31 minute read
SOUTH EAST ENGLAND
SOUTH EAST
The South East of England is known to be the most sunniest and warmest part of the UK.
It stretches from Kent, where we find Dover and those amazing white cliffs in the east, across the South Coast through Sussex to the New Forest in Hampshire, also not forgetting the beautiful island of the Isle of Wight, famous for its music festival and some of the UK’s most darkest nights, which is a great place for stargazers.
Dover, also known for being a port, which travelling 30 miles across the Channel Tunnel you have the opportunity to explore France and the rest of Europe.
Other areas of interest include the world famous Canterbury Cathedral which holds a shrine of the medieval Archbishop Thomas Beckett and is one of the oldest Christian places of worship in England, dating back over 1,400 years. For the art lovers, the seaside town of Broadstairs where the beautiful sandy beach of Botany Bay is well worth a visit, this is one of the many shores that inspired the Artist, Turner.
We must not forget the magnificent English countryside
South Downs National Park. of the South Downs National Park, where there are miles of country walks and chalky hills to explore, or for the more adventurous maybe even go horse riding.
The Rock-a-Nore area of Hastings in East Sussex follows Rock-a-Nore road between the beach and the cliffs from the Old Town to the edge of the coast. The area is known for its caves, which were frequented until they were sealed by the council in the 1960s.
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THORNTON COLLEGE DRAGON SCHOOL
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THORNTON
COLLEGE
GODSTOWE
PREPARATORY SCHOOL
Established in 1900, Godstowe is a happy and thriving preparatory school for girls aged 7 to 13, approximately a third of whom are boarders. The school also has a flourishing Pre-Prep and Nursery for girls and boys aged 3 to 7.
Godstowe was founded by two strong, progressive women, originally to prepare girls to move on to Wycombe Abbey School.
Rumour has it that the Turret on Godstowe’s Highlands Boarding House was the inspiration for Enid Blyton’s famous ‘Malory Towers’ series about a girls’ boarding school. Enid Blyton’s daughters both boarded at Godstowe in the 1940s, and the blustery hillside location of the first all-girls boarding prep in the UK, with its quirks and traditions, gives a definite hint of adventure - midnight feasts, clashes on the lacrosse pitch and lessons about life and friendship.
Non-selective, with an emphasis on developing confident and happy children, the school is also highly successful, with pupils regularly scoring first-choice places at top senior schools as well as an impressive number of scholarships. Godstowe is overseen by Headmistress Sophie Green, who puts teaching girls about friendships and having fun as high up the agenda as maths and physics.
LOCATION
Occupying 12 acres on the outskirts of High Wycombe in leafy Buckinghamshire, Godstowe is one of the few all-girls boarding preps in the country. With excellent transport links, just 35 minutes from Marylebone on the Chiltern Line and a 30-minute car journey from Heathrow, boarding is an accessible option for families in London. ACADEMIC
Non-selective it may be, but success is in the air here ... this is a true 3-13 establishment, feeding its post-CE alumni into a heady mix of top day and boarding indies, many with scholarships. Good Schools Guide 2019
Godstowe has an enviable academic reputation despite being non-selective and preparation for senior school is outstanding. In recent years, up to 54 scholarships and exhibitions have been awarded to top senior schools including Wycombe Abbey, Cheltenham Ladies’ College, Wellington, and Downe House, among others.
There is a positive ‘can-do’ mentality throughout the school that concurs with the strapline ‘confident, happy and successful’ ISI Report 2018
With outstanding, highly qualified teaching staff, small class sizes, and excellent facilities, the school has a nurturing, positive and industrious atmosphere. The ethos is simple, Godstowe wants its girls and boys to be confident, happy and successful. Indeed, if the first two are true, the third will almost certainly follow.
At Godstowe, personal development is at the heart of everything. The curriculum is built around the needs of the children and is accessible to everyone, whatever their ability. The Learning Support Department is integral to the school, catering for those with SEN requirements with dedicated and very well qualified staff.
Godstowe provides an exciting and stimulating education that meets the needs of all pupils, extending and broadening beyond the requirements of the National Curriculum. The caring, friendly atmosphere creates a happy and positive learning environment.
From nine to 11 years of age, children are taught by specialists in every subject. Some transparent streaming is implemented from the age of ten to ensure that lessons proceed at the pace most appropriate to the individual girl. Mathematics is divided into sets from age eight to ensure that the needs of the child are exactly matched.
Sport is strong at Godstowe with particular strengths in Netball, Lacrosse, Swimming, Cross Country and Athletics, catering for girls at all levels. Performing arts are also strong,
There’s certainly something magical about this school, where girls thrive at lacrosse, partake in riding lessons and rock painting club, and fundraising through danceathons and brisk cross-country walks. Sport here is strong, and girls typically reach the IAPS National Finals in netball, swimming, and athletics, whilst the biennial lacrosse tour to America and the annual ski trips are keenly anticipated. Drama, music and art flourish and a popular event is the annual Art Exhibition and Fashion Show.
“They find their own strengths and foster a love of learning”, asserts one parent, who is particularly keen on the Head. “Very approachable. A solid pair of hands.” Tatler, 2022
with 80% of girls receiving musical instrument lessons, and three major drama productions every year.
School Scholarships are offered in recognition of current and potential talent. Scholarships are awarded at 8+ entering Year 4 and at 11+ entering Year 7 for either day or boarding pupils.
CO-CURRICULAR
The Enrichment Curriculum consists of over 50 lunchtime and afterschool activities scheduled each week. It gives girls the chance to try many exciting and challenging new pursuits including cooking, Mandarin, dressmaking, judo, ballet, film making, horse riding, and drama to name but a few.
Lifelong friendships are sealed on team-building trips - surfing and rock-climbing at Devon’s Skern Lodge being a firm favourite. School trips at Godstowe are an integral and very important aspect of the personal development programme. Trips and outings provide fantastic opportunities for personal and social education outside of the classroom and they are also great fun!
The girls in the main school have numerous opportunities to take part in exciting trips and outings, some integrated into the curriculum, others not. Some are merely recreational. These include Lacrosse Tours to the USA, Geography tours to Iceland, trips to France and Belgium, an annual Ski trip, and residential trips to Yorkshire and Devon.
PASTORAL CARE
At Godstowe, the wellbeing of pupils comes first. Visitors often comment on the happy, positive atmosphere in the school. “Pupils’ excellent self-knowledge extends to their inner sense of self-worth; pupils are confident, self-assured and positive.” ISI Inspection Report 2018
The school is a warm community where pupils are happy and feel valued. There is particular emphasis on ensuring girls know their voice is heard. With a Deputy Head in charge of pastoral care who the girls can go to (and sit on her comfy sofa adorned with teddies) at any time if they have any worries or concerns, the school also has an Emotional Literacy Support Assistant trained to provide emotional and social skills support to children, as well as two Independent Listeners.
BOARDING
‘It’s an extremely caring, nurturing and organised environment – you know they’ll get all their prep and music practice done and you also know they’ll have fun’ Good Schools Guide 2019
Girls may board at Godstowe from the age of seven. Around a third of the girls in the prep school board, some joining us from overseas. There is dedicated junior house for the youngest boarders and two senior houses for girls in their final two years at Godstowe.
Full, weekly and part-time (flexi-) boarding is on offer, as well as ad hoc boarding nights. The school’s approach to boarding is sympathetic to the needs of today’s families. When it comes to when and if to board, and for how many nights, every family is unique regarding what suits them. Girls who board have the opportunity to go home regularly and parents are actively involved in the numerous School events and activities.
Boarding gives girls the time and space to enjoy the wealth of co-curricular opportunities offered on site at School, as well as to simply enjoying extended time with their friends. Living in the boarding houses, Girls learn to be independent and to value and support others. Most importantly, it is huge fun!
Weekends are always busy and fun with sports fixtures and a programme of activities, as well as much-needed down time. Some activities take place on-site using the school’s fantastic facilities: water polo, SCUBA diving sessions, kayaking, sports hall games, rounders, ‘Godstowe’s Got Talent’ or Masterchef. Trips happen on a Sunday and have included Brighton Pier, ice skating at Canary Wharf, Thorpe Park, county shows, wildlife parks, theatre trips, and watersports outings. In addition, the school offers a programme of wellbeing activities, including Yoga, Pilates, Zumba, pampering. Church, when possible, is offered to those who would like to attend.
FACILITIES
Pupils benefit from first-class indoor and outdoor facilities. Classrooms are colourful and spacious with digital whiteboards to enhance the learning experience. There are dedicated libraries in both the Prep-Prep and Prep with a specialist librarian offering advice and encouragement.
There is an onsite medical centre, with a nurse on duty 24-hours a day. Specialist classroom facilities include modern science laboratories, excellent computing facilities and a fully-equipped food technology area to ensure girls get the most out of their learning experience.
Sports facilities are outstanding, including a new 25m Indoor Swimming Pool, a Sports Hall with a Dance Studio, four floodlit Netball courts/Tennis courts, and a Floodlit Lacrosse pitch/Athletics field.
Godstowe’s Music School includes two large classrooms; fully equipped with keyboards, computers, a clavinova, and a wide range of classroom percussion and ethnic musical instruments. There are 12 practice rooms, each with a piano. The Recital Hall houses a Bosendorfer grand piano.
The school also boasts a purpose-built theatre fitted with modular staging, lighting, sound equipment and surround-sound.
“I really grew in confidence during my time at Godstowe. The classes are small so there is nowhere to hide; you get used to that quickly though, because everyone is so friendly!”
ST JOHN’S COLLEGE
St John’s College is a co-ed independent day and boarding school for children aged 4-18, located in the heart of Southsea, in the Naval island City of Portsmouth.
We exist to affirm Lasallian values, fostering and celebrating the gifts and talents of every individual and preparing them to make a positive contribution to our community and the wider global society.
We pride ourselves on the academic success of each individual student and our outstanding pastoral care. We are a Christian school but an inclusive community, welcoming students of all beliefs.
We are not selective by academic ability and are able to offer a rounded education, providing opportunities for students through an extensive range of activities. We are also proud of our international links and, as the only independent Boarding School in Portsmouth and a member of the International Schools Association, we offer a truly international education experience from which all our students, day and boarding, benefit.
One of the most outstanding aspects about the College is the quality of community spirit, based on positive relationships between students and staff enabling the talents of the students to develop and to create confident young people for the future, and this is a vital ingredient of our success. This ties in with our College motto – Per Laborem ad Honorem (through work to honour), where all members of our community are encourages to give their best in all activities.
WHY MIDDLE SCHOOL?
Energy and Enthusiasm!
Anyone who knows a child aged between 9 and 13 would, I am sure, agree that they are an age group full of energy and enthusiasm! They like to be on the go, have an insatiable sense of curiosity and enjoy the feeling of “growing up” while still wanting the safety and support of boundaries. A Middle School is the perfect answer to this exciting but complicated mixture and provides a secure and nurturing environment for them to be able to spread their wings and really let their imaginations fly! The environment of a Year 5-8 educational setting means that their youthful interest can be harnessed, and they can take their learning on in exciting directions, building an understanding of the world around them and their place in it. Middle School can also encourage increased confidence and maturity from younger year groups and a sense of caring and responsibility from the older students, who are often proud to work with the younger ones and set a good example for them. All of these factors contributed to our decision to create the St John’s Middle School and its success so far reflects how perfect the setting is for this crucial educational stage.
Curricular Freedom
All too often, a typical secondary education begins in Year 7 with the slow march towards GCSE; the focus already on rote learning and ticking boxes. In contrast, a Middle School means that there is opportunity to branch out into areas of learning which will really capture young students’ interest, without the restriction or pressure of exams. We are able to move beyond constant assessment and mark schemes, and instead instil a love of learning, discovery and independent inquiry which will actually serve students far better when they do make the move into Senior School and begin their studies for those important exams. With the focus on field trips, group work, project investigations, curricula links and independent reading, a Middle School is able to adapt itself far more easily in response to student learning. The importance of strong Numeracy and Literacy skills remains at the heart of the learning but they are integrated into an exciting balance of other skills which our children will need for the future. At St John’s, we have created our innovative and unique curriculum around the World Economic Forum’s “Leaders of the Future” skills, with analytical thinking, active learning, complex problem solving, creativity and reasoning linked to all of the topics we cover. We recognise that we are teaching students who will enter a workplace containing careers that might not even exist at present, and so giving them a broad base of “soft” skills which they can apply to any work they do is absolutely essential in order for them to achieve.
What is my place?
The strong community and smaller group setting of a Middle School means that no one gets “lost” and students benefit from being really known by both their teachers and peers. Students are able to mature at their own pace, without the pressure of being potentially influenced by older year groups and can still enjoy playing without worrying if it’s cool or not! Staff are able to support them as they grow into adolescence, having known them since Year 5, and are better equipped to communicate any worries or issues with parents, since those relationships are already in place. Students can feel secure that they can still be children for as long as they need or want to be. At St John’s, we encourage students to take part in a wide range of co-curricular activities, both sporting and arts based, in order to help them discover what they really love. We offer everything from climbing to chess, debating to Dungeons and Dragons, rugby to robotics, gaming to gardening, all to get their
minds and their muscles fired up and to encourage them to think innovatively and creatively, while working with others towards a shared goal.
LOWER SCHOOL
Tips for parents with children starting school in September
Starting school is a big step to take. Whether it is your first child starting school, your last, or one in between, it can be an anxious and emotional time for parents and children. Many children will have attended nursery, but starting ‘big’ school is the beginning of their formal education, where hopefully a love of learning is developed, and firm foundations are laid on which to build in later years.
It is a parental choice where you would like your child to go to school. Every parent hopes that the school they choose will meet the educational and emotional needs of their child, providing them with a nurturing and stimulating environment in which to play and learn and staff who are approachable and caring and whom are happy to leave their child with.
What does St John’s do to help with making this choice?
At St John’s, we want parents who choose to send their children to us to be happy and secure with the choice they have made. We actively encourage parents and their children to come to visit our Lower School to see us in action, to meet the children, look at our environment and talk to staff about what we offer to our pupils.
Open mornings are held throughout the year when families can visit during the school day. “Tea and Tour” visits after school provide the opportunity to speak to staff, ask questions and discuss our provision in more detail. We also offer taster sessions, where parents and children come in and spend time in the Reception classroom, experiencing and exploring the environment.
ACADEMIC RESULTS
GCSE’s 2021
Again our students have produced results which reflect the hard work and effort that they have put in. The teachers supported them to produce a robust set of evidence to ensure they achieved the best results in what has been a very challenging 2 years of GCSE studies.
Our results saw a significant overperformance on both measures. 100% of students gained 5 GCSEs at 9 – 4 including English and Maths, which is a continued improvement over the last 5 years. were awarded through a process of teacher assessed grades, against a national standard and approved and awarded by the exam boards.
The sample check of SJC included IT and Physics where the exam boards agreed with our Teacher Assessed Grades based on a sample of 2 years of past papers long with relevant coursework for each student. IT had a position of 100% A*-A and the average grade bounds of these two subjects were slightly higher than the College’s average %s.
We are delighted that yet again over 95% of our students have secured their prefered choice at University.
FLEXI BOARDING: OPTIONS TO SUIT YOUR NEEDS
Flexi boarding could be just the ticket if your child has to stay at school late for sport, music or drama one or two nights a week, or if you want to ‘dip your toe’ in the water and see if boarding suits your family.
It is possible to flexi board from Year 7 upwards and pupils often like the balance it gives them between school and home and often really look forward to their nights at school. Flexi boarding works best when pupils know which nights they will be boarding in advance and they tend to get greater enjoyment from two consecutive nights rather than separate ones.
FAQs Can I be sure my child will get a good night’s sleep?
It is our main priority to ensure that pupils are fully rested for the school day. Some of the children will go to bed earlier and some later than they do at home but we set lights out appropriate to age to ensure they get a good nights sleep.
Boarders can easily alter House Parents or Residential Assistants at any time of the night if need be.
Where will my child sleep?
We have two boarding houses, Woodlands for girls and Woodleigh for boys.Your child will be put into a room with children from their year group and/r the year group above/below.
POST PANDEMIC TEACHING
The lessons learned from remote education have led to a range of new skills and expertise in the classroom. At SJC we have invested in Microsoft Teams, Onenote and staff have completed many Microsoft leaning modules as part of our journey to becoming a Microsoft Showcase school.
The online lesson
The first position of teaching online required a review of the lesson. How to put forwards the material, give students time to access it and work on it and then respond with feedback. Questions
in the chat function and verbal feedback to individuals.
The best online lessons require advantageous use of technology, inspirational engagement with students, regular goals in the lesson and an interactive nature that makes students feel valued and part of the group. Along with patience as to how fast responses can occur. At SJC we developed an expected interaction position early on and used break out rooms in Teams along with a variety of videos, music and e-resources with staff playing to their strengths. This led to a high engagement and good summative results.
The value of homework
Ofsted’s research into remote education (2021) suggested that the experience of lockdown learning could lead to future improvements in homework delivery once schools re-opened to all students. The homework e-resources such as Hegarty Maths and Doddle Science have allowed teachers to quickly assess and return work to students. The OneNote function of marking rubrics have allowed a personalised specific exam board feedback to occur in a much faster manner.
Moving away from paper-based homework to OneNote allows students to be come familiar with a methodology that they will use at university much earlier on in their educational career. Thus operating programmes such as Moodle or virtual classroom is a skill they have before moving on to higher education. working in many areas of society. In teaching it caused all teachers to adapt quickly to new forms of teaching and to try out a variety of different methods. This has increased the skill set of staff and students. The greater use of Microsoft Teams in exchanging work as well as being able to teach in the classroom whilst being in contact with a student at home has greatly increased the access to education that students at SJC can expect.
Whilst remote education has highlighted that there is no substitute for classroom teaching over longer periods it has allowed us in the short term to include students who may be delayed in their arrival at the college. They can dial in to the lessons, converse with the teacher and complete the work that is being conducted. This has led to smoother transitions and allowed us to provide uninterrupted education across any delay.
Building on what we have learnt
The skills and expertise teachers have gained during the use of remote education, are to be built upon. In the past three to five years there has been a real focus on subject knowledge and delivering a knowledge-rich curriculum to all students. At SJC we have embraced the World Economic Forum’s top 10 skills for 2025 into our curriculum and set about going further into IT resourcing and staff training towards greater use of OneNote and other packages. This is to look at creating individuals who are ready for the world around them as they leave school. SUPPORTING STUDENTS WELLBEING AND POSITIVE MENTAL HEALTH
The mental health and wellbeing have been a concern for schools and educationalists the world over for a number of years. In 2018 it was estimated that 20% of all adolescents suffered from mental ill health, and it has long been understood that poor mental health not only increases the chances of poor mental health in adult hood, but also effects the academic attainment and social development of children. However, the Covid-19 pandemic has exacerbated this problem, and it has never felt more important, or a more pertinent focus for our schools.
Through the first and second school closure SJC has been proactive in the pastoral support of our students and families. Having the ability to transpose our entire provision online over TEAMS has enabled pastoral leaders, Tutors, Matron, and the School Counsellor to not only be available for students, but also to deliver personal social and health education to groups. By having House and Whole School assemblies online we have been able to maintain community and social cohesion across the college in a way that has not been possible for the majority of children across the country. However, we recognised that this was not enough, which is why we constructed the Positive Pathways to Onsite Learning. This programme helped students develop mindfulness skills and showed them how and where to practically apply them, as well as trained colleagues not only in mindfulness techniques, but our Pastoral Team all trained in child mental health, mental health first aid, and mental health advocacy. This combined with the small group sessions and drop-in clinics offered by the Matrons and the school councillor, have been core aspects of our whole school approach to Mental Health and wellbeing.
One of the reasons school is so good for the mental health and wellbeing of our children is the routine it provides. Human beings are by nature ritualistic beings who like to create order, and be part of an orderly social group. By having structured routines at home, such as regular bed and where possible mealtimes, students can have the same sense of order and ritual which builds in to feelings of belonging, support and community. We can also buy into the feelings and sense of community the SJC constructs be attending House events (such as House Dance and Music) with our children, which actively demonstrates support for their school community, and for them as active participants in a competitive sphere. Likewise being supportive of extracurricular sport by attending fixtures and helping get them to Saturday training, all helps engender feelings of community, belonging and encourages the development of resilience.
Over the last two years we have all suffered immeasurable loss, and what our children need (and deserve) is the community, continuity, and care that a school like St John’s can provide. It is more important than ever that schools and families work together to identify when additional support is needed, and create strategies that are individualised and targeted, to ensure that the children in our care are best supported through this complex and unprecedented time.
Outstanding pastoral care (ISI rated) City centre campus with 33 acres of playing fields A long standing and proven relationship with UK & International Military with service discounts available (CEA) Boarding fees inclusive of weekend activities programme - No exeat weekends GCSE Results - 100% 5 passes including English & Maths A level Results - 90% of pupils achieved their first choice university
KENT’S OUTSTANDING AND AFFORDABLE BOARDING SCHOOL
From the all-round education set within outstanding facilities and grounds to the rich heritage and ethos; there are many reasons why you should consider the Duke of York’s Royal Military School, says Principal Alex Foreman.
From the moment you enter the 150-acre Kentish parkland estate, you will be amazed at the facilities on offer and the breadth of opportunities students can access at this prestigious school.
The Duke of York’s Royal Military
School (DOYRMS), open to all 11–18-year-olds, is the country’s only state full boarding school with full and weekly boarding options available.
Based on an independent-style model with Saturday morning lessons and co-curricular activities throughout the week, students benefit from a unique blend of outstanding teaching and an active lifestyle. This combination encourages students to achieve academically; progress figures for GCSE place DOYRMS in the top 2% of schools nationally. At
A Level students average a B+, with 66% of grades awarded at A*-B.
In recognition of the exceptional academic standards, the school recently achieved two SSAT Educational Outcomes Awards. This success is down to superb teaching and strong relationships delivered by ‘outstanding’ leadership, as recognised by Ofsted during the most recent inspection.
With just over 500 students, DOYRMS offers small class sizes averaging sixteen students in Years 7 - 11 and eight students in A Level classes.
Unrivalled facilities include an Olympic standard floodlit athletics track, a floodlit all-weather hockey pitch, state-of-the-art strength and conditioning gym suite, an indoor heated 6-lane swimming pool, two climbing walls and squash courts; the school also has its own Chapel. Students enjoy an active lifestyle with sport, music, drama and a vast activities programme including Combined Cadet Force and Duke of Edinburgh’s Award scheme (for which the school is an accredited centre offering the Gold Award).
A recent £24.9 million refurbishment project delivered a new sports centre, high-quality accommodation, teaching blocks and performing arts centre which sit seamlessly alongside the Edwardian listed buildings. All classrooms are large, bright and well resourced, each boasting a large teaching screen and all students are issued with a personal laptop.
CONTINUITY OF EDUCATION ALLOWANCE
Serving families who qualify for the Ministry of Defence’s Continuity of Education Allowance will benefit from having 92% of their children’s boarding fees covered. This means parents are only required to pay £1,240 per year (8% of fees, correct at time of writing).
MILITARY HERITAGE AND ETHOS
DORYMS was founded in 1803 by His Royal Highness Frederick Duke of York as a school for the children of military personnel. Since then, the school has transitioned into an academy which is open to all families and students. The school has remained a popular choice with military families with over 50% of the school’s student population still from serving backgrounds.
In honour of this military heritage, students take part in ceremonial parades featuring a magnificent 90-strong Marching Band. Students wear the cap badge of a family member who has served in the armed forces on their dress blues. It’s called their ‘heart badge’ and is a poignant recognition of their own family’s military heritage.
DOYRMS also offers a limited number of Sports Scholarships in hockey and rugby as part of their player professional partnerships with Ealing Trailfinders and the White Rose Academy. This scholarship covers a 50% reduction in fees.
The school is fortunate to have a well-resourced medical centre on-site and students profit from a hugely experienced pastoral team of Houseparents, academic tutors and matrons. Wi-Fi throughout the school and regular exeat weekends (although the school remains open for students to stay if required) enables students to keep in touch with their parents.
Want to find out more? The award-winning school, with outstanding managers and leaders (Ofsted 2018), treats every day as an Open Day with private tours daily – book yours now via the school website: www.doyrms.com
THE BENEFITS OF STATE BOARDING
If you are looking for affordable boarding without compromising on outstanding education and co-curricular activities, you should consider DOYRMS. As a state boarding school, parents are only required to pay for the boarding component as the educational costs are covered by the state, making DOYRMS significantly more affordable.
The reduced cost of state boarding does not mean a reduction in the quality of education or opportunities. DOYRMS truly rivals some of the country’s very best independent boarding schools for just £15,498 per year. This inclusive fee covers full-boarding, catering, laundry and over 80 clubs and activities per week (weekly boarding is also available). SCHOLARSHIPS AT DOYRMS
Boarding at Sixth Form can be highly beneficial to students wishing to build their independence before starting University or their careers. For this reason, DOYRMS offers academic scholarships to Sixth Form students who excel in their GCSEs. This scholarship covers an 80% reduction in fees meaning parents are only required to pay £3,040 per year (20% of fees, correct at time of writing).
FIND OUR MORE
www.doyrms.com
CONTACT US
THE ARMY FAMILIES FEDERATION
The Army Families Federation (AFF) is the independent voice of Army families and works hard to improve the quality of life for Army families around the world – on any aspect that is affected by the nature of Army life.
WHAT DO WE DO?
AFF supports families in a number of ways: • AFF ensures that families have the right information to empower them to resolve the issues they face as a result of the Army life. • AFF signposts families to organisations that can support them. • AFF collects evidence from families to voice their views to policy makers. • AFF pushes for policy change where families’ views suggest that improvements are needed. • AFF provides easy-to-digest, current information to Army families through our website, social media and flagship magazine, Army&You.
WHY SHOULD YOU CONTACT AFF?
If you need help with a local issue, your AFF Regional team can assist. Our Virtual Assistants are available via telephone, email and the ‘Ask a Question’ function on our website; they can help answer your queries and can signpost you to further support and information. If you need support with something more complex, our Specialists can help.
Our website also contains lots of useful information for families on a range of issues:
www.aff.org.uk
AFF can then use this evidence to negotiate and liaise with the chain command and service providers to improve things for Army families.
WHAT ISSUES CAN YOU CONTACT AFF ABOUT?
AFF is here to help you with any issues related to the impact of Army life. Some of the key areas we support families with are: • Housing • Health • Support for family members with additional needs • Education & childcare • Employment & training • Military allowances & money issues • Immigration support for non-UK families
HOW DO WE GET THINGS CHANGED?
AFF works at a local level directly with families and local command. We’ll speak to the chain of command, and our Specialists can help liaise with service providers with whom we have excellent contacts.
At a strategic level, we work with senior command and policy makers to raise the issues Army families are concerned about.
We collect evidence through enquiries from families but also through engagement with them through social media or surveys.
WHAT WERE THE KEY TOPICS FAMILIES RAISED WITH AFF IN 2021?
The top three areas of enquiries from Army families were Foreign & Commonwealth, housing and money & allowances.
WHAT ELSE CAN AFF HELP WITH?
Along with the other Families Federations, AFF delivers Forces Families Jobs, an employment and training platform designed to support Service families into employment and provide opportunities for training and development.
FFJ supports spouses, partners and family members of currently serving personnel and connects them with organisations who have signed the Armed Forces Covenant or who can demonstrate a commitment to the Armed Forces community.
www.forcesfamiliesjobs.co.uk
HOW DO I CAN CONTACT AFF?
There are lots of ways to contact AFF. • Virtual Assistants: 01264 554004 or contact@aff.org.uk • Regional Teams: https://aff.org.
uk/contact/
• AFF Ask a Question: https://aff.
