Education Choices Magazine Autumn 2024

EDUCATION

CHOICES

THE KEY TO YOUR CHILD’S SUCCESS

LONDON FOCUS

ECM top London school and university options

SPECIAL FEATURE

VAT’s negative impact on social mobility interview with Master James Dahl

Dear Readers,

We are thrilled to be celebrating so many nurseries, schools and universities in this edition with a particular focus on London. We tackle the issues arising in the UK for many independent schools facing VAT and also the impact this will have on many families and on social mobility across the UK. We continue to include many authors, books and also address neurodiversity and EDIB. This edition is packed with useful content for families and children and we hope it is helpful to our readers.

Thank you to everyone who has contributed.

Chloe Abbott (Founder)

www.educationchoicesmagazine.com

“We must work together to ensure the equitable distribution of wealth, opportunity, and power in our society.”

Nelson Mandela

EDUCATION BOOK CORNER

Spooky

Stories

Halloween book recommendations for all ages

Ages 3-5

We’re Going on a Ghost Hunt: A LiftThe-Flap Adventure – Martha Mumford (Author) and Cherie Zamazing (Illustrator)

An interactive, lift-the-flap book that follows a group of brave bunnies on their trick-or-treating adventure, making sure they are back home in time for bed.

Room on the Broom

– Julia Donaldson (Author) and Axel Scheffler (Illustrator)

A delightful rhyming tale about a witch who loses her belongings to the wind, and the helpful animals who retrieve them in exchange for a ride. But when the broom breaks, they are in for an unexpected surprise…

Ages 6-8

The Haunted Library – Dori Hillestad Butler (Author) and Aurore Damant (Illustrator)

In this spooky chapter book, ghost boy Kazseparated from his family - meets Claire, a real girl who can see ghosts. Together, they solve the mystery of

a library and the seemingly familiar ghost who haunts it.

Hubble Bubble: The Super Spooky Fright Night! –Tracey Corderoy (Author) and Joe Berger (Illustrator) Follow Pandora and her friends on a magical, mischievous Halloween adventure. From spooky sleepovers to magical mishaps, this is a fun-filled chapter book containing three stories for young readers.

The Worst Witch –Jill Murphy

The much-loved classic tale of Mildred Hubble, a wellmeaning but clumsy witchin-training at Miss Cackle’s Academy, who can’t get to grips with her spells and keeps finding herself in trouble.

Ages 9-12

Skulduggery Pleasant: The Haunting on Hollow Hill –Derek Landy

In a haunted hotel, journalists interviewing a television magician uncover a murder. Trapped by a storm, they must rely on Skulduggery Pleasant and Valkyrie Cain to figure out who the killer is, before it’s too late…

Seven Ghosts – Chris Priestley

During a ghostly tour of a stately house, Jake and fellow writing competition finalists hear eerie stories of seven spirits. Strange shadows unsettle him, revealing that something sinister lurks within the haunted halls.

Ages 13-17

Sally’s Lament: A Twisted Tale – Mari Mancusi

The latest addition to Disney’s Twisted Tales, this story asks the question: “What if Sally discovered Christmas Town instead of Jack?” In longing for more than Halloween Town, Sally uncovers dark secrets that threaten both realms.

The Woman in Black –Susan Hill

In this classic ghost story, junior solicitor Arthur Kipps attends the funeral of Mrs. Alice Drablow, the last resident of eerie Eel Marsh House. A glimpse of a mysterious woman dressed in black deepens his unease as locals avoid discussing her dark intentions.

IZZY REEVES Assistant Editor

03 Education Book Corner

28 The National Literacy Trust

Unlocking the power of reading

29-30 Problem Solving

Logic puzzles for children

31 Everyone is Good at Something

Understanding dyslexia

32 Surviving a Stammer

Teaching children to embrace their differences

33-34 Building Self-Love and Confidence

The journey of Philly & Friends

35-36 Being Different

Challenging narratives

37-38 Breaking Boundaries

Representing mental illness in children’s literature

39-40 Going Unnoticed

Girls with ADHD in education

41 Listening and Learning

Recognising children with auditory processing disorder

ECM recommended senior schools in London 13

42 The Ticket to a World of Opportunity

Why students should choose the IB over A Levels

44-45 ECM Top London Senior Schools

2024

Spooky stories for the Halloween season

06-07 London Nurseries

ECM recommended nurseries in London

08 A Nurturing Environment

A small school in Chelsea

09 Independence is a Learned Skill

Developing emotional wellbeing

10 Nurturing Future Black Entrepreneurs

Celebrating Black History Month with Ultra Education

11-12 Black History Beyond the Month of October

The importance of celebrating diversity all year round

22-23 ECM Recommended London Prep Schools 2024

Choosing the best prep school for your child

24 Choosing the Right School for Your Child

Parent Tips

25-26 Building Emotional Resilience in Children

Thinking about mental health and well-being

27 The Power of One-to-One Reading Support

Bookmark’s work in Kearsley West Primary School

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST INTERVIEWS:

13-15 Mr. Joe Knight

The White House Preparatory School, Clapham

16-18 Mr. Michael Hodge, Mrs. Louisa McCafferty and Mrs. Caren Mackay

Broomwood School, Clapham

19-21 Mrs. Nina Kingsmill Moore

Wetherby Preparatory School, London

55-57 London Schools Panel Podcast

St Paul’s Girls’ School, Alleyn’s School, DLD College London and Wallington High School for Girls

58-60 Mr. James Dahl

Wellington College, Berkshire

61-63 Mrs. Samantha Price

Cranleigh School, Surrey

64-66 Ben McCarey

Frensham Heights School, Surrey

46 School Applications

Admissions tips from Highgate School

47 North London Senior School Entrance Procedures

Key admissions information from North London Schools

48 Latymer Upper School Admissions and Entrance Procedure at FHS Regent’s Park

Embracing diversity and Schooling for life

49 South London Senior School Entrance Procedures

Kay admissions information from South London Schools

50-51 Preparing for Entrance Exams

Advice for parents about ISEB Pre-Tests

52 Enacting Change and Reclaiming Narratives

Embracing sustainability and Celebrating Black History

53 Celebrating Each individual and Their Differences

Working towards a better future

54 Inspiring Education

Raising expectations

Allowing Children to Flourish Considerations for Reed’s School entrants

68 Embracing Pupil Leadership

A leading co-educational boarding school in Wiltshire

69 Autumnal Book Reviews

Hand-picked recommendations from the students of St Catherine’s, Bramley

Empowering the Next Generation

Life-changing bursaries at Lancing College

72-73 London University Choices

Choosing the best fit university for you

74 Supporting Neurodiverse Students

Embracing Diversity

75 Accessing Higher Education

The Global University Academy for refugee students

76-77 Developing Dyslexic Thinking

The new type of intelligence the world needs now 78-79 London property Market

Resilience and evolution in a global city

80-81 Homes and Lives, like Nature, Go Through Seasons

Embracing the autumn at home

Founder: Chloe Abbott

Social Media and Marketing: Ella Maria

Co-Editors: Megan Payne and Rohini BhonsleAllemand

Assistant Editor: Izzy Reeves

Design: Peter Charles www.petercharlesdesign.com

Podcasts: Emma Charleston www.emmacharleston.co.uk

Front cover photography: Chocolate Films www.chocolatevideoproduction.co.uk

(Featuring The White House Preparatory School)

EDUCATION CHOICES MAGAZINE is now available to purchase both online and on paper copy.

Please contact: chloeabbott@educationchoicesmagazine.com

London Nurseries

NORTH LONDON

The Children’s House Nursery School

Age group: From 2½ years

Area(s): Canonbury

Parent Comment: “Our child shines much brighter thanks to you.”

Fun Fact: The Children’s House also has an Upper School, where Nursery children will automatically be offered a place in Reception.

www.childrenshouseschool.co.uk

Keren’s Nursery

Age group: From 18 months (Holland Park from 10 months)

Area(s): Holland Park, Hampstead, Belsize Park.

Parent Comment: “A fantastic place that prioritises the wellrounded development of young children.”

Fun Fact: Keren’s Nursery places a big focus on learning languages, with a different language being introduced to children each month. www.kerensnursery.com

Ready Steady Go

Age group: From 2 years

Area(s): Primrose Hill, St John’s Wood

Parent Comment: “Ready Steady Go is nurturing, play based and academic. They have really experienced teachers who manage to follow the children’s interests and teach them the academic concepts.”

Fun Fact: The nursery offers a graduated programme of care and education, separating children

into ABC (0-1 years), Beginners (1-2 years) and Pre-School (2-5 years), slowly introducing children to a structured environment in preparation for starting school. www.readysteadygo.org

The Mulberry House School

Age group: From 2 years

Area(s): West Hampstead

Parent Comment: “Mulberry creates an environment where children have a love of learning, a curiosity to explore and each child is treated truly as an individual.”

Fun Fact: The school adopts both a practical and philosophical approach to teaching children, with their ethos of Spiritual, Moral, Social and Cultural (SMSC) education playing a central role. www.mulberryhouseschool.com

Clowns Nursery and Manor

House Pre-School

Age group: From 6 months

Area(s): Golders Green

Parent Comment: “I cannot think of any other nursery or pre-school provider who I would entrust more to care for my children.”

Fun Fact: Clowns Nursery is celebrating its 30th anniversary, after it began in Head Tracy’s living room in 1994! Now, the

nursery has its own purposebuilt building and three beautiful gardens. www.clownsnursery.co.uk

Annemount School

Age group: From 2½ years

Area(s): Hampstead Garden

Suburb

Parent Comment: “I could not have given my three boys a better start in life.”

Fun Fact: The school works in partnership with parents, offering forums to discuss important issues surrounding parenting, education and the challenges of raising children in a modern and technological world. www.annemount.co.uk

SOUTH LONDON

The Woodentops Nurseries

Age group: From 2½ years

Area(s): SW4, SW12

Parent Comment: “Woodentops is a lovely nursery with great staff. They are really strong on the educational side and also have a lot of extra activities for the children.”

Fun Fact: The nurseries are part of The White House Preparatory School family, situated in a Grade II listed Victorian villa. www.woodentopsnurseries.com

Toad Hall Nursery

Age group: From 3 months Area(s): Berkhamsted,

Chessington, Crawley, Farnborough, Haslemere, Hitchin, Horley, Langley, Ottershaw, Watford, Waltonon-Thames, Wellingborough, Winnersh, Woking

Parent Comment: “Excellent staff – caring and genuinely love the children. Children are happy, engaged and challenged. Encouraged to be themselves.”

Fun Fact: The nurseries organise activities like vegetable planting, gardening and cooking to inform children of the importance of good nutrition from a young age. www.toadhall-nursery.co.uk

Chelsea Pre-Prep Age group: From 2 years Area(s): Chelsea Parent Comment: “Chelsea PrePrep was phenomenal and some of the best years of my girls’ lives.”

Fun Fact: Not only does Chelsea Pre-Prep teach children the normal curriculum, it also offers opportunities for ballet, yoga, performance and storytelling. www.chelseapp.com

Miss Daisy’s Nursery

Age group: From birth Area(s): Belgravia, Brook Green, Chelsea, Hyde Park, Knightsbridge

Parent Comment: “The teachers are all excellent, caring, professional, and set high standards for the children both academically and for their personal development.”

Fun Fact: Miss Daisy’s Nursery won ‘Best All-Rounder’ in Education Choices Awards 2024! www.missdaisysnursery.com

Little Broomwood Age group: From 3 years Area(s): Clapham/ Wandsworth Commons

Parent Comment: “Broomwood is a super school […]. It has some outstanding teachers and is led by a phenomenal head.”

Fun Fact: Little Broomwood has created a new approach to PE, taking influence from occupational and physical therapists.

Specialist sports teachers help young children to develop core strength, improve balance and coordination, a programme designed to help children focus and thrive in all their other lessons, too. www.broomwood.com/littlebroomwood

Little Forest Folk

Age group: From 2 years Area(s): Chiswick, Fulham, Morden, Putney Heath, Twickenham, Wandsworth, Wimbledon

Parent Comment: “Every child should have the opportunity to spend time in nature like this. Could not recommend them enough.”

Fun Fact: An outdoor forest nursery, where each nursery location has a beautiful outdoor space to encourage children to explore and learn through the natural world.

www.littleforestfolk.com

A Nurturing Environment at Cameron Vale

A

small school in Chelsea

Located in a neat four-storey townhouse on a quiet street in Chelsea, Cameron Vale is a traditional British school where tailored education and strong pastoral care meet to ensure every child’s academic and personal development. The school prides itself on its distinctive family feel and close relationship with parents - knowing every pupil very well helps staff offer the best education and support for the children to reach their full potential. As some parents say: “It feels like the children are getting personal tuition.”

Sports, Forest School, Music and extra-curricular enrichment

are very important and there are around 15 school clubs to choose from: Karate and Chess being two of the most popular.

The main entry points are 6 months+ for the Baby Room, Rising 3s for the Nursery and 4+ for Reception. For Reception entry, children are invited to a ‘school readiness’ visit, but remote assessments are also available for families coming from abroad.

Destination schools include academic powerhouses such as Alleyn’s, Godolphin and Latymer, Francis Holland, Dulwich College and Harrodian. Some boys head to other prep schools for 13+ like Sunningdale and Sussex House

and some girls opt for boarding schools such as Woldingham, Downe House and Wycombe Abbey.

Cameron Vale is a small, but mighty school that offers academic excellence in a nurturing environment.

LOLA GONZALEZ Communications Manager www.cameronvaleschool.com

Rated ‘Excellent’ for both academic and personal development by the Independent Schools Inspectorate.

A boutique co-ed school in the heart of Chelsea with a nurturing ethos and outstanding academic results. Experience our unique atmosphere and see how our pupils thrive in small classes.

Independence is a Learned Skill

Developing emotional wellbeing

It is often said that independence is one of the greatest gifts we can give our children, and as both a parent and educator I’ve spent a lot of time reflecting on what that truly means. Independence can look different for each of us, and in a school setting it might take on new forms. Say goodbye at school like a boss parent!

Saying goodbye at school is usually a simple process for children, but we parents tend to complicate it and it can quickly become about the adult’s needs rather than the child’s. If drop-offs have become a pattern of tears and clinging, remind yourself of the bigger goal: helping your child grow into a well-rounded individual. Keep the goodbye quick and confident

- it may feel tough in the moment, but lingering only makes it harder. Start sleepovers early. Staying overnight with friends or family has many benefits. This can then graduate to a dinner with the same friends and a solo sleepover for your child. Grandparent sleepovers are also fantastic for building confidence. Allow independent problemsolving.

unpack their own school bag. With guidance and support, even young children can pack their own school bags. Help them by creating a timetable so they know what to pack.

As a parent, you are your child’s coach and mentor. When they’re faced with a challenge, help them think through solutions and create a plan, role play what needs to be said or done and let them take ownership of the problem. Encourage them to pack and

These small steps will add up to big wins as you support your child in becoming more independent. The transition may be tough at first, but once you see them thriving, you’ll realise that independence truly is a gift that keeps on giving.

FFION ROBINSON Head of Churcher’s College Junior School & Nursery www.churcherscollege.com

Nurturing Future Black Entrepreneurs

Celebrating Black History Month with Ultra Education

This Black History Month, Ultra Education reaffirms its commitment to empowering young people from disadvantaged backgrounds, particularly those of African and Caribbean heritage. We focus on entrepreneurship and financial literacy, giving young people the tools they need to shape their futures confidently.

mentorship, family advocacy and business showcases, helping to raise attainment and aspirations.

The African proverb: ‘It takes a village to raise a child’, is central to our philosophy. We believe that nurturing young people’s success requires the collective effort of families, mentors and the wider community. This approach has

November 2024. It will feature over 150 young entrepreneurs showcasing their businesses, ranging in age from 6 to 30.

For more information and

and

Day School with Boarding for girls aged 3 - 13 and boys aged 3 - 7 High Wycombe, Buckinghamshire

Open Days in February, May

November godstowe org

Black History Beyond the Month of October

The importance of celebrating diversity all year round

As the founder of Little Omo and a mother, I’ve come to appreciate that Black history needs to be taught beyond the confines of October. Black history is not just a series of isolated events but a crucial part of the wider narrative of world history. By teaching it year-round, we ensure that all children, whether Black, Brown or White, need to understand the contributions of Black individuals across all fields.

At Little Omo, our aim is to normalise diverse representation in children’s everyday learning at home and in school. Our products such as the Afro Hairstyles and Head Coverings flashcards, are designed to integrate Black culture into daily activities, making it more accessible and

familiar to children. These are resources that parents and educators can use throughout the year to help young learners appreciate the beauty and significance of Black identity.

From my perspective as a mother, I’ve seen how empowering it is for children to see themselves in the materials they engage with. This is why teaching Black history beyond Black History Month is so important - it gives children a

chance to celebrate themselves every day. It’s also a valuable opportunity for non-Black children to learn about diversity and grow up with an appreciation of different cultures.

Black history is too often seen as a single chapter in the story of the world, relegated to October for special acknowledgment. But when we explore Black history throughout the year, it becomes woven into the larger fabric of world history. Teaching children about Black scientists, artists, politicians and activists yearround demonstrates that the contributions of Black people aren’t peripheral but are integral to progress across all sectors. For parents and teachers, the importance of embedding these lessons into everyday life cannot be overstated - when we present Black history consistently, we allow children to develop a wider perspective of the world. We also help Black children to see their potential in a much more meaningful way, nurturing their aspirations by providing role models who share their

background and experiences.

At Little Omo, we’ve built our brand around the belief that diverse education leads to empowered children: the materials we create are intentionally designed to be relevant all year - not just for Black History Month - and for all races. Our flashcards, for instance, teach basic skills like counting or spelling and introduce children to cultural references that often go unmentioned in mainstream educational resources. This helps children understand that there’s not just one way to look, dress or live, which is essential for fostering empathy and inclusion.

As parents, guardians and educators, we have a responsibility to create inclusive spaces where all children can

see themselves represented. You don’t have to wait for October to come around to start teaching children about Black history. Whether it’s reading books by Black authors, learning about Black inventors or incorporating African and Caribbean art into lessons, there are countless ways to keep Black history alive in classrooms and at home. As a mother, I know that when children see themselves reflected in positive ways, their confidence grows. That’s why it’s essential for all parents and teachers to be intentional about including Black history in everyday learning. When children learn from an early age that Black voices matter, that they’ve always been part of shaping the world we live in, they develop a deeper sense of equality and fairness.

By teaching Black history all year, we help build a culture that values inclusivity. For Black children, this means seeing their heritage celebrated consistently: for non-Black children, it’s an opportunity to develop empathy and understanding for people who have different backgrounds and experiences. These lessons will stick with children as they grow, helping them navigate an increasingly diverse world with respect and open-mindedness.

As a business owner and a parent, I see first-hand the positive impact of yearround education on children’s confidence and worldview. It’s a vital part of global history that deserves recognition and exploration throughout the year. By making Black history an integral part of everyday learning, parents and teachers can help raise a generation that values diversity, equity and inclusion. Through tools like Little Omo’s products and consistent engagement with Black history, we can create an environment where all children feel seen, respected and empowered.

DESRIEE ASOMUYIDE CEO & Founder

www.littleomo.com

EDUCATION CORNER PODCAST INTERVIEW WITH THE HEADMASTER

Mr. Joe Knight

FROM THE WHITE HOUSE PREP SCHOOL, LONDON

In this episode of Education Corner Podcast, Mr. Joe Knight spoke to us about the ethos of The White House Prep School, how it embraces its family-centric foundation and how it is preparing children for a fast-changing world.

Mr. Joe Knight’s journey into education spans the globe, from the U.S. to the Middle East and now to The White House Prep School in southwest London. Reflecting on his career thus far, he highlighted his experiences across diverse educational environments, including Millfield School in Somerset and Brighton College in Abu Dhabi, which shaped his philosophy on the value of a nurturing, “family-centric” school community. “It’s like a family. Everybody gets involved and everybody has an influence in some sort of way,” he told us, noting that this ethos stretches to every element of the school – from staff to pupils –creating a supportive atmosphere where children can flourish.

confidence and self-esteem:

“We far too often see children rush to grow up too quickly,” he expanded, “we want them to enjoy their childhood and explore, flourish and love their journey.”

Joe is optimistic about the school’s future, despite challenges facing the broader educational sector. He told us that the school has set its sights on “expansion and development” rather than regression. Recently, The White House School was granted approval for expansion, allowing it to increase enrollment and continue to thrive. With its affiliated nurseries and a clear plan for steady growth, the school offers a competitive advantage: high academic standards and placement success at secondary schools, all while maintaining accessible fees that are “substantially lower” than some of its “rivals.” As Joe proudly affirmed: “We’ve shown ourselves to be one of the fastest-growing schools in the sector.”

At The White House Prep School, family values are central to the educational experience. Joe emphasised the importance of “learning through play”, nurturing curiosity and allowing children to progress at their own pace. Drawing inspiration from Friedrich Fröbel’s philosophy, which encourages respecting children’s developmental stages, Joe explained that this approach fosters

The White House Prep School has designed an extended curriculum that prepares pupils not only for academic success but also for real-world challenges, teaching their students “to be prepared for and curious about the wider world” beyond the classroom. The school’s Enterprise and Choice lessons start from the early years and expand as students progress towards their senior years. “We’re teaching and preparing children for jobs

Introducing Mr. Joe Knight

“We want them to enjoy their childhood and explore, flourish and love their journey. In order to do this in a productive manner and get the end results, it’s got to be exciting. It’s got to be stimulating, thought provoking and nurturing.”

that don’t exist yet, and so it’s creating those skills that are going to be important,” Joe explained. These life skills programs begin as early as reception, with initiatives designed to create “mini architects”, “budding scientists” and “little chefs.” These programs teach independence and practical skills, such as knife safety in the kitchen and essential first aid, all shaped to provide pupils with “some real life experience” as well as academic success.

For students in their middle years, the life skills sessions include “memorising parents’ phone numbers”, learning British Sign Language and exposure to alternative sports and activities such as “kayaking on the Thames”. These hands-on experiences ensure that pupils of The White House School enter their secondary schools equipped with confidence, resilience and a curiosity to try new things, where new experiences no longer seem quite so “intimidating”.

A key part of The White House Prep ethos is the emphasis placed on emotional intelligence and resilience. Joe pointed out that in today’s fast-paced, everchanging world, it is not only academic success that matters but also the ability to navigate personal challenges. The school encourages “empathy and humility” and the ability to “work through adversity.” This focus on character development is integrated into the curriculum, ensuring that children leave the school not just academically prepared, but emotionally equipped to thrive in secondary school and beyond.

Technology plays a significant role at The White House School. From offering coding lessons starting in reception, helped by a programme called Purple Mash, to subscribing to helpful platforms like Century Tech, the school ensures that pupils are ready to navigate the evolving digital landscape, “embracing AI” and exposing students to different types of learning. Joe acknowledged the balance needed between embracing technology and avoiding excessive screen time, though. “We want to embrace technology to enhance learning and develop skill sets,” he said, while also ensuring that children have a variety of learning experiences. Technology is therefore “not in replacement of the traditional teaching and important skill sets, such as reading and conversation.”

TURN TO PAGE 68 to read about academic excellence at Marlborough College

A core element of The White House Prep School’s ethos is developing children’s public speaking skills. Pupils are given numerous opportunities to speak in assemblies, on stage and at external events. According to Joe, this focus builds the confidence needed to speak to any audience, a vital life skill. The school size allows for regular opportunities for children to overcome public speaking nerves: “Every child from Year 1 to Year 6 will speak each year in an assembly or play or at some point during the year,” audiences that “could reach up to 400 people.” Joe shared that students demonstrate great “clarity and poise”, before joking that they are “sometimes putting their headmaster to shame!”

“We are in an incredibly multicultural and vibrant city. London in itself offers so many opportunities to enrich lessons and the learning experience.”

In a highly competitive London market, consistently prepares its pupils for success in the 11+ process. With a dedicated 11+ coordinator and tailored guidance from the headmaster himself, the school ensures that each child is supported throughout the challenging journey. “It’s important that we work with our parents and the children to help guide them through this journey. It is daunting, particularly if it’s the first time they go through Joe explained, placing emphasis on the importance of having “open and honest conversations” with everyone involved in order to determine “the correct choice for their family.”

Being a school located in London also offers distinct advantages for children at The White House School. Whether it’s trips to London Bridge or the multicultural diversity reflected in both the school’s community and the community of London more broadly, Joe sees London as a vibrant, enriching environment that adds “a much greater and richer tapestry to our community.” Joe believes: “London offers so many opportunities to enrich lessons and the learning experience,” adding that the city’s diversity is always an invaluable asset.

As the school celebrates its 40th year this year, Joe is focused on continuing its growth while maintaining the family ethos that sets it apart. He emphasised the importance of staying grounded and supporting the school community while also celebrating its successes: “I’m delighted to be here to be blowing the trumpet loudly for the school [...] without losing our humility and character.” Looking forward, Joe endeavours to make sure “more children benefit from the outstanding education provision with family values that we believe in so prominently in our ethos and in our values,” understanding that the students are “the true heartbeat of the school.”

We would like to thank Mr. Joe Knight, Headmaster of The White House Prep School, for giving up his time to speak to us.

www.whitehouseschool.com

EDUCATION CORNER PODCAST INTERVIEW WITH

Mr. Michael Hodge

PRINCIPAL OF BROOMWOOD GROUP AND HEAD OF BROOMWOOD BOYS

Mrs. Louisa McCafferty

HEAD OF BROOMWOOD

GIRLS AND

Mrs. Caron Mackay

HEAD OF BROOMWOOD PRE-PREP FROM BROOMWOOD SCHOOL, LONDON

In this episode of Education Corner Podcast, Heads from Broomwood Pre-Prep, Broomwood Prep Boys and Broomwood Prep Girls discuss the school group’s unique “best of both worlds” ethos, how they prepare children for school transitions and equip them for future success.

In this podcast, we welcomed key staff leaders from Broomwood School: Mr. Michael Hodge, Principal of Broomwood Group and Head of Broomwood Boys, Mrs. Louisa McCafferty, Head of Broomwood Girls and Mrs. Caron Mackay, Head of Broomwood Pre-Prep. Formerly known as Northcote Lodge, Broomwood Hall Upper and Broomwood Hall Lower, the schools merged in September 2023 under the unified name of Broomwood, offering both co-educational and single-sex education.

Michael recently joined Broomwood after leading Prospect House, and now brings a “fresh perspective” to the Broomwood Group. He

explained: “I’m very much about working together with the people around me.” He emphasised the importance of collaboration within the newly unified school, ensuring that all sites are “one unit” and “in-line, rather than three [...] individual sites working on their own.” Michael’s extensive experience in the “London day school market” for both boys and girls also plays a crucial role as the school moves forward.

Louisa, Head of Broomwood Girls, has a longstanding relationship with the school after “working at Broomwood for quite a long time now in different guises,” and is excited to begin the new academic year with the merge in place. She highlighted that the school’s unique model of singlesex education within a co-ed framework provides: “the best of both worlds.” Meanwhile, Caron, Head of Broomwood Pre-Prep, oversees the youngest pupils at Little Broomwood, setting the stage for their journey through the school.

At Broomwood, children start their educational

journey together in a co-ed environment before transitioning to single-sex education aged 7. According to Louisa, the “Broomwood model” ensures that teaching is “age-specific” and developmentally appropriate. “Everything we do is geared towards the needs and interests of the [...] girls and boys,” she observed. However, the school continues to bring the children together for “purposeful and meaningful” interactions through co-ed opportunities such as joint sporting events, orchestras and residential trips. The school is “constantly thinking about what’s going to work really well in a single-sex setting” and where it is beneficial to “bring the boys and the girls together.”

One distinctive feature of Broomwood’s approach to education, particularly in the PrePrep, is “thematic learning.” Caron explained how this method integrates subjects such as History, Geography, Science and English under a common theme. “We hook the children in by doing […] a ‘Wow’ lesson at the beginning, not telling them what the topic is, seeing if they can start to figure it out.” she expanded. This approach prevents the traditional “stop-start” nature of learning separate subjects and encourages “continuous learning.”

Thematic learning is not confined to the Lower years, though. Louisa shared that a version is also employed in the Upper years: “In Year 7 and 8, we bring some of that thematic learning back into the curriculum,” particularly within the humanities, where students are encouraged to find connections across subjects and topics “to make sure the children are understanding how everything, to some degree, is interlinked.”

Moving from the co-ed Pre-Prep to singlesex Prep schools at age 7 could seem daunting, but Broomwood’s leadership has developed a

well-structured transition process. “We do it very gradually. They know it’s coming. It is not a surprise!” Caron observed. The children are prepared long before the move, with staff working across the sites and children visiting their Prep schools in the summer term. Moreover, the introduction of a buddy system, where Year 8 students mentor the younger pupils, has been particularly successful. Of this system, Caron said: “They meet that buddy the day before they join Prep school, and they’ve already received a handwritten letter from them during the summer as well,” to allow new students to feel “happy” and wellsupported.

Louisa added that by the time the children arrive at the Prep schools, they already feel confident. “All those worrying moments that the children might be feeling anxious about,” such as what lunch might look like or where the changing rooms are, have “been covered before they get here,” she noted, highlighting how this careful planning and support ensures that each child’s transition is “smooth” and enjoyable.

“We’re all about the children. We’re about reacting to their needs, whether that changes or whether those are things that we know are coming on the horizon and we can plan for. But for us, it’s about instilling that confidence, giving the children a safe space where they feel valued, they feel heard, and they feel that everything we do is to benefit them.” »

While Broomwood maintains single-sex

education from Year 3, Michael emphasised that the teaching methods are not gender-specific. He said: “Good teaching is just good teaching.” Rather than separating teaching styles by gender, Broomwood’s teachers adapt their methods so that “Excellent teaching meets the needs of children” as individuals, irrespective of their gender. “Some pupils may be a little more sensitive, some may not,” he explained, “it’s not gender specific.”

That said, the single-sex environment does allow the school to explore areas that might be more challenging in a co-educational setting, making sure they don’t “pigeonhole children into certain areas.” Michael pointed out that activities like school plays offer both boys and girls the chance to take on non-traditional roles without the stigma of gender stereotypes. As an example, he explained that “Currently we’re doing Matilda,” and that, “some of the boys are playing girls,” adding, “there’s no stigma attached to that.” This freedom also extends to sports, where both girls and boys are encouraged to participate in sports that may be traditionally gendered, such as rugby or netball.

Although Broomwood separates boys and girls into single-sex schools, collaboration remains an integral part of the educational experience. “When students move organically to Year 3 and Year 4 […] they’ve already built up those relationships,” Michael commented and the school wants to allow these to grow. This collaboration continues through regular joint activities such as sports, music and trips. These events help to maintain connections and friendships across genders while allowing each child to benefit from focused single-sex learning environments.

At Broomwood, academic education is just one part of a well-rounded experience. Louisa emphasised the importance of life skills and leadership development throughout the school. From offering children opportunities to take on “leadership responsibilities”, such as “giving tours on open morning,” to fostering “organisation and independence.” Broomwood ensures that pupils are prepared for the next steps in their educational journeys. Louisa noted that it is “wonderful to hear […] how many of our pupils go on to be head girls, head boys and prefects,” a testament to the confidence and leadership skills students develop during their time at Broomwood.

Michael added that Broomwood’s extended school day, which includes time for pupils to complete their homework during prep sessions, helps to build a strong work ethic. Not only does this extra hour at the end of the school day allow children to organise themselves, but also allows for “genuine family time” when they return home. This routine also sets them up for success in their “secondary school journey”, where students are expected to manage their own workloads independently.

As Broomwood enters this new chapter, the leadership team is excited about what lies ahead. Michael is clear about the school’s core mission going forward: “We just want to continue to be a really great school for great kids. I want children to look back on their journey and go, “I loved my time at Broomwood.” That’s really what we should always remember.” Importantly, Michael wants Broomwood students to “know who they are” and “be proud of who they are”, understanding themselves and their passions in the fast-paced world of today.

For Caron, who oversees the youngest children, the future is about continuing to build on the solid foundations established at Little Broomwood. She added: “It’s so important to set these foundations when they’re little.” As the school continues to grow these Early Years will play a key role in shaping students’ futures, both in Broomwood’s Prep schools and beyond.

We would like to thank Mr. Michael Hodge, Mrs. Louisa McCafferty and Mrs. Caron Mackay from Broomwood for giving up their time to speak to us.

www.broomwood.com

EDUCATION CORNER PODCAST INTERVIEW WITH THE HEAD

Mrs. Nina Kingsmill Moore

FROM WETHERBY PREPARATORY SCHOOL, LONDON

In this episode of Education Corner Podcast, Mrs. Nina Kingsmill Moore spoke to us about her new Headship at Wetherby Preparatory School.

Mrs. Nina Kingsmill Moore joined Wetherby Preparatory school in August 2024 with a wealth of experience, including previous roles as Headmistress at Glendower Preparatory School and Deputy Head at Lambrook School. Nina told us: “Education has been something that I have been passionate about now for many, many years.” Nina also described her unique first headship at Glendower: “I joined and then in the first term we were inspected and then straight after that we went into lockdown,” she reflected. “I learnt such invaluable lessons in that time there [...] the ability to take a school through moments of crisis [...] those skills were absolutely fine-tuned, tested to their limits.” Indeed, Nina’s first senior leadership role was at Wetherby Notting Hill, so returning to Wetherby Preparatory School feels familiar. “There’s a little place in my heart for Wetherby, always has been. So when I heard about the opportunity, I had to explore it further [...] the more I found out, the more I was excited about coming back.” she explained.

School has six core values: teamwork, inclusivity, kindness, perseverance, respect and honesty, which Nina feels strongly inspire and represent the school community, with weekly assemblies on one of the values. Nina has also introduced a “random acts of kindness box” to continue to promote and celebrate the boys’ embodiment of the school’s values: “The boys can spot somebody within the school being brilliant and kind and helpful. They write them down, they nominate them and then each week in assembly I will open the box and randomly select three or four of those to read out to the full school assembly, including parents, who come to watch the assemblies as well. Then we can really celebrate these values in action.”

Nina also told us of the exciting energy and passion at Wetherby Prep: “[...] there’s a real sense of buzz, productivity and real purpose in the building. [...] These are boys who are throwing themselves into learning.” Wetherby Preparatory

As many families prepare to navigate the admissions process, Nina reminded them: “We sometimes try to apply other people’s stories to our own child [...] we sometimes forget that each child is unique and individual.” At Wetherby, Nina meets with parents one-on-one to advise and support them as they navigate the sometimes complex and stressful admissions process. She told us of this process: “The advice I give to one group of parents, 20 minutes later, I will be giving completely different advice to the next set of parents. Now, if they were to go out and compare notes, they would think ‘Mrs. Kingsmore has gone mad. She’s saying different things’ but the reason is because I’m applying

Introducing Mrs. Nina Kingsmill Moore

what I know about that unique individual to their situation.”

For some boys, the senior school admissions process can stretch up to three years, with both 11+ and 13+ examinations to consider. When supporting boys and their families through this process, Nina emphasised the importance of preparing them for the whole process, not just studying for exams. “I think people assume that preparation is only doing practice papers.” Nina told us, however, that at Wetherby they also emphasise exam skills: “So they are willing to give things a go if they come across something that they find a bit more tricky. So we help them to be resourceful, to draw on the knowledge that they have already.” Nina also emphasised again the importance of focusing on each child’s individual journey: “We look to really prepare each boy almost individually for the pathway that they are on.”

Wetherby Preparatory School is just one part of the Wetherby family of schools, with several schools across London for children from Pre-Prep to Sixth Form. Nina described: “[...] a real sense of belonging and pride for the Wetherby name and ethos and everything that goes with that, it’s wonderful.” This allows some families to stay within the Wetherby family of schools for their son’s entire educational journey, whilst others prefer to explore different senior school options. No matter what parents want for their child, Nina advises

them to find the best school for their son and make the process as smooth as possible: “We really try and tailor that advice to the individual situation.”

Wetherby is also part of the larger Inspired Education Group - a global group of over 100 schools in 24 countries. On being part of both the Wetherby and Inspired communities, Nina told us: “The fact that we have so much support, the expertise behind that and ideas that are generated, that’s hugely beneficial,” not only for the pupils, but also for teachers: “It’s really rare to find yourself in a virtual room of people who bring so much expertise and so much experience to the table.” The Inspired Education Group also provides exciting opportunities for student collaboration through their exchange programme: “So we can take pupils from one of the Inspired schools overseas, and one of our boys can go and spend a term [...] in Brazil, or Peru, or Switzerland - we’ve got schools literally all over the world, New Zealand, Australia, South Africa, all over Europe.”

Next year, Wetherby Pembridge is opening in Olympia and will offer a co-educational senior school option within the Wetherby group of schools. Nina drew on her experience in previous positions of placing girls in senior schools: “There are great co-ed schools, don’t get me wrong, but I think it comes back to having a wide selection where you can offer these schools as somewhere that girls and boys can go to and thrive in.” This is particularly true in the competitive London market, where “there are so many people all vying for the same schools,” Nina explained. Wetherby Preparatory School’s central location in Marylebone is key to the many opportunities available to their pupils: “The museums, the theatres, the cultural buildings, [...] all sorts of different things that you can immerse the boys in so that you can bring learning to life. You don’t have to go very far to find them,” Nina told us. She also emphasised the significance of London’s cultural diversity: “All the things where we can learn from each other and understand, what each person brings to the table, why they are unique.” At Wetherby

“We want to produce boys who are confident, who are interested in and curious about the world around them and actually want to go and make a difference.”

Prep, they also make the most of the many varied careers in the city, inviting pupils’ parents and family members to talk about their jobs: “There are great career opportunities across London that you wouldn’t necessarily get out in the countryside [...] boys can sit and listen to somebody who actually has that experience and is able to learn from that and perhaps that will ignite a little spark that one day they might like to follow that career path. And again, all of this is in our community on our doorstep.”

At Wetherby, they also aim to prepare boys beyond entrance exams and academic success, saying on their website: “We hope the boys will develop skills needed for life beyond education.” Nina aims to incorporate life skills across the curriculum at Wetherby: “I really do believe that is the purpose of education.” She added: “We shouldn’t just be training boys how to sit an exam and do assessments. Obviously, that’s part of the process, but that’s not our end goal.” As well as hoping the boys succeed academically, Nina told us: “We want to produce boys who are confident, who are interested in the world around them, curious about the world around them and actually want to go and make a difference.” To begin to instil some life skills and confidence in her pupils, Nina begins each day by greeting the pupils at the door: “[I] shake the boys’ hands, make sure that they look me in the eye as they say good morning, that they’re wearing their blazers with pride and their ties are done up. So, we start the day off in the way that we hope to continue it.” Nina hopes this gives Wetherby pupils a sense of pride, mutual respect and confidence, both for the school day ahead and for further life: “I think we’re doing a great job of preparing young men of the future!” Nina told us.

After just six weeks at the school, Nina already feels at home at Wetherby Prep, and has her sights set on the future: “I’m hugely ambitious for this school. I just think it’s an incredible school. It’s got

TURN TO PAGES 44-45 for ECM top London Senior schools

incredible potential.” With the support of the local Wetherby network as well as the global Inspired Education Group, Nina hopes to continue to expand the opportunities offered to Wetherby Prep pupils and continue to challenge them to grow: “Can we be more inventive and creative? And what other experiences can we bring to the boys?” Nina’s passion and drive was clear in our discussion: “I want it to be on the lips of every parent in London. You know, I want people to be queuing up outside to come and see what we do. And honestly, I’d welcome them with open arms to come and see it because it is a very special place.” With Nina at the helm, it seems Wetherby Preparatory School will continue to broaden its horizons and thrive.

We would like to thank Mrs. Nina Kingsmill Moore, Head of Wetherby Preparatory School, for giving up her time to speak to us.

www.wetherbyprep.co.uk

ECM Recommended London Prep Schools 2024

NORTH LONDON

Heathside School (Independent)

Ages: 3-13 Co-educational

Location: Hampstead

Top Senior school destinations include: Highgate, Wetherby (11+), St Paul’s School, Westminster School and Haileybury School (13+).

Parent comment: “I honestly cannot recommend a better school.” www.heathsideschoolhampstead.com

Highgate School Pre-Prep and Juniors (Independent)

Ages: 4-11 Co-educational

Location: Highgate

Top Senior school destinations include: Highgate School, academically selective independent and state schools.

Parent comment: “A great school!” www.highgateschool.org.uk

Saint Christina’s School (Independent)

Ages: 3-11 Co-educational

Location: St John’s Wood

Top Senior school destinations include: South Hampstead High School, St Paul’s Girls’ School and City of London School for Girls.

Parent comment: “The children were happy, loved and educated.” www.saintchristinas.org.uk

The Orion Primary School (Maintained)

Ages: 3-11 Co-educational Location: Barnet

Top Senior school destinations include: Academically selective independent and state schools.

Parent comment: “An exceptional school!”

www.theorion.org.uk

UCS Hampstead Pre-Prep and Juniors (Independent)

Ages: 4-11 Single sex: boys only Location: Hampstead

Top Senior school destinations include: UCS Hampstead, academically selective independent and state schools.

Parent comment: “Our experience was of a very caring school which allowed the boys to grow and fulfil their potential.” www.ucs.org.uk/pre-prep

William Tyndale Primary School (Maintained)

Ages: 3-11 Co-educational Location: Islington

Top Senior school destinations include: Highbury Fields School, academically selective independent and state schools.

Parent comment: “A very jolly school with a good mix of families.” www.williamtyndale-islington.co.uk

SOUTH LONDON

Belleville Primary School (Maintained)

Ages: 3-11 Co-educational

Location: Battersea

Top Senior school destinations

include: Alleyn’s School, Dulwich College and Emanuel School.

Parent comment: “It is very highly regarded.” www.belleville-school.org.uk

Broomwood (Independent)

Ages: 3-13 Co-educational Location: Clapham

Top Senior school destinations include: Dulwich College, Cranleigh School and JAGS.

Parent comment: “We are thrilled to bits - our daughter is so, so happy.” www.broomwood.com

Bute House Prep School (Independent)

Ages: 4-11 Single sex: girls only

Location: Hammersmith

Top senior school destinations include: St Paul’s Girls’ School, Latymer Upper School and Godolphin and Latymer School.

Parent comment: “Fantastic school with incredible teaching.” www.butehouse.co.uk

Cameron Vale School (Independent)

Ages: 4-11 Co-educational

Location: Chelsea

Top Senior school destinations include: Alleyn’s School, Dulwich College and Francis Holland schools. Parent comment: “Fantastic school, very happy children, fantastic approach to curriculum.” www.cameronvaleschool.com

Fox Primary School (Maintained)

Ages: 4-11 Co-educational

Location: Kensington

Top Senior school destinations include: Holland Park School, academically selective independent and state schools.

Parent comment: “It’s a great school. The teachers are fantastic.” www.fox.rbkc.sch.uk

Glendower Preparatory School (Independent)

Ages: 3-11 Single sex: girls only

Location: South Kensington

Top Senior school destinations include: Wycombe Abbey, St Paul’s Girls’ School and Putney High School.

Parent comment: “We have zero regrets, our daughter is really

happy and progressing well. Highly recommend.” www.glendowerprep.org

Honeywell Infant and Junior Schools (Maintained)

Ages: 4-11 Co-educational

Location: Battersea

Top Senior school destinations include: Ark Bolingbroke Academy, Alleyn’s School, Emanuel School, JAGS and Streatham & Clapham High School.

Parent comment: “Pupils learn a lot here and are happy at school.” www.honeywellschools.org

Kensington Prep School (Independent)

Ages: 4-11 Single sex: girls only

Location: Fulham

Top Senior school destinations include: Francis Holland Sloane Square, Putney High School and

Wimbledon High School.

Parent comment: “We’re super happy and find it a very friendly and warm school.”

www.kensingtonprep.gdst.net

Newton Prep School (Independent)

Ages: 3-13 Co-educational

Location: Battersea

Top Senior school destinations include: Alleyn’s, JAGS, City of London School for Girls, Emanuel (11+) and Marymount International School, Dulwich College, Charterhouse (13+).

Parent comment: “The teaching and learning are outstandingwonderful, passionate teachers who inspire the children.”

www.newtonprepschool.co.uk

The White House Preparatory School (Independent) Ages: 3-11 Co-educational

Location: Clapham

Top Senior school destinations include: Woldingham, Whitgift and Royal Russell School.

Parent comment: “It’s a great, family-run friendly school and provides a wonderful, safe and fun school community for children and parents.”

www.whitehouseschool.com

Westminster Cathedral Choir School (Independent)

Ages: 4-13 Single sex: boys only

Location: Westminster

Top Senior school destinations include: Dulwich College, Westminster School and Eton College (13+).

Parent comment: “It’s a sensational school.”

www.choirschool.com

Westminster Under School (Independent)

Ages: 7-13 Single sex: boys only

Location: Westminster

Top Senior school destinations include: Westminster School, Eton College and Harrow School.

Parent comment: “The teachers here are amazing, the students are amazing.”

www.westminsterunder.org.uk

Wetherby Pre-Prep Schools (Independent)

Ages: 4-8 Single sex: boys only

Location(s): Notting Hill and Kensington

Top Senior school destinations include: King’s College Junior School Wimbledon, Sussex House School and Westminster Under School.

Parent comment: “A really good school.”

www.wetherbyschool.co.uk

www.wetherby-kensington.co.uk

Wetherby Preparatory School (Independent)

Ages: 7-13 Single sex: boys only

Location: Marylebone

Top Senior school options include: Wetherby Senior School, St Paul’s School and Eton College.

Parent comment: “A great school [...] our sons are more than thriving.”

www.wetherbyprep.co.uk

TURN TO PAGES 46-51 to read about Senior school admissions processes

Choosing the Right School for Your Child

Parent tips

When I meet prospective parents at Saint Christina’s, I always ask them a simple question: “What are your hopes for your child when they are 11?” It’s a very interesting question to reflect on, because what you actually want for your child may be different to what you initially think you want. For example, I have never met a parent who would place academic outcomes over their child being happy, confident in themselves and fulfilled.

So, the key to choosing the right school is fit – not for you, but for your child. What are the core values of the school that you

are looking at? How well do you really know your child? How do they learn? What do they enjoy? What are they good at? Will they thrive in the environment that you are visiting? Are you absolutely sure that you are choosing the school for its fit and not for its brand?

our own needs. Our outcomes at all levels, particularly 11+, are outstanding.

At Saint Christina’s, we prize personal development and selfknowledge, the ability to take ownership of our own learning, and intellectual curiosity. We emphasise kindness, dignity and respect, and most of all, we try to put the needs of others before

Life is a journey, and we need to remember that the school we attend should not define us, but it should accompany us as we strive to become the fullest version of the person we can be.

ALASTAIR GLOAG Headteacher, Saint Christina’s School www.saintchristinas.org.uk

Building Emotional Resilience in Children

Thinking about mental health and well-being

Building emotional resilience is crucial for children to thrive in today’s fast-changing world. The dictionary definition of resilience is the ability to adapt to change, recover from difficulties and keep going in times of adversity. Yet, mental resilience seems to be in somewhat short supply, as evidenced by the 2023 NHS Digital Report, which found that one in six children aged seven to sixteen, and one in four aged seventeen to nineteen, are experiencing mental health issues. A report from the Resolution Foundation (February 2024) found that 17% of graduates are not entering the workforce because of poor mental health and the numbers are higher for those who achieve lower levels of education.

At The Wellbeing Hub, we believe that taking a proactive, preventative approach to mental health is essential if our children are to fulfil their potential in all areas of life. As parents and

teachers there is so much we can do to build children’s self-esteem, self-efficacy, self-awareness and self-management – the four pillars of resilience.

1. Self-Esteem is our core sense of having value. If you are unsure about your child’s selfesteem, listen to how they talk to and about themselves. Do they put themselves down or underestimate their capabilities?

2. Self-Efficacy is our confidence in our competence. It is believing that we are capable of setting and achieving tasks and goals. If self-esteem is about being, self-efficacy is about doing. When we have low self-efficacy, we avoid tasks and don’t make the most of opportunities.

3. Emotional Intelligence (EQ) is our ability to use our emotions to inform our thinking, and our thinking to manage our

emotions. It is worth cultivating because multiple studies show that our EQ is a far better predictor of success in all areas of life than our IQ.

Here are six practical tips for building these skills:

Love them for who they are, not what they do: children need to be loved simply for being, not just when they perform well or meet our expectations. This is unconditional love, which gives children a sense of safety and helps them love themselves.

Believe in them: All children are capable of amazing things, but often we do things for them which they could easily do for themselves. When we underestimate their capabilities, we undermine their self-efficacy. Instead, encourage them to become self-reliant – involve them in everyday chores and ask them what you are currently doing for them that they could do for themselves.

Nurture their inner coach: Help them replace negative self-talk with more supportive thoughts. When they doubt themselves, ask them what they would say to a friend in the same situation and encourage them to apply it to themselves.

Don’t rescue them: Let your child face challenges and solve problems independently. When they struggle, offer empathy and

guidance, but encourage them to find solutions. Ask questions like, “What do you think you need to do next?”

Let them experience natural consequences: Mistakes are a part of life and provide opportunities for growth. When your child makes a mistake, avoid reacting with blame or shame. Instead, discuss what they can learn from the situation and what they might do differently next time.

Allow them to feel their feelings: Children need to understand that all emotions are temporary and have value. Anger can lead to positive action, guilt is our cue to make amends, but if we don’t allow children to feel and express their feelings, they don’t learn how to manage them. When your child is experiencing strong emotions, they need to

borrow your calm. Soothe them by establishing a connection with a hug or a sympathetic gesture, then use your empathy skills to help them find the word to describe their feeling. Once we have named a feeling once, we become more able to handle it when it pops up again, and so we build their emotional intelligence. By fostering an environment that encourages emotional growth, we can help children develop resilience, which will benefit them socially, emotionally and academically.

ALICIA DRUMMOND BACP

Accredited Therapist and Founder of The Wellbeing Hub www.teentips.co.uk/wellbeing-hub/

TURN TO PAGE 69 for book recommendations from the students at St Catherine’s, Bramley

The Power of One-to-One Reading Support

Bookmark’s work in Kearsley West Primary School

At Kearsley West Primary School in Bolton, children receiving oneto-one reading support - through Bookmark Reading Charities volunteer programme - are making exceptional progress. These children, many of whom struggle with reading due to a range of challenges, are catching up to their peers faster than expected, thanks to the individualised support they are receiving.

Located in a disadvantaged area, Kearsley West faces significant hurdles. 32% of its students have special educational needs (SEN) and 34% qualify for free school

meals - these figures are both well above the national average. Deputy Headteacher Rebecca Todd explains that many of their students start nursery ‘non-speaking’, making early literacy especially difficult.

For children like Mia, who arrived in Year 3 unable to speak English, Bookmark has been a lifeline. With weekly reading support from a Bookmark volunteer, Mia has made 4 terms’ worth of progress in just 3 terms, gaining confidence in both her language skills and academic performance.

Another student, Jack, struggled with motivation and had fallen behind. After starting weekly reading sessions with Bookmark, he doubled his expected progress in one term. His teacher notes his transformation, saying Jack is now more confident and engaged, even tackling homework on his own.

Rebecca notes that, alongside academic gains, the children’s confidence and self-worth improve from the personal connection they have with their reading volunteer: “The knowledge that somebody cares and wants to listen to them read is meaningful to the school and the children.”

bookmarkreading.org/volunteer

Become a reading volunteer.

Spend one hour a week reading stories and playing games with a primary school child who needs your support.

1 hour a week can change a child's future.

The National Literacy Trust

Unlocking the power of reading

It doesn’t surprise many to learn that reading for pleasure at primary school is crucial for a child’s academic success and wellbeing. Yet, 1 in 7 state primary schools in the UK does not have a dedicated library or reading space - this figure drops to 1 in 4 in the most disadvantaged communities.

Just 43% of children and young people say they read for pleasure and as many as 1 in 8 children don’t own a book of their own at home. Many hundreds of public libraries have closed over the past decade and the effects of lockdown and the cost-of-living crisis are still being felt by many families.

An inspiring, well-stocked school library driven by well-trained staff is the key. It should be full of books that the children choose and read with passion and dedication and not because they have to. Maybe the cover illustration grabbed their attention and then the story took them somewhere, or perhaps their best friend recommended it!

In 2021, the National Literacy Trust and Penguin

Books founded the Libraries for Primaries campaign (formerly The Primary School Library Alliance) with the aim of ensuring that every primary school in the UK has a library or dedicated reading space. This multi-sectoral partnership, now with 29 publishing partners, has already transformed 1,000 primary school libraries located in communities across the UK where low literacy and poverty are having the greatest impact on children’s lives.

Each school library is carefully curated, with up to 500 new books that reflect the children’s backgrounds and interests, to inspire young minds to develop a lifelong love of reading. It is a place where children can browse the shelves, curl up with a colourful book and have an exciting story recommended to them by a friendly and enthusiastic teacher. The teachers’ sustained professional development keeps the library environment animated as it evolves into the beating heart of its reading culture.

Marie Elliot, the principal at High Hazels Academy in Sheffield said that her pupils audibly gasped when they saw their new library! “I want all our children to become engaged with reading as it is one of the most important ways to make a difference to their life chances,” she told us.

But the work of Libraries for Primaries is far from done. We want every primary school in the UK to have a library by 2028. We are now calling on the government to step up and play its part by providing a proportion of the outstanding investment that is needed.

Children are shaped intellectually and emotionally by the books they read. Reading for pleasure supports empathy and creativity. It stimulates the imagination and enhances vocabulary. It excites and comforts.

RACHEL SAMUEL Communications Manager literacytrust.org.uk

Murder Mysteries

Logic puzzles for children

Before I made the first Murdlea murder-mystery logic puzzle that anyone can learn to solve - I was working as a tutor, helping young people in America get into the college of their dreams by teaching them logical reasoning and I had become obsessed with figuring out how to help someone break complicated problems into simple elements that they could understand.

At night, I would read Agatha Christie mysteries, and I would marvel at the way that she could give you so much information, but present it in a way that made it easy to understand. A lot of people think mysteries are all about confusing the reader, but the best mysteries aren’t about confusion - they’re about understanding. If you don’t remember who all of the suspects were, then when you get to the big reveal, your only response might be: “Who?” But, if you’ve been carefully

misdirected, like in all the great Christie mysteries, then when you reach the reveal, you’re astounded: “I never suspected them for a moment, and yet it’s so obvious in retrospect!” Part of it was Christie’s genius, of course. She was a once-in-a-generation talent. However, it’s also just the case that murder mysteries are a lot more interesting than analytical chemistry (sorry, chemists, but it’s true).

With Murdle, I combined the dry and boring nature of logical reasoning with the vivid and exciting world of murder mysteries.

Instead of trying to solve a complicated problem about the velocity of a falling rock, you’re trying to catch a criminal before they get away!

People loved Murdle: in the UK, it was the #1 book of Christmas 2023 and it won the British Book Award for Book of the Year. Nobody felt like they were doing homework. In fact, before the first book was even published and we were still working on it, a curious thing started to happen: kids started to play with the book - on both sides of the Atlantic, children were already playing Murdle, which was unbelievable!

Anyone who works in book production encounters children who aren’t into reading, called ‘reluctant readers’, and yet, with Murdle, kids were fighting to solve this book of puzzles for adults. From the very beginning, we wanted to make something just for kids, that they would love

solving as much as they loved doing the simplest problems in the adult books, and parents were overjoyed.

Solving puzzles has been proven to provide a whole host of mental benefits, such as improving your focus, your critical thinking and your analytical reasoning abilities. But aside from all of these studies, I know from personal experience just how well - as they say - practice makes perfect.

The first Murdle Junior is on its way to bookstores now and I cannot wait for kids everywhere to get it. I hope they’ll love every page of it, following four kid detectives as they solve world-

spanning crimes. They won’t even notice what they’re really doing: reading a book, honing their powers of logical thinking, increasing their ability to focus.

Murdle is made to teach kids how to sharpen their thinking, but it’s built to be a fun adventure because, in my mind, the world of thoughts and ideas is a fun adventure and adulthood is full of mysteries you’ll have to solve. So I hope that, with Murdle Junior, a new generation of readers, thinkers and mystery-solvers will be made.

Murdle Junior by G.T. Karber is out 24th October 2024 (Souvenir Press).

G.T. KARBER Author www.gtkarber.com

TURN TO PAGE 64-66 to read about experimental learning at Frensham Heights

Everyone is Good at Something

Understanding dyslexia

I was diagnosed with dyslexia when I was 21 and halfway through an English degree at university. Having an official diagnosis from the Educational Psychologist was a huge relief; it helped me understand how my brain works and what my strengths and weaknesses are. I’m good at generating ideas, but my spelling and handwriting are awful.

Years later, I was chatting to a friend who was telling me about her son’s struggles with reading at school and how he felt stupid. Right then, I decided that I wanted to write a book which recognised different learning styles, normalised finding reading and writing hard and, most crucially, celebrated

individual strengths. After all, everyone is good at something.

Windlesham House School

Although Thunderboots was inspired by my own experiences of dyslexia (‘Thunderboots’ was my Grandpa’s nickname for me as a child), Trixie’s experiences in the story won’t be the same as that of the rest of the estimated 10% of the population who are also dyslexic - like any neurodivergent condition, everyone experiences it differently. Hopefully what Thunderboots does is normalise neurodiversity and allow teachers, parents and readers to discuss it. Despite so many people being dyslexic, there are very few books that feature dyslexic characters. My editors at Oxford Children’s Press consulted the British Dyslexia Association during the editing process to ensure Thunderboots sensitively and accurately represents a child’s experience of dyslexia. The illustrator, Rebecca Ashdown, also has a husband and daughter who are dyslexic and I think her personal experiences really helped bring Trixie to life.

During events, I always make a point of mentioning that I’m dyslexic because I think it’s important for children to realise authors can be, just like I think it’s important for them to read books about characters who think differently. The stories we read should reflect the world around us and celebrate the ways in which we’re all different, as well as the same.

NAOMI JONES Author www.naomiandjamesjones.com

Trixie’s absolute

Surviving a Stammer

Teaching children to embrace their differences

The Boy Who Made Everyone Laugh is about an eleven-year-old called Billy Plimpton. He loves jokes and dreams of becoming a stand-up comedian but doesn’t think it’s possible because of his stammer. The story follows Billy as he tries to get rid of his stammer and struggles to find his way through his first term of secondary school. Billy comes to realise that maybe he can do more than he thinks, without having to get rid of his stammer at all.

My son Lenny has stammered since he was old enough to speak in sentences. As a toddler we thought nothing of the way he spoke; if anything, it was ‘cute’ and just seemed as though he had so much to say. As a parent, I’ve often thought back to when it changed from being a cute quirk to something that was challenging for him, differentiating him from other kids. We’ve had many theories about what - if anything - made his stammer stronger, ranging from our daughter finding her rather loud and dominant voice at age two, to having a teacher he was terrified of, to his best friend’s dad suddenly dying. All of these things happened around the same time and that’s when we started seeing his stammer become harder for him to cope with. He began fighting against his words and became increasingly frustrated with himself for not being able to speak the way he wanted to.

Over the years, he’s had some periods where his stammer vanishes completely and others where he finds it difficult to get to the end of a sentence. We’ve been to two different speech therapists, read numerous books and watched every documentary going and it seems as though no one really has any answers. No one is sure where

the stammer comes from and there’s no clear road map through it. We’ve realised that it comes down to being kind to yourself and finding ways to manage, rather than identifying a ‘cure’. When Lenny realised that his stammer may be something he lives with forever, he was understandably disappointed, but quickly started finding ways of dealing with the situations that were the toughest.

You can imagine seeing your seven-year-old trying to explain to the old man in the corner shop that he has a stammer and needs people to be patient when he speaks, or seeing him perform in the school play at age nine, or listening to him at age ten talk to a speech therapist about how he feels when kids laugh at him. It’s been emotional! Watching him deal with all of these moments in such a composed and dignified way has made my heart sing. I’ve learnt a lot from my son, that’s for sure, and that’s why I decided to write The Boy Who Made Everyone Laugh.

When Lenny started making jokes whenever his stammer was particularly strong, I enjoyed seeing him flex his comedic muscles and use humour to deal with something incredibly challenging for him. This, along with my experience in comedyas well as living with a stand-up comedian for the last twenty years - are what made up the story’s puzzle pieces. I wrote a chapter every day and read it out loud to Lenny before bed, who told me both when I’d missed the mark and when I had really understood what it was like for him. I obviously took a lot of things from our life and had to check that he was happy about how I was telling the story. As I wrote and rewrote,

exaggerated and pushed the characters further, Billy slowly started to become someone entirely distinct from Lenny, someone with his own story and struggle.

Lenny is now sixteen years old and his stammer comes and goes, he mentions it occasionally in passing: “I wonder if I’ll stammer when I’m a Dad?” or “I’ve not noticed my stammer for a while Mum, have you?” or “I used to hate reading out loud, but now I don’t mind it.”

The difference when we talk about it now is the gentleness with which he treats himself. Lenny is no longer fighting it or embarrassed and I’m no longer scared for him, for what it may mean for him. We’ve all just accepted it as a very small part of his story.

Maybe that’s why this story arrived as an idea when it did. It was no longer defining him or us, and with that came a lightness that allowed me to see it for the unique - but hopefully universal - and inspiring story that it is.

HELEN RUTTER Author @helenrutteruk

www.helenrutter.com

Building Self-Love and Confidence

The Journey of Philly & Friends

As a mother, entrepreneur and advocate for diversity in the playroom, my journey with Philly & Friends has always been about more than just products; it has been about creating something meaningful that will uplift, inspire and empower children, particularly those from underrepresented backgrounds - for us, it’s all about raising wholesome children with a strong identity.

The Birth of Philly & Friends: A Personal Mission

The seed for Philly & Friends was planted when I was pregnant with my daughter, whose nickname is Philly. As I searched for books and toys that represented children like her - Black, beautiful and full of potential - I was faced with a stark reality. The shelves were dominated by characters and narratives that didn’t reflect the rich diversity of our

world. This lack of representation stirred something in me. I wanted her and children around the world to grow up seeing themselves and others positively in the stories they read, the toys they played with and the media they consumed.

That desire led to me writing my debut book, Who Do I See in the Mirror? and the creation of Philly & Friends; a brand that celebrates diversity and inclusion through beautifully crafted, culturally inclusive products that empower children to embrace their identity and uniqueness. The heartbeat of our brand is the idea that every child is special, worthy and full of potential.

Who Do I See in the Mirror?: A Story That Resonates

Our first book, Who Do I See in the Mirror? holds a special place in my heart. It is a gentle yet powerful story about selfacceptance, following a little girl named Philly as she embarks on a journey to discover what makes

her truly special. In a world where societal standards can often define and limit our perceptions of beauty, this book challenges those norms and encourages children to look beyond the physical and celebrate the qualities that make them uniquely beautiful - inside and out.

At its core, Who Do I See in the Mirror? is about self-love, identity and confidence. It speaks to the experiences of many children, especially those from diverse backgrounds, who might not see themselves reflected in mainstream media or literature. The feedback from parents, educators and children alike has been incredible. To know that this book has resonated with so many and is helping children to see themselves in a positive light is beyond rewarding. It reaffirms the importance of diverse storytelling and the need for books that speak to the lived experiences of children from all walks of life.

The Broader Vision of Philly & Friends

While Who Do I See in the Mirror? is a cornerstone of our work, Philly & Friends is more than just books. We are committed to creating an ecosystem that supports the healthy development of children, from toys that encourage creative play to learning toys that inspire confidence.

One of the most exciting elements of Philly & Friends is our African Queens Small World Play Puzzles. These puzzles showcase strong, influential women from Africa’s rich history, allowing children to play and learn about empowering female role models.

Advocating for Change

As a brand, we are deeply committed to the values of diversity, equity, inclusion and belonging. These are not just buzzwords for us, but are woven

into the fabric of everything we do. Philly & Friends seeks to challenge the status quo by ensuring that all children, no matter their background, can see themselves positively in the stories they read and the toys they engage with.

We know that diverse representation in media and products is crucial for children’s self-esteem, and we will continue to be advocates for this change in the publishing and toy industries. It is our mission to ensure that every child has the opportunity to see themselves reflected, appreciated and celebrated.

Impacting Lives Beyond Products

One of the most fulfilling aspects of my journey with Philly & Friends is witnessing the impact it has had on young lives. I often receive messages from parents, teachers and carers who share

how our products have sparked important conversations with their children about self-love, diversity and identity. These moments of connection and learning are exactly what Philly & Friends is all about - creating opportunities for growth, empathy and understanding.

Our school visits and creative workshops are one of my favourite things about Philly & Friends. I get to directly witness little kids light up with joy to the realisation that

they are special and deserve to be loved and celebrated.

Additionally, through our ‘Buy a Book, Give a Book’ initiative, we sponsor books for underprivileged children, which allows us to support communities where children may not have easy access to books that reflect their identities or empower their dreams.

Looking to the Future

In a world that is increasingly diverse, it is vital that the stories we tell reflect the beauty and richness of that diversity. Through Philly & Friends, I hope to continue playing a part in shaping a more inclusive future for our children - one where they can always see the magic in the mirror.

VESE AGHOGHOVBIA www.phillyandfriends.com

Little City School Workshops

Mobile play centre visiting schools

Little City is a mobile roleplay centre that visits schools and nurseries in your area. We provide high-quality toys and equipment, giving children a

unique role-play experience. Little City is entirely childled, encouraging and engaging the children to play and explore ‘real life’ scenarios. By bringing the City to your school, staff can observe, watch, play and plan the next steps for each child: all we need is a big enough space, and you bring the kids!

With a range of experience working in Early Years settings as well as in SEN schools, we’d love to see how we can help you achieve your EY targets for this year.

The most popular topics we can help with are: ‘our community’, ‘people who help us’ ‘emergency services’ and ‘future careers’. The City is perfect for children from Nursery through to Year 1 and can provide the perfect

mid-term, end-of-term or termly activity.

“All the children loved the experience. It was lovely to see the different levels of play and engagement from the different groups of pupils” (SLD/SEND School)

“Our girls (and staff!) were engrossed with the range of vocations, resources and opportunities to role-play together in what was a highly enjoyable and enriching educational experience” (Guildford High Junior School)

If you would like more information on school workshops for your children, get in touch via vicki@littlecityuk.com

VICKI FLETCHER Founder and Business Owner, Little City UK www.littlecityuk.com

Being Different

Challenging narratives

The refugee ‘crisis’ in The Boy at the Back of the Class; homelessness and bullying in The Night Bus Hero; historical and present day racisms in The Lion Above the Door; violence against women in The Star Outside My Window; and most recently, the everyday plights of Young Carers living below the poverty line in The Letter with the Golden Stamp: I think it’s safe to say I don’t choose the easiest of issues to place at the heart of all my stories. Nor do I give my narrators an easy journey of unravelling any of the above.

I have been asked countless times in schools across the world – from Singapore to Dubai, from a village school in Kent to university groups in Scotland, why that is. Why do I ask so much of the children of my book worlds and have them asking these big, seemingly unsolvable questions? Why place such a burden on their young shoulders and - through them - on my young readers too?

The answer is simple: because our children, whether they’re 5 or entering their tween years, know. They are fully, if not hyper aware of the issues my books are

seeking to tackle. They hear and see everything. Be it wars raging and horrifically expanding in other parts of our small planet, or racist riots on our streets, or the rhetoric of politicians and media headlines regarding refugees, or indeed, the faces and stories they see missing in their WWII museums. We have in our midst, the most informed generations of children. Surrounded 24/7 by endless media platforms and voices telling them what is happening and oftentimes, what to think about it. Experiences and encounters that inevitably means our children have questions, lots and lots of questions. About all of it.

Which is why, in every single one of my stories, there is a character brave enough and empathetic enough to launch into a quest for An Answer to their own questions. Leo in The Lion Above the Door embarks on an adventure to find out why heroes from countries beyond

Europe and the USA are missing from his history books - and by extension, why others see fit to bully and disrespect his family. Whilst his sidekick, Sangita, is on a parallel quest to dig out the heroes of this world, asking why non-White women’s roles, faces and names who contributed to fighting Nazism in WWII were all but eradicated - or often actually were.

Meanwhile, Aniyah in The Star Outside My Window is numbed and confused on finding herself entering a foster home, and is on a desperate search for her mother’s star - a search that highlights the plight of far too many women around the world. Whilst the narrator in The Boy at the Back of the Class, on meeting a Syrian refugee boy who has borne and survived the unbearable, is desperate to take his plight to the most powerful figure - in their mind at least - in the country: the Queen herself. They do so because they aspire to be like that solver of mysteriesand rather lacking in superheroic

powers, comic book hero, Tintin. Himself, an undercover reporter, perpetually on a quest for truth.

Tintin is, essentially, the crux of who my main characters really embody: they are a living, breathing, literary metamorphosis of Tintin, with heads full of questions about either their own situation or another’s, and chests that contain just enough bravery to go out and try and find their own answers. It is Tintin’s trait of never giving up, of never having those questions waylaid or silenced, that leads even Hector, the bully telling his tale in The Night Bus Hero, to truths he never wondered about, let alone faced.

Tintin’s trait of using questions as a super power - one that we all possess - is used by the characters in my stories to unravel and undo the confusing

and sometimes hypocritical world of grown-ups as seen through the eyes of children. Simply put, without voicing their questions, the children in my books would never be on the adventures they are on. Their tales would not exist. I tell children wherever I go, without my questions of the world - often forged first in the domains of my primary and secondary school classrooms - I would not be here either, writing these stories.

And therein lies my hopes for coming generations: that they will use not just my stories, but all stories, to go on asking their questions about this world of ours and be brave enough to follow those questions through. Some of the most beautiful questions I have ever heard have come as a result of children reading and empathising with the characters

of my stories. Many of them are based on wanting to know how to help - how to bring to life their own desires for change. It was receiving hundreds and thousands of such questions that led to the writing of my nonfiction activist’s guide, Hope On The Horizon. To me, any child asking questions signifies hope. I am hopeful that acts which harm and erase are being thought about, challenged, mulled over and, ultimately, explored by children and my own characters.

ONJALI Q. RAÚF Author

www.onjaliqrauf.org

Breaking Boundaries

Representing mental illness in children’s literature

The Boy Who Cried Ghost is a spooky, thrilling, heartwarming and funny story for fans of Goosebumps, Jennifer Killick’s Dreadwood series and Phil Hickes’s The Haunting of Aveline Jones. It was inspired by my love of horror movies: Hocus Pocus, The Goonies, Buffy the Vampire Slayer, Casper and my older brother who used to tell the most terrifying ghost stories when we went camping.

Richard is just starting Year 6 when he has to move with his mum into his grandma’s old house. He is angry, resentful and filled with worry about making new friends at a new school. He is also consumed by obsessive behaviours, low self-esteem and grief. I always think the best ghost stories are nothing to do with the ghost, but instead explore what it’s like to be haunted by trauma. Over the course of his journey, Richard has to learn to accept himself and understand how to start dealing with his Obsessive Compulsive Disorder (OCD).

I once heard OCD being described as ‘brain lock’ - which is a perfect description - and I’ve also heard it referred to as ‘catastrophic thinking’. For me, it starts off with an obsession,

which is an unwanted and distressing thought or impulse. This then leads to a feeling of extreme anxiety and the need to carry out a compulsion, which is a repetitive behaviour aimed at reducing those feelings of fear, dread and anxiety. What follows is then momentary relief, but the intrusive, obsessive thought comes back and the whole terrifying cycle begins again.

As a child, OCD completely took over my life. I engaged in a lot of repetitive behaviour. For example, I was convinced that there would be a fire in my house unless I checked the light switch in my room every night; I could spend hours turning the light switch on and off. I also remember getting a lot of intrusive thoughts as a kid. One day I was having lunch with my grandad and I remember thinking: “He eats really loudly!” This led to a feeling of real shame and horror that I’d had such a bad, unkind thought - I therefore felt that I was bad and unkind. This was usually followed by a panic attack and the overwhelming feeling that I had to confess how naughty and mean I was to someone in order to get rid of the ‘bad’ thought.

OCD is and helped me begin to challenge my intrusive thoughts. He taught me that we are not just our thoughts and that just because we think something, it doesn’t necessarily mean it’s true or that we have to act upon it.

I eventually got help when I was seventeen. I was sent to The Priory, who are experts in treating people with acute mental health disorders. I saw a brilliant therapist there called Jerry, who helped me to understand what

For parents of children with OCD, I always like to give practical tips - for example, you could spend some time exploring the websites for OCD-UK and OCD Action. I like to remind people that saying things like: “I’m SO OCD” just because you like things to be neat or tidy can be quite harmful and offensive to people who suffer with the disorder. There are also some other brilliant children’s books which deal with OCD, such as The Goldfish Boy by Lisa Thompson, A Flash of Fireflies by Aisha Bushby and When I See Blue by Lily Bailey.

As an adult, I read Because We Are Bad by Lily Bailey, which was life-changing and really helped me understand what I had experienced myself as a child and teenager with OCD. I would also recommend the following books

to adults who work with children and teenagers with OCD: The Man Who Couldn’t Stop by David Adam, Pure by Rose Bretécher and Brain Lock by Jeffrey M. Schwartz.

I think these books portray the terror and uncertainty of OCD particularly well and would really help people understand the complexity of this mental health disorder.

I hope that The Boy Who Cried Ghost shines a light on what it’s like to live with OCD and severe anxiety. Of course, I hope children are going to love all the jokes, puns, thrills, jump scares and chills! Being able to help people understand that OCD is so much more than liking things to be tidy is a huge bonus. Sometimes mental illnesses aren’t taken as seriously as visible injuries or illnesses. Lots of people who have

OCD have already contacted me to say that Richard’s story has really resonated with them and made them feel seen, understood and valued.

It would be wrong of me to say that I’m now doing brilliantly and everything is wonderful and that

I’ve been magically cured of my OCD. OCD is a terrifying mental illness that can last a lifetime. Just like Richard in The Boy Who Cried Ghost, it’s something I’m still learning to live with and cope with. I certainly feel more hopeful and occasionally even feel a sense of peacefulness wash over me, usually when I’m reading a book, playing with my son in the park, or watching a crime thriller on TV with my husband. I hope The Boy Who Cried Ghost will offer that same sense of hope and comfort to young readers.

IAN EAGLETON Author www.instagram.com/ian.eagleton www.x.com/MrEagletonIan

TURN TO PAGE 74 to read about supporting neurodiverse students at university

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Going Unnoticed

Girls with ADHD in education

If you observed a class of school children, would you be able to spot those with ADHD? Would you pick out the children that are fidgeting, rocking on their chair, constantly talking, distracted and ‘into everything’? Or would you spot the girl who sits quietly, her appearance neat and her work well-presented, but doing her best to go unseen?

ADHD and Masking

For many girls, the masking of their ADHD symptoms replaces outward stress with internal stress. This can present as behaving shy, quiet and socially introverted, overly sensitive and emotionally dysregulated. It’s not until the end of the school day, when she’s back home in her safe space, that she can drop her mask and let everything from the day come tumbling out.

With masking behaviours more common amongst girls with ADHD than in boys, and those behaviours being predominantly internalised, you are less likely

to see a girl with ADHD who is disruptive in the classroom. Instead, you are more likely to see a student who gives 100% of their effort (even if the focus isn’t always there), mirrors their peers to blend in, avoids certain tasks or situations that may highlight ADHD symptoms, fidgets in less noticeable ways - such as doodling or playing with her hair

- or reacting ‘over-sensitively’ to typical situations. But mostly, you may simply see a girl who is highly anxious and withdrawn.

ADHD in Education

Research suggests that as many as 75% of girls with ADHD are still being missed, which has led to widespread concern that this marginalised population is not receiving reasonable adjustments or support to facilitate a successful education.

However, although the symptoms of ADHD in girls may be less obvious, the impact it has on their schooling is much harder to ignore. Past studies have shown that girls with unsupported ADHD in education are at a much higher risk of low attendance and academic attainment and are more likely to suffer from poor self-image, anxiety and mood disorders.

But, with a few reasonable adjustments, this doesn’t have to be the case - in fact, quite the opposite. ADHD can bring many great attributes that actually enhance a child’s experience of education, if delivered and supported in the right way.

One reason that ADHD is more readily recognised in boys has

been attributed to girls being better at implementing their own coping strategies, like going to the toilet during lessons to add in much-needed movement breaks. Therefore, if the school staff are trained in recognising ADHD symptoms, they will be able to proactively implement strategies to support the child’s individual needs better.

For example, when teaching staff know the average attention span of their ADHD students, lessons can be chunked, and mini movement breaks incorporated accordingly. This has many benefits, including increased focus, improved quality of learning and better self-regulation of emotions. In case you are curious, the average attention span of an 8 year old with ADHD is 16 to 24 minutes. So, with lessons typically lasting an hour, it’s no wonder they lose focus!

The ADHD Approach

Supporting students with ADHD in school doesn’t have to be costly or complicated. A few simple adjustments can make all the difference.

The very first step should be ensuring a whole-school approach is taken, through educating staff to understand what ADHD is and how it can impact boys and girls differently.

Here are some strategies that can be used in schools:

ADHD-friendly classroom environment

Pupil passports and sensory profiles

Nurture sessions

Regular movement/brain breaks

Routine, consistency and clarity of expectations

Neurodiverse behaviour policy

By offering understanding and flexible support for ADHD students, schools can unlock countless opportunities for these individuals to reach their potential. With role models like Margaux Joffe, Simone Biles and Marta Bota thriving with their ADHD, why wouldn’t schools strive to provide the best possible experience for these students?

ADHD Starts at Home

So, why is the prevalence of ADHD referrals in children soaring?

With ADHD being a genetic condition, it stands to reason that we need to look to the parents and research is suggesting this too: since 2020, there has been a 400% increase in adults seeking a diagnosis.

If your child has (or may have)

ADHD, whilst you are ensuring they are supported, it’s important to do some self-reflection as to which of their traits you might recognise in yourself. How do you remember your childhood? Did you have any experiences of anxiety or social masking that your child does? Is there a possibility that you, too, may have ADHD?

For those who have ADHD, understanding who you are and how your own brain works - and knowing that having ADHD is nothing to be ashamed of - is hugely empowering, both for yourself and your child. It’s with this knowledge that you can begin to make changes to creating an ADHD-friendly life for your whole family.

For more information on parenting with ADHD and for support, strategies and resources on creating an ADHDfriendly home, head to the website.

Download your FREE guide to ADHD in Motherhood:

www.maisiecass.co.uk/free_adhd_guide

MAISIE CASS DSL, Family Liaison & Pastoral Lead | Level 7 CMI Diversity & Inclusion Consultant | ADHD Advocate www.maisiecass.co.uk

Listening and Learning

Recognising children with auditory processing disorder

Does your child ask you to repeat things over and over yet continue to misunderstand? Do you sense they are not listening or appear to be selective listeners? You may even suspect your child has hearing loss and take them to an audiologist, only to find there is absolutely nothing wrong with their hearing. With hearing loss ruled out, you may be confused by why the problem persists.

Interpreting what we hear

Auditory Processing is how the brain interprets sound from the ears. Sometimes, a child’s brain has a difficult time taking sounds and converting them into understandable language; sometimes mixing up the sequence of what they hear and at other times their brain may be switched off from listening completely. When auditory processing challenges persist, it could lead to a condition known as Auditory Processing Disorder (APD).

Whilst APD is neurological in nature, it may be inherited or a result of developmental problems. Children with neurodiverse conditions are more susceptible to APD as well as children who suffered from constant ear infections as babies.

How does Auditory Processing Disorder affect listening and learning?

Children develop critical language skills between 4 months to 3 years of age. Language centres within the brain learn to make ‘sound maps’ and store these ‘sound maps’ for language processing. If a child suffers from constant middle ear infections during this critical period, the

ability to process language/ speech can be affected. Sounds typically imprinted in the brain’s memory and language centres must be adequately established to create the sound maps. If their ‘sound maps’ are not correctly created, mishearing occurs because the brain recognises aural information differently from what it actually is. While hearing can be perfectly normal, the brain cannot process those sounds accurately due to insufficient reference.

vocabulary and understanding language) have difficulty with reading, comprehension, spelling and vocabulary

This inability of the brain to process what is heard accurately on a continuous basis results in the Auditory Processing Disorder condition.

Children with APD have also been observed to: have trouble paying attention to and remembering information presented orally have problems carrying out multi-step directions have poor listening skills need more time to process information have low academic performance have behaviour problems have language difficulties (e.g. they confuse syllable sequences and have problems developing

How APD can impact academic progress:

Children experiencing APD may seem bright and capable, but they can quickly get overwhelmed with verbal information which can be devastating when trying to reach their optimum ability. If a child is unsure of what is heard at the early stages of learning it could have negative effects at the foundational stages of learning.

Supporting Children with Auditory Processing Disorder

Raviv Practice London has several solutions for those suspected of APD, such as a structured language program called Fast ForWord. With this program, children typically make around a year’s worth of reading gains in three months of work. This program is suited for children at mainstream schools struggling with possible Auditory Processing Disorder or with co-existing neurodiverse conditions from ADHD, Autism, Dyslexia and DCD.

USHA PATEL Neurocognitive Therapist, Raviv Practice London www.ravivpracticelondon.co.uk

The Ticket to a World of Opportunity

Why students should choose the IB over A Levels

For decades, teachers and parents have been telling children that good A Level grades are the preferred route to securing a place at a top university, whether that be in the UK or abroad. Yet, in a time of such change in the UK, we should also be considering alternative routes to higher education. In my opinion, these offer just as good of a chance of students achieving their dreams, if not better.

Our world is becoming increasingly connected through the growing abundance of technology at our fingertips. So, we need to ensure that we are giving students the tools to leave education as empowered individuals, who not only have academic knowledge, but also the emotional intelligence to engage with big ideas and issues in the future. Surely, now more than ever, emphasis needs to be placed on developing wellrounded individuals with a global mindset rather than a mastery of memorisation and facts, as is prioritised by A Levels.

The International Baccalaureate

(IB) Diploma Programme (DP) is accepted at universities from almost 90 countries, and teaches children to be culturally aware, global citizens. In practice, the DP comprises 6 subject groups and the DP core, which includes theory of knowledge, creativity, activity, service and an extended essay. This comprehensive and rigorous model ensures students go beyond academic achievements and flourish physically, intellectually, emotionally and

ethically. For DP students, the extended essay - an independent, self-directed piece of research, finished with a 4,000-word paper - is compulsory, unlike the optional Extended Project Qualification (EPQ) offered to A Level students. The extended essay gives students experience of academic writing and prepares them for life at university.

In addition, service is a key element of the DP educational approach. As part of their learning, students are required to undertake unpaid and voluntary work in the local community. This helps them develop empathy and respect for their surroundings and other people.

Universities absolutely recognise the breadth and depth of the DP - it’s a common misconception that they don’t. The IB creates globally minded individuals that go on to make a positive difference in the world –be that in the UK or abroad.

MARK WILSON Head of School at ACS International School Egham www.acs-schools.com/egham

THE WORLD NEEDS NEW THINKING. GET READY.

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Ages: 11-18

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Location: Hammersmith Parent Comment: “Teachers are phenomenally enthused and engaged.” www.spgs.org

2. St Paul’s School (Independent)

Ages: 13-18

Single sex: boys only

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Parent Comment: “My son absolutely loves it!” www.stpaulsschool.org.uk

3. Latymer Upper School (Independent)

Ages: 7-18 Co-educational

Location: Hammersmith

Parent Comment: “Latymer Upper is a fantastic school with many opportunities and extra curricular offerings.” www.latymer-upper.org

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Ages: 11-18

Single sex: boys only

Location: Westminster Parent Comment: “An extraordinary school.” www.westminster.org.uk

5. King’s College School

Wimbledon (Independent)

Ages: 4-18

Single sex: boys only (co-educational sixth form)

Location: Wimbledon Common Parent comment: “The standard and breadth of education available to the boys is exceptional.” www.kcs.org.uk

6. Alleyn’s School (Independent)

Ages: 4-18 Co-educational

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Parent Comment: “It’s a fantastic school.” www.alleyns.org.uk

7. JAGS (Independent)

Ages: 4-18 Single sex: girls only

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Parent Comment: “My daughter loves it and is doing extremely well.” www.jags.org.uk

8. City of London School and City of London School for Girls (Independent)

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Location: City of London

Parent Comment: “Our experiences are very positive. Excellent academic and pastoral care, teachers are enthusiastic about their subject.”

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9. Godolphin and Latymer (Independent)

Ages: 11-18

Single sex: girls only

Location: Hammersmith

Parent Comment: “My daughter is

very happy we made this choice.” www.godolphinandlatymer.com

10. Dulwich College (Independent)

Ages: 2-18 Single sex: boys only

Location: Dulwich

Parent Comment: “Our experience has been fantastic.” www.dulwich.org.uk

11, Emanuel School (Independent)

Ages: 10-19 Co-educational

Location: Battersea

Parent Comment: “The teachers are knowledgeable and passionate, the range of subjects and activities is diverse and the pastoral care is exceptional. I highly recommend it.” www.emanuel.org.uk

12. Highgate School (Independent)

Ages: 4-18 Co-educational Location: Highgate

Parent Comment: “We’ve found it to be a brilliant school in every way.” www.highgateschool.org.uk

13.Putney High School GDST (Independent)

Ages: 4-18 Single sex: girls only Location: Putney

Parent Comment: “Lovely happy school with great sports and where girls are encouraged to try lots of new things.”

www.putneyhigh.gdst.net

14. Wimbledon High School GDST (Independent)

Ages: 4-18 Single sex: girls only Location: Wimbledon

Parent Comment: “The girls are very happy there, very supportive of each other and incredibly busy and motivated.” www.wimbledonhigh.gdst.net

15. Streatham & Clapham High School GDST (Independent)

Ages: 3-18 Single sex: girls only

Location: Streatham

Parent Comment: “The school is very

encouraging and supportive. They are communicative and friendly.” www.schs.gdst.net

16. Notting Hill and Ealing High School GDST (Independent)

Ages: 4-18 Single sex: girls only Location: Ealing

Parent Comment: “Great work ethic and happy girls.” www.nhehs.gdst.net

17. North London Collegiate School (Independent)

Ages: 4-18 Single sex: girls only

Location: Edgware

Parent Comment: “I love NLCS, it has

ECM Top Maintained Senior Schools 2024

1. The Tiffin Girls’ School and Tiffin School (Maintained)

Ages: 11-18 Separate all-boys’ and allgirls’ schools.

Location: Kingston upon Thames

Parent Comment: “Tiffin is academically a good school with great music and opportunities.” www.tiffingirls.org www.tiffinschool.co.uk

2. The Latymer (Maintained)

Ages: 11-18 Co-educational Location: Edmonton

Parent Comment: “Latymer is a great school.” www.latymer.co.uk

3. The Henrietta Barnett School (Maintained)

Ages: 11-18 Single sex: girls only

Location: Hampstead Garden Suburb

Parent Comment: “The school is academically amazing.” www.hbschool.org.uk

4. Queen Elizabeth’s School (Maintained)

Ages: 11-18 Single sex: boys only Location: Barnet

Parent comment: “QE is by far the best grammar school for boys!” www.qebarnet.co.uk

5. Holland Park School (Maintained)

Ages: 11-18 Co-educational Location: Holland Park

Parent Comment: “My children absolutely love it!” www.hollandparkschool.co.uk

These positions are NOT just results based, but ECM has considered the work taking place on EDIB, bursaries and school partnerships alongside parental/pupil feedback and comments. Congratulations to the schools featured!

an amazing mix of girls and seems truly diverse.”

www.nlcs.org.uk

18. South Hampstead High School GDST (Independent)

Ages: 4-18 Single sex: girls only

Location: Hampstead

Parent Comment: “We have no regrets. It’s a terrific school.” www.shhs.gdst.net

19. UCS Hampstead (Independent)

Ages: 4-18 Single sex: boys only (co-educational Sixth Form)

Location: Hampstead

Parent Comment: “Our experience was of a very caring school which allowed the boys to grow and fulfil their potential.” www.ucs.org.uk

20. Hampton School (Independent)

Ages: 11-18 Single sex: boys only

Location: Hampton

Parent Comment: “Hampton has pupils who excel in so many different fields from art, music and poetry, to sport, science and maths.” www.hamptonschool.org.uk

TURN TO PAGES 78-79 for Knight Frank’s London property highlights

Admissions tips from Highgate School

Research

Before applying, it’s a good idea to research the school as much as possible. Highgate’s website provides key admissions and academic information and you can register for our e-newsletters. Check out the school’s ethos and values to decide if you and your child would be happy and excited to join their communityremember that league tables are based on overall statistics and don’t necessarily reflect what is best for your child!

Applications

Most schools will have an online application form; be sure to check their deadlines and if there is a fee to pay. Highgate’s form takes

about 20-30 minutes to complete - you won’t be marked on how well you fill this out!

Assessments

Most academically selective schools will ask your child to come in for an assessment, which will vary for each entry point. At Highgate, our Pre-Prep school holds group assessments (like a play date), whereas our Sixth Form invites young people to an interview. There is no need to worry or over-prepare – children often enjoy themselves!

Offers

If your child doesn’t receive an offer, please don’t feel downhearted. Schools have a

tough decision and we’re not judging who is ‘best’, we want to find children who we feel can succeed and feel happy within our particular environment. Highgate always keeps a reserve list, and we will get in touch should places become available at a later date.

JOHN FOSBROOK Head of Admissions at Highgate School www.highgateschool.org.uk

Modern Approach

School Applications beyond a school

• Affordable boarding from £4,851 per term

• Stunning boarding house set in 100 acres

• Extensive sport and extra-curricular activities

• Strong pupil welfare system

• Outstanding alternative to the independent sector

Unique Entrance Procedures

Preparing for the 11 plus

NORTH LONDON

Immanuel College:

Application: Submit an application form and Certificate of Religious Practice form by 22nd November for 11+ 2025 entry.

Assessment: Students will take part in small group interviews, comprising questions and a team-based problemsolving task. They will also complete a four-part examination in Maths, English, Verbal Reasoning and NonVerbal Reasoning on 16th December. Offers: Offers released on 14th February.

For more details, click here

North Bridge House School:

Application: Submit an application form before 11th November for September 2025 entry.

Assessment: Students take an adaptive assessment – with sections in English, Maths and Non-Verbal

Reasoning – and an interview. This will take place on 7th December.

Offers: Offers released in early February 2025. For more details, click here

Queen’s College, London:

Application: Register by 8th November 2024 and complete an Examination Entrance Form by 13th November.

Assessment: Applicants sit the entrance test on 29th November, 3rd December or 5th December. Interviews will then be held on 22nd January 2025.

Offers: Offers made on 14th February. For more details, click here

University College School:

Assessment: 11+ entrance exams will be held on 29th November, 3rd December or 5th December 2024. Interviews will be held on 6th, 7th, 8th or 9th January 2025.

Offers: Offers made on 14th February. For more details, click here

South Hampstead High School GDST:

Application: For September 2025 entry, submit an online application by 8th November.

Application: Complete an online application form by 11th November 2024.

Assessment: Candidates must arrange an academic reference from their current school. They will then sit an entrance exam in English and Maths on 6th January, and attend an interview consisting of a mini-lesson and a one-to-one interview in late January.

Offers: Offers made in mid-February. For more details, click here

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

Latymer Upper School Admissions

Embracing diversity

Latymer Upper School welcomes a truly diverse range of applicants from London and further afield. Our main entry points are ages 7+, 11+ and 16+, with occasional availability in Years 8, 9 and 10.

For candidates at all entry levels, we set our own papers written by our Heads of Department; a Maths exam and an English exam and the latter of which involves a comprehension/ multiple choice and descriptive writing exam. If successful, candidates are asked to join us for an interview session and for 11+ they are invited to join a half a day of immersive learning activities in our classrooms.

We are now in a position to

offer a bursary to 1 in 4 students and this is central to our admissions ethos. Families are invited to apply for bursaries only after their child is called for an interview, ensuring the bursary process is separate from our admissions decisions, which are based purely on academic merit. Our assessment process is designed to identify academically able children and those who will thrive in the Latymer environment, so they can benefit from the learning and opportunities that the School has

to offer. Our students come from a wide range of backgrounds, creating a diverse and inclusive community of which we are incredibly proud.

BEX THORNTON Communications Manager latymer-upper.org

Entrance Procedures at FHS Regent’s Park

Schooling for life

Francis Holland, Regent’s Park, is a leading independent school for girls aged 11-18, located in the centre of Marylebone. The school balances academic rigour with outstanding pastoral care, offering a truly holistic education within a uniquely warm, busy and happy community. We value compassion, knowledge, perseverance and spirit, focusing on a ‘schooling for life’ approach to the curriculum which equips every pupil with the skills required to excel in an everchanging world.

We admit students at 11+ and 16+ entry points, with a process designed to assess academic potential, character and overall suitability for the school.

For 11+ entry, parents must

TURN TO PAGE 72 for London university choices

submit an online application by early November the year before entry. Candidates then sit the 11+ Consortium Exam, typically held in late November/early December. Shortlisted pupils are invited for an interview and a reference is requested from their current school. Offers are made in early March.

For 16+ entry, applications

must be submitted by midOctober and are based on predicted GCSE results. In early November, entrance exams are taken in their proposed A Level subjects and successful pupils are interviewed; offers are made in early December and are usually conditional on the achievement of A or A* grades in specified GCSE subjects. In addition, we request a reference from the Head of the pupil’s current school.

Francis Holland, Regent’s Park awards scholarships in academics, music and art which are valued at 5% of fees. Means-tested bursaries are also available for up to 100% of fees to support students from lower income backgrounds who demonstrate strong academic potential.

OLIVIA GIDMAN Marketing and Communications Officer www.fhs-nw1.org.uk

Unique Entrance Procedures Continued

SOUTH LONDON:

Dulwich College:

Application: Registration closes for 11+ 2025 entry on 28th October.

Assessment: Entrance examinations will be held on 6th December, comprising online tests in English, Mathematics, reasoning and problemsolving, and a handwritten creative writing task. Successful candidates will then attend an interview between 22nd and 28th January 2025.

Offers: Posted on 13th February, and emailed on 14th February.

For more details, click here

Godolphin and Latymer School:

Application: Register your daughter by 8th November.

Assessment: Entrance exams will be held on 29th November or 3rd December, with interviews following on 17th January 2025.

Offers: Offers emailed out on 14th February.

For more details, click here

King’s College School

Wimbledon:

Application: Register by 4th November 2024 for 11+ entry in 2025.

Assessment: Students sit an entrance exam in English and Maths on 7th December, and selected candidates attend an interview on either 16th, 17th, 18th or 20th January 2025.

Mathematics and Comprehension paper on 6th January 2025, before attending an interview with a senior staff member on either 18th January or 26th January.

Offers: Final decisions emailed to parents on 14th February.

For more details, click here

Wimbledon High School GDST:

Application: Applications for 2025 entry are now closed. Registration for 2026 entry will open in April 2025.

Offers: Results emailed on 14th February.

For more details, click here

St Paul’s Girls’ School:

Application: Submit the registration forms by 1st November.

Assessment: All candidates will complete an on-screen, time-limited cognitive ability test, taking place in the week commencing 25th November. They also sit an English,

Assessment: Applicants will sit a first-stage assessment testing Verbal and Non-Verbal Reasoning in the Autumn of Year 6. The second-stage assessment is a Creative Assessment for students who are successful in the first stage, designed to test students’ curiosity, communication, creativity, teamwork and problem-solving skills, in groups and individually.

Offers: Offers made by February Half Term (2026).

For more details, click here

Preparing for Entrance Exams

Advice for parents about ISEB Pre-Tests

What are the ISEB Pre-Tests and does my child need to take them?

The ISEB Pre-Tests are a set of online, adaptive, multichoice tests used by many senior schools as part of their admissions process. The tests assess children’s skills in mathematics and English, as well as their problem-solving potential through verbal and nonverbal reasoning tests. Senior schools will advise you if your child is required to take the PreTests, but if in doubt, you can always contact ISEB through our support portal.

Why do senior schools use the Pre-Tests?

Senior schools use the Pre-Tests due to the accurate and reliable information they give on your child’s attainment (what they have learnt and how they apply it) and their potential (how well they can use their knowledge to solve language and code problems).

What is an adaptive test?

Adaptive tests base the questions presented to each child on the answers given in the test so far.

Our adaptive testing algorithm is not only highly accurate, but also measures each child’s potential by asking questions around their ability level. These questions get harder or easier accordingly, without causing unnecessary stress like a traditional test might. Adaptive tests are also able to spot patterns of inconsistency, so if your child makes a mistake or encounters a tricky question early in the test, they can recover and still achieve a good mark. Families are sometimes concerned that if their child makes a mistake in the first few questions, they will not be given challenging questions and will

therefore not get a high mark; this is not the case.

What is an age-standardised test?

An age-standardised test factors a child’s age at the time of testing into the results calculation. This means it doesn’t matter if your child takes the Pre-Tests earlier in the academic year than other children - there is no advantage to being slightly older when the tests are taken.

Where will my child take the Pre-Tests?

Your child’s current school will usually act as the ‘invigilation centre’. Most senior schools that use the Pre-Tests also hold their own test days. ISEB can help if you are having trouble finding an invigilation centre.

How important are my child’s Pre-Tests results?

The Pre-Tests are just one part of the admissions process for many senior schools. Schools are

looking for a broad understanding of your child. Alongside the PreTests, a school may be looking to see how your child reacts in teambased situations, how they solve problems outside of a traditional test context and their attitude towards learning.

How do I register my child for the Pre-Tests?

You will need to register your child for the 2024-25 Pre-Tests session via our online Guardian Portal. Once you have registered your child, you will be issued with an Applicant ID, and you will then need to send this unique identification code to your child’s prospective senior schools so they can access your child’s results.

TURN BACK TO PAGE 24 for advice on choosing a Senior school

Should my child be doing any test preparation outside of their schoolwork?

The Pre-Tests are based on the national curriculum, so your child should be learning all they need to at school. If you would like to support this learning at home, we provide a range of resources in our Pre-Tests Admissions Toolkit for Families, at www.iseb.co.uk/ pretests-toolkit.

What about test practice platforms; should we be using them?

ISEB encourages families to adopt a balanced approach to test preparation to keep the experience as stress-free as possible. If you decide that using a practice platform is right for your family, we endorse Bond Online Premium Plus as it is the only platform that contains thousands

of questions supplied by us, and it most closely aligns to the PreTests test framework.

You can currently get 20% off your first month by using the code ISEB24 (expires 31st December 2024).

Visit pretests.support.iseb.co.uk for more FAQs and to contact ISEB.

SOPHIE CRAWLEY Customer Success Executive pretests.support.iseb.co.uk

From rocketry to bee-keeping and dozens of activities in between, every boy can discover something that fires their interest beyond the classroom. In this way, not only are enthusiasms formed that can, and often do, last a lifetime, but the impetus to try something new and different is creates, perhaps even something that demands the all-important step out of their comfort zone. That is a wonderful preparation for life after school.

Embracing sustainability

Sixth Form students at Putney High School GDST recently hosted a Recycled Fashion Show to raise awareness of the issues surrounding sustainability in fashion. Students from Year 12a key demographic as buyers of fast fashion - created outfits they had produced from recycled and sustainable materials in addition to re-worked, preloved items.

Putney has a popular Textiles department and students not only had fun channelling their creativity, but also spread the message about the importance of not purchasing garments that may only be worn once or twice before being discarded.

With the increasing threat of

Enacting Change Reclaiming Narratives

climate change and the environmental impact of fast fashion, the students wanted to raise awareness of the mass, cheap production of runway replicas that have a short lifespan and generate waste and greenhouse gases both in production and disposal.

new, impactful and creative ways to communicate sustainability in fashion.”

Textiles student and designer, Mimi in Year 12 told us: “Raising awareness of this issue in ways that engage the public is more important than ever.”

A spokesperson for Comme des Garçons stated: “From a creative perspective, I haven’t seen anything that has made a strong statement in recent years. We need

Putney students are finding new and innovative ways to initiate a drive towards more sustainable fashion, empowering young people to become aware of the growing issue and find ways to enact change.

PUTNEY HIGH SCHOOL

www.putneyhigh.gdst.net

Celebrating Black History at Streatham and Clapham High School

As a Deputy Head Teacher at Streatham and Clapham Prep School, I am proud to form part of a local school with a diverse community encompassing pupils from thirty-three different ethnic backgrounds and over twenty-four ‘home languages’. Diversity is a key characteristic and point of pride for SCPS.

I look forward to Black History Month, viewing this as an opportunity to refresh teachers’ and pupils’ minds on the importance of Black history

and EDIB (equality, diversity, inclusion and belonging).

This year’s theme, ‘Reclaiming Narratives’, offers a powerful reminder of the importance of amplifying diverse voices and stories.

More importantly, it is also a time where we look positively on how we move forward together as a diverse community, whereby pupils from various backgrounds come together to learn and grow. It is significant to note that the additional focus that we bring to celebrating Black history at this time should not be seen as a tokenistic gesture on the

curriculum calendar: it is important to emphasise the importance of teaching Black histories 365 days a year to promote social cohesion and enhance knowledge development among young people. This is a time to shine a spotlight on this aspect of history that is an important part of understanding who we are as a society and the journey that we’ve travelled.

Schools can celebrate Black history in meaningful and diverse ways. The ability to navigate and appreciate diverse perspectives is not just an academic skill but a life skill.

MS ZARA SIMPSON Deputy Head of Prep (Academic) at Streatham & Clapham Prep School

www.schs.gdst.net

Celebrating Each Individual and their Differences

Working towards a better future

At St Paul’s School, Diversity, Equality and Inclusion (DEI) is part of the bedrock of our educational philosophy. Founded on the principle that boys “of all nations and countres” should be educated “indifferently” our vision today remains rooted in the belief that our school should be a place where every individual can be their most authentic self.

DEI can be an abstract concept, however, a successful approach to it needs to be strategic. At St Paul’s, our DEI work is guided by several key priorities, including: data collection, inclusive recruitment and the pupil experience. Collectively, these priorities create a framework that informs our approach, propels us forward and ensures an environment where every individual - staff or pupil - feels

valued, empowered and seen.

This approach is woven into the fabric of school life. Pupils have multiple opportunities throughout the year to consider the importance of DEI in their lives. For example, by participating in celebrations such as LGBTQ+ History Month and Black History

Month, we can highlight the rich diversity of experiences within our community, developing kindness and empathy as we go. For those eager to drive change, our Inclusion Alliance provides a platform for pupils and staff to reflect on DEI at the school, suggest new ideas and discuss contemporary topics which matter to them.

Our academic curriculum reflects this vision, too: weekly PSHE lessons provide a safe and non-judgemental space for pupils to contemplate the world around them, considering their own character and how this affects the way they navigate life. These opportunities to consider their values and identities are crucial to creating young men who can succeed in an ever-changing, global society.

Leading this work at St Paul’s is a privilege. As conversations around inclusion evolve, the opportunity to support students in exploring diverse perspectives and fostering meaningful dialogues is a welcome one, and something our school will continue to prioritise.

TYLER

JOHN Head of Diversity, Equality and Inclusion www.stpaulsschool.org.uk

Inspiring Education

Raising expectations

At Hampton Court House, we believe that education should go beyond simply meeting expectations - it should inspire students to exceed them. Our mission is to lift each student off their highest predicted flightpath, enabling them to surpass the trajectory of expected academic progress. As an academically selective school, we maintain rigorous academic standards, yet our approach is holistic and based upon the principle of relationship between teacher and child. While some schools emphasise a ‘highpressure’ environment focused solely on academic results, we consider the whole child, ensuring both academic excellence and personal growth.

Recent GCSE and A Level results speak for themselves - our students consistently achieve outstanding outcomes, often comparable to or exceeding the most highly selective schools. What makes us unique is our philosophy of Achievement with Heart. Every child is seen as an individual and our progressive approach encourages growth both academically and personally.

Our curriculum is a rich blend of academic rigour, experiential learning, language proficiency and artistic exploration. We nurture each student’s passions and talents, helping them build a foundation that extends far beyond the classroom. Our aim is not just achieving academic success, but developing well-rounded individuals: young people leave

our school with independence, empathy and emotional intelligence. This well-rounded approach has been shown to boost academic performance way beyond traditional or standardised predictions. It is evidence that when you educate the whole child - intellectually, emotionally and socially - you not only create better academic outcomes, but also prepare individuals to thrive in a complex and ever-changing world.

KATHERINE VINTINER Principal www.hamptoncourthouse.co.uk

EDUCATION CORNER PODCAST WITH

Mrs. Sarah Fletcher

HIGH MISTRESS OF ST PAUL’S GIRLS’ SCHOOL

Mrs. Jane Lunnon

HEAD OF ALLEYN’S SCHOOL

Mr. James Kidd

PRINCIPAL OF DLD COLLEGE LONDON AND

Mrs. Tracey O’Brien

HEAD OF WALLINGTON HIGH SCHOOL FOR GIRLS

In this episode of Education Corner Podcast, we welcome Heads from leading London independent schools to discuss the benefits of choosing a school in London and the range of options available in the city.

All of our guests take pride in representing London schools and agree on many of the benefits of being in the city. “London is tremendously exciting,” stated Mrs. Sarah Fletcher, High Mistress at St Paul’s Girls’ School. As well as the many museums, galleries and the like on offer, Sarah also noted that London is: “A melting pot of different nationalities and communities, it’s so enriching for our students to be a part of that [...] we can reach out, draw upon expertise elsewhere, share our ideas and bring our students into contact with people that they

otherwise wouldn’t meet.” Similarly, both Mrs. Jane Lunnon, Head of Alleyn’s School, and Mrs. Tracey O’Brien, Head at Wallington High School for Girls, agreed that this variety of opportunity is what makes a London education special, describing the city as rich in opportunity and “full of ambition.” The admissions process is becoming increasingly competitive, with Wallington High School for Girls taking just 210 pupils into Year 7 from over 1500 applicants, and Alleyn’s having “about 11 applicants for every place.” To navigate this, it is helpful for parents to understand the selection process, which can vary between schools. In answer to what advice they’d give to families navigating this process, our guests all emphasised nurturing children’s confidence and curiosity. Sarah advised:

SPGS,

Alleyn’s, DLD and Wallington High School for Girls

“Introduce them to all sorts of different experiences and ideas, so that they can begin to develop their own interests. The joy in them, that curiosity and creativity, then can shine through in the interview and in the entrance papers.” Jane echoed this, emphasising the importance of nurturing the “capacity for independent, creative thought.” Jane also reassures parents: “Don’t panic, the right school is there [...] trust the process.”

When it comes to choosing between single-sex or co-education, all our guests emphasised focusing on the right school for your child. Both Sarah and Tracey praised all-girls’ education for its inclusive atmosphere, free of gender roles or self-consciousness. “It enables the girls to grow in confidence, to feel that they can take on anything in the world, and that they are equals of anyone. It enables them to explore their identity fully free from any stereotyping,” stated Sarah. She takes pride in the confidence and community of St Paul’s girls: “There are as many St Paul’s girls as there are students, but what they do share in common is a sense of confidence and a sense of empowerment.” Tracey also credited the single-sex environment with creating a sense of community and confidence at Wallington High School for Girls: “They have that kind of safe space to be themselves.”

“London is a melting pot of different nationalities and communities. It’s so enriching for our students to be a part of that, because that’s reflected in all of our schools.”

SARAH FLETCHER

School for activities such as Masterchef, Battle of the Bands and CCF. “The partnership with the boys school brings the co-educational dimension, but it also means that our girls can grow up with a singlesex environment, [where] we can really cater to their needs,” stated Sarah.

Both also recognised the importance of providing opportunities for their pupils to socialise in a coeducational environment, with St Paul’s Girls’ School working closely with St Paul’s School and Wallington High School working with Wilson’s

Jane, having worked at both single-sex and coeducational schools, sees the appeal of both, but told us: “I think when co-ed is done really well, it is pretty hard to beat.” She described how girls at Alleyn’s are also supported to be confident and not affected by gender stereotypes or selfconsciousness: “Maths is our most popular subject, and two-thirds of the pupils doing Maths at A Level are girls.” Jane also praised the way pupils support one another and thrive in this environment: “You then have an amazing, amazing environment where boys and girls basically grow up together, and they learn about themselves and they learn about the world together.” Both Jane and James emphasised the importance of teaching both boys and girls to be free from gender stereotypes and work well in co-educational environments for life beyond school. “There are challenges and benefits with all kinds of schools, and we’re trying to prepare them for society, giving them as many opportunities to experience what life will look like,” stated James.

On the benefits of boarding in London, James described it as: “A halfway house, they’ve got that wrap-around care, but it’s an opportunity to be a little bit away from parents before going off to university.” Despite some parents’ possible fears about their children being given their first taste

of independence in a big city like London, James assured parents that it is safe, and boarding schools such as DLD are looking after them and supporting them: “The city is different, but it’s not massively different. We’re still talking about kids, we’re talking about teenagers who just need to adapt and to learn and make their mistakes.”

Increasingly, many parents are concerned with how schools are preparing students for life beyond school and equipping them with the skills to succeed in the real world. Our guests agree that this is a key part of their provision. “Although our examination results are superb, we really want our students to develop their independence and thinking, creativity, curiosity,” Sarah told us of the ways her pupils are encouraged to make use of the many clubs and activities on offer. All our guests are also aware of the need to prepare students with the skills to work with fast-changing technologies, and all offer clubs and classes using AI, VR and coding: “When they go to university and in the world of work, all of these things will be there, and they will be expected to use them,” Sarah explained.

Jane asserted the importance of offering broad and varied opportunities to prepare pupils for life: “The entire purpose of education is to prepare our children to be all they can be, to find what they were put on earth to do, and then to do it with their whole hearts.” At Alleyn’s, they offer a wide range of clubs and activities integrated with the curriculum to enhance academic learning: “It’s our co-curricular, it’s not extracurricular,” explained Jane. This includes their new AiQ curriculum: “Developed along with MIT [...] we’re looking at the intersection between AI and IQ, and so it’s not just the skills that we need to live in an AI world, but how we learn differently, because AI is a feature of the way we are all living now.”

educators is to: “Help to develop children’s resilience in a world that is both exciting and full of challenge.” Sarah added: “In every way we are trying to bring up young people so that they’re not afraid of the world around them, and they can negotiate it with confidence.”

Tracey also explained how Wallington High School for Girls makes use of their wide alumni network and strong pastoral care to inspire and support students: “We’re not an exam factory, we don’t operate that model, we operate trying to really focus on the holistic child, who is confident, courageous, and is curious to go out and try different things.”

Our guests ultimately agreed that their role as

Our speakers also felt that the diversity and internationalism of London are key to its appeal for many families. Jane asserted: “There’s something simply amazing about how diverse and inclusive and actually in general accepting and warm and tolerant and open our city is,” believing there can be no better environment in which to educate children to be future global citizens. Sarah agreed: “The international, global attraction of London, I think, is really one of those intangible benefits of an education in such an extraordinary capital city.” However, she also acknowledged the inequalities in the city, and the importance of providing support and care for pupils affected by this: “What being a London school enables us to do is to open those conversations, to embrace all of the diversity, all its richness and all its complexity and enable students to be able to understand class and other communities better. I think that’s another extraordinary privilege which can be difficult at times but is so important.”

We would like to thank our London school panel for giving up their time to speak to us.

www.spgs.org

www.alleyns.org.uk

www.dldcollege.co.uk

www.wallingtongirls.org.uk

EDUCATION CORNER PODCAST INTERVIEW WITH THE MASTER

Mr. James Dahl

FROM WELLINGTON COLLEGE, BERKSHIRE

In this episode of Education Corner Podcast, Mr. James Dahl spoke to us about the work being done at Wellington College to promote and support social mobility, the possibility of VAT being introduced to school fees and the potential impact of this on social mobility and student support across the education sector.

With a 20% VAT on school fees set to be introduced from January 2025, many schools and parents across the independent sector are concerned about how this will affect both individuals and the sector as a whole. James Dahl, Master at Wellington College, has dedicated much of his time in post to broadening access to education and social responsibility programmes, which he hopes to be able to continue, despite the challenges facing the sector.

will need to leave the sector, but also the possibility that fewer will join in coming years and James added: “Very sadly, I think the lag impact is going to be that fewer will come into our sector and that will mean school closures.”

A survey by Saltus suggests that up to 140,000 pupils might leave the independent sector if VAT is imposed, whilst the ISC estimates that up to 10,000 may have already left or not re-entered the independent sector this year, posing a risk that some schools may be unable to continue to operate. Unfortunately, some schools already seem to have been affected: “There’s probably a dozen or so independent schools that have closed in the last 6 to 9 months,” James told us. He also believes that it is “undoubtedly the case” that some schools will be unable to continue if VAT is introduced, especially: “the smaller schools that perhaps cater for more niche demands like SEND or faith-based schools or more rural schools.” It is not only the students who

This will also impact the state sector, with Julie Robinson, Head of the ISC, stating that she fears that: “VAT on fees could cause damage to the state system.” Whilst some estimates suggest that the VAT could raise £1.5 billion to go towards raising state school standards, other organisations, such as the Adam Smith Institute, have suggested that there could actually be an overall cost of closer to £1.8 billion for the sector. Whilst James “totally agrees with” the “aspiration of having more resources available for the state sector to be able to recruit more teachers and to support mental health provision,” he expressed concern that the money saved will not have the desired transformational effect on state education. “There are 23,000 state schools in the country, so 6,500 new teachers equates to one new teacher for every 4 state schools. So, this idea that this policy is somehow going to be able to transform and uplift the resourcing and the funding within the state sector is just not true.”

James also noted how, in many areas of the country, the state school system does not have the capacity to take on extra students, especially those with additional needs such as SEND and EHCPs: “That is already an issue for the state sector and if there is a significant influx of children who need significant input, resources and support, it just isn’t

How will VAT affect parents?

there within the state sector.”

Wellington College is a school founded on charitable principles, and when we last spoke to James in 2021 he told us: “Schools like Wellington shouldn’t be an ivory tower keeping the world out, but should be a bastion of excellence, sharing resources, a generous partner that gives to the outside world.” Since then, he has continued to support and promote the generous spirit of the school. One way Wellington College does this is through their social transformational Prince Albert Foundation, which was “designed to enable children of potential but from backgrounds of low income or disadvantage to enjoy the stability of a boarding education here at Wellington.” When James became Master in 2019, he set the goal of 40 Prince Albert Scholars at the college by September 2025, which they have already reached a year early.

James told us of his hopes: “The impact of that for these young people [...] is to allow them to fulfil their potential, to drive ambition, to ensure that their lives end up going on a track that is very, very different from the one which potentially it could have been.” Two of the current Prince Albert Scholars have come from the care system, and the cost of their education is now taken up by Wellington College rather than the state. On speaking to one of these scholars recently, James observed: “The thing that has changed the most in him is this sense of ambition that he can achieve anything and that he can go and get anything in life now and I hope that that will stay

with him for the rest of his life.”

Wellington College is also partnered with 63 local state schools, providing teacher training, collaboration and student support: “We hope that the impact of that will raise standards across the entire education sector by generously sharing all of those opportunities.” These charitable and socially transformative initiatives are amongst the things of which James is most proud throughout his time as Master so far.

Some people are concerned that these bursaries and support schemes will be some of the first things to be cut if VAT is introduced. Across the sector, schools are making a conscious effort to diversify their revenue streams so that they are able to continue to operate and continue widening access to education. At Wellington College, they let their facilities during the holidays and have a large family of international schools to support one another: “Quite simply, we devote all of the money that we make from these commercial ventures into our social responsibility and public benefit work,” James told us. Whilst many schools currently fund their bursary and support schemes through fees, James predicts this will become increasingly challenging: “I do fear and I understand that many schools will start cutting back on those bursaries and public outreach and social responsibility work, but I would implore them to try and be creative and find ways not to roll

“The perversity of it is this is going to make our schools more out of reach to a greater number of families and so it will diminish social mobility. I have absolutely no doubt about that and that cannot be a good thing either for our schools or for young people.” »

Impact on social mobility

back in them.”

Another of Wellington College’s founding principles is to educate the children of servicemen. There is some concern that if VAT is introduced, the Continuity of Education Allowance, which currently supports many military families to access education for their children, will not cover the increased cost. James is conscious of the impact of this allowance on military families and is passionate about continuing to provide for them: “I think we really need to look after our military families moving forward; these are families who give up their entire lives for the service of the nation and that was the very foundation of Wellington College.”

Like Wellington College, many independent schools have been making efforts to do more for social responsibility in recent years. James, like many others, fears that this progress may be undone if VAT is imposed: “The perversity of it is this is going to make our schools more out of reach to a greater number of families and so it will diminish social mobility. I have absolutely no doubt about that and that cannot be a good thing either for our schools or for young people.” This risk of top independent schools becoming ultra-exclusive is a concern across the sector, James told us: “None of us want our schools to become schools where you have the super wealthy and then perhaps you have a small number of pupils on transformational bursaries. We want our schools to reflect, as best as we can, the broader mix of society as a whole.”

In order to counteract this, Wellington College works closely with charities such as Royal Springboard, a social mobility charity widening access to life-changing opportunities at the UK’s leading schools. James described the impact of these charities and initiatives as “almost immeasurable.”

When asked how Wellington College is and plans to continue supporting families concerned about VAT, James told us: “We don’t want any family to have to be in a position where they have to move their child from our school.” He shared that the school

also plans to draw on their experience supporting families throughout the COVID-19 pandemic to support families in need: “Like we did during the pandemic, we are setting aside significant amounts of additional financial aid [...] we have been planning for this for quite some time so that those families who need extra support will be able to get through the years ahead.” They are also focusing on planning for the future in order to continue to make Wellington accessible to as many families as possible.

James wanted to reassure parents: “We’re so keen to support; we’re so keen to help” and urged them: “Just come and talk to us and let’s work together to plot a route forward.” This applies not just at Wellington College, but across the independent sector: “Just to speak to your heads and your bursers about this because we all want to support and we can only do that in conversation and partnership with parents.”

It is undeniable that this could have a significant impact on the future of independent education. James envisions a smaller, tiered system: “A multitiered sector with a greater variety of price points and provision, low-cost models, medium models, maybe hybrid models in partnership with local state schools.” He remains positive about the prospect of innovation and change, telling us: “One of the things I’ve always thought would be incredible would be for independent schools and state schools to partner.” However, it is clear that some schools will struggle, and changes will need to be made to continue providing excellent education and widening access: “If they want to keep their schools as broad and as wide in terms of access as possible, they’re going to have to be doing more and more in terms of financial aid.”

We would like to thank Mr. James Dahl, Master of Wellington College, for giving up his time to speak to us.

www.wellingtoncollege.org.uk

EDUCATION CORNER PODCAST INTERVIEW WITH THE HEAD

Mrs. Samantha Price

FROM CRANLEIGH SCHOOL, SURREY

In this episode of Education Corner Podcast, we welcomed Mrs. Samantha Price, the new Head of Cranleigh School in Surrey. Having taken up her role in August 2024, Samantha is the first female head in Cranleigh’s nearly 160-year history. In this conversation, she shared her vision for Cranleigh and how she plans to build upon its strong heritage.

Mrs. Samantha Price’s path to Cranleigh School was shaped by a career in education that began when she was 26. Initially working in marketing at the Tate Gallery, after graduating from university, she always felt an “itch to be a teacher,” knowing that “eventually that was going to end up being her calling.” After pursuing a PGCE, Samantha’s first teaching position was at an all-boys’ day school in Reading, which she described as: “[...] a fantastic school, great experience!” From there, she moved to King’s Canterbury, a co-educational boarding school, and then held leadership roles at Hereford Cathedral School, Godolphin School and Benenden School, where she was Head for a decade. Samantha reflected: “In all of the schools I’ve worked in, I have just loved working with teenagers: boys and girls.”

I knew that it was where I wanted to be.” she stated. The opportunity to shape Cranleigh’s next chapter excites her and she is keen to draw on her experience to make a positive impact.

A central theme in Samantha’s vision for Cranleigh is the school’s deeply embedded sense of community. She highlighted how this is encouraged by the fact that: “All of the teaching staff live on site.” creating a cohesive environment for both boarders and day students.

“Our ethos, therefore, is very much around a combination of community and individual,” Samantha explained, noting that Cranleigh, with 700 pupils in the Senior School, is both “big enough that we can do everything to a very high standard” and “small enough that our pupils are really well known.”

Her decision to take on the headship at Cranleigh was driven by a desire to return to a co-educational setting and to lead a school with a strong sense of community. “When I met the staff, the pupils and the governors [at Cranleigh],

She has been particularly impressed by the way older students look out for and mentor younger ones, especially in the boarding houses. The “Upper-Sixth students have been helping younger students […] with their homework,” she told us, adding that this “collective spirit of support” is “quite rare” in many schools today. For Samantha, this community-driven environment is key to helping students find their “thing” - the passions and talents that define their experience at Cranleigh and thereafter.

Looking ahead, Samantha is focused on preparing Cranleigh pupils for the world beyond school. She is a strong advocate for aligning

Introducing Mrs. Samantha Price

the curriculum with the future workplace skills identified by the World Economic Forum, such as collaboration, communication, flexibility, leadership and problem solving. “What are they looking for in 2030?” she asked. “Individuals who are independent, but really collaborative. Individuals who have got excellent communication skills, and are able to lead, able to work hard, but able to be really flexible as well.”

Samantha plans to introduce a cross-curricular Diploma for Year 7, 8 and 9 students that emphasises independent work, problem-solving and practical opportunities. Cranleigh is also developing: “A professional skills programme for our Sixth Formers, really helping them to identify those skills they need for the workplace.” This is a programme which will include the chance for students to start their own businesses and learn about “[...] all of the challenges, but also the

exciting opportunities” that come along with the modern workplace.

Cranleigh’s curriculum is designed to strike a balance between academic rigour and life skills. Samantha stresses the importance of ensuring that everything students do - both inside and outside the classroom - contributes to the development of key skills. Whether it’s participating in drama, music, sports or Model United Nations, she believes that these experiences are essential for developing confidence, leadership and determination: “We need to make sure that within our timetable and the shape of our day, we provide that balance for students to be able to thoroughly engage with those areas of wider interest.”

Samantha is also keen to ensure that students have “down time” to manage stress, an essential part of maintaining a healthy balance. She acknowledges that some stress is necessary to build resilience and “perform better”, but emphasises the importance of managing it in a way which supports students’ wellbeing. The school gives students: “The opportunity to have plenty of exposure to bite-sized pressure throughout the week” to build up “a cumulative resilience” that is important to harness before taking public exams, while also offering fun and social activities - such as House Dance Competitions and shared meals - that play a big part in creating a memorable and enjoyable school experience.

Cranleigh’s 160-year history is a significant part of its identity, and Samantha is committed to preserving the school’s heritage while ensuring that it remains: “[...] forward-looking. In a world which does require agility and flexibility, it’s really important for students to understand the importance of tradition,” she felt.

Cranleigh’s international connections are also an important aspect of its ethos. The school has partnerships with international sister schools in Abu Dhabi and China, which offer students unique opportunities for global networking and potential work experience. Samantha is excited about expanding these connections further, helping Cranleigh pupils to develop an “international outlook” that is “central to success”.

Equality, diversity, inclusion and belonging (EDIB) are central to Cranleigh’s culture. The Cranleigh Diversity Alliance, established in 2021, plays a key role in fostering an inclusive environment. “The main area of focus is to make sure that every single individual within our community feels comfortable to be themselves and knows that they have their

“Cranleigh has an immensely strong heart that beats wherever you walk around the school, and that comes from a strength of community which is actually quite rare, I think, to find in a school, and it’s definitely supported by the fact that all of the teaching staff live on site.”

voice.” Samantha commented.

The Alliance leads assemblies, organises events like Black History Month within the school and gathers feedback from students on how to further improve inclusion. “EDI is live, it’s responsive.” Samantha explained: “I’d never sit here and say we can’t do things better because we always can do things better, and for us, this is something that will remain an absolute priority.”

Samantha is clear that technology, particularly AI, should not be feared or buried, but rather embraced as a tool for enhancing education: “We have to make sure that the relationship that students develop with technology is one that is well-informed.” In a modern world, Samantha said: technology is “embedded in everything that we do”, and at Cranleigh, AI - particularly ChatGPT - is used to help students to save time and improve efficiency. However, the school makes sure to educate young people “to recognise what plagiarism looks like” and about responsible use, a “journey” into understanding technology that “will continue.”

Looking to the future, Samantha sees technology becoming increasingly integrated into education, although she makes sure to point out that AI cannot replace human creativity and problemsolving. “What AI still is not able to do is to be able to completely problem-solve. It doesn’t have the capacity for creativity,” she asserted; highlighting the importance of maintaining a focus on developing these uniquely human skills in students.

Navigating the teenage years has always been challenging, but Samantha believes that the pressures of social media have altered these difficulties. “Young people have always wanted to fit in with their peers. I don’t think peer conformity is actually greater, I think the difference now is the fact that access to quite toxic role models is much more immediate and there’s far more of it.” she observed.

At Cranleigh, educating students about the risks of social media and promoting positive role models is a priority. The school restricts phone use during the day, encouraging students to build healthy habits around technology that they will take with them into later life. However, Samantha emphasised that the most important aspect of managing social media’s influence is “education” and fostering open dialogue, both within the school and in partnership with parents.

As she settles into her new role, Samantha is already looking ahead to Cranleigh’s future. In the summer of 2025, the school: “[...] are going public with their strategic plan for the next phase of Cranleigh’s development.” Samantha suggested that this will include changes to the “curriculum”, as well as “expanding our international footprint,” improving the “Sixth Form experience” and “facility development.”

One area Samantha is particularly excited about is the Performing Arts, which she feels deserves greater recognition alongside Cranleigh’s strong sporting reputation, hinting at the fact that plans for a new “wonderful Performing Arts facility” are already in motion.

With Samantha at the helm, Cranleigh is poised for an exciting future, blending its rich heritage with a forward-thinking approach to education.

We would like to thank Mrs. Samantha Price, Head of Cranleigh School, for giving up her time to speak to us.

www.cranleigh.org

EDUCATION CORNER PODCAST INTERVIEW WITH THE HEAD

Ben McCarey

FROM FRENSHAM HEIGHTS SCHOOL, SURREY

In this episode of Education Corner Podcast, Ben McCarey spoke to us about the innovative and informal approach at Frensham Heights, how they encourage teachers to use creative and experimental methods and how they hope to continue to support this alternative and effective method into the future.

Ben McCarey is a third generation teacher, he told us: “My entire formative years were spent in and around education.” Although this initially propelled him to seek a different career path, soon after graduating from university he “fell into education”. Since then, he has worked in a wide range of schools: “I spent six years in Bicester in a comprehensive in North Oxfordshire, I then went and did a stint in Brixton in South London in one of the most deprived wards in the country in a state academy, from there I moved to my last job before Frensham which was at Holyport College which is a state boarding school near Maidenhead, part of Eton College.” Ben described not initially planning to leave Holyport College, having worked at the school for a decade since its inception in 2014, but commented: “Then Frensham appeared on the horizon and from afar I kind of fell in love with it and started to see it as where I wanted to be and where I wanted my kids to be, and here I am.”

staff, the fact that I’m no longer ‘Sir’ or ‘Mr. McCarey’, that’s been retired, the kids call me Ben.”

Adding that this is to reflect the school’s core values: “A belief in the goodness of humanity, the benevolence of the human spirit and the belief that that doesn’t just apply to us as adults - it applies to kids, too.” He believes that: “Too often the education system serves to [...] put kids into boxes, to say to them, ‘actually, the most important thing is that you comply with this long and very detailed set of rules so that you can learn to be a compliant human being.’”

At Frensham Heights, the very opposite of this is true: children are encouraged to express themselves freely and make their own choices, with adults and staff there to guide and support them. At the core of the school’s ethos is a desire to teach students that: “The human beings they become are so much more than the sum total of the grades they achieve,” according to Ben.

Whilst Frensham Heights is an academically selective school, they also look for pupils who will thrive in their unique learning environment. Ben explained: “I see us as an all-ability school, but that doesn’t mean we’re not an academic school.” Students are supported and encouraged to thrive academically - over half of GCSE grades awarded were 7-9 last year - but pupils are also given chances to succeed elsewhere, such as on

Frensham Heights has a deliberately informal atmosphere, all marked by: “The absence of uniform, the informality between students and

TURN BACK TO PAGES 39-41 for advice about supporting neurodiverse students

Introducing Ben McCarey

the school’s high ropes course or on stage. In the school’s admissions process, Ben explained: “We want to know that students can interact positively with their peers, they can benefit and they can find enjoyment in the kind of experiences that kids have here.”

Like all boarding schools, Frensham Heights want their boarding houses to feel like a home away from home, but the informality and freedom at Frensham makes them more welcoming and homely, according to Ben. He emphasised that “reasonable and safe boundaries” are key to Frensham Heights’ goal of creating an environment where children are free “to go off and walk in the woods, to cycle around the site, to enjoy time with their friends,” but within a safe and familiar setting which can provide continued support when needed: “and then return to staff who they’re on first name terms with, who they have a relationship with.” Unlike other boarding schools, Frensham Heights does not have Saturday school, or compulsory sport on Saturday mornings, instead encouraging pupils to make the most of the “relaxation, enjoyment and enrichment” the school offers.

Frensham Heights’ website states that: “Teachers are supported to be brave and

innovative with their teaching.” with experiential learning emphasised. Ben described this as: “Giving teachers the licence to experiment and to take risks, because if we want our kids to be risktakers, our teachers have to be willing to take risks as well and know that sometimes when it doesn’t quite work out, we’re going to be there to pick them up when they fall.”

Examples of this exciting and unique approach include the Flood project in Year 7: “Over the period of a week we simulate rising ocean levels and the kids have to adapt and plan their food supplies and their new politics and how they’re going to manage the situation.” As well as the Village project in Year 8: “They go and live wild in the woods for 4 days, build their own society, make their own bowls and spoons out of wood and cook their own food.” These challenges are designed to provide students with opportunities to experience independence, have the freedom to make their own decisions and work together to respond to unusual situations. Ben told us: “It’s about making sure that the learning experiences are really fun, really innovative, really engaging,

“If we want our kids to be risk takers, our teachers have to be willing to take risks as well and know that sometimes when it doesn’t quite work out, we’re going to be there to pick them up when they fall.” »

“It’s a really beautiful and inspiring environment and we think it gives kids freedom to be kids.”

building in risk [...] it’s about developing as a human being in a way that is unique and special and interesting, and will give you an experience that you can remember for your lifetime.” Ben also emphasised the importance of finding balance between exciting, experiential learning and more traditional academics: “It’s about striking balance and it’s also about how you enrich the curriculum beyond the classroom.”

Ben also spoke to us about the significance of Frensham Heights’ more diverse student body, with a wider range of abilities represented than some more selective or traditional schools. He believes that this prepares children for life beyond school, equipping them with social skills

and understanding as well as academic success: “Allowing them to develop a greater level of empathy, a greater level of common humanity to be around a much more diverse range of human beings, which is what’s going to happen when they go into the workplace.”

Next year, Frensham Heights will be celebrating their centenary. “We were founded on the basis of a belief in the generosity of the human spirit [...] I like to hope at its heart the core ethos has remained the same,” reflected Ben. Over the years, the school has remained much the same, with the few changes only furthering its core ethos and values. “I think the DNA remains the same but kids change. One of the conversations I have most, particularly with teachers who’ve been in the profession for longer, is that these kids aren’t like the kids 10 or 20 years ago, and our job as adults and as a school is to get on board with that, to understand them, to understand where we need to meet them.”

As for the future of Frensham Heights, Ben hopes “to grow our reputation at the forefront of progressive education.” The school is hoping to open “A Centre for Innovation and Research, particularly thinking about pedagogy and teaching practice” to help further the school’s excellent work and support others to do the same.

We would like to thank Ben McCarey, Head of Frensham Heights, for giving up his time to speak to us.

www.frensham.org

Allowing Children to Flourish

Considerations for Reed’s School entrants

At Reed’s, our admissions process is carefully crafted to ensure that prospective pupils perform to the best of their abilities while feeling at ease. Our priority is the happiness and wellbeing of every child; we are committed to creating an environment where they can thrive. We aim to foster confidence and self-esteem which allow each pupil to flourish and be recognised for their unique blend of talents and potential.

While we do not operate as an academic hothouse, we do expect our pupils to meet a certain academic standard to fully benefit from the opportunities Reed’s provides. Therefore, as part of the admissions process, we require candidates to sit the ISEB Common Pre-Test for 11+ and 13+ entry when they are in Year 6.

This online adaptive test, used by many leading independent schools, helps to streamline the process by allowing them to take just one test, thus avoiding the stress of multiple exams.

In addition to this, we value a holistic approach to admissions. We ask for a report from the candidate’s current Headteacher and invite all applicants to spend a morning or afternoon at Reed’s. During their visit, they will have the chance to explore the school in a relaxed setting, take part in a fun group activity and meet with one of our staff members for an informal interview. The interview allows us to learn more about the individual and their specific interests and gives them the opportunity to ask any questions they may have about Reed’s. Our

unique group activity has been specially developed by our Admissions team and is designed to help children feel comfortable and relaxed. Centred around solving puzzles, this engaging session is - according to feedbackgreatly enjoyed by all participants!

We enjoy welcoming prospective pupils and their families to Reed’s and helping them discover the many opportunities our school offers. Our admissions process is designed to ensure that every child feels supported, valued and excited about the next stage of their educational journey.

ALISON ATKINS Marketing Manager www.reeds.surrey.sch.uk

‘Excellent in every category’ ISI INSPECTION March 2022

01932 869001 admissions@reeds.surrey.sch.uk

Sandy Lane, Cobham Surrey KT11 2ES reeds.surrey.sch.uk

Founded 1813

HMC Day & Boarding School for boys 11-18 and girls 16-18

Embracing Pupil Leadership

Marlborough College is the UK’s largest co-educational, fullboarding school and draws pupils between the ages of 13-18 from across the UK and the world. Our school community numbers over 1,000 boys and girls, and this scale enables us to provide an outstanding range of activities and support for every pupil throughout the busy seven-day week.

Founded in 1843, the College is located in Wiltshire on the edge of a beautiful market town, within easy reach of Heathrow and an hour from London. The campus blends stunning architecture with inspirational facilities, and is set in 286 acres of historic down land, centred around a 4,000-year old Neolithic Mound, which is

reputedly the burial place of Merlin.

The College is academically ambitious, offering a progressive, challenging and enriching education through the curriculum and beyond. Our pupils achieve top grades at GCSE and A level, and 90% secure a place at their first choice of university, which often includes Ivy Leagues, medical schools, Russell Group universities and Oxbridge university options.

The co-curricular provision is second to none, and all pupils become involved in a wide range of sporting and cultural activities. There is a vast array of concert and performance opportunities, three major school drama productions a year, and we

regularly field 50 sports teams each weekend. The school is built on its values of ambition, community, initiative and service, and these values are developed and recognised in all aspects of school life. Our commitment to diversity, equity and inclusion means that whoever you are, you are welcome and valued here.

Pupil leadership is very important to us and pupils lead in pastoral matters as Wellbeing Ambassadors and as Prefects, lead academically in societies, talks and by mentoring, and participate in many charitable and outreach initiatives.

JACKIE JORDAN Director of Marketing and Communications www.marlboroughcollege.org

Autumnal Book Reviews

Hand-picked

Nurturing a love of reading begins with finding books that excite and engage your child. In doing this, you give your child a lifelong gift - the joy of being transported to other worlds and becoming fully absorbed in stories and their characters.

Girls at St Catherine’s have made their recommendations for you to consider.

Year 3 (Form I)

Ottoline and the Yellow Cat by Chris Riddell

“I have enjoyed reading this book because the characters are really brave and kind.” Bea FIS

Year 4 (LII)

The Girl of Ink and Stars by Kieran Millwood Hargrave

“I really liked the characters in the book because they were resilient and never gave up. It’s a great adventure story.”

Victoria

Year 6 (LIII)

One Girl One Dream by Laura Dekker

“I loved this book because it is a true story about a girl who achieved an amazing thing. She sailed around the world at age 14. I found it a very inspiring read.”

Alexis

Year 7 (U3)

My Name is Parvana by Deborah Ellis

“This is the third book in the Breadwinner trilogy, set in Afghanistan under control of the Taliban. It tells the story of Parvana, who, despite the shadow of the war, is learning

and teaching in a school with her expanded family all around her - before she’s taken away by American soldiers under suspicion of being a terrorist. This is a really good book, I really recommend it.” Xanthe

Year 9 (U4)

Darkest Minds by Alexandra Bracken

“This is a dystopian set in the US where, after a sickness, children either develop superpowers or die. Those who developed powers from the sickness are imprisoned in camps. Years after her imprisonment, teenager Ruby Daly manages to escape and joins a resistance group. I really enjoyed this book, as I couldn’t put it down, and would recommend it to anyone.” Lina www.stcatherines.info

Empowering the Next Generation

Life-changing bursaries at Lancing College

This past summer, Lancing College was honoured to welcome twenty-four Young Leaders from Eastside Young Leaders’ Academy - a longstanding partner of the College - to the EYLA/Lancing College Summer School for a taste of boarding school life.

This is our fourth year running the Summer School and it is a real highlight of the Lancing College calendar. EYLA is a founding partner in the success of Lancing’s highly regarded Foundationers programme, which offers children from challenging backgrounds the chance to benefit from an education that would otherwise be out of reach. EYLA’s mission

is to nurture and develop the leadership potential, health and wellbeing of children and young people, especially Black and minority youth, empowering them to become the next generation of successful leaders.

Head Master, Mr. Dominic Oliver, has encouraged the summer programme from its inception four years ago: “I am always immensely impressed with the young leaders who join us each year for the Summer School; their energy and enthusiasm to learn and enjoy their time with us is truly inspiring. We have a strong and long-term relationship with Eastside and they are instrumental in our Foundationers programme, sharing our ambitions to widen opportunities for all.”

Talking about the programme at Lancing, Carol Murraine,

Scholarship Programme Director at EYLA, said: “Lancing College’s hospitality, guidance and support throughout the Summer School made it an unforgettable experience. It’s been an incredible journey of growth and learning and we couldn’t have asked for more.

Lancing College’s dedication to nurturing our young leaders is an inspiration.”

This academic year, we have 21 Foundationers in the College, of which 12 are EYLA students. These pupils are supported by our Lancing Foundationers Campaign, providing 110% bursaries funded by the College and our generous donors.

The Lancing Foundationers Campaign is central to Lancing’s educational vision. The programme shows the College’s long-term commitment to giving young people a chance to change their lives, lead and be change makers. The Lancing Foundationers Campaign provides them with an education that would otherwise be completely out of their reach and allows them to fully participate in all College activities.

Lancing College’s goal is to provide another 39 places over the next five years and in order to do this they aim to raise an additional £4.2 million to meet the overall target of £10.5 million. The College contributes 33% of total fundraising. The programme has gained a remarkable reputation over the past seven years and is now being used as a model for other schools.

KAT FIELD Marketing Campaign Manager www.lancingcollege.co.uk

London University Choices

Choosing the best fit university for you

Birkbeck, University of London

Specialist subjects: Humanities, Social Sciences, Business, Law, Science

QS ranking: #408

Nearest Tube stations: Euston Square, Warren Street, Russell Square, Tottenham Court Road, Goodge Street

Notable alumni: Bear Grylls (adventurer, writer and TV presenter) www.bbk.ac.uk

Brunel University of London

Specialist subjects: Engineering, Design, Physical Sciences, Business, the Arts, Social Sciences, Health, Medicine, Life Sciences

QS ranking: #342

Nearest Tube station: Uxbridge

Notable alumni: Greg Davies (comedian, writer and actor) www.brunel.ac.uk

City St George’s, University of London

Specialist subjects: Health, Business, Law, Creativity, Communications

QS ranking: #352 (City), #351 (St George’s). The two universities merged in August 2024 and are yet to be ranked jointly.

Nearest Tube station: Tooting Broadway

Notable alumni: Margaret Thatcher (Former Prime Minister), Edward Jenner (physician and scientist) www.city.ac.uk www.sgul.ac.uk

Goldsmiths, University of London

Specialist subjects: the Arts, Humanities, Social Sciences, Cultural Studies, Computing, Business and Management

QS ranking: #681

Nearest Tube stations: New Cross, New Cross Gate

Notable alumni: Damien Hirst (artist) www.gold.ac.uk

Imperial College London

Specialist subjects: Science, Technology, Engineering, Medicine, Business

QS ranking: #2

Nearest Tube station: South Kensington

Notable alumni: Alexander Fleming (physician and microbiologist) www.imperial.ac.uk

King’s College London

Specialist subjects: Humanities, Law, Sciences, Social Sciences

QS ranking: #40

Nearest Tube station: Leicester Square

Notable alumni: Virginia Woolf (writer) www.kcl.ac.uk

Kingston University

Specialist subjects: Interior Design, Graphic Design, Mental Health Nursing, Midwifery

QS Ranking: #601

Nearest Tube stations: Kingston Railway Station (Kingston Campus), Wimbledon Tube Station (Roehampton Vale Campus)

Notable alumni: Eric Clapton (Musician) www.kingston.ac.uk

London Metropolitan University

Specialist subjects: Art, Architecture, Design, Business, Law, Computing, Digital Media, Sciences, Social Sciences, Built Environment QS ranking: #1001

Nearest Tube stations: Aldgate, Aldgate East

Notable alumni: Sadiq Khan (politician) www.londonmet.ac.uk

London South Bank University

Specialist subjects: Engineering, Accounting, Science, Architecture

QS ranking: #801

Nearest Tube station: Elephant & Castle

Notable alumni: Edd China (TV presenter, motor specialist) www.lsbu.ac.uk

Middlesex University London

Specialist subjects: Accounting, Finance, Business and Management, IT, Education, Law,

Politics, Marketing, Media and Communications, Psychology, Social Science, International Tourism Management

QS ranking: #721

Nearest Tube station: Hendon Central

Notable alumni: Dame Helen Mirren (actor) www.mdx.ac.uk

Queen Mary University of London

Specialist subjects: Dentistry, English, Law

QS ranking: #120

Nearest Tube stations: Mile End, Stepney Green

Notable alumni: Esther McVey (MP) www.qmul.ac.uk

Ravensbourne University London

Specialist subjects: Digital Media, Design

QS ranking: #201 (by subject)

Nearest Tube station: North Greenwich

Notable alumni: Stella McCartney (fashion designer) www.ravensbourne.ac.uk

Regent’s University London

Specialist subjects: Business and Management, Fashion and Design, Acting and Film Production, Liberal Arts, Psychotherapy and Psychology

QS ranking: n/a

Nearest Tube station: Baker Street

Notable alumni: Ruby Wax (actor and comedian) www.regents.ac.uk

Royal Central School of Speech and Drama

Specialist subjects: Acting, Theatre Crafts and Making, Design, Drama Therapy, Lighting, Musical Theatre, Sound, Technical Arts and Production, Writing

QS ranking: #36 (by subject)

Nearest Tube station: Swiss Cottage

Notable alumni: Dame Judi Dench (actor) www.cssd.ac.uk

Royal Holloway, University of London

Specialist subjects: Sciences, Humanities, Business, Law

QS ranking: #477

Nearest Tube stations: Euston

Square, Goodge Street, Russell Square, Tottenham Court Road

Notable alumni: George Eliot (novelist and poet) www.royalholloway.ac.uk

SOAS, University of London

Specialist subjects: Law, Politics, Economics, Finance and Management, Development Studies, Languages and Cultures, History, the Arts

QS ranking: #508

Nearest Tube stations: Goodge Street, Russell Square, Holborn, Tottenham Court Road

Notable alumni: David Lammy (MP) www.soas.ac.uk

St Mary’s University, Twickenham

Specialist subjects: teacher training, Sports and Health degrees

QS ranking: n/a

Nearest Tube station: Southfield Gardens

Notable alumni: Clara Amfo (radio and TV presenter) www.stmarys.ac.uk

The London School of Economics and Political Science

Specialist subjects: Social Sciences

QS ranking: #50

Nearest Tube stations: Holborn, Charing Cross, Temple

Notable alumni: David Rockefeller (Banker) www.lse.ac.uk

University College London

Specialist subjects: Education, Architecture, Archaeology, Anthropology, Pharmacology, Psychology, Geography, Medicine, Anatomy & Physiology, Biological Sciences

QS ranking: #9

Nearest Tube stations: Euston Square, Warren Street, Euston, Russell Square

Notable alumni: Christopher Nolan (filmmaker) www.ucl.ac.uk

University of East London

Specialist subjects: Law, Politics, Economics, Finance and Management, Development Studies, Languages and Cultures, History, the Arts

QS ranking: #901

Nearest Tube stations: Stratford, Stratford International and Maryland rail stations

Notable alumni: Roger Taylor (musician) www.uel.ac.uk

University of Greenwich

Specialist subjects: Economics, Linguistics, Business

QS ranking: #691

Nearest Tube station: North Greenwich

Notable alumni: Malorie Blackman (author) www.gre.ac.uk

University of Roehampton

Specialist subjects: the Arts, Business, Education, Humanities, Law, Social Sciences, Life and Health Sciences, Psychology

QS ranking: #251

Nearest Tube station: Putney Bridge

Notable alumni: Toby Anstis (radio DJ) www.roehampton.ac.uk

University of the Arts London

Specialist subjects: Arts, Fashion, Design, Communications, Performing Arts

QS ranking: #2 for Art and Design

Nearest Tube station: Bond Street

Notable alumni: Alexander McQueen (Fashion designer) www.arts.ac.uk

University of West London

Specialist subjects: STEM, Healthcare, Business, Hospitality, Social Sciences, Law, Policing, the Arts

QS ranking: #435

Nearest Tube stations: South Ealing, Ealing Broadway

Notable alumni: Freddie Mercury (Musician) www.uwl.ac.uk

University of Westminster

Specialist subjects: Art and Design, Media and Communications, Law, Events and Tourism Management, English, Architecture

QS ranking: #741

Nearest Tube station: Baker Street

Notable alumni: Vivienne Westwood (Fashion designer) www.westminster.ac.uk

Supporting Neurodiverse Students

Embracing diversity

As autumn unfolds and the new academic year is underway, Warwick Business School recognises ADHD Awareness Month and Dyslexia Awareness Day as opportunities to kickstart conversations around neurodiverse learners.

Neurodiversity encompasses a range of cognitive variations, including ADHD, dyslexia, autism and more. At WBS, we understand that students may learn differently and we are committed to providing tailored resources to ensure all students can thrive.

At WBS, the academic lead for neurodiversity on the Equality, Diversity and Inclusion (EDI) committee, Dr. Redzo Mujcic, leads a range of projects to maximise support and enhance the educational experience for neurodiverse students.

One significant initiative is the WBS Neurodiversity Library, a dedicated resource hub stocked with literature and materials that promote understanding and strategies for neurodiverse learning. This library aims to empower students by providing them with tools and knowledge to navigate their educational journeys effectively.

In addition to the Neurodiversity Library, WBS offers neurodiversity dropin sessions facilitated by the specialist Equality, Diversity and Inclusion (EDI) team.

Dr. Mujcic stated: “These sessions provide students with the opportunity to discuss their unique needs and experiences in a supportive environment. They are designed to foster dialogue and share best practices for learning and adapting to university life.”

WBS recognises that the

traditional educational model may not always cater to the diverse ways of thinking and learning. Therefore, we are continually exploring new and innovative methods to enhance the learning experience.

This includes the utilisation of our specialist ‘SmartStage’ technology, which allows for dynamic and interactive virtual lectures. This technology not only accommodates diverse learning preferences, but also creates an engaging environment for virtual learning.

By utilising smart, adaptive platforms, we aim to make learning more accessible and enjoyable for everyone. As the first business school in Europe to use SmartStage, we’ve created an immersive, interactive environment that enables deeper learning, more questions and better discussions.

Dr. Mujcic continued: “At WBS,

we are dedicated to ensuring that all students, regardless of their neurodiversity, have equal opportunities to succeed. By providing comprehensive resources, personalised support and cutting-edge learning technologies, we are committed to fostering an inclusive academic environment.”

“As we kick off this term, let’s engage in meaningful conversations about neurodiversity and continue to build a supportive community for all learners. Together, we can create a vibrant educational landscape that embraces and celebrates the uniqueness of each individual.”

BROM MILLS Media Relations at Warwick Business School www.wbs.ac.uk

TURN BACK TO PAGE 25 to read about supporting young people’s wellbeing

Accessing Higher Education

The Global University Academy for refugee students

SOAS University of London has joined a group of 14 leading universities across the globe to launch the Global University Academy, aimed at responding to the urgent need for improved access to higher education for refugees and their communities. Currently, only 7% of the world’s refugee population have access to higher education resources. To support the goal of the UN Refugee Agency UNHCR, the Global University Academy

hopes to raise this figure to 15% by 2030, by developing a framework for foundation and BA degree programmes that are relevant, codeveloped and locally embedded.

To develop its long-term response, the Global University Academy will seek out potential university partners whose local communities have been impacted by large numbers of refugees, to ensure a truly robust model can be co-created from the start.

However, some problems faced by refugees trying to access higher education occur closer to home. Dr. Anna Lindley, Reader

in Migration, Mobility and Development at SOAS, has been working with the charity Asylum Welcome to map out the challenges encountered by refugees looking for housing in the UK once they leave asylum accommodation, in a market already strained by long-term national shortages and marked by discrimination.

On the BA Global Development programme at SOAS, it is possible to study factors that affect poverty, insecurity and inequality, and the dramatic processes of social, economic and political transformation in different parts of the world, alongside staff who specialise in topics such as migration and displacement, humanitarian action, and sustainability and climate change.

ANDREW OSMOND Marketing Officer www.soas.ac.uk

Discover the Answers at SOAS

- The World’s University

Discover the range of exciting undergraduate degree programmes available to study on our vibrant central London campus

Developing Dyslexic Thinking

The new type of intelligence the world needs now

Throughout history, each Industrial Revolution has shaped the skills humanity has needed to develop: from steam power to electricity, computers to digital connectivity. Now, as we stand on the cusp of the Fifth Industrial Revolution, powered by minds and machines, modern-day Artificial Intelligence (AI) is reframing the type of thinking critical for success.

As Made By Dyslexia’s Intelligence 5.0 report finds: creativity, problem-solving and communication skills are now the most sought-after skills in every job, in every sector, worldwide. These skills are inherent to one particular group of people: dyslexics. But these skills are not accounted for in traditional measures of intelligence. For decades, the standardised tests which are used to measure, grade and select learners have disadvantaged those who excel in these sought after soft skills. That’s why Made by Dyslexia is calling for a radical shift in how the world talks about, teaches and measures intelligence. Traditional metrics like exams and psychometric tests fail to capture the human-centric skills needed for our new Fifth Industrial world. Research conducted by YouGov for the Intelligence 5.0 report found that just 6% of our global respondents believe scoring highly in exams is the best indicator of intelligence, and only 5% believe scoring highly in psychometric tests is the best indicator of intelligence. What’s needed is a systemic shift in education and the workplace to recognise the new intelligence that our modern world needs. The report comes as the UK

government launches an extensive Curriculum and Assessment Review aimed at modernising and enhancing the education system, from Key Stage 1 through to Key Stage 5. This review, chaired by Professor Becky Francis, seeks to address the challenges in the current curriculum and assessment framework, focusing on inclusivity, excellence and preparing students for life and work.

As our report points out, our current education system

prioritises easily tested skills like rote memorisation and recall; spelling, punctuation and grammar; but these are the skills most likely to be taken over by AI. The skills which our fast-changing world needs are creativity, critical thinking and applying knowledge innovatively - all Dyslexic Thinking skills.

With over 1 billion jobs expected to transform due to technology by 2030, it’s clear that a new approach to workforce development is needed. Andreas Schleicher, Director of Education and Skills at the OECD, says the world must focus on developing the human skills that complement AI, creating “firstclass humans, not second-class robots.”

Following the release of the OECD’s 2024 report, Social and Emotional Skills for Better Lives, he emphasised the need for education systems to create environments that foster social and emotional skills, saying: “They are what makes us human in a world of Artificial Intelligence […] Our assessment systems must make the invisible visible – the creativity, the curiosity, the empathy, the trust, the persistence, visible and tangible for educators.” These are the skills the world needs and these are the skills that dyslexics are hard-wired with.

To teach the intelligence the world needs, Made By Dyslexia has launched the DyslexicU –the world’s first University of Dyslexic Thinking.

Welcome to DyslexicU, the University of Dyslexic Thinking Housed on Open University, this innovative, free learning platform

is for anyone, at any stage of life, with a curiosity to learn more about the skills relevant to our new AI-powered world. DyslexicU courses will enable dyslexics to learn more about their Dyslexic Thinking skills and non-dyslexics to learn about Dyslexic Thinking.

How DyslexicU works

DyslexicU aims to provide a new school of thought to teach the world the unique abilities of Dyslexic Thinking. This will be done through inspirational short video courses, presented by myself, and will feature experts and successful dyslexic thinkers from a variety of fields. These

notable ‘lecturers’ reveal the extraordinary power of Dyslexic Thinking, talking about how their Dyslexic Thinking has fuelled innovation and the lessons we can gain from their experiences.

Contributing dyslexics include: Virgin Group founder Sir Richard Branson, Dash Water founder Alex Wright, Activist Erin Brockovich, Activist Princess Sarah Zeid and many more.

For too long, traditional learning environments have ignored Dyslexia, a gamechanging and emotional creative intelligence which has solved many of mankind’s challenges and created leaps in innovation from the lightbulb to the iPhone.

Our new research has found that the intelligence the world now needs is changing, and the skills inherent to dyslexics are the most sought-after skills in every sector globally.

Supporting teachers and workplaces to recognise Dyslexic Thinking skills will empower everyone for success and drive innovation in a changing world.

KATE GRIGGS Founder of Made By Dyslexia and DyslexicU www.madebydyslexia.org www.dyslexicu.org

London Property Market

Resilience and evolution in a global city

The London property market has demonstrated remarkable adaptability in recent years, despite economic headwinds, inflationary pressures and interest rate fluctuations. The capital’s enduring appeal as a global financial hub, cultural epicentre and educational powerhouse continues to fuel demand across the market.

Educational excellence is a major attraction for domestic and international families alike, with many choosing to base themselves here for the duration of their childrens’ school careers. The pandemicinduced ‘race for space’ has reshaped other priorities, with increased emphasis on homes that can accommodate remote work, provide access to green spaces and offer a higher quality of life. This trend has particularly benefited outer London boroughs and the commuter belt, where buyers can find more spacious properties without completely disconnecting from the city’s amenities. Areas such as Richmond, Wimbledon and Wandsworth in particular have seen surging interest from families. The excellent schools,

abundant green spaces and strong community feel in these neighbourhoods have driven some migration from more central locations.

Despite this movement, the appeal of being in the heart of the city, combined with the return to offices sustains the popularity of Prime Central London, especially Chelsea, Notting Hill, Knightsbridge and Kensington, with each offering their own distinct ‘village’ atmosphere. With these areas having some of the best independent schools

in the country, homes within close proximity get snapped up incredibly quickly - especially wider family homes with gardens. We’ve seen two recent examples of this with houses near Cameron Vale School in Chelsea and The Knightsbridge School, which both sold within just three weeks of hitting the market, to families who had children enrolled in local schools. Another very popular school is the American School in St John’s Wood, and we have recently had clients who chose to base themselves in Chelsea and

Kensington

Wandsworth

Chelsea

travel up for schooling.

Looking at the latest data, with average prices down by 18% in Prime Central London (PCL) since the last peak in mid-2015, a period of price growth is overdue. Knight Frank’s data shows that prices declined by 2.1% in the year to September, which was the 17th month in a row that they have fallen on an annual basis. The performance has been better in Prime Outer London (POL), which is driven by domestic and needs-based buyers to a greater degree. Prices are 7.3% below their mid-2016 peak, having grown by 0.5% in the 12 months to September. It was the highest rate of growth in Prime Outer London since May 2023 and was the result of falling borrowing costs over the summer months.

As London continues to evolve, one thing remains constant: the enduring appeal of this global city as a place to live, work and raise a family.

Some examples of properties currently for sale through Knight Frank include:

Chelsea - 5 bedroom house for sale in Chelsea Park Gardens, Chelsea, SW3 - £11,995,000

Click here for details

A beautiful five-bedroom family home situated in one of Chelsea’s most coveted addresses. This

immaculately presented, low, wide house spans approximately 4,350 sq ft across four floors, offering a luxurious and spacious living environment in the heart of Chelsea, with a wonderful southfacing garden.

Kensington - House for sale in Hyde Park Gate, Kensington, London, SW7 - £19,500,000

Click here for details

This wonderful property in Kensington was formerly home to Sir Winston Churchill. According to English Heritage, after losing the general election of 1945, Churchill bought 28 Hyde Park Gate as a London base. He bought number 27 (the property we are marketing) next door, for £7,000 in 1946, originally for use as office accommodation. He later had the two houses combined; they were his longest-standing London residence.

Wandsworth – 3 bedroom house for sale in Orbel Street, London, SW11 - £1,550,000

Click here for details

This delightful three-bedroom, two-bathroom semi-detached house is situated on Orbel Street in Battersea, in the heart of the ever-popular and highly sought after “Sisters” neighbourhood. The house benefits from its peaceful location on a tree-lined street, while still being close to the

vibrant amenities of King’s Road and the Battersea Power Station development.

Wimbledon – 6 bedroom house for sale in Bernard Gardens, Wimbledon, London, SW19£3,000,000

Click here for details

This wonderful south-facing, sixbedroom, semi-detached, doublefronted early Edwardian family home retains many charming period features and also benefits from a detached double garage, something very rare for properties of this era.

Richmond - 3 bedroom house for sale in Richmond Park, TW10£5,000,000

Click here for details

A once-in-a-lifetime opportunity to acquire this delightful property situated within the Royal Park of Richmond and its 2,500 acres of ancient trees and wildlife. The original house was built in the late 1800s and served as the gate lodge to Pembroke Lodge which was built circa 1754. In 2003, the original house underwent a substantial redevelopment and extension whilst being sympathetic to the original property.

CHARLES OLVER Head of Prime London Sales at Knight Frank www.knightfrank.com

Wimbledon

Richmond

Homes and lives, like nature, go through seasons

Embracing the autumn at home

As we enter autumn, we regroup and gather the discarded leaves of the previous seasons, in order to better slow down and hibernate before we can emerge in the spring full of cleared, renewed energy.

In our homes, it is essential that we respect such rhythm, giving ourselves a chance to make the most of what we have, cull what no longer serves us and instil a fresh outlook on our space and our life. That is particularly important when we go through a major life transition – be it a new addition to the family or children leaving the nest, retirement, separation, divorce or loss of a partner. We can find ourselves stuck in time, paralysed by familiarity and overwhelmed. We can easily get stopped,

daunted by the perspective or scale of change we fear is needed to make a difference, when it can actually be broken down into smaller steps. Each can, in and of itself, have a significant impact on the bigger picture and a forward-looking mindset.

The very first step entails taking stock. Start by taking photos of your space (you can start with one room or even a specific area, as a testing ground) from all angles. Look objectively at the pictures, as if the space belonged to someone else. Take your time: observe it all dispassionately. How does that space make you feel now?

Now, give yourself the space and time to think freely about your needs, your aspirations and wishes for this new life. Choose three to five words to describe how you would like your space to make you feel.

Going back to the pictures, objectively assess your space and take note of everything that jumps out – the good, the bad and the meh (what isn’t quite good enough, was temporary yet is still there, doesn’t fit, belong or bring you joy). Be bold,

decisive and remove the bad and the meh - that can mean repurposing, recycling, refurbishing and/or reusing items elsewhere.

In the newly cleared space, consider the good: how do you make it great, and what is missing? Does a piece of furniture need reupholstering or simply a brightening accent? Does the window need a lovely new treatment to modulate the light? Should there be low as well as high-level lighting? Could the large room use a warming rug to define an area within it? Could the art finally be hanging? Could a filing cabinet or shelving unit allow all the files, books, papers and pictures to be sorted and put away?

Having identified these avenues and options, choose an object or colour as an accent. Make it the focus of the room and tie it all in. Pick out and echo the colour within accessories or soft furnishings (cushions, blinds/curtains, a rug). Create a backdrop to enhance your chosen focal point (a contrast paint or wallpaper, a hanging tapestry, a lovely frame or display/shelving unit, an

improvised jungle of potted plants and trees).

Identify a budget and timeline you can work towards for the transformation. It may be that you need to phase out the work and/or the purchases to make it more manageable, logistically and emotionally. Do not underestimate the pride, satisfaction and empowerment of incremental steps in implementing this process – steps that you have identified, scheduled, committed to and put into motion. Make it happen.

Now, take new pictures of your space from all angles and compare. Sit in this new reality with your favourite beverage and take in what you have undertaken and achieved, in all its imperfection and room for improvement (for the next phase!). In all its beauty and the freedom it brought you.

Enjoy your work and your new, best life - looking forwards, not backwards. (Re)discover your space and yourself.

MARIE-NOËLLE SWIDERSKI Galuchat Design www.galuchatdesign.com

tomorrow’s technology today

The world needs digital leaders who can answer the bigger questions. Are you ready to meet this demand?

If so, our 100% online Digital Futures MA course is your launchpad. By joining us, you can help build a better future for technology and society. And best of all, you can study from anywhere, anytime without pausing your career.

Discover University in Exeter and Cornwall

The University of Exeter is ranked in the top 15 of UK universities and in the top 10 in the Russell Group for student satisfaction.

Our Discover University website has a range of activites and resources designed to support your journey to higher education, including:

l Bookable events including our Discover University virtual conferences

l Advice on how to explore your chosen subject

l Essay competitions to strengthen your supercurricular activies

l Subject Q&A panels

l Higher Education Jargon Buster

l Advice on your application and personal statement

l Advice and insights from our Student Ambassadors

Visit our website to find out more: exeter.ac.uk/discoveruniversity

To find out more about visiting our campuses either virtually or in person, visit: exeter.ac.uk/study/undergraduate/visit