21 minute read
Early Years
Thames Christian School
across the Chiltern Hills.” Theatre trips are back on the agenda and proving incredibly popular with pupils. “Theatre appreciation has always been a big part of school life but, since the pandemic, our optional trips are more popular than ever, with pupils keen to get back into the West End and enjoy fantastic productions, adds Ms Twomey, Head of Drama at Wetherby Senior School.
Residential trips play an important role in children’s personal development. “We offer residential trips from Year 2 upwards,” says Eveline Drut, Executive Head of Eveline Day School. “For many children, these trips are their first experience of being away from their families in unfamiliar surroundings.” Staying away from home helps to develop confidence, independence and resilience, as well as providing new physical activities and challenges, so they represent a great opportunity for personal growth.
The skills learnt and developed through outward bound activities transfer perfectly to the classroom and school in general, ensuring children become confident, wellrounded learners who are able to lead, work collaboratively and listen to others, Ben Evans, Headmaster at Windlesham House School, explained. “The awe and wonder children experience when exploring new destinations, be it inside a historic building, being knee deep in a river, or testing endurance and resilience while climbing a mountain, is second to none.”
At the older age range, many far-flung trips are on offer among the schools we spoke to, often with a charitable or volunteering aspect. A good example is Alleyn’s: “As part of the triennial South Africa sports trip in 2019, we took just under 100 pupils to South Africa,” says Neil Green. “Our pupils raise funds for Langa Township, take those funds to South Africa and buy sports equipment from local businesses,
SCHOOL TRIPS – REMOVING MORE THAN THE CLASSROOM WALLS
School residentials are once-in-a-lifetime experiences that foster lasting memories for young minds, serving not only to educate and develop hard skills, but to positively shift the dynamics of the relationships between children and school staff. By taking children away from the convention of the regular school routine, we break through boundaries and allow them to flourish as independent people. The soft skills required to engage and interact on this entirely new level are invaluable. Seeing a maths teacher in a tracksuit or class teacher scrambling up a crag shows their role models in a whole new light – not just formal educators but caregivers, adults, fallible humans, in loco parentis. Children grow, explore and develop in so many ways by going beyond their comfort zone and by sharing that experience with their peers and teachers. Well-rounded people grow from varied life experiences rich in adventure, learning, discovery and development.
Source: Camp Suisse which we then donate to the teams we play from the township.”
The Duke of Edinburgh Award Scheme and Combined Cadet Force both have an element of service to the local community. Many pupils have to raise money through cake sales or sponsored events to partially fund trips overseas, and even younger pupils will visit care homes or pick up litter as part of a school day out. It is these occasions that enrich students and broaden their horizons whilst taking part.
Whether it’s grimacing at the torture chamber in the Tower of London, taking river bed samples in the Surrey countryside, dangling from an abseiling wall on the Isle of Wight or trekking across the ice in northern
Sweden, school trips make the memories that children take from their school days - and create the ones that shape them. “I have seen students return from trips with greater confidence, greater enthusiasm for life and learning, a more focused approach to academic and non-academic work, and personally richer through their shared and individual experience,” concludes Portland Place’s Steven Hill.
Eveline Day School
SCHOOL PROFILE
A SCHOOL WITH A PHILANTHROPIC HEART
Dulwich College is one of the UK’s leading independent boys’ schools. Exceptional, state-of-the-art facilities sit within beautiful historic buildings set in 70 acres of green open space, yet it’s only 12 minutes from Central London by train
Founded in 1619 by Edward Alleyn, Dulwich College offers a diverse social mix bringing together a breadth of talents, characters and backgrounds. It’s an academically selective independent day and boarding school where all pupils feel equally valued. The school is deeply committed to outstanding teaching for public examinations combined with Free Learning, an extensive programme of learning beyond the curriculum, and to nurturing curiosity and a sense of social responsibility. The school’s ethos is one of equality, and its values are founded in respect and support for others alongside inspired teaching and genuine scholarship in and beyond the classroom.
At the heart of the founder’s mission is philanthropy and over 38% of pupils at Dulwich receive financial assistance in the form of scholarships and bursaries. Two hundred pupils are supported by meanstested bursaries worth over £4m; 75% of bursaries are for between 75% and 100% of fees; and full bursaries at Year 7 and Year 9 also include funding for academic trips, coaches, uniform, lunch and music lessons. In addition to excellent public examination results, Dulwich offers a truly holistic education with a breadth of opportunities, underpinned throughout with strong pastoral support. On arrival at the College each boy is allocated to a Day House. His Housemaster will provide further care and guidance, helping to monitor participation in co-curricular activities alongside the Tutor. This wellestablished pastoral system ensures that the individual needs of boys (and their parents) are well attended to and that the continuity of care is guaranteed.
On leaving Dulwich, many pupils go on to the most competitive universities in the UK, US and other global destinations. 2022 sees Dulwich marking the great explorer and alumnus Sir Ernest Shackleton’s centenary with a year of fascinating exhibitions and talks at the College. Sustainability is on the school community’s agenda and they are committed to reducing its carbon footprint through action in every area of the College.
It is the school’s mission to fulfil its aims and build on its achievements. “It is our responsibility to enable Alleynians to be thoroughly well prepared for the challenges of the 21st century and this includes helping pupils set themselves independent challenges - and support others with their challenges. Another part of this preparation is service to the community and an appreciation of its importance,” adds Dr Joe Spence, the Master of Dulwich College.
EDUCATIONAL CONSULTANTS
OUTSIDE HELP
Educational consultants, once used primarily by families relocating to the UK, are increasingly helping local parents navigate the school choice maze, discovers Dina Shoukry
Broomwood Hall Upper School C hoosing the right school for your child can be bewildering at the best of times. From the early years right through to university, the education highway can be tricky. Consultants are increasingly guiding parents through the quagmire of choice, admissions processes, entrance exams and fierce competition and the experts are unanimous - you need to have a strategy. State, independent, grammar, boarding, sixth form, single sex or co-ed. Try to narrow it down by working out what is important to your family.
Charles Bonas, Founder of Bonas MacFarlane, suggests looking through a wider prism at schools that prepare students for work. “Employers are actively looking for a broad spectrum of cognitive abilities. It is worth considering schools that select students with a wide variety of skills, talent and potential.”
Know your child
Much of the role of an educational consultant is guiding parents towards understanding what their children are good at and where they will be the most confident.
“Data is key,” says Mary Lonsdale, Founder of Mentor Education. “Our online assessment tells us students’ current attainment but also their academic potential so that we can recommend the most appropriate schools. Sometimes this means going for those very academic schools with some targeted tutoring, but sometimes it’s clear that those schools will not be right for them.”
Sophie Irwin, educational consultant and specialist educational needs and disabilities (SEND) specialist, adds. “Your child’s school should be able to tell you how they learn, and what their strengths and weaknesses are so you can select a learning environment that suits. Many schools do Cognitive Abilities Tests (CATs) which will give an indication of their potential and their ability to reason.”
“Combine your child’s academic and anecdotal information from school with their character and interests, likes and dislikes,” concurs Sebastian Hepher, Principal at Eaton Square Schools.
Emanuel School
Look beyond the usual suspects
“Do not follow a list of schools that ticks the dinner party circuit box,” warns Hepher.
“Sometimes you only have to look at a school a little further out of London and suddenly everything is possible,” agrees Debbie Bowker, Director of Bowker Consulting Ltd. “For a child that may need a slightly less pressurised and nurturing environment, but is still academically strong, actually being part of the whole cohort without competing or bouncing along at the bottom of a set can make a huge difference to their confidence.”
“The best feedback I get from parents is when they say I’ve opened their eyes to schools they didn’t even know existed,” says Irwin.
Get to know the school
Look beyond reputation and league tables to understand the school’s culture, pastoral care, attitudes towards inclusivity, individualism and learning. “When you visit, gauge how happy the students and staff seem and what the relationship between the two is like as well as child-to-child relationships,” advises Hepher.
“Talk to the head about their philosophy, where they want to be in ten years’ time, what their sustainability policy looks like, what they are doing about equity, diversity and inclusion,” he continues.
Irwin, who also helps parents apply for bursaries and scholarships, recommends that parents look at the school’s outreach policy. “You can gauge a school’s inclusivity by having a look at what their community outreach is and whether they are trying to be more accessible to a diverse range of students.”
“Parents who have a child who is considering their sexual identity may be looking for a school that is particularly inclusive and understanding,” adds Bowker.
Exceptional Academics Mentor Education
Relocating mid-year
When time is of the essence, educational consultants can help advise on locations with good and outstanding state schools with spaces. “You have to be very patient when calling schools and councils to find spaces mid-year,” says Sarah Teasdale, Managing Director at Educatus. “For schools
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that handle their own admissions, call them directly. For those that don’t, contact the schools’ admissions team at the council. The process takes time and perseverance - this is something we can take on for parents.”
Supporting SEND
If you have a child with special educational needs, you really need to do your homework.
“Check if a school can meet your child’s needs, either through their facilities or their policies,” advises Vania Adams, educational consultant for Exceptional Academics. “Ask how those provisions are embedded in everyday school life. Can they accommodate regular movement and rest breaks, quiet time, or a fiddle toy?”
Irwin adds, “Much of my work is ensuring that a student’s learning profile is documented to ensure the school can meet their needs and troubleshoot when they can’t – which often occurs around exam access arrangements.”
Wimbledon High Junior School GDST
To consult or not?
Parents can engage with education consultants a little or a lot depending on their needs and their budget - and different consultants have different specialisms: in the early years or later, in London or beyond, in SEND or in relocations, and there are three main areas where they can help. One is the discovery stage, looking at a range of schools for you and drawing up a shortlist; two is the application process; and three is the preparation. This could be academic tuition, but also emotional preparation - Bonas MacFarlane has a summer camp, Camp Bonas, which prepares children for boarding, for example.
Rather than opting for a full range of services, “Many parents seek short one-tothree-hour consultancy meetings for advice, guidance and education planning,” says Irwin. “Sometimes children experience difficulties a year or two into school,” she adds. “The first port of call is always to talk to the child and the school. Often the parents don’t know what to do, so I act as a silent mediator preparing them for what they should say to the school.”
The education highway is full of twists and turns. For parents tackling it on their own, the advice from the experts is to ask lots of questions, visit schools, talk to heads, subject teachers and other parents. Keep an open mind - the shortlist of schools you started off with may change completely by the end of the process. For those who need a helping hand, working with an education consultant can save time and money in the long run and provide you with the peace of mind that you have made the right choice for the right reasons.
The Commons Education
SCHOOL PROFILE
A FRESH START
Dukes Education recently announced a new senior school for Clapham, opening next autumn and offering families a fresh approach to education within the heart of the neighbourhood
There is a buzz in the air as the news of a new senior school opening in September 2023 south of the river spreads. London Park School (LPS) is opening at the old Oliver House prep school site opposite Clapham Common. The site will spend the next year undergoing an extensive redevelopment, so when the doors open the setting will be a perfect fit for senioraged pupils. It will have a two-form entry from Year 7, ultimately resulting in a community of approximately 240 pupils.
Northwood Senior pupils and staff will be moving onto the new site in September 2023, where there is significantly more space and improved facilities. The intention behind LPS is to create a new kind of senior school which combines the scale and opportunities of a bigger school with the warmth, camaraderie, and bespoke attention of a smaller school. In other words, to combine the best qualities of Northwood Senior with the experience within, and investment from, Dukes Education to create a high-quality senior school with direct access to a specialised Sixth Form at 16+.
LPS Clapham, educating Years 7 to 11, will develop its own local character and identity within this broad ethos. It will have its own staff, its own Head, and its own individual clubs, events, and co-curricular programme. It will, however, be able to combine with pupils and staff on the other LPS sites occasionally to participate in certain activities, such as competitive sport and overseas trips and tours.
Exemplary, proven leadership
Suzie Longstaff, currently Head of Putney High School GDST, is joining Dukes Education as the founding Principal of the new London Park School. “I am thrilled and excited to be the new Principal of London Park School. It’s not often that you get the chance to rethink and design a school in this way. LPS has the scale, scope and ambition to deliver a truly innovative secondary education for London students. As well as providing a rounded education with strong, academic underpinning, LPS will look ahead to the future with a focus on the creative application of digital technology, design thinking and entrepreneurship,” says Suzie.
Leading LPS Clapham as Head is Paul Vanni, who has 25 years’ experience working in independent schools in London. Starting his secondary teaching career at St Paul’s School, Paul moved to St Paul’s Girls’ School as Director of School. Prior to being appointed as Head at LPS Clapham, Paul served as the founding Head at Kensington Park School, a split-site, coeducational day and boarding school in central London.
Future-proofed education
Aatif Hassan, Chairman and Founder of Dukes Education, said, “We are radically rethinking what a good secondary education can be at Dukes; London Park School aims to provide an outstanding learning experience to prepare pupils for tomorrow’s world.”
Pupil wellbeing, character education, sustainability, financial literacy and other life skills will be central to the LPS ethos, plus extraordinary experiences aimed at bringing learning alive will be on offer to students, such as immersive programmes in marine conservation at sea and global climate science in the Alps.
Emphasis on sustainability
The renovation plans include a science suite, art/DT lab, collaborative learning space, dining facilities and a rooftop garden: a green eco-haven for those pupils who wish to spend their breaks and lunchtimes there. There will be a strong emphasis on sustainability, so the refurbishment process will explore ways to increase the biodiversity and urban greening across the site, such as alternatives to gas energy, renewable energy sources, and raised beds for food production.
BOARDING
A HOME AWAY FROM HOME
Boarding continues to grow in popularity with increasing numbers of pupils choosing to embrace a 24/7 school life. Here, Georgina Blaskey investigates some of the key opportunities boarding offers
Despite the rising cost of living, the number of boarding pupils in the UK is on the rise. According to ISC data from their census on boarding numbers, there were 65,232 boarding pupils on census day – 21 March 2021. Despite this showing a drop from the previous year – 73,500 in 2020 - the number of pupils registered to board at any point during the academic year 2021/22 was back on the rise at 69,937 boarders, an increase of 4,592 from the previous year, so why is boarding proving so popular?
Woldingham School Whitgift School
Schools have worked hard to develop the boarding model and respond to the needs and expectations of families. This includes parents having impromptu opportunities to see their children more frequently, such as taking them out for mid-week pizza nights, and pupils having access to their mobile phones to call or message home regularly. “21st-century boarding needs to fit in with family life and be flexible,” confirms Ben Evans, Headmaster at Windlesham House School.
In addition, the trend in recent years towards weekly and flexi-boarding continues - 22.8% of boarders are in these two categories compared with 20.2% in 2020. Woldingham School has been a trailblazer of the flexi approach for some time. “Day students of all year groups have the opportunity to flexi-board. It’s a great introduction to boarding and is very popular, especially with our younger students,” adds Suzanne Kuster, Marden Housemistress at Woldingham School.
Boarding life presents many opportunities for young people to develop greater independence. Here are some of the key advantages highlighted by some of the boarding schools.
A sense of community
“The primary aim of any boarding house is to create a warm, supportive sense of community which feels like a home when at school; where there is a natural sense of fun and camaraderie, where juniors can look up to strong Sixth Form role models and where teenagers can develop a deep sense of belonging and identity. The inclusive atmosphere and shared experience develops these deep bonds and lasting friendships and pupils become highly socially adept with strong ‘people skills’. The best boarding schools have a culture where senior students take prefecting and role modelling responsibilities seriously and develop a strong sense of duty and service.” Simon Bird, Deputy Head, Cranleigh School
“Boarders learn what it means to be part of a community that lives together. Children learn vital life skills such as empathy, care and understanding, even during the most challenging times. When children are tired, anxious, feeling unwell or have just woken up, boarding spirit really comes in to play and it is wonderful to see children come together and support each other. Boarding helps children to learn about themselves and others, while having fun in the process.” Ben Evans, Headmaster at Windlesham House School
If you are tempted to take the boarding route, preparation is key to ensure as smooth a transition as possible
Enriched relationships
“Lifelong friendships are formed at boarding school. Students work, rest, and play together and develop familial bonds with their peers. In such a close environment they learn how to manage conflict and compromise earlier than non-boarders. This is of particular benefit to only-children, who sometimes lack the skills that are developed through sibling relationships. We often hear that parent/child relationships flourish when a son or daughter begins boarding; when students return home for holidays or exeats, they are focused on family time rather than academics and co-curriculars.” Shirley Mitchell, Director of Boarding, DLD College London
Inter-year friendships
“Boarders at Whitgift are enabled to form close bonds both within and across year groups. All boys will automatically be paired with at least one other student from their year group to help them settle in. Additionally, Founder’s House (our boarding house) operates a family system whereby boys are grouped vertically and attend meals, activities, meetings and social events as a group. Boarding often forges bonds and a kinship which last a lifetime; we intentionally harness the power of the environment to foster belonging among the pupils in an open and inclusive atmosphere.” William Chaloner, Senior Boarding Housemaster, Whitgift
Positive working habits
“Most boarding schools will provide a structured form of ‘prep’ or ‘study time’. In younger years, this encourages students to build study into their daily routine,
BOARDING FOR PREP
Parents with limited experience of boarding schools today will naturally have reservations about enrolling their child. Here are some top tips on getting your child on-board with boarding: • Boarding houses should feel homely, warm and inviting. Your child should be encouraged to personalise their room and surroundings • Compassion and kindness matter, as do friendships. Make sure your child has the opportunity to experience boarding before you enrol • Speak to other young boarders about their experience and ask questions • Having free time to develop social skills is essential for young children.
Find out what opportunities and activities the school offers • Parents should be invited into the boarding environment to see how it operates first-hand • Make sure you explore different boarding options to find out which is right for your child.
Source: Windlesham House School allowing them to form good habits which carry through to their future learning. It also facilitates the work/life balance we urge our students to strive for; completing homework and academics during allocated periods of time means students are free to relax and socialise without worrying about the last-minute deadline. For on-site boarding schools, the availability of facilities outside of the school day is an added bonus, as is the availability of tutors at evenings and weekends.” DLD’s Shirley Mitchell
Peer-to-peer learning
“Study sessions are done all together and girls can quietly work together and go through the day’s homework. They love being able to help each other, especially those who have found a topic easier than others and so can peer teach to their friends. Most of our boarders continue with studying after the allocated time as they also want to do the best that they can.” Woldingham’s Suzanne Kuster
Developed life skills
“Confidence and resilience are skills which are strongly developed in boarding students. Communal living exposes students to a
Cranleigh School
