Education Choices AUTUMN 2023 | £3.50
TH E KEY TO YO U R CH ILD’ S SUCCESS
EDUCATION CORNER PODCAST INTERVIEWS INCLUDE: • All-boys’ education at Sunningdale • ISEB and Tooled Up Education • Pupil voice at Highgate School •P ositive psychology at Surbiton High School • AI at Cranleigh School • Future Ready at The Royal School • Postcolonial Literature at UCL
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Director of EDI and Social Responsibility at Wellington College
GRAMMAR SCHOOLS FOCUS - an inclusive Grammar School listing for London and nearby counties, London property update and design tips!
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FROM THE FOUNDER Dear Readers, We are very excited to be entering our fourth academic year of publication and we have been able to work with some truly inspirational educational experts, authors and family activity groups! This edition considers children going through the 11 plus exam process (ISEB), mental health and wellbeing, AI, EDI and reading through to postcolonial literatures at UCL. We are celebrating Finalist in the Best Use of Technology and Winner of Excellence in Accessible Education For All from Business Awards UK, plus Winner of Best Family Education Support Publication from Small Business Awards over the last few months. Thank you to my incredible team! Chloe Abbott (Founder) www.educationchoicesmagazine.com
“The real tragedy of our postcolonial world is not that the majority of people had no say in whether or not they wanted this new world; rather, it is that the majority have not been given the tools to negotiate this new world.” Chimamanda Ngozi Adichie
EDUCATION BOOK CORNER
Postcolonial literature for young adults - A global perspective The Hate U Give - Angie Thomas Inspired by the Black Lives Matter movement, this is a powerful and gripping YA novel about one girl’s struggle for justice. In the Time of the Butterflies - Julia Alvarez In this novel, the voices of four sisters and a survivor speak across decades to tell their own stories and describe the everyday horrors of life under the oppression of Trujillo’s rule in the Dominican Republic. Enchanted Air: Two Cultures, Two Wings - Margarita Engle In this poetic memoir, Margarita Engle recounts growing up as a child split between two cultures during the Cold War. The Red Umbrella - Christina Diaz Gonzalez The Red Umbrella is a tale of a fourteen-year-old girl’s journey from Cuba to America as part of Operation Pedro Pan, an organised exodus of more
than 14,000 unaccompanied children whose parents sent them away to escape Fidel Castro’s revolution.
Midnight’s Children - Salman Rushdie This is a postcolonial, postmodern and magical realist story about India’s transition from British colonial rule to independence and partition. The God of Small Things - Arundhati Roy Roy’s novel is a story about the childhood experiences of fraternal twins whose lives are destroyed by the “Love Laws” prevalent in Kerala, India during the 1960s. Half of a Yellow Sun - Chimanda Ngozi Adichie This novel tells the story of the Biafran War through the perspective of the characters Olanna, Ugwu and Richard. It received critical acclaim and won the Women’s Prize for Fiction in 2007.
Wide Sargasso Sea - Jean Rhys This novel functions as a postcolonial and feminist prequel to Charlotte Brontë’s novel Jane Eyre (1847), describing the background to Mr. Rochester’s marriage from the point of view of his wife Antionette Cosway, a Creole heiress. Things Fall Apart - Chinua Achebe This novel depicts pre-colonial life in Igboland (modern-day south-eastern Nigeria) and the European invasion during the late 19th century. One Hundred Years of Solitude - Gabriel García Márquez This novel tells the multigenerational tale of the Buendía family, whose patriarch, José Arcadio Buendía, founded the fictitious town of Macondo. This novel is often cited as one of the most supreme achievements in world literature.
EDUCATION CHOICES MAGAZINE | AUT UMN 2023 | 3
21 Light up your night
Our recommendations for the best Bonfire Night events in London
22 Inspirational children’s books
The Tiger Who Sleeps Under My Chair and Dark Cloud
24-25 The Artivist
A roadmap for the younger generation on making the world a better place
26-27 Empowering Early Learners
A Journey of Discovery and Diversity with Philly & Friends
28 Fly Boy
Teaching children how to overcome turbulent emotions
29 Embracing equity in education
Levelling the playing field of learning
30-31 Bridging the gap
Parent and teacher strategies for effective school transitions
24 03 Postcolonial literature for young adults A global perspective
06-07 Making that first step
Top tips for choosing your child’s nursery
08-09 ECM Top 20 SW London Nurseries
32 Accommodating all learners
How to get the best out of your ADHD students
33 EPIC Think Learn
Supporting your child’s literacy and maths learning in ways that are fun and effective
34-35 Dyslexic Thinking
Why every school should be trained to recognise and empower it
36 Looking for a way out?
Childline’s advice for young people thinking about running away
A selection of parent favourites
10-11 Children’s activities
The Band Project, Music House for Children and more!
12-13 Football Fanatics
The Lambeth Tigers and the Lionesses
14 Finding Forest School in Chelsea Cameron Vale School’s hidden curriculum
15 Bat Night - not fright night!
Putney High Junior School’s outdoor learning adventures
16-17 More than just a story
The importance of Drama at St Catherine’s Bramley
18 World Afro Day at Swaffield School Embracing and celebrating differences
20 Spooky fun for families Halloween activities for families in and around London
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In the Autumn issue... 73 A Man’s Tide
EDUCATION CORNER PODCAST
A short film exploring the impacts of miscarriage on males
46
74-75 Latymer Upper overhauls GCSEs
EDUCATION CORNER PODCAST INTERVIEWS: 38-41 Mr. Tom Dawson
A whole school curriculum reform
42-45 Julia Martin and Dr. Kathy Weston
76 Benefits of online schools
Sunningdale School, Berkshire Independent Schools Examinations Board and Tooled Up Education
46-49 Mr. Adam Pettitt
76
Making it easier to access outstanding learning
77 SOAS On-demand
Highgate School, North London
A virtual open day
50-53 Mr. Stuart Murphy
78-79 Writing a Personal Statement
Surbiton High School, Surrey
The University of Warwick’s Top Tips
54-57 Dr. John Taylor
80-81 UCL and University of Exeter
Cranleigh School, Surrey
Interdisciplinary degrees and degree apprenticeships
58-61 Mr. Matthew Close 62-65 Mrs. Naima Charlier
82-83 The Prime Central London Housing Market
66-69 Dr. Lara Choksey
84-85 Moving back inside
The Royal School, Surrey
Wellington College, Berkshire
A closer look at Hampstead and Belsize Park
University College London
Styling your home for the colder months
50
86-92 GRAMMAR SCHOOLS Education Choices Magazine recommended grammar schools Founder: Chloe Abbott Social Media and Marketing: Ella Maria Co-Editors: Emily Parsons and Rohini Bhonsle-Allemand Assistant Editors: Megan Payne and Izzy Reeves Art Design: Peter Charles www.petercharlesdesign.com Podcasts: Emma Charleston www.emmacharleston.co.uk Cover: Wellington College EDUCATION CHOICES MAGAZINE is now available to purchase both online and paper copy. Please contact: chloeabbott@educationchoicesmagazine.com
70 Celebrating Black History
Incorporating diverse perspectives into the curriculum at DLD College London
72 Tesco’s Autumn Risotto Recipe Food for the perfect cosy night in
EDUCATION CHOICES MAGAZINE | AUT UMN 2023 | 5
CHOOSING A NURSERY
Making that first step Top tips for choosing your child’s nursery Choosing a nursery for your child may seem like quite a daunting decision – after all, aren’t these early years some of the most important for a child’s development? What if you don’t choose the right one? To make the process a bit easier, we’ve put
together a few things you may want to consider when making this decision: 1. Research and visit. Begin by seeking
recommendations from friends and family around you, then consult the internet. A quick google search can reveal what’s in your area, and online forums and reviews are helpful to look at too. Nursery tours and visits are absolutely vital later on in the process to help you get a real feel for a place. 2. Prioritise safety. If possible, familiarise yourself
with the nursery’s safety standards. For example, you can check for things such as secure gates, safe outdoor play areas and availability of first aid. Ask about their emergency procedures, too. 3. Look at staff credentials. Have a look at the
staff’s qualifications and experience, as well as the 6 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
NURSERY NEWS
staff-to-child ratio. A lower ratio typically means more individualised attention for your child.
and check the quality of meals provided by the nursery. 10. Trust your instincts.
Lastly, but most importantly, trust your gut feeling when it comes to a nursery. If something feels off or you’re not entirely comfortable, it might be worth considering another option. Only you know what is truly best for your child.
4. Look at the curriculum.
Nurseries often have very different educational philosophies - is it a playbased learning model? Structured? Montessori? Ensure that the curriculum aligns with your personal desires and aspirations for your child. 5. Do you like the environment? A nursery’s
environment should be vibrant, clean and stimulating. If you can, on a visit, pay attention to the quality and variety of toys, books and resources available to the children. Do the staff seem attentive and welcoming? Do the other children there seem happy? Making sure there is outdoor space for the children is also absolutely essential – there should be some open space for them to explore and play with age-appropriate play equipment. 6. Have a look at the social development opportunities available. Children in the nursery
should be encouraged to build relationships, communicate and collaborate with their peers. Check if the nursery encourages things like group activities, story sessions or group play, as well as how they manage conflicts between children.
Overall, choosing the right nursery requires a blend of research, observation and intuition. It’s essential to prioritise your child’s safety and ensure that their first experience with education is both enjoyable and enriching. Remember, the right nursery can set a positive tone for your child’s lifelong learning journey. Make it count! EMILY PARSONS Co-Editor
Kids
EDEN Camp
FRESH GROUND
7. How flexible are they? Life can be unpredictable,
especially if you’re a working parent. Make sure to look into whether the nursery offers flexible pickup and drop-off hours, or whether the opening hours align with your typical daily schedule.
8. Gauge how much parents are involved. Regular feedback from a nursery is essential for being able to keep track of and understand your child’s progress. So, ensure the nursery offers parentteacher meetings and provides updates on your child’s developments (many nurseries now do so via an app). 9. Consider dietary requirements. Make sure that
they are able to accommodate your child’s needs
TURN TO PAGE 32 to read about teaching children with ADHD
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SW LONDON NURSERIES
ECM Top 20 SW London Nurseries A selection of parent favourites Ark Start John Archer Nursery Ark Start John Archer Academies prioritises exploration in their curriculum for children aged one and up, leading daily ‘time to find out’ sessions to enhance this through play. www.arkstart.org.uk/our-nurseries/john-archerclapham-junction
Bridge Lane Nursery The Ofsted Outstanding Bridge Lane Nursery offers a range of activities for children aged between three months and five years old, including exercise classes and exploration of nature. www.bridgelanenursery.com
Bright Horizons Northcote Road Day Nursery & Pre-School Northcote Road Day Nursery and Preschool in Battersea, rated Outstanding by Ofsted, offers exceptional care for children aged three months to five years. www.brighthorizons.co.uk/our-nurseries/northcote-roadday-nursery-and-preschool
Gardens Montessori A family-run institution with two sites in the heart of Kensington, Gardens Montessori has a carefully balanced curriculum that nurtures children’s imagination and creativity. www.gardensmontessori.com
Kido International Nursery & Preschool in Fulham Kido Nurseries and Preschools hope this new Fulham site, with a beautiful outdoor space, will encourage their pupils to explore the outdoors. www.kidoschools.com/uk/our-nursery-london/fulhaminternational-nursery
Little Forest Folk Nursery Little Forest Folk in Putney Heath is a completely outdoors nursery for children aged two and up, which meets at Roehampton Cricket Club. www.littleforestfolk.com/putneyheath
Marmalade Caterpillar Nursery Marmalade Caterpillar Nursery in Balham is part of the Marmalade School group. The children engage in a mix of structured and free play, enriched by specialist subjects like French, Ballet and STEM. www.marmaladeschools.co.uk/our-schools/marmaladecaterpillar-balham
Miss Daisy’s Nursery Miss Daisy’s Nursery in Chelsea is one of five schools owned by the nursery group, for children aged two to five years old. www.missdaisysnursery.com
N Family Club - Kingston Nursery N Kingston Nursery, near Richmond Park, is open from 7am to 7pm, making it perfect for working parents. The building boasts spacious, naturally-lit playrooms, a specialised art and cooking space, and an outdoor garden. www.nfamilyclub.com/n-kingston TURN TO PAGE 21 to find out about family bonfire night events
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Pippa Pop-ins Nursery Schools
The Little Tug Boat Nursery
Pippa Pop-ins are a family-owned group with four nursery schools across Fulham and Kensington taking children from the age of one.
Located in Fulham, The Little Tug Boat Nursery is an independent family nursery in a Victorian house, accommodating thirty-seven children aged three months to five years old.
www.pippapopins.com
Puddle-Ducks Nursery Puddle-Ducks Nursery delivers most of its curriculum outside, offering a serene and secure environment. www.puddle-ducks.org.uk
Ringrose Kindergarten
www.littletugboatnursery.co.uk
The London Acorn School Based in a cottage within the 125 acres of National Trust parkland, they practice an unhurried approach to education, limiting screen time and fostering a connection with nature. www.thelondonacornschool.co.uk
Ringrose Kindergarten Chelsea is a traditional English nursery school for children aged 2-5. Children are taught in small groups, emphasising communication, emotional development, physical skills, literacy, maths and expressive arts. www.ringrosechelsea.co.uk
Sparkies Nursery School Situated in Balham, Sparkies Nursery school values spontaneous learning moments, emphasising experiential learning. www.sparkiesnurseryschool.com
Tadpoles Nursery With both Kensington and Chelsea sites, Tadpoles Nursery is forward-thinking in its methods, and uses practices such as Forest School and the ‘Field to Fork’ approach. www.tadpolesnursery.com
The Butterfly Preschool
The Willow Nursery School
As a traditional term-based preschool, children aged 2-5 at both the Clapham and Wimbledon sites of The Butterfly Preschool enjoy a homelike atmosphere enhanced by outdoor learning opportunities.
The Willow Nursery in Clapham Old Town has flourished for over thirty years as an independent pre-school prioritising outdoor learning and emotional resilience.
www.thebutterflypreschool.co.uk/home
The Kindergartens The Kindergartens is a nursery group with seven schools across South West London. Rated Outstanding by Ofsted, each school offers a unique environment, ranging from intimate settings to larger, more vibrant ones.
www.thewillownursery.co.uk
Tiggers Nursery School Tiggers Nursery School accepts children aged between 2-4 years old. Situated opposite Wandsworth Park, the children have easy access to a large outdoor playground on top of the nursery’s own spacious garden.. www.tiggersnursery.com
www.thekindergartens.com TURN TO PAGES 38-41 to read about single-sex education at Sunningdale School
EDUCATION CHOICES MAGAZINE | AUT UMN 2023 | 9
CHILDREN’S ACTIVITIES
The Band Project Learn to rock the stage so you’re ready to rock life The Band Project Juniors gives budding little rockstars aged between four and seven the chance to explore the core band instruments using a mix of structured learning, free play, musical games and group performance. When groups are ready, they can start their very first band! For older students, aged between eight and eighteen, we offer the complete band experience - weekly rehearsals in fully equipped practice rooms, gigging musicians for tutors and end-of-term gigs in real venues. The Band Project is open to all instruments and all of our bands are grouped by age and experience
to make sure they are a good fit. The relaxed and encouraging atmosphere of our classes helps to build confidence, encourages expression and teamwork and are a great way to nurture a love of music. We also offer one-to-one instrument lessons for children aged five and up. With a studentled approach, our lessons can cover grades, learning songs a student loves, technique or a mixture of everything. They are a great support for students once they’ve joined a band. The Band Project is available in Camden, Chiswick, Croydon, Greenwich, Wandsworth and Wimbledon. For more information
G AMAZIN BUILDS
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ER ISAST
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RAFT MINEC MES A MINI G
and to book your taster workshop, please drop us an email at info@thebandproject.co.uk. CHRIS MOUNTFORD Founder of The Band Project www.thebandproject.co.uk
MUSIC HOUSE FOR CHILDREN
Learning an instrument The benefits of music lessons for children Learning an instrument is an extension of a baby’s earliest musical experiences enjoyed with their loved ones. Through rich, shared experiences in music styles, singing and instrumental play, new avenues open up for learning bigger instruments as a continued part of a child’s musical journey. So, what can music achieve for your child? Counting, arithmetic and division
Music involves regular and irregular patterns, with constant opportunities to count, divide and analyse. Emotions
Listening to music makes children happy and helps them to manage their different emotions and become accountable for them. History
Children learn about composers, how music is made, the origins of instruments and music genres. Even fashion creeps in, too!
Social
Children can learn, perform and improvise with others. As a life skill, music supports all areas, including communication, creativity, confidence, discipline, listening and being part of a delightful community. What instrument should I choose?
Encourage your child to make a choice, although a suitable starting instrument depends on your child’s size and physique, as well as their desire to learn. Changing instruments as they grow is fine! A music-hungry child will progress if the teacher is inspiring, fun and uses appropriate language and materials. How much should I pay?
Budget sensibly, without compromising quality. Home tuition, though costly, is ideal for those who cannot travel or engage well with groups Instrumental costs
Hire Purchase schemes are an excellent option for most instruments. Enlist the advice of a professional for secondhand instruments to avoid expensive heartache. The Universal Music Foundation can also fund instrumental purchase. Happy choosing, happy learning and happy playing! EMMA HUTCHINSON Founder and Managing Director of Music House for Children www.musichouseforchildren.com TURN TO PAGE 16 to read about Drama at St Catherine’s School, Bramley EDUCATION CHOICES MAGAZINE | AUT UMN 2023 | 11
LAMBETH TIGERS
Lambeth Tigers Football Club The UK’s largest grassroots football club Lambeth Tigers Football Club was born of a desire to give all children the opportunity to participate and succeed in sport. It has grown to become the largest grassroots football club in the country, with its members going on to join national clubs such as Arsenal and Manchester United. Growing up in Brixton in the 1990s, David Mariott knew he didn’t have all the advantages some other children had, but playing football with his friends was always a favourite pastime. Local father, Christopher Butler, soon recognised the importance of the sport for the children, and decided to start a football club for the black children of the neighbourhood, who he recognised didn’t have as many opportunities as some of their white peers, and so Lambeth Tigers Football Club was founded in 1995. A year later, the club 1 2 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
opened to players of any race: “We wanted to be an equal opportunity club, for every race to just play together and enjoy football.” The impact of the club and its founder cannot be understated: “... having someone like Christopher, he was a massive influence to me, he helped me with everything: being a man, knowing right from wrong, everything.” Just a few years later, Christopher passed away with David at his bedside. “I never understood it at the time, but he obviously saw something in me. I left very confused and very angry, not knowing that he had a plan for me. I went away from that heartbroken.” In his grief, David turned to the streets and drug dealing. Not long after, David also lost his brother to gun crime. He says the shock and grief made him realise he needed to change his life: “I just knew one day that I needed to change, and the first thing was that I needed to do something that I know I’d love doing.” Since then, the club has grown rapidly; they are now the largest grassroots football club in the country, working with over 500 children a week. The club has also received support from football
FOOTBALL FANATICS
industry leaders such as Joe Shields, who works in recruitment and talent for major football teams such as Arsenal and Chelsea, helping get their star players signed to teams across the country. It’s not only the players who are supported by the Lambeth Tigers, but also the coaches. David and Jamahl have themselves taken on recruitment roles at the academies of national teams including Chelsea, Crystal Palace, Arsenal and Manchester United, allowing them to continue to provide opportunities for their community. All those involved in the club are extremely proud of their ethos and everything they have achieved. David says that: “To develop youth in the community and give them opportunities, trying to prevent them from going down some of the roads that myself, people I know and my little brother went down, we do an amazing job.” However, additional funding is needed to continue their work, and David hopes that with it they will be able to offer homework clubs and training programmes to help young players get qualifications and continue to thrive. MEGAN PAYNE Assistant Editor www.lambethtigersfc.org
STRIVE FOOTBALL CLUB FOOTBALL SESSIONS IN THE HEART OF CHELSEA Strive FC Academy At Strive Football Club, we strongly believe in a gamebased approach. By actively playing the game, young footballers develop a deeper understanding of its intricacies. With unwavering support and high-quality coaching, we create an environment that unlocks hidden talents and unleashes the true potential within each player.
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We are the champions… Lionesses leading the way for women’s sports The Lionesses, England’s women’s national football team, continue to progress, grow and succeed just twelve months after their victory against Germany in the UEFA Women’s Euro 2022 final. With this remarkable team, England has reached the tournament’s showpiece event for the first time. Furthermore, they are the first senior side to make it to any World Cup Final since 1966! Between 1921 and 1970, women’s football had unfortunately been banned. Whilst this didn’t stop women from playing football, it has meant that the formation and funding of women’s national sides has been significantly delayed. Consequently, the first Women’s World Cup was in 1991 (61 years after the men’s) and, to this day, women’s teams like the Lionesses still have to fight to earn the acknowledgement and respect that they deserve. Thanks to their successes and supporters, the popularity of women’s football has soared over the last ten years. In the case of the Lionesses, their trophy cabinet continues to expand after winning the Arnold Clark Cup trophy in February, which they won just before they defeated Brazil in the inaugural Women’s Finalissima, winning on penalties. These fierce and inspiring women now face some of the biggest games of their lives for the FA League Cup. We cannot wait to see what they achieve over the coming weeks, months and years… ELLA MARIA Co-Editor
Contact us: Strivefc2023@gmail.com
TURN TO PAGE 22 to read about The Tiger Who Sleeps Under My Chair
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EDUCATION CHOICES MAGAZINE | AUT UM N 2023 | 13
CAMERON VALE
Finding a Forest School in Chelsea Cameron Vale School’s hidden curriculum At Cameron Vale, the school values are integral to school life and link across all aspects of the explicit and hidden curriculum. The hidden curriculum covers life skills, personal confidence, self-regulation and responsibility, risk-taking and, as Mrs. Melrose, Headmistress at Cameron Vale, says: “Manners cost nothing.” So, why does a small London prep school feel so passionately about the provision of Forest School from Nursery to Year 6? Research in the UK into Forest School and its impact on young children found hugely positive effects on children’s
development and their motivation and concentration for learning. Increase in confidence, greater social skills, risk-taking, language and communication and physical skills all benefit from greater interaction with nature. Learning experiences gained from nature also greatly increases children’s knowledge and understanding of the world. As we continue to navigate the impact of COVID on young learners, Cameron Vale School embraces being allweather warriors and the positive benefits it has on learning within the school community. “Not only do the children love
having access to the outdoors and open space, it is a completely different learning environment to a traditional classroom. We are not just running about collecting sticks, learning activities are cross-curricular, well-planned and promote teamwork, collaboration, language skills, creativity and critical thinking. When our children attend their 11+ schools, they are confident, well-informed and can eloquently share their own opinions. We provide a rigorous education which prepares pupils to be world-ready and for the next step of their education.” MRS. ALISON MELROSE Headmistress www.cameronvaleschool.com
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PUTNEY HIGH JUNIOR NEWS
Bat Night not fright night! Putney High Junior School’s outdoor learning adventures As the nights draw in, Putney High Junior School have been busy after sunset exploring their school grounds to record and study a number of native bat species. The school’s bat detectors were installed by the school’s Ecologist in Residence as part of a phenology project to examine local protected species and a Junior science project about sound. Armed with five different types of bat detector, pupils were lucky enough to observe and record a number of bats, including one of
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Britain’s smallest bats (a common pipistrelle) and also the largest bat (a noctule). Their detectors ranged from a simple ‘make it yourself’ detector to sophisticated devices that record bat calls and their GPS locations. Putney’s Ecologist in Residence has been working with students across the Junior and Senior schools to broaden their knowledge of diverse habitats and protected species, while embedding a greater understanding of ecology within the curriculum. “These projects use data and knowledge on the local scale to help understand how
changes in climate are changing the natural world on a larger scale.” she explained. The appointment of an Ecologist in Residence was part of Putney’s commitment to sustainability and the environment. Alongside awardwinning biophilic classrooms, the school benefits from a wonderful green and leafy campus with many areas for outdoor learning that enrich everyday life for the whole school community. The school’s Gardening Club and Eco-Committee plant and care for vegetables, wildflower strips and herb and bog gardens around the grounds. Forthcoming plans include the school’s own weather station and a project to learn about the many mature trees on site. SAMANTHA HAZLEHURST Communications Manager www.putneyhigh.gdst.net
DRAMA AT ST CATHERINE’S PREP, BRAMLEY
More than just a story The importance of Drama Each summer term, many primary and prep schools end their Year 6’s KS2 journey with a public performance of a musical, play or pantomime. So, why has this become a convention? In short, ‘putting on’ a play can be an incredibly rich learning
experience for young people, whilst also acting as an opportunity to stretch and challenge students in a range of capacities. Jess Wittert, Head of Prep Drama at St Catherine’s Bramley, says: “Stories have an important place in helping children and adults alike to understand the world we live in. Through stories we are invited to explore different cultures, characters, relationships and emotions. Often, coming-of-age tales seem incredibly relevant; stories where characters go on rich adventures, face complex challenges and have no choice but to learn and grow from their mistakes. Tales where
characters must work together to achieve a common goal, or where children’s voices hold important messages that are heard by the adults around them are also subjects that young people connect with and are inspired by. “It is always my hope to inspire confidence in all my students so that they leave the Prep School feeling that they can achieve anything that they set their minds to. By working together as a large
Maren Kelly our specialist science teacher will help your daughter keep asking ‘Why?’ She offers hands-on learning and plenty of experiments in our purpose-built WonderLab. Earning the School a Primary Science Quality Mark for excellence in teaching, Mrs Kelly will help your daughter create comets, explore the human body and follow a life-cycle. She’s set in motion Natural Scientists, Medics and Computer Scientists. Visit us. Call Sarah Waller our Registrar on 01483 899665, or email prepadmissions@stcatherines.info
OPEN MORNINGS Friday 13th October 2023
Thursday 8th February 2024
St Catherine’s Prep, Bramley GSA Day & Boarding School since 1885 | 4-18 years | Guildford www.stcatherines.info | admissions@stcatherines.info
CREATIVE WRITING
The BBC’s 500 Words competition Inspiring every child’s inner storyteller
team with their peers, teachers, parents and helpers, they appreciate that a broad breadth of skills should be brought to any project. That being part of a community, creating links in one’s learning and sharing rich experiences is not only life enhancing but empowering. “Before our most recent production, an eleven-year-old student came to my desk. “Thank you,” she said, “I really didn’t want to do it but now, it’s my destiny.” She was referring, rather effusively, to our recent Year 6 theatre production and her calling to be part of future theatrical casts. Why was she so gushing, you may ask? One could make many assumptions as to where her enthusiasm stemmed from, but simply, the experience of being part of an ensemble cast, rehearsing, crafting and performing our musical had given her a deeper sense of self-confidence, a keen interest in stagecraft, a wonderful feeling of accomplishment and team spirit, whilst she had learnt a great deal. Yet, most importantly, the event had brought real joy. Understandably, she wished that she could relive this process all over again, moving from perceived dread to elation!” CAROLINE CHENG Marketing Officer at St Catherine’s Bramley www.stcatherines.info
500 Words, the BBC’s UK-wide children’s creative writing competition, is inviting primaryaged children to submit their own original short story. The competition, supported by BBC Teach, encourages children of all abilities to dive deep into their imagination and write the story they would love to read in 500 words or less, without fear of being judged on spelling, grammar or punctuation errors. To help children get started with creative ideas for their stories, a star-studded 500 Words Live Lesson is available to watch on the BBC Teach website. Blue Peter’s Mwaksy Mudenda and CBBC presenter Joe Tasker are joined by 500 Words judges Frank Cottrell-Boyce, Francesca Simon and Charlie Higson to share tips on how children can develop and write their own short story. Fifty finalists, along with their parents or carers, will be invited to attend the grand final in February 2024 at Buckingham
Palace. The bronze, silver and gold winners of both age groups, 5-7 and 8-11, will receive a selection of exciting prizes, including having their stories read by famous faces and receiving a bundle of books to help continue their love of the written word. The two gold winners will receive not only a pile of books the height of judge Sir Lenny Henry, but also 500 books for their schools. Silver winners will get their hands on a pile of books the height of Her Majesty the Queen. Finally, bronze winners will receive a pile of books the average height of a seven or eleven year old, depending on their age category. The fifty finalists will all receive a £20 National Book Token and their stories will also be recorded and published on the BBC Teach website. Helen Foulkes, Head of BBC Education, said: “We are delighted to be running this year’s 500 Words competition. It goes to the heart of everything we do in BBC Education. Ever since it began, the short story writing competition has always been for every child, no matter what their ability. It really is all about creativity. This year, we want children to write the story they would love to read.” All stories need to be typed and submitted by an adult by 8pm on Friday 10th November. ANNA PEDROZA AND OLGA HADJILAMBRI BBC Teach www.bbc.co.uk/teach/ TURN TO PAGES 34-35 to read about managing dyslexia in the classroom
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CELEBRATING DIFFERENCES
World Afro Day at Swaffield School Embracing and celebrating differences World Afro Day is a day dedicated to celebrating and learning about Afro hair, a hair type that grows out in coily shapes, with various types of curls, kinks and twists. It is celebrated on September 15th each year, with this year being particularly significant, as World Afro Day celebrated its fifth birthday. At Swaffield School, the day started with Equality, Diversity and Inclusion leader Ms. Crolle reading Hannah Lee’s story My Hair to all classes from Year 1 to Year 6, encouraging all children to learn and feel positively about their own hair. In Lee’s story, a young girl waits in a salon to get her hair styled for her birthday. As she waits, she considers the wide range of
styles worn by her friends and family, from dreadlocks to Bantu knots. The story encourages children to recognise and embrace the variety and possibilities in hair and expression. World Afro Day is the perfect opportunity to teach children about the beauty of diversity, and encourage them to celebrate the things that make us all different. Ms. Crolle said: “I think it’s important to raise awareness on days such as this one, so children will not just embrace their friends’ differences, but celebrate them too.” VALERIE CROLLE EDI Lead at Swaffield School www.swaffield.wandsworth.sch.uk TURN TO PAGE 70 to read about Black History Month at DLD College London
Spirit & Wonder An exceptional Early Years education
HALF TERM ACTIVITIES, LONDON
soldiers and even ruined gardens. Designed to be a family-friendly adventure, you can keep track of any ghosts you catch sight of during your visit using a trail you can collect upon your arrival. www.hrp.org.uk/tower-of-london/ whats-on/halloween-at-the-towerof-london
Pumpkin picking
Spooky fun for families Halloween activities for families in and around London While the end of the spooky season draws near, there’s still time to enjoy some of your favourite Halloween activities as a family! We’ve put together some unmissable experiences for you to try out if you’re in or around London. Halloween at Hampton Court Palace
This Halloween, keep your wits about you as you explore the transformed home of King Henry VIII. What is normally a tour traversing through the life of one of Britain’s most famous monarchs is now a spooky journey through dark, winding corridors, transformed by mystical spells. The spooky atmosphere is intensified by frightening sound effects and atmospheric projections, while the café is the perfect place to end your experience, selling some tasty treats themed around the spooky season.
Halloween at the Tower of London
Check out another Londonattraction-gone-spooky with this haunting experience taking over the Tower of London. Find yourself walking within the tower’s walls surrounded by the ghosts of its past, glimpsing medieval queens, Roman
www.hrp.org.uk/hampton-courtpalace/whats-on/halloween-athampton-court-palace
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One of the best Halloween activities you can do as a family is pumpkin picking! It gets everyone out of the house and into the fields, searching for the perfect pumpkins. Whether they’re for your favourite pumpkin pie recipe or for carving out some fun designs to decorate your porch, finding the perfect pumpkin is a great family activity, with some excellent places to visit in and around London: the Covent Garden Pumpkin Market, Stanhill Farm, Foxes Farm Produce and Crockford Bridge Farm to name just a few. www.stanhillfarm.co.uk ROHINI BHONSLE-ALLEMAND Co-Editor
BONFIRE NIGHT EVENTS
Light up your night! Our recommendations for the best Bonfire Night events in London As the crisp Autumn air descends upon us, families all over London are preparing to celebrate Bonfire Night in style. Firework displays are, of course, a beloved event every year, and there are many events held across London. So, we’ve rounded up some of the best and most spectacular firework displays being held across London this year. Alexandra Palace Fireworks Festival (Friday 3rd and Saturday 4th November)
Easily one of the biggest and most breath-taking events of them all, the Alexandra Palace Fireworks Festival is an absolute must-see. Families can enjoy dancing to live music and tribute acts, scoffing down some street food and whizzing around the ice rink, whilst parents may enjoy a drink or two at the UK’s largest German Bier festival. The night ends with the festival’s famous panoramic views of London being lit up with dazzling pyrotechnics. www.alexandrapalace.com/whatson/ally-pallys-fireworks-festival-4
Battersea Park Fireworks (Saturday 4th November)
Battersea boasts the return of its iconic firework display this year, with a roaring bonfire and plenty of food and drink options too. Sunday night has an earlier start time as the more family-friendly display, with a light show instead of a bonfire. So, come prepared for glow-in-thedark face paint and a magical evening for all involved!
Dulwich Firework Display (Saturday 4th November)
Dulwich Firework Display is perfect for families with its “kids for a quid” deal that sees tickets for under-16s sold at just £1 each. When on site, you can help yourself to mulled wine, barbecue, pizza and more, in time for the glittery fireworks display at 7pm. www.eventbrite.co.uk/e/dulwichfirework-display-2023-kids-for-aquid-tickets-651601165627
www.batterseaparkfireworks.com
Harrow & Wembley Fireworks (Saturday 4th November)
With a huge 20-minute musical fireworks display planned at the end of the night, Harrow Fireworks is an unmissable whole-day event. The funfair and bar marquee open at 12pm, whilst the market stalls and family zone, where kids can enjoy activities ranging from a caricaturist to a petting zoo, open at 1pm. www.harrowfireworks.co.uk
Beckenham Fireworks in the Park (Saturday 4th November)
Beckenham Fireworks in the Park run their main fireworks display at 7:45pm, as well as a quieter display at 6pm for smaller children. This event is run by the Beckenham Scouts, who have been doing this event every year since 1946, so you’re in for a good time, with a funfair, tasty street food and warm drinks to see you through the night. www.beckenhamfireworks.com EMILY PARSONS Co-Editor
TURN BACK TO PAGE 15 to read about Bat Night at Putney High Junior School
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INSPIRATIONAL CHILDREN’S BOOKS
The Tiger Who Sleeps Under My Chair Exploring mental illness in children’s books Imagine huge waves pounding the shore, rain pouring in torrents and wind whipping up the spray. After storms is the best time to go fossil hunting on the Jurassic Coast in the South of England. Mary Anning, the Victorian palaeontologist, would often be seen fossil-hunting in Lyme Regis after a storm. I grew up on the coast in Devon, digging enormous sand holes with my sister and scouring the tidelines for treasure. The idea of fossils emerging from the cliffs after a storm, like long-buried secrets from the past, inspired my book, The Tiger Who Sleeps Under My Chair. First, we meet Emma and
her brother James in Victorian London. Emma is being kept hidden away in the attic and James is becoming worryingly obsessed with a stuffed tiger at the museum. Then we meet Rosie and her classmate Jude, who live in Devon. Rosie too has become worryingly fascinated with tigers. Not only that, but she has been missing for four days and four nights when Jude finds her behaving strangely, wearing a tiger-striped scarf. Like the threads in the scarf or the spiral of an ammonite fossil, the two timelines spin closer and closer, until at last we discover how they are connected. This story explores mental
Dark Cloud Recognising children’s mental health struggles The changes were subtle at first. My young daughter had started a French immersion programme at a new school. She was nervous, everything was new, we thought she’d settle in. Instead of that happening, things got worse. She withdrew, she had irrational fears, but worst of all, she stopped smiling. My previously happy kid was replaced by someone we hardly recognised. It felt like she was slipping away. It’s something that happens to many families when children experience mental health struggles. Luckily for us, we realized she was having a negative reaction to a new
prescription allergy medication, so she stopped the medication and we got her psychological help. Slowly, over about a year, she came back to us. But that dark cloud left a very long shadow over our whole family. Part of writing this book was my way of processing that experience, of giving language to what I saw as a parent. Asking kids, or even adults,
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illness through a family. I hope readers will find it an inspiring and hopeful book which celebrates the importance of empathy and diverse experiences. HANNAH FOLEY Author www.hannah-foley.co.uk
to describe how they’re feeling can be difficult. Putting complex emotions into words is challenging. I wanted to use language that evoked images in this book so young readers and parents could see what I saw, in the hopes that it would give them tools to recognise these feelings in themselves and in their loved ones. Penny Neville-Lee’s beautiful illustrations are the perfect pairing for this story about a young girl struggling with depression. While the cloud in this book has no silver lining, it does offer readers the most important message: hope. ANNA LAZOWSKI Author www.annalazowskibooks.com TURN TO PAGES 50-53 to read about positive psychology at Surbiton High School
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THE ARTIVIST
The Artivist A roadmap for the younger generation on making the world a better place Do you ever worry about what today’s youth will ask us when they are old enough to realise what kind of world we’ve left them to live in? As a parent of a three-year-old, it’s a constant thought that circles in my mind. It’s a big reason why I wrote and illustrated The Artivist. This book is the story of my very own Artivist journey. The main character follows a very similar path to my actual career as an Artivist, which has spanned more than ten years so far. After one of my Sunday Sketches went viral, I realised just how much power there is in a single art piece to spark conversations centered around social justice. Sunday after Sunday, I began creating one art piece that reflected what was happening in the world. I often begin from a personal place, where I highlight a specific person or group of people who have been adversely affected by one of the many ‘broken bones’
in our society, whether that is racism, income inequality, global pollution, wars, gun violence or any other harmful issue that needs to be fixed. Once I have chosen that personal story, I will research the broken bone and the affected individual(s) and often paint a portrait or scene that speaks to their humanity and their situation. The final step is sharing it with the world, so that as many people as possible can learn about the issue and
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NIKKOLAS SMITH
and every one of us, no matter what age, to use our creativity to inspire others to make a positive change in the world. I see this book as a roadmap for the next generations of fearless creatives, to envision an inclusive and equitable future. Artivism is truly a tool for all creatives, but especially all the young creatives out there who, like the Artivist in the book, are starting to see all of the broken bones in our society and ask how things got to be this way, from global warming, to housing inequality, to racial/social injustices and more. T here is a biodiversity crisis. T here is a humanitarian crisis. T here is a global warfare crisis. T here is an economic crisis. T here is a housing crisis.
be inspired to play their part in making a positive change. In 2020, Michelle Obama shared my portraits of George Floyd, Breonna Taylor and Ahmaud Arbery, and once again I saw my activist art all over the world by way of social media. I closely mirrored my Sunday Sketch journey in The Artivist. You see the boy creating a mural that goes viral - as one of my
first Artivism pieces did - and it opens his eyes to the power that activist art has to inspire the entire world with just one image. He goes on to paint murals all over the country that call out the broken bones of the world and inspire the Artivist in all of us to use our creativity to protest injustice, protect the planet and stand up against inequality. It is a call to the Artivist in each
We cannot pretend as though our young ones do not notice all of this and are not affected by it. They do notice. They are affected. They need not only hope, but creative tools to fight back. I created The Artivist for young people filled with all those tough questions and to remind them that they have infinite creative solutions that can point us in the direction of a brighter world. I want this book to be a reminder that creative protest is an act of love and that love is a verb. It is up to all of us to love, today! NIKKOLAS SMITH Artivist, Author, Illustrator www.nikkolas.art Instagram: @ nikkolas_smith TURN TO PAGES 62-65 to read about social responsibility and EDI at Wellington College
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WHO DO I SEE IN THE MIRROR?
diversity in children’s products. Seeing the hard stats ignited my fire to demand change. You have to be the change you want to see, so I launched out to create the change we need. This change was not just for my daughter, who was my inspiration for writing the book, but for countless children who, like my own daughter, needed to see themselves and others reflected in the world around them. In an increasingly diverse world, traditional educational resources often fall short of representing the rich tapestry of cultures, backgrounds and abilities that make up our society. A Book That Reflects a Part of the World
A Journey of Discovery and Diversity with Philly & Friends
My answer to this need was my debut children’s book, Who Do I See in the Mirror?, a beautifully crafted and thoughtfully illustrated work that celebrates diversity. This book, now recognised by Hello! magazine as one of the best children’s books on diversity and by Smiley News as one of the most inspiring children’s books promoting equality, introduces children to the concept of uniqueness, self-love and appreciation, but emphasises that we are much more than our appearance. It’s a book that encourages children to ask questions, understand differences and embrace diversity from a young age. Who Do I See in the Mirror? recently won a Junior Design Award for Best Pre-School Book. Here’s what one of the judges said: “This book celebrates difference and commonality in a wonderfully accessible and upbeat way, emphasising that it’s what’s on the inside that’s most important of all. This is a great library staple for all children.”
Nurturing Tomorrow’s Inclusive Leaders
From a Book to a Movement
Discovering the Need for Diversity
Why Diversity in Play and Education Matters
Empowering Early Learners In the world of early childhood education, where young minds are shaped and nurtured, the importance of diversity cannot be overstated. It is a vital element that lays the foundation for a generation of empathetic, open-minded and inclusive individuals. This is the journey that I embarked upon, a journey that led me to create the beloved children’s book, Who Do I See in the Mirror? and launch the award-winning educational toy brand Philly & Friends. Today, I delve into my story and why my vision is crucial to early education. My journey began with a simple question: “Who do I see in the mirror?” This question was inspired by the birth of my daughter. Becoming a parent in 2017 opened my eyes to the inequality and lack of 26 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
But I didn’t stop at a single book; I recognised that my mission extended far beyond the pages of a story. Philly & Friends was born as an extension of this vision, an educational toy brand dedicated to instilling self-love and confidence while offering learning through play and providing representation. With beautifully illustrated books, puzzles, wall art and dolls, Philly & Friends has become a trusted resource for parents, educators and caregivers looking to make diversity a core part of early learning. Our products are designed to encourage our little ones to dream. At the heart of my journey is a profound belief in the power of diversity in play and education. But why is this belief so important, and how does it benefit our children? Let’s explore why books like
VESE AGHOGHOVBIA
Who Do I See in the Mirror? and products from brands like Philly & Friends should be an integral part of the education system, particularly in the early years. Building Empathy and Inclusivity
Diversity in play and education isn’t just about representation; it’s about fostering empathy and inclusivity. When children are exposed to diverse stories, characters and experiences, they learn to appreciate differences and celebrate them. These early lessons lay the foundation for a more inclusive society, where every individual feels valued and understood. Expanding Horizons
In an increasingly interconnected world, it’s essential for our children to have a global perspective. Exposure to diverse cultures, languages and traditions at a young age broadens their horizons and helps them become more adaptable and open-minded individuals. Books like Who Do I See in the Mirror? introduce children to the rich tapestry of the world. Breaking Stereotypes
Diversity in education and play challenges stereotypes and biases that can take root early in a child’s mind. By showcasing characters with varying abilities, backgrounds and experiences, we break down barriers and promote a more accurate and inclusive understanding of the world.
The Role of Philly & Friends
Philly & Friends, through its diverse range of resources, plays a vital role in making diversity a natural and integrated part of early education. Our beautifully designed books, wall art and toys inspire children to see themselves and others as valuable and unique. These resources are not just for individual homes but should be a core part of schools, nurseries and playrooms. Join the Movement
As my journey continues to inspire countless parents and educators, it’s a reminder that diversity should not be an afterthought; it should be at the heart of early education. All children need to see themselves and others represented in the books they read, the toys they play with and the media they consume. I invite you to join the movement, explore Philly & Friends’ resources, and make diversity an integral part of the learning journey for our youngest learners. Together, we can shape a brighter, more inclusive future for all. TURN BACK TO PAGES 6-7 for advice on choosing the right nursery
VESE AGHOGHOVBIA Author and Founder of Philly & Friends www.phillyandfriends.com
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FLY BOY
Fly Boy Teaching children how to overcome turbulent emotions From a young age, I was obsessed with flying. I would draw wings on every cartoon person, I would draw birds flying through the sky. I would draw anything that flew, from aeroplanes to angels, and I’d jump from the highest surfaces I could, usually a bench or halfway down a slide. Flying was a form of escape for me, a way to leave behind the difficulties I faced at the time difficulties I didn’t understand or have the language to define Believe in yourself and let go . . .
JJ BOLA CLARA ANGANUZZI SIMON & SCHUSTER
JJ BOLA and CLARA ANGANUZZI
and explore strange new worlds in the furthest parts of my imagination. Flying was freedom. Writing poetry and stories gave me this same feeling of flying. It allowed me to explore different worlds and go to faraway places I had never been to. But it also gave me the means to make sense of the world around me and to see the beauty in it. I worked many jobs before becoming a writer, from part-time cleaning in offices to back-breaking warehouse work wearing a high visibility jacket. But one of my most memorable jobs was when I worked in a special needs primary school as a learning assistant. I was tasked with reading stories to the children after lunchtime – an impossible task, if you ask me, as at first they’d much rather have continued playing outside. But when they settled and listened, I saw how their eyes lit up, how the classroom suddenly transformed and became a new world for them to explore. Fly Boy was born from these two things, my love for flying
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and my work with children – and my adorable little nephew who would grin at me before trying to run away, prompting me to catch him. Fly Boy is a story about a little boy with wings, who dreams of flying, but his wings change weight and colour depending on his mood: heavy and dark when he is angry or sad, light and colourful when he is happy. With help from his best friend Thomas, Fly Boy learns to navigate the chaotic environment of his home and school and overcome the inner turbulence of his emotions, until he is able to fly and soar through the sky. It’s a story about believing in yourself and your gift, about overcoming anger and difficulties, a story about friendship and how anything is possible if you have someone who believes in you. JJ BOLA Author www.jjbola.com
EQUITY IN EDUCATION
Embracing equity in education Levelling the playing field of learning “Don’t define me as disadvantaged.” This is the message I have heard loud and clear from pupils and students who have overcome huge obstacles in their lives and are now flourishing in every way. I was spending sleepless nights finalising the language for my latest book, Equity in Education. It was only after hearing the voices of the pupils themselves that the penny finally dropped. In the book, written with my co-author and teacher Emily Briant, we replace the term ‘disadvantaged pupils’ with ‘children from underresourced backgrounds’. The problem with terming a child as ‘disadvantaged’ is that it is a binary classification, leading to a crude demarcation between who is or is not ‘advantaged’. It immediately invites us into the trap of deficit thinking, implying there is something wrong with children that we apparently need to solve. It focuses our minds on individuals, when facing hardship or poverty is about the circumstances individuals find themselves in. More importantly than all this, young people do not want to be labelled by someone else as being disadvantaged. The principles we set out in our book are born from a frustration with the lack of progress in enabling all pupils to progress in the classroom. In the post-pandemic era, the education system is plagued by stark divides. We advocate a capacity – rather than deficit – mindset. This focuses on what pupils can do rather than what they can’t do. It is about assessing whether our own cultural norms are alienating those who come from homes with different cultures and ways of doing things, and recognising that talent comes in many forms, not just academic. Importantly, this is about working with children and their parents, not imposing our ways of
doing things on them. Many teachers were horrified to find that their own assessments placed their under-resourced pupils further behind their more privileged peers when official exams were suspended during the pandemic. Teacher bias is in fact a well-documented phenomenon. Teachers on average tend to judge lower income pupils as lower academic achievers than their actual test grades would suggest. Practical recommendations for teachers include: Organise a session among staff to reflect on the subconscious biases that may be creating barriers to learning for some pupils Use tests to provide objective assessments of where children are in their learning, and compare these with teacher judgements to identify potential biases Develop a school-wide policy of contacting all parents with authentic positive news about their children, valuing talents that are not always academic Consider ‘poverty proofing’ the school day. This might involve supporting families to access affordable healthy food and paying for their children’s uniforms and school trips, as well as after-school clubs LEE ELLIOT MAJOR Professor of Social Mobility at University of Exeter Equity in Education
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CONNECTIONS IN MIND
The Role of Executive Functioning in Transitions
Bridging the gap Parent and teacher strategies for effective school transitions The back-to-school nerves can be as real for parents and teachers as they are for students. As a mother of three young girls, the last few weeks have been a challenge, but they have also led me to reflect upon school transitions and the emotions they bring up. This month, my youngest daughter started Reception. She experienced a regression of sorts; we have been up most nights with her recently, despite her peacefully sleeping through the night prior to this transition. After discussions at the school gates, we found that other parents were going through the same thing with their little ones. What was causing our children’s distress in returning to the same school building they had all been to last year? I decided to delve into this topic and discover why transitions can be a struggle for children, and how we as parents and teachers can support them through these transitory times. Transitions are a big part of a student’s path in school. These moments can be really important
for students and affect how they learn. In this article, I will talk about these changes, especially how our thinking and planning skills play a role, and share what recent research has found. Understanding Transitions
There are many transitions a student may encounter on their academic journey. This can be something as small as changing classrooms or moving up a school year, or as significant as going from prep school to secondary school - or going from being a ‘flexi-boarder’ to a full-time boarding student. Each circumstance comes along with its own difficulties and can be experienced equally as intensely by individual children. Transitioning from GCSEs to A Levels might seem like no big deal to some, while for others it can feel overwhelmingly stressful and daunting. The degree to which students are impacted by these transitions are greatly influenced by the strength of their executive function skills.
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Executive functions are a family of brain processes that make it possible to mentally toy with ideas, stay focused, remain flexible in the face of unexpected challenges and think before acting. Executive function (EF) skills are the skills we develop which require executive functioning and manifest themselves as measurable and teachable skills. EF skills are vital for smooth school transitions. This is because of their central role in a student’s cognitive flexibility and resilience in these shifts. Strong EF skills allow students to engage with new ideas and obstacles in the learning environment during the school year. In transitory periods, they also enable them to enter new school environments with open minds and an eagerness to engage with new learning material. What’s more, EF skills help students regulate their emotions and any behavioural responses to their emotions that may bubble up during transitions, whether that be excitement, eagerness, anxiety or being overwhelmed. Managing these emotions effectively aids in maintaining positive relationships with classmates and teachers, which is essential for successful transitions. Recent Research Insights
Recent studies have shed light on the correlation between executive functioning and successful transitions at school. Research by Jacobson et al. (2011) underscores the importance of targeted interventions to bolster executive functioning skills, thus facilitating smoother transitions. Additionally, research by Helm et al. (2019) highlights the positive TURN TO PAGES 42-45 to read advice for parents from ISEB and Tooled Up Education
SCHOOL TRANSITIONS
impact of structured routines and visual aids in supporting students during these shifts. Research conducted by STARS (School Transition and Adjustment Research Study) highlights the importance of effective transitions in the school environment. This includes two key factors: active engagement in academics and positive behavioural involvement, paired with a genuine sense of belonging to the school community. Effective transitions are not marked solely by a student’s ability to engage in their academic endeavours, but also their behaviour in the school environment. It’s about nurturing a secure relationship between students and their educational environment, where students feel safe and are thus in a mindset to learn. The research findings highlight the value of creating an inclusive and nurturing school environment that not only encourages academic development but also ensures that students feel safe and heard. Practical Strategies for Teachers and Parents 1. Implement predictable routines
Consistency is key. Establishing predictable routines helps create a stable environment, reducing anxiety and enhancing a student’s ability to transition smoothly. Teachers can write up a daily or weekly timetable with specific time slots for different activities like lessons, break times and extramural activities. Parents can put a daily routine in place to make after-school time feel more structured - this can mean setting times for homework, tea and bedtime. 2. Offer clear instructions
Clear, concise instructions can significantly alleviate stress associated with transitions. Break
down tasks, provide visual aids and offer step-by-step guidance. Teachers can offer step-bystep instructions with visuals or written out in a numbered list. Parents can reach out to their child’s teacher for guidelines or resources to better assist with assignments. 3. Empower young people with choice and self-advocacy
Empower students to communicate their needs and preferences during transitions. Encourage them to ask for support where necessary, fostering independence and self-confidence. In the classroom, this could look like encouraging pupils to make decisions within the classroom, like choosing their own assignment topic or deciding on one from a list of suggestions. At home, this could mean allowing your child opportunities to make age-appropriate choices - take them along when going stationery shopping so they can pick out the pens, pencils, crayons, etc., that they would like. This will also help them feel more in control in a transitory period that otherwise can feel completely uncontrollable. 4. Visualise the transition
Visual aids, such as schedules and checklists, serve as powerful tools for students with executive functioning challenges. They provide a tangible framework for managing transitions. For both teachers and parents, this could mean scheduling a visit to the school grounds before the academic year begins. Then, you could work alongside the student with visual aids like maps or photo collections to allow students to feel familiarity with the new routines and environments. 5. Be patient
Allow for adequate transition time
between activities or classes. This buffer period gives students the opportunity to mentally prepare for the upcoming task. Teachers and parents can execute this by recognising that some learners may take a bit longer to adjust to transitions than others. Offer emotional support and allow opportunities for the child to speak openly about their feelings and worries. In conclusion…
Navigating transitions in a student’s academic journey can be a challenge, impacting their learning experience and emotional wellbeing. Understanding the role of executive function skills in managing these transitions is crucial for parents and teachers alike. Recent research underscores the importance of targeted interventions, structured routines and fostering a sense of belonging in the school community. Practical strategies - such as implementing predictable routines, offering clear instructions, empowering young people with choice and self-advocacy, visualising the transition and exercising patience - can support students during these critical moments of change. By putting these strategies in place and fostering an inclusive and nurturing school environment, we can empower students to navigate transitions with confidence and resilience, ensuring a smoother journey through their academic years. VICTORIA BAGNALL Co-Founder and Managing Director of Connections in Mind www.connectionsinmind.com
EDUCATION CHOICES MAGAZINE | AUT UM N 2023 | 31
ADDRESSING ADHD
Accommodating all learners How to get the best out of your ADHD students Children and teenagers with ADHD have unique needs in the classroom. Here are my top ten tips for helping your students succeed. 1. Ask, don’t tell
It goes down much better with an ADHD student if you ask them to do something rather than telling them. 2. Watch the tone of your voice
People with ADHD have rejection sensitive dysphoria and any shouting, sarcasm or perceived belittling will make them feel dreadful. It might also bring on a verbal or physical reaction in some cases. 3. Be aware that hyperactivity is often part of their condition
Students with ADHD will likely need to keep their hands busy while in lessons so they can concentrate and focus. Allowing them to doodle or have a discreet fidget toy can help ensure they get the most out of their lessons. 4. Accept that they may struggle to interpret instructions
If you see your ADHD students looking blank while others are getting on with the work, it is helpful to discreetly ask them if they know what they are expected to do. 5. Expect them to become distracted
Discuss with your students, in advance, how they would like to have their attention brought back to the class. For some, this might be a gentle tap on their pencil case, while others may prefer you to say their name. 6. Most ADHD children have the coexisting condition, sensory processing disorder
You should accommodate for this where possible. For example, if wearing their tie with the top button of their shirt done up is making a student uncomfortable, allow them to undo the top button. 7. As ADHD children tend to do things quickly, they might be hotter than other children
Therefore, don’t insist on them wearing their
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school jumper or blazer if they don’t want to. 8. A lot of ADHD children will have issues around eating
Food might be too wet, dry, crunchy, soft, smelly or any one of a hundred other problems. If a child insists they really cannot eat something, don’t force them to. 9. Keep lessons varied, interactive and interesting
Too much of the same thing will bore an ADHD brain and leave it understimulated, so make sure classes are interesting and cover varied topics.
10. Make sure coexisting conditions are identified
80% of people with ADHD have at least one coexisting condition and 50% have at least two. These are likely to show up in the classroom, so keep an eye out for conditions like dyslexia, dyscalculia, dysgraphia and dyspraxia. SARAH TEMPLETON ADHD counsellor, founder of the charity ADHD LIBERTY and author of Teachers! How Not to Kill the Spirit in Your ADHD Kids. www.sarahtempleton.org.uk
UNDERSTANDING NEURODIVERSITY
EPIC Think Learn Supporting your child’s literacy and maths learning in ways that are fun and effective We are a research team at the University of Edinburgh, conducting research on the thinking skills related to children’s learning. While most of our research focuses on children who are neurodivergent (e.g. autistic, ADHD, dyspraxic), the relationship between thinking skills and learning is also relevant to typically developing children. Successful literacy learning is linked to the processing of letters and sounds, and successful maths learning is linked to the processing of numbers. When a child finds learning to read, write, spell or solve maths problems tricky, these literacy and number skills are focused on as the reasons for the difficulty. While these skills are very important, having strong executive functions (thinking skills), such as efficient memory and flexible thinking, are also important. Our research shows that executive functions are associated with literacy and maths attainment, which is important for understanding and supporting learning in neurodivergent children, as they typically have weaker executive functions. In our research with children with ADHD (Attention Deficit Hyperactivity Disorder), we found that different thinking processes were linked to different aspects of literacy and maths. While the name of the disorder suggests that ‘attention’ should be the key focus, our research shows that we need to understand and support a much broader range of thinking skills in children with ADHD. TURN BACK TO PAGE 17 to read about the BBC 500 Words competition
‘Working memory’ is the mental workspace where you hold and organise information for a brief time. Working memory performance is associated with multiple aspects of literacy, including reading comprehension, word reading, writing and spelling. Our research shows that for most children with ADHD, problems with memory underlie learning difficulties. Other aspects of thinking skills are also related to literacy performance. For example, processing speed (how fluently the brain receives, understands and responds to information) is related to effective writing skills. Thinking and memory skills are also related to mathematical performance in children with ADHD. Short-term memory involves holding information in a short-term store. Other more strategic aspects of memory also involve updating the information we are holding in memory: e.g. when you have to add or delete numbers and actively update the information you are holding in your mind. Our research shows that updating skills are particularly important for maths attainment in children with ADHD. Many children with ADHD have difficulties in their working memory and it is important to support these skills to ensure effective maths learning. The key question is how can we help children with ADHD (or others with these thinking difficulties) with their learning? Reducing memory load is a really
useful technique to support children with this type of difficulty, such as using a mini-whiteboard to display a visual breakdown of sums, or using block pieces to represent numbers. The child being active in their learning such as handling block pieces to work out sums - can make a transformational impact on both their understanding and their willingness to participate. We know that children who are neurodivergent differ from one another in their specific thinking profiles despite having the same diagnostic labels, meaning that we need to understand the specific thinking strengths and difficulties of individual children before appropriate support can be put in place. Our free downloadable booklets suggest ways these thinking skills can be identified, understood and supported. DR. SINÉAD RHODES Founder of EPIC Think Learn www.ed.ac.uk/clinical-brainsciences/research/epic-edinburghpsychoeducation-intervention/epicresources Free downloadable booklets: www.epic-information.com
EDUCATION CHOICES MAGAZINE | AUT UM N 2023 | 33
DYSLEXIA AWARENESS MONTH
Dyslexic Thinking Why every school should be trained to recognise and empower it Education serves as the foundation for preparing our children for their future. Its purpose is to cultivate the skills necessary for leading fulfilling and successful lives, while also preparing children for the workplaces of tomorrow. While workplaces are changing fast thanks to the evolution of artificial intelligence (AI), one thing remains certain: the
skills humans will need to work alongside technology are an exact match for Dyslexic Thinking skills. It is time to empower teachers and parents to recognise and support this unique way of thinking. Dyslexic Thinking is Valued and Vital
Extensive research consistently emphasises the invaluable need
for Dyslexic Thinking skills. According to the World Economic Forum (WEF), Dyslexic Thinking skills are now regarded as “soft skills” or “power skills”, which are crucial for the workplace. These soft skills are the indemand human abilities that AI cannot replicate. The top five skills highlighted by the WEF (including analytical thinking, creative thinking, resilience, flexibility and agility, motivation and self-awareness, curiosity and lifelong learning) are a direct match for Dyslexic Thinking skills. Dyslexic Thinking is now recognised as a valuable workplace skill on LinkedIn and has been added as a noun in the dictionary, thanks to our successful campaign with Richard Branson and the Virgin Group in 2022. Dyslexic Thinking Skills are Essential for the New AI-Powered Workplace
Dyslexic Thinking is the perfect co-pilot for AI in the workplace. While AI excels at aggregating information, Dyslexic Thinking excels at innovation. Together, they create an unstoppable force that every modern workplace needs. As our educational institutions adapt to the AI-
EDUCATION CHOICES MAGAZINE
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EMPOWERING DYSLEXIC STRENGTHS
shaped world, we must act swiftly to empower Dyslexic Thinking, because one in five learners in every classroom is dyslexic and they are hard-wired to thrive in this AI-driven era. Research Shows Teachers Still Need Training
While workplaces are starting to embrace the strengths of Dyslexic Thinking, schools are in the process of catching up. Our research indicates that 94% of educators believe that teachers need more training to understand and support Dyslexic Thinking. At Made By Dyslexia, our mission is to provide training for every teacher and workplace to empower Dyslexic Thinking - we want every teacher to have the tools they need to create inclusive classrooms where Dyslexic Thinkers can thrive. Right now, many schools concentrate on addressing the challenges associated with dyslexia, and this is key. Many educators understand the importance of early screening to identify dyslexic students, as
evidence-based teaching methods and technology can help these learners overcome difficulties with reading, writing and spelling. But while this focus on intervention is essential, it is only part of the solution. We Must Also Empower Dyslexic Strengths
To gain a comprehensive understanding, it is vital to recognise and support Dyslexic Thinking skills. This is clear to see when you look at the cognitive skills profile of a dyslexic and compare it to one belonging to someone without dyslexia. Dyslexics excel in some areas, often scoring in the top percentiles, while struggling in others. If we are going to prepare dyslexic learners for today’s workplace, we must recognise that the skills they index highly on are vital too - they are the exact skills every workplace needs. We must address dyslexia as a whole. That’s why Made By Dyslexia has created a new, free training course: “Dyslexic Thinking in
Schools”, available on Microsoft Learn. It sets out what Dyslexic Thinking is, how to recognise and empower it at school and at home, and why it’s vital we empower it. It also explains the impact of language, the transformative potential of AI in the classroom, and how to create a school environment where both dyslexic learners and dyslexic staff are empowered to thrive. The course, created and led by me, features insights from Gavin Horgan, Head of Millfield Schools in Somerset, UK. He passionately advocates for this training, emphasising that it is essential for teachers to have the tools to support all learners effectively. The training, he adds, is short and focuses on attitude and leadership, making it easy for educators to implement. The training is available online through Microsoft Learn, accessible to all, whether you are a school training staff, a teacher pursuing individual training or a parent seeking to support and empower your brilliant dyslexic learner at home. The course complements Made By Dyslexia’s other offerings on Microsoft Learn, allowing users to delve deeper into supporting dyslexic learners in areas ranging from literacy to technology and beyond. KATE GRIGGS Expert in Dyslexic Thinking and founder of Made by Dyslexia
www.madebydyslexia.org
EDUCATION CHOICES MAGAZINE | AUT UM N 2023 | 35
CHILDLINE
Looking for a way out? Childline’s advice for young people thinking about running away Everyday, Childline hears from children and young people who are thinking of running away or have already made a decision to leave. Last year, Childline delivered 761 counselling sessions to young people who were thinking about running away from home, and 677 sessions to young people who had run away from home. We know that people might want to run away for different reasons and doing so can be the result of a long build up or a quick decision. We understand that where you live isn’t always a home or a safe place, and young people can often feel like they need to escape whether that’s a house, a school or a hospital. We would never encourage a young person to run away, but we understand that for some, this can feel like their only option. Before making that decision to leave, there are a few things to
consider: T o help manage your feelings or difficulty coping where you are, could you practice distraction or coping techniques, like listening to music or drawing? H ave you considered looking at your legal rights in your situation or what you want for your future? I s there a safe adult in your life that you can talk to about your feelings, such as an adult at school, Childline or a family friend? If you do make the decision to leave, we would encourage you to consider: M aking a safety plan and identifying a safe place you could run to T aking things with you that will keep you safe immediately, like
medication, money and a phone T rying to keep to areas that contain streetlights or are able to shelter you from the weather, for example shops and cafés B eing mindful about accepting any form of help from someone you don’t know C alling 999 or going to a police station or officer when you don’t feel safe Whatever you decide to do, it’s really important for you to look after yourself, both physically and emotionally. It can take some time for you to process your thoughts and feelings, and it can be just as difficult to make that decision to return home if you do run away. You can always reach out to Childline to talk. Adults who are faced with a child thinking about running away or who have left can reach out to the NSPCC’s Helpline by email at help@nspcc.org.uk (24/7) or by phone on 0808 800 5000. SARAH PICKSTONE Real Life Stories Manager at NSPCC www.nspcc.org.uk
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EDUCATION CORNER PODCAST
EDUCATION CORNER PODCAST INTERVIEW WITH HEADMASTER
Mr. Tom Dawson FROM SUNNINGDALE SCHOOL, BERKSHIRE Mr. Tom Dawson speaks to us about the ethos, main entry points and highlights of Sunningdale School, and discusses the benefits of single-sex education. To start with, could you tell us a little bit more about the ethos at Sunningdale and what makes it so unique?
Absolutely. So, we are a small school with 110 boys. We are family-owned and run, and there are very few of those schools left, actually. The school is owned by my family and has been since the sixties, and I think one of the things that makes Sunningdale so special is its family atmosphere. It’s actually about much more than the fact that it is owned by a family; it’s about the culture that we create within the school - one of care, trust, support, mutual understanding and a real culture of looking after each other. There’s a really strong togetherness within the school, and I think that’s what sets us apart. What are your main entry points to Sunningdale?
The main entry point is Year 4, so when the boys are eight, turning nine, although we do have some 38 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
boys that join us in Year 3. We are very much a boarding school, we’re 90% boarding, and that’s a really important part of the school’s culture. I think Year 4 is probably a better point to start boarding than Year 3, so that’s a better entry point for us. We always have boys joining us later on in the school, a few boys join in Years 5, 6 and a very small number in Year 7. We don’t really offer places in Year 8 because by then there’s a limit to how much difference we can make in just a year, particularly when it comes to senior school choices. But Year 4 is certainly the main entry point. Single-sex schools have been a hot topic of debate for quite some time now. What, in your view, are the benefits of being an allboys’ school?
You’re right, Chloe, it is a hot topic of debate, I think it always has been and always will be. Particularly at the moment, with a number of quite well-known single-sex schools taking the co-ed route, that is a question I get asked a lot, and so it is something I think about a lot, because I think
Sunningdale School, Berkshire
“We encourage them to take risks in the classroom, put up their hands, accept that sometimes they’re going to be wrong and that that’s a crucial part of learning. You can create that academic culture of fearlessness if you work hard enough at it, and that is a really important element of learning.” that when we run schools we need to make sure we’re all considering what is best for the pupils in a particular school. I think that, particularly at this age, between the ages of eight and thirteen, boys work really well surrounded by other boys. Of course, everything I’m about to say is a generalisation and there are exceptions to every rule, but boys definitely, in general, learn differently to girls. We know that girls mature younger, and are more focused; you
only have to look at a boy’s exercise book and a girl’s exercise book to see that they are completely different. We’re able to tailor our education very specifically to boys. Boys worry about losing face in front of their peers, for example, they’re frightened of making mistakes. So, we do a lot of work to debunk that; we encourage them to take risks in the classroom, put up their hands, accept that sometimes they’re going to be wrong and that that’s a crucial part of learning. You can create that academic culture of fearlessness if you work hard enough at it, and that is a really important element of learning. But also, just having boys avoids certain social stereotypes. For example, we’ve asked the boys this in the past: “What would it be like if we had girls at Sunningdale?” and the boys have come back and said: “Well, I don’t know if I’d sign up for the choir,” or “I’m not sure I’d want to be in the orchestra.” Actually, we don’t have that here: the choir is really popular, and it helps, of course, that you’ve got the football captain in the choir, or whoever it may be. But again, they’re not so conscious of what other people think of them all the time, and that’s quite important, EDUCATION CHOICES MAGAZINE | AUT UM N 2023 | 39
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Single-sex education
journey is plotted as they go through the school, and that means we get the very best out of them. How do you steer the boys towards what you feel is the best fit option for senior school? Which schools do the boys tend to move on to from Sunningdale?
because as they’re growing up, part of what we’re encouraging them to do is try new things that they’re often not going to be very good at to start with - we want them to just embrace school. Sunningdale is the sort of school that suits a boy that says ‘Yes’ to things, a boy that wants to be involved. That also ties neatly into character development, and being an all-boys’ school allows us to work with them on things like respect, responsibility and leadership. But, alongside all of that, it is important that we educate them about how to be with girls, because a lot of our boys will go on to co-ed senior schools, and I think that the gap between boys and girls, certainly academically, does start to narrow, particularly around GCSEs and post-GCSEs. Boys do need to know how to interact with girls, how to treat girls with respect and understanding. You say that single-sex schools are a hot topic, but so is respect and understanding between both sexes, so it’s really important that we educate them in that way as well. A very tailored approach to their education, isn’t it?
That’s exactly what we’re trying to provide. I think it doesn’t matter how big or small your school is, you can always end up teaching to the middle and we’re very careful not to do that, we try to make the most of our small classes. Our boys’ journey is very tailored, in fact, because they move through our form system as they develop academically, not simply because of their age. Every individual boy’s 40 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
A huge part of what I do is help parents choose the school that their children go on to after Sunningdale - it’s incredibly important that we work closely with parents to do that. Actually, we’ve just hosted two webinars over the last couple of weeks for parents, one on the ISEB Pre-Test and the subsequent second stage assessments, and the other on the process of choosing a public school. Then what I encourage them to do is to come and have a meeting with me when their sons are in Year 5 to discuss senior school choices. Obviously, it really helps that I know the boys incredibly well. I’ll have had breakfast with them, I’ll have taught them and I’ll know what
Senior school options
“We invest so much into making sure that these boys are happy at school, first and foremost, and that they’re doing well. It really matters to me and to everyone else who works here that they then go on to schools where that will continue.” their strengths are. I won’t be reading off notes from their tutor, it will be my own experience and knowledge of the boys and of the public schools. I’m lucky in that I know the registrars incredibly well, because I deal with them on a weekly basis. I will offer parents three schools that I think would work for their sons, and then they might supplement them with schools they’d like to see. I do recommend limiting it to five, but obviously some parents choose to see more than that. How do I work out which schools would be best? It’s partly an academic decision, thinking about which schools would work for each boy academically. What we’re aiming for is for boys to go in at the middle or top third of a particular school. I’m not a fan of shoehorning a pupil into the bottom end of a school where they’re going to struggle and not be able to enjoy all the fantastic opportunities available, and I’m not a fan of over-tutoring a child so that he can get into a particular school. I want the boys to go to a school where they are going to be stretched academically, but also where they’re going to be comfortable academically, surrounded by people of a similar academic ability to themselves with a few that are probably slightly stronger, because we all improve when we’re with other people who are slightly better than we are. We invest so much into making sure that these boys are happy at school, first and foremost, and that they’re doing well. It really matters to me and to everyone else who works here that they then go on to schools where that will continue. Our boys do incredibly well academically, and so when they sit their common entrance or scholarship exams at the end of Year 8, they are all going into the top or the middle of the schools they have chosen, and that is really important. In terms of the schools that are the most popular amongst our families, there are probably six, and those would be Eton, Harrow, Winchester,
Charterhouse, Sherborne and Stowe. Although, we’ve recently sent a few more to Radley as well. And just to tie this lovely interview up, as someone who has grown up at Sunningdale and is now the Headmaster at the school, what’s your favourite thing about waking up each morning and being at Sunningdale?
Breakfast! No, I’m joking. We have a very good breakfast, though, it’s too good. What is my favourite thing? Just the fact that it is a really happy school. The boys surprise you every single day, which is great fun! They do incredibly well and that makes me very proud, but the thing that I enjoy most is that they are happy at school because at the end of the day, they’re children, and I think everybody deserves a happy childhood. If we can give them that, then I think our job is done. We would like to thank Mr. Tom Dawson, Headmaster at Sunningdale School, for giving up his time to speak to us. CLICK HERE TO LISTEN TO THE FULL PODCAST www.sunningdaleschool.co.uk
EDUCATION CHOICES MAGAZINE | AUT UM N 2023 | 41
EDUCATION CORNER PODCAST
EDUCATION CORNER PODCAST INTERVIEW WITH
Julia Martin and Dr. Kathy Weston FROM THE INDEPENDENT SCHOOLS EXAMINATIONS BOARD AND TOOLED UP EDUCATION
Julia Martin, CEO of the Independent Schools Examinations Board (ISEB), and Dr. Kathy Weston, the Founder of Tooled Up Education, speak to us about the new partnership between ISEB and Tooled Up: the Parent Power Toolkit, which consists of resources designed to help parents and guardians prioritise their child’s mental health and wellbeing during the academic admissions process. To start with, could you both tell us about your personal backgrounds and your journeys towards where you are currently? Julia: Thanks for having us. I’m Chief Executive
at the ISEB (Independent Schools Exam Board). I keep saying I’m new, but I’m not – I’ve been there 42 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
nearly three years in January. During that time, we’ve been looking to transform the exam board (we’re 120 years old this year) and transform those paper-based common entrance exams that many of you may know or have taken, and start looking at digital examinations, project-based and skills-based qualifications, and most importantly a much more holistic way of looking at assessments. Kathy: I have a doctorate in Criminology from the University of Cambridge, and my specialism within social science was the sociology of coping, resilience and identity. I became incredibly interested in parental engagement in children’s lives and learning, wrote a couple of books with Professor Janet Goodall on how home and school can work together, then the culmination of that was Tooled Up Education, which is a digital
ISEB and Tooled Up Education
landscape of evidence-based approaches and resources for families and school communities. Going back to ISEB, it’s now a household word to many families from probably around Year 4 or Year 5, when they start thinking about their senior schools. Could you tell us, for parents who perhaps don’t know, what the ISEB exams and Pre-Tests are and how they’ve become increasingly popular over the past few years? Julia: So, the Pre-Tests (they’re
called the Common Pre-Tests, but we shorten it to Pre-Tests) were intended to have the same ethos - actually, it’s the same reason “So, the Common Pre-Test means that a child the exam board was founded 120 takes a digital multiple choice test online years ago. Essentially, the three once, and regardless of how many schools core associations – the Heads’ they apply to or at what point in the year, Conference (HMC), the Girl’s School Association (GSA) and the that exam result can be shared with any Independent Association of Prep school. It means that we are reducing that Schools (IAPS) – all came together assessment burden overall.” and recognised that every school had independent and very different divergent assessment mechanisms. And rightly so – every school wants to champion assessment burden overall. So, whilst they may what is brilliant about their school and their have to prepare and there may be individual education philosophy. But, obviously, in some school experience days, the testing element of cases that could lead to children doing a huge that is reduced using the Common Pre-Test. number of different assessments in a very short space of time. So, back in the day, 120 years ago, What brought about this partnership the word ‘common’ in ‘common entrance’ was between ISEB and Tooled Up? to say that, at its core, all children take the same Kathy: I think that, nationally, there’s been a assessments. Then, they can all be judged fairly greater interest in children’s mental health and by only taking one assessment that can be shared wellbeing. The pandemic has certainly amplified with the schools. the fact that anxiety, for example, is one of the Fast-forward around 110 years, and digital largest mental health conditions affecting children assessment became really, really important, and and young people. And we know that children we know this because of COVID. We use short, have to face tests and exams in all aspects of their digital multiple-choice tests. So, the Common Preeducational journey, and it’s really about knowing Test means that a child takes a digital multiplewhat we can do to make sure that we reduce – not choice test online once, and regardless of how eliminate, but reduce – their academic anxiety to many schools they apply to or at what point in enable children to thrive. The beautiful thing is the year, that exam result can be shared with that we know that little things parents do at home any school. It means that we are reducing that can make a tremendous difference in that regard. So, this is about balance. It’s about educating parents in the small things they can do in their TURN TO PAGES 58-61 to read about entry points and bursary provisions at The Royal School, Surrey busy lives that can really optimise thriving, EDUCATION CHOICES MAGAZINE | AUT UM N 2023 | 43
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The Parent Power Toolkit
a little bit about what will be included in the Parent Power Toolkit? Kathy: So, it’s a sequence
- there’s a pack, but it is a sequence of content that takes a pathway, from thinking about all the things we can do at home, right up to the day of the exam. Thinking about all of the foundation elements of good mental health, psychological preparation ahead of exams. It sounds quite complex, but actually a lot of the first pack focuses on things like the power of the learning environment. You know, when parents are thinking “It’s about educating parents in the small about what might be in an things they can do in their busy lives that can exam, the fact that children really optimise thriving, reduce the opportunity might have to have quite a high level of vocabulary for mental distress to take hold and make sure or good maths skills, if that we’re doing everything in our power to parents understand some give our children the best chance of doing well of the little things, like how you can embed learning academically.” into family life, how you can develop your child’s oracy or vocabulary acquisition through dialogue reduce the opportunity for mental distress to take around the dinner table, it’s very exciting. So, that hold and make sure that we’re doing everything first pack is about parent power and the power of in our power to give our children the best chance the whole learning environment. of doing well academically. It’s a recognition of Then it moves into the space of effective the importance of mental health and wellbeing for academic thriving, if that makes sense. revision – what does that look like? How can This partnership brings together two we make it fun? How can we be engaging? How organisations that are passionate about all of can we make sure that we are taking care of our those things, and really trying to make things children’s self-esteem, first and foremost? It’s easier for parents. I’ve been through that process a beautiful sort of balancing act, and the parent myself – my own children did all of those Prepack just takes them on a little journey through Tests, all of those Common Entrance Exams and how they can prepare their child psychologically scholarship exams, I know what it feels like, and for every stage of the journey so that they are I think that it’s very exciting that we’ve come feeling good about themselves and are able to together in order to make life easier. But it’s also run into that exam feeling that they’ve done to make sure that parents really can hit the ground everything in their power to prepare and are running, in a way that doesn’t compromise their ready for anything that could happen. child’s mental health. So, it takes that sort of sequential approach, and I really developed those sorts of resources Yes, it’s a very, very stressful time for families based on my own experience of taking children worried about where they’re going to go through that exam process. The beautiful thing is and what’s going to happen. Can you tell us that pace is everything, preparation is everything, 44 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
Pupil wellbeing
and part of that preparation is psychological. That’s really where the combination of approaches between Tooled Up and ISEB come to the fore. Dr. Weston, would you be able to provide our listeners with some insight regarding the services Tooled Up Education provides, and how it will benefit parents and families preparing for these exams? Kathy: Tooled Up is essentially built on the idea
that there is a manual for parenting. I’m sure we can all remember people saying: “I wish there was a manual for parenting!” but actually, we believe it’s the research evidence. Tooled Up is about those research insights that we can bring into our parenting, and it covers a digital life, family life and relationships, learning, aspiration, mental health and wellbeing. It covers anything that will enable a child to thrive. Essentially, this partnership with the ISEB is taking a strand of our work and transforming it into a product that parents can use at home over a period of time and feel very supported. Sometimes it can be stressful for parents to worry about assessments and exams, but with the parent pack, you feel as if you’ve got a friend with you every step of the way. You’ve done one section of it; you can move on to the next one. All of our resources, ideas and tip videos for the parent pack are essentially designed to inspire and empower parents, but also to give them a sense that what they’re already doing is good enough as well. Sometimes you can worry: “Am I doing enough? Am I doing the same amount of prep as other parents?” But actually, the parent pack gives them the confidence to do what we know works in family life, in a way that will hopefully feel good for both the parent and the child. What advice would you give if you had to give some top tips to families who are going into exams in November and December on how best to prepare for the upcoming exams? Kathy: Well, we created the parent packs for
those parents because we don’t want them to feel overwhelmed and anxious. We want them to feel empowered and inspired, and everything we’ve produced in that parent pack is essentially designed to be used on almost a weekly basis. You can watch a video, you apply the tips, you can talk to your child in a particular way that reduces stress and anxiety right up to the morning of the exam. In that particular regard, I always
say to parents that you should say nothing the morning of the exam, just get into the car and listen to something fun on the radio. All those little tips that may seem counter-intuitive, because you might think you need to say to your child: “Remember to do this, don’t forget that, make sure you mention this in the interview.” That stuff is overwhelming, you and I couldn’t remember those things the morning of an exam. So, we are there hand-holding throughout the process. One thing I would say to parents is that you’ve got lots of time. If I had a child doing an exam in November, I’d say: “You know what, it’s only the beginning of October, there’s so much we can do to make my child feel as good as possible about themselves and the process before that time comes.” There are different ways of approaching preparation and everything I know about academic and emotional resilience is in those parent packs, designed for that purpose. That was very helpful, thank you. I’m sure both of you are very, very busy, and it’s been wonderful to hear such a positive outlook and such helpful tips for parents going forwards with the examinations all the children take. We would like to thank Julia Martin, CEO of the Independent Schools Examinations Board, and Dr. Kathy Weston, Founder of Tooled Up Education, for giving up their time to speak to us. CLICK HERE TO LISTEN TO THE FULL PODCAST www.iseb.co.uk www.tooledupeducation.com
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EDUCATION CORNER PODCAST
EDUCATION CORNER PODCAST INTERVIEW WITH HEAD
Mr. Adam Pettitt FROM HIGHGATE SCHOOL, NORTH LONDON Mr. Adam Pettitt speaks to us about the values at Highgate School, as well as their partnership with London Academy of Excellence Tottenham, the importance of pupil voice and Highgate’s core teaching philosophy. Could you tell us about the values and ethos at Highgate School?
I was thinking about this, and I think our young people would say that we have three values: the first being to do what you love and what you’re good at. Exams are incidental; they may be an important learning experience, but how you travel to your destination is important. In boring grown-up speak, we call school a place for learning and scholarship there is an idea that you arrive as a dependent child needing adults to help you, but you want to leave having acquired the skills to set your own agenda and secure your own academic and employment aims. I think the children would also say that serving others, rather than your own interests, is a rewarding and fulfilling way to lead your life. We’re a well-resourced school, we’re an advantaged school and we have an obligation and ability to contribute to other people’s learning outside our community - we call that being a reflective community. We need to see the impact that we as individuals - and therefore, grossed up, as a community - have on others. The third value is that we all need balance in our lives, so what you do beyond work and beyond the classroom really does matter. That’s how you’re going to make and sustain friendships. What parents and teachers can do to build students’ happiness is provide ways for young people to spend time together, so that they find friendships that counteract the virtual world and create a 46 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
lifelong ability to meet new people and take interest in them, regardless of their background. I think, broadly speaking, those are our three values. I think they’ll resonate with a lot of people because they are things that are important for all young people, but I suppose the argot we use to describe them probably helps them to become anchored in what we actually try to do, day by day. You work especially closely with London Academy of Excellence, Tottenham. Can you tell us a bit about your work with them, and how this partnership benefits the pupils there and at Highgate?
London Academy of Excellence is right next door
Highgate School, North London
“We’re a well-resourced school, we’re an advantaged school and we have an obligation and ability to contribute to other people’s learning outside our community - we call that being a reflective community.” to Tottenham Hotspur Football Club; it’s five miles away from us, at the other end of long, stretchy boroughs. Until 2016, only 1% of young people who took their A Levels in that part of the borough were progressing to Russell Group universities - young, aspirational people weren’t leaving the borough and going elsewhere, so there was a real sense that something needed to be done. We’d been a player in the partnership area for quite a long time, and so we were invited in by the school’s commissioner, by a local council and others, to consider if there was an opportunity for a partnership to help create an academically focused local school for young people in Tottenham, so that they would be able to go to school somewhere and think of Tottenham as a brilliant place to live, work, study and grow up. We took on that challenge very happily, and we’re now the oldest school and London Academy of Excellence is the youngest school. They are The Sunday Times Sixth Form School of the Year 2020, they are a high-achieving, very ambitious school with just under 700 students, 60%
of whom are going to Russell Group universities. We are also an academically selective and highachieving school, but both of us are pretty bubbled communities. Young people tend to live and socialise through their schools, and we are at one end of the borough, and they are at the other - both of us are pretty bubbled communities. So, the Head and I both believe that giving the students the opportunity to meet and experience what our schools have in common and what sets them apart, and to think about the kind of issues that schools have faced, is better done together. I suppose that the young people are probably leaving both schools more equipped with meeting people they don’t have to meet. Therefore, when they do go to university or into the world of work, they are conscious that you need to render yourself interesting and open to other people who may have something in common with you, like your age, but otherwise won’t know the way that your school worked. I think the young people are really excited about that, and as teachers we’ve tried to step EDUCATION CHOICES MAGAZINE | AUT UM N 2023 | 47
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Partnership with LAET
back and allow those things to grow, but we’ve also facilitated it on a boring level of how you can meet each other, and which things are likely to work, and which are less likely to work. Overall, I think this partnership has clearly created a brilliant school. It has the two words ‘Tottenham’ and ‘Excellence’ together in its name, which young people hadn’t seen before in an educational context, and I think they are hugely proud of that. I’m a governor there and I’m struck by the excitement and pride that the young people take in their community and in their school, and I think that that rubs off on my students, who, in a way, are not given to thinking that their school is something they should be proud of. It may be that they have affection for the individuals within it, but actually being proud of a private or independent school is perhaps, in the twenty-first century, not something all young people will do, and it’s been interesting to have that modelled differently in both directions. What is Highgate School’s core teaching philosophy, can you tell us a bit more about that?
I do remember a school once telling me that in the 1960s they would write a timetable based on who turned up the first day, but we don’t work like that now. But there is certainly that freedom there, and that is really embedded in certain kinds of thinking, such as the ‘IBAC’, which consists of four elements. The first is this idea of ‘Independence’, which is what you really want children to have developed by the time they’re finished with education. The next is ‘Buzz’, which carries the idea that lessons should be exciting. That doesn’t mean to say that they all have to be all-singing, all-dancing, but there should be a moment when there’s a reason they’re all
together, an alchemy between teacher and pupils, and between themselves - this is why I think that online learning, while it has its place, is not as good. ‘Aspiration’ obviously expresses that you want to have hopes and desires which you want to fulfil. ‘Collaboration’ used to be a dirty word, it used to be synonymous with ‘cheating’. But now it holds the idea that people should be working together, not only because it has been facilitated by online platforms, but also because it is an excellent way for young people to share ideas, critique others and make certain that they understand something. One of the key things I spend my time doing is telling parents to stop opening the oven door early to check whether the cake is rising - you know, that sense of wanting to know how well your child is doing, how good their GCSE results are, how well they’re doing with Oxbridge, et cetera. I tell parents to stop doing that, as they’re putting their child on a sort of automated walkway to a set of outcomes, because you want to be sure your children arrive somewhere successfully, but in doing so you’re sort of shutting down whatever they might discover about themselves. We also make sure that pupils do four A Levels to counteract the idea that three is a ‘good’ number, even though once upon a time it was. Four is a ‘bad’ number, it’s far too few, but at least it’s better than
“It’s become more difficult for young people to feel proud about the school they go to if they are from an advantaged background or a very successful school.” 48 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
Pupil voice
three. We like people to choose things which don’t necessarily line up; not everybody needs to do four aligned subjects - to have complimentary subjects, that is a great thing to see. And the greater diversity we see in the A Levels young people are doing, the happier we are. Can you explain more about the importance of the pupil voice at Highgate?
During the ‘Everyone’s Invited’ movement, seeing the difficulties that hit most schools, I pondered the anger young people were feeling and how they were articulating it, and questioned how we could turn that anger into something positive, beyond the important interventions and the work that schools were doing with external services. I think that it goes back a little bit to the difference between how young people at LAET feel about their school - that sense of pride that it’s their school and mostly about them - and schools like Highgate where there’s been quite a negative portrayal of independent schools in the press, increasingly so over the last ten years. You rarely open any form of media without seeing it mentioned that someone attended a private school - regardless of what’s happened to them, whether they’ve been in a tragic accident or have been sent to prison - it will nearly always say “alumnus of…” or “former pupil of…” a privately educated school, and then the fee. It almost becomes a defining characteristic and if viewed dispassionately, that could become a negative thing. It’s similar to the idea that you’ve only achieved what you have because you had a silver spoon in your mouth for your whole education, or you got good A Level grades, or you went to a good university; in reality, it’s because the teaching was better, and there’s very little sense that these achievements are because of your own efforts and agency. I did wonder whether there was an element of that. It’s become more difficult for young people to feel proud about the school they go to if they are from an advantaged background or a very successful school. It’s almost like the more successful the school is in terms of grades, perhaps the more difficult it is for an individual to feel like they have achieved something
significant - there seems to be a sentiment like: “Well, you would have achieved something, wouldn’t you?” And I suppose one of the things we did during ‘Everyone’s Invited’ was that we had a lot of listening exercises where young people could explain their feelings and experiences, and they could talk with members of staff or with external voices. It was very powerful to see that, once the downloading of thoughts and emotions was there, there was a real desire to understand more in order to be able to influence decision-making. Not that we want young people to feel that they are responsible for running the school or running the world, but in the sense that, if they have achieved an understanding of a situation, they slow down their criticism of it. You speak to a twelve-year-old and if there’s a problem with queues for the buses, for example, they think that someone somewhere can wave a magic wand. It takes a bit of time to get that, but it becomes quite exciting and empowering for young people to get involved. And so the student voice, for us, was about having opportunities to talk about everything and anything, so that if there is something significant that our students want to talk about, they know how and where to do it, whether that’s confidentially online with a teacher they can trust; the wellbeing team; a senior member of staff; or me. Whether you’re in the student council or on one of the committees that the young people have suggested they set up - we have a Wellbeing, Inclusion, Safeguarding and Pastoral Committee, or WISP, they are able to critique what the school is saying or doing, for example if a PSHE lesson has landed well or poorly - they have an opportunity to look at that, take it apart and make suggestions. We would like to thank Mr. Adam Pettitt, Head at Highgate School, for giving up his time to speak to us. CLICK HERE TO LISTEN TO THE FULL PODCAST www.highgateschool.org.uk TURN BACK TO PAGES 24-25 to read about advice for the younger generation in The Artivist
EDUCATION CHOICES MAGAZINE | AUT UM N 2023 | 49
EDUCATION CORNER PODCAST
EDUCATION CORNER PODCAST INTERVIEW WITH ASSISTANT PRINCIPAL - PUPIL DEVELOPMENT & WELL-BEING
Mr. Stuart Murphy FROM SURBITON HIGH SCHOOL, SURREY
Mr. Stuart Murphy speaks about how Surbiton High School supports both parents and children during exam periods, as well as the school’s specialist pastoral care, their focus on positive psychology and developing human intelligences. Children are increasingly under a lot of pressure to perform and do well academically. How are they supported through this at Surbiton High?
It’s partly about balance: I think one of the things we do well as a school is that we’re well-balanced between academics and cocurricular activities in the various aspects of the school. Some schools are really good at one specific thing, and I think one of the things that makes Surbiton a good school is that we do a lot of different things and that benefits young people in the different areas they’re interested in. I think the pressure exists, there’s no doubt about that, and on the pastoral side of the school that’s how we make our decisions to support them. Regarding the idea of positive psychology, we have a Charter for Well-being at school, based on the work of Martin Seligman, on something 50 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
called PERMA, which is positive emotion, engagement, relationships, finding meaning and accomplishment. On the pastoral side of the school, we use that as our foundation for the decisions we make to support students. Life is difficult, it has its ups and downs, and I think recognising that and making sure we have an ethos that sits behind all of our decision-making is one of the ways we help students get through things. By acknowledging that it will get difficult, we’ve got support systems in place to make decisions that are in their best interests, that ultimately help them to flourish - I think we see that as our goal. Someone once put it to me as: “More days with smiles” because it is hard sometimes. Being a young person today is harder than it’s ever been, I think. I certainly know it’s harder than when I was their age. Expectations are extremely high, particularly in our part of the world; we’re a South West London independent school, it is a fast-paced environment, their parents are hard-working, that’s our catchment. So then, there’s that expectation that their children will be successful and will make the most of those
Surbiton High School, Surrey
advantages. But I think that foundation of positive psychology and making those decisions every single day - whether it’s on a strategic level across the whole school or just a form tutor in a morning - is about finding the balance, it’s about getting them to manage those expectations, and ultimately I think they flourish because of that, not in spite of it. I think that’s why we’re successful. Girls can be highly competitive and grade focused, particularly as they enter senior school settings and face exams. How do you use positive psychology to ensure that they do not let these issues affect them in a negative way?
I think there’s definitely some truth in that, I think ‘competitive’ maybe, but also they drive each other on - that’s certainly what I see, it’s not necessarily competition at the expense of another person. I think the best example would be more about our rowing boats than it would be about someone doing an individual competition. We’re pretty good at rowing at the moment and that’s a good sign of what we do well, it’s everyone pulling together for the benefit of everybody. Beyond the positive psychology stuff, I think the idea of finding accomplishment and building relationships and meaning in what you do beyond your academics is really important. You know, we’re achieving really good academic outcomes for pupils, but we also have a huge co-curricular programme with over 150 clubs running every week, so every
“Life is difficult, it has its ups and downs, and I think recognising that and making sure we have an ethos that sits behind all of our decision-making is one of the ways we help students get through things.”
single pupil is more than just their grades. For me, I think that’s probably the single most important thing about when it gets difficult and tough and they are being competitive: they are more than just the grades on the paper. So, if you’re finding one subject hard or you might be better in another, at the same time you might be winning a national rowing title or a hockey competition. We’re football champions at two different age groups at the moment and runners up at another, and that’s national, not just independent schools. So, you’ve got an array of different experiences. To be honest, the community have to get the most credit: young women can be quite mean at points when they’re younger and finding their way, but it always amazes me that as they grow through the school and by the time our pupils are in Year 11, the atmosphere around the school is something to behold. The community they build is so positive because they’re all in it together. Last year was a good example of that for us. I spoke to lots of people at other schools and their Year 11s were really struggling, lots of people were fraying at the seams, and I was surprised to be able to confidently say: “Well, that’s really strange, because ours are actually in a really good place! They are happy, smiling, talking to each other, encouraging each other.” The atmosphere was so positive around exam time in Year 11 last year. And then you see the results come through and all that value added and I truly believe it’s a reflection of EDUCATION CHOICES MAGAZINE | AUT UM N 2023 | 51
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Positive Psychology
“The human intelligence side is the pastoral balance to that, it’s the development of the whole person.” that atmosphere, it’s to their credit. They were bringing each other along, lifting each other up and doing it together rather than letting that competitive edge be the most important thing. They can all do well, it doesn’t have to be at the expense of the person sitting next to them. Can you explain the work taking place at Surbiton High on developing ‘human intelligences’?
As a school we’re always trying to change the way we do things. I’ve mentioned our Charter for Well-being, we’re seven years into that now, that’s our foundation for how the pastoral side of the school works, and we’ve also got a really detailed strategy for 52 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
learning as well. The human intelligences part really comes from the way things change. From last year we started to look at artificial intelligence and the rise of AI and the use of it in schools and across society. That gave us the idea that we’re fairly secure in what we’re doing as a senior leadership team and staff. Our foundations, if you like, are secure, for example why we make our decisions. But, we also need to be forward-thinking, so we need to think about how we use artificial intelligence. Alongside that, we’re also looking at the World Economic Forum and their desirable skills for the future, so also we’re looking to develop skills through classrooms, the classroom environment and the taught curriculum. We’re also looking at how we can develop skills that will be important for whatever the world looks like when our students leave us - we refer to our current Year 7s as our ‘Class of 2030’. And what will they be needing to do? The human intelligence side is the pastoral balance to that, it’s the development of the whole person. What we’re really trying to do is add value to the things that we already do. So, we’ve already mentioned the co-curricular work and how big it is - everybody does it, but do young people value what it actually does for them as a person, how it helps develop different parts of their intelligence? There’s loads of different ways of looking at intelligence, we’ve gone down the ‘multiple intelligences’ idea, which comes out of Harvard University, and the idea that we do so many different things that we want to try
Developing human intelligences
and tie those things together, to help young people recognise that when you’re doing a sport or co-curricular club, you’re not just there because it’s good for you and it’s fun, but actually you’re developing a different part of yourself that you don’t necessarily access in the taught curriculum. The taught curriculum tends to focus on certain skills which are valued because of the education system and because of the way exams work. The taught curriculum values some skills over others and we want to go beyond that. So, the big change this year is that in form time every morning, our pastoral teams - the tutors - have crowd-sourced amongst themselves different activities that they think might develop skills that aren’t necessarily being developed throughout the rest of the school, sharing some of their wisdom. I walked into a Year 11 class last week and they’re using the Pareto Principle, the 80:20 rule, to reflect on how they are using their time and the positive output of that. Are they directing their time into things that benefit them, or are they just doing the same thing over and over again? Where is their 80:20 split and what are they getting from it? So, that’s happening across the whole school, using that time in form that could just be registration, notices or more traditional things that happen during registration, and instead trying to use it to get students to expand their horizons a bit and challenge and push themselves a bit to develop parts of their character that they have real strength in, but also to give them an idea of what they’re good at. We’re really at the beginning of that at the moment, but that’s our goal for the next few years, to develop AI - artificial intelligence - alongside human intelligences and those key skills that will matter when they go past us towards university and the world of employment. We spoke yesterday to Dr. Kathy Weston from Tooled Up and Julia Martin, CEO of ISEB, who are now working together giving advice for parents with children taking entrance exams and supporting their mental health and well-being. Do you have advice
for parents with children taking exams and how do you reinforce your work with parents at Surbiton?
The advice I would always give everybody is that your child will end up in the school that is right for them. I think one of the most important things is finding the right school, not finding the right aspiration, and perhaps sometimes that’s the parents’ goal, the name and the brand of the school and what that means to them, and if we’re being less negative, it’s the vision, the outcome. You see the results of our school, you want your daughter to be in our school because you envisage that being the set of results your daughter will get when she leaves us in seven years’ time. But I think that when it comes to exams, you just have to make sure that your child is confident. As long as they have worked hard and have tried their best, they will be in the right place for them. We would like to thank Mr. Stuart Murphy, Assistant Principal - Pupil Development & Well-being at Surbiton High School, for giving up his time to speak to us. CLICK HERE TO LISTEN TO THE FULL PODCAST www.surbitonhigh.com TURN BACK TO PAGE 10 to read about musical opportunities at The Band Project
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EDUCATION CORNER PODCAST
EDUCATION CORNER PODCAST INTERVIEW WITH DIRECTOR OF LEARNING, TEACHING AND INNOVATION
Dr. John Taylor FROM CRANLEIGH SCHOOL, SURREY Dr. John Taylor speaks about life at Cranleigh School, expanding the curriculum, using AI in schools and the changing role of technology in the classroom. Please tell us about your role as Director of Learning, Teaching and Innovation at Cranleigh School.
I’ve been at Cranleigh for the last eight years or so, and, in essence, my job is linked to what we term ‘Cranleigh Thinking’, which is to say that we think that education is better, richer, more enjoyable and more rewarding for both students and teachers if, instead of simply teaching those allimportant facts for the next test, we teach beyond the test. What lies beyond the test is a rich world of questions, problems and challenges where, bluntly, life doesn’t give us a mark scheme answer. I enjoy, for example, engaging in philosophical conversations with students and my colleagues. I’ve also been instrumental in pioneering qualifications such as the Extended Project, which we use extensively, and other project qualifications. This is all a long-winded way of saying that anything we can do to encourage Cranleighans to be thoughtful, 54 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
reflective, enquiring, independently-minded young people who don’t just ask: “What do I need to know for the next test?” but realise that real learning is something much deeper and richer than that. For me, that has involved working in qualification development, working with colleagues to support them in the classroom, and working with students in facilitating them on their own learning journeys. Can you tell us a little bit about the ethos and values at Cranleigh beyond that?
At Cranleigh, we’ve characterised the school in terms of the qualities and dispositions that we want Cranleighans to exemplify when they leave us, and I’ve already mentioned one of those: ‘Cranleigh Thinking’, which refers to our aim to promote thoughtful, reflective, enquiring young people who can take a question and pursue it deeper and further, perhaps, than is required by the syllabus, but in an independent and critically-reflective way. We also balance that with an emphasis on what we call ‘Cranleigh Being’, which characterises the nature of the individuals that Cranleighans become. Are they comfortable within themselves?
Cranleigh School, Surrey
“We’ve tried very deliberately and intentionally to structure our approach to learning around the kind of individuals that we want Cranleighans to become.” Are they secure in who they are in their own identity and the world? And from that basis, are they able to reach out in positive ways in relating to others and in making their mark in wider society? The third dimension is what we call ‘Cranleigh Giving’, which refers to our charitable aims, our philanthropic enterprises and our wider aim of producing individuals who will go out of their way to say: “As I have received so much, what can I give back to the world?”. Those three strategic objectives - ‘Cranleigh Thinking’, ‘Cranleigh Being’ and ‘Cranleigh Giving’ - inform all that we do inside and outside the classroom, in terms of our pastoral care and our whole school development. We’ve tried very deliberately and intentionally to structure our approach to
learning around the kind of individuals that we want Cranleighans to become. How do you feel about AI? Do you feel there are risks associated with it?
I think, for me, the starting point is to demystify AI a little bit. What I mean by that is, perhaps a couple of things, the first is that for those of us of a certain generation, as soon as we think about robots and artificial intelligence and so on; 1980s sci-fi movies come to mind. And, of course, there are the bleak dark images of robots destroying everything and terminating everybody, so that’s a very unhelpful, worrisome model to have in mind. Another question which came up early on when we all started to become aware of these technologies, was this slightly, again, worrisome thought that they were in some sense genuinely sentient or aware that they were processing information as much as other human beings would. Personally, I think all of those models just need to be put to one side quite deliberately, and we just need to start with the simple fact that this is a tool, it’s a device, it’s something we use like we use our computers every day, and as any tool, it’s neither good nor bad EDUCATION CHOICES MAGAZINE | AUT UM N 2023 | 55
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Artificial Intelligence
in itself, although of course it could be used in good and bad ways. I think it’s so important to keep that in mind because, we think of stories of the Victorians running out of the cinema as they saw the first ever film of a train coming towards them, it’s a very natural, psychological human reaction when technology comes along which is new and unfamiliar to panic, and to think the worst. And of course, these fears are almost always misplaced. I think we start there; we think of it as a tool, we demystify it, we try to take the emotional temperature down a little bit, some of the statements that are coming out on social media, positives and negatives, probably need to be reigned in a bit, and then we actually start to look at what it does. There are lots of very obvious ways in which it can be used very effectively, particularly if we have learners who are struggling to organise their thoughts, and a language-based assistant could be just the thing they need. Or teachers who are a bit pressed for time and they just need some stimulus
“But, again, I think one of the effects that AI will have is it will intensify, as it were, our focus on the human, social, emotional and effective aspects of learning, because that will be our bit.”
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ideas, and this is going to curate for them much more quickly and efficiently the content of the internet rather than them having to do all that searching themselves. And then risks, yes, in line with my ‘don’t panic’ approach, I personally am not persuaded that the risks are, shall we say, qualitatively different from the risks we have already had to face. Things like accuracy, the hallucinatory tendency of the machine, issues about data protection and privacy, ethics, bias… but what I’m describing is basically the syllabus for a Year 9 digital literacy class that we’re already teaching. We already have to deal with the fact that children may access inappropriate content and need to be protected in all sorts of ways against that. So, I’m yet to be convinced that this is giving us a whole set of new risks, although I would accept that it’s, shall we say, amplified some of these noises, and that some of these issues are now more centre stage in a more vivid way. But my own view is that we should have been, and indeed are, preparing children for that kind of a world already, so it’s very much a ‘don’t panic’ from me. In a recent short article that you wrote that’s been shared with me, you talked about the ‘R relationship’. Can you explain that a little bit further?
That’s right, so I was riffing there on the classical three Rs. My paradigm for responding to AI is based around, first of all, responsibility. There needs to be safety guard rails in place, obviously, “do no harm” is the first of the medical ethics and could be the first principle of pedagogic ethics as well. We have to make sure that, whatever else we do with AI, our children are safe. That’s fundamental and of paramount importance. So responsibility is there as a starting point. Beyond that is what we’ve just talked about, the reform of the curriculum and the reform of assessment, that’s a conversation I and others are having at the moment. But the third R is relationship, I think also of pivotal importance in our response to AI, because just as I want to demystify the robots and explain that they’re simply tools,
The R relationship
they’re not teachers or humans, and there is a very distinctively human-centred, anthropocentric element to teaching and learning. We go back to the apprenticeship model, we go back to the idea of learning by mimesis, by emulating someone who’s inspired you. And maybe this is a fault in us as humans, but I don’t think we can get inspired in that way by a machine. It’s ultimately the person, the teacher, in front of you, and their relationship to you, that actually generates that response, which is the starting point for a lifelong journey of learning. And so the relational aspect, I think, has always been at the centre of teaching. But, again, I think one of the effects that AI will have is it will intensify, as it were, our focus on the human, social, emotional and effective aspects of learning, because that will be our bit. We will get to the point by which the machinery will be able to automate many of the processes that go on in the classroom at the moment, and the teacher will need to have the supervisory eye on all of those, but the teacher’s contribution will be to provide the human touch and the relational dimension that no machine is ever going to be able to recreate. We obviously, through the magazine and our consultancy, have huge interaction, as I’m sure you do working at Cranleigh, and we’re very aware that parents increasingly are very nervous about the use of technology at home, the use of laptops, Kindles, Chromebooks, and whilst any parent that we come across accepts that that is part of the modern era, there is also a feeling of ‘back to books’ and pen and paper, and everything else. How are you addressing this at Cranleigh?
I saw just this week, actually, that Sweden, having been known for its technological prowess and for really leading the way technologically, has gone back to pens and paper, certainly with their early years education. Cranleigh has been on an interesting journey, we’ve now fully embraced technology: we are an iPad school, we set the majority of our assignments online, Google
Classroom is pretty much used for all prep, so we’re fully digital, in that sense. But at the same time, we’re quite discriminating in what technological access we allow - we don’t have phones for our Year 9s, and we restrict access. In fact, we even have some limitations for our Sixth Form – at the end of an evening in a boarding house, some of them might be handing their phones in. There are very obvious reasons why, but that’s pastorally and educationally the right balance. The wider question about assessment at the moment is that assessment is still paper based insofar as it exists in the exam system, and I suspect that will change but I don’t think that will be a rapid change, that’s a conversation I am certainly interested in pursuing, and I know other schools that are. So, I would say that probably the best way to describe it is that Cranleigh is on a journey and that we’re not particularly ideological either pro or against classical approaches or technological approaches, and we try to be guided by the values that I was describing at the start, and then to be discriminating on that basis. We would like to thank Dr. John Taylor, Director of Learning, Teaching and Innovation at Cranleigh School, for giving up his time to speak to us. CLICK HERE TO LISTEN TO THE FULL PODCAST www.cranleigh.org
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EDUCATION CORNER PODCAST
EDUCATION CORNER PODCAST INTERVIEW WITH EXECUTIVE HEADMASTER
Mr. Matthew Close Mr. Matthew Close talks about the bursary provisions available at The Royal School, as well as their Future Ready programme and his vision for The Royal School’s future as its new Headmaster. Can you tell us a little about the ethos and values at The Royal School?
Our ethos is very much one of inclusivity; we are a school where every child matters. Due to our size, we know every single child and that’s really important to us - we probably value personal interaction more than anything else. Every member of staff knows every child and vice versa, and all the different year groups know one another, so there really is a community feel to the school. I think that the tight-knit community we’ve created is the method of the school whereby everybody matters, everybody’s views and opinions are of equal value and how we go about communicating those is so important. We talk about ‘guiding principles’ rather than 58 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
values, and I think that’s quite important because values are very personal; somebody else within my school might not value what I value, while guiding principles help our community know what it’s trying to achieve. We have three guiding principles, the first being one of social justice - and by that I mean an understanding of globalism, respect for others, kindness and humility - social justice in its very widest sense, understanding that we are part of a community and the community is important to us. The second guiding principle is one of self respect, so that’s looking after yourself, being aware of your emotions, being confident, being ambitious for yourself, having self-discipline, knowing what you believe in and making sure that you are true to yourself first and foremost. The final guiding principle we have is that we want everybody to chase their dreams and reach for the stars. The school’s motto is ‘Per Aspera Ad Astra’ which can loosely be translated to ‘Through Challenge to the Stars.’ We see chasing
TOM SOPER PHOTOGRAPHY
FROM THE ROYAL SCHOOL, SURREY
The Royal School, Surrey
dreams and trying to reach the stars as being complementary to one another. We want our pupils and staff to be ambitious for themselves, we want them to set themselves high standards, we want them to dream big, because if you don’t dream big, you’re not going to aim high and if you’re not aiming high, you’re never going to push yourself to something that you think is almost impossible. That’s what I ask of the staff: to set ourselves some big, hairy, audacious goals, things that we don’t quite think are possible. Goals to which one could almost say: “That’s unbelievable, but there’s a chance that we could get there!” - that’s really the ethos of the school. As I say, values are very, very personal things, so our community lives by these guiding principles rather than by us enforcing an idea of what they should value, and I think that’s quite important. Looking back at the founder’s motto for the school, which sits front and centre in all that we do today in helping us look forward, it is acknowledging that there will be challenges ahead and that how we approach those challenges is so important. But let’s dream big and have some big, hairy, audacious goals for our community and, indeed, for ourselves. What are the main requirements and points of entry for children and families considering applying to The Royal School?
The main requirement for The Royal School is that whoever wants to come to us has ambition for themselves, that they see themselves as an individual but also as part of a community. We want our students to throw themselves at school life and get as much out of it as they possibly can. So whilst we have entrance exams, I actually put
“Due to our size, we know every single child and that’s really important to us - we probably value personal interaction more than anything else.”
more importance on the interviews I conduct with all of the students because their character and personality are so important. I will always look at the character of a child, and through the interview I will get a sense of whether we are the right school for them. The emphasis is therefore not on whether a student is ‘good enough’, but rather if The Royal School is a school which will suit the individual. Can you tell us about the bursary scholarship provision that your school offers?
We would hope that if we are the right choice for a child, then we will do all that we can to enable them to come to our school. We offer bursaries, which are means-tested, and we also offer bursaries for service children, in particular. The
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Future Ready
school was originally The Royal Naval School for Girls, so it’s important to us that we’re true to our roots, and so we offer forces bursaries and scholarships. Scholarships are usually awarded to students progressing into either Year 7 or Sixth Form, and are based on exam performance. We also offer various music, performing arts and sports scholarships, too. Could you tell us about The Royal School’s Future Ready programme?
I truly think that it’s more than a programme: it’s our educational philosophy. We absolutely believe that everything we do, every single day, every interaction we have with the children, sets them up for their future, and that’s why every lesson taught must be excellent. It is important to acknowledge that everything staff do in school could be the spark for a particular child in determining the rest of their future. The Future Ready programme is pretty simple; it’s our way of trying to communicate what we think an excellent education is, and an excellent education should
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allow all children, no matter what their starting point, to be ready for whatever it is that they go on to after leaving us. The programme has three strands. Firstly, we talk about being practically ready. This could involve basic life skills such as how to use a washing machine or cook on a budget, for example. We invite all of our Sixth Form
Benefits of school in the countryside
students to board over the course of the year, and as a part of this boarding experience, they will learn how to budget and cook for themselves, as if they were a university student. So, joining our boarding house is helpful to prepare students for the future: we discourage everything being done for our students, and instead teach them practical skills and approaches in order to be able to do all of this for themselves in the future. Additionally, we encourage students to volunteer as tour guides on our Open Morning. We see this as an opportunity for learning; it’s not that you’re just missing a lesson, but that you are learning to introduce yourself to a stranger, promote the school and field potentially difficult questions. This is important preparation for interviews, for example, where you may not be anticipating certain questions or tasks. Our Year 7s and 8s will begin to learn this through touring the school. The next strand to the programme is making sure that students are emotionally ready for their future. This links to self respect, it’s letting them gain an understanding of who they are, what their emotions might mean, and how they can turn negative emotions into positive ones. I would argue, though, that we need to find a niche, we need to find everybody’s niche. What is it that they love going to school for? Whatever it is, we absolutely allow them to do as much of that as humanly possible and we take all of the positive emotions they get from that. So, for example, when they are in a Geography lesson with me and it isn’t going as well as they wanted it to, they’ve still got that positive emotion from the thing they were doing right before my Geography lesson. So, that’s the sort of emotional side. Our third string is ensuring our students are
TOM SOPER PHOTOGRAPHY
“I truly think that it’s more than a programme: it’s our educational philosophy. We absolutely believe that everything we do, every single day, every interaction we have with the children, sets them up for their future, and that’s why every lesson taught must be excellent.” intellectually ready, because I think that being intellectually ready and getting good exam results is the cornerstone of a great education. And so that’s about allowing our pupils to do the courses that are right for them. We tailor our education for what is right for each individual child. For example, if we have an international athlete which we do - it’s about making sure that their timetable allows them to carry on their pursuit at an exceptional level. If there’s a child who may find languages slightly more challenging, it’s about making sure that we tailor our education for them. So the Future Ready programme is actually a philosophy of education which is, right at its heart, being intellectually ready, being emotionally ready and practically ready for whatever dream it is that you’re chasing. What’s your vision for the future of The Royal School going forwards?
It’s pretty simple really, every single young mind that is in our school has to be future ready, they have to have been inspired, they have to have been empowered, they have to feel that they can chase their dreams and that, with hard work, they have to believe the impossible is possible. We would like to thank Mr. Matthew Close, Executive Headmaster at The Royal School, for giving up his time to speak to us. CLICK HERE TO LISTEN TO THE FULL PODCAST www.royal-school.org TURN TO PAGES 78-79 for personal statement advice from the University of Warwick
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EDUCATION CORNER PODCAST
EDUCATION CORNER PODCAST INTERVIEW WITH DIRECTOR OF EDI AND SOCIAL RESPONSIBILITY
Mrs. Naima Charlier FROM WELLINGTON COLLEGE, BERKSHIRE
Mrs. Naima Charlier speaks to us about her unique role at Wellington College, as well as the Harkness pedagogy and how equality is implemented into the school’s curriculum. Could you tell us a little about your role at Wellington?
Director of EDI and Social Responsibility is not a role that I had encountered before. It represented such an exciting opportunity to work with a world-leading school that was so passionate 6 2 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
about the need to acknowledge, support and work with children who are growing up in this global and very interconnected world. It was exploring the idea of the barriers that can sometimes exist for young people if they don’t feel like they are included or that they belong. It’s about actively learning about what kinds of barriers exist and what schools should be doing to break them down. The school had placed the children’s wellbeing and their ability to be valued as their unique selves at such a high priority that I was immediately attracted to the job. This role was an opportunity to work on a really global approach to equality, diversity and inclusion (EDI) in education. They are each very separate ideas, which require individual attention. My background feeds into this as well, as my father is Muslim and from India and my mother is from Scotland. My mum’s parents were blind and my parents’ interracial marriage was always an interesting topic of conversation. A lot of interesting things come up when you have differences which, perhaps, others don’t share. I grew up in a small town in Oxfordshire and seeing less people who looked like me, and experiencing a curriculum that reflected what made me who I am and my family what it is, piqued my interest at a very young age. The idea that we can look at these differences of inclusion, diversity and equality as the separate elements that we need in order to have
Wellington College, Berkshire
everybody firing on all cylinders. You can have a really diverse group of people, but if they don’t all feel fully valued then you aren’t going to benefit from everyone’s different perspectives, thoughts and experiences. Wellington College was one of the first schools to teach Wellbeing as a part of the formal curriculum. Can you tell us a little more about this and the Harkness pedagogy?
When I first saw this job and started doing my research into Wellington College, I looked into the kind of establishment that they were and the type of work that they were doing. It was so innovative and so forward thinking in the way that they understand how learning happens and how children need it to interact, and they have placed wellbeing at the centre of the curriculum. The children have lessons in wellbeing, they have a constructed programme that can support them in all the ways necessary for the current state of the world. The world is very different to how it was when we were at school, so the curriculum needs to change in order to reflect that - having lessons that give children the opportunity to learn and understand these things is really valuable. This idea of Harkness learning is about not considering the teacher as the one with all the knowledge, who will then place that knowledge in the heads of the young people. It is about the people in the classroom coming together as a
“You can have a really diverse group of people, but if they don’t all feel fully valued then you aren’t going to benefit from everyone’s different perspectives, thoughts and experiences.”
group, and giving the students agency. It’s about the students having a voice that is heard, and having the ability to co-create ideas that can be shared with a teacher, who will then support a conversation and guide the children. It’s about allowing students to have their voices valued, and that aligns so beautifully with EDI as well, regarding acceptance and understanding that everybody matters. It’s about every person’s voice being respected and considered valuable. When we think: “Who is the expert in the room?” The answer is that the room is the expert. That underlying meaning behind Harkness learning really interlinks with my own work on EDI learning and using education to prepare children for the dynamic world they are going into. There are also the Wellington College values, which I am asking you about due to your work on social responsibility in addition to your work with EDI, and I think that they are all very interlinked. The values are: kindness, responsibility, respect, integrity and courage and they are modelled and practised in everyday life at the school. Can you tell me a little more about how this is achieved at Wellington?
All schools have values. When values are really embedded into a school community, the school
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Equality, Diversity and Inclusion
and staff believe in each of those values. In fact, students don’t just believe in them, but they actually appreciate that they are there and want to embody them in everything they do. I have seen that again and again through assemblies and talks, through their work, even through a chapel address that we had this morning. It sang to me of the human connectedness that we all have, and how we as individuals can uplift and take care of each other. It was yet another moment in the day here where the values are just everywhere. What challenges do you feel you have with implementing EDI within the school setting?
almost sings to you that their values make up a part of everything that they do. One of the things that struck me when I visited Wellington was just how embedded the values were, in the way that students were speaking to each other, working with each other, the way that teachers interacted with the students, the processes and procedures that they had in place and the value that is placed on kindness, integrity and courage, and how the adults here constantly reference and model these. They give really good examples of when these are at work and when they are being upheld, and those examples are used in the college systems that reward behaviour and educate students about the best way to make a mistake, because this is a college full of young people who, of course, are going to make mistakes. How do you make a mistake? How do you acknowledge that and learn from it? Learn to say sorry if that is what needs to be done, own that mistake and authentically move on with that personal journey that you are on. At Wellington, I think it is just so obvious that the students
Wellington actually started this journey of EDI a few years ago; they consulted an external company and asked them to come in and audit the school for EDI. Out of that audit came one of the big ideas to employ someone for this role. In terms of challenges, I think it’s about co-creating and having our own understanding of what these terms mean, what ambitions we have where change is needed, and also how we can organise ourselves to make our priorities clear. In an EDI world, we have different dimensions that we look at. We have the Equalities Act, which helps us to understand and acknowledge groups that might need more support than others. We also have our own context here at Wellington, the students that we have here with us and their needs, their desires and their voice, their opinions on what we need to focus on more. We have different dimensions that we look at, for example gender. We have moved from being an all-boys’ school to a co-educational school, so that is a journey the college has already been on. What does that look like when we consider all the different facets that impact boys and girls? What potential barriers might there
“That idea, not just of tolerating, but of actively appreciating and valuing difference when we come across it. Wanting to get to know more and being really curious about why somebody thinks the way they do or is the way they are, or what we can learn from each other in a way that unites us as human beings.” 6 4 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
Social Responsibility
be? Where is the school really strong? Where is it less strong? How do we know? How do we look at altering different policies and procedures for a better outcome? How are we celebrating everything that needs to be celebrated? I mention gender in particular as I have been very open in my own personal journey. I did my MBA in International Educational Leadership. You have to do a research piece for that and I completed it on women in leadership, and in my profession - which is a dominantly female profession - there is a very senior imbalance between men and women. It is a personal area of interest for me that I have been researching and speaking about for a long time. There are many other areas that we consider, for example, we look at diversity; there are things that we are doing under the heading of Pride, for the LGBTQ+ community; there is all of the work that we are doing on neurodiversity and the different ways all our brains work and how wonderful that can be, and how beneficial it can be to have people that think differently; we’ve been looking at disability and how we can ensure that our campus, our lessons and the ways we operate are as inclusive as possible; we want to work to remove any potential barriers we might have. I can give you lots of examples of the different activities that we have done. The bigger piece for me was the question of: “How do we understand ourselves here as a community at Wellington?” Building that understanding and those relationships has been the key focus. I’ve been here just over one year now, and a lot of that first year, for me, was about getting to know people, getting to know what they care about, what they think we should be looking at. We created teams in lots of different areas. We have an EDI steering group that includes governors and people across the College, including our Heads of College, our student leaders. We also have EDI Champions and EDI committees. We have inclusion ambassadors in each house and we do sessions of training with them, we have external speakers that come in to talk about particular topics. We also have a variety of other
things that we are doing and, as you can see, there is a lot to be done and there are a lot of exciting things to get involved with. From a young age, the use of the word ‘tolerate’ really struck me. Often in school policies, when we talk about differences, we talk of tolerating others. I’ve always pushed back about the idea of tolerance, not because we shouldn’t be tolerant of each other, but because it doesn’t go far enough. That idea, not just of tolerating, but of actively appreciating and valuing difference when we come across it. Wanting to get to know more and being really curious about why somebody thinks the way they do or is the way they are, or what we can learn from each other in a way that unites us as human beings. What exciting initiatives are planned for the future with regards to furthering EDI and social responsibility within the student body?
There are always so many exciting new things, because there are always so many exciting new students! When you have a student voice and student agency like we do, the potential to get involved with wonderful things is always on the cards. We did podcasts with the students last year, which parents and students could listen to together. It allows for students to talk to parents and teachers about different issues and also to our international schools, prep schools, feeder schools and partners. We want to network, to share information and ideas for ways we can support other community members. I think that it is really important that we are sharing and actively trying to improve our school. As human beings, it is essential that we are connecting with and learning from one another. We are all learning.
We would like to thank Mrs. Naima Charlier, Director of EDI and Social Responsibility at Wellington College, for giving up her time to speak to us. CLICK HERE TO LISTEN TO THE FULL PODCAST www.wellingtoncollege.org.uk
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EDUCATION CORNER PODCAST
EDUCATION CORNER PODCAST INTERVIEW WITH
Dr. Lara Choksey Dr. Lara Choksey joined University College London as a lecturer in the Department of English in 2021. Lara has studied all across the UK, achieving her BA in English at the University of Leeds in 2010, followed by an MA in Cultural Studies at Goldsmiths College, London and a PhD in English and Comparative Literary Studies at the University of Warwick. She has been a Visiting Scholar in the Institute of Comparative Literature and Society at Columbia University, and has held postdoctoral research fellowships at Warwick’s Institute of Advanced Study (201718) and the Welcome Centre for Cultures and Environments of Health at the University of Exeter (2018-21). She has been affiliated with the UCL Sarah Parker Remond Centre as a Visiting Research Fellow since October 2020, where she is now Faculty Associate. What do you hope for students to take away from studying colonial and postcolonial literature?
Technically, our course, Colonial and Postcolonial Literatures, starts in 1492 with Columbus landing in Guanahani, and ends in 2020 with Black Lives 66 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
Matter and some of the Contemporary work around postcolonial ecocriticism. That structure meant that a lot of staff in the department could be involved with it, which is one of the things that excited me most back when we were first talking about it. So these set texts reflect departmental expertise in the Renaissance, with John Fletcher’s The Island Princess, and in American literature; we do The History of Mary Prince; on modernism with Conrad and the poetry of Claude McKay, as well as some more familiar postcolonial texts in the latter half of the term, such as Bapsi Sidhwa, and Steve McQueen’s Mangrove film, which was very exciting to end with. The second term lectures begin again with the early modern period, with a lecture on the Moroccan diplomat, Leo Africanus, and his Description of Africa and again moving through romanticism and empire, modernism, postcolonial film and ecocriticism. What are we hoping for students to take away from studying Colonial and Postcolonial Literature? I want to talk about a really interesting book by Ashley Cohen called The Global Indies. In this book, she talks about what she calls the “imaginative geography of British
ZOÉ LEMONNIER
LECTURER IN THE DEPARTMENT OF ENGLISH AT UNIVERSITY COLLEGE LONDON
Colonial and Postcolonial Literatures at UCL
“What the term ‘postcolonial’ did in the 1980s was to allow a set of critical approaches to take up space within the academy, so it had a practical function in this sense; but at the same time, some of its key theorists distanced themselves from it as a term almost immediately, so we got the emergence of comparative literature, world literature.” imperialism”, and this is a really important idea for this course, what it means to convey a sense of the imaginative geography. She uses literature in this book to tell a different story about 18th century England and how they understood these places that were now emerging through print, through stories coming back to the UK. She starts by talking about William Cowper’s long poem, ‘The Winter Evening’ from The Task, which starts with someone sitting in a countryside inn by the fire. It’s icy outside, and the speaker hears someone twanging a horn in the distance. It’s someone delivering newspapers, the herald of a noisy world; his boots are muddy and he’s got “news from all nations lumbering on his back”, and he dumps the papers at the inn before going off again into the night. It’s a chaotic interruption of this idyllic icy scene in winter and there’s a connection between this ‘careless’ figure and this ‘noisy world’ that he is delivering through print, and he is connected to the inn by a system of exchange: the inn is a commercial enterprise, buying newspapers for its clientele. This example really gets at how a system is emerging, and how that system arrives in these local contexts. It is a really mundane place to tell this story about this rapidly globalising world. That feels like a really exciting place to start, this idea of an imaginative geography that is in the process of being formed, and is coming into being through literary endeavours, through the ways that people are writing about this through literature.
Is there such a thing as postcolonial literature?
This is such a difficult question, and is such a bone of contention in postcolonial criticism. I remember thinking about it a lot when I was an undergraduate doing my course in postcolonial literature. What does that ‘post’ mean: it suggests an after, doesn’t it? ‘After decolonisation.’ What the term ‘postcolonial’ did in the 1980s was to allow a set of critical approaches to take up space within the academy, so it had a practical function in this sense; but at the same time, some of its key theorists distanced themselves from it as a term almost immediately, so we got the emergence of comparative literature, world literature. There are lots of debates around that word. My thought is that it’s still a useful term, because it allows us to name the massive transformation of the global literary scene after the national revolutions from the mid-twentieth century; it is really important for thinking about that process of who and what gets published. The Heinemann African Writers Series and the work that Chinua Achebe did to get literature from across the African continent translated and published into English was an extraordinary moment. So ‘postcolonial’ holds some of that energy. How can we construct a new canon out of these works? In many cases, the postcolonial canon is still defined by the old imperial centre, and this problem can be seen to impact the way such literature is taught in academic institutions in the UK. To what
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Postcolonial literature
extent do you feel that this has affected the discourse or changed it? How can we challenge this?
This is such a great and important question. I also come at this through biology, strangely, because a lot of the questions I try to tackle in biology, as in the preservation of particular genetic lineages, tie into this question of canon formation and a national canon in which these are the top authors. This is actually something that Sylvia Wynter tackles in an essay called The Black Studies Manifesto, and she takes apart a critic called Harold Bloom who had written his own canon, and there were no black authors in this canon. He got a lot of criticism for this at the time and she was one of the people who brought this up. She linked this to what she called: “the biocentric statement of Man”, explaining how humans are thought of as an
“What Conrad implies in Heart of Darkness, this deeply difficult text, this racist text, is that equality between humans would be something to do with a shared failure to deal with homesickness, and that literature becomes a way to explore the alienation that is packed into the articulation of nostos, and that killing is the only way back to being human.” 6 8 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
expression of a genealogical line. I see the canon as being a part of that biological or evolutionary thinking. I think that it is a problem that we have to negotiate, and I think that it always has to be negotiated collectively. I suppose that with a question like this, one could always ask: “What is happening now?” I am highly aware that when I am teaching, I cannot get away with fatalism in the last lecture of a course. One of the questions that we ended with was a quote from Brathwaite: “How then shall we succeed?” What happens now? How can poetics and poetry imagine new modes of habitation, not only in terms of the ways that we live, but also in the stories that we tell in order to survive and survive with others? I wanted to talk about an essay by an American poet called June Jordan called Beyond Apocalypse Now that was sent to me by a colleague a few months ago. As you might know, Apocalypse Now is an adaptation of Conrad’s Heart of Darkness, which is one of the texts we read on this course, set in the Vietnam War. June Jordan is a Black American poet and in this essay she is talking about being in a place called St. Paul, in Minnesota, and she feels like she is very far away from home. She turns on the TV in this hotel room as she has nothing else to do and Apocalypse Now is playing, so she starts talking about it. She says that on the surface, the film presents itself as being a film about Vietnam, but really it is about American atrocities and the survival of two white men. So, this is kind of a re-writing of Achebe’s essay on Heart of Darkness, where he says similar TURN BACK TO PAGE 3 for postcolonial book recommendations
CLAUDIA PEPPEL
Narrative in the Age of the Genome
things. She helped me to understand Conrad better, and Conrad is obviously an extremely canonical writer. She said: “As I sit inside this St. Paul, Minnesota, living room, nervously aware of my position: a Black poet in the Heart of White America. What should I do? I suppose I could run out and kill somebody, some savage passer-by, just to show I’m only human and rather far away from home.” Civil Wars by June Jordan It made me think about Heart of Darkness in a completely different way, it made me think of what Conrad wants us to know. What Conrad implies in Heart of Darkness, this deeply difficult text, this racist text, is that equality between humans would be something to do with a shared failure to deal with homesickness, and that literature becomes a way to explore the alienation that is packed into the articulation of nostos, and that killing is the only way back to being human. It’s the thought process of: “I suppose I could just run out and kill some savage passer-by, just to show I’m only human, and rather far away from home.” This is not EDI or an equality of: “We’re all human, and we all need to get on with each other, we are all capable of empathy.” This is a really dark way of understanding a shared experience, which is being far away from home. But I suppose the challenge that Jordan is throwing up to us is the idea that we do not have to be this way. We do not have to interact with the world in this way, this is not the only way to deal with homesickness. To me, that also feels like a way to talk about canon formation, because what happens when we decide what is included or excluded is, in a strange way, a form of social murder, which sounds very extreme.
Age of the Genome: Genetic Worlds (Bloomsbury Academic), which was shortlisted for the 2021 BSLS Book Prize. Could you quickly tell us a little more about this?
The book is about the way that genomics is represented in literature and film, and the way some of the key figures used literary techniques and genres to communicate the science. There is a chapter of memoirs on the Human Genome Project, which explores some of the metaphors that some of the scientists were using to communicate genomics to the wider public. For me, the big question of the book is what the idea of the human becomes after the sequencing of the Human Genome, and the way that that massive science project unsettled the stability of that species category, homo sapiens, and what we do now with that, whether it’s still useful to us in an age of climate catastrophe. This seems to be a moment when the ecological violence of colonial capitalism is under such a great amount of scrutiny, so I end with a chapter on toxic infrastructure. There is meant to be a happy ending, so one of the other things that I say is that the post-genomic is a chance to re-think the category of the human and our relations to nonhuman and non-living entities. I don’t quite give up on the concept of the human, I am more with Sylvia Wynter: I think that we can still re-enchant humanism for the future, so that is where it ends. We would like to thank Dr. Lara Choksey, Lecturer in the Department of English at UCL, for giving up her time to speak to us. CLICK HERE TO LISTEN TO THE FULL PODCAST www.ucl.ac.uk/english/people/academic-staff/dr-larachoksey
In 2021 you published a book: Narrative in the EDUCATION CHOICES MAGAZINE | AUT UM N 2023 | 69
CELEBRATING BLACK HISTORY MONTH
Celebrating Black History Incorporating diverse perspectives into the curriculum at DLD College London At DLD College London, we pride ourselves on being a diverse and inclusive community. For that reason, we celebrate our different communities all year around. Across our different curriculum areas, teachers have been working to embed Black voices and Black perspectives into their teaching. For example, in English Literature, chosen readings are selected from noted authors including Maya Angelou and Toni Morrison. The Art department has a curated display of artworks featuring Black artists in our Exhibition Gallery and have run their
own Turner Prize competition for Black artists. Media and Film students have explored the importance of Black Panther - not just the film, but also the impact it had on those who had never seen themselves portrayed in such roles. That being said, we do join in the celebration of ‘Saluting Our Sisters’ as part of Black History Month 2023. We have had Harris Elliott speak to the school, who is a Senior Lecturer at the RCA and Central St Martins, has worked as a creative consultant for the
likes of Nike, Puma and Adidas and is the stylist for the indie band Blur. In assembly, students learnt about the work of Ruth Ibegbuna, a teacher, social entrepreneur and author. As the former head of the charity Reclaim, she worked with students from disadvantaged backgrounds and remains committed to creating positive change. In her book On Youth, Ibegbuna declares that no one is too young to lead, which is a view that we hold dearly at DLD. FUMI ST MARTHE EDI Lead at DLD College London www.dldcollege.co.uk TURN BACK TO PAGES 26-27 to read about diversity in children’s toys with Philly & Friends
The Ellendel School of Speech and Drama SPEECH AND DRAMA SCHOOL ESTABLISHED IN 2016
We prepare students for LAMDA exams in Verse and Prose, Public Speaking, Reading for Performance and Solo Acting. We offer physical classes across South London and also to students all over the UK and worldwide throughout top rated online learning platforms.
Ellendel is considered one of the top Speech and Drama schools in London with a carefully designed curriculum and bespoke lessons to cater for the needs of all learners. We also offer English Tuition and Creative Writing classes to help instil a love of literature and storytelling.
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AUTUMNAL RECIPE
Tesco’s Autumn Risotto Recipe Food for the perfect cosy night in SERVES: 6 TOTAL TIME: 1 hour COST PER PORTION: 99p (prices correct as of January 2023) Ingredients: 350g frozen butternut squash chunks 300g frozen Chantenay carrots 2 tbsp olive oil, plus a drizzle to serve (optional) 4 tbsp pumpkin seeds 300g arborio rice 2 salt-free vegetable stock cubes*, made up to 1.2ltrs Method: 1. Preheat the oven to gas 7, 220°C,
fan 200°C. Toss the butternut squash and carrots with 1 tbsp olive oil on a large baking tray and roast in the oven for 20 mins, tossing occasionally, until cooked throughout. 2. Put the pumpkin seeds in a large frying pan over a medium-high heat and cook for 3-5 mins, tossing
frequently, until they start to pop. Set aside in a bowl. 3. Heat the remaining 1 tbsp olive oil in the frying pan, add the rice and toast for 2 mins until it starts
to sizzle. Stirring continuously, add the stock a little at a time, allowing it to be fully absorbed between each addition until the rice has puffed up, is coated in a glossy sauce and has a slight bite in the middle – this should take around 20 mins. Season to taste. 4. Stir through the roasted squash and carrots and any cooking juices, allowing them to break up slightly in the risotto. Add a little more boiling water if needed to achieve the desired consistency. 5. Serve topped with the toasted pumpkin seeds and a drizzle of olive oil, if you like. TESCO SUPERMARKET realfood.tesco.com/recipes/ autumn-risotto
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A MAN’S TIDE
A Man’s Tide A short film exploring the impacts of miscarriage on males Our upcoming short film, A Man’s Tide, intimately and sensitively explores the impacts of miscarriage on a priorly budding relationship. Throughout this process, our work alongside a host of creative talents and mental health specialists has helped us craft what we feel to be a touching and important story. An incidental acquaintance with a child allows a man to process his grief following the traumatic experience of a miscarriage for him and his partner. With memories and vignettes of the past triggered
by this interaction, his experience of the present is peppered with shades of his past, charting the eventual decline of a once warm relationship. While building a sandcastle with the child, the man ultimately realises he must accept the loss and keep building despite the destructive waves and rising tide of his recent past. The impact of miscarriage on men is barely ever touched upon, let alone male mental health in general. As something that has affected, and continues to affect, men around the world, we feel that it’s both an interesting and valuable perspective to address. We believe this is an important topic that hasn’t received anywhere near the
amount of attention it deserves, and hopefully this story will help to change the narrative. We’ve also been incredibly fortunate to be partnered with The Miscarriage Association, a charity which strives to provide support to those who are affected by pregnancy loss, ensuring that they receive the care, information and support that is right for them. Our team of BAFTA-sponsored NFTS alumni and BFI Future Film award-winners are excited to create something that we believe will make a serious impact. LUCAS PAVESIO Producer www.saullotzof.com/a-man-stide-2023
07738238273 info@cjaeducationalconsultancy.com www.cjaeducationalconsultancy.com
Chloe Abbott
Educational Consultant • Introductory meeting to get to know your family and your child/children • Assessment when required to establish your child’s levels • School advice for both primary and secondary in the London area and beyond • Support and advice on suitable school choices • Booster sessions in key exam skills
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REFORMING GCSEs
Latymer Upper overhaul GCSEs A whole school curriculum reform
A leading independent day school in London will remove GCSEs from the curriculum and replace them with their own assessed courses. What changes are being made?
At Latymer Upper School, we have decided that students from 2027 (the new Year 7 students joining us in 2024) will no longer take GCSE exams, apart from the legally required Maths and English Language. We believe the exams no longer meet the needs of our students. In a school where our students are staying through to eighteen (we have no intention to alter the A Levels process), we no longer see them as desirable and we know we can do so much better. Why was this decision made?
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down their learning and pushing them through an exam system which does not take into account teens at different stages of development. We also lose a vast amount of teaching time with examinations, study leave, exam preparation and technique when we could be preparing them better for A Level study. We want our young people to be independent and original thinkers and we don’t think traditional (written) exams are proof of what they know. We also want to be able to stretch the most able - those who end up with all grade 8s and 9s, but who more or less got those grades months before in their mocks. What real learning have they done in those subsequent months? Our proposals are based on years of conversations, research and development of ideas. We have held workshops and focus groups with employers, universities in the UK and internationally, parents, other schools, students,
LATYMER UPPER SCHOOL, HAMMERSMITH
alumni and recruitment consultants. We have based much on what everyone has told us directly. We have utilised other research, not least the HMC report, ‘The State of Education - Time to Talk’, the Future of Jobs Report from the WEF, the CBI’s ‘Getting Young People Work Ready’, the Times Education Commission’s excellent report, as well as our work as part of Rethinking Assessment and the School Directed Courses Consortium. All of our findings echo what others are hearing. What will the Latymer curriculum look like in practice?
We will follow traditional subjects with our own school-designed long courses. Our mission is to encourage deep and scholarly learning which challenges and develops able learners. Students will be required to take at least two sciences, a MFL and a humanities subject, on top of English and Maths. In addition, our tenweek long short courses - which are similar to our Sixth Form electives - will focus on exposure to new aspects of learning; some examples are AI, coding, climate change, indigenous cultures or literature in translation. Subjects currently only taught at A Level (Economics, Politics, Art History, Photography) will also be brought into the middle school curriculum. Thirdly, we will offer a variety of assessment methods to the students, depending on the subject and how the
department wishes to assess. There will still be traditional written assessments, plus collaborative group work assessments, vivas, presentations, open-book assessments and online tests, to name but a few. We also want to incorporate the fusion skills employers tell us they want to see developed in young people today into their learning collaboration, creativity, communication and critical thinking. Finally, we are proposing to offer collapsed weeks in the timetable to allow time for projects, for example with authentic external audiences. How will changes be implemented?
We are managing the change carefully. Information and keeping everyone informed is key. We have been able to work through concerns, anxieties or questions with our Prep parents, whose children will be coming through to the Upper School. They have helped us refine and develop our thinking and I would say that our final proposals owe a lot to their great input. We are also very transparent with our prospective joiners and parents, making sure that they are clear on our plans and assuring them that our proposals are solid and evidence-based. What has been the reaction to curriculum reform?
It has been overwhelmingly positive. Our proposals are backed by many employers who say that they do not look at GCSE grades when they employ young people. Parents are also keen on our thinking: some are excited by the innovation we are showing, others are happy we are providing a superior alternative to high-stakes exams at sixteen. Most tell us that they trust us and know their children will be at the forefront of something new and exciting. Will other schools be following this decision?
We know from our work with colleagues in the maintained sector that they would like to see reform and to be free from the constraints of the current exam and exam technique roundabout. We would all like to inspire and excite our young people with learning that prepares them for the future. Latymer Upper and Prep School is privileged to be able to innovate and lead, and to not simply follow what has come before. IAN EMERSON Deputy Head (Academic), Latymer Upper School latymer-upper.org
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HIGHGROVE ONLINE SCHOOL
Benefits of online schools Making it easier to access outstanding learning In recent years, traditional independent schools have been rocked by the rapid rise in popularity and educational success of online schools. During the COVID lockdowns, many families came to realise that online schools - purposefully setup to provide outstanding teaching and learning online - were far more effective learning environments for their children. They’ve been particularly welcomed by families seeking access to the very best teaching and learning who do not live near an ‘Outstanding’ school; students requiring greater class timetable flexibility and those who dislike the increasing levels of disruption in today’s classrooms. However, it is the academic successes that have
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caught the eye of many families. This summer, 41% of A Level results at Harrow School Online (yes, an online version of that Harrow School) were A*, and 25% of their leavers are either heading to Oxbridge or completing a medical degree. These results place the school in the top 5% of all independent schools in England. The school’s Principal, Heather Rhodes, points to the innovative learning model - which is based on the latest best-practice scientific evidence about effective learning - as being the key factor in its academic success: “Our pupils work through interactive self-study materials to learn key concepts, before attending live lessons where their teachers challenge their understanding and stretch and deepen their learning.” Traditional schools just can’t begin to deliver such an individual and personalised approach to learning. The core team behind Harrow School Online, including its Principal, are passionate about online learning. Their desire to make outstanding learning available to an even greater number of pupils around the world has led them to set up their online school, which will have lower fees and offer GCSEs as well as A Levels. Highgrove Online School opens for admissions in October 2023 and, at just over ten thousand pounds per year, may well offer the cheapest route to outstanding academic success in the independent school sector. HEATHER RHODES Director and Principal of Highgrove Online School www.highgroveeducation.com
VIRTUAL OPEN DAYS AT SOAS
SOAS On-demand A virtual open day Choosing a course and a university that suits you can seem like a daunting process. One of the best ways to decide whether a university is right for you is to visit the campus. Most universities offer open days, which allow prospective students to tour the university before applying; speak to current students; discuss courses with programme tutors; visit the accommodation available; check out the local amenities like shops, eating places, museums and libraries, clubs and sports facilities; and to generally gain an impression of whether you can imagine yourself being a student there. If you cannot attend a university
open day in person, it is often not a problem. Many universities offer virtual tours of their campus online. SOAS University of London offers a virtual campus experience, with a video tour of all the main buildings on the campus, including lecture theatres; the SOAS Library; study spaces; common room and bar; and the surrounding precinct. SOAS has also recently launched its innovative SOAS On-demand hub. This is an indispensable online resource which allows prospective students to experience all the benefits of attending an open day from anywhere in the world. SOAS On-demand provides a wide range of video content, including department
introductions, programme overviews and a selection of taster lectures on subjects as diverse as “The Economics of the Climate Crises” to “South Korean Cinema after Democratisation” and “Who is African?” to “Literatures of Love, Loss and Desire”. It is a great way to discover whether SOAS is the right university for you. www.soas.ac.uk TURN BACK TO PAGES 30-31 for advice on dealing with school transitions
PHOTOS: HOLLIS PHOGRAPHY UK
WRITING A PERSONAL STATEMENT
Writing a Personal Statement The University of Warwick’s Top Tips The personal statement section of the UCAS form can seem a daunting part of the process perhaps the most daunting, but here are a few suggestions that we at the University of Warwick think might be helpful. There are no hard-and-fast rules, and the specific details you write will depend on what course or courses you are applying for; but specific details do need to seem relevant to the area or areas you are applying for. What admissions officers are looking for is a rounded individual who can explain themselves in a coherent fashion. This tends to mean that a good personal statement should not be a list of achievements or activities or interests, but an argument
about why these things have been important or are relevant, with context for the interest in the subject/discipline that is being applied for. This also means that you should not make up an interest in an area! If you can provide evidence or context, a mini-
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story about yourself and your experiences that have propelled your personal interest into this subject area, that is often really great. This will also mean that you avoid sounding flippant or vague. Facts and spellings need to be correct: for Classics and Ancient History, this of course means that ancient proper names and personal names need to be spelled correctly. It also means that information presented needs to be true or properly researched and grounded. You don’t need to write a huge amount about your wider interests, but they are important to include. Try to make them relevant, or be prepared to write analytically about the skills or interests that you have developed in taking on these broader
UNIVERSITY OF WARWICK
interests. So, in order of priority, it is generally a good idea to emphasise the following: Y our interest in the subject you are applying for. This might (but doesn’t need to) be evidenced by further study opportunities at school that you have taken on, and by topics that you have taken time to research or have enjoyed specifically, including perhaps through wider reading, or museum or site visits beyond the classroom. T his would then include the argument you might build around your interest: what was it that sparked your interest and how would you reflect upon this? A nd finally, your wider interests: again, an opportunity not to provide a list of achievements, but a reasoned
argument about what you have gained from these broader interests. Important things that an exposition of wider interests might demonstrate could include: focus, work-ethic or timemanagement. One of the biggest challenges of the transition from school to university is the commitment that students need to make in order to manage their own time effectively across the vast array of their interests both within and beyond the classroom. We understand and expect students to have, and indeed to need, broader interests and a wider range of activities beyond the classroom, in order for them to function effectively and indeed to thrive both academically and as adults. So, writing openly and engagingly about wider interests on the personal statement is a
Take your fascination with the ancient world further
Bring the past to life and discover the ancient world from a fresh perspective.
really important opportunity to show that you already understand the importance of timemanagement, as well as personal growth and open-mindedness. The very best of luck! PROFESSOR DAVID FEARN Professor of Ancient Greek and Head of Department at the University of Warwick warwick.ac.uk/classics
Find out more warwick.ac.uk/classics
Classics and Ancient History
INTERDISCIPLINARY DEGREES AT UCL
Interdisciplinary degrees You no longer have to choose between sciences and humanities at university
A growing number of university degrees are now combining humanities and science subjects. These ‘interdisciplinary’ degrees bring together expertise from very different subject areas to help students look differently at the world’s problems. Interdisciplinary degrees are not new within business or the sciences. Engineers have long looked to biologists for inspiration to improve designs. This ‘biomimicry’ has led to improved swimwear fabric inspired by sharkskin. Google’s Deepmind project is now hiring people to join their “interdisciplinary group of policy experts, philosophers and researchers”. The humanities too have degrees that span multiple disciplines, the most famous being Oxford’s century-old ‘PPE’ – Philosophy, Politics and Economics. That degree is a favourite of wouldbe future leaders looking to make good, financially sound decisions (with varied results, if you’ve seen the news). Degrees bridging the humanities and sciences are newer, but on the rise. On some programmes, history students are learning to create digital maps of lost worlds. Literature students are learning computational linguistics to analyse texts in new ways. Art students are working with artificial 80 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
intelligence to push the boundaries of beauty. Some universities are making big strides into these new options. I’m fortunate to work at the new UCL East campus, home to several interdisciplinary degrees, including my own Information in Society BSc (launching September 2024), which brings humanities issues, skills and approaches together with principles of data and computer science. Our course is designed for students who want to harness information to improve our society. It will give you the technical skills to create, manage and disseminate information. You will also learn the humanities and communication skills needed to develop and deploy effective solutions to the issues facing society. Our students will learn to ask not just if we can do something, but if we should. Degrees like ours often expose students to a wide range of teaching environments. Teaching staff bring the best of their own disciplines to the classroom. Students will split their time between the computer lab and in humanities-style seminars where they will learn to debate with their peers. When they graduate, they will have benefitted from what the humanities and the sciences have had to offer. Those who may not have had the option of an
DEGREE APPRENTICESHIPS
interdisciplinary degree might guide you with the best of intentions to pick either humanities or the sciences. For decades, it was a given that a choice was necessary, and this is still reflected in our school system. For those studying GCSEs and A Levels, topics are mostly still set up along science and humanities lines. Students often begin to specialise early to play to their strengths (perhaps less so in the International Baccalaureate, which encourages breadth across a range of subject types). That specialist system works for many students, but not everyone. Maybe you’re interested in our society but also love working with data. Or perhaps you want to know more about the past but are really interested in technology and want to combine the two. If you find yourself interdisciplinary-curious, it’s worth keeping that door open. You can start by letting your teachers know you’re looking for something different. You can also do your own research. Look for degree names with words such as ‘for’, ‘in’, ‘and’, or lots of commas in degree titles - this is often a sign that more than one field of study is being brought together: ‘Information in Society’, ‘Heritage, Sustainability and Society’, ‘Arts and Sciences’. The list of degrees on offer at UCL East can be a great starting point to see what’s out there, but many other universities
will also have degrees that you should explore. Both virtual and in person open days and taster days can be a wonderful way to see if a degree crossing disciplinary boundaries might be right for you. Most university recruitment teams will be happy to point you to the degrees they offer that cover themes from both the humanities and sciences, as will programme leaders like myself, who regularly receive and respond to emails from prospective students. For the Information in Society BSc at UCL, we have a dedicated inbox you can reach out to (dis-east@ucl.ac.uk), and many other programmes will too. Don’t be afraid to make that personal connection. Universities are looking for the students who are excited to explore across the humanities/sciences divide, just as much as students are looking for the perfect degree for their future. DR. ADAM CRYMBLE Programme Lead, Information in Society BSc at University College London www.ucl.ac.uk
Degree apprenticeships and professional development Education Secretary Gillian Keegan MP opens new centre at the University of Exeter Exeter University’s new Centre for Degree Partnerships aims to drive the growth of degree apprenticeships and skills growth in the workforce through partnerships with sponsoring employers. It has officially been opened by the Secretary of State for Education, the Rt Hon Gillian Keegan MP. On a visit to the university in September, Ms Keegan led the formal opening of the centre, meeting with apprentices and employers benefitting from its work. “We need more universities and colleges to follow their lead and help people from all backgrounds to access these
brilliant opportunities,” Ms. Keegan said, describing the centre as: “a fantastic demonstration of their commitment to expanding their degree apprenticeship offer.” Since first launching the programme in 2016, Exeter has become the largest provider of degree apprenticeships of any Russell Group University, with over 2500 students enrolled. Exeter’s degree apprenticeships cover multiple sectors including civil engineering, healthcare, digital technology, management and finance, and have led to partnerships with organisations including the NHS, IBM, Amazon and JP Morgan.
“Degree apprenticeships and professional courses are vitally important because they extend and enhance the ways in which we support learners at different stages of their career,” said Professor Roberts, the University’s Vice-President. “They also enable us to forge new partnerships with employers, as many of these programmes respond directly to their needs, and to broader societal ambitions to increase productivity, grow jobs and address skill opportunities.” RACHEL CAUNTER Marketing at Exeter Penryn Campus www.exeter.ac.uk
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PROPERTY SPOTLIGHT
The Prime Central London Housing A closer look at Hampstead and Belsize Park Property in Prime Central London continues to be a highly desirable commodity, particularly in the rental market, which has seen record rents and the highest demand for good quality homes. The dichotomy between this and the sales market has been apparent this year - when one is up, the other is often down. However, for buyers and tenants alike and anyone with a romantic, familial or working attachment to our beloved capital, the urge to find something beautiful in a neighbourhood like Hampstead and Belsize Park never wanes. Overall, Prime Central London has seen rents grow by 8.8% on an annual basis in August, taking them to the highest level ever recorded, and this is 29.3% above their 2017-19 pre-pandemic levels (LonRes)! Conversely, the slight slow-down in the sales market has naturally been compounded by the late summer/early autumn
traditions as families take advantage of the school holidays. Now they’ve returned and the little ones are back in school or starting on their next big chapter in life, the market shows signs
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of recovery and there’s a chance to hand select from some of the best properties available before Christmas comes around (which is sooner than you think)! Currently, with interest rates holding steady and the IMF predicting little change for the next 4-5 years, we’re optimistic for the future stability of the sales market and returning buyer confidence. At Maplewood Property, we’re looking after multiple sales, from those downsizing and swapping the family home for something more suitable to first-time buyers getting on the ladder. And no matter the market, the best homes always get snapped up first… Like this exceptional, threebedroom garden flat on Belsize Lane with a stunning extension. Incorporating a bespoke kitchen, work from home space, incredible dining and entertaining options and sliding doors to a split-level patio and garden, this home is not to be missed. Offers Over £2m
Nestled in the heart of NW3, where village life is not only characterised by the independent
in quality of life and benefits to both physical and mental health mean that these pockets of prime London real estate are truly special. For those first-time buyers trying to find a home when the average flat in Hampstead costs more than £1m, life can feel tough. But help is on hand and at Maplewood we walk buyers through the process with an optimistic and open approach. There are no silly questions when it comes to property, and there are some hidden gems to be found… This perfect one-bedroom flat annexed from the rest of the building with its own front door is ideal for a young couple looking for their first place. Lovingly renovated and maintained by the current owners (also their first home), you could move straight in with just your suitcase. Offers Over £525,000
shops, charming architecture and thriving coffee shops, one of the key factors for those looking to settle in Hampstead and Belsize Park is the abundance of prestigious schools such as The Village School and St Christopher’s School for girls and The Hall School and University College School for boys. These have all gained glowing reputations, not only for their academic excellence but also in preparing for the move up to some of North London’s most
renowned high schools. The other overwhelming consideration for city living is access to green space. If you don’t have the luxury of having your own backyard, properties with close proximity to the Heath, Primrose Hill and the sheer number of green spaces make London one of the greenest cities in Europe (TimeOut). Most people know that outside space is not just about the curb appeal or the resale value, it’s important for so many reasons. The improvement
The appeal of Hampstead and Belsize Park extends beyond the borders of its leafy streets and outside the fabulous homes and properties. The neighbourhood thrives on a combination of fantastic schools, large open spaces, culture and community with a lifestyle fit for any generation. The natural beauty and connectivity to Central London make these residential properties (almost) priceless. MAPLEWOOD PROPERTY is owned and run by Steve Cook and Laura Braslins who have been helping people move home since 2004. Drawing on their wealth of connections across Central London, reach out for more advice on the current market or your next property. www.maplewoodproperty.co.uk www.instagram.com/ maplewoodproperty TURN BACK TO PAGES 8-9 to read about nurseries in South West London
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LIFESTYLE AND LIVING
Moving back Styling your home for the colder months While we may still be in denial about the end of summer, shortening days and the definite return of a bite in the air, it is certainly comforting and appealing to cosy up on the sofa with a cuppa and a good book, to wrap up in a woolly sweater and brave the crisp mornings; creating volutes with our breath. 84 | EDUCATION CHOICES MAGAZINE | AU T U M N 2 02 3
Seasonal cycles are great for our bodies and minds; transitions as our lives and aspirations evolve. Our homes are no different, reflecting seasonal cycles, echoing our realities and our needs, wants and hopes, big or small. When the days draw in, homework back on the table while dinner is stewing, we need our homes to respond to a more structured schedule, a wider variety of activities taking place concomitantly within the same rooms, relying less on extending our living space to the outside. Storage is at a premium, work surfaces doubling or tripling up for food prep, maths problems, crafts projects and perhaps admin. It is then key to privilege a few back-to-school survival steps. Putting away summer ‘stuff’ means clearing sandals, flip flops, espadrilles and open-toe canvas wedges to make space for school shoes, pumps, boots and wellies – you’ll need to clear them from entrance halls and boot rooms as well as your wardrobes. It means moving swimsuits, floating maxi dresses, linen trousers and Hawaiian shirts to an enclosed out-of-the-way storage space; clearing shelves, drawers and hangers for sweaters, pressed trousers and suits. It can also mean stowing away
AUTUMNAL PROPERTY TIPS
rackets and balls, snorkelling gear and other summer holiday accessories until the next escape - they will be rediscovered with glee when the time comes. All of this contributes to clearing your space and mind for the current season, activities and rhythm. Setting up for tasks and engagements ahead allows your home to work for you, supporting you as you run around to get everything done while days come and go, as you enjoy their concurrent sameness and diversity that makes your life so unique. Procuring the necessary tools - for school, for work, for cooking, for cleaning - is key to being ready, efficient and calm. Perhaps it is ensuring you have enough storage, whether that’s for leftovers, for clothes or for moving from one task to another; perhaps it is improving on your setup - getting a larger desk, a more comfortable chair, an actual chest of drawers or a vanity unit, rather than just having a combination of makeshift or random pieces. Or it could simply be clearing away and getting rid of obsolete items and accessories, or obtaining new versions of older tools. Introducing a wind of change into one or more of your spaces will allow a fresh outlook on many aspects of the months to come. Routine and rhythm are all very well, necessary and reassuring. They do not preclude transforming what can be transformed, to inspire and galvanise. Perhaps a room’s furniture placement can be revisited? Perhaps your desk can face another way? Could
your favourite armchair be reupholstered? When you look at your bedroom, is there something missing, or is there too much of something else? Or are there indeed things that should and could be elsewhere so that the room truly is what you need it to be: a serene and comfortable retreat? When you cast a critical eye on your living room, does it look and feel tired, or is it attractive and welcoming? Perhaps a fresh coat of paint, a wallpaper, a rug, some plants, a new lamp, artwork or simply a change of cushion covers would instil fresh excitement and joy into the space? It could be a family activity: to observe and dream, to brainstorm together on common areas or, indeed, for each to put out there what they aspire to for this new ‘school’ year and how it can translate into their own space being transformed. Moving back inside is also that: ensuring your home interior is the best possible support for your life, whether you are going out into the world, are at home with your loved ones or are on your own, you are in the best possible frame of mind to be, to lead, to learn, to contribute and to look forward. Bonne rentrée! MARIE-NOËLLE SWIDERSKI Galuchat Design www.galuchatdesign.com TURN BACK TO PAGES 54-57 to read about the R relationship at Cranleigh School
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What are grammar schools? A comprehensive guide to what they are, how to apply and their benefits Grammar schools have existed as early as the sixth century, and were founded as schools attached to cathedrals or monasteries to teach Latin - the language of the church. Since then, the concept of grammar schools has expanded to what they are understood to be today: state-funded, academicallyoriented, selective schools. Crucially, grammar schools are selective based on academic ability. “Grammar schools are defined by their pursuit of academic excellence, traditional teaching methods and ethos of strict discipline,” said Bob McCartney, chair of the National Grammar Schools Association. “Students are selected based on their academic potential, to identify those who are most suitable for this type of education.” In order to assess pupils’ academic abilities and suitability for grammar school, prospective students must sit the 11+ exam in Year 6. The 11+ consists of four sections: verbal reasoning, non-verbal reasoning, Maths and English. The majority of grammar schools now determine their own admissions policies, deciding independently what tests to set and how to weight
the different elements of the test. Currently, the 1998 Education Act bans any new grammar schools being opened in England, increasing the competition for places in the existing schools. Grammar schools have typically been considered the ‘best’ type of state education, and there are indeed many advantages of attending a grammar school. One benefit is that grammar schools remove the ‘postcode lottery’ element of
“Grammar schools are defined by their pursuit of academic excellence, traditional teaching methods and ethos of strict discipline... Students are selected based on their academic potential, to identify those who are most suitable for this type of education.” Bob McCartney, chair of the National Grammar Schools Association.
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relying on catchment areas to gain secondary school places, instead allowing students to gain their places based on individual merit. Grammar schools also typically offer a high standard of education with a strong emphasis on academic achievement and discipline, opening up independent-style education to those who may not be able to afford to pay private school fees. This is said to increase diversity and social mobility as pupils progress based on their ability and hard work, rather than by what educational opportunities they can afford. Generally, students who attend grammar schools achieve higher examination results. Due to the selective nature of the schools, all pupils generally enter at the same ability, and so teachers are able to work through
content more effectively and reach a higher level of understanding. Additionally, the emphasis on academia and discipline in grammar schools tends to attract a high standard of teaching, with staff members who are highly qualified and experts in their field. By achieving higher grades at GCSE, as well as the fact that many grammar schools have established connections, many grammar school students have an increased likelihood of attending a top university. It may also be the case that grammar schools offer greater social mobility by providing not only the education, but also the connections and opportunities needed for a child to progress.
Entry to a top grammar school is likely to put a child in a classroom of well-connected peers, possibly providing them with life-long connections. In addition, many grammar schools have now converted to
academy status, giving them more control over teaching and the curriculum. This may enable students to take some GCSEs early in Year 9 or 10, allowing them to either take on extra subjects in their final years and attain more GCSEs, or to focus more attention on achieving high grades in other subjects. Academy status may also mean that schools are able to provide a wider range of subjects, with many grammar schools encouraging students to study Biology, Chemistry and Physics separately at GCSE level, or encouraging pupils to study one or more modern foreign languages. MEGAN PAYNE Assistant Editor
TORQUaY GIRLS’ grammar school
OPEN evenings Torquay Girls’ Grammar School have been educating bright students from Devon for over one hundred years now. The outcomes for young people who come to the school and sixth form are excellent; our academic results place us as one of the top schools nationally for both attainment and progress. Ofsted rate us as outstanding in all categories and our students go on to top universities, apprenticeships and employment opportunities. We believe that students here are ‘history makers’ of the future, and the curriculum enables them to develop their character skills and self-esteem, alongside their academic success. Our extra-curricular opportunities, including trips and clubs, help develop the character skills in our students. These skills include leadership, aiming high, staying positive, creativity, problem solving, speaking, listening and teamwork. We want our young people to have lots of fun and experiences during their time at TGGS and our curriculum is designed with that in mind. This is a very special and unique place in which to learn; students here can achieve anything they desire. We look forward to meeting you at one of our Open Evenings!
OPEN evenings 2023/2024
TORQUaY GIRLS’ grammar school JOIN US at one of our open evenings TUESDAY 10TH october 2023 tuesday 25 june 2024 6.30pm - 8.30PM WELCOME SPEECH FOLLOWED BY GUIDED TOURS
- no booking required -
ECM GRAMMAR SCHOOLS FOCUS
State boarding at Haberdashers’ Adams Education’s best kept secret? Haberdashers’ Adams, a selective grammar school in Newport, Shropshire, has an enviable reputation for academic, musical and sporting excellence. Despite this, not everyone is aware that approximately 100 of its 1000 pupils are boarders. Boarding is an excellent option for families where parents work long hours or travel. Many families consider the cost of boarding outside of their budget; however, as a state school, there are no education fees to pay. Therefore, families only pay the fees associated with
boarding: £4,619 per term for 2023/24. Junior boarders start their boarding life at Longford Hall, a beautiful Georgian mansion set in 100 acres of grounds, with magnificent views of the surrounding countryside. Senior boarders continue their boarding life in Beaumaris Hall, a purposebuilt home just metres from the school entrance. Across the two boarding houses, the best of town and country is offered. Both houses provide a fantastic support network tailored to the needs of
the different age groups. Boarding offers stability and allows pupils to be supported with their homework and form strong and long-lasting friendships. Boarders can also use the time they previously spent commuting to school far more productively by becoming more involved in the extra-curricular activities on offer, helping to increase their confidence and grow as individuals. SARAH REYNOLDS Marketing Manager and Boarding Recruitment www.adamsgs.uk
A Haberdashers Boarding Education from
£4,619 a term
Open Week
22-25 January 2024
To find out more please visit
Traditional Values Modern Approach
adamsgs.uk
GRAMMAR SCHOOLS IN LONDON
GRAMMAR SCHOOLS IN LONDON Beths Grammar School Beths Grammar School is an all-boys’ school located in Bexley for students aged 11-18. Whilst they have a strong focus on academic achievement, they also aspire to create a generation of leaders and well-rounded individuals who can fulfil their ambition. They were rated Good by Ofsted in their most recent review (2022). www.beths.bexley.sch.uk
Bexley Grammar School Bexley Grammar School is a co-educational school in Bexley for pupils aged 11-18. Although they are no longer a Specialist School, the legacy of their Languages, Science and Mathematics specialisms live on, with all students studying all three sciences to GCSE as well as at least two languages. Their most recent Ofsted report (2022) rated them Outstanding. www.bexleygs.co.uk
Chislehurst and Sidcup Grammar School Chislehurst and Sidcup Grammar School is a co-educational 11-18 grammar school located in Bexley. This school offers strong academic provision as well as many opportunities for pupils’ personal development, from the RSE curriculum to a wide range of extracurriculars - over 100 clubs operate each term. The school was rated Good by Ofsted in its most recent report (2023). www.csgrammar.com
Henrietta Barnett School The Henrietta Barnett School is a non-denominational grammar school for girls aged 11-18 located in the Hampstead Garden Suburb. Ofsted rated the school as Good in their last report. www.hbschool.org.uk
Ilford County High School Ilford County High School is a selective grammar school for boys aged 11-18. The school describes their vision as offering a challenging and inspirational environment which delivers exceptional educational outcomes and strong character development. Ilford County High School was rated Good in its last Ofsted report. www.ichs.org.uk
Newstead Wood School Located in Bromley and categorised as Outstanding by Ofsted in 2022, Newstead Wood School is a highly selective all-girls’ state school with a co-educational sixth form. NWS is a diverse and inclusive school with a wide catchment area, and they pride themselves on their high academic standards and excellent range of extracurricular opportunities. www.newsteadwood.co.uk
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Nonsuch High School for Girls Situated in Surrey, Nonsuch High School for Girls is committed to achieving academic excellence in combination with emphasising the importance of involvement in extracurricular activities and outreach projects. In 2021, NHSG was rated Good by Ofsted. www.nonsuchschool.org
Queen Elizabeth’s School Queen Elizabeth’s School is a state-funded grammar school in Barnet with 450 years of experience in producing confident, able and responsible young men. Rated Outstanding by Ofsted in their 2022 report, QES provides a meritocratic environment in which their boys thrive in both their academic and extracurricular activities. www.qebarnet.co.uk
Sutton Grammar School Sutton Grammar School is an all-boys’ school with a co-educational sixth form. The school prioritises academic success, supporting its students in small classes and dedicated staff, but also recognises the importance of extracurricular activities, with a wide range of activities available. Sutton Grammar School was rated Good by Ofsted in 2022. www.suttongrammar.sutton.sch.uk
The Latymer School The Latymer School is a co-educational 11-18 school located in Edmonton. The school places strong emphasis on equality, diversity and inclusion, and is proactive in its efforts to create an inclusive and safe environment for all pupils. Ofsted rated the school as Good in their last inspection (2022). www.latymer.co.uk
The Tiffin Girls’ School The Tiffin Girls’ School is an all-girls’ school for pupils aged 11-18. The school’s motto is ”dare to be wise” - something which is encouraged through curiosity for learning, independence and active participation in extracurricular and community activities. The Tiffin Girls’ School was rated Outstanding by Ofsted in their 2021 report. www.tiffingirls.org
Tiffin School Tiffin School is an all-boys’ school with a co-educational sixth form. Tiffin aims to prepare students for their future in the modern world by nurturing a love of learning, independence, curiosity and community in its pupils. Tiffin School was rated Good by Ofsted in 2022. www.tiffinschool.co.uk Oxford University TURN BACK TO PAGES 30-33
to read about girls learning about
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GRAMMAR SCHOOLS IN LONDON
Townley Grammar School Townley Grammar School is an all-girls’ school with a co-educational sixth form. The school takes pride in providing a stimulating environment which challenges learners and encourages taking joy in the journey of learning. Townley specialises in performing and visual arts as well as maths and computing. Townley was rated Outstanding by Ofsted in their 2023 report. www.townleygrammar.org.uk
Wallington County Grammar School Wallington County Grammar School is an all-boys’ grammar school for pupils aged 1118 in Surrey. The school’s motto is “through difficulties to the heights”, which embodies their desire to support students to be resilient and ambitious learners. Ofsted rated the school Outstanding in 2022. www.wcgs-sutton.co.uk
Wallington High School for Girls Wallington High School for Girls is an all-girls’ school for pupils aged 11-18. Wallington prides itself on its diverse community which sees all pupils studying two modern foreign languages to age sixteen. The school was rated Good by Ofsted in 2019. www.wallingtongirls.sutton.sch.uk
Wilson’s School Wilson’s School is an all-boys’ grammar school for pupils aged 11-18 located in Surrey. With over 400 years of history, the school boasts not only academic success, but also excellent wrap-around care including. The school was rated Outstanding by Ofsted in 2022. www.wilsons.school
Woodford County High School for Girls Woodford County High School is an all-girls’ school for pupils aged 11-18. The school pride themselves on a strong sense of community, with supportive relationships between pupils and staff who challenge and support one another to succeed. They were rated Good by Ofsted in 2023. www.woodford.redbridge.sch.uk
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POPULAR GRAMMAR SCHOOLS OUTSIDE LONDON St. Olave’s Grammar School St. Olave’s is an all-boys’ grammar school with a co-educational sixth form. The school says that integrity and high expectations permeate school life in both academic and extracurricular pursuits, with the goal of helping students to realise the best version of themselves. St. Olave’s was rated Outstanding by Ofsted in 2019. www.saintolaves.net
Pate’s Grammar School Ranking among the highest performing schools in the country for their A Level and GCSE grades, Pate’s Grammar School has been nurturing the talents and curiosity of young people in Gloucestershire and beyond for over 400 years. Pate’s was deemed Outstanding by Ofsted in 2013. www.patesgs.org
Altrincham Grammar School for Girls Altrincham Grammar School for Girls is part of the Bright Futures Educational Trust, providing wide opportunities and high-quality education to their pupils aged 11-18. They are proud of their traditions of academic success, sporting and cultural achievements, and also have a strong pastoral team. Ofsted (2022) rated the school Outstanding in all areas. www.aggs.bright-futures.co.uk
The Skinners’ School The Skinners’ School is an all-boys’ school for pupils aged 11-18. The Skinners’ School aspires to provide academic excellence for all its pupils, whilst also developing their independence both inside and outside the classroom; a range of activities are available within the school and local community to enrich the pupils’ education. The school was rated Good by Ofsted in 2022. www.skinners-school.co.uk
Tonbridge Grammar School Tonbridge Grammar School is an all-girls’ school with a co-educational sixth form. Tonbridge follows the principles of the International Baccalaureate to provide a broad, well-rounded and challenging curriculum which encourages pupils to achieve. Ofsted rated the school Outstanding in 2019. www.tgs.kent.sch.uk
Tunbridge Wells Girls’ Grammar School Tunbridge Wells Girls’ Grammar school is an all-girls’ school for pupils aged 11-18. The school aims to be forward-thinking whilst also embracing traditional values to provide pupils with a balanced education within a nurturing environment, demonstrated by their academic success. The school was rated Outstanding by Ofsted in their last report in 2011. www.twggs.kent.sch.uk TURN BACK TO PAGES 30-33
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