandy Lodge, Northwood HA6 2HT T: 01923 820644 mtsn.org.uk

IFC MPW London 190–92 Queen’s Gate, London SW7 5AB T: 020 7835 1355 mpw.ac.uk

54 Queen’s Gate Queen’s Gate, London SW7 5LE T: 020 7589 3587 queensgate.org.uk

30 Simply Learning Tuition & Consultancy 17 Kensington Ct Pl, London W8 5BJ T: 020 7350 1981 simplylearningtuition. co.uk

54 St Dunstan’s College Stanstead Road, London SE6 4TY T: 020 8516 7200 stdunstans.org.uk

6 St Philip’s School 6 Wetherby Place, South Kensington, London SW7 4NE T: 020 7373 3944 stpschool.co.uk

55 London Park School Mayfair 106 Piccadilly, W1J 7NL T: 020 7491 7393 londonparkschools.com

55 London Park School Sixth 79 Ecclestone Square, London SW1VV 1PP T: 020 7491 7393 londonparkschools.com

55 London Park School Clapham 7-11 Nightingale Lane, London SW4 9AH T: 020 8161 0305 londonparkschools.com

55 Hybrid @ LPS 7-11 Nightingale Lane London SW4 9AH SW9 7QE T: 020 8161 0305 londonparkschools.com

Country

58 Badminton School Westbury Road, Westbury-on-Trym, Bristol BS9 3BA T: 0117 905 5200 badmintonschool.co.uk

48 Berkhamsted School Overton House, 131 High Street, Berkhamsted HP4 2DJ T: 01442 358000 berkhamsted.com

43 Bryanston School Blandford, Dorset DT11 0PX T: 01258 452411 bryanston.co.uk

60 Canford School Canford Magna, Wimborne BH21 3AD T: 01202 841254 canford.com

9 Christ’s Hospital School Horsham, West Sussex RH13 0LJ T: 01403 211293 christs-hospital.org.uk

60 Cranleigh School Horseshoe Lane, Cranleigh, Surrey GU6 8QQ T: 01483 273666 cranleigh.org

59 Downside School Stratton-on-the-Fosse, Radstock BA3 4RJ T: 01761 235100 downside.co.uk

44 Highfield & Brookham

45 Highfield Lane Liphook GU30 7LQ T: 01428 728000 highfieldandbrookham. co.uk

OBCHurtwood House

Holmbury St Mary, Dorking, Surrey RH5 6NU T: 01483 279000 hurtwoodhouse.com

Country

61 King Edward’s School, Bath North Road, Claverton Down, Bath BA2 6HU T: 01225 464313 kesbath.com

61 King Edward’s Witley Wormley, Godalming GU8 5SG T: 01428 686700 kesw.org

2 Lancing College

Lancing, West Sussex BN15 0RW T: 01273 452213 lancingcollege.co.uk

67 The Leys School Cambridge CB2 7AD T: 01223 508900 theleys.net

62 Marlborough College Bath Rd, Marlborough, Wiltshire SN8 1PA T: 01672 892200 marlboroughcollege.org

62 Millfield School Butleigh Road, Street, Somerset BA16 0YD T: 01458 442291 millfieldschool.com

8 Oakham School Chapel Close, Oakham, Rutland LE15 6DT T: 01572 758500 oakham.rutland.sch.uk

IBC Queen Ethelburga’s Thorpe Underwood Estate, York YO26 9SS T: 01423 333300 qe.org

56 Queenswood School Shepherds Way, Brookmans Park, Hatfield AL9 6NS T: 01707 602500 queenswood.org

61 Reed’s School Sandy Lane, Cobham KT11 2ES T: 01932 869044 reeds.surrey.sch.uk

64 Reigate Grammar School

Reigate Road, Reigate RH2 0QS T: 01737 222231 reigategrammar.org

63 Roedean School Roedean Way, Brighton, Sussex BN2 5RQ T: 01273 667500 roedean.co.uk

18 Royal Grammar School High St, Guildford Surrey GU1 3BB T: 01483 880600 rgsg.co.uk

66 Shrewsbury School

The Schools, Shrewsbury, Shropshire SY3 7BA T: 01743 280500 shrewsbury.org.uk

66 St Catherine’s School Station Road, Bramley, Guildford GU5 0DF T: 01483 893363 stcatherines.info

5 St Edward’s Oxford Woodstock Road, Oxford OX2 7NN T: 01865 319204 stedwardsoxford.org

64 St Mary’s Calne Calne, Wiltshire SN11 0DF T: 01249 857200 stmaryscalne.org

65 Stonyhurst College Stonyhurst, Clitheroe Lancashire BB7 9PT T: 01254 826345 stonyhurst.ac.uk

68 Stowe School

Stowe, Buckingham MK18 5EH T: 01280 818000 stowe.co.uk

69 Taunton School Taunton School, Staplegrove Road, Somerset TA2 6AD T: 01823 703703 tauntonschool.co.uk

68 Tonbridge School High St, Tonbridge, Kent TN9 1JP T: 01732 365555 tonbridge-school.co.uk

28 Wells Cathedral School

The Liberty, Wells, Somerset BA5 2ST T: 01749 834200 wells.cathedral.school