Kingswood Prep In Focus 2012-13

2012-2013

in focus

Some highlights throughout the year:

KPS Head’s Introduction 1 KPS Reflections

2-5

Trips & Excursions

6 - 12

Snow Day

13

Prep

14 - 15

KPS Activities

16 - 17

FoKPS

18

Boarding at KPS

19

Author’s Visits

20 - 21

Children’s Work

22 - 25Sport

Art & DT

26 - 28

Pre-Prep

29 - 34

Creative Arts

35 - 45

Sport at KPS

46 - 50

English & Eco

51

Maths at KPS

52 - 53

KPS Buddies

54 - 55

KPS iPads

56

KPS Competitions

57

Year 6 Leavers

58 - 63

Year 6 Leavers 2012

50 - 57

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Year 6 Trip to France

KPS Activities

16

Sport

46

7

KPS 1000

Creative Arts

35

Visiting Authors

20

KPS Head’s Introduction

A word from the

Head at KPS

Whilst in Nursery I came across a budding artist Charlie Day who took upon himself to paint me. I thought it was an uncanny likeness!

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Mr and Mrs Titley leave the Boarding House after almost ten years of sterling service. They deserve some family time and uninterrupted nights; both Matthew and Sarah will enjoy having their Mum and Dad back on a full-time basis. It is very sad to be saying goodbye to Naomi Harding, who has been a quite excellent Year 2 teacher. She has been an outstanding colleague and I have loved watching her confidence grow and develop. We will miss her. Juliette Ives leaves to return to Bath University. She wishes to become a teacher and undoubtedly has all the necessary skills to be a very special one.

I was delighted to see so much excellent academic progress by the end of the Summer Term. Our children are working hard, enjoying learning and making progress above and beyond the norms for their respective age groups. I am often asked what I want for KPS children. I fundamentally believe that you can have academic excellence and an environment that is kind and nurturing, where children are happy. We are a school, so academic progress is, by definition, of paramount importance, but equally we cherish love of music, art, drama, sport and growing up with a positive attitude, good values, manners and integrity.

In these very difficult economic times I am very proud to say that we are full, which says so much for the quality of the teaching and care on which we pride ourselves.

The children of KPS really do have a voice, particularly through the excellent Student Council, the Sustainable Development Group, which helped us be rewarded with our Green Flag, and the Charity Committee, who have worked so hard with our push to support the Forever Friends Appeal. At the time of writing we have raised £17,000. What an incredible achievement and one of which we can all be very proud! All our fund-raising efforts, whether it be cake sales, the bike fete, cycling at Castle Combe Circuit or the grown-up event to John o’ Groats, have been so well supported by the Kingswood community. Inside is an account of the latter - I can only say that John o’ Groats is a long way to cycle! It was good to see Marcus Cornah again looking so well and he sends his love to you all.

Our creative arts continue to ‘fly’ and are being led superbly

by Mrs McGlynn. There have been so many highlights, some of which are recorded inside the covers of ‘KPS in Focus’.

This year our school performs at the Roman Baths for the first time for over 50 years - an outside performance of ‘Romeo and Juliet’ will be a very special night. Every child at KPS has the opportunity to stand on stage and speak. All the main productions were excellent, although my particular favourite was the Years 3 & 4 version of ‘Pirates of the Curry Bean’.

itting on top of a mountain is probably the perfect place to review the year at KPS. We do aim high and we do most definitely have an atmosphere in which each and every child can reach their potential in and out of the classroom. We, as a school, have packed so much into the academic year 2012-2013. I hope the second edition of ‘KPS in Focus’ gives an impression of the rich variety of experiences from which our children benefit. KPS is a unique school with no two days the same. My staff work tirelessly to ensure that children learn in an atmosphere that is nurturing and challenging.

The year started after an uplifting summer watching the London Olympics. So much good came from the Games: sportsmanship, teamwork, humility, friendship, competition and excellence - so many qualities that we admire in our children.

Mo Farrah, on being asked how he achieved a second gold medal, answered unswervingly: ‘Graft’. The effort that we put into both our learning and our extra-curricular activity defines us as people. Keeping to a sporting theme, I was having a conversation with a former England cricketer over the summer during which we touched on the qualities we look for in children.

He said Mrs Tendulkar was not handed her son and told: “Here is Sachin, who will go on to score 100 Test centuries!” No, whether it is academic excellence or outstanding achievement in music, drama, art or sport, hard work, effort, determination, honesty and drive are all key factors.

Our aim is that kindness permeates every corner of our school. Our new buddying system, our ‘Getting Better Bay’, and our new boarding house structure are elements aimed at building on our recent ‘outstanding pastoral care’ ISI inspection.

The other two recommendations from our visiting inspectors have also been implemented for the new academic year. My aim is that the next time the inspectors arrive at our school we will receive a set of ‘excellent’ or ‘outstanding’ comments - depending on which adjective the inspectorate are using at that time.

Year 6 have been an excellent group and can reflect on their final year with enormous pride. Collectively they have been upbeat, positive and great fun. All head ‘north’ to the Senior School and I look forward to watching their progress with great interest. They so enjoyed their trip to France and continued to work with diligence and energy right to the end of the academic year.

It was sad to say goodbye to Miss Woolley. She has added so much to our school and will be greatly missed by children, staff and parents. We wish Mrs Cook every success and happiness at the Senior School where she goes to be full time SENCO. She has been involved in the Prep School from the start and has positively affected the lives of so many children.

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Warmth, discovery, learning for life

1

KPS Reflections

The Poetry Out Loud competition was an excellent addition to our calendar, as was the choir singing at the O2 in London.

Our Art continues to impress and the quality of some of the work produced by very young children really says so much about Karen Fox’s patience and skills.

From a sporting perspective I thoroughly enjoyed our three Sports Days, which were competitive, inclusive and superbly organised. The Summer Term was for once blessed with some lovely weather and a full athletics, cricket and rounders programme was able to take place. For a person who loves sport as I do, it was very special to see up to forty children playing cricket at 6.15 on a Monday night or thirty children turning up in a snow storm to play hockey on a Saturday morning. Our children do love their sport and I have watched some superb rugby, hockey, netball, cricket and athletics this year. Mr Shrubsole tries desperately hard to include all children and to provide a weekly programme that is inclusive, competitive and fun. Mr Hull has brought us new activities in climbing, archery and kayaking and Mr Titley is going to lead our biathlon, triathlon, cross-country and athletics next year, which will open up even more opportunities for our children. I am also really pleased by the growing links with Bath Cricket Club and it is good to see so many of our girls enjoying this wonderful sport.

This year we had our second inspection in two years, this time the boarding variety. It was comprehensive and thorough and I was pleased with the very positive comments and findings.

We are living in a world that has become heavily dependent on reams of paper and bureaucracy. Not getting too bogged down in paperwork, but at the same time ensuring that every box is ticked, is a delicate balancing act. My job is to liberate teachers, not to confine and inhibit their creativity and passion for children’s learning.

We continue to communicate regularly and effectively with the parent body. ‘KPS Matters’, our weekly newsletter, is about to enter its third year and I am hoping to add new elements to it. Being an open and listening school is crucial and giving

the parent body as many opportunities to play a part in their children’s schooling is important to all of us connected with KPS. This year saw the unveiling of the tree platform, zip wire and play equipment, all paid for by the wonderful FOKPS Committee. We are indebted to their hard work and commitment to raise money for the children. Amanda Riddoch and her team have been superb to work with and have raised thousands of pounds. Personal favourites were the brilliant Comedy Night and the Christmas fetes.

Thanks to Yvonne Brearey for putting this magazine together.

It takes a huge amount of effort to assemble and edit a publication like this. She can be very proud of it and is already compiling next year’s copy.

Thanks also to Simon Morris and the Governors, who work tirelessly on all things ‘Kingswood’; without their expertise and knowledge, we would not be embarking on such a period of growth and development. There will be more news throughout the year on plans for the Prep School. I am glad to report that at the time of writing the new classroom block at KSS is on schedule and looks superb. Inside you will hear from our retiring Governor, Jonathan Forbes, who was so instrumental in the move of Prior’s Court from Newbury to Bath. Our thanks to Jonathan for all his commitment and governance over many years. Enjoy your golf!

It has been good to see more of Rev. Mike Wilkinson around KPS. He is part of the fabric of the school and the fact that he sees every pupil on campus on a weekly basis is very special.

To do justice to a year at a prep school in an introduction is so difficult, but I hope that you have gained a flavour of the breadth of experience on offer at our school. It is, indeed, a special place to live and work.

Mark Brearey

“W h “We have v tto make k a difference in children’s lives.

Children dare us to believe in them.

You are the dream keepers. You are the promise.”

Milli Blackburn 2

KPS Reflections

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The Little Enquirers There have been those years with our own children away from home when challenging questions in the domestic setting could be reduced to ‘have you put the rubbish out?’ – delivered, of course, by my wife.

Those children are grown up, properly established elsewhere with their own domesticity and offspring in tow. The challenging question is now more frequently prefaced with the word “Grandad….” and thereafter the Why? How? and Who? of a curious youngster. This is an enjoyable phase. There is a small but delightful conceit in once again being considered as the fount of all knowledge, even if, on occasion, you have to say “I don’t know” rather than make up a fib.

The absorption rate of little enquirers is remarkable. If any school could transplant that level of inquisitiveness, storage and re-use into its 16-year-olds, national performance at GCSE and beyond would fly and certainly delight those with a desire to test.

That debate about when and how do we ‘school’ our children has been back in the news. I am no expert in this field but, how many times have we heard those words “s/he is ready for school” and been ready to acknowledge that dabbling in the sandpit and finger-painting now fall short of where these little ones, as enquirers, want to be.

We want to be honest about their needs and honest in our own response to their questions. This, as an approach, seems perfectly reasonable, but it raises a little dilemma within the work that chaplains and teachers about faith undertake.

Kingswood is a Christian foundation, so there isn’t much doubt about where we are going to begin our story telling. We dip, without much apology, into colourful characters and tales, particularly from the Old Testament, haul out verses like ‘the animals, the animals, they went in by twosies twosies, elephants and kangaroosies, roosies, children of the Lord.’ and sing them with gusto. I have known some educational leaders in a very PC world treat this as unacceptable practice.

Why? – because there is reasonable doubt about whether Mr Noah built an ark, successfully mixed lions with chickens and parked the whole edifice on a mountain on the eastern border of Turkey. However, when adults put the block on stories like this, it is they themselves who are acting with, not to be too unkind,

simple minds. The same adults would be purveyors of stories, dependent upon the age of the recipient, about a hungry caterpillar and a little lad called ‘Stig’ who lives in a dump. It is the hang ups about faith and not telling kids lies within the context of faith (where truth matters) that seems to be a hurdle.

The real truth is that, apart from in highly specific subjects, with absolute rules, like mathematics, we educate with ideas and then re-educate through the development of those ideas as a child grows their conceptual faculties. To a five-year-old, Mr Noah is a family man on a big, successful adventure: God loves him and signals that with a rainbow in the sky. At that point, the emphasis on cataclysmic destruction as a result of wanton sinfulness might sound just a tad heavy.

For a bright 15-year-old, we can move on to other areas like the origins and purpose of mythology. Mr Noah’s story may well have been born from what geologists think was a localised event – an ocean pouring through that gap we call the Straits of Gibraltar to create an abundance of holiday destinations.

This memory, if held by primitive man, is no doubt a signal from a God who punishes when loyalties slip. The answer to the question ‘Why are we not all dead?’ comes in the righteous response of Mr Noah. Thus our ancestors accounted for their own survival in a world where conscience was obviously active.

I’m not sure that my grandchildren are up for this just yet. The honesty about all the learning - the evidence of theologians, historians, philosophers, geologists, sociologists, etc. is the stuff of years to come and may well have to wait for a university dissertation.

For now, four chords in the key of G, a rousing chorus, and a bit of fun on the back of a good story are sufficient for the day.

It is not the full deal in terms of the child’s enquiry. It is not the full truth, but neither does it deny the validity of the subject area, something that simple, narrow minds can do. The apple falling from the tree today can become the serious, gravitational physics of tomorrow.

If our little enquirers keep asking and we keep telling, but in accordance with what they can cope with, they are not going to come to much harm and we can adjust the information, without thinking ourselves disingenuous, as day follows day.

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KPS Reflections

Staff Farewells Marisa Woolley

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The Kingswood Connection My first connection with Kingswood came through Prior’s Court - the Prep School in Newbury that split away, but only physically, from the Upper School at the beginning of the War when the Admiralty took over the Bath site. Our children settled in quickly as boarders, absorbed by the busy curriculum and many interesting activities in that ideal, rural setting.

Like KPS and its Friends, parents took a keen interest in the life of the school, its sport, drama and Friends, events which as the ‘volunteered’ chairman I had the pleasure of guiding. In practice this was remarkably easy because of the enthusiasm of the committee and school staff supporting our programme – BBQ at the swimming gala, barn dances and so on.

Of course it was at these events that one really got to know the workings and values, in short the ethos’ of the school. Joining in the life of the school in this way was a satisfying experience, and often resulted in long friendships with staff and parents.

Sometime later I received an invitation to become a governor and was honoured to accept.

So it has been gratifying to watch the same spirit of supportive and generous parents organising and providing fun events and activities at KPS in continuing that tradition. It is of such benefit to all the children, the parents and the school.

The period during which I was a governor saw immense change. The creation of the Prep School in the walled garden, of course, was one of the biggest and soon proved its worth when Prior’s Court closed. Its reputation grew, and soon we had to look for ways to expand.

Change is not always physical, and altering the teaching week to a five-day week at the Senior School showed the wisdom of adapting to changing times. What has not changed is the caring Methodist ethos of the two schools and this provides an enduring legacy for pupils to take into their adult lives.

For me it has been wonderful to see how the new Headmaster has started developing the school in so many ways in the time he has been at KPS. I wish him and his staff good fortune in the years to come. As my mother used to say, if there is one gift that can never be taken away from a child, it is the gift of education.

The gift of a good education is immeasurable.

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I remember having a conversation with Marisa about possible timings of her journey home to South Africa and her return to the family fruit farm. She said that it was going to be two more years - that was four years ago!

How lucky we have been at KPS to have been able to extend her stay in Bath. She has been a real asset in the classroom and outside. She has thrown herself into life in the boarding house and has been kind, caring and fun around school. Her class know how much she loves them and she goes the extra mile in caring for their learning and happiness. Marisa leaves to start a new chapter in her life and she goes with our blessing and best wishes. She has made a difference.

Juliette Ives Juliette has thoroughly enjoyed her time as a KPS Gap Student. The simple fact of the matter is that she has been far more than that. Midway through her degree course and with a wise maturity, Juliette has thrown herself into the challenges of being in a prep school. The more she has been given, the better she has responded. She returns to university and then, hopefully, onto a PGCE course; I have no doubt that she has the potential to become a superb teacher. Good luck, Juliette.

Naomi Harding Throughout my first year at KPS I watched one of our teaching assistants working tirelessly and selflessly with the children in her care. I knew that as soon as I had the opportunity to enable her to lead a class, I was going to take it. Naomi has not let me down and has worked superbly with Year 2. She is dedicated, proactive and a consummate professional. It was so disappointing that we had no full-time role for her to continue with and it is no surprise to me that she has been scooped up by a local school. Thank you, Naomi, for all that you have done for Year 2; we cannot wait to see you back at some time in the future.

Jess Hesketh Kind, hard-working and positive, Jess was an excellent member of our KPS team. Her whole-hearted commitment to the Boarding House, her enthusiastic teaching, her organisation of the PSHE programme and her major contribution to the games and activity programmes mean that she will be sorely missed. Good luck, Jess!

KPS Reflections

Marisa Woolley: “If you didn’t get something she would spend time with you until you did!” Mia “She had a nice smile and was a great teacher!” Bella

Juliette Ives: “She was nice and funny. She always helped if you were stuck” Cordelia

Marisa

“She really helped improve our sport.

She taught us well!” Holly

Naomi Harding: “She was a really good teacher, very kind!”

Matthew

Juliette

“Mrs Harding was good at cheering people up. She made lessons fun!” Martha

Jess Hesketh: “Mrs Hesketh is the best teacher in the world!” Jess “She was always very smiley but she hated Thursdays!” Niamh

Naomi

Jess

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Trips & Excursions

A Rationale for Residential Trips at KPS The KPS prospectus states “We believe in the holistic approach to education” and “We aim to extend the children’s perception and appreciation of the world around them through the many and varied visits we arrange. ...We also arrange residential courses to various centres. Each of the Prep School Year groups has the opportunity to participate in a residential visit each year.”

Residential trips play a key role in the social, emotional and academic development of each individual within the school’s child-centred approach. The journey from dependent child in Pre-Prep to independent thinking young adult in 6th Form is a long one, with planned stepping-stones along the way. The purpose of residential trips is to help guide that journey and support each individual on their way. Looking back at their career at KPS many older children will see the key milestones they have passed in their growing up. Residential trips start in Year 3 and are for just two days and one night. For some this is their first time away from their families. By the time the children reach Year 6 they go away for a week and the destination is further afield; this year it was Normandy.

In addition to opportunities for social and emotional development, residential trips lend themselves to crosscurricular learning. Children can see the inter-connectedness of subjects’ as themes come together rather than separate into discrete subjects for ease of teaching back in the classroom.

Geography, Science and English come together when visiting the Jurassic coastline, History, French and Art interlink on the D-Day beaches of Normandy.

The excitement generated by residential trips is easily apparent and leads to motivated students producing quality work in diverse forms. For the vast majority of time since man has been on the planet the classroom has been the great outdoors; it is only in the last hundred and fifty years that a formal education has been delivered indoors. Research shows that the most effective learning is multi-sensory: doing, seeing and listening.

Couple this with the opportunity to be away from home with one’s friends, developing some skills of independence and you can see the enormous opportunity for growth and personal development that residential trips offer.

Looking back at your own childhood and education, what experiences do you remember that most shaped you? What type of learning did you find was most effective? I certainly know what worked best for me!

Phillip Dixon

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Trips & Excursions

Whose idea was it to have a quick trip to Scotland by bike?

As the proverb says ‘Charity begins at home’, but at KPS that is not where it ends.

With our pupils playing an active role in deciding which charities to support through the Charity Committee, we continue to support a huge number of charities, both close to home and further afield.

At the beginning of the school year KPS Headmaster, Mark Brearey, pledged to the Forever Friends Appeal at the Royal United Hospital in Bath that we would raise £10,000 towards the building of the new Cancer Care Unit.

Throughout the year a number of events were organised by a team of enthusiastic and hard-working parents. We held a ‘Pink Day’, hosted a Festival of Cycling and Summer Fayre, and the mammoth fund-raising venture culminated in July with the KPS1000 Ride. A group of 6 parents, accompanied by the Headmaster and Deputy Head, cycled from the gates of the RUH to retired Headmaster Marcus Cornah’s house in Caithness. 7 days cycling and 1000 kilometres to cover was an epic challenge, but one that the intrepid 8 were determined to rise to.

By the time the cyclists left the RUH heading north, they knew that they had reached their fund-raising target. At the end of the ride, 7 days later, the fundraising had reached nearly £13,000-a fantastic achievement!

There has been a rumour that, having topped their initial target, the KPS1000 team are now wondering if they can raise a further £3,000 to become a partner of the Forever Friends Appeal.

Plans are already afoot with some exciting events planned!

Read all about it in next year’s ‘KPS in Focus’!

Yvonne Brearey

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Trips & Excursions

Year 3 Go To St. Briavels Castle in Gloucestershire The actual day had arrived and Year 3 children were ready for their first residential trip. Such was the enthusiasm that some had packed their bags at Easter! The first stop was The Amazing Hedge Puzzle in Symonds Yat and the coach journey didn’t take much over an hour. There was some beautiful scenery along the way as we travelled over the Severn Bridge and through the Wye Valley. On arrival, the children were greeted by ‘Mr Haze,’ who introduced the children to the maze and shared some stories about how mazes have developed and been used. It was time for the children to be let loose to explore the yew hedge puzzle and try to find the temple at the centre. Next, some tag games in the maze, requiring logical thinking and navigation skills as you didn’t want to be chased into a dead end. Luckily, friends could help you escape being caught by calling directions from a viewing platform…. although it was often more fun to trick people into being caught!

After lunch, Mr Haze helped the children to make a maze themselves, using some string and cones. With a good system and team work, it took no time at all to create an impressive maze. Then it was ice-creams and a spot of shopping but with a little bit of Maths to do. Children needed to calculate what a ten percent discount would be, before paying for their toys. To finish our visit, Mr Haze showed everyone how to use diablos and then we all had a go at using them. The children were able to bring them home too.

Next stop: St Briavels Castle, only twenty minutes down the road. Big ‘Wows’ could be heard as we pulled up outside. It is an imposing building and still amazingly intact considering it was once a hunting lodge for King John during the 12th Century.

After the children had successfully?? made their beds and put duvet covers on duvets (yes, parents, this really happened) they had a play in the walled-in grounds before enjoying the evening meal: a medieval banquet. This consisted of homemade vegetable broth in goblets, followed by roast chicken legs and vegetables, all eaten by hand! Pudding was honey cake and then it was time to get ready for bed. Wearing pyjamas and some super onesies, children and teddies collected for a story in ‘King John’s lounge’ before bed.

The second day started very early for many! Bags were packed, beds stripped and then time for a wonderful breakfast.

Before leaving, we had a talk about the castle’s varied history.

Our final experience was at Clearwell Caves, just ten minutes away. The children were kitted out into boiler suits, helmets and head torches and then they disappeared down the mines for a tour. It was fascinating to see how mines were used and learn about how children, as young as six, would be expected to work ten hours a day in very hard conditions. We felt very fortunate to live in kinder times. Then it was time to go deeper underground and do some potholing. The activity needed a good amount of

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courage as there were some small dark tunnels and holes to crawl through. A ladder climb finished the adventure out of the caves. It was great to hear the encouragement and reassurance the children gave each other. This really helped the children face the challenges. Once outside, there was a real sense of achievement and the children were proud of what they had done. After a picnic lunch and another quick look in the gift shop, it was back on the coach for the journey home. The coach was surprisingly quiet as children were exhausted and some even had a little snooze.

Isn’t it amazing what you can fit into thirty hours! The trip presents some challenges for the children to overcome: being away from home, strange places, adventurous activities and not forgetting ….duvet covers! A little, and for some, a lot of courage was needed but the bravery had its rewards. It is clear to see the children gain much from the experience and take away many memories and stories to share with the family. Below are some of the children’s own thoughts about the trip.

Katy Elliott & Amy Mallaband “Going through the small holes in the caves was very scary but you had to take the risk. It felt good afterwards and I was proud of myself. When I got home I played with my diablo and told my family about the trip.” Max Milsom “ My favourite part of the trip was the caves because they were really fun and I liked squeezing through the small gaps,” Alberta Fryer “ The maze was the best part of the trip. I liked playing Maze Man’s Hat,” Will Rawlins “We slept in the prison and it was really exciting!”

Cecilie Brooks

“I liked the banquet because they made us feel like we were in the olden days. “ Sofia Ross “I really liked the bit when we went through the small hole in the caves called the letter box” Harry Walsh

Trips & Excursions

Year 4

Residential trip to Hooke Court In May, Year 4 enjoyed the thrilling experience of staying on a two night residential trip in Hooke Court, Dorset.

13th May After a very tiring one and a half hour journey, we arrived, and went straight to our dormitories to unpack and prepare ourselves for shelter building with Alan.

When we arrived at the woods, we were split into classes. Alan then explained about safety in the woods. He suggested that we make a tribal name and leader. 4G were the ‘Hawaii tribe’ with Phoebe as leader. 4W had Grace leading the ‘Marching Marshmallows’. We then started making our shelters. Once finished, the class had to get inside their shelter. We then had a picture taken by the talented photographer, Miss Woolley.

After we had had a brilliant time shelter building we had a yummy supper of tomato pasta, garlic bread and salad. For pudding we had apple crumble with custard (and according to Henry’s diary we also had a duvet!)

Then we did night search and rescue with Helen. We were split into six groups and had to find clues that led to where Steve (the person we were rescuing) was. In the end we found him in a Saxon hut.

14th May We woke up to a room inspection by the professional judge, Mrs Gibson.

Soon after a lovely breakfast, we set off on the coach to Charmouth Fossil centre.

Upon arrival we had a snack while watching a video about fossils and dinosaurs. Then we walked to the beaches to find some fossils! We found: belemnites, ammonites and fossilised sea lilies. The most common fossils that we found were belemnites. We all really enjoyed it.

When we got back we all had nice hot showers. Then we all relaxed in our dormitories (it was fun!). After we had all washed we had a lovely dinner of roast chicken with all the trimmings. After we had finished we went to shell craft and decorated boxes with shells.

15th May We got up before a lovely breakfast of croissants with jam and butter. After everyone had packed their bags and tidied their rooms, we were split into two groups. One group was going with Helen, our instructor, to do low ropes and the other group was staying with Mrs Humphrey to do orienteering.

In low ropes, we got into partners and worked our way through a hard strength course with our partners helping us along. When we had done the strength course we had to do the balance course with our partners steadying us.

We thank all the staff that took part in taking us there!

By Rose Bates 4G, and Grace Stuart 4W.

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Trips & Excursions

ndy a m r o N o t ip r t Year 6 French On the first Saturday of May, 44 excited children and 6 members of staff boarded the coach and headed to Portsmouth to catch the ferry to Caen. Many pupils had never been on a ferry and this was to be the first of many new experiences. The journey went quickly as students were kept entertained by organised activities on board. We all set off in our coach again and as darkness fell, we finally arrived at our destination in Normandy, Le Château de la Baudonnière.

As soon as we got there we were all greeted in French and after a quick chocolat chaud and madeleines, it was time for bed.

ball, which is a trampoline-basketball-volleyball game proved to be a great fun; a totally unique sport!

It was only in the morning that the pupils were able to discover the sheer beauty of the Château. It is set within its own large, private and secure 90 acre domain, surrounded by forest with its own lake and a river that runs through it. The Château is a French language immersion centre. We were really impressed that from the moment we arrived at the Château everything that we did, involved using practical, spoken French to convey meaning.

Another favourite with all, was Le parcours de santé - the assault course. Pupils had to repeat the action statements in French before being allowed to do each obstacle. The boys did not need any encouragement to get wet and muddy. However, some of the girls had to be told that a mud beauty mask is good for the complexion!

Le petit dejeuner allowed us to sample French croissants and pains au chocolat freshly baked. Each meal was presented in French and this was a time when the pupils were expected to use French in an informal environment. The meals were delicious and very authentic with many courses and lots of time taken. It was rewarding to see the children’s confidence increase as the week went by; even very shy pupils spontaneously went to the kitchen to ask for more bread or drink.

The children had an amazing outdoor experience and they all participated in a number of challenging activities such as canoeing on the lake, archery, climbing and orienteering. Aero

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Bread making was another highly enjoyable activity during which they had ample opportunity to practise their singing talents in French. The pupils really looked forward to eating the fruits of their labour as their bread creations were baked in time for lunch.

No trip to Normandy would be complete without a dégustation de cidre. The children were invited to taste a small amount of the organic cider produced by Gérard, with the apples grown at the Château, after he had explained to them the whole fabrication process.

Normandy is a fabulous destination and our excursions to the D-day museum, built on the site of the Mulberry Harbour, and

the 360o cinema in Arromanches gave the children a chance to explore and understand some of the most important events of the 20th century. The weather was wonderfully sunny and warm and we were able to enjoy a picnic on the beach.

The children thoroughly enjoyed the traditional French market in Saint-Hilaire and managed to buy “beautiful” gifts for their families by themselves. The fish counter prompted many comments as did the cheese and charcuterie.

We also went to, what is often thought to be, the most beautiful place in Normandy, Le Mont Saint Michel. The children visited the Abbey built in the 11th century and enjoyed the outstanding and panoramic views over the bay. It was yet another great opportunity to shop for those last-minute gifts!

The evenings were incredibly busy, too. One of the highlight was the French evening when most of our pupils were brave enough to taste some escargots. Surprisingly, most of them thought they were délicieux.

Le Château de la Baudonnière is a remarkable place. The setting is exceptionally beautiful but, as a staff, we were particularly impressed with the breadth and quality of activities, the kindness and enthusiasm of the staff and the attention to safety. However, the really outstanding features were the authenticity of the place, the food and the staff. Every meal, excursion and activity provided a perfect situation for pupils to feel at ease using the French language. Our children have been very fortunate to be given the opportunity at such a young age to experience a true cultural and linguistic experience. When learning a new language, the classroom situation is always artificial to some degree. However, during our week in Normandy the children knew that it was for real. It was very rewarding to see the pupils grow in confidence and complete new challenges every day.

The children had a wonderful time and learned so much without even realising it. It has been a wonderful adventure for all of them that they will always remember.

Isabelle Turner

11

Trips & Excursions

Year 4

y a D g n i Vik In June Year 4 experienced Viking Day. The day started as we all read a book about Scandinavian Elves, when suddenly in burst Roger the Viking carrying an axe and looking very vicious. We all followed him up to the Adventure Playground not expecting a Viking tent, weapons and all to be set up.

We sat on the ground or on a tree stump and listened to an intriguing talk about a Viking’s favourite weapon; apparently it is his sword.

We had a quick break then headed back up to Viking camp.

We then acted out a story about Freyja and the golden necklace. Ruby O’Mahony acted out Freyja, Ben Lockey was Loki, and The Grumble Brothers were Alfred Briggs, Miles Deverell, Henry Davies and Edan Ledbury. It was lots of fun but we still had more fun things to do.

After lunch and playtime we had another fun story about a chieftain and a funeral in the Viking times. We went through all the phases of checking the chieftain (Rufus) was dead and prepared everything for the funeral.

We all had an amazing day and I had lots of fun.

It was a day to remember!

Eleanor Duke 4G

12

Snow Day at KPS

Let it snow…

Children and staff at KPS enjoyed a very special day at school during the winter. For the intrepid few who braved the elements and walked into school, a day of snow-filled fun was had by all.

The children built snowmen, threw snowballs, went sledging and made snow angels. The laughter and shouts echoed around the school grounds as rosycheeked children wearing an assortment of colourful bobble hats explored the ‘Narnia-like’ wonderland.

As schools closed around the country and children were not allowed to play because of Health and Safety constraints, children and staff at KPS embraced the winter weather with enthusiasm. These are the moments in childhood that will be remembered!

Yvonne Brearey

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Ted’s Big Day Out

D g i a B y O s ’ d ut Te in

Ma

To support the Cancer Care Unit in the RUH, Kingswood hosted a Ted’s Big Day Out.

Marisa Woolley

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th s

To bring this important cause alive in the classroom, our lessons were based around this theme. Year 4 brought their own teddies into Maths lessons and designed a shirt for them. Teds were carefully measured, allowing for some space to breathe and a hem. These measurements were transferred onto paper and a paper t-shirt was drawn up, decorated and then finally tailor-made to fit, alterations and all!

Project Work

How the Bottle Saved the Boy Jeffrey Parker pushed his arm through the bars and threw the bottle as far as he could into the river. He watched it bob XS DQG GRZQ DV LW àRDWHG DZD\ LQWR WKH distance and wished that someone would ßQG LW DQG UHDG WKH PHVVDJH KH KDG SXW inside.

It had been a week since the horrible men had kidnapped him and locked him in the cellar of a big creepy house overlooking the river. He knew that his Mum and Dad would be worried about him.

Jeffrey’s parents were billionaires. They had discovered a face cream that made everyone who used it look twenty years younger.

He waited patiently but was doubtful that the bottle would be found quickly. +H NQHZ KH ZRXOG KDYH WR ßQG WKH courage to not be sad or worry about being away from his family.

A week passed by and eventually the bottle came to a stop on the beach ZKHUH WKH ULYHU ßQDOO\ PHW WKH VHD -XVW as it washed up, Michael Morpurgo was looking for space to put his deckchair.

He wanted to think up some new ideas for his new book. He saw the bottle and picked it up.

“I wonder what this is?” he said, as he looked inside the bottle and pulled out the note.

He read, “Help me!! My name is Jeffrey Parker. I am 11 years old and have been kidnapped. I am locked in the cellar of a big house overlooking the River Axe. I can see a broken down windmill over the other side of the river and I think the house used to be a pub as I found lots of bottles in the cellar.”

“What a marvellous idea for a book”, thought Michael.

Nevertheless he called the police. Jeffrey was rescued and Michael was offered a reward. He did not take it but wrote the story instead. His book sold very well and he became a billionaire.

Advertising Part of the Summer Term curriculum is based on advertising.

Having analysed, laughed and mulled over numerous puns, slogans, alliterations, target markets and layouts, Year 4 set to work on coming up with their own product and marketing it with a successful advert.

GOLD Challenge, inspiration and creativity are three important ingredients in an outstanding education. The “Gold” homework which was set for the Christmas break provided all three of these attributes. The responses included artworks, computer programming, posters, sewing, animation and research projects. Feedback from parents and children was overwhelmingly positive as children took the opportunity to interpret the theme in a manner which allowed them to showcase their talents and discover new skills.

Tom Meier

15

!CTIVITIES AT +03

The Kingswood Activity Programme

... beyond the curriculum As the last two ISI inspection reports have classiďŹ ed ECA provision at KPS as “outstandingâ€?, what is the next target to aim for?

“Personal development is greatly enhanced by the school’s exceptional extracurricular programme. At the time of the inspection, 55 activities were on offer.

The range extended from 24 different sports, musical ensembles, drama and speaking activities to cookery and art clubs. Pupils are highly appreciative of the activities, and feel that there is something for everyone’.

ISI Report December 2011

Since this statement was made the number of activities has risen dramatically to 80 per week as we have seen a signiďŹ cant expansion within the Pre-Prep department to meet demand.

Here are a few interesting facts about the activity programme at KPS. Did you know that... s 4HERE ARE OVER PLACES WITHIN THE ACTIVITIES WEEKLY programme! s ADULTS INVOLVED IN THE ACTIVITY PROGRAMME HAVE COMPETED at national or international level in their chosen sport! s 2APHAEL "URKE FOOTBALL COACH PLAYED WITH $AVID "ECKHAM IN THE 9OUTH -AN 54$ TEAM OF AND IS QUOTED ON RECORD as being the best young player in England at that time!

AL *UNIOR s 4HE /RIENTEERS ARE CURRENTLY THE .ATIONAL *UNIOR Schools champions! s !T THE "USHIDO .ATIONAL

*UDO #HAMPIONSHIPS AT (IGH

7YCOMBE IN /CTOBER %THAN Hawtin gained Silver medal in the 5 KG CLASS "EN 3HARDLOW 'OLD MEDAL AT 5 KG AND 2ORY 0ADKIN 'OLD MEDAL AT 5 KG s 3OME OF THE ACTIVITY PROGRAMME has been augmented recently in RESPONSE TO REQUESTS FROM THE 3CHOOL #OUNCIL

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.EW ACTIVITIES THAT HAVE BEEN ADDED TO THE PROGRAMME THIS YEAR INCLUDE !RCHERY +AYAKING AND -ANDARIN 7E ARE FORTUNATE TO have Mr Hull re-joining the staff this year who brings with him MANY OUTWARD BOUND SKILLS AND QUALIlCATIONS WHICH WE INTEND TO use to the full in both the activity programme and at boarders’ weekends.

4HE OLD CLICHĂ? hSUCCESS BREEDS SUCCESSv IS CERTAINLY SOMETHING WE BELIEVE IN AT +03 4HE ACTIVITY PROGRAMME IS A CORNER STONE for enrichment and extension. What better way to give children the opportunities to try something new, to discover something they enjoy and are good at? Hopefully this will provide a spark that will ignite their interest and encourage them to pursue the activity to a higher level. We believe every child has strengths and hidden talents; our challenge as teachers and educators is TO DISCOVER WHAT THESE ARE AND THEN TO NURTURE THEM 4HE ACTIVITY programme is a key vehicle to enable this to happen and will hopefully help children to become self-motivated individuals with increased conďŹ dence and self-esteem.

Phillip Dixon

Activities at KPS

Outdoor Education at KPS Outdoor education is a strategy of learning, which encompasses adventurous activity and environmental study, through which cross-curricular objectives can be achieved, by working in an outdoor environment. It describes all learning, social development and the acquisition of skills associated with living, exploring and journeying in the outdoors.

At KPS we offer a wide range of outdoor education activities where children are encouraged to explore our extensive school grounds through den building, environmental conservation, learning to build and cook on ямБres and through freely chosen play.

We have designed a three-tier programme which starts in Year 1 with Hunter level, will progress in Year 2 with Ranger level and in Year 3 the children will complete Chief level, which will culminate in an overnight stay in the outdoors! Below is a summary of the skills and activities covered at each level.

Level 1 - Hunter s s s s s s s s s

) CAN CARRY STICKS SAFELY ) CAN CHOOSE DIFFERENT STICKS FOR A lRE ) KNOW HOW TO BE SAFE AROUND A lRE ) CAN TOAST MARSHMALLOWS ON A lRE ) CAN BUILD A MINI SHELTER ) CAN SHARE MY IDEAS AND LISTEN TO OTHERS ) AM A TEAM PLAYER ) HAVE AN AWARENESS OF PLANTS AND WILDLIFE AROUND ME ) CARE ABOUT THE ENVIRONMENT

Level 2 - Ranger s s s s s s s s s

) KNOW HOW TO BUILD A SIMPLE CAMPlRE ) CAN HELP TO COOK SIMPLE CAMPlRE FOOD ) CAN BUILD A SHELTER FOR PEOPLE ) CAN USE A LOPPER ) CAN TIE A REEF KNOT AND A HALF HITCH KNOT ) CAN IDENTIFY TREES MINIBEASTS AND PLANTS ) AM A TEAM PLAYER ) LISTEN WELL TO OTHERS ) LOOK AFTER THE NATURAL ENVIRONMENT

Level 3 - Chief s s s s s s s s s s

) KNOW HOW TO MAINTAIN A lRE ) CAN HELP COOK A MEAL ON A lRE ) CAN BUILD A LARGE SHELTER FOR PEOPLE ) CAN MAKE A CLOVE HITCH KNOT ) CAN USE A BOW SAW ) WORK AS PART OF A TEAM ) RESPECT OTHERS IDEAS AND OPINIONS ) CARE FOR THE ENVIRONMENT AND ENCOURAGE OTHERS TO DO SO ) CAN IDENTIFY TREES MINIBEASTS AND PLANTS ) CAN HELP PUT UP A TENT AND CAMP OVERNIGHT

We also offer a range of after-school outdoor clubs for both Pre-Prep and Prep in which children can continue to develop these skills and learn to work together as a team whilst having fun in the outdoors!

Amy Mallaband

17

FoKPS

Another Record Year for Friends of KPS! The KPS community wouldn’t be quite the same without the beating heart of FoKPS, which provides many of the “extra” events and equipment that help make the school so special. Once again the FoKPS committee, Year reps and volunteers have worked incredibly hard to raise the money needed to fund these events and projects.

I’ve continued to be amazed at what can be achieved with the right support.

After contributing a massive £19,500 towards the new adventure playground at the beginning of the school year, preparation began on fundraising events that have enabled us to provide things like iPads, harps, drum kits and keyboards for the music department, as well as archery equipment, metal detectors, bird feeders and wet-weather clothing that can all be used in the after-school clubs.

Our spectacular fireworks night in November was a huge success. More than six hundred parents and children were treated to a fantastic display at High Vinnalls thanks to our very own pyrotechnic team - Mr. Titley, Mr Shrubsole and Mr. Stephens! We raised a record £2,270 that night.

As soon as the last rocket had been sent skyward, we started preparing for the annual Christmas Fayre, a much-loved event for children and parents. This takes a huge effort, but seeing all the decorations everywhere, the wonderful stalls, as well as Father Christmas, it made it all seem absolutely worthwhile. A special thanks to all those parents and local businesses who donated such incredible prizes, money and time. They helped turn this into another record-breaking event. We raised an enormous £5,510!

An extraordinary year ended with Christmas lunch for all the children and staff. FoKPS provided the festive crackers and volunteers to help serve it – reminding me that it’s not always the big things that make a difference in life, but often the little things that matter.

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At the start of the Spring Term we finally received the retrospective planning permission needed to allow the children to use the new adventure playground. Since then it’s been put to very good use!

The Quiz Night, hosted by our very own master of ceremonies, Mr. Shrubsole, was not only hugely entertaining (he’d give Phillip Schofield a run for his money!) but also a great fundraiser, making more than £1,200. A steward’s inquiry is still looking into how and why the staff won!

Sometimes the money we raise can provide one-off treats for the children, such as the school disco, held this year in May. We paid for the fantastic DJ as well as sweets and snacks. It’s probably fair to say that most of the volunteers who helped that night went home exhausted, but happy in the knowledge that the children had had a great evening.

As I write this, we are all looking forward to the Summer Fair and supporting the school, as it hopes to raise £10,000 for the RUH Cancer Unit. It reminds me what an amazing school KPS is and what a privilege it has been over the past couple of years to help it move forwards. Thank you for all your support, and please continue to do what you can to keep the heart beating!

Amanda Riddoch Outgoing Chair of FoKPS

Boarding at KPS

A Bumper Year

for Boarding!

My final year as a Houseparent at High Vinnalls, I had it all planned out. A small number of boarders, say around ten, no full-timers, just weekly boarders so Amanda and I could enjoy our weekends in Bath, and all house and school routines already learnt and understood.

Unfortunately, Mr Brearey had other ideas. September saw eighteen children appear on the doorstep, brighteyed and bushy-tailed, ready to get stuck in to boarding life at KPS. Over half of the children were not only new to boarding, but also new to the school, and sixteen of them were full-time. Amanda and I would be out in Bath at the weekends and, as for the last nine years, it would resemble a scene from the Pied Piper of Hamelin!

By the end of the year numbers in the house had grown to twenty-two boarders, the most we had ever had in the house.

These children represented nine different nationalities, a statistic I am particularly proud of; to see these different cultures come together in one house has been particularly satisfying.

The first few weeks of the year are always the toughest for the children, and staff. Everything is new or different, routines have to be learnt and friendships formed. There is no magic formula to success, just long days spent reassuring, guiding, advising and generally just being there. The children quickly settle and a good work-fun balance is achieved. I hate to admit that my father was right when he used to tell me that time goes very quickly, but he was. Before we know it the sun is shining, Sports Days are cancelled (not this year), Murray is out of Wimbledon (ditto) and another year has passed. We pack up the house, everybody goes home for the summer hols and peace and quiet descend.

I would now like to hand over this piece to the boarders who would like to say in their own words what boarding is like at High Vinnalls:

“I’ve loved boarding. The adults always keep the house alive and exciting. I have had great fun with the ‘mini Titleys’ and all of the other friends who have come to board. I’ve been involved in talent shows, charades, and, by far my favourite, ‘Blackout’. We always used to scare Mrs Brunt when we ju mped out on her in the pitch black. I’ve been at the boarding house for four years now and I’ve had some rough times, but most of the time I’m having fun on the weekend trips, or just playing football or rugby outside. I will never forget the fun experiences I have had, and the people who have helped me have them.”

“The best thing about boarding is that it is like a home. It has everything we need and it’s provided with good food and there is a really big field to play on”

“Boarding is a mazing. It is just like a big fa mily, there are fights but you make friends and there is always someone to play with.

You will never get bored. If you are not sure just board for a few days and you will have the time of your life. You will have delicious dinners, you get to play outside where there are lots of a mazing things to do like the tree house, tra mpoline and football, which in my opinion is the best. We also play house ga mes of cricket and rounders which are great fun. Boarding for me has been a bit of a head start because you have to go away from your fa mily and organise yourself.”

“The best bit of boarding this year for me is the time when the tree house opened and we all went on the zip wire. Tuck night has always been my favourite, movie and tuck. Yum, yum.”

“I like boarding because you can spend more time with your friends.

You get the privilege to more things than other people, even though sometimes you miss your parents. Mr & Mrs T and Miss Woolley are always there for you. You get tuck, a mazing food and much more. You go on trips to Avon Valley, Bowood, cinema, ice skating and Cotswold Water Park.”

So there you have it, boarding is great, so give it a go.

Amanda and I have been very fortunate over the years to be supported by a large number of committed staff, dedicated parents and open-minded children; to you all many thanks. As one of the boarders wrote, ‘Times can be tough’; however, Amanda and I have loved our time in the house and,, if we were ten years younger, would happily do it all over again. We have particularly enjoyed meeting the children and their parents from different nationalities and cultures from around the world. If we play our cards right, Amanda and I will have at least nine stopovers on our world tour in a few years’ time!

Phillip Titley 19

Author’s Visits

Getting up close and personal with authors at KPS the years Here at KPS we have been, and continue to be, incredibly lucky. Over included, have They school. the visit authors ed renown of we have had a number Sir and Lean Sarah amongst others: Cathy Cassidy, Rick Riordan, John Foster, many so inspire can visit short a just even how is Tony Robinson. What is incredible ways. different of variety a children in such year. He came We were delighted to welcome Sir Tony Robinson to the school this talk, with a his During s’.

Wonder of World ‘Weird series history new his to promote the pupils enthral to d manage he tion, balanced mix of humour and historical informa fy mummi to pretend children the had even he point, one At . for a full 40 minutes Philip Dixon, the Deputy Head!

Will, a Year 6 pupil, had this to say about Sir Tony’s visit:

“To be honest, before Tony ca me, History used to be boring for me. But his visit brought History alive to me and all my friends. He made me write longer pieces in History and talk about artefact s and use times and dates in my writing.” to learn the tricks We have a number of budding writers at the school and being able ce for experien le invaluab an provides authors d publishe alreadyfrom trade of the ask often and level l persona a on them. They are able to engage with the authors dare! don’t questions that adults Alex, a Year 6 pupil writes:

“When I a m older I would like to become an author, and when authors talk to us about books it inspires me to carry on writing and hopefully one day have a book publish ed.” are also Aside from the numerous author visits over the course of a year, we re Festival.

Literatu Bath ’s Children the at authors r privileged to be able to sponso on. She Donalds Julia dynamic and popular ly incredib the red sponso we year, Last song, included ance perform her and performed to a large crowd at the Festival part of the dance and drama; even her nieces made an appearance on stage as were treated acting ensemble! Later on that same afternoon, a number of the pupils Bath Spa swanky so ever the at Julia with e to afternoon tea and a private audienc her books’ about s question with Julia, quiz to able children the were only Hotel. Not al individu ed question also Julia characters and her favourite novels as a child, but children.

Alice, a Year 5 pupil who was fortunate to be part of the event, had

this to say:

“It was a lovely experie nce especia lly when I sat next to her! We talked to her and answered her question s, but the other great thing was the food!” of the famous This year we will be sponsoring the author, Cressida Cowell, author will contain – event her what imagine dare hardly ‘How to train a Dragon’ series. I d! unsinge out it make we let’s hope Mishka Diaz

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Children’s Work

Sam Ewing

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Children’s Work

Ben Lockey

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Children’s Work

24

Children’s Work

Lisa Cancellieri 25

Art & DT at KPS

From abstract landscapes inspired by Hundertwasser, to papier-mâché parrots, to large-scale acrylic paintings; there certainly has been a burst of colour in the Art Department this year. Pupils have been challenged and extended in many ways to build a comprehensive range of skills. The Key Stage 2 schemes are designed to introduce the six formal elements of art - line, shape, space, tone, colour and texture - in a variety of ways over a child’s four years of study.

Sketchbooks are an integral part of their learning, allowing them to learn specific techniques, make independent decisions and review their progress.

In Year 3 pupils explore colour in detail, beginning with tonal range and refining control of their materials. This year, they were introduced to the artwork of Friedensreich Hundertwasser, a modern Austrian artist who used bright colour on natural, organic forms and landscapes. This inspired personal responses using a reduced colour palette to emphasise emotion. Following this project, pupils have explored 3-dimensional sculpture, learning methods of joining to improve durability. Their wonderful parrots are complex structures, which challenge the children to co-ordinate colours, build legs in wire and collage feathers on textural wings.

Year 4 pupils have learnt about the art of printing and ways that industry can mass-produce designs. They looked at pattern in a wide variety of forms, studying decorative mouldings in the Summerhill building and drawing from intricate Islamic artwork. Using natural forms, they designed their own two-colour print and mounted and decorated their completed images for an effective class display. Illustration was the main focus for their next project, investigating effective page layouts and capturing the readers’ imagination. Their class text of ‘The Butterfly Lion’ by Michael Morpurgo allowed them to research a wide range of images, learning how to build layers in watercolour to suggest depth and emotive tone.

We begin Year 5 by learning about monotone, this year using portraiture as our starting point. Pupils were shown how to achieve accurate facial proportions before sketching from photographs using chalk and charcoal. One of Gustav Klimt’s decorative designs inspired our abstract project, ‘The Tree of Life’. Each child took their own photograph of a tree in the school grounds and also drew from direct observation to get a better understanding of the structure. They developed a detailed design using pattern and vibrant colour to reflect their individual personalities.

Year 6 classes focus on ceramic techniques, this year making a decorative candlestick using clay slabs.

Achieving durability is a key skill, basing their ambitious designs on careful planning and reviewing the success of experiments. Their acrylic painting completed a challenging project, learning about the science of complementary colour. Each student took photographs and drew from carefully chosen still-life arrangements in red and green, blue and orange, yellow and purple.

They were encouraged to be expressive with their paints to maximise texture and realistic tone.

Some wonderful talent is developing in all areas of art, and, most importantly, children are learning how to increase their independence when designing, making and reviewing. Art, craft and ceramics clubs continue to be another source of great inspiration, showing that dedication and inspirational ideas are flourishing. With such promising talent, it really is an exciting time for art at Kingswood!

Karen Fox

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Art & DT at KPS

Design Technology at KPS

Design Technology at Kingswood Prep School has always followed a practical ‘hands-on’ approach.

Pupils undertake a variety of projects and processes, in much the same way as an Art College foundation course gives its students a taster of what’s to come when starting the actual degree course. There is much emphasis on building a range of practical skills which will be revisited and developed in later years at Kingswood Senior School.

No doubt many ‘little projects’ have made their way home over the years to be admired/cherished/hidden, the result of several lessons of Design Technology. However, the end result that may come home is really only a small part of a particular project. It is the class discussions, the background study, the learning of new techniques, the accidents and particularly the mistakes that provide the real learning. Design Technology at the Prep School is always a fun subject enjoyed by all pupils, and yet it also presents a steep learning curve in trying to master practical skills which we, as adults, often take for granted.

Among the many projects undertaken this year children have produced complicated wooden puzzles, windmills, and Roman wax tablets. Lego has been used creatively in both building challenges and extreme testing of packaging. Housing has been studied and recreated in both matchsticks and life-size in the secret garden. Paper has been used to build long bridges in a Year 6 challenge which really pushed thinking skills and problem solving.

Once again there is pressure to succeed in the gravity racer challenge - how hard can it be to win those sweets by completing a 10 metre course? Exploring textiles has also featured heavily this year with some great hand puppets completed following detailed designing, and at least all of Year 5 now know how to sew on a button!

My particular favourite project so far saw one of Mr Shrub’s rugby balls left suspended some 15 ft.[ 4.5m.] in the air in the secret garden after a Year 4 construction challenge.

Sorry, Shrub.

The present Government are currently in the process of changing the programme of study for Design Technology across all Key Stages. Whilst there is continuing discussion about the proposed changes between Design Technology professionals and the Department for Education, Food, Fish and whatever, particularly with regard to Key Stage 4 and engineering, there is an agreed emphasis on basic practical skills being developed in Key Stage 2. New ideas also include a variety of disassembly projects involving everyday objects and appliances, which sounds like fun.

Obviously Design Technology is now recognised at all levels as being important in the curriculum, something KPS has known for years.

PS Better hide the screwdrivers at home.

Jeremy Chitson

28

Pre-Prep at KPS

Pre-Prep Sports Day 2013 Ready, Steady… Go! In previous Pre-Prep Sports Days I have known and loved, the starter’s orders were inevitably followed by a few dropped beanbags, one or two tears, and assorted mixed infants running off in many varied directions, with those who didn’t get distracted half way finally reaching the finish line, to the visible relief of all concerned. Not so at KPS! Under the unwavering guidance, support and coaching of Mr Shrubsole and the highly talented PE Department, every child from Nursery to Year 2 took part in race after meticulously organised race.

We had sprints and shuttle relays, lap races and beanbag animal races.

Every single child took part, and every child knew exactly what they were doing. The running was fast and furious and the talent on display from such young children was certainly deserving of the applause that rang out all afternoon.

Of course, there were many winners, and each took their turn on the podium to be clapped and photographed, but there were certainly no losers. Every participant was celebrated and received a chestful of stickers for their efforts. All the children cheered everyone, whatever House they were representing. Every child finished the afternoon even more secure in the knowledge of their own self-worth, their ability to be self-disciplined and to play by the rules, the fun of competitive sport in a friendlyy and nurturing environment, and perhaps, most importantly the value off team work.

Anna Parry-Hearn

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Pre-Prep at KPS

Toby’s Ark

‘All hands on Deck!’ was truly the phrase of the week, as all the children in the Pre-Prep took to the stage in our end-of-year production of ‘Toby’s Ark’. After a good deal of rehearsing, face-painting, safety-pinning and buntingdraping, the good ship ‘Sea Shanty’ was ready to set sail on an around-the-world voyage.

Captain Toby, his trusty crew, and the ‘famous’ explorers Harriet Bloom and Mr Jungletrotter set sail across the Seven Seas in a Victorian clipper, to return a host of captive wild animals to their homes. On board there was discovered a mysterious, unmarked crate, containing a ferocious, roaring animal. Nobody knew what it was - or where it had come from. So began the quest to return what turned out to be a ‘funny little furry darling Thingamijig’ to her proper home.

On a real voyage of discovery, the children visited Africa, India, China, Antarctica and Hawaii, meeting many children and animals along the way, before finally arriving at the land of the little-known kinkajous – Peru!

Acting, narrating, singing and dancing, the cast, aged between 4 and 7, created a magical performance, of which they all deserved to feel very proud indeed. As well as lovely, clear voices, tuneful harmonies and beautiful dance moves, the children demonstrated courage, selfconfidence and a strong team spirit. We all very much enjoyed the show, and we hope that this experience will stay with the children forever.

Anna Parry-Hearn

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Pre-Prep at KPS

Pre-Prep

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KPS Nursery

KPS Nursery I remember my first visit to the Nursery and Kingswood Prep School as if it was yesterday. We came on the morning of the school Nativity play in December 2009; Grace was then 2 ½ and I was heavily pregnant with Max and Darcy. From the moment we arrived we were made to feel so welcome and I just knew it was a special place where my children would feel safe and valued. What I loved about the school was the all-round approach to education, the teaching of kindness and self-confidence as well as academic subjects.

Grace started in September 2010 and it was quite an emotional time to say the least for both of us. However, knowing that she was in a safe and happy place made it easier for me to leave her in the mornings. Equally the staff were very approachable, friendly and reassuring, offering me a cup of tea and a friendly ear when I was rather emotional. The open door policy they have at the Nursery (in fact, in the whole school) is wonderful as it allows you to o have a relationship with the staff and they always make time e for you, no matter how trivial it might seem.

Grace thrived in the atmosphere of warmth, trust and mutual ual respect and soon came to know of her key person as her “mummy at school” and grew very fond of her. She still talks k off her as her “very first special teacher”. Despite asking daily what she had got up to, I got the usual retort of “nothing” and the Learning Journey book that charts the children’s development is a treasure, a wonderful memento of this time.

This April Maximus and Darcy joined the Nursery and have settled in wonderfully. They approach the day with such energy and vigour as they walk in hand in hand. We have had very few tears and it has been lovely having the same staff, so having that continuity in relationship with them.

It is early days and sso far the Nursery sstill has a wonderful adores PE and water energy about it. Max ad play, he actually the water l so much h so h t ll gott iinto t th t tray to have a swim! Darcy enjoys all the art and creative play and can’t wait to take part in one of the school plays. They have spoken about their learning in such a fun way, which epitomises the ethos of the school. That is half the battle, isn’t it, really?? If the children are happy, they learn.

The Staff at Kingswood Nursery are totally committed to the children; it is not just a job for them and it prepares the children so well for their next journey into the Pre-Prep.

Katy Weston

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KPS Nursery

clay, dolls and/or puppets will help children with explaining and demonstrating their feelings, enabling them to release any pent-up emotion and offering much needed reassurance and comfort.

Everything Must Change!

Transition: the process or a period of changing from one state or condition to another.

Oxford English Dictionary

With the sense of just a possible glimmer of summertime warmth and a feeling of impending change in the air, and even though it might seem as though it’s a long way off, I thought it might be appropriate to pen a few words about change and transition as our children and families prepare for moving ‘onwards and upwards’ in September and beyond.

Children start to deal with transitions from the moment they are born, and their personality, family inuences, and previous experience all affect their ability to adjust to new or different circumstances.

Empowering a child Transitions often involve a sense of loss – the loss of familiar people, places or routines – and this can make children feel as though they have no control. Activities that involve them in the change will help empower them: s 4ALK CHILDREN THROUGH THEIR PARTICULAR TRANSITION PROCESS USING books or information ďŹ lms. Encourage them to discuss the feelings of the child in the story or ďŹ lm and what they think might help them. s !SK THEM TO THINK ABOUT ADVENTURES THAT HEROES IN THEIR favourite stories experience, and how the heroes deal with them.

Encourage the child to think of themselves as an exciting hero who is having an adventure s 4ALK ABOUT THE POSITIVE ASPECTS OF THE TRANSITION SO THAT THEY can balance the loss of the old with anticipation of the new. s 5SE POSITIVE LANGUAGE ABOUT WHAT WILL HAPPEN NEXT @7HEN you are playing in the garden of your lovely new house you will be happy you are so good at football.’ s 5SE ROLE n PLAY TO REHEARSE OR EXPERIMENT WITH FEELINGS 4HIS helps children understand and adapt, and also enables other children to help in the process by sharing in the story.

Developing Resilience When a child is undergoing a transition, a bridge between the old and the new situation helps them feel more secure so they can keep sight of the familiar as they step into the unknown.

Encouraging children to take some photographs to create a special poster or souvenir if they are leaving for a new setting or school, can serve to support at these times.

As children get older, experiences and ‘stories’ in whatever media, provide knowledge about forthcoming transitions in their lives. Children also develop language skills to enable them to express their feelings and ask questions. For young children, each transition - however small - is a step into the unknown.

Family and friends, routines and environments - all evolve and change. Transitions may be intellectual (such as starting Nursery or learning a new skill); emotional, (such as parental separation or a new sibling); physical (such as moving home); orr physiological (such as a serious illness or disability).

Many transitions are a combination of these and bring losses or gains, new feelings, experiences, challenges and learning.

Children who are not prepared or supported through these will be less able to fully enjoy and beneďŹ t from learning opportunities.

In order to adapt, children need to understand what is going to happen and why, so that they can start to mentally map this new ‘route’. They therefore need clear explanation with plenty of encouragement and emotional support, to help them turn apprehension into anticipation.

Empathy Transitions are often unexpected and young children usually express ‘transition anxiety’ through their behaviour or mood.

They may be withdrawn, tearful, aggressive, or fearful.

By noticing these changes, we can identify and acknowledge a problem and address the behaviour. Encouraging the child to talk, express their feelings and ask questions, to get the information and reassurance they need to help them cope is very important. Tools such as painting materials, modelling

33

KPS Nursery

Keep to routines: children’s predictable regularity helps them feel secure. Rituals are similarly important, and also help to mark milestones.

Encourage them to find ways to express what is happening and to ask for support. Sharing stories from your own childhood experiences of transition can also be helpful.

Regularly teaching children about transitions in plants, the animal kingdom and people’s lives can foster a sense of optimism and excitement around change.

child’s transition. For example, a photograph of your family, then a pregnant mother, shopping for baby clothes, the baby’s room, a big sister badge made at Nursery, practising a song to sing to the baby, and a picture of the child with their new sibling.

Children often respond well to charts because they remind and reassure them of their progress, and the interactive quality gives them a feeling of control. They can be created as a checklist to prepare for transition or to log stages along the way. For example, a cardboard house with key events in pictures to colour in as they happen, in the run up to moving house.

Creating a storyboard, Powerpoint or movie to make a ‘story’ of the

as ctivity Ide Practical A

Partnership with Parents When a child joins a setting they are not ‘their usual self’ because they are in a state of transition, while they adapt to separation from their parents and adjust to the new environment – a key change in their lives. Communication between parents and staff is vital to help the child settle in and for staff to know the child’s likes and dislikes.

ting Starting or leaving a set ir parents are doing at rt that shows what the cha a ate cre setting and create a Help children to the the setting. Explore in tine rou ir the to es similar tim pictures. ng craft materials and giant map together usi m to Parents Divorcing propriate encourage the their feelings. When ap ve siti po the t ou ab Let children talk about talk ddy’s homes and Da and y t mm sen Mu ab of es the draw pictur ces of work for urage them to create pie co En h. eac of s ect asp e they live with. parent as well as the on mily A New Baby in the Fa tures for baby’s room. the baby and create pic to g sin to Practise songs Friend Moving Away tures, photographs and a memory box with pic Help the child to make m. the friend to take with other mementoes for the be ht mig s ys the familie Talk together about wa e if the children Se ch. tou in p kee able to or something s toy can exchange small venir of their sou a as , de they have ma friendship. ly or member of the Fami Losing a Grandparent s. Ask ling fee ir the t ou ab talk Encourage children to rabilia to graphs or other memo them to bring in photo ok or use moviebo ap scr a into se n the share and help them tur scrapbook. ital dig a werpoint to create making software or Po Gaining a Pet dly toys. Help them to ing for a pet, using cud g a pet and decide Let children practise car ative aspects of ownin neg and ve siti po the t think abou on strategies for these.

Other Transitions parents, moving s include gaining foster Further possible transition significant, ones such smaller, though no less toy. house or emigrating, and rite ou tine or the loss of a fav as changes in staff, rou

Being aware of the possible effects of transition, and using some of the suggested strategies will give children the tools they need to make their journey as smooth and happy as possible.

Wishing you all very happy transitions with your children, and please stay in touch with us as we are here to support and work together with you at all times.

Sue Caden

34

KPS Productions

PIRATES OF THE

Curry Bean

Cheesy jokes reigned as Years 3 & 4 took to the stage for their annual show. ‘Pirates of the Curry Bean’ presented a host of colourful characters, including pillaging pirates, dancing sailors, pesky rats, exotic islanders, meddling monkeys and even a grumpy gorilla.

There were many strong performances from the young actors.

Characters were well-defined, lines delivered with great timing and clarity; songs were sung with gusto. Favourites for Mr Brearey were the Health and Safety Officers, Wally and Pratt, whilst for others it was Captain Redbeard and Scuttle and Slack, or the talented Periwinkle family. And then there was Captain Cod and Admiral Horatio Hornhonker … the list could go on.

The show was clearly enjoyed by the rest of the school; even the Nursery children sat riveted throughout - quite a feat! However, it was our parents who appreciated the corny jokes the most, judging by their guffaws. If you didn’t see our performance, here is a flavour of what you missed…..

Pearl: You remind me of the sea!

Redbeard: You mean wild, romantic and restless?

Pearl: No - you’re wet and you make me sick!

Cod: Haven’t you ever wanted to get to the high seas?

Scuttle: I once reached the high seas when I was a young lad.

Slack: But then his voice broke!

Pearl: How did you lose your eye?

Redbeard: Ah! That be a tragic tale indeed.

You see, a seagull pooped in it!

Pearl: You can’t lose an eye because of seagull poop.

Redbeard: (Raising his hook) You can if you wipe it with the wrong hand!

Baggywrinkle: I can’t tell the time!

Pearl: Didn’t you go to school, stupid?

Blunderbuss: Yes, and he came back stupid too!

Huge thanks to parents for costumes, to staff in Years 3 & 4 for their support and face-painting skills, to Mr Chitson, Mr Stephens and Rebecca for the set designs, and to Alexia for organising seating, catering and programmes. Most of all, however, a great big thank you to Years 3 & 4 for all your hard work!

Marie McGlynn and Jackie Cross

35

Speech & Drama

What a fabulous four days we had at the Mid-Somerset Festival! Around sixty nervous children represented KPS, watched by their even-more-nervous parents. They faced smiling adjudicators - as well as some scary ones! Thankfully, all the hard work paid off and the brave KPS souls came away with super results, oodles of certificates, and even some trophies and medals.

Special mentions must go to Niamh, Lizzie, Eleanor and Alice who each gained the extremely rare ‘Outstanding’ mark for their performances. Well done also to Scarlett, who walked away with two trophies in her very first festival. Grace’s creative writing win was particularly impressive, too, as the class contained 40 children in all. We could go on …..

Not only did the children perform amazingly well, they were firstrate ambassadors for the school, showing wonderful support for each other and excellent behaviour. We are very proud of every one of them. Thank you all and well done!

Marie McGlynn & Mishka Diaz

MSF Creative Writing Results 2013 Poem U8 Emilia Denman

Commended

Joe Randolph

Commended

(3rd)

Poem 8 & 9 Alice Boutin

Commended

Grace Stuart

Distinction

(Winner)

Mia Randolph

Distinction

(2nd)

Poem 10 yrs Davida Samikwa

Commended

Ben Shardlow

Merit

Johnny Sedcole

Distinction

(2nd)

Freya Morris

Distinction

(=2nd)

Joe White

Commended

Emma James

Distinction

Noah Small

Commended

Poem 11 yrs

(=2nd)

Story 9 & Under Ben Lockey

Commended

(=3rd)

Alex Sedcole

Commended

(=3rd)

Anna Rose Read

Merit

Alice Mumford

Outstanding

Story 10 & U13

36

Alex Read

Merit

Johnny Sedcole

Merit

(Winner)

Speech & Drama

MSF Speech & Drama Results 2013 (Categories are: Fair, Moderate, Merit, Commended, Distinction, and Outstanding) Verse Speaking 7 ½-8 Phoebe Hill

Merit

Lily Blackburn

Merit

Verse Speaking 8-8 ½ Lola Gulotti Verse Speaking 8 ½ -9 Scarlett England Alex Sedcole

Commended

Distinction Merit

Duo Acting U10 (A) Lisa Canellieri & Cordelia Stott

Merit

Mia Randolph & Eleanor Duke

Commended

(2nd)

Alfred Briggs & Sam Bellord

Merit Distinction

(2nd)

(2nd)

Freddie Stockton & Ciara Newcastle Scarlett England & Jasmine Harvey

Distinction

(Winners)

Lola Gulotti & Lily Blackburn

Merit

Grace Stuart & Alice Small

Commended

Edan Ledbury & Thomas Roach

Merit

Duo Acting U10 (B) Hannah Kelly & April Russell

Merit

Isobel Hodge & Kristel Langkilde

Commended

Commended

Verse Speaking 9 ½-10 Harry Stevens Isobel Hodge Hannah Kelly

Commended Commended Commended

(=2nd) (=2nd) (3rd)

Verse Speaking 10-10 ½ Georges Boutin Matilda Jones

Distinction Commended

(3rd)

Reading Aloud 9yrs Eleanor Duke

Outstanding

Reading Aloud 10&11 Matilda Jones Jules Hawking

Merit Commended

(2nd)

Duo Acting U11 Johnny Phillips & Cameron Crowhurst

Bible Reading U10 Alice Mumford

(3rd)

Niamh Harding & Elizabeth Narbett

Outstanding

Commended

TV News 10&11 Johnny Sedcole Emma James Freya Morris

(2nd)

Niall Hudson & Callum Chamberlain

Commended

Distinction Commended Commended

Solo Acting 8 & under Dillon Hodge Scarlett England Freddie Stockton Beatrice Meadowcroft

Merit Commended Commended Merit

Solo Acting 9 yrs Edgar M Davies Miles Carruthers

Commended Merit

Solo Acting 10 yrs Beth Harris Johnny Phillips

Distinction Distinction

Solo Acting 11 yrs Jules Hawking Emma James

Commended Commended

(2nd)

(3rd) (Winner) (2nd)

(3rd)

Solo Mime 10&11 Rhea Lewis Callum Chamberlain Freya Morris

Merit Merit Merit

Duo Mime 10&11 Rhea Lewis & Hattie Foster

Commended

(3rd)

(Winners)

(2nd)

Eleanor Robertson & Anna Blezard Distinction

(Winners)

Group Mime 10&11 Johnny Sedcole, Emma James, Freya Morris, Matthew Hooper Anna Blezard, Niamh Goodwin

Merit

(3rd)

Commended

(2nd)

Eleanor Robertson, Hattie Foster, Freya Disney, Soraya Yasin

37

KPS Productions

All hail, Macbeth!

It was a good idea after all.

For the first time ever, the Shakespeare Schools Festival was offering primary-aged children the chance to perform Shakespeare on the stage of a local theatre. For us at KPS, the afore mentioned theatre would be the Egg in Bath. What an experience! I quickly signed us up (first choice, Macbeth, please)… and then I asked Mr Brearey. He seemed quite taken with the idea, though he later confessed that he had some doubts at the time.

Is this a dagger which I see before me, The handle toward my hand? Come, let me clutch thee.

There was to be a cast of 30 who would work as an ensemble.

Once the project was announced the spaces were quickly filled; Ms Diaz too was keen to be involved. Our ensemble met and we started with the story – and what a story! Witches, kings, murderers, greed, ambition, guilt, spells, daggers, blood, ghosts, madness…perfect KPS material! Then there was the casting. In corridors around the school, children were overhead stating their wish to be Banquo/Witch Number 3/ Narrator etc. However, the decision was made to be more creative and emphasise the ensemble element. So far, so good.

When shall we three meet again In thunder, lightning, or in rain?

I needn’t have worried. I should have reminded myself about the endless enthusiasm and determination of KPS pupils, some of whom were spotted reading a Macbeth ‘York Notes’ study guide in their reading slots to help them get inside their character. Wonderful!

I should have reminded myself of the magnificent support of the Shakespeare Schools Festival who gave us some excellent resources, two inspirational teacher workshops and a motivational cast workshop in the Egg theatre itself, led by National Theatre practitioners. Fabulous!

But screw your courage to the sticking place, And we’ll not fail.

I should have reminded myself of the pull of Shakespeare to all ages, not least through his powerful storytelling. As character, situations and intentions were understood, the language just seemed to make sense to the cast who became braver and more believable in their portrayals. Brilliant!

As for the ensemble work, Ruth Everett, actor in residence in the Senior School, gave us a few pointers to get us going and we were off. Witches’ spells? Easy. How about the forest?

I looked toward Birnam, and anon methought The wood began to move.

Rehearsals started at the beginning of the Autumn Term.

This really wasn’t such a good idea after all! What was I thinking? The language of Shakespeare is far too difficult for primary children. They don’t understand what it means. It could put them off Shakespeare forever! We only have six weeks with less than two hours rehearsals per week. What about costumes and staging? And as for ensemble acting… Help!!!

Six weeks later, we staged Macbeth in both the Kingswood Theatre and the Egg. The journey had been an incredible one. Ms Diaz and I had to pinch ourselves to believe that the children performing were mostly 9 & 10 year-olds - they were magnificent! Convincing, captivating and a true ensemble. Our audiences were highly complimentary. The last performance over, we were exhausted but buzzing. It was a good idea after all. One that none of us who were involved will ever forget.

I’ll go no more: I am afraid to think what I have done.

A drum, a drum!

Macbeth doth come.

This is a sorry sight.

Marie McGlynn

38

KPS Productions

A letter from the

r:

stival coordinato

Shakespeare Fe

t wanted to write to at this stage, but I jus ay aw Egg. rld wo a like ction of Macbeth at the ‘I know it must seem ur cast for your produ 0 yo 70 d of an e u yo on s to wa ns p tio say congratula 12. Kingswood Pre 20 F SS of rt ve pa ha t ing be dents tha Thank you so much for ke up the 17,000 stu ng cast helped to ma the UK. This is an t ou gh ou thr es Schools, and your you atr professional the in are pe es ak s achievement.

Sh thi of ed just perform dents are proud stu r you d an you pe ho enormous feat and I Liz and great feedback from but have heard some re evening of the ve ssi be to pre t im no lly rry I was so that it was a rea id sa all g of ey Th . you h ely part of a lov evenin Holly who worked wit elled. Your show was exc nts de stu r you t theatre and tha Shakespeare. with were back stage and fessional your students to pro val w sti ho Fe on the ted at en en Holly comm are really ke other two schools. We into this y the bu m nts fro de nts stu de the stu the e when and it is always so nic integrate the schools mean feat! no is e ag ry ma pri at ethos. Professionalism t your oke in particular abou lly great show. She sp rea rship a ne s ow wa ’ it t nts de tha stu ed Liz mention ry telling and the sto the to me sp ca it gra en cellent attention to detail wh e said they had an ‘Ex quote her directly, sh rmers were rfo pe ur yo t tha id of the language - to sa mble’. She also se en at gre tion of the a cu d exe an d e of languag derstanding an and that both their un particularly ul, e htf Sh . ug ed tho ud y ibl pla ap red inc play was to be the in nts me und your mo aro tic ’ irling heath intensely drama your cast became a ‘sw en wh y wellnt ver a me s mo wa it the t enjoyed I am confident tha c! eri ph os atm y ver mi sad to have ssed it! witches. It sounds l performance. I am so na sio fes pro d an k directed, slic the students very said you had directed Liz d an ge sta that t ac mp nce. She mentioned The Egg is a co d focus on the audie an y d since ntl (an ge y elli da int it ole e wh well to us veloped over the de lly rea e ac sp the all “buzzing”. I hope their confidence in by the end they were d an o) als y da at they’ve p ho the cast works they are proud of wh experience and that s thi ed joy en all y that the achieved. involved. ‘ congratulations to all Please do pass on my

The cast: 1. James wBailey 2. Skye Bayley 3. Nick Baines 4. Anna Blezard 5. Georges Boutin 6. Ishan Dip 7. Freya Disney 8. Sam Ewing 9. Hattie Foster 10. George Hannon 11. Niamh Harding 12. Beth Harris 13. Matthew Hooper 14. Niall Hudson 15. Emma James 16. Kristel Langkilde 17. Lucas Lawman 18. Francesca Ledbury 19. Isaac Lowe 20. Max Mohr 21. Freya Morris 22. Edgar Mottershead-Davies 23. Elizabeth Narbett 24. Eleanor Phillips 25. Johnny Phillips 26. Johnny Sedcole 27. Harry Stevens 28. Matthew Vaughan 29. Joe White 30. Reuben Zukas

Fleance; First Apparition Messenger; Lady 1st Murderer Gentlewoman; Lady Narrator Doctor; Lord 3rd Apparition; Lady Siward; Lord Lady Macbeth Malcom 1st Witch 2nd Witch Banquo Angus Narrator Narrator Lenox 3rd Witch Mentieth; Lord Donalbain Narrator Macduff 2nd Apparition; Lady Servant; Lady Ross Macbeth 2nd Murderer; Young Siward 3rd Murderer Porter Duncan

Eibhlish Fleming Festival Coordinator Shakespeare Schools

39

KPS Productions

T

his year members of Year 5 and 6 followed the yellow brick road all the way to Oz as they performed ‘The Wizard of Oz’ in the Kingswood Theatre during the first week of the Summer Term. Everyone was fully involved as Munchkins, people of Kansas, people of Oz, generals, witches and skeletons and all the leading roles. It was a huge team effort and all the children pulled together to create some truly memorable performances.

A team of stage managers and technical crew - all from KPS enabled each rehearsal and performance to run smoothly whilst giving some of our pupils a chance to get to grips with all the backstage work of a proper theatre, helping with lighting and sound as well as props and scenery. There were some amazing performances by many children, but of particular note were Dorothy (Niamh Goodwin), Scarecrow (Matthew Hooper), Tin Man (Reuben Zukas) and Lion (Nick Baines), all of whom captivated the audience and showed real maturity in their acting and vocal skills. Well done to everyone - we are so proud of you all.

Marie McGlynn

40

KPS Productions

41

Music & Choir

Music and Choir Concerts This year every Year group has enjoyed a concert in the Music Room where all musicians have been able to play a piece to an audience of friends and parents. Years 5 and 6 had their concerts in the Autumn Term, Years 3 and 4 in the Spring Term and the Pre-Prep had concerts in the summer. There was also a concert for our ensemble groups and our most advanced musicians across the school. Over the year we have been entertained both by beginners playing 2-note pieces as duets with teachers and by stunning artistry from a few very talented musicians. Thank you to everyone who performed. It takes not just great bravery to stand up and perform in front of an audience of around 100 people, but also many hours of concentrated practice by pupils and support by parents. I am continually amazed at the poise shown by our young musicians, right from Reception upwards. The standard of musical ability here at KPS continues to rise and it is now common to leave Year 6 playing at Grade 3 standard, whilst 8 pupils are working at Grade 5 level or above. Well done, everyone – let’s make KPS the most musical school in Bath!

The O2 Young Voices Choir Back in July 2012 we heard that we had a place to sing at the O2 Arena in London, at a concert run by Young Voices, an organisation that seeks to bring children together to enjoy the power and excitement of singing, to learn both musical skills and self-confidence, and to engender a love of the choral experience. In September 45 pupils in Years 5 and 6 started to rehearse weekly. We had 13 songs to memorise, several of which were medleys……over 90 minutes of music with actions!

The style of song ranged from sacred to pop to rock to stage, with some jazz and beat-boxing thrown in along the way, so there really was something for everyone. The pop medley quickly became a favourite, although ‘Electricity’ from ‘Billy Elliot’ was a close second choice every time. We performed during Open Day and later in the term at the Year 6 concert. Christmas came and went and finally we were ready.

At the O2

42

We were very lucky that the snow cleared just in time and we were able to head to London early in the morning one very cold January day. It was a long journey, taking the same time to travel through London as it did to get to London in the first place, but when we arrived we were amazed by the huge number of other schools converging on the O2 Arena.

After a few photos we were escorted inside and shown where to eat our packed lunches. Then we went into the arena itself. It was huge! Gradually a small part of it filled with 8000 other children and we settled down to rehearse all afternoon.

We worked hard, but it was really exciting, meeting the special guests – dancer Randolph, Connie, and the African Children’s Choir. Maybe the best bit was when the teachers had to show their shadow-boxing skills to the crowd and Mr Hull was picked out as the best boxer so he had to show all 8000 of us how it was done! Finally the time came to have tea, change and get ready for the concert.

It was amazing to see the arena fill up. We knew our supporters would be opposite us, but we could only see them with binoculars. Several parents made the long trip round the arena to find us and long-distance zoom lenses were put to good use. Once it was full, the true size of the O2 Arena was obvious. There were 24000 just in the audience and we were singing to a sell-out crowd! The concert itself was superb and truly the best school event I have ever taken part in. The emotional force of so many children singing together has to be experienced to be believed.

The children’s comments speak for themselves:

”The best bit was all of it because everything was fun!” “”I loved just walking into the O2” “I liked the rehearsal when we met the conductor and Randolph and the dancers” “I loved performing to our proud parents and excited audience” “Singing with Connie Talbot was great” “The best part was when the concert was about to start and you saw all of the small lights shining in the dark” “The thrill and excitement from the arena and singing our hearts out!”

“My favourite bit was watching the African Children’s Choir” “The part I enjoyed most about the concert was the final song because everyone joined in and was singing and dancing with us”.

At 9.15pm we slowly filed out of the O2 Arena, incredibly happy but completely exhausted. It took a while to get back to the coach and the children were absolutely brilliant at sticking together as we made our way through the throngs of people.

A quiet journey home for parents and pupils saw us eventually arrive at around 1.30pm in the pouring rain. A very long day, but worth every second of it. And yes, we will definitely do it all again next year.

Music & Choir

Year 6 Thoughts on Music at KPS Members of Year 6 have been reflecting on their musical experiences at KPS: What is your greatest memory of music here at KPS? Emma: Singing at the O2 Libby: Singing in the school choir Davida: Making our own KPS songs Rhea: Being Fairy Godmother in the Wizard of Oz Johnny: Composing on the keyboards George: My drum teacher Joe: Playing ‘The Killer Rhythm’ Ben: The Wizard of Oz Zach: When I broke a string on my guitar and it sounded really strange!

Rory: Playing all the instruments Cherry: Singing the Leavers’ Song Darcy: Composing a Rap Alex: The Nativity Play back in Year 2 Sam: Passing my Grade 1 exam Oscar: Playing the piano at a concert in the Pre-Prep What is the best thing about music here at KPS? Ishan: All the opportunities you are given.

Freya M: You can choose from a wide range of instruments.

Isaac: You can be as creative as you want.

Dominic: Composing your own songs.

Sam: There are lots of fun music games.

Alex: It is fun and interactive!

Darcy: Playing such a wide range of instruments and equipment.

Reuben: There are teachers for all the musical instruments and all of them are brilliant!

Hattie: You can join in even if you don’t learn an instrument.

Niamh: It is a joyful subject!

Johnny: You have a wide range of teachers who encourage you massively to learn and practise.

Anna: We do loads of different sorts of music.

Eleanor: We get to sing, sing, sing whenever we feel like it!

Matt V: You always have fun and are always involved

What would you say to encourage a child in Reception to learn an instrument or join in with musical activities at KPS? Ishan: When you get good at an instrument, you can play to your family and friends.

Isaac: Get out there and find what instrument is best for you.

Francesca: It is so much fun and one day you might become a famous musician.

Matt V: Just have fun – you’ll love it!

James: If you don’t give it a try, you will wish you had.

Rhea: You might not be the best when you start, but I promise if you practise you will get better and better.

Eleanor: Every time you pick up that instrument it’s pride in itself!

Anna: At KPS the music teachers are so social you will have a blast!

Freya: The teachers give you so much freedom to learn things.

Ben: You get a good relationship with your teacher.

Soraya: It’s exciting to play music.

Marcus: Never give up music because it will give you more of a job in the future.

Zach: When you are younger it’s easier to learn and remember, so when you grow up it will be really fun.

Jules: It’s really fun to listen to what you’ve done.

Rasim: You will be proud that you know how to play an instrument.

Anish: It will feel cool to learn an instrument.

Tristan: It’s a great achievement to play when you are young.

Charlie: Choose an instrument that you like to hear.

Alex: It’s so satisfying.

Sam: If you put in the practice and learn a piece, it will sound great and you won’t want to stop playing it.

Music in the Pre-Prep

Christingle Service

In the Pre-Prep, all children come over to the Music Room for one lesson each week where we learn to play percussion instruments, try out orchestral instruments, listen to a variety of music of all different styles and genres, sing lots and lots of songs - mainly with actions - dance and play musical games.

Individual instrument and singing lessons are becoming more and more popular with our youngest children learning violin or piano, and most other instruments becoming available to learn

by Year 2. This year 90% of Year 2 children took instrumental or singing lessons and we aim to increase this number next year. Pre-Prep children can also join the Pre-Prep Choir, which has consistently had around 30 members this year, or the Performing Arts Club, which is also always popular. Other musical activities available to some Pre-Prep children include the String Orchestra, for violinists and cellists, and the recorder group and ukulele group.

At Christmas this year we decided to alter our usual tradition in the Pre-Prep and instead to have a Christingle Service in the chapel. All the classes learned a different Christmas carol to perform, we learned a few carols together, and Year 2 children told the Christmas story. Everyone dressed up as characters from the story and we all made Christingles. For many children and parents it was the first visit to the chapel and it proved to be a very special occasion. Seeing the Christingles and candles decorating the chapel, hearing the Christmas story from such young children, and singing traditional Christmas carols together was a beautiful and moving time which really brought Christmas alive for everyone.

43

Music & Choir

Five Minutes with Mrs Tracy This year we have welcomed a third singing teacher into our team of peripatetic music teachers. Tracy King is a very experienced singing teacher and she is known to many in the lower part of the school because she also runs the very popular Performing Arts Club. Tracy teaches with us three days a week and her pupils have just taken the first Trinity Guildhall singing exams here at KPS. I asked her to tell us a little about herself and about the new exams.

When did you start singing and when did you know you wanted to make a career out of it?

I started singing at home when I was about 6 - and have wanted to be a performer for as long as I can remember!

Who inspired you to be a musician?

Many people over the years - but the main encouragement came from my Mum and Dad, who were willing to support me to study in London.

What has been your most exciting moment as a singer?

There have been so many that it’s hard to choose just one!

Some of the most memorable moments include singing for the opening of the British Transplant Games, recording at the BBC and singing for Boris at City Hall. In June I was flown to Tuscany to sing at a wedding with Vocal Works Gospel Choir, which was absolutely amazing.

What makes a good singer?

The three ‘Ps’ - Practice, Passion and Performance!

How important is practice?

It is absolutely vital in order to improve your technique and to develop as a performer. It’s worth remembering that it’s the quality of practice, not necessarily the quantity, that’s important.

What do you like best about teaching singing?

I love being part of a pupil’s journey from the first lesson working on a new song, to hearing them deliver a performance with expression and enthusiasm.

Why do your pupils do different exams and what is really good about their exams?

I feel that the Trinity exams offer a well-balanced song choice suitable for young performers, and they also help to develop general musicianship skills which are so important. The songs are really appealing to my pupils - which helps so much when encouraging them to work towards a grade.

Mrs Mallaband’s Wedding Just before Easter, Miss Wright became Mrs Mallaband. She kindly invited the Year 3 and 4 choir to sing at her wedding.

We sang ‘Lord Make Me a Mountain’ which is Mrs Mallaband’s favourite hymn. It was a real honour for the choir to perform at a wedding and they worked really hard. Everyone looked stunning in their smartest uniform and we were able to enjoy the whole wedding ceremony, including a song by Miss Diaz and music from the Serenity String Quartet, which includes 2 of Mrs Cross’ own daughters. Mrs Mallaband looked so beautiful and Mr Mallaband was so handsome! Best wishes for your future together, Mr and Mrs Mallaband.

44

New Keyboards and Drum Kit from the Friends The Music Department is very grateful for the on-going generosity of the Friends of KPS, who support the musical life of the school each year by helping us to purchase new instruments for every child to use. This year they have funded a superb new Yamaha drum kit, which not only sounds so much better than our previous instrument, but which will last much longer and stand up to the daily use it gets by all our up-and-coming drummers. The old kit will now be based in the main music classroom so it can be used in class lessons each week. The Friends have also bought 8 new keyboards which are smaller and lighter and run on batteries. This has enabled us to do whole class sessions learning to play keyboards and composing songs and short pieces of music. Year 4 put the keyboards to good use in a project where piano players were paired with nonplayers and had to teach basic skills to their ‘pupils’, who in turn were able to demonstrate their new skills to the whole class.

We are so grateful to the Friends – thank you very much indeed.

Jackie Cross

Music & Choir

Music Exam Results 2012 - 2013 Zillah Austin

Singing Prep Test

Pass

Kristel Langkilde

Singing 2

Lucia Batters

Singing Prep Test

Pass

Jude Meaden

Guitar Prep Test

Pass

Anna Blezard

Piano 2

114 Pass

Eleanor Phillips

Singing 1

117 Pass

James Button

Piano 2

115 Pass

Mia Randolph

Violin 3

125 Merit

Charlotte Chilton

Piano 4

114 Pass

SoďŹ a Ross Chukhrov

Piano Prep Test

Pass

Clementine Coxen

Piano Prep Test

Pass

Aoife Targett

Piano Prep Test

Pass

Charlotte Cutter

Clarinet 2

120 Merit

Anish Thapa

Piano 2

114 Pass

Miles Deverell

Piano 1

114 Pass

Christopher Zikos-Barlow

Singing 1

120 Merit

Sam Ewing

Piano 1

113 Pass

George Bendrey

Violin 1

114 Pass

Isaac Fee

Saxophone 2

128 Merit

Monty Coxen

Piano Prep Test

Pass

Nathan Gregg

Piano 4

118 pass

Louis Fryer

Guitar Prep Test

Pass

Imogen Hall

Piano 1

128 Merit

Imogen Hall

Piano 2

103 Pass

Phoebe Hall

Piano 1

112 Pass

Phoebe Hall

Piano 2

114 Pass

Katie Halliwell

Guitar Prep Test

Pass

George Hudson

Piano 1

127 Merit

Beatrice Harding

Piano Prep Test

Pass

Harry Jones

Guitar 1

120 Merit

Niamh Harding

Piano 1

130 Distinction

Oliver Knight

Piano 1

109 Pass

Lexi Hart

Piano 2

112 Pass

Tom Lane Fox

Piano 1

120 Merit

Sophia Heath

Piano Prep Test

Pass

Rhea Lewis

Singing 3

121 Merit

Emily Hersch

Piano Prep Test

Pass

Ben Lockey

Singing 2

121 Merit

George Hudson

Piano Prep Test

Pass

Ben Lockey

Violin 2

114 Pass

Emma James

Singing 2

120 Merit

Thomas Meier

Piano Prep Test

Pass

Emma James

Violin 3

113 Pass

Alice Mumford

Piano 2

127 Merit

Olivia Jones

Piano 2

112 Pass

Alice Mumford

Violin 1

131 Distinction

Alex Keogh

Piano Prep Test

Pass

Rory Padkin

Piano 4

118 Pass

Ben Lockey

Violin 1

122 Merit

Rory Padkin

Saxophone 2

123 Merit

Isaac Low

Piano 1

116 Pass

Joe Randolph

Cello 1

121 Merit

Callum Michie

Piano 3

112 Pass

Mia Randolph

Piano 2

120 Merit

Finlay Morris

Piano 1

133 Distinction

Thomas Roach

Singing 1

115 Pass

Freya Morris

Piano 2

110 Pass

Johnny Sedcole

Clarinet 2

127 Merit

Edgar Mottershead-Davies Piano 1

114 Pass

Ben Shardlow

Guitar 2

109 Pass

118 Pass

Madi Sayce

Piano Prep Test

Pass

Alice Small

Piano 2

133 Distinction

Ben Shardlow

Guitar 1

126 Merit

Matthew Vaughan

Piano 1

106 Pass

Charlie Stevens

Piano Prep Test

Pass

Eleanor Webster

Violin 2

138 Distinction

Devon Taylor

Piano 2

108 Pass

Tristan Day

Piano 2

115 Pass

Reuben Zukas

Piano 2

104 Pass

Martha Small

Trinity Singing Initial

88 Distinction

Leyla Aysan

Piano Prep Test

Pass

Clementine Coxen

Trinity Singing Initial

96 Distinction

Thomas Button

Guitar Prep Test

Pass

Lucia Batters

Trinity Singing Initial

87 Distinction

Rufus Dakin

Piano 2

112 Pass

Sebastian Langkilde

Trinity Singing Initial

88 Distinction

Holly Drew

Piano Prep Test

Pass

Cecilie Brooks

Trinity Singing Initial

81 Merit

Niamh Goodwin

Singing 1

126 Merit

Izzy Canham

Trinity Singing 1

87 Distinction

Oscar Governo

Piano Prep Test

Pass

Alice Small

Trinity Singing 1

92 Distinction

Beth Harris

Singing 1

131 Distinction

Rose Bates

Trinity Singing 1

88 Distinction

Dotty Hodge

Piano Prep Test

Pass

Bella Shorten

Trinity Singing 1

88 Distinction

Isobel Hodge

Piano 2

125 Merit

Sophie Pickford

Trinity Singing 1

75 Merit

Matilda Jones

Singing 1

124 Merit

Eleanor Webster

Trinity Singing 2

87 Merit

Tom Lane Fox

Violin 3

118 Pass

45

Sport at KPS

SPORTS DAY The plan for each of our Sports Days – Pre-Prep, Year 3 and 4, and Year 5 and 6 – is to make sure everybody is fully involved and engaged, to give them the opportunity to take part in events with others of similar ability, and to give each child the sense that their efforts are contributing to a larger team goal. Of course there is competition between children and between teams, but the greatest emphasis is always placed on doing the best that you can possibly do, which, if that goal is achieved, represents success in itself.

46

Sport at KPS

RUGBY Every week during the Autumn Term all the boys at KPS (in Years 3-6) are more likely to be involved in rugby matches than not. We strive to give each boy as many chances to compete as possible at the most appropriate level for them, with the aim that no team and no player has any greater importance than another.

Matches are viewed simply as another chance to learn and improve and to use the skills which they have previously developed in a different, challenging setting.

47

Sport at KPS

Hockey at KPS is thriving ...

It has been a year of solid progress for hockey at KPS. Our Boys 5NDER TEAM BECAME !VON #HAMPIONS FOR THE lRST TIME AND QUALIlED for the main IAPS tournament, which was a great step forward. More importantly, their knowledge of hockey and their style of play have grown significantly. They have loved training; the majority have signed up to Monday nights and Saturday mornings and we have reaped the benefits of this. All improved significantly and the team produced some excellent performances. Sadly, our tour to Norfolk only made it as far as Reading before we had to abandon it due to snow. The festival was later cancelled, which was such a shame as it was a joint KSS and KPS venture.

Matthew H in goal went from strength to strength and made some excellent contributions in games. Rory and Ben have strong futures in this sport and I will watch their progress with great interest. Ashish was undoubtedly player of the season.

His passing, reading of the game and stick skills all kept us moving forward. Darcy, Tristan, Harvey, Oscar and Charlie all made significant contributions and have been a pleasure to coach. So many boys across the Year group have enjoyed their hockey, which is the main aim. Well done, the boys. ) WAS DELIGHTED BY THE EFFORTS AND ATTITUDE OF THE 'IRLS 5NDER hockey team. They had a tough season in terms of results, but individually and collectively they improved significantly. No one personified that effort more than Emma, Fran and Libby, who worked tirelessly and left nothing on the bus! Freya D, Freya M, Georgia, Eleanor and Niamh all worked in a determined manner. I am sure that, with more girls joining next year, they will prosper and build on their experiences this year.

Mark Brearey

48

Sport at KPS

Sport at Kingswood Prep School : 2012-2013 When we returned to school in September 2012, the school, and indeed the whole nation, was still buzzing with Olympic / Paralympic fever. Not only had the children and staff enjoyed watching and sharing in the exploits of the athletes involved, but the events meant even more to them given the opportunities they had at KPS during the preceding Summer Term.

A year on from those inspirational events, we can start looking at “Legacy� – the much-used word in the Olympic aftermath.

What legacy have the Olympics and Paralympics left for the children of KPS? The Government hoped to “inspire a generation� so that more children would take up sport as a result of the Games in London.

However, it is difďŹ cult for the children of KPS to play any more sport than they already do (they do have to ďŹ t in some Maths and English occasionally as well). Another aim was to develop facilities in which to play these sports but, whilst plans to enlarge our sports hall at the Prep School are gradually taking shape, we have free use of the fantastic facilities around our own site and the wider Kingswood Campus. There are very few schools that have 2 full Astros (plus some other extra Astro training areas), 8 rugby pitches, a fabulous indoor sports hall, swimming pool, 7 netball courts, dozens of tennis courts‌.I could go on, but facilities are not really an issue for us.

So where is the legacy for KPS? I prefer to look at the Olympic and Paralympic values, which we spent a lot of time talking about in the Summer of 2012, and see how and when we matched up to those values in the year gone by.

excellence : !CHIEVEMENT IS IMPORTANT /UR 5 (OCKEY TEAM WERE THE County Champions in 2013 and narrowly missed out on National success. Our Orienteers have regularly been National Champions, whilst Rory Padkin is a National Judo Champion.

Whilst we are rightly proud of achievements such as this, the 5 # TEAM SHOWING THAT THEY HAVE REALLY GRASPED A PARTICULAR concept is an equally important achievement.

equality : There is not a week that goes by at KPS when the children in Years 3-6 are not involved in some competitive sport and, whenever possible, those ďŹ xtures will involve every single child in each Year group. Ability, experience and skill level will not play any part in whether a child gets the chance to play or not— it will merely dictate which level of game is most appropriate for that child.

Cricket at KPS is a good example of equality in action. Firstly we have recognised that female cricket is a massive growth area throughout the country and we have provided a good number of cricket opportunities for the girls this year, with a concerted plan to increase even more in the years to come. The school has sponsored a Girls’ Schools’ Competition at Bath CC during the Summer Term, which has enabled schools throughout the city to get their girls into the sport.

When the boys play, KPS has led the way in developing games and rules that enable everyone to take a full part - regardless of their skill level. Bowling accurately is a particularly difďŹ cult skill for young children to master with consistency, so we have developed a game which allows everyone to bowl without fear of

failure, whilst still practising and developing the other skills of the game.

At the most highly-skilled end of cricket at KPS there is still a need to manufacture equality of opportunity to bowl and/or bat in a game which can easily be completely dominated by a couple of individuals. All our players come away from a match having been given the opportunity to use their skills in the game – often at the expense of winning!

respect : The Friday “Gold Book� Assembly is a fantastic vehicle for sharing in each other’s successes and showing real respect for what others have achieved- even if, for us, it is not a big deal!

Sporting and non-sporting achievements receive equal respect and often the small things which contribute to a greater collective goal are celebrated – in the same way that effective and cohesive teams function.

My favourite moments of the year always tend to centre around the big events—when we host 250+ runners at our Cross-country or Aquathon events, when there is a Wednesday afternoon when it’s an achievement to get every Y5 and 6 child to a variety of different ďŹ xtures, let alone perform well when they get there, or the Sports Days when you see the effort and determination etched on all the children’s faces. These are the days when teamwork, both visible and behind the scenes, makes everything work and helps the children from KPS and our visitors have a memorable and positive experience. I am particularly proud when I see the children support one another – particularly those who have had a bit of a struggle‌.the later ďŹ nishers in the cross-country, someone who has taken a tumble and got up to ďŹ nish. I know it sounds corny, but it’s great to see.

courage : Courage is a word much over-used in sport. The children at KPS are rarely asked to do something that frightens them or required to show strength in the face of pain or grief. They are probably required to show moral courage more often than actual physical courage, but we must not under-estimate those moments which are truly challenging and need to be faced with bravery.

Most children who come to KPS (at whatever age) seem to have already spent a decent amount of time in a swimming pool. However, there are a few who are faced with a pool for the very ďŹ rst time and/or have not had much experience of swimming pools, for which the whole experience of a simple swimming lesson is genuinely terrifying. One of the most satisfying experiences as a PE teacher is to see a child suddenly realise that the water is not something which is going to swallow them up but can be a place of relaxation and fun and that the SENSATION OF mOATING IS ACTUALLY RATHER NICE 5NTIL THAT POINT A great deal of courage, not to mention trust, is needed.

There is another swimming-based experience at a later stage of development which seems to require an above-average amount of courage for the inexperienced. Children competing in their ďŹ rst-ever swimming gala seem to be genuinely frightened by the prospect in a way that lining up for their ďŹ rst rugby match does not seem to make them feel. Perhaps it’s the loneliness, perhaps it is the lack of clothing, but standing at the start of your ďŹ rst swimming race for KPS requires a lot of courage.

49

Sport at KPS

friendship : Jesse Owens made friends with German athlete, Luz Long, during the Olympic Long Jump competition in 1936. If they can manage to do that at the height of Olympic competition with all the external pressure which was upon them at that moment in world history, we can certainly extend the hand of friendship on THE 5PPER ON A WET 7EDNESDAY AFTERNOON “Match teasâ€? are a bit of a nuisance, to be honest with you. Just about everyone would probably rather get away as soon as possible, whilst the organisation which goes into these simple refreshments is often the source of much stress. However, they are an important part of the ďŹ xture in so many ways and – hopefully - help to show the children (and parents, at times) that real friendships can (and often do) spring from the sports ďŹ eld.

In the Autumn Term 2012 alone the children in Y3 played 25 games of rugby and 25 games of hockey, whilst in Y4 that number rose to 35 games. That is 25 times that each Y3 child will meet around 10 or more other children – that’s up to 250 conversations with potential friends before we have even reached Christmas‌.let’s hope they don’t get into sending cards.

determination: “Victory isn’t deďŹ ned by wins or losses. It is deďŹ ned by effort. If you can truly say ‘I did the best I could, I gave everything I had; then you’re a winner.â€?

Wolfgang Schadler We are very proud of our Sports Days at KPS. Although some people (well, parents really) reminisce about egg and spoon/ sack races, we try to get the right balance between an event in which everyone gets to participate in a “worthwhileâ€? athletics event whilst also competing in a meaningful way and contributing towards a larger team goal. It sounds a bit arrogant, but I think we do it very well‌but that is not the point here!

You just have to look at the children’s faces to see what it means to them – the effort, the energy and the enthusiasm. It doesn’t actually matter what the event is, it doesn’t really seem to bother them who they are up against – they just give their all whether they are performing a Fosbury Flop or whether they are racing to put a hoop on a stick and get back to their team. They are as proud as Punch when they ďŹ nish ďŹ rst, but the children

50

at KPS regularly demonstrate a clear grasp of what constitutes success – “The child can execute the best performance of their life and still lose. This child can feel positive because‌‌.. success is equal to good performance.â€?

inspiration: In the summer of 2012 one of the visitors who came to meet the children was Paralympic sprinter, Ben Rushgrove‌seldom can any of us (children and teachers alike) have met such an inspiring man. His enthusiasm, his passion for his sport and his energy had such an effect on all who met him. We also met David Brailsford, Olympic cyclist and sprint coach to Chris Hoy and Victoria Pendleton, who told us that, whilst others can inspire you to start competing, “in the end you have to inspire yourselfâ€? to become the best you can possibly be.

It is a constant challenge to inspire the children of KPS to achieve more – not because they are not currently achieving but because they are already doing so much! We are fortunate to have the services of England International netball player, Serena Guthrie, who works regularly with the girls whilst England cricketer, Anya Shrubsole, is also a regular visitor. They provide a source of inspiration to all the children, although it is particularly important that the girls see female role-models as they are not generally as conspicuous on TV and in magazines as their male counterparts. However, the staff as a whole are key to inspiring the youngsters every day – setting high standards, working hard and playing in the “right� way.

Then it comes down to the children to inspire themselves. Every Tuesday and Thursday lunchtime, for example, a large group of children choose to come to a cross-country session rather than heading out to play. There is no prize at the end of each run – just the challenge of trying to run your hardest and to beat your personal best. There is also no doubt that the children inspire each other to achieve greater heights, but they also have a knack of sharing in each other’s successes.

It is not just post-2012 that we have been inspiring a generation. We were doing it before that and we will carry on far into the future as well.

Ian Shrubsole

English & ECO

Spelling – moving forward Spelling is an integral part of the development of writing. Pupils who spell with ease are able to concentrate on the content of their writing and the creative process. While it is important to remember that spelling is not the most central aspect of writing, confidence in spelling can have an effect on how confident pupils feel about their written work overall.

As part of the annual review process we are constantly looking for ways to improve every aspect of our teaching of English. Our focus for this year has been to evaluate our whole school spelling provision.

We have decided to take on the best elements of two wellknown schemes: Nelson Spelling and Cambridge Searchlights.

From Reception to Year 2, the children will continue to follow the Read Write Inc. phonics programme. From Year 2 to Year 6, teachers will use Nelson Spelling as the base scheme and will supplement this with the multi-sensory elements from Cambridge Searchlights. By using one main scheme from Year 2, we hope to provide continuity for both the pupils and the teachers.

Within the Nelson scheme, there is clear differentiation, which allows for each pupil’s individual spelling needs to be taken into consideration. It is widely known that the best way to embed words learnt into a child’s memory is by re-visiting these words regularly. With this in mind, although the children will have some new words to focus on each week, they will also revise previous words set. By using this process of learning, we will give the children the best possible chance to retain what they have learnt.

Mishka Diaz

Candidate for a Pullet Surprise I have a spelling checker, It came with my PC. It plane lee marks four my revue Miss steaks aye can knot sea.

Eye ran this poem threw it, Your sure reel glad two no.

Its vary polished in it’s weigh.

My checker tolled me sew.

A checker is a bless sing, It freeze yew lodes of thyme.

It helps me right awl stiles two reed, And aides me when eye rime.

Each frays come posed up on my screen Eye trussed too bee a joule.

The checker pours o’er every word To cheque sum spelling rule.

Bee fore a veiling checker’s Hour spelling mite decline, And if we’re lacks oar have a laps, We wood bee maid too wine.

Butt now bee cause my spelling Is checked with such grate flare, Their are know fault’s with in my cite, Of nun eye am a wear.

Now spelling does knot phase me, It does knot bring a tier.

My pay purrs awl due glad den With wrapped word’s fare as hear.

To rite with care is quite a feet Of witch won should bee proud, And wee mussed dew the best wee can, Sew flaw’s are knot aloud.

Sow ewe can sea why aye dew prays Such soft wear four pea seas, And why eye brake in two averse Buy righting want too pleas.

Our Second Eco Schools Green Flag At the end of the spring term, KPS was successfully reassessed for its Eco Schools Green Flag. This was no mere formality. Pages of documentation had to be produced prior to the inspection to show that the school is doing all that it can to run in a sustainable way and to educate the children to live sustainable lives. Thus, it was very gratifying, when I embarked on filling out the form, to find out just how much we do achieve beyond the curriculum. For instance, Sharon Traylor, our catering manager, is continually striving to source more of our school food locally. In the maintenance department, Helen Ruddell is passionate about green issues and has been instrumental in putting into place our new waste and recycling system. In maintaining the school grounds, Annabel Mottershead is composting, reusing , introducing organic practices and encouraging wildlife in all sorts of different ways. We also use eco-friendly cleaning products, recycled paper products and energy-efficient lighting – just a few of the examples of how the school tries to run sustainably.

Of course we are not always as good as we could be.

The children in Eco Club looked through the recycled paper bins and found too many sheets in them that were only used on one side and so could have been reused. They put together a persuasive PowerPoint about not wasting paper which they screened in Assembly to ‘tick-off’ the teachers and to encourage them to be less wasteful. They also sorted the paper so that it could be reused for drawing in Homework Club and the Pre-Prep. This was only one of many eco-based activities with which the children have been involved throughout the school. Children in all classes take part in litter picks – this is no chore – the children love doing it. In the Pre-Prep, outdoor education has become a major component of the curriculum, opening the children’s eyes to the importance and wonder of nature. Looking at the problems of waste figured strongly in geography projects in Y3 and Y6. In Y4, the children were given an inspirational workshop about FairTrade by Laura Cook from Methodist World Aims. Wateraid continues to be a charity supported by Y5 and the children learn all about problems associated with lack of clean water each year. And of course our new play equipment, and our policy of using more of the school grounds for playtime, mean that there is a far greater emphasis on interacting with the great outdoors, which is one of the aims of Eco schools.

Our assessor said: “Well done, Kingswood Prep School! Passion for EcoSchools is clearly present throughout the school, with great support from senior management, exceptional commitment from the Eco-Coordinator, and huge enthusiasm from the pupils. The inclusion of Eco-Schools in the curriculum is very strong and Eco-Schools’ work, surveys, results etc are prominently displayed throughout the school. The involvement of Eco-Committee in sharing what they are up to with the rest of the school in Assemblies is excellent. The school has made superb progress in developing the school grounds, with a fantastic emphasis on outdoor learning and play. There is a very strong commitment to reducing waste to landfill. Please keep up the hard work!”

We cannot now rest on our laurels. In two years’ time we will have to be assessed again. However, this does not worry us. The Sustainable Development Committee have already begun discussing several major new projects; as always, the children are full of ideas and enthusiasm to carry us forward.

Sue Butcher

by Mark Eckman and Jerrold H. Zar

51

Maths at KPS

Maths at KPS

Organisation

Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills and the ability to think in abstract ways.

The teaching of mathematics at KPS is geared towards enabling each pupil to develop not only the mathematical skills and understanding required for later life, but also an enthusiasm and fascination about maths itself. We aim to increase pupil confidence in maths so that they are able to express themselves and their ideas using the language of maths with assurance.

At KPS we follow the National Numeracy strategy. Our expectations are high and through careful and thorough planning we supplement the Primary Strategy so all children are given the opportunity to achieve their full potential. This is where we achieve our value-added status over other schools.

At the beginning of each year we provide families not only with the mathematical objectives for that year, but also with the expectations for the following year.

Each Year group has a dedicated resource area which is continually being updated with new resources. Next year we aim to invest in new equipment to enhance our ‘measure’ topics, including digital scales and timing devices.

At KPS we are continually aiming to raise the standards of achievement of the pupils.

Pre-Prep: The Foundation Stage (Nursery and Reception)

The teaching of maths at KPS provides opportunities for: s 'ROUP WORK s 0AIRED WORK s 7HOLE CLASS TEACHING s )NDIVIDUAL WORK

Work undertaken within the Foundation Stage is guided by the requirements and recommendations set out in the Early Years Foundation Stage document.

We give all the children ample opportunity to develop their understanding of mathematics. We aim to do this through varied activities that allow them to use, enjoy, explore, practise and talk confidently about mathematics.

Pupils engage in: s 4HE DEVELOPMENT OF MENTAL STRATEGIES s 7RITTEN METHODS s 0RACTICAL WORK s )NVESTIGATIONAL WORK s 0ROBLEM SOLVING s -ATHEMATICAL DISCUSSION s #ONSOLIDATION OF BASIC SKILLS AND ROUTINES We recognise the importance of establishing a secure foundation in mental calculation and recall of number facts before standard written methods are introduced. Great care is taken when planning to help determine the appropriate vocabulary to use in our teaching and children are expected to use it in their verbal and written explanations.

We endeavour to set work that is challenging, motivating and encourages the pupils to talk about what they have been doing.

Pre-Prep: Years 1 & 2 In Pre-Prep, Maths lessons are held on a daily basis and last for approximately 45 minutes. The children are taught in mixed ability classes. When children start in Reception the organisation is more flexible, building up to a daily 45-minute lesson in the Summer Term. Between 40-50% of maths in these early years is practically or orally based – playing maths games and investigating using practical resources.

As the children move through the Pre-Prep department there is slightly more emphasis on recording work on paper, though practical experiences are still provided. We use a variety of published schemes, including Scholastic, New Heinemann and Abacus. This gives us the opportunities to use the best of each scheme in whichever area we are studying. There are regular assessments that help to inform future planning.

Prep: Years 3, 4, 5 & 6 The daily Maths lessons last for approximately 45 minutes and each lesson is split into 3 parts. A mental/oral starter, the main teaching objective and the plenary. Children are set according to ability for all Maths lessons. There are three sets across Years 3 & 4 and I am thrilled to announce that from September 2013 there will be 4 sets across Years 5 & 6. These groupings are flexible and children are moved between sets after a combination of written assessments and teacher consultation. As in Pre-Prep there are practical activities as well as written tasks.

52

Maths at KPS

Cross-curricular Although maths is taught in isolation, at KPS we are always looking at how to demonstrate how maths embeds itself into everyday subjects and that it is truly cross-curricular.

English Mathematics contributes significantly to the teaching of English in our school by actively promoting the skills of reading, writing, speaking and listening. This is recognised within the Renewed Framework for Mathematics, where speaking and listening objectives are suggested for each block within each year group.

For example, there are opportunities for pupils to ‘use a range of oral techniques to present a persuasive argument’ offered in Year 6, Block B. The information contained in the Renewed Framework is used to guide our planning, particularly in respect of speaking and listening.

ICT The effective use of ICT can enhance the teaching and learning of mathematics when used appropriately. ICT should enhance good mathematics teaching. It should be used in lessons only if it supports good practice in teaching mathematics. ICT should be used if the teacher and/or the children can achieve something more effectively with it than without it. We are very fortunate to have iPads available to us and by September a new series of Apps will be in place to support the Maths curriculum.

Programming is also an area where there are strong links, including direction, degrees and spatial awareness.

We have just finished our first year as Mathletics subscribers.

This will continue next year.

Science Almost every scientific investigation or experiment is likely to require one or more of the mathematical skills of classifying, counting, measuring, calculating, estimating and recording in tables and graphs. In Science pupils will for example order numbers, including decimals, calculate simple means and percentages, use negative numbers when taking temperatures, decide whether it is more appropriate to use a line graph or bar chart, and plot, interpret and predict from graphs.

Physical Education and Music Athletic activities require measurement of height, distance and time, while ideas of counting, time, symmetry, movement, position and direction are used extensively in music, dance, gymnastics and ball games.

Personal, Social and Health Education (PSHE) and Citizenship Mathematics contributes to the teaching of personal, social and health education, and citizenship. The work that children do outside their normal lessons encourages independent study and helps them to become increasingly responsible for their own learning. The planned activities that children do within the classroom encourage them to work together and respect each other’s views.

Outdoor Education The cross-curricular links with Outdoor Education are going to be a focus for 2013-2014. We are investing in a series of outdoor maths resources to show how maths is all around us. I shall let you know how it goes - though I really hope your children will come home enthusing about what they have done.

There are exciting times in store for maths at KPS, but if you are a parent who is bemused at how we teach written calculations, please come to the next parent workshop. It has changed since we were at school, and from the feedback I have had, parents who have already attended find it enlightening.

Maths does make sense.

Sian Higgins

Art, Design and Technology Measurements are often needed in Art and Design and Technology. Many patterns and constructions are based on spatial ideas and properties of shapes, including symmetry.

Designs may need enlarging or reducing, introducing ideas of multiplication and ratio. When food is prepared, a great deal of measurement occurs, including working out times and calculating cost.

History, Geography and Religious Education In History and Geography children will collect data by counting and measuring and make use of measurements of many kinds.

The study of maps includes the use of co-ordinates and ideas of angle, direction, position, scale and ratio. The pattern of the days of the week, the calendar and recurring annual festivals all have a mathematical basis. For older children historical ideas require understanding of the passage of time, which can be illustrated on a time line, similar to the number line that they already know.

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KPS Buddies

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KPS Buddies

O

ne of the features identified as a strength in the last two ISI inspection reports at KPS is the pastoral care system and the relationships between the pupils and staff, and amongst the pupils themselves. This does not just happen by chance but permeates the school ethos, which has been translated into key policies such as the Positive Behaviour policy, Rewards and Sanctions policy, Anti-Bullying policy and the Learning Support policy, to name but a few. A PSHE programme woven into the curriculum, which looks at themes such as friendships and bullying, and Assemblies which transmit Christian values help to make pastoral care a cornerstone at KPS. During a staff INSET day last year we looked at school values; how we are showing them and what can be done to enhance them further. Seeking opportunities to encourage older children to be with younger ones and vice versa was seen as a desirable aim. Increasing responsibilities of the oldest children in the Prep School was also on the agenda. Enhancing the buddy system that already exists to help new children entering into the Prep School seemed the perfect solution! The next step was to plan what format it should take and then train up the buddies to perform their important task.

After much discussion it was decided to base the buddy system on the school House system which spans Reception to Year 6; Campbell – Green House, Osborne – Blue House, Sackett – Yellow House, Wesley – Red House. All Year 6 children are allocated at least one buddy (more in some cases based on the gender and numbers within the House). Where there are insufficient numbers of either boys or girls within certain Houses in Year 6, Year 5 children have been drafted in. After training up the buddies in how to look after younger children, the first test was a House break time. Each House was allocated an area and the whole experiment was a resounding success. The buddies really rose to the challenge of their new responsibilities and without exception displayed to the Pre-Prep children the kind and caring characteristics which we try to nurture in the school.

Some anecdotes illustrate the importance and value that the Pre-Prep children attach to their buddies. A Year 6 child was thrilled to accept an invite to her buddy’s birthday party. Another buddy was seen on the playground being introduced by his little friend to his parents. Perhaps the most touching is a little child who was heard to say proudly, “That’s my buddy!” as the latter went up to collect an award during the end-of-term Assembly.

This new initiative has been a wonderful success and we look forward to expanding it further next year.

Phillip Dixon

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KPS iPADS

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iPads These are very exciting times at KPS and the introduction of the iPad was appreciated by staff and pupils alike.

After much research and deliberation, as well as support

by Friends of KPS, we recently purchased a set of twenty iPads together with a charging/syncing trolley.

Each classroom in the Pre-Prep now has the latest mirroring technology installed (Apple TV) so that anything viewed on the iPad can also be viewed wirelessly on the Interactive White Boards.

The iPads were introduced to the Pre-Prep children in January and they were greeted enthusiastically by all! Without exception, every pupil was able to work on the e mobile device, ‘swipe’ screens and navigate between n various portunity tasks. The Prep children have also had an opportunity ey have to work with the iPads in their lessons and they worked on various Art projects as well as creating ating and a-curricular editing movies. There have also two iPad extra-curricular hool. activities being held at lunchtime and after school. ake to Children, young and not so young, generally take new technology like ‘ducks to water’ and this has hildren’s certainly been the case with the iPads. The children’s heir smiles and chat said it all as they worked in their lessons and there is certainly a ‘buzz’ around the school since their introduction.

Mr Callahan, Head of ICT, said, “We are all delighted with the iPads and the potential thatt d exists for enhancing the excellent teaching and g our learning already going on. As well as preparing children for the 21st century in terms of skills and attitudes, we are also providing further quality and breadth within the curriculum.”

Miss Caden, Head of Pre-Prep was equally enthusiastic and said, “In just the first lesson, the iPads proved to be a huge asset for learning, with our youngest children totally engaged, happily working with their partners and thoroughly enjoying their exploration.

With all the opportunities for exciting interactive and individualised learning, I can’t wait for this week’s lesson!

Our thanks again for the hard work and fundraising

by Friends of KPS who helped make this initiative possible.

Mike Callahan

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KPS Competitions

The House Talent Show The excitement is palpable in the Prep School as House Talent Show Day draws near. Both teachers and pupils look forward to a morning of the brilliant, but often bizarre, talents of very courageous individuals. The show is all about sharing our unique and special gifts and the message is that we can all shine.

The show opened with Mr Callahan performing a tribute to the legendary guitar teacher Mr Jenner. 28 Acts then graced the stage included: magicians, drummers, cellists, saxophonists, singers, actors, gym routines and dancers.

All these acts were enjoyed and appreciated by the audience as well as a highly esteemed panel of judges which included: ‘Simon’ Shrubsole, ‘Cheryl’ Ives, ‘Amanda’ Newman and ‘Len’ Redman.

The Talent Show isn’t about winning; it is about sharing our talents, sharing our joy and laughter and showing our appreciation. It takes much courage and nerve to stand up on a stage and perform to a large audience, so congratulations to everyone who took part; you are all stars!

Mike Callahan

Poetry Out Loud

The F inalists: 3W

Inspired by the visit of poet John Foster, KPS held its first-ever Poetry Festival in the Autumn Term. Every child took part in Poetry Out Loud, a true celebration of the magic of the spoken word.

Pre-Prep children were led by their teachers in choral-speaking workshops which culminated in a delightful afternoon sharing of performances. As well as the group poems, ESB learners were keen to practise their exam recitals and Ms Caden herself gave a delightful rendition in song of ‘The Owl and the Pussycat’.

For their part, Prep children participated in our very first KPS poetry recital competition. Heats were held within classes and teachers were treated to an array of poems on a host of themes, ranging from the classic to the thoroughly modern. Twenty finalists were chosen to compete in the after-school grand finale.

3E

4G 4W

5D 5B

5H The Poetry Out Loud finale was a super event. Whilst the audience sat back and thoroughly enjoyed a high standard of delightful performances, the adjudicator, Mrs Sarah Dawson, had a much more challenging time! However, winners were selected and our first ‘KPS Poetry Recital Champion’ was crowned.

6M 6EB 6SB

Anna Rose Read Freddie Stockton Oliver Williams Tilly Bankes (Year 3 Winner) Phoebe Hall Seb Morley (Year 4 Winner) Grace Stuart Fergus Matthews Isaac Low Georges Boutin Beth Harris (Year 5 winner & KPS Poetry Recital Champion 2012) Ritika Shrestha Johnny Phillips Eleanor Webster James Button Harvey Brooks Matthew Hooper (Year 6 Winner) Niamh Goodwin Emma James Francesca Ledbury

Well done to all!

Marie McGlynn

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KPS Leavers

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Year 6 Leavers

“Thank You and Good Luck!” t is always very sad to see a Year group come to the end of their time at a Prep School and this year’s Year 6 have been a special group of children. All have gone out of their way to make me feel welcome and part of the Kingswood family.

I

We had a wonderful Leavers’ Service in the Kingswood Chapel to mark the end of the Year 6 children’s time at the Prep School. In the service, I thanked all the staff who had made such a difference to their learning through their love and all the extra-curricular activities on offer. All our leavers are part of a new century, a changing and fast moving workplace where they will need to be equipped with a host of skills in order to be successful and happy.

The service provided me with a lovely opportunity to wish you all every success and happiness in the future – at your new schools and beyond. I have been so impressed with your kindness, warmth, your enthusiasm and your listening skills. Your new schools will be looking forward to one thing more than any other and that is attitude. Be positive, believe you can achieve anything and even when things get difficult, and they will, it is your attitude that will get you through those moments. Oscar Wilde was right when he said, “Be yourself. Everyone else is taken”. So my advice to you is, be yourself, believe in yourselves, you have, all of you, different and special gifts, celebrate difference, face all challenges with an “I can do” philosophy and believe you can make a difference. Continue to be kind and avoid dullness! All of you are welcome back at any time in the future; we would love to see you and really want to hear about your future successes.

Good luck and God bless.

Mark Brearey

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“Let no one steal your dreams”

By Paul Cookson

Let no one steal your dreams Let no one tear apart The burning of ambition That fires the drive inside your heart Let no one steal your dreams Let no one tell you that you can’t Let no one hold you back Let no one tell you that you won’t Set your sights and keep them fixed Set your sights on high Let no one steal your dreams Your only limit is the sky Let no one steal your dreams Follow your heart Follow your soul For only when you follow them Will you feel truly whole Set your sights and keep them fixed Set your sights high Let no one steal your dreams Your only limit is the sky

KPS Leavers

Nicholas Baines

Anna Blezard

Harvey Brooks

James Button

Ming Hon Cheung

Joe Crosby

Tristan Day

James Deverell

Ishansingh Dip

Freya Disney

Georgia Drew

Samuel Ewing

Isaac Fendley

Harriet Foster

Niamh Goodwin

George Hannon

Julius Hawking

Matthew Hooper

Emma James

Marcus Kershaw 59

KPS Leavers

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Lucas Lawman

Francesca Ledbury

Oliver Lester

Rhea Lewis

Henry McBraida

Jude Meaden

Freya Morris

Tsz NG

Rasim Nigmetzyanov

Vladmir Ovchinnikov

Rory Padkin

Alexander Pointing

Thomas Redman

Charlie Roach

Eleanor Robertson

Davida Samikwa

Zachary Sayce

Jonathan Sedcole

Benjamin Shardlow

Noah Small

KPS Leavers

Oscar Stevens

Ashish Tamang

Libby Taylor

Anish Thapa

Henry Tolenaar

Darcy Van Gerwen

Matthew Vaughan

Dominic Wallis

Joseph White

Soraya Yasin

Reuben Zukas

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KPS Leavers

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KPS Leavers

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We love to dress up!

www.kingswood.bath.sch.uk/