Prep School Magazine - Spring 2020 Issue 97 by John Catt Educational

Spring 2020 â&#x2013;² Issue 97

PREP SCHOOL Reflecting the best in the prep and junior school world

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CONTENTS

SPRING 2020 | ISSUE 97

From the editor

What’s the future for prep school rugby? Nelson Mandela

A sense of ownership, Christopher Barnes

Transition of the sexes, Julie Chatkiewicz

Independent schools in Zimbabwe, Howard Blackett

The changeover from home to school, Sophie Baber

Preparing pupils for an unknown future, Adam Webster

Delay tactics, Paul Jackson

A writer’s life for me, Ann Evans

SATIPSKI 2019, Gillian Gilyead

Competitions, events and exhibitions 2020

Handwriting competition 2020

A new wellbeing space, Tara Pandey

Thriving or surviving? Robin Fletcher

Empowering pastoral excellence, Rose Hardy

Choosing a good school tour provider, Spark Languages

Transforming lives, Justin Blake

A low carbon footprint pilgrimage, Michèle Kitto

Speaking the truth to fake news, Reverend Andrew Gough

Who knew opera was so much fun? Philip Blake-Jones

Going beyond the obvious, Ben Evans

Fishing revisited, John Ellis

Freedom to learn, Jemima Waller

It’s all about the right proportions, Ian Morris

A geography book review, Paul Baker

May at 10, Paul Jackson

Red sky at night, angel delight, Emma Turner

SATIPS Broadsheet

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68 Viewpoint Editor Paul Jackson Managing Editor Meena Ameen Designer Scott James Advertising Gerry Cookson, gcookson@johncatt.com Steering Committee Bill Ibbetson-Price; Ben Moir; Richard Tovey MBE

ISSN: 0963 8601 Printed by Micropress, Reydon,Suffolk IP18 6DH Publishers’ Notice Prep School is published three times a year, in January, May and September, by John Catt Educational Ltd. £25 for a two-year subscription, post paid; discounts for bulk orders are available. Opinions expressed in Prep School are not necessarily endorsed by satips; likewise advertisements and advertising features are printed in good faith. Their inclusion does not imply endorsement by satips.

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From the editor The Rugby World Cup last year generated a huge amount of interest and general bonhomie unless, of course, you were an England supporter in the final! I am very grateful for the messages of encouragement I received when appearing in both the national press and national television regarding two different topics concerning the World Cup – both linked by educational points which, I felt, needed to be stressed. My brief appearance on BBC News on the Sunday after the World Cup

final was following an invitation from the BBC to discuss the legacy of the tournament. One hopes that the very difficult situation in South Africa will be helped by their win whilst the spread of Rugby in Japan is to be applauded. However, the future of the game in this country is less assured due to the increased physicality at the professional level. Parents and children will not always like what they see and I made the point that the game, like all sports, must be introduced in schools and clubs with copious amounts of fun, frolics and energy, but not with any essence of character forming notions as of old. My published letter to The Times concerned cheating in the game through time wasting. All of us

involved in schools teach respect for the rules whatever they may be to do with our community, our sport and our general approach to life. The letter obviously struck a chord judging by the very positive response I had. It is reproduced for you in this issue, if you missed it. Have a super term.

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What’s the future for prep school rugby? Nelson Mandela articulated the global political benefits of sport during his Presidency of South Africa. The recent Rugby World Cup certainly seems to have endorsed the concept but the future of this particular sport is by no means without its difficulties. I alluded to this in my few seconds on the BBC but Neil Rollings of Independent Coach Education has really put the detail into the issues relating to prep school rugby in his article Rugby football has been an integral part of the life of prep schools for more than 100 years. Games are part of the DNA of the sector, and rugby has historically enjoyed unrivalled prominence. Compulsory participation was beyond dispute, as was the assumption that all boys benefited from their involvement. And that the magnitude of those benefits – incoherently articulated as they often were – correlated directly with the amount of time dedicated to the game. Many prep schools still have more pitch time in a week than professional teams, and significantly more full contact sessions. More has always meant better. Five rugby sessions a week has never raised an eyebrow. However, these assumptions are under unprecedented threat. The sector is offended and confused at the same time. And uncertain how it should respond. It is historically wedded to a stable programme of

games, and logistical processes that assume that everyone plays. It has always been a heart-warming sight to see hundreds of small boys in their pristine games kit, running enthusiastically towards the pitches to make the eternal request, ‘Can we have a game, sir?’ Few lingered on this edifying sight for long enough to see the minor details at the edges – reluctant late arrivals, occasionally in tears, having been unable to convince Matron that they were sufficiently unwell to escape the ordeal. The anti-games lobby has been given voice belatedly by a cocktail of factors. This includes safety concerns surrounding rugby, especially the dangers of concussion. There is also a business pressure that is more sensitive to consumer whim and a generation of parents dedicated to wielding that power to ensure that their children avoid any experience that is not entirely to their taste. Ironically, it is the same parents who

applaud the school’s commitment to teaching resilience. The shop window of the game doesn’t help. The teams lining up for the anthems before the Rugby World Cup Final resembled the cast of Lord of the Rings – freakishly large, forbiddingly conditioned and often hirsute and tattooed. After 20 minutes of that game, one player had lost consciousness, another had dislocated a shoulder and a third was concussed. And each time a wounded warrior left the combat zone, the crowd stood and applauded. The neutral observer could be forgiven for hesitancy in thrusting their offspring into this colosseum. The pacifist mother lobby is a small but increasing number. It is often conscious that a school would be acting illegally to enforce contact rugby contrary to parental wishes. Even at the most traditional rugbyfacing prep schools there are boys who no longer participate. Beyond Year 6 this is becoming more common,

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especially closer to London, where sensitivity seems greater. This is forcing many schools to re-consider, and increasingly requiring them to think the unthinkable: maybe all boys will not play rugby in the future. This is a massive sector shift, but one that is unlikely to go away.

assumed, rather than articulated. The time has come to sell the game’s benefits more aggressively, and schools have an ambassadorial role in this. When boys retire from the game at age 11, they are not only removing potential risks; they are also being denied the benefits as well.

Schools have been slow to mobilise themselves against this threat, refusing to acknowledge it as sector trend until it is too late. Caught between what they perceive as unreasonable parents on the one hand, and their inability to provide alternatives on the other, they are unsure where to turn. What might they do?

Another significant change might be an acceptance that not all boys need play the game every day, or play the full version. It doesn’t have to look like Twickenham. There is a place for tag rugby variations, but also the need for a lighter contact version of the game as well. Schools need to be creative. It isn’t necessary to provide different activities, which inevitably cost more and require specialist facilities and improved staffing ratios. They can create variants of team games of their own, allowing all pupils to develop an uncontroversial skill set of running, catching, throwing and collaborating with teammates. The clue is in the title: it says ‘Games’ on the timetable. It doesn’t have to be an adult version of a recognised game.

Firstly, they could acknowledge the fact that there is risk in the game, but probably no more than other games at prep school age. The RFU has robust data that shows the real level of injury at different age levels. It shows clearly that the risk is actually small, and incomparable with the game post-16. It might also promote the benefits of the game. It is surprising how few schools do this in any meaningful sort of way. Websites list features of their matches and scores, but are remarkably quiet on why schools believe in the game. The physical, social and personal advantages are

All schools will always have a number of boys who thrive on the unique appeal of rugby. They know how to provide for them; this is what most schools do best. At the other end of the spectrum, there will always be

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boys who are unsuited to the full game. This was always the case. There was never a golden era in which all pupils loved the game. The majority of pupils are between these extremes, and schools need to work hard to build a positive rugby culture. This will retain a critical mass of pupils and parents who still see value, and find enjoyment, in the game. It may require a change in delivery style in order to achieve this. A more childcentred approach, based on skill and enjoyment, would be a positive innovation. Schools will need to look more critically, and creatively, at how they present games generally, and rugby-type games in particular. The world will not end, nor the sector collapse, if not every boy plays contact rugby every day. All boys can continue to be introduced to an appropriate experience of the game, and for the majority this will involve some degree of contact. For some, it will be the full-on game that has long been a distinguishing feature of the sector. For others, it won’t. Schools will have to accept this, and recognise that they will not wake up one morning, to discover that everything has gone back to how it was years ago. The problem that is school rugby requires proactive and creative solutions. It needs to position itself for the twenty first century, and believe in its capacity to contribute significantly to prep school education. The modern director of sport or head of rugby has a more complex task than his predecessors. Making the game engaging to all is far more difficult than preparing the school’s marquee teams to play the local rivals on Wednesday afternoon. And persuading parents of its benefits is even trickier. But the game has an important future in the sector, not least in building that elusive resilience. The programme that delivers these outcomes, however, will look considerably different from Tom Brown’s school days.

(Reproduced by permission of RFU)

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A sense of ownership Christopher Barnes, an experienced school leader who has taught for 20 years in international and UK independent schools, discusses encouraging children to own their own learning Ownership: The act, state or right of possessing something.

of the criteria that are highlighted as evidence of ownership are:

I qualified as a teacher in 2000, when the literacy and numeracy hours were the latest initiatives. For those not old enough to remember them, they were going to strengthen teaching by providing a rigid framework for the lesson. 15–15–20–10 was drilled into us as NQTs: shared reading or writing, focused word and sentence work, independent work, plenary. The focus was very much on the teaching rather than the learning. For all concerned, it was a joyless way in which to teach.

• There are many indicators that the pupils, teacher and any support staff enjoy warm, mutually respectful and supportive relationships with one another.

Move forward to the present day and ‘everything old has become new again’. We have returned to focusing not just on what the children have learned, but on the level of progress they have made in given periods of time; involving them in the setting of targets and their evaluation; and – perhaps most importantly – finding out how they know that they have progressed. They increasingly ‘own’ their learning. Thankfully, there is less attention being paid to timings and more on pupil engagement in lessons! In the group to which my school belongs, we operate a system known by its acronym of CODE: Challenge, Ownership, Dialogue, Engagement. Each school chooses an area as a focus for the academic year. Our area for this year is ‘Ownership’ which, similar to the other foci, takes place in the wider school as well as within lessons. Some

• Pupilsdemonstrate an open-minded approach to learning (persevering and showing resilience when misunderstandings occur and mistakes are made). • Pupils enjoy independent learning and work willingly and conscientiously in groups or as individuals, thinking and problem solving for themselves – this behaviour is explicitly encouraged by the teacher. • Pupils are aware of and demonstrate appropriate learning and behaviour habits and attitudes throughout the different parts of the lesson, including transitions. • Pupils are clear in the expectations of maximising learning time and organising themselves quickly and effectively. A few months ago, the television series, Planet Child, gave a fascinating insight into what life is like for modern-day children. During three programmes, Drs Chris and Xand van Tulleken (who are also identical twin brothers) compared radically different cultures across the world and the levels of freedom that children are given within these cultures. In the first programme, they monitored a handful of primary

PREP SCHOOL Reflecting the best in the prep & junior school world

school aged children from all around Britain as they were left to find their way between two points in London – without any adult help. You can feel the blood pressure rising already at the idea of children in the metropolis by themselves. The reaction of parents was most interesting: one mother openly admitting that her child never goes more than ten feet away from her, in contrast with those brought up on a farm, who would roam free, literally all day, and were well-accustomed to looking after themselves. The children – under the discreetly watchful gaze of the Drs van Tulleken – all reached the London Eye, and it was fascinating to see how they owned this process, worked together, and grew in confidence throughout. For some, it was the first time that they had been in an environment such as London or away from the watchful gaze of their parents. Bringing this concept into our school environments – as teachers and leaders – we all see the need to develop a sense of ownership in our children. Let’s take a daily occurrence; a child walks into school in the morning and they aren’t carrying their own equipment. Instead, a parent, carer or grandparent is carrying it. Whilst children do seem to bring an inordinate amount of items each day, the number of adults acting as personal assistants also seems to be increasing.

We have returned to focusing not just on what the children have learned, but on the level of progress they have made in given periods of time; involving them in the setting of targets and their evaluation Once in the classroom, a frequent conversation: ‘You’ve forgotten your homework.’ Frequently met by a response of: ‘My mum/dad didn’t put it into my bag.’ Or: ‘Can I go to the office and call home? My PE kit is still in the car.’ All of these are common occurrences in schools, each day. At this point we are left with various options: to ignore these behaviours and comments; to accede to them; or to turn them on their heads and use them to teach the children about ownership and responsibility. This is a process that we as teachers, our pupils and their parents need to work on in collaboration. Within a classroom, the balance is shifting to give the children more control of learning. From expected skills such as the use of a dictionary or thesaurus, to researching and presenting information via web content or an app, much has changed in terms of how the educational environment is managed. Yet the skills that are needed to ensure success within this environment are equally important. The abilities to persevere and show resilience are habits that form over time and through experience. They are part of the series of ‘marginal gains’ that should be inculcated and demonstrated within each classroom and whole school, beginning in the EYFS. For example, children from four years old can carry a bag. They can carry it

from the car to their classroom or peg and back again at the end of the day. It is a habit that needs to be reinforced consistently, otherwise we end up with Year 6 pupils that still have parents or carers carrying their bags for them until they move to senior school. They develop a sense of ‘learned helplessness’. Involving children in the packing of their bags – a simple checklist in their bedroom or other suitable place – helps them to become organised and know what is in their bags each day. Inevitably, younger pupils still need some help; those in prep forms are old enough to know their timetable, what they need for each day and so can pack their bags appropriately. In the same way, if a child has not done their homework – or left it at home – they need to take ownership of this. A severe sanction does not need to be applied but rather children need to know that in the event of homework being left at home, a process will occur consistently: they will stay in and write out their spellings, or complete another copy of whatever was left at home. Giving them responsibility teaches them the importance of timekeeping and completing work to the best of their ability. Whatever age group we teach, we need to think about the final stage of our journey with them: readiness for senior school, so that the culture and expectations are not a complete shock when they move up.

As we seek to improve our awareness of mental health, there is also a need to develop a culture of grit, resilience and responsibility within our pupils. The areas are interconnected: we cannot expect to abstain from accountability for our actions. Nor should we expect this to happen in our pupils. Just as the prep school environment is one in which children flourish because of the opportunities, positive ethos and praise, so likewise they should grow and develop because we ensure that they have a sense of ownership for their actions. The excerpts from our group’s CODE strategy give an idea of what we are seeking to develop in our pupils. Before we get anywhere near a classroom, however, it is the development of a person’s character that ultimately makes the difference. The idea that ‘Better People Make Better All-Blacks’ refocused rugby in the last 20 years in New Zealand and has been an integral part of NZ Rugby’s ethos. If we want to make a similar difference to our pupils, the first place to start is not with statistics; it is with people. A culture that both celebrates achievements and holds pupils accountable for their actions ultimately sees growth in character, the will to succeed and – as an added bonus – peer-led accountability, which is extremely powerful.

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Transition of the sexes Julie Chatkiewicz, Acting Headmistress at St Margaret’s School in Hertfordshire, reflects on children transitioning from a single sex prep school to a senior co-educational school Choosing the right school for your child at senior level is an important and very difficult personal decision for parents. As such, it is normal to feel anxious about making this choice because there are so many different factors to consider. Personality, strengths, individual needs and special interests are all valid considerations along with the schools’ own cultures and values and whether they meet your requirements and expectations. Moving your child from a single sex prep school to a co-educational setting at senior level is another conundrum altogether. If a child already attends a co-educational prep school, it may simply seem easier to follow that path. But for those looking to benefit from a collaborative mixed-gender learning environment, the move from single sex to co-education can prove a daunting step, both for the child and their parents. The decision often depends on the educational and emotional needs of the child, together with parental values of what constitutes the ideal learning environment within which to flourish; this will, of course, vary from parent to parent. Removing the fear factor Moving schools can be a stressful process for all children, but those moving to co-education from singlesex may have particular worries,

such as building friendships with the opposite sex, or if there are only a small number of either boys or girls at the school, receiving unwanted attention in class or on social media. Schools can help with such concerns through activities that are organised on a genderless basis, by creating positions of responsibility so that the opposite sex is respected equally, which in turn will create good role models for new pupils in the future. Year 7 pastoral staff can also help address pupils’ worries through assemblies and PSHE sessions, which can focus directly on any concerns. For parents of girls moving to co-education there is sometimes a fear of the perceived behaviour of a stereotypical boy who is rough, noisy and intimidating. This fear usually stems from parents who only have girls in the family and want their daughter to learn in a soft, cosy environment. Sometimes parents also worry about their daughter growing up too quickly and single-sex education is often viewed by parents as a way of keeping a child younger for longer. On the flipside, parents of boys sometimes worry about them becoming distracted by girls. The ratios of boys and girls within a school can also be a concern for parents. For example, some believe that their son will get too much attention from

PREP SCHOOL Reflecting the best in the prep & junior school world

girls if they are in the minority. Small numbers of a particular sex in a school can also result in friendship issues for some individuals and lead to feelings of isolation. Adding a new dimension to the classroom Parents, of course, choose co-educational schools at senior level for a number of reasons, which again are very personal. For some parents of girls for instance, they may be hoping that co-education will encourage them to take more risks with their learning and be more adventurous in their actions and thoughts. While some boys’ parents may be looking towards a multi-gender environment as having a moderating and calming effect on their son’s behaviour. Apart from improved socialisation skills, parents often consider the wider academic opportunities of co-education for their child, as there will inevitably be a greater array of subjects and activities offered. There are also many other benefits for children learning in a co-educational environment. They are more likely to take risks and challenge accepted views in discussions. The natural competition between boys and girls also adds a very different but positive dimension to the classroom. In an all girls environment students tend to be supportive of each other and during discussions they let each other

Equally, a strong pastoral care structure helps to settle children when they join their new school. Parents need to be made aware of how the support structure works and who to contact should they have any concerns. Clear information about rules and how the school operates needs to be shared with parents via the website and through direct communication by their child’s head of year or form tutor. Schools need to accept that although their primary focus is on helping new pupils to settle, parents also need to be supported through the process of moving to a new school because it stands to reason that if they are happy, then their child will also feel better about the move. speak, whereas with boys they will be challenged and pushed to speak up so that their opinions can be heard. This will lead them to respect the potentially different views of the other gender. Later as adults they will be better prepared when faced with challenging situations such as job interviews. Curriculum-wise, teachers will cover different, broader topics in lessons rather than simply focus on subject matter, which is very narrow and more suited to a single sex school. Co-education improves the learning environment for both genders. Broadening friendship groups Socially and emotionally children will develop wider ranges of friends in a co-educational setting and will see it as completely normal to have friendships with the opposite sex. This better prepares them for life outside the school gate. For girls in particular a real benefit is that friendships do not have the same intensity and corrosiveness as in a single-sex environment. The need to have the ‘exclusive best friend’ is not so great as boys’ relationships with each other are different so girls don’t feel left out in the same way. The transitional period into co-education is all-important and can be facilitated through group activities,

which encourage team building across sexes. A co-curricular programme with a diverse range of activities that appeals to all and encourages inclusivity helps children find their feet. Schools need to have appropriate facilities so that pupils can mix together in social areas yet have bathrooms and cloakrooms where they can feel secure. Many co-ed schools will have a more inclusive uniform, e.g. the opportunity for girls to wear trousers, which is helpful. Schools should also consider the artwork, which is displayed on their walls to ensure it doesn’t look too ‘feminine’ or too ‘masculine’ to ensure a welcoming environment for all. Strong staff role models are essential for pupils to identify with and these also need to be balanced in number. By visiting their new school for taster days children will slowly be familiarised with their new environment ensuring that they feel confident before starting as a pupil. Smooth and supportive transition Links that co-educational schools build up with their feeder prep schools can assist with a smooth transition. Sharing of information between a child’s junior and new senior school really does help.

St Margaret’s School will transition from a single sex to a co-educational setting in January 2020 and we are excited about the changes ahead. Importantly, the school is still very keen to maintain its values of hard work and kindness. The change is actually a reversion to its original roots as the school was originally established in 1749 for both boys and girls. The school will be opened to boys initially in the junior school and the sixth form in 2020 with the provision extended in 2022 to all. This phased introduction will be key to integration as current pupils will, over time, not see the newcomers as different but as part of the school’s evolution into one where boys and girls learn together. The world is co-educational Longer term, learning within a co-educational setting is more reflective of the world we live in and will, in theory, result in a child who has confidence in relationships with the opposite sex as they progress through life. Plato, the Greek philosopher, was a great advocate of co-education and equal opportunities for all. This message is one that still resonates for schools today when preparing their pupils for a 21st century world, one that is without question, co-educational.

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Independent schools in Zimbabwe Howard Blackett has been the Rector (Principal) of the Peterhouse Group of Schools since January 2013 It may come as a surprise to hear that, in spite of the economic chaos and political uncertainty, the independent sector thrives here in Zimbabwe. What independent sector you might ask… well, as it happens, a small but very good one! There are 65 schools (24 secondary and 41 prep) in membership of CHISZ (the Conference of Heads of Independent Schools in Zimbabwe) all of which, if lifted and dropped into the UK, would fit comfortably somewhere within ISC. Those 65 schools are educating about 24,000 pupils in total, which represents 0.5% of the schoolaged population.

Zimbabwean schools place much emphasis on turning out young men and young women who are respectful, well dressed and courteous and they do that with extraordinary success. They also produce sports’ teams that punch well above their weight. Alumni of the Peterhouse Group include the Curran brothers (England cricket) and Tendai Mtawarira alias the Beast (prop forward for the Springboks in the recent World Cup final) and, if you care to take a close look at international teams across the globe you will see that most, if not all, have a Zimbabwean in their ranks.

As is the case in the UK, the prep schools in Zimbabwe are rural/ urban, boarding/day, single sex/ co-ed, free standing/part of a group, and so on. Household names include Ruzawi (where I was a gap student in 1979), Lilfordia, Whitestone, Bryden, Bishopslea and Springvale House, the latter of which is part of the Peterhouse Group of Schools.

Notwithstanding the emphasis placed on sport, Zimbabwean independent schools also send many a pupil to top class universities in all corners of the world. South Africa (UCT, Rhodes, Stellenbosch) is a popular destination as is the UK, mainland Europe, USA, Australia, Canada and New Zealand. The entire independent sector teaches Cambridge to IGCSE and A Level and most of the prep schools also follow the Cambridge primary curriculum; at that level, however, there is a requirement to teach and submit pupils for examination with ZIMSEC in the local language (Shona or Ndebele) and agriculture.

Peterhouse (HMC) is Zimbabwe’s top school (no bias in that statement) – often referred to as the ‘Eton of Africa’, Peterhouse is a classic diamond shape set-up; co-ed up to Grade 8 (the changeover in Zimbabwe is at 12+ for a reason which is unfathomable) and at Lower 6th and Upper 6th level and single sex in the middle years up to IGCSE. The system works well and is particularly beneficial, I think, for girls who are largely devoid of male company during the grottiest years of adolescence.

School fees in Zimbabwe used to be about 1/3rd of those in the UK (i.e. when the country was operating formally and sensibly in US dollars) but given the current economic shambles it is difficult to work out where things stand at present – suffice

it to say that for an absurdly modest fee pupils here can receive a first class independent education which is every bit as good as it is elsewhere. Heads of prep and secondary schools face the same/familiar problems as their counterparts in the UK – interference from parents (not quite as bad), overzealous or incompetent governance (worse), the retention and recruitment of high calibre staff, and so on. Mercifully there is no inspection regime to speak of so they are free from the merry-go-round of ISI/ Ofsted. The elephant in the room is the delicate issue of ratios i.e. the mix of white and black pupils and staff. I must tread carefully and perhaps say no more than balancing schools in this respect is a part of the job I will not miss when I return to the UK. Zimbabwe has fallen off the radar as a destination for sports’ tours from UK prep and secondary schools, which is no great surprise but a great pity. In spite of what you may have read or heard, Zimbabwe remains a wonderful place to visit. The people are a delight, the climate is fantastic, the geography stunning and it is also perfectly safe. If you can persuade your over-anxious board and parents’ association to allow you to bring your 1st XI here, you and your boys/girls will have the experience of a lifetime!

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The changeover from home to school Sophie Baber, Headteacher at Brookham School, Hampshire, discusses the changeover from home to school after the Christmas break We are back! And happy New Year! I am sure that the start of the new year has been a very busy one for you all as the normal term-time routine is restored. For some parents this might bring with it a sense of gloom. The carefree days of the Christmas break are over and the opportunity for festive adventures has diminished. For other parents, the return to school feels like a release. The daily chores can be completed without little ones in tow and the time spent with children becomes quality, not quantity. No doubt there are many parents whose emotions fluctuate as they see the positives from both perspectives. The reality is feeling one way or another does not define parents and no one should ever feel guilty for their emotions; however, parents, we do need to think carefully about how they communicate their feelings. Children are sponges. They absorb what we say and more importantly, how we behave, without us even realising it. The connection we establish with children does affect their development, their ability to build meaningful relationships and to express their emotions. It also affects their relationship with school. The reality is children at Highfield and Brookham love school. What’s not to love? With staff who pour their hearts and souls into caring for and teaching our children, a breadth

in curriculum that ensures there’s something for everyone, food that one would praise if served in any restaurant and a childhood filled with climbing trees, paint splatters, friends, smiles and laughter.

minutes earlier when the classroom is calm and quiet, or perhaps hand them over to an adult that they know well who can immediately help put them at ease and engage them in something that they love doing?

Despite loving school, some of our children will find that changeover from home to school difficult. So, what can you advise parents to do in order to ease this transition?

Stay patient and positive. If things are not going according to plan, patience is the key. Encourage parents to notice the small improvements, to praise their children, and tell them to not feel discouraged. Together we will get there, so remind parents to keep talking to us and remember this is a journey.

Keep calm. Whether they feel like bursting into tears or cheering, it’s best to advise parents to monitor their emotions. The car journey to school is a good time to practise deep breathing! Then once they arrive at school, advise them to stick on a smile, look their child in the eyes and walk them purposefully and calmly into school. Clear communication. Advise parents to communicate clearly to their child when they will next see them. Remind them to not make promises they can’t keep and try not to fall into the trap of bribing them. If they have said they will see them at the end of the school day or after an after school club, then guide them to try and be the first parent at the door, not the last! Find support. Let parents know they can come and speak to the class or form teacher. Their child might find the hubbub and energy of morning drop off overwhelming. Would it be easier to bring them to school five

Reconnect. At the end of the day, when parents collect their child, it is important that you remind them to reconnect with them. Once again this should be in a calm manner, not an overly charged emotional state. They could give them a hug, ask them about the best bit of their day, but ultimately focus on the fun in school. Finally, counsel parents that their child’s feelings are valid and important. When the time is right for the both of them, remind them to listen to their concerns and do not dismiss them. Treat these moments as special. It won’t be long before home becomes synonymous with hotel and they’ll be looking back on these challenging moments with fond affection.

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Preparing pupils for an unknown future Adam Webster, a senior leader at Caterham School, Surrey who has worked in the education innovation and digital space for nearly ten years, looks to the future and reflects how we can best prepare our pupils for it It is immensely difficult to predict the future and, these days, those who do risk ending up as an internet meme. There are many examples of such folly, ranging from the Chief Engineer of the Post Office declaring, in 1878, that ‘the Americans have need of the telephone, but we do not. We have plenty of messenger boys.’ Through to Thomas Watson, President of IBM in 1943, telling us that ‘I think there is a world market for maybe five computers.’ The problem with predictions is they hold you to account in reference to your thoughts at a very specific moment in time. It may also be true to say however, that predictions should only really be given by those who have their imaginations intact. As Henry Ford quite astutely pointed out to his doubters, ‘If I had asked people what they wanted, they would have said faster horses.’ Innately people will so often play it safe, seeing the conventional, received wisdom of the present, as indicative of the future: change is slow, marginal, easy to spot from a distance. And yet, this is not the reality of the world in which we live. A child spends around 15 years in school. In the 15 years just gone by,

for those recent leavers, the change they have seen in the world has been astonishing. The creation of smartphones and tablets, of YouTube and Uber, the explosion of the climate change argument and the creation of previously unimaginable jobs – like being a driverless car engineer or social media manager – captures just some of this. In the next 15 year block, who knows how much of this will be redundant, and what new magic will have replaced it? In many prep and primary schools – but also in secondary schools – the revamped computing curriculum has been seen as a potential solution to creating a bridge to the future. If we teach kids coding, then we have done our job. But of course, this is not true. Prep and primary schools find it incredibly difficult to deliver a meaningful computing curriculum because there is a lack of expertise; many teachers are learning the curriculum on top of a number of other subjects, and whilst in many ways this can make the delivery of the content far more enriching, it does not make it easy to deliver. The reality of this situation is that teaching Scratch, or any other block-

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based coding solution, is a useful tool for developing a ‘computational thinking’ mindset, which in some situations can be very helpful and is an additional tool for approaching problem-solving. If the curriculum doesn’t go beyond this however, we are not truly responding to the need for young children who should enter secondary school with a diverse range of skills that make them ready for an ever-widening array of challenges. As it happens, prep schools are incredibly good at delivering many of the skills future employers are looking for in their employees. The so-called ‘21st century skills’ of collaboration, creativity, communication and problem solving are the bread and butter of so many schools dealing with young children. This leaves some questions though – if these skills are being taught, why are they so desperately requested at the other end of the system? Part of the answer may be the way in which we deliver and talk about these skills. In the best examples, throughout the educational sphere, children are asked to demonstrate learning and skills in meaningful ‘real-world’ situations. This applies to the most basic premise

In many prep and primary schools – but also in secondary schools – the revamped computing curriculum has been seen as a potential solution to creating a bridge to the future

of teaching spreadsheets, not in a computing lesson, but in a maths lesson or a business lesson whereby the spreadsheet is used to log real data that is then manipulated for another purpose, like monitoring the cash flow in the school tuck shop to inform decisions about stock ordering. Collaboration within a lesson is one thing, but sustained collaboration on a project which transcends a particular location or time, is far harder to achieve and a more meaningful exhibition of the skill. Many of us can manage to collaborate for ten minutes whilst we try and find the key words in a comprehension task, but far more difficult, is getting a fledgling charity event off the ground, involving a range of people, a hard deadline and repercussions if it doesn’t happen. These examples are engaging because they are ‘real’. The learning is much the same as it would be if you delivered it in the classroom, but the feeling of status and importance that surrounds the challenge, makes the learning stick. And what of digital skills? The future will, after all, be a digital one. We

are entering the Fourth Industrial Revolution, we hear about the rise of AI and we’ve all seen a film where a robot tries to take over the world. What digital skills do our young people need? As I mentioned at the start, hard coding is a skill, one that encourages a problem-solving mindset, but the future (I am wary of making a prediction!) is unlikely to be one in which the only people who succeed are coders. The future will more likely be one in which digital literacy is expected – people need to have an understanding of how to work and move across many different platforms, being flexible in when, where and how they work. But more than this, we need people with digital awareness – that is people who understand what is possible, what is not yet possible but should be and how best to utilise the technologies we have at our fingertips. It is important that we celebrate and develop the creative minds who see the connections between what we have already developed, in order to combine them to make something new. We want more people who ask the big ethical questions surrounding technology, who fight for diversity

amongst the communities making the decisions about technologies. We want emotionally intelligent people who understand the potential pros and cons of the technology being developed. At the point of having helped our young people develop those skills, let’s then focus on teaching them to code. Taking this approach to skills development, means that you no longer need to worry about finding a crystal ball. You don’t need to make brash, inaccurate predictions about the future, because you are developing young people who have a skillset that makes them adaptable, flexible, agile thinkers, who have a clear understanding of their world and how they want to see it evolve. Adam Webster has spent a significant amount of time designing curricular and co-curricular content which enables young people to rise up to the challenges of an ever-changing world. He is a regular keynote speaker and has delivered a TedX talk entitled ‘Why a disruptive education will lead to a brighter future.’

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Delay tactics The editor’s letter to The Times

Sir, I write, not with reference to the current political situation but apropos the game of rugby in general and the Wales vs. Australia match in particular. There is a grave danger of the last minutes of any game becoming a frustrating irrelevance almost akin to the farcical dying minutes of an American NFL encounter. Sides are using all manner of delay tactics to run the clock down but the most obvious one is the willingness of a winning team to engage in conversation with the referee particularly with reference to scrum setting and involves those most cerebral of players, the front row. The clock merrily ticks on as the chat continues and I liken the situation to that of an inexperienced schoolmaster or mistress doing the same with a pupil who has taken on the delay role. He or she will ask a seemingly intelligent question but if the bait is taken, the rest of the class know that the lesson (or game) is effectively over and they can breathe a sigh of relief, stealthily put their books or tablets away and return to scoring their teacher bingo, playing pencil ‘owzat’, or God forbid and certainly not in good schools, texting their mates on their phones! Experienced schoolmasters and mistresses will deal with it as follows: ‘Excellent point, Carruthers. Let’s continue the conversation at break!’ That, by and large, finished the discussion in class and it was never carried on into break! Filibustering over, the lesson (and match) could then continue full throttle for all concerned to its right and proper conclusion. Come on referees-wise up!

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A writer’s life for me Ann Evans, an author based in Coventry, reviews both her career and her life spent as a writer of children and young adult books The life of a writer is, for the majority of the time, spent alone with only their computer and their thoughts for company. Imagine then the contrast when that writer is invited to go into a school to inspire young people aged anywhere between 4 and 18. From staring at a screen, where words appear, disappear and change almost magically alongside the sound of fingers tapping on a keyboard, to be suddenly faced with a mass of blazers, white shirts and school jumpers, a hubbub of noise and a sea of young faces staring expectantly at you. Faced with such a contrast – what I do is spot the face smiling at you, smile back, take a deep breath and begin. Writing for children and teenagers is the best job – not the best paying job, nor the most dependable way of making a living, but knowing that you could be inspiring a future generation in some way is worth its weight in gold. For me, however, it’s not to inspire them to become writers; in fact, my advice is to work towards getting a good career that will allow them to write if they wish to. Instead my intention is to inspire them to enjoy books, to understand how a book is written, and even how it comes to get published and to show them that it’s not beyond their capabilities if they really want to take that route.

I’ll talk about the writing process a lot, discussing the difficulties all writers experience, assuring them that all authors struggle to think up fresh ideas or to decide where exactly to start and whether the plot is believable and the characters realistic. When talking about the actual writing process, I tend to always glance at the teacher for a nod of agreement, or the raising of eyebrows as I tell the class that it’s okay to free write, just get their thoughts down on paper, without worrying (for now) about spelling, punctuation and grammar. There is time later to go over that piece of work and edit, correct and rephrase but, of course, getting the child to re-work a piece of writing once it’s written isn’t always the easiest thing to do. What often hits home is when I show the class a printed-out manuscript that has gone under the critical eye of an editor. To begin with showing them a few perfectly unmarked pages, then I flick through to show them page after page of editor’s comments and suggestions; whole areas where the editor has suggested paragraphs be removed and placed elsewhere; questions, remarks and the very occasional ‘Ah lovely’ or ‘Great!’ And I love the children’s horrified faces when I remind them that the editor, just like their teacher, has only gone to this much trouble with my work

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because they like it. They want it perfected and can see ways of making it so much better. For a writer to get a manuscript returned from a publisher as pristine as when it was sent means rejection. A successful little workshop I’m sure that teachers get that feeling of satisfaction when they see that a child has finally understood something that they’ve been trying to get them to grasp. Suddenly it’s like the light has switched on, the penny has dropped, as the young person finally understands. If I get the chance to run a writing workshop in class, one that always works brilliantly producing some outstanding pieces of writing is a scene-by-scene guided writing exercise. Beforehand, I pre-plan a (very) short four-scene story, which I drip-feed to the class. I set the scenario for the first scene where I have my character doing something. Outside is best as you can draw on the weather to change the mood. A setting I’ve found works well, as youngsters like the tragic, is to have the character at a graveside. Then I ask the class to write what their character is thinking and feeling emotionally. Use the senses. What can they see, hear, feel and so on. I give them around five minutes to write this scene only. I ask them not to go any further.

I’m sure that teachers get that feeling of satisfaction when they see that a child has finally understood something that they’ve been trying to get them to grasp. Suddenly it’s like the light has switched on, the penny has dropped Often when people are writing a story, they race through it. In this exercise, as they don’t know where the story is going, they can only take it a step at a time, putting in lots of thought and detail that they might normally not have bothered to add. So, by providing them with just one task to write, and go no further you get those small details. I don’t ask them to write many lines – but to go over them in that five minutes so what they have written is packed with emotion and detail. Next, get a few volunteers to read their work aloud. Then explain scene two. It works if this scene has a change of weather condition, e.g. a cloud burst, thunder and lightning. Ask the children to describe how the character is feeling as the heavens open on him. Ask them to use their senses: the sound of thunder, the wind in their faces, the rain soaking them. Again, five minutes to write and double check. Then volunteers to read both their scenes aloud. Scene three, their character runs for shelter – choose somewhere spooky to run to. A crypt is good! Again, give them five minutes to describe this eerie place. Again, they write how the character is feeling emotionally and physically. What can they see, hear, smell and feel around them? Again, ask for some of the class to read their three scenes out. Finally, the last

scene – from the shadows comes a voice… ask the class to write a bit of dialogue to finish with. Creepy or funny – it’s up to them. Again, read out their work from start to finish. It’s guaranteed to be impressive because they’ve had time to put in the detail. Reluctant readers I don’t need to tell teachers that children read at different rates and different levels. Some are voracious readers while others might rarely pick up a book. For the last three or four years I’ve been involved in writing books for reluctant readers. And when I go into schools and show a class the range of books there are for ‘reluctant readers’ the young people – great readers included, can’t wait to know more about them. My publisher is Badger Learning who I can’t praise highly enough. They bring out a huge range of different series, each series targeted specifically at certain readers. For example, their Dark Reads series are for young people aged 13 to 16 but with a reading ability of 6 to 7. Their Between the Lines series is aimed at 12 to 16 year olds with a reading age of 8 to 9. Books for readers with a lower ability are fully illustrated; for readers with a slightly higher reading age, they might have just three or four illustrations or none at all. Badger covers nonfiction too, with topics to interest the

readership and written and presented to suit their abilities. When commissioned to write a reluctant reader book, obviously I study the brief, and firstly come up with a story to suit the readership’s actual age. I tend to think straightforward, no flashbacks or complicated storylines. Then I begin writing, putting in all the action, adventure, suspense and emotion that any story would have. Then comes the re-working: looking at the sentence length, shortening and simplifying. I consider the words, finding easier alternatives that don’t lessen the impact. Writing the very high/low books is the hardest. They might only require 600 words or so, but every single word really must count. It’s a challenge, but one that I enjoy, and when you see a young person who tells you he doesn’t like reading, reach for one of those books, you’re glad then that you are a writer. Coventry author Ann Evans writes for children, young adults and reluctant readers. She also writes adult thrillers and romance, plus she’s a regular writer of non-fiction articles for a range of national magazines. She’s a former feature writer for the Coventry Telegraph. To date she’s had 32 books published and over 1500 articles published.

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SATIPSKI 2019 A report by Gillian Gilyead on the SATIPSKI 2019 competition in May of last year transfer for many, but it was pleasing to have more Under 14 girls this year – again, perhaps an indication of a changing school scene.

The annual arrival of enthusiastic skiers from SATIPS member schools took place on the 13th of May and provided the usual mix of excitement, triumph and disappointment, in other words a normal school sporting occasion. The Under 11 Boys started the day as usual. This is now the largest group, as many more senior schools are admitting boys at Year 7. The high standard of racing achieved by these young boys is the result of a lot of time and effort and the session was a very competitive one.

teams, the competition was still strong, with many of the older boys showing great skill.

The Under 14 Boys came next – not so many schools in this section but as some of the more traditional prep schools were able to enter two

The afternoon session for both the girls’ age groups had a strong entry in the Under 11 section, to be expected as this is the traditional age of

We were delighted to welcome two representatives of IBT, the sponsor of the event, to assist in the prizegivings alongside Stephen Coverdale, the SATIPS Finance Director. All expressed enthusiasm for the day and appreciation of the efforts of all the competitors. This has always been a very friendly event, as well as a very hard fought one, and it is hoped that the 2019 cohort enjoyed the whole experience – a Monday out of school cannot be a bad thing whatever the result!

RESULTS UNDER 14 BOYS

UNDER 11 GIRLS

UNDER 14 GIRLS

Winner ALDWICKBURY

Winner DANES HILL

Maddie Bryars (Witham Hall)

2nd Cranmore

2nd

Abbot’s Hill Prep.

Betsy Walker (St. Hugh’s)

3rd

Beechwood Park

Josie Turner (Witham Hall

Lockers Park

UNDER 11 BOYS

UNDER 14 BOYS

UNDER 11 GIRLS

Winner CRANMORE

Benedict Godley (Aldwickbury)

Ava Bagshaw (Danes Hill)

2nd Aldwickbury

George Wilson (Aldwickbury)

Amelie Booth (Chesham Prep)

3rd

Lucas Osman (Aldwickbury)

Jemima Connold (Abbot’s Hill Prep)

Danes HIll

UNDER 14 GIRLS

UNDER 11 BOYS

Winner ST. HUGH’S

Grant Messinger (Cranmore)

2nd

Witham Hall

Luka Bailey Bain (Danes Hill)

3rd

Witham Hall B

Luca Jovanovich (Danes Hill)

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Competitions, events and exhibitions 2020 We can look forward to the results of the handwriting competition in the summer term, details of which are reprinted below together with the poems chosen for this year’s competition. We acknowledge the kind permission of the poets and their agents to use their work, of course. Tony Mitton is always pleased to support the event and he sends the following message: ‘I’ll be very happy for you to use Worm Words as a poem for the handwriting competition. It’s lovely to think of it being used for that purpose not least because it’s short and sweet and less liable to create ‘hand-ache’ for younger scribes.’

SATIPSKI hits the slopes in May and we are extremely grateful to Gillian Gilyead and her team for all their efforts to ensure this event runs smoothly and is enjoyable for all of those taking part. Gillian’s report for 2019 on page 23 will whet the appetite and a big thank you to Paul Stephens (www.photodaygroup.com) for his excellent action shots of the skiers.

This year’s art exhibition is to be hosted by the Royal Masonic School for Girls. Saturday 25th April 2020 is the date set for art teachers and headteachers to view the exhibition with Sunday 26th April reserved for a private viewing by exhibitors and their families. Schools are invited to visit, with prior appointment, from Monday 27th April 2020. The Royal Masonic School will advise on opening times and a link is posted on the SATIPS website. Details of the ever-popular SATIPS events programme for 2020 can be found on the SATIPS website including Harry Paget’s Challenge

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Handwriting competition 2020 Introducing the 2020 National Schools’ Handwriting Competition with all the relevant information you need to enter including the poems for this year! Welcome to the 2020 National Schools’ Handwriting Competition. Last year we had almost 3000 entries and we would love to have even more this year! This annual competition is open to all prep, junior and primary Schools. The Competition is organised by SATIPS and Nexus, the school stationery group who provide the Shield awarded to the successful winning school. Individual winner’s pens are sourced from Pen Heaven and the winners’ certificates are supplied by Richard Signs of Rugby. The report for this year’s competition will be prepared by our chief judge, Amanda McLeod, and contains excellent advice for teachers. It is published in the Autumn 2020 edition of the Prep School magazine, which can also be read online. Entry fees It is 50p per pupil for SATIPS member schools or £1 per pupil for nonmember schools and there are five entry classes: Class A (6 years and under) Class B (7-8 years) Class C (9-10 years) Class D (11-13 years) Class E (Staff prize, open to all school staff) How to enter Participants should copy out the poem for their relevant class in their best and neatest handwriting on a piece of LINED A4 paper. All entries for all the

classes A, B and C must be in pencil. This is following the advice of the Chief Judge, Amanda McLeod, as it allows the judging panel to gauge pressure. This year’s poems were chosen by the 2018 and 2019 overall school winners, St Bernards, Slough and St Faith’s, Cambridge. Please note: 1. I t is very important that each pupil’s first and surname, age at the time of writing and school postcode are written on the back of each entry. 2. Please do not write any personal information on the front of the entry or the name of the school anywhere else on the entry in order to maintain the integrity of the judging process. 3. Please send a complete list of the names of all the children who have entered and their ages, plus any staff entries (ages not necessary!) on Headed School Paper with confirmation of the organising teacher’s name and either a personal or school e-mail address. (We find info is hardly ever responded to.) 4. Send all entries, lists, entry form and cheques made payable to SATIPS to: The Handwriting Competition Mrs Elisabeth Jackson 7, Lakeside Overstone Park Northampton NN6 0QS

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Payments can also be made electronically: Bank: CAF Bank Ltd Sort code: 40-52-40 Account number: 00013271 Please quote reference ‘Handwriting’ Entries close on the Friday, 27th of March 2020. Successful schools will be notified by 5pm on Friday 8th May 2020. 5. T here is no limit to the number of entries from schools but only one entry per pupil is allowed and photocopied entries will not be accepted. 6. F or obvious reasons, entries cannot be returned. 7. O nly schools may enter the competition via a named teacher on the downloaded entry form. Prizes A top quality pen and a certificate will be awarded to the first, second and third placed pupil in each age group. All entrants will receive a certificate for taking part (sent electronically to the named teacher). The staff winner will also receive a pen. We look forward to receiving your entries. Thank you!

THE POEMS CLASS A: 6 years and under

CLASS C: 9-10 years

CLASS E: Staff

Worm Words by Tony Mitton

Fireworks by James Reeves

Pegasus by Eleanor Farjeon

“Keep still!”

They rise like sudden fiery flowers

From the blood of Medusa

said Big Worm

That burst upon the night,

Pegasus sprang.

to Little Worm.

Then fall to earth in burning showers

His hoof of heaven

“You’re driving me

Of crimson, blue and white.

Like melody rang,

round the bend.”

Like buds too wonderful to name,

“Don’t be daft,”

Each miracle unfolds

said Little Worm.

And Catherine wheels begin to flame

“I’m your other end.”

Like whirling marigolds. Rockets and Roman candles make An orchard of the sky,

CLASS B: 7-8 years

Where magic trees their petals shake

Upon each gazing eye

I made myself a snowball as perfect as could be.

CLASS D: 11-13 years

I thought I’d keep it as a pet and let it sleep with me.

His whinny was sweeter Than Orpheus’ lyre, The wing on his shoulder Was brighter than fire. His tail was a fountain, His nostrils were caves, His mane and his forelock Were musical waves, He neighed like a trumpet, He cooed like a dove, He was stronger than terror

Give and Take by Roger McGough

And swifter than love. He could not be captured,

I give you clean air

He could not be bought,

I made it some pyjamas and a pillow for its’ head.

You give me poisonous gas

His rhythm was running,

I give you mountains

His standing was thought;

Then, last night it ran away.

You give me quarries

With one eye on sorrow

But first -- it wet the bed.

I give you pure snow You give me acid rain I give you spring fountains You give me toxic canals I give you a butterfly You give me a plastic bottle I give you a blackbird You give me a stealth bomber

And one eye on mirth, He galloped in heaven And gambolled on earth. And only the poet With wings to his brain Can mount him and ride him Without any reins, The stallion of heaven, The steed of the skies,

I give you abundance

The horse of the singer,

You give me waste

Who sings as he flies.

I give you one last chance You give me excuse after excuse after excuse.

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A new wellbeing space Tara Pandey, Head of Art and Design Technology at Longacre School, presents the ‘Bear Hut’, funded by the school’s PTA and is the brainchild of herself and Longacre’s Head of Forms V and VI that mental health dialogue should be open and understood rather than hidden and shameful. All the children come to the hut happily and of their own accord, sometimes in groups to sort out friendship issues and sometimes alone to discuss something one-to-one. I’m so happy to see it being used consistently and to see children who came with something bothering them, coming back to the same teacher to let them know that their chat has helped sort it out. We, as a school, wish to role model behaviour for our children so we have made mental health dialogue part of our form time and lessons and it has been so affirming to see that actually these young children do not naturally attach stigma to talking about their worries or anxieties; to them it appears more and more a natural part of their day – to share and listen in return. Longacre School has opened a new wellbeing space for pupils as part of the school’s focus on mental health and mindfulness. The ‘Bear Hut’, so called after the bear that features in the school’s logo, opened at the start of the Michaelmas term and is already proving popular with Longacre pupils. We realised the children needed a space to come and talk about their feelings so I presented this idea to the PTA who naturally also saw the enormous value for the children. We then ordered our shepherd’s hut, spent the summer painting and

furnishing it and now it is happily in action! We are so grateful to our PTA for their support and encouragement. Children can come to the hut at break times and lunchtimes where a different member of staff is always on duty. Sometimes they just want some quiet time, sometimes they want to talk about changes at home or school and sometimes they want to share some happy event that is going on in their lives. It was important to us that our Bear Hut sits in the centre of school; it is not hidden away. I believe strongly

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Research by the charity YoungMinds has shown that 70% of children and young people who have experienced a mental health problem have not had appropriate interventions at a sufficiently early age and that children and young people who experience mental illness are more likely than other people to experience mental illness in adulthood. Creating the right environment for children is about creating the right physical environment as well as the right emotional environment. The Bear Hut is also used for our very popular mindfulness club, art therapy

social and emotional difficulties; we know how to help them and can track their progress over the coming terms. The aim is that working proactively and strategically will result in significantly reducing the number of pupils in need of critical pastoral support in the future.’ Our Headmaster Mr Bryan said: ‘We are really proud of Longacre’s commitment to pastoral care, mental health and wellbeing and would like to thank the PTA for their fantastic support with the Bear Hut and all our staff for their incredibly child-centred and caring approach.’

sessions and for informal chats between parents, pupils and staff. We are very proud of the openness this has encouraged amongst the children and how our mental health has become as much of a focus as our physical health. We are lucky to have very supportive parents who have all firmly backed the hut and the benefit for their children. The results of the hut are already evident with children across all the prep school year groups using it in one way or another. There has been an increase in children communicating their feelings, enabling any issues to surface before they become too internalised.

and discussing the way they feel which we hope is, in part, in relation to our Bear Hut and the increased awareness at school of emotional wellbeing. Mr Moir, our Deputy Head, added: ‘The Bear Hut, combined with AS Tracking, has enabled us to identify, at a very early stage, those pupils who are at a hidden risk of developing

‘The Bear Hut is somewhere we all feel nice going to, it’s warm and comforting and there is always someone in there that is easy to talk to. It’s good to know that we can chat about anything and be listened to.’ – Form VI pupil at Longacre School Fun fact The Bear Hut is named after the Longacre School logo that came about via the school’s founder, Ursula Fairfax Cholmeley. Ursula is a Latin name for ‘little bear’. The motto of the school’s founder, ‘A happy heart goes all the way’, is still very much part of the school’s ethos.

This has also been recognised in our recent AS Tracking data. AS Tracking is an online pupil-voice assessment which guides proactive, targeted, evidence based in school pastoral care. Half termly the prep school children take part in the online assessment and that data is analysed and fed back to us, providing an early detector to enable us to intervene gently to try and steer children to help choose the appropriate response for a particular situation at hand. This term’s AS Tracking has shown an increase in the amount of children who are sharing

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Thriving or surviving? Robin Fletcher, Chief Executive at BSA, discusses boarding schools in the UK, their reputation, affordability and the integration of international students When meeting staff at the BSA’s 500+ UK boarding schools, I am often asked, ‘What makes a great boarding school?’ In the prep sector is it a good set of scholarships to top senior schools? A long history? State-of-theart facilities?

schools, who are leading the way, setting high standards and keeping up with market demands. Having the will and ability to adapt, to change, to lead and to focus, are some of the hallmarks of all good, strong, organisations.

I can’t give the exact formula for a great prep boarding school, but one thing is clear to me. Today’s market is ever changing. Boarding schools are closing, opening and merging in equal measure. We are experiencing a climate of political uncertainty, Brexit fatigue and rising costs (TPS, the potential removal of business rate relief and VAT on school fees), coupled with an increasing number of ‘firsttime buyers’ with high expectations.

There are undoubtedly challenges and opportunities facing the prep boarding market today. Boarding is so much more than providing beds for students to sleep in, which of course it is on one level.

Parents surrounded by innovation at home and work will expect to see it too when they invest in education for their children. So that is the challenge for boarding schools and is the key to a great future. Boarding as a product today is perhaps better, stronger and of higher quality than it has ever been. And while there may be concerns about numbers, or pupil mix, or affordability, there will always be parents and pupils who want it. Those who thrive are combining customer service, pastoral care with strong brand values, putting boarding at the heart of their prep community. I work with a growing set of bold

The boarding world today is much more complex than the one I experienced as a young boy starting to board at senior school for the first time in 1979. On the plus side, long gone are huge dormitories run by senior prefects with no carpets, curtains or heating and boarding houses in which housemasters kept to their side of the house. But if boarding, like our cars, TVs and mobile phones, has improved beyond measure, it doesn’t mean that modern boarding is without challenges. Reputation The good news is that to those who know, and particularly parents and professional educators overseas, British boarding has a well-earned reputation for quality and excellence. Britain is rightly regarded as the headquarters of boarding education and many boarding schools across the world are modelled

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on centuries of best practice here in the UK. But while 77,000 students at 500+ UK boarding schools enjoy their boarding experience, boarding’s reputation has two sides. And the other side, sadly, is a legacy of issues from the distant past when boarding schools were largely unregulated and a vile minority exploited some of the children they were supposed to care for and protect. It is no surprise then that some who went to boarding school in the past still suffer from their experiences and deserve our heartfelt sympathy and ongoing support. It’s also no surprise that social attitudes to boarding are not universally positive, despite the excellence of boarding schools today. Affordability Now I could point out that boarding fees are around £150 a day, which covers all teaching, board, superb facilities, greater teaching time, cross-curricular activities and access to 24-hour medical care. That’s great value for £150. That value is enhanced even further through the all-round education and beyond-the-blackboard opportunities offered by boarding, all of which help students in a very practical way when it comes to supporting their university applications. However, as we all know, boarding is charged by the year not the day.

There are undoubtedly challenges and opportunities facing the prep boarding market today And £30,000+ a year is a lot of money in any language for any family considering boarding as an option. It’s a bit like having a child who shows promise at tennis and knowing that personal coaching from Roger Federer could potentially turn them into a Wimbledon champion. No parent would dispute the quality of the coaching or the difference it could make. But if Mr Federer charged £30,000+ for his services we might all struggle to foot the bill, however much we recognised the value of coaching from the greatest player of all time. Pupil mix British boarding has always welcomed students from all corners of the world and has been stronger for it. In response to the global financial challenges of the past eight years, many schools have recruited more international students. There is nothing intrinsically wrong with this approach. Except that one of British boarding’s strengths has historically been in its nationalinternational mix. And when this becomes in danger of tipping in favour of one side or another then it threatens to dilute the appeal of boarding to parents both in the UK and abroad. Anyone who knows me will be aware that my personal mantra is ‘strong and positive’. So what opportunities do boarding schools have to tackle the challenges I have presented? When it comes to reputation and social attitudes there is no magic wand to wave that can take away horror stories from the past or persuade some people of the benefits of boarding. But there

is an opportunity to bang the drum for modern boarding and bang it louder, more often at more and more schools than we have ever done before. We live in a connected world today when it is never been easier, or perhaps cheaper, to tell your story or promote your brand. So boarding schools should be proud to shout from the rooftops of their boarding houses about the great service they provide to students and the wider community, and the wonderful opportunity they offer young people. But shouting proudly will only work so far as long as the product you shout about is affordable. And affordable not just to the very rich. Each year independent schools invest heavily in new facilities, some of them very impressive indeed. There may come a point however when those facilities are not being enjoyed by the pupils you would like to attract, which is ultimately self-defeating.

would begin to change, maybe not overnight, but over time through progressive, positive action. That leaves my final challenge then, pupil mix, and what to do about it. Going back to my drum banging for a moment, I believe strongly that boarding schools should be rightly proud that they are home to a united nations of students and not in any way embarrassed by it. Boarding schools work best when they involve students of all types, ages, backgrounds, cultures, faiths and nationalities and that is one of their many amazing attributes. The opportunity for boarding schools in the future however is to recruit students from as many countries as possible, not just a few. And to integrate students of every nationality together within and across boarding houses so lasting, lifelong international bonds are created and allowed to flourish.

So it is time perhaps to rethink the ambitious and laudable development programmes at private schools across the UK, so that perhaps the next new drama school or music block is not quite so large or not quite so state of the art or opulent. Because if 20p of every pound invested in new projects at boarding schools was instead set aside to support genuine, meaningful scholarships not just for the financially disadvantaged but middleincome families for whom boarding fees are now beyond reach, then the effect would be enormous.

In a world of increasing regulation, global harmonisation, parental expectation and process transformation, British boarding is one of the great constants. Through a pastoral partnership between parents, professional providers and pupils, it continues to nurture, shape and guide young people to make a lasting and positive mark on the world’s stage.

And the label of exclusivity and elitism, perhaps unfair at times,

Yes there are challenges, because life is full of them.

Anyone who works in boarding or who attends boarding school should marvel at their good fortune and pledge to pass on the boarding message to anyone they meet.

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Empowering pastoral excellence Rose Hardy, Headmistress of Habs Girls’ School, reflects on the decline in ‘free range children’

Never has it been more vital for schools to support their students pastorally in an increasingly complex world faced with multiple and evolving challenges. Today, it’s no longer enough simply to tick boxes to provide adequate pastoral provision, in fact schools are now charged with raising the bar in pastoral care and equipping the younger generation with a wealth of practical information, new connections, ideas and ‘real world’ best practice

approaches to help them to progress and succeed in their future lives.

and confidence they will need as they develop and grow.

Pastoral care should seek to empower, inspire and energise students and sometimes that means removing fears around failure and tackling hardhitting issues affecting young people today. After all, raising children in sheltered captivity is not realistic, nor is it useful in helping them to build the strength of character, resilience

Driving that sense of pastoral excellence and the need to recognise and embrace a number of prominent topics surrounding wellbeing and the importance of teaching happiness is something we are really pushing at Habs Girls right now. In fact, we got the ball rolling early into the start of the new school year when we hosted our

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very first pastoral conference with the objective of boosting empowerment. The decline in ‘free range children’ Close to 300 delegates attended the event, which attracted interest from across the country and our local community. We were lucky enough to hear from headline speaker Professor Tanya Byron, (child and adolescent mental health psychologist and author of The Skeleton Cupboard), who delivered a thought-provoking speech regarding the growing decline in ‘free range children’ and the need to let children experience real life and its successes and failures. The conference included a fascinating timetable of workshops and special talks delivered by a line-up of impressive speakers, who engaged with delegates on a variety of topics linked to pastoral wellbeing. The conference agenda also covered some harder-hitting topics too, such as helping young people to find their own identities outside of potentially toxic friendship groups, something that is becoming ever more relevant today. We also tackled the more taboo subject of spotting the signs of substance abuse and how to help students make safer choices around drugs and alcohol. Other sensitive topics included looking at different ways of supporting bereaved children and identifying and understanding unhealthy coping strategies in young people. Delegates learned that coping mechanisms such as deliberate selfharm and eating disorders are usually signs that children are struggling with difficult experiences or emotions and gaining a better understanding of these problems from the outset, can be very helpful in terms of managing this in a balanced way. We also learned that bereavement can have a profound effect on family and the wider community in a number of different ways and that pastoral provision in schools must start looking at managing the various needs of those children affected today but in line with the 21st century.

Digital wellbeing Digital wellbeing is another obvious area that schools are looking to tackle from a pastoral perspective. Managing screen time is just a small part of the spectrum and schools are now having to look at ensuring they continue to use the digital world for good, in our heavily digitally-led society. During the conference we also looked at the concept of taking micro-actions in our daily lives to reduce stress and foster a more positive mindset. Sometimes parents can feel like they have a mountain to climb and one can rarely address everything at once, but we learned you don’t have to. Doing a few things well and breaking down those concerns really does help to maintain a sense of calm and is a positive step for your mental wellbeing too. On that note, The Sunday Times bestselling author, Paul McGee, who closed the conference, also gave some straight-talking advice, reminding the audience to have kinder conversations with themselves and to recognise that ‘self-care is not selfish’. This is something we are all guilty of, not being kind enough to ourselves but it’s a positive message that we need to be demonstrating to our children if we expect them to follow suit. Much of the pastoral support we provide in school today begins at home and this is nothing new. As schools we are well aware that the most effective strategies for dealing with pastoral concerns related to students will almost always involve a joint home-school approach, with both parties united in their objectives. The conference really helped to highlight this fact and emphasised that finding the best ways to interact with parents and their families is paramount for schools in managing a successful outcome of any pastoral-related issue. React and respond Other prominent topics included looking at nutrition in school today and why good food really does matter. As a nation we are becoming more fixated on what we eat and where it comes from, not to mention the

impact it has on the environment, our bodies and our general health. It is encouraging to see parents and children embracing the importance of nutrition today. Mental health in young people continues to become an ever-evolving issue for schools who are now expected to fill the gap that CAMHS cannot cover, even though most of the teaching professionals in the industry are not trained specialists in mental illness. But where we can provide greater support is in identifying the potential issues children face today, spotting the signs early and finding ways to react and respond within the best interests of our students. Like many schools, we have an excellent pastoral team, a dedicated wellbeing hub, fully trained counsellors on site and are continually working with teaching and support staff to equip them better for the challenges that lie ahead. The topics surrounding pastoral care today are of course vast, but one thing is consistent, the need to open more channels of communication to build greater resilience, diversity and gender inclusion in schools for the future. Speakers at the ‘Empowering Pastoral Excellence Conference’ included: Professor Tanya Byron, Paul McGee, Dr Harjeev Rai, Dr Nikki Teper, Tanya Goodin, Amanda Ursell, Lucy Bailey, Dr Ellie Cannon, Stephen DeSilva, Stavey Hart, Fiona Spargo-Mabbs, Adrian Bethune, Dean Johnstone and Dr Jay Stewart. Topics covered included substance abuse, unhealthy coping strategies and mental health difficulties, digital wellbeing, nutrition, building resilience, power of the micro action, pastoral wellbeing, grief and bereavement in children, making safer drug choices, teaching happiness, whole school approach to mental health, inclusion and gender diversity.

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Choosing a good school tour provider Spark Languages share their tips on choosing the best school tour provider Organising any school trip away from the ‘safe zone’ of the controlled school environment is a challenge. A great way of off-setting both a lot of workload and filling the experience gap is to work with a skilled and experienced tour company. However, like any competitive field of work, there are those companies who are good at tours and should be trusted and those who aren’t so good. So how do you know who to entrust with your tour? It isn’t easy but here are some pointers that will help you to spot the good and the bad tour providers.

Be wary of choosing the ‘cheapest’ It will be tempting to gather multiple quotes and then choose the best offer. However, beware of this approach. Whilst price must be a decision factor in any tour, it should never be the foremost. Quality has a certain price and nine times out of ten a more expensive but quality programme will save in peace of mind, in parental complaints and potentially in the long run in preventing add-on costs. Not to mention it will be more likely to fulfil the set educational purpose of the trip. If a company over-states being the

cheapest, my tip would be steer clear as at best their focus is more on sales than production and at worst they are dangerously cutting too many corners. Saying this you can find bargains but make sure to check the bargain has never come at the expense of a core programme feature. Don’t choose a ‘yes’ company Whilst admittedly when going through the tiring process of organising a trip it can be a relief to have a trip provider always telling you ‘yes’ to your every request, this actually could be indicating something to worry about. ‘Yes’ answers without additional ‘but if’ information may mean you are organising a trip company very willing to promise things but perhaps not so likely to deliver. A good quality trip provider won’t just tell you straight forward ‘yes’ (or ‘no’), rather they tell you honestly about the impacts of requesting additional things, be that on the programme or in adding cost. In short you shouldn’t look for the company that promises perfection, you should rather look for the one who impresses you that they know best how to protect the quality of their core tour features. Ask ‘what if’ questions? ‘What if’ questions are a great way of spotting the difference between a tour provider who knows how to sell a school tour and one who actually knows how to organise and deliver one. You should be giving importance to seeking to find the latter. ‘What if a child falls sick? What if an emergency happens in the accommodation in the middle

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of the night?â&#x20AC;&#x2122; How well the tour provider answers these kinds of questions will tell you a lot about their actual experience and even more so about the ethos of the company. You should be seeking a tour provider who has experience dealing with the unexpected and in planning how to prevent problems. These are core features of a quality tour provider. Choose a tour provider who puts the kids first Whilst we teachers are no different to anyone else and will appreciate personal perks, you should nonetheless be wary of choosing a company who sells you a tour overstressing what â&#x20AC;&#x2DC;extra thingsâ&#x20AC;&#x2122; teachers get. Teacher perks might be nice to receive but it shows where a company places its focus and at the end of the day a poorly organised tour with great teacher perks will almost certainly cause you more stress and strain. A company who puts kids first will be on top of their safety, they will have plans Bs in case of bad weather and will usually be run by a group of educationally-focused staff who know the core aspect of teaching is putting the educational and safety needs of the children first.

Judge a company on the quality of their organisational documentation, not on the gloss of their catalogue Whilst it is the nature of the world that all companies and people need to sell/ promote themselves and their products, we should see selling catalogues for what they are which is a way to catch our attention. Where we should start judging a tour provider is on the quality of their programme documentation. Do they provide quality comprehensive risk assessment on request? Does a quote come accompanied by well thought out and minutely timetabled programme? Does the company have class/workshop material? It is this organisational level documentation that tells you a lot about the company and the way it operates and you should be looking to be impressed by that side more than by the initial gloss. Ask for a recommendation from someone who has done the tour or search for quality reviews We live in the age of four stars being the minimum for any service we consider. However, we should pay more note to the comments people write rather than the gradings they give. Any quality provider will be able

to point you towards an impartial teacher who has done a tour with them before. Ask that teacher the things you need to know and check the tour is a fit for your school. Consider asking them about the staff in the company as this will tell you a lot about the tour company. Also ask the teacher openly if anything went wrong and seek to judge the answer by how well (or not) the tour company dealt with the situation that came up, as in many ways how a tour provider deal with a challenge tells you the most about the ethos and commitment of that tour provider. You can also ask similar questions on teacher forums. Douglas Haines and Inge Hol are a British/Dutch couple who run Spark Spanish (spanishschooltours.com) a school trip provider based in Spain which offers bespoke residential primary school tours for both independent and state schools.

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Transforming lives Justin Blake, Head of Social Responsibility at Windlesham House in West Sussex, shares more information on the Leadership Conferences and the inspiring events he facilitates for teachers and school leaders The Leadership Conferences hosted at Windlesham House in West Sussex are an ideal opportunity for school leaders and teachers to reflect on the core purpose of education – transforming lives. These events promote life-changing learning and a transformational climate and culture, empowering leaders and young people to lead their very best lives, built on the foundation of the best possible education. Developing high quality leadership is central to our role of preparing the children in our care for their future. Many of the young people in our schools will become influential leaders and learning to lead enables them to thrive and flourish.

thinking heads. The award brings deep personal and professional development previously reserved for the most senior executives, to sixth formers, providing future-proof skills and leadership qualities that global employers want. The award is being run in a number of independent schools and initial feedback has been excellent.

The 2019 Leadership Conference: ‘Transforming Lives’ provided a valuable space to reflect on how we convert better learning into better lives and develop the next generation of extraordinary leaders with the knowledge and life skills to achieve their potential. The day was introduced by Pat Dade, widely recognised as one of the world’s experts on culture change. He explained that we are in the midst of a major cultural shift and the importance of nurturing values and soft skills. Pat posed the question, ‘Do our values and culture serve us well and what soft skills and leadership qualities are we developing?’

Initiatives such as this help futureproof our young people at a time when the school-to-work transition has become much more complex. This generation of young citizens requires curiosity, entrepreneurship and resilience to work effectively in a changing labour market. They will need confidence to create their own employment and to manage their career in new ways. Education systems need to compliment the world of AI and prepare young people well to be effective, discover their passions and areas where they can excel. Many contributors at the 2019 OECD PISA Global Education Forum: ‘The Future of Education’, expressed a commitment to design, develop and deliver a better education aligned to the world of work and enabling children to achieve their full potential. An education designed to develop and deliver a more purposeful education with better policies and better learning – converting better skills into better lives.

Kate Lander, Ivy House CEO, talked about the Ivy House Award. This new innovation has been developed by a team of executive coaches with over 20 years’ experience of coaching FTSE 100 CEOs in collaboration with forward-

Many great leaders, culture changers and history-makers were sent into the world with life-transforming values and a vision for society inspired and shaped by our independent schools. British history records the

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large-scale impact of pioneering leaders such as Lord Shaftesbury. In Britain we have education for all, care and safeguarding for the vulnerable, humane prisons, a health service and other benefits brought about by authentic leaders and extraordinary philanthropists. Our schools inspire social responsibility and the development of character strengths that support our young people to succeed in education and the modern world. Inspiring initiatives for schools such as the Ivy House Award, Harmony, Values-based Education, Global Social Leaders and Compass for Life provide the tools to create a better future. Research highlights a growing interest in purpose globally. A report from the Harvard Business Review shows that purpose matters and helps people grow and thrive and has positive effects on performance. This research demonstrates that organisations that clearly articulate their purpose enjoy greater growth and higher levels of successful innovation and transformation. As we reflect on this we can ask ourselves, what values would serve us better? How can we develop a transformational culture and more purposeful people with better life skills and authentic leadership qualities? We need a revolution in education that will prepare our young people to thrive and lead a more fulfilling, meaningful, purposeful and impactful future. Living on purpose. Living their very best lives with the values, vision and skills to change the world.

The 2020-2030 Leadership Conference will be hosted at Windlesham House on Thursday 12th March from 9:30am to 2pm. Keynote speakers include Lord Hastings CBE and Jon Harper, Future Foundations CEO (Global Social Leaders initiative for schools). The day will focus on transforming lives, future-proofing life skills and how we inspire the next generation of game-changing leaders in service of the common good. Reflecting on the conferences, Elke Edwards, Ivy House Founder, commented, ‘Windlesham Leadership Conferences are amazing. Each year Justin Blake gathers people who have the passion, expertise and influence

to make education extraordinary. The events, speakers, themes and conversations are all working together to create a movement for transformational change and I am so excited to be part of this.’ Leadership is a behaviour not a title. Distributed leadership across a school empowers us all to contribute towards positive change. Leadership creates the future and we cannot be what we cannot see. As we reimagine, redesign and reinvent our approach to education we enable young people to become better human beings and better leaders. Education is at the heart of human progress and a more peaceful world. There is a growing

movement around the world for an education that transforms lives. As we commit to serve each generation better and shape the lives of young people, we contribute to the arc of social progress. Together we can be the change we seek. Together we can shape education. Together we can create a better future. As Barack Obama said, ‘We did not come to fear the future. We came to shape it.’ To find out more about the conference email Justin Blake: jblake@windlesham.com You can contact Kate Lander, Ivy House CEO, to find out more: kate@ivyhouse.london

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A low carbon footprint pilgrimage Michèle Kitto, Chaplain at Millfield Prep School, illustrates a school trip to Glastonbury with a low carbon footprint Many a school sings the hymn ‘Jerusalem’ in their assembles and Millfield Prep School is no exception, indeed it is their school song. However, for pupils at Millfield Prep School in Glastonbury, Somerset, the hymn has not only inspired their recent carbon-minimal school trip but has informed them about the very town in which they live. The hymn Jerusalem began its life as a poem entitled ‘And Did Those Feet In Ancient Time’, written by William Blake in 1804 as a preface to a Milton poem. It was later set to music by Sir Hubert Parry in 1916 before, in 1922,

Edgar Elgar gave it the orchestration that we are familiar with today. The hymn Jerusalem is an important part of the history of our local area and is referred to as the ‘Glastonbury Hymn’. The hymn reflects the ancient story of Glastonbury, nestled at the foot of the iconic Glastonbury Tor. We sing Jerusalem because it is part of who we are, it is about our town and unites us together – those of faith, other spirituality and those of no particular faith. Blake certainly knew how to convey spiritual meaning through visual imagery such as chariots, hills and mountains green, reflecting the

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beautiful Somerset countryside that surrounds us. And did those feet in ancient time walk upon England’s mountains green? And was the holy Lamb of God on England’s pleasant pastures seen? And did the countenance divine shine forth upon our clouded hills? And was Jerusalem builded here among these dark satanic mills? – William Blake

The song tells of the legendary tale surrounding Glastonbury Abbey. It tells us that Jesus came to England with Joseph of Arimathea, in the years between his time in the temple as a boy and then when he starts his ministry. It is said that St Joseph placed down his staff at the foot of the Glastonbury Tor and it took root and grew into the ‘Glastonbury Thorn’ tree, whose location still has prominence today. Joseph is also said to have brought Christianity to Britain in 63 AD, carrying with him the chalice from the Last Supper, known as the Holy Grail, to Glastonbury. This year, a change in the curriculum meant that we had the opportunity to study world religions through the eyes of pilgrimages. What a fantastic chance that was for us to bring the classwork to life and experience a pilgrimage, right on our doorstep! We took 105 of the Year 7 pupils on a pilgrimage to Glastonbury and its prominent religious landmarks. In the true spirit of a pilgrimage, which is a physical journey as well as a spiritual one, we walked to Glastonbury town centre. We carried all of our provisions with us, following in the footsteps of over 100,000 pilgrims who come to Glastonbury each year. The experience of walking and talking with our pupils all day was an invaluable exercise for pupils and teachers alike and it was a joy to see everyone helping those who were struggling. When we arrived in Glastonbury, we visited three different churches on the high street and enjoyed talks from the minsters, saw a Catholic mass with Catholic monks, observed reflective Anglican prayer and learnt about social justice and same-sex marriages at the United Reform Church. Our pupils were able to ask questions and find out about the churches and their place in the Glastonbury history and community. A trip to Glastonbury Abbey taught us about the desolation of the monastery, which was the last to be destroyed by King Henry VIII, as well as the

myths and legends that make so many travellers come to Glastonbury. Of course, we walked to the top of the iconic Glastonbury Tor on our route back to school, to learn more about the significance of this ancient site. We gathered together to light a Glastonbury Candle, which signifies unity and togetherness, regardless of faith, race, sexuality or gender. There are currently 72 different spiritualities and religions in Glastonbury, all of which we wanted to honour and celebrate. It was important to us that we keep our carbon footprint as low as possible on this pilgrimage and used it as an opportunity to show our pupils what they can do every day to help the planet. We went totally plastic-free, with pupils bringing and re-filling their water bottles, and our amazing catering staff made sure that all our food packaging was fully recyclable. We feel incredibly lucky to have such an amazing town and learning resource right on our doorstep and cannot wait to make our Glastonbury Pilgrimage an annual trip. Pupils loved learning all about the rich history of the landmarks and all the myths and legends that go along with it. Pupils were able to incorporate their learning not only from religious studies, but also geography and history lessons.

‘The walk up the Tor was a bit tiring, but it was good as it represents the journey that other people would have taken to visit a sacred place. It was good to walk in a big group and share the journey with my friends. It was good to reach the top of the Tor and the reward was the nice views. From the top of the Tor you could see Millfield Prep and everywhere we had walked and you could even see Shepton, Wells and Wales!’ – George, Year 7, Millfield Prep School Some things to think about: • How could you make a school trip carbon neutral? • Could you make a journey the central event? • Make use of the places of worship on your doorstep? • What literature or stories have been written about your locality? • Finding local clergy to speak to your pupils (be clear of what you want them to talk about) • Find out about your local history and add this to your curriculum (not just the history curriculum) Michèle Kitto was the previous editor of Prep School Magazine and a former deputy head, who is currently a school chaplain. She will be ordained in June 2020.

Chaplaincy and mental health With issues of mental health in young people on the rise, we need to give them a toolkit of strategies to deal with the pressures of life. As a school Chaplain I believe that sacred spaces offer this to all, those of faith and of none. The simple act of lighting a candle, stopping to reflect, engaging with nature, being yourself and not judged and having quiet reflection in your day, are key skills that we need to encourage and share with young people. I am very lucky to be the Chaplain here at Millfield Prep School and encourage all schools to look at Chaplaincy. Alongside running services, it offers another dimension to pastoral care and I am always humbled and touched by simple acts of noticing others, lighting a candle with someone, small acts of kindness or simply an open door can really support pupils and staff alike – someone to listen and never to judge. If you are a chaplain or a head considering chaplaincy, do get in touch: kitto.m@millfieldprep.com

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Speaking the truth to fake news Reverend Andrew Gough, Chaplain of Bishop Wordsworth Church of England Grammar School, looks into speaking the truth to overcome fake news ‘Fake news’ is an ugly term that arrived a few years ago with Donald Trump. It is not just an ugly term. There are major problems when people are provided with information that is less than true, or, even worse, plain untrue. If we look to the recent past in British politics, we find another similar term: ‘spin’. This is the practice of saying things that are technically true, but in such a way as to give a picture of the world that is substantially less than true.

not ruffians in black uniforms but party intellectuals, little rotund men with quick movements and flashing spectacles’. At times it takes real courage in modern education to speak the truth. There are things we simply cannot say today that only a few years ago would have been considered the totally obvious, backed up with the support of a huge weight of scientific evidence.

I am a big fan of truth – truth with a capital T, truth in all its brutal honesty. I have increasingly come to see that it is only when we face up to truth that we can grow as individuals and as communities. It is only when we speak truth, when we avoid saying that which we know to be untrue, that we will have any sense of personal integrity. I would suggest that facing up to and living with truth is a major component of good mental health and general wellbeing.

The failure to tell the truth is increasingly embedded in our culture such that our pupils – and probably some younger teachers – do not even notice it. Back in the last century football used to tell the truth. There was the first division. This contained the best teams in the country. Below that was the second division. This was the second-best group of teams in the country. Below that was the third division. Who remembers those weird, truthful days where we could say that 2 + 2 = 4 when describing the English football leagues?

One of my favourite writers on this is George Orwell in 1984. Winston is interrogated about his diary entry ‘freedom is the freedom to say that two plus two make four’. So often today we are unwilling to say that which we know is screamingly obviously true; and in some cases there is huge social pressure to refrain from stating obvious truths. A very powerful and insightful element of Orwell’s writing here is that his viciously cruel interrogators ‘were

Now we have the Premiership. This contains the premier teams in the country and is appropriately and truthfully named. Below this, for those teams who have been relegated, is … the Championship. This is clearly not a league of champions as many of them are there because they kept losing in the Premiership. Relegation from this league places a team in League One, which is evidently not a league of teams that are number one of anything at all as this is the third

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best cohort in the country, but to say so is to proclaim that 2 + 2 = 4. This failure to tell the truth is embedded within our exam grades. Again, a look back into the last century: the best grade was an A, second best grade a B, third best grade a C – not exactly difficult. In today’s exam-speak, to soften the blow, we now give an A grade to the second-best cohort. They are not ‘A students’ in any sense of the word that would have been understood in the past: they are, in that language, B students. I have often wondered why we do not give them all an A grade. We could then distinguish by the number of stars: ‘A*****’, ‘A****’ and ‘A***’, for example. Playing this game of euphemisms with my boys, I tell them not to use ‘the L word’. They did not ‘lose’ a rugby match, they came second; it sounds so much better, so much gentler. Gentler? Yes. Truthful? No. More helpful? I doubt it. Euphemisms to protect children from truth do not give the same incentive to improve. I like nothing better than a lost match: it provides such a great platform for learning at the next training session. The more we fail to say loud and clear that 2 + 2 = 4, that the team that came second in a rugby match ‘lost’ or that an A Level ‘A’ grade is the second ranking – that it’s a B – then the more we will be producing pupils unable to cope with reality. Failing to tell the truth about the world will come

back and bite our pupils when they get out into the big bad world and have 2 + 2 = 4 reality thrust forcefully upon them. Reality insists on factual accuracy. Nature is and does what nature is and does. It has no interest in the clever semantics we use to describe it. We cannot change reality by our language. Our schools should be places where truth is proclaimed boldly and confidently. Places where the pupils are told that 2 + 2 = 4 regardless of what the ideologically possessed may be presenting at any particular time. Independent status opens opportunities for truth telling denied to many in the state sector. Independent schools should

be institutions that can draw on their traditions to stand together against the pressures to deny the blindingly obvious. It is our responsibility to use that position of freedom to produce schools that are supportive communities in which the truth can be told, however uncomfortable it may be. This truth must be spoken in love (chaplain’s required Biblical quote at this point: ‘Speaking the truth in love, we will grow to become in every respect the mature body of him who is the head, that is, Christ.’ – Ephesians 4.15) Alongside this must go a development of resilience in our pupils and staff to enable them not only to engage with the truth, but to thrive on a diet of truth.

We will challenge fake news, spin ideological distortion only by courageously proclaiming that which is obviously true, and providing an environment where our pupils encounter and learn to live with truth; and so leave our schools equipped to take on the daunting responsibility of maturing into adults who can take their full place in the world. Reverend Andrew Gough has been Chaplain of Bishop Wordsworth Church of England Grammar School since September 2018 and was formerly Chaplain and Head of Philosophy and Religion (and rugby coach) at Warwick School for 22 years.

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Who knew opera was so much fun? Philip Blake-Jones, International Opera Singer and Artistic Director of London Festival Opera, discusses introducing children to opera The importance of including music as a core subject in children’s education is well documented. John Durston (Director of Music at Harris Manchester College, Oxford) made a profound and moving case for this in his article in the Autumn 2019 issue of this magazine. The evidence is very clear that offering children opportunities within the school curriculum to listen to and play music has far reaching benefits to their brain development, confidence and resilience – all of which will stand them in good stead in life beyond the classroom.

The Arts speak a universal language which crosses the boundaries of ethnicity, gender, religion and education. They provide a means of expression which surpasses language and enriches an inner hinterland, which for some children can lie untouched by many other classroom subjects. In my personal experience, music can prove to be a vital emotional outlet for children; a means of defining, understanding and expressing their emotions at a time when words sometimes don’t come easily.

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In this digital age, with all its exposure to celebrity culture and expectations of immediate results, it is particularly important that children learn that practice and hard work are what will produce the best and most satisfying results. My lifelong passion is opera. When I first heard classical music as a young child it ‘spoke’ to me even though this was not an interest my immediate family shared. Music proved not only to become a way of expression, helping me through the challenges of

adolescence, but it was also to provide me with a colourful and fulfilling career. I went on to study at the Royal Academy of Music which prepared me for a life in music. Music has given me so much and I would like to play my part in giving something back. My mission is to bring live opera of the highest standards to children in an exciting and interactive form, and in the process dispel the myth that opera is ‘serious’ and ‘for grown ups’. It is crucial that a first time at the opera should be a positive experience, with no compromise on quality. If it is children will be hooked forever, if it isn’t they may be put off for life! And who knows, perhaps it could change some young lives, as indeed it did my own?! What is the best way to introduce children to opera? Going to the opera can be prohibitively expensive and difficult to access, making it out of reach for many families. In recognition of these common challenges, I was asked to develop a programme for the Windsor Festival to bring opera to children. With my company, London Festival Opera, I created Opera Magic – a 45 minute/1 hour-long performance which gives them a fun, humorous and powerful musical experience, as well as providing a glimpse of the depth of passion and feeling that can be experienced through hearing the human voice up-close in its most refined and developed form. Opera Magic can be presented in a classroom, school hall, theatre or concert hall and is ideal for children between the ages of 5 and 11. Opera is arguably the greatest of all art-forms, combining music, drama, fantastical plots, design, costumes and scenery with a live theatre experience. Live opera provides a sensory feast for children which will thrill and ignite them, even if they previously thought that classical music wasn’t their ‘thing’! It never ceases to amaze me how readily children accept with joy and enthusiasm this sophisticated art form, though in reality it is (and

always has been) an entertainment that can move and stir us like no other. Children respond with open ears and hearts to the masterpieces of Handel, Mozart, Rossini, Verdi, Bizet and Puccini – it is a joy to behold! Some comments from children at a recent presentation of Opera Magic are very inspiring: ‘I was in tears during the Flower Duet”; “I didn’t know opera was so much fun, I want to go to the opera now!’; ‘Can we have ‘Opera Magic’ back again soon?’; ‘I loved it – I want to become an opera singer!’ London Festival Opera is not an educational singing group. Our artists are professional, international opera singers of the very highest calibre. The Opera Magic programme brings singers who have appeared with companies including The Royal Opera House, ENO and Glyndebourne to your school. The company also engages exceptional young artists from the British Music Colleges and Conservatoires, giving them valuable performance experience on graduation. Opera Magic presents real, full-blooded opera with lashings of humour and audience interaction, creating an exciting shared experience. Pupils and teachers will receive information packs in advance of our arrival in order to learn some key elements before they attend the performance. This includes details on the voice categories, how opera singers train, the names of some of the major

opera composers, the convention of shouting ‘Bravo!’ after an aria they enjoy, as well as notes and pictures on what they can wear at the opera. They will also be invited to take part in a ‘Grand Finale’ where the opera singers, pupils and teachers will all join forces in singing a rousing celebrated opera chorus. Philip Blake-Jones has appeared with Glyndebourne Festival Opera, Glyndebourne Touring Opera, Kent Opera, Pavilion Opera and at the Buxton Opera Festival. He appeared as Giuseppe in Gilbert and Sullivan’s The Gondoliers with the D’Oyly Carte Opera Company, and also on two national tours with the D’Oyly Carte singing Strephon in Iolanthe (a role he also recorded with the company with critical acclaim). Concert appearances include baritone solos in Messiah at the Pisa Opera House , Britten’s War Requiem with the Royal Liverpool Philharmonic Orchestra and in an Opera Gala at La Fenice Opera House in Venice. Philip Blake-Jones is the Director and founder of London Festival Opera. If you are interested in knowing more about Opera Magic appearing at your school please contact Philip (philip@londonfestivalopera.co.uk or telephone 020 7223 5456) www.londonfestivalopera.co.uk

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Going beyond the obvious Ben Evans, Headmaster at Edge Grove School The learning of languages from an early age is an essential life skill and one that has traditionally been given far less kudos in our education system than it truly deserves. Acquiring a new language, from pre-school age contributes to long-term fluency and it has been well documented that children who learn more than one language are more adept at language learning than monolinguals. Today, we are also becoming increasingly aware that those children who have learnt more than one language early on, have demonstrated an increased ability to problem solve due to their high order thinking skills. Those fluent in more than one language have also been shown to

develop stronger multi-tasking and creative ability. There really are very few arguments against the benefits of global language learning for the young. Children, typically, acquire their first language whilst being actively engaged, exploring their environment and interacting with others. They gradually acquire the vocabulary and the rules of grammar of the language, and the communicative competence, enabling them to use language appropriately in different contexts. Young children learn best in an environment of fun and active engagement and in collaboration with their peers â&#x20AC;&#x201C; language learning should be no different.

Understanding the science behind language acquisition Research has shown that young children have an innate ability to acquire new languages due to the plasticity of the brain and ear. This neuroplasticity gives younger brains the ability to be more sensitive and responsive to experiences than those that are older. This is why it makes sense to introduce our children to a range of languages early on. It is widely believed that after the age of seven, children can start to lose their natural ability to reproduce new sounds, which makes language learning more difficult. It is important that schools begin to understand the science behind the acquisition of languages to appreciate how important it is to harness their youngest pupilsâ&#x20AC;&#x2122; natural abilities to enhance their learning. Just as the brain goes through stages of development as we age so too does the larynx, which undergoes changes as children grow and, as a result, they will gradually lose the ability to pronounce new sounds with accuracy and ease. Some independent schools are teaching languages such as Mandarin, Arabic and Japanese (known to be some of the hardest languages to learn). This is because at a young age, children can reproduce many of the complex sounds required for some of these languages more easily than adults can. This goes beyond a lack of inhibitions but is due to the physicality of their vocal systems, auditory skills and oral plasticity.

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Exposure to global languages creates proficient learners The more exposure young children have to a number of global languages, the more proficient the learning becomes. It is most definitely time to look beyond the traditional French, German and Spanish languages and adopt a far more global outlook across all aspects of our children’s education. Today we are preparing our children to become global citizens and to take their place in a global and diverse society. This has to be inbuilt into our curriculums and within the skill development programmes, which are so essential for pupils to become successful and accomplished in the 21st century. An international outlook and responsibility should go beyond paying mere lip service to a global understanding and actually furnish children the foundations and building blocks for later life. It must start with EYFS to ensure this is fully embedded in each child’s educational journey. Pupils need to be actively engaged in their language learning, for it to be relevant and exciting. The environment needs to be interactive with high quality communicative activities that mirror those of first language learning. Additionally, for the best possible outcomes, exposure to and interaction with native speakers is essential. Only then will the richness of the language become apparent, together with a deeper cultural understanding, which cannot be underestimated. Languages help to create a deeper understanding of other cultures The learning of languages goes far beyond the mechanics of speaking, listening and comprehension. A full programme of global language learning will encompass geography, history, religion as well as a deeper understanding and awareness of cultural tolerance. These are the often hidden and neglected skills, which escape standard and traditional curriculums. It is essential that language learning in schools is modernised and revamped

and that any past stigmas are removed. We can no longer believe that teaching one or possibly two languages for the duration of prep or junior school is beneficial to pupils’ future skill development or in any way relevant in today’s diverse world. In the future, it is likely that good schools will adopt a more innovative approach focusing on the scientific principles behind language acquisition and the need for children to develop a global outlook and international awareness. At Edge Grove, our aim is to enhance language learning and promote crosscurricular links by introducing a carousel of languages in our Pre Prep. This will develop children’s linguistic abilities with particular attention to their auditory skills and their vocal system. Preparation for life in a global society The Edge Grove model is designed to give children the building blocks to

become successful linguists who are not only well-prepared for Common Entrance and other senior school examinations but also well prepared for life in a global society. From an ISI inspection perspective this model will also cover many of the requirements including the linguistic element of ‘Knowledge Skills and Understanding’; Communication; Attitudes to Learning; Self- Understanding; Social Development and Collaboration; Respecting Diversity and Cultural Understanding. As schools we should be looking to equip our children with the focus and tools necessary to become effective language learners from an early age, but with a greater global perspective. If we are able to nurture a much deeper cultural understanding and cultivate a love of language learning, it is a skill that will remain with them throughout their educational journey and beyond.

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Fishing revisited John Ellis, National Fisheries and Angling Manager, discusses fishing and the opportunities it provides pupils with today There is evidence of our hunter gatherer ancestors fishing as far back as 40,000 years ago. Putting food on the table was the major objective back then. In the Bible, at least four of the disciples of Jesus were fishermen and the Son of God urged followers to become ‘fishers of men’. Is there any other sport with a longer history? Fishing and literature Since Dame Juliana Berners’ first book on fishing, dating to around 1420, much has been written about the sport of angling. It is said that Izaak Walton’s The Compleat Angler has seen more published editions than any other book except for the Bible. It was more than 350 years ago that old Izaak described fishing as the ‘contemplative man’s sport’. Samuel Johnson was an admirer

of fly-fishing, but of other sorts of fishing could mutter only ‘it is a worm at one end and a fool at the other’. In more modern times, Bernard Venables published the iconic Mr Crabtree Goes Fishing, which sold over two million copies and inspired a post-war generation of mostly boys to get the fishing habit. But what is anglings’ role today and where might it be heading? The changing nature of childhood There appears to be a steadily growing acceptance that in parts of our society, too many young people are addicted to social media and excessive employment of electronic devices, some suffering the consequences of nature deficiency syndrome. There are relatively few dissenting voices to the concept of the need for children to once again reconnect with the natural world. Alas, the days when groups of mischievous ten year olds would excitedly head off along the towpath with parents confident of their safe return are largely a distant memory. Village ponds, lakes, canals, rivers and streams were all exploration grounds for developing a lifelong interest in the natural world. Growing up in the 1960s, there was hardly a boy in my cohort (fishing was male dominated back then) who didn’t possess their own rudimentary fishing equipment, often procured by saving up hardearned pocket money in anticipation of a future trip to Woolworths. The more adventurous of us learnt to breed our own maggots, forever fearful that mum might get wind of our illicit activities, with dad knowing the score and staying shtum.

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The Let’s Fish programme At Canal & River Trust, the UK’s largest waterways charity, we firmly believe that some of the modern stresses and strains of life can be mitigated by getting out on the towpath, for life is better by water. For the past two years we’ve hosted a nationwide programme of fishing activity under our Let’s Fish banner with almost 8500 attendees, aged from 4 to 84, taking part during 2019. Some attendees are lapsed anglers looking to get back into the sport for age is no barrier to participation in fishing. A 90-year-old angler, Yorkshire’s Donald Peirson, entered the record books this year as the oldest national championship team member ever. Most Let’s Fish attendees are young people of junior school age. Rather like rugby, football and cricket, fishing was traditionally seen as a male preserve but, as elsewhere, things are rapidly changing. During 2019 Let’s Fish 34% of participants were female and mums who are increasingly engaging in the sport alongside their offspring. Why choose canals? Canals developed a reputation in the industrial revolution as dirty grimy industrial places. Without them, the history of these islands would have been substantially different. They were the motorways of the industrial revolution, but all that was a long time ago when Britannia ruled the waves. Some feel into disrepair, abandoned forever, while a few are even being restored. Happily, the majority did survive the rigours of road and railway competition and today they are a place

for leisure, health and wellbeing. If you are looking for a place to fish or if you decide to set up a school fishing club, the most local fisheries of all are the nations canals. Over eight million people reside within 1000 metres of one of the trust’s waterways and this figure rises to over 28 million people living within five miles. There’s a 50% chance that you have a canal fishery somewhere near you. Editorial visit Intrigued as to the potential of fishing as a tool to both engage children in nature and as an aid to mindfulness, editor Paul Jackson recently took the plunge (fortunately not literally) when he attended a Canal & River Trust Lets Fish session. Paul explains, ‘I booked on to a taster session on the Grand Union Canal at Foxton Locks during the autumn half term. My allocated coach was the excellent Bryan Dray from the Wellingborough Nene club who ran through the basics and then it was my turn. I was quickly engrossed, finding that once concentrating and focusing on the float and the challenge of catching the next fish, it was impossible to focus on anything else. Attendance was impressive with close to 40 people

turning out during the day. Everyone managed to catch at least one fish with some participants reaching double figures including a range of species such as perch, bream, gudgeon and roach’. Typically, around a quarter of people return to Let’s Fish events multiple times. They were getting the fishing habit and learning new skills as they steadily progress up the fishing ladder. The typical next step after that is to join a local fishing club. Different things to different people After a couple of decades of declining interest, there are encouraging signs of an angling upsurge, including the joys of friendly competitions with a modern-day record attendance at the recent Angling Direct sponsored the National Junior and Cadet Canal Championships. Gone are the days of a thousand young anglers lining the banks in a competition, but this year’s event attracted over 90, up from just 20 three years ago. Fishing can mean different things to different people. For those seeking solitude, it offers the perfect opportunity to get away from it all. For those who have a competitive streak, pitting their wits against others in a fishing

match can be the highlight of their sporting weekend. Is there more skill in tempting one large fish to bite or is having the nous to attract and catch dozens or even hundreds of smaller specimens a more noteworthy achievement? Well, that debate has been ongoing for centuries and the jury is still out today. School involvement in fish and fishing The Canal & River Trust are now working with an increasing number of schools delivering bespoke Let’s Fish introductory taster sessions. These might be a standalone event or as part of a package of activities associated with the curriculum through our Canal & Rivers Explorers programme. You can find out more information on our website: www.canalrivertrust.org. uk/explorers Fish populations in canals also offer a potentially interesting opportunity for ecological fieldwork within the biology A Level syllabus as well as impacts of non-native invasive species. For enquiries about this or how to start your own school fishing, get in touch at fisheries@canalrivertrust.org.uk

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Freedom to learn Jemima Waller, Head of English at St Paul’s Juniors (SPJ) 2014-19, reports on the 2019 Freedom to Learn Forum While leading the English Department at St Paul’s Juniors, I have visited other settings now and then, to keep my eye on other ways of doing things. I have a long-standing interest in the linked models of selfdirected and democratic education, so I sometimes visit pioneering settings where such models are adopted. In self-directed settings, pupils choose their own curricula, and in democratic ones they play an active, often equal role in running the school, making decisions about policy, discipline, and sometimes staffing and budgeting. What relevance could this have to those teaching English in a prep school? English teachers hope to nurture independent readers and thinkers, good listeners and effective future members of a democratic system who can express themselves in an original way, structure an argument, work interdependently and persuade. We have some opportunities to explore partly selfdirected and democratic models in small ways already, such as voting on which text to study, running debates and structured discussions about curricular topics, or allowing each pupil to choose his or her own text to report on or recommend, but there may be fresh ways to individualise learning in a more fundamental way. This summer, having been aware of the interesting work of the Phoenix Education Trust for some time, I was keen to see what could be learned from their annual education conference, the Freedom to Learn Forum. Phoenix began in 2000 with a

group of students and teachers from Dartington Hall, Sands and Park Schools, including sociologist and politician Michael Young (founder of the Open University and U3A). Phoenix helped to establish Student Voice and EUDEC (the European Democratic Education Community). This article does not set out to summarise research of outcomes or advocate one approach over another; it merely asks, ‘What questions do such settings stimulate?’ Amongst other activities, Phoenix now runs ‘Voice Labs’ workshops in schools to help children to take ownership of their time in school and to become active citizens. St Paul’s Juniors prides itself on encouraging independent thinkers rather than passive learners, and aims to create a friendly, caring environment in which pupils can feel happy and confident. This overlaps with some of Phoenix’s goals: equality, autonomy, collaboration, agency and authenticity, so I thought there might be something to learn from these people. Accommodation at the venue was camping, so out came the tent and sleeping bag. Arriving at the event was startling and something of a tonic. Barefoot children wearing T-shirts reading, ‘Stop. Don’t teach - I’m already learning’ danced through bubbles; adults chatted at trestle tables under the trees; a barn was filled with people eating food cooked onsite; teenagers swung on ropes in a strange building called the Vortex made of triangles; washing up parties doubled as discos; circles of people sat

cross-legged on the grass in earnest discussion, while toddlers gleefully pulled post-its from a noticeboard advertising workshops: it was a pretty far cry from any conference I’d been to before. I was surprised by the variety of workshops and talks available: often I struggled to choose one of two concurrent sessions. I totted up many steps trotting along woodland paths from one session to the next, reluctant to miss anything. Everyone will have different highlights, but I’ll choose a few of my own to share with you. What could be learnt about self-directed approaches at the conference? Bas Rosenbrand spoke about Iederwijs, a sociocratic school he co-ran in Schoonhoven in the Netherlands. This school was co-created with children, rather than adopting a top-down instructional model. Children learned what they indicated they were interested in, independently, not what staff thought they needed, though they accessed support from teachers when required. It was a privilege to hear the perspectives of Rosenbrand’s ex-pupils, two of whom attended the event. What was particularly striking was their clear sense of emotional safety in the school, after their experience of a sense of panic and anxiety elsewhere. They valued the freedom to choose to learn, intrinsically driven by interest, or by a desire to collaborate with others in a shared endeavour. One boy described his feeling, when recalling his school, as ‘homesick’.

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We know that it is dangerous to discount or ignore children’s views or accounts of events, and the Iederwijs method suggests that what is true in the pastoral world can also work in their academic development

Charlotte Church spoke about launching a similar endeavour in Wales called the Awen Project, aimed at children struggling in mainstream education; she has since received planning permission for the first stage. Professor Ian Cunningham explained his 18 years’ work at the Self-Managed Learning College in Sussex. I interviewed him about the process a long time ago, when it was still based at his home, but it now has its own premises. Many of the learners there - the terms pupil and student are not universally adopted in these circles - come from a home-educated background, while others have been excluded from the mainstream school system. What can we take from this? Some people, who become unwell and do not flourish in more typical settings, seem to thrive in an environment with greater freedom of thought, focus and movement, a less hectic pace, and a more flexible time structure. We know that some pupils suffer from anxiety. We can ask ourselves whether it would help if we offered greater flexibility, and whether we could do so without sacrificing the standard of education on offer. We might wonder what

the benefits and risks might be for pupils, parents and staff. All of these settings are educational but not all call themselves schools; some are purely outdoors, while others have buildings but no classrooms or age divisions. We could challenge some of the assumptions on which our own power structures, buildings and procedures are based: maybe this would help to prepare children for a life in which anything can be questioned, and many of the most successful business endeavours are disruptive. Adopting a more self-directed approach involves skills that some teachers may find challenging: they have to let go of the concept of themselves as arbiters of canon what is learnt in what order - while reconsidering what methods of assessment remain possible and most useful to the child when you remove most elements of comparison. Staff in such settings need to listen in a more equal, extended way, adopting a more consensual, supportive mentor role. Teachers are mostly products of a conventional system themselves, and have egos of their own, which would be satisfied in a different way by this adjusted role. Days would

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have a less predictable shape - it might be difficult to know whether one’s professional work were ‘good enough’ or not, so any appraisal structure would have to be rethought. Teachers are capable of this; they can transfer skills already learnt, such as the extra care we are now trained to take when children’s words or actions suggest wellbeing or safeguarding concerns. We know that it is dangerous to discount or ignore children’s views or accounts of events, and the Iederwijs method suggests that what is true in the pastoral world can also work in their academic development. What could be learnt at the forum about democracy in education? I had the opportunity to play a part in an example of East Kent Sudbury School’s Judicial Committee (a pupil courtroom) in action, at which pupils take daily part in the formal resolution of disputes. This was enormous fun and is something from which I could imagine all our children at SPJ benefiting, but to be honest it would be an odd fit. SPJ, like many prep schools, works hard to offer freedom and play to some extent but let’s be honest: in schools, teachers do control nearly everything

about a pupil’s day, such as when and where they move, what they do and say, what and when they eat. This has come to seem normal, but it only takes a brief experience of other styles to make one question it. As a secondary-trained teacher, I also attended workshops concerning democratic settings for older children, such as Summerhill, the famous boarding school designed to ensure that, through self-direction and a lack of any compulsory lessons, children learn to develop a true sense of self and motivation rather than compliance. Assistant Head and grandson of the founder A. S. Neill, Henry Readhead, was gathering volunteer helpers to assist with the school’s centenary celebrations in little over a year. The heart of Summerhill is the meeting, at which laws are passed and abolished and sanctions are applied by equal vote - one each per person, be they pupil or teacher. This is no detail - I know first hand from a visit there a long time ago that it changes everything about the atmosphere of the place. What can we learn from this? We are used to relying on a level of passivity as adults; perhaps teachers, more than most, are institutionalised by their work in schools, living by the bell in term time. The emphasis at Summerhill is on actively being, living, rather than operating on autopilot, based on routine. Many of the lessons there are fairly conventional compared to some of the lessons we are used to seeing; it is the lack of coercion or insistence, the reliance on intrinsic motivation that is different. We might ask ourselves: given the choice, which lessons would our pupils attend, if they truly felt free to choose? Would some do Maths all day? Would others develop their Art project for a week? Would they go outside and climb trees? For how long? Would they end up as skilled learners who could easily fill any gaps later on, or ignorant and narrow? Would they switch rooms and topics every fifteen minutes, half an hour,

hour, or half-day? If they never get a chance to make such choices, and always jog along to the next room, teacher, subject, set of rules every set period, is that the best preparation for making choices about GCSEs, A Levels, Universities? Is it the best preparation for the daily judgements one makes at work and home as an adult? Prep schools, though they vary widely, are generally what we now consider quite traditional in structure. St Paul’s Juniors, for example, is a great place for many boys to learn: they are encouraged to actively participate, challenge preconceived ideas and think critically. Yet, however brilliant the facilities, systems and staff may be, our largely indoor, stop-start, thirtyfive minute blocks of learning in randomly alternating subjects with other people of the same gender and age just doesn’t bring out the best in everyone. The boys who win a place here tend to be capable of learning very efficiently in such circumstances, but it doesn’t mean the best way for them to achieve their fullest potential involves only this approach. I’m glad to say the school is well aware of this and offers increasing amounts and variety of longer-form outdoor learning, and is open-minded about further change, but perhaps there is still room for more systemic questions. It seems as though there is a wave of self-directed or democratic settings opening with similar values to one another, such as The Cabin, The Greenhouse, Tipi Woods, Free We Grow, East Kent Sudbury School and Atelier 21. There is also an increase in the numbers of families homeeducating, and of social media groups and online resources to support them. The Government has stated that the estimated total of homeeducated children - 57,600 in England alone a year ago, more than a third of the number of those at prep schools “is now well over 0.5% of the relevant age group, and is increasing by over

20% per annum.” (Department for Education, Elective Home Education: Call for Evidence 2018 Government consultation response, April 2019, p5.) Some of these are accounted for by off-rolling, but many are truly elective and many of those adopt a self-directed approach to some extent. It is surely wise to look at what these settings, some of which have been set up by home-educating parents, have to offer that appeals to pupils and their children. Some of the experiments taking place in such alternative education may seem a world away from prep school settings - impractical, naive, idealistic or risky. However, that would once have been said of student councils, and of forest school. In such circles, prep school adoption of such things can be perceived as similar to cultural appropriation - in the worst-case scenario, a mere photo-opportunity or affectation to provide a USP for a prospectus. However, there are openminded staff in every school ready to throw themselves into such new developments with genuine spirit, peripheral to the main structure and business of the school thought they may be, aiming to make learning responsive to pupils and to the world around them. I found the Freedom to Learn Forum fun, thought-provoking and inspiring. It offered a snapshot of developments taking place in life outside the mainstream. Acutely aware that I need to remain a learner, I think it’s worth engaging with the possibilities offered by greater exploration of concepts of freedom, agency and consent.

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ISPACE - THE WELLBEING CURRICULUM FOR SCHOOLS iSpace is the Wellbeing Curriculum for schools, developed by its founder and creator, Paula Talman. It is designed to give children the tools to develop their whole selves, providing a whole-school approach to mental health and wellbeing for children aged 4-11 and 11+. iSpace uses a language that is clear, child-friendly and positive. Through its toolkits and online portal, we have created an environment for teachers, parents and healthcare professionals to deliver a progressive method of learning that sits along each child as they move through their school years and into adulthood.

Paula Talman is a registered paediatric and adult nurse who is now a director of compliance, health and welfare within the education sector. The idea for iSpace was launched into schools in 2016. The curriculum is now in schools in Sussex, Kent and London and the iSpace community continues to grow strong as more and more schools join. Children at iSpace schools are talking about their mental health and wellbeing as a normal part of their everyday life. Our hope is that by being empowered today, all our children will be ready for tomorrow.

Taught through the PSHE timetable and based around a galaxy of wellbeing planets, the curriculum is clear, structured and easy to deliver. iSpace has also introduced #iWonder, a wellbeing curriculum for teens that focuses on understanding their emotional, physical, social and mental health.

For more information see our website: www.ispacewellbeing.com or contact: paula@ispacewellbeing.com

It’s all about the right proportions Ian Morris, Bishop Stortford College’s Chaplain, shares some flipping good tips Shrove Tuesday, also known as Pancake Day, is the day lemons were made for, although these days the topping of choice seems to be Nutella. Whatever your topping of choice, the fact remains that pancakes are deliciously simple to make as the basic recipe calls for only flour, eggs, milk, salt and oil. Just five simple ingredients needed in order to whip up a tasty treat. However, for those who are inexperienced in the art of batter, listing the five ingredients is not enough. To get the perfect pancake one needs to know the exact proportions of each element. Adding too much of one ingredient and too little of another can lead to disastrous results. When my assembly helpers purposefully threw in whole eggs (shells included), a slick of oil and enough salt to send my blood pressure rocketing, the pancake they cooked looked like a proper pancake, smelt like a proper pancake, it even flipped like a proper pancake – but in no way did it taste like one! Life can also be broken down into five simple ingredients; work, rest, play, sleep and serving others. We all need to work – it’s the curse of Adam. No work, no money and we’re stuck, but we all know that too much work isn’t good for us either. We need rest – downtime to chill, take stock and reflect. Play gets us outside, running around in the fresh air gets our heart rate up and the exercise sets off those endorphins that give us a natural

high. Sleep is vital to our health and growth, enabling our bodies to repair themselves whilst serving others reminds us that we are not at the centre of the universe and, deliciously, it has been proven to do us good and increase our sense of wellbeing. Like the recipe for pancakes, to achieve a tasty life we must learn to keep the ingredients in the right proportion to each other. Too much work or play or rest and we will not enjoy the best that life has to offer. That’s why Lent follows on from Pancake Day. Lent gives us an opportunity to re-evaluate our lives and consider whether we have

too much of one ingredient and not enough of another. So before Wednesday, why not sign up to 40 acts (www.40acts.org.uk) it’s a great way of putting others before yourself and giving you moments to reflect on how we can do life better and make it tastier not only for ourselves, but for our families, friends and wider community. Wishing you all a flipping good time on Tuesday and here’s to looking forward to not giving up during Lent, but giving. And for those so inclined, here’s a fool proof recipe to use on Shrove Tuesday.

PANCAKE RECIPE: Ingredients 100g plain flour 2 large eggs 300ml milk 1 tbsp sunflower oil, plus extra for frying METHOD Put 100g plain flour, 2 large eggs, 300ml milk, 1 tbsp sunflower or vegetable oil and a pinch of salt into a bowl or large jug, then whisk to a smooth batter. Set aside for 30 mins to rest if you have time, or start cooking straight away. Set a medium frying pan or crêpe pan over a medium heat and carefully wipe it with some oiled kitchen paper. When hot, cook your pancakes for a minute on each side until golden, keeping them warm in a low oven as you go. Serve with lemon wedges and sugar, or your favourite topping.

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A geography book review Paul Baker, who has taught geography in both secondary and prep schools for 38 years, shares his views on two new geography books the reader and educate them about the world they live in today. It is also a book that will help in changing attitudes and educating the young reader to consider how they can help with the survival of our planet. This book should be in every school library and teachers should certainly look at using it as a class reader.

Swimming Against the Storm by Jess Butterworth Published by Orion Children’s Books ISBN 978 1 51010 548 5 This novel by Jess Butterworth is a wonderful story for children aged 9 to 11. Set in the coastal marshes of Louisiana, it is about four children who want to save their community. It is a novel that has a powerful message about an environmental problem and how as citizens we treat it and need to protect the environment. In a world suffering a wide variety of environmental problems, Jess has written a novel about the threat of coastal flooding that will grip the reader and educate them. It creates a sense of place and gives a vital message to the reader through an exciting adventure. The geographical and environmental message is an ideal way for teachers to use this novel as an introduction to coastal flooding and climate hazards. Not only can it be used to help Key Stage 2 literacy but also to support their geographical studies. A very relevant exciting story, beautifully written which will grip

The Rocking Book of Rocks by Amy Ball and Florence Bullough Illustrated by Anna Alanko Published by Wide Eyed Editions ISBN 978 1 78603 872 2 The scientific study of rocks is an essential part of geology, and this book designed for 6 to 12 year olds is a superb and exciting introduction to the importance and the characteristics of rocks, where and how they are formed, and how important they are. It takes the reader to the centre of the Earth and to the far reaches of space. This highly accessible book gives the reader a very comprehensive guide to the characteristics of rocks, minerals and gems and allows them to learn everything they would want to know.

The authors, both expert geologists from the Geological Society of London, introduce children to the importance of rocks and with the stunning illustrations by Anna Alanka, it educates the reader in a way that will absorb their attention and introduce them to geology that will enhance their knowledge and understanding of the world and space. The easy reference glossary and the fascinating ‘Did you know?’ facts, is an example of how the authors educate the reader. This book although written for Key Stage 2 pupils will no doubt prove a useful guide for older pupils and adults. Increasing knowledge and understanding about rocks and minerals all around us and the importance to our daily lives, from the use of rocks and minerals in computers and smartphones to other important uses, such as in medicines allows the reader to see why the geology of the world is so important. With the detailed double page spreads on the ‘Structure of the Earth’, ‘Geological Timelines’ and ‘The Rock Cycle’, leading on to pages on the different types of rocks, their influence on landscapes, fossils, gemstones, geodes and useful metals, this book is one that gives the reader full details on everything to do with rocks. This truly magnificent book full of information about rocks that will inspire the reader to think about and carry out further research about geology, and also inspire them to think about further geology studies and even possibly sow the seeds for the future and a career as a geologist.

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May at 10 By Sir Anthony Seldon with Raymond Newell, reviewed by the editor Published in November of last year, Sir Anthony Seldon’s new book has proved insightful, popular and considered a ‘must-read’. I always look forward to reading the works of Sir Anthony Seldon and so, from the outset, I should reveal my hand and say that I am a great admirer of his, have worked with him within the arena of mindfulness and count him as a friend. I have not, as yet, worked for him, but one would hope that the status of friendship and colleague are not mutually exclusive. The Common Rooms of Brighton College, Wellington College and the University of Buckingham are the best places to seek that answer. Thus, do bear this in mind as you read on.

As a student and teacher of history and politics, I, like so many of similar ilk, either have a copy of or have read just about everything he has written. As a result, I can reference on a very personal level where this latest addition to his prolific library of work stands. To my mind, it is outstanding and bears all the hallmarks of his depth of research, the accessibility of his writing style and his decisive insights into the lives of our leading political figures. Theresa May was, of course, at the forefront of our consciousness from her ‘dizzying accession to power’ in 2016 to her struggle to win the 2017 general election, followed by what can only be described as the trauma of Brexit. Whatever one’s

view of the latter, there was no doubt of the public’s respect, grudgingly or otherwise, for her resilience and her stoical belief in getting what she thought was the best deal for the country. In front of the cameras, her face, over time, revealed all the stresses and strains of being this country’s Prime Minister. Anthony Seldon’s book goes beyond the media veneer and delves deeply into just what was going on behind the scenes and, consequently, reveals the much sought after answers to the questions about Theresa May, her personality and the relatively short time in history she occupied on a relentlessly daily basis. A superb read in every way and I highly recommend it to you. May at 10 is published by Biteback Publishing.

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Red sky at night, angel delight An extract from Emma Turner’s humorous debut Be More Toddler which offers a unique perspective on leadership through the eyes of a toddler One of the funniest aspects of parenthood is when your child is mastering language. From the heart melting first ‘mummy’ to the pride of the first correctly used ‘fank yoo’, there are endless lovely moments. However, when your toddler starts to speak more and begins to use language to communicate more about the world around them then that’s where the real comedy moments come in. I remember coming home one evening from my parents’ house with my daughter in the car. The sky was beautifully red and golden, and my daughter suddenly started jabbing at the window from her car seat and shouting, ‘Mummy, mummy! Look!’ I asked her what she’d seen, and she gave me a knowing look and said, ‘The sky is red mummy and you know that means… red sky at night, angel delight!’ It still makes me smile every time I think about it. She was so certain she was right and so confident in her use of her version of the, ‘red sky at night, shepherds’ delight’ that her version of it has since become the one we actually use as a family now. We could have simply told her she was wrong, corrected her and moved on but it was so comical that it became more than a learning point; it’s also a point of reference and an ongoing part of our daily language alongside the correct version of it, of course. We were able to laugh about it, as she obviously didn’t feel threatened or belittled by

the pointing out of her mistake and that is something we often overlook when building teams. We all too often forget in leadership that if we are to critique or correct someone’s error, it is highly unlikely that that error is a deliberate one. In my background in education, I am yet to meet a teacher after 22 years of me being in the profession who deliberately wants to do a bad job. In fact, many teachers put in a staggering amount of energy, thought and time into the work they do, and we need to be mindful of this as leaders when we seek to discuss the effectiveness or accuracy of their work. Building a culture where mistakes are allowed and positive discussions stemming from them are championed are the ones where growth will occur. If we develop a culture where mistakes are to be shied away from for fear of being chastised or overly corrected, then there will be no creativity or movement. Just as toddlers don’t master language overnight – there are subtle and small changes in their abilities to form individual sounds correctly, then words, then short sentences and then longer conversations – so too will the development of our organisations mirror this. If we want to bring about incremental change or development, we must refine the way in which we respond to mistakes or errors. If we are to effect a whole organisation change in the way

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that a toddler becomes fluent in formulating extended sentences, we must celebrate what has gone well and not fixate on what is wrong. This is not to say errors go unchallenged or uncorrected, but that instead we create a culture where we recognise that within a period of change and development there will be points of misinterpretation, misalignment, misapplication or just plain errors and that we recognise these will need to be unpicked, but that it needs to be done in the context of an overall supportive and positive culture with a shared understanding of what we as our teams and organisations are trying to achieve. The way in which we model this behaviour ourselves as leaders will be instrumental in implementing this effectively. If we present ourselves as infallible then we are setting up an unobtainable standard for our colleagues to emulate or aspire to be, consequently setting the organisation up for a culture where fallibility is seen as a weakness. The ability to recognise your own strengths and weaknesses as a leader and to articulate this at the same time as modelling how you are always seeking to improve these is a key way in which to communicate the learning behaviours you want to develop in your teams. Mistakes happen when something new is underway or new challenges are taken on. It is rare for mistakes to occur in the

mundane, the procedural or the regular. Mistakes tend to happen during first times, new challenges, changes, testing out of new ideas or when people are stepping up to do a role that they have not done before. And these are the exciting points for an organisation and the people in it. There is a saying that creativity lies on the border of chaos and as a leader we are often leading our organisations into what could be construed as or has the potential to be chaos, whether that be a staffing restructure or a new approach across an organisation. Whenever there is the possibility for creativity or risk is when we need to demonstrate our very best leadership and human behaviours. This is when we need to show we are fallible, be able to apologise and have the courage to nimbly and humbly change course when we realise something genuinely isn’t working. If people follow leaders

they trust then we need to be honest about our own capabilities.

the courage to say when something isn’t working.

We need to be ready to apologise, to listen, to discuss, to change tack when the course is not the right one, to say that we found something difficult or that we haven’t yet come up with a solution. What people need from their leaders is someone they can trust and so trotting out leadership platitudes which allude to, ‘everything is alright, nothing to see here, move along now’, when it is clear to everyone that the wheels are coming off does not breed a culture of trust. The leader will continue to set the weather during periods of change as well as during calmer periods and the leader needs to set the precedent for behaviours during this, those of honesty, clarity, being realistic, being humble, being willing to get involved and having a go, maintaining positivity and having

Leadership is not about being perfection personified. It is about being optimistic and ambitious but also honest, realistic and humble. If you want to take people with you, be fallible, if you want to lead alone striding out at the front and followed tentatively by fearful teams, be perfect. Red sky at night, angel delight. Be More Toddler is available to buy now via the John Catt Bookshop at johncattbookshop.com or Amazon

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Jenny Burrett is Head of Pastoral Development and PSHCE at the Wishford Schools and the SATIPS Broadsheet editor for this element of the curriculum

Learn how to look on the bright side of life Making your own happiness It is great to promote happiness as a goal, but this has to be understood, broken down and worked towards. Sometimes it shines down easily as everything just flows, falls into place and we are delighted with the outcomes of our efforts or external circumstances, but at others, the going is tough, it seems as though there are obstacles everywhere and there is constant rain on our parade. Relationships can prove very challenging. It is at these times where we need strategies, experience and the right language that informs us that we know we can get through a difficult time. Helping children through this experience takes time and patience and it is important to be clear that we are gradually building self-knowledge, decision-making, initiative, adaptability, self-belief, independence, confidence and resilience, to name but some key qualities that are needed. Wellbeing It is key to have successful wellbeing strategies in place. A balanced diet, healthy hydration, exercise, good sleep and feeling safe with a sense of belonging are the fundamentals before

any effective learning can be done or any self-esteem built. Maslov told us that in 1943 and this message has only been reinforced and developed.

The needs of the spirit

Human needs Anthony Robbins’, well known coach and philosopher, claims that his defined six core human needs may help us to explain what we need in the first place.

• The need to give beyond ourselves, give, care, protect and serve others.

The needs of the personality • Certainty: The need for safety, stability, comfort, order, control, predictability and consistency. • Uncertainty of variety: The need for variety, surprises, challenges, excitement, chaos, difference, adventure, change and novelty. The first two work with one another and balance each other. Too much of one or the other could lead to inertia and boredom or being out of control. • Significance: The need to have meaning, special place, pride, needed, wanted, sense of importance and worthy of love. • Love and connection: The need for communication, unified, approval and attachment– to feel connected with, intimate and loved by other human beings.

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• The need for constant emotional, intellectual and spiritual development.

Making choices • Do you agree with these needs? Would you add or remove anything? • Can you relate to these 6 core human needs in yourself and in others? • How are you meeting your core human needs? • Are you making choices?

William Glasser’s choice theory is a good way of seeing if you are approaching choice making in a resourceful or unresourceful way? Perhaps you are just neutral and sit on the fence waiting for others to take the lead.

7 Caring Habits

7 Deadly Habits

Supporting

Criticizing

Encouraging

Blaming

Listening

Complaining

Accepting

Nagging

Trusting

Threatening

Respecting

Punishing

Negotiating difference

Bribing or rewarding for control

Teaching emotional intelligence As a concept EQ is still relatively new, especially compared with IQ, having been around for just some 30 years and it is generally much valued. Psychologists Peter Salovey and John D Mayer coined the phrase in 1990, describing it as a form of social intelligence that involves the ability to monitor one’s own and other’s feelings and emotions, to discriminate among them and to use this information to guide one’s own thinking and action.

In his book Emotional Intelligence, science writer Daniel Goleman popularized the need for Emotional Quotient ( EQ) skills to be taught as part of the school curriculum, convincing us of the high costs – monetary and societal wellbeing – of failing to teach children how to deal with their emotions. His influence is everywhere and much good work is being done to develop this. The 18th Century philosopher, Voltaire, also offers guidance which seems particularly relevant today as young people grow in relation to themselves, others and the wider world. ‘Il faut cultiver notre jardin’ ( We have to grow our garden) It is key to instill values which are meaningful in that child’s garden and grow them alongside knowledge, skills and personal characteristics. It is for the child,

with the help of parents, teachers and friends to grow what they have, take responsibility, recognize and appreciate difference, be the best each of them can be and empower themselves as stronger learners and leaders of themselves. Many schools now have taken the advice of such as Guy Claxton and build learning power using a specific language of learning. Guy Claxton himself promotes the seven Cs, confidence, curiosity, collaboration, communication, creativity, commitment and craftmanship and Heywood Prep has found this works well as a language of learning. Some of the most effective have been really simple. Cricklade Manor Prep has introduced ‘Challenged, motivated, prepared’ and taken time to make sense of that in every context with the children. It can certainly work alongside Anthony Robbins’ description of our personality and spiritual needs and helps the children to make sense of their responsibilities. Resilience – Plan B Georgina Davis, from St Faith’s Prep at Ash, spoke encouragingly on their Speech Day of what she had learned and the value of Plan B.

‘One of the great things about St Faiths is that we are actively encouraged to practise public speaking.

Every year in October we have a speech competition. For my last speech I chose a subject that was very personal and Mr Groves asked me to share it with you today as he thought some of you might find it helpful. All the while I have been here at St Faith’s amongst other things like sport, Drama and Music; I have been working towards passing my Kent Test. Test papers throughout the summer holidays, you do your best on the day and then the 6 week wait feels like it goes on forever. Results day was like listening to Simon Cowell give a No vote on X factor. Really painful, I tried hard and did my best on the day but it just wasn’t enough. I went through a range of emotions including tears, anger and embarrassment. Tasting failure is not nice. We are all taught that failure is a bad thing and that if we try hard enough we can achieve anything we put our mind to, but is that really true? And how do we cope if we don’t get what we have worked so hard for? Is it the end of the world or should it be a case of now we need to try plan B? Does failure actually make you stronger? Is it better to have tried and failed or never have tried at all ? I did some research and I found out some of the most successful people in the world were not winners at first. Take Richard Branson - his first venture, a student magazine didn’t make any money but he didn’t give up he just changed direction and set up his now world famous Virgin music business. James Dyson made 5126 prototypes before he came up with the award

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winning formula for his vacuum cleaner – that really is determination! Who here has heard of Walt Disney? Well he was told by his newspaper editor that he lacked imagination and had no good ideas. If he had given up ……..Well no Disney, no Disneyland – unthinkable! JK Rowling’s Harry Potter was rejected by all 12 major publishing houses, it then went on to win award after award and make JK Rowling the most successful female author in the UK. What would have happened if she had given up? Can any of you imagine a world without Harry Potter? Michael Jordan, the most famous basketball player of all time was dropped from his high school team. He didn’t give up and said, ‘Fail often, fail fast, learn from your mistakes, the more times you fail the closer you are to success ‘ Little Mix were all rejected as solo artists so instead of giving up their dream what did they do? They became one of the biggest girl groups on the planet. These people all have 1 thing in common and do you know what it is? , They never gave up. So maybe we should actually see failure as a learning curve. Bear Grylls said: ‘the key to life is to embrace failure and treat it as a stepping stone to success.’ So how about me? So I DIDN’T pass my Kent test but did I give up? No!

I worked really hard and have been lucky enough to have offers from three top independent schools including a Sports and Drama Scholarship from St Lawrence college. I am really excited about the future and since they are even setting up a football academy maybe one day I might even be playing for England.

So as this is my very last day at St Faiths I want you whether you are a grandparent, a parent, a teacher a pupil or a Year 5 all to make me not one, but two promises: To never give up and never fear failure. Because maybe, just maybe, success is closer than you think! Learning about the self through reflective journals and other means If the mindfulness journey values living in the present, not catastrophising about the past, anticipating the future when it comes, thereby bringing moment-by-moment awareness of thoughts, feelings, bodily sensations, and surrounding environment, characterized mainly by “acceptance” - attention to thoughts and feelings without judging whether they are right or wrong as well as gratitude for what this brings, then it is worth teaching children to pay attention and be reflective about the value of that awareness, ideally in the moment, but equally looking back over short periods of time, especially since we know that mindfulness supports with stress and challenge. Reflective diaries in which pupils are noting how they think and feel help teachers and parents to understand them and it helps them to understand themselves and value their experiences. In the early stages of KS1 this may be about symbols in response to questions asking them about how they think and feel about aspects of school life, what they respond to positively and what is harder. In KS2 pupils can build to something much more expressive and their reflections can be really telling to both themselves and others. Certainly, we know that pupils can find their own voice through reflective diaries, identify strengths and weaknesses and reflect on a range of feelings.

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Often they come to really understand the power of choice and how they are empowered to make decisions and take actions. We know that tutorial systems are hugely supportive of personal growth, providing staff are well trained and know how to help a child to understand their reality and set the right challenges for development. We know that it is vital that pupils learn to build a positive relationship with themselves, others and the world around them and build that as they go along. Coaching is another way of really getting pupils and teachers to build themselves. My own GROWSUNFLOWERS programme is a simple way of supporting children’s self-esteem and mental health and teaches the importance of firm roots, the power of choice, the will and the joy of one’s own essence, and the importance of finding one’s own voice to blossom. So much of this can be achieved in a talking school that sets up dialogue and reflection opportunities for its pupils, a school in which teachers or peer mentors help pupils to find their own solutions to issues by exploring their options rather than just setting teacher led targets, a school that really knows what its people think and feel. It may come to the need for counselling which is a very effective way of getting over an obstacle, but it does not need to be the first port of call. In conclusion So all of the above helps to build a realistic kind of happiness with the recognition that it is not going to be plain sailing all the way, but with the knowledge that the means are in place to get through the tough stuff.

expectations or what “works”. Writin staff to reflect on their classroom

SATIPS 1

Broadsheets are edited by Prep Schoo in their field, have taken on Why Whyshould shouldmy myschool schoolbe bein inmembership? membership? For further information about the Bro • SATIPS offers a breadth of training, networking and supportive • SATIPS offers a breadth of training, networking and supportive opportunities to schools in membership opportunities to schools in membership.editions, follow t recent • It is the ONLYsight organisationof in Britain which is dedicated • It is the ONLY organisation in Britain which is dedicated

Support and training in Prep Schools

to the needs of teaching staff in prep schools. to the needs of teaching staff in Prep Schools. • SATIPS is absolutely concerned with catering for staff ranging •from SATIPS concernedortoSenior cater Leadership for staff ranging NQTistoabsolutely Head of Department Team. from NQT to Head of Department or Senior Leadership Team. We also aim to cover all age ranges from Nursery to Key Stage 3. We also aim to cover all age ranges from Nursery to Key Stage 3. SATIPS offers a four part core of activities and support: SATIPS offers a four-part core of activities and support:

Course SATIPS offers a wide range Broadsheets and other In-Se These are published each term, Broadsheets covering a wide range of curriculum interests as These are each term, covering a wide range of curriculum well aspublished specific concerns: e.g. Senior Management, Special Needs and interests, Pre-Prep. as on the Courses can be accessed well as specific concerns: eg Senior Management, Special Needs and Pre-Prep.

Broadsheet articles are usually written by practising prep school teachers with occasional contributions from are leaders in their field.by This ensures Prep that whatever the article is Broadsheet articles usually written practising School teachers with about the reader can be certain he orin shetheir will field. not only share subject andwhatever age-group occasional contributions fromthat leaders This ensures that, relevance but also cultural assumptions: e.g. parental expectations or what ‘works’. the article is about, the reader can be certain that he or she will not only share Writing and articles for the Broadsheets encourages staff to reflect on their subject age-group relevance but also cultural assumptions: eg classroom parental practice and curriculum expectations or what “works”. Writing articlesdevelopment. for the Broadsheets encourages staff to reflect on their classroom practice and curriculum development. Broadsheets are edited by prep school teachers who, with proven track records their field, on teachers the role ofwho, subject ambassador. Broadsheetsin are edited byhave Preptaken School with proven track records in their field, have taken on the role of subject ambassador. Further information about the Broadsheets can be found on the website. For further information about the Broadsheets, go to http://satips.org/ and, for sight of recent editions, Courses follow theand links to “Specimen Broadsheets”. INSET SATIPS offers a wide range of training courses, conference and other in-service opportunities. Courses and INSET We can advise on and facilitate INSET trainings days for schools in most areas of the country. SATIPS offers a wide range of training Courses are designed to cover a widecourses, range of Conferences interests. and other In-Service opportunities. Attention is given to course feedback which helps to shape our programme. Courses can be accessed on training the web-site at http://satips.org/courses/ School requests for is particularly encouraged.

Courses are designed to cover a wid course feed-back which helps to sh training is part

Course presenters are very carefully known experts in their field w Members schools receive a su

CoursesThe areprogramme designed tois cover a wide rangeatofthe interests. Attention is given to primarily directed classroom practitioner. course feed-back helps to shape ourare programme. New towhich the programme this year certificatedSchool courses,requests for training is particularly encouraged. more details of which are on the website. Our trainers and consultants are very carefully selected. Course presenters are very carefully vetted. Our aim is always to make use of Our aim is to always make use of known experts in their field. known experts in their field who are also first-class presenters. Full detailsschools of the training can be foundon oncourse the website. Members receive aprogramme substantial discount fees. Member schools receive a substantial discount on course fees.

SATIPS

expectations or what “works”. Writing staff to reflect on their classroom pr

Broadsheets are edited by Prep School in their field, have taken on th Why should my school be in membership? Competitions, Exhibitions Competitions, exhibitions and and events eventsfor forpupils pupils For further information about the Broa SATIPS offers a variety of pupil-focussed events. Over many years Schools SATIPS offers a variety of pupil-focused events. Over many years schools have have • SATIPS offers a breadth of training, networking and supportive enjoyedenjoyed entering their pupils intoevents that hold a anation-wide attraction with entering their pupils in events that how nationwide attraction opportunities schools in membership. standards. Currently, these events are: sight ofinrecent follow the with high standards. These events include: • It is the high ONLY organisation Britain which iseditions, dedicated Support and training in Prep Schools Support and training in Prep Schools

to the needs of teaching staff in Prep Schools. • SATIPS Challenge Knowledge • SATIPS ChallengeAnnual (annual General general knowledge quiz)quiz • National Handwriting Competition, held in conjunction • Nationalconcerned Handwriting • SATIPS is absolutely toCompetition cater for staff ranging with Cambridge University • Poetry Competition from NQT to Head of Department or Senior Press Leadership Team. • Poetry Competition • SATIPSKI We also aim to cover all age ranges from Nursery to Key Stage 3. • SATIPSKI the annual Ski competition • Annual Art Exhibition held at Hemel Hempstead indoor skiand centre SATIPS offers a four-part core of activities support: • Challenge Harry Paget (pagethar@papplewick.org.uk) • Annual Art Exhibition • National Handwriting Competition Paul Jackson (eajackson22@hotmail.com) Broadsheets • Poetry Competition Stephen Davies (shd@bryanston.co.uk) Full details of all these events areaatwide http://satips.org/competitions/ These are published• SATIPSKI each term, covering range of curriculum interests, as Gillian Gilyead (gilliangilyead@aol.com) well as specific concerns: eg Senior Management, Special Needs and Pre-Prep. • Annual Art Exhibition Alayne Parsley (A.Parsley@cheltenhamcollege.org) “Prep School” Magazine Full details of all these events are at www.satips.org/competitions “Prep School” is published three timesbya practising year. It offers readers Prep Schools Broadsheet articles are usually written Prep Schoolinteachers with a broad range of authoritative articles in ontheir educational matters with anwhatever emphasis occasional contributions from leaders field. This ensures that, Prep School Magazine on issues that concern all Prep Schools. the article is about, the reader can be certain that he or she will not only share ‘Prep School’ is published three times a year. It offers readers in prep schools a subject and age-group relevance but also cultural assumptions: eg parental broad range of authoritative articles onfurther educational issues. Whator next? seeking information? expectations whatJoining “works”.Satips Writingor articles for the Broadsheets encourages We are proud of what SATIPS offers. With all Council members and Officers staff to reflect on their classroom practice and curriculum development. stillWhat working in Prep Schools we believe we understand theinformation? demands on staff next? Joining SATIPS or seeking further working schools andteachers are to support them. We areare proud of what SATIPS offers. Withhere allwho, Council members and Officers Broadsheets edited byinPrep School with proven track records stillinworking in prep schools believe we understand the demands on staff their field, have takenweon the role of subject ambassador. Please working do contact us Broadsheets, if you would more information in school and are herelike to support them. For further information about the go to http://satips.org/ and, for or if we can be of any assistance. sight of recent editions, follow the links to “Specimen Broadsheets”. Chair Chairman David Kendall Courses and INSET Lisa Newbould chair@satips.org SATIPS offers a wide range of training courses, Conferences chair@satips.org and other In-Service opportunities. Director of Education Courses can be accessed on the web-site at http://satips.org/courses/ Director Education Paulof Jackson Paulrange Jackson Courses are designed to cover a wide of interests. Attention is given to eajackson22@hotmail.com education@satips.org course feed-back which helps to shape our programme. School requests for training is General particularly encouraged. Secretary Director of Training Bill Ibbetson-Price Sarahvetted. Kirby-Smith Course presenters are very carefully Our aim is always to make use of gensec@satips.org training@satips.org known experts in their field who are also first-class presenters. Members schools receive a substantial discount on course fees. General Secretary Alec Synge GenSec@satips.org

Courses a SATIPS offers a wide range of and other In-Serv Courses can be accessed on the we

Courses are designed to cover a wide course feed-back which helps to shap training is particu

Course presenters are very carefully v known experts in their field wh Members schools receive a sub

articles for the Broadsheets encourages ractice and curriculum development.

SATIPS directory teachers who, with proven track records he roleOfficers of subject ambassador. adsheets, go to http://satips.org/ and, for e links to “Specimen Broadsheets”. Chairman David Kendall chair@satips.org

Finance Director Stephen Coverdale finance@satips.org

Vice Presidents

Director of Paul Jackson Education eajackson22@hotmail.com

Trevor Mulryne & Richard Tovey MBE

General Secretary Bill Ibbetson-Price gensec@satips.org

and INSET Members of Council f training courses, Conferences vice opportunities. eb-site at http://satips.org/courses/ Lisa Newbould (lanewbould@gmail.com)

Alayne Parsley (a.parsley@cheltenhamcollege.org)

Emma Goodbourn (nedgoodbourn@yahoo.co.uk)

Paul Baker (pb3448@gmail.com)

Brenda Marshall (brendamarshall@supanet.com)

Ben Moir (benmoir@hotmail.com)

Mark Middleton (markmiddleton@orwellpark.org)

Paul Mason (paulmason@crossfields.com)

SATIPS Broadsheet editors

range of interests. Attention is given to pe our programme. School requests for ularly encouraged. Art

Jan Miller, Moreton Hall (millerj@moretonhall.com)

Classics

Emiliana Damiani, Pinewood School (emilianadamiani@pinewoodschool.co.uk)

Nicholas Richards, Christ Church College (richards.n@cccs.org.uk)

Design Technology

Vacant

Drama

Stacie Bates, Walhampton School (s.bates@walhampton.com)

English

Charlotte Weatherley, Knighton House (charlotte.e.weatherley@gmail.com)

Geography

Ben Mono, Eagle House (ben.mono@eaglehouseschool.com)

History

Matthew Howorth, Twickenham Prep (mhoworth@twickenhamprep.co.uk)

ICT Mathematics

Mark Templeman, Brockhurst and Marlston House Schools (m.templeman@brockmarl.org) Matthew Reames (mreames@gmail.com)

Modern Foreign Languages

Richard Smith (tricks6543@gmail.com)

Music

Claire Tomsett, Wetherby Prep (claire.tomsett-rowe@wetherbyprep.co.uk)

Mark Penrose, Bilton Grange (msp@biltongrange.co.uk)

Pastoral Development & PSHCE

Jenny Burrett, Wishford Schools (jenburrett@gmail.com)

Physical Education & Games

Liz Durden-Myers (liz.myers@scholary.com)

Pre-prep

Sam Weeks, Stamford Junior School (slweeks@ses.lincs.sch.uk)

vetted. Our aim is always to make use of ho are also first-class presenters. bstantial discount on course fees. RE Vacant Science Luke Busfield, Ludgrove (emmaandluke154@btinternet.com) Senior management

Christopher Parsons, Norwich Lower School (cparsons@norwich-school.org.uk)

Special Needs/Learning Development Claire Thurlby, St Faith’s, Cambridge (cthurlby@stfaith’s.co.uk) Classroom Management

Mark Philpott, The Elms, Trent College (markypotts1@yahoo.co.uk)

PREP SCHOOL Reflecting the best in the prep & junior school world

Viewpoint Gwen Temple, Senior Deputy Headteacher at Lawrence Sheriff School, takes a look at implementing good intentions I have written previously about how, as a school, we are looking at our curriculum intent. But whilst good intentions are a worthy thing, is it the implementation of those that really count? Each of our subject areas, under the direction of its subject leader, is looking at how every part of the learning journey from Year 7 to Year 11, and beyond, should be constructed to enable our students to build schemata. These are the means through which pupils take individual pieces of knowledge and form them into long term memories. As departments, we have taken deliberate action to sequence our content so that schemata can be built as effectively as possible, given each student’s previous experience and understanding. In addition, we are teaching students to understand about how our brains work and how we build knowledge from day to day to week to year so that they can master their learning and appropriate concepts for themselves. This means that as ‘stuff’ is taught, as teachers we are thinking about how it is that we encourage it to stick in the brains of pupils. Back in the 1880s, Ebbinghaus undertook research, from which he concluded that we rapidly forget information that we encounter, and represented this by a ‘Forgetting Curve’. Do take a look at it. He hypothesised about what can be done to decrease the effects of the forgetting curve, and asserted that spaced repetition and an emphasis on active recall were both helpful approaches. So lessons see teachers implementing spaced learning to revisit previous lesson content. That our teachers are able to do this is testament to their good levels of subject knowledge and understanding of pedagogy. More recently, in 2013, Professor John Dunlovsky reviews scientific studies and filtered from those the most effective revision techniques. We have introduced focused half days in Years 7, 9 and 10 where we have shared these with pupils and have also been implementing these in lessons, encouraging students to use them both as general learning methods and as revision techniques as examinations approach. Again, can I recommend you find out about these and point your son/daughter towards them? As we monitor the outworking of our curriculum intent, we are looking for evidence that we are implementing all of the above. As Alan Mulally has said, ‘Leadership is having a compelling vision, a comprehensive plan, relentless implementation and talented people working together.’

PREP SCHOOL Reflecting the best in the prep & junior school world

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Prep School Magazine - Spring 2020 Issue 97

Articles inside

Who knew opera was so much fun?

Going beyond the obvious

Choosing a good school tour provider

Fishing revisited

A new wellbeing space

Empowering pastoral excellence