Education Choices Magazine - Winter 2024

EDUCATION

CHOICES

THE KEY TO YOUR CHILD’S SUCCESS

SUSSEX FOCUS

ECM top Sussex nursery and school options and more...

EDUCATION CORNER

Ten podcast interviews with leading education experts across the UK

Parents will need to register their children for the Pre-Tests online. Visit the Pre-Tests Admissions Toolkit for information, guidance and support resources.

Dear Readers,

We are thrilled that this edition is featuring so many nurseries, schools and universities. There are ten Education Corner Podcast interviews and they feature many leading Heads, education and neurodiversity experts. We have included a Sussex Focus, think about the importance of educating girls and also feature Tasha Ghouri from Strictly Come Dancing discussing deafness and the highly esteemed Kate Griggs (Made By Dyslexia) speaking about her work on ‘Dyslexic Thinking’. We are honoured to have been able to cover so many features and speakers about key issues in education at the end of 2024.

We hope you have a Merry Christmas and Happy New Year 2025 and look forward to featuring more innovative interviews, books and experts in the forthcoming year!

Chloe Abbott (Founder)

www.educationchoicesmagazine.com

“There are far better things ahead than any we leave behind.” C.S. Lewis, author

EDUCATION BOOK CORNER

Healthy Mind, Healthy Body Mental health book recommendations for all ages

AGES 3-5

Ruby Finds a Worry – Tom Percival

A touching children’s book about a young girl navigating her anxiety, who learns that sharing her feelings with a friend helps her tackle it.

My Monster and Me – Nadiya Hussain (Author) and Ella Bailey (Illustrator)

This book centres around a young boy and his constant companion, a worry monster. Following him through daily activities, the boy learns how to manage his fears with the support of his family. This book offers a gentle approach to talking about anxiety and finding ways to cope.

AGES 6-8

Hattie Harmony: Worry

Detective – Elizabeth Olsen (Author), Robbie Arnett (Author) and Marissa Valdez (Illustrator)

A picture book introducing children to self-care and managing changing moods and emotions. Hattie helps her friends navigate first-day-ofschool worries with calming tools, but when her own fears arise, she must learn to conquer them too.

Michael Rosen’s Sad Book – Michael Rosen (Author) and Quentin Blake (Illustrator)

A deeply moving exploration of grief and sadness. Through honest words and expressive illustrations, this book helps younger readers understand and navigate complex emotions.

AGES 9-12

Me and My Brian –Helen Rutter (Author) and Claudia Petrazzi (Illustrator)

A heartwarming and humorous exploration of mental health and family dynamics, following a boy who personifies his brain as ‘Brian’. The book reflects his challenges and growth as he learns to manage his overactive thoughts.

When I See Blue – Lily Bailey

Twelve-year-old Ben battles OCD, navigating a new school, family struggles and his own inner bully. When he befriends April, Ben begins to find the courage to challenge his fears and take control of his life. A moving story of resilience and friendship.

How To Be More Hedgehog –Anne-Marie Conway

This narrative follows Lily, a girl with a stammer whose confidence is shaken after a humiliating video is shared online. Facing bullying and betrayal, Lily’s tale is one of resilience, friendship and finding one’s voice.

AGES 13-17

The 10pm Question – Kate De Goldi

A tender, witty exploration of anxiety and family secrets. Frankie is consumed by an endless stream of worrying questions, which only his reclusive mother takes seriously. But as his concerns grow, so does his suspicion that Ma might be the root of his deepest anxieties.

Under Rose-Tainted Skies – Louise Gornall

Norah suffers with agoraphobia, but when neighbour Luke enters her life, she is inspired to confront her fears, aiming to be the ‘normal’ girl she believes Luke deserves. This story reveals that courage and love can lead to transformative truths.

IZZY REEVES Assistant Editor

03 Education Book Corner

Book recommendations tackling mental health

06-07 Sussex Nurseries

ECM recommended nurseries in Sussex 2024

17 Improving Mental Health

Reducing anxiety and improving well-being

18-19

ECM Recommended Sussex Prep Schools 2024

Choosing the best prep school for your child

20 Adventure Awaits

Inside Brambletye’s immersive learning journey

21 Things to do in Sussex

Activities and days out in Sussex for the whole family

22-23

ECM Recommended Sussex Senior Schools 2024

Choosing the best senior school for your child

28 Celebrating Differently

Embracing multicultural traditions

29-30 ‘Tis the Season for a Mitzvah

Doing good deeds for others

EDUCATION CORNER PODCAST

EDUCATION CORNER PODCAST INTERVIEWS:

08-10 Mrs. Alison Melrose

Cameron Vale School, Chelsea

11-13 Miss Kate Bailey

Godstowe School, Buckinghamshire

14-16 Mrs. Alison Fleming

Newton Prep School, Battersea

24-26 Sussex Schools Panel Podcast

Lancing College, Roedean School, Windlesham

House School and Cottesmore School

40-42 Kate Griggs

Made By Dyslexia

50-52 Mrs. Donna Stevens

The Girls’ Schools Association

54-56 Ms. Rachel Bailey

Benenden School, Kent

57-59 Mrs. Jade McLellan

St Dunstan’s College, London

60-62 Mr. Will Goldsmith

Bedales School, Hampshire

63-65 Mr. Mark Hoskins

Reed’s School, Surrey

31 Welcome to The Grand Hotel of Feelings

A picture book about accepting all feelings

32 Embracing Christmas

An Icelandic tradition

33 Celebrating The Winter Solstice

Sharing the light

34 Lighting the Way

A celebration of Chanukah and community

35 Educational events at Shakespeare’s Globe

Incorporating theatre in education

36 Neurodiversity and the Complexity of the Examination Process

What is the role of executive function skills?

37-38 Supporting Neurodivergent Children Through Emotional Dysregulation

Strategies for your child and yourself

39 Opening Doors

Social mobility at JAGS

43 Personalised Curriculum Support

Encouraging dyslexic students at Millfield School

44-45 Overcoming Adversity

Tasha Ghouri describes embracing her deafness and inspiring the next generation

46-47 Every Moment Counts for Deaf

Children

Supporting children with hearing difficulties

48 Inspiring Future Innovators

The #GirlsWill initiative at Silverstone

49 Confident Me

The Dove Self-Esteem Project

53 Teaching Critical Analysis

Keeping children safe this Christmas season

66 Tackling Diversity and Inclusion in Football

Holland Park School’s collaboration with Chelsea FC

67 The Creative Potential of AI

AI’s transformative potential for schools

68 The Evolution of AiQ and Changes to UCAS Personal Statements

Empowering education with purpose and agency and how applying to UK universities is changing

69 Healthy Festive Recipes

Salmon poached in harissa coconut lentils

70 Reaching Children Box-by-Box, Life-by-Life

Giving to children in need around the world through a simple shoebox gift

71 Supporting Vulnerable Families

Helping those in need this winter

72-73 A Magic Carpet

Turning your home into a safe haven this winter

74-75 Finding Your Dream Home in Sussex

How buying agents can support your move

76-77 Sussex Property Market

The enduring appeal of West Sussex and the south coast

78 Teenage Kicks

Educating teenagers about drugs and alcohol

79 Supported to Succeed

Mental health and wellbeing

80 Gain Work Experience with a University Internship

Preparing for the future

81 Preparing for the Future

Mentoring students to thrive beyond graduation

82 Lead Out Loud

Warwick Business School’s new podcast on leadership excellence

Founder: Chloe Abbott

Social Media and Marketing: Ella Maria and Megan Payne

Co-Editors: Rohini Bhonsle-Allemand and Megan Payne

Assistant Editor: Izzy Reeves

Design: Peter Charles www.petercharlesdesign.com

Podcasts: Emma Charleston www.emmacharleston.co.uk

Front cover photography: Miles Davies, Splaat

Photo www.splaatphoto.co.uk

(Featuring Windlesham House School)

EDUCATION CHOICES MAGAZINE is now available to purchase both online and on paper copy. Please contact: chloeabbott@educationchoicesmagazine.com

Sussex Nurseries

EAST SUSSEX:

Bloomsbury Street Day Nursery

Age group: 12 weeks - 5 years

Area: Brighton

Parent comment: “We are very happy with the Bloomsbury Street Day Nursery, our daughter loves going there and they are helping her develop well.”

Fun fact: The nursery prides itself on its focus on wellbeing, creative classes, outdoor pursuits and learning through imaginative play. www.hovevillage.com/bloomsbury

Bluebell Hill Children’s Nursery

Age group: 3 months - 5 years Area: Eastbourne

Parent comment: “The staff are so friendly and my child loves going to nursery.”

Fun fact: The nursery has walled mature gardens where children are encouraged to enjoy outdoor play and exploration. www.bluebellnurseries.co.uk/childrensnursery-eastbourne

Little Vines Nursery, Vinehall School

Age group: 2-4 years

Area: Robertsbridge

Parent comment: “Little Vines has everything you would want from a nursery.”

Fun fact: The nursery is a part of Vinehall School and is attached to the Pre-Prep building to make the transition easier. www.vinehallschool.com/nursery

Orchard Day Nursery

Age group: 6 months - 5 years

Area: Brighton

Parent comment: “Our child loves the nursery and we feel he’s exceptionally secure and wellcared for.”

Fun fact: The nursery places an emphasis on learning both inside and outside the classroom.

www.orchard-daynursery.co.uk

Pennies Day Nursery – Mark Cross

Age group: 3 months - 5 years

Area: Mark Cross

Parent comment: “We have been so impressed with Pennies and cannot fault it in any way.”

Fun fact: The nursery provides

sustainable and freshly prepared food to encourage children to make healthy choices from a young age. www.pennies.co.uk/mark-cross

The Wishing Tree Nursery

Age group: 0-5 years

Area: Brighton

Parent comment: “Excellent nursery with great staff and lots of activities for the kids.”

Fun fact: The nursery’s spacious garden allows children to explore, play and engage with nature and physical health in a safe environment. www.grandiruk.com/nurseries/brighton/ the-wishing-tree-childrens-nurserybrighton

WEST SUSSEX:

Cumnor Nursery

Age group: 2-4 years

Area: Haywards Heath

Parent comment: “The staff are wonderful and caring and it’s clear all the children adore them and love their time there. I couldn’t recommend it highly enough.”

Fun fact: The nursery has direct access to dedicated outdoor space and the wider school grounds, with great views across the South Downs. www.cumnor.co.uk

Little Monkeys Day Nursery

Age group: 3 months - 8 years

Area: Horsham

Parent comment: “I cannot even describe how incredible this nursery is. Thank you Little Monkeys for helping shape our daughter into the confident and kind person she is today.”

Fun fact: The nursery frequently takes children on local trips to broaden their experiences and help them engage with the community.

www.grandiruk.com/nurseries/horsham/ little-monkeys-day-nursery-and-preschool

Little Pioneers Nursery & PreSchool, Chichester

Age group: 3 months - 5 years

Area: Chichester

Parent comment: “I would always recommend this nursery to everyone I meet.”

Fun fact: The learning environment is made up of three rooms, split by age groups to help tailor approaches to

teaching and play. www.littlepioneers.coop/find-yournursery/chichester_hospital_nursery

Perfect Start Day Nursery –Horsham

Age group: 2 months - 5 years

Area: Horsham

Parent comment: “We loved our time at Perfect Start. Very sad to say goodbye now but feel we made real connections to progress to the next stage of education.”

Fun fact: Parents receive updates each day, from the activities their children take part in to the nutritional

food they eat.

www.perfectstartnurseries.co.uk/nurserylocations/horsham-nursery

Snowdrop House Montessori Nursery

Age group: 0-5 years

Area: Haywards Heath

Parent comment: “Fantastic nursery. Wonderful staff and manager, very caring and supportive of the children.”

Fun fact: The nursery is located next to a park with open fields and a woodland.

www.snowdrophousemontessorigroup. co.uk/our-nurseries

Woodstock Day Nursery

Age group: 0-5 years

Area: Worthing

Parent comment: “You’ve all made such a difference in our boys’ formative years. We really couldn’t have chosen a better second home for our boys to grow up in.”

Fun fact: Children are split into three groups depending on their age: Cubs, Cats and Tigers.

www.woodstockdaynursery.co.uk

OUR STREAMLINED PROCESS IS DESIGNED TO SAVE YOU TIME, MONEY, AND EFFORT EVERY STEP OF THE WAY

OUR EXPERT GUIDANCE WILL ENSURE YOUR CHILD THRIVES BOTH ON AND OFF THE PITCH

EXCLUSIVE ACCESS TO SCHOLARSHIPS

EDUCATION CORNER PODCAST WITH THE HEAD

Mrs. Alison Melrose

FROM CAMERON VALE SCHOOL, CHELSEA

In this episode of Education Corner Podcast, we welcomed Mrs. Alison Melrose, Head at Cameron Vale School, a coeducational prep school located in the heart of Chelsea, London. Alison spoke with us about the school’s ethos, the importance of outdoor learning, the possible VAT on school fees and the exciting future for Cameron Vale.

Mrs. Alison Melrose’s journey in education spans over two decades, with a career rooted in London’s prep schools. After studying to become a teacher, she began her career at Norland Place in 1996. She explained: “I spent four years working as a classroom teacher before I moved to the Northwood Schools Group.” At the age of twenty-eight, Alison then became the head of one of their schools, a role that eventually led her to joining the board of directors.

“celebrated throughout the week” : courage in learning, critical thinking, collaboration and striving to be “the best version of yourself you can be.” These principles shape the school’s philosophy, from the Chelsea Nursery right through to Year 6. Alison shared: “It’s all about communication and making sure we are delivering that bespoke, unique curriculum for each child, so that they are in the zone of proximal development at all times.”

Her experience also involved “working for Cognita”, a global school group, where she helped to expand schools and develop new campuses. She recalled: “One of the school projects I was working on was St. Nicholas Prep in Hyde Park and the opening of the new Prince’s Gardens School in Knightsbridge.” However, despite the “challenge” of launching a school during the COVID-19 pandemic, Alison reflected on it as an “amazing project” and a rewarding experience. In 2023, she joined Cameron Vale School, drawn to its personalised approach to education and the school community.

Cameron Vale is built on core values that are

The school places a strong emphasis on building “great interpersonal skills” within their students, “making sure that they are polite, have good manners, have a firm handshake and they can look you in the eye,” and ensuring pupils are well-prepared for future challenges. They are also encouraged to have a “good understanding about current affairs and knowledge of the world around them so that they’ve got their own opinions,” making sure they can “stand on their own two feet.”

Despite its location in central London, Cameron Vale School provides ample opportunities for outdoor learning. Alison explained: “Fresh air, food and exercise are great for the mind and body, which means that when they come back into the classroom, they’re ready to focus.” The school makes creative use of its surroundings, integrating local resources into the curriculum. “We talk about using London as our classroom,” Alison described. Pupils visit nearby institutions like the Institut Français, local museums and the Saatchi Gallery. These trips allow

Cameron Vale School, Chelsea

“We have such strong links with our children and our parents: it very much is a family community here.”

students to connect classroom lessons to real-world experiences and “bring their learning to life.” Alison summarised: “We very much are part of London, part of Chelsea and part of our local community.”

Outdoor activities are a significant part of school life. The school’s Forest School programme is a standout feature, with children travelling to Barnes Common weekly for “a full outdoor learning programme.” Activities include climbing trees, lighting fires and making hot chocolate or pancakes. Alison emphasised: “It’s a great way to find out more about the children.” This hands-on approach also fosters creativity and motor skills, developed through the “huge range of different activities” that Cameron Vale offers.

Navigating London’s competitive senior school market can be daunting for families, but Cameron Vale offers comprehensive support through the 11+ process. The school provides regular reports and parent-teacher meetings every term, tracking progress and identifying areas for improvement that are “quantified” and “clear.” Alison highlighted: “We are probably one of the few schools in London that reports to parents every half-term.” This transparency ensures that families have a clear understanding of their child’s development.

The school has “strong links with children and parents: it is very much a family community,”

TURN TO PAGES 63 - 65 to learn more about Reed’s School, Cobham

organising 11+ coffee mornings to guide parents through the process and help shortlist suitable schools based on their child’s strengths and interests. They then “tailor the preparation to the schools that those children have applied for,” adopting a personalised approach to ensure all students are well-prepared and confident in situations from reasoning skills to interview practice.

As part of its commitment to supporting families, Cameron Vale School is addressing the growing concerns surrounding the possible VAT on school fees from January. This anticipated policy change poses significant challenges for many families, particularly those with both parents working fulltime to provide private education for their children, with Alison adding: “I have two children who go to boarding school myself and I know it’s going to be very challenging for everybody.”

Cameron Vale is among the many schools taking proactive steps to support their communities. Alison shared that the school “have confirmed that they’re going to freeze their fees for the coming academic year,” aiming to provide families with some “stability.” She added: “That will help families to be able to budget, so that they know what their expenses are going to be for the next eighteen months or so.”

Beyond academics, Cameron Vale focuses on teaching essential life skills through its “hidden curriculum.” Alison expanded: “Those interpersonal skills are so important,” describing it as an example of “hidden skills.” Students learn to work collaboratively, communicate effectively and develop a sense of self-awareness. The skills are reinforced through various activities, such as partaking in debates and listening to guest speakers.

One memorable experience for the students was a

“We want more families to be able to benefit and thrive and flourish from all that we have to offer here.”

visit from explorers Mensun Bound and Dan Snow, who shared their adventures from the Disney+ film Endurance with the children. Alison reflected: “These are life experiences that we can provide within our school and enrich their lives,” helping children to “find out where their interests are.”

Cameron Vale is part of the Forfar Education Group, a small network of independent schools across the UK. While each school maintains its individuality, the group provides shared resources and support in areas like IT, HR and finance. Alison joked: “The central team are like our friendly uncle.” The collaboration extends to “inter-school” activities such as “debating competitions” and professional development opportunities for staff. This connection to a broader network allows Cameron Vale to offer unique opportunities while maintaining its distinct identity. “Our décor here will be very different to the décor in any of the other

schools,” Alison explained. “You won’t walk in and think: ‘This school comes from a particular group.’ But the big benefits are having a broader team to work and collaborate with, rather than just being a standalone.”

As Cameron Vale looks ahead, the focus remains on providing an excellent education while expanding opportunities for families. Alison emphasised the importance of maintaining the school’s “nurturing” ethos while adapting to the needs of its community: “We want more families to be able to benefit and thrive and flourish from all that we have to offer here.”

With a dedicated staff team and a commitment to adaptive teaching, Cameron Vale School is wellpositioned to thrive. Alison concluded: “It’s about continuing in the same vein of travel, to continue to provide a really excellent education for local families.”

We would like to thank Mrs. Alison Melrose, Head of Cameron Vale School, for giving up her time to speak to us.

www.cameronvaleschool.com

EDUCATION CORNER PODCAST WITH THE HEADMISTRESS

Miss Kate Bailey

FROM GODSTOWE SCHOOL, BUCKINGHAMSHIRE

In this episode, we spoke with Miss Kate Bailey, Headmistress of Godstowe School in Buckinghamshire. With a strong focus on happiness, confidence and success, Godstowe is England’s first prep school to offer both day and boarding options for girls. With Godstowe’s 125th anniversary approaching, Kate reflected on both the rich history and the forward-looking approach of the school, as well as the shared values of the school community.

Miss Kate Bailey’s career in education has been as varied as it has been distinguished. After completing a master’s degree in English and History at The University of Edinburgh, she earned her PGCE in London and began teaching. Kate explained: “I spent about seventeen or eighteen years in London,” working at esteemed schools such as Westminster Under School, Broomwood Hall and Wetherby Prep, and even served as the founding head of Wetherby Pembridge. Her path to Godstowe, however, was rooted in personal ties. She expanded: “I grew up in the local area” and had heard of Godstowe’s “incredible reputation,” describing the school’s ethos and success of its alumni as key motivators for taking on the headship in 2022.

Under her leadership, the school has recently updated its core values to include kindness, respect, integrity and balance, a process that involved input from the whole school community, including pupils, staff, parents and governors. “It’s been a really fun year so far,” Kate noted. These values complement the school’s motto, “Finem Respiche”, meaning to “Reach towards your goal.” Kate described this as central to the school’s philosophy: “It’s woven into the fabric of everything that we do,” encouraging every child to strive for their personal best, whether that be academic, artistic, musical or athletic.

Boarding is a significant part of life at Godstowe with around a third of girls choosing to board, including international students. Kate described the boarding experience as “utter bottled happiness,” emphasising the sense of community, fun and family within the school’s three boarding houses. She expanded: “It gives our girls the time and space to enjoy the wealth of co-curricular

At Godstowe School, the mission is clear: to nurture “confident, happy and successful” pupils. Kate emphasised: “It’s a great aim for any school.”

“We’re ensuring that we continue to be recognised as a leader in girls’ preparatory education, setting a standard for excellence. We’re really proud of this.” »

Godstowe School, Buckinghamshire

opportunities which are offered at the school.” Flexible options, such as weekly boarding or occasional “sleepovers”, are also available, allowing the needs of “modern working families” to be met.

Parental involvement is also integral to Godstowe School’s approach. Kate explained: “Working as partners with parents sits at the heart of everything we do.” From regular communication to collaborative fundraising initiatives, parents play an active role in school life. The school also has a “thriving parent association” which is integral to the running of events like the Christmas fair and celebrations for Godstowe’s upcoming 125th anniversary.

collaborates with other local schools, “sharing and incorporating our resources and facilities to help others.” A recent initiative now allows pupils in the school’s four houses to nominate their own charities, supported by donations from the parent association. Kate commented: “It’s a really collaborative community piece.”

Technology is a very important aspect of education at Godstowe, but Kate emphasised the importance of maintaining a balanced approach.

Community engagement extends beyond the school gates, too. Godstowe regularly fundraises for various “local and international charities” and

“We’ve embraced AI, the ethics behind it, the philosophy behind it, how we’re educating the girls in our care of its potential,” she described. However, the school is also “proud to be a mobile phone-free school” and this is something that Kate does not see changing. Devices are provided to older pupils in Years 6 to 8 for educational use, ensuring that all students are equipped with essential digital skills and know how to use them “safely, wisely and carefully.”

Additionally, workshops are offered to both pupils and parents to ensure that the school community stays informed about online safety and the responsible use of technology. Kate views technology as a powerful tool to enhance learning and is “really excited about what it can offer and bring to our lives,” but added: “It’s all about the training and the education.” Recognising that the careful use of technology relies upon the constant education and revision of online safety, Kate made sure to note that these workshops and forums are “as much for me as for the girls.”

A hallmark of Godstowe’s curriculum is the Dove Diploma, a programme inspired by the Duke of Edinburgh’s Award. Designed for girls in Years 6 to 8, the diploma combines academic excellence with personal and cultural development. Kate expanded: “It’s been designed to inspire girls to try new activities. I’m passionate about that.” Pupils earn bronze, silver or gold diplomas through activities such as Young Enterprise projects, creative writing or even lambing on local farms.

Building upon its success, the school plans to introduce the 125 Dove Diploma for younger girls in Year 5, further fostering participation across

TURN TO PAGES 28 - 34 for a diverse choice of festive books

all age groups. “The buzz around the building when they found out that they were allowed to be involved was really lovely,” Kate reflected. The programme has earned praise from senior schools, who have commented on how “wellprepared” and “well-rounded” students from Godstowe School are.

Godstowe takes a tailored and “thorough” approach to preparing pupils for senior school entrance exams, whether at 11+ or 13+.

Specialist teachers, many with experience teaching to a secondary school level, deliver high-quality instruction across core subjects. Kate summarised: “I really believe it’s that bespoke approach that we take that means every year we’ve got a wealth of girls reaching their top choices for senior school.”

As Godstowe prepares to celebrate its 125th anniversary, Kate is reflecting on the school’s rich history and forward-looking ethos. “We are very traditional, but nonetheless we have a very modern approach,” she noted. Founded by Dame Frances Dove in 1900, the school has always emphasised all-girls education and well-rounded development. Kate shared a recent discovery of the school’s original foundation stone, which inspired a renewed appreciation for its history and aims; it’s a reminder of “our history and where it all began, but how we’re looking forward.”

The school’s learning support department also plays a crucial role, ensuring that all pupils, regardless of ability, receive the resources and support they need to thrive. “We are a non-selective school, but it’s also that very experienced team of practitioners that are really getting the very best out of the girls,” she added.

“We’re really passionate about sharing and incorporating our resources and facilities to help others.”

Kate’s vision for Godstowe is one of continuous improvement. Plans include enhancing the school’s performing arts and STEM offerings while maintaining its commitment to holistic education. “We’re ensuring that we continue to be recognised as a leader in girls’ preparatory education, setting the standard for excellence,” Kate shared, adding that this is something “[...] we’re really proud of.” With a focus on providing opportunities for growth and inspiration, Godstowe is poised to build on its legacy while continuing to prepare pupils for their futures beyond the school.

We would like to thank Miss Kate Bailey, Headmistress of Godstowe School, for giving up her time to speak to us.

www.godstowe.org

EDUCATION CORNER PODCAST WITH THE HEAD

Mrs. Alison Fleming

FROM NEWTON PREP SCHOOL, LONDON

In this episode of Education Corner Podcast, we spoke with Mrs. Alison Fleming, Head of Newton Prep School in Battersea, London. Newton Prep School is a coeducational prep school for children aged 3-13, known for its excellent academic results and broad range of co-curricular opportunities. Alison discussed the benefits of co-education, the unique curriculum offered at the school and the challenging impact of the VAT on independent school fees.

Reflecting on her path to becoming a headteacher, Mrs. Alison Fleming described her journey as pragmatic, influenced by personal and family considerations. She shared: “I wasn’t educated privately myself. A state primary school and state grammar school was my background.” She initially had no intention of joining the independent sector but found herself considering the option when her eldest son started a state primary school that had “some teaching methods that I found curious.”

Alison commented: “I felt I did want to become a Head, but I suspected it wasn’t going to be a Head in Hampshire or Wiltshire. Instead, it was going to be a London Head.” The more traditional Shire counties model did not attract Alison as much as the diversity and dynamism offered in London. After a deputy headship at Highgate Junior School and a headship at Dulwich College Junior School, Alison joined Newton Prep, which she has led for over a decade.

Newton Prep School’s coeducational setting reflects Alison’s belief in preparing children for real life. “Coeducation is normal life and I think schools should reflect the reality of children’s existence,” she asserted, adding: “It’s vitally important that boys and girls learn what it is to be alongside each other.”

Alison emphasised the importance of fostering respect and understanding between genders: “Our job as educators is to journey with the children and help them to sort out any differences that might come along.”

A teaching opportunity at a local prep school led Alison into the independent sector. She candidly admitted: “After quite a lot of lively conversations with my husband, who was not at all keen on the independent sector decision, I accepted the role, which brought with it some fee remission for having my children there.” This initial move marked the beginning of her journey, which eventually took her from Hampshire to London.

Newton Prep’s ethos is shaped by values of ambition, effort and self-discipline, drawing upon Isaac Newton’s thoughts: “My powers are ordinary. Only my application brings me success.” Alison connects this deeply to her own upbringing, sharing: “My father, born in a coal mining village in South Wales, always told me: ‘Education is your passport. That is what’s going to take you to new places.’ I was driven by that message throughout my

“We want to make sure that children have got the opportunity to discuss and to debate issues that are relevant to them, issues that they feel really strongly about.”

childhood and I think I’ve taken that with me in my professional working life.”

Alison emphasised the importance of effort over innate talent: “It’s largely a misapprehension to think that children are born gifted. For the vast majority, you will succeed by effort and application.”

To inspire her students, Alison has been leading by example, stating: “Five years ago, I decided to start learning to play the piano as an absolute beginner. It’s hard work, and it has taken everything in my power to get to Grade 5 - I’m fiercely proud of that!”

The school’s admissions process begins with two primary entry points: nursery and reception. Alison explained: “We take about forty-eight children into nursery and look for another thirty-five to join in reception.” Assessments for younger children focus on developmental milestones, often determined

through observed play, while older students undergo more formal evaluations, including maths and English tests.

Alison stressed the importance of finding the right fit between the school and its children: “Our pitch and pace are ambitious. I need to be satisfied that they are meeting normal developmental milestones because if they are not, I think they would be put under a great deal of stress.”

Newton Prep School prides itself on a curriculum that extends beyond just exam preparation. Alison stated: “We want to make sure that we are addressing the concerns and issues that are relevant and pertinent to this generation of children. Our curriculum will adapt; we are not a school that has the same curriculum plans in place each year.” She particularly highlighted the importance of the arts: “We want to provide those wonderful opportunities for our children to do art, music and drama, and to develop that creative side of their personalities.”

The Newton Prep Diploma exemplifies this innovative approach. Designed for Year 7 and 8 pupils, the diploma integrates humanities, arts and classics into interdisciplinary projects. The Diploma is about moving away from traditional “subject silos” that are “fundamentally not related to each other,” and encouraging pupils to think critically across their subjects, culminating in a gold, silver or bronze award, “depending on what extra the children have brought to this Diploma.”

Navigating London’s competitive senior school admissions process is a significant focus for Newton Prep School. Alison explained: “From Year

The Impact of VAT

5, we give a huge amount of information to parents about the process.” Parents then meet with Alison one-to-one and develop a strategy for each child and their individual strengths and interests.

Alison emphasised that the goal is finding: “The right school for the right child,” rather than chasing prestige. She commented: “That might be one of the most academically elite schools, but actually it might not be. It might be a school that’s got a broader academic range.” The key, though, is working closely with parents and students to find the schools that match their needs and supporting families through the application process.

Situated in the heart of London, Newton Prep celebrates its diverse community. Alison noted: “We draw families from a range of ethnic, cultural and religious backgrounds, and I think that [enables] the enrichment of the whole school community.” However, the school balances this diversity with a stable environment to support children’s development: “We are not an international school. The only reason I say this is because I think parents

“Our school community is about celebrating the success of every child.”

would want to know that their children are going to make friendships that will go a distance and won’t risk making friends with somebody who’s gone by the end of the year.”

Alison sees the school, therefore, as more than just a collection of individuals, stating: “We celebrate the success of every child. The school is something of a community; we are greater than the sum of our parts.”

The introduction of VAT on school fees presents a significant challenge for independent schools, and Alison spoke candidly about her concerns and disappointment. “I think it’s one of the saddest political moves that the Labour government could have made. I am so dismayed about it,” she shared, adding: “It’s such a clumsy, clunky response to the independent sector.”

Alison advocates, instead, for more creative solutions to address inequality, suggesting: “What about if you said every independent school in the country, whatever their size, has to give away 10% of their places? We could have given away sixty-five places to children from the local community and let them benefit from what’s here.”

As Alison prepares to step down, she reflects on her legacy and experience: “I am really proud of the academic excellence at Newton Prep. I am proud of my teachers; they are absolutely outstanding to work alongside.”

Her hopes for the school’s future are clear: “I want the staff who come here to be ambitious. I want them to take on positions of responsibility - Head of House, Head of Year, Head of Subject - so they’ve had all the educational life experiences.”

In terms of her own future plans, Alison reflected: “I really want to stay in the world of education. It’s my love. I would love to be involved in some way, whether it’s nurturing new heads or helping heads who find themselves in difficult situations.”

We would like to thank Mrs. Alison Fleming, Head of Newton Prep School, for giving up her time to speak to us.

www.newtonprepschool.co.uk

Improving Mental Health

Reducing anxiety and improving wellbeing

Noodle, the school dog, is a wellloved member of Churcher’s College Junior School and Nursery. Known for his friendly nature and positive influence on wellbeing, Noodle plays a vital role in supporting students’ mental health and educational experiences. Studies have shown that spending time with animals, like Noodle, can reduce stress, anxiety and even blood pressure, helping students feel calmer and more focused during the school day. Noodle’s comforting presence provides a safe, non-judgmental space for students and a moment to pause and reflect.

Noodle plays a leading role in ‘Pastoral Art Time’, held at lunchtimes during the week.

During this time, children from Year 3 and upwards are encouraged to express themselves creatively while interacting with Noodle. This activity allows them to relax and engage in art projects, which can be therapeutic and help them process emotions.

Noodle sits with the children as they paint, draw or simply talk, making the space feel warm and welcoming. Many children find that Noodle’s quiet companionship helps them feel at ease, improving their mood and readiness to learn. Other children enjoy the opportunity to take Noodle for a walk at lunchtime with their friends, or make new friends whilst helping to look after the dog. All the children are also very keen to play a game of ‘Fetch’ with the dog on the field, which often involves the children running as much as Noodle!

AMANDA INKLEY Head of Marketing www.churcherscollege.com

“At Churcher ’s, my child sits beside focus and ambition, not distractions—it’s the perfect place to thrive.”

A leading independent day school for girls and boys 3 - 18 Discover more at ChurchersCollege.com

ECM Recommended Sussex Prep Schools 2024

EAST SUSSEX:

Ark Blacklands Primary Academy

Ages: 4-11 years

Co-educational

Location: Hastings

Top senior school destinations include: A variety of top secondary schools across Sussex.

Parent comment: “Brilliant school with great teachers.”

www.arkblacklandsprimary.org

Bede’s Prep School

Ages: 3-13 years

Co-educational

Location: Eastbourne

Top senior school destinations include: Bede’s senior School, Brighton College, Eastbourne College.

Parent comment: “If you want your child to flourish under a kind, encouraging atmosphere, where expectations to do well academically are high but not at the cost of the child, then Bede’s may be the choice you’re looking for.”

www.bedes.org/prep

Brighton College Prep School

Ages: 3-13 years

Co-educational

Location: Brighton

Top senior school destinations include: Brighton College senior School, Bede’s School, Eton College.

Parent comment: “My kids are very happy there.” www.brightoncollege.org.uk/ prep-school

Brighton Girls GDST Prep School

Ages: 7-11 years

Single sex: all-girls

Location: Brighton

Top senior school destinations include: Brighton Girls senior School, Brighton College.

Parent comment: “It is a

testament to the teachers’ encouragement that my daughter passed all her exams and left Brighton Girls with her head held high.”

www.brightongirls.gdst.net/ prep-school

Lancing Prep Hove

Ages: 3-13 years

Co-educational

Location: Hove

Top senior school destinations include: Lancing College, Brighton College, Hurstpierpoint College.

Parent comment: “Lancing Prep at Hove is a fantastically supportive school and I cannot speak more highly of it.”

www.lancingcollege.co.uk/ prep-hove

Little Common School

Ages: 4-11 years

Co-educational

Location: Bexhill-on-Sea

Top senior school destinations include: A range of top nearby independent schools and academies.

Parent comment: “An amazing school with great teachers!” www.littlecommon.e-sussex. sch.uk

Skippers Hill Manor Preparatory School

Ages: 2-13 years

Co-educational

Location: Mayfield

Top senior school destinations include: Bede’s senior School, Battle Abbey School.

Parent comment: “Enrolling our two children at this school has easily been the best decision we have ever made.” www.skippershill.com

St Andrew’s Prep

Ages: 9 months - 13 years

Co-educational

Location: Eastbourne

Top senior school destinations include: Eastbourne College, Brighton College, Ardingly College.

Parent comment: “Fantastic family school with great opportunities for all children in a nurturing environment.” www.standrewsprep.co.uk

St Peter and St Paul Church of England

Primary School

Ages: 5-11 years

Co-educational

Location: Bexhill-on-Sea

Top senior school destinations include: Local state and independent secondary schools.

Parent comment: “I definitely recommend this school. The staff are very friendly and the environment is great.” www.stpeterandstpaulprimary co.uk

Vinehall School

Ages: 7-13 years

Co-educational

Location: Robertsbridge

Top senior school destinations include: Eton College, Benenden School, Tonbridge School. Parent comment: “Great school with wonderful teachers and people.” www.vinehallschool.com

WEST SUSSEX:

Ardingly College

Preparatory School

Ages: 7-13 years

Co-educational

Location: Haywards Heath

Top senior school destinations include: Ardingly College senior School and other top independent or selective grammar schools.

Parent comment: “We

loved the school.”

www.ardingly.com/prep

Blackthorns Community

Primary Academy

Ages: 4-11 years

Co-educational

Location: Haywards Heath

Top senior school destinations include: Top local secondary schools.

Parent comment: “Excellent primary school with a supportive environment.” www.blackthornsprimary academy.org.uk

Brambletye School

Ages: 7-13 years

Co-educational

Location: East Grinstead

Top senior school destinations include: Ardingly College, Bede’s School, Lancing College.

Parent comment: “The building is beautiful with great facilities.”

www.brambletye.co.uk

Burgess Hill Girls Prep School

Ages: 2½ -11 years

Single sex: all-girls

Location: Burgess Hill

Top senior school destinations include: Burgess Hill Girls Prep School and other local notable senior schools.

Parent comment: “Burgess Hill Girls is a wonderful place - we couldn’t be happier with our choice of school.”

www.burgesshillgirls.com/preprep-and-prep

Cottesmore School

Ages: 4-13 years

Co-educational

Location: Crawley

Top senior school destinations include: Benenden School, Marlborough College, Winchester College.

Parent comment: “I simply can’t praise the school enough.”

www.cottesmoreschool.com

Cumnor House Sussex

Ages: 8-13 years

Co-educational

Location: Haywards Heath

Top senior school destinations include: Sevenoaks School, Brighton College, Hurstpierpoint College.

Parent comment: “A delightful school in the Sussex countryside.” www.cumnor.co.uk/prep/ welcome-to-prep

Heron Way Primary School

Ages: 4-11 years

Co-educational

Location: Horsham

Top senior school destinations include: A range of local secondary schools.

Parent comment: “A wonderful school.” www.heronway.w-sussex. sch.uk

Lancing Prep Worthing

Ages: 2-13 years

Co-educational

Location: Worthing

Top senior school destinations include: Lancing College, Our Lady of Sion School, St. Oscar Romero Catholic School.

Parent comment: “A lovely school with an excellent rating.” www.lancingcollege.co.uk/ prep-worthing

Slindon College Prep School

Ages: 8-13 years

Single sex: all-boys

Location: Slindon

Top senior school destinations include: Slindon College, Chichester College.

Parent comment: “Our son is so happy and is growing in confidence every day which is just amazing to see.” www.slindoncollege.co.uk/ academic/prep

Windlesham House School

Ages: 4-13 years

Co-educational

Location: Pulborough

Top senior school destinations include: Ardingly College, Bedales School, Brighton College.

Parent comment: “My children love it. Excellent teaching, amazing sports facilities and lots of outside space.” www.windlesham.com

Windlesham House School

Adventure Awaits

Inside

Brambletye’s immersive learning journey

On a crisp autumn morning in the Sussex countryside, pupils in Years 1 and 2 at Brambletye School discovered something extraordinary during their daily woodland walk - a perfectly crafted little den, complete with a tiny bed and miniature clothes hanging on a washing line, had appeared between two beech trees. Meanwhile, the children in Years 3 and 4 arrived at school to find an arrow pinning a map to the wall and a leafy campsite outside their classrooms.

Developed with Primary

different areas of knowledge naturally interconnect. The PrePrep’s ‘Wild Child’ and Lower School’s ‘Robin’s Recruits’ themes capture young imaginations, spark curiosity and encourage inquiry, creating lasting memories and deeper understanding.

“The children’s excitement is palpable,” says Kate Fleming, Head of Pre-Prep. “These meaningful connections develop skills that will serve our pupils throughout their academic journey and beyond.”

The children have also enjoyed meeting lots of exciting visitors

campsite and a trip to Bedgebury to ‘Be More Tree’.

A ‘Fabulous Finish’ brought the term’s topic to a close, with children and parents venturing into the Brambletye woods to build dens and bake fresh bread over a fire for a warming winter tea.

The children are looking forward to exploring next term’s themes: ‘Castles and Crowns’ and

Things to do in Sussex

Brighton Palace Pier

Dating back to 1899, Brighton Palace Pier combines traditional Victorian architecture with modern amusements. Today, the pier is home to a wide range of traditional fairground rides, including roller coasters, a haunted house and indoor arcades. There are also many refreshment opportunities, from ice cream stalls to restaurants, to suit the whole family.

www.brightonpier.co.uk

South Downs National Park

Spanning from rolling green hills to the famous white cliffs of the Heritage Coast, the South Downs National Park offers the best of the countryside. Walks and hikes for all abilities, as well as cycle routes and bridleways, offer plentiful opportunities to experience Britain’s newest national park.

www.southdowns.gov.uk

The Royal Pavilion

Built as King George IV’s pleasure palace at the height of Regency society, the Royal Pavilion was

also used by King William IV and Queen Victoria. Today, it has been restored to its original 1823 splendour with Asian-inspired architecture and interiors.

www.brightonmuseums.org.uk/visit/ royal-pavilion-garden

Wakehurst

Managed by Kew Royal Botanic gardens, Wakehurst is home to over 500 acres of dramatic and diverse landscape, including formal gardens, woodlands, an Elizabethan Mansion and a private nature reserve.

www.kew.org/wakehurst

1066 Battle of Hastings

Battlefield

and Battle Abbey

Built on the site of the Battle of Hastings, Battle Abbey is today an English Heritage site. Here, visitors can walk the battlefield trail to discover the history of the Norman conquest and the Abbey, experience interactive exhibits and the battlefield playground. www.english-heritage.org.uk/visit/ places/1066-battle-of-hastingsabbey-and-battlefield

Drusillas Park

Drusillas is an award-winning zoo with something for the whole family. As well as an array of animals, from monkeys to camels and bats, visitors can enjoy the Rainforest Adventure rides, compare their abilities in ‘The Zoolympics’ and experience the UK’s largest immersive sensory play attraction ‘SPARK’. www.drusillas.co.uk

Weald & Downland Living Museum

In the heart of the South Downs, the Weald & Downland Living Museum is an immersive opportunity to see what rural life was like over 1,000 years ago. Visitors can explore a fully restored village over the 40-acre site, as well as many demonstrations, including cooking in a Tudor kitchen, milling in a working watermill and blacksmithing in a Victorian smithy. The site is also now home to the BBC’s The Repair Shop. www.wealddown.co.uk

TURN BACK TO PAGES 18 - 19 for ECM recommended Sussex prep schools

ECM Recommended Sussex Senior Schools 2024

EAST SUSSEX:

Beacon Academy (maintained)

Age: 11-18 years

Co-educational

Location: Crowborough

Parent Comment: “Excellent school with good facilities, caring and helpful teachers and staff.” www.beacon-academy.org

Bede’s School (independent)

Age: 3 months - 18 years

Co-educational

Location: Eastbourne

Parent Comment: “Bede’s has been very good at bringing out the best in my son.”

www.bedes.org

Brighton College (independent)

Age: 3-18 years

Co-educational

Location: Brighton

Parent Comment: “Brighton College provides my children with a safe and stimulating learning environment.”

www.brightoncollege.org.uk

Brighton Girls GDST (independent)

Age: 3-18 years

Single-sex: all-girls

Location: Brighton

Parent Comment: “We are really happy at Brighton Girls.” www.brightongirls.gdst.net

Eastbourne College (independent)

Age: 13-18 years

Co-educational

Location: Eastbourne

Parent Comment: “We love the feel of the school and the amazing facilities.” www.eastbourne-college.co.uk

Lewes Old Grammar School (independent)

Age: 3-18 years

Co-educational

Location: Lewes

Parent Comment: “Both my children have had a great time at LOGS.” www.logs.uk.com

Mayfield School (independent)

Age: 11-18 years

Single-sex: all-girls

Location: Mayfield

Parent Comment: “The staff are great, pastoral care is amazing and our daughter loves it.” www.mayfieldgirls.org

Roedean School (independent)

Age: 11-18 years

Single-sex: all-girls

Location: Brighton

Parent Comment: “My daughter is being nurtured and challenged in all the right ways.” www.roedean.co.uk

Seaford Head School (maintained)

Age: 11-18 years

Co-educational

Location: Seaford

Parent Comment: “This is an outstanding school.” www.seafordhead.org

Uckfield College (maintained)

Age: 11-18 years

Co-educational

Location: Uckfield

Parent Comment: “Overall a great school.” www.uckfield.college

WEST SUSSEX:

Ardingly College (independent)

Age: 2-18 years

Co-educational

Location: Ardingly

Parent Comment: “My sons are thriving!” www.ardingly.com

Burgess Hill Girls’ School (independent)

Age: 2½ -18 years

Single-sex: all-girls

Location: Burgess Hill

Parent Comment: “Both my daughters are very happy at Burgess Hill Girls and are achieving highly.” www.burgesshillgirls.com

Christ’s Hospital School (independent)

Age: 11-18 years

Co-educational

Location: Horsham

Parent Comment: “Great school with excellent facilities.” www.christs-hospital.org.uk

Farlington School (independent)

Age: 6 months - 18 years

Co-educational

Location: Horsham

Parent Comment: “I have children there and have been completely thrilled with it.”

www.farlingtonschool.com

Hurstpierpoint College (independent)

Age: 4-18 years

Co-educational

Location: Hurstpierpoint

Parent Comment: “The teaching was fantastic and teachers were very approachable and enthusiastic. Great atmosphere.”

www.hppc.co.uk

Lancing College (independent)

Age: 13-18 years

Co-educational

Location: Lancing

Parent Comment: “Our son is very, very happy there, nothing but positive experiences.”

www.lancingcollege.co.uk

Seaford College (independent)

Age: 5-18 years

Co-educational

Location: Seaford

Parent Comment: “I would 100% recommend Seaford College, it has been a great school experience for my son.”

www.seaford.org

Shoreham Academy (maintained)

Age: 11-18 years

Co-educational

Location: Petworth

Parent Comment: “Fantastic sixth form with great facilities” www.shoreham-academy.org

Tanbridge House School (maintained)

Age: 11-16 years

Co-educational

Location: Horsham

Parent Comment: “It’s a great school!”

www.tanbridge-house-sch.co.uk

Worth School (independent)

Age: 11-18 years

Co-educational

Location: Crawley

Parent Comment: “My two children are at Worth & we are extremely happy with the choice we made to send them there.”

www.worthschool.org.uk

TURN TO PAGES 74 - 77 to find out about properties in Sussex

EDUCATION CORNER PODCAST WITH

Mr. Tom Rogerson

HEADMASTER OF COTTESMORE SCHOOL

Mrs. Sarah Sutherland

SENIOR DEPUTY HEAD OF WINDLESHAM HOUSE SCHOOL

Mr. Dominic Oliver

HEAD MASTER AT LANCING COLLEGE AND

Mrs. Niamh Green

HEAD AT ROEDEAN SCHOOL

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

All of our guests are passionate about the many benefits of choosing a Sussex school. “We literally have it all,” Mrs. Sarah Sutherland, Senior Deputy Head of Windlesham House School, believes, “We benefit from having that countryside, being in the South Downs, but we are also close enough to London that it’s not too long a commute.” Mr. Dominic Oliver, Head Master at Lancing College, echoed this: “We’ve got the sea on one side and the Downs behind us, you can ride a horse into the Downs from the Lancing Equestrian Centre. [...] It’s that sense, not just of

physical space, but of intellectual and creative space.” Mrs. Niamh Green, Head at Roedean School, told us about how this setting benefits pupils of all ages: “They have that kind of idyllic childhood with all that space, and then when they become teenagers, they’ve got that balance between the space and access to the city as well.”

For families interested in Sussex schools, our guests shared more about their entrance processes, emphasising the informality and desire to get to know prospective students, not just relying on exam results for admissions. “‘Empathetic’ is the word that I would use to describe how we help the children to enter Cottesmore,” Tom told us. Sarah echoed this, describing Windlesham House School’s entrance process as: “Varied and tailored

Lancing College, Roedean School, Windlesham House School and Cottesmore School

“It’s a really good mixture, it’s eclectic and actually, that’s what we want from the community. We don’t want homogeneity. We want that variety and difference, we want something that’s reflective of the world.”

to the individual age and stage of the pupils that we welcome to our school community. So we look very carefully at pupils who are committed, enthusiastic, creative and willing to embrace everything that Windlesham has to offer.” Dominic also emphasised the relaxed interview style at Lancing College: “They’re called interviews, but they’re more conversational than that [...] We’re not all operating a machine, we’re talking about young people and their futures.” Whilst Niamh told us they look for “Girls [who] really want to make the most of everything that’s on offer and … families [that] really get stuck into our community.”

With the world and our communities becoming increasingly diverse and global, all schools are conscientious about incorporating this into school life. All our guests described the diverse mix of local students, those who live elsewhere in the country and international families: “Our pupils are from across the world from China, Korea, Nigeria, Russia, Spain and everywhere in between.” Sarah told us: “We currently have pupils from just over twenty different countries as part of our school community.” Similar is true at Roedean, with over forty countries represented in the student body. In addition to this, each school runs a range of local bus services across Sussex, with about half of each

school’s pupils being classed as local students. Dominic told us of how this diversity is deliberate and celebrated at Lancing: “It’s a really good mixture, it’s eclectic and actually, that’s what we want from the community. We don’t want homogeneity. We want that variety and difference, we want something that’s reflective of the world.”

Our guests also told us about how they incorporate and celebrate this diversity. At Windlesham, their new Languages, Culture and Linguistics department: “Actually goes one step further than just learning an additional language, we look at the culture of our different backgrounds [...] It’s a cultural immersion programme, so they will understand the geography, the festivities and the celebrations.” Both Dominic and Tom also described the importance of food and celebrations in celebrating the diversity of their school communities. At Cottesmore, World Awareness Week is an opportunity to try food, dances and games from around the world, whilst at Lancing College, holidays such as Day of The Dead and Chinese New Year are celebrated by the whole school community. At Roedean, they make the most of the diverse community in nearby Brighton: “We do quite a lot of partnership work within the local community where we’re going out to the local community, whether it be with charities or with the local schools.”

At Cottesmore School, pupils leave at thirteen years old, rather than eleven, allowing children more time at the prep stage: “the 13 plus leaving has a huge amount of benefits to it.” When it comes time to progress to senior school, Cottesmore does not feed to particular senior schools, but many pupils go on to Lancing College and Roedean and Tom added: “These fantastic senior schools we have here, Lancing and Roedean, where the child is going to thrive.” At Windlesham House School, many pupils

Choosing a Sussex School

also leave at thirteen. Sarah told us how exam preparation skills are embedded in the curriculum from Year 5: “Those lessons support the pupils not just in understanding the verbal and nonverbal elements of the pre-test, but also that preparation for practice interviews, for mock assessment days, so that pupils are really well rounded and prepared for what they are going to experience.” She went on to tell us about the importance of balance in this time: “It also is about their childhood and keeping that innocence of childhood whilst also preparing the children for the future.”

Similarly, at Lancing College, pupils are admitted into the senior school from age thirteen. Dominic described this as: “We believe in the old-fashioned prep school structure, not because it’s old-fashioned, but because it offers a kind of golden time to extend childhood, a golden time to actually be pushed into lead at that point, to feel enriched by that environment, and then make that move just as adolescence is really getting going.” Conversely, Roedean admits girls from age eleven, also due to the traditions of prep schools ending at eleven. Niamh told us: “We still have local girls from primary schools that come at 11 plus and quite a few of the London day girls’ prep schools have finished at that age as well, so that is one of our main entries.” Although, as co-educational prep schools have grown in popularity, many girls also now join Roedean at age thirteen. Niamh emphasises the importance of doing what is best for each individual child: “It has to be right for where she is now. So she can become Head Girl at a prep school, get all those amazing things that happen during those last two years of prep school, and then still come to us in Year 9.”

Niamh also described how Roedean pupils benefit

from being in a single-sex environment, whilst still maintaining friendships beyond school. “Being in a single-sex school, they’re able to really find their voice and leave school at the age of eighteen, having found that confidence and having grown.” With 40% of Roedean pupils going on to study a sciencerelated subject at university - well above national average - it seems clear that the environment at Roedean is indeed nurturing confidence in girls’ abilities in all areas. They are also afforded many opportunities to socialise in co-educational settings, coming together with Lancing College for things such as CCF and Oxbridge preparation, as well as having socials with Tonbridge School. Niamh also highlights the power of social media in maintaining a wide range of friendships: “One positive of social media is that they stay connected much better and for much longer with friends they’ve made.” Overall, Niamh is confident in the strength and impact of an all-girls’ education at Roedean: “When they leave Roedean, I don’t think they’re in any doubt of the power of their voice and the power of them to represent females,” she believes.

Across both prep and senior school stages, our guests agree on the benefits and plentiful opportunities of choosing a school in Sussex. The access to open spaces on the South Downs and coastline stand out, as well as the access to cities such as Brighton and London and all the opportunities available within the schools’ rich communities: “It’s sort of paradisiacal,” Dominic told us, “it is incredibly beautiful in this area, it’s hard to beat. You go to other places, you want to come back here.” They urge anyone interested in a Sussex school to visit: “I think experiencing the location, which is outstanding, but actually meeting the students, seeing who they are and what they are and what they do, I think that’s the biggest selling point.” Niamh shared, “I think coming to experience it for yourself is definitely worthwhile.” Tom also echoed the importance of visiting schools and making a connection when selecting a school for your child: “Fundamentally, it’s all about connection, it’s all about fun, it’s all about the warmth.”

We would like to thank our Sussex schools panel for giving up their time to speak to us.

www.cottesmoreschool.com www.windlesham.com www.lancingcollege.co.uk www.roedean.co.uk

Celebrating Differently

Embracing multicultural traditions

Nikhil and Jay is a series of four books for emerging readers about two boys who have dualheritage. Their mum, Amma, is from Southern India and speaks Tamil as her mother tongue, while their dad, Appa, is from England. They also have two sets of grandparents and a cat called Max.

The series is aimed at emerging readers with four short stories in each title. In the first book, Nikhil and Jay: The Star Birthday, we showcased a special birthday celebration that comprises different festivities to the usual cake-cutting and partyhats that kids in the UK are most familiar with.

After the first two titles of Nikhil and Jay were published, we received a lot of requests for Nikhil and Jay to visit their grandparents in India. That led me to think about all the families in the UK that visit their relatives abroad. Nikhil and Jay’s family, like many others, would often choose to visit during the winter break because the weather in

India is more pleasant and the sun isn’t as harsh.

So how about a Christmas in India? Nikhil and Jay’s Indian grandparents have never celebrated Christmas before because they are Hindus. Whether a family is celebrating Christmas or Deepavali, the most important elements of the festivities involve being with family, preparing a delicious array of foods and carrying on some traditions. So, how will Nikhil and Jay follow their western traditions in Chennai, India, where getting a Christmas tree isn’t possible?

I also wanted to blend the customs of Indian Christmas celebrations with the western ones that Nikhil and Jay are familiar with. So if mince pies are not available, what would they leave for Father Christmas? Indian pudding, of course! Similarly, when Jay worries that their presents might be lost because Father Christmas doesn’t know where they are, Nikhil

has an idea which incorporates a local South Indian custom: hanging a lit-up star outside the house.

From going to the beach to welcoming the new year, in Nikhil and Jay: Off to India, we explore how everyday things are different across cultures; when cultures come together in one family, we get to celebrate those differences and enjoy different customs, traditions and foods.

The Nikhil and Jay series is written by Chitra Soundar, illustrated by Soofiya and published by OtterBarry Books. You can now watch Nikhil and Jay on CBeebies and BBC iPlayer!

CHITRA SOUNDAR Author www.chitrasoundar.com

‘Tis the Season for a Mitzvah

Doing good deeds for others

I got the idea for The Christmas Mitzvah in 1996, on a Christmasseason working trip to Milwaukee, from an article in the local daily newspaper.

Here’s the true story that sat in my desk drawer for more than two decades: in late-1960s Milwaukee lived a gentleman named Al Rosen. Al was Jewish, but he also loved the Christmas season. What was not to love? His Christian friends and neighbors were in their happiest time of the year. The snow, the decorations, the lights and the carols were beautiful and everyone just seemed nicer. On Christmas Eve, circa 1969, Al met a gas station attendant who had to work that night instead of being with his family. Al was incensed. This was ungodly; a man should be able to celebrate the most important family holiday with his family. Al was so incensed, in fact, that he went home and called a radio station, which put his call on the air:

“I’m Al Rosen, and I’m Jewish. If you have to work tonight on

Christmas Eve and would rather be with your family, I’ll do your job for you. For nothing.”

The radio station switchboard lit up.

Then, for the next thirty years, Al did the same thing - he took on the job of a man or woman who otherwise could not be home with their families on Christmas Eve. Nothing glamorous, quite the opposite, in fact. He shoveled snow, shined shoes, cleaned cages, parked cars, took tolls and mopped floors. His good deeds on Christmas Eve were the epitome of the Christmas spirit. What’s more, people of other faiths also started doing the same on holy days for their friends and neighbors.

To me, that was just about the greatest story I had ever heard. It was the epitome of a mitzvah. What’s a mitzvah? It’s the Hebrew word הָוְצִמ for what the Almighty asks us to do. Yes, it’s a good deed of some kind, but it is

also something that God wants of us. It has a holy component to it, which makes it even more special.

Al was doing Christmas mitzvahs (the plural in Hebrew is mitzvot, for the purists among us). Plus, the article I tore out was bittersweet. It was the year that Al Rosen had grown too old to do his Christmas mitzvah. That fact made the greatest story I ever heard even greater. All I had to do was figure out a way to tell it and find a publisher for it.

“Too sentimental.”

“Just not right.”

“A little too old-fashioned.”

“Too religious.”

Those were the responses to my manuscript - disappointing to me, for sure - until Marissa Moss at Creston said: “I love it. Let’s do it.”

I chose to make The Christmas Mitzvah inspired by a true story. It says so, right up front. I’ve got no specific basis that Al did the Christmas mitzvahs exactly as

I wrote them, nor for the book’s concluding section, when the families for whom Al did his mitzvahs come back in Al’s old age to do a remarkable mitzvah for him. In reality, that never happened. But, considering Al’s life, it could and should have.

Do you know what? It didn’t matter that the book was ‘inspired by’ instead of ‘based on’ or ‘a true story’. My readers see it as a kind of truth, I suspect because the message is wholly true in our hearts. My favorite line in the text is about the people

for whom Al did his mitzvahs: “All the folks easy to dismiss in a world that mistakes wealth for worth.”

Not all of us can be brain surgeons, astronauts, Wimbledon champions, presidents, inventors, great dancers, speechwriters or horticulturalists. But all of us can do mitzvahs, and there’s no better time than the Christmas season to do them.

JEFF GOTTESFELD Author www.jeffgottesfeldwriter.com

TURN TO PAGES 57 - 59 to learn about implementing Yondr at St Dunstan’s College

Award-winning classes for under 5s in London, featuring original songs by West End composer Pippa Cleary!

We Offer: Weekly classes in your nursery setting

Workshops Bespoke songs/shows Father Christmas visits

Welcome to The Grand Hotel of Feelings

A

picture book about accepting all feelings

What if your feelings could check into a hotel, each one a guest with its own quirks and needs? What if your job was to take care of every guest, ensuring each gets the room they need? My debut picture book, The Grand Hotel of

Feelings, explores this idea. The journey to this book began with my own struggles. For most of my life, I found it difficult to truly feel my feelings, which led to both mental and physical challenges. When I finally learned to accept and process my emotions, I realised how universal this struggle is. Creating The Grand Hotel of Feelings became a way to share what I had discovered: that all feelings are valid, they don’t define us and they all deserve a space to exist. The book was part of my Master’s thesis, exploring how illustration and design could support Bibliotherapy. However, the metaphor of a house for feelings had emerged many years before.

During one of my meditations, I visualised my feelings (at that time, mostly difficult ones) as

rude guests who would enter my home, behave terribly and lock me out. Since learning to manage my feelings, I no longer believed in that narrative. Instead, I knew that every feeling simply wants to be heard and usually leaves once it has been acknowledged. Transforming the house into a hotel felt like a natural evolution.

Illustrating the hotel was great fun. My process begins on paper, where I sketch with pencil and paint with acrylics before digitally editing the final image. My artistic influences lean toward the surreal and romantic, creating worlds that feel magical yet grounded - places I’d love to visit myself.

I am over the moon that people of all ages are moved by the story, because I never aimed to create a book solely for children. Instead, I focused on making something authentic to me. Creating a book specifically for children wouldn’t have felt genuine. The result is a story that invites everyone to reflect on their feelings. Today, The Grand Hotel of Feelings has been translated into almost thirty languages, reaching audiences worldwide. When I made the book, I never imagined it would touch so many people, but I’m incredibly moved by its reception. I hope it continues to inspire readers to welcome every guest in their own hotel of feelings.

LIDIA BRANKOVIĆ Author www.lidiabrankovic.com

Embracing Christmas

An Icelandic Tradition

Imagine a place blanketed in glittery snow and bustling with Christmas cheer. You hear the music of joyful carolers, smell delicious food wafting from warm homes and see shoppers racing around to find just the right book to give their loved ones. Sounds too good to be true, right? There’s actually a name for this - Jólabókaflóðið, or the Christmas Book Flood - and it happens every year in Iceland!

during World War II. During that time, many items were rationed since the country is so isolated from others. Paper, though, was not one of these items.

So that Christmas, Icelanders gave each other what was available: books!

loved ones.

The tradition of the Christmas Book Flood began long ago,

So many people gave and received books that it was almost like a flood - books were everywhere! So the tradition of the ‘Book Flood’ began. To this day, Icelanders still give each other books on Christmas Eve, drinking hot chocolate and spending the night reading with

When I heard of this tradition, I knew it was something I wanted to write about. I, too, love Christmas, books, reading, family and hot cocoa! I thought about all the reasons I love these things and put them into my book, The Christmas Book Flood. Now I celebrate this tradition with my family, too; we give each other a book on December 24th and spend the night reading together. I hope the book flood spreads to you, too!

EMILY KILGORE Author www.emilykilgore.com

Celebrating The Winter Solstice

On an early morning in December 2020, stars still sparkled in the inky sky. I glided through the snow on my skis, thinking about the approaching solstice - the shortest day of the year - and how people have gathered since ancient times to celebrate the sun’s return. It gave me a spark of hope. Even during a dark time (such as a global pandemic!), we can come together to support one another and share the light. I returned

In the story, Owl calls out, “Whooo will help me shine the light, and share a gift of hope this night?” One by one, Squirrel, Chickadee, Raccoon, Deer, Mouse, Rabbit and Duck come forward to decorate a pine tree and share gifts of hope for all. In the end, they welcome an unexpected guest to their celebration. Renata Liwska’s beautiful illustrations bring the forest to life, adding warmth and coziness to cold winter scenes.

also inspire kids to venture outdoors in winter or learn more about solstice traditions around the world.

Some families are reading the book as part of a new solstice tradition. Schools are invited to use the book for units on seasons, winter celebrations, animals and friendship. I also offer a children’s winter solstice song on my website, which can be an engaging pairing for lessons or a seasonal music performance.

I hope the book’s themes of hope, community, friendship and kindness - or “sharing your light” - will resonate with readers, both young and old. Perhaps it will

Even on the darkest days, we can help each other feel warm and full of light. I wish you a bright and happy winter season!

KELSEY GROSS Author www.kelseyegross.com

Lighting the Way

A celebration of Chanukah and community

Every year, when Chanukah comes around, my son (one of the few Jewish children at his primary school) is asked to explain the festival to his class. He’s proud to share his traditions, but after a few years, I wondered why the responsibility to educate others fell on him.

So, I looked for ways to introduce Chanukah to children who don’t celebrate it and realised there weren’t many resources that truly welcomed everyone into the story of the holiday. I wanted to create something that could bridge that gap, helping schools, families and friends learn about Chanukah while reflecting on its deeper meaning. That’s how Eight Lights, Eight Nights was born.

The book invites readers into a world of glowing menorahs, spinning dreidels and jam-filled donuts, but it’s about more than just traditions. Each night of Chanukah, we visit a different family, watching as small moments (lighting candles, sharing food, welcoming guests) fill their homes with warmth. By the end, the glow of the menorah connects them all, showing how festivals like Chanukah are about creating light not just in winter, but in the world around us.

For me, the most important moment in the book comes when it reflects on how King Antiochus

persecuted the Jewish people because he was afraid of what made them different; that fear of difference is just as relevant today as it was back then. I hope this sparks conversations with children about the beauty of diversity and the courage it takes to embrace what makes us unique.

At its heart, Eight Lights, Eight Nights is a story about belonging. My goal is to make Chanukah accessible and meaningful to everyone, while also celebrating its significance for Jewish families. It’s a reminder that, no matter where we come from, the things that make us different can also bring us closer. Whether we’re lighting a menorah, a Christmas tree or Diwali lamps, we all seek light in our lives. When we share that light, we make the world a little brighter for everyone.

NATALIE BARNES Author www.littletiger.co.uk/author -illustrator/natalie-barnes

Educational events at Shakespeare’s Globe

Incorporating theatre in education

Playing Shakespeare with Deutsche Bank returns to Globe Theatre for its 19th year!

Playing Shakespeare with Deutsche Bank will return with a new ninety-minute version of Macbeth, created especially for young people. The production is designed to support the curriculum and excite students about the play. We also have a range of accessible performances including Integrated BSL available across the run. It opens in March and runs through to the end of the Easter holidays.

Study Boosts for GCSE Exams

Our Study Boosts are perfect for young people working towards

their English GCSE. These workshops, which run from November to April 2025, approach curriculum texts such as Macbeth, Romeo and Juliet, The Merchant of Venice and Much Ado About Nothing using practical drama techniques to give students a clearer understanding of the themes, characters and language.

Acting courses

The Globe also offers week-long Young Actors Short Courses for children aged 8-10 and 11-13 during the February half-term. Led by Globe practitioners, these popular courses are designed especially

for drama enthusiasts and aspiring actors. The course includes a tour of the Globe Theatre and finishes with a relaxed sharing of work for families on the Globe stage itself!

LUCY CUTHBERTSON Director of Education, Shakespeare’s Globe www.shakespearesglobe.com

Neurodiversity and the Complexity of the Examination Process

What is the role of executive function skills?

Are entrance tests or mock exams filling your home with tension and conflict?

Can you feel your child or teen’s resistance to revision; the shutdown or fireworks anytime you mention planning; the seeming lack of awareness of time constraints?

Paying attention to studies, organising time, focusing on tasks, resisting the urge to check phone notifications and managing the frustration and anxiety that goes alongside these stressful situations - all these rely on executive function skills. They are used in the preparation, action and reflection on all of our tasks, every day.

The prefrontal cortex of our brain is what controls these

higher-level cognitive skills. It is the last part of our brain to mature - current neuroscience says that’s only around the age of 25 - and one of the first parts to be affected by stress, anxiety, lack of sleep, illness and any other dysregulation in the body.

Neurodivergent brains often have a spiky executive function profile - some of these skills may be well developed whilst others remain a struggle, even after our brain is fully matured. Taking into account that neurodivergent brains are recognised as having a delay of 3-5 years on maturity, that

TURN BACK TO PAGES 11 - 13 to read about loving learning at Godstowe School, High Wycombe

neurodivergent 15 year old writing mock exams may have a brain functioning as a typical 11 or 12 year old. Your 10 year old, writing an entrance exam, may actually be working as a 7 or 8 year old.

When the expectations outweigh the skills, there is bound to be stress for the child, and this also has a huge impact. ‘Amygdala hijack’ describes the biological reaction of the brain when it feels under threat - it cuts off logical thinking and just takes action to survive in the moment. We all know the feeling after a particularly emotional response to something: “Why did I do that? I don’t know what I was thinking!” As it turns out, we weren’t - our brain felt so threatened in that moment that it just got our body to react!

So, when your child can’t seem to make a start on their revision, is struggling to manage their time, prepare and prioritise, or finds any excuse to avoid the books, this is not them being ‘lazy’ or ‘difficult’ or ‘not caring’; this is them struggling to meet expectations with the executive function skills they currently have available.

When we understand more, there are some practical ways that we can help:

Keep other demands low, so that they have capacity to focus energy on working through the exams.

Ask them how you can support them - even when society tells you they shouldn’t need it anymore! If they struggle to engage with this, let them know you’re there for them in subtle ways - a cuppa dropped off at their desk or a note on the bathroom mirror can gently show them that you’re there for them.

Recognise progress and effort, rather than focusing only on the end results - a genuine comment

about something you’ve noticed them working hard on makes them feel seen. Maintain a strong connection with themthey desperately need your co-regulation, so do all you can to regulate yourself and help them feel that home is a safe place. Keep playing and having fun in your family - their less-stressed brain can use its executive function skills much more effectively. Finally, reassure your child that exam results do not reflect the person they are or how you feel about them - they are so much more than what they can produce in that hour or two.

Yes, these exams can be important milestones, but your relationship with your child, as well as their self-esteem, confidence and feeling

accepted and supported, is truly a much more solid foundation for what they’ll achieve in life.

I’m Shelley Farnham of Complex Connexions CIC and I support parents and children around ADHD/ Autism to understand more about their brains and bodies and to feel empowered to create stronger family connections.

SHELLEY FARNHAM ADHD/ Autism Mentor for Children and Families

Free webinar on executive function skills and other resources: www.complexconnexions.co.uk/ resources/

Supporting Neurodivergent Children Through Emotional Dysregulation

Strategies for your child and yourself

Parenting a neurodivergent child provides opportunities for deep connection and growth but also presents challenges, particularly during moments of emotional dysregulation such as meltdowns or shutdowns. Understanding what drives these responses can help foster an environment where both you and your child feel safe and supported.

How the Nervous System Drives Regulation

Our autonomic nervous system plays a critical role in how we experience the world. It is subconsciously and constantly evaluating our surroundings to determine whether we feel safe or at risk. This process, called neuroception, influences our physiological and emotional states.

For neurodivergent children, this process often works differently. For example, hypersensitivity to sensory input (like lights, sounds or smells), hyposensitivity to internal physical states (like hunger or thirst) or a mismatch in social cues between them and their carers can make them feel unsafe more quickly. When they perceive themselves to be under threat, you may witness your child experiencing a meltdown or shutdown - responses driven by their nervous system to cope with overwhelming situations. As a parent, your own nervous system is also affected during these moments. Recognising your emotional responses and needs is vital - not as a secondary concern, but as an important part of the support process.

Understanding Meltdowns and Shutdowns

When your child is overwhelmed, their response might take one of two forms:

Meltdowns: These are intense emotional outbursts, often triggered by sensory overload, frustration or an unmet need. Crying, yelling, or even physical actions like hitting are their nervous system’s way of saying: “This is too much!”

Shutdowns: This is a more inward response, where your child may withdraw, become non-verbal or seem unresponsive. It’s a protective mechanism, their brain’s way of saying: “I need to retreat to feel safe.”

These behaviours aren’t manipulative or ‘bad’; they’re survival mechanisms in the face of sensory or emotional overload.

Identifying Triggers

Observing patterns in your child’s experiences before meltdowns or shutdowns can pinpoint what causes dysregulation and help you create a calmer environment. Triggers generally fall into four categories:

Internal: Hunger, tiredness or discomfort.

External: Overwhelming sensory inputs, such as bright lights, loud noises or strong smells.

Interpersonal: Miscommunication or misunderstood social cues. Task-related: Rushed transitions,

overwhelming demands or excessive information.

Creating Safety Through the 3 C’s

When your child feels safe, their nervous system can relax. Focus on creating safety with the 3 C’s: Context: Routines and clear expectations provide stability. Visual schedules, advance notice for transitions and consistent boundaries can be comforting. Choice: Offering options - like choosing between two snacks or deciding where to sit - empowers your child and fosters a sense of control.

Connection: Show unconditional love and support. Get interested in their special interests. During a meltdown or shutdown, your child’s ability to process language decreases. Instead of reasoning with them, keep it simple: “I’m here. You’re going to be OK.” Once they have calmed down, let them know it’s okay to have big emotions.

Caring for Yourself

Supporting a neurodivergent child requires you to also prioritise your own wellbeing. Parenting isn’t about eliminating stress but finding ways to stay grounded amidst it. Ask yourself: What makes me feel more certain

or centred in stressful situations?

How can I create small moments of choice or control?

Who or what can I turn to for support?

Tools like mindfulness, journaling, brief moments of solitude or talking to an understanding friend can help you regulate your emotions and stay present for your child. By recognising and addressing your own needs, you create a more supportive environment not just for your child but for the entire family.

Tools for Regulation

Every child has unique preferences for calming strategies, so experimentation is key. Options include:

Reducing sensory input, such as dimming lights, using noisecancelling headphones or moving to a calmer room.

Providing sensory tools like fidget toys, weighted blankets, swings or soothing textures. Engaging in a special interest.

Moving Forward Together

Parenting is not about achieving perfection, but about showing up with empathy, curiosity and a willingness to learn. Meltdowns and shutdowns aren’t failures; they’re opportunities to understand your child better and create an environment of trust and connection. By addressing triggers, prioritising safety and honouring your own needs, you can foster increased emotional regulation for both you and your child.

LYNNE TAPPER Neurodiversity Trainer and Coach

www.communicationcoaching.org www.linkedin.com/in/lynnetapper-943848163

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Opening Doors

Social Mobility at JAGS

Since 1741, James Allen’s Girls’ School has been guided by a singular forward-thinking and philanthropic approach to education.

At the heart of this vision is an extensive and generous bursary scheme which allows the school to continue to offer life-changing educational opportunities to bright, talented girls, regardless of their economic background.

This year, we were delighted to be named as the Social Mobility Champion at the School House Awards 2024. As a community, it was particularly meaningful that the award was chosen by Christ’s Hospital School, whose work has long been a source of inspiration to us and the sector as a whole.

The money for bursaries is

supported through the proceeds from the onsite Sports Centre and Café, contributions from the Dulwich Estate, income from investments, donations and various other fundraising activities.

We are extremely proud of our bursary offering and are working harder than ever to ensure a JAGS education remains accessible to everyone. At JAGS, it is vital that the student population reflects the social, cultural and economic diversity of the south London neighbourhood in which it is nestled.

We spend around £3m each year on fee assistance.

The majority of financially assisted pupils are supported with more than 85% of fees, as well as the costs of uniform, travel, school trips, activities and lunches.

Currently: 17% of our Senior School students receive this transformational, life-changing fee assistance.

RECOMMENDED

JAMES

CARR Press and Communications Officer www.jags.org.uk

EDUCATION CORNER PODCAST WITH FOUNDER AND CEO

Kate Griggs

FROM MADE BY DYSLEXIA

In this episode of Education Corner Podcast, we welcomed Kate Griggs, Founder and CEO of Made By Dyslexia. Kate spoke with us about shifting the narrative on dyslexia, how she and her company continue to advocate for better support and opportunities for dyslexics and how Dyslexic Thinking can thrive in a future powered by AI.

Kate herself, and much of her family, are dyslexic. She told us: “I had a very rough start at school where I was basically told that I was never going to pass any exams and that my parents shouldn’t have any hopes for me doing anything academic.” However, her prospects and life were turned around when: “I was then sent to a brilliant school aged nine that actually recognised within a couple of weeks that I was dyslexic, I was perfectly capable, perfectly bright and also really focused on dyslexic thinking skills, all the strengths that I had as a dyslexic child.” It is this experience which showed Kate the power of positive education as well as understanding and knowledgeable teachers: “My life literally transformed once teachers were able to recognise why I was struggling and could support the things that I was really good at.”

wonderful kids that are just being told that they’re stupid and ‘less than’ from such a young age.”

The most common misconception about dyslexia is that it’s just difficulty with reading and writing, which Kate believes is a potentially harmful misunderstanding, stating: “Dyslexia is so much more than reading and writing.” She went on to explain: “Also dyslexia affects maths [...] maths is quite a wordy subject often, so that can really hold dyslexics back. They’ll know the answer, but won’t be able to tell you how they’ve got to that solution, and with a very exam focused system, we do need extra time.”

Kate is keen to highlight not just the ways in which dyslexia may hold people back, but also how it can be a strength: “The thing that is really, really important is these incredible skills, the dyslexic thinking skills that come with dyslexia.” The term ‘dyslexic thinking’ has recently been added as an official by LinkedIn and added to the dictionary, and refers to: “An approach to problem solving, assessing information and learning often

When Kate’s son, Ted, was at school, it again became clear how few teachers were trained in dyslexia. “I ended up going and training myself and then thinking, ‘You know what, I have to do something about it,’” Kate recalled: “because these are brilliant kids, absolutely amazingly bright,

Our goal by 2030 is to help the world to understand the brilliance of dyslexic thinking and to empower it in every school, every home and every workplace.”

Made By Dyslexia

“So as a charity, our mission is to not exist because it really is a case of helping people to learn about dyslexia, to share the knowledge that they have and that will bring about change and we’re doing it state by state, city by city.”

used by people with dyslexia that involves pattern recognition, spatial reasoning, lateral thinking and interpersonal communication.” Kate highlights that whilst dyslexics may struggle with things most often assessed in school, such as “rote learning, spelling, punctuation and grammar,” the dyslexic thinking skills such as “interpersonal skills, complex problem solving and creative thinking” are those which cannot be replaced by AI and are becoming increasingly important in a fast-changing modern world. Made By Dyslexia recently released a new report called Intelligence 5.0 and Kate explained their findings: “In the report, we’ve worked with Randstad, the world’s biggest recruitment company, and they have found that those skills that are completely aligned with dyslexic thinking are the most sought-after skills in every workplace in every sector globally.”

In 2009, Kate’s work campaigning for better education about dyslexia in schools resulted in the Rose Review, which recommended that all teachers in the UK be trained in dyslexia. Since then, Kate finds: “we’ve gone forwards in some ways, in that I think phonics is the right way to teach reading.” However, she feels there is still progress to be made: “policies around a knowledge-based curriculum, lots

of exams, spelling, punctuation and grammar being so vitally important in everything is a step in the wrong direction. I think that there is too much focus in education on that.”

To support parents in this, Made By Dyslexia has many resources and training videos available, and encourages parents to “be their [child’s] champion, talk to the school about the things that they’re good at, ask the school to make sure they really focus on those things and not just too much emphasis on strict curriculum and passing exams.”

Kate hopes that positive change will continue to take place. “Identification is the first thing because for a dyslexic person, it enables you to understand why you can’t do what other kids can do, and that’s really helpful for parents and teachers too.” She emphasised, “We 100% have to put as much focus on strengths as challenges because it’s the confidence that you can build through the things that you’re good at that helps you to really persevere and hunker down to do the work that you need to do to keep up.” For schools, she suggests projectbased learning and embracing and celebrating the strengths of all children, to enable them to build confidence and thrive: “Every dyslexic child will be brilliant at one or several things and that’s what you need to really nurture. So just recognise that the future is not all about academic passing exams because that’s not important when you get into the workplace.”

Kate also told us how AI can be used to support dyslexics. “For any dyslexic who’s used ChatGPT, it is an absolute, absolute game changer,” she shared. She praised how AI can help with things

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The Power of Dyslexic Thinking

such as time-consuming research or organisation, allowing dyslexics more time and freedom to use their strengths to explore topics in depth: “It just is removing all of the barriers. It’s phenomenal.”

Made By Dyslexia recently launched the University of Dyslexic Thinking in collaboration with the Open University. This course features free training for schools via Microsoft Learn and training for the workplace through LinkedIn Learning. The goal of the programme is to: “help dyslexic people to understand their own dyslexic thinking, why it’s so valuable in each sector. It’s also for people who are not dyslexic to understand what dyslexic thinking is and how they can learn to think more like a dyslexic so they can be successful.” To create and promote the University of Dyslexic Thinking, Made By Dyslexia have worked with the likes of Richard Brandon, Barabara Cocoran, Erin Brockovich, Princess Beatrice and Jean Oelwang, Desmond Tutu and Nelson Mandela. “So it’s very, very inspirational insight into how dyslexic thinking, doing things differently and being disruptive can really help to achieve incredible things.”

Made By Dyslexia is often supported by many celebrities and public figures. “When we launched DyslexicU in New York during the UN General Assembly, we had Richard Branson, [...] Princess

Beatrice, Dame Maggie Smith [...] It certainly brings media attention, but it’s also very inspiring for everybody as well.” Kate tells us, although she also emphasised that: “All dyslexic people will have something that they excel at. It’s important for everybody to be open about their dyslexia, it really helps to inspire people.”

Kate and Made By Dyslexia continue to look to the future: “My hopes for the future are that we can share the knowledge of what dyslexic thinking is, how simple it is to support dyslexics when you know how to shift the focus from disability and deficit to a brilliant way of thinking that’s incredibly valuable.” Through her ongoing work and new programmes such as DyslexicU, education about and resources to support dyslexia are increasingly available to all: “So I’m excited for the change that is going to be happening and will happen very quickly.”

We would like to thank Kate Griggs, Founder and CEO of Made By Dyslexia, for giving up her time to speak to us.

www.madebydyslexia.org

www.madebydyslexia.org/MBD-Intelligence-5.0-Report.pdf

Personalised Curriculum Support

Encouraging dyslexic students at Millfield School

Millfield was founded in 1935 by Boss ‘Jack’ Meyer, who returned to England from time in India with seven Indian boys, six of whom were princes and suffered from word blindness (dyslexia). In 1939, Millfield became one of the first co-educational independent schools and the first school in the country to successfully adapt their teaching methods for students with dyslexia.

Since then, Millfield has become known for its proactive approach to learning support for children with dyslexia, with many former students going on to become innovators and entrepreneurs through harnessing their outside-the-box thinking. Multiple students have gone on to achieve places at top higher education institutions by learning ways to manage the challenges of their dyslexia and embracing the positive skills it brings them.

Millfield’s Learning Support Centre and Millfield Prep’s Personalised Curriculum Centre offer specialist support to children with specific learning difficulties such as dyslexia. The school views dyslexic thinking

as a superpower that gives students a different perspective on problem-solving and creativity. It also works closely with the charity Made By Dyslexia, founded by Old Millfieldian, Kate Griggs. Everyone at Millfield prides themselves on creating environments where children thrive and are equipped with strategies to become independent learners, encouraging children to question, challenge and ask: “Why?” Every student, staff

member and volunteer lives by Millfield’s values: Be Curious, Be Authentic, Be Kind, Be Disruptors and Be Brilliant.

In 2022, Millfield Headmaster, Mr. Gavin Horgan, was invited as a special guest at Made By Dyslexia’s first World Dyslexia Assembly, held at the Swedish Royal Palace. Discussing dyslexia on a wider scale, Mr. Horgan stated: “Dyslexia is still too often seen as something that will set a child back in their development. It continues to be unidentified, unsupported and misunderstood in many schools, despite the creative industries and organisations such as GCHQ describing the power of being able to think differently as a vital workplace skill. One in five people have dyslexia and so we need to embrace it and support those children to flourish and change mindsets so that we view it as a superpower. It is a brilliance that can lead them on exciting paths.”

MARK GOULDING Marketing Assistant www.millfieldschool.com

Overcoming Adversity

Tasha Ghouri describes embracing her deafness and inspiring the next generation.

Many people first became aware of you on Love Island, which you’ve described as a “Once-in-alifetime opportunity,” and you’ve also expressed how you: “wanted to go on for representation for the deaf community”. Could you tell us more about your decision to feature on Love Island?

Growing up, there was no one like me on TV. There were no role models or people I could relate to, and I really wanted to change that. I was nervous at first, as I didn’t know if I was going to be accepted or what response I would get. I was the first deaf contestant, so this was something new for the show, too. But once I told the other Islanders about my deafness and cochlear implant, they were all so lovely and supportive and the reaction at home was incredible. I had so many lovely messages from people saying they finally felt seen.

You have received some negativity online throughout your time in the public eye, particularly people mocking your voice when you first appeared on Love Island. How do you deal with this negativity and why is it important to you to continue making videos using your ‘deaf accent’? When I was on Love Island, there was a lot of ableism about my voice and how it sounds. People were even making TikToks taking the mick out of it; it was so upsetting and hurtful. But I refuse to let people get me down, so I decided to do a video where I took out my implant and shared my ‘deaf accent’. Sharing this with the world was something deeply personal to me; it wasn’t something I had been ready to share publicly before, but it felt like the right time to knock down those walls. The reaction I got was amazing and better than I could have imagined.

Throughout your time on Strictly Come Dancing, you have been decorating your cochlear implant with bright colours and glitter. One viewer has commented: “I look forward to watching you dance every weekend. I also have hearing aids, and seeing you glam up your implant has meant that I’m now more comfortable to wear my hair in styles where my hearing aids are visible.” How does it make you feel to wear your implant so proudly and receive such positive feedback? My implant is part of who I am and has been since I had it fitted when I was five years old. I’ve had messages from people before, particularly young girls and women who have spent years covering theirs with their hair, and it just breaks my heart. Our implants are a reminder that we have a superpower and that we are strong. Of course, it’s been fun to jazz it up with crystals during my time on Strictly - I love that it sparkles!

You have previously shared that you were unable to speak until age five and communicated in British Sign Language until that point. Do you feel that BSL should be taught more widely to all pupils to improve accessibility and understanding?

Absolutely. Last year, I worked with the Department for Education to get British Sign Language put on the National Curriculum as a GCSE option. So, from next September, BSL will be taught as a GCSE in the UK. I felt so strongly that deaf children should have a voice and a way to communicate without feeling unheard or neglected. The difference this will make to the next generation of deaf children is immense and will

“My implant is part of who I am and has been since I had it fitted when I was five years old. I’ve had messages from people before, particularly young girls and women who have spent years covering theirs with their hair, and it just breaks my heart.”

give teachers and able children the chance to learn a new, vital skill.

You have also shared in interviews that your deafness causes migraines and exhaustion. What impact has this had throughout your life and how have you learnt to manage it?

I can get a sensory overload because my brain is concentrating so hard on lip reading. It can cause migraines and it is really exhausting, so there are some weeks where I just need a few days to rest. I don’t beat myself up about it though - it’s just something I need to do. My implant needs to be charged, and my body does too!

Your continued advocacy and outspokenness about your deafness is a huge inspiration to so many. What impact would it have had on you as a young person to have had outspoken deaf role models like yourself?

It would have been amazing for me to have role models and representation in TV and film when I was growing up, or even to see BSL and subtitles being used. If anything, not having these things has made me push for this even more. That’s why it is so important for me to use my platform and be a

voice for our community and to hopefully be that role model for someone. They are just small steps, but we are moving in the right direction and into a future where girls like me can feel fully accepted in a world of able people.

You have a book, Your Superpower, due to be released in 2025. Could you tell us more about what inspired you to write this book and the impact you hope it has?

The book is for anyone who doesn’t feel seen or heard. It isn’t just for the deaf community; this book is about embracing all kinds of differences and celebrating them. I really hope it will help people discover their own superpower and learn how to embrace them too.

Is there anything you wish people had understood about deafness that would’ve helped you when you were younger? We currently live in an able world and I think sometimes people forget the challenges others may face. Teachers used to turn their back when talking and, as I rely on lip reading, I wouldn’t know what they were saying, so this affected my learning. Just speaking face-to-face is such a help for me. There are instances where I can’t hear well, like in a busy restaurant or train station; on planes, I can never hear the pilot over the tannoy - we need BSL and subtitles on planes, that would be a huge step forward.

If you could give one message or piece of advice to young deaf people what would it be?

To believe in yourself and your abilities. Don’t let your deafness hold you back; it’s your superpower and you should be proud of yourself and celebrate it.

We would like to thank Tasha Ghouri for giving up her time to speak to us.

www.instagram.com/tashaghouri

TURN TO PAGES 48 - 49 to read about developing girls’ confidence

Every Moment Counts for Deaf Children

Supporting children with hearing difficulties

There are around 50,000 deaf children in the UK; three children are born deaf every day. More than 90% of deaf children are born to hearing parents who may not know anything about deafness.

Early years

Deaf children can do anything other children can do, given the right support, right from the start. This is why the National Deaf Children’s Society is determined to support them from as early an age as possible.

The parents of newly identified deaf children often find themselves in need of connection, reassurance and information. To support them,

the charity operates a helpline which offers free independent information, advice and guidance.

In addition, the charity runs New to Hearing Loss events, which bring families together to learn from experts in the field, as well as Family Sign Language sessions, enabling families to communicate effectively with their children.

A network of around one hundred affiliated regional Deaf Children’s societies provides a much-needed sense of community for families, while the ‘My NDCS’ mobile app provides busy parents with bespoke support and information.

School years

Over 80% of deaf children attend mainstream schools, where - in many cases - they may be the only deaf child. As they don’t always receive the right support, they may encounter challenges, not just academically, but in terms of their general school experience.

This issue is keenly felt by teachers. In recent surveys, the charity found that almost nine out of ten teachers across England said they hadn’t been trained to educate deaf children effectively and would need ongoing support from someone with expert knowledge to do so, but almost four out of ten had received no

such support. It seems clear that there is a need for greater attention to deaf awareness within teacher training to help prevent deaf students from falling behind at school.

The National Deaf Children’s Society offers a wealth of information and expertise to schools, colleges and universities, enabling them to provide a rich and rewarding learning environment for their deaf pupils. The measures schools can take encompass basic deaf awareness, producing accessible teaching materials, creating a deaf-friendly learning environment and using assistive technology.

for deaf children. Just a little deaf awareness will go a long way towards making school a more rewarding experience for deaf pupils.

National Deaf Children’s Society’s website, www.ndcs.org.uk or call the charity’s helpline on 0808 800 8880.

The National Deaf Children’s Society is the leading charity dedicated to creating a world without barriers for every deaf child. It aims to make every moment count in the life of a deaf child, from the moment their deafness is identified to their first day at school and beyond, both in the UK and around the world.

COLIN BROOK Media Relations Officer

www.ndcs.org.uk

Teachers are at the forefront of making a world without barriers

Teachers requiring information and advice about how to provide a deaf-friendly learning environment for their deaf pupils are requested to visit the

Scholarship Opportunity Character

Inspiring Future Innovators

The #GirlsWill initiative at Silverstone

On October 28th, the Aston Martin Aramco Formula One Team ® and Aramco Europe hosted an inspiring event at Silverstone Museum as part of the #GirlsWill initiative. This program aims to inspire young women to pursue careers in motorsport and STEM fields.

The event welcomed 100 students aged 10-18 for a day filled with workshops and mentorship sessions, offering insights into the diverse career opportunities within the motorsport industry. Jessica Hawkins, Team Ambassador and Head of F1 Academy, shared her personal journey and provided valuable advice during a dynamic panel discussion. Her presence highlighted that motorsport is open to all and is rapidly expanding

as a women’s sport.

Students explored career paths ranging from engineering and sustainability to branding and business, encouraging young women to envision themselves in these fields. One participant said: “Today’s sessions have shown me new pathways that I wouldn’t have considered before. Seeing women contribute to motorsport at such a high level has been really inspiring and made me feel confident enough to pursue my dream career in the industry!”

Kate Smithson, Director of Partnerships at Aston Martin Aramco, emphasised the importance of these efforts: “By demonstrating how fulfilling a career in motorsport can be, we hope to inspire future generations

to become innovators of the future and help tackle engineering challenges for years to come.”

Aramco Europe’s commitment to the next generation through initiatives like #GirlsWill plays an important role in creating opportunities and inspiring young women to pursue their STEM dreams.

www.silverstonemuseum.co.uk/learn/ girlswill

TURN BACK TO PAGES 36 - 44 to read about addressing ADHD, autism and dyslexia

07738238273

info@cjaeducationalconsultancy.com www.cjaeducationalconsultancy.com

Chloe Abbott Educational Consultant

• Introductory meeting to get to know your family and your child/children

• Assessment when required to establish your child’s levels

• School advice for both primary and secondary in the London area and beyond

• Support and advice on suitable school choices

• Booster sessions in key exam skills

Place your rising stars in our hands...

Confident Me

The Dove Self-Esteem Project

Dove has recently launched ‘Confident Me’, a series of workshops providing essential resources and information for teachers and schools to support young people, because: “We believe every young person should grow up feeling confident about their looks.” This forms part of The Dove Self-Esteem Project, which has worked with over 114 million young people in 153 countries to help build their confidence and self-esteem since the project’s foundation in 2004.

The impact of the media, especially social media, on young people’s mental and social wellbeing is unquestionable. In a survey by the Mental Health Foundation of young people aged 13-19, 35% said their body image causes them to ‘often’ or ‘always’ worry. Similarly, Dove’s own research showed that: “Over 50% of girls have low body confidence, and that eight in ten won’t see their friends or family, or even visit a doctor, when they don’t feel

confident in their looks.”

Dove offers one-off sessions and longer courses online, as well as in-person sessions delivered by their team - these cover everything from media influence to peer pressure. By encouraging a better understanding of the unrealistic representations in media and how social media can impact their selfesteem, students are encouraged to identify personal strengths and develop their personal and social wellbeing. The programme asks questions such as “Is this possible in real life?” and “How can media be manipulated?” encouraging pupils to think critically about the media they consume.

In addition to challenging unrealistic ideals and negative selfimage, the programme promotes skills which benefit pupils socially as well as personally, such as tolerance, empathy and kindness. Dove recommends sessions be delivered in collaborative environments, where students feel comfortable. Some teenagers feel more comfortable and confident getting involved in single-sex groups, and the resources indicate to teachers when single-sex breakout groups may garner better interaction and impact. One teacher shared: “There are lots of materials, they fit with the curriculum and are perfect for the needs of my pupils.” and another stated: “I like the support for teachers around sensitive areas.” So far, Dove has worked with organisations such as the World Association of Girl Guides and Girl Scouts as well as schools across the country to deliver in-person sessions as part of ‘Confident Me’, in addition to the digital resources available. Dove reports that: “Students who participate in our Confident Me workshops experience improved self-esteem, have a more positive self-image, and feel more confident to participate in social and academic activities.”

MEGAN PAYNE Editor

www.dove.com/uk/dove-self-esteemproject

EDUCATION CORNER PODCAST WITH

Mrs. Donna Stevens

CHIEF EXECUTIVE OF THE GIRLS’ SCHOOLS ASSOCIATION (GSA)

In this episode, we featured Mrs. Donna Stevens, Chief Executive of the Girls’ Schools Association (GSA), which represents the heads of over one hundred allgirls’ schools across the UK. Donna, who joined the GSA in 2021, shared details of her background, the GSA’s ethos and legacy, and how the GSA continues to advocate for girls’ education both nationally and internationally.

Donna Stevens’ path to the GSA was far from conventional. “I did a Maths degree at Oxford and got swept into the City of London as a new graduate in 2002, initially working in financial services and then into more general management consultancy.” she shared. After nearly a decade, she transitioned into roles that better aligned with her passions. She explained: “I worked for a few smaller startups, charities to begin with, then on to the Independent Schools Council and more recently to the Girls’ Schools Association.”

finance, engineering and maledominated sports. She added:

“We lobby the government on areas that disproportionately impact girls.” ensuring that their ethos remains relevant in modern society.

Donna is passionate about the benefits of single-sex education, citing compelling research to support her views. “Girls in girls’ schools do better academically. Official Department for Education data shows that girls in girls’ schools are nearly three times as likely to do Maths at A Level compared to co-ed schools, and twice as likely to do Physics, Computer Science and other sciences.” she explained. The benefits extend beyond academics, too: “Girls in girls’ schools are more likely to stay engaged with sport for longer.”

The GSA was founded 150 years ago as part of a broader movement for equal education for girls. Its origins were rooted in advocacy, with leaders like Beatrice Sparks, the first woman to study Maths at Oxford, and Harriet Jones, who lobbied to remove compulsory needlework from girls’ education to allow them to study maths and Science. “Those campaigning roots run deep today.” Donna attested. The GSA continues this legacy through events designed to empower girls in areas where they are underrepresented, such as

Additional research highlights that girls in singlesex schools are more confident, emotionally intelligent and motivated, with higher levels of metacognition and wellbeing. Donna summarised: “Ultimately, society isn’t equal, but our schools help to create a fairer society by empowering girls to enter these more male-dominated spaces.”

Expanding on the issue of sport and wellbeing, Donna emphasised the role of single-sex schools in addressing the challenges girls face during puberty. “Generally, nationally, there’s a huge problem for girls and sport, and dropping out around puberty, but not in a girls’ school.” she asserted. This focus ensures that girls maintain not only their physical fitness but also their confidence and resilience through continued participation in sports.

The GSA’s reach extends far beyond the UK, collaborating with organisations like the International Coalition of Girls’ Schools and the South African Girls’ Schools Association. Donna recalled: “A couple of summers ago, I had the pleasure of speaking at the Asia-Pacific Summit on Girls’ Education. [...] It was a forty-eight-hour trip to Tasmania. I spent longer travelling there and back than I was there! But it was so important to be connected with colleagues across the globe.” Sharing ideas internationally allows the GSA to develop solutions that are not only impactful locally but also resonate with the global challenges faced by girls.

The GSA’s foundation in collaboration dates back to its origins, when two headmistresses decided to bring their peers together to share best practices. “Now, we have the beauty of sharing and collaborating globally.” she added, underscoring the importance of learning from international peers to advance girls’ education worldwide.

The GSA actively contributes to the body of research on girls’ education. Its most recent study, Investigating the Role of Girls-Only Schools in Preparing Students for Their Future Endeavours, gathered over 8,000 responses from students, parents, teachers and alumni. Donna explained: “Our teachers spoke frequently about being able to tailor their lessons to the needs of girls and the ability to inspire them with female role models.” The findings also revealed the impact of single-sex education on confidence, academic excellence and financial literacy. “We wanted to use the research to ask what more we can do, because as a sector, we’ve not stood still over 150 years and we’ve still got work to do.” she stated.

“Our campaigning roots run deep today and our alumni include people like Malala Yousafzai and Soma Sara, the founder of Everyone’s Invited. We have a big programme of events for students and it’s designed particularly in areas where girls are underrepresented.”

Donna highlighted the value of parental and alumni input in shaping the GSA’s future priorities, too. Parents spoke of the “academic excellence” and “confidence” their daughters gained, and alumni reflected on how their education at an all-girls’ school “shaped their life path.” The study also pointed to social media as an issue disproportionately affecting girls, an area the GSA plans to address through targeted initiatives focused on “the girls’ lens.”

Diversity and inclusion are central to the GSA’s ethos, reflected in its schools’ annual expenditure of over £146 million on bursaries and scholarships. “It’s really important that cost isn’t a barrier.” Donna asserted. These programmes benefit not only the recipients but also the wider school community by fostering interactions among students from diverse backgrounds. Donna also pointed to partnerships with other schools and organisations, which enhance mutual learning and extend the GSA’s influence in shaping inclusive educational practices.

The introduction of VAT on school fees presents a significant challenge for the independent

“Ultimately, society isn’t equal, but our schools help to create a fairer society by empowering girls to enter these more maledominated spaces.”

education sector, particularly for all-girls’ schools. “Girls’ schools are more prevalent in the independent sector, so any policy that disproportionately affects independent schools will therefore disproportionately affect girls’ schools.” Donna explained. The GSA is working closely with partner organisations to provide guidance and resources for schools navigating this change. She noted: “We’re also involved in a legal challenge with the Independent Schools Council, but obviously I can’t talk any more about that.” Donna expressed concern that the policy could limit educational choices, representing a setback for equality.

Looking ahead, Donna is committed to continuing the GSA’s mission of empowering girls.

“We recently produced a film celebrating our 150 years and documenting our journey, and it’s clear we still have work to do,” she shared. One area of focus is curriculum reform, particularly in addressing the gender imbalance in subjects like History. Donna observed: “At GCSE and A Level, women’s historical significance is often absent” or feels like an add-on. This lack of representation extends beyond the UK, with even greater challenges for girls’ education globally, “where things look even worse for girls in some areas.”

Reflecting on Meryl Streep’s recent comments at the UN about the plight of women and girls in Afghanistan, Donna emphasised the scale of the work ahead: “There’s a lot of work to do, and we’ll continue on that journey until it’s done.”

We would like to thank Mrs. Donna Stevens, Chief Executive of the Girls’ Schools Association, for giving up her time to speak to us.

www.gsa.uk.com

Teaching Critical Analysis

Keeping children safe this Christmas season

As the Christmas holidays approach, children will spend more time both at home and online. While the festive season brings excitement and joy, it also tends to increase exposure to digital content, from TV programmes and films to the latest social media trends. Some of this content may be harmful or misleading, meaning it is crucial that parents nurture their children’s critical thinking skills.

Our charity and online movement, founded by Soma Sara in 2020, is dedicated to exposing and eradicating rape culture and sexual violence. We’ve worked with over 40,000 students and 7,000 staff members, delivering more than 300 educational sessions to promote understanding and awareness around topics such as gendered pressures, sexual violence and the rise of online misogyny. This holiday season, we encourage parents and guardians to use family time to help their children develop the tools needed to critically assess the content they consume.

At Everyone’s Invited, we believe fostering critical analysis empowers children to navigate the digital landscape safely, make informed decisions and directly challenge harmful and misogynistic rhetoric. A 2024 Ofcom report revealed that seven in ten children aged 12-17 feel confident in judging whether content is real or fake, demonstrating their potential to engage with these concepts when equipped with the right tools. Teaching children to question

TURN BACK TO PAGES 14 - 16 to read about Newton Prep, Battersea

the media they engage with by asking, “Who produced this and why?”, “What is the evidence?” and “What does this content promote?” instils healthy scepticism and empowers them to challenge harmful narratives. One parent told our Head of Facilitation, Alex, how he uses the popular TV programme Love Island to initiate conversations about relationships, respect and consent with his daughters. Watching the show together, they use real-life scenarios to build critical thinking skills in an engaging, collaborative way.

Recently rated Europe’s most resistant nation to fake news, Finland provides another excellent example of integrating critical analysis into early education (The Guardian, 2020). Starting as young as 7, Finnish students are taught to evaluate media and discern fact from fiction - an essential skill in today’s world of misinformation.

Over the holidays, we encourage parents to transform simple family activities, like watching a Christmas film or TikTok together, into meaningful learning experiences. By asking thoughtful questions and modelling empathy and compassion, families can

foster their children’s critical thinking skills while opening dialogues on sensitive topics. By empowering children to question the world around them, we can help them recognise and challenge harmful behaviours, ensuring their safety both online and offline. When children are equipped with the right information and skills, they gain the autonomy and independence to make informed, sensible decisions for themselves.

Whilst we understand that the immediate reaction from parents often takes the form of monitoring or restricting their children’s online activity, try starting with open conversations. Constant monitoring can make invasive behaviour feel normal, impacting children’s future relationships. Explain your concerns and why you might need to check in on their online world. Approach it as a team effort, built on trust rather than control. By working together, we can help kids navigate the digital world responsibly while keeping the lines of communication open.

For more information about our work, visit Everyone’s Invited or contact us at education@ everyonesinvited.uk to arrange parent and staff sessions.

SOPHIE LENNOX Communications Officer www.everyonesinvited.uk

Sources: ‘Children and Parents: Media Use and Attitudes Report’, OFCOM, 2024, Click here for details

‘How Finland starts its fight against fake news in primary schools’, The Guardian, 29th Jan 2020, Click here for details

EDUCATION CORNER PODCAST WITH THE HEADMISTRESS

Ms. Rachel Bailey

FROM BENENDEN SCHOOL, KENT

In this episode of Education Corner Podcast we spoke to Ms. Rachel Bailey, Headmistress of Benenden School in Kent. Benenden is an all-girls’ boarding school with a strong emphasis on inspiring future leaders and thinkers to shape a better world. Rachel discussed Benenden’s Complete Education, their supportive community and how they are preparing girls for the future.

Rachel told us how she came to education: “I didn’t really fall into education, but I’d always known it was probably likely to be in my future.” Her mother was a teacher and when Rachel herself began teaching in the 1990s, she described the feeling as: “The light bulb went on, I’d found my passion.” Rachel’s teaching career began at an all-boys’ grammar school, and she worked in the maintained sector for almost twenty years, “I just progressed up the ranks,” she explained. Despite not looking to move on from her previous headship at the Royal Masonic School for Girls, Rachel recalled: “The Benenden post came up and I thought, ‘Well, why not?’ It was a school that chimed with me again, educationally and in terms of the ethos of educating young women who were going to shape the future.”

Rachel described her ethos for education as: “Education should be about inspiring and

equipping students.” This is certainly present at Benenden, with emphasis on “learning to achieve balance in their lives.” Rachel elaborated on this: “We want to equip them, we do want to open doors for them. That means things like getting brilliant exam results, but it also means equipping them with skills and character traits that- when they go on into adult life, they are ready to take up challenges and they’re not fazed by that.” At Benenden, this means a focus on the process of learning, not just on exam results and outcomes. Rachel explained that this is particularly significant for girls, who tend to be more inclined to perfectionism, and are so put off by the fear of not succeeding that they may not even try - so, the school nurtures a supportive culture where pupils are not afraid to try new things. Rachel summises the ethos and aims of Benenden as: “It’s not just about exam results. It’s about those interpersonal skills. It’s about creativity, innovation, the team working together, problem-solving and being able to work with others, compromise, listen well, disagree well and build the confidence that goes with that. Essentially, we want them to be comfortable in their own skin, we want them to be able to articulate their ideas in a way that is genuine to them.”

Equipping students for life beyond Benenden

“We want to equip them, we do want to open doors for them. That means things like getting brilliant exam results, but it also means equipping them with skills and character traits thatwhen they go on into adult life, they are ready to take up challenges and they’re not fazed by that.”

Benenden School, Kent also includes dedicated careers support and social and community work through PSHE and co-curricular activities. Rachel told us how the school’s PSHE curriculum teaches “skills of awareness of each other and different views and perspectives” as well as the importance of “disagreeing well”. In the older years, pupils take part in community work including with “local schools, we have retirement homes, we have a local community shop and a range of different activities in the local area.” As well as supporting their community, the aim of this is to teach girls “awareness of their skills base, how they can demonstrate what they know and how all of the things they do will help them in future life.”

“Complete Education”, which Rachel explained as: “A challenging and rigorous academic curriculum. But alongside that, we are embedding skills and we’re embedding global awareness, we want them to think creatively as well.” In the lower school, pupils study for the Benenden Diploma, which follows a different theme each term and encourages girls to explore this theme across subjects and beyond the classroom. “They’re learning, they’re having fun, but really, we’re challenging them, even at a young age,” Rachel explained.

The curriculum at Benenden is described as a

As an all-girls’ school, Benenden believes strongly in the power of a single-sex environment for their pupils. “They are more likely to take up STEM subjects and subjects in traditionally maledominated areas. Girls are more likely to continue in competitive sport,” Rachel described. She also explained the impact on their confidence, as well as skills and attainment: “Girls are more likely to go into leadership positions, because they’ve been in an environment where women take the lead all the time; they do not question their right to be in the room.” This is evidenced by the school’s excellent attainment as well as feedback from pupils, with exam results well above the national average. Rachel shared: “What we’re doing at the school is really making a difference to the outcomes for these girls.”

A strong sense of community and sisterhood is also nurtured in this environment. Each girl has a ‘big sister’ in the older years as well as a ‘house mother’, who help them with day-to-day tasks as well as providing sisterly emotional and personal support. Rachel explained: “We know that older students actually have far more sway on younger

students than we do as adults.” The impact of this strong sense of community is evident in the school, Rachel described: “You have a genuinely supportive environment where they encourage and cheerlead each other, which is just brilliant to be a part of.”

The school also offers opportunities for co-educational socialising, with socials as well as academic and co-curricular activities taking place with all-boys’ schools such as Tonbridge School. Rachel shared more about this collaboration: “We’ve done some great empathy days, where some of the older students have looked at viewpoints from the different genders, which is really interesting and has caused some interesting debate. [...] that’s a relationship that’s developing all the time.”

As a boarding school, Benenden offers a wide range of activities on the weekends - Saturday mornings begin with lessons, followed by sports matches. Parents are encouraged to visit the school on weekends to support sports matches or join the girls for lunch or Sunday brunch. For older girls, academic opportunities such as university application support are available, as well as trips to Bluewater Shopping Centre. This is supported by the school’s ‘best of both worlds’ location, with over 250 acres of Kent parkland, as well as easy access to London by train. Rachel told us of the many benefits: “It means we’re connected to the big wide world nicely, but also they’re in this gorgeous rural setting.” With both the distraction-free countryside setting and opportunities to visit towns and cities,

“Girls are more likely to go into leadership positions, because they’ve been in an environment where women take the lead all the time; they do not question their right to be in the room.”

girls at Benenden thrive across the board. This continuous busyness throughout the week is undoubtedly part of the school’s appeal for Rachel: “There’s a lot going on, the girls have a lot of choice at the weekends. So there is still that real community feel.”

After her first term at Benenden, Rachel is looking forward to continuing to embrace “the principles on which the school is based: the complete education, the importance of all-round education for girls,” as well as looking towards the future in regards to AI, technology and the wider curriculum. Rachel concluded: “We are and need to remain experts in all things to do with girls and women, and encouraging the girls so that we set them up for the future.”

We would like to thank Ms. Rachel Bailey, Head of Benenden School, for giving up her time to speak to us.

www.benenden.school

EDUCATION CORNER PODCAST WITH THE HEAD OF SENIOR SCHOOL

Mrs. Jade McLellan

FROM ST DUNSTAN’S COLLEGE, LONDON

In this episode of Education Corner Podcast, we welcomed Mrs. Jade McLellan, Head of Senior School at St Dunstan’s College, London. A co-educational school offering education from Nursery through Sixth Form, St Dunstan’s prides itself on providing an ambitious, forwardthinking environment where individuality is celebrated. In this podcast, Jade discussed the school’s admissions process, ethos and how to prepare children to face the complexities of modern life.

Mrs. Jade McLellan’s career began with a deep passion for languages. She shared: “I was really passionate about French, so I studied that at Oxford and at the Sorbonne in Paris.” However, her first job took her down a different career path: “After university, I wanted a complete break, so I didn’t consider education at all. I went into public relations.” While working in PR for the Department for Education, though, Jade realised that teaching was her true calling, reflecting: “Life has a funny way of leading you back to your métier.”

“It’s a grounded school, like all of the state schools I worked in before, but it also offers the freedom and opportunities that come with being an independent school.” she explained. Admissions at St Dunstan’s are designed to identify children who will thrive in the school’s vibrant and diverse environment. Jade stated: “We’re not looking for one thing. We really look for diversity and variety in our students. We’re not a very large independent school – we have 125 children in a year group – and we want children who are allrounders.”

The process involves a series of steps, starting with a registration deadline.

“After registration, students come in and do an admissions test with English, maths, verbal reasoning and nonverbal reasoning, hosted by GL Assessment,” Jade expanded. Following this, there are additional maths and English tests, observed lessons and interviews. She added: “The observed lessons let us see how students work with others and whether St Dunstan’s education is the right fit for them.”

Jade’s journey into education began as a French teacher in the state sector, where she spent almost a decade before transitioning into the independent sector. She joined St Dunstan’s eight years ago and now finds joy in combining the best of both worlds:

Interviews allow prospective students to share more about themselves, with Jade noting: “These days, children really have much more of a decisionmaking role in choosing their secondary school, so it’s really important for them to explore the school and help their parents make that decision.”

St Dunstan’s College, London

At St Dunstan’s, every child is encouraged to fulfil their unique potential. Jade observed: “In the past, there was very much a mentality in independent schools that you sent your child to a school in order to get a certain child out at the other end. That really has changed now.” The school’s inclusive philosophy means no activity or pursuit is seen as superior to another. “For some students, fulfilling their potential looks like going to Oxford to read PPE. For another student, that’s going to be a music conservatoire to study jazz. You have to find what each child’s spark is and nurture that.” she emphasised.

St Dunstan’s adopts a “restorative” approach to behaviour management, focusing on building relationships and understanding rather than relying on punitive systems. Jade explained: “Children will make mistakes –that’s part of being a teenager. What we want as educators is to talk to the children when they have made those mistakes and try to get them to understand the impact of that decisionmaking on themselves and others. That’s what we tend to do for firstline situations.”

This approach is

particularly effective for resolving friendship issues or managing “silly behaviour.” She added: “We try to handle these situations through interactions and conversations rather than just punishing children, and them not really learning anything from that experience.”

To address concerns about screen time, St Dunstan’s introduced Yondr pouches, which lock students’ phones away during the school day. Jade explained: “The general consensus that was coming out from all of the different sources is that children are not able to regulate smartphone usage at this age, so we decided to go for a solution that meant children didn’t have to battle that temptation.”

The change has been transformative, with Jade sharing: “The biggest change we’ve noticed is outside of the classroom. The connections that the children are making are just so much stronger because they’re not running off to try to hide and take a peek at their phones.”

St Dunstan’s lower school curriculum for Years 7 to 9 is described as a “renaissance curriculum,” designed to give students a rich and diverse range of experiences and knowledge. “In English, they’re studying a graphic novel. In History, they’re studying the Kingdom of Benin. In French, they’re studying the French Revolution,” Jade asserted.

The curriculum is divided into four areas: traditional academics, creative arts and two

bespoke programmes called the Stuart and the Usherwood curricula. On this, Jade explained: “They are looking at skills for the future and how we can educate children and develop them holistically outside of the academic curriculum.” Lessons include topics like fake news, AI, menopause and neurodivergence, ensuring that students are fully prepared for the complexities of the modern world.

The school’s commitment to future-readiness extends beyond academics. Jade noted: “We teach them about mental health and resilience, trying to teach the skills they will need for the future to have a happy and thriving life.” Mindfulness, yoga and meditation are introduced as tools students can use throughout their lives. “Not everything will suit everybody, but students know what they are and can come back to those.”

“We teach them about mental health and resilience, trying to teach the skills they will need for the future to have a happy and thriving life.”

In the Sixth Form, students undertake the St Dunstan’s Diploma, which focuses on: “Knowledge, character and futures.” Jade expanded: “Knowledge is obviously quite heavily focused on their A Levels, but the character and futures are really about preparing them to be citizens and to be successful.”

The programme includes careers mentoring, practical job skills such as barista trainingwhich can be used by students to: “support themselves during university if they need to” - and volunteering. “We want students to understand the importance of giving back to the community, while also developing those personal skills and working with people that they don’t know from a vast variety of different backgrounds.” The scholars’ programme also allows students to delve into independent research, often linked to their degree aspirations. Jade summarised: “We’re giving them that kind of richness so that they can develop into really well-rounded adults.”

As the new Head of Senior School, Jade is optimistic about St Dunstan’s future. She reflected: “It’s a tricky time for independent education, but I hope we can continue being recognised for what we give back to the world.”

Above all, Jade hopes to foster a school environment where students, parents, staff and the local community find joy and fulfilment. She envisions a stronger connection with the wider Lewisham community: “I would really like us to be recognised for being ambitious and forward thinking and to continue that, being part of the community and not just for fulfilling charitable objectives because we have to, but actually because it’s something that we believe in.”

We would like to thank Mrs. Jade McLellan, Head of Senior School at St Dunstan’s College, for giving up her time to speak to us.

www.stdunstans.org.uk

EDUCATION CORNER PODCAST WITH THE HEAD

Mr. Will Goldsmith

FROM BEDALES SCHOOL, HAMPSHIRE

In this episode of Education Corner Podcast we spoke to Mr. Will Goldsmith, Head of Bedales School, Hampshire. Will discussed the school’s informality and community ethos, as well as how they are preparing students for the future and the lasting impact of a holistic education.

Will’s journey to education began with his time at an international school in Kuala Lumpur, before attending a state boarding school and allboys’ boarding senior schools in the UK.

Will told us: “I think it’s always interesting to understand the educational experience that educators have themselves.” He describes working in education as a vocation: “It is very much a vocation for me. It is one which can sometimes be quite all-consuming, but for me happily so. I do use the word ‘vocation’ deliberately because, unlike many people in the 21st century, my career is something which is a constant.” Will’s teaching career, like his own education, has been varied; he first worked in state schools both in London and beyond, and then grammar schools, before moving to the independent sector. Will came to Bedales in 2021 as Deputy Head, before taking on the permanent headship in 2022: “I came to be Head at Bedales because I fell in love with the place in terms of both its ethos and its approach,

and what I love about the intellectual understanding of education that is hardwired into the place, but also its spirit.”

Bedales was founded in 1893 - as an alternative to the more strict and traditional schools of the era - by John Badley, contemporary of the likes of Steiner and Montessori. Badley’s own experiences at all-boys’ boarding schools impacted his decision to found the school. Will described how some of this remains in schools to this day: “The amount of control and authority that is exercised within schools is at a very high level, and the amount of agency or individuality that is open to young people is at a very low level.” Badley also advocated for “heart learning”, which Will described as: “The creative, the emotional intelligence that we know is really important, that understanding of the connection with other human beings.” This remains a core part of life at Bedales, alongside “hand learning and the practical application of learning.”

This more informal approach continues today, with no school uniform and teachers being addressed by their first names. Will feels that the approach at Bedales prepares children for the modern world of work: “In most other professions, in most other occupations, the suit and the tie or the blazer are very much items of clothing of the past.” He told us: “It allows [the

“We’re not afraid in this school to ask challenging questions. Actually far from being afraid, we encourage everyone in the community, whether it be students, staff, parents or Old Bedalians, to ask challenging questions.”

children] to be more used to being themselves [...] to feel comfortable and move around freely, and to explore their sense of self.” Will also described the success of this, as well as of the more informal relationship between staff and students: “Overly excessive, rigid structures and clothing and other things which inhibit connection between human beings in a shared endeavour will reduce the quality of the relationship and therefore will reduce the quality of the education.”

The motto of Bedales school is ‘Work of Each for Weal of All’. Will explains this: “The first thing one has to do when you’re reading our motto is to understand what the word ‘weal’ is. It’s connected with the idea of wealth, like a common wealth, but I suppose the word ‘benefit’ is a good way of translating it. So it’s all about the work of individuals, the work of each, for the benefit - for the ‘weal’ - of everyone.” This community spirit is core to the ethos and values at Bedales, “balancing the needs of an individual versus the needs of a community.” Will told us the goal of this: “In doing so, we are obviously developing the individual child, but we are also helping them to understand their place, initially within a relatively small

community, but they can take the lessons they learn with us here and then translate those to the wider world.”

Bedales School was also home to one of the very first school councils, established in 1916. To this day, students describe the school as “a very student-run community.” This emphasis on student voice aids in developing their confidence and sense of agency. Will told us: “Anyone who’s worked in education will know that there is a great wisdom that comes from young people, sometimes a greater wisdom than adults dare express to each other.” Incorporating their voices and opinions allows students at Bedales to feel respected and allows the school to receive authentic feedback. However, Will also pointed out that: “We’re also conscious that as adults, we have responsibilities within a school context, which our students don’t have” and some rules and safety measures are maintained.

As a charitable organisation, partnership work forms a large part of life at Bedales. “That status resonates very strongly with our ethos, which, again, is this idea of us as an individual school being part of a greater community,” Will told us. The partnerships at Bedales span a wide range of topics and opportunities, from partnerships with local schools and community groups to national charities and theatre groups. International partnerships also form part of Bedales’ work, Will explained: “One of the things that we find very

“In doing so, we are obviously developing the individual child, but we are also helping them to understand their place, initially within a relatively small community, but they can take the lessons they learn with us here and then translate those to the wider world.”

useful is stepping outside of the English bubble of education.” Recently, Bedales has worked with organisations from Canada, Singapore, China and beyond. “We really enjoy being part of that dialogue with educators from around the world,” Will described.

Supporting the wellbeing of the wider community extends to preparing students for their futures beyond Bedales School. A thorough digital curriculum and managed one-to-one devices, as well as teaching about things such as AI, encourages understanding and knowledge of the technology of the future. This is embedded in school life through practices such as Jaw, a tradition of talks and discussions across a wide range of topics in the place of chapel in more traditional schools. Will explained the impact

of Jaw as “to fulfill our duty to provide spiritual and moral education” as well as “[to] expose our students to a variety of different ideas and beliefs of a profound nature.” Not only are the lessons learnt through these talks significant, but so is the ethos behind them: “We’re not afraid in this school to ask challenging questions. Actually far from being afraid, we encourage everyone in the community, whether it be students, staff, parents or Old Bedalians, to ask challenging questions.”

In recent years, Bedales has also moved away from just offering traditional GCSEs and now also offers Bedales Assessed Courses, which incorporate project-based learning and continuous assessments. Will believes that by placing excessive importance on exams, students are limited by pressure and stress: “We also feel that by reducing the stakes, so they’re not high-stakes external assessments, we’re actually enabling us and our students to spend more time on learning and less time on doing mocks and doing study leave.” This approach not only allows students to enjoy a more tailored, less pressurised curriculum, but also garners excellent results.

At Bedales, the balance between tradition and innovation, and between the individual and wider community is highly effective. Their holistic and open approach across the board encourages students to be confident and capable young people, with a strong sense of both self and community. Will emphasised the lasting impact of this: “I’ve never seen such an intense sense of connection to their former school as our alumni.”

We would like to thank Mr. Will Goldsmith, Head of Bedales School, for giving up his time to speak to us.

www.bedales.org.uk

EDUCATION CORNER PODCAST WITH THE HEADMASTER

Mr. Mark Hoskins

In this episode of Education Corner Podcast, Mr. Mark Hoskins spoke to us about Reed’s School going beyond providing excellent academics, with a focus on values and skills that students can take with them after their school life. He also highlights the philanthropic history of their founder, Andrew Reed, and how they still maintain his beliefs within the school today.

FROM REED’S SCHOOL, SURREY

Mark began his working life as an economist before moving to teaching. Recounting his career so far, he told us: “I’ve been very lucky. I’ve worked at five brilliant schools.” His teaching career began with teaching economics at Wilson’s School and Whitgift, then as Senior Deputy Head at The Royal Grammar School, Guildford, before taking on the Headship at Reed’s School.

At Reed’s school, their values-driven education is a point of pride. Mark explained the importance of the school’s ethos and values: “What we’re trying to do is distill the values that Andrew Reed, our founder, would have been proud of.” When choosing the school’s core values, the whole school community - parents, governors, staff and pupils - were consulted: “That led us to our six core values: integrity, independence, curiosity,

compassion, resilience and responsibility.” These core values form the foundation of life at Reed’s School and encapsulate their hopes for the pupils’ futures: “If we can embed those ideas in our pupils by the time they leave the school, then I think we’re sending out well-rounded people with a strong moral compass who want to do good things.”

On their admissions process, Mark emphasised that: “We’re not looking for anything in particular. [...] we just want children to be enthusiastic and throw themselves into everything.” At Reed’s, they believe that all children can be enthusiastic and thrive in the correct environment and with the right amount of encouragement.

Children applying to Reed’s first take the ISEB Pre-Test, before attending a short interview. Mark emphasised the informality of this: “We’re not asking them to solve world peace or anything like that. We just want to know a little bit more about them, what they’re interested in, what books they’re

“We just want children to be enthusiastic and throw themselves into everything.” »

Reed’s School, Surrey

reading, what sports they’re doing, what music they’re interested in, that sort of thing.” They aim to make the process enjoyable and stress-free - a recent activity for applicants was an escape room based on Andrew Reed and the school’s history. “It was a team activity that the pupils really enjoyed,” Mark recalled.

At Reed’s School, Years 7 and 8 are referred to as The Close. Mark explained: “They have their own prefect system, their own junior houses. So pastorally, we try to create a little bit of a schoolwithin-a-school to nurture those particularly young boys as they transition from primary school into secondary school.” In these years, boys are taught by the same teachers in the same buildings, but benefit from some separate spaces and extra support as they transition to senior school. The school’s all-boys environment from 11-16 also benefits pupils, Mark explained: “It allows us to tailor the teaching and learning a little bit more towards the teenage boys and find things that they’re interested in as they lead up to GCSE. I think it can instill a bit of confidence; there’s a little bit less social pressure.” Pupils who join Reed’s at any stage are drawn to the school for its wealth of opportunities across co-curricular activities, as well as strong academics, Mark told us: “Yes, they want the highest grades they can possibly get. but they also want to be involved in sports, music and drama, they want to be involved in fundraising for charity, they want a community.”

Reed’s School is particularly proud of their sporting provision, in which all pupils are encouraged to take part. Mark explained: “I think everybody is sporty, everybody’s musical,

“It’s about creating a community and an environment where everybody feels nurtured and supported.”

everybody has got it in them to be involved [...] We’ve just got to find the right avenue for that.” Whilst elite sport teams are a part of Reed’s offering, they also offer “A to F teams” across all year groups, as well as academies in a range of sports to support and encourage pupils of all abilities. Mark applies that ethos across school life: “Very few of us will be professional sports people or professional musicians, but we can all get a huge amount out of taking our sport or our music to the level that gives us enjoyment.”

At around 800 pupils, Reed’s also takes pride in cultivating a family-like feel at the school. Mark described this environment as one where they can “Stretch without stressing and push without pressurising.” He explained that this close community allows all pupils to feel “nurtured and supported.” Pupils are encouraged to get involved in all aspects of school life and embrace all the experiences on offer: “It’s about supporting pupils, giving them confidence, letting them know that academics are absolutely central and vital but all the other things that a school provides are just as important.” A recent example of these unique opportunities offered at Reed’s includes recording the school song, Blessed Saviour, at Abbey Road Studios to celebrate 150 years of the Old

funded places to children and has benefitted over 12,000 children to date, with approximately 70 currently attending Reed’s School. This philanthropic legacy of Andrew Reed continues to both benefit and inspire pupils, Mark told us: “Andrew Reed was a real social entrepreneur. He didn’t just sit back and ask for money, he went out and made things happen. I’d like to think that we engender that idea in our pupils as well, that if you want to do things in this world, you’ve got to go out and make it happen. You can’t just sit back and wait for it to happen to you. So I think he provides a great example.”

This strength of community and generosity is central to life across Reed’s School, as well as their plans for the future. The school aims to equip pupils for the future through: “[...] the three dimensions of a future-proof education: values, skills and knowledge.” Mark explained: “Shaping character is vital.” Reed’s aims to give pupils academic knowledge as well as confidence and transferable skills through the likes of “trips, sport, music, drama and CCF,” so all pupils are equipped to thrive beyond the school. Indeed, many Old Reedonians return to the school and share their success, Mark reported: “We give them the tools by which they can be flexible, they can respond to opportunities and feel comfortable in whatever environment they find themselves in.” This is central to the aims and ethos at Reed’s School, and encapsulates their aim of providing a well-rounded and supportive education to allow all pupils to thrive, no matter where their futures take them. “We’re enabling all those opportunities to take place [...] because there are huge opportunities out there.” Mark concluded, “It’s brilliant to see young people just take these opportunities in their stride.”

www.reeds.surrey.sch.uk Reedonians.

Central to the history and ongoing work of Reed’s School is Rev. Dr. Andrew Reed and his Foundation. Andrew Reed founded the school as a school for orphans in 1813, and this evolved into both Reed’s School and the Andrew Reed Foundation today. “To this day, around 10% of our pupils are foundation pupils.” Mark told us, “We’re very proud of that history [...] we talk about Andrew Reed a lot and we talk about the Foundation.” The Foundation continues to work closely with the likes of the Royal National Children’s SpringBoard Foundation to offer fully

We would like to thank Mr. Mark Hoskins, Headmaster of Reed’s School, for giving up his time to speak to us.

Tackling Diversity and Inclusion in Football

Holland Park School’s collaboration with Chelsea FC

For the past three years, Holland Park School has enjoyed a dynamic and impactful partnership with the Chelsea FC Foundation, offering Year 9 students a unique opportunity to develop business skills through real-world challenges. This collaboration - designed to enhance teamwork and public speaking skills - has left a lasting mark on students’ growth and their understanding of business in the sports industry.

This year’s highlight was the Equality, Diversity and Inclusion (EDI) Challenge, a powerful initiative that tasked students with devising strategies to increase female participation and build a more diverse fan base for Chelsea FC’s Women’s Team. The challenge brought together the skills of both the students from Holland Park School - part of the United Learning group of schoolsand the Foundation staff, who guided the students in analysing the club’s history, identifying key issues

and crafting innovative solutions. Working in teams, students developed compelling proposals that addressed the challenge, and presented their ideas to a panel of judges. The winning team then earned the honour of representing Holland Park School at Chelsea FC’s iconic Stamford Bridge stadium. There, they presented their ideas to Chelsea FC staff alongside students from other schools, a thrilling moment that highlighted the hard work and creativity that had gone into their solutions.

For many of these Year 9 students, it was their first time presenting in front of such a large audience - an experience that pushed them outside their comfort zones and helped sharpen their public speaking and teamwork

skills. After the event, the winning team enjoyed a VIP tour of Stamford Bridge and a visit to the club’s museum. Their success didn’t end there; they were also invited to join Chelsea’s Youth Supporters Group, a testament to the lasting impact of the program. The benefits of this collaboration are evident in the growing interest in football among students, particularly young girls. One student, reflecting on the experience, shared: “Thank you for the tickets, Sir, I loved the match!”

Robert McCarthy, Head of Careers and Employability at Holland Park School in Notting Hill, expressed his enthusiasm for the partnership, saying: “This ongoing relationship with the Chelsea FC Foundation continues to positively influence our students’ education and passion for the sport. We’re excited to keep working with a club that makes a tangible, positive impact on young people’s futures.”

Through initiatives like the EDI Challenge, the Chelsea FC Foundation and Holland Park School are not just shaping future business leaders - they’re inspiring the next generation of football fans, leaders and change-makers.

JAYNE NELSON

Head of Marketing www.hollandparkschool.co.uk

The Creative Potential of AI

AI’s transformative potential for schools

The narrative surrounding artificial intelligence in education often leans heavily on its efficiency in automating routine tasks. Lesson planning and quiz generation, while useful, represent only the surface of AI’s transformative potential for schools. By looking beyond these ‘simple’ uses, educators can uncover innovative applications of AI that enrich teaching, pastoral care and organisational management.

One key area is pastoral support. AI’s capacity to analyse behavioural and attendance data can enable schools to identify patterns that signal potential concerns. For example, a student frequently asking to leave the classroom may exhibit subtle signs of disengagement or stress. AI can highlight these patterns early, allowing staff to intervene before issues escalate. In this context, AI doesn’t replace human pastoral care but strengthens it by providing actionable insights.

A second powerful application lies in analysing student sentiment through surveys. Traditional methods often rely on tick-box answers, offering limited nuance. AI, however, can process free-text responses, identifying trends in emotional tone and keywords. This creates a richer understanding of student wellbeing and helps schools respond proactively to emerging concerns.

Additionally, AI offers exciting potential in creating personalised learning. Beyond automating resources, AI can adaptively track individual

progress and recommend tailored interventions, helping students of varying abilities thrive. It shifts from merely assisting with administrative tasks to reshaping the educational experience itself, fostering greater engagement and inclusivity.

A fourth, less-explored use is in predictive analysis. If used carefully, AI can compare historical data to forecast potential outcomes. For instance, identifying links between declining attendance and academic performance equips schools to prioritise interventions effectively. Similarly, early warning systems can be developed to predict the likelihood of exclusions or other events, allowing staff to act before problems crystallise.

While these applications showcase the creative power of AI, they also highlight a critical

contrast: the value of using AI for strategic, high-impact purposes versus low-level efficiencies. Generating lesson plans and quizzes may save time, but leveraging AI for predictive insights, sentiment analysis, and adaptive learning solutions aligns more closely with the nuanced goals of education - developing well-rounded, emotionally resilient and academically successful students.

AI is not merely a tool for replication but a catalyst for invention. Schools that harness its potential thoughtfully can unlock new possibilities that enhance both student outcomes and the wider management and leadership of schools.

LUKE RAMSDEN Senior Deputy Head www.stbenedicts.org.uk

The Evolution of AiQ

Empowering education with purpose and agency

Educating young people can look very different depending on our specific intentions and the strategies we employ to achieve that mission. Good pedagogical practice begins with the end in mind: a clear vision of outcomes we seek to achieve. At Alleyn’s, we know exactly what we are striving for - helping every individual to flourish and be all we can be.

Alleyn’s uses the AiQ, Alleyn’s Intelligence Quotient, as an impact framework. AiQ is a process which empowers pupils to turn their education into agency, equipping them with the tools and mindset to connect their learning to meaningful change in the world.

In our Year 7 Critical Consumption course, students evaluate the ethical and practical implications of technology by recommending a smartphone for a young person. Our Year 12s are

also navigating and implementing their Start Up Enterprise project, where they identify the problems they want to solve and work on entrepreneurial solutions.

The Digital Futures course challenges students to explore the limits and potential of artificial intelligence. They consider: “What can computers do that humans cannot?”, “What can humans do that machines cannot? What values should guide our teaching of machines?” Students gain practical skills in data visualisation while grappling with the ethical implications of AI.

AiQ seeks to create space for students to think across disciplines and identify the intersections where innovation and problem-solving flourish.

As Minouche Shafik, exPresident of Columbia University, claims: “In the past, jobs were

Changes to UCAS Personal Statements

How applying to UK universities is changing

Last year, UCAS announced changes to the personal statement for students applying to UK universities for 2026 entry. Despite media claims that UCAS was “ditching” personal statements, this is not the case. Now, instead of a free-text format, students will respond to three structured questions designed to help them provide relevant and focused information about their suitability for their chosen course and university. The goal is to make the process fairer and more accessible, particularly for those who struggle to craft compelling narratives. Students should

focus on creating clear, concise answers supported by evidence from their experiences. Starting early - by tracking achievements and reflecting on growth - will be crucial.

However, will this level the playing field? Honestly, it’s doubtful. Students with access to

about muscles. Now they’re about brains, but in the future, they’ll be about the heart.”

This quote captures the essence of AiQ’s purpose. At Alleyn’s, we are preparing young people for a future where education is not just about knowledge acquisition but about applying that knowledge with compassion and purpose.

AiQ provides the space and structure for students to become wholeheartedly themselves, shaping their world with integrity and agency. Through co-creation, critical thinking, and innovative problem-solving, our students are not just learning - they are creating a better future.

DORCAS MAXWELL Head of AiQ www.alleyns.org.uk

strong guidance - from schools, tutors or family - will still have an advantage. That being said, the structured format may reduce intimidation and encourage applicants to think critically about their strengths rather than relying on polished, coached essays.

In essence, the content remains the same and universities will still assess whether students are genuinely passionate about their chosen course, or whether they’ve googled ‘courses at X University with the lowest entry requirements’ (yes, that is common).

So, will there still be a personal statement for the 2026 entry? Most definitely, yes!

RUTH DAVIS Head of Universities and Careers www.tonbridge-school.co.uk

Healthy Festive Recipes

Salmon poached in harissa coconut lentils

This quick and easy one-pan dinner gets a double dose of protein from the lentils and salmon. A finishing forkful of pickled onions and a sprinkle of herbs add freshness and colour. Any leftovers make a nice cold lunch for the following day.

INGREDIENTS: (SERVES 4)

1 tbsp olive oil

200g shallot (finely sliced)

2 garlic cloves (minced)

250g baby tomatoes (halved)

2 tsp turmeric powder

3-4 tbsp harissa paste (rose works best. Spice varies from brand to brand so use an amount that suits you.)

400ml passata

1 can coconut milk

120g baby spinach

250g Beluga lentils (cooked)

480g salmon fillets

TO SERVE, OPTIONAL

30g coriander

50g pickled red onion

1. Gather and prepare your ingredients.

2. Heat the olive oil in a large saucepan over medium-high heat.

3. Add the shallots and garlic with a sprinkle of salt and pepper. Cook, stirring often for 4-5 minutes, until softened.

4. Add the tomatoes and cook for 3-4 minutes, until bursting and

turning jammy.

5. Add the turmeric and rose harissa and stir to incorporate over the heat for 1-2 minutes, until the mixture has turned a rich, deep orange colour.

6. Add the tomato passata and coconut milk. Stir to combine. Bring to a simmer and allow to bubble gently for 5-6 minutes, until thickened. Add salt to taste.

7. Stir through the spinach and lentils. Cook for 1-2 minutes, just until the spinach has wilted.

8. Nestle the salmon fillets into the simmering sauce. Cover and cook for 7-8 minutes until the flesh is firm to the touch.

9. Remove from the heat. Serve with pickled onions and coriander, if desired.

www.thedoctorskitchen.com/recipes/ salmon-poached-in-harissa-coconutlentils

TURN BACK TO PAGE 17 to read about Churcher’s College, Petersfield

Reaching Children Boxby-Box,

For some children, an Operation Christmas Child shoebox is the first gift they have ever received. This was the reality for Roselyn.

Like other children in Malawi, Roselyn grew up without proper toys. “We would go outside after it rained and mould the clay soil into figures,” she commented. “I received my Operation Christmas Child shoebox gift at age six. It

contained my first real toys!”

Roselyn received a lovingly packed box symbolising God’s love, and this meant the world to her: “This little gift of a shoebox changed my life.”

“The shoebox helped me realise that God is for children, too, not just adults,” Roselyn said.

Operation Christmas Child, a project of international charity Samaritan’s Purse, has been impacting the lives of children in need around the globe for over three decades. The project provides families and schools in the UK an opportunity to give poverty-stricken boys and girls their very first Christmas present. Each shoebox gift is filled with

toys, school supplies and personal care items appropriate for each child’s age.

Just last year, the project was able to send 238,000 shoebox gifts from the United Kingdom alone! But they need your help to reach their goal of 252,000 boxes this year. Would you consider sending a shoebox gift online for a child in need? If you choose one of our new pre-packed shoeboxes, sharing joy with a child is just clicks away.

You can also build a customised shoebox online. Simply choose which category to pack for, select special gifts, include a heartfelt message and make your donation. Samaritan’s Purse will pack and deliver your special gift into the hands of a child. In addition to shoeboxes, Samaritan’s Purse also offers another way for you to make a difference through its Gift Catalogue. There are thirtythree gifts of hope to choose from this year - each one is a special opportunity to make lasting change in a person’s life.

Whether it’s wrapping a warstricken person in warmth by donating a blanket, or providing a poor family with a sustainable source of income and food through baby chicks, or gifting a blinded Ukrainian soldier with an audio Bible in their native language; there are a range of gifts to pick from so you can find a unique gift that’s from the heart. Be it shoeboxes or the Gift Catalogue, your generosity is helping people in need. Give a shoebox today, or visit our website to learn more about the Gift Catalogue.

CLAISSE TAME Marketing Manager at Samaritan’s Purse International www.samaritans-purse.org.uk www.sampur.se/prepacked

Supporting Vulnerable Families

Helping those in need this winter

Over the twenty years that I’ve worked on Shelter’s emergency helpline, I’ve lost count of the number of times I’ve picked up the phone to a parent who’s terrified that they and their families will be forced out onto the streets.

Things weren’t always this bad. It used to be unusual to hear from people in well-paid jobs struggling with their rent or facing homelessness and use of foodbanks was rarely reported. Now, both are widespread and every second call we receive at Shelter is from someone at crisis point - a large chunk of these are families with children.

In fact, this winter, a devastating record of 161,000 children will spend Christmas homeless in temporary accommodation.

The problem is that for decades we’ve lost more social homes than we’ve built. Throw in a pandemic, a cost of living crisis and sky-high rents, and we now see record levels of people facing homelessness.

Every week we’re seeing more calls from people at the sharpest end of the housing emergency. From the family crammed into one room in a hostel with no place to cook their meals, to the people forced to fork out hundreds on getting their child to school after being uprooted to an

emergency B&B miles from their community. Or like the young mum I spoke to around this time last year who’d been served an eviction notice that was expiring on Christmas Eve. She couldn’t find anywhere else affordable to rent. “I can’t even afford Christmas presents for my children,” she told me. She was terrified Christmas would be spent shivering on the streets with her little ones. I walked her through her rights, the eviction process, the steps she could take and referred her to a food bank so she and her children wouldn’t go hungry. Sadly, this is far from a unique case.

There is a simple solution to end homelessness for good - building 90,000 genuinely affordable social homes a year for ten years will clear social housing waiting lists and give people a safe and secure home. But until the government delivers the funding for this and gets building, people continue to need our help right now.

This winter, the team and I will be there for anyone who needs us. Donate today at www.shelter.org.uk/donate and help us continue to pick up the phone and give a family the urgent advice they need to find a safe place to call home.

JANE DALEY Helpline Adviser at Shelter www.shelter.org.uk

A Magic Carpet

Turning your home into a safe haven this winter

Fluffy, cosy, warm, soft - these are some of the words I like to conjure up around me this time of year. As days shorten and natural light feels scarce, we naturally tend to want to retreat, regroup and cuddle up. More than ever, our homes are called upon to

provide a safe haven, from the cold, from the noise, from the hustle surrounding us during the day.

There are many ways to create a welcoming impression and a lasting sense of comfort and wellbeing in our homes - each can be treated as an important, even standalone step in composing a coherent and serene interior. For today, with winter in mind, why don’t we consider rugs?

A welcome addition to any space, a rug is transformational thanks to its shape, size, colour, pattern, texture, acoustic and even thermal properties.

It can define the space, or an area within a room, by gathering around it various pieces of furniture as a centerpiece or separating them as a path for circulation as a runner. Choosing the right size will be essential, so as not to be too small and look mean, making sure to include the key pieces but not be overbearing. This can mean it is laid just under or aligned with the sofa and armchair legs, and slightly overshooting the width to include side tables, for example, or perhaps creating a generous 50-70cm border around a bed or being laid at its foot or side.

Sound and impact can be muffled from adjacent rooms or floors above and below thanks to a rug. That can be great in both flats and houses, especially with a good pad underneath, to ensure privacy, calm and comfort. Children and pets are not reasons to avoid rugs, not only because the latter will be the first to appreciate the soft and cosy surface on offer while being less prone to suffering from harder flooring surfaces, but also because there are so many options available of rugs that are easily maintained, cleaned and/or repaired as necessary. Companies, like Ruggable, make rugs specifically adapted to such demanding users. One can also choose wool for its softness and warmth as well as its durability and natural resistance to dirt and stains, or other natural fibres such as jute or sisal for their mould and moisture resistance and suitability for high traffic areas. However, it is also important to know that more classic rugs - Persian, Indian, Afghan, Turkish, Moroccan, Kilim or Ikat - actually withstand much more than one would expect and are washable, so long as they are made with a natural, resilient fibre such as wool or cotton - it is probably best

to avoid 100% silk in those cases! It is also worth knowing that many brands, such as Sacco or Sylka, offer a wide variety of models woven out of indoor/outdoor fabrics, or Tencel/Lyocell or NuSilk/EcoSilk (they’re eco-friendly, plant-based or recycled fibres, resistant to sunlight, insects, mildew, rot, and are hypo-allergenic and highly absorbent) or a mix of fibres as needed to combine softness, sheen, stain resistance or colour fastness for beautiful results, maintenance and durability. Choosing from hand-knotted, tufted, flat weave or high pile will depend on location, use and taste.

As a great uniting feature, adding a rug can warm up a rather sparse or very contemporary space, bringing a welcome touch of organic softness. Depending on the type of rug chosen, light can play on its pattern and material, especially if woven using silk, bamboo or Lyocell/ NuSilk, and bring a subtle brightness and reflection to its surface. A rug can harmonise the colour palette by offering a discreet or bold pattern and composition, tying in the various tones, accents and style present in the room.

Rugs can indeed add a more timeless touch to very modern spaces or update rather traditional schemes with a fresh take on classic types of rug, be it through pattern, colours or chosen fibre. Rug designers such as Thibault Van Renne or Top Floor by Esti revisit the expected, creating enthralling pieces with creativity and true craft. By playing with techniques such as carving and embossing and fibres from wools to cottons to silks and beyond, the rugs on offer are works of art and statement pieces, yet will suit a variety of budgets and complement living and lived-in spaces.

Rugs are investments; in your home, comfort and joy.

MARIE-NOËLLE SWIDERSKI Galuchat Design www.galuchatdesign.com

Finding Your Dream Home in Sussex

What is a buying agent?

Think Kirsty and Phil but without the drama or TV cameras!

A buying agent is a property professional who represents the buyer’s interests during a transaction, guiding them from the initial search to the moment they receive the keys for their new home.

Our clients come to us for a variety of reasons. Maybe they are moving from London to the countryside and don’t know the area, or perhaps they’re already

living in the county but are busy with their jobs and kids, or they might be moving from abroad and simply can’t be here to view houses themselves.

The process begins with a detailed conversation about the client’s dream home and budget, as well as key factors like location, commute, house style and schools.

We source properties on the market and off market - it’s whole market access.

We help our clients open

the doors that they couldn’t possibly access on their own. We have great local knowledge and intelligence and we receive this because we represent the best buyers in the market.

Houses can be sourced from a variety of places: architects, builders, the school gates or even our hairdressers. A main source of the houses comes from estate agents and so our relationship with them is key. We go through a rigorous process to make sure that we have considered all the available options and we discount many houses so our clients don’t have to.

“We keep an open mind as the house that people describe at the beginning is often not the house that they buy!”

Once we find the dream property, we carry out due diligence on the area and the house. We agree on a strategy with the client and handle the negotiation on their behalf.

We then build a team of trusted professionals - our ‘little black book’ - solicitors, surveyors and other experts, who help to prevent delays or issues during the process. Our experience enables us to foresee any potential hurdles. By removing emotion from the transaction, we can deal with any issues early on ensuring a smooth process.

We are always working

New Hall, Henfield

Chelsea

Lindfield Place, Lindfield

very closely with the vendor’s agent - our contact with them is paramount to a successful process and any problem solving required!

Then comes the fun part: exchange and completion - the deal is done and our clients are moving. It’s the greatest feeling to be able to meet our clients at their new home on moving day and walk around the house that they now own!

Why Sussex?

Sussex is a special place! There is an amazing variety of countryside such as the rolling hills of the South Downs and the expanse of the Forest of Ashdown, as well as beautiful coastal areas such as Beachy Head, the Seven Sisters, South Lancing and Hove.

Transport in the area is fantastic, with road links such as the M23 and the A272. Commuting

by train is exceptional from either Haywards Heath, Gatwick or Balcombe. You can usually expect to travel to the centre of London in 40-50 minutes. There are lovely villages such as Lindfield, Cuckfield, Ditchling and Hurstpierpoint, Petworth, Midhurst and Chichester - the list goes on! There are also larger towns and cities such as Brighton, Horsham and Lewes.

There is much variety in the style of houses you can buy, from the traditional Sussex farmhouse to gorgeous cottages and a few Georgian gems. There are also some wonderful barn conversions in the area and Horsham stoneroofed beauties.

We are lucky with the education options in the area - there are fantastic local primary and secondary schools, as well as colleges for sixth form such as BHASVIC and Colliers.

Private options include prep schools like Handcross Park, Cottesmore, Brambletye, Cumnor House, Highfield, Amesbury, Westbourne House and Windlesham House School. The Senior schools are amazing with Hurst College, Brighton College, Rodean, Ardingly and Worth.

It’s very rare for a county to have such great prep schools and senior options too - I told you it was special!

What are the best properties in Sussex on the market at the moment?

Marshalls Manor, Cuckfield Jackson Stops & Hamptons

£2.4m

Old Middleton, Westmeston Hamptons

£3.95m

Lindfield Place, Lindfield Jackson Stops

£3.6m

New Hall, Henfield Savills

£2.5m

Coombe House, Balcombe

Strutt & Parker and Hamptons

£3.85m

JM CHASE

SOPHIE HATCHER & HENRY FORBES

JM Chase has been operating for sixteen years. Our reputation has been built by offering trusted and personal advice that our clients can rely on to secure the right property for the right price, ahead of the competition.

SOPHIE HATCHER Property Search Agent

www.jmchase.co.uk

www.instagram.com/sophie.hatcher. property.search

Coombe House, Balcombe

Old Middleton, Westmeston

Marshalls Manor, Cuckfield

Sussex Property Market

The enduring appeal of West Sussex and the south coast

West Sussex continues to draw families seeking that perfect blend of countryside and coastal living, outstanding independent schools and easy access to London and major airports. The county is home to an excellent range of first-class schools across the county, such as Christ’s Hospital, Farlington, Seaford College, Windlesham House and Slindon College, alongside excellent prep schools, including those near the historic city of Chichester.

For buyers in the upper market, the focus is increasingly shifting towards well-presented, ready-to-move-in homes, which reflects broader market trends.

A Shift Towards Turnkey Properties

According to Oliver Dorling, Partner and Head of Coast & Country Property at Henry Adams: “There’s a growing preference for properties that are ‘turnkey’, meaning they

are ready to move into without the need for major works. High construction costs and delays are understandably making buyers in this sector of the market less willing to take on extensive renovations.”

The shifting demand is particularly noticeable in the

prime market, where homes valued above £1.5m often attract buyers with busy lifestyles who prioritise convenience and immediate usability. Oliver Dorling adds: “While the prime market tends to see less overall activity than the mainstream market, we’re seeing strong interest from serious buyers, especially as lower interest rates and a more stable economic outlook boost confidence.”

However, Oliver Dorling notes that realistic pricing remains key and character properties offering privacy and grounds remain high on most buyers’ wish lists: “The right properties, sensibly priced, continue to attract competitive offers.”

Prime Properties for Family Living

Two standout properties currently on the market exemplify this trend towards high-quality family homes. Nyetimber Cottage (offers over £1,750,000) near Pulborough is

The Fallows

Greyfriars

a five-bedroom home that has been extended and remodelled to a high standard. Set within two acres and surrounded by countryside and vineyards, it features a picturesque woodland walk with seating areas. There’s also a self-contained annexe and a triple garage. Nyetimber Cottage is within easy reach of Christ’s Hospital boarding and day school, Farlington and Rikkyo School, the Japanese boarding school, near the thriving market town of Horsham.

The Fallows (£1,650,000) is located in Barnham, just east of Chichester and within easy reach of the sunny south coast as well as the A27. The Fallows provides easy access to Chichester’s prep schools and Slindon College. Strikingly modern in style with its own cinema room and a balcony from the principal bedroom, all bedrooms have their own ensuite bathrooms, all set in just under two acres. With its pristine finish, this is an attractive option for families seeking a home, which has space for all the family and entertaining guests and is within proximity of excellent schools.

Rental Demand and Flexibility

For families testing the waters before committing to a purchase, the rental market offers a

practical alternative. James Riley, Lettings Director at Henry Adams, highlights the appeal of high-quality rental homes near top schools: “We’re seeing strong interest in premium rental properties, particularly from families relocating for educational priorities. Homes like those in Storrington or Birdham allow families to settle in while exploring school options or to stay nearby when in the country.”

For families considering Windlesham House School, Henry Adams offers a bespoke service to help make the process as seamless as possible. The agency offers both short-term and long-term rental options to suit different requirements. Fully furnished self-catering homes, with stays available from one night and 24/7 support service throughout visits, enable people to stay nearby while exploring the school and the local area.

A broad range of properties are available throughout West Sussex for longer-term stays. Video viewings allow you to shortlist homes from a distance. Examples of outstanding rental properties include a four-bedroom house in a wonderful converted Edwardian manor at Greyfriars Lane in Storrington (£3,750 monthly + fees) and a beautifully presented four-bedroom detached house

in Westlands Lane in Birdham (£3,950 monthly + fees), both of which provide spacious living in desirable locations.

A Steady Market in West Sussex

While activity in the prime sector remains quieter than in the mainstream market, the overall picture is one of cautious optimism. Buyers are increasingly drawn by the region’s unique combination of strong educational options, the lifestyle benefits of the city, countryside and coast, and highquality properties.

“Families are looking for homes that provide more than just proximity to schools,” says Oliver Dorling, “they want a lifestyle investment - a property that offers long-term value and complements their daily lives.”

Outlook for Buyers

With a stabilising economy and continuing demand for premium properties, West Sussex remains a compelling choice for families focused on education and quality of life. For those considering the move, the region offers a blend of opportunity and reassurance in an ever-changing market.

JAMES RILEY Lettings Director www.henryadams.co.uk

Nyetimber

Birdham

Teenage Kicks

Educating teenagers about drugs and alcohol

If you ask an 11 year old if they have been offered drugs, 15% will say yes. If you ask a 15 year old, that proportion nearly trebles. These figures - from an NHS Digital survey - show how common it is for children to be exposed to drugs, and how this exposure increases during the teenage years.

The adults in the lives of these young people know all too well how tumultuous the ages of 11-15 can be. Not only is the child pulling away from their caregivers, but their developing brain means they are more impulsive and emotional, particularly when with their peers. Given their growing exposure to the inherent risks posed by drugs at the same time, it makes them extremely vulnerable.

It’s a heady mix (no pun intended), and one that cannot - and should not - be ignored. But there is good news: NHS Digital research reveals that when 11-15 year olds were asked where they would go for helpful information about drugs, parents (67%) and teachers (64%), comfortably beat other sources such as the internet, social media and friends. So, while it might feel like children stop listening to the trusted adults in their lives as they enter teens, that isn’t the case.

Parent power

Parents can find drugs a difficult topic to tackle, perhaps fearing that broaching the subject might put ideas in their child’s head that they hadn’t previously had.

These conversations can start light and deepen over time. For example, giving factual answers to questions about caffeine (eg. “coffee makes me feel more awake but if I have too much, I don’t feel good”) and nicotine (eg. “vaping has helped me stop smoking, now I’m reducing my vaping too”) demonstrates openness. This will pay dividends later on as the child’s social life widens, meaning they will feel more able to talk about what they are

doing.

Choosing the right time and tone is key. Keeping it non-confrontational and chatty works best, such as picking up on depictions of drunkenness on TV, or a drug-related news story on the radio. Be non-judgemental and respectful of their views and adopt a little-and-often approach: sixty one-minute dialogues will have more impact than one sixtyminute monologue! Also make sure any information you discuss is up to date and accurate.

Education, education, education

Positive three-way relationships between students, families and academic settings can make a real difference when it comes to young people’s experiences and outcomes, including for drug education. However, less than two-thirds of 11-15 year olds surveyed by the NHS felt their school gave them enough information about alcohol (64%) and drugs (63%).

FOR MORE INFORMATION about the DSM Foundation, go to www.dsmfoundation.org.uk

FIONA SPARGO-MABBS OBE, Director and Founder www.dsmfoundation.org.uk

Supported to Succeed

Mental health and wellbeing

At the University of Brighton, we want the best for our students. We have a real affinity with the inclusive values of our city, and strive to embrace individuality, ensuring our university - like our city - is a place where everyone belongs.

To help our students thrive, we’ve developed a strong support system for their mental health and wellbeing that’s there for them throughout their degree.

Before they start, students can join our Belong at Brighton events to help them get to know the university and other students. This is an opportunity for students to feel more confident about their new home from home, which can be especially helpful for neurodiverse students or those who are planning to move away for their studies.

All students have access to a Student Support and Guidance Tutor (SSGT) and a Personal Academic Tutor (PAT). SSGTs are

dedicated to supporting any issues that might be impacting a student’s studies, wellbeing or experience; PATs provide academic advice and work closely with the SSGTs to ensure that students are supported holistically.

For those students with additional needs, such as disabilities, mental health issues or learning difficulties, we have expert study skills and disability and learning support teams onhand. Our courses are designed to play to our students’ strengths, making the most of their individual learning style. We put Learning Support Plans in place for students who require adjustments to teaching or assessment methods and we also offer mentoring services. The university is an accessible learning environment for students with disabilities.

Cost of living support

Going to university is a great investment, but we know the cost can be a worry. We want to make

higher education accessible for all so that students can experience studying in our fun, big-hearted city without breaking the bank.

Our Brighton Boost funding package offers eligible students up to £1,250 towards accommodation, transport and more.

Our Student Jobs Hub shares flexible, paid roles that allow our students to develop new skills and experiences alongside their studies. This is also a great opportunity for students to add to their CV and create connections with other students.

The Students’ Union Essentials initiative ensures students have access to the essentials they need. This initiative serves as both a foodbank and a re-use centre, providing free food, household supplies, clothing, personal hygiene products and more.

LOIS KING Marketing Officer, Student Recruitment www.brighton.ac.uk

Gain Work Experience with a University Internship

Many universities offer students the opportunity to complete an internship during their course of study. Internships are a great way to develop new skills, gain a taste of a potential career: widen your network within your field of interest, and acquire real-life experience of the workplace.

Students at SOAS University of London have the opportunity to apply for internships through the Co-Creator Internship Programme and the SOAS Summer Internship Programme.

Recent interns have worked in organisations and sectors as varied as African and Asian art galleries, NGOs, charities, finance

and technology companies, and consultancies engaged in SOASspecific activities.

The range of activities where students have been employed has included working on the UK’s first Decolonising Philosophy Toolkit in order to create a more diverse and critical curriculum; collaborating with the SOAS Library to create a ‘radical reading list’ to highlight

Preparing for the future 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

independent publishing around the world; launching a youth board to enhance diversity in the creative sector; and working at a climate change advisory service, helping to encourage foundations and trusts to support climate initiatives and exploring the link between climate change and the care economy.

BA student Maya Patra says of her internship at climate and philanthropy experts Impatience Earth: “This internship opened up the possibility of working in grant-making, sustainability and climate consultancy in the future, areas I was previously unfamiliar with. Most importantly, my time at Impatience Earth reminded me of the urgent need for collective and radical action when addressing the climate emergency.”

ANDREW OSMOND Marketing Officer www.soas.ac.uk

Preparing for the Future

Mentoring students to thrive beyond graduation

As the first polytechnic in London, the University of Westminster has long been known for helping students from a wide variety of backgrounds reach their potential. Today, we are recognised as one of the most internationally diverse universities in the UK by the Hotcourses Diversity Index. In 2021, the University of Westminster ranked second in England for social mobility. To improve our students’ employability and graduate prospects, career mentoring has been a vital tool to support students as they navigate the early stages of their career.

Future Ready Mentoring at Westminster allows students and recent graduates to connect with industry professionals for short-term or long-term one-toone mentoring, or through our innovative in-curriculum group mentoring programmes - since 2010, over 10,000 students and recent graduates have benefitted

Shape 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.

from the support of a career mentor. With three flexible options available, all students can gain advice from a mentor at any point in their studies, helping them to reflect on experiences and gain practical industry insights both inside and outside the classroom. Our mentoring programmes have received strong external endorsement in the HE sector, having been shortlisted for ‘Outstanding Support for Students’ in the 2022 Times Higher Education Awards and winning Gold in the 2018 CASE Circle of Excellence Awards and Best of Europe Region Award for student engagement in 2023/24. You can find out more about our awardwinning programmes at www.westminster.ac.uk/mentoring

ZURRIA QURESHI Mentoring Manager www.westminster.ac.uk

Part of the King’s Digital Futures Institute

Lead Out Loud

Warwick Business School’s new podcast on leadership excellence

Warwick Business School (WBS) is excited to announce the launch of Lead Out Loud, a thoughtprovoking podcast dedicated to leadership. Hosted by Bron Mills from the WBS Press & PR team, the series brings together the brightest minds from industry and academia to explore how leadership theories translate into real-world impact.

Available on all major streaming platforms from January 2025, Lead Out Loud unites WBS academics with industry leaders in dynamic discussions. Each episode examines a core leadership theme, revealing how theoretical

frameworks and lived experiences can combine to address today’s complex challenges.

By drawing on the expertise of Warwick’s world-class faculty and seasoned industry practitioners, the podcast offers listeners a unique educational opportunity. Episodes cover a variety of topics from sustainability, AI and running a start-up to styles of leadership, such as servant, communal and inclusive leadership. Conversations also highlight leadership as a blend of adaptability, innovation and vision, making this podcast a helpful resource for aspiring leaders, students and professionals alike. “Education is evolving, and Lead Out Loud reflects that,” says host Bron Mills. “We’re using

podcasting to bring together academic expertise and industry knowledge, giving listeners tools they can use in their own leadership journeys.”

Lead Out Loud redefines how leadership education is delivered, connecting theory to practice in an innovative format. Tune in and discover new ways to lead with confidence.

BRON MILLS Media Relations www.wbs.ac.uk

STUDENTS GO FURTHER AT BRIGHTON

At Brighton, we encourage students to play to their strengths.

Our inclusive approach to learning supports individual needs and career goals, which is why we’re in the top 3rd in the UK for employment or further study, three years after graduating (Complete University Guide 2025).

Brighton is the choice for those looking for a bright future, and for entering the workplace with skills and confidence. Practical learning and placements mean what our students do matters.

And all in a place like no other.

Discover University for Parents and Supporters

We understand how important it is for parents and supporters to be well equipped to support their young person’s journey to higher education. Our dedicated Discover University webpages, newsletters and social media feeds will provide the key information needed at each stage of the journey.

We host online webinars throughout the year specifically for supporters coving topics such as financing higher education, applying to university, making the most of an open day and becoming a student.

To attend any of our virtual events or receive our supporter's newsletter visit www.exeter.ac.uk/supporters