How independent schools are prioritising mental health
SCHOOL MATTERS
Considering boarding school? We get the pupil perspective
PEOPLE Meet the heads at some of the UK’s top independents
LONDON’S PREMIER GUIDE TO FUTURE-FIT SCHOOLS
CONTENTS
SPRING / SUMMER 2024
WELLBEING
10 MAKING WELLBEING WORK
We investigate how schools are embedding a culture that helps children to feel liked and valued for their unique strengths
18 BE WELL TO TEACH WELL
Evidence suggests that teachers’ wellbeing is flagging, but there are ways that parents can help
22 CARING IN THE COMMUNITY
How top London independent schools are supporting their local communities
26 CHARITY BEINGS AT SCHOOL
Why school is the best place to plant the seed for a lifelong desire to give back
SCHOOL MATTERS
28 WHY BOARDING IS BOOMING
Considering a boarding school? Our experts give us the low-down
30 THE BOARDER PICTURE
Four pupils give us their insight into what it’s like to go to boarding school
36 THE FEE FIGHTERS
The expert view on what’s behind the leap in fees, and how it might affect you
ASSESSMENT
38 BEATING THE EXAM BLUES
Is your child feeling anxious about exam season? Here’s how you can help
40 REASSESSING ASSESSMENT
Could the time be right for a change in the way we assess children? The experts weigh in
42 STANDARD PRACTICE
Your guide to the Independent Schools Inspectorate’s new inspections process
TECHNOLOGY
45 WHO’S AFRAID OF THE BIG AI?
Ignore the scary headlines, AI is set to change the face of education, say the experts
48 SHIFTING PERSPECTIVES
How to encourage your child to see their devices in a new light
HOMEWORK
50 READING IS WINNING
We take a look at the educational, social and emotional benefits of reading for pleasure
52 FUN BRAIN FUEL
Ensure the learning never stops with fun, out-ofschool activities to spark your child’s curiosity
PEOPLE
57 MEET THE HEAD
Get to know the heads of some of the UK’s leading independent schools
IB vs A Levels: What’s the best route?
Cheltenham Ladies’ College offers A Levels and IB Diploma, promoting individualised paths for student success
ALevels hit the headlines recently as politicians debate the introduction of a British Standard Level qualification in 2034. Amid this debate, students at Cheltenham Ladies’ College (CLC) have two options: A Levels or the International Baccalaureate (IB) Diploma, an alternative which is gaining traction in the UK.
A Levels & EPQ: Focused Learning with Independent Exploration
The IB Diploma: A Comprehensive and Global Approach
The IB Diploma has been witnessing a surge in popularity, boasting 116,000 candidates in 2023, and is well-regarded by UK and international universities and employers. This twoyear programme adopts a university-style approach, placing emphasis on research, critical reflection, and the cultivation of global and cultural understanding.
IB students choose three Higher Level and three Standard Level subjects from six broad academic areas: Language and Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics and The Arts. They also study the IB Core, which includes an Extended Essay (academic research project), a Theory of Knowledge programme (on the cultural, social, and moral aspects of knowledge), and Creativity, Action & Service (activities that meet personal aims, challenges and work with others).
Nurturing Individual Paths
At CLC, the focus is on tailoring education to individual preferences, and promoting the diverse array of choice available in both the curriculum and the 180+ co-curricular opportunities. Staff work closely with each student, emphasising the importance of finding the best fit and following passions, rather than simply favouring one qualification over the other. Alumnae from both routes have secured places at top UK and global universities, proving that either qualification can be the right springboard for success.
To arrange a one-to-one visit, or book a place on a upcoming open day, see cheltladiescollege.org
Students experience a variety of exciting opportunities to challenge themselves, and help them to develop as individuals as well as intellectually
At CLC, A Level students choose three or four subjects to study over the span of two years. For many this allows them to focus on key academic areas of interest – for example, solely taking sciences or humanities. Early in the first year of A Levels, students take a ‘Skills for Academic Learning’ course which provides a firm grounding in key skills for sixth form and university, including research, discursive writing, critical thinking, presentation and numerical reasoning. Following this, many students go on to complete an Extended Project Qualification (EPQ), which results in an external qualification equivalent to half an A Level. The EPQ is a valuable and unique opportunity for selfmotivated students to illustrate their passion for a particular subject area and prepare them for the rigours of university study. Recent examples showcase the diverse range of topics explored by students, including a submission delving into the legal implications of 3D printing, subsequently published by Stanford University.
Research has shown that students completing an EPQ perform better at university, with an increasing number of universities making alternative grade offers for applicants with an EPQ.
Continuing commitment
From September 2024, Dulwich Prep London will be renamed Dulwich Prep & Senior to better represent the school’s future offering
Boys are known for being full of energy, curiosity and a natural desire to explore the world around them.
At Dulwich Prep London, the staff recognise the unique needs of boys and always strive to bring out their very best qualities through a tailored approach to education.
Character development is at the very foundation of the school’s provision, built upon eight core values of Love, Courage, Gratitude, Humility, Justice, Service, Self-Discipline and Honesty. Together with these fundamental principles, ‘12 Excellent Learning Characteristics’ support skills development and help to foster a lifelong love of learning. By instilling these vital qualities in boys from an early age, the school prepares them to become responsible citizens who go on to contribute positively to society.
The team understand the importance of having positive role models in shaping young minds. Dedicated staff members serve as mentors and guides, inspiring the boys to reach their full potential. By demonstrating strong values and leading by example, educators, in turn, help the boys develop a sense of purpose and integrity.
This tailored approach to education ensures that each boy receives the support and guidance to thrive, not just academically, but socially and emotionally as well. The school celebrates individuality, recognising that each and every child is unique with their own strengths, interests and learning styles. Ultimately, a focus on character development supports each boy’s own pursuit of excellence, enabling them to flourish in both academic and non-academic endeavours.
As the school approaches its 140th anniversary in 2025, this enduring commitment to boys’ education will continue to deepen as a senior section opens, and the first Year 9 cohort are welcomed. The school is determined to offer something different; it will not simply become just another all-through school, but will actively continue to help families in finding the right school at the right time for their son. The team will, therefore, support the transition to senior school or sixth form in Year 7, Year 9 or Year 12.
Dulwich Prep boys head off to over 50 different senior schools, and 95 per cent of pupils are successful in securing their first-choice placements, whether they make the transition at Year 7 or Year 9.
The new senior section will be deliberately smaller in comparison to most other senior schools, with a maximum of 60 pupils in each year group. This will enable the team to offer a far more personalised and familiar educational environment, where the boys are well-known by staff on an individual level.
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Picture credit: iStock
EDITOR’S LETTER
SPRING / SUMMER 2024
Welcome to The Modern Independent, your glossy new guide to future-fit schools. Whether you’re considering a London prep, a Home Counties senior school or a boarding school further afield, it goes without saying that you’ll be looking for somewhere that offers an education that is well-rounded and flexible, a school where the focus is on nurturing the whole child. Offering a fresh, empathetic approach to education is very much a priority for many of the heads we spoke to while putting this issue together – you can find out what they had to say about their schools and their own personal educational approach in our Q&A section at the end of the magazine. Nurturing the whole child necessitates a focus on wellbeing, and that’s the subject of our main feature in this issue. We look at how schools are helping their students to become happier and more resilient, ensuring that wellbeing is embedded in their culture. We’ve also got tips to help you to support these efforts at home. It’s just one of many thought-provoking reads in this first issue, all designed to help you to get the best out of your child’s education.
Liz Skone James Editorial Director
Editorial Director
Liz Skone James Schools Editor
Claire Atherton Copy Editor
Fay Gristwood
Creative Director
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Client Services Director Becky Pomfret Production Heidi Pomfret Publisher Katie Hutley
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Debbie Russell 07811 347299 debbie@themodernindependent.com
The online guide to inspirational independent schools, helping you to stay one step ahead of the crowd when it comes to giving your child the best educational opportunities
Making well
At its heart, wellbeing in schools is about embedding a positive culture in which
being work
children feel liked and valued for their unique strengths
Words Claire Atherton
From on-site counsellors to outdoor learning, relaxation rooms to morning meditations, UK independent schools are prioritising the wellbeing of their pupils. As of September 2023, the Independent Schools Inspectorate (ISI) even inspects and reports on schools through that lens.
But how did wellbeing and mental health become such hot topics in schools? What is a “whole school approach” and how do you go about implementing it?’ And how can parents tell if their child’s school truly lives and breathes that approach?
To answer these questions and more, we spoke to pupils, schools and a leading consultant in education, mental health and wellbeing. Over the next few pages, we’ll share what wellbeing looks like for them. We’ll set out what the Department for Education views as the core principles of promoting a whole school approach. And we’ll provide advice and resources for parents looking to help their children become happier and more resilient.
THE WORRYING STATE OF CHILDREN’S WELLBEING
The stats are stark. In 2021, a survey by the UK charity YoungMinds found that one in six children aged five to 16 have a probable mental health problem – a huge increase from one in nine in 2017. Just two years later, research by NHS England put the figures at one in five eight to 16-year-olds and almost one
in four 17 to 19-year-olds. And between 2020 and 2022, there was a sharp rise in the instances of eating disorders or self-harm among children and young people.
The COVID-19 pandemic isn’t the only culprit behind this worrying trend. “Before the pandemic, various studies had linked smartphones and social media to the increase in mental distress among young people,” says Matt Messias, an educational, mental health and wellbeing consultant. “The disruption in learning during COVID-19 then deprived them of the social interactions needed for positive mental health. Add to that the growing pressures on young people and you have a perfect storm.”
It’s part of a parent’s job to help equip their child to weather this storm. But according to the World Health Organization, for children to perform well academically, schools need to prioritise wellbeing, too. Which means getting to know and value each child as an individual – what makes them tick, what they love doing and how they learn best, including any extra support they may need.
This approach allows children to feel understood, supported and – crucially – liked. “Relationships go hand in hand with results,” explains Matt. “You can have a teacher with the best subject knowledge in the country, but if the children don’t feel liked, and their needs aren’t being met, they aren’t going to achieve academically.”
Whether the worry is schoolwork, or you’re just having a bad day, they are always there to listen and provide help where possible
Sophie, Year 13, Queen Anne’s School
EIGHT PRINCIPLES TO PROMOTING A WHOLE SCHOOL OR COLLEGE APPROACH TO MENTAL HEALTH AND WELLBEING
Targeted support and appropriatereferral
An environmentethosandthat promotesrespectand valuesdiversity withWorkingparents carersand
andCurriculumteaching learning resiliencetopromote and emotionalsupportsocialand learning
Leadership and management that supports and champions efforts to promote emotional health and wellbeing
Identifying need and monitoring impact of interventions
Enablingstudent voice to influence decisions developmentStaffowntheirsupporttothatandwellbeing studentsof
WELLBEING IN ACTION
THE PUPILS’ PERSPECTIVE
“The boarding staff always have their doors open and never fail to put a smile on my face. Whether the worry is schoolwork, or you’re just having a bad day, they are always there to listen and provide help where possible. They have helped me massively with my confidence throughout my journey at Queen Anne’s.”
Sophie, Year 13, Queen Anne’s School
“Everybody at Walhampton prioritises the students. The governors make sure we have as good a time as possible, and the teachers always give up time if you want to talk to them. They organise lots of activities for us, including cooking, outdoor games, basketball and things that aren’t so common, like rug making. They also teach us about diversity and the differences between people. All the students trust them, and nobody at Walhampton has to pretend to be someone they aren’t.”
Ned, Year 7, Walhampton Schoo l
“Outside the regular PSHE lessons, which address wellbeing, the thing that I find most useful at KAS is the relationship I have with my teachers. If you’re struggling with anything, including your mental health, you know you can approach any of them and they will not only listen, but also take practical steps to support you. I feel like there is a real culture of support here; the staff don’t just talk about it. They make it a core part of their job.”
Max, Year 12, The King Alfred School
“I love choir and singing. It’s on Monday which means we have a great start to the week. At school lots of people check we are okay. I really like when we fill in our pulse survey. You can ask teachers for help without having to say in front of everyone.
My friends are great at listening, too.”
Emilia, Year 7, The Royal Masonic School
“I found the Mental Health Foundation’s Peer Education Project at Channing really helpful. It covers what mental health is, the mental health spectrum and ideas about wellbeing. It also allows strong connections to be built between older and younger students, as students in Key Stage 3 are educated by their older peers in the Sixth Form. By encouraging younger students to speak out about their struggles, it helps to abolish stigma around the subject, and reinforces the fact that it’s okay to ask for help.”
Eve, Year 12, Channing School
WHAT PUPILS AND SCHOOLS SAY IS WORKING
The pupils we spoke to for this article supported Matt’s view on the importance of a positive pupil-teacher relationship. They also cited supportive friendship groups, and the chance to try a wide range of activities, as helping to keep them happy at school.
“Exploring their strengths, and being celebrated for applying them, gives children self-efficacy,” says Matt. “That means they become confident that they have the resilience and support to help themselves through difficult times.”
Our discussions with schools also gave a taste of the range of initiatives on offer that are designed to support the whole child.
“If an activity makes just one child feel better about themselves, I’m all for it,” says Matt. “But a child must first feel liked and valued, as well as feeling a sense of belonging.”
Beyond that, he recommends that schools follow the Department for Education’s principles for establishing a whole school community approach to embedding a positive culture of wellbeing. (See the diagram, above.)
For Matt, these principles help to prevent any gap between what schools say and what they do. “I carry out cultural reviews to check that the displays about growth mindsets and so on actually filter throughout the whole school,” he says. “My role is to find out if that culture is lived or just laminated, in the form of posters on the walls.”
WELLBEING IN ACTION
THE VIEW FROM SCHOOLS
“At Woldingham, students learn to #WriteYourOwnStory. The Personal Growth Journals, supported by coaching from their teachers, help students focus on their own personal journey, identify their ambitions and articulate the help they need to become the person they want to be, which is at the heart of good mental health. The journals are having a very positive impact on wellbeing.”
Kate Renshaw, Deputy Head Wellbeing, Woldingham Schoo l
“At Knightsbridge School, the drop-in talk sessions we run through Place2Be have had a significant positive impact on the wellbeing of the whole school. By dropping their name in the P2B post box, any pupil can request to chat with a trained counsellor about friendships, anxiety, loss of a loved one, or other worries. It’s effective because children can access it quickly, so the conflict doesn’t get bigger. It also helps them learn to solve challenges on their own.”
Paula Losch, Place2Be School Project Manager, Knightsbridge School
“Post-COVID-19, we saw an increase in the number of girls suffering from anxiety and separation issues. In a recent wellbeing survey, the older children also told us they sometimes struggle to sleep. We’ve introduced a tutor system where the children choose a teacher they like and trust to look after them. Their weekly one-to-one sessions have helped to reduce anxiety. We’ve also been exploring the importance of turning off electronic devices well before bedtime!”
Louisa McCafferty, Head, Broomwood Prep – Girls
“The calm of Chapel, the spacious beauty of our campus and a co-curricular programme that encourages exercise and creativity; the sense of belonging of Houses; the engagement of all teaching staff in the pastoral life of the school – these are all crucial to wellbeing at Lancing College. Our ‘Peer Supporters’ initiative, where senior pupils are trained in listening skills and safeguarding, has had the most profound impact – providing a bedrock of knowledge, confidence, empathy and security within our community.”
Hilary Dugdale, Senior Deputy Head, Lancing College
How to become a wellbeing warrior
As a parent, though, how can you know if a positive culture of wellbeing is truly embedded in a school? And how can you support those efforts at home? Matt has this advice:
1. When choosing a school, look at how much focus they put on wellbeing and mental health in their marketing materials. And ask them how they:
• train teachers in recognising mental health issues
• encourage staff to role-model self-care and a growth mindset about their own vulnerabilities
• measure the success of their wellbeing programmes
• discover and encourage the unique talents of each child, academic or otherwise
• cultivate curiosity, creativity, resilience and problem-solving skills in pupils.
2. If your child is already at a school, make sure you have regular two-way communications with the school about their strengths and learning styles. This will help create consistency in the approach you all apply.
3. At home, spend as much quality, device-free time with your children as you can, and recognise how different their world is from the one we inhabited at their age. (They take what they see on social media as gospel, for example, and many would rather have a broken bone than a broken phone!)
4. Finally, ask them lots of open questions, like: what was the best part of your day? What did you enjoy about your learning, what could have been better? Do you feel you’re progressing? What are you anxious about? And listen to their answers without judgment. mattmessias.co.uk
STILL STRUGGLING?
Here are three ways to access more help.
1
Explore online resources
The NHS Every Mind Matters website has a section for parents and carers on supporting children’s mental health: nhs.uk/every-mind-matters/supporting-others/childrensmental-health. You can also find a live web chat at parents. actionforchildren.org.uk or youngminds.org.uk/parent/ parents-helpline/#chattousonline
2
Pick up the phone
Call the Young Minds’ Parents Helpline for free on 0808 802 5544 between 9.30am and 4pm, Monday to Friday.
3
Workshop your worries
Matt Messias regularly holds online or face-to-face workshops to help parents navigate the world of children’s wellbeing.
To find out more, email matt@mattmessias.co.uk
The calm of Chapel, the spacious beauty of our campus… these are all crucial to wellbeing at
Lancing College
Dugdale, Senior Deputy Head, Lancing College
Hilary
Boarding life at Lancing College
Feel reassured that your child is receiving the absolute best pastoral care, alongside top academic learning in an inspiring environment
There are many reasons why parents choose the boarding way of life for their children, from encouraging independence and self-confidence to promoting social growth.
Why Lancing College?
Lancing College has a long tradition of welcoming boarders and has adapted over the years to meet the changing lives and needs of parents and pupils. The College’s pastoral provision has recently been recognised as a “significant strength” by the Independent Schools Inspectorate (ISI). The report reflects the excellence of the College and the superb nature of the care and work with pupils, both within and beyond the classroom.
Boarding is available from the age of 13 years (Third Form/ Year 9) and every year the school’s seven boarding houses welcome approximately 120 new boarding pupils. Children talk fondly about the joy of belonging to a community, forging friendships, learning to be independent and having access to a diverse array of opportunities.
Boarding options at Lancing College
Different forms of boarding are on offer, including:
Full boarding – Pupils can elect to go home or to guardians across most weekends, or to stay at Lancing College over the weekends, returning home at holidays.
Flexi boarding – The opportunity to stay overnight (three nights or more) is extended to all day pupils, subject to availability.
The boarding structure
Boarding houses at Lancing are single sex and span the five year groups in the College. The boarding house ‘home from home’ atmosphere is cherished, here lifelong friendships are formed, and lives are positively influenced by peers and boarding staff.
Boarding allows children to develop independence, forge deeper relationships with peers, and gives them more time to pursue their academic studies
Each boarding house differs in layout, but all provide the same facilities and opportunities. Children can spend time with their own age group, whilst also having older peers to guide them. In turn, younger pupils will grow to take on the responsibility of mentoring.
Housemasters and housemistresses play a vital role, collaborating with a supporting team of assistants, matrons and tutors. In these primarily pastoral roles, they quickly get to know every pupil in their care and are the main point of contact for parents.
Out of hours activities
Evenings and weekends are structured and tailored for each year group to ensure that time is allowed for academic studies, co-curricular activities, further enrichment, sports and free time. Saturday mornings provide the opportunity for more learning, PSHE and careers opportunities, whilst sporting fixtures take place in the afternoon. Sundays start with a lie-in and a leisurely brunch before planned trips out and a necessary pause that busy pupils need. Set within an estate of 550 acres and with its own farm, Lancing provides pupils with an enviable opportunity to take advantage of the open air within a safe and secure environment.
To find out more, arrange a visit or reserve a place at an upcoming Open Event, see lancingcollege.co.uk or scan the QR code
THOUGHT
BE WELL TO TEACH WELL
Evidence suggests that teachers’ wellbeing is flagging, but there are ways that parents can help
TEACHERS ARE ALWAYS TELLING US THAT A KIND WORD FROM PARENTS HAS MADE A BIG DIFFERENCE
In recent years, pupil wellbeing has become a measure of an independent school’s success – and not only among parents. As of September 2023, five categories of student wellbeing, including physical and mental health and emotional wellbeing, make up the Independent Schools Inspectorate’s framework for inspections.
Naturally, teachers need to understand this framework, as well as promote and protect pupil wellbeing. Yet evidence suggests that their own wellbeing is still flagging. In the 2024 Tes Wellbeing Survey: UK, 61 per cent of UK school staff said their workload wasn’t manageable and only five per cent said that they would recommend a career in teaching to a friend or family member. And the most recent NASUWT Teacher Wellbeing Survey found only small percentage differences in the levels of work-related stress, anxiousness and adverse impacts on mental health between the independent and state sectors.
Independent schools haven’t escaped strike action, either. In 2022, staff at the 23 schools that make up the Girls’ Day Schools Trust went on strike to defend their pensions. And in June 2023, staff at King’s Canterbury and Coventry School Foundation went on strike over pensions and pay.
So, what’s going on with our teachers? “Things are slightly better than during the pandemic, though we’re comparing it with a time when people were shut at home,” says Laura McInerney, founder of Teacher Tapp, a daily survey app for
teachers, seven per cent of whom are in the independent sector. “But our data shows an increase in the percentage of people saying they’re struggling to pay their bills or save, or spending a higher percentage of their salaries on living costs. They also continue to struggle with the hours they work and have issues with autonomy in certain roles.”
Pay in the independent sector isn’t necessarily better, either, once you take into account teaching on a Saturday, running after-school classes or dealing with demanding parents. Then there’s the nature of the job itself, which Laura refers to as “emotional labour, without simple limits”.
“We know that lots of teachers are spending up to 10-15 hours a week on marking,” she says. “But about half said they would mark the same amount if no one else was going to know. It shows they want to put at the forefront the things that matter to the kids.”
While this dedication is impressive, though, it’s no use if a teacher who exhibits it leaves to join another school. And a teacher who’s feeling stressed and overwhelmed is less likely to perform at their best than one who feels in control and supported.
The good news? Parents can contribute to improving teacher wellbeing. Laura has these tips:
1. Say thank you. Teachers are always telling us that a kind word from parents has made a big difference; in fact, it’s worth more than a gift. For example, someone said they’d spent 90 minutes with a parent and received a thank you card a few days later. It meant a lot to them.
2. Be as clear as possible in your communication. When I was at school, if I lost my coat, my mum would give me a note to say I’d lost it and she’d get me a new one. Now, it becomes a six-email chain with lots of questions. Keep your communications as clear and succinct as possible, and understand that teachers don’t have extra time for emails!
3. Advocate for teachers as well as for your child. Our data shows that while pay and workload issues still need to be resolved, having a supportive team is a protective characteristic.
So, if you’re at an open day, or browsing a prospectus, look out for what the school says about:
• how they build strong teaching teams
• what opportunities they offer for flexible working, and
• what continuous professional development is available. Factors like these can have a much bigger impact on day-today wellbeing than more gimmicky things like mindfulness classes. And the more teachers feel positive on a Sunday evening, the better the profession will be. teachertapp.co.uk
Be Your Best A happy childhood, outstanding results
Broomwood is a leading group of pre-prep and prep schools based between the green spaces of Clapham and Wandsworth Commons. If you walk regularly in the area, you will notice the pupils’ distinctive aqua blue and navy uniforms. The schools provide an extraordinary education for girls and boys from 3-13 years, with students enjoying a proper childhood, full of fun and adventure with the benefit of some of the best school facilities in London.
Broomwood is blessed with wonderful outdoor spaces and the children have the use of extensive amenities, from dedicated science labs, music, art and cookery schools to DT and IT suites. Children go on to win places at top day and boarding schools, either at 11 or 13+. This year they have already secured 40 scholarships (and counting!). Popular onward schools include Bradfield College, Brighton College, Charterhouse, Dulwich College, Eton College, Francis Holland School, Harrow School, JAGS, King’s College School Wimbledon and Whitgift School.
A different kind of school with a unique approach, at Broomwood all children are educated together in Pre-Prep until Year 3 (aged 7). They then move on to single-sex prep schools. It’s no secret that boys and girls have different emotional and educational needs, especially at the prep school level, and Broomwood provides an environment where children can develop at their own pace, taking advantage of specialist teaching and pastoral care. Unlike regular single-sex schools,
however, they come together for extension and social activities in a co-educational setting. They belong to the same house system and take part in competitions, sporting, drama, music and creative activities, as well as mixed residential trips. About two thirds of Broomwood pupils move on with confidence to co-ed senior schools.
The schools share the same uniform, values and approach, with the heads working together across the sites to ensure that every child not only fulfils, but exceeds their potential. There’s also Little Broomwood (aged 3-4 years), a brand-new pre-school that opened last September. It has a wonderful freeflow environment where children can move from bright and spacious classrooms to explore the garden, complete with mud kitchen and adventure playground. Little Broomwood children move seamlessly into Reception, along with a further intake of pupils from local nurseries.
The sites are within walking distance of each other and are well served by school buses and public transport. Choosing a school can be a bewildering process and families are encouraged to visit Broomwood in person to meet children and members of staff. You will be assured of a warm welcome.
For more information, see broomwood.com. To arrange to visit for an Open Day or Group/Private Tour, contact Alex or Victoria by calling 020 8682 8830 or emailing admissions@broomwood.com
Broomwood Prep –Boys (aged 7-13) 26 Bolingbroke Grove, SW11 6EL
Pupils at Broomwood benefit from wonderful outdoor spaces
Caring in the community
Across the Capital, independent school pupils are volunteering and fundraising in their local communities – and everyone’s benefitting. We spoke to three leading London schools that are thinking local
by
Photography
Anna Shvets and Sandie Clarke
THOUGHT
CHRIS JONES
Head of School, North Bridge House Senior Hampstead I always speak to the children about privilege and how important it is to use it well. It’s our job to open their eyes and help them develop a degree of empathy, particularly about what happens on their doorstep.
A lot of the ideas for supporting the community have come from students, parents or staff. For example, a technician at the school suggested collecting toiletries for The Trussell Trust Food Bank – we donated 94 kg! We’ve always had a strong connection with the Royal Free Hospital Children’s School, too, on the suggestion of a parent whose child spent a long time there. We fundraise for the school through our Winter Fair, and one of our English teachers ran a creative writing project which linked up our pupils with theirs.
Our students also provide reading help in local primary schools and do musical performances at a nearby day centre for older people. Lots of our students volunteer as part of the Duke of Edinburgh’s Award too, and often carry it on afterwards. All these activities build their confidence in talking to adults, which helps them at events like our careers fair. northbridgehouse.com/senior-hampstead
MATT SPICER
Outreach Coordinator, Queen’s Gate School
We’ve been engaged in an outreach programme for several years that benefits both our girls and the local community. Every Friday (COVID-19 excepted, of course) we’ve hosted a hot lunch for ladies and gentlemen from Age UK, served by and shared with our sixth formers. The girls find the differences between their schooldays and those of our Age UK visitors very interesting. Young people today can’t even imagine life without a mobile phone, but many of our visitors remember when the first landline was installed in their homes.
A group of girls also attend a reading project in two schools with pupils who need supported learning. Watching those children develop has been rewarding for all the girls and could encourage them to consider teaching or the caring professions. Finally, we take weekly donations from our school families to The Trussell Trust Food Bank in Kensington, where we also help to stock shelves and organise parcels. At Christmas time, we took this one step further and instead of sending out physical cards, we opted for a digital version. We then used the money saved to fund an extra-festive haul of treats for those families whose tables might have been less well-laden. queensgate.org.uk
Many North Bridge House students volunteer as part of their Duke of Edinburgh’s Award
OLIVER HAYES
Head of Service Learning, Wetherby Senior School
It’s very important to us to have strong links with the community, and our boys have a lot to offer. They’re able and intelligent, and have time to give, especially in Year 12.
We call volunteering ‘service learning’ because we expect pupils to reflect on what they’ve done – why it was good for them as well as the people they helped. One boy recently said that helping with English, maths and science at a local primary school has taught him to think creatively, for example. The boys help in schools both on a one-to-one basis and with small groups. We offer other kinds of support, too – for example, some Year 5 pupils who had never been inside a science lab came to see ours. They did some fun experiments, and we welcomed them in as much as we could. It’s great for our pupils to regularly look outside of themselves to help others.
As well as teaching new skills and broadening their horizons, volunteering also helps them with their university applications. We do brilliantly at sending pupils to the US especially, and they care just as much about everything you’re doing outside of school as about your grades. wetherbysenior.co.uk
The pupils at both North Bridge House Senior Hampstead and Queen’s Gate School donate to The Trussell Trust Food Bank
Sowing the seeds
Sara Williams-Ryan, Head of Falcons School
in Putney, on why the best way to develop truly ambitious learners is to inspire curiosity and critical thinking
From the moment they join us, I am determined that our students should be academically ambitious and take responsibility for their learning, as this is the greatest accelerator of pupil progress, both academically and developmentally. For this reason, we have embedded the Thinking School approach – focused on critical thinking and curiosity – across our Nursery and Prep, so the boys and girls in our school can truly thrive and succeed academically.
The introduction of critical thinking skills into school programmes is backed by evidence of its impact. As far back as the 1980s, the Organisation for Economic Co-operation and Development (OECD) questioned the long-term effectiveness of school initiatives and reported the need to produce independent thinkers and problem solvers. An inquiry by Exeter University’s Cognitive Education centre also concluded that the issue lay not in the programmes themselves, but with the way in which they were being introduced into school curriculums. These findings have deeply influenced our thinking at Falcons School.
By systemically embedding the Thinking School approach across all areas of learning and at all age levels, our methods reach far beyond the National Curriculum. This is to ensure the long-term impact set out by the OECD. From Early Years to Year 6, we have implemented a range of age-appropriate metacognitive strategies and thinking tools into the learning
programme. Set alongside the academic rigour you would expect from a prep school, our pupils can achieve truly exciting learning outcomes. Guided by our school values of ambition, resilience and respect, students are encouraged to be reflective in their thoughts and actions. As well as their behaviour, they are also motivated to take responsibility for their learning, both inside and outside the classroom. Although this can be difficult at first, we know that this practice has helped our pupils become ambitious, independent learners with a growth mindset.
In order to help parents reinforce their children’s learning habits at home, we extend our support by sharing strategies, such as the Habits of Mind, Zones of Regulation and Thinking Routines. I am delighted to say that our parents embrace this new way of teaching and learning – and I hear this language of critical thinking echoing in conversations between pupils and parents at the school gates.
Falcons School is a testament to the fact that education can be a powerful tool for positive change. Working step by step, we can nurture a generation of confident, independent and ambitious future leaders by sowing the seeds of curiosity and critical thinking in the youngest of minds.
To learn more about Falcons School and register for the next Open Morning, visit falconsschool.co.uk
Children at Falcons School are encouraged to be reflective in their thoughts and actions
THOUGHT
CHARITY BEGINS AT SCHOOL
Children are inherently generous, so where better to plant the seeds for a lifelong desire to give than in the safe, controlled environment of a school?
Illustration by Mariia Petrova
From non-uniform days to sponsored walks and bake sales, London schools raise huge amounts for charity. Katie Fudge, schools fundraising development manager for the NSPCC, tells us how the charity supports schools with fundraising all year round.
How important is schools fundraising to the NSPCC overall?
It’s enormously important. We’re 90 per cent funded by the public, and schools fundraising plays a huge role in that.
What are the benefits to children of getting involved?
Fundraising is integral to the curriculum in schools, including personal, social, health and economic (PSHE) education. We support this by tailoring our big annual events to important things children need to develop. Number Day builds maths skills, the Childhood Day Mile encourages children to exercise, and the Kindness Challenge speaks for itself. Getting involved in fundraising also instils a spirit of giving in children, as well as teaching them teamwork skills.
From cake sales to sponsored walks, there are so many ways that schools can raise money
It helps that the money funds services that the children may experience themselves
How do you make the link between fundraising and the services you offer?
It’s important to us that children understand the ‘why’ behind the event. We’ve created an assembly that teachers can use to explain where the money will go and what it will achieve. It helps that the money funds services that the children may experience themselves. Examples include our safeguarding programmes – Talk PANTS in nurseries and early years, Speak out, Stay safe in primary schools –and our new service for secondary schools, Talk Relationships. It’s why our Schools Fundraising team works so closely with our Schools Service; it reinforces the safeguarding message while encouraging fundraising.
What’s the most a school has raised for the NSPCC?
One school in Buckinghamshire recently raised over £10,000. It’s not all about big sums, though –our Idea of the Month also recognises schools that have done fun, innovative things to raise money. Two reception classes recently raised £2,000 by walking around a soggy playground with paper dogs on leads!
How do schools fundraise for the NSPCC and how do you support them?
We hold their hands all the way. First, the school registers for one of our events, or for something they want to do themselves. They receive a welcome pack for each event, plus email support, payment options and so on. Our website is a one-stop shop for everything schools need to make their event a success. And they can contact us if they have extra questions.
What kind of fundraising approaches work best?
We have lots of fantastic resources on our website for schools and parents who do want to contribute. These include downloadable activity packs for child-centred activities, like crafts and quizzes.
We also have great events in London that schools and families can take part in. For example, on Childhood Day (7 June) we ask people to get together to Move a Mile – whether they walk it, wheel it or cover the distance on a space hopper. nspcc.org.uk/support-us/charity-fundraising/ schools-fundraising-ideas
Why boarding is booming
Considering boarding school? You’re not alone. We ask two experts to give us the low-down
According to the ISC Annual Census, there were 70,123 boarders at UK independent schools during the academic year 2022/23, an increase from the previous year. We asked Vicky Harding, head of Repton Prep in Derbyshire, and Caroline Nixon, international and membership director or BSA Group, why boarding is booming and how London families can benefit.
What’s behind the increase?
Caroline: The biggest increase at independent schools in recent years was from Hong Kong, because of the new rights of BNO (British National Overseas) passport holders to relocate to the UK. Additionally, as the effects of COVID-19 continue to recede, there have been large increases from Europe, Latin America and the US. UK numbers have also gone up.
Vicky: We’ve seen much bigger interest recently, particularly from Hong Kong, Singapore and Spain. Being able to come and visit the school again has definitely been a factor, as have the high level of contact we offer and our flexi-boarding options.
Of the 38 boarders at Repton Prep, 24 are full boarders, three are weekly boarders and 11 are “home and away” boarders. This means they spend Wednesday night at home as well as Saturday night (or both Saturday and Sunday nights).
What are the benefits of boarding in general?
Caroline: Parents all around the world know that we increasingly live in a global village, where successful adults need to be able to interact with people from all different backgrounds and cultures. A British boarding school teaches independence and tolerance, plus the ability to live and work with others and make friends from all over the world.
Vicky: Boarders gain independence, organisation and life skills, like making the bed, as well as social skills. They also have lots of the most important thing – fun! But boarding school expands the offering for everyone, whether they board or not. Our longer days, Saturday school and facilities allow us to offer more variety and resource for extra-curricular activities such as sports and clubs. The opportunities are endless.
What are the benefits for London families in particular?
Caroline: With both parents working hard during the week, flexi-boarding can be an excellent way to balance work and home life. The chance for children to access the fabulous facilities and locations of boarding schools throughout the UK can also lead London parents to look in the Capital and beyond for a suitable school.
Vicky: The prestigious London day school scene is so competitive that children are being prepped and tutored to a level that they might not be ready for at that age. That pressured environment doesn’t necessarily support the whole wellbeing of a child, which is so important. By contrast, being able to stay at the same school through to 18, and in beautiful countryside, gives pupils room to grow emotionally, intellectually and physically – at a time that’s right for them.
Boarders gain independence, organisation and life skills, like making the bed, as well as social skills. They also have lots of the most important thing – fun!
Vicky Harding
What advice do you have for parents choosing a boarding school for their child?
Vicky: Happiness is the main thing. If your child is happy, they’ll engage with everything that’s on offer. But as every school is different, you’ll need to find the right fit. Personalised visits, taster days and overnight stays can all help your child feel part of the school community before they even join. And by engaging with different schools, you can compare the breadth of the curriculum options on offer, how the pupils are grouped together in the boarding facilities, what the staffing structures are and who the children interact with. Finally, if it’s a through school, you can consider whether the whole journey will be right for your child – not just the stage they’re at now.
Caroline: The Boarding Schools Association (BSA) has a list of certified agents who can help parents to choose the right school for their child. Visit our website for more information. boarding.org.uk (BSA); repton.org.uk
THE BOARDER PICTURE
Thinking of sending your child to a UK boarding school? We asked four pupils, past and present, to give the insider perspective
BENJAMIN (2018-2023)
Lancing College
I’m currently studying International Relations with German at the University of Exeter and I’m a Choral Scholar at Exeter Cathedral.
Lancing College prepared me for this by teaching me independent study and time management, and by providing a continuously excellent array of musical opportunities. I also learnt leadership skills that I hope to be able to employ throughout my future career.
As a boarder, I enjoyed being able to focus on other aspects of college life during the day, with allocated time in the evening to complete academic work. It also allowed me to partake in all the co-curricular activities I enjoyed and that were available at the school, usually after my studies and in the evenings.
Boarding at Lancing College isn’t a break with family, rather an extension of it. The independence you gain is invaluable, and the support the school can offer as those skills develop, alongside everything else it involves, is unbeaten. lancingcollege.co.uk
The independence you gain is invaluable, and the support the school can offer as those skills develop, alongside everything else it involves, is unbeaten
The bonds you forge make people more like family than friends
ROBBIE (YEAR 12) Repton School
Coming to Repton was the best decision I ever made. The array of sports, activities and societies I have become involved in has changed my life. Above all, Repton has instilled an ethos in me that you have to work hard to achieve great things.
I see being a boarder as the best way to fully immerse oneself in the Repton experience. The bonds you forge make people more like family than friends, and the relationships with teachers are more supportive. They are really interested in their student’s success, which goes a long way – especially in exam season.
My advice would be to seize every opportunity and go out of your comfort zone. Just because you are a sportsman doesn’t mean you can’t be academic too, and vice versa. If an offer is there to try something new, it may be the start of an amazing hobby. If not, it will be a memory to laugh about with your friends!
repton.org.uk
RUCI (YEAR 13)
Queen Ethelburga’s Collegiate
Being at QE has helped me to both build my confidence and figure out the career path
I want to follow (as a physiotherapist). It’s been a fun rollercoaster of events, from learning and laughing to reflecting and reminiscing.
As a boarder, you create a stronger bond with your peers, because you live with your friends. But you still learn to be independent. Boarding provides events, so you’re never not doing anything. Weekends are my favourite because QE’s brunch is top tier. It’s also normally the time we get to know the school site better, as all its facilities are available to use.
My advice is to make the most out of everything the school has to offer, from the student support available, to the top-quality facilities. And be patient in finding your flow. It’s never easy to start in a new school, but once you get the hang of it you will figure out you’ve created life-long connections. qe.org
My advice is to make the most out of everything the school has to offer, from the student support available, to the top-quality facilities
MBALI (YEAR12)
Roedean School
I know it sounds scripted to say I enjoy being at Roedean, but it’s true. From karaoke nights to rollerblading discos, I’ve done things I’ve always wanted and never imagined. Last year, I even went on a trip to Iceland where we climbed glaciers and ate ice cream in front of the cows that produced the milk used to make it. My experience has been profound, unique, sometimes daunting and generally a treasure.
On the practical side, everything is accessible. If I’m struggling with the geography homework, half my class is just down the corridor, and my housemistress is my teacher. I don’t have to worry about planning my meals or the reduced study time I have due to commuting. And socially, it’s like a never-ending sleepover. The extra sense of community makes it easier to make more friends, and you have more personal relationships with members of staff. Finally, the freedom you’re given, especially in the older years, is rare. roedean.co.uk
From karaoke nights to rollerblading discos, I’ve done things I’ve always wanted and never imagined
Boarding Prep School
For boys and girls aged 2-13
THOUGHT
THE FEE FIGHTERS
2023 saw the highest rise in school fees since 2009. Catherine Stoker and Dianna Surman of The Independent Education Consultants explain what could be behind this leap, how it could affect you, and how to keep private education within your reach
Estimates put last year’s fee increases at 6-8 per cent, compared with an average of 3.1 per cent in the past five years. Why?
Dianna: Many schools didn’t put fees up during the pandemic because they wanted to keep hold of pupils. So the current increases are to catch up with inflation and higher energy bills, as well as to pre-empt the VAT a Labour government would impose on school fees. That’s why we’re seeing average increases of 6-8 per cent.
Which types of school have the biggest increases, and are they always the best?
Catherine: The big-name day schools can afford to risk a big hike in fees because they’re so oversubscribed. Day schools that have boarders may also put fees up more, but you need to weigh up what’s included in that cost (breakfast and after-school clubs, for example). Clubs and facilities aren’t what make a school great, though. It’s inspiring leaders and teachers, passionate parents and a real partnership with the community.
How are London parents responding to these increases?
Dianna: Where I live in West London, everyone is considering moving out of the Capital to afford the fees. Those who stay will move their children into the state sector, which will put it under huge pressure.
Catherine: A lot of professional working families are worrying that they won’t to be able to give their child the same opportunities they had. Many are asking us how to get scholarships and bursaries. I also know people who’ve chosen to rent – or even just have one child – so they can afford independent schools.
Is private education still worth it?
Dianna: I think it depends on your child. If they need extra help, or have a particular talent that needs nurturing, they’ll benefit from smaller classes and more focused attention. But if they’re bright and confident, with a really strong support structure at home, they’ll thrive anywhere. So, yes,
independent schools absolutely have a place. But there are some fantastic state and free schools too, as well as partnerships between private and state schools which see them share resources and facilities.
Catherine: It’s also worth thinking about what education is for today. A dad said to me recently that by the time his son leaves school he’ll want to be a psychologist for robots. How can you make sure your child learns critical thinking skills, as well as coding? Realistically, state schools can’t afford to invest as much in tech as independent ones.
Want to beat the increases? Catherine and Dianna have five tips:
1. Weigh up your options. You might have an affordable mortgage now and an expensive independent school five minutes away. Or there might be an outstanding state school a few miles away, which would mean moving to a pricier area. It’s why people move out of London and the South East and commute. The money you save on a mortgage could go in a school fees pot.
2. Cheat the system. You’ll pay half fees, at most, if your child goes to a choir school, for example. It’s a big commitment for you and your child, but it’s also a great experience. Or you could teach in your child’s school to get a big discount!
3. If you can’t go private all the way, invest your money when it matters most – pre-prep and sixth form. And don’t start an education stage unless you can afford to see it through to the end. Moving your child midway is very unsettling.
4. Look beyond the obvious. Everyone knows the big London day schools, but there’s a huge number of smaller niche schools that are more affordable and offer a fantastic education.
5. Get advice as early as possible – even before your child is born. A financial adviser can help you look at your budget, start a scheme and make sure it grows. And an educational consultant can help you make the right choice for your circumstances, your finances and, most importantly, your child. independenteducationconsultants.co.uk
Many schools didn’t put fees up during the pandemic because they wanted to keep hold of pupils
Dianna Surman
Beating the exam blues
It’s normal for young people to feel anxious or low about approaching exam season. Here’s what to look for and how to help your child feel chirpy again
THOUGHT
For many children, even the thought of exams or tests can send their mood spiralling downwards. Why? “The body responds to big changes in life circumstances by producing the stress hormone, cortisol,” says Noel McDermott, mental health expert and founder of Mental Health Works. “It goes into your muscles to give you explosive energy in case you need to run away from a threat, like a tiger. But if you don’t do something to expel it, it just sits in your system.”
The signs that a child is experiencing a surge in cortisol are consistent across genders and cultures, and include changes in appetite, sleep, mood or outlook. Emotional dysregulation (what Noel describes as “kicking off”) and self-isolating are other red flags. Younger children may also show regressive behaviours like sucking their thumb or wetting the bed. Interestingly, Noel says this age group tend to bounce back sooner. “They don’t notice the change much, or for very long, because they soon get caught up in something more interesting,” he explains. “But as children’s brains grow and become more complex, they hold onto things
for longer, and things like rumination start. In other words, our minds get better at messing us up.”
Exacerbating the problem are the lingering psychological impacts of the pandemic among children, from aversion and fear to an increase in self-harm and eating disorders. Noel believes these will be with us for a while. “Global events like COVID-19 affect all generations,” he says. “My advice is to acknowledge these impacts and be compassionate with yourself and your kids about them.”
Spotting the signs
So, how can you tell if the exam blues have strayed into more worrying territory? Noel suggests looking out for a combination of signs, or just one significant change, like not eating or sleeping, that persists for more than three to five days. “The reason we recommend a light-touch approach is that sometimes, paying too much attention to a behaviour can cause it to increase,” he explains. A severe response – such as awful nightmares or screaming fits – is another cause for concern.
If the revision period hasn’t started yet, Noel advises getting ahead of the problem by preparing your child in advance. “Explain that they might feel a bit low when they start preparing for exams, but it’s fine. And ramp up the nice things – treats and movie nights – to help them regulate their emotions.” If they show signs of stress once exam season starts, Noel suggests trying behavioural interventions first, like re-teaching good sleep hygiene and making sure you sit down regularly to share meals. Beyond that, he has this advice:
1. Relax your muscles and lower the tone of your voice, whether you think there’s a problem or not. Your child will copy you.
The reason we recommend a lighttouch approach is that sometimes, paying too much attention to a behaviour can cause it to increase
2. Normalise. Explain that stress hormones mess up how we think and feel during a transition. Then explain that we can deal with this by looking after ourselves extra well. This approach, known as ‘psychological education’, is a great way of turning stressful times into learning opportunities.
3. Take a walk in a park or do a mindful meditation together. Both biophilia (an innate affinity between humans and the natural world) and mindfulness have been shown to lower stress while improving health and wellbeing.
4. Educate yourselves as a family. A lot of the distress children suffer could be alleviated by applying tools and techniques from cognitive behavioural therapy (CBT). The book, Mind over Mood: Change How You Feel by Changing the Way You Think, by Dennis Greenberger and Christine A. Padesky is a goldmine.
5. If these interventions don’t work, talk to the school and your GP, or invite a mental health expert to come and work with the family. They’ll help you to develop a healthy family system that builds resilience. So, if your child does suffer a future bout of the blues, it’ll be less severe or prolonged. noelmcdermott.net/mental-health-works-ltd
Reassessing assessment
The pandemic amplified existing concerns about the dominance of timed assessments in education. Could the time be right for change?
There’s a place for assessment, but the stakes shouldn’t be so high, and the methods should be more varied
When it comes to assessment, teachers and politicians seem to be increasingly on the same page. The last couple of years have seen a raft of reviews, reports and commissions looking into how to reform the system. Prime minister Rishi Sunak and the leader of the opposition, Sir Keir Starmer, have separately adopted several of the recommendations of The Times Education Commission. And some independent schools have announced plans to ditch GCSEs in favour of their own qualifications.
So why is the topic getting so much attention? “What we’re seeing now is the effects of the 2015 government reforms on teachers and students filtering through,” says Alistair McConville, deputy head of The King Alfred School and co-founder of Rethinking Assessment. “Lockdown also provided an opportunity for teachers to step back and think about the nature of timed assessments.”
Perhaps unsurprisingly, Alistair says the findings of the various reviews are similar: the current system is putting too much emphasis on exam performance. Not only does this timed, pen-and-paper approach disadvantage some groups, but it also creates unnecessary stress for many children. What’s more, it ignores the skills employers are looking for, like creative thinking, communication and collaboration.
More than just a numbers game
While excessive testing exists at all levels, Alistair believes that Key Stage 4 (GSCEs) is most ripe for reform. “The number of exams pupils sit is huge – around 30 for someone taking 10 GCSEs,” he says. “The exclusive focus on knowledge retention doesn’t allow students to show they can connect different bits of knowledge. And teachers are so beholden to getting good results that they do nothing but prepare pupils for exams for the preceding two terms.”
The chance to gain this time back is a big part of why some independent schools are designing and badging their own qualifications. Students at The King Alfred School now have the option of taking two or three of its own courses alongside six or seven GCSEs. Latymer Upper School will replace all GCSEs, except for maths and English language, with its own internally assessed courses from 2027. And Bedales School in Hampshire plans to move to Bedales Assessed Courses (BACs) for most GCSE subjects.
The flexibility to phase out or replace GCSEs is currently a privilege of the independent sector. But Alistair expects reform of some kind to follow in the state sector, regardless of who wins the next general election. “The Tories are talking about replacing A levels with an Advanced British Standard, which allows pupils to study a broader range of topics,” he says. “And Labour have talked about assessing ‘oracy’ [a child’s ability to express themselves verbally]. But there’s currently no move to reduce the number of exams.”
The solution: a dynamic
digital learner profile
For Alistair and the advisory group at Rethinking Assessment, the ideal solution would be a ‘digital learner profile’ that allows a student to present their achievements in a cumulative way, from primary right through to applying for university and jobs. “The profile would include the results of exams and other courses, but also evidence of projects, skills in action and work experience,” explains Alistair. “So, instead of exam grades, the continuous mechanism would be a dynamic profile that students have some control over, and that teachers, parents, universities and employers could all use. It would create an incentive for schools to give kids a genuinely broad education.”
Would this approach spell the end of exams as we know them? “There’s a place for assessment, but the stakes shouldn’t be so high, and the methods should be more varied,” says Alistair. “An exam-based system teaches students to fit preordained material into preordained formats, to please a group of examiners who want things to be as simple and comparable as possible. But AI could do that. We want kids to do the opposite: to think creatively, and to show they can produce something that’s their own.”
rethinkingassessment.com; kingalfred.org.uk
THOUGHT
Standard practice
Vanessa Ward, Chief Inspector for the Independent Schools Inspectorate (ISI), explains how the inspections process has evolved and what parents should know
Which schools does the ISI inspect?
We inspect independent schools that are members of the seven associations brought together by the Independent Schools Council. That covers most pupils in independent schools. Any independent schools that aren’t members of those associations are inspected by Ofsted.
Regardless of who inspects them, every independent school must adhere to the Independent School Standards. These are set by Parliament and regulated by the Department for Education.
How does the inspection process work?
All independent schools undergo a routine inspection every three years. The ISI has a framework for how we carry out those inspections, which we refresh at the end of each six-year inspection cycle.
The Department for Education may also commission other types of inspections outside of this routine cycle. This can happen if:
1. The school wants to make a material change, such as creating a sixth form or adding to the number of pupils in the school
2. A progress monitoring inspection is needed to follow up on a school that didn’t meet the Standards in a previous inspection
3. The Department has concerns about a school, possibly as the result of complaints, and asks us to inspect the area to which the concern relates.
When does the school find out the outcome?
One of our four core principles is ‘collaboration’, which means there’s lots of communication between the reporting inspector and the school throughout the inspection. We share provisional feedback at the end of the inspection, then send our draft report to the school to check for factual accuracy. After quality assurance, the final report goes to the school. It’s published on our website 10 days later.
What happens if standards aren’t met?
We notify the Department for Education, which decides on next steps. These could include asking the school to draft an action plan setting out how it will rectify the issue(s) and by when.
The Department will then ask us to evaluate the plan, and – at an appropriate time afterwards –commission us to carry out a progress monitoring inspection. It’s important that schools have the time they need to put things right before we go back.
Your current framework came into force in September 2023. What do parents need to know about it?
There are two changes parents may be interested in:
1. We now inspect and report through the lens of pupil wellbeing, as defined by the Children Act 2004. We’ve grouped all the standards under headings from that definition, as well as under ‘Leadership, management and governance’. This helps schools articulate everything they’re doing in those areas, which we hope also aligns with what parents would like to know.
2. Previously, we had two types of routine inspection – so, one of each per six-year cycle. Now, we have just one type. This should make it easier to see clear threads running across a school’s reports, including important factors like how it provides for pupils with special educational needs and disabilities.
D o you have any reassurance for parents concerned about the impact of inspections on schools?
Another of our core principles is ‘manageability’, both for the school and for the inspection team. We know inspections are an event for schools, but we don’t want them to prepare specifically or do anything differently. We want to see business as usual.
We now inspect and report through the lens of pupil wellbeing, as defined by the Children Act 2004
‘Proportionality’ is a core principle too. This means that if the inspection team considers there may be an issue, they will assess if it’s a one-off, very minor oversight or part of a systemic problem. If it’s the former, inspectors will consider if those weaknesses amount to a failure to meet one or more of the Standards.
Our principles have always underpinned what we do, but we’ve taken the opportunity to articulate them really clearly in the new framework. For example, part of ‘manageability’ is making sure there aren’t unintended consequences, like schools uploading huge amounts of data just before the inspection. Instead, we want to help schools develop effective quality assurance processes over time that also support our inspections. isi.net
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WHO’S AFRAID OF THE BIG AI?
AI could change the face of education: explore, don’t ignore say the experts at Edufuturists
THOUGHT
Recent leaps forward in artificial intelligence, particularly the chatbot ChatGPT, have led to some scary headlines and predictions of a Terminator-style future. But in the education sector, AI technologies have the power to transform how teachers teach and pupils learn. We asked Ben Whitaker and Steve Hope of Edufuturists, which explores the future of education through podcasts, essays and events, to tell us more.
What’s your take on the furore about developments in AI? Should we be worried?
No one likes change, and disruption is necessary for change to happen. For it to be positive, though, we have to get the right minds around the table, asking the right questions. That’s things like: “What do we want this tech to do and how can we get there efficiently, not just quickly?” And: “Where’s the data stored and how is it used?” Asking the wrong questions about AI, or only asking “How can we stop it?”, just makes it scarier.
To what extent are AI technologies already contributing to education in the UK?
Schools have been using AI to support new learning pathways and make teachers more efficient for some time. In that sense, it’s been doing two jobs – making teachers’ lives easier, so they’ll hopefully join and stay in the profession, and prepping pupils for the future by making their learning more personalised and relevant. For us, the biggest issue isn’t exams or Ofsted – it’s the “one size fits all” idea. Technologies like intelligent tutoring systems can personalise a pupil’s learning to help them succeed.
What about big AI “fails” like the A level grading scandal in 2020?
We absolutely need to learn from the mistakes these technologies make, including the biases of the people creating them. That means acknowledging the issues, making the technology represent more diverse voices and having the right regulatory frameworks.
That said, we also need to ask if it’s a bigger risk to maintain the status quo. Ofqual itself admits that GCSE and A level results are accurate within a grade, so a B could actually be an A or a C. That’s potentially catastrophic for a student trying to get into
Schools have been using AI to support new learning pathways and make teachers more efficient for some time
university. It also means that 250,000 GCSE English grades were wrong last year. Multiply that across all the different subjects and it’s millions of inaccurate grades.
What does the future of education look like, in your view?
Some trends are hard to foresee. But we like to talk about Martini Education – Anytime, Anyplace, Anywhere. Google and Microsoft already have tools that can translate a live lesson into multiple languages in real time, for example. So education can be global as well as virtual. In the future, analytics could also tell us when a pupil is ready to progress –not the grade they get in an exam. We’ll probably need physical buildings to bring people together, though. Pupils can learn remotely, but they’ll need a hybrid model that also allows them to connect and be supported face-to-face.
What advice would you give to parents who are worried about AI technologies in schools, or just want to understand them better?
We’d suggest three things:
1. Explore, don’t ignore. If your child uses ChatGPT to write an essay, don’t tell her to write it herself; turn it into a learning experience instead. Ask her if the essay reads like it’s been written by a child. If it doesn’t, how could she “correct the machine”?
2. Be curious. If you want your children to be fascinated and enjoy life-long learning, you need to adopt the same mindset. So take advantage of all the free stuff out there, like our newsletter and podcasts. Educate yourself!
3. Ask the right questions. You don’t only need to know whether your child’s school is using AI technologies. You also need to know that it’s preparing children holistically for the real world. How is it helping them to develop curiosity, critical thinking and compassion, not just to pass exams? edufuturists.com
The opening of a new library and sixth form centre will further improve Woldingham’s already impressive facilities
Wonderful is a word often used by visitors to Woldingham. And that’s not surprising given the school’s idyllic setting, amidst 700 acres of countryside in a quiet corner of Surrey. Here, it is hard to believe that you are less than 30 minutes by train from central London, and just five miles from the M25. It really is the perfect location for a school: quiet, safe and peaceful, yet close to one of the world’s most vibrant cities.
With inspiring light-filled art studios, a first-rate science block, an excellent sport centre, and drama and music facilities – including a 630-seat theatre – that are the envy of many other day and boarding schools, Woldingham is thrilled to be opening a new library and sixth form centre.
Currently under construction with a planned opening date of September 2024, the new building will house a new wholeschool library providing a space for students to explore, engage, and escape within the pages of a much-love favourite book, delve into a novel from a new author or read the latest research from the school’s extensive online access to top academic thinkers. With floor-to-ceiling windows, the library will have expansive views across the stunning Surrey Hills, as well as cosy reading booths and study areas.
The new sixth form centre will be a fantastic space dedicated to Woldingham’s older students and a base for the school’s unique and innovative sixth form programme, where academic achievement goes hand in hand with developing the skills and aptitude to succeed in exciting careers and lives ahead. The new centre will be the perfect place for each student to ensure she leaves with her future firmly in her own hands.
Adding to the already impressive facilities is a brand new library and sixth form centre, due to open in September
The vibrant collaborative zone will be a space for students to learn to lead, listen and delegate as they take part in a huge range of projects, events and activities, gaining the skills for success in whatever career they choose. The quiet zone will provide a calm and purposeful setting for that all-important independent study required to excel in the sixth form. A café featuring a terrace with excellent views over the sport pitches will provide a social space for downtime, forging friendships and promoting wellbeing, as well as offering an additional outdoor space in the warmer months. Three classrooms with flexible layouts – one can be a mini lecture theatre with tiered seating – will be the base for sixth form only subjects such as economics, business and psychology.
The sixth form centre will also be the base for the Futures Team, providing expertise, personal guidance and support for university, further study and careers ahead.
Families interested in visiting or learning more about Woldingham are invited to visit woldinghamschool.co.uk
Encourage your child to see their devices in a new light with a little expert guidance
If you spend holidays and weekends wrestling the iPad away from your child, it might be time for a change of tack. With the right apps, inspiration and controls, you can help to change their relationship with their devices instead.
“A lot of children automatically see the iPad as an entertainment source, somewhere you go to consume,” says Kevin Tibble, digital literacy coordinator at The King Alfred School. “It’s fun and engaging, but only part of what we could be using the iPad for. It’s why our philosophy is to turn children from passive consumers into passionate creators.”
To bring about this shift, Kevin encourages pupils to view digital technology as a toolkit that can help them with whatever they’re doing. So, rather than offering discrete IT lessons, he works alongside teachers to embed it within the context of the class – all within a ‘walled garden’ of controls designed to keep the children safe. For example, Year 3 pupils built a Fitbit-style step counter for a unit on healthy bodies. “They learnt some basic code to build the counter, which was computer science, then made a strap out of fabric, which was textiles. Finally, they used the counter in PE and at playtimes, which was data collection (maths). And it was all very creative.” Here, Kevin suggests five ways to help your child become a passionate creator.
1. Create a stop-frame animation
With easy-to-learn apps available for both Apple and Android devices, creating a stop-frame animation is simple and creative. Kids can have lots of fun making up stories featuring their favourite Lego figures or Playmobil toys. Watch some examples with your child on YouTube and they’ll quickly get the idea.
2. Make a montage of your adventures
This engrossing activity is perfect for when you’re having dinner, and you need to entertain the kids while you finish eating. Encourage them to take pictures or snippets of film through the course of a day out, then put them together on the phone using Clips or iMovie. They get to choose the music, graphics and text and it’s all super intuitive. And when they’re done, they can send the movie to grandparents and friends, or upload it to Google Drive and share a link. Not just reserved for holidays, this activity can be done on any day.
Our philosophy is to turn children from passive consumers into passionate creators
3. Create a comic
It may sound like a big ask for a child, but making a comic book or graphic novel is simple if you use an app like Book Creator. At King Alfred, we do it from Year 2 onwards. Kids can add their own faces to become the hero of their own story. And if they’re too young to write the narration, they can record it instead. Book Creator also has a nice page-turning effect so it’s more like reading a real comic.
4. Get involved with gaming
Gaming doesn’t need to be an isolated activity. If your child is a massive Minecraft fan, they’ll love it if you ask to join in. You can start a world together and let them be the experts, explaining every facet to you. The Mario Kart games on Nintendo allow you to have four players on one console, too. And if you’d rather just watch, the new Legend of Zelda game, Tears of the Kingdom, offers many opportunities for kids to be creative and solve problems.
5. Invest in an interactive kit
The Osmo series, which is compatible with most iPads and Fire tablets, includes a pizza kitchen and a detective agency. With the Pizza Co. kit, kids attach a mirror to their device and put it on a stand so it can see the countertop. They then take orders and make, serve and take payment for pizzas – interacting with cartoon people on screen at every stage. The game even knows if they’ve given their customers the right change! kingalfred.org.uk
THOUGHT
R E A D I N G
I S W I N N I N G
We asked Annie Crombie, deputy CEO of the children’s reading charity BookTrust, to explain the educational, social and emotional benefits for children of reading for pleasure
The benefits of catching the reading bug are huge. For younger children especially, regular shared reading with an adult has effects that extend into their teens and beyond. “With a picture book, there’s a shared focus and an adult is essentially explaining things to a child,” says Annie. “That’s why children who are read to learn more effectively and go on to have better educational outcomes in things like maths and science. We also know that they’re better at regulating their emotions, which allows them to concentrate for longer. They’re more creative and imaginative. And, obviously, they learn more new words than from any other pre-school activity.”
3 surprising facts about reading
1. 95 per cent of parents know how important reading is for their child. Yet only 42 per cent of children get a bedtime story.
2. Shared reading at home exerts a stronger influence on children’s academic performance than parents’ supervision, control of homework or attendance at school activities.
3. 11-14 year olds who read for pleasure eat more fruit, and are less likely to try alcohol or cigarettes – irrespective of their family background.
The cognitive benefits are only part of the story, though. By allowing children of all ages to explore other worlds, reading builds empathy and the ability to put themselves in someone else’s shoes. If children can also see themselves in a character in a book, it makes them feel validated, which improves their self-esteem and wellbeing. As Annie puts it, “There’s nothing like reading for making children feel that they matter and fit into the world.”
Here are Annie’s tips for raising a bookworm:
1. Start early, and don’t stop when your child starts school. A baby gets benefits from being read to from when they are just a few weeks old. What’s more, the benefits continue for as long as the child wants that shared reading time (and the parent can give it).
2. With children up to seven, try to find a time when you can truly focus and be emotionally available. Shared reading helps them to bond with you. Be led by your child, though – even if they want to read from the back, or the same book over and over. They need to feel there’s no wrong way of doing it. And have fun; your child will pick up on your enjoyment.
3. Older children won’t know what kind of book they like unless they have a choice. It doesn’t matter if they read fiction, non-fiction, or graphic novels as long as they get confident in choosing what they want to read. BookTrust’s website gives lots of steer on how to find more of what they like.
4. Learn what works for your child’s needs. For example, what helps dyslexic readers to overcome the visual stress they can feel when confronted with words on a page? BookTrust’s website has a range of book lists showcasing dyslexia-friendly reads for children of different ages. The books also have compelling plots, concepts and characters with dyslexia that we know children have enjoyed.
5. Model behaviour you want to see. If you love reading, and regularly make time for it, your child is more likely to follow suit. So, if you’re out of the habit, it’s a good excuse to go and find a book you’re excited to read!
BookTrust gets millions of children reading each year, especially those from low-income families or vulnerable backgrounds. Find out how you can help at booktrust.org.uk/support-us
Fun brain fuel
The learning doesn’t have to stop when school’s out: spark your child’s creativity and curiosity with these fun, out-of-school activities across the Capital
Space odyssey
Join Tom Hanks for a walk on the lunar side with The Moonwalkers, an immersive experience giving new insights into past and future voyages to the moon. Narrated by the Apollo 13 star, you’ll hear all about the Apollo missions through interviews with the astronauts themselves. You’ll also be transported to the lunar surface via remastered NASA footage and cutting-edge film and audio technology. lightroom.uk
Hollywood comes to Greenwich
A star of more films than Meryl Streep, Greenwich’s Royal Naval College is one of the world’s most popular film and TV locations. Take a Blockbuster Film Tour to discover the unforgettable movie moments filmed in and around this architectural masterpiece, from Four Weddings and a Funeral to Thor: The Dark World ornc.org/plan-a-visit/talks-and-tours
Grisly ghosts and gruesome tales
Learn about the Capital’s dark history at the ‘frightfully’ entertaining London Bridge Experience. Deep in the bridge’s haunted vaults, travel through 2,000 years of the city’s bloody past to meet gruesome characters including Jack the Ripper. Experience the sight, sounds and smells of old London Bridge, listen to ghastly tales on your audio guide and brave the London Tombs maze with its marauding zombies. thelondonbridgeexperience.com
Dive into seven underwater worlds at the Horniman Museum’s acclaimed aquarium and see aquatic life from around the world. Wonder at the strange structure of the moon jellyfish and watch the reef fish interact with their coral home. All while learning about their lives and wild habitats through a range of interactive games and activities. horniman.ac.uk/event/aquarium
Think like a scientist
Budding scientists will love the Science Museum’s awe inspiring Wonderlab, an interactive experience designed to ignite curiosity and fuel imagination. See lightning strike before your eyes, play with forces on giant slides or travel through space under a canopy of stars. sciencemuseum.org.uk/see-and-do/ wonderlab-equinor-gallery
You’ve got mail
Discover the fascinating history of the postal system in the UK at London’s Postal Museum. Explore galleries full of interactive games and activities including a chance to sort the mail and see the first postage stamp, ‘The Penny Black’. Then board a miniature rail car for a 15-minute ride through the underground tunnels of the Post Office railway. postalmuseum.org
The art of the outdoors
Take to the streets for some Insta-worthy urban art, from Banksy stencils to massive murals and quirky installations. Organise your own art crawl or join a guided tour for the lowdown on the artists behind the works. ldngraffiti.co.uk
A taste of Tudor life
Bring history to life through food with Hampton Court’s Tudor weekend cooking courses. Explore what life was like working in the huge royal kitchens that provided around 1,000 meals daily to Henry VIII and his court. You’ll leave knowing how to roast Tudorstyle and create delicious 16thcentury dishes, from tasty stews to sweet treats. hrp.org.uk/ hampton-court-palace/whats-on
LPS Mayfair
Co-ed 11-16
106 Piccadilly, London, W1J 7NL
LPS Sixth Co-ed 16-18
79 Eccleston Square, London, SW1V 1PP
THERIVE R THAMES
LPS Clapham Co-ed 11-16
7-11 Nightingale Lane, London, SW4 9AH
A breath of fresh air
In the heart of the vibrant capital, London Park Schools is not just shaping minds but nurturing and equipping students to thrive
In the cacophony of London’s educational arena, London Park Schools (LPS) emerges as a beacon of innovative learning, redefining the landscape with its personalised approach and commitment to excellence. Guided by the mantra “smaller schools for bigger thinking”, LPS embodies a philosophy that prioritises personal attention, fosters agility and cultivates creativity and problem-solving skills.
LPS consists of two small, co-ed secondary schools for ages 11-16 – LPS Clapham and LPS Mayfair (previously Eaton Square Senior). Both feed a stand-alone sixth form in Victoria, LPS Sixth. There is also an innovative Hybrid offering providing one day in school and four online.
Central to the ethos of LPS is the belief in the transformative power of individualised attention. There is an emphasis on creating intimate learning environments, where pupils are known by name and not just as faces in the crowd. Each student’s unique journey, strengths and needs are recognised and catered to, fostering a culture of support and guidance that extends beyond the classroom walls.
Agility is another cornerstone of the LPS educational vision. In a rapidly changing landscape, adaptability is key and LPS makes sure its pupils are equipped with the skills to navigate the complexities of the modern age. By embracing a smaller school model, educational strategies can swiftly be adjusted to meet the dynamic needs of students and the evolving demands of the workforce.
The collaborative leadership team, led by Group Principal Suzie Longstaff and Heads Susan Brooks (Clapham) and Adrian Rainbow (Mayfair & Sixth), spearheads a new era of collaborative education. Each school within the group operates under the same manifesto, but adapts its application to meet the unique needs of its student body. This united approach allows students to benefit from day-today learning within a smaller community, whilst accessing the broader opportunities of a supportive group structure, providing the best of both worlds.
Experiential learning lies at the heart of the curriculum, making education tangible and captivating. Whether it’s through practical experiments in science or immersive trips to
explore the cultural richness of London, LPS ensures learning extends beyond the confines of textbooks, fostering a deep understanding of the world.
Moreover, LPS recognise that education is not just about exams but equipping students with skills for life. Through initiatives like the Duke’s Young Leaders programme and critical thinking challenges, LPS prepares students to become discerning consumers of information and compassionate members of society.
Inclusivity, kindness and mutual respect are fundamental values at each of the schools, fostering a strong sense of community where every voice is heard and celebrated. With a coaching culture instilled by leaders who understand the value of encouragement, LPS creates an environment where students feel empowered to reach their full potential.
To attend an upcoming Open Event or arrange a bespoke tour, visit londonparkschools.com
The learning environment at LPS is intimate, ensuring that pupils form strong relationships with one another
THE HEAD
HENRIETTA ADAMS
Orchard House School
How long have you been head?
I became head of Chiswick and Bedford Park Prep in September 2020, having taught there for nearly 10 years. Right from the start of my headship, I could see how fortunate I was to have such a wonderful team of staff and delightful children and families. I am incredibly excited that in September, the school will join with Orchard House School under the Orchard House name, and that I will lead the new, combined school.
How would you sum up the school in a sentence?
A forward-thinking school where children are encouraged to explore and think for themselves – and above all, be happy. You can see them bounce into school every day, ready to learn.
What makes it different?
Our robust and inclusive culture forms the cornerstone of our school. We are ambitious for our pupils – our motto is ‘sparking curiosity, nurturing potential’ – and as a result, academic standards are high. However, academic success is only one element of school life. We believe wholeheartedly in supporting children to thrive physically, emotionally and socially. In doing so, we create well-rounded individuals ready to meet the challenges and opportunities beyond the classroom.
How would you describe the atmosphere?
Warm and vibrant. We combine the energy and fun of family life with endless support and encouragement so that children are happy to ‘have a go’, whether it is in academics, music, sport, chess or art. Because of this, the school is a hive of activity, and children are busy and engaged. We are a deeply caring community with strong values, and kindness runs throughout the whole school.
What about your personal educational ethos?
I hold the clear and simple view that children need to feel secure and confident in order to learn. As educators, it is our role to bring out the best in all our children and to support them as they learn, make mistakes and try again. By encouraging and drawing out the unique strengths and potential inherent in every child, we contribute to their growth and play a pivotal role in shaping their future.
How do you balance your extra-curricular activities with the academic side?
since September 2020. This year the school will combine with
I hold the clear and simple view that children need to feel secure and confident in order to learn
Co-curricular activities play a very important role in school life. We offer a wide range of sport lessons, and our before- and after-school clubs range from pottery to paddle tennis. We also offer an impressive 220 individual music lessons each week, as well as LAMDA, and provide plenty of opportunities for children to perform and build their confidence. Our comprehensive approach means there is something for everyone to enjoy. Children can explore and develop their interests, creating an enriching educational journey.
How do you look after the wellbeing of your pupils?
Wellbeing is not simply about making sure children are happy. At Orchard House, care for their wellbeing is woven into everything we do. You can see this in the fabric of the school as we refit and refurbish our buildings. It is also apparent in the focus we are putting on innovative learning in our new STEAM centre, the support for children in reaching their academic potential and the tasty lunches we provide. The result of this approach is happy, thriving children who are ready and eager to take part fully in school life.
Newton Grove, W4 1LB (020 8742 8544; orchardhs.org.uk)
Henrietta has taught at Chiswick and Bedford Park Prep for many years and been head there
Orchard House School
ANNA RETSLER THE HEAD
St Paul’s Steiner School
How long have you been head?
For four enriching years.
What attracted you to St Paul’s Steiner School?
That it’s a Steiner Waldorf Middle school with its own unique character, built with love by a supportive community of families in Islington.
How would you sum it up in a sentence?
A vibrant, progressive Steiner Waldorf school, housed in a Grade II* listed former church building, which provides a nurturing and inspiring education for pupils aged between three and 14.
What makes it different?
What sets us apart is our commitment to the international Steiner Waldorf education. The broad and balanced curriculum this provides is specific to each stage of the child’s development and creates a life-long love for learning. It evolves to consider all capacities of the growing child, stimulating intellectual, creative, social and emotional aspects to prepare them for the challenges of our times.
St Paul’s Steiner School is a modern school with all the benefits of being located in London, but with traditional elements such as an excellent crafts provision. The main lesson focuses on a topic for three weeks at a time, and the pupils make their own workbooks. This helps them to form a positive relationship with what they are learning.
How would you describe the atmosphere?
There’s a sense of belonging, created by the welcoming ethos and efforts of the highly engaged staff and families who support the school. On spending a day at the school, you can feel the energy and curiosity of the children and the enthusiasm of the teachers.
What about your personal educational ethos?
My ethos aligns with the Steiner Waldorf philosophy and emphasises giving context to the knowledge and experiences provided. I believe in inspiring pupils through the interconnectedness and meaningfulness of what is being taught. I also believe that education needs to continuously evolve to make sure it’s relevant for all.
How do you balance your extra-curricular activities with the academic side?
The curriculum interweaves artistic and physical activity with academic learning, while giving equal value and balance to all parts of our head, heart and hand education. Not only do we offer and value artistic subjects, such as music, drama, eurythmy, painting and form drawing, but you’ll find an artistic element in every subject we teach. In maths, for example, we find the beauty of patterns and explore this further through geometry.
How do you look after the wellbeing of your pupils?
Wellbeing is at the heart of what we do, and safeguarding in its broadest sense is a priority. The pastoral care is supported by
I believe in inspiring pupils through the interconnectedness and meaningfulness of what is being taught
the class teachers who will stay with the class on their journey throughout the school.
We give children time to learn through play in kindergarten, starting formal learning at the age of six. The varied and engaging curriculum supports a sense of accomplishment for all pupils, who take pride in the beautiful and meaningful work they create. We encourage a growth mindset, and approach learning as a journey to encourage effort and sense of achievement in all areas. We also make sure the pupils have access to nature through weekly and residential trips and gardening lessons. Extra support is available in our wellbeing room and therapeutic art sessions. CONTACT St Paul’s Road, N1 2QH (020 7226 4454; stpaulssteinerschool.org)
THE HEAD
LINDSEY HUGHES
Channing School
How would you sum up the school in a sentence? Girls enjoying success, without undue pressure.
What makes it different?
Our Unitarian values of free thinking, kindness and inclusivity mean that every member of the school is valued: our students are personally ambitious but mutually supportive.
We’re a school for all faiths and none, open to ideas, interested in the world and with a strong sense of social justice. We also have an explicit focus on developing Fearless Learners and encouraging girls to be, in the mantra of WomenEd, ‘10% braver’. This means acknowledging that, with a little push, we can achieve things we didn’t think were possible. Our students leave us as confident, self-aware young women, ready to lead from the front, confront injustice, spread kindness and take up their place in the world. I couldn’t be prouder of them.
How would you describe the atmosphere?
We don’t take ourselves too seriously; you should see the place during our House charity weeks and at Christmas! Pupils are encouraged to express themselves and there’s always noise as they move around the school. We want to hear from our students as they engage with their learning and the important business of fun.
What about your personal educational ethos?
I believe passionately in the power of an all-girls education. I think it’s vital that our girls grow into young women in an environment where everything is designed for them. A place where they’re free from stereotypes and can find and develop their talents and interests to the full.
I want girls to leave Channing with an understanding of their own strengths and the ability to celebrate them; to acknowledge praise and accept compliments. Conversely, I also want them to learn self-compassion. Girls can tend to beat themselves up when things go wrong. I want them to be as kind to themselves as they are to others about the things they can’t do so well. It may sound obvious, but it’s not always explained explicitly or taught to our children.
How do you balance your extra-curricular activities with the academic side?
We place great importance on life beyond the classroom, which both feeds the academic side and balances it. This encompasses everything from extra-curricular activities and clubs, such as music, science, sport and debating, to raising money for charity and volunteering with our local partner schools.
How do you look after pupil wellbeing?
Underpinning our academic success is an exceptional pastoral care framework which makes sure every student is supported and encouraged. Older pupils provide peer mentoring as well as leading activities and discussion sessions in form time. All new
I think it’s vital that our girls grow into young women in an environment where everything is designed for them
Year 7 pupils are allotted a ‘Big Sibling’ in Year 8 who makes sure any issues causing concern are raised and discussed. We also have two school nurses and two counsellors in the pastoral team. Pastoral care isn’t just for the girls, though. We support parents through regular talks and webinars and subscribe to a digital platform called Tooled Up Education. This gives our families and staff access to an invaluable digital library of evidence-based resources on all aspects of parenting, education and family life. They say it takes a village to raise a child – I think it takes an entire community to educate one!
CONTACT
Lindsey believes that the school’s academic success is underpinned by excellent pastoral care
The Bank, N6 5HF (020 8340 2328; channing.co.uk)
PAUL BAMBROUGH
The Purcell School
How would you sum up the school in a sentence?
The Purcell School is a happy family of like-minded, ambitious and incredibly gifted people united by a common passion for music, which we explore alongside a full academic curriculum and excellent pastoral care.
What makes it different?
As a specialist music school, it’s already different. Our students love that they’re surrounded by others who share their passions and aspirations. When they first arrive, you can see them breathe a sigh of relief as they recognise that they have found ‘their place’. To be in a community in which everyone pulls in the same direction is a unique experience. Young people can truly be themselves here, too, and feel respected and valued for the differences they bring. Nobody is made to ‘fit in’. Each student finds their own path, with the support and guidance of expert musical, academic and pastoral staff and, of course, their friends.
How would you describe the atmosphere?
I always say that we exist in an atmosphere of purposeful informality. We give students the space to grow within a busy schedule of rehearsals, performances, individual lessons, masterclasses, academic lessons and a host of other recreational
Paul describes the school as a happy family of likeminded, ambitious and gifted people
activities. Every school will describe itself as warm and friendly; all I can say is that whenever someone visits ours, they say the same thing: “I’ve never been anywhere quite like this and seen so many happy people.”
What about your personal educational ethos?
At the heart of any educational experience has to be outstanding care. If one gets this right, both academic and musical achievement, and personal growth and development, will follow. If everyone is safe, happy and healthy there’s no ceiling on what they can achieve. So long as we care passionately about what we do and equally passionately about each other, we won’t go far wrong. We’ll also have the possibility to achieve great things together.
At the end of the day, this isn’t my school or the staff’s school. It’s the students’ school, and it’s vital that it meets their expectations
How do you balance your extra-curricular activities with the academic side?
Obviously, our school promotes a significant programme of concerts, events and masterclasses alongside all the usual academic commitments young people have. We also operate as a professional arts organisation, often presenting well over 100 events in any term, many in the great concert venues of London. And yet, students still find time to engage in a whole range of sporting, recreational, cultural and creative activities during the evenings and weekends. It says a great deal about the school that a student can leave a science lesson, travel to the Wigmore Hall to give a world-class solo performance in a lunchtime recital, be back in lessons a few hours later and out playing football in the evening.
How do you look after the wellbeing of your pupils?
The one thing I will add to what I said about ‘outstanding care’ is that it’s important we listen to what our students and our parents say about their experience. At the end of the day, this isn’t my school or the staff’s school. It’s the students’ school, and it’s vital that it meets their expectations and needs from one year to the next. We can’t achieve this if we don’t listen and respond to what they say!
Wetherby Preparatory School is an independent school for boys aged 7 to 13, providing exceptional education, a comprehensive co-curricular programme, and a focus on character development.
www.wetherbyprep.co.uk
Paving the way to a brighter tomorrow
Balancing preparation for the future and emotional wellbeing at Knightsbridge School
In today’s fast-paced and competitive world, parents understandably have concerns about their children’s future careers and overall wellbeing. Knightsbridge School recognises the importance of addressing both aspects of a child’s development – preparing them for successful careers, whilst also prioritising their mental health.
Here, the approach to education goes beyond textbooks and exams. Staff believe in nurturing the whole child – providing them with the skills, knowledge and support they need to thrive academically, socially and emotionally. The path for career preparation starts at an early age and continues all the way to Year 11, a constant journey of growth and development.
Students are exposed to a wide range of career possibilities through guest speakers, careers fairs and hands-on activities. Starting with uniformed professionals (fire service, police, etc.) and small-world scenarios for younger pupils, this evolves into trips and workshops for junior and senior students. A dedicated career counselling team provide opportunities for exploration and guidance, empowering students to make informed decisions about their own futures.
The curriculum is designed to provide a well-rounded education that encompasses academic, social and emotional learning. This is achieved through a variety of experiences, including extracurricular activities, community service projects and personal development workshops. Students are helped to develop essential skills, such as communication, collaboration and resilience, the latter being a key factor in navigating the challenges of both academic and professional life. This particular skill is fostered by encouraging students to embrace setbacks as learning opportunities. This in turn helps them to expand their problem-solving skills and cultivate a growth mindset.
Understanding the importance of mental health and wellbeing in achieving success, the dedicated pastoral care team
provides a supportive environment where students feel comfortable seeking help and support when needed. Partnering with the Place2Be counselling service, the team offer mindfulness activities and peer support programmes to ensure that every student has access to the resources they need to thrive emotionally. Whilst the school environment holds significant importance for learning, the role of home should not be underestimated. That is why Knightsbridge School believes that strong partnerships between school and home are essential for supporting students’ holistic development. Open communication and collaboration with parents is encouraged, providing regular updates on a child’s progress, alongside offering resources and guidance for supporting their mental health and career aspirations.
Knightsbridge School is committed to preparing students for successful careers whilst also nurturing their mental health and wellbeing. A holistic education that focuses on academic excellence, career preparation and emotional support empowers students to thrive in all aspects of their lives, helping them to achieve their full potential and to succeed in both their careers and personal lives.
Tours take place weekly, to book, visit knightsbridgeschool.com
THE HEAD
SHONA COLAÇO
Knightsbridge School
What attracted you to the school?
The warm, friendly atmosphere and the ethos of supporting the whole student, not just their grades. I was also attracted by the fact that the school was growing, a sure sign it was a happy ship. I took on the role as maternity cover for the deputy head for one year – 12 years ago! That’s how much I love it.
How would you sum up the school in a sentence?
It’s the happiest school, where real partnership between the staff, pupils and parents means that we can achieve wonderful things.
What makes it different?
The close relationships we build between the school and home. Working together helps us all achieve the best outcomes for our students, their families and our staff. At Knightsbridge School, we pride ourselves on supporting and nurturing the whole child. We achieve this by working in partnership with their families, including through our phenomenal Parents’ Association.
How would you describe the atmosphere? Warm, happy and inclusive.
What about your personal educational ethos?
Education is about preparation for life. All of it. As a result, we should not allow ourselves, or our pupils, to be defined by their success (or otherwise) in exams. We’re all so much more
Shona took the job as maternity cover 12 years ago and loved the school so much that she is still there
than that. That’s why, when planning our curriculum and co-curricular provision, we make sure we include the sporting, creative and broader opportunities to allow these aspects of our personalities to shine. This also applies to the adults in the organisation and to my own approach to work and life. Too often, schools talk about a growth mindset, but recruit teaching staff who have perfect school records themselves. We should all be looking more critically at experience and growth.
It’s the happiest school, where real partnership between the staff, pupils and parents means we can achieve wonderful things
How do you balance your extra-curricular activities with the academic side?
A well-rounded student with a broad range of interests is likely to be happier, and happier students are best placed to achieve academically and personally. To maintain the right balance, we make sure that being busy and productive is normal for all, right from the start. We also provide an extensive co/extra-curricular programme, which is carefully organised and provides students with choice, so their individual talents and passions can bloom. To keep things fresh and challenge our horizons, we have a rich blend of external and internal providers of activities. And we’re passionate about imbuing our students with a ‘have a go’ approach to all opportunities in school. Finally, we have a rigorous focus on learning behaviours, and we teach pupils the vocabulary to manage their own work and personal interactions.
How do you look after the wellbeing of your pupils?
Wellbeing is critical to everything we do as a school, starting at a foundational level. First, we recruit staff who share our ethos and approach of a student-centred environment. Second, we understand how vital it is to have consistent, open and constructive dialogue with parents on how best to give their children the platform and support to thrive. This allows us and our parents to have a clear and consistent approach with students, helping them to build confidence. Finally, students, staff and parents can access a range of resources, from pupil and staff wellbeing coordinators to a counselling and drop-in service provided by Place2Be.
THE PRINCIPAL
DANIEL MACHIN
Queen Ethelburga’s Collegiate
How would you sum up the school in a sentence? Queen Ethelburga’s is a truly cosmopolitan day and boarding school, with an ethos for every member of the community to THRIVE@QE – both in terms of academic success and personal wellbeing.
What makes the school different?
Our students and staff take pride in the diversity of our community and the varied aspirations of our students. QE is not a school where our students’ futures are dependent on what we think they should achieve. It’s a school where we take pride in their ambitions and work alongside students to find as many opportunities as possible to achieve them. Our students know they don’t only need strong results to do this. They also need to develop into well-rounded, confident individuals with a diverse range of interests and skills, as well as respect for others and their environment.
How would you describe the atmosphere?
Engaging and dynamic. Every day brings new and exciting experiences – and a lot of fun! In the last couple of years, we’ve introduced Esports, written and produced a song and music video, and been the first school in the UK to enter the CityCar Cup.
What about your personal educational ethos?
I believe that every young person at Queen Ethelburga’s deserves an excellent educational experience that helps them become the best they can be with the gifts they have. That’s why, as well as supporting them in their QE journey, we provide a wealth of opportunities to help them discover their own passions and learn vital life skills.
How do you balance your extra-curricular activities with the academic side?
We strongly believe that taking up an activity is an important way of facilitating intellectual, emotional, social and moral development. A regular commitment will also bolster the university or employment applications of senior students. Our enrichment programme allows students to choose from a huge range of activities, including The Duke of Edinburgh’s Award, the Combined Cadet Force, music, drama, dance and sports clubs.
How do you look after the wellbeing of your pupils?
We offer extensive provision to equip each student with the skills they need to be successful in education, their chosen careers and life in general. Our innovative Wellbeing programme supports their positive mental health and welfare. Students can make use of the extensive Peer Mentoring System which runs throughout the school. And our dedicated team of trained staff are on call all year round to offer support and guidance within their specialist welfare areas.
What do you think boarding can offer London children? Boarding schools provide a home away from home where
Our students and staff take pride in the diversity of our community and the varied aspirations of our students
children can enjoy their childhood while also learning the principles of adulthood as they grow and thrive. Boarders at QE also have opportunities to learn about other cultures from a campus that’s in the North Yorkshire countryside, yet still close to York and Leeds.
Weekends at boarding schools can be as busy as during the week – and unlike in London, students don’t need to negotiate public transport! At QE, we offer a wide range of sporting, creative and performing arts, cultural and outdoor activities. Our boarding houses also host a varied programme of activities, encouraging students to socialise and follow their individual interests. And state-of-the-art sports facilities encourage students to maintain a healthy lifestyle and manage their own fitness.
Daniel believes that boarding provides children with an excellent opportunity to grow and thrive
CONTACT
Thorpe Underwood Hall, York, YO26 9SS (01423 333333; qe.org)
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KEVIN CARSON THE HEAD
The Royal Masonic School for Girls (RMS)
What attracted you to the school?
The very distinctive ethos and culture at RMS. After visiting and meeting the incredible students, I was determined to apply to become head. We’re a school that you have to visit to appreciate how extraordinarily special we are.
How would you sum up the school in a sentence?
RMS is a school where every single pupil thrives and is prepared to shape their unique future.
What makes it different?
The people, the values and the culture developed over 230 years, as well as the 300 beautiful acres in which our school is set. RMS is also a genuinely kind school; one that understands that life isn’t always easy. The girls who thrive here are enthusiastic and get stuck in. They are active learners who emanate resilience, warmth and integrity, rather than entitlement.
How would you describe the atmosphere?
Wonderfully supportive, appropriately ambitious, and lots of fun. Our values were created by the pupils and they capture the school very well: inclusivity, ambition, courage, kindness, perseverance and integrity.
Tell us about the extra-curricular activities at RMS
We have a thriving extra-curricular programme with over 100 clubs running every term. There’s an extended lunch and late buses running every day that allow this broad programme to happen. Within the framework, each student finds and follows the unique path that’s right for them.
How do you look after the wellbeing of your pupils?
The pastoral life of RMS has long been recognised as a particular area of strength. We invest more time and resources than most schools into personal support for all students. Sport, performing arts and creative arts all help greatly as healthy outlets for stress. And for the pupils who are finding it tough, there are dedicated tutors, heads of year and counsellors who are always there for them.
Kevin says that from the moment he first visited the school, he was determined to apply for the role of head
What’s your personal educational ethos?
I believe in stretching the potential of every single student to the maximum while developing a kind and socially responsible person who will make the world a better place. I’m not a fan of any league tables based on raw results, as they are little more than a list of how selective a school is at the point of entry. In my view, the value that a school adds to all students, in and outside of the classroom, is all that matters.
How can a parent know how much value a school adds?
The Centre for Evaluation and Monitoring (CEM) at Durham University has been recording this since 1983. They do it by running baseline tests at ages 11, 14 and 16 and using the 40 years of results gathered to give each child a scarily accurate predicted grade for every subject they study. They then standardise each school’s actual results to tell us how far above or below their predicted grade a student achieves, compared to a student of the same profile at another school.
From all this, CEM can prove how much value every school adds academically. Results in 2023 indicated that RMS is in the top 10 per cent of all independent schools in the UK and in the top eight per cent of all schools in the UK. All credit for that must go to our hard-working pupils and very capable teachers!
RMS
a school where every single pupil thrives and is prepared to shape their unique future
CONTACT Rickmansworth Park, WD3 4HF (01923 773168; rmsforgirls.com)
THE HEAD
SIAN BRADSHAW
Bute House Prep School
How would you sum up the school in a sentence?
A busy, buzzy school that empowers and inspires its girls to be brave and kind and to know that their potential is limitless.
What makes it different?
Its non-competitive academic ethos. The girls have the freedom to grow without the constraint of expectation, pressure or competition with each other. We focus on mental resilience, creativity, and physical and emotional wellbeing alongside the core academic elements. There are no ranked lists, prize-giving events or grades shared with the girls or their parents. Instead, we give quality feedback which focuses on identifying ways to improve. We do share data with parents when looking at senior schools for 11+, but even then, it’s within the context of what we know about the whole child.
We also recognise and celebrate our girls for exhibiting characteristics in our Positive Behaviour Policy, such as empathy, independence and risk-taking. Our ‘Friend-ology’ programme empowers them to navigate their way through friendships and fallouts and be active in solving conflicts. We have some quirky traditions, too, such as the oldest girl and the youngest girl blowing out the candles on the school’s birthday cake each year. Old Girls still talk about our traditional ‘Sunshine Tart’ dessert! Last but not least, all our teachers take part in ‘Instructional Coaching’, where they work with a coach to identify areas of their teaching that they would like to develop, based on research. It means they’re constantly evolving and improving their practice to maximise learning for the girls.
How would you describe the atmosphere?
Warm, friendly, caring, and full of chatter and laughter. Everyone is supportive and kind and there’s always something going on. Parents are regularly in the school, too – watching a performance, attending a coffee morning or curriculum evening, or visiting their daughters’ classrooms to see what they’ve been learning.
While young people can learn a lot by Googling something, nothing can replace the inspiration that great teaching provides
What’s your personal educational ethos?
It’s the same as the Bute House ethos: that children who feel happy, safe, inspired and nurtured towards a growth mindset are more likely to be successful.
How do you balance your extra-curricular activities with the academic side?
Our co-curricular activities start as early as 7:15am and finish at 6pm, so they wrap around the normal school day of 8:30am3:40pm. Every Wednesday afternoon from 2:30-3:30pm is curriculum enrichment time, where the girls can choose from a range of pursuits, including origami, cooking and robotics.
How do you look after the wellbeing of your pupils?
We see it as the shared responsibility of the whole school, from our caretakers and kitchen staff to our pastoral team. Staff notice when a girl isn’t quite herself and will often speak to another member of staff about their worries. There’s a box where the girls can request time with the school counsellor, and they take part in the Pupil Attitudes to Self and School (PASS) survey. This allows them to identify how they’re feeling about aspects of school, so that staff can follow up. We also have a wilderness garden, and the girls have access to a wellbeing dog.
What did your experience during the pandemic teach you about educating children?
That while young people can learn a lot by Googling something, nothing can replace the nurture and inspiration that great teaching provides. And that teachers are very resilient people who can adapt quickly to new situations.
CONTACT
Sian wants to inspire her students so that they feel their potential is limitless
Your child’s primary years are fundamental in shaping not just what they become, but who they become.
King Alfred School has over 120 years of experience of designing joyful learning experiences which give each child the space they need to discover and develop their passions, to embrace challenge and reflect on their achievements.
Our creative curriculum inspires children because they do it
through experience, through play, through genuine interest; we nurture an eagerness to know more and encourage greater depth of understanding. We have high expectations for our children and give them the freedom to explore and grow -all within a structure which lets them develop at the pace which is right for them. The results speak for themselves; happy, confident children who love to learn.
Find out more about the school, or book to attend an open event at www.kingalfred.org.uk
Lower School Open Morning: 23 May
THE HEAD
SARAH KNOLLYS
Notting Hill Prep (NHP)
How long have you been head?
Since 2019, so this is my fifth year at the school.
What attracted you to Notting Hill Prep?
The fact that it’s an accredited Thinking School (now advanced accredited!) and truly tries to balance the joy of childhood with academic rigour. Academic success and happiness do not have to be mutually exclusive.
How would you sum up the school in a sentence?
An exceptional learning environment in which children feel safe to learn, embrace challenge and express themselves.
What makes it different?
The bond of respect and trust between the pupils and staff, for one. A former pupil also came up with the phrase that “NHP stands for No Happier Place”. Staff and parents do say that NHP has a different feel to it compared to other local prep schools, but it’s difficult to explain what the difference is. You can just feel it.
How would you describe the atmosphere?
Safe, friendly and an exciting place to learn and to work. The kindness that permeates the whole building is palpable.
What about your personal educational ethos?
I believe that when children feel safe and happy, they will thrive. Our role as educators is to give children time to grow into themselves, to allow them to make mistakes from which they will learn and to prepare them for life’s challenges.
How do you balance your extra-curricular activities with the academic side?
We make sure that we give them equal importance. Collaboration, character development, communication, creativity, resilience and teamwork are skills for life and should be taught in the same way as academic subjects. Pupils are encouraged to share and demonstrate their extracurricular achievements, and to draw on them in the classroom.
Sarah believes that academic success and happiness do not have to be mutually exclusive
At NHP, we believe that every child has the right to come to school each day feeling safe and happy
How do you look after the wellbeing of your pupils?
At NHP, we believe that every child has the right to come to school each day feeling safe and happy. It’s why we place great importance on pastoral care. There is a comprehensive wellbeing programme, which timetables pastoral activities into the school day to safeguard the children’s mental health. We also have a dedicated wellbeing team, which includes an in-house school counsellor and visiting counsellor.
We equip children to protect their own mental health, too. The strategies we promote include mindfulness techniques, drop-in counselling sessions, self-care and mood journals. Pupils can also voice any concerns through the school council. Through these initiatives, we aim to help pupils understand themselves and their emotions, capitalise on their unique talents and keep themselves healthy. We also help them to make sense of the society in which they live and become valuable and valued members of their community.
What did your experience during the pandemic teach you about educating children?
The importance of a school community, that nothing replaces face-to-face contact with friends and family, and that we can think creatively and flexibly when presented with unimaginable scenarios.
I have had the privilege to own St John’s Wood Pre-Prep for over 20 years now.
What attracted you to the school?
My former wife was working here as the deputy head at the time. We had become good friends with the founder. After a particularly entertaining dinner party with her and her husband, we woke up the next day and remembered we’d said we would buy it!
I moved from working in lobbying to working alongside my then wife. After a while our divorce dictated that should I want to stay at the school, I would have to buy it for a second time. I’m a sort of Victor Kiam on steroids! (That’s showing my age.)
How would you sum it up in a sentence?
A happy village school that becomes an extension of home and family for our children and our parents.
Having not enjoyed his own schooling, Adrian is determined to ensure that his pupils want to come to school
What makes it different?
Being a small school for three- to seven-year-olds, everyone knows everyone, and our parents are a very important part of the community. For many, the last time they were at school they were the pupil – now it’s their turn to be the grown-ups. They join us for our weekly assemblies, and we have plenty of social events and opportunities for them to get involved. We also specialise in the 7+ entrance tests, so the academic curriculum is quite steep. Our results live up to that. Topic-based learning can be great fun – better still is having introduced our Forest School. The children adore it.
How would you describe the atmosphere?
Me being the biggest child here means it has to be wellmannered, respectful fun.
What about your personal educational ethos?
Perhaps not being the most academic of children, I didn’t really enjoy my schooling. I want our children to want to come to school, to be with and care for their friends, learn together and never be afraid to ask questions, or indeed make mistakes.
We are a happy village school that becomes an extension of home and family for our children and our parents
What did your experience during the pandemic teach you about educating children?
Apart from the roads being clear, the pandemic was a nightmare – first running a virtual school, then running two schools, virtual and physical (for the children of key workers). Those long lockdowns taught me how important it is for children to be with each other.
As adults, most of us have forgotten what it was actually like being a child, apart from rose-tinted memories of halcyon days. We often project on to our children what we think they should be thinking. For example, when we anxiously ask children returning from 7+ tests how it went, we’re met with a quizzical look and told: “They gave us a biscuit”. The pandemic reaffirmed my view that we should let children be children and protect the delightful innocence of childhood.
The other lesson I learnt was exactly how amazing my team are. They went over and above the call of duty and we ended up having one of the best leavers lists in several years. I am so grateful for their service and dedication.
