School Report Spring Term 2016 by School Report

SCHOOL REPORT Spring Term 2016

BOARDING WITH A DIFFERENCE HAVE GCSES HAD THEIR DAY? THE GRAMMAR SCHOOL DEBATE

MARVEL MAN

Tom Hiddleston’s journey from Eton to Hollywood

LESSONS IN LIFE

HOW WELLINGTON COLLEGE PUTS PUPILS’ WELLBEING FIRST

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SP RI N G T ERM 2 01 6

CONTENTS

Online For exclusive features and news visit schoolreport online.com

24 9 COVER IMAGE: COURTESY OF WELLINGTON COLLEGE. TURN TO PAGE 10 TO SEE HOW THEY HAVE BEEN TEACHING WELLBEING FOR THE LAST DECADE

ON THE COVER

Boarding 10 Are UK children really 30 How Chris Townsend is building unhappy with their schooling? on tradition at Felsted 18 Tom Hiddleston on how Eton 36 With an increasing international created a passion for acting outlook in our schools, are UK 41 With so much choice out there, children missing out? here are four boarding schools with something different to 39 Analysing the different entry offer pupils points to independent schools 56 Grammar schools: are you for or against? Secondary 58 Is it the right moment to call 51 The Wetherby Group has time on GCSE exams

opened a Senior School, which is good news for London

Lifestyle 62 Jumping on the bandwagon: the rise of ‘circademics’ 23 Celebrating 60 years of The Duke of Edinburgh’s Award 69 Cardiff Sixth Form College has 24 Take a trip down memory lane topped the exam league tables with Bagpuss and Shakespeare

for five years: what’s their secret?

10 Nursery & Prep 76 Why Fridays offer something different at Bassett House 86 A first-hand account of educational issues facing parents of twins or triplets

89 Looking at the power of nature Opinion 9 Tony Little: why boarding should be available to all 47 Kate Shand: the lure of a British education 73 Sue Laidlaw: parents need to take back the power 97 Ian Hunt: on added value schoolreportonline.com | Spring Term 2016

S P RI N G T ER M 2 01 6

Letter from the

EDITOR

o this day I remember vividly my unhappiest moment at school. It wasn’t my first day at secondary school – which, frankly, in hindsight should have been terrifying, but somehow I took it all in my stride – but actually one of my last. I was about to take my

Spanish A level oral exam and had a panic attack whilst sitting in my battered old Fiesta. For the first time ever I contemplated not turning up to an exam and, despite being 17 years of age, I was close to tears. It wasn’t for a lack of studying, I simply felt I could not do it. It was a mere blip on an educational journey that was, for the most part, a happy one. I made life-long friends, discovered a love of learning I never knew I had and will never forget playing ‘crab football’ in PE (even though I have no idea why we did it). But recent reports have suggested that the UK is home to some of the unhappiest schoolchildren in the world. School Report set out to find out why (and if) this is the case. The level of pastoral care evident in the schools I have visited is exemplary, so is there something deeper that we simply cannot deal with? Marina Gask writes brilliantly about the telltale signs that point towards your child suffering from mental health issues, and it’s reassuring to hear from top education experts such as Tony Little that there is plenty of pressure on those in charge to ensure that our schools do not simply become ‘exam factories’. He may not be at the helm any more, but Eton is still very much associated with Tony Little, as it is with some of today’s acting royalty. Oscar-winner Eddie Redmayne is an Old Etonian, as is Tom Hiddleston, who is fast becoming one of our finest exports – and he tells Stephen Milton a lot of it is down to Eton’s approach to education. It inspired us to also take an alternative look at some of our top boarding schools and their very special unique selling points. Elsewhere we cover the sheer breadth of the education industry today, ranging from a visit to the school that has topped A level league tables for five years, to the rise of ‘circademics’ and why having twins really does mean double the pressure when choosing schools. Talking of happiness, I had a rather eye-opening experience in Wimbledon recently when visiting the first Little Forest Folk location. Want happy children? Get them outdoors it seems. And that Spanish A level? Well, let’s just say I passed and leave it at that.

Mark Kebble, Editor mark.kebble@archant.co.uk SCHOOL REPORT

A look at how Sinclair House School cover all bases when it comes to a pupil’s start in life

ALUMNI

SCHOOL REPORT

NURSERY& PREP {THE UK’S MOST DESIRABLE SCHOOLS }

SCHOOL REPORT

DEBATE

AGAINST

Michael Pyke, The Campaign for State Education

Eton provides plenty of opportunity for discovery

feature of the debate about the value of grammar schools is the inability of their supporters to bring

forward any evidence that selective systems work better than comprehensive ones as the evidence does not exist.

certainly not complaining about the association, but it all feels rather

Star in the

MAKING

Hollywood icon Tom Hiddleston reflects on how Eton inspired a love for giving something a go Words STEPHEN MILTON

uring his formative years boarding at Eton, Tom Hiddleston was simply

you leave, go to university, make your way in life and suddenly, that all ends.’ The 34-year-old son of a

there’s a freedom and an encouragement for self-exploration. I like dispelling the generally-held beliefs because, more

known by his surname. A singular, emphatic moniker. ‘It was

pharmaceutical executive attended the renowned Windsor institution during the

often than not, they are totally inaccurate. I discovered who I wanted to

always “Hiddleston this, Hiddleston that. Hiddleston, are you coming to class.

mid to late 90s, finding the experience far from the pre-conceived, ‘starchy’

be while I went there.’ While the actor didn’t officially pursue

Hiddleston, quit daydreaming”. The teachers, the other boys. It’s so odd now,

notions. ‘I thoroughly enjoyed my time [at Eton],’ the Avengers superstar, best

his passion until he read Classics at Cambridge, he certainly caught the bug

I don’t think anyone has called me anything else other than Tom since then.

known for his portrayal of cosmic villain Loki, cheerfully explains. ‘There’s this

while at Eton, participating in productions of Foster’s A Passage to India

It’s a strangely odd phenomenon that we

idea of immovable structure and

[alongside chum and Oscar-winner,

all go through, particularly boys I guess. You become so conditioned to it and then

tradition, where rules remain in place from hundreds of years back, but instead

Eddie Redmayne] and Tom Stoppard’s Arcadia. ‘You were encouraged to try

Spring Term 2016 | schoolreportonline.com

everyone involved.’ The Marc Abraham directed biopic focuses Loki, the role that made his name in Hollywood

on Williams years before his untimely death at just 29. ‘He was one of the pre-

of his followers, Cumberbitches, did he have anything to do with his? ‘I certainly didn’t come up with

AT ETON THERE WAS AN ENCOURAGEMENT FOR SELFEXPLORATION

everything, to see where your interests lay,’ he recollects. ‘I loved sport and I

eminent songwriters to ever come out of

thoroughly enjoyed my time on stage, performing. It was liberating and eye-

America, inspiring people like Bob Dylan

opening, it felt right.’

and Johnny Cash. But he was also deeply flawed, deeply human, plagued by

Since a breakthrough in BBC’s Scandinavian series, Wallander,

human demons and yet incredibly charismatic, incredibly authentic. He was

Hiddleston (sorry Tom) used his connections with co-star Kenneth

such a huge star largely because people knew he was for real. And that’s

Branagh, who directed Marvel’s incarnation of Thor, to land the hotly

rare in this day and age.’ Meanwhile, fans are giddy

contested part of Loki. The fan favourite performance fed into a headlining role in

with anticipation for

The Avengers, one of the highest grossing

Hiddleston’s latest Thor instalment, Ragnarok. Though

movies of all time, while on the side he balanced work with Steven Spielberg

he’s giving little away – largely because he knows so little.

[War Horse], Terence Davies [The Deep Blue Sea] and Woody Allen [Midnight

‘There’s no director, there’s no script, there’s no timeframe, so

in Paris]. Now, rumours revolve around

it’s one of those things where there’s very little to tell. I don’t

Academy Award recognition for a forthcoming stellar turn as tragic country

want to be dishonest when I don’t have any details!’

music sensation Hank Williams in I Saw The Light. Naturally, Hiddleston bats

it,’ he laughs at the notion that times

Comprehensive schools are just as likely to have students progressing to Oxbridge as grammar schools

haven’t changed all that much since Eton

disappointment to Hiddlestoners, the official name

kind of stuff is lovely to mention and I’m

for his devoted disciples. But

Grammar schools

with something a

little more flattering for them. But it makes me laugh when someone mentions it. It’s pretty amazing all the same.’

FOR OR AGAINST?

I Saw The Light will be released in cinemas in February 2016

As one school sidesteps a ban on launching a new secondary grammar, is this good news for the education industry in general?

As Hank Williams in I Saw The Light

Tom Hiddleston is a world-renowned actor today and he explains how Eton gave him the opportunity to discover a love for the stage

rich and enter into the higher echelons of society. Unfortunately, none of

name-wise. ‘I think I would have come up

FOR Mark Kebble, Editor, School Report

I am part of the 5% of students in the UK to have been taught at a secondary grammar school since the 1970s, a time

Spring Term 2016 | schoolreportonline.com

the poorer results caused by the loss of motivation among those who do not pass, because the latter greatly outnumber the former. And, according to recent research by the Sutton Trust, this small gain at GCSE is about as far as it goes. Among state school attendees,

way and the teaching generally was

when the number of these schools has sharply fallen, dropping from the thousands to 163 today. Growing up in an affluent suburb of Surrey, my family wasn’t wealthy, but certainly wasn’t keeping the wolves from the door either. My older brother by four years already attended Wallington County Grammar School, so by the time the 11+ exams came along the ‘pressure’ was on to get the marks I needed to join. I say pressure in speech marks as I don’t remember anything of the sort. I was a sporty, not academic, child and sitting the exam was just another hurdle to overcome before

went to differing standards of schools, but the one most of them attended (and which was not a grammar school) did not

getting out on to the sports field again. It wasn’t the examination process I

grammar schools favouring the affluent

want to dwell on, but my experience at

some were indeed well off, but plenty

Does the 11+ exam place too much pressure on children at an early stage of their life?

the secondary school. For the first couple

certainly were not. There’s so much passion when it

of years, I was a problem student. Homework was a chore I did not want to embrace, and the amount of times my particularly fearsome form tutor kicked our classroom cupboard thanks to my cheekiness probably reached the 50 mark (no wonder he needed a walking stick). But the school and teachers

did not really apply to my year either,

comes to education in the UK that there is never a simple answer. During my stint as editor of School Report, I have been privy to some of the finest private schools imaginable that my parents could only dream of affording. A grammar school gave me an opportunity to

persevered. By Year 9 I had something of

develop a love of learning I may never

an epiphany and got my head down to

have found – so for me, the more schools out there offering that, the better.

work. The right kind of advice came my

schoolreportonline.com | Spring Term 2016

Education can be a controversial subject, none more so than when it comes to grammar schools. Are you for or against?

TRIPLE ASPECT Sport is integral to Sinclair House School life, as is pupil health and wellbeing, helping to foster happy, balanced individuals. Alongside the recent expansion of academic facilities, Sinclair House has developed a fully-equipped multi-purpose sports hall for the Preparatory School – read more about it on page 79.

theresident.co.uk | Autumn Term 2016

‘None’ is fairly decisive and the OECD is clear that selective systems fail because of the loss of motivation and self-esteem incurred by those – the majority – whom the system rejects and assigns to positions of lower rank and status. Indeed, evidence is now emerging that a significant proportion of those who ‘failed’ the 11+ in the early post-war years have never fully recovered from the trauma.

worth around half a grade at GCSE, but this gain is significantly outweighed by

Grammar schools are a part of history that is slowly dwindling away

performing education systems or among the systems with the highest

share of top performers’.

the ‘stretching’ effect of grammar schools

create willing learners. The argument of

he recent news that the Weald of Kent school will open a new site in September 2017 in Sevenoaks wouldn’t normally be on the radar – but the fact it’s a new grammar school caused quite a stir. Back in 1998 the Labour government banned the creation of new grammar schools, but existing schools are entitled to expand if there is sufficient demand, something Weald of Kent school has proved is the case.

schoolreportonline.com | Spring Term 2016

to a loss of motivation

this is true. The best that can be said for is that passing the 11+ test is historically

inspiring. The friends I grew up with all

That will surely come as a

away any notion of such success. ‘That

The typical argument for selection is that it allows ‘bright’ children to be educated with their intellectual ‘peers’, which allows them to be ‘stretched’, rather than ‘held back’, as allegedly happens in comprehensive schools. This The OECD’s Director of Education and ‘stretching’ opens up prospects of Skills recently pointed out that ‘none of Oxbridge and other prestigious the countries with a high degree of institutions and promotes ‘social stratification, whether in mobility’ by enabling ‘bright the form of tracking, but poor’ children to Selective compete with the privately systems fail due streaming, or grade repetition is among the top educated children of the

while good friend, Benedict Cumberbatch, lays zero claim to the title

fantastical right now. If the film gets recognised in that way, fantastic for

grammar school children, it finds, are actually ‘under represented’ at Oxbridge and both the Sutton Trust and the Higher Education Funding Council have found that, among Oxbridge students with the same A level grades, those who attended comprehensive schools obtain better degrees. Moreover, the ‘bright but poor’ are extremely unlikely to attend a grammar school in the first place. The proportion of poor children at grammar schools is much lower than their presence in the population as a whole.

schoolreportonline.com | Spring Term 2016

OPINION

Tony Little Boarding schools are continuing to flourish, but we should do more to enable children from all backgrounds to experience all they have to offer

believe boarding offers many fantastic care or who are growing up in chaotic or floundering opportunities and is a great educational families’. Why shouldn’t more children have access experience. Boarding numbers have recently to this? started to grow again, demonstrating the While boarding may not be for everyone, many strength and quality of the boarding sector and the families do not have the choice to even consider it. confidence parents have in a boarding education. Boarding offers a wide range of benefits including Being Honorary President of the Boarding Schools’ strong pastoral care, excellent learning and teaching, Association (BSA) during its Golden Jubilee year is a security and first-class facilities. There are also very exciting time. The BSA champions boarding and extensive activities outside the classroom and the promotes boarding excellence. chance for students to forge lifetime The UK is the world leader in friendships. While boarding boarding education with around 500 I would like to see more state may not be for boarding schools, over 75,000 boarding schools supported by their everyone, many students and representatives from independent cousins, but without families can’t even investment and real commitment from more than 50 countries. UK boarding consider it dates back hundreds of years, with the the Government this is unlikely to newest boarding school built as happen at any great speed. In the recently as 2013. I do believe a boarding experience is meantime, our independent boarding schools are very worthwhile and it should not be reserved for offering an increasing number of scholarships, those who can afford it. There are many examples of bursaries and shared facilities/expertise to increase social mobility in boarding schools over the years and access to their schools. we know a good education can make all the difference. There is a lot of good practice in our education Having had direct experience of helping create system, but the biggest problem is the Victorian-style Holyport College, a new state boarding school, examination and measurement system. All the I believe there is more work to be done in this area. Lord Nash has described state boarding as ‘life-changing’, saying ‘boarding is, undoubtedly, one of the biggest success stories of our education system’ and Lord Adonis has been quoted as saying ‘boarding schools can make all the difference to children who are in

Eton has supported the state boarding school Holyport College

evidence shows a truly holistic education in which young people’s attitudes and attributes are developed is the most effective preparation for modern life and the work place. Tony Little is Honorary President of the BSA. Visit boarding.org.uk to see more about the BSA’s Golden Jubilee plans

schoolreportonline.com | Spring Term 2016

SCHOOL REPORT

Warning signs With a report suggesting UK schoolchildren are one of the unhappiest in the world, what should parents be aware of? Words MARINA GASK

hen a happy-go-lucky child becomes anxious and withdrawn, or explosive and

Anxiety can take hold at any time, but is particularly prevalent when your child gets a greater understanding of the factors in their world that they and you

strategies to support your child. With teenagers it’s crucial to keep the lines of communication open; let them know they can trust you with their emotional

emotional, it can lead to a great deal of soul-searching for their parents. You’ve done everything right, given them a happy home and lots of love – so why

can’t control. They may experience problems with eating and sleeping, have temper tantrums or become clingy, obsess over negative thoughts and bad

worries. Peter Liver, Director of ChildLine, says: ‘Observe where they are spending time on social media so you get a better insight into the issues they

are they struggling? Many factors can impact on your child’s mental wellbeing, from schoolwork to friendship issues. Parents in the UK are more likely to

dreams, or complain of tummy aches and nausea. Finding the root of your child’s unhappiness can be challenging. If

are discussing. And, most importantly, listen to them so they feel heard.’ If your son or daughter is being bullied, they may not want to tell you at

worry about their children’s mental wellbeing than any other health issue according to research by YouGov. Also, in last year’s Good Childhood Report,

they’re anxious or upset, but won’t tell you why, you need to be vigilant. Look for triggers for their unease, and try to spot patterns. Discuss your child’s

first, although they might open up to a sympathetic sibling or family friend. Bullying is incredibly common, but it needs to be tackled. If it’s happening at

England rated 30th out of 39 countries for children’s sense of wellbeing.

behaviour with their teacher, and try to work with the school as a team, sharing

school discuss it with their form teacher. If you don’t feel enough is being done to

Spring Term 2016 | schoolreportonline.com

TALKING POINT It was a decade ago that Wellington College launched a course in happiness and wellbeing

address the bullying, ask to see the Headteacher. Make sure your child goes to and from school with a friend and encourage them to be assertive. See kidscape.org.uk for more information, and if your child is a victim of cyber bullying, CyberMentors offers online support. According to the Good Childhood Report 18% of girls and 9% of boys are dissatisfied with their appearance. Says Anita Naik, author of How To Be A Girl (Hachette): ‘Kids are impacted by social media, music videos and advertising, so by the age of ten they are already worrying about their weight and what they look like.’ The pressure to look a certain way comes at a time when children are going

BY THE AGE OF TEN CHILDREN ARE ALREADY WORRYING ABOUT THEIR WEIGHT AND THEIR LOOKS

their own and which parts are private. And supervise their internet use to protect them from online grooming. For more advice go to nspcc.org.uk and nhs.uk/Livewell. In some rare cases unrelenting anxiety can be a sign of an undiagnosed autism. Sarah Wild, Headteacher at Limpsfield Grange, a Surrey-based school for girls with autism and communication difficulties (whose pupils have written M is for Autism, exploring the feelings of anxiety experienced by a young person on the autistic spectrum), says: ‘With boys it’s really obvious because it’s reflected in their behaviour and tends to lead to them exploding, whereas girls will try

through developmental changes that make them feel uncomfortable with themselves. Challenge their negative beliefs and encourage them to focus on

unusually clingy and fearful behaviour could be caused by other factors. But not wanting to be left alone with particular adults or older children could

very hard to socially comply, holding it together until they get home, at which point they’ll implode.’ This can lead to self-harming, repetitive behaviour,

the things they do like about themselves, and to do things that make them feel good, like hobbies and sport, so they build up their confidence.

be a warning sign. Let them know they can talk to you about anything, and should share their worries with you. Make your child feel loved and secure so

crying or a total shutdown. Whatever the cause, if anxiety is dictating every day what your child can and can’t do, a visit to your GP will help. They may

There is no easy way to tell if your child is being sexually abused, and

they’re less likely to be vulnerable to grooming. Let them know their body is

refer you for talking therapies and a number of wellbeing options.

schoolreportonline.com | Spring Term 2016

›

TALKING POINT

POINTS OF VIEW Heidi Armstrong, Deputy Head of Putney High School, on how they put their girls’ wellbeing first

It’s nigh on a decade, reports Mark Kebble, since Wellington College – one of the UK’s top independent schools – introduced wellbeing lessons into their curriculum. Ian Morris is the man who heads the department up, so does he agree that our schoolchildren are among the unhappiest in the world? ‘Yes and no,’ he considers. ‘We need to be careful in drawing global conclusions from studies of relatively small cohorts and my experience of teenagers as a teacher in state and independent schools is that they are generally happy, leading good lives

music video featuring Wellington College’s celebrated former Head ‘singing’ about a key component of life at the school. ‘If you see happiness in a hedonistic way, as simply the presence of more pleasant emotions than painful ones, then I don’t think that you can teach it,’ Mr Morris considers. ‘If you see happiness in the same way that Aristotle did – as living skilfully through the acquisition of virtues, which result in a flourishing life – then, yes, I think that it can be taught. ‘We have worked very hard to make the lessons as

and building good friendships. However,’ Mr Morris points out, ‘there can be little doubt that many schools

engaging as possible and the pupils have responded well to that,’ Mr Morris continues. ‘Every term, pupils

put children under far too much pressure to achieve exam results, so that children come to believe that the only thing they are valuable for is their

write their own reports in wellbeing and we see many of them write about significant, meaningful change in the way that they live their lives.’

CHILDREN HAVE BEEN ALIENATED FROM THE EDUCATIONAL SYSTEM, WHICH IS THERE TO LIBERATE THEM

percentage of A*-C grades. Many children have been alienated from the educational system, which is there to liberate them.’ Visit YouTube and search ‘Happy – Dr Seldon’ and you will see an astonishing

Spring Term 2016 | schoolreportonline.com

Wellington College, Crowthorne, Berkshire RG45 7PU; 01344 444000; wellingtoncollege.org.uk; with thanks to childline.org.uk, nhs.uk and youngminds.org.uk

Have pupils of today ever had it so bad when it comes to wellbeing? Whether the wellbeing issues were better or worse in the past can be discussed at length and there will be a whole host of opinions offered. However, it is more pertinent to consider the current situation where many young people feel an inordinate amount of pressure to pass exams, achieve highly and satisfy the very exacting standards set by society. Some put the pressure on themselves, whilst others try to satisfy the perceived expectations of peers or family. It is an issue that needs to be addressed explicitly. Putney High School holds pastoral talks – what kind of subjects are covered? Many diverse and interesting issues are aired. We want the girls to have access to information and be able to explore these in an informed manner in a safe environment. For example, talks have covered issues such as ‘supporting good mental health in the teenage years’ and ‘calm, conﬁdence and creativity’. We encourage girls to think about challenging issues. Is Putney High a happy school? Anyone walking into the school would be overwhelmed by the laughter you hear at lunch or break and even during lessons. At Open Days the visitors frequently comment on the charming, smiling girls. Following our recent ISI inspection the inspectors commented on the warmth and friendliness that exudes from the school. Putney High School, 35 Putney Hill SW15 6BH; 020 8788 4886; putneyhigh.gdst.net

Head of the game SYDENHAM HIGH SCHOOL 19 Westwood Hill SE26 6BL 020 8557 7000 sydenhamhighschool.gdst.net

PRI N CIPAL /H EAD: KATHRYN PU L L EN My ambition for the girls is… that they reach their fullest potential and be the best they can be. To make sure that happens we need to be on top of the major changes happening on the academic horizon. Changes to exam systems at KS2, GCSE and A-level; no coursework, more content – and more difficult content. The way students are examined inevitably affects the way students learn. The challenge is to incorporate these changes to ensure girls can achieve the best results without losing our wonderful breadth of curriculum, our focus on life skills and without losing opportunities for girls to take the initiative to come up with events like our Mad Hatter’s Tea Party where they worked together, had fun and raised around £3k to help build a school in Nepal. At Sydenham High School lessons are a

dialogue… our philosophy is that teaching and learning is something we can do with you – not for you or to you. Always we seek to balance study skills, exam skills and life skills. In our classrooms… and in fact everywhere around the school, you will ﬁnd a buzz: engagement, a variety of activities, a sense of busy purpose. With our location and great transport links… London, and all it has to offer, is on our doorstep. As much as we can, we take our girls out into ‘the real world’ there and further aﬁeld. Maths & DT trips to the Cross Rail project, physics trips to Cern, government

and politics visits to the European Parliament, scuba diving in Honduras but also community service. The ‘real world’ also comes into school: careers events, subject conferences and talks. Our co-curricular programme takes girls off timetable for one afternoon a week to focus on the life skills they are acquiring through their subject learning. Our girls are clear what they know, understand and can do within and beyond school.

The Swiss Church in Covent Garden in October. We have introduced into the school… some ‘guerrilla’ teaching and learning groups to drive innovation in the classroom, a funky new ﬁtness suite for the Sixth Form to enjoy and new imaginative outdoor play equipment for our youngest girls to explore their dreams of piratical adventures on the high seas. Day to day our girls surprise me because… of the zest and enthusiasm with which they pack in so much activity beyond the classroom. Even in Year 5, we have one girl representing Great Britain in tennis and one

of her classmates starring in the leading role of Matilda in the West End. The girls are looking forward to... the half term trips: our Economics, Business Studies and Computer Science students are looking forward to travelling to San Francisco, our skiers are off to Tremblant, Canada, and our musicians are excited about their music tour to Prague.

BROMLEY HIGH SCHOOL Blackbrook Lane BR1 2TW 020 8781 7000 bromleyhigh.gdst.net

PRI N CIPAL /H EAD: AN G EL A DR EW My ambitions at the start of this school year were… from a personal point of view to ﬁnd the time to read the newspaper from cover to cover, but I haven’t managed it yet! From a school perspective, to encourage an enthusiasm for the life of the mind and to cultivate an ethos of intellectual challenge and independent learning whilst also developing girls’ love of art, sport, music and drama and all those activities which will sustain them and bring them joy in the years beyond school. The highlight of the year to date was… our under 16 hockey team becoming County Hockey champions – and then repeating the feat by becoming County Indoor Hockey Champions. This runs neck and neck with a movingly sublime Chamber Concert held at

Spring Term 2016 | schoolreportonline.com

PROMOTION

Tackling the real world, sporting champions and enriching lectures: looking at what inspires those in charge of some of our best schools BLACKHEATH HIGH SCHOOL Vanbrugh Park SE3 7AG 020 8853 2929 blackheathhighschool.gdst.net

PRIN CIPAL /HEA D: CAR OL CHAND LER -T HOMPS ON My ambitions at the start of the school year were… to spend as much time with the girls as possible. Teaching Global Perspectives to Year 9, watching sports ﬁxtures, and spending time with our Sixth Form ‘Shine programme’ volunteers, all provide me with an insight into the life of the school and a chance to talk to the girls about what really matters to them. The highlight of the year to date was… the arrival of the fabulous Datchelor Glass at school. We are incredibly fortunate to have been entrusted with the care of this beautiful example of Nathaniel Westlake stained glass, formerly installed in the Mary Datchelor School in Camberwell. It resonates so strongly with the history of our own school and celebrates scholarship among pioneering women; so apt for this school.

We have introduced to the school... our bespoke Wollstonecraft programme and lecture series: an incredibly exciting and enriching programme of classes and lectures designed to inspire and extend. Whether it is a foray into the culture and history of Tibet, an exploration into astronomy, an exercise in creativity through scriptwriting, app designing or architectural design, Wollstonecraft classes and lectures are all designed to open minds and broaden horizons. In the Sixth Form, our exciting lecture series this term has covered topics as diverse as ‘a History of Psychiatry’, ‘Gender

diversity in banking’, and ‘Women in War.’ Day to day our girls surprise me… in a plethora of ways. Recently I have been most impressed with their engagement in important political issues through fundraising campaigns for Syrian refugees charities. Future events to look out for include… the opening of our newly refurbished Sixth Form centre, Westcombe House, in the summer of 2016. It will mark the ﬁrst stage of our exciting redevelopment of the Senior School.

THE POINTER SCHOOL

HORNSBY HOUSE SCHOOL

19 Strathdean Road SE3 7TH 020 8293 1331 pointers-school.co.uk

Hearnville Road SW12 8RS 020 8673 7573 hornsbyhouse.org.uk

PRIN CIPAL / HEAD : RO BERT HIGGIN S

PRINCIPA L/H EA D: EDWAR D REES

I wanted to become Head of the school because… as a young teacher it was always my desire to lead a school that would not only provide an environment of real warmth, encouragement and enquiry, but also to provide this within a Christian framework. Since I came here, the thing I am proudest of is… the on-going promotion of the Christian faith. The dynamic and talented staff who teach with such passion and commitment. Our extra-curricular offering, which provides a huge spectrum of after school fun. When pupils leave us they will… be well-rounded individuals: selfconﬁdent, not self-centred, ‘broadly’ educated, balanced and optimistic in outlook. The one thing that makes us different from other schools is… the fact there are many aspects of The Pointer School that make us ‘different’! Not least is the general provision of ‘organic only’ produce. Two kitchens provide a two course hot meal (cooked on site). Furthermore, there is the very exciting provision of 33 extra-curricular clubs ranging from Lego and chess to archery, horse riding, rock climbing and many more. There’s so much to do!

I wanted to become Head of the school because… it was a school which I had always admired because it shared a similar educational ethos to my own. Hornsby House is a down-to-earth, inclusive school providing a wealth of different opportunities for the children. Since I came here, the thing I am proudest of is… preserving Hornsby House’s reputation as a happy, caring and nurturing prep school. We have continued to provide a broad and rigorous curriculum and co-curriculum, whilst introducing a number of new, exciting initiatives. When pupils leave us, they will be able to… take responsibility for their own learning and demonstrate independence and conﬁdence, without arrogance. Our pupils are not afraid to have a go and are wellgrounded, courteous, and mix easily with peers and adults. The one thing that makes us different from other schools is… we are an educational charity with non-selective entry at Reception, yet strive for academic and co-curricular excellence. Our most recent inspection by the ISI judged Hornsby House pupils’ overall achievement as ‘excellent’ and found that ‘pupils achieve high academic standards within a wide and creative curriculum’.

schoolreportonline.com | Spring Term 2016

SCHOOL REPORT

Star in the

MAKING

Hollywood icon Tom Hiddleston reflects on how Eton inspired a love for giving something a go Words STEPHEN MILTON

D 18

uring his formative years boarding at Eton, Tom Hiddleston was simply known by his surname. A singular, emphatic moniker. ‘It was always “Hiddleston this, Hiddleston that. Hiddleston, are you coming to class. Hiddleston, quit daydreaming”. The teachers, the other boys. It’s so odd now, I don’t think anyone has called me

you leave, go to university, make your way in life and suddenly, that all ends.’ The 34-year-old son of a pharmaceutical executive attended the renowned Windsor institution during the mid to late 90s, finding the experience far from the pre-conceived, ‘starchy’ notions. ‘I thoroughly enjoyed my time [at Eton],’ the Avengers superstar, best known for his portrayal of cosmic villain

there’s a freedom and an encouragement for self-exploration. I like dispelling the generally-held beliefs because, more often than not, they are totally inaccurate. I discovered who I wanted to be while I went there.’ While the actor didn’t officially pursue his passion until he read Classics at Cambridge, he certainly caught the bug while at Eton, participating in

anything else other than Tom since then. It’s a strangely odd phenomenon that we all go through, particularly boys I guess. You become so conditioned to it and then

Loki, cheerfully explains. ‘There’s this idea of immovable structure and tradition, where rules remain in place from hundreds of years back, but instead

productions of Foster’s A Passage to India [alongside chum and Oscar-winner, Eddie Redmayne] and Tom Stoppard’s Arcadia. ‘You were encouraged to try

Spring Term 2016 | schoolreportonline.com

ALUMNI

Eton provides plenty of opportunity for discovery

performance fed into a headlining role in The Avengers, one of the highest grossing movies of all time, while on the side he balanced work with Steven Spielberg

certainly not complaining about the while good friend, Benedict association, but it all feels rather Cumberbatch, lays zero claim to the title fantastical right now. If the film gets of his followers, Cumberbitches, did he recognised in that way, fantastic for have anything to do with his? ‘I certainly everyone involved.’ didn’t come up with The Marc Abraham it,’ he laughs at the directed biopic focuses notion that times on Williams years haven’t changed all before his untimely that much since Eton death at just 29. ‘He name-wise. ‘I think I was one of the prewould have come up eminent songwriters with something a to ever come out of little more flattering America, inspiring people like Bob Dylan for them. But it makes me laugh when and Johnny Cash. But he was also deeply someone mentions it. It’s pretty amazing flawed, deeply human, plagued by all the same.’ human demons and yet incredibly charismatic, incredibly authentic. He was I Saw The Light will be released in cinemas in February 2016 such a huge star largely because people knew he was for real. And that’s rare in this day and age.’ As Hank Meanwhile, fans are giddy Williams in I Saw with anticipation for The Light Hiddleston’s latest Thor instalment, Ragnarok, though he’s giving little away – largely because he knows so little.

[War Horse], Terence Davies [The Deep Blue Sea] and Woody Allen [Midnight in Paris]. Now, rumours revolve around

‘There’s no director, there’s no script, there’s no timeframe, so it’s one of those things where there’s very little to tell. I don’t

Academy Award recognition for a forthcoming stellar turn as tragic country music sensation Hank Williams in I Saw The Light. Naturally, Hiddleston bats

want to be dishonest when I don’t have any details!’ That will surely come as a disappointment to

away any notion of such success. ‘That kind of stuff is lovely to mention and I’m

Hiddlestoners, the official name for his devoted disciples. But

Loki, the role that made his name in Hollywood

everything, to see where your interests lay,’ he recollects. ‘I loved sport and I thoroughly enjoyed my time on stage, performing. It was liberating and eyeopening, it felt right.’ Since a breakthrough in BBC’s Scandinavian series, Wallander, Hiddleston (sorry Tom) used his connections with co-star Kenneth Branagh, who directed Marvel’s incarnation of Thor, to land the hotly contested part of Loki. The fan favourite

AT ETON THERE WAS AN ENCOURAGEMENT FOR SELFEXPLORATION

schoolreportonline.com | Spring Term 2016

PUPIL’S VIEW

Alexia takes on a wall challenge, and shows her delight upon opening her GCSE results (pictured on the right)

HIGH CLIMBER There’s nothing quite like representing your country – although passing your exams with flying colours comes close Words ALEXIA BASCH

started climbing around eight years ago. It was something I got into when I went to a really small centre on most Saturdays. It just felt right to me – I loved how I found I was improving and I always felt I could try something different every time I went back. There would always be something new and exciting to take on. When I came to competing, that was the time when I felt climbing had an impact on me as a person. That was when I had to have a determined state of

career so far, when I came 7th in the but it’s about getting into a routine where European Youth Bouldering Cup in Laval, I sometimes wake up early in the France. The competition was really hard, morning to finish off any schoolwork. but I was so happy that I managed to I have just had to adapt, and the fact I got tackle some really difficult climbs. all A*s for my GCSEs over the summer While all of this has been going on I suggests that so far it’s working out! have also been a pupil at Wimbledon I was always going to carry on at High School. I receive so much support Wimbledon High and do my A levels from everyone there – I have a feeling there. School is so important and I have they think it’s rather cool had such a good education that I am part of the GB to date, and now I am in If you really Climbing Team! Everyone believe you can the sixth form I do have a in my year is always so little more free time to

mind – if you ever doubt yourself during a climb, that will affect your ability and I have learnt that over the years. If you really believe you can do something,

interested to know how I have been getting on and my teachers will stop and ask me if I bump into them

then you can achieve it no matter how hard you think it is. As I started competing I also became aware of the GB Climbing Team and it

in the corridor. The school has always been so accommodating towards my climbing. They are fine if I have to miss a couple of

was a goal of mine to be able to join that. The first year I went for selection was in 2012 and I managed to get into the team, which was an amazing feeling. The

days if I am travelling abroad for a competition. At first, I did find it quite difficult to juggle schoolwork and training – when in competition or in

European Championships in 2014 was probably the highlight of my competitive

season I will train four times a week, plus do a strength and conditioning session –

do something, then you can achieve it

catch up with my work! I will continue with my studies alongside my climbing and see where it

takes me in the future. I have just won the British Youth Cup in Sheffield so, for now, I am more than happy with the juggling act. Visit gbclimbingteam.co.uk to follow Alexia’s progress and see news on competitions. Wimbledon High School, Mansell Road SW19 4AB; 020 8971 0900; wimbledonhigh.gdst.net

schoolreportonline.com | Spring Term 2016

SCHOOL LIFESTYLE REPORT

Glittering achievement

Holiday camps may be hot, but The Duke of Edinburgh’s Award – 60 years old in 2016 – remains the King of personal development Words MARK KEBBLE

n this line of work I, of course, meet lots of proud Headteachers who love their respective schools, but when discussing their pupils’ success stories one thing invariably links them all: The Duke of Edinburgh’s Award (DofE). ‘To complete a DofE programme at any level is a huge achievement that is felt by the individual and those around them who see the transformation they go through,’ says Chief Executive of DofE, Peter Westgarth, not surprised at the pride shown by Heads all over the UK. ‘They’ve gone beyond their comfort zone, faced

effective way of helping young people to charity. Already we’ve seen families grow up to be responsible adults.’ commit to doing something special for In the first pilot year following its their challenge together, as well as schools launch in 1956, 7,000 young people had and other groups of young people.’ started a DofE programme and 1,000 DofE Clearly the DofE is thriving, but what Awards had been achieved. Today around does Mr Westgarth think about the onset 250,000 individuals start a DofE of holiday camps and their apparent programme each year and a record 111,000 popularity? ‘More than a one-off camp or young people achieved a DofE Award last educational course, DofE programmes year. ‘Part of the DofE’s success over the require participants to commit between last 60 years has been its three and 18 months to a flexibility and breadth,’ Mr They have gone variety of challenging Westgarth says on its activities,’ Mr Westgarth beyond their longevity. ‘DofE programmes counters. ‘It is the breadth

and overcome challenges and given back to others in their local community. Headteachers and school decision makers recognise the importance of developing

are personalised, with every young person choosing activities according to their interests and ambitions.’

the whole person in this way.’ It was 60 years ago in 1956 that the DofE was first established. ‘It was inspired by the Moray Badge at Gordounston

The DofE will celebrate its Diamond Anniversary with a host of special events up and down the UK. ‘Perhaps the most exciting plan of all to mark the occasion is

working, commitment, problem solving, a positive attitude to work, self-confidence, excellent communication and perseverance, all of which are skills

School, where HRH The Duke of Edinburgh was a pupil,’ Mr Westgarth explains. ‘With a keen interest in the personal development of young people,

the DofE Diamond Challenge,’ Mr Westgarth enthuses, ‘a once-in-a-lifetime chance for anyone and everyone to take on a DofE-inspired challenge to push

sought by colleges, universities and employers alike.’ Not to mention keeping many Headteachers around the UK very happy indeed.

HRH’s aim was that DofE programmes would come to be acknowledged as an

personal boundaries and challenge themselves, whilst raising money for the

Find out more at the dofe.org

comfort zone and overcome challenges

and experience that enables young people to broaden their skillset to encompass self-management, team

schoolreportonline.com | Spring Term 2016

TH E WORLD’ S A STAG E It is 400 years since the death of William Shakespeare and there will be a host of events staged globally to mark the occasion, with plenty to get involved with in the UK. Shakespeare’s Globe has a ﬂourishing education department, giving schoolchildren a unique opportunity to see one of the Bard’s plays staged live. Also look out for a special exhibition at the British Library, which reveals the ten performances that have made Shakespeare the cultural icon he is today.

Memory LANE It appears trends for children and young adults are veering towards the nostalgic...

COLO URFUL PAST Elﬁe’s sping/summer 16 collection is a nod to the childhood memories of brand founders Victoria and Rafaela exploring the outdoors in pastel linen and colourful retro style outﬁts. This season combines the colour palette of a tutti-fruitti rainbow with gingham and nautical stripe designs. Find out more information at elfielondon.com

Spring Term 2016 | schoolreportonline.com

LIFESTYLE

BERRY GOOD OFFER

ON TH E HU N T If you, like us, are inspired by the photos of Michael AW (left) then you can now enter for the Wildlife Photographer of the Year 2016, with the 2015 competition currently on show at the Natural History Museum. Young photographers aged 17 or under can enter up to ten images for free. Twenty categories explore the diversity of life and the fascinating behaviour of Earth’s species, celebrating our natural and manmade environments, whilst heralding the brightest young talent. Submissions can be made from 4 January-25 February at wildlifephotographeroftheyear.com

Harrods is always a good starting point to see what’s hot for a new year for our kids and, this time out, Burberry’s SS16 childrenswear really caught the eye. It features a whole host of stunning jackets, such as this tailored velvet tuxedo offering, plus great scarves, sweaters and shirts. Happy New Year indeed. harrods.com

3 OF THE BEST THE BRANDS BRINGING A LITTLE COLOUR TO THE START OF 2016

M I LL ION MEMORIES From March The Museum of Childhood is offering families the chance to meet Bagpuss, see the Soup Dragon and ogle Noggin the Nog as the work of Oliver Postgate and Peter Firmin goes on show. As well as telling the story of Bagpuss, the exhibition will go behind the scenes of a host of their other creations. See more at vam.ac.uk/moc

Gigi Brooks luxury designer furniture and interiors

Blossom by name, blossom by nature with Roksanda Ilincic

The pastel colours of Stella McCartney’s SS16 range

schoolreportonline.com | Spring Term 2016

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SCHOOL REPORT

BOARDING {THE UK’S MOST DESIRABLE SCHOOLS }

OPENING DOORS For a relatively small school – 450 pupils aged 13-18 – King’s College Taunton offer an extraordinarily wide range of opportunities and experiences and punch above their weight in lots of areas, all within a close-knit community that is supportive and happy. Turn to page 42 to see what role cooking has to play in this.

TALKING HEAD

Felsted offers an all through education

New chapter begins Felsted has quite a story to tell and, with a new Headmaster now in place, expect more excitement to come Words MARK KEBBLE

ere’s one for a school quiz: what connects the Queen, one of the oldest classrooms in the UK and an orphanage in Malawi? ‘There aren’t many schools that are as old as us,’ says the man at the helm of Felsted, Chris Townsend. ‘It is pretty unique – 450 years of education stretching through history whilst retaining a very simple ethos from the foundation onwards. When the school opened in 1564 there was one teaching room – and we still use that on occasions. That link with the past

There’s plenty to like about Felsted. ‘The underlying philosophy here is There’s a real breadth to the teaching spot on,’ he continues. ‘Co-education is they offer and it also boasts a very definitely the right way to go. Our international outlook, with some 30 international links are as good as I have different countries represented within seen anywhere, and one other big thing the school. Perhaps reflecting that, in the is the idea of service. In a school like this sixth form they offer both the IB and everybody is privileged and we want our A levels. ‘It just fits the ethos of the pupils to give something back. We education we offer,’ Mr Townsend says. recently had an event to raise money for ‘This is a school helping every child to an orphanage in Malawi. It was founded develop. The IB is a fantastic philosophy by an ex-pupil, who went to Malawi on of education, but not every child wants her gap year but fell very ill – she was on to follow six subjects – some want to death’s door. She was looked after there specialise and they are more and recovered and felt she comfortable with the The link to the owed them something, so traditional feel of A levels. past is a very opened the orphanage.’ We need to offer both.’ You can almost feel Mr

is a very real one and is something quite special about the school.’ Felsted is a co-educational boarding school offering an all through education

With Mr Townsend’s first term as Headmaster coming to a close, has he had time to focus on what elements of

from four to 18 years. After spending five years as deputy to Dr Mike Walker, Mr Townsend made the step up to Headmaster back in September. ‘The

the school he wants to build on? ‘I want to make sure everything operates to the best of its abilities,’ Mr Townsend replies. ‘I want to

school go from here? ‘I want to ensure everything is in the best possible shape when the 500th anniversary comes along,’ he says.

transition wasn’t difficult,’ he looks back. ‘I know the school, I know the pupils, I know the parents and staff. It’s been a pretty exciting few years, leading up to

get the best out of the pupils. The Felsted Diploma [which brings together the likes of Philosophy of Learning, the Round Square and The Duke of Edinburgh’s

‘Ultimately, though, I just want to make sure we offer the best educational experience possible.’

the 450th anniversary in 2014 [which included a visit from the Queen].’

Award] is one way to do that. We want to develop teamwork and resilience.

Felsted School, Felsted, Essex CM6 3LL;

Spring Term 2016 | schoolreportonline.com

real one and is something quite special about the school

Townsend bursting with pride when he talks about Felsted. With 451 years now on the board, where does the

01371 822600; felsted.org

NEWS

WHAT A PERFORMANCE Beaudesert Park School in the Cotswolds has long been a favourite with parents of young children looking to move West for a slice of country life. Now the 430-strong co-ed is attracting even more attention with the opening of an astonishing new performing arts centre. Headmaster James Womersley ﬁrmly believes that ‘performing boosts children’s conﬁdence’ as part of a strong all-round education, and the £3m new build bristles with performanceenhancing features, including sound-proof music pods and professional standard recording capabilities. Beaudesert Park School, Minchinhampton, Gloucestershire GL6 9AF; 01453 832072; beaudesert.gloucs.sch.uk

Beaudesert Park School’s new performing arts centre takes their educational offering to a new level

FULL BOARD THE SCHOOLS CELEBRATING SUCCESS STORIES AND SPECIAL EVENTS

Sir Antony Gormley (centre) was a special guest at Past Present Future

FULL OF COLOUR Leading girls’ boarding school Wycombe Abbey held a ‘Colour Dash’ Fun Run back in September to launch the celebrations of the school’s 120th anniversary. Over 700 girls, parents, siblings and staff ran the 1.5km ‘Colour Dash’, with a competitive race of 3km taking place shortly beforehand. wycombeabbey.com

Artistic endeavour On the evening of 3 November there was a palpable buzz outside the 20th Century Theatre in Westbourne Grove, London, as people began gathering to visit the art exhibition, Past Present Future, celebrating the art of St Mary’s Calne. Approximately 200 guests passed through the door on the first night and were treated not only to a dizzying array of talent, prosecco and a great atmosphere, but also to an inspirational speech by Sir Antony Gormley. St Mary’s School, Calne, Wiltshire SN11 0DF; 01249 857200; stmaryscalne.org

schoolreportonline.com | Spring Term 2016

NEWS

ENERGY TO BURN Millfield Prep boarders undertook the challenge to do 450 hours of sport in one weekend, raising over £3,500 for the Lewis Moody Foundation. Having worked hard at gaining sponsors, 150 boarders participated in an array of sport in aid of the Foundation, which supports families with life-threatening illnesses. 01458 832446; millfieldschool.com

Mike Mullen showed off his BMX skills thanks to some brave Abingdon School teachers

HAVE A NERVE Abingdon School’s ‘Be the best you can be’ programme was launched at the end of September in spectacular fashion with the visit of Mike Mullen, former World Champion and 2014 UK Champion in BMX halfpipe. In his talk, Mr Mullen encouraged the ﬁrst and second year boys to realise that ‘the biggest challenges will teach you the best lessons’. Staff found themselves more involved in things than they had expected – volunteering to be jumped over by Mr Mullen! Abingdon School, Park Road, Abingdon, Oxfordshire OX14 1DE; 01235 521563; abingdon.org.uk

Hanford School girls show off their creations

MORE T HAN MEETS THE EYE A lot of people think that Rugby is a boys’ school. Many of the visitors who came to the school during the Rugby World Cup to see the birthplace of the game were surprised to see girls walking around the grounds. It has been co-educational for 40 years and is fast reaching a 50:50 ratio. However, the Houses – for boarders and day pupils – are single sex. Rugby believes passionately in the House system and pupils are attached to the same House for the entirety of their school life. Headmaster Peter Green says: ‘While the boys and girls may not live together, they work together and play together. This is the world we live in.’ Rugby School, Lawrence Sheriff Street, Rugby, Warwickshire CV22 5EH; 01788 556 216; rugbyschool.net

Spring Term 2016 | schoolreportonline.com

Hats on at Hanford Milliner and Old Hanford Girl Tara O’Callaghan, whose creations have graced heads the world over, took time out from her Ascot work to invite some girls from Hanford School to see her studio near Salisbury, Wiltshire. After visiting the milliner’s Aladdin’s Cave of materials, girls left filled with ideas for their ‘Gainsborough Girls’ hat-making project. To find out more about that and the school, visit their next open morning on 12 March, 2016. Hanford School, Child Okeford, Dorset DT11 8HN; 01258 860219; hanford.dorset.sch.uk

Global CONCERNS

The number of overseas children at our boarding schools continues to rise, but what does this mean for UK-born students? Words IAN HUNT

t a time when the world seems ever more confused – with the events in Paris at the

forefront of everyone’s minds, and a deepening refugee crisis – it is more important than ever for our schools to be promoting the concepts of tolerance and internationalism. Some, by virtue of their location, find that the school roll is very much one dimensional in terms of ethnicity. White, Anglo Saxon pupils mix with others of the same background and culture. It is little wonder therefore that they can sometimes find it difficult to appreciate the different and often colourful aspects of other cultures and customs. Of course, there are many schools where there are multi-cultural experiences for the pupils and this can only enhance and expand the British pupil’s understanding and appreciation of the wider global environment. In the independent sector, there are no better places to look for such experiences than in today’s boarding schools. Many of the UK’s boarding schools have a wide range of pupils drawn from all over the world. Overall, some 10% of UK boarders are from overseas, but in many this figure is significantly higher. For new applications one in five is now from overseas. This is partly due to rising fees making places less affordable for UK residents, but also because the schools wish to offer a truly

Sevenoaks (left and top right) and Millﬁeld (right) have a broad international outlook

Spring Term 2016 | schoolreportonline.com

OVERSEAS STUDENTS

INTERNATIONAL FLAVOUR international experience for the pupils. No school will admit it, but they all have quotas so that no one nationality dominates the landscape. Larger schools such as Millfield in Somerset have some 50 different nationalities studying in a traditional British boarding environment. In one boarding house that I ran, I ensured that any overseas boy would be roomed with British boys. Thus, in one instance, a boy from Dorset was roomed with a Syrian boy and, whilst they began the year with a perception that they had nothing at all in common, they ended it as firm friends and much more aware of each other’s lives and pressures than before. Some commentators argue that British pupils suffer as a result of this influx from overseas. But this is entirely dependent on the school. There is certainly a tipping point but dealt with intelligently and sensitively on all sides, the environment becomes a melting pot of experiences

from Nigeria. In total there are more than 27,200 foreign pupils whose parents live overseas at British private schools, and a further 16,800 foreign students with parents living in the UK. This has led to concerns being raised that the growth in non-UK students may undermine the British feel of schools. However, Heads value the different perspectives that overseas pupils bring to their school – and more progressive Heads are even appointing staff to be in charge of global awareness within their respective schools. Some independent schools have begun closing their doors to certain nationalities for fear of being overwhelmed. There is certainly a sense that some schools are in danger of becoming ‘finishing schools for the children of oligarchs’. And, importantly, the parents of foreign students have raised concerns about their children only mixing with children from their home

that is bound together by a shared desire to have a British boarding school experience. The Independent Schools Council

country. Yet when dealt with sensitively, there is no doubt that overseas pupils add a rich layer of cultural awareness and understanding to the traditional British

figures, which come from more than 1,200 of the country’s leading private schools, show that 20.9 per cent of all non-British pupils whose parents live

boarding school – and in this world of ever-challenging conflicts, this can only be a good thing.

overseas now come from China; 17.6 per cent come from Hong Kong; 10.3 per cent from Russia; 7.1 per cent from Germany, 4.7 per cent from Spain and 4.3 per cent

Ian Hunt is Managing Director of Gabbitas

HEADS VALUE THE DIFFERENT PERSPECTIVES OF OVERSEAS PUPILS

Education Consultants. For more information, call 020 7734 0161 or visit gabbitas.com

Lorna Dolan, Head of Sixth Form at Sevenoaks School, offers an insight into what it means to have a mix of nationalities in the classroom Sevenoaks School is renowned for its international outlook. What does this add to the learning environment? It contributes hugely – that very sparky, animated international classroom feel. Pupils bring lots of different perspectives and points of view, and that’s absolutely illuminating, for the teacher too! The students are just absorbing this without even realising they are. It prepares them for adult life, mixing with all sorts of backgrounds. Does the international approach to education rub off on local students? It does rub off. Here at Sevenoaks, to be honest, all of the students are motivated, but I would say at previous schools I have noticed you do get some students with an extremely strong work ethic. Overseas students really like the British system of teacher care, they like it’s more discussion based, they can come up with their own opinions and even challenge the teacher’s opinion, and that’s particularly true in the IB. This also opens British students’ eyes about the education they get here. There’s nothing like sitting next to someone who has travelled 1,000 miles to get to where they are now. What would Sevenoaks School lose if you didn’t have this international flavour? My son recently started at this school and one of his best friends is from Nepal. We live in a very international world and it was one of the reasons I moved my son to the school [to have this opportunity to experience other cultures]. Sevenoaks School, High Street, Sevenoaks, Kent TN13 1HU; 01732 455133; sevenoaksschool.org

schoolreportonline.com | Spring Term 2016

ENTRY POINTS

Millﬁeld offer different entry points, but always guarantee a warm welcome

MAKING an entrance

There are many reasons for switching to an independent school, and also many stages at which to do so too Words PAUL KELLY

adjustment to senior school. Lower Sixth is also a popular entry year with the opportunity for a child to live away from home before university or work.’ The 16+ entrant generally benefits from greater maturity and confidence to cope with a new school. Younger students considering entering a small school at non-standard points should look carefully at the induction arrangements. The Royal High School, Bath’s robust pastoral care system actively ensures those boarders beginning at 13 are incorporated into the school community by a ‘buddy’ arrangement and a constant reminder to existing girls to help new ones. Many independent schools have similar systems, and parents don’t go unnoticed too. ‘A common denominator amongst parents when choosing a boarding school is how they will be involved,’ says Mr Seal. ‘Prep schools have always been at the forefront of communicating with

here are a number of entry points to independent senior schools beyond the usual ones at the ages of 11 or 13 following a Prep school education, Common Entrance exams and early pretesting regimes. The next most common point would be at the age of 16 for the final two years of schooling. This has considerable attraction in terms of cost and preparation for university, especially if boarding is selected. A move to the independent sector at this stage can

boarding entry point at 13 also admit small numbers of boarders from outside the Prep school system at 11 or 12. Entry for places at this younger age can be less competitive and offer a chance to adapt to boarding and/or the independent sector in a separate ‘junior house’ before the majority of new entrants arrive at 13. Conversely, competition can be intense for places at 16. ‘The way a Prep school manages boarding is a key consideration for entry at age 11,’ says Chris Seal, Deputy Head

present a number of challenges, however. The reason for such a move might be greater academic choice and opportunity or the chance to develop a sporting,

(Pastoral) at Millfield School. ‘If you are seeking an immersive experience where dining halls and

musical, dramatic or other talent. The student should be mindful, though, that this might well involve a transformation from being captain of the first team to

activities are filled with children at the weekend, then full boarding is for you. Equally, your child can “dip their toes” into

part of the education experience.’ Changing schools is a major decision and individual circumstances as well as

not even making the second team, to being merely one of many academically gifted pupils or no longer being the best. There is a variation in the

boarding by staying on a weekly or flexi basis, which allows for a gradual introduction to living away from home. Entry at age 13 is treated as a transitional

the child’s abilities and attributes should dictate the choices made.

competitiveness of the different entry points. Some schools with the major

year here at Millfield, where pupils have Year 9 only houses as part of their

Education Placement at Gabbitas Education

Parents should remain a key part of the experience

parents, and senior schools are becoming more appreciative of it too. Parents should remain a key

Paul Kelly is Head of Schools and Higher

Consultants; gabbitas.com

schoolreportonline.com | Spring Term 2016

SCHOOL REPORT Kwame Owusu (far right) proudly shows off the Christ’s Hospital uniform with two fellow students

UNIFORM APPEAL

Uncovering the USP

With so much choice when it comes to schools, it helps when there are stand out features Words MARK KEBBLE

SPIRITUAL DEVELOPMENT There’s something about good old fashioned teaching. ‘Our current monk teacher used a blackboard until last year as well as an iPad and a projector, enjoying a combination of the 5th and 21st centuries!’ smiles Dr James Whitehead, Head of Downside School. Offering boarding for 11-18-year-olds, Downside School’s monks are an integral part of life there – they originally launched the school in France in 1606, and built the existing school in Somerset in 1814. ‘It is the beating heart of the school’s ethos and identity,’ Dr Whitehead adds about the on-site

monastery, ‘the cycle of prayer supports the rhythm of school life. It is a very rich mix to have both monks and lay people working in the education of young people. The 400 year shared history and the present day practice provides a context for reflection about faith and Christian life, which in itself benefits the wellbeing of pupils and staff.’ There is one Downside monk with a formal teaching role at present, so how special is that for the students? ‘Uniquely special,’ states Dr Whitehead. ‘It is helpful for pupils to draw upon monastic wisdom and scholarship in the classroom, especially when studying

Yes they have their own train station, but there’s no escaping the lure of the Christ’s Hospital uniform. Despite rapidly-changing fashions, the outer long blue coat and distinctive yellow socks of the uniform have remained virtually unchanged for over 460 years – but what does it feel like to wear it? ‘When I first saw the Christ’s Hospital uniform, my reaction was a mixture of disbelief and bemusement,’ chuckles Year 13 pupil Kwame Owusu. ‘Now, looking back, I know that I couldn’t have been more wrong, and in my seventh and final year at Christ’s Hospital, I know without a doubt that I will greatly miss putting on my “breeches” (as I learnt they were called) and buttoning up my ankle length coat (called a “Housey” coat). As I progressed through the school, my uniform became so natural to put on I could do it blindfolded. But then I became a monitor (prefect) and everything changed. Housey coats for monitors have over double the amount of buttons and an extra pocket on the left hand side – so of course I was immediately back to square one, doing up the buttons wrong on a number of occasions!’ Christ’s Hospital, Horsham, West Sussex EH13 0XP; 01403 211293; christs-hospital.org.uk

Religious Studies. That is a core curriculum subject here at Downside, but our tradition of Christian servant leadership in our service programme and our prayer tradition in school will hopefully go from strength to strength.’ Downside School, Stratton-on-the-Fosse, Radstock, Bath BA3 4RJ; 01761 251000; downside.co.uk

schoolreportonline.com | Spring Term 2016

SPECIAL FEATURES

FORCE IS WITH THEM

King’s College Taunton is not just a beautiful school - it offers a host of opportunities to its students

TASTY PROPOSITION As much as academic achievement is important, schools these days are all about preparing their students for the real world – so, of course, cooking has to come into play. ‘Students learn practical basic cookery skills and techniques backed up with theory, food hygiene, working safely in the kitchen, the storage of food, labelling, nutrition, comparing bought vs home-made dishes, food presentations, and a knowledge of different foods and ingredients,’ says Patricia Stone, who runs the Leiths cookery sessions at King’s College Taunton. ‘But as well as cookery skills, students develop good organisational skills,

determined this co-educational boarding and day school for 13-18-year-olds is to offer as much opportunity to all. ‘King’s offers a vast and varied array of extracurricular activities, unparalleled for a school of its size,’ states Headmaster Richard Biggs, ‘from sport and drama to music, art and outdoor pursuits, through to debating and cookery. We like to think of ourselves as an exceptionally happy school, but also a busy and purposeful community. Our pupils leave here very wellqualified, but more importantly they leave as balanced individuals.’ And it appears that kitchen prowess is a key part of this – despite the Leiths cookery course not being here compulsory, demand is

Our pupils leave well-qualified and as balanced individuals

planning and general time management, how to work within a timeframe, prioritisation of tasks,

growing. ‘We want to introduce a five term course (Leiths Introductory Certificate in Food and

co-operation and how to follow specific instructions.’ King’s College Taunton is not unique in offering this cookery course – the Leiths

Wine) providing students with in-depth knowledge and a professional standard of food preparation,’ adds Ms Stone.

Academy is currently in partnership with 42 schools – but it does highlight how

Taunton, Somerset TA1 3LA; 01823 328200;

Spring Term 2016 | schoolreportonline.com

King’s College Taunton, South Road,

kings-taunton.co.uk

Considering the fears that our children of today spend far too long sitting in front of a screen, the popularity of the Combined Cadet Force (CCF) in independent schools comes something of a relief. ‘It provides challenging and enjoyable activities for young people and to better prepare them for their role in the community,’ says Jane Morrow of Queen Ethelburga’s Collegiate. Perhaps the popularity of the CCF at Queen Ethelburga’s Collegiate – which comprises four schools and a kindergarten – comes as no surprise considering its connection to the Armed Forces. ‘The Collegiate has welcomed Forces students for many decades,’ explains Ms Morrow, who oversees the English/Forces Admissions. Does the Collegiate find itself in unique circumstances when it comes to looking after Forces children? ‘Every student is seen as an individual and support is put in place to ensure that everyone feels safe and secure,’ Ms Morrow states. ‘Armed Forces students play a huge role in the life of the school and we have specific support systems in place. This includes Forces Peer Mentors, a Forces specialist in the Pastoral Team and full access to whole school support. Ultimately, the Collegiate recognises the potential in all our students.’ Queen Ethelburga’s Collegiate, Thorpe Underwood, York YO26 9SS; 01423 333946; qe.org

INSIGHT

TEACHER IN FOCUS Ben Burgess, Head of Drama, Stonyhurst College How long have you worked at Stonyhurst for and what attracted you to working there?

school is involved in one way or another. The drama department lives and breathes through

I have been Head of Drama at Stonyhurst for a year. I was attracted by the wonderful

the energy of the pupils, who turn up day after day, itching to get their feet on the stage or

reputation Stonyhurst has, and believed I could do something game-changing for the drama department here. I knew little about boarding

behind a lighting desk. They are the ones who bring the vibrancy and, ultimately, shape the direction of the subject. It is an extremely vibrant

school life and was very pleasantly surprised by the warmth of the welcome I received. It’s been

department, alive with rehearsals and creativity.

a tremendous year and in some ways I feel like I’ve been here forever!

Does Stonyhurst have great facilities? The Academy Room, within the main building at

Were you aware of the school’s history before joining? To an extent, yes, and I’ve discovered a lot more since. Stonyhurst has an archivist and curator, who have given me an extensive tour of the building (which is the second biggest Grade I listed building in the UK) and Stonyhurst’s historic Collections. These include a fascinating drama archive, and we have exciting plans to re-stage some of the plays written specifically for Stonyhurst over the past 350 years. What’s the importance of Shakespeare to that history? Extremely important. The founders of the school staged Shakespeare’s plays very regularly. Stonyhurst’s First Folio was a working copy, and the pages are well-thumbed and covered with annotations: these correspond with annotations in the First Folio recently discovered in St Omer, which is strong evidence that it once belonged to Stonyhurst (the school had to leave St Omer in haste, because of the French Revolution, and left many books behind).

STONYHURST COLLEGE Stonyhurst College has a distinguished history as one of Britain’s leading Catholic boarding schools, with a long tradition of excellent drama (being the first school anywhere to stage Shakespeare’s plays). The 17th century Jesuits were the first to realise that drama fosters a rich experience of language and develops confidence. Stonyhurst has a First Folio in its historic library, which continues to inspire students. Ben Burgess, Head of Drama, tells us how the past plays a role in the present.

Stonyhurst, is a beautiful space, with a real sense of history. It is well-catered for in terms of audience capacity, lights, sound and staging form. The Centenaries Theatre is much newer, and has just received a large investment too. How do you like drama to be taught? Properly. Pupils should be autonomous, professional and disciplined. With enthusiasm and commitment, anything can be achieved. Drama is a vital subject within a school that wishes its pupils to be achievers, risk-takers and have high aspirations for themselves. Do you have some talented students? We certainly do. Drama here is offered at GCSE, A level (Theatre Studies) and for the International Baccalaureate, and there is considerable take-up. But it is often the pupils who don’t choose the subject as an examination class that surprise you the most. It is such a great feeling to find you have untapped talent roaming the school.

Do you often stage his plays at Stonyhurst? We have records of a vast array of Stonyhurst

How would you define success for your department? I want pupils to be talking about the subject. If I have their attention, throughout the school, and

Shakespeare productions dating back hundreds of years. We are currently staging Much Ado About Nothing. As a drama teacher, you never know how pupils are going to react when

a good level of participation, that is enough for me. Obviously, academic results are important. However, I have worked at a variety of institutions and I have always found that the

confronted with a text. Introducing pupils to Shakespeare’s language has always been a positive experience for me. How vibrant would you say your drama department is? Extremely! Especially around the time of a major production, when virtually everyone in the

WITH ENTHUSIASM AND COMMITMENT, ANYTHING CAN BE ACHIEVED

schools which focus on the whole pupil are the most inclusive and encompass more of my methodology of teaching. Stonyhurst College, Clitheroe, Lancashire BB7 9PR; 01254 826345; stonyhurst.ac.uk (apologies to Stonyhurst for accrediting two photographs on page 138 in the last School Report to Shiplake)

schoolreportonline.com | Spring Term 2016

OPINION

Kate Shand What is the value of a British education?

oasting some of the oldest education staff to deliver a high level of attention to each child, institutions in the world, the UK remains a ensuring a deeper understanding of a subject and the key destination for students looking for the ability to move beyond the National Curriculum. best global education on offer. The US long You now don’t even have to be in the UK to take ago overtook British universities in the league tables and advantage of our British education brand. Over the past education institutions often look to the Scandinavian 20 years, British schools, recognising the power of their countries for inspiration. So, what is it about the good brand, have opened up internationally whilst old British education system that continues to drive maintaining the independent school ethos. Repton people from far and wide to the UK? School in Dubai is an excellent example. They follow the As we all know, there is so much more to a good British boarding school model with inter-house education than academics alone. British independent competitions and have recently been awarded an schools pride themselves on developing well-rounded ‘Outstanding’ record by the British Schools Overseas individuals, nurturing each child organisation. ‘Inspired by tradition’, the A good education holistically as well as academically. Visit school focuses on the discipline, is not just about any good school and they will talk about manners and extra-curricular lifestyle their ethos and extra-curricular that is the de rigueur of the British regurgitating opportunities with as much spirit and boarding school. British schools are information enthusiasm as a plethora of A*s. We opening up across the world to cater for must remember that a good education is both expats and locals wanting a piece of not just about regurgitating information. It’s about British education. The trend isn’t slowing down either: creating independent thinkers who are resilient and able Brighton College is the latest in a series of schools to cope with whatever is thrown at them. looking to open a school abroad, starting with an Although the traditional British public school used to outpost in Bangkok set to open in 2017. conjure up images of freezing dormitories, the modern Each British independent school has its own unique independent school paints a very different picture. Most ethos and it’s important that you find the right ones for boast five-star facilities and highly individualised your children and give them the best start in life. Next academic support to cater for every type of learner. It is time you head to a school’s Open Day, find out what often the exceptional facilities that set apart their pastoral provision is like, if they provide clubs and independent schools from maintained schools. An emphasis on extracurricular activities allows

after school activities that would suit your child, and importantly, what are they doing to support the

children to develop their education outside of the classroom and provide them with the time and

average achieving pupils in the school?

opportunity to follow their interests. Small class sizes combined with subject specialist teachers allow

Kate Shand is Managing Director of Enjoy Education –

Repton Dubai follows the British boarding school model

find out more by visiting enjoyeducation.co.uk or calling 020 7352 8800

schoolreportonline.com | Spring Term 2016

SCHOOL REPORT

SECONDARY {THE UK’S MOST DESIRABLE SCHOOLS }

TIM RONEY

PREPARING FOR THE REAL WORLD Sydenham High School sixth formers Catherine and Tanuja recently interviewed surgeon Mayoni Byrne as part of the school’s new Professional Skills Programme, designed to help students get ‘work ready’. Turn to page 54 for the full story.

TALKING HEAD

Wetherby Senior School opened its doors for the ﬁrst time in September

The journey continues

Offering me a tour of the site, I see both factors first-hand. ‘I like the fact

they say hello to me when I walk around the school,’ Mr Baker says of the polite boys we encounter. ‘Social skills are just as important as academic skills.’ Walking into classes, the teachers are not knocked off their stride with my unplanned entrance – ‘The staff here have a real passion for their particular subject,’ Mr Baker tells me later – and when certain boys are picked out to answer a question based on the lesson so far, they answer without hesitation. ‘I want a hands up atmosphere,’ Mr Words MARK KEBBLE Baker says on what he likes to see in his classrooms. ‘I want the boys asking trolling Now parents will have the added bonus questions and not being afraid to get towards the of being able to see their boys continue things wrong. The boys do genuinely new Wetherby on a Wetherby educational path with the want to better themselves. I don’t want Senior School Senior School that opened its doors in to turn a shy boy into an extrovert, and I on Marylebone Lane, I September, once again with Mr Baker at don’t want to turn an extrovert into an have to do a double take the helm. ‘I love a project,’ introvert – I want the boys to Social skills are really be themselves.’ as I am sure I see he grins. ‘When I was as important as Headmaster Nick Baker involved at the start of With a longer school day cycle past me. ‘Working between two Wetherby Preparatory School academic skills. offered here, plus a host of schools is fine,’ says the man himself we had 24 boys and now we I want the boys extra-curricular options,

Can the new Wetherby Senior School follow the success of their Pre-Prep and Prep?

when we sit down a few minutes later, ‘I have got a bike and at present we only have two year groups here. The Pre-Prep and Prep schools have a particular

have 325, which is immensely fulfilling. To be a part of a success story like that is quite unique in

atmosphere about them – they are very pupil and parent focused, there is a real identity to them, so if somebody was going to set up a new Wetherby school it

education, and it’s exciting to be involved with the Senior School as there is a massive need for single sex, independent schools in Central London. It’s exciting

ambitious,’ he says on that, ‘but we will celebrate the transition to any university regardless of its status in the wider public spectrum.’ What’s for sure, the wheels for

had to be someone from within.’ Mr Baker has overseen Wetherby Prep becoming one of the most in-demand establishments in London, which sees its

for me personally, exciting for the [Alpha Plus] Group, and also very good for the prep school world as there is another place we can send children to that is

Wetherby’s next success story have been well and truly set in motion.

boys head off to some of the most prestigious public schools in the country.

academically rigorous and one that promotes good manners.’

Lane W1U 2QU; 020 7535 3530;

to really be themselves

there’s plenty of scope for the boys to meet Mr Baker’s plan to send them off to the very best universities. ‘I am really

Wetherby Senior School, 100 Marylebone wetherbysenior.co.uk

schoolreportonline.com | Spring Term 2016

NEWS

RIGHT ROYAL PERFORMANCE

The Duchess of Gloucester watches over a class

HRH the Duchess of Gloucester visited Tring Park School for the Performing Arts recently and observed students in dance, drama and musical theatre classes. The Duchess, who is the President of the Royal Academy of Music and a supporter of the arts, was given a tour of the school, housed in a former Rothschild mansion, by Principal Stefan Anderson. The visit came about through the school’s relationship with Her Majesty’s Lord Lieutenant for Hertfordshire, Lady Verulam, who is President of Tring Park School. Tring Park School, Mansion Drive, Tring, Hertfordshire HP23 5LX; 01442 824255; tringpark.com

MOVERS AND SHAKERS THE STAND OUT PERFORMERS AT OUR SECONDARY SCHOOLS

APPY TIMES On 20 November two students from Bromley High School took part in the final of the first GDST App Design Challenge and were awarded second place out of ten finalists. The students, Francine Bibby and Charlotte Hillman, designed an app offering advice on a variety of food allergies. bromleyhigh.gdst.net

International success story

King Edward’s School, Birmingham, has won The Sunday Times International Baccalaureate School of the Year. The school moved to the IB Diploma in 2010, replacing A levels completely. The 2015 IB Diploma results broke school records and produced three top marks of 45 – a score achieved by only 160 worldwide out of almost 142,000 – and an average score of 39.4. ‘This is a very proud and significant moment for the school,’ says John Claughton (above), Chief Master of King Edward’s School. King Edward’s School, Edgbaston Park Road, Birmingham B15 2UA; 0121 472 1672; kes.org.uk

schoolreportonline.com | Spring Term 2016

NEWS

STAGE IS SET

BBC journalist Justin Webb, Kwasi Kwarteng MP, and comedian Henning Wehn headed the bill on 1 October at Dulwich College for a day packed full of enquiry, discussion and debate on the theme of ‘Us & Them’. The Upper School Symposium, held every October, is Dulwich College’s ﬂagship academic day for all boys in the Lower and Upper Sixth Forms. All Upper School boys also attended two seminars or workshops, choosing from the 34 on offer, with subjects ranging from criminal psychology and caricature to feminism and contemporary ﬁlm. Dulwich College, Dulwich Common SE21 7LD; 020 8693 3601; dulwich.org.uk

Preparing for the real world HI TTI NG T HE RIGHT N OT ES Streatham & Clapham High School GDST Lower Sixth music student Holly Jackson has been offered a full place in the National Youth Orchestra (NYO), one of only 16 cellists selected from throughout the UK. The orchestra tutors were impressed by Holly’s playing and ensemble skills during her auditions, and as a NYO musician Holly will become part of a tradition that has included many of Britain’s greatest instrumentalists, conductors and composers. Streatham & Clapham High School, 42 Abbotswood Road SW16 1AW; 020 8677 8400; schs.gdst.net

Spring Term 2016 | schoolreportonline.com

The problem of graduates leaving university without appropriate skills for entering the world of work is being tackled head on by Sydenham High School GDST through a new Sixth Form Professional Skills programme. All Year 12 students receive specialist training in corporate communication, make contacts in the professional world and complete a self-directed project in order to build on and develop their work skills. Sydenham High School GDST, 19 Westwood Hill SE26 6BL; 020 8557 7000; sydenhamhighschool.gdst.net

SYDENHAM HIGH SIXTH FORMERS CATHERINE AND TANUJA INTERVIEWED SURGEON MAYONI BYRNE, PHOTO BY TIM RONEY

BRINGING THE HOUSE DOWN

Old Girl and actress Olivia Poulet returned to Putney High School to officially raise the curtain on its new Performing Arts Centre. This will give Putney High School’s students a myriad of enriching experiences, from performing to working backstage, and even features a concert Steinway piano. Putney High School, 35 Putney Hill SW15 6BH; 020 8788 4886; putneyhigh.gdst.net

SCHOOL REPORT

Comprehensive schools are just as likely to have students progressing to Oxbridge as grammar schools

Grammar schools FOR OR AGAINST?

As one school sidesteps a ban on launching a new secondary grammar, is this good news for the education industry in general?

T 56

FOR Mark Kebble, Editor, School Report

getting out on to the sports field again. It wasn’t the examination process I want to dwell on, but my experience at the secondary school. For the first couple of years, I was a problem student. Homework was a chore I did not want to embrace, and the amount of times my particularly fearsome form tutor kicked our classroom cupboard thanks to my cheekiness probably reached the 50 mark (no wonder he needed a walking stick).

proved is the case. I am part of the 5% of students in the UK to have been taught at a secondary grammar school since the 1970s, a time

in speech marks as I don’t remember anything of the sort. I was a sporty, not academic, child and sitting the exam was just another hurdle to overcome before

But the school and teachers persevered. By Year 9 I had something of an epiphany and got my head down to work. The right kind of advice came my

Spring Term 2016 | schoolreportonline.com

DEBATE

AGAINST

Michael Pyke, The Campaign for State Education

Grammar schools are a part of history that is slowly dwindling away

way and the teaching generally was inspiring. The friends I grew up with all went to differing standards of schools, but the one most of them attended (and which was not a grammar school) did not create willing learners. The argument of grammar schools favouring the affluent

feature of the debate about the value of grammar

grammar school children, it finds, are actually ‘under represented’ at Oxbridge

schools is the inability of their supporters to bring

and both the Sutton Trust and the Higher Education Funding Council have found

forward any evidence that selective systems work better than comprehensive

that, among Oxbridge students with the same A level grades, those who attended

ones as the evidence does not exist. The typical argument for selection is

comprehensive schools obtain better degrees. Moreover, the ‘bright but poor’

that it allows ‘bright’ children to be educated with their intellectual ‘peers’,

are extremely unlikely to attend a grammar school in the first place. The

which allows them to be ‘stretched’, rather than ‘held back’, as allegedly happens in comprehensive schools. This

proportion of poor children at grammar schools is much lower than their presence in the population as a whole.

‘stretching’ opens up prospects of Oxbridge and other prestigious

The OECD’s Director of Education and Skills recently pointed out that ‘none of

institutions and promotes ‘social mobility’ by enabling ‘bright

the countries with a high degree of stratification, whether in

but poor’ children to the form of tracking, Selective compete with the privately systems fail due streaming, or grade educated children of the repetition is among the top to a loss of rich and enter into the performing education motivation higher echelons of society. systems or among the Unfortunately, none of systems with the highest this is true. The best that can be said for share of top performers’. the ‘stretching’ effect of grammar schools ‘None’ is fairly decisive and the OECD is that passing the 11+ test is historically is clear that selective systems fail because worth around half a grade at GCSE, but of the loss of motivation and self-esteem this gain is significantly outweighed by incurred by those – the majority – whom the poorer results caused by the loss of the system rejects and assigns to motivation among those who do not positions of lower rank and status. pass, because the latter greatly Indeed, evidence is now emerging that a outnumber the former. And, according to significant proportion of those who recent research by the Sutton Trust, this ‘failed’ the 11+ in the early post-war small gain at GCSE is about as far as it years have never fully recovered from goes. Among state school attendees, the trauma.

Does the 11+ exam place too much pressure on children at an early stage of their life?

did not really apply to my year either, some were indeed well off, but plenty certainly were not. There’s so much passion when it comes to education in the UK that there is never a simple answer. During my stint as editor of School Report, I have been privy to some of the finest private schools imaginable that my parents could only dream of affording. A grammar school gave me an opportunity to develop a love of learning I may never have found – so for me, the more schools out there offering that, the better.

schoolreportonline.com | Spring Term 2016

EXAMS

Pass the test In our ever-changing world, are GCSEs outdated? Words KATE SHAND We need to ask if GCSEs still marry up to youngsters’ career aspirations

e all want the best for our children and to ensure that the exams they take whilst at school will best equip them for university and working life. However, with shake ups in schools and the ever-changing industry landscape, we have to question whether the exams we took when we were at school really do equip the next generation for the challenges ahead. GCSEs were originally created to provide children who planned to leave school at 16 with the necessary qualifications for working life. However, under new rules, students must stay in full-time education, start an apprenticeship or undertake part-time

important marker for universities when deciding the potential of a prospective student. Of course, this in itself comes with dangers since we run the risk of penalising late developers. However, it’s not necessarily the timing of the exam that has become outdated – it’s the content. In a time where we are having to prepare students for careers that haven’t yet been created, the current GCSE format doesn’t quite cut the

turmoil to our school system, we should think carefully about the role of exams and schools. We want to develop young minds to be resilient, creative and confident, not necessarily regurgitating information. I’d like to see a review of the GCSE content and look at updates that ideally balance academic rigour with the flexibility and creativity facilitated by technology. Learning from other countries and thinking about our young

education until they are 18. Even the creator of the GCSEs, Lord Kenneth Baker, has admitted that they were not designed for this era and will soon

mustard. Often seen as the voice of business, John Cridland, the Director General of the

‘wither on the vine’. So, does that mean that GCSEs no longer matter? I believe that they do still matter. Not everyone goes on to do A levels and it’s

CBI, warned that the current GCSE system doesn’t encourage the creativity and skills needed for the ever-

part of providing context. This is how adults are having to adapt to an ever-changing workplace and

important that students have a record of their achievements whilst in full-time education and this needs to be an achievement that’s recognised nationally.

changing world of work. Michael Gove and the now Secretary of State for Education Nicky Morgan (pictured) have also stepped forward to say that the

we must recognise and support this in our schools.

If the AS levels are going to be abolished, GCSEs will become an increasingly

current system is not sufficient. Yet before we introduce even more

Education – visit enjoyeducation.co.uk for

It’s not necessarily the timing of the exam that has become outdated – it’s the content

adults’ education as part of a global community would also be required as a vital

Kate Shand is Managing Director of Enjoy

more or call 020 7352 8800

schoolreportonline.com | Spring Term 2016

PROMOTION

Developing sporting talent Three times NatWest Schools Cup winning Director of Rugby joins Eltham College

irector of Rugby, Sam

Rugby World Cup 2015 and

Howard (pictured right), joins Eltham College this

featured in matches against South Africa and USA, will

January to develop the skills of players across all ages and levels at the school. Samâ&#x20AC;&#x2122;s background as a

play for Old Elthamians RFC until the end of the season as part of a joint venture with

Programme nurtures each studentâ&#x20AC;&#x2122;s skills and talents, supported by the international

professional player and coach has seen him play fly half and full back for Exeter

Eltham College. The partnership will see Stanley

standard coaches and excellent facilities including 70 acres of

Chiefs and Bedford Blues at Premiership level before becoming three times

focus on the Rugby Sevens coaching at the school.

playing fields and an on-site sports centre. All students are

consecutive winning coach at Dulwich College in the NatWest Schools Cup competition. Also commencing in January is Samoan rugby international Mike Stanley. The 25-year-old fly-half, who was a member of the Samoa squad at the

Eltham College students are benefitting from the ever strengthening links with Old Elthamians Sports Club as they learn from professional players with such a vast wealth of experience and knowledge. The High Performance Athlete

encouraged to reach their sporting and academic potential and Sport Scholarships are available for 11+, 13+ and 16+ entry to talented performers. For more information contact Eltham College on 020 8857 1455 or visit the website at elthamcollege.london

SCHOOL REPORT

FULL STEAM AHEAD Move over STEM subjects, there is a new act in town that is moving education forward at a rapid pace Words MARK KEBBLE

CIRCADEMICS

The National Centre for Circus Arts is housed in a former power station

am terrified of clowns (possibly something to do with Tim Curry’s portrayal of IT in the Stephen King chiller), but I find the idea of the circus quite romantic. However, the days of running away from your life to star in the Big Top are long gone as, today, ‘circademics’ are offering up quite the career path. ‘We are seeing our graduates working in the industry and creating their own work,’ smiles Kate White, CEO of the National Centre for Circus Arts (NCCA). ‘There is a huge cabaret circuit here and in Europe. This year the Edinburgh Fringe Festival had a circus hub for the first time. We are seeing more and more work being made here and that’s reaching good audiences.’ The NCCA is one of Europe’s leading

whole mishmash of ropes, wires and circus apparatus dotted about. One of the NCCA tutors is spending some spare time grappling with a jump rope. Moving on around the building, there’s something going on wherever we poke our head into – and I am visiting during half-term, so can only imagine the buzz of the place when it is in full flow. ‘It’s incredibly exciting,’ Tim Roberts, Head of the BA (Hons) degree

programme, joins us to talk about everyday life here. ‘There is always something going on in all the spaces [which amounts to two main halls and six smaller studios] and that can be quite hypnotic.’ It all looks like incredible fun, but that’s a comment that elicits a shake of the head from Ms White. ‘The students here are in school for 36 weeks a year, 12 week terms and in school every day. They are in at 8.45am and in class until 4pm, then in practical time until around 6pm. They are without a doubt the hardest working group of young people I have ever met. They have a focus and a passion for something. They have found something that is hugely significant to their lives.’

providers of circus education and their diverse range of work includes a BA (Hons) degree in Circus Arts, a structured progressive training programme for

There must be something in the water around here as, walking west for ten minutes, I find more passion on a different level. At the time of writing, the

under 18s, and professional development opportunities for aspiring and established performers. Then there is the stunning building

London Boys Ballet School in Angel had just enrolled its 100th pupil within a year of opening, something founder James Anthony Cunliffe is incredibly proud of.

adjacent to Hoxton Square, London. ‘We are blessed with it,’ Ms White agrees. ‘It was originally a power station, built by the local parish. Where we are now,’ we

‘The kids who come to the school love it,’ he beams about his students who range from four to 18. ‘The image of ballet has changed a lot. It’s never had a macho

look around us, ‘this was a combustion chamber.’ The space is huge, with a

A NCCA youth workshop in full ﬂow

image, but ballet is very difficult to perfect – dancers have to work on their

schoolreportonline.com | Spring Term 2016

SCHOOL REPORT CIRCADEMICS

strength. Trying to get that message across is difficult, but our boys all come

experience. They have to be comfortable in as many genres as possible – it’s not

in wearing their beanies and hoodies that are all branded. “Be part of something

just about ballet. We do regular theatre trips and, next year, for many of them

different” is one of my mottos.’ Growing up in Wales, the majority of

they will have their first experience of performing in a live theatre venue, which

Mr Cunliffe’s family were by and large involved in dance, but his passion for it

is all part of the learning process. The students leaving us will be equipped for

was stemmed as ‘kids knew my mum had a dance school and I used to get a little

all sorts of careers, not necessarily just dance. They will leave confident.’

bit of stick – so if I had danced too that would have been worse’. In his late 20s

Currently running classes every Saturday and weekday evenings, Mr

he decided to follow his dreams and train to qualify as a professional dancer,

Cunliffe has big plans for the future and teaching expansion across the week

‘something that I wanted so badly’, achieving his goal within two years. Taking over the running of his mother’s

seems inevitable. Back at the NCCA and I witness a younger group sitting remarkably quietly, listening to a tutor

school, Mr Cunliffe eventually moved to London to open his boys ballet school

talk about their impending ‘experience day’, an offering for all ages to come in

here. ‘They learn about dance itself,’ he says on their experiences. ‘What I am

and just have a go at some circus arts. It makes me wonder if there’s ever a chance

passionate about is they get the whole

that circus arts could be incorporated into the wider curriculum. ‘It would be a good thing if it did,’ nods Ms White. ‘We find a lot of people who don’t learn well in traditional ways get a lot from circus arts. We have seen students who have come here whose schoolwork has then improved, as has their behaviour. I am a massive believer that it’s not about STEM but STEAM – the arts are hugely important. One thing about circus that sets it aside from other art forms is that perhaps it doesn’t have a one size fits all approach. There are so many different parts to it: there will be parts where you need strong people, and there will be others where you need those with a real focus when walking on a wire.’ ‘One of the biggest things with circus arts that young people understand is we never tell them about people that have a natural ability to do it,’ chips in Mr Roberts. ‘They realise that if they spend

A LOT OF PEOPLE WHO DON’T LEARN WELL IN TRADITIONAL WAYS GET A LOT FROM CIRCUS ARTS

time on it and work hard, then they can do it.’ Putting aside that nagging fear of clowns, I can only agree with Ms White’s summary: ‘Circus can definitely find a place within the curriculum.’ National Centre for Circus Arts, Coronet Street N1 6HD; 020 7613 4141; nationalcircus.org.uk London Boys Ballet School, Urdang 2, 259-263 Goswell Road EC1V 7AH; 020 7183 3728; boysballetlondon.com

Spring Term 2016 | schoolreportonline.com

A LEVEL SUCCESS

Making THE GRADE Cardiff Sixth Form College has topped the A level league tables since 2010, so what’s the secret to their success? Words MARK KEBBLE

s my train trundles into Cardiff Central Station, I feel a real sense of expectation. I am visiting the institution that has topped the league tables for A level results for five years running and my imagination starts to go wild thinking about pupils in white coats, classes consumed by silence and stern teachers repeating exam answers over and over again. I am in for a surprise. ‘People think we just concentrate on the academic and I refute that completely,’ says Cardiff Sixth Form College co-founder, Yasmin Sarwar, when we meet in her office. ‘Top universities are looking for people who are going to make an impact in society, who will be leaders for tomorrow and problem solvers that goes way beyond getting A*s and As, so there are lot of things we do in the school that enhances that.’

Yasmin Sarwar with one of her many awards

Top results are down to hard work both inside and out of the classroom

There’s no escaping the figures – 58% and extend them, giving the students getting A* and 99% A-B grades last time problem solving opportunities to use out – and it’s quite remarkable to think what they have learnt in the classroom,’ Yasmin founded the college with her Mr Collier explains. ‘They must think husband just over a decade ago in their about their future career and they stretch home. We are joined today by Gareth and challenge concepts from their Collier, the Head of Pastoral and Business subjects.’ Considering one recent project Development, who started in September involved NASA suggests how dedicated and who can offer a this approach is. different insight into the ‘There are a lot of core We are school’s achievements. components to our educating the ‘I don’t think the college is curriculum apart from students to go driven to be at the top of academia,’ adds Mrs Sarwar. on and have a ‘Another aspect is leadership any league table,’ he states, career ‘and that’s coming in from skills, which is embedded the outside. The driving into our curriculum. We factor for the college, teachers and offer sports, but we also have a personal students is simply to give them a trainer offering a nutrition and wellbeing fantastic opportunity to be the best. plan for the year. We have a mindfulness We are not educating them to pass their programme. These are elements we A levels – that’s a by product of what we integrate within the curriculum. What we do here – we are educating them to go on are trying to do is create individuals who and have a career.’ Mrs Sarwar proudly talks about the early days and how, with many students she saw, it was a case of giving them the

can face life’s adversities.’ Unsurprisingly, other educational establishments are keen to get involved with Cardiff Sixth Form College – and the

extra confidence to aspire a little higher. As the years progressed, the demand grew – in 2008, the school welcomed their first overseas students from Hong

BBC, too, were at the time of my visit also filming a documentary here – and for Yasmin Sarwar there’s definitely more to come from her team. ‘My vision,’ she

Kong and so their boarding provision began. Life at Cardiff Sixth Form College today sounds full and, to me, fulfilling – and the term super-curriculum keeps

smiles, ‘is for our students to make a difference in the world.’

cropping up in the interview. ‘This is where we take the academic ambitions

Cardiff Sixth Form College, 1 & 3 Trinity Court, 21-27 Newport Road, Cardiff CF24 0AA; 02920 493 121; ccoex.com

schoolreportonline.com | Spring Term 2016

INSIGHT

TEACHER IN FOCUS Phil Holton, Head of Design & Technology, Bromley High School GDST

How does Bromley High’s approach to D&T differ from other schools you have worked at? In many ways, schools differ very little despite

manage the girls’ enthusiasm. They identified an available grant, applied for it, and won £1,000 worth of equipment for the school, all by

their very different demographic. All students, deep down, want to succeed and feel that they

themselves. They are now one of just 30 schools nationally competing in an all girls’ competition

are good at a subject they enjoy. Identifying how to push the right buttons, trigger those passions,

called GirlsintoStem. The team come in every lunch-time, put some music on, eat their

and light those fires is different in each school. Once you work out what works for your students, you can really start to see a real difference, and success always follows. Motivated students are the only fuel you need. What has really stood out for me at Bromley High School is that the girls here love creative expression and are very mature in their attitudes to design. The opportunities at the school are phenomenal, which means girls always find something they can fall in love with, from beautiful art to professional dance. Design and innovation really sums up our department’s offer, and for some of our girls, talking about 3D printing, robotics and design makes their eyes light up. From there we simply let them loose and watch them fly. If I could sum up in a single sentence what our D&T offer is like, it would be that it is a constantly evolving and leading subject. Our promise to our students is that what we are teaching you now we have never taught before, and next year we will be saying the same to the next cohort. We simply don’t sit still.

sandwich, and build robots for the whole hour. The best bit about this is the older girls who are in the department doing their projects are very jealous, saying ‘why didn’t we get to do that?’! It’s great to hear them recognising how good the opportunities on offer are here.

In the case of the enrichment activities, do you have to entice the girls into embracing D&T at an earlier age? Girls in our junior school attend weekly lessons in D&T, delivered by our secondary school staff. This is so vital to our subject, as my previous experience has been that often girls join secondary school with little or no experience of technology. At this young age, we literally could offer a club or competition, and we would be inundated with girls wanting to be involved. Creative making and designing seems to really inspire our girls. Thinking about our current clubs and enrichment activities, for example our robotics girls in Year 8, we have to find ways to

BROMLEY HIGH SCHOOL Bromley High School, part of the acclaimed GDST network, offers exceptional education for girls from four years through to 18. Opportunity is not in short supply here and a look at their Design & Technology department perfectly highlights this. Providing superb facilities, the department offers a host of enrichment activities in Years 7-9, before progressing to enabling students to focus on product design and becoming independent learners. Phil Holton, who took over the running of the department in September, here tells us why Bromley High School stands out.

FOR SOME OF OUR GIRLS, TALKING ABOUT 3D PRINTING AND ROBOTICS MAKES THEIR EYES LIGHT UP

If I happened to walk into one of your typical classes, what would I encounter? Something that I am really proud of is that already, with some of the changes and innovations I have brought in, you would find girls being independent and engaged learners in an environment where they feel safe to be creative. Walk into a sixth form lesson and you will find girls pushing the boundaries of design through application of disruptive technology, working in industry standard ways, and doing things that really are challenging and innovative. Walk into a GCSE lesson and girls are exploring one to one devices and cloud-based software to help them project manage their design coursework. Walk into Year 9 lessons and girls are fully engaged in designing for other people in society such as the disabled or those in vulnerable situations. Walk into a Year 7 lesson and girls are experiencing new materials and processes in each and every lesson – one of the students will be wearing our expert apron and taking the lead on demonstrations and peer support, and most importantly all of the girls will be having fun. D&T is not an easy subject, but these girls are not stuck because they don’t know what to do, they are stuck because they are pushing into areas where no-one knows the answers, and they are exploring new avenues. We are all learning as we go. Bromley High School, Blackbrook Lane BR1 2TW; 020 8781 7000; bromleyhigh.gdst.net

schoolreportonline.com | Spring Term 2016

OPINION

Sue Laidlaw Why parents should not be afraid to say no

erhaps it is a sign of getting older, but on a opportunity to push those boundaries, make our own daily basis I am staggered by the number of mistakes and become young adults who are able to parents who seem to be ruled by their make independent decisions. However, is that not best children. In my work, conversations with developed by having a framework from which to work? parents frequently include snippets such as, ‘if my It seems that many parents so often want to be their child doesn’t like it, what is the point?!’ and ‘I’ll ask her child’s chum, primarily. They can appear to be scared if she wants to do it’. not to be their friend. Perhaps there is a concern that In everyday life, one only needs to go shopping or to their offspring won’t like them. It’s officially true – a restaurant to see who exactly is in charge. Children sometimes our children don’t like us! Certainly, mine are encouraged to ‘express themselves freely’ above haven’t liked me when a) I have sent them back anything else – this sometimes upstairs to change their inappropriate translates into rushing around clothing, b) told them that they have to We are in the restaurants unchecked or playing be back by x o’clock, c) they are not situation where games on devices at the table, whilst children are Kings allowed to go out with wet hair – and their parents engage in interesting the list goes on and on and on... and Queens of their Obviously none of these things are conversation with friends, over chilled own small worlds Chablis or a delicious glass of pinot really crucial in themselves, but it does noir. I can only conclude that the matter that a climate of mutual respect pendulum has swung so far away from the children of is developed and honed. our great-grandparents being seen and not heard that Hear endeth my rant – but, finally, a note of true we are now in this baffling situation where children are optimism. In my continuing journey through Kings and Queens of their own small worlds. parenthood so far, I have discovered that whilst we Now, don’t get me wrong, I am a parent of three. I cannot always be the friend of our child, we can always love interesting conversations with my friends, not to be their loving, caring parents. Then something quietly mention a glass of pinot noir. Equally, I am certainly wonderful happens, and, as they get older in the not against children being twilight of their teens and into expressive and having their early 20s, friendship opinions (meet my children as evidence!) but... What has happened? Call me old-fashioned, but I

with one’s children blossoms, beautifully and reciprocally – without even trying. They never forget that you are their

thought that parents were the grown-ups, the ones who help shape and guide their offspring, drawing

Mum or Dad, but it combines with a truly special friendship.

boundaries and sometimes even saying no! Of course, as we grow and develop, we all need to have the

Laidlaw Education Group – find

Sue Laidlaw is senior partner at

out more by calling 020 8487 9517 or visiting laidlaweducation.co.uk

schoolreportonline.com | Spring Term 2016

SCHOOL REPORT

NURSERY& PREP {THE UK’S MOST DESIRABLE SCHOOLS }

theresident.co.uk | Autumn Term 2016

TALKING HEAD

Love of LEARNING

challenging ways. The children are enthusiastic learners, and this provides a

great atmosphere and a positive environment for learning. Young children have a natural curiosity in all things that needs to be nurtured and celebrated. It is fascinating to watch the children develop socially, emotionally and educationally.’ A preparatory school, of course, is all about setting children up for the next stage of their educational journey. Bassett House has a very good reputation for its children heading off to the leading day and boarding schools, so how does the school ensure the pressure isn’t felt Words MARK KEBBLE as entrance exams come around? ‘A happy, non-competitive environment in ridays, for post for two years, is under no illusions the classroom, led by approachable, those working how important this stage of a child’s life supportive and calm staff,’ states Mrs the typical five is with regards to education. ‘It is a Cawthorne. ‘This includes plenty of day week, terrific privilege to have responsibility for examination practice with a very clear always put a smile on those all-important first steps on a child’s focus on familiarisation with questions the face. For the children educational journey,’ she and reinforcement of exam Activities of Bassett House – a says passionately. ‘The first techniques. Children have an include non-selective, years at school are arguably ‘11+ box’ in which they can co-educational preparatory school for the most important in a debating, bug post any concerns – and good ages three to 11 – the end of the week is child’s school career, and at news – if they so wish.’ hunting and

Philippa Cawthorne talks about how positivity at a young age has long-lasting benefits

all about adventure. ‘At Bassett House, in addition to before and after school clubs such as sport, drama and music, there is an enrichment hour every Friday

Bassett House – although the children undoubtedly have lots of fun and laughter in their lessons – a positive

afternoon,’ says headmistress Philippa Cawthorne proudly, ‘during which the children are provided with the opportunity to choose from a wide

attitude to learning is encouraged and firm academic foundations are laid, leading to outstanding social and academic progress.’

difficult to sum up a typical Bassett House pupil, as the school prides itself on nurturing the unique individuality of each child,’ she says. ‘Seeing the children

variety of fun and stimulating activities that they might not otherwise enjoy, with debating, bug-hunting and country dancing being recent popular options!’

Pop your head into any Bassett House class and you can see what Mrs Cawthorne means. ‘Colour, energy and enthusiasm,’ is how she sums up the

bounding into school each day with smiles on their faces, ready to learn, surpasses all my stand-out moments.’

It’s little wonder Bassett House is a very happy school. Mrs Cawthorne, in

classroom experience, ‘as the children engage with their learning in creative and

Bassett House School, 60 Bassett Road

Spring Term 2016 | schoolreportonline.com

country dancing

Listening to Mrs Cawthorne speak about her school, her passion for the children is undeniable. ‘It is

W10 6JP; 020 8969 0313; bassetths.org.uk

NEWS

MAKING HISTORY Alpha Plus Group has announced that they will open a new Catholic Girls’ School in September 2016. St Anthony’s School for Girls will be located in Ivy House on North End Road, NW11, which is a magniﬁcent three-storey building with a beautiful façade, overlooking Golders Hill Park and with a large terrace to the rear. It is the former home of the London Jewish Cultural Centre and of the prima ballerina, Anna Pavlova, as well as once being occupied by the painter, JMW Turner. The new school will be two-form entry, which will educate girls from four to 11 years of age. Find out more by visiting alphaplusgroup.co.uk

LAUNCH PAD THE SCHOOLS DOING WONDERS TO INSPIRE YOUNG MINDS

REDCLIFFE REFLECTIONS On 11 November the pupils, staff and parents of Redcliffe School remembered the sacriﬁce of others with their own Remembrance Day service held in St Luke’s, Redcliffe Gardens. Home to Redcliffe Lower School pupils, St Luke’s provides a focal point for all the Redcliffe School families. At the service there was particular emphasis on empathy and understanding, which tied in well with this term’s assemblies at which the

Taking responsibility Pupils at the Greenwich Steiner School were recently featured on BBC London News showing that children introduced to technology when older use it in a more responsible way. The news report covered a study by the London-based think-tank the Strategic Society Centre, which found that young people’s happiness reduced the more time they spent on technology. Introduced to technology only at 11 years, pupils at Greenwich Steiner School become computer literate quickly. To find out more, visit greenwichsteinerschool.org.uk

children have been considering the Redcliffe values of kindness, courage, responsibility and respect. See more at redcliffeschool.com

WINNING ATTITUDE Alongside the recent expansion of academic facilities, Sinclair House has developed a fully-equipped multi-purpose sports hall for the Preparatory School. This 5,000 sq ft all-weather environment has allowed the PE team to extend the sporting syllabus, offer additional extracurricular games activities and House competitions. sinclairhouseschool.co.uk schoolreportonline.com | Spring Term 2016

NEWS

START OF A JOURNEY

UNIFORMS FOR KENYA As Moreton Hall’s Prep school introduced their new uniform back in the autumn, the children of the school came up with a charitable initiative. Rather than wasting the uniforms, the children asked Head Girl, Alice Smith (pictured above centre), if she would take their old T-shirts to Kenya with her to donate to a school there. Alice, a Year 13 pupil, went out to work in a boys’ school where more than half of the students are orphans and facilities are very basic. Moreton Hall, Weston Rhyn, Oswestry SY11 3EW; 01691 773671; moretonhall.org

Head to schoolreportonline.com for An Education, a series of articles from Simply Learning Tuition that builds on the opinions of leading educationalists like Sir Anthony Seldon and distils their views and expertise into useful advice to help parents make the best decisions for their child’s education. See simplylearningtuition. co.uk or call 020 7350 1981.

Perfect mix S PACE TO GROW Kensington Prep has created new amphitheatre-style seating in their playground – the ﬁrst part of the school’s £2.7m innovative building project entitled ‘Creating Spaces for Growing Minds’. Giving pupils more opportunities for independent and collaborative work to complement teaching in the classroom, the build also includes the development of an Eco-Greenhouse, spacious breakout spaces outside the classrooms and a high-tech ‘Explore Floor’ incorporating a multimedia recording studio. Kensington Preparatory School, 596 Fulham Road SW6 5PA; 020 7731 9300; kensingtonprep.gdst.net

Spring Term 2016 | schoolreportonline.com

It has been a busy term at Maple Walk Prep School: author visits, sporting triumph, biking breakfasts, and coding workshops have all been enjoyed. The school offers a first class, traditional education in a creative environment, teaching the Core Knowledge curriculum to expand children’s mental horizons. Last term the school had some impressive 11+ results, but they don’t just celebrate academic success: six of their pupils were recently selected to represent Brent in the London Youth Games. Maple Walk Prep School, 62A Crownhill Road NW10 4EB; 020 8963 3890; maplewalkschool.co.uk

Redcliffe School dedicated to growing excellence

‘Excellent’ in all categories (ISI report 2013) Girls aged 3-11 years and Boys aged 3-8 years

Redcliffe School, 47 Redcliffe Gardens, London SW10 9JH 020 7352 9247 registrar@redcliffeschool.com www.redcliffeschool.com

SCHOOL REPORT

Double vision Choosing a school for your child is tough enough – but what about the issues facing parents with twins? Words SUSAN WHARTON

F 86

rom the moment my twin pregnancy was confirmed, it seemed there was an extensive list of things to worry about. From whether one of the twins would disappear in utero due to ‘vanishing twin syndrome’, to the more likely concern that they be born prematurely and need special care, the worries seemed constant – never mind the thought of coping with two newborn babies simultaneously (alongside two other small

who would soon need to go to school. In our case, the primary school path was thankfully obvious – they would follow their older siblings to our excellent local state school. For many parents of multiples, however, school options can be a huge dilemma. State or private? Selective or non-selective? Single sex or co-ed? For any parent these can be baffling choices to make, especially if living in an area with an abundance of excellent options – but

children in my case). We were very fortunate that all these fears proved unfounded and as the blur of the early years passed we were the proud parents of healthy, happy identical boy toddlers

add the ‘multiples’ factor into the equation and the decisions become even more complex. Let’s think about the private sector. Received wisdom is that one should choose the right

Spring Term 2016 | schoolreportonline.com

EDUCATING MULTIPLES

Twins may be inseparable, but once it comes to education some big decisions may need to be made

school for the child. Supposing you have paid your registration fees early enough for the nonselective schools to be able to secure sufficient places – so far so good. But will the school suit both/all children? It goes without saying that like any siblings, twins and triplets (even identical ones) can be very different in terms of personality, interests and academic abilities. The boisterous sporty atmosphere that suits one may be less appropriate for a quieter, more bookish child. The school with a reputation as an academic hothouse may be ideal for one but not others. Parents may be ideologically in favour of single sex education, but if your multiples are boy/girl then two different schools would present logistical hurdles. Selective schools add yet another layer of complexity. All the above considerations apply, but then both/all children need to pass the selection, which at 4+ can be a

strong bond that early separation would be hugely traumatic. Others blossom away from the shadow of their twin for the first time. The solution is less obvious where one is more dependent on their twin than vice-versa. And as for triplets – not many primary/prep schools have more than a two form intake, so there is unlikely to be an option to separate all three. Applying to the state sector is relatively straightforward in comparison as options are fewer depending on address or religion. After years of lobbying by TAMBA (Twins and Multiple Births Association), the government has changed the admission code to make it impossible for multiples to be allocated separate primary schools

stressful enough process with one child! Then there is the type of school to consider should you choose a school that goes through to 11 or 13 (or even 18, for the sake of your sanity),

against their will (believe it or not a significant problem in years gone by) and thereby removing one of the biggest worries for parents at the outer limits of catchment areas.

or that sought-after Pre-Prep that necessitates another application round at 7+ or 8+? Once you have identified the perfect school that has places and suits both/all the children,

Finally, what of my twins? Separate classes at the state school worked well for them, so much so that we have sent them to separate selective independent secondary schools – but

another important decision looms. Should you – and can you - separate your multiples into different classes? That lovely small school that was otherwise ideal may only have a single form

that’s a whole other article…

intake. The advice for parents of multiples is to be guided by their children – some share such a

juggling the needs of four children

TWINS CAN BE VERY DIFFERENT IN TERMS OF INTERESTS AND ACADEMIC ABILITY

Susan Wharton is Financial Administrator at Laidlaw Education and experienced mother of

(020 8487 9517; laidlaweducation.co.uk)

schoolreportonline.com | Spring Term 2016

Open Day Sat 3 Oct

10am - 12.30pm Friday tours twice a month 9.30am - 11am book with school office

PHYSICAL ACTIVITY

Natural progression How Little Forest Folk in Wimbledon are helping us see the wood through the trees Words MARK KEBBLE

The Little Forest Folk children keep themselves thoroughly entertained

don’t know what’s more ridiculous: the large wellies I am wearing with my suit, or the fact I have watched a group of young children play together for an hour and not one tantrum is thrown. ‘They never get bored. The kids who come here don’t complain about being bored – they know how to make their own entertainment. There’s no fighting out here.’ Leanna Barrett can’t stop smiling and it’s little wonder. It’s been just over a year since she founded Little Forest Folk alongside husband James, with the ambition of increasing the

the country or not, but we like it in this area [South West London]. I did a lot of research into Forest Schools and thought someone may do it around here. I then had our second baby, but still nobody was doing it – so we decided we needed to build it ourselves.’ After a lengthy search they came across a fenced off paddock adjacent to Wimbledon Common and Little Forest Folk was born. ‘What really helped was that my kids were here,’ Leanna says on the initial response to the Barretts’ idea. ‘I was not someone building something to make a

connection between children and nature. ‘Our daughter Ella, who is four now, loved being outside since she first crawled,’ Leanna starts the story. ‘We had that dilemma of should we move to

lot of money, I built this for my children. We didn’t start with many – ten children – but now we have 129.’ They originally started by offering half days, ‘but the children were getting annoyed

Children learn about colour and shapes using nature

schoolreportonline.com | Spring Term 2016

PHYSICAL ACTIVITY

Currently Leanna and James accommodate two to five-year-olds and it seems about time too: a new All Party Parliamentary Group has called for play, especially outdoors, to be at the centre of a ‘whole child’ approach to health and wellbeing. ‘Parents really want this,’ Leanna says as she leads me round the entire site. ‘A lot of them are worried that their kids are so mollycoddled. Being out here teaches children to handle the world themselves. The children here are just braver, more confident and more physically developed too.’ It’s early days, but already the children who have been at Little Forest Folk are showing greater development at school. ‘There are six children who are now at a local primary, including my daughter, and another 20 who have not done something like this. Our kids are much more independent and can think for themselves. They

Whatever the weather, Little Forest Folk is a happy environment

question things.’ Those in the know are certainly behind Leanna

about going home at lunch’ so now offer a full day of teaching from 8am-6pm. ‘Lessons’ are conducted throughout the day covering the EYFS curriculum, with the numerous staff responding to what the children uncover. A typical Little Forest Folk day will cover everything from literacy to mathematics, via understanding the world. Numbers and counting are encouraged by looking at trees and birds; shape and colours are aided by leaves and feathers; nature is explored using water, air and earth.

Here the children are just braver and more confident

and James. Big Venture Challenge, which uncovers entrepreneurs who they deem worthy of investment, named Leanna as one of their winners in 2015 and, as a result, there will be two more Little Forest Folk locations opening in Wandsworth and Chiswick. ‘This is what needs to happen in the UK,’ Leanna states as we peer into ‘The Dome’ where three of the younger children are curled up on comfy bedding having a nap while a childminder looks on. ‘I feel we are at a real crest of a wave and we are in the right place at the right time.’ To find out more, visit littleforestfolk.com

LEADING AN ACTIVE LIFE Anne-Marie Martin, founder of diddi dance, explains what the Children’s Activities Association (CAA) will bring to the industry You are a founding member of the CAA. What is it all about? The CAA is the ﬁrst independent, not-forproﬁt body to set and raise standards for all organised children’s activities. It has been created to give parents peace of mind that the service providers follow a strict code of conduct and work towards a full accreditation showing customers that all their sessions are not only covered by all appropriate documentation, but that the lesson plans are age appropriate and lead in an engaging way for that age group. What kind of advice do they offer? The CAA supports parents in making the right choices for their children’s activity providers. There’s a wealth of clubs and classes out there across a huge variety of sectors – sports, dance, languages, crafts, and Yoga to name but a few. By ensuring that a supplier is a CAA member, parents can be assured they have signed up to a

Spring Term 2016 | schoolreportonline.com

comprehensive code of conduct covering a range of key issues including safeguarding, health and safety, insurance and more, thereby offering peace of mind. Why is something like the CAA needed? A recent survey revealed that more than 75% of parents said they struggled to find out enough information when choosing a new activity for their children. With so many providers, parents often don’t know where to turn so, in a UK-first, the CAA is a not-for profit, industry-led initiative that offers consumers at last the option to make informed choices. There’s nothing more important than our children, but shockingly until the CAA was established, there were no standard, comprehensive guidelines or regulations to give parents security when placing their child at an activity or class. So now parents just need to look for the logo when investing their time and money in choosing the best activity for their child. Visit childrensactivitiesassociation.org to find out member information and additional news

Blackheath Preparatory School IAPS co-educational school for 3-11 years

Overlooking Blackheath and set in ďŹ ve acres of beautiful grounds, this leading prep school offers an outstanding education. Regular open mornings are held throughout the term when you can come and join us on a normal working day. 4 St. Germans Place, Blackheath, London SE3 0NJ T: 020 8858 0692 E: info@blackheathprepschool.com www.blackheathprepschool.com Company limited by guarantee No. 672569 Charitable status No. 312732

INSIGHT

TEACHER IN FOCUS Kate Hornshaw, Deputy Principal, Lower School Dwight London

What do you love best about Dwight School London? Our school is full of inquisitive children who

which means that it covers all subject areas. Our teachers are motivated about teaching the curriculum and, although I have only been here

have a thirst for knowledge. We look at developing the whole child as an inquirer and

a few months, I can already see this in the reactions and achievement of the children.

encourage children to continue this both inside and outside of the classroom. This means that

How do you implement the IB principles at a

our children ask more thoughtful and reflective questions as well as achieving highly in traditional skills. This leads to them having a deeper understanding of what they are learning. I really love being part of that process. What do you think makes Dwight School London unique in the capital? Dwight School London is an international school that offers the whole International Baccalaureate curriculum from the IB Primary Years Programme in the Lower School through to the IB Middle Years Programme in the Upper School and finally onto the IB Diploma from age 16. This is important and attractive to both local and international families. We feel that our school reflects the changing world and that the skills, knowledge and concepts we teach will help students to be successful global citizens. What does your role involve on a day-to-day basis, and do you also teach? One day I can be meeting staff and discussing performance management targets and whole school impact, or I can be team teaching, arranging extra-curricular activities or working on our House system. I think it is important for me to have an element of teaching in my role. This ensures that I can explore best practice and really understand how the children in our school learn. I am currently teaching a fantastic Year 3 class who demonstrate to me the wide reaching benefits of the IB Learner Profile. What curriculum do you follow in the Lower School? We follow the IB Primary Years Programme. The curriculum is designed to be engaging, relevant, challenging and significant for our learners. It is dynamic, international and transdisciplinary,

DWIGHT SCHOOL LONDON Dwight School London is a local school with a global vision. It is a leading independent, international school and is accredited as an International Baccalaureate (IB) Open World School. It was one of the first schools in the UK to offer the full IB to local and international students aged from three to 18. Kate Hornshaw joined the school in September as Lower School Deputy Principal. She originally worked at an international school in China and, therefore, jumped at the chance to be involved with one of the few schools in the UK to offer the IB Primary Years Programme.

THE IB EARLY YEARS PROGRAMME IS ENGAGING, RELEVANT AND CHALLENGING

young age? We teach the children through five essential elements: Knowledge, represented by traditional subject areas; Concepts, which children explore through concrete inquiry; Skills, these are the broad capabilities children develop and apply during their learning in and out of the classroom; Attitudes, these contribute to international mindedness and are linked directly to the IB Learner Profile; and Action, that successful inquiry leads to appropriate action. Do you think it’s important children are exposed to the IB from an early age – and if so, why? I do think this is important. The IB PYP develops the child’s academic, social and emotional wellbeing with a focus on internationalmindedness. There is a key focus on independent learning skills and we encourage children to take responsibility for their learning. I believe that this prepares them well for future schooling, university and the global work community they will be entering. How do the children respond to the lessons? You see children who are truly engaged with their learning and who are challenged to take their learning further in a creative way. This year in Lower School we have introduced ‘Wow’ lessons to students from Year 1 through to Year 6. The purposes of these are to introduce the children to a life skill that they may not get the opportunity to experience. We are currently offering ballet to our Kindergarten and Reception children, yoga for our Year 1 and 2 children, Taekwondo for our Year 5 children and our Year 6 children have just gained their first aid qualification. We are looking into magic lessons and potentially running our own radio station for our Year 3 and 4 students.

schoolreportonline.com | Spring Term 2016

House Schools Group

Bassett House School

Excellent resources and high staff to pupil ratios make all three of our London schools centres of excellence House Schools Group comprises three preparatory schools in London – Bassett House School in Kensington, Orchard House School in Chiswick and Prospect House School in Putney – all members of the IAPS. While the three schools have much in common, such as excellent staff to pupil ratios, many specialist teaching staff, a very high level of equipment, cutting edge information technology resources and first rate academic results – each school also has its own differences in terms of its individual character and traditions. The curriculum at all three schools varies slightly but takes into account the National Curriculum. It is always geared towards the competitive entrance examinations required for the children’s next schools. Academic results at all three schools have been excellent over many years. The pastoral care at all three schools is also first rate. The schools aim to develop each child’s confidence so that each is self-reliant and has good self-esteem. Through clear structures at each school, the children’s well-being and happiness is constantly and systematically monitored. Above all, one characteristic is ingrained in the core of all three schools: that the children should enjoy a happy, productive atmosphere where in each child can be encouraged to deliver his or her very best in both academic or other endeavours. These are schools where your child will be known and where his or her talents both recognised and valued. When Sylvia Rentoul founded the group’s first school (Bassett House) in 1947, she was strongly opposed to the ‘factory’ approach then prevalent in most schools. Instead, she was determined that her school should focus on each child as an individual. In terms of each child’s own potential (academic, sporting, artistic and social), her objective was that every child should be stretched to his or her own personal limit, consistent with the child remaining cheerful and happy. She was convinced that the key to success was to have as high expectations for every pupil as possible consistent with the child not being overwhelmed. That ethos persists to the present time. It is impressed as an article of faith on all our staff within the group. We place enormous store on every child wanting to come to school and to enjoy the learning and social opportunities the school offers. It is our view that a happy child is a productive learner and will naturally aim for excellence. Throughout their time at our schools we want to get the best from each child, while maintaining their happiness and enthusiasm for school. We have high, but realistic expectations in terms of individual targets that, demanding though they may be, are attainable. As a result our record is very good and we do believe that we are able, almost invariably, to maximise each and every child’s chance of success. We work with parents to produce happy, high achieving and confident children – and our schools are very good at this indeed. We hope you will visit any one of them to see this for yourself.

ADDRESS: 60 Bassett Road, London W10 6JP WEBSITE: www.bassetths.org.uk FOUNDED: 1947 NUMBER OF PUPILS: 190+ AGES: 3–11 FEES: £2,630 – £5,480 per term HEADMISTRESS: Mrs Philippa Cawthorne MA (Soton) PGCE RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Non-selective at nursery and reception stages, thereafter by assessment CONTACT: The school ofﬁce, 020 8969 0313 EMAIL: info@bassetths.org.uk SCHOOL VISITS: Open Day Saturday 14th May 2016 10am–12.30pm

GAMES & THE ARTS: There are 2 specialist PE/games teachers. In addition to its own gym, Bassett House makes use of the extensive sporting facilities at the Westway Sports Centre nearby, and the open spaces of Kensington Memorial Park five minutes walk away. There is a specialist art teacher and a specialist IT teacher. The children have won a number of external art prizes. The school has its own professional drama facilities. There is a director of music and an extensive music staff. SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: Emanuel School, Francia Holland, Frensham Heights, Godolphin & Latymer, Kew House, Latymer Upper, Notting Hill & Ealing, Portland Place, Queen’s College, Queen’s Gate, St. Benedict’s, St James, St. Paul’s, South Hampstead High, The Harrodian, Wetherby, Westminster Under. RECENT SCHOLARSHIPS: Emanuel School, Frensham Heights, Queen’s College, City of London Girls’. HEAD TEACHER’S PHILOSOPHY: Each child’s formative years are crucial. Children should enjoy school! Bassett House is characterised by its warm and nurturing atmosphere, in which every child feels secure and where each can build a firm educational foundation. My staff and I encourage each and every child to be inquisitive about the world and to develop a life-long love for learning. OUTSTANDING CHARACTERISTICS: – Our pupils: cheerful and confident learners, who enjoy the opportunity to excel in whichever areas they show promise. Treated with warmth, friendship and respect by the adults who work alongside them. – Our staff: highly professional, wholly committed. Excellent staff to pupil ratio, backed up by specialist teachers. Special needs to be spotted quickly and addressed. – Our facilities: first class, very well equipped, top IT technology backing the curriculum where it is needed.

Orchard House School

Prospect House School

ADDRESS: 16 Newton Grove, London W4 1LB WEBSITE: www.orchardhs.org.uk FOUNDED: 1993 NUMBER OF PUPILS: 290+ AGES: 3–11 FEES: £2,630 – £5,480 per term HEADMISTRESS: Mrs Maria Edwards BEd(Beds) PGCE(Man) RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Non-selective at nursery and reception stages, thereafter by assessment CONTACT: The school ofﬁce, 020 8742 8544 EMAIL: info@orchardhs.org.uk SCHOOL VISITS: Open Day Saturday 12th March 2016 9.30am–12noon

ADDRESS: 75 Putney Hill, London SW15 3NT WEBSITE: www.prospecths.org.uk FOUNDED: 1964 NUMBER OF PUPILS: 300+ AGES: 3–11 FEES: £2,630 – £5,480 per term HEADMISTRESS: Mrs Dianne Barratt MEd(Newcastle Upon Thames) RELIGIOUS AFFILIATION: Non-denominational ENTRANCE PROCEDURE: Non-selective at nursery and reception stages, thereafter by assessment CONTACT: The Registrar, 020 8246 4897 EMAIL: info@prospecths.org.uk SCHOOL VISITS: Open Evening Thursday 12th May 2016 6pm–8pm

GAMES & THE ARTS: Apart from its own artiﬁcial grass and tarmac play areas, Orchard House has the use of the nearby Chiswick Back Common. Children are also taken weekly to Acton New Pools and to Brentford Leisure Centre. There are 2 specialist PE/games teachers. The school has its own specialist art teacher and is able to ﬁre ceramics. There is also a specialist IT teacher and a director of music. Drama productions are staged regularly at venues such as Chiswick Town Hall.

GAMES & THE ARTS: Prospect House has a large private area of artiﬁcial grass, allowing for tennis, hockey and other games on this all-weather surface. The children make use of the facilities at Roehampton Playing Fields nearby. There are two specialist PE/games teachers. Art is taught by a specialist teacher, as is IT. In addition to various arts awards, the school recently won an Apple IT award. Music is very strong at the School; there is a Director of Music and several prestigious prizes have been won. The school has its own PE and drama facilities.

SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: Downe House, Cheltenham Ladies’, Emanuel, Godolphin & Latymer, Hampton, Ibstock Place, Kew House, King’s College, Lady Eleanor Holles, Latymer Upper, Notting Hill & Ealing, Queen’s Gate, St James, St Paul’s, The Harrodian, Tiffin Girls, Wycombe Abbey, amongst others RECENT SCHOLARSHIPS: Emanuel School, Kingston Grammar, St Benedicts, Kings College School Wimbledon, Putney High, Notting Hill and Ealing High, Queen’s Gate, Downe House, St Paul’s and Latymer Upper. HEAD TEACHER’S PHILOSOPHY: The children are loved first and taught second. We believe learning should be exciting and fun, and that the children should positively want to come to Orchard House every day. The professional and committed staff respond to each child’s needs rather than being a hostage to SAT and league tables; nevertheless our approach leads to very strong academic results. OUTSTANDING CHARACTERISTICS: – Friendly, homely atmosphere, attention to / respect for each child. – Bright, naturally lit and well equipped classrooms; all weather playground. State of the art ICT resources and specialist ICT staff. – Very committed teachers – low turnover of staff; many specialist teachers and high academic standards. – Special needs identified early and appropriate remedial programmes arranged quickly. – Home cooked lunches of top quality.

SENIOR EXIT SCHOOLS FOR THE LAST ACADEMIC YEAR: Benenden, City of London Freemen’s, Colet Court, Downe House, Emanuel, Godolphin and Latymer, Hampton, The Harrodian, The Lady Eleanor Holles, Ibstock Place, King’s College, Kew House, Latymer Upper, Notre Dame, Putney High, Radnor House, Reed’s, St Paul’s Girls, Surbiton High, Tiffin, Westminster Under School, Wimbledon High, Wycombe Abbey. RECENT SCHOLARSHIPS: Alleyns, Emanuel School, Kingston Grammar, Notre Dame, Reed’s School, Surbiton High, Trinity School, Windlesham. HEAD TEACHER’S PHILOSOPHY: For children to achieve and become successful adults they need to have strong foundations. They need to be well taught in these early years so that they are confident in the key subjects of literacy and mathematics and are enthusiastic about learning. Our philosophy is to achieve the best academic results for every child while giving him or her the opportunity for personal growth, so that the children will leave us confident and responsible. OUTSTANDING CHARACTERISTICS: – High staff to pupil ratio which allows for a personalised approach and high academic standards. – Well resourced with excellent ICT facilities, used extensively to enrich and extend learning. – Specialist staff used from nursery age upward.

OPINION

Ian Hunt

How schools can can help parents to make that big decision

t is about this time of the year that the Times and four years time. It predicts, based on extremely accurate Telegraph league tables are published in the UK historical data, what a student is going to achieve in and there is no doubt that these publications are their GCSE results. eagerly awaited by schools and parents alike. It is The key to this performance data is the value that the single most used yardstick by which to judge the the school can add to these predictions due to a host of quality of schools in the UK. factors that the school is in control of: class sizes, Unfortunately, however, this measure is at best a behaviour, extra support, resources and of course the crude and at worst an extremely misleading way to overall learning environment. Quite simply, the overall decide which school is best for your children. Every culture of the school. If all of these are positive, then a single one of the top schools is highly selective, and pupilâ&#x20AC;&#x2122;s predicted grades can rise by anything up to 1.5 whilst they may be perfect for some, grades over the course of the four years. their league position in no way ensures Unfortunately, in the UK, this data Bold and that they are the right school for every innovative schools has not always been readily available to child. Of course the debate as to what parents. I do not understand this as should educate makes the best school is a highly most UK independents have nothing to parents on value contentious topic as there are so many hide, and when I was a Head I was added data factors. However, what cannot be certainly very willing to share it as it refuted is the fact that a clear indicator showed our school (a non selective of the standard of teaching is the value added data that co-educational boarding school) to be adding significant each school holds. For the most selective schools, this is value to the pupils we had. not so easy to shine as children are already at the top of Bold and innovative schools should educate parents the scale, but for those schools who take a range of on the value of this data. They should release it to pupils into their care, it is the very best indicator of parents; it would be a huge leap forwards and very teaching standards. refreshing and illuminating if the Heads of our schools All independent schools are now coming to the were willing to publish their value added data. Then, realisation that they can already confused parents no longer assume that would be able to begin to just because they have a name or that they have built a brand new science block that they

Llandovery College, where Ian Hunt was Head for three and a half years

see another important discriminator that they could use to decide which school is best for their

will be full. And so they must look towards a new set of criteria on which to be judged.

children. A whimsical hope? As parents you can have an impact on this.

Value added data measures a pupilâ&#x20AC;&#x2122;s current likelihood of achievement in three or

Ian Hunt is the Managing Director and CEO of Gabbitas Education; gabbitas.com

schoolreportonline.com | Spring Term 2016

Bringing out the best St Olave’s is a Prep School in New Eltham for boys and girls aged 3-11 years ■ ■ ■ ■ ■ ■ ■ ■

Broad, child-centred curriculum Excellent results in the 11+ selection Clubs, outings and residential trips Excellent pastoral care Small classes Specialist staff for PE, IT, Music, French and Drama Sibling fee reduction Before and after school care

Tel: 020 8294 8930 www.stolaves.org.uk