Education Choices SUMMER 2021
TH E KEY TO YO U R CH ILD’ S SUCCESS
BATTLEGROUND OF THE SEXES
David James (LEH) debates the pros and cons of single sex education
DIVERSITY AND INCLUSION:
The Value of Bursaries at Cranleigh School, Surrey and the Ascent Programme at Emanuel, London
TENNIS SPECIAL
Smashing their way to the top! Ewell Castle Tennis Academy and Alison Battista give some top tennis tips!
INTERVIEW:
Supporting Your Child with Additional Learning Needs and see our podcast pages interviewing leading Headteachers
BLM
One year on... Plus: More BAME students being included at leading universities
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FROM THE FOUNDER
Dear readers, This is a very rich and diverse edition and we hope you enjoy reading it! Have a lovely summer... Chloe Abbott (Founder) Email: chloeabbott@educationchoicesmagazine.com
“In the summer I was a wild child in the woods, with no shoes, and in the fall it was back to the city, shoe shops and school.” Margaret Atwood
Reading Corner TOP TEN SUMMER BOOKS
Recommendations for 7 – 13-year-olds 1. ‘Scribble Witch Series’ by Inky Willis A thrilling series of books about two girls called Molly and Chloe. Chloe is going to move schools so Molly needs a new friend. To her surprise, when she put pencil sharpenings in her pen pot, a doodle witch called Notes comes to life! Molly and Notes become a double act and Notes even helps her with her spellings! 2. ‘The Lion the Witch and the Wardrobe’ by C.S Lewis A fantasy book where four children go through a magic wardrobe and enter the land of Narnia. They have many adventures and it is clash between good and evil as to who gets to rule Narnia.
big people in order to survive. They have to avoid the humans and the cat! 5. ‘Holes’ by Louis Sanchar A boy named Stanley has a history of bad luck. He gets sent to a detention centre called Camp Green Lake where the boys must dig a hole a day. 6. ‘The Guardians of Magic’ by Chris Riddell This story is about three children who are yet to discover their true powers. Soon they become friends, until one day they meet some rats! In this book magic and fairy tales are full of surprises! There are wonderful foldable pictures.
3. ‘Goth Girl’ by Chris Riddell Ada Goth lives in a ghastly hall with her Daddy, Lord Goth. The book is about Ada meeting a mouse called Ishmael and they set about solving the mysteries of the house.
7. ‘Wonder’ by R.J Palacio It is about a boy and his face is different to everyone else’s. His parents home-schooled him so the book is about the boy’s journey back into school and the challenges he faces.
4. ‘The Borrowers’ by Mary Norton Borrowers are miniature people who live in hidden places. The |book is about feeding their families by ‘borrowing’ from the
8. ‘I was a Rat’ by Philip Pullman A boy is found on the street who behaves like a rat. He gets caught and is made to perform in a show. There are regular newspaper
clips throughout the book – well worth a read! 9. ‘Rats of Nimh’ by Robert O’Brien It is about a mouse and her son is ill, so she must save him with a group of rats. You will grow rather fond of rats! 10. ‘Tom’s Midnight Garden’ by Philippa Pearce Tom’s Midnight Garden is about a boy named Tom. He goes to his Aunt and Uncle’s house and finds a clock that strikes thirteen. To his surprise, he goes back in time and has many adventures. By Olivia Age 8
EDUCATION CHOICES MAGAZINE | S UM M ER 2021 | 3
EDUCATION CORNER PODCAST INTERVIEWS
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16 Saint Christina’s School and Edgeborough School
Interviews with Mr. Alastair Gloag and Mr. Dan Thornburn
17 Blundell’s School, Devon
Interview with Mr. Bart Wielenga
03 T op ten summer book suggestions (7 -13 years)
A young reader, Olivia, makes some useful book recommendations for the summer
06 Seahorse Nurseries are expanding!
Seahorse Nurseries are opening Wimbledon Park 2
18 Sutton High School
Interview with Mrs. Beth Dawson
19 Bruern Abbey School and More House School Interviews with Mr. John Floyd and Mr. Jon Hetherington
07 Bridge Lane Nursery in Battersea and Phileas Fox Nursery School in Maida Vale hat do they offer parents and children – W would they suit your child?
08 Reading and literacy can have a life changing impact
Tonies® has partnered with the Book Trust and Cressida Cowell MBE’s ‘Life-changing Libraries’ project
09 How learning in the great outdoors evolves into a sense of responsibility for nature The importance of playing and learning outdoors, St Catherine’s School, Bramley
10 Helping your child prepare for Reception or a new school
By Ffion Robinson, Head of Churcher’s College Junior School
SPECIAL FEATURE
TENNIS
26 Will it be a Grand Slam at Wimbledon?
Why are so many young people playing tennis and what are they gaining from their tournaments?
27 Smashing their way to the top! Ewell Castle Tennis Academy
12 Why consider Surbiton High Boys’ and Girls’ Prep schools?
28 Tennis features
13 New Headmistress appointed at Sherborne Prep
29 Tennis features
Two unique Prep schools in Surbiton, Surrey
Mrs Natalie Bone appointed as Head of Sherborne Prep from 1 September 2021.
14 Full STEAM ahead at Parsons Green Prep Parsons Green Prep have added an ‘A’ to their STEM learning
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from Rowan Prep School and Surbiton High School from Reed’s School and Putney High School
30 Advice on Ratings, Rankings and Performance Tennis From Ewell Castle School Tennis Academy
DESIGN :PETER CHARLES COVER PHOTORAGHY: MARK WEEKS
EDUCATION CORNER PODCAST
In the Summer issue... 38 Battleground of the sexes
20 Supporting Your Child with Additional Learning Needs
Sifting through centuries of debate, LEH Deputy Head, David James, ponders the future of this approach in a society that is increasingly progressive, meritocratic and diverse
Suzanne discusses how she has supported her son (a twin) with his additional learning needs both inside and outside school
24 XULA face masks – the next generation A dynamic new design that will support both young and old people with disabilities
42 Why consider Lady Eleanor Holles?
A selective Prep and Senior school in Hampton, Richmond upon Thames
43 Looking Beyond the Grades
Careers advice from Surbiton High School, Surrey
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32 The Ascent programme at Emanuel School, London
Emanuel is working hard to attempt to help close the learning gap many disadvantaged children are experiencing...
33 The Value of Bursaries
Transforming communities at Cranleigh School, Surrey
34 New Headmaster appointed at Wetherby
Senior School and Tonbridge announce merger with The New Beacon Prep School
35 U nmasking - returning to school without a face covering
A sixth form student at Lancing College, Sussex, writes about the feelings associated with being able to mix with her peers again without wearing face masks
36 My first year as Headmistress at Wimbledon High School
Fionnuala Kennedy, Headmistress at Wimbledon High (GDST) discusses her first year as Headmistress amid a pandemic…
37 Truro High School run a business initiative
Top girls’ school puts business and enterprise front and centre with pioneering project that sees students named CEO of their own commercial business
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44 Go racing with F1 in your school!
An exciting STEM programme for schools
46 Finding a career in software development
Newcastle College model a new qualification and enable students to find employment within a year
47 Our plans for the year ahead, will universities be going back to face to face lectures?
University of Bath and Ella Barker (student) reflect on the future for many students in tertiary education
48 Preparing yourself mentally for university – some top tips for freshers Anisa, a student at Exeter University, makes some suggestions for next years freshers
50 Rethinking university options going through Clearing
Many students are increasingly using Clearing to change their choices, University of Hertfordshire findings
52 New scholarship programmes at Goldsmiths and BAME representation in universities
Diversity focuses by both Goldsmiths, University of London, and Ella Barker (student)
53 The Rise of the University Podcast
A new approach to learning outside the lecture room, SOAS University of London
54 One Year On: Inclusivity & Practical Solidarity
Black Lives Matter feature by Ayesha Rana
56 ESCAPE HOMES - Finding your inner peace…
Some useful suggestions on improving your home by Marie Noelle Swiderski, Galuchat Design
58 An exciting time for buying property!
Property news by Ben Rivera, Rivera Property Consultants
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NURSERY NEWS
Seahorse Nurseries are expanding! Seahorse Nurseries are opening Wimbledon Park 2 Carly Wray from Seahorse Nursery, has won the Nursery Management Today Area Nursery Manager of the Year. Winning this award was the culmination of over a decade of hard work. Carly started her degree in 2008 and has been working full time in Early Years since 2011. Under her management she led the Seahorse Team to achieve Ofsted Outstanding and to now be recognised as the best in our country reflects all the incredible teaching and dedication to our families. The award process involved nursery managers, countrywide, being considered for the award with an expert panel of former winners and leading
industry figures deciding which candidate was most deserving of the award. We are also proud to share that we have opened Wimbledon Park 2. Families have been coming to Seahorse since 1997 and demand for its loving, educational and
fun approach to Early Years has always exceeded available places in Wimbledon Park. Wimbledon Park 2 is located on The Crescent next to Wimbledon Park High Street (Arthur Road) only a few hundred metres from the tube and local Park. This setting offers parents an easily accessible location with opening hours from 7.45am to 6.30pm on weekdays and the preschool children enjoy Forest School weekly. TO BOOK A TOUR please email wp@seahorsenursery.co.uk or call 020 894 45919. TURN TO PAGE 36 to read about Wimbledon High school for girls’
NURSERY NEWS
Phileas Fox Nursery A multilingual nursery in Central London A fun and stimulating environment is created by caring teachers, who look after our 50 children every day. Each child chooses one or two languages to learn and has two key teachers. Phileas Fox Nursery offers French, Mandarin and Russian languages alongside English. A range of sessions are available and we offer delicious organic meals. We are happy to be in the summer term as it is always packed with fun events and activities, and we enjoy our huge garden even more as it gets warmer. One of the most awaited events is our Graduation Ceremony and the Summer Party - always a bittersweet moment as we proudly watch our children preparing for their next educational adventure in top London schools.
During the holidays, we will reminisce over the best moments reading our Year Book as we prepare to do it all again with the new children in September. CONTACT: www.phileasfoxnursery.com
Bridge Lane Nursery in Battersea Bridge Lane Nursery has been delivering outstanding day care for busy working parents for 16 years. We are open 51 weeks of the year from 0700-1830, only closing between Christmas and New Year and for Bank Holidays. We are close to Battersea Park so our children are often seen there, either babies in prams or pre-schoolers having one of their gardening lessons. We regard ourselves as something of a ‘community hub’ as we help new parents balance the demands of work and home life and can offer support to help settle children into nursery life.
We believe very much in the old adage of ‘healthy body, healthy mind’ as our children have yoga, tennis, mini-sports and gardening classes; at the same time nutritional requirements are met individually to provide a healthy, nutritious and balanced diet carefully devised by our nutrition and physical activity coordinator. Regular parental input is welcomed and parents are particularly welcome at our social events like Christmas or Easter
parties, preschool graduations and even our Teddy Bears’ picnics! We strive to provide the best, happiest and most stimulating of environments for the children, preparing them for their onward journeys to ‘big school’ such as Thomas’s Battersea, Newton Prep, Eaton House, Hill House, Christ Church Chelsea and Shaftesbury Park where they flourish. We hope you will come and see for yourself and become part of the Bridge Lane community. CONTACT: www.bridgelanenursery.com
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FUN ACTIVITIES FOR CHILDREN
Reading and literacy can have a life changing impact How tonies® will aid learning and literacy through fostering a love of stories According to the Organisation for Economic Co-operation and Development (OECD), reading for pleasure is a bigger indicator of a child’s educational success than their parents’ socioeconomic status. Reading and literacy have a life-changing impact on a child’s life prospects, their mental health, wellbeing, self-esteem, educational achievement and so much more. A love of stories opens up a world of new possibilities for children and develops aspiration, with research showing that it can drive social mobility and mitigate the effect of social inequality. Accompanying audio narration is proven to support literacy in early years, helping to foster a lifelong love of stories in even the most reluctant of readers. Given this, tonies®, the leading children’s storytelling audio system, has partnered with the Book Trust and Cressida Cowell MBE’s ‘Lifechanging Libraries’ project to gift Tonieboxes and Tonies to primary school libraries in underprivileged areas of England. The Tonieboxes will allow children in the schools taking part in ‘Life-changing Libraries’ to enjoy some of the nation’s favourite stories, such as Elmer and Peter Rabbit, in audio form. With children at the heart of everything they do, tonies® wants to bring new ways of learning and developing literacy skills to children, with audio storytelling having the power to stimulate their imagination, expand their worldview and support them in their development. For children who struggle to decode words, audiobooks and podcasts provide a great alternative to books - listening to audiobooks and music helping to improve literacy skills and vocabulary in an enjoyable, accessible way. Children can still be immersed in a narrative while building vocabulary and improving comprehension.
PREP SCHOOL NEWS
How learning in the great outdoors evolves into a sense of responsibility The importance of playing and learning outdoors Many schools are keen to get their pupils playing and learning outdoors and Naomi Bartholomew, Headmistress of St Catherine’s Prep School Bramley, believes that it is never the ‘wrong weather’, only the ‘wrong clothes’. “At our school, we encourage the children to wrap up, get their wellies on and be outside playing and learning whenever possible. Playtime should be fun and the great outdoors offers the freedom to be truly creative in play. I have spent many a happy hour outdoors watching children exchanging leaves for conkers at their ‘nature shops’ or discovering freely within the outdoor space. At St Catherine’s, we are also able to take learning outside for activities such as exploring the journey ‘from seed to plate’, where the children grow vegetables and use them in cookery. Gardening clubs can also provide opportunities for those who are keen and green fingered - planting, weeding and looking after our raised beds and pots. Like us, many schools now have outdoor classrooms or eco-cabins.” Is this all too idyllic? I think not. What is important is that children have a childhood and a school life that is happy and fulsome. It is crucial that children have the opportunity to look beyond their immediate surroundings to local, national and global concerns. A rich curriculum and supporting charitable works, I cannot think of a better start for children than this. Caroline Willis and Nabila Gordon,
Eco Committee Co-ordinators of St Catherine’s Senior School believe an appreciation of nature nurtured in Prep School translates into a sense of responsibility for our natural world in the Senior School. “We have a very active Eco Committee which is part of the exciting new local school network ‘Surrey Environmental Action in Schools’. Last year the girls orchestrated a schoolwide food waste survey asking for feedback from staff and girls on ways to reduce food waste and have worked with our Caterers to implement change. This Spring they have helped to re-plant a wildflower meadow in the grounds of our 25-acre site to attract more natural flora and fauna. Their next initiative is to introduce an air pollution monitor to assess air quality levels and see what action can be taken to create an even greener environment for St Catherine’s girls.” CONTACT: www.stcatherines.info
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PREP SCHOOL NEWS
Helping your child prepare for Reception or a new school It’s May, your school place is confirmed and now is the time to start to prepare your family for the transition into the new setting. If you have a pre-school aged child heading to Reception in September, these thoughts may be crossing your mind: How has this time come around so quickly? How is my child going to be ready for full time school in 3 months? If your preschooler is your first child, then the questions may be compounded by jargon and unfamiliar expectations, which bear no resemblance to any of the things in place when you were at school. If your child is older and they are starting a new school, then you might be wondering what you can do to help transition them. After multiple lockdowns, independent schools are seeing an increase in new joiners so if you’ve chosen an independent school, there may be further questions especially around the jargon! Here are my top tips for getting your head around it all and helping your child get on a positive footing in September.
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Accept any offers to visit the school. In Covid times, it has been very difficult to visit schools and although you may have met the
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school team via virtual events, nothing beats a real in-person visit. Any settling in sessions or induction events are helpful in familiarising your child with the environment. Your child will see what is expected with regards to uniform , get used to seeing bigger crowds of children and get to know the classroom and teachers. At this point it’s important to get excited with your child. Any of your own feelings of uneasiness and wanting to press pause on time to keep your child a ‘baby’ need to be quashed as these will pass to your child. Be the adult and model the approach to the next step in your child’s life.
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Uniform - another way to get excited here. Encourage your child to try it on as many times as they wish. Make it fun and treat it a bit like part of the dressing up box. If you’re at a school where
PREP SCHOOL NEWS
the uniform is more than a sweatshirt, then you’ll actually have to practise buttons; a good way to get little fingers practising could be to do it against the clock. If this is a daunting prospect for you or your child, some retailers offer some easy velcro-style cheat shirts instead of buttons!
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Holiday clubs - does your child’s new setting offer summer holiday clubs? Again, see this as an opportunity to familiarise your child with a new setting. If your child isn’t in full time nursery, this is a particularly important consideration in helping them build their stamina and staying power for a longer day at school. Some schools transition children into Reception class incrementally. At CCJS we help working parents by starting full time. There may be times where individual plans are needed and timetables are structured to accommodate the busier parts of the term. Attending a part or full day of summer club will increase your child’s stamina for school in September.
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Ask questions and share information – if there is any new jargon that’s unfamiliar, don’t be shy . Ask the school what it means; I can assure you you’re not alone. If you’re joining an independent school, there’s a plethora of words which you may not have encountered before (registrar = admissions person, bursar = finance officer). In all schools, there will be acronyms such as EYFS (Early Years Foundation Stage, which is the nursery and Reception age group), TA (Teaching Assistant), LSA (Learning Support Assistant), SLT (Senior Leadership Team), KS1/2 (age ranges [key stages] in primary schools) and let’s not get started on the year groups and what they mean! Bunch your questions up in an email or ask for a meeting with a member of the school team to ask them. We expect parents to ask questions; we’re ready for them. Similarly, a school is ready for you to share any of your concerns or any information. If your child has separation anxiety, tell the school and they’ll make a plan with you. Don’t forget that schools are in the parenting business. Genuine concerns are always taken seriously.
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Books - my school is a reading school and that doesn’t mean we expect Reception children to be able to read by the time they start school!
Reading to children remains an important aspect of family and school life no matter how old a child is. So if you’re not a family that visits the library or shares books, this is the time to get started. Develop and embed reading routines while you have the space and time in the summer. Hand on heart, this will pay dividends.
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Plan ahead - if you are a working parent, you may have already started thinking about how any homework/reading practice will fit into your working pattern. Be creative in looking at your time. If the school expects some support in key words, spellings or reading, consider when your child is most receptive and in the most positive mindset to learn. If they are in the first three years of primary school, then catching them in a good mood will be vital when practising the reading and getting the best out of them. Prioritise the reading practice over anything else. The mornings and before school worked well for me as a working parent, and the most progress was made (and with fewer battles in the process)! So, don’t think you’re alone in any concerns you may have. Don’t build them up, don’t dwell on them but instead share them and turn your thinking around to reflect the exciting phase upon which your child is about to embark. Good luck to all children starting school or beginning a new school in September.
FFION ROBINSON Head of Churcher’s College and Nursery School
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PREP SCHOOL NEWS
Why consider Surbiton High Boys’ and Girls’ Prep Two unique Prep schools in Surbiton, Surrey Surbiton High Boys’ Prep and Surbiton High Girls’ Prep proudly sit under the umbrella of Surbiton High School. As a leading independent school, our reputation for academic success and pastoral care spans the three schools. The two prep schools are aligned by their shared focus on providing the best of single sex education and a tailored, innovative curriculum that sparks the imagination of our young boys and girls. They are united in their educational philosophy; the development of character and a growth mindset which enables
each child to develop at their own pace. An enviable co-curricular programme operates within each school and provides a broad array of co-ed and single sex opportunities which allow every child to find their interests and discover new hobbies. Charity and enterprise run through the heart of our schools, bringing to life the motto ‘May love always lead us’, with pupils always on the lookout for their next fundraising opportunity or debating what their Ted Talk topic or mini MBE might be on! Our embedded use of iPads has allowed our pupils to continue
their education without falter throughout the past year and pupils have continued to benefit from the subject-specialist teaching model in place. We are a community that strives to bring out the very best in our pupils and ensure they flourish in their lifelong learning. Please get in touch with admissions@surbitonhigh.com if you would like to find out what makes a Surbiton High School education truly outstanding.
PREP SCHOOL NEWS
New Headmistress appointed at Sherborne Prep and Girls’ Prep schools? Mrs Natalie Bone appointed as Head of Sherborne Prep from 1 September 2021. Mrs Bone is currently Head of Junior School at Sidcot School, having previously been a Houseparent and teacher of Mathematics at Millfield School and Head of Mathematics and a House Parent at Millfield Preparatory School. Natalie has a degree in Economics from the University of Reading and before entering teaching was a professional dressage competitor and trainer as well as having a successful City career in investment management. Natalie says, ‘Sherborne Prep appealed to me partly because it is a school with “My vision is to tremendous potential ensure preparation to prepare children for life is the for the uncertain but exciting future beating heart of that they face. My this outstanding vision is to ensure preparatory preparation for life is the beating heart school.” of this outstanding preparatory school. Childhood years are powerful foundational stages of a child’s learning and emotional development and we have a wonderful opportunity to help them experience life and learning in all its fullness. Sherborne Prep has a long established and well-deserved reputation for nurture and care along with a superb body of staff capable of the connection, stimulation and inspiration that children need and deserve. The merger with Sherborne School provides exciting opportunities to expand even further the breadth of each child’s experience whether through academic enrichment, sport, co-curricular activities or innovation and collaboration with an inspiring body of staff. Whilst academic success and development are undeniably important, education today must also be about the development of character and
values. The Sherborne Prep Dragon Values are a perfect springboard to enabling children to become capable, solutions-focussed, authentic, courageous and intuitive people who will be prepared to embrace their future - whatever that may be.’ Natalie Bone replaces Nick Folland, current Head who is retiring at the end of the academic year. Sherborne Prep is an independent, coeducational day and boarding school for children aged 3 - 13 in Dorset, which merged in April 2021 with Sherborne School.
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PREP SCHOOL NEWS
Full STEAM ahead at Parsons Green Prep Parsons Green Prep have added an ‘A’ to their STEM learning The world of education is no stranger to acronyms and, as with everyone else, these tend to get longer with every passing year (anyone remember PSE?). The latest subject to grow in this way is STEAM (formerly STEM.) So what is this new letter? A is for Art, and we welcome it to the team. We have heard for many years that the workplace is changing and that the workers of the future will require quite different skills to the workers of today. Schools have been quick to react, removing subjects from distinct silos and amalgamating them into things such as Humanities and Creative Learning. In addition
to these subjects, chess is a daily activity at Parsons Green Prep, taught by the talented Viv Richardson; children and parents value it hugely for all the strategic and planning skills it draws out. And now STEAM is coming right to the fore. This subject combines the skills of research, creativity, planning, prediction and improvisation, to name but a few. Children with an aptitude for STEAM will be in hot demand in the workplace of the future. At Parsons Green Prep we already devote significant curriculum time to these subjects. STEAM subjects encourage children to become confident in accepting challenges, in researching and collaborating. We want our children to be able to think for themselves, confidently hypothesise, accurately analyse data and text, synthesise information accurately and apply their knowledge to new situations. They should learn to deal with unexpected results and be adept at starting all over again without missing a beat. Most importantly they need to be engaged and actively involved in their learning and able to challenge their own understanding of the world. Some challenges reside within discrete lessons (building a balloon powered car, for example), whereas others are school-wide and open ended. This year the whole school is involved in
investigating and contributing to PGP’s move to carbon neutrality within three years. From counting the recycling bins to identifying appropriate locations for solar panels, everybody has a role to play and different children will contribute, stress-test and give feedback on different areas of research. By raising the profile of STEAM further, we wish to stimulate the brain, giving it free rein to create, rather than simply to replicate what is already known; to enhance our children’s critical thinking skills so they are able to draw on a wide range of sources and develop sophisticated study skills. The addition of Art to the quartet is a welcome and long overdue one. All the work done in STEAM is inherently artistic. The quest for elegant solutions to practical problems runs throughout our current work. Art underpins both the form and the function of everything we create. To quote Steve Jobs, ‘design is not just what it looks and feels like. Design is how it works’. Mathematical concepts are evident as art all around us, from the snowflake to the shell of a snail to the Corinthian Column. Every successful design is a combination of function and aesthetic and both are essential to the products we make and the services they perform. So we are delighted to add the A to the team. At PGP we are developing the designs for
“So what is this new letter? A is for Art, and we welcome it to the team.” 14 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 021
our new STEAM room, to run alongside the new playground also in development. Due to open in September 2022, the architects are working in conjunction with Lucinda Waring, the founder. Samantha Porter is leading this STEAM initiative, ably supported by our Science coordinator and head of KS2 Phoebe James and our Year 6 teacher and head of
pastoral, Ryan McAvoy. All their pupils are similarly engaged on the project and will be presenting their findings to parents in the summer term of 2021. The building will incorporate the latest in Science, Technology, Engineering and Maths, but Art will straddle these four. Whether underpinning the design itself or simply making the work eye-
catching to the end-user, Art will be behind every decision we take in the process. Needless to say, the children are going to be deeply involved in the creation of this facility, from the bottom up. Ms Porter anticipates the process being enacted like this: ‘While the older children will be busy comparing the merits of one laser cutter over another, our youngest children will be researching the comfiest bean bags and the most ergonomically satisfying computer mice!’ This project is pure STEAM and we look forward to sharing the results of our work – the Art bit especially – in a future edition. MATTHEW FAULKNER, Headmaster – Parsons Green Prep TURN TO PAGE 44 to read about F1 STEM in schools
EDUCATION CORNER PODCAST
Interviews and insights from leading figures in education
“We need to look ahead in the lives of these children, and these children are walking into a world which is very very high tech. For us, this is the future, for them this is the reality.” Education Corner Podcast interview with Mr Alastair Gloag, Headmaster of Saint Christina’s, an Independent Co-Educational Prep School in the heart of London
When discussing the ethos of Saint Christina’s, Alastair stated: “We are looking to grow children who are resilient, children who are robust, children who know the difference between right and wrong, children who have compassion.” When asked about the environmental initiatives, Alastair explained: “We have asked an artist to be our sculptor in residence and we have challenged her to make a sculpture of a dolphin with our bottles. This is now an installation in our playground which says underneath, ‘our single-use plastic is in our dolphin and not a real dolphin’.”
THE KEY TOPICS:
CLICK HERE to listen to the podcast!
he characteristics that T the school values, and how the children grow up to be forward facing and empathetic The advantages of attending a school in Central London, and their facilities The unique entry points The benefits of learning Spanish rather than French in a primary
“Pupils at our school admire success and achievement, effort and dedication.” Education Corner podcast spoke to Mr Dan Thornburn, Headmaster of Edgeborough.
When discussing the benefits of attending Edgeborough, Dan said, “We are very rounded, we have got massive opportunities and we are also grounded as well” and followed up with, “We try to have the children really being children, getting stuck into stuff, enjoying their childhood.” Education Corner asked about the upcoming merger with Charterhouse and, when discussing the benefits for both schools, Dan stated, “Being now associated with a name like Charterhouse, which has unashamed ambition to be the best independent school in the land, that leaves us as Edgeborough with massive potential. The sky is literally the limit!” CLICK HERE to listen to the podcast! 1 6 | EDUCATION CHOICES MAGAZINE
school he Catholic ethos of T the school, and how the school remains inclusive The successes of the education delivered virtually during the pandemic How to tell if Saint Christina’s is a good fit for your child The Forest School and environmental initiatives at the school
THE KEY TOPICS: he merger with Charterhouse T - will Edgeborough pupils be guaranteed a place? Which other senior schools does Edgeborough feed? When is the best time to register your child? What are the key entry points? How many children are accepted into the school? What are the mental health provisions at Edgeborough? Are Years 7 and 8 expanding and do they act as additional entry points to the school? His biggest challenges and successes at Edgeborough What has being headmaster at Edgeborough taught him and what will his legacy be?
EDUCATION CORNER PODCAST
“At our school, any student can succeed in anything.” Education Corner Podcast with Mr Bart Wielenga, Headmaster at Blundell’s, Devon
Go to the podcast link below to hear all about life at Blundell’s and the advantages of boarding in Devon. Blundell’s is an up-and-coming school set in the rural location of Tiverton, Devon. It aims to provide all students with a solid grounding in skills that will allow them access to unlimited opportunities in later life. Blundell’s has an increasingly diverse student body. As a result of being a boarding school as well as a day school, Blundell’s welcomes in many families and pupils who have come from all around the world including: India, France, Spain, Germany, China and Kenya. One of the school’s main aims is to provide support and opportunities for as many children as possible. This can be seen in the endowment fund which they are currently setting up so that “students can thrive regardless of their financial resources.” In addition to this, the school currently offers a range of scholarships and bursaries at 11+, 13+ and 16+ in Academics, Music, Drama, Art and Sport. The school can also offer up to 95% bursary support, which in some circumstances can even be increased to 100%. When asked why the school motto was “Roots and Wings,” Bart explained that, “Of course, getting a good set of grades matters, as grades open up opportunities, but really, it’s the other skills that are developed at school that are important, as
these are the skills that students need to be successful in society.” This can be seen in their new enrichment programme, which involves a number of lessons a week dedicated to well-being, character building and services to the community. These sessions run throughout all year groups, with programmes tailored to the students’ needs, encouraging them to, “enrich themselves outside of the traditional academic programme.” Another unique aspect of the school’s learning programme is the addition of more specific GCSE options such as Photography, Music Tech and Film Studies. This allows students to better enjoy their educational experience as they are allowed to explore subjects
they have a genuine interest in. In addition to this, the school (in part due to its fantastic location) offers a wide variety of sports such as rugby, cricket, horse riding, netball and even sailing! Listen to our Education Corner podcast to find out about the annual Russell run, which alumni come back to participate in - both young and old! “It comes down to this idea of finding something for everyone, unlocking people’s passion and enthusiasm so that when they are at school they really engage as they always have things to look forward to.” CLICK HERE to listen to the podcast! TURN TO P48 to read about preparing for Exeter University
EDUCATION CHOICES MAGAZINE | S UM M ER 2021 | 17
EDUCATION CORNER PODCAST
“We know that girls are going to do better when they feel better and are happy, relaxed and confident. I’m a firm believer that good exam results come from confidence.” Education Corner Podcast spoke with Beth Dawson, Headmistress of Sutton High School
When asked about the bursaries available Beth explained, “It is all centrally assessed at the GDST and bursaries can go up to 100%; we have at least 2 or 3 pupils every year who are on full bursaries with us.” Beth explains the ethos of the school by saying: “Our three values are courage, truth and joy and they are a part of absolutely everything that we do!” CLICK HERE to listen to the podcast!
THE KEY TOPICS: heir excellent recent exam T results and the destinations of the leavers Sutton High’s main entry points, and whether there is a guaranteed place into the Senior School for Junior School pupils Being a part of the GDST group The early 11+ application deadline The bursaries and
scholarships available The mental health provisions and pastoral care in place The new facilities available to girls and the extracurricular activities Sutton High specialises in The importance and value of a single sex education TURN TO P38 to read about the pros and cons of single sex schools
Interviews and insights from leading figures in education
EDUCATION CORNER PODCAST
“The sorts of families we work best for are those who have got children in the mainstream but they are struggling and there is a concern that without proper concerted intervention they are going to slide out of the mainstream and into special needs schools.” Education Corner Podcast spoke to Mr. John Floyd, Headmaster of Bruern Abbey
Bruern Abbey specialises in preparing boys aged 8-13 with learning difficulties for Common Entrance. Some of the highlights: When asked what qualities a child develops through being at Bruern Abbey, Mr. Floyd replies, “Their self-confidence and self-belief increases, they get a better understanding of themselves both in terms of their strength and weaknesses,” and follows up saying, “I think they also develop a level of empathy; they realise that it has been tough for them in their schools previously and there is a collegiality and a friendliness amongst the children.” CLICK HERE to listen to the podcast!
THE KEY TOPICS: he specialised support that T Bruern provides for boys with learning difficulties The relationships Bruern Abbey has formed with leading senior schools to allow boys to apply later on in their school career The flexible boarding opportunities offered, which make it very easy for families in London to still receive the support they need The specialist support available from on-site occupational and speech
“More House is full of really bright, really intelligent young men who would struggle to achieve their full potential within a more mainstream school environment.”
THE KEY TOPICS:
Education Corner podcast interview with Mr. Jon Hetherington, Headmaster of More House School in Frensham.
More House provides education to boys ages 8-18 who have learning difficulties such as Dyslexia, Dyspraxia and Developmental Language Disorders. When discussing the learning support throughout the school, Jon states that “every single one of our teachers has a very keen awareness of what the potential barriers are for
and language therapists he curriculum, which T has double the amount of English and Maths than a mainstream school to improve the boys’ literacy and numeracy skills The preparation for Common Entrance and the success of the boys that leave Bruern Abbey
our sorts of pupils and they deliver in a way that supports neurodiversity.” When discussing the facilities and extra-curricular opportunities, Jon says “Education has to be fun; it has to be exciting and our boys have to be able to see their success and be excited by it.” CLICK HERE to listen to the podcast!
he specialist support T available for boys with additional learning needs Entry points from the Junior School to the Sixth Form The extensive facilities available ranging from in house occupational and speech therapists to a swimming pool The mainstream curriculum that is taught in a neurodiversity-friendly way The BTEC alternatives for A Levels and GCSEs - which are easier and what do More House offer? The boarding opportunities and community feel of More House
EDUCATION CHOICES MAGAZINE | S UM M ER 2021 | 19
PARENT PERSPECTIVE
Supporting your child with additional learning needs Suzanne discusses how she has supported her son (a twin) with his additional learning needs both inside and outside school. She offers sensitive, insightful suggestions and advice for other parents in a similar position… Can you tell me a bit about your child and his additional needs for some context for the reader? My son is 16 now and he is a twin and it’s more common for twins to have some kind of learning need compared to singletons. He reached his milestones late, there were some red flags for me, so I had him checked out. There were all sorts of little things really. He had what was called Global Developmental Delay (GDD) and Sensory Processing Disorder (SPD). He was hypermobile and needed special inserts in his shoes. He also suffered from glue ear, which affected his hearing, [which] coupled with the auditory element of his Sensory Processing Disorder meant he found it very difficult to listen and learn in school, particularly processing complex instruction was difficult for him. There are some working memory issues as well and slow processing.
PHOTORAGHY: MARK WEEKS
What has it been like to be a mother of a child with additional learning needs? It’s been a real challenge over the years actually, and also a huge pleasure to see him respond to the various therapies and interventions that he has had. I have had to be very choosy about his educational setting and he has moved schools a number of times. That has been a real challenge. I have had to be very aware and very on the case whether a school is meeting his needs or not. So, for example, after the Reception year it became very clear that that school could no longer meet his needs, so then he moved. His subsequent school he was at for five years and that worked really well up to a point and then suddenly the other children were working and learning at a much faster pace, so again he needed moving. I think that has been one of the greatest 20 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 1
challenges and I have spent a lot of time when he was younger taking him to various therapies and interventions, which I am very happy I did because he is now functioning really well and I think that is down to the fact that he had numerous early interventions. Was it difficult coming to terms with this as a parent? It has been difficult, yes. I remember when he was very, very small saying to a consultant (who was seeing me on a regular basis as a mother of twins) looking at both of them I said, “When will he catch up?” and the consultant told me it was around the age of six. Now he is sixteen and I don’t feel as if he has completely caught up yet. Managing your expectations as a parent is quite a challenge. I feel now that he is exactly as he is and the path we have trodden has led us to some really interesting places and I have met some fabulous people that I wouldn’t have met if it wasn’t for his challenges. What was the trickiest point to manage as a parent? Was it 11+ exams, when he was a young child or as he looks towards taking his GCSEs? I think the trickiest point initially was getting the right diagnosis and the right interventions early on. His particular range of difficulties did not fit a particular bracket that was easily identified, so he wasn’t dyslexic or dyspraxic and he didn’t have ADHD or ASD. I was fortunate to find an occupational therapist who identified sensory processing disorder which can often be misdiagnosed as ADHD. That was a tricky time actually, finding the right diagnosis for him and living my life for a few years managing his interventions as well as taking care of my other two children, so I would say that was the trickiest point. How do you try to support him in his school work from home? One of his main challenges is to motivate himself
“I think the first step is if a very young child is late reaching their milestones that is always a red flag.”
to do his best, so what I do from time to time is go through his Google classroom with him and check that everything is up to date. He is much better now at doing his homework thoroughly and on time than he used to be. That used to be a real challenge! The way I support him is not by sitting next to him helping him with it, it’s by encouraging him to be as independent a learner as possible and if he is not meeting the expectations of the school, to have a conversation with the school about how they can support him more. What benefits did you see from attending speech and occupational therapy? There were huge benefits from both and I’m so very pleased that I started him off with these therapies very early. Speech therapy was essential for him - he had difficulty with his sounds when he was small and we did lots of work with a mirror showing him how to form the shapes with his mouth to make the letters. Occupational therapy was a game changer because there are particular exercises that can be done with occupational therapy that can help to alleviate the difficulties that sensory processing disorder brings. So, my boy loves movement - he is what is known as a sensory seeker - and so occupational therapy consisted of a great deal of movement that helped him to regulate his sensory system, particularly his vestibular and proprioceptive senses. EDUCATION CHOICES MAGAZINE | S UM M ER 2021 | 21
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PARENT PERSPECTIVE Was it beneficial to get an Educational Psychology assessment? What was the process like and how did it affect you? It wasn’t as beneficial as I thought it would be actually. He had his first EP assessment at his second Prep school when he was in Year 6 and to be honest it didn’t tell me anything I didn’t already know. I did at one point what was then called a ‘statement’ and is now called an EHCP and for various reasons that didn’t go through. I think because I had a lot of information already before the assessment it wasn’t as useful as it might have been, but I think in most cases in my experience as a teacher it is hugely beneficial to get an EP assessment - as long as it is from an EP who has been well recommended.
Is there anything you wish more conventional schools would have on offer to support children with additional needs? In my experience, all schools are different in the learning support that they offer. Mainstream schools will all have a learning support department, but these range hugely in size, quality and what kind of provision is offered. I think the most important thing is that the learning support coordinator is able
“Don’t be afraid to open up to people at the school gate about what’s happening with your child, there may be somebody there that says, “Me too!” to really listen to what the parent and the child are communicating about, what the child’s needs are and keep communicating with the parent about how the child is doing. Good communication is key. Equally, I think honesty is very important. If a mainstream school really feels that they don’t have the resources to support the child in the way the child needs then honest communication is necessary and perhaps a change in educational setting and a willingness to always put the child’s needs first. Have you found that apprenticeships, IB and more practical Sixth Form options are likely to work better than A Levels? My son is in Year 10 at the moment, so I don’t have experience of him at Sixth Form yet, but I am considering Sixth Form options for him and I am very much looking at vocational qualifications. No two children with additional needs are the same so I can’t answer for anybody else’s child but mine, and in his case I think it is unlikely that he will take traditional A-Levels, and apprenticeship or BTEC will be his path. It’s important with a child with additional needs that you play to their strengths. A parent who really knows their child and can see what their strengths and passions are can then choose the right path going forward. I think the most important thing is that when the child leaves school they have good life skills and many children with additional needs really struggle with life tasks so as a parent that would be my priority - that he leaves school with life skills, that he knows how to write a CV, apply for jobs and manage his money. Could you give some top tips to parents who are looking for schools that cater to additional learning needs? I remember being very confused when looking for schools and finding it really very difficult to find the right kind of educational setting. As I said, even once I had found the right educational setting, because of the way my child and his peers evolved, it then became necessary to change. I suppose my top tip is just keep your eye on how your child is doing at
the particular school and don’t be afraid to ask for a meeting with the learning support coordinator or with the Head about how your child is doing and whether it is working. In terms of the school search, I engaged some help from an educational consultant (Chloe Abbott at CJA Educational Consultancy*) who gave me a shortlist of schools and I found that very helpful. Another thing I would suggest is really to follow your gut feeling. You need to meet the learning support coordinator, you need to meet the Head and think about whether these are people you could have good communication with. The homeschool relationship is even more important with a child with additional needs. TOP TIP: Parents looking for schools need to ask about the pastoral care system. Find out how it is structured, how the PSHE curriculum is delivered and, on open days when you are going around, talk to the children as much as you talk and listen to the teacher. Any child, but particularly a child with additional needs, will not learn unless they feel happy and secure.
There will be many parents out there wondering if their child needs extra support at school. What do you think is the first step in identifying if a child has additional learning needs? I think the first step is if a very young child is late reaching their milestones that is always a red flag. It can resolve, but as a mother I would say gut feel is the most important thing - you might just feel that your child is struggling a bit with something. Perhaps
they can’t hear you as well, perhaps they are having real difficulty picking up their letters at school, or perhaps they seem clumsier than their peers. Maybe after a day at school they are agitated or they are not calm and settled and happy. Very often children with additional learning needs will find everyday life that bit more taxing, so there may be more tiredness and more fractiousness. With Sensory Processing Disorder the red flags are things like: does the child dislike the tags in clothes or having their hair brushed or their nails clipped? That kind of thing can suggest a sensory issue. There are many things, but I think as a mother, sometimes you just know. What would you tell parents who perhaps need some words of encouragement in these tricky times? You are not alone in this. One in ten children have dyslexia and one in ten children have sensory processing issues. There are many of us out there. There are lots of groups you can join. My little boy is a twin so I joined the local twins club which was really supportive. Don’t be afraid to open up to people at the school gate about what’s happening with your child, there may be somebody there that says, “Me too!” There can be a feeling that you are alone in this and it’s actually not true at all. Get the support you need, [and] take really good care of yourself. A current saying is, “You can’t take care of somebody else if you don’t take care of yourself.” Seek advice if you need it; there are lots of fantastic professionals out there who can help you with all aspects of your child’s development. Link to London Children’s Practice *Visit: CJA Educational Consultancy for further advice and support choosing schools TURN BACK TO P19 for links to Headmasters interviews at two leading specialist schools
EDUCATION CHOICES MAGAZINE | 23
INSIGHTS INTO INCLUSION
XULA face masks – the next generation A dynamic new design that will support both young and old people with disabilities The COVID-19 pandemic has exposed many societal issues which people with disabilities have experienced for years. Lockdowns and the ongoing need for social distancing have been incredibly challenging for people who suffer from DHH (Deafness Hard-of-Hearing), autism, mental health issues, learning and communication difficulties, and many have felt left behind as the world around them returns to normal. The mandatory use of face coverings in public places has also posed unique challenges. Whilst many people with disabilities are exempt from wearing a mask themselves, those with communication difficulties who benefit or prefer to see the speaker’s facial expression will have their experience of a post COVID-19 world greatly improved by those who opt to use a XULA mask. This next generation of mask is see-through, hygienic and reusable. The light and comfortable innovative transparent fabric has been designed to filter particles but not gases, offering high breathability whilst remaining extremely effective providing >95% bacterial, >95% particle and >96% aerosol filtration protection to the wearer. These masks boast ‘best in class’ antibacterial, virus and microorganism protection via a unique new Swiss technology called HEIQ VIROBLOCK which kills 99.99% bacteria and harmful viruses such as coronavirus within minutes. The anti-fog fabric also means no more issues with your glasses steaming up! During the past weeks over 10,000 masks have been supplied
“During the past weeks over 10,000 masks have been supplied to over 300 schools and nurseries throughout the UK.”
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to over 300 schools and nurseries throughout the UK. These masks are helping more than 500 UK clients conform to The Equality Act 2010 by ensuring that staff are aware of the need to wear appropriate masks which allow those that have a learning disability, hearing loss, mental health issue and autism, amongst many other conditions, to communicate clearly and benefit from being able to see the face of the person with whom they are communicating. XULA UK are enormously proud to have partnered with Mencap, the UK’s leading learning disability charity. XULA UK are donating a percentage of every mask sold with a minimum donation of £10,000 per year guaranteed. WEBSITE - www.xula.co.uk EMAIL - xula@magnifybrands.co.uk
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SPECIAL FEATURE
TENNIS
Will it be a Grand Slam at Wimbledon? Why are so many young people playing tennis and what are they gaining from their tournaments?
skill and many adults struggle to bounce back from life’s knocks in the same way. Nowadays, tennis can be played professionally for much longer and a career in tennis does not cut off at twenty-five years old. Nadal and Federer are true examples of players who remain on the professional circuit into their late thirties. Young people can opt for either the professional route or delay this path and follow their university careers through to their early twenties (perhaps with a tennis scholarship under their belt) and then become professional when they complete their studies. Thank you to Georgie Wilkins, Maria Rodriguez and Audrey Childe Freeman for their insights.
Many children are increasingly choosing tennis as their main sport and are showing a dedication and commitment beyond their years. Many parents feel that tennis offers something that is fun, and that the children are learning to participate in a game that they either win or lose, which teaches them resilience and determination. This is not to say that the children do not equally enjoy swimming, football, hockey, cricket and other types of sport, but increasingly for many their sport of preference is tennis. Playing tennis can also be something that can help them find places at schools, universities and
even in the working world. Generally, it is suggested that children need to start playing by the time they are six or seven, if they want to enter the competition circuit, and usually begin competing at the age of nine (if not, it may be too late)! On the basis that many professional tennis players have a rate of winning of only 52% of the games that they play, these children are learning at an early age how to win and lose with grace, developing the all-important social skills as well as a determination and resolve that can support a successful adult life. The children see losing as part of their development. This is a life
“Life is like a game of tennis; the player who serves well seldom loses.” (UNKNOWN) 26 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 1
TEN TOP TIPS (from parents): I ntroduce tennis when they are young Find a local tennis centre/club – there are plenty! Don’t rush into competitions – you don’t want to put them off! Keep playing other sports Fitness is important Eat healthily Hours of training = age - playing once a week is not enough to compete Be prepared for early morning starts and chaperoning them to competitions Take part in tournaments when they are ready (which will help their rankings over time) Keep it fun!
Smashing their way to the top!
PHOTORAGHY: MARK WEEKS
Ewell Castle Tennis Academy Ewell Castle School is a small, co-ed independent school in the village of Ewell, North Surrey, with a reputation for providing an excellent education with wonderful pastoral care. Seven years ago, joint Head of Sixth Form, Liz McManus, started an elite Tennis Academy with just two tennis players in each year. The idea was that the school would offer a minimum of five hours per week of intensive squad training, paid for entirely by the School, with the academic and tennis timetables built around the players. Initially linked with a local tennis academy, the tennis programme grew quickly, and the School moved to appoint their own full-time coach. They approached Tom Burn, himself once an ATP World Ranked player of 538 and part of the coaching team of the Wimbledon finalist, Eugenie Bouchard. Tom brought with him an excellent reputation and, within a very short time, was attracting some of Surrey’s most promising players. It took him just two seasons to pull the School from nowhere to a national ranking of 7th, with the School presently holding six County and National trophies. There are currently 20 scholars on the Tennis Academy programme with some very high-ranking players.
It is starting to build an excellent reputation, having also brought in an LTA referee, Alison Battista, to help the players with competition planning and applications to US universities. Tennis can be a very expensive sport, so Ewell Castle School also offers limited bursaries to very talented players who wish to access the Tennis Academy programme, but may struggle to meet the cost of the School fees. Liz and Alison offer personal mentoring, establishing a strong link between the School and the parents. The Principal, Silas Edmonds, has been hugely supportive of the Tennis Programme, pushing it to the next level and working hard to accommodate the growing demand of tennis provision in the school, with plans to build three state of the art artificial clay courts in the next 18 months. If players are of County standard and are interested in applying for Year 7 or Year 12 in 2022, then please contact LIZ MCMANUS at tennisacademy@ ewellcastle.co.uk. DO ALSO WATCH THE VIDEO for a further flavour of what is on offer
EDUCATION CHOICES MAGAZINE | S UM M ER 2021 | 27
SPECIAL FEATURE
TENNIS
Rowan Prep tennis Tennis features throughout the girls’ sporting life at Rowan Prep School in Claygate, Surrey. All girl s participate in racket skills from pre-prep through to Year 6, and tennis also features as part of the extra-curricular programme which is open to all girls, in all years, building skills and confidence for match play. Each year Rowan enters the Surrey Schools League. With tennis competitions finally underway, the U9-U11 squads had their first matches of the term which saw success for the pairing of Ginny Chen and Aleksija Vujcic, who went through to the next round undefeated. Both girls have had an extremely successful start to the Summer, as part of the Surrey top 5 U9 squad; they have won the group stages of the County Cup and have qualified for the national final on the 6th June at the University of Bath. We wish them the best of luck for the finals!
Surbiton High tennis In 2013, Surbiton High School started their new tennis scholarship programme, which allows players to study full time and still have the flexibility to spend the required hours on court needed to stay at the top of the game. They have since gone on to win two U13 National Titles, have been U15 National Runners Up and won many other county and regional events along the way. These successes have led the School to be ranked inside the top 10 tennis schools in Great Britain, and twice inside the top four. This year, they have been seeded as the third strongest school in Britain for the 2021 U18 National Finals and are confident of achieving their best results to date. Players who are successful with scholarship applications will receive a discount on school fees as well as individual coaching hours with either the Head of Tennis, Gregg Kovic, or Assistant Head of Tennis, Zak Elbekri. As players get older and start competing in Tennis Europe events, on the British Tour and in ITF events, the School can provide them with the time off school and remote support required for their studies. FOR MORE INFORMATION, PLEASE CONTACT gregg.kovic@surbitonhigh.com
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Tennis provision at Reed’s School The Reed’s School Tennis Academy (RSTA) produces first-class tennis players with the potential to make the transition from junior to world class senior players. The team of coaches are headed up by Ben Haran, who has recently been working with some of the top players in the country. The Academy was developed from the Slater Squad, formed in 1985 with tremendous success, producing the UK’s number one tennis player of the era: Tim Henman OBE. Boys are selected to the Academy after a demanding assessment - but players who succeed will be lucky enough to be joining one of the very best academies in the country. It has had numerous successes including three World Schools Champions titles and ten consecutive U18 National Schools’ Championships. On an individual level, players have gone on to play in both junior and senior grand slams. The Academy offers an outstanding, nationally recognised Elite Performance Programme supported by the LTA. Each player has a personalised tennis programme based around their tennis needs as well as their academic timetable, along with daily coaching. They benefit from excellent on-site facilities, including a three court,
temperature-controlled Indoor Centre for year-round practice. Outstanding strength and conditioning resources, tailored training and testing programmes as well as recovery after injury programmes (key for young growing athletes), are all backed up by a first-class sports science facility.
Putney High School tennis Tennis is going from strength to strength at Putney. The school currently holds the title of LTA U13 National Champions and a new partnership with the Emma Wells Tennis academy in Wimbledon Park is giving Putney’s many keen players even greater opportunities to up their game. Putney has always had a “sport for all” approach and alongside cricket and athletics, the summer months provide the opportunity for more girls to get out on to the court. There are around
60 squad players spread across the school from Years 7 – 10 and every year girls take part in The Wimbledon Ball Girl programme. For the impressive number of tennis scholars at the school, Putney’s Elite Athlete Programme offers specialist advice on nutrition and sports psychology, strength and conditioning and bespoke support that enables them to balance the demands of both their academic lives and the pressures of top-level competition.
EDUCATION CHOICES MAGAZINE | S UM M ER 2021 | 29
SPECIAL FEATURE
TENNIS
Ewell Castle School Tennis Academy Advice on Ratings, Rankings and Performance Tennis - Alison Battista There are lots of different types of competition for your child to get involved in! Tennis competitions are graded between 7-1 to give an indication of the standard of play and to make it easier to identify suitable competitive opportunities.
U11 - OPEN TYPE
BEST FOR
ACCEPTANCE
SEEDING
GRADE 7
Internal / Club
Club champs / squad box leagues
Members only
Rating then ranking Minis – organisers separate based on information available or by lot
GRADE 6
Matchplay
Play against similar standard
Rating then ranking
Rating then ranking Red – organisers separate based on information available or by lot
GRADE 5
Local /County
Entry level competitions
First come, first Rating then ranking served – enter as soon Red – organisers separate as it opens for entries! based on information available or by lot
GRADE 4
County Tour
County level competitions
Ranking – limited numbers in draw
Ranking Red – 8U – organisers base it on number of matches played Orange and Green – based on recent form
GRADE 3
Regional Tour
A circuit of tournaments for 9U-18U players
Ranking – limited numbers in draw
Ranking Red – 8U – organisers base it on number of matches played Orange and Green – based on recent form
GRADE 2
National Tour
Ranking – limited Tournaments for 10U-18U players to numbers in draw improve matchplay and mental skills at high level
Ranking Green – based on recent form
GRADE 1
National Champs
Highest level of domestic competition
Ranking
Ranking – limited numbers in draw
ild Cards can be awarded by the organiser/committee of a tournament W One for every eight places in a tournament. If it is a 9U or 10U tournament then there may be one wild card for every four places. It would be worth an email to the organiser to ask!
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LTA Youth Competitions age groups are aligned with the same competition seasons as Junior Tennis. A player’s competition age is determined by their age on 31 December. The table below shows which age group players will compete in from 1 January to 31 December 2021:
Age Group
January - December 2021 For players born in...
8U (Red)
2013 or later
9U (Orange)
2012 or 2013
10U (Green)
2011 or 2012
11U
2010 or 2011
12U
2009 - 2010
14U
2007 - 2010
16U
2005 - 2010
18U
2003 - 2010
WHAT DOES THIS MEAN? I f your child is born in 2013 or later, they will play in Red competitions in 2021. If your child is born in 2012 or 2013, they will play in Orange competitions in 2021. If your child is born in 2011 or 2012, they will play in Green competitions in 2021. Player passports, which are managed by the Talent Performance Teams, are awarded to players who have achieved strong competition results and for whom it would benefit their progress and overall game development. This is reviewed as part of the on-going regional and national camp program.
PLAYER PASSPORTS: Players are nominated and approved by the LTA Performance Team. Upon receiving a Player Passport, a player will be able to play in the next age group or ball colour above.
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SENIOR SCHOOL NEWS
The Ascent programme at Emanuel School, London Emanuel is providing Saturday classes to 32 children from local partner primary schools each Saturday morning in an attempt to help close the learning gap many children are experiencing... Emanuel is providing Saturday classes to 32 children from local partner primary schools each Saturday morning in an attempt to help close the learning gap many children are experiencing... Emanuel School is based in Wandsworth, an inner city borough in Southwest London with high levels of deprivation. We are an independent secondary school with 1,000 pupils from Year 6 to Year 13. Emanuel School strives to be a good neighbour through building and nurturing mutually beneficial relationships with local schools, charities and community organisations in Fulham, Lambeth and Wandsworth – a tradition established by our founder Lady Anne Dacre in 1594. Our programmes throughout the pandemic are indicative of our ethos. We supported those most in need in our local community by delivering over 11,000 meals, thousands of books for children to read at home and over 260 digital devices. We continue to seek ways to help close the gap for pupils whose education has been most impacted by school closures; our newly launched Ascent programme is central to this work. The Ascent programme consists of weekly Saturday morning sessions at Emanuel School. Our focus is Year 5 children from disadvantaged backgrounds who are not meeting national standards in the core subjects
of literacy and maths. We know there are considerable gaps in their knowledge that need to be addressed to provide a strong foundation for learning moving forward. Ascent, developed in collaboration with staff at our partner schools, enables these pupils to catch up on vital work they have missed, solidify their basic knowledge and skills and build their confidence. Taught by Emanuel staff and supported by an enthusiastic cohort of Sixth form and Year 10 volunteers, each Saturday morning 32 children from our local partner primary schools participate in the programme. Each Saturday session consists of booster curriculum-linked lessons in maths and literacy supplemented by interactive, fun, handson science workshops and co-curricular lessons (Drama, Art and Sport). Science has been particularly popular - equipped with goggles and lab coats, pupils have conducted experiments using Bunsen burners, dissected owl pellets and are learning to use microscopes. Recognising the benefits of the scheme, Emanuel staff have been keen to take part. Equally, our Sixth form volunteers have coached children during their academic lessons and designed and led the lively, action-packed games sessions. Our students are thriving on responsibility and are developing confidence and empathy. They also have the opportunity to develop their leadership, organisational and facilitation skills. The Ascent programme will run on nine Saturday mornings at Emanuel in the Summer term, with an additional two-day session at the end of our term before the state schools break up for the summer holidays. Children have loved the sessions so far and have been keen to return each Saturday morning. Ascent is one of many initiatives within our partnership programme. Further programmes including GCSE revision clinics, online student-led mentoring and a Sixth Form tuition and university coaching scheme are in the pipeline, alongside our flagship Primary Ambitions Year 6-focused enrichment programme and thriving bursary scheme. BY LISA IRWIN Deputy Development and Community Partnerships Director
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The Value of Bursaries
Transforming communities at Cranleigh School, Surrey I was immensely privileged to Chair the Boarding Schools’ Association in 2018. The theme for my Heads’ conference was ‘transforming communities’. Boarding schools are communities which both transform the lives of pupils and are transformed by the pupils within them. With over 90% of pupils living within an hour and a half of the Surrey Hills, Cranleigh reflects that area and we have to be more diverse, culturally, ethnically, socio-economically if we are to be more representative of the world around us in a rapidly changing global context. We were founded in 1865 as a county school by the local rector and the local MP, with the aim of making a difference through education to local farmers especially. That commitment to making a difference is part of our DNA and whether through donations or funds raised
from our overseas ventures, we are committed to expanding our bursary programme to attract pupils from more diverse backgrounds. The Cranleigh Foundation was launched in 2007 to raise an endowment to fully fund those children who would benefit from the support of boarding because of the challenging circumstances of their lives. For example, our Foundationers may have experienced the loss of one or both parents, suffered abuse, are looked after or have siblings at home who are seriously ill and require the full attention of their parents. We are developing ever closer relationships with partners such as Royal Springboard, the Buttle Trust and the Surrey Virtual School to ensure we find Foundationers who will thrive at both Cranleigh School and Cranleigh Prep. In addition, we have always supported talented children who could not otherwise have afforded Cranleigh and all our bursaries are means-tested up to 100%. Over the last five years we have shifted the balance of our
bursary provision from smaller awards towards applicants in need of support greater than 80%. Each year transformational bursaries account for between 3.5% and 5% of the total roll and we aspire to increase that, primarily from income from overseas schools. The identity of all our bursary holders is private, and so I observe with pride from a distance. Sometimes the gains are incremental, with gradual growth in self-confidence or steady improvements in learning. Sometimes they are leaps and I watch with particular joy as they score a winning try, play a solo in a concert or take the lead in a play, and, especially for the Foundationers, only a few know the true extent of their journey. Yet however great or small the change, I can testify that every single one of them has transformed us by their influence on the people around them, whether quiet or truly inspirational. Ultimately that is why bursaries are so important to Cranleigh. Martin Reader, Headmaster Cranleigh School
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SENIOR SCHOOL NEWS
New Headmaster appointed at Wetherby Senior School Wetherby Senior is delighted to announce that Josiah Silvester will be joining as the new Headmaster from September 2021. Mr Silvester is currently Deputy Head Academic at Bancroft’s School in North East London. With nineteen years in the teaching profession, seven of which have been spent in senior leadership roles, Mr Silvester has a proven strength as a strong communicator and leader by example, with a focus on academic achievement. “I am delighted and
honoured to have been appointed to be the next Head of Wetherby Senior School. Wetherby Senior’s vision for promoting academic excellence alongside a commitment to the development of the whole pupil is something that is central to my personal beliefs about what constitutes a first-class education. I am very much looking forward to meeting and working with all members of the Wetherby community and the Alpha Plus group more widely.”
Tonbridge School and The New Beacon Prep School announce merger Tonbridge School and The New Beacon Preparatory School will merge with effect from 31 August 2021. Tonbridge is one of the leading independent boys’ schools in the UK and currently has more than 800 boys, a blend of boarders (60 percent) and day pupils (40 per cent). The school is renowned for its worldclass, innovative teaching and learning, as well as for its pastoral excellence, outstanding facilities and strong ethos of community outreach and social impact. The New Beacon Prep School is in Sevenoaks, approximately 10 miles from Tonbridge. It is a leading independent day and boarding prep school for boys aged 4 to 13 and currently has 325 pupils, including a nursery for boys and girls. James Priory, Headmaster of Tonbridge School, said: ‘There has always been a strong relationship between our schools and I am delighted that we will be combining our experience and expertise to provide an educational pathway for boys 3 4 | EDUCATION CHOICES MAGAZINE
from 3 to 18. We have a shared ethos and believe that the merger will bring considerable benefits to both schools whilst respecting our separate identities. ‘Tonbridge is a determinedly selective school. We already welcome some 20 boys from the New Beacon every year. Our rigorous recruitment process will remain the same for New Beacon applicants as it does for boys from every other prep school, all of whom we will continue to welcome and support.’ Mike Piercy, Headmaster of The New Beacon, said: ‘This merger will strengthen our long connection with Tonbridge and will expand our access to the expertise of its senior school staff and facilities. I am also delighted that we will be working with Tonbridge to develop further our intellectually creative academic curriculum to align Years 7 to 9. This will support the boys in preparing for entrance assessments and transition to senior school, not just academically but also in terms of confidence and life skills –benefits which will, of course, apply to all boys, whichever their preferred senior school destination.’
SENIOR SCHOOL NEWS
Unmaskingreturning to school without a face covering A sixth form student at Lancing College, Sussex, writes about the feelings associated with being able to mix with her peers again without wearing face masks Unmasking. This word is so bizarre to me now. Before, I’d only seen surgical masks and hazmat suits on the news or on TV; now we’re over a year into a global pandemic and very much used to ‘masking up’. On transport, moving around school or our houses, sitting in classrooms or the library, and going to meals—they have almost become woven into the fabric of our faces. When I started at Lancing in September, meeting the other students was more like meeting new sets of eyes and unfamiliar eyebrows. Stripping off a second layer can feel refreshing and daunting at the same time. Of course, there will be anxiety about removing what has been told is keeping us safe. The mask began to feel like it was more than a fabric face covering, it was a shield which could hide and protect me, not only from the raging virus, but also from my insecurities and social anxieties. However, I have begun to embrace the exposure. I’m relearning face etiquette—like having to remember to put my hand over my mouth when I yawn—all over again. This shows how quickly we have adapted to wearing masks. I’m sure we will adapt just as quickly to unmasking. Lancing has been clear about making everyone feel comfortable and students still wear masks if they want to. The best part about this step for me is the feeling of moving forward. In classes, I can see my teacher’s face and they can see mine. Not having to check my pockets constantly when I leave to go to class—well, I still do this. It’s going to take time to lose the heart-sinking feeling of forgetting your mask. Now that we’ve actually unmasked it feels pleasantly normal (which is not to say that it hasn’t been celebrated). I’ve sensed the overall excitement
“I’m relearning face etiquette — like having to remember to put my hand over my mouth when I yawn — all over again.” of my friends and other year groups as we’re able to sit with each other at meals again, and I feel so lucky that we can do the small things without having to wear masks. It has only been a few days but it’s been a really good few days. Molly is studying A Levels in English, Religious Studies and Art and writes for “View from the Hill”, Lancing College’s school newspaper. BY MOLLY THORNTON (LVI, Lancing College)
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SENIOR SCHOOL NEWS
My first year as Headmistress at Wimbledon High School Fionnuala Kennedy, Headmistress at Wimbledon High (GDST) discusses her first year as Headmistress amid a pandemic… As the thirteenth Head of Wimbledon High School, having taken up post in September 2020 during the most extraordinary of times, what have I learnt during my first year? Well - and this came as no surprise, as I had been Deputy Head for five years previously and was familiar with the special place that is this corner of SW19 - I’ve learnt that the heart of a good school, its thriving community and shared culture and values, will keep beating, whatever the circumstances of lockdowns and enforced separation. At Wimbledon High, our amazing students instinctively understand and feel what being part of this school means: to be curious about ideas; to be courageous and able to take risks intellectually; to be eager to seek out new experiences which nourish us and help us to build resilience; to be understanding of our own worth, and our corresponding ability and indeed duty to make a difference to others; and to be passionate about pursuing our talents,
“We ensure that technology is always a brilliant addition to the richness of intellectual pursuit – never a replacement.” 36 | EDUCATION CHOICES MAGAZINE
living life to the full and enjoying ourselves whenever possible. I also learnt that as teachers and learners, we could adapt and innovate further than even we thought was possible. We were already a school that embraced technology and harnessed its incredible powers to enhance education, borne out by our winning the TES award for ‘Best use of Technology in Education’ in 2020 and were shortlisted again this year. We ensure that technology is always a brilliant addition to the richness of intellectual pursuit – never a replacement. Our innovative emphasis on STEAM offers different ways of teaching and engagement: the bringing together of Science, Technology,
Engineering, Arts and Maths encourages connections between perhaps hitherto unconnected ideas and also encourages students to become the flexible, collaborative and agile solvers of problems which our world requires now more than ever. The third major lesson learnt was that we all respond differently to a crisis, so we must take care to support each other, in particular those who are neurodiverse. Our pastoral care has always been sector-leading and throughout Covid, we have continued to put the well-being of each and every student at the heart of all that we do, through our tutoring and pastoral teams and also through our holistic GROW programme. We are an academic school and because of that, not despite it, we expect to welcome a wide range of learners with varying and neurodiverse needs. BY FIONNUALA KENNEDY, Headmistress at Wimbledon High School
SENIOR SCHOOL NEWS
Truro High School run a business initiative Top girls’ school puts business and enterprise front and centre with pioneering project that sees students named CEO of their own commercial business A Cornish girls’ school is ensuring its students are prepared for life with an exciting new venture that sees them handed a business loan and put in charge of their own commercial enterprise. Truro High School for Girls is launching the project this term alongside a brand-new programme for Aspiring Entrepreneurs, as part of its commitment to providing students with skills for life. Headmistress, Sarah Matthews, said: “We know parents want their children to achieve the very best results that they can and that is very important to us but, a good school is about more than just incredible academics. These days we need our students to be adaptable and resilient and we want them to have skills that will benefit them well beyond their schooldays. Our new “Our new business programme will equip them business programme will equip with many of the tools and talents they will them with many of the tools and need, whatever walk of life they choose.” talents they will need, whatever walk of life they choose.” The project will involve the school turning over a whole host of different industries.” large former nursery building on its site in Falmouth “Our students will establish the core values of Road to create a new café and events space. Senior their brand. They will design and manage every school students will work with mentors and visiting single aspect of their plan and then we will give experts to learn about everything from employment them a business loan and set them up as a social law and health and safety to cash flow, retail law, enterprise with all profits ploughed back into marketing, branding and building design projects that the girls are passionate before producing a business plan and about.” taking on the task of launching, and Truro High School was the UK’s running, the café. Small Independent School of the Sarah Matthews said: “This is Year 2020 and among the most not about girls baking biscuits successful in England for A level and waitressing after school. results with 85% of all A level This is about girls learning passes at A*/A. Its Future Ready the skills to make important programme runs throughout commercial decisions. We want the school and includes financial them to learn to think creatively, education and practical skills for to work collaboratively, to all, as well as bespoke mentoring reflect and refine and to have the for students wishing to become confidence to work and thrive in a medics, engineers or lawyers. EDUCATION CHOICES MAGAZINE | S UM M ER 2021 | 37
Battleground of the sexes Many believe that children benefit from single sex schools and other argue that they expliot sexual stereotypyes and gender inequality
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or some, single-sex schools are centres of excellence. For others, they entrench sexual stereotypes and gender inequality. Sifting through centuries of debate, girls’ school Deputy Head, David James, ponders the future of this approach in a society that is increasingly progressive, meritocratic and diverse. Winchester College’s recent decision to admit girls into its sixth form from 2022 came after 122 years of discussion (which the Headteacher, Tim Hands, drily described as “speedy for us”). It made headlines around the world, but
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also raised some questions. Most obviously: what does it say about us that, even during a pandemic, an event as seemingly unimportant as a change in the internal admissions policy of a school that charges tens of thousands of pounds a year can result in acrimonious online debate, and generate news stories in tabloids and broadsheets alike? No doubt the familiar provocations of class and elitism play into much of the confected outrage. But deeper than this is the perennial debate about single-sex schools. For many, these schools are a hot-button issue:
SINGLE SEX/ CO-ED EDUCATION
they are institutions that perpetuate, now in my first year in a girls’ school. I have at best, misunderstanding and, at found that single-sex education allows space worst, bigotry. But, for others, they for the students to focus on themselves and are places of pastoral and academic on learning, and to not be forcibly reminded of excellence, which allow their pupils appearance or image. This does not mean, of to flourish as themselves rather than course, that preconceptions about gender melt being defined – and perhaps reduced away, or that children are entirely insulated – by the opposite sex. from the prejudices and myths associated with Most schools are co-educational the constructions of masculinity or femininity. and there are many who resort to But single-sex schools can allow these incipient the old adage that, because life is influences to be kept at bay and for energy to “co-ed”, so must schools be. But be diverted elsewhere. Or, as Jenny Brown, just because something trips off the the Headteacher of City of London School for tongue neatly, and seems to provide Girls, puts it: “This is going to sound paradoxical a quick answer to endless complex but, nonetheless, it is only from escaping questions, that does not necessarily oneself by immersing into knowledge – and mean it is right, or right for all learning about what is bigger, brighter, better occasions or in each community. than oneself – that one can, in fact, truly find How many of those condemning the oneself and work out what on earth you are very existence of single-sex schools to do and become.” Experts and non-experts in the home counties would seek alike have long argued over whether there are to close down, for innate differences between the instance, Tauheedul sexes, which necessitate different “Removing the Islam Girls’ High approaches to teaching them, as male gaze, albeit well as different areas of interest School in Blackburn, which empowers its to engage them. Some ascribe (or only for a few students to make project) different characteristics hours each day, outstanding progress to girls and boys for a number of is an appealing and achieve excellent reasons: some are personal, some academic results? prospect for a lot political, or religious or social, The more an issue and many, in different ways, of parents and becomes politicised, attempt to justify themselves their daughters.” the more divisive it with evidence. Meanwhile, many becomes, and the approaches are self-serving, more complex it appears to be to all trotted out to sustain other, wider and often those who are not deeply invested prejudiced views of human interaction. A simple in it. Such, undoubtedly, is the case phenomenon: how much of what is argued about with gender and education today. is true? It is difficult to say because it appears The education of girls and almost impossible to be both objective and boys is, of course, an ancient and specialist in such a complex and emotive area. familiar area of controversy. Many In an 1810 review of a tome entitled ‘Advice to would agree with Baroness Hale of Young Ladies on the Improvement of the Mind’, Richmond, who recently observed that singlethe philosopher Sydney Smith wrote: “A great sex education should be compulsory for girls but deal has been said of the original difference of forbidden for boys. This is a witty and familiar capacity between men and women … As long as articulation of inverted prejudice that sees coboys and girls run about in the dirt, and trundle education as an essential, civilising process for hoops together, they are both precisely alike. boys, rather than something that benefits girls. If you catch up one half of these creatures, Removing the male gaze, albeit only for a few and train them to a particular set of actions hours each day, is an appealing prospect for a and opinions, and the other half to a perfectly lot of parents and their daughters, especially opposite set, of course their understandings will in the context of today’s almost relentless differ, as one or the other sort of occupation online sexualisation. After more than 20 years has called this or that talent into action. There of teaching in co-educational schools, I am is surely no occasion to go into any deeper or EDUCATION CHOICES MAGAZINE | S UM M ER 2021 | 39
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SINGLE SEX/ CO-ED EDUCATION
more abstruse reasoning in order to explain Grey and Emily Shirreff, the founders of the such a very simple phenomenon.” But this Girls’ Day School Trust, wrote in 1872, it is apparently simple phenomenon of nurture essential that girls widen the scope of their dominating (and explaining) nature continues interests in order to begin not only to meet their to be debated everywhere, from social media own ambitions but also to fully understand those to daytime television studios, in schools and around them. “When [women] learn to extend in universities. Simon Baron-Cohen, Professor their sympathies beyond the drawing-room or of Developmental Psychopathology at the the nursery, to all that affects the wellbeing of University of Cambridge, recently wrote that their fellow-creatures,” they wrote, “when the “the female brain is predominantly hard-wired treasures of knowledge are opened to them with for empathy; the male brain is predominantly all the wonders of the past and the hopes of the hard-wired for… building systems”. future, and they are able to take an interest in all Such views would be vociferously supported that is worthy to excite the interest of rational by the readers who, in the past, enthused about beings; when they study and appreciate their ‘Men Are From Mars, Women Are From Venus’ own position as affecting, and affected by, wide or who, today, dog-ear pages in social relations, and perceive the Jordan Peterson’s ‘12 Rules for magnitude and importance of Life’. And sexual stereotypes the duties it imposes, they will persist in even the most liberal feel that the trammels which and progressive societies, with seem hopelessly to fetter them damaging consequences for both are in great measure removed, sexes. As psychologist Cordelia and that the narrowness of the Fine reminds us in ‘Delusions of outer existence cannot, in active Gender’: “Automatic associations minds, confine the free life of of the categories ‘male’ and thought and feeling.” The Girls’ ‘female’ are not a few flimsy Day School Trust and other strands linked to ‘penis’ and early pioneering girls’ schools in ‘vagina’. Measures of implicit England (including Cheltenham associations reveal that men, Ladies’ College, North London more than women, are implicitly Collegiate School, Lady Eleanor associated with science, maths, Holles, Roedean School and career, hierarchy and high James Allen’s Girls’ School) “True equality authority. In contrast, women, were established to provide a full seems a long way more than men, are implicitly education in a broad, challenging, associated with the liberal curriculum – equal to that of off, regardless of arts, family and domesticity, boys – as part of the political and how many egalitarianism and low authority.” social fight for female equality. A levels and All of this could be an argument You could, however, argue that for co-educational schooling. Give this struggle for equality has degrees women a girl the same opportunities as been largely achieved, with girls obtain.” a boy in a non-selective school, outperforming boys at every teach them the same subjects in educational stage in this country. the same way, and we will, presumably, stand Into a new era. a better chance of establishing a meritocratic So, should boys and girls be educated society: some will succeed and some won’t, differently in the 21st century? Perhaps such but any differences will be evened out across a question could become obsolete – or at a diverse and full curriculum. And such least anachronistic – not only because many differences, rather than being exacerbated in a of the divisions between the sexes have been single-sex school, will be reduced by exposure rendered either redundant or illegal but to the opposite sex and their innate differences. because today’s young people increasingly see Hopefully (the argument goes) their strengths gender as something unfixed; a spectrum that will be observed and emulated, their weaknesses incorporates a variety of identities. For some compensated for by reflection and improvement commentators, dividing education along malefrom all, including themselves. Or, as Maria female lines represents a sexual apartheid in 40 | EDUCATION CHOICES MAGAZINE | S U M M E R 2 02 1
schools. For those such as US psychologist Diane Halpern, not only do single-sex schools offer no advantages but they risk enforcing sexual stereotypes and sexist views in those who attend them. Such claims are difficult to prove. Prejudices may be expressed in school, or later in life, but they may not originate in those classrooms and corridors. It is equally difficult to verify the various studies claiming that girls educated in single-sex schools do better than their male peers in similar establishments: there are too many variables, including wider social and family contexts, contributing to such outcomes. Single-sex schools have clearly met a historical need but how prepared are they now for the more meritocratic, diverse and progressive societies in which they often exist? Perhaps that question is tendentious because we surely have not yet reached the stage when the absence that has characterised much of female history has been superseded by a new, full and equal distribution of influence; where women’s voices are not only heard alongside men’s but have the same degree of autonomy and agency. There remains a vital difference between speaking and being heard. And, as the recent killing of Sarah Everard – and the heart-breaking
stories that so many girls and women were compelled to share in its wake – showed, there is much still to do, in all schools, and in society. True equality seems a long way off, regardless of how many A levels and degrees women obtain. In 1949, Simone de Beauvoir wrote: “Humanity is male and man defines woman not in herself but as relative to him; she is not regarded as an autonomous being … She is defined and differentiated with reference to man and not he with reference to her; she is the incidental, the inessential as opposed to the essential.” How much has changed since then? How much progress have we made when women still feel unsafe, and when they are exposed to daily abuse? It shames us all. When a boys’ school announces that it will accept girls, it is the continuation of a familiar narrative: an old story of girls and women being given permission to enter, of being added to the male rather than existing autonomously. That script still needs to change – and our schools can create the authors of the future who will help to write it. DAVID JAMES is Deputy Head of Lady Eleanor Holles School, a girls’ school in Hampton, London and writes regularly in the TES (first published).
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SCHOOL CHOICES
Why consider Lady Eleanor Holles? A selective Prep and Senior school in Hampton, Richmond upon Thames Lady Eleanor Holles (LEH) is a remarkable school. It is a place where pupils successfully combine impressive intellectual endeavour with enthusiastic engagement well beyond academia. The girls’ public exam results and their sporting achievements are among the best in the country. Their musical and dramatic activities place them among the best of young performers. And most importantly of all, their stimulating and happy approach to all they do makes LEH a joyful place to study and grow. There is so much more to LEH
life than academic achievement: if young women left here with excellent exam results alone, we would be disappointed. Our goal is for LEH girls to become expert learners, unafraid to tackle new and challenging ideas, prepared to take risks, and able to learn from failure. Our school motto “Hope Favours the Bold” sums it up beautifully – at LEH, girls learn to be courageous and ever hopeful, optimistic and determined in all that they do. Throughout its 300-year history LEH has produced
many remarkable women, who in turn go on to do remarkable things. We encourage students to be informed, resourceful and ethical global citizens - someone who is valued for the qualities and immeasurable richness they bring to a community. When pupils leave us, they will join a worldwide network of accomplished women who are shaping and changing the world. Your daughter will be part of a fabric of relationships that will benefit her professionally for the rest of her life.
EMPOWERING FUTURE LEADERS Register for the Senior School Virtual Open Event at www.surbitonhigh.com/admissions Boys 4 – 11 | Girls 4 - 18 | Part of the Surbiton High School family | Tel: 020 8439 1309 | Part of United Learning
CAREERS ADVICE
Looking beyond the Grades Careers advice at Surbiton High School It is widely accepted and expected that students of today will have at least seven jobs in quite possibly seven industries and could work until they are 70. Highly attuned skills, capabilities and knowledge about how to work in constantly evolving industries with a proactive, engaging and inquisitive mindset will enable young people today to thrive in this new world order. The World Economic Forum has for decades accounted for and articulated global industry’s needs and wants; communicating to the world (governments, educators, business) future needs; anticipating what will happen in the near future and the skills that will be required for individuals to thrive. The current top five skills prediction for 2025 are: nalytical thinking and innovation A Active learning and learning strategies Complex problem-solving Critical thinking and analysis Creativity, originality and initiative
Could education help provide an effective and secure foundation level in these skills? From Reception to Year 13, we have 14 years to develop these skills in the future generations. The world is moving towards automation and technological integration at an intensity that we have not seen since globalisation and the internet burst onto the scene in the late 1990s. However, the world of work has not vanished, today’s
school children will develop a career, or seven. How do we prepare those who will work in 2025? Pupils at Surbiton High School are academically very able, have high levels of self-motivation and are taught by expert teachers, leading to great exam results. We should not rest on our laurels, keeping our mind and actions directed towards the all-important marginal gains that will assist pupils as they navigate their future careers. Looking ahead is what we excel at here at Surbiton High School. In 2014, we articulated and defined a suite of learning habits that underpin our curriculum. Taking a holistic approach to developing confidence, perseverance and independence throughout every part of school life from subject lessons to PSHE days and our fulfilling co-curricular programme, enables our students to develop their behaviours and selfawareness, how they learn best and how to adjust their responses or behaviours in varying situations. Industries of the future include
a mind-boggling list ranging from sun-powered chemistry to digital medicine and spatial computing. This list continues to evolve with increasing intensity, creating jobs we do not understand in industries that have not yet been born. Rather than react negatively, let us remind ourselves that the skills of a person, not their grades, ultimately gains them access to these new industries, working in fields that were once science fiction. 2025: Jobs of the future Data Analysts Date Scientists AI Programmers Machine Learning Specialists Digital Marketing and Strategy Process Autonomation Specialists Business Development Professionals Information Security Specialists Project Managers Robotics Engineers FinTech Engineers Risk Management Specialists
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ENGINEERING INITIATIVE
Go racing with F1 in your school! An exciting STEM programme for schools
Andrew Denford, an entrepreneurial engineer working within the education sector, founded the F1 in Schools STEM Challenge in the UK in 2000. He implemented a STEM programme that uses the high profile, glamorous and hightech world of fast cars and Formula 1 to engage and inspire students, introducing them to engineering in a compelling and unique educational competition. Today this world-leading global
educational initiative operates in 54 countries worldwide. Researching, designing, making and racing an F1 car of the future is at its core. Teams then race each other head-to-head on the F1 in Schools 20 metre racetrack. The challenge can be used as an education tool or hook to engage students in STEM subjects and gives students the opportunity to develop key skills such as communication, presenting and teamwork, while forming the
Join us for our Open Day on Saturday 2nd October
CREATING EXTRAORDINARY FUTURES
foundation for any career path they choose to follow. This Formula 1 supported global STEM programme is also a proven route to motorsport and automotive careers with former participants working in Formula 1 teams, engine manufacturers, sports agencies and many more allied companies. The 16th F1 in Schools World Finals, was held between 4 – 8 June this year at the F1 in Schools UK headquarters took place, with 280 competitors from 43 teams from across the globe competing for the prestigious STEM challenge, the largest in the world. The UK claimed the Aramco F1® in Schools World Champions 2020(21) title, with Britannia Red, a team of six 16 and 17 year old students from Robert May’s School, Hampshire, being announced the winners at today’s Awards celebrations. The talented youngsters narrowly beat 42 other teams from 18 countries, with Quintolux from Ireland in second place. Nebula from Australia completed the 1-2-3 with third place! CONTACT www.f1inschools.co.uk
100 Marylebone Lane London W1U 2QU
www.wetherbysenior.co.uk
07738238273 info@cjaeducationalconsultancy.com www.cjaeducationalconsultancy.com
Chloe Abbott
Educational Consultant • Introductory meeting to get to know your family and your child/children • Assessment when required to establish your child’s levels • School advice for both primary and secondary in the London area and beyond • Support and advice on suitable school choices • Booster sessions in key exam skills
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FURTHER EDUCATION COLLEGES
Finding a career in software development Newcastle College model a new qualification and enable students to find employment within a year The Code Institute’s goal is to assist people in making a career change into software development. It is partnering with Further Education Colleges (to date Newcastle College, Halesowen, Harlow, MediProspects, University Centre Newbury, Colege y Cymoedd and City of Bristol) to deliver a Level 5 Diploma in Web Application Development. In collaboration with Newcastle College and South East LEP, it has just published a white paper: How Further Education Meets Industry Demands for Software Skills examining the ability of Further Education Colleges to deliver the software development skills to meet industry needs. The heart of this white paper is the experience of Newcastle College in deploying a new qualification that takes learners from a standing start of little or no knowledge of code and software development, to finding employment within a year. The key findings of the white paper are: he combination of Covid and T Brexit has caused widespread unemployment and put an emphasis on the need for a technically skilled workforce Digital tech vacancies in the UK grew 36% between June and August 2020 according to a report by Tech Nation. With over 90,000 vacancies per week, the sector is outperforming all except healthcare in the demand for employees Further Education Colleges are an integral part of creating the workforce to meet this demand
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and bringing economic security to their community Colleges can partner with online education specialists like Code Institute to deliver Level 5 software development qualifications that meet Advanced Learner Loan funding requirements This gives Further Education Colleges the capacity to turn learners into earners in 12 months - employed in high-demand, sustainable tech jobs.
Code Institute is the only university credit-rated online coding bootcamp in Europe. Helped by the demand for software development and the fact that Code Institute has more than a thousand global hiring partners; 90% of its students are now in employment within six months of finishing the programme.
UNIVERSITY FOCUS
Will universities be going back to face-to-face lectures next year? Thinking about the future at university post Covid 19
Around half of students in England have been able to return to face-to-face teaching this month, having had online tuition since Christmas. With the Indian variant of the virus emerging in the UK, which SAGE believes “could be 50% more transmissible”, it is hard to
predict what may happen in the Autumn term. This may cause some concern for prospective students, who may worry about how this will impact upon their university experience, both academically and socially. Many universities have said that they will not be able to go back to full time face-to-face teaching in the Autumn term. In response to student concerns, universities such as Exeter, Liverpool, Manchester and Leeds have stated that they will be doing a “hybrid approach”, which will involve a combination of multiple face-to face sessions each week along with some online lectures. This has caused some disquiet among students who will still be paying £9,250 in tuition fees. However, universities such as Exeter and
UCL have stated that they would try to “prioritise interactive faceto-face teaching, such as seminars and workshops.” (UCL). A spokeswoman for Universities UK has explained how universities were faced with the challenge of trying to plan without knowing what restrictions will be in place in the Autumn, and highlighted that students will still have access to important facilities such as libraries and laboratories. In addition, Nicola Dandridge (Chief Executive for the Office for Students) has stated that, “No matter what teaching methods universities and colleges use, they must provide consistently good courses for all students”.
Our plans for the year ahead We understand that many students want to know more about the shape of the next academic year. At Bath, our overriding aim will be to deliver the experience and highquality education our students deserve, in a safe environment. We are planning to deliver as much in-person learning on campus, including lectures, workshops, seminars, tutorials and laboratories, as we safely can. Having sought feedback from our current students and teaching staff about their experience of blended learning, we are also seeking to keep the best of what we’ve put in place successfully over the last academic year. Where our courses include a
high-quality, blended learning experience with in-person and online learning, this may be delivered in a range of different ways. In-person learning may include lectures, small group tutorials and seminars, laboratory work or design studios where relevant, peer-to-peer learning, workshops and group discussions. Online learning can include live interactive sessions on Microsoft Teams or Zoom as well as independent study. We understand that a student’s experience is about more than studying for their course. Therefore, we will continue to put on extra-curricular activities, for instance in sports and arts,
and we’re working with the Students’ Union (SU) on clubs and societies activity. Over the last year, we have delivered a mix of online and in-person activity, and we will be able to continue this approach wherever needed to give our students opportunities to connect and meet new people. We look forward to welcoming our students to Bath from September 2021.
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FRESHERS 2021
Preparing yourself mentally for University Some top tips for freshers As the start of your first year at university quickly approaches, it can be so easy to get completely swept up in all the practical preparations, to-do lists and general chaos of organising all your belongings into piles ‘to take’, ‘to charity shop’, or to put in the vague ‘undecided’ category that you convince yourself you’ll come back to later… It’s no surprise then that people often forget to take a moment to think about how to prepare themselves mentally for the transition from A Levels or gap years to the academic and social life of university. Here’s where I’ll do half the work for you by prompting you to think about some ways you can prepare before even arriving on campus and generally just make the most of your time studying for a degree.
Open That Mind It’s a very clichéd thing to say, but it really does help to show up with an open mind. You will be meeting and socialising with a whole host of different people who’ve come from across the UK and even abroad to study alongside you, so it is very likely you will encounter a variety of viewpoints, cultures, traditions, values and attitudes. The beauty of most courses is that they provide the perfect opportunity to healthily discuss how these shape people’s ways of approaching their studies and everyday life. If you struggle to take into account differing perspectives, you will probably only make the experience more miserable for yourself! Are you F.A.T.? (Flexible, Adaptable, Teachable) Being F.A.T. in all the right places is absolutely essential if you want to thrive during your time at university. Most people are aware that leaving home finally gives them the opportunity to be independent and ‘free’; while this is all true, to maintain healthy social and academic lives, it’s good to be flexible with plans, ways of learning and doing things and be open to suggestions from others. You’ll be surprised at how many of your
habits or methods for getting stuff done might not actually work in the same way anymore. And on a pretty basic level, you’re going to need to be fairly adaptable to a completely new way of living – unless you went to a boarding school, being around other students 24/7 is quite unusual! Forget Comparison It can be quite daunting to go from college where you were more or less aware of your relative academic abilities and progress, to starting your degree with a whole new group of students, each with completely varying levels of experience. Personally, I took Sociology and Spanish without previously having studied them at school and remember feeling overwhelmed at the start because it seemed like everyone else had so much more background knowledge. After a while you realise everyone feels just as intimidated by each other! The lecturers are also fully aware of the fact that everyone is starting from a different position; in any case, the focus at university is on your own individual progress with help available to focus on your specific work widely available. Over time, you’ll also start to see what areas and modules intrigue you most and are your ‘strengths’ and begin to tailor your degree to reflect that.
“The key thing to remember is that most people are going through the same emotions as you.”
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Be Proactive With independence comes great responsibility! University has so much to offer – be it societies, internships or jobs, research and academic opportunities – and yet none of them will be forced on you, so it’s really important that you are proactive about looking for them and signing up. You will get
“It’s a very clichéd thing to say, but it really does help to show up with an open mind.”
as much out of uni as you put into it. I suggest trying out different societies, signing up to receive job and internship emails, following the university’s socials or agreeing to email updates, and having the confidence to try new and perhaps slightly scary things! This list is hardly exhaustive, but the aim is to encourage you to think a little bit about how mental preparations are just as important as practical ones and can help make the move a lot less stressful or overwhelming. The key thing to remember is that most people are going through the same emotions as you. You’re all just trying to find your feet to start, so be gracious and patient with yourself and each other!
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FRESHERS 2021
Rethinking university options going through Clearing 65% of young people say they are being forced to narrow their subject choices too early Research by the University of Hertfordshire highlights that 65% of young people feel they are being forced to make higher education subject choices too early, with 61% of students agreeing that they should be able to apply to university only after receiving their A level or BTEC results. The research*, which surveyed 926 16-19 year olds making a higher education decision, found that young people are looking to keep their options open before and during their higher education journey. With university applications remaining high**, many students are expected to use Clearing this year (Tuesday 10 August) to change their current choices, having previously met an application deadline in January. Dr Mairi Watson, Pro Vice Chancellor (Education and Student Experience) at the University of Hertfordshire said: “This research raises the question once again of whether the current UK higher education system is working for young people.
Ultimately, students are saying they need more time to make the important decisions which affect their university experience and wider career choices. “The world is changing in many ways, and young people want to be able to keep their options open and remain adaptable to ensure they can enhance their skills and employability. Clearing is fast becoming one of the
most important parts of the UK University application cycle*** and is a fantastic opportunity for applicants who are rethinking their options.” The University of Hertfordshire has a dedicated Clearing hotline, which students can call for personalised advice. Anyone who is interested in securing a place at the University of Hertfordshire can call the Clearing hotline on 0300 303 6300 from 8.30am on 10 August. Places on a wide assortment of courses are available. *Survey conducted by Student Hut in July 2020, commissioned by the University of Hertfordshire. Student Hut is the UK’s most diverse and engaged youth panel. To provide insights to the University of Hertfordshire, we surveyed a segment of our 200,000 panel - prospective undergraduate students. **43.2% of all 18-year-olds in the UK applied this year, according to UCAS. ***22% of applicants entered degree courses through Clearing at the University of Hertfordshire last year.
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DIVERSITY AT UNIVERSITY
New scholarship programme at Goldsmiths Goldsmiths’, University of London, international edge boosted by new Asian scholarships This year, Goldsmiths, University of London, has partnered with the British Council and the GREAT Britain Campaign to offer scholarships to students from India, Thailand and China. The financial support is for postgraduate-taught courses in Creative and Cultural Entrepreneurship; Computing; Design; Management Studies; and Music. The scholarship programme offers support of a minimum of £10,000 to students pursuing one-year postgraduate study in the UK. The GREAT Scholarships 2021 programme, launched by the British Council together with 41 UK universities, supports students from Bangladesh, China, Egypt, Ghana, Kenya, India, Indonesia, Malaysia, Mexico, Nepal, Pakistan, Sri Lanka and Thailand to access world-class UK higher education opportunities. The GREAT scholarship programme aims to widen access to UK education in countries where interest in studying here is high.
Goldsmiths, in south-east London, welcomes applications each year from across the world. The university has a thriving international community, with students and staff from over 135 countries. Through financially supporting and welcoming the brightest international students to the UK, the GREAT scholarships will further support Goldsmiths’ principles of diversity and inclusivity – and shows why in 2019 it was voted in the top 100 most international universities in the world by QS World University Rankings. Goldsmiths is known worldwide for its teaching in the arts and creative industries, but offers subjects ranging from computing to law. Six out of 20 of Goldsmiths’ academic departments were selected to be part of the scholarship programme, but many of the degrees at Goldsmiths are interdisciplinary, and students are encouraged to make connections between different subject areas and view their learning in the context of the wider world.
More BAME students being included at leading universities Following last year’s Black Lives Matter protests, almost every university pledged to do more to make their campuses more inclusive and diverse. In 2020, all but one Russell group university managed to accept more BAME students in 2020 than 2019, with both Oxford and Cambridge accepting a record number of BAME students. This year the University of Cambridge accepted a record number of BAME students, making up 29.3% of UK undergraduates admitted, compared to the 27.8% that were admitted the previous year. In addition, a record number of state school students were also accepted with the proportion rising from 68.7% to 70.6%. To further this, The 52 | EDUCATION CHOICES MAGAZINE
University of Cambridge announced in January that students from disadvantaged backgrounds who fail to meet its high entry requirements would be given a chance to study there through a one-year foundation course, with 50 places available for students who achieve three B
grades at A-level. Similarly, more than a fifth of undergraduates (23.6%) who were admitted to Oxford were from black, Asian and minority ethnic backgrounds. Students who were from state schools received 68.7% of all offers at Oxford this year. One other positive finding has been that the ratio between admissions from students of a socially disadvantaged background has fallen from a ratio of 7.6:1 to 6.3:1, which Oxford has said was well ahead of the target agreed with the Office for Students (OfS). BY ELLA BARKER
The Rise of the University Podcast A new approach to learning outside the lecture room Plugging in headphones and popping on a podcast has been a saviour over the past few months of lockdown. For some, it has provided relaxation; others entertainment; whilst for a growing number of students it has provided education, too. SOAS University of London is one of a growing number of universities that offers a fascinating range of free podcasts in disciplines as diverse as Development Studies to Asian Affairs; Media Studies to Music. As well as learning a lot about a new subject, tuning into a university podcast is a great way to sample a flavour of what a
particular university is like, and listening to expert conversations by academics, students and alumni is a useful way to discover whether it could be the right institution for you. SOAS podcasts include ‘SOAS Leads the Conversation’, which has aired recent episodes on everything from Joe Biden to Brexit, from Islamophobia to Covid-19 in Jewish communities; ‘China in Context’, which provides weekly analysis on politics, culture and international relations in East Asia; ‘Radio Research Forum’, which is a great way to keep up-to-date with the diverse
and ground-breaking research undertaken by SOAS academics; ‘Humanitarian Hub’, which discusses all things related to international aid and conflict; and ‘Global Digital Futures’, whose most recent podcast has looked at fake news and deep fake technologies in Sri Lanka. If you want to escape exams and studying for a bit, it is always possible to tune into SOAS Radio, and just spend the summer chilling, listening to a great selection of cool and contemporary world music from around the planet. CONTACT www.soas.ac.uk
Where everything connects Discover the range of exciting undergraduate degree programmes available to study either online or at our vibrant central London campus. www.soas.ac.uk
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One Year On: Inclusivity & Practical Solidarity The journey towards an empathetic, shared existence GEORGE FLOYD It has now been a year since the murder of 46-year-old George Floyd, by police officer Derek Chauvin, in Minneapolis, Minnesota. Over nine minutes in length, the disturbing footage of Floyd’s murder was filmed and circulated throughout social media. The reaction and impact were immediate and significant. With the ever-more apparent injustices faced by Black people in the US, Floyd’s death resonated profoundly with many civil justice and human rights movements. The Black Lives Matter (BLM) movement, founded in 2013, gained momentum like never before. The criminal trial of Chauvin received extensive media coverage and the guilty verdict was announced on live television on 20th April 2021.
ACTIVISM, SOLIDARITY & POSITIVE OUTCOMES Floyd’s death acted as a catalyst for a passionate and sustained wave of worldwide marches, rallies and protests. The overarching tone was outrage at the death of another Black person killed as a result of police brutality. There have been calls for an end to the continued suffering of BIPoC (Black, Indigenous and People of Colour), whose lives are greatly impacted by systemic racism, unchecked privilege, structural power imbalances and a heavy history weighing upon them. The sharing of experiences by BiPOC individuals, families and communities has been an eye-opening, educational experience for many. For others, hearing of a struggle similar to their own has helped alleviate the isolation, insecurity and transferred shame of people previously suffering in silence. Conversations once considered taboo by victims of injustice and those subject to gaslighting by perpetrators, are now eagerly being discussed by those who believe society has the capability, and duty, to work on itself and create bridges of mutual understanding and empathy. The optimistic first step has
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BLACK LIVES MATTER FOCUS
been the development of more positive channels of expression for official and unofficial routes to restorative justice. Active advocacy through social media, which has exponentially democratised human experience, has facilitated the visibility of the evident yet unnoticed in a groundbreaking way. Many social media users, Millennials and Gen. Z alike, have become social justice activists with their sharing of wellresearched and comprehensive infographics, videos, images and other posts. With the caveat of independent fact- and sourcechecking, it is easy to develop a respectable aural and visual understanding on a cause or issue du jour with such a vast array of information simply a hashtag or an ‘@’ away.
EDUCATION AND POSITIVE LESSONS Social media, however, does not have all the answers and this is where the importance of the role of the education sector are key to ensuring change. In an attempt to resolve this, most schools and universities have pledged a commitment to championing diversity, inclusion and dedication to correctly addressing historical inequity. Institutions have actively spoken up, released statements of solidarity and implemented charters promoting inclusive ideals. Universities have added to their course repertoires to include BIPoC history, lives, cultures, traditions and rights. In professional circles, it is inspiring and encouraging to see competent and qualified Black women afforded important leadership roles such as Stephanie Boyce appointed President of the Law Society of England and Wales and Dr Sandie Okoro appointed the Senior Vice President and General Counsel for the World Bank.
However, there is still much to be done in the effective and lasting pursuit of justice, equality and freedom, but with reflection, introspection and a commitment to education, a promising start has been made so far… AYESHA RANA is currently a teacher of English, Political Science, Sociology and Ethics, at a secondary school nestled in Continental Europe. She began her teaching career after completing her education and training at the University of Cambridge. Ayesha’s NQT & RQT years were spent at a state international day and boarding IB World secondary school. Last month she was awarded the “Most Supportive Teacher Award”, nominated and voted for by the ~1,500-strong student body. LinkedIn: If you’d like to read, listen to and learn more about anti-racism, click here:
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LIFESTYLE AND LIVING
Escape Homes Finding your inner peace...
Home. Escape. After 3 lockdowns and what seems like an endless number of elastic days stuck at home, these two words are in direct contradiction. They are our havens from the outside world, yet we cannot wait to leave our homes. Get away, be elsewhere, travel, find escape – seek new sights, sounds, smells and comfort. When we have access to a holiday home, the perfect combination awaits: of home, comfort and escape. How to ensure this home away from home is always comfortable yet stylish, durable yet elegant, exciting and timeless?
As holidays bring out the best in us - the free spirit, embracing of craziness and pushing of limits - holiday homes call for a heady mix of vernacular, functional and style absolutes, along with personal, whimsical touches. This is true whether your holiday home is a seaside escape or a mountain retreat, a city pied- à-terre or a vineyard estate. How do we best tackle a holiday home at Galuchat? It is always about who uses it, when and how. Are you only catering for yourself and your family, or do you lend or rent it out part of the time? The latter may prompt conversation around durable materials, surfaces and
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fittings, lockable storage and modular use of space. Perhaps a dividing partition that allows a luxurious suite to become two adjoining rooms, or a bathroom with a bath alongside some more flexible shower rooms would be useful? Perhaps you need a more neutral palette combined with eclectic style, to appeal to all and offer something for everyone? With a few touches of colour, conversation pieces and personal touches, you can subtly add character. Is the home used seasonally or year-round? Does it have to provide for varied activities or extreme weather conditions? If so, then it’s about ample, accessible and dedicated yet unobtrusive storage, holding specific outfits, tools, accessories and coverings for each of the options. Is it likely to host extended family gatherings as well as romantic escapes, bachelor parties and yoga, or creative
LIFESTYLE AND LIVING
“When we have access to a holiday home, the perfect combination awaits: of home, comfort and escape.”
retreats to finish writing that novel? That might require sturdier cutlery and crockery, extendable tables and trundle or bunk beds; extra layered and mood lighting; a (hidden? lockable?) well-appointed bar or wine cellar or tasting room; temperature-controlled and versatile storage; a dedicated TV, cinema or multi-purpose games room; a Jacuzzi, a sauna, a pool, seating with a view, parasols, cloud-soft towels, furry blankets, candle holders and storm lamps… Designing and sourcing for a holiday home is about setting the scene and creating a versatile, modular décor which anticipates the multiple scenarios you or your guests want to slip into for a few blissful, oblivious days or weeks of escape. Close your eyes. You could be there... BY MARIE NOELLE SWIDERSKI Galuchat Design
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PROPERTY UPDATE
An exciting time for buying property! Many people are enjoying the Stamp Duty break and some are returning to London Since the turn of the year, we Sales in Prime Central London 1st January – 1st May ** have seen an incredibly buoyant Up to £1m £1m - £2m £2m - £5m Above £5m property market in England with 2019 219 195 144 62 current prices at an all-time high*. This is in part due to the Stamp 2020 221 167 147 59 Duty Land Tax holiday that the 2021 349 245 203 93 government implemented in 2020 as part of the Covid measures to keep the UK economy moving, but busy prime central London has been in the first also people’s buying habits having changed four months of 2021. What makes this even since Covid. A greater number of people have more remarkable is that all these transactions recently been prioritising larger gardens have taken place without the usual influx of or terraces and a dedicated study or home foreign buyers flying in to buy their bit of office. After the first lockdown, the rush was London real estate. I am not suggesting for to escape the cities with a lot of people wanting one second that none of these properties were to buy their own bit of countryside; but almost snapped up by foreign buyers, as I personally a year on, we are now seeing a number of those have acquired three for foreign clients. They people looking to either make the move back wanted to use a buyer’s agent as their eyes into the cities or at least have a pied-à-terre. and ears on the ground and employed my local This has meant that the smaller apartments expertise to identify a handful of properties without outside space in the likes of prime before doing a video call to make the final central London - that were almost impossible choice. That aside, it seems there hasn’t been to sell after the first lockdown - have now the usual number of international buyers we become very desirable, leading to a shortage of would normally see in a traditional central stock across the board. London market. The graph below demonstrates just how Likewise, houses in suburbs - which offer that blend of greater living space and freedom, whilst still easily connected to the city centres for business - are still seeing substantial demand with many properties going to “best and final” sealed bids. Just last week, my clients were involved in a sealed bid on a house in Chiswick that they were especially keen on and didn’t want to lose. We were first through the door, but it became very apparent that this house was so popular that it would go to sealed bids. Within two days there had been eighteen viewings and numerous offers. My clients and I ended up being one of seven formal offers that were submitted as part of the sealed bids process and while my clients were successful, the top three offers were all within
PROPERTY UPDATE
“...almost a year on, we are now seeing a number of those people looking to either make the move back into the cities or at least have a pied-à-terre.” £5,000. One of the other deciding factors that swung it in my client’s favour was that there was a buyer’s agent representing them, as estate agents and sellers know that those paying for our services are serious, committed buyers. We also act as a voice of reason when issues arise during the complex conveyancing process, which inevitably they do. The lack of available properties, and the market being considered very much a ‘sellers’ market’, has led to a rise in the number of discreetly marketed properties, (commonly called “Off-
Market”). Using a buying agent helps clients to at least be first through the door of properties that are about to be launched to the market giving them an advantageous head start! If you have any property related questions or need help with buying a property in the UK, please feel free to contact me on +44 (0) 207 998 3504 or ben@riverapropertyconsultants.com *Office of National Statistics ** LonRes
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CONTACT
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