41 minute read
INCLUSIVITY
children sometimes get bored with poetry, when it’s not responsive or relatable to them. The idea isn’t to only give the children what they want – no parent would let their child eat ice cream every day, but challenge and fun are not mutually exclusive. This responsiveness also has implications across intersections such as race and gender – if we are barely beginning to come to grips with including the experiences and work of people not racialised as white in mainstream publishing or prize lists or reviews then it’s unlikely their work was prioritised in old canons. Additionally, there’s just tons of exciting, explorative, exemplary writing happening in recent literary history and in real time.
How have you inspired students and collaborators?
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Lawrence: Through creating and delivering unapologetic poetic content challenging the status quo and continuing to be consistent while still developing and evolving along my own personal journey of discovery. CARGO Classroom will be launching a set of verified, high-quality teaching resources for history that embraces poetry as a method for sharing human stories. Shagufta: Workshops with young people are the most rewarding part of my work. It allows students to be braver and think more creatively, with their own opinion in relation to the world. I have seen students shine, where they have otherwise been written off. I have seen the quietest students transform into magical storytellers. Poetry allows us to offer the most distilled versions of our truths, and young people can do incredible things with this opportunity.
Caleb: One of the joys of my work is finding exactly the right poem, approach, and activity for an individual or group. Sometimes, this means poems about things I’m not really into (ie, football poems!) so that a group can get into the idea of poetry through that topic. I tend to use a few approaches drawn from experimental traditions, like cut-ups, blackout poems, decks of cards, collages. These have a way of disrupting what we think a ‘poem’ is or should be and freeing people up to play and experiment with language. Even when you work with personal stories, adding in that unexpected element can make it possible to articulate things you didn’t even know you knew, or felt, before writing it.
How hard do you think it is to inspire younger children who might see poetry as stuffy and boring; is the curriculum diverse enough to do this?
Connor: It needn’t be hard to inspire kids today! The biggest step to making poetry less ‘stuffy and boring’ is to show that people are still making it. I’ve gone into classrooms before to talk to children and to get them writing poetry and it’s wild how quickly they go from perplexed that an actual human being still makes poetry as part of their career to enthusiastically producing their own work. Tjawangwa: Diversifying reading lists/chosen texts is one way of auditing what might be considered stuffy or boring, but more needs doing. Children, rightfully, have notoriously exacting palates and by bringing well-chosen, practising writers into the classroom we can mitigate these ideas of boredom. I expect that teachers have their contractual obligations to meet – grading rubrics, materials to cover, syllabi and all that – while visiting poets have some leeway to bring creative freedom to the students even as they build skills and have a new face to engage with.
What does an understanding of poetry bring to young minds?
world at large are offered through literature, and that we are shown this through a wealth of voices. Readers and listeners want to hear a narrative which resonates, applies to them or moves them into understanding someone or something else in greater depth. That is the beauty of art, to transcend what we know, while still offering reference points for what is ordinary and every day. Solomon: A different lens to see the world through. An idea might translate in a whole new way through poetry. It’s its own language. And that language might just be the key that unlocks a trouble a young person is dealing with; helps them understand themselves and how they relate to this world a little clearer. Caleb: Working with First Story, Poetry Society and Paper Nations, I’ve seen how the cycle of reading and writing can improve confidence, emotional literacy, group cohesion, speaking and listening. Poetry can offer a space for young people to affirm their sense of self, explore ideas, be challenged and challenging, and rediscover their joy of language. This last one is a big one for me: lots of us stop playing as we move into what we think is ‘adulthood’. (What is it, anyway?) There’s plenty of evidence that having no element of play in our lives is bad for health and resilience. There are lots of ways people play, but if you’re interested in language and creativity, poetry can be one of the most enjoyable and rewarding. Connor: Aside from the obvious cultural enrichment, discussing, analysing, creating, and performing poetry gives kids a host of skills –efficient and persuasive writing, debating artistic merit and meaning, the understanding of local, national and international history through the evolution of artforms, an understanding of contemporary, living history and current events. Anthony Anaxagorou’s I Am Not A Poet uncovers a greater swathe of the sins of the UK, both internationally and domestically, in under six minutes, than any one hour lesson ever could. Tjawangwa: Some people think poetry is expendable because it is a form of play. I’m not here to say otherwise. I think poetry is definitely partly a practice of pedagogical play, but this is a thing to celebrate not undermine. It may be that we need to have conversations with early childhood development specialists who look at play to ask them how this functions in the teen/adult classroom because play and productivity are entangled. And of course, poetry is not all play, it is a practice that can and should demand rigour: reading widely, ‘analysing’ or close reading, discussing text and context. Poems often deal with difficult subjects from the very personal to the overtly political and this can create opportunities for students to become aware of themselves as citizens in the world.
Why is poetry having such a renaissance in Bristol?
Lawrence: Poetry’s profile always seems to rise in times of despair and with the recessions, elections, Brexit, Black Lives Matter and the coronavirus – to name just a few of the shocks to the system over the last decade – it doesn’t surprise me poetry is back in favour. Solomon: It is direct, clear communication of nuanced and big ideas, thoughts, feelings, perspectives. When you have a medium that functions that way, in a time when the landscape is becoming increasingly unclear and unpredictable, people are naturally going to be drawn to the thing that can bring clarity. In so much confusion. And chaos. Poetry is the magnifying glass. It brings clarity. It vents pent up emotion. It’s... a lot. Shagufta: It is the hard work and dedication from our artists who are leading the way for poetry in Bristol. Also, it is clear to see how much poetry speaks to people, how it gives space and a place to stop and reflect in a hectic world.
What are your observations on poetry as a vehicle that can help people articulate difficult things within its flexible framework and devices?
Lawrence: For me, poetry is the ultimate freedom to express. No rules, no form, no boundaries, no permission required. Just write what feels right, don’t get caught up in constructs. Shagufta: I think the root of spoken-word poetry is often found in a vulnerable place – it does not claim to know the answers. It often acts as a way to reflect back the world, question or challenge, without enforcing an opinion. It should leave the reader/audience to see things from a new perspective in a delicate and empathetic way. It is about a sharing of experience, accepting that we are human. I think poetry can speak to us all, and make us feel less alone. ■
Aisha developed a pilot to trial in schools, to provide a framework for schools to begin to address the lack of black history in the curriculum, an idea that came from a conversation with her neighbour Whisper
From a Whisper to a shout: Representation matters
The task of tackling racial inequality in schools should not fall on the shoulders of BAME teachers, however Bristol educator Aisha Thomas is committed to championing this change
In a variety of roles, I have had the experience of working within several education settings. I am Black British Caribbean and currently an assistant principal and the founder of an organisation called Representation Matters. In my current position, I speak to and work with various different school leaders, thus providing me with a good understanding of how schools are navigating the issue of race in education and the way in which the curriculum plays a crucial part in change.
It has been three years since the Runnymede Trust report named Bristol the most racially segregated city. While many will argue that Bristol is a very vibrant and rich, multi-cultural city, with great places to visit and experience, there are stark inequalities in the educational experiences of the children and young people that the city serves.
Published by the Runnymede Trust and the Centre on Dynamics of Ethnicity (CoDE), the report saw Bristol rank seventh (number one being worst) out of the 348 districts of England and Wales on the Runnymede Trust’s index of multiple inequality.
The report specifically noted that the current curriculum is unrepresentative and that this could result in poor educational outcomes for those students from Black, Asian and Minority Ethnic (BAME) backgrounds. The truth is, this is the experience of many BAME children and young people. They are in an education system that does not allow them to see themselves in their curriculum.
One parent said, “To see a version of the world that seems to exclude you, your history and your culture, is to be confronted with a ladder of opportunities minus the rungs.”
Many children and young people enter classrooms and they are told about the greatness of other people who do not look like them; they hear how people who look like them have been conquered. Yet they do not hear or experience any celebration of themselves – well, maybe in October! Black History Month (BHM) is often the vehicle which is used to celebrate. Yet the quality and extent of this varies greatly between schools and is often dependent on the overworking of individuals, often BAME individuals, who then go above and beyond their duties. As BHM is often not embedded into the culture of the school, when staff leave, for instance, or have a change in responsibility, the work is often not done. Then those staff who wish to support BHM can struggle, due to their lack of knowledge and training. While BHM does provide a vehicle for discussion on race, it is often the totality of what teachers could say about race, diversity and anti-racist practice in the curriculum.
“I agree that only studying Black history one month a year is not sufficient,” said one teacher. “Students at my P1 school picked up on this and felt it was an ‘add-on’ and not authentic or full enough within the broader curriculum. This is something I will actively consider and look to address.”
Imagine if this narrative was changed. Could we live in a world where we are taught the value of all races? Is it possible that racial superiority could be stripped of its crown, and instead, all races are sworn in with equal importance? Children will then grow with a sense of value, connection and understanding of difference.
Projects such as One Bristol Curriculum and the Black Curriculum seek to address the gap in knowledge. The current system does not enforce the teaching of Black history; however, we know the importance of this work.
The current Black Lives Matter movement has challenged us all to pause, stop and reflect; to take a moment to consider the current status quo. It is no longer acceptable that we continue with a superficial and condensed version of black history, with recognition of a few activists and sporting heroes.
Subjects such as PSHE (personal, social, health and economic education), citizenship, history, geography, have more scope for adaption and flexibility, whereas STEMS (science, technology, engineering and maths) subjects seem to find this process much more difficult. This work needs racially literate staff who engage in the development of their subject knowledge to ensure that their teaching is diverse and inclusive.
Research shows that it is best to impart this knowledge to children and young people as early as possible. “Black children need their racial and cultural identity recognised and acknowledged positively in order for them to feel good and thus flourish in the nursery environment,” says educational consultant Liz Pemberton (@theblacknurserymanager on Instagram). Not only is it important for the development and mindset of children and young people, but once students are in secondary schools, the latter years are then subject to the pressure of GCSE constraints. Therefore, those schools and academies who are interested in seeing a change in the curriculum should think about when these opportunities are presented to them.
So how did I address the curriculum?
Discussions about racial injustice and working towards change can be emotionally draining, however it is necessary to ensure that future generations have a better experience of representation in their education. Allyship is a crucial and is imperative if we want true change. Most middle, senior leader and CEOs are White British, therefore unity and commitment for change is needed by all.
I developed a pilot to trial in schools, to provide a framework for schools to begin to address the lack of Black history in the curriculum. Teachers reported that they were very keen to add ‘colour’ into the curriculum and support the ‘decolonisation of the curriculum’ agenda, however, many cited capacity and knowledge as a barrier to change. I partnered with two primary schools to pilot a simple framework that could be used to support schools in their ambitions to fully integrate Black history in the curriculum, thus moving away from the Black history tick box.
The idea was born out of a conversation that I had with my neighbour. One day I was talking to my neighbour, Whisper, whose name I had always thought was a nickname before he explained to me that, in his home country of Zimbabwe, children are often named after what their parents would like them to become. Whisper was named by his grandfather to mean ‘quiet person’. That then got me thinking; well, what is in a name?
The idea was that the concept of ‘what is in a…’ could be applied to so many aspects of life: paintings, pictures, music etc. The theme can bridge the gap between different communities, while making it relatable at the same time. The theme allowed students to recognise the contribution of Black history, while finding a link and connection with their community and understanding of the world.
What positive steps can we take as educators? Audit your practice
It is important that schools take a moment to pause and reflect on where they are in their journey. This will ensure it is not a tick-box exercise. Time must be taken to consult and review. Your audit should consider staffing, environment, imagery, curriculum and policies.
Improve your workforce
Take the opportunity to review the data related to your workforce. How diverse are your teams? Is there a gap in progression or pay? Are your recruitment practices fair?
Training
Are you investing in the knowledge of your staff? Have they received anti-racist training? Do they understand concepts such as intersectionality, micro-aggressions, and White privilege?
One Bristol Curriculum and similar projects
If internal knowledge is lacking, connect with organisations that have expertise. Practitioners can be linked with schools. There are several organisations providing free resources that will support an inclusive curriculum. It is also important to invest in the development of knowledge needed within your school.
Listen
Students, parents and local communities have a richness of knowledge. Provide opportunities for them within your school to share the experiences, expertise and good practice.
Take every opportunity
If curriculum time is limited, use everyday opportunities to drip-feed knowledge to students. Imagine if they knew… Maths – talk about Kathleen Johnson, mathematician for Nasa. PSHE – talk about Mary Beatrice Davidson Kenner, inventor of the sanitary belt. Engineering –talk about Garrett Morgan, an inventor of the three-light traffic system.
“I will try to consider how all pupils feel represented in my lessons, whether it be through introducing pupils to Black and Ethnic Minority scientific discoveries or female scientists being represented,” one trainee teacher said. “I want pupils to be able to see themselves as scientists of the future and therefore hopefully be more engaged in my lessons. The lecture also made me more aware of my own biases and how everyone should be more aware of themselves as well as other people”.
My mantra is simple: #representation matters. ■ • Throughout September, Aisha will be sharing 30 days of educational celebration via visual documentary. Follow her on Twitter and Instagram – @itsaishathomas, @rmest2018 – for news and updates
Aisha speaking at Bristol Old Vic, where she presented her Tedx Bristol talk in November 2019
Westbury-on-Trym, Bristol, BS9 3BA Tel: 0117 905 5271 Website: www.badmintonschool.co.uk Email: admissions@badmintonschool.co.uk
Autumn term: 4 September - 9 December 2020 Spring term: 5 January - 31 March 2021 Summer term: 26 April - 7 July 2021 Age of pupils: 3 - 18 years Number of pupils: 500
Day fees per term: £3,331 - £5,612 – nursery sessional fee: £28 per session. Boarding fees per term: £7,535 - £12,995
Religious denomination: Non-denominational
The curriculum: The emphasis at Badminton is on a holistic education, not narrowly academic, and both the curriculum and the timetable are constructed to create a balance between academic achievement, personal development, life skills and other enterprising activity.
Extra curricular activities: The Enrichment programme is extremely important in the overall development of the girls at the School, as it provides opportunities to pursue wider interests and to contribute to the community. There are many activities on offer and they range from clubs with an academic bias such as model United Nations, Ancient Greek and science research to those that allow the girls to pursue creative interests, such as Leiths School of Cookery, art and drama. Music is also an important part of school life, with nearly 80% of girls learning at least one instrument during their time at Badminton.
Pastoral care: The size of the campus and community at Badminton gives a homely and vibrant feel to the school. This, coupled with excellent pastoral care, leaves no scope for anonymity, but rather lends itself to strong mutually supportive relationships between girls as well as between girls and staff. Badminton wish every girl to feel happy and confident about her school life and work to ensure a well-ordered and supportive environment where girls are asked to take responsibility for themselves and others. This gives them opportunities to face challenge and build resilience.
Name of principal: Mrs Rebecca Tear
Outstanding characteristics: While Badminton retains a nationally outstanding academic record, the community gives girls a chance to develop an understanding of the viewpoints of others and to think about contributing to the world around them. Girls leave Badminton ready to face the changing and challenging wider world and, when they do, they take with them a strong network of lifelong friends developed through a wealth of shared experiences.
University Road, Bristol, BS8 1SR Tel: 0117 973 6006 www.bristolgrammarschool.co.uk website@bgs.bristol.sch.uk
Autumn term: 4 September - 16 December 2020 Spring term: 7 January - 31 March 2021 Summer term: 20 April - 2 July 2021
Age of pupils: 4 - 18 years
Number of pupils: 1,300 approx.
Day fees: £2,908 - £5,014 per term
Religious denomination: Non-denominational
From their first lesson aged four, to 18 and looking ahead to university and the wider world, BGS supports each child on their educational journey. Inspiring a love of learning and with a huge range of opportunities in and out of the classroom, every child can flourish.
The curriculum: The infant curriculum covers all of the requirements of the national curriculum. Lessons are linked in to a topicbased curriculum, which allows the children to explore a particular area while linking the subjects into a topic. In the Junior School children enjoy a breadth of education that stretches far beyond the national curriculum. In the Senior School and Sixth Form pupils enjoy choice and opportunity. They can discover their strengths through a wide range of optional subjects, within a curriculum that encourages them to realise their potential, explore their ideas and take their learning as far as they can go. Pupils in the Sixth Form can choose to study either the International Baccalaureate Diploma or A levels.
Extracurricular activities: The curriculum is supported by an extensive extracurricular programme that includes activities such as photography, samba band, Bee Club, various sports, and many more.
Headmaster: Mr J M Barot
Scholarships and bursaries:
Scholarships: A wide range of scholarships including Academic, Creative and Performing Arts, and Sport are available for entry into Year 7 and Year 9. Scholarships are also available for entry into the Lower Sixth.
Bursaries: Families with a low or limited income can apply for a means-tested bursary through the bursary scheme.
For further information or to arrange a visit, please contact Hollie Matthews in the admissions office on 0117 933 9885.
Redland Hill House, Redland Hill, Bristol BS6 6UX Tel: 0117 933 9990 www.bristolsteinerschool.org admissions@bristolsteinerschool.org
Autumn term: 9 September - 16 December 2020 Spring term: 5 January - 26 March 2021 Summer term: 20 April - 8 July 2021
Personalised tours
Age of pupils: 3 - 11 years Number of pupils: 128 capacity School fees: Kindergarten £480 - £5,034 per annum. Primary £7,977 per annum
Religious denomination: Non-denominational
The curriculum: Bristol Steiner School is an independent day school for children from the age of three to 11. The curriculum is enriched by integrated learning and the relationship between the theoretical and practical aspects of subject matter. Language and oracy play an important part in school life and children participate in activities that enhance this. Mathematics is taught in class and then used across the curriculum in woodwork, handwork and form drawing. Eurythmy is an expressive artform that combines language, music and movement. It is taught throughout the school. Physical education, swimming, music and forest school compliment the diverse curriculum.
Extracurricular activities: Daily play for kindergarten pupils and outdoor learning in the school’s extensive gardens are a staple of the curriculum which includes woodwork, handwork, scientific skills through gardening and forest school. Other activities that pupils can benefit from include music tuition, drama and capoeira.
Pastoral care: Headteacher Ruth Glover greets every pupil as they enter school each morning. Strong relationships are nurtured at school, where teaching and learning are seen as relational activities. Over the course of an education at Bristol Steiner School, pupils will be guided by just two class teachers. A kindergarten teacher nurtures pupils throughout their early years from the age of three to six. A main school teacher then moves through the years with pupils from the age of seven to 11. Pupils know all of the adults on site by name. Small class sizes promote the wellbeing and selfbelief of each child.
Name of principal: Mrs Ruth Glover
Outstanding characteristics: The Bristol Steiner School is successful in achieving its aim and in providing a good quality education for its pupils. The curriculum, based on Steiner Waldorf principles, is intrinsically broad and effectively planned to engage pupils in their learning. Teaching is generally good and so pupils make good progress. Pupils’ personal development is outstanding, increasing their self-confidence and capabilities. The school makes outstanding provision for pupils’ welfare, health and safety. Parents are very supportive of the school. All the regulatory requirements are met.
32 College Road, Clifton, Bristol, BS8 3JH Tel: 0117 315 7118 Web: www.cliftoncollege.com Email: info@cliftoncollege.com
Autumn term: 7 September - 10 December 2020 Spring term: 5 January - 25 March 2021 Summer term: 20 April - 1 July 2021 Age of pupils: 2 - 18 years Number of pupils: 1,205 (Preparatory School, ages 2 - 13, 440; Upper School, 13 - 18, 765)
Day fees: Nursery and Pre-Preparatory pupils from £3,440 Preparatory School from £4,540 Upper School from £8,340 Flexi boarding and boarding packages available
Religious denomination: Christian foundation welcoming all faiths, with a long-standing tradition of welcoming Jewish pupils through the Polack’s Educational Trust.
The curriculum: Clifton College offers an outstanding all-round education. The college is equally strong in STEM, literature, languages and the arts. Last year, 90% of students won a place at their chosen university, including places at Oxford, Cambridge, Yale, Toronto, San Francisco and Hong Kong, to study a wide range of subjects from medicine, economics and modern languages to law, engineering, music and classics.
Extracurricular activities: Music, art and drama play a large part in the life of the school, as do sport, outdoor pursuits, Clifton in the Community and the Combined Cadet Force. The wide range of activities available provide opportunities to develop leadership skills, to take on responsibility and to broaden interests.
Pastoral care: The school provides a real sense of community, both to its pupils and their families. Pupils form friendships that last a lifetime, with many opportunities in the years after school to network and join together again through the Old Cliftonian Society. The house system is at the centre of the Clifton College community; it provides a strong support network for pupils while inter-house competitions offer a fun way for pupils to compete across a variety of talents from the House Play Festival to inter-house debating.
Name of head: Dr Tim Greene MA DPhil
Outstanding characteristics: Clifton College is a traditional British public school with inspirational teaching, first-class inclusive sport, diverse cocurricular activities, exceptional pastoral care and an outstanding environment. It aims to inspire each child to seize learning and opportunity and realise their full potential through an eagerness to embrace life with passion, integrity and resilience, and to make a positive difference to the lives of others. Recent high achievers include GB hockey player Lily Owsley who won gold at the 2016 Rio Olympics; internationally recognised violinist Julia Hwang, who recently made her debut at London's Wigmore Hall; and Freddie Owsley, Harry Ascherl and Harry Taylor, who have signed with professional rugby clubs on leaving the college.
College Road, Clifton, Bristol, BS8 3JD Tel: 0117 973 0201 www.cliftonhigh.co.uk admissions@cliftonhigh.co.uk
Autumn term: 3 September - 15 December 2020 Spring term: 7 January - 26 March 2021 Summer term: 20 April - 6 July 2021
Age of pupils: 3 - 18 years
Number of pupils: 590
Day fees: £3290 - £5180 per term
Religious denomination: Non-denominational
The curriculum: Clifton High School is a leading independent, selective co-educational school. Each year group benefits from a unique offering and small class sizes. There is an educationally focused year-round provision for The Hive; Nursey Pre-School, specialist teaching in the Junior School, The Diamond Edge Model of Education in Year 7 - 9; where boys and girls are taught separately in their core subjects and a forward-thinking Sixth Form.
Extracurricular activities: The High School is outstanding in its provision of enrichment opportunities for all pupils. There are over 100 extra-curricular clubs on offer each week. Partnerships with Bristol Henleaze Performance Swimming Club and University of Bristol Tennis Coaches provide pupils with elite coaching too. World Challenge expeditions and the everpopular Duke of Edinburgh’s Award scheme are also offered in the Senior School.
Pastoral care: Clifton High is renowned for its high level of pastoral care. The focus on each child’s individual development as well as their academic success provides a supportive environment in which pupils thrive. The sense of community and family focus is prominent, and allows pupils to be ambitious in their individual pursuits, knowing they are supported. The school aims to equip each pupil with the necessary skills and qualities they will need in the ever-changing world; social competencies, emotional intelligence, global perspective, confidence and respect.
Name of principal: Mr Matthew Bennett
Outstanding characteristics: A meaningful education is a combination of personal development and academic achievement. At Clifton High School each and every pupil’s individual brilliance is realised, supported and encouraged.
Colston’s Lower School, Park Road, Stapleton, Bristol BS16 1BA Tel: 0117 965 5297 Website: www.colstons.org Twitter: @ColstonsLower
Sector: Independent co-educational
Fees: Per term Years 5 & 6 = £3,650 Years 3 & 4 = £3,315 Reception, Years 1 & 2 = £2,685
Religious Denomination: All faiths
Total Number of students: 230
Extracurricular: To find balance in their learning all children are encouraged to explore their strengths in music, drama, languages, sport and art. School sport fixtures, trips, residential visits and clubs all enhance school life and each child’s enjoyment of their community. In the woodland, the Forest School learning resource sees children learn new skills, both within and beyond the national curriculum. They enjoy the time and space to develop their natural curiosity through handson practical experiences.
Pastoral: Pastoral care is at the core of life at Colston’s. Pupils have a form tutor and are part of a deeply supportive traditional house system that celebrates all elements of school life, from sports day to inter-house competitions and regular house gatherings. Older pupils form bonds with Nursery and Reception classes in the weekly reading buddies sessions, which mutually support the reading skills of younger pupils and give Year 6 children a taste of responsibility and relationship building.
Unique characteristics: In 2019 the ISI rated Colston’s as ‘excellent’ in all areas. The inspection team were clear that the excellent academic achievement was observed right from the youngest pupils in EYFS right through to the students taking A Levels in the Upper School. Pupils receive many opportunities on a daily basis to nurture intellectual curiosity and inspire a love of learning, which lay the foundations for a successful transition into senior school. Staff work extremely hard to help each pupil understand the world around them and develop strong values and respect for those around them.
The buzz of pupil activity will be returning to the classrooms and corridors at Haberdashers’ Monmouth Schools this month.
After delivering a successful online learning progamme during the Summer Term, the schools will be welcoming all children back for the start of the new academic year.
“Whilst we remained open for the children of key workers last term, we are excited to be reopening all five of our school sites for all pupils,” says Principal, Mr James Murphy-O’Connor.
“We have been busy planning for the full reopening of our schools in accordance with advice from the English and Welsh governments and other key guidelines.
“We have worked through detailed plans on how we can reopen our school sites and we will constantly review and monitor how successfully our measures are being implemented and make updates and changes whenever necessary.
“Our overriding priority is to promote and protect the health, safety and wellbeing of our children and staff whilst providing the greatest possible breadth of education at Monmouth.”
An exciting project over the summer has been the creation of a new health and wellbeing centre for pupils.
The centre, opening at the start of the new term, will be home to the health and wellbeing team.
A treatment area, GP surgery and physio space, and four en suite rooms are all included in the new centre.
Meanwhile, Haberdashers’ Monmouth Schools will be arranging individual bespoke tours for prospective children and families, whilst observing social distancing and other safety guidelines.
The schools will also be running a series of small group visits tied in with entry to specific year groups. In addition, the schools will be holding Virtual Open Days on Friday 2nd and Saturday 3rd October from 9.30am to noon.
Mr Murphy-O’Connor adds: “Our Virtual Open Days are a wonderful opportunity for you to discover what it is like to be a pupil with us and glimpse into the many opportunities across our family of schools.” n
For more details on our Virtual Open Days, please visit: https://www.habsmonmouth.org/admissions/open-days/
If you have any questions or queries, please contact our admissions teams by emailing boys.admissions@habsmonmouth.org or girls.admissions@habsmonmouth.org or by telephoning 01600 711104 for girls and Pre-Preps, or 01600 710433 for boys.
*The schools have an established bus route covering the Thornbury area and are always happy to consider additional stops on their routes.
Autumn term: 8 September - 11 December 2020 Spring term: 5 January - 26 March 2021 Summer term: 20 April - 9 July 2021 Age of pupils: 7 - 18 years
Number of pupils: 685
Day fees: Juniors: £3331 per term (£9993 per year) including pre and after school supervision until 5pm. Seniors: £4970 per term (£14910 per year). Fees include text and exercise books, and essential education trips but do not include public examination fees or lunches.
Open mornings: Virtual open events to be held on Saturday 10 October 2020 and Friday 6 November 2020
Religious denomination: Church of England, embracing all faiths.
The curriculum: The curriculum is broad but also offers the chance to study subjects in depth. The school expects pupils to work hard, believing a good education is a voyage of discovery to be enjoyed. Pupils are stretched but not stressed.
Extra curricular activities: QEH prides itself on the range of activities it provides, reflecting the wide interests of students and the commitment of the staff. Variety is key and all pupils should find activities that interest them. QEH is also committed to outdoor pursuits, with around 150 pupils taking part in Duke of Edinburgh awards scheme, many attaining Gold Award.
Pastoral care: Pastoral care is second to none. Pupils need to feel happy and safe and, at QEH, they are free to enjoy their learning, exploring new opportunities with confidence. People often comment on how self-assured and well-mannered our pupils are. Their friendly spirit and good behaviour are partly the result of unobtrusive but strong pastoral care.
Name of Head: Mr Rupert Heathcote, BSc (Nottingham)
Outstanding characteristics: QEH is recognised for its outstanding academic record and the friendliness and confidence of our pupils is notable. The school is not socially exclusive, having a good mix of people.
Colston’s Upper School, Bell Hill, Stapleton, Bristol BS16 1BJ Tel: 0117 992 3194 Website: www.colstons.org Twitter: @colstonsschool
Sector: Independent co-educational
Fees: £4,875 per term
Religious Denomination: All faiths
Total Number of students: 564 Number of Sixth Form students: 140
2020 Exam Results
GCSE % 9-7(A*-A): 55% A Level % A*-B: 80%
Extracurricular: The School is fortunate to have all facilities on a 30-acre site, meaning students can seamlessly combine academic studies and sporting pursuits. With over 50 clubs to get involved in each week, the Colston’s experience is designed to allow students to find and develop their passion beyond the classroom, whether through the pride and spirit displayed on the sports field, the exciting array of activities in Combined Cadet Force or first-rate creative spaces including art studios, the music technology classroom, or design technology workshop.
Pastoral: The Colston’s philosophy is quite simple: happy children do well. This makes the provision of pastoral care of great importance in the school. At the very heart of this provision is the house system. Four co-educational, 11- 18 houses provide a structure through which the development, well-being and happiness of all of young people is monitored and supported.
Unique characteristics: In 2019 the ISI rated Colston’s as ‘excellent’ in all areas. In their report they captured the true essence of Colston’s, highlighting the unique culture of the school as well as the less easy-to-measure elements, which combine to make a Colston’s education so special. The statistics have long shown that Colston’s pupils achieve outstanding exam results and make excellent progress. However, it is the strong values pupils develop; their self-confidence, well-developed communications skills and the resilience they show when things get tough that produce what is known as the Colston’s character.
Almshouse Street, Monmouth NP25 3XP Tel: 01600 710433 Website: www.habsmonmouth.org
Open morning: 2 and 3 October 2020 (9.30am to noon)
Sixth Form taster day and information evening:
4 November 2020 – details to be confirmed Autumn term: 9 September - 16 December 2020 Spring term: 6 January - 26 March 2021 Summer term: 19 April - 9 July 2021 Age of pupils: 7 - 18 years (co-educational boarding and day Sixth Form 16 - 18) Number of pupils: 630
Day fees: £3,805 - £5,425 Boarding fees (per term): £6,956 - £11,166
Religious denomination: All faiths welcome
The curriculum: Pupils introduced to a wide range of subjects in their early years at the school and they usually go on to take nine or 10 subjects at GCSE. Around 25 A level courses are offered in the Sixth Form. In addition to their A level studies, boys have the opportunity to pursue a variety of enrichment and supplementary courses.
Extracurricular activities: A wide and varied cocurricular programme is offered. All boys are encouraged to take full advantage of lunchtime and after-school activities and clubs. They develop confidence and make friends through chess, karate, reading, choir and many other activities. Through the unique Monmouth Model, boys also benefit from invaluable interaction with Monmouth School for Girls, sharing many trips and expeditions, events and community projects.
Pastoral care: Each pupil is allocated to a tutor who is drawn from the academic staff. Both tutor and housemaster are able to get to know each boy well over a period of years and provide experienced and sympathetic guidance throughout his school career. Utmost efforts are made to ensure pupils gain the utmost from their time at Monmouth, not only in the classroom, but through all the other experiences that the school has to offer.
Name of acting head: Mr Simon Dorman MA (Oxon) MPhil
Outstanding characteristics: With the vast majority of pupils getting their first choice university and around 60% of offers for Russell Group universities, Monmouth School for Boys recognises the importance of getting the best set of exam results for each boy. Boys’ talents are nurtured and they make the most of the area’s wonderful natural resources and the excellent facilities on offer for sports, culture and the arts. Founded in 1614, endowment income ensures outstanding facilities and highly competitive fees. Scholarships and bursaries mean that around one in five pupils receives financial support. Coeducational teaching launched in Monmouth Schools Sixth Form in September 2018 which brings day and boarding boys and girls together at this final stage of their educational journey.
Hereford Road, Monmouth NP25 5XT Tel: 01600 711104 Website: www.habsmonmouth.org
Sixth Form taster day and information evening:
4 November 2020 – details to be confirmed
Autumn term: 9 September - 16 December 2020 Spring term: 6 January - 26 March 2021 Summer term: 19 April - 9 July 2021 Virtual open days: 2 and 3 October 2020 (9.30am to noon)
Age of pupils: 7 - 18 years (co-educational boarding and day Sixth Form 16-18)
Number of pupils: 600
Day fees: £3,805 - £5,069 Boarding fees (per term): £6,956 - £11,166
Religious denomination: All faiths welcome
The curriculum: A wide range of subjects is offered to Years 7, 8 and 9 to stimulate academic and personal development. Care is taken to ensure that no girl closes off the choice of a whole range of subjects for GCSE and A level.
Extracurricular activities: There is a wealth of lunchtime and after-school opportunities which gives every girl a balance between work and play, helps develop some fantastic skills and truly enriches their learning. Through the unique Monmouth Model, girls benefit from the invaluable interaction with Monmouth School for Boys, sharing many trips and expeditions, events and community projects.
Pastoral care: Staff aim to create a caring and supportive environment both in and out of the classroom, helping each pupil to feel valued as an individual. Pastoral philosophy is to develop resilience, confidence and skills which take the girls through later life, while offering each pupil bespoke care.
Name of head: Mrs Jessica Miles MA (Oxon), PGCE
Outstanding characteristics: Access to superb educational opportunities to engage, enrich and inspires pupils. Sport, music, drama and art supplement academic achievement. Endowment income provides outstanding facilities and competitive fees. Scholarships and bursaries mean one in five pupils receives financial support. Co-educational teaching launched in Monmouth Schools Sixth Form in September 2018 which brings day and boarding boys and girls together at this final stage of their educational journey. The School offers 16 to 18-year-olds the benefits of coeducational teaching and single-sex pastoral care to ensure a successful transition from school to university life. Offer around 25 A level subjects and many joint activities. The vast majority of pupils get their first choice university and around 60% of offers for Russell Group universities.
Redmaids’ High School Westbury Road, Westbury-on-Trym, Bristol, BS9 3AW Tel: Senior School & Sixth Form 0117 962 2641; Junior School 0117 962 9451; admissions@redmaidshigh.co.uk junioradmissions@redmaidshigh.co.uk
Autumn term: 8 September - 11 December 2020 Spring term: 5 January - 26 March 2021 Summer term: 20 April - 9 July 2021
Open days:
Junior 5 September, 7 November. Senior 24 September, 10 October. Sixth Form 15 October
Age of pupils: Girls aged 7 - 18
Number of pupils: 750
Fees: Years 3 - 6: £3,420 per term; Years 7 - 13: £5,025 per term
The curriculum: Redmaids’ High provides the best opportunities in Bristol and beyond for academically able girls who aspire to achieve their full personal, social and academic potential. Its formation through the merger of Red Maids’ and Redland High schools has created a stronger school with outstanding facilities, high quality teaching and an exceptional range of subjects and qualifications. In the Junior School, the girls enjoy a broad and rich curriculum, engaging enthusiastically in activities and achieving excellent results in national music, speech and drama exams. In the Senior School and Sixth Form, a wide choice of subjects is available through GCSE, A Levels and the IB Diploma.
Extracurricular activities: In the Junior and Senior Schools, an extensive programme of clubs and societies offer important personal development opportunities, discovery of new talents, hobbies and interests.
Pastoral care: This is regarded to be of the upmost importance. Small classes are an important feature throughout all year groups. In the Senior School, students are supported by a head and assistant head of year, form tutors and assistant tutors. The girls’ health and well-being is regarded as the responsibility of every member of the school community.
Name of principal: Mr Dwyer
Outstanding characteristics: Redmaids’ High was the first International Baccalaureate (IB) World School in Bristol, winning accreditation in 2008. Ten years on, it has guided its Sixth Form students to world-beating IB Diploma results, alongside its established and successful A Level programme. Its small, family friendly Junior School provides the perfect new start for girls rising up into Year 3. The spacious Sixth Form offers independent learning and relaxation space, and girls from many local schools join at this point to benefit from the excellent opportunities. Bursaries and scholarships are awarded to girls from all backgrounds joining at Year 7 and above. Redland Hall, opened in September 2017, is a busy and modern hub at the heart of the school, and is fast becoming a popular venue for concerts and other shows.
Oakridge Lane, Winscombe, North Somerset, BS25 1PD Tel: 01934 843102 www.sidcot.org.uk
Autumn term: 3 September - 15 December 2020 Spring term: 6 January - 1 April 2021 Summer term: 20 April - 1 July 2021
Open day: 25 September 2020
Age of pupils: 3 - 18 years
Number of pupils: 603
Day fees: from £2,710 (Reception) to £6,080 (Year 13) per term. Nursery £22.90 per session
Religious denomination: Non-denominational
The curriculum: A creative and stretching education that inspires children to want to learn. To achieve this, the curriculum is shaped to meet government requirements without an examobsessed, prescriptive syllabus.
Curriculum and teaching methods are designed to foster students’ intellectual curiosity and creativity. The aim is to educate students, rather than simply train them to pass tests. Throughout their time at Sidcot, students develop the selfmotivation to enable them to take responsibility for their own learning.
It’s no surprise that these personal qualities go together with academic excellence. Results have been consistently excellent with average points per candidate always significantly higher than the world average scores.
Extracurricular activities: At Sidcot pupils are lucky in having an excellent rural location and top-class facilities for sport, arts, crafts and environmental studies. The P.A.S.S. programme (Programme of Activities for Sidcot School) is based on the key Quaker values of integrity, stewardship, self-reflection, adventure and community. This range of co-curricular activities is embedded in the timetable for every year group, throughout the year. Year 9, for example, focus on self-reflection and practical life skills, first-aid, sewing, car maintenance and money management; whereas Year 11 visit elderly people, run primary school after-school clubs and work with people with disabilities.
Pastoral care: The Quaker value of equality is evident in the open and friendly relationships between staff and students, and between students of all ages. It’s often remarked that students are extremely supportive of each other, making newcomers, students, teachers and visitors quickly feel at home.
Name of headmaster: Iain Kilpatrick
Outstanding characteristics: Sidcot offers its Sixth Form the choice of both the International Baccalaureate and A levels. The ethos of the IB, with its broad curriculum and emphasis on study skills, community service and internationalism, fits well with Quaker values.
Tockington Manor School, Washingpool Hill Road, Tockington, Bristol BS32 4NY; Tel: 01454 613229 email: admin@tockingtonmanorschool.com www.tockingtonmanorschool.com
School and Nursery open day: 2 October For those unable to visit, the school is offering 1:1 video calls with the headmaster and registrar to discuss requirements in more detail and for parents to find out more about Tockington Manor.
Age of pupils: 2 - 13 Number of pupils: 226
Day fees: Lower School £3,332 Upper School £4,519 - £5,197 Religious denomination: Church of England
The curriculum: The Pupils from Nursery through to Year 8 are taught a full range of academic subjects. The school introduces French and Spanish from Nursery, Latin from Year 5 and geography, history and science as separate subjects from Year 1. Tockington Manor has an exceptional record of achievement in the common entrance exam. The new music and performing arts suite allows each child access to state-of-theart facilities and dedicated music tuition.
Extracurricular activities: A diverse and wideranging choice of activities is available in break times and as part of the school’s wrap-around care. Activities are led by teaching staff and external subject specialists and include judo, archery, football, tennis, drama, computing and horse riding. Educational trips support classroom activities e.g. SS Great Britain and Chepstow Castle. Extra-curricular excursions are also offered with the schools educational partners The Bristol Hippodrome and Wild Place Project, including career workshops. Residential camps in the UK and France form part of summer term activity week .
Pastoral care: The school’s aim is to provide a caring, safe environment where children develop their individual abilities and enjoy an effective education tailored to their needs and interests. The school adheres to traditional ‘family values’ with small class sizes encouraging strong bonds between year group and teacher and a sense of community and respect throughout the school.
Name of principal:
BAED (Hons) Mr. Stephen Symonds
Outstanding characteristics: The school strives to allow children to be children for as long as possible while preparing them with the attitude and aptitude for senior schools and beyond. They help ensure a smooth transition, offering parents and pupils personalised guidance in choosing their next step, resulting in an enviable success rate in first choice senior school entry, many with scholarships.
The 28-acre grounds lend themselves to sports with cross-country trails, national standard allweather pitch, cricket/rugby/football pitches and an indoor heated swimming pool.
