Absolutely Education Autumn/Winter 2019

EDUCATION AUTUMN • WINTER 2019 • £5

AUTUMN • WINTER 2019

Character

BUILDING

How to help pupils flourish

Double

Boarding

GAME WHY HURST COLLEGE HAS GONE FLEXI

Z E S T. L O N D O N AB ED_COVER_AW19.indd All Pages

THINK

The advantages of bilingualism

School

BUSINESS E N C O U R AG I N G E N T R E P R E N E U R S H I P

16/09/2019 14:22

Mayfield A N I N D E P E N D EN T B OA R D I N G A N D DAY S C H O O L FO R G I R L S AG E D 1 1 TO 1 8

“THE QUALITY OF THE PUPILS’ ACADEMIC AND OTHER ACHIEVEMENTS IS EXCELLENT”

“ONE OF THE FINEST SCHOOLS IN THE LAND”

INDEPENDENT SCHOOLS INSPECTORATE

COUNTRY LIFE

SET IN THE BEAUTIFUL AND EASILY ACCESSIBLE SUSSEX COUNTRYSIDE

MAYFIELD.indd 1

MAY_TDA33333 A3 DPS Absolutely Education AW2.indd 1

Open Mornings

Sixth Form Open Evening

Ceramics Masterclass

THURSDAY 19 TH SEPTEMBER TUESDAY 5 TH NOVEMBER

THURSDAY 26 TH SEPTEMBER

FOR GIRLS IN YEARS 10 AND 11 SATURDAY 7 TH DECEMBER

16/09/2019 11:50

12/09/2019 16:11MAY_TDA

A MAYFIELD EDUCATION COMBINES ACADEMIC RIGOUR, BREADTH OF OPPORTUNITY AND A STRONG SENSE OF COMMUNITY. The School has an excellent academic record, exceptional pastoral care and an extensive co-curricular programme. Every girl is encouraged and supported to find her strengths and develop them in an inspiring learning environment, which encourages independent critical thinking, determination and resilience. Mayfield girls develop a lifelong love of learning, a range of transferable skills that will prepare them for their futures and friendships that will last a lifetime.

Mayfield’s ethos reflects its Catholic foundation and encourages integrity, initiative, respect and a desire to be the best you can be within a vibrant and inclusive community. For the past 150 years, Mayfield has nurtured generations of enterprising, purposeful young women with the skills and confidence to make a positive difference in the world.

To experience all that is special about Mayfield, visit us on an Open Morning. To reserve a place or to book an individual visit, please email registrar@mayfieldgirls.org.

We look forward to welcoming you.

FACILITIES INCLUDE • Equestrian Centre on-site with facilities for up to 28 horses • Olympic sized indoor and outdoor sand schools • Heated indoor swimming pool • Tennis Academy • Fitness Suite and Dance Studio • Concert Hall • State-of-the-art Sixth Form Centre • Extensive daily minibus service covering large areas of Kent and Sussex • Weekly bus service to and from Central London • Close proximity to London airports

TO ARRANGE A VISIT OR RESERVE A PLACE ON THE CERAMICS MASTERCLASS, PLEASE CONTACT OUR REGISTRAR, MRS SHIRLEY COPPARD, REGISTRAR@MAYFIELDGIRLS.ORG

WWW.MAYFIELDGIRLS.ORG

MAYFIELD.indd 2

2019 16:11MAY_TDA33333 A3 DPS Absolutely Education AW2.indd 2

16/09/2019 11:52

12/09/2019 16:11

HF.indd 1

09/09/2019 17:14

HF.indd 2

09/09/2019 17:14

ACS.indd 1

09/09/2019 15:34

ACS.indd 2

09/09/2019 15:34

PH.indd 1

12/09/2019 10:34

We l c o m e

From the

EDITOR

O

ur school-leavers are facing ever-changing challenges as they leave the world of education. With traditional career paths increasingly becoming things of the past, a school’s task of preparing pupils for life is harder and harder to define. What skills will they need? What type of workplaces will they find themselves faced with? So many unknown factors are at play, yet schools must find ways to prepare pupils for all eventualities. Whatever the future holds, it is clear that the skills held by successful entrepreneurs – skills such as innovative thinking, charisma, creativity, originality and courage, to name a few – are ones that will always give people advantages in

Also on the subject of preparing for the future, we have Barnaby Lenon enthusing about the new T-levels, which are aiming to bridge the eternal gap between academic and vocational study, and Lisa Sanders of the Laurels School on the importance of character. Developing character is often taken for granted as a by-product of equipping students with knowledge and analytical skills, but it is important to focus separately on personal flourishing and wellbeing. The positive effects of speaking two languages on brain development, intelligence and empathy are examined in our focus on bilingualism, while other elements said to encourage personal growth include, diversely, taking control over your own finances as a teenager and wearing dungarees. And finally, the main school focus of this large autumn

“THERE'S NO SINGLE ROUTE TO NURTURING ENTREPRENEURSHIP” life. It’s clear too, that without these skills, the next generation is going to struggle in an unpredictable job market. Michael Doherty of Canford School has aptly dubbed them ‘career chameleons’.

So we have themed this issue around concepts of business and entrepreneurship, and invited schools to contribute their thoughts on how these skills can be taught. There’s no single route to nurturing entrepreneurship. Pupils can be encouraged to be flexible in their thinking, commercial in their mindset and proactive in their behaviour in countless different ways, as seen in our Talking Point feature on page 78.

issue is Hurstpierpoint, a school that has grown enormously in size and scope under head Tim Manly. Its dedication to flexi-boarding and to helping children of all abilities to flourish makes it a happy and dynamic environment. Manly’s college produces robust individuals who are accomplished in a variety of fields, having consistently achieved their personal best along the way. And what more can anyone ask of a school?

Pendle Harte ACTING EDITOR

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 9

ABED_AW19_Eds_Letter.indd 9

13/09/2019 10:40

CONTE AUT U MN•WINTE R 2019

upfront

18 NEWS What's going on in the world of education

38 SCHOOL FOCUS Hurst School, West Sussex,

by Amanda Constance

N u r s e ry & P R E P

46 BOTTOM OF THE CLASS When your child struggles, by Libby Norman

51 ALL-IN-ONE APPEAL Why dungarees are conducive to learning

senior

176 106 ROOM TO GROW

78 TALKING POINT

Putney High School's biophilic classroom

Schools in their own words on fostering business and entrepreneurship skills

98 FASHION HOUSE How Heathfield School has forged ahead in the business of fashion

110 RIDE ON Equestrian activity is an important option at several schools. We discover where to go for kids who love horses

127 WHEEL OF FORTUNE Ceramics is a popular specialism at Mayfield School.

We throw a spotlight on the studio

s c h o o l l e av e r

144 GABBITAS ADVICE Demystifying vocational qualifications

149 ENTFEST Careers advice from the Peter Jones Foundation

65

98 MOOCS

au t u m n b o o k s

160 BOOK REVIEWS Andrea Reece's roundup of new releases

164 THE MAKING OF ME Author Robin Stevens on her days at Cheltenham Ladies College

160

10 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

ABED_AW19_Contents_DPS.indd 10

13/09/2019 11:09

NTS

180 ACTING EDITOR

Pendle Harte 

EDITOR IAL ASSISTANT

Abbie Schofield 

A DV ERTISING M A NAGER

Nicola Owens 

EDITOR I A L IN TER N

Zoe Delmer-Best 

COMMERCI A L DIR ECTOR

Leah Day 

SPECI A L IST CONSULTA N T

Andy Mabbitt

GROUP SA L ES DIR ECTOR

Craig Davies 

SENIOR DESIGNER

Pawel Kuba 

MID-W EIGHT DESIGNER

Rebecca Noonan

M A R K ETING M A NAGER

Lucie Pearce 

FINA NCE DIR ECTOR

Jerrie Koleci  DIR ECTOR S

Greg Hughes, Alexandra Hunter, James Fuschillo  PUBL ISHING DIR ECTOR

Sherif Shaltout

38 school's out

For advertising enquiries please call +44 (0) 20 7704 0588 or email: advertising@zest-media.com Subscriptions are available simply by emailing eva@zest-media.com

ZEST MEDIA PUBLICATIONS LTD 197-199, City Road, EC1V 1JN 020 7704 0588 ZEST-MEDIA.COM

Zest Media Publications Ltd. cannot accept responsibility for unsolicited submissions, manuscripts and photographs.

While every care is taken, prices and details are subject to change and Zest Media Publications Ltd. take no responsibility for omissions or errors. We reserve the right to publish and edit any letters.All rights reserved.

@AB SOLUTELYEDU

ABSOLUTELY-EDUCATION.CO.UK

176 SHAKESPEARE LIVE A new pop-up theatre dedicated to the bard

180 VALLEY ADVENTURES Family activities in Wales

187 NIMBL Introducing children to financial management

l a s t wo r d

214 60 SECONDS...

Katy Tassell, Framlingham

110

F RO NT COV E R Hurst College, College Lane, Hurstpierpoint, Hassocks, BN6 9JS 01273 833636, hppc.co.uk Photograph by Millie P ilkington

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 11

ABED_AW19_Contents_DPS.indd 11

13/09/2019 11:09

THE KEY TO YOUR FUTURE

• A B S O L U T E LY E D U C AT I O N ’ S •

CON T R IBU TOR S

Kent College Canterbury

Helen Peters Author, Anna at War

Helen Peters grew up on an old-fashioned farm in Sussex, surrounded by family, animals and mud. She spent most of her childhood reading stories and putting on plays in a tumbledown shed that she and her friends turned into a theatre. After university, she became an English and Drama teacher. Helen lives with her husband and children in London, and she can hardly believe that she now gets to call herself a writer.

Barnaby Lenon

Chairman, Independent Schools Council

Barnaby Lenon taught at Eton for 12 years, was the deputy head of Highgate School, head of Trinity School Croydon and head of Harrow for 12 years. He then helped establish the London Academy of Excellence in East London, one of the most successful state sixth form Academies, where he is chairman of governors. He is also chairman of the Independent Schools Council and has been a governor of 16 state and independent schools.

Find out more at our SENIOR SCHOOL OPEN MORNING 28th September 9am - 12.30pm

SIXTH FORM OPEN EVENING 18th November 6pm - 9pm

Contribs_AW19.indd 12

Headteacher, ArtsEd

Adrian has worked in secondary and further education for over 20 years, having led the Advanced Skills Teacher Network as an AST for Inclusive Learning for the London borough of Sutton, where he was a regular contributor to the Roehampton PGCE Programme, and ran the largest ever project for London Gifted and Talented. Adrian has also spent over a decade serving on school leadership teams in state and independent education, and he has been a member of the ISA since 2012.

Book your place online at kentcollege.com or Call 01227 763231

KC.indd 1

Adrian Blake

09/09/2019 17:19 13/09/2019 11:23

HH.indd 1

14/01/2019 14:47

• A B S O L U T E LY E D U C AT I O N ’ S •

CON T R IBU TOR S Each day, discovery

Frances King

Former Head of Mill Hill, Rodean and Heathfield

Frances King is a highly experienced leader and educational thinker. She has recently taken a sabbatical to focus on innovation, enterprise and play in education.

She writes about the Danish model on page 98.

If you had to add one compulsory subject to the curriculum what would it be?

I would include creative play

Lisa Freedman

Education consultant and journalist

A Canadian by birth, Lisa Freedman remains fascinated by the bizarre intricacy of the English education system, and is currently completing a PhD in the History of Education at UCL. She writes about single sex schools on p.88 Who is your favourite leader from history and why?

My favourite leader from history is Frederick William Walker, headmaster of Manchester Grammar School, 18591876, and St Paul’s School, London, 1877-1905.

Whole School Open Day Saturday 21 September 2019 10.00am – 1.00pm Book your place: www.elthamcollege.london/book

Helen Pike

Master, Magdalen College School, Oxford

Grove Park Road, London SE9 4QF

ELTHAM.indd 1

Contribs_AW19.indd 14

Educated in the state sector, Helen read Modern History at the University of Oxford, was a postgraduate student in the USA, and taught at the University of Warwick. She began her school teaching career at Westminster, then spent many enjoyable years in pastoral and academic roles at City of London School, St Paul’s, and RGS Guildford.

From 2013-16 she was Headmistress of South Hampstead High School. She is also a novelist and academic editor.

09/09/2019 16:58

13/09/2019 11:23

AP.indd 1

09/09/2019 15:50

Does your child need a school which offers specialist learning support?

Come along to the Cavendish Education Schools Fair Saturday 21 September 2019, 10am-1pm Staff from each of the Cavendish Education Schools will be on hand to answer your questions and discuss how to help your child to reach their potential.

Also attending: The Child and Adolescent Development Centre, Dulwich Speech & Language Therapy, Chelsea Children’s Therapy, Numberella and Ruby, Red & Crimson Art Studios, and more...

Register your interest today info@cavendisheducation.com Refreshments provided.

W QUE HICH S STIO C NS A HOOL? NSW ERE D

E

ND

A HELP

ANC D I U G

PROFESSIONAL ADVIC E AND SUPPORT CAVENDISH EDUCATION ADMISSIONS PROCESS

CHILDREN WELCOME ACTIVITIES PROVIDED

To be held at: Cavendish Education 23-31 Beavor Lane, Ravenscourt Park, Hammersmith W6 9AR

CAVENDISH.indd 1

09/09/2019 16:21

Up Front NEWS P . 18 WHAT ARE T-LEVELS? P . 29 V&A INNOVATE P . 30

ST NICHOLAS

St Nicholas School encourages sport and physical activity for active learning and development.

Here, two prep gymnasts show off their skills.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 17

AE_AW19_Openers.indd 17

13/09/2019 11:26

Gamers' Glor y

R I S I N G STA R

More than 100 students gathered at Cambridge Regional College this weekend to compete in FXP Festival, a games design and development competition for young people in East Anglia. Winners included teams from West Suffolk College, North Cambridge Academy, Parkside Community College and Stephen Perse Foundation.

Albie Marber, a student at Portland Place School, has showcased his admirable acting abilities while starring in the newly released biographical drama film, Tolkien. Albie commenced his professional career at the age of 11, during which he has taken on a plethora of diverse roles from acting as the ‘young’ Tommy Cooper in ITV’s Tommy Cooper, and more recently assuming roles in Amazon Prime series Outlander and ITV's Trauma.

“Albie commenced his professional career at the age of 11”

PROUD PA R T N E R S H I P

Creating Bonds

As part of Forest School’s ongoing commitment to strengthening Forest and its community through collaboration, the school is delighted to announce that it is the proud partner of Hackney Empire’s Creative Futures programme reaching 4,000 disadvantaged young people every year.

Malvern College has reinforced its close links with an investment to Abberley Hall, a significant feeder school which will secure a bright future for the two schools. Both Headmasters believe this will put them in a stronger position to deal with the demands of a rapidly changing market sector.

LO N G LO ST Deep in the grounds of Beaudesert Park School in Gloucestershire, a forgotten Victorian lake has been brought back to vibrant life. After decades of being cordoned off, the lake has been beautifully restored. Dragonflies, newts and butterflies have already taken up residence, and from September pupils will be exploring the new nature haven.

“I think private school children on the margins are no longer going to get in [to Oxbridge]. I think that is perfectly fine, even if you are a pupil at my own school.”

R I C H A R N C A I R N S O N FA I R AC C E S S T O OX B R I D G E , S U N DAY T I M E S

18 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

ABED A/W19_NEWS_USE.indd 18

16/09/2019 09:41

UPFRONT / NEWS

By ABBIE SCHOFIELD

Career Guidance King Edward’s Witley has appointed Moira Davies as the Head of Careers and Higher Education.

Having previously worked at schools in Zimbabwe and Mauritius, she has been running her own business as an independent Career Coach since returning to the UK.

B R AV E D O G Britain’s bravest police dog Finn, who was stabbed in the line of duty, visited Heathfield School, Ascot, with Finn’s Law campaigner and owner PC Dave Wardell. PC Wardell discussed with students aged 11-18 life in the police force, the role of police animals, facing adversity and the importance of perseverance and resilience.

SKY’S THE LIMIT Repton School’s 1st XI football captain Matthew Bowman has signed a professional two-year contract with Dunfermline Athletic FC. The club currently plays in the Scottish Championships after being promoted in 2016. Matthew was part of Middlesbrough and Hull City’s youth academy before he joined Repton School to combine studying for his A-levels with an excellent football programme.

P L AY O N Cheam School has announced that its recently established Foundation is now funding its first dedicated music bursary for a child aged 8-13.

The Cheam Foundation was launched in 2019 in order to offer life-changing bursaries to as wide a cross-section of children as possible.

Farming and Food The Food, Farming and Environment competition, managed by leading education charity LEAF Education, saw teenagers from six schools from across the UK take part in a broad range of activities designed to give them hands-on experience with the science and technology used in farming.

“Teaching children about healthy eating is just as important as teaching them English and Maths” T H E G R E AT B R I T I S H B A K E O F F ' S P R U E L E I T H

SOMETHING THEY SAID

“We need to start exciting girls and young women about technology subjects as early as possible.”

TO N I S C U L L I O N I N T E S D I S C U S S E S T H E G E N D E R I M BA L A N C E I N T EC H

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 19

ABED A/W19_NEWS_USE.indd 19

16/09/2019 09:41

OAKHAM.indd 1

13/09/2019 11:14

UPFRONT / NEWS

By ABBIE SCHOFIELD

ENVIRONMENTAL AWARD

R eal Talking

Taunton School has been recognised for its environmental achievement with a Green Award in the Independent Schools of the Year Awards.

It was awarded following the success of the ‘Zero to Landfill’ campaign, where it became the first Somerset school to recycle all its waste.

Pupils from Kings Monkton School in Cardiff debated peers at a public school in New Delhi, India. The Skype debate was centred around issues of abortion, LGBTQ+ rights and Trump’s wall. It was the second in a series of debates between the two schools.

GOING GREEN

R ecord Breaking Sixth Form students at ArtsEd celebrated the school’s best ever results in BTECs with a superb 100% Triple Distinction and above, with 85% achieving Triple Distinction. A-levels also saw a 100% pass rate with 30% of all A-level results at A*/A, and overall 78% of all results were A*-B, which is their highest figure on record.

Oakfield Preparatory School in Dulwich have started the new school year in sustainable fashion. They have implemented Meat-Free Mondays across all their school lunches for Years 2-6.

Moyra Thompson, Acting Head, said, “Our catering is fantastic and it’s important our decisions both in the classroom and lunch hall are going to help our local community and the planet."

ART SUCCESS Student Mia Dyson from Blackheath High School has had her artwork selected to be displayed at the Royal Academy of Arts in their summer exhibition.

From over 6,000 works submitted, two of Mia’s pieces were selected to be amongst the 329 that form the prestigious online exhibition. Another piece of Mia’s was chosen to be exhibited in the Royal Academy itself as part of the inaugural Young Artists’ Summer Show.

SONGS OF PRAISE

New Head Cumnor House in Sussex has announced Fergus Llewellyn as their new Headmaster with effect from July 2020. Fergus is currently the Headmaster of the renowned St Andrew's Prep School in Turi, Kenya, where he has been since August 2015.

Prior to that, he was at Cheltenham College for 10 years, serving as Housemaster and Head of English and Drama.

Francis Holland School were finalists at the BBC Songs of Praise Young Choir of the Year 2019. Their incredibly talented Senior Chamber Choir, comprised of 27 girls from Years 9 to 13, stunned judges and viewers with their heartfelt performance of Doerksen’s ‘Faithful One’ and were heavily praised for their technical assurance, expressive nuance and confidence.

“I would rather entertain and hope that people learned something than educate people and hope they were entertained” WA LT D I S N E Y

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 21

ABED A/W19_NEWS_USE.indd 21

16/09/2019 09:42

WeAreWellington @wellingtoncollege

WELLINGTON.indd 1

facebook.com/WellingtonCollege

@wellingtonuk

10/09/2019 12:06

UPFRONT / NEWS

By ABBIE SCHOFIELD

Serious talk

NEW APPOINTMENT

Emmanuel Jal – a former child soldier, TIME magazine figure of the year and spokesperson for Amnesty International and UNESCO – spoke to and performed for pupils from schools across the Borough of Southwark at Dulwich College this term. He delivered a message of encouragement and an invitation to pupils to understand and empathise with different perspectives.

The Board of Governors are delighted to announce the appointment of Ben Evans as Headmaster of Windlesham House School on the retirement of Richard Foster in summer 2020. Ben is currently Head at Edge Grove School, where he has been since September 2012, and has previously worked as Head of the British School Colombo (Junior) and as Deputy Head at Bramdean College, Exeter. Ben will be joined by his wife, Alex, who is looking forward to playing a full role in school life, and their two boys. They look forward to the opportunity to continue Windlesham’s development as one of the country’s top co-educational boarding schools.

W E L L D E S E RV E D Gresham’s School has awarded two places to talented and deserving Year 11 students from eastern England, Shahd Abdelrahman and Jasmine Loades. Gresham also welcomed alumnus Sir James Dyson's donation of £18.75 million to enable a new centre for Science, Technology, Engineering, Arts and Mathematics.

Graduating In Style Departing Year 13 and Year 14 students from DLD College London are the only students to ever to have their Graduation Ceremony at the Houses of Parliament. The students processed across Westminster Bridge to the ceremony along with a police escort to obtain awards for all their exceptional achievements.

S H I N E AT SHAKESPEARE Pupils from Falcons School for Girls have improved their arts abilities during a Drama and Music workshop at the RHACC Theatre in Richmond. Budding young actresses in Year 5 and 6 from the Putney-based school joined the boys from Falcons Prep to explore the iconic Shakespeare play, Romeo and Juliet.

“Education is the most powerful weapon which you can use to change the world” NELSON MANDELA

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 23

ABED A/W19_NEWS_USE.indd 23

16/09/2019 09:43

SO.indd 1

10/09/2019 11:20

UPFRONT / NEWS

By ABBIE SCHOFIELD

E L I M I N AT I O N OF FEE

CA P T U R I N G C R OY D O N The Whitgift Foundation is thrilled to announce the 30 shortlisted images taken by local children for the Capturing Croydon photography competition. The shortlist has been selected from 146 schoolchildren for a chance to win top photography prizes. The competition inspires children to explore Croydon’s urban landscape.

“The shortlist has been selected from 146 schoolchildren”

As part of a focused effort to reduce financial barriers for students and schools to participate in its unique programmes, the International Baccalaureate has announced that it is eliminating the $172/£138 'candidate registration' fee that students traditionally pay. In May 2019 more than 77,800 students participated in exams, an 8% increase compared to the previous year.

NEW APPOINTMENT E N E R GY I N SCHOOL Samsung has announced its initiative 'Energy in School' which will impact more than 20 schools around the UK. The initiative is in partnership with the Centre for Sustainable Energy, My Utility Genius Commercial and Lancaster University, teachers and students taking part in the initiative will learn how the Internet of Things can be used to help reduce energy consumption and the carbon footprint of their school.

To p St o r y

The Governors of Bishop’s Stortford College are delighted to announce the appointment of Kathy Crewe-Read as their next Head. Only the 10th Head to be appointed in the 150 year history of the College, Mrs Crewe-Read will be joining the College on 1st September 2020.

Kathy Crewe-Read has enjoyed a very successful career in education, working in multiple very successful schools.

A H E A D STA R T

I N T E R N AT I O N A L NEWS Brighton College, in partnership with leading global schools group Cognita, is delighted to announce the plan to open a new international school in Singapore in September 2020.

Millfield Prep School has appointed Mike Jory as Head of Millfield Pre-Prep, beginning in September 2019. Mike will bring a lot of experience from his 15 years in education and in various roles.

BREXIT Brexit is the 2019 Children’s Word of the Year by Oxford University Press for BBC Radio 2’s Breakfast Show 500 Words competition.

SOMETHING THEY SAID

“Education is a holistic process and a focus on test results represents a narrow measure of achievement. ” TA N YA B Y R O N C H A M P I O N S E M O T I O N A L I N T E L L I G E N C E OV E R T H E O B S E S S I O N W I T H I Q

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 25

ABED A/W19_NEWS_USE.indd 25

16/09/2019 09:43

KB.indd 1

13/09/2019 16:05

UPFRONT / NEWS

By ABBIE SCHOFIELD

NEW HILDEN HEAD

ENRICHMENT PROGRAMME

Carpe Diem Duolingo – the world's number one way to learn a language – is launching a Latin course created in partnership with the renowned Paideia Institute. Learning Latin is thought to improve children’s ability to learn other Romance languages such as French or Italian and, according to Mary Beard, is essential for studying Classics.

The linguistic app is available on iOS, Android and at duolingo.com.

“Learning Latin is thought to improve children's ability to learn French”

This academic year, Sherfield School, in Sherfield-on-Loddon, Hook, are excited to introduce an exciting new enrichment programme to pupils and parents. The ethos of enrichment at Sherfield centres around the school’s motto Ad vitam paramus, or AVP, meaning ‘Preparing for life’. The AVP Diploma will broaden and deepen the curriculum, giving children the opportunity to develop new skills such as problem solving, creativity, critical thinking and people management.

Gold Rush The summer of 2019 was golden for recent Pangbourne College leaver, Dan Atkins, as he won gold medals at the Junior World and European sprint canoeing championships. He started with a K1 Junior Men 200m gold at the Junior and U23 Canoe Sprint European Championships in Czech Republic and followed this by winning the World Junior Championship in the 200m sprint event at the Junior and U23 Canoe Sprint World Championship in Romania.

To p St o r y

Mr Malcolm Gough has been named as the new Head of Hilden Grange School in Tonbridge. Mr Gough was previously Executive Head of Benedict House and Wickham Court schools, Head of Sutton Valence Preparatory school and Director of Studies at Somerhill, where he oversaw the academic provision at Yardley Court, Derwent Lodge and Somerhill Pre-Preparatory school. His first job in teaching, after arriving from South Africa in 1989, was at Winchester House where he was a Housemaster, Head of History, Head of Hockey and Director of Studies

N U R S E RY N E W S Annette Elstob has taken up her post as the new Head of Rolfe’s Nursery School, the Ofsted ‘outstanding’ Notting Hill nursery.

Miss Elstob gained a BA Hons Performing Arts in 2009 and completed her PGCE in Primary education, with a specialist focus on Early Years, at the University of East London, Stratford.

B R A I N CA N D O L I ST E N U P Dauntsey’s School has announced an impressive line-up of speakers for their renowned Mercers’ Lecture Series. The Mercers’ Lectures are central to encouraging our pupils to engage with the outside world and think beyond the confines of their academic curriculum.

Queen Anne’s School has released a BrainCanDo revision guide to help students dive deeper into the science of the learning brain. BrainCanDo, a cognitive psychology and educational neuroscience research centre, was set up six years ago

by Queen Anne’s Headmistress Julia Harrington and working on some fascinating projects since. Find out more about the BrainCanDo revision guide at qas.org.uk.

SOMETHING THEY SAID

“If they know Stormzy lyrics, they can memorise poetry” S A R A H L E D G E R O N W H Y S T U D E N T S S H O U L D L E A R N Q U O TAT I O N S F O R E X A M S

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 27

ABED A/W19_NEWS_USE.indd 27

16/09/2019 09:43

Co-education for ages 10–18

Registration for entry at 10+, 11+, 13+ and 16+ in 2020 Closes Friday 18th October 2019 at 12.00pm

Fee-assistance and scholarships available www.emanuel.org.uk

“ Pupils’ personal development is excellent.”

(INDEPENDENT SCHOOLS INSPECTORATE) EMANUEL.indd 1 autumn 2019.indd 1 Absolutely Education

09/09/2019 17:01 04/09/2019 08:39:19

UP FRON T / T-LE V ELS

From A to T Barnaby Lenon on the introduction of T-levels BARNABY LENON

S

ince the late 19th century, England has been struggling with vocational education.

It became clear that countries like Germany, France and Japan were eating away at the industrial lead England had established between 1750 and 1850, and this was partly because of their superior training.

England has faced several barriers to successful vocational training: snobbery about nonuniversity courses, an inability to decide whether the Government or employers should be taking the lead, a proliferation of huge numbers of vocational courses which are unknown to the general public, and changes in government policy so frequent that vocational courses never took root.

In order to try and improve the situation, the current Government is introducing a set of new technical courses called T-levels.

Many competing vocational courses will be swept away in order to simplify the system.

The T-levels will be high-quality and should be a viable alternative to A-levels for those students who know the career path they would like to pursue.

"A challenge for the Government will be persuading students and parents that a vocational education is of the same value and esteem as an academic education"

2023 across the 11 main areas.

The 11 T-level subjects are broad so they will each be broken down into separate ‘occupational specialisms’, each of which can be a T-level. In other words, there will be many more than 11 T-levels – probably 40-60. For example, the ‘digital’ route could be broken down into three: IT support and services, software and applications and data and digital business services.

Each T-level will have several elements:  A common core of useful knowledge, skills and behaviours that may be examined on paper ABOVE Barnaby Lenon,  A specific vocational course Chairman, (called a Technical Qualification), Independent Schools Council which assesses someone’s ability to do things – called ‘competences’  Employability skills such as T-levels are being planned for the computer literacy, reliability and following areas: attitude  A 45-to-60-day work placement  Agriculture, environmental and  Maths, English and digital requirements animal care  Any other occupation-specific  Business and administrative requirements/qualifications  Catering and hospitality  Childcare and education There are a number of reasons why the  Construction new T-levels might fail. In England, what  Creative and design universities and further education colleges  Digital offer is demand-led. What individual  Engineering and manufacturing students want determines which courses  Hair and beauty are offered. So courses can be offered,  Health and science but they fail if demand is not there. Many  Legal, finance and accounting 16-year-olds may not be willing to opt for one particular career (a T-level pathway) These two-year T-levels will be offered to at that age, preferring to keep their options students aged 16+ and phased in after 2020. open by taking A-levels or applied generals.

Three T-levels in Construction, Digital Skills Another challenge for the Government will and Childcare will be delivered by a small be persuading students and parents that a number of providers from September 2020. vocational education is of the same value A further seven T-levels will be available and esteem as an academic education. from September 2021, with the remainder However, we should support the T-level rolled out from September 2022 onwards. reform. We need to improve our vocational The Government’s current aim is for all provisions and this qualification is very T-levels to be introduced by September well-conceived.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 29

AB ED_AW19_T LEVELS.indd 29

13/09/2019 12:07

“V&A Innovate is a free online teacher resource hub with toolkits, animated videos and a range of inspiring activities” ABOVE V&A Innovate hopes to re-engage schools with design

30 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

AB ED_AW19_V&A.indd 30

16/09/2019 14:10

UP FRON T / V& A

Designs for LIFE V&A Innovate is a school-based initiative conceived to inspire young people about the value of design skills to solve real world challenges

HELEN CHARMAN

N

early a year ago I blogged on the role of design thinking in underpinning V&A Learning. The key principles of user-centred approaches, applied creativity, problem solving and iteration, are essential to ensure that the V&A is a relevant, impactful and transformative force for creative change for all learners from early years across the life course. These principles are now integral to our programmes – a timely example being V&A Innovate, our new, digital first, national flagship programme for schools which drives forward our national remit and ambition for design education for the 21st century.

Amanda Spielman, Her Majesty’s Chief Inspector, Ofsted, said: “Your pupils, I’m sure, will do great things with a challenge like this. And as they grip this challenge, I hope to see schools re-engaging with the design and technology curriculum.”

V&A Innovate launched in July with an inaugural teacher conference at the museum. Designed to be as flexible as possible, V&A Innovate is a free online teacher resource hub with toolkits, animated video guides and a range of inspiring activities to unlock the creative potential of the next generation of designers, makers and creatives. Within the AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 31

AB ED_AW19_V&A.indd 31

16/09/2019 14:10

TAINTON.indd 1

10/09/2019 11:49

UP FRON T / V& A

LEFT V&A Innovate is aimed at KS3 pupils BELOW A student in a Learning Workshop

“This year's themes are 'Go', 'Eat' and 'Wear'. All are underpinned by sustainable approaches to design from the outset” programme there’s the National Innovate Challenge, to which Key Stage 3 students in state schools can submit their projects with the chance to have them showcased at an awards day hosted at the V&A in early 2020.

Finalists will be invited to pitch their ideas to a panel of judges who include some of the most high-profile creatives and designers in fashion, sustainability, manufacturing, art and design. Design challenges are thematic and draw on the V&A’s world-leading collections, exhibitions and cutting-edge industry practice. This year’s themes are:

GO

How might we give more people the ability to be mobile, and give people and the planet a better chance to breathe?

E AT

How might we ensure that the way we eat is sustainable, and give more people access to affordable and healthy food?

WEAR

How might we ensure that what we wear is part of building a better world?

All are underpinned by sustainable approaches to design from the outset. To ensure user-centredness, V&A Innovate was created and tested with teachers, young people and designers to equip young people at KS3 with the confidence and skills to develop design solutions for real-world issues. It’s initially aimed at KS3 (pupils age 11-14 years) because this is a pivotal point in young people’s education in which the pressure to take up English Baccalaureate subjects, and the narrowing of KS3 to two years in many schools impacts adversely on opportunities to participate in design and technology.

The July conference included talks from a range of fantastically inspiring designers and educational specialists, including Rodrigo Garcia Gonzalez, Cofounder & Co-CEO, Skipping Rocks Lab and Amanda Spielman, Her Majesty’s Chief Inspector for Ofsted, whose speech on the new Ofsted curriculum inspection framework and the critical importance of a broad and balanced curriculum (that includes programmes such as V&A Innovate for example) to a fully rounded education. The conference

also included creative workshops which provided activity ideas for teachers to take back to the classroom including material design, mapping research methods, and iterative product design. It was a day dedicated to firing up teachers with excitement about the project. With this in mind, my introductory presentation concluded with a clarion call to empower teachers to understand their role as one of the most powerful professions on the planet, given their agency in helping shape young lives with creative skills for the future.

HELEN CHARMAN Director of Learning & National Programmes V&A AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 33

AB ED_AW19_V&A.indd 33

16/09/2019 14:11

Curiosity.

Integrity.

Compassion.

Respect.

“Through TASIS I’ve had the opportunity to learn about other people and cultures, and become a member of a global community.”

Current TASIS Student

We are an international school and community near London where the aspirations and potential of every student are fostered, nurtured, and challenged. Discover more at www.tasisengland.org Coldharbour Lane, Thorpe, Surrey TW20 8TE Call us on: 01932 582 316 Email us at: ukadmissions@tasisengland.org

THE AMERICAN SCHOOL IN ENGLAND

TASIS.indd 1

24/05/2019 13:56

UP FRON T / A DV ICE

Age of dissent It’s no easy feat to engender confidence and build self-esteem in teenagers. Absolutely Education offers some advice PENDLE HARTE

E

very parent knows that despite the attitude, teenagers are fragile creatures. Their hormones leave them vulnerable to mood swings and confidence issues as their brains are essentially being rewired at the same time as their bodies are changing into adults. It’s important for them to develop a core sense of self-esteem at this delicate stage, because it will stay with them for life.

ENCOURAGE THEIR PASSIONS

I

t’s all too easy for teenagers to become inward-looking and schools and parents should not allow them to become isolated. Spending time engaged with activities, whether educational or social, has enormous benefits for teenagers’ selfesteem and sets up positive habits for life.

While it can be a challenge for parents to persuade their teens to move their focus from the inevitable screens that dominate their consciousness, it is important for young people’s confidence to develop real life interests and relationships.

Participating in team sports, choirs and orchestras, school theatre groups and other collective activities will increase confidence levels and diminish levels of anxiety and emotional vulnerability. Being a part of something positive results in feeling positive about oneself and one’s surroundings.

P

FIND THE RIGHT SCHOOL

icking the right educational environment is one of the most important things a parent can do.

Many schools are now recognising that adolescents are maturing socially and emotionally at a younger age than ever before and appropriate learning environments should reflect this. Maida Vale School (part

of the Gardener Schools Group) places huge focus on acting with respect, compassion and tolerance - exactly the kind of environment needed to nurture and strengthen selfconfidence in teenagers as they discover the world beyond their childhoods.

M

MAKE ROOM FOR FAILURE

istakes or setbacks are bound to happen, and a parent’s voice can be detrimental at these times. Rather than criticising, panicking or becoming fixated on the failure, it is important to make your teen focus on what can be learnt instead. Having these kinds of discussions is essential so a teen doesn’t tie their self-worth to their achievements or failures, but instead to how well they can bounce back if things don’t go their way. Not only is this fundamental to engendering a lasting confidence, but it is also a skill they will need for life.

TAKE A HOLISTIC APPROACH

E

mpathy is an important life skill and treating teens with sensitivity and understanding will help them to gain insight into others and to feel confident in themselves. Teenagers need to feel listened to and understood, both in social or family life, and at school.

Maida Vale School takes a holistic approach when it comes to understanding teenagers, asserting that a student’s intellectual, emotional, social and spiritual growth are all inextricably linked. They believe that a school environment should be nurturing and compassionate with a sense of community that reflects in individual responsibility.

M A I DA VA L E S C H O O L Part of the Gardener Schools Group, Maida Vale will open its doors to students for the first time in September 2020. To find out more visit maidavaleschool.com.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 35

AB ED_AW19_MAIDA VALE SCHOOL.indd 35

13/09/2019 12:18

NORTHWOOD SCHOOLS ALL SITES OPEN DAY Friday 11 October 9am-2pm

Tours, talks and an opportunity to see all of the schools in action.

More information and registration at www.northwoodschools.com BROOMWOOD HALL LOWER SCHOOL

Boys and Girls 4-8 Years

THE VICARAGE - 192 RAMSDEN RD, SW12 8RQ • 50 NIGHTINGALE LANE, SW12 8TE

BROOMWOOD HALL UPPER SCHOOL

Girls 8-13 Years

68-74 NIGHTINGALE LANE, SW12 8NR

A3 CLAPHAM COMMON

5

A2

20

4

A CLA P SO HAM UT H

TH OR SW ON ND M WA COM

A2

4

A2

Now registering for 11+ and 13+ entry for September 2020

05

A2 4

STREATHAM HILL

BA

4

A2 TOOTING BROADWAY

STREATHAM

and sustaining a long-term relationship hiopia via NAEF, our schools also support arities.

vely involved in fundraising, and the directly helping those who are much themselves is of inestimable value.

Co-educational to 16 Years

4

A21

D’S RD

TOOTING BEC

A23

LH

AM

A2

NORTHWOOD SENIOR

B242

TOOTING COMMON

GARRA

w extraordinarily lucky they are is foster in all our pupils at Broomwood Hall dge, and that will continue at NorthWood py has always formed a central part of what has been raised since 1984, and in recent ted our own charity, NAEF (Northwood Foundation) which has set up and runs a. St George’s School, in the province of educates 400 children aged 5-12 to the our schools in London, completely free

TH OR SW ND ON WA MM CO

14

OPY

Boys 8-13 Years

26 BOLINGBROKE GROVE, SW11 6EL

NORTHWOOD SENIOR

A3

CLAPHAM COMMON

A3

A3

NORTHCOTE LODGE

BALHAM

3 GARRAD’S ROAD, SW16

admissions@northwoodschools.com • Tel: 020 8682 8830 • www.northwoodschools.com Northwood Senior Enquiries: 020 8682 8821 • NWSSenior@northwoodschools.com NORTHWOOD SENIOR 3 GARRAD’S ROAD LONDON SW16 1JZ

TELEPHONE: 020 8696 8791 WWW.NORTHWOODSCHOOLS.COM

NORTHCOTE.indd 1

16/09/2019 12:02

Focus HURST COLLEGE P . 38

HURST COLLEGE, WEST SUSSEX

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 37

AE_AW19_Openers.indd 37

13/09/2019 11:28

ABOVE Year 10 students at Hurst College

“THE MANTRA HERE IS ABOUT GETTING STUCK IN. ACHIEVING YOUR PERSONAL BEST, WHETHER THAT’S BRILLIANT OR NOT” 38 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

AB ED_AW19_FOCUS HURST COLLEGE_v2.indd 38

13/09/2019 12:24

UPFRON T / FOCUS

Come the REVO LUTIO N Absolutely Education visits Hurst College in West Sussex and discovers a school changed utterly W O R D S : A M A N D A C O N S TA N C E P H O T O G R A P H Y: M I L L I E P I L K I N G T O N

T

im Manly doesn’t look much like a revolutionary. In fact, in his checked shirt and book-lined library one might go so far as to say he looks exactly as he should, as the headmaster of an esteemed public school in rural West Sussex.

But make no mistake, Manly is a man who has moved mountains. When he took over the headship of Hurstpierpoint College in 2005 – via Oakham and Sevenoaks – it was a very different place. “It was half the size it is now,” he says. “It was fundamentally a boys’ school, pretty tough, not great academically, and a little bit unreconstructed.”

Fast forward to the present day and Hurst College (as it’s now more commonly monikered) is in rude health. It is now an oversubscribed, fully co-ed all-through school with 840 students in the senior school (1,200 in total). From the beginning of the autumn term 2019, it will have abandoned full boarding entirely, becoming

a weekly/flexi-boarding school only. The school shuts on a Saturday. There are no international pupils. In boardingschool land, where many establishments rely on the foreign dollar to balance the books, this is revolutionary.

Which begs the question, why? “We didn’t think we were particularly good at it,” says Manly. The decision was taken a few years ago to move away from international – and therefore full – boarding.

“Our rhythm is very much focused on those families buying into the weekly boarding, flexi-boarding lifestyle. Parents and children who want a full-on five-day week, a match on Saturday and the right balance between home and school.”

Manly says much of the school’s growth has come from two areas: “girls, and families who would have typically sent their child full boarding to a Marlborough or a Bradfield but actually live close by and want to have a working week that includes time with their children in a meaningful way.”

Manly says he has witnessed this change in parental attitude in Hurst’s prep school feeders, both the local ones and those in London. Growing numbers

of pupils are coming from the south-west London preps – Thomas’s, Newton Prep, Northcote Lodge, Broomwood Hall and “a smattering from Notting Hill Prep”, he says. “These are parents who will be looking at London day schools or looking out [of London] at weekly boarding,” he says. “For them, we are quite an appealing option.”

They are “blessed” by Hurst’s location, he says. Situated "in a field in West Sussex", as one wag once put it, Hurst is well connected despite being so rural, lying close to the M23/A23 corridor and near to Gatwick. The school’s catchment area includes families within an hour-hour ¼ drive (or those chaperoned in and out of London by train on a Friday evening and Monday morning).

Manly says that socially, the school is “very unpretentious” with a wide range of parents, “from tweeded landed types, to City folk, a lot of professionals and a lot of people running their own businesses”.

“We don’t have to have the international market as a sign of success – that’s the real thing that marks us out,” says Caty Jacques, Deputy Head Pastoral.

“It’s a point of difference,” she says.

“The pupils go home, there is a fresh AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 39

AB ED_AW19_FOCUS HURST COLLEGE_v2.indd 39

13/09/2019 12:24

ABOVE Students walking through the cloisters on their way to lessons

feeling every Monday and not that feeling of pupils cooped up on a site.

The school is truly flexi – local students can board for two or three nights during the week. Or board weekly. “The flexibility is really important,” says Jacques.

“Parents are very busy and this fits in with logistics of modern-day family life.”

Jacques says the system at Hurst “means we are able to give parents what they want – they want to be in partnership with the school, they don’t want to kiss their kids goodbye at the start of a half term and not see them again for weeks on end.” And as a result, “the communications we have with parents is huge – the tutors will be in good contact with parents, the house parents will be in good contact with parents, so they are very much part of the conversation, part of our school community.”

Day and boarding pupils are split 50/50 throughout the school and the whole school is now co-ed. “Co-ed gives them a far more representative view of life as a

BELOW RIGHT Displays of student

to use as, and when, they need whole,” says Jacques. “The artworks and photography in the Art School it. So if your sixth form child world is co-ed. They’ve got has a play rehearsal, late night to be able to manage that.” match practice, even a mountain Boarding houses are separate of prep to do, they can just stay in college. until the Upper Sixth when male and It’s brilliantly simple and convenient. female students live together, another The other great change at Hurst has quiet first for Hurst College. “It works been academic. “We’re now seen as a very so well – it really is that bridging good academic school but not tipping into before university,” says Jacques. what I would term the London premier “They are there in one place, they division,” says Manly. “Your child can can get targeted support through their come here, go on to Oxbridge and the A-levels and support each other. They classic Russell Group universities." have separate male and female corridors Manly introduced a Challenge Grades but these aren’t locked – I’m not saying system when he arrived – a joint venture put they can’t get up to no good,” she laughs. in place with St Olave’s in Orpington. “We Jacques gives an example of just how were looking for a tracking and assessment genuinely flexible the flexi-boarding is at programme which would enable a regular Hurst; UVI students can buy ‘overnight dialogue with pupils focused around what packages’ – 20 or 50 nights at time. “They we thought their potential was going to be.” can then board ad hoc whenever they need “The danger in a school that is selective to.” And, key to the boarding philosophy as we are, but not top-end selective, throughout the whole school, they don’t do like Sevenoaks was, is that we will get “hotbedding” – every Hurst pupil has their a range – there will be a bandwidth of own identified space, their own bed for them

“HURST’S FLEXI-BOARDING SYSTEM FITS IN WITH THE LOGISTICS OF MODERN-DAY FAMILY LIFE” 40 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

AB ED_AW19_FOCUS HURST COLLEGE_v2.indd 40

13/09/2019 12:25

UPFRON T / FOCUS

ability. And it is absolutely critical that everyone in the room – and parents at home – have a real sense of what that child is capable of and whether they are performing to the best of their ability.

“It should be ambitious but realistic.

The most corrosive thing is peer-group comparison or benchmarking – this applies to all aspects of life,” says Manly.

“We all want to know: am I capable of doing better than this? How can I get there?

And please can you let me know that I’ve actually arrived and celebrate it. That has revolutionised the ethos within the College.”

Recent figures prove the plan is working. Hurst College is celebrating the strongest ever set of results at both GCSE and A-level, in what Manly has described as “a great year”.

At A-level, 84% of grades awarded were either A*, A or B, with the overwhelming majority of Hurst leavers taking up places at their first-choice universities.

This year’s GCSE cohort have also beaten previous records. A sizeable 83% of all grades were between 7 and 9, which equate to A and A* grades in the pre-reform currency. Remarkably, the most commonly awarded GCSE grade achieved by Hurst pupils is the coveted grade 9, introduced by the government to identify the very best students nationally.

ABOVE Tim Manly RIGHT Engaged learning in one of Hurst's fully equipped classrooms in the Academic Quad

But for Manly, academic grades are just the beginning. “At Hurst we believe that school is not an end in itself. It’s about taking children, however old they may be and developing and growing them, so they are ready to go on aged 18.”

“Grades are critical in giving you a choice of doors to go through but what happens on the other side of the door is down to the individual person and their

skills and values they have,” he says.

Manly’s abiding belief is that in order to make a success of yourself, you must fully engage with whatever you are doing.

“The real mantra here is you are encouraged to achieve your personal best whether that’s brilliant or not,” he says. “It’s about getting stuck in. Whether you are an A team player or D team player, what matters most is that you give your best and that is what is valued above all else.

“It’s about what you as an individual can achieve. If a child feels that they will be valued for how they throw themselves into stuff, and pick themselves up when things get ropey, they will feel confident about their achievements because they will recognise they’ve given it their best shot and they will value themselves as well.

“If you can do that, then you have a much stronger, more robust individual who can deal with the various knocks and will also be able to deal with the comparisons made between themselves and others, whether that be on Instagram or a grade sheet.”

Manly wants his pupils to leave the school having had a wide range of experiences.

Silver DofE is compulsory in Year 10, all boys do dance in Year 9 and drama is compulsory, too. The school does more than 20 productions a year and Manly firmly believes in the power of drama to build character: “You’ve got to be able to communicate and connect”, he says.

He explains that these co-curricular subjects are compulsory because “You’ve got to override that instinct to just stick with AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 41

AB ED_AW19_FOCUS HURST COLLEGE_v2.indd 41

13/09/2019 12:25

TAILORED NOT UNIFORM When it comes to a good education, one size does not necessarily fit all.

At MPW, one of the UK’s best known names in fifth and sixth-form education, we offer a distinctive alternative to traditional schools.

A levels and GCSEs in over 45 subjects Personal tutors providing individual academic and pastoral support

Strong teaching and outstanding pastoral care.

Oxbridge-style tutorial groups with nine students or fewer Excellent results and progression to top tier universities Best in class inspection reports from the ISI and Ofsted

Discover MPW for yourself – visit www.mpw.ac.uk or call us to book your visit.

MPW.indd 1 MPW_AbsolutelyEducation_210x297.indd 1

The Good Schools Guide

London 020 7835 1355

25/07/2019 17:04 09:28 23/07/2019

UPFRON T / FOCUS

your friends or what is cool or what you have done before.” He wants students to try everything “until the stage is reached when they recognise, ‘You know what, this is me.’”

Manly says this growth can only happen in a place where the ABOVE LEFT culture says “just do it” - I’m Students on one of the three not looking for outcomes I’m full-size hockey AstroTurfs looking at how you develop ABOVE Students relaxing in the and grow and approach Common Room at one of the life you want to lead. girls' boarding houses He is not interested in what he calls “corrosive competition”.

“A little bit of competition is great – but I don’t want my pupils thinking ‘You know what, I’m not going to win, I’m not going to be in the A Team, I’m walking away Anglican in its leanings, it’s part of the now’ - that’s very bad news,” he says.

Woodard Corporation, a charity that owns Manly adds: “An important footnote and runs 40 Christian schools including to that – if you make the most of what Lancing College and Ardingly College. “We you’ve got, that’s great, but at the same are not a particularly religious school in sense time, I expect you to be kind, be decent to of observance,” says Manly. There is only one others and be decent to yourself as well.” weekly compulsory service on a Friday – “a It’s worth remembering that this is moment to pause, prior to the weekend” – fundamentally a Christian school. High but the Christian ethos of charity, a sense of duty and a sense of service is clearly a strong moral seam running through the school.

This extends to the values Manly hopes to instil in his students. “If all I’m doing is perpetuating a wealthy elite, that’s really not good enough, it’s about you being successful and enabling others to be successful as well.

You’ve got something you’ve leveraged off here and they haven’t. If you do that, I’m ok; if you don’t, it’s not so good,” he says.

Manly’s plan for the next five years is consolidation, incremental improvement, “more consistently brilliant stuff”. He doesn’t want the school to get bigger – it would be “too Darwinian” – he says. Access is an issue – the local bursary programme is growing with pupils from the BN6 postcode coming in on 110% bursaries from Year 7 upwards; Hurst is also doing lots of work with a couple of local academies and Manly says there are further plans in the pipeline.

But there’s no denying that Hurst College is in a good place. Manly has clearly found a formula that he believes LEFT works well for his students. “It’s all about A typical bedroom set up in a boarding engagement – if they engage, everything house with an else will follow. It must come with a culture all-in-one cabin bed and desk that says 'you don’t have to be brilliant, you’ve just got to get on and do it.'”

At a Glance

Hurstpierpoint College FOUNDED: August 1849 by Nathaniel Woodard HEAD: Tim Manly since 2005 GENDER: Co-ed NUMBER OF PUPILS: 1,200 (840 in Senior School) DAY OR BOARDING: Pre-prep and prep, day only. Senior: day, flexi and weekly boarding.

AGES: 3-18 years POINTS OF ENTRY: Reception, 7+, 11+, 13+, 16+ ADMISSIONS: 11+, ISEB online pre-test in verbal and non-verbal reasoning, creative writing and interview. 13+ ISEB Common Pre-Test in Y6 and Common Entrance in Y8. 16+ minimum of 4 Grade A/Level 7 GCSEs required.

RELIGIOUS AFFILIATION: Christian FEES: Senior School per term - day, from £8,125; weekly, from £10,230.

ADDRESS: Hurstpierpoint, Hassocks, West Sussex, BN6 9JS. Senior and Sixth Form: 01273 833636 Prep & Pre-Prep: 01273 834975 hppc.co.uk

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 43

AB ED_AW19_FOCUS HURST COLLEGE_v2.indd 43

13/09/2019 12:25

‘ Enjoying childhood and realising our imagination.’

“My favourite thing about Dallington School is that the teachers and students are very friendly and positive, there is a brilliant atmosphere in the classroom” - Johan “I think Dallington teaches you in a way no other school does and I really enjoy that” - Alex Dallington is a family-run co-educational independent school, with a nursery, in the heart of London.

Personal tours each day of the week, except Wednesday.

Next Open Evening: Thursday 3rd October 2019 from 6 to 8 pm

Headteacher: Maria Blake Proprietor and Founder: Mogg Hercules MBE Email: hercules@dallingtonschool.co.uk Phone: 020 7251 2284 www.dallingtonschool.co.uk

USE.indd 1

19/08/2019 10:05

Nursery & prep SHOULD UNIFORMS EXIST? P . 51 BILINGUALISM P . 55 PRE-TESTING P . 58

SPORTS AT ST NICHOLAS PREP SCHOOL

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 45

AE_AW19_Openers.indd 45

13/09/2019 11:30

ABOVE Not every child is academic RIGHT More practical learners can become frustrated

Bottom of the

CL A S S Every parent wants the best for their child, so to discover they are not making the grade can be devastating. Absolutely Education finds out what can happen to the pupil who is bottom of the class, and how they can be helped to succeed LIBBY NORMAN

46 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

AB ED_AW19_LIBBY Bottom of class .indd 46

13/09/2019 12:28

PR EP / LE A R NING

N

no one can argue against success and competition is often healthy.

Our schools have a duty to foster endeavour and the will to be the best, but there are children who struggle to achieve in an environment where reliance (or over-reliance) is placed on exams, testing and frequent benchmarking.

The problem is, in any competitive environment someone has to come last and no one wants it to be their child.

For Jane, the realisation that her son William was going to struggle academically came quickly. “We were told within the first six weeks of reception class that he was behind.” This was difficult to hear, and she says she left her first parents evening wondering why the teacher could not find one positive thing to say about the happy and cheerful child he was there to teach.

There had been early warning signs. William was late to speak, so Jane and her husband knew they had to watch that. But he was a happy and engaged child and, as a late summer baby, he had an age advantage. They had reassured themselves that he was a late starter and things would even themselves out by the time he started school. They didn’t and, as time rolled on, Jane and her husband realised the problem was real. William was at the very bottom of his class.

The situation was made harder because Jane works in children’s publishing and, with expert knowledge, she also has a passionate commitment to doing everything a parent can do to instil a love of reading and learning. William also has a younger sister who aced every development milestone he had struggled to attain. William was aware that he wasn’t keeping up. Jane says a particularly difficult moment came when his younger sister overtook him in reading – made obvious by the colourcoded home reading books issued to pupils as another marker of achievement.

One danger in situations where children are not keeping up with peers is disengagement. It is harder for them to even have a go when they expect to fall short, yet again. Emily-Jane Swanson, who works with Tavistock Tutors, says

that she sometimes encounters this – perhaps entering a family home where there is already a question mark around a child’s progress ("is it extra help they need or is there a SEN issue?").

“What I do see, after a decade working in education, is that the targets are being set younger and younger,” she says. “There is a more prescriptive way of learning in the classroom, with more exams and tests, and this does impact some children.” Swanson says even young children are keenly aware of where they are at. “Children are so much more sensitive than many adults realise."

Certainly, repeated failure to match the class standard took its toll on William.

Jane recalls him coming home from

“The problem is, in any competitive environment someone has to come last and no one wants it to be their child”

another frustrating day at school and, when she tried to engage him in a chat about his day, he responded by telling her everything was all right, concluding: “I just want to go out and get a job and be a carpenter or a tree surgeon.” So, by age nine, William had effectively decided that he was done with school and now needed to focus on his future earning power.

Cath Lowther, a practising educational psychologist and spokesperson for the Association of Educational Psychologists (AEP), says that this disengagement is not uncommon. “Children switch off quite quickly and it’s easy to put off children at a young age”. Lowther, who works with Local Education Authorities, says that there are usually clear signs that a child is not succeeding. In some cases, they express frustration or show challenging behaviour, or they may become very quiet and simply shut down. “There are also happy children who try their very hardest,” she adds. “They may even love school, but they are just not achieving.”

This was the case for William, who tried his best and was not disruptive in any way. Jane says that his teachers’ only criticism was that he frequently seemed tired and sometimes yawned in class.

“They asked me if he had enough sleep – I explained that he had plenty

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 47

AB ED_AW19_LIBBY Bottom of class .indd 47

13/09/2019 12:28

Prepared. To see things differently.

Our new preparatory school opens in September 2020 Prince’s Gardens is a new independent preparatory school, in the heart of South Kensington, for children aged 3-11 years. A unique school where bright sparks and young explorers can excel academically, whilst developing the self-confidence, strength of character and independence of mind to see our challenging world from their own unique perspective.

To reserve your place at our information morning on the premises of the Royal Geographical Society SW7 2AR on Monday 23rd September at 10am, Search...

PGPREP

or visit princesgardensprep.co.uk/absolutely

Prepared for everything.

Prince’s Gardens Preparatory School, 10-13 Prince’s Gardens, London SW7 1ND

PG.indd 1

10/09/2019 10:50

PR EP / LE A R NING

LEFT Tutors can be valuable for self-esteem BELOW All children can succeed in different ways

“He said he just wanted to go out and get a job. So, by age nine, William had decided that he was done with school“

of sleep, going to bed at 7pm of his own accord, and that he was exhausted at the end of every day because he was trying three times as hard to keep up.”

Lowther says that she always works from the perspective of the child. “I look at the learning difficulties they may be facing and try to find out what they respond to – what helps them to achieve.” She will also look at what reasonable adjustments would help; so rather than considering what is wrong with the child, the emphasis is on what needs to be done to better meet the child’s needs. She adds that most children are very pleased to sit down with her and talk about what would make school better for them.

Emily-Jane Swanson has a similar experience tutoring children and says that the value of one-to-one time can

be in building up self-esteem, as much as helping them to achieve.

“As a tutor, I’m not their relative, I’m not their teacher, I’m their special person – on their side.”

There are proven tools educational psychologists use that can help to re-engage children. Lowther says that as well as adapting learning settings to make things easier – for instance, environment, delivery methods – there are approaches to help a child skill up. “We can help them to improve attention control and also to focus on what they can do.”

Swanson says that a key thing as a tutor is getting children to take ownership because usually they know the subjects or areas where they are struggling. “If children set their own goals, rather than having them imposed, then they can work towards them more easily. Sometimes this means chipping away at the goal in smaller increments or even redefining what is an achievement.” Swanson does think that children who don’t fit into the traditional academic or sporty pigeonholes but have other gifts get a particularly raw deal. “It can be very hard on children who are emotionally intelligent. On paper, they are nowhere and yet they excel. Society is just not as rewarding of their talents.”

For children who are square pegs in round holes when it comes to academic endeavours, there is still space to nurture

the skills that may be most valuable in future life. Lowther notes that there is renewed interest among the psychology and teaching communities in Daniel Goleman’s 1990s book on emotional intelligence. In the book, he argues that this type of intelligence is more important to future life success than IQ measures or academic achievement.

“There is also lots of research around the growth mindset, how parents respond to failure and how we help children achieve in areas they excel in,” she adds. “Children may be kind, helpful, friendly, funny – we can appreciate their qualities and be where they are.”

For William, the school journey continues, but his supportive parents are working with his school and now outside agencies to nurture who he is and help him to achieve his goals. Out of school, he is a brilliant sailor and waveboarder.

In school, he has shown such a gift for managing the school garden that he’s been put in charge. Jane says: “It’s about finding out how he can be a successful learner and, most importantly, feel successful.

“The interesting thing is that my daughter, who is an all-rounder at school, may get bored at weekends and needs direction and organised things to do. But out of school, William is always busy.

He is incredibly practical and might be cooking, working with his hands or doing something outdoors – he is never bored.”

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 49

AB ED_AW19_LIBBY Bottom of class .indd 49

13/09/2019 12:28

MH.indd 1

MH.indd 1

09/07/2019 10:22

13/09/2019 15:30

PR EP / FOCUS

ABOVE The joy of dungarees

What we WEAR; How we LEARN Enclothed Cognition and The Dungaree C H A R L O T T E W E A T H E R LY

N

o mention is made of dungarees in John Carl Flugel’s 1930s article ‘The Psychology of Clothes’ published in issue 18 of International Psycho-analytical Library. Much is made of how particular items of clothing "serve the motives of decoration, modesty, and protection", but nothing about the dungaree.

That we undergo profound psychological changes when we put on specific clothes has long been known, although it is only quite recently that the concept has been given its own name. ‘Enclothed Cognition’ (H Adam, AD Galinsky – Journal of Experimental Social Psychology, 2012) was created to describe "the systematic influence that clothes have on the wearer’s psychological processes", but with the caveat that the influence of clothes depends on wearing them as well as their symbolic meaning.

In the deep past (the 17th century to be precise) dungarees were squarely in the category of workwear; of a cheap, coarse, thick cotton, either blue or white, they were originally worn by the very poor in India. In the boom years of 19th century American expansion, they reappeared as the go-to attire of railroad

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 51

AB_ED_AW19_DUNGAREE STORY.indd 51

13/09/2019 12:42

MILLFIELD.indd 1

20/08/2019 11:38

PR EP / FOCUS

LEFT Knighton girls learning outdoors BELOW Activities made easy in dungarees

and construction workers, savvy pioneers looking to get ahead and get rich. Not so in 2019 - dungarees (and their cool sister the jumpsuit) feature in fashionable and celebrity wardrobes because they are so versatile. According to fashion blog Love Thirty, they are particularly great when you don’t know what the weather is going to do (a full-time job for the British) allowing for plenty of layering and showing off your marvellous knitwear. What the blog fails to mention is that dungarees are the go-to attire for modern girls totally focused on their learning. Too busy being optimistic in the classroom and collaborating with their peers, dungarees are for girls who have no time for fussing about the length of their skirt.

Enclothed Cognition is not a new branch of psychoanalysis but revealed within it is our complex relationship with what we wear and how clothes influence our

“Dungarees are for girls who have no time for fussing about the length of their skirt” psychological processes, including how we learn. What we have known since around 1965 is that when they are red and worn by girls at Knighton House school, wearing dungarees means great attitudes to learning and better learning altogether.

So why and how do dungarees promote better learning? You might as well ask how many ideas a girl in red dungarees can come up with for an international STEM challenge prize-winning idea (lots, and one winning one) for they are legion: • Pond dipping and exploring habitats is easy (Science lessons) • No fuss about changing when lessons move outside (the outdoor classroom) • Accepting difference is commonplace; no-one else wears dungarees and we dare to be different (PSHEE) • They have proper-sized pockets, room for at least two good books (reading for pleasure) • Experiments for measuring and calculating speed are realistic (Science and Maths) • Instruments such as the cello are accessible (Music)

• No one is excited by the thought of writing ‘Ode to My Grey School Skirt’, but ‘Ode to My Red Dungarees’ is another story; just as an aside, in studies about the influence of colour on learning, red is said to encourage creativity (English) • The Battle of Hastings (and other famous fights) can be reenacted authentically (History) • You get stress-free Biology – no problems being in messy locations identifying invertebrates (Science) • Running up hills and generally yomping in fields to study microclimates is easy (Geography) • Every type of chemistry experiment is possible: no fiddling with lab coats (Science) • Games of 40-40 in dungarees develop our competitive edge (Sport) • Girls are less self-critical and more confident (attitudes to learning) • Practising our jumping (a.k.a. pony jumps in the Greenwood) means we have some of the best scores in athletics competitions (Games) Encompassing other philosophies about education, the list could go on. Rousseau for example, although not a documented advocate of dungarees (I do not think they get a mention in Émile, Où de l’Éducation) was very keen on children interacting with their environment to further their learning, rather than simply drawing knowledge from books - how better than in a pair of red dungarees? On the practical side, wearing dungarees in our countryside environment just makes sense. When you need to leap a fence to catch a runaway pony or you fancy picking a Russet apple from the orchard for your breaktime snack, dungarees make it a blush-free exercise, modesty guaranteed.

Nothing at Knighton House school ever happens without the solution-seeking mindset being applied. In the case of our iconic ‘everyday’ uniform, (we have a further uniform for out of school events) it was a simple choice based on the principle of how girls could be supported to get the most out of their learning; and lo, behold, the red dungaree. *SMaths = Science and Maths combined

C H A R LOT T E W E AT H E R LY Assistant Head Knighton House School AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 53

AB_ED_AW19_DUNGAREE STORY.indd 53

13/09/2019 12:42

Transformation through education Offering more fee assisted places than other independent schools.

T: 01403 246 555 E: hello@christs-hospital.org.uk Christ’s Hospital, Horsham, West Sussex RH13 0LJ www.christs-hospital.org.uk Registered Charity No. 1120090

CH.indd 1

22/08/2019 11:28

PR EP / BILINGUA LISM

“Learning more than one language from a young age can be enormously advantageous”

The low-down on

LANGUAGES How should childcare professionals introduce children to a second language, or support those whose home language is not English?

E

ight percent of the total population of England and Wales speak a main language other than English, according to the 2011 census – the greatest numbers speaking Polish, Punjabi and Urdu.

Huge numbers of children are growing up in homes where English is not the only language spoken. The 2011 census also showed that 19 percent of the population in Wales spoke Welsh.

The evidence is clear that learning more than one language from a young age can be enormously advantageous, resulting in improved working memory, self-control and mental flexibility,

a lower rate of diagnosis of Alzheimer’s disease, and greater employability.

Not only that, but for young children learning languages comes naturally and spontaneously. Researchers agree that there is a critical window up to age seven, beyond which our aptitude declines markedly.

An immersive approach

Seeing her daughter, then aged three, become fluent in just a few months while attending Spanish pre-schools abroad was part of what inspired Lianne Moseley to start Spanish/English bilingual childcare business Bonitots.

Within months of opening in 2015, she had a two-year waiting list and has now set up a nursery. But it is not only

Spanish-speaking families who seek her out – half of her children come from homes where only English is spoken, or another language. Lianne has also worked with children for whom Spanish is a third language, and even recalls one child who spoke four languages fluently – English, Spanish, Flemish and Mandarin – “moving effortlessly between them”.

She has created an “immersive” bilingual setting where most transactional interactions and play activities are in Spanish. “But we do specific activities in English,” she explains. “Partly because we have a duty to support the child’s majority language as well, but also because of the EYFS stipulations for school readiness in England, and because all AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 55

AB ED_AW19_BILINGUALISM.indd 55

13/09/2019 14:37

REPTON.indd 1

16/09/2019 12:18

PR EP / BILINGUA LISM

Bilingual Wales

assessments need to be in English.

“All phonics teaching is in English for example, and I teach piano lessons in English so the children have the English vocabulary to continue music lessons elsewhere.”

Home support is essential too, and Lianne works closely with parents, for example sharing key words their children are learning.

Misconceptions

While the children clearly take it in their stride, misconceptions prevail, says Lianne – that a child’s language development will be held back by learning more than one language. “Our experience, and this is borne out by studies, is that bilingual or trilingual children have more words than monolingual children. Language is one of the strongest areas for all our children and that is because of, not in spite of, their bilingualism. For the children all I see are the benefits.”

Celebrating difference

Sue Smith of Sweet Peas Childcare in Ely, Cambridgeshire, marks 20 years as a childminder this year, and has cared for a number of children with English as an additional language, but has never found they struggle more to settle. As with all children, she says, “It depends on their

“We celebrate where they come from, what makes them different, and make them feel valued”

disposition and how they’ve been parented.”

Her approach is to actively seek information from the parents about their culture, beliefs and family connections. She learns key words in a child’s home language.

Sue says: “We celebrate where they come from, what makes them different, and make them feel valued for who they are.”

She keeps her instructions in English simple and combines them with gestures, such as arms outstretched.

“Sometimes there is a language barrier with the parents as well,” Sue adds. “But it’s important to find a way to communicate, because if you can’t form a relationship and have that partnership, it isn’t going to work.”

While bilingualism remains unusual in most of the UK, in Wales it is far more commonplace, supported by the government’s Welsh language Cymraeg 2050 strategy, which aims to have a million Welsh speakers by 2050, and includes a programme to support and expand Welsh-medium childcare provision.

Dwynwen Thomas is a childminder based in Nefyn in North Wales. She has cared for children who are Welshspeaking, English-speaking and those growing up with both languages at home.

“I get them to come into it gradually and begin by saying something in Welsh and then translating it into English so they get to hear both languages,” she explains.

“I don’t want them to feel alienated because they don’t understand – I want them to feel involved. If they’re not happy they’re not going to be learning either.”

She adds: “Introducing bilingualism to children at a very early age actually enhances their learning in my experience.”

While Dwynwen says in order to “get on in the world” children must have both languages, beginning with Welsh is important, both for practical and cultural reasons.

She says: “It’s your home language it’s something that connects you with your roots and something that you build on throughout your life.”

Sowing the seeds

For all its benefits, bilingualism is not something the majority of childcare providers can offer, nor is it something the vast majority of parents will expect – but it is still worth considering.

Anna Neville, CEO and founder of Kidslingo, which teaches French and Spanish to 12,000 children aged 0 to 11 each week, believes it can “sow the seeds for a love of languages”.

She says: “We want to instil in them that languages are something to be embraced, so they can take that on later in their education and their lives.”.

From offering immersive programmes and weekly classes, to learning a few words in a child’s first language, how childcare professionals approach languages in their settings is vital in supporting the language-learning potential of the children in their care; get it right and they can tap into a multitude of advantages that will endure for the rest of their lives. pacey.org.uk AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 57

AB ED_AW19_BILINGUALISM.indd 57

13/09/2019 14:39

RIGHT AND BELOW Young students preparing for pre-tests

TESTING

TIMES The Founder of At the School Gates on the emergence of a whole new sector LISA FREEDMAN

W

hen JCT Jennings arrived at his prep school aged 10 years, 2 months and 3 days, all he had to worry about was whether he was allowed to wear his vest for games or play conkers in the Assembly Hall. But Anthony Buckeridge’s fictional hero lived in the 1950s. Today he’d already have missed the deadline to register for pre-testing.

Pre-testing, the system of early examination and interview intended to sort out who’s going to which public school, now generally takes place at the beginning of Year 6. Many prep-school headmasters are concerned that this make-or-break trial can distort the rhythm of what once was a rather more cloudless youth.

"The current regime has to be managed carefully or it can skew the whole prepschool experience," says Tom Burden, Headmaster of The Pilgrims’ School in Winchester, which sends about half its pupils onto Winchester and Eton. "The challenge is to make the education we provide sufficiently exciting for childhood not to be defined by testing."

Until fairly recently, most senior boarding schools admitted pupils primarily on the basis of Common Entrance, the broadranging set of examinations sat in the summer term of Year 8. In 2001, however, Eton, looking for an un-coachable means to

edit its lengthy applicant list, introduced a computerised aptitude test, which boys sat in the academic year in which they turned eleven. Since then, most public schools have instituted something along similar lines.

"Schools like Eton did have to manage numbers," says Martin Harris, Headmaster of Cheam School, a co-educational prep school in Berkshire. "Others, you feel, decided to do it because they thought, 'we don’t do that, so we’d better'."

Nowadays, most of the leading public schools have adopted the ‘ISEB Common PreTest’, a multiple-choice online assessment, which gauges competence in English and Maths alongside IQ (in the form of Verbal and Non-Verbal Reasoning). The tests last just two and half hours and most pupils sit them in the comfort of their prep school, but it’s not the tests themselves which cause distress, but their inconclusive outcome.

"Some boys, of course, have a measure of success and get offers from several schools," says Tom Bunbury, Headmaster of Papplewick Prep School in Ascot, currently Tatler magazine’s UK Prep School of the Year. "But large numbers of boys have to cope with failure or uncertainty as they’re put on a waiting list. They’re often not clear about where they’re going until Year 8, which is not helpful for the children whose confidence we’re trying to build."

The reason for this ongoing ambiguity is that those with several offers are often willing to pay multiple deposits to defer making a final decision, an approach

Bunbury views with some sympathy. "If you consider parents ultimately have to pay the best part of £200,000 in fees, risking £1,500 to £2,000 is rather good insurance."

However, most heads agree that the current mode of selection, while working to the benefit of the most able, does not necessarily do justice to every child.

"Though we’ve found the ISEB Pre-Test pretty reliable," says Burden, "it’s more problematic for the late developers. It can be dangerous to pigeonhole boys early on."

58 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

AB ED A/W19_PRETESTING.indd 58

13/09/2019 14:41

PR EP / PR E-TESTING

“Most prep schools have been forced to adapt their curriculum in response to pre-testing requirements”

Secondary schools are, of course, aware of this pitfall, and some, such as Harrow and Wellington College, specifically hold back places to offer in Years 7 and 8, carefully liaising with prep schools to monitor progress.

"I’ve been really impressed by the way senior schools keep in touch," says Burden.

"You do, of course, have to provide evidence that scores have surged."

Most prep schools have been forced to adapt their curriculum in response to pre-testing requirements. Some merely insert an extra ‘club’ to address the dull-butdemanding hoops of Verbal and Non-Verbal Reasoning. For others, such as Papplewick, it's timetable preparation. "We do three periods a week for four terms," says Bunbury. "Specific preparation gets the best performance on the day and helps improve the middle-ground boys. We never did it in the past, so it’s a minor sadness."

Then there’s the interview. "The Interview is a tough old thing," says Bunbury, of

a process which nowadays can go well beyond 'what’s your favourite book?'. "I feel sometimes schools overestimate what 10 and 11 year-old boys are like. A whole industry has grown up in London to prepare them."

Papplewick does not coach for the interview, relying instead on their wellrounded curriculum, and heads agree that the rich prep school formula of games, music and extra-curricular involvement is still appreciated by those that stand in judgement.

"They may want to know that applicants have the skills to cope academically, but they’re looking for the whole package," says Burden. "The reason they’re taking them is that they’re an exciting person to know."

A further negative of a testing system carried out two years prior to the end of schooling is the impact it can have on motivation. "Secondary schools complain about unconditional offers at university, so there’s a huge irony here," says Martin Harris, who believes Common Entrance

occurred at just the right moment.

"Common Entrance is a little bit of stress at the pinnacle of your education. It makes you ready for your senior school, rather than having a huge spike in stress when you should just be enjoying yourself."

The Pilgrims’ School has chosen to ensure the older rhythm remains in place.

"We are absolutely committed to Common Entrance," says Tom Burden. "It polishes the academic side off nicely, and even if boys are not going somewhere that requires it, we think it best they sit the exam. We want them to be confident with the academic demands that will be put on them."

If pre-testing is not necessarily the right answer, what’s the solution? Some feel the system could be streamlined to make it less intrusive. "In an ideal world, testing would take place in the first term of Year 7, with interviews in the second term, so removing double booking" says Bunbury.

Others, believe an earlier deadline for parental commitment – say, Christmas of Year 8 – would clarify stressful ambiguity.

No one, however, imagines change will occur any time soon. "There’s no great will to collaborate," says Bunbury. "We’re stuck with it and have to make the best of it."

D R . LI S A F R E E D M A N MD, Education Consultancy attheschoolgates.co.uk AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 59

AB ED A/W19_PRETESTING.indd 59

13/09/2019 14:42

PICTURE YOURSELF AT

James Allen’s Girls’ School

PORTR AIT OF A JAGS GIR L

PORTR AIT OF A JAGS GIR L

Keen broadcaster, passionate as a singer, performer… and humane

Enthusiastic karate student, budding skier, gymnast… and humane.

LEADING INDEPENDENT GIRLS’ SCHOOL 4–18 YEARS OPEN MORNINGS WED 25 SEPT*

SAT 5 OCT

THU 17 OCT*

100% BURSARIES AVAILABLE FROM 11+ *11+ & deferred 13+ entry only.

FIND OUT MORE AT WWW.JAGS.ORG.UK

JAMES ALLEN’S GIRLS’ SCHOOL 144 EAST DULWICH GROVE, LONDON, SE22 8TE | 020 8693 1181

JAGS.indd 1 JAGS_Absolutely Education ad_210x297_JUN 19.indd 1

07/06/2019 06/06/2019 14:37 14:32

PR EP / INSIDER

PLAY BALL The Head of PE and Games at St Nicholas Preparatory School on the joy of sport DA N WO O D

I

have been fortunate to experience a lot of sport throughout my life, from professional sport to recreational activities. Teaching primary school pupils at St Nicholas Prep reminds PE teachers like me of what it was like to be young and how we developed our skills. Whilst the training sessions, after-school clubs and PE lessons were all-important, it was the little things that really helped me to develop my coordination and confidence.

I remember my parents giving me three small juggling balls to play with when we were on holiday one year. I practised every day until I could conquer the art of juggling all three at once, and then continued this daily practice until the age of 15 or so. Impressive or not, all that practice significantly developed my coordination, control and patience – the confidence that I gained as a result was huge.

All this must have been rather annoying for my parents, who endured the constant juggling and the football being kicked against a wall in the back garden. Yet they knew that I loved sports, and thankfully they could see the benefits in my determination, for example my handwriting improved and using a knife and fork became easier. We should not underestimate the positive impact that sport has on us, not only in terms of physical fitness, but also in supporting everyday life and bringing us joy.

“Challenging yourself physically at a young age develops overall confidence”

ABOVE Dan with sporty St Nicholas students

3 THINGS FOR PARENTS TO REMEMBER You can never start sports too early – dexterity becomes coordination, then confidence • Balance on-screen activities with good old-fashioned analogue play • Join in with that game of catch or kick-around – it’s good for you, too!

However much children love screens and electronic games, it’s important to remember that challenging yourself physically at a young age develops overall confidence. Mastering a simple skill like catching enables a child to then move on to explore more difficult competences. I see this regularly in PE lessons with primary pupils, where even the smallest physical achievement can bring huge smiles to their faces.

DA N WO O D Head of PE and Games St Nicholas Preparatory School AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 61

ABED A/W19 INSIDER ST NICH.indd 61

13/09/2019 14:44

STJPREP.indd 1

10/09/2019 11:42

PR EP / INSIDER

STEM’S THE WORD Felna Fox, teacher of Design and Technology at James Allen’s Preparatory School on encouraging girls in STEM subjects F E L N A F OX

S

TEM subjects are the backbone of our world.

From the economy to our general wellbeing, we are wholly dependent on science, technology, engineering and maths (STEM). These subjects underpin everything our lives depend on.

The world as we know it could not exist without them. Not only are there millions of unfilled vacancies within the sector every year, but women and minorities are grossly under-represented too.

Our hope is that by teaching STEM in the classroom as well as educating parents and teachers of the importance of STEM, we should help improve engagement and participation in later educational and professional years.

Design and Technology is taught throughout James Allen’s Prep School, building confidence, creativity and skills in our pupils by encouraging them to consider problems that other people may face, as well as developing solutions. In the process, our pupils cultivate decision-making skills, effective communication skills and practical skills to broaden their minds. Within the last five years, we have embarked on a whole-school STEM initiative to ensure our girls develop these skills and receive a balanced and relevant education.

Annually, the school hosts Design Week, during which each girl works with engineering professionals from diverse sectors to develop their competition entry for the Primary Engineers’ London Special Leaders Award (LSLA), a national engineering competition.

Our 2019 Year 4 trophy winner, Maya, designed a ‘smart sticker plaster’ for diabetic children that warns them of dropping blood sugar levels as well as alerting their parents using a phone app.

Dalia, in Year 3, also won a trophy for her idea of electricity-generating pads in cycle

ABOVE A James Allen's student enjoying a DT lesson

“We have embarked on a whole school STEM initiative” paths. The pads would collect the energy from the moving bike and absorb it into the grid to produce green energy. Maya also received this year’s Siemens Prize and was declared ‘Overall Winner’ of the London Region.

We deliver a weekly DT and computing STEM club where the girls develop an understanding of mechanical engineering using a simple series of circuits to automate their products. In the club, pupils have learned how to use LEGO WeDo and Crumble, creating and programming various creatures and vehicles using sensors to conquer

challenging obstacle courses.

Last year, our school undertook a huge development project in building a new Community Music Centre with an auditorium seating almost 500 people, as well as 15 practice rooms and music teaching rooms. Seizing this opportunity, the Prep School delivered an architectural masterclass for girls from Year 3 to Year 13, offering an opportunity to shadow the architectural stages of the development on site.

Delivered in collaboration with architects Studio E and contractors Neilcott Construction, our pupils witnessed the architectural and building process first hand, receiving monthly architect’s presentations and onsite tours. In its final stages, the programme provided an opportunity for our girls to participate in the design process by designing the school playground. Pupils were also able to share their experiences and their final playground design to the wider school community in an assembly and were delighted to see their ideas realised a few months later.

F E L N A FOX Teacher of Design and Technology James Allen’s Preparatory School AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 63

ABED A/W19 INSIDER JAGS.indd 63

13/09/2019 14:48

North Bridge House

Book an open day at northbridgehouse.com/open or call 020 7428 1520 NURSERY & PRE-PREP HAMPSTEAD

PREP SCHOOL REGENT’S PARK

SENIOR HAMPSTEAD

2 - 7 YEARS

7 - 13 YEARS

11 - 16 YEARS

11 - 18 YEARS

TUESDAYS (NURSERY)

FRIDAY 4 OCTOBER

SATURDAY 14 SEPTEMBER

SATURDAY 28 SEPTEMBER

FRIDAYS (PRE-PREP)

FRIDAY 8 NOVEMBER

SEPTEMBER - DECEMBER

NBHS.indd 1

SENIOR CANONBURY

TUESDAY 1 OCTOBER

TUESDAY 15 OCTOBER (SIXTH FORM)

THURSDAY 7 NOVEMBER

THURSDAY 14 NOVEMBER

THURSDAY 28 NOVEMBER

THURSDAY 5 DECEMBER

09/09/2019 17:27

PR EP / OPINION

Talking

HEAD

MOVING ON UP

David Price, Headmaster at The Mall School, on the move to 11+

I

n April 2017, I announced to parents at The Mall School that we were going to phase out Years 7 and 8 and that after 2020 all boys in the school would leave the school at the end of Year 6.

It was a bold move, given our record of success in preparing boys for their Common Entrance exams and securing 13+ places for them at the top London boys’ day schools. However, we felt that it was the right move to enable us to maintain our strong record of success in securing senior school places for our pupils. The offers that our first cohort of 11+ leavers received in March 2019 proved that we were right to question the relevance of 13+ provision in London prep schools.

The decision to move to an 11+ exit came after we commissioned several pieces of research using independent consultants including interviews with the Heads of the senior schools our boys traditionally went to at 13+ about the future of Common Entrance and transfer at 11+. This revealed that senior schools were experiencing an increase in demand for 11+ places, driven largely by parents’ preferences.

In response, the supply of 11+ places had increased, with a corresponding decrease in the number of 13+ places, most notably at King’s College School, Wimbledon with the opening of their new Lower School in 2016. It was our view that this trend would only continue and over time most senior

“There were increasingly limited 13+ options”

day schools will move We have had to make minor towards 11+ as their adjustments to our curriculum to main point of entry. prepare the boys for 11+, with more With 11+ offers this year focus on verbal and non-verbal from St Paul’s Juniors, Westminster reasoning and we have introduced Under and King’s College, we are personal development sessions to help confident that our brightest boys can the boys manage the demands of the still go on to all the schools 11+ process. There is still they used to join at 13+. plenty of focus on sport, In recent years, I had begun music and the arts. to feel there were increasingly There has been much in limited 13+ options for the the media about the future boys in our school who were of independent schools, and not suited to the highly prep schools in particular. academic senior schools. We Schools must adapt to are not a selective school for meet the demands of their boys joining us in Reception markets, while maintaining DAVID PRICE and moving to 11+ has meant the best interests of their Headmaster they have a wider number pupils. Our bold move The Mall School of schools to choose from. has certainly paid off.

A B OV E The Mall School students

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 65

ABED A/W19_TH_THE MALL.indd 65

13/09/2019 14:50

food warriors

A campaign piloted in London schools has been harnessing pupil power to reduce waste and inspire a rethink of food shopping, eating and recycling.

Now its ideas are set to go Europe-wide LIBBY NORMAN

G

etting children to eat a balanced diet can be hard work. But teach messages about sustainability alongside nutrition and they may start to make positive choices, as Small Change Big Difference has discovered.

The pilot, which ended in March, has been run in 24 schools across eight London boroughs for two years, using workshops for years 4, 5 and 6.

Part of an EU-funded pilot targeting the capital’s schools, households, communities and businesses, Small Change Big Difference has brought together leading sustainability organisations under the TRiFOCAL London banner. Two years on, the schools element, delivered through social and environmental charity Groundwork London, has been named one of the world’s ten most inspiring sustainability projects for young

people by education non-profit HundrED. What is so brilliant about Small Change Big Difference is that it has created a virtuous circle, getting a young army of pupils aged between eight and 11 engaged in delivering sustainable food ideas to school, home and community. Caroline Chapman, the education specialist who delivered the six-workshop programme for Groundwork London, says children have enjoyed the experiential design and the feeling of being in charge. “From day one, the children have been really responsible,” she says. It has also worked for schools because they were involved in workshop design via a teacher panel – enabling the programme to tie in with lesson plans and the curriculum for each year group.

The programme has provided measurable results in a six-week schedule of weekly workshops. The starting point has been teaching children about avoiding waste and recycling. A dry and sometimes worthy topic, but not if you add in games – including a hugely popular food waste version of snakes and ladders. Armed with key facts, children have become ‘food

warriors’ in school lunch halls, collecting and weighing edible and inedible food waste by year group. Next task has been to investigate foods being wasted and ask why. While adults might find poring over leftovers less than palatable (especially the early ‘show and tell’ where a whole bin of kitchen waste is tipped onto tarpaulin), Chapman says the pupils have relished the challenge, using bar charts and other tools to measure, analyse and then reduce. “It has meant competition between year groups to achieve the most waste reduction, also encouraging pupils to finish their plate,” says Caroline Chapman.

The results have been dramatic, with some school year groups reducing their lunch-hall food waste by 87 per cent over the six weeks. Children’s analysis of what was being wasted has gone further.

In one school, ‘food warriors’ found consensus that portions of some meals were simply too large to finish. Inspired by the pupil poll and findings, catering staff adjusted food orders, meaning much less waste. School caterers, notes Chapman, have been hugely supportive.

66 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

AB ED_AW19_LIBBY food warriors.indd 66

13/09/2019 14:51

PR EP / FOOD

ABOVE The bike that turns surplus fruit into smoothies

“The results have been dramatic, with some school year groups reducing food waste by 87 per cent over six weeks”

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 67

AB ED_AW19_LIBBY food warriors.indd 67

13/09/2019 14:52

5th October

WINDLESHAM.indd 1

23/08/2019 12:06

PR EP / FOOD

LEFT Campaign events have united school and community BELOW Pizzas made with leftovers

“Small Change Big Difference has been named one of world’s ten most inspiring sustainability projects for young people” Chapman says that messages to pupils have focused on positives. “To make the project more relevant to children, the school workshops were called ‘Yes to Taste, No to Waste’, which pupils loved chanting in each workshop.” Although children were initially more engaged by ideas around sustainability, they then made the connection back to eating well. “After learning about healthy and sustainable eating, where they sampled different smoothies made using leftover and ‘wonky’ fruits and vegetables that they might not usually eat, children became excited by trying new foods and the majority started making smoothies at home.”

In fact, taking the workshop lessons home has been integral to the programme’s success. Children received a workbook and were asked to achieve one or more

and adding a star to the ‘pledge chart’.”

Parents bought into pledges too. A starting point was children going home armed with bottom-line statistics about the cost per London household of food waste (up to £800 per year). Parents were asked to co-sign their child’s workbook each week. Some started composting or had creative cooking sessions with their children – devising new recipes with leftovers. The final goal for each school has been to design a campaign day. Here, children were incredibly creative – planning and then promoting an event that involved the community. Among the many brilliant ideas have been a school smoothie bike using surplus fruit and school cookbooks of recipes using leftovers. One school created a community fridge to share surplus food. After each campaign event, pupils have held assemblies, organised video links and embedded a school-wide action plan, giving the initiative longevity.

Small Change Big Difference is now inspiring the design of other food sustainability projects across major European cities, from Dublin and Oslo to Sofia and Milan. And a schools information pack will become available across the UK this autumn, so hopefully many more schoolchildren will be championing delicious food with less waste – and getting parents and the community behind their brilliant ideas. smallchangebigdifference.london groundwork.org

pledges each week in their own home.

These included trying a new fruit or vegetable, managing the family fridge using FIFO (first in, first out), cooking with leftovers and composting or recycling.

Then there’s the family shop – children were encouraged to think about foods using a game called ‘good for you, good for the planet’. This looked at food in terms of energy to produce (transport, CO2, and so forth) versus nutritional benefit. Armed with this information, they could then help choose the best foods for the family shopping trolley.

Home pledges were fed back to year groups to keep the challenge going.

“Pupils have taken pride in being given responsible roles,” says Chapman. “Some were pledge monitors, counting how many different pledges each pupil achieved AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 69

AB ED_AW19_LIBBY food warriors.indd 69

13/09/2019 14:53

IBROADEN MY MIND Openness to the outside world. The readiness to see other points of view. These are qualities we help students develop to broaden their minds while excelling at their academic studies.

Places for 2020 entry are understandably strictly limited.

Apply today at southbank.org/applynow

SB.indd P729 SIS 1Full page ad-Secondary - Long copy - 210x297.indd 1

10/09/2019 12:04 11:39 05/09/2019

PR EP / INSIDER

The World of Work The Head of Personal Development at Beaudesert Park School on teaching younger children about careers LAURIE ROBINSON

B

eaudesert might not be a senior school, but the children here are still quietly encouraged to consider the different ways that people make a living, and to start to develop skills which will prepare them for the world of work. It is gently introduced in pre-prep, then ramps up as the children move up through the school.

In nursery and reception, it all starts with role play. From doctors to garden centre staff, the children don’t need much encouragement to get into character. One of the teaching topics in pre-prep is ‘People Who Help Us’, and we often welcome relevant visitors such as a police officer, or a medic.

Visitors are a brilliant way of engaging children of all ages. The younger children find it easy to relate to what a dentist or a beekeeper does for a living, but once they’ve moved up into Prep, then children can grapple with more complex and flexible career paths. Our popular annual ‘World of Work’ event sees a broad range of speakers coming in to shed light on a host of different jobs. We’ve had explorers, surgeons, dot-com trailblazers, renewable energy entrepreneurs, a vicar and a charity luminary, to name just a few of our past visitors.

‘Economic wellbeing’ forms part of our PSHE curriculum. Older children have dedicated sessions in which they

ABOVE & BELOW A hands-on education

“A balance between preparing children for the future and encouraging them to relish being a child” learn not just about how business works and being employable, but also about workplace factors such as the gender pay gap. Financial capability is also covered with the help of Barclays Life Skills resources which allow the children to get to grips with money basics.

We have a ‘Dragons’ Den’ Challenge Day and have just launched the Young Enterprise Tenner Challenge. Pupils are pledged £10 from the ‘Tenner Bank’ and use this start-up capital to get their enterprise off the ground. They have one month to come up with an idea for a product or service they can sell.

Learning about how us grown-ups make our money can be fun for any child if the information is tailored well, but childhood is precious and should be fiercely protected, especially at this prep school stage. There’s a balance to be struck between preparing children for the future and encouraging them to relish the allimportant business of being a child for as long as possible. Here at Beaudesert, we like to think we get that balance right.

L AU R I E R O B I N S O N Head Of Personal Development Beaudesert Park School AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 71

ABED A/W19 INSIDER BEAUDESERT.indd 71

13/09/2019 14:58

HC.indd 1

11/09/2019 14:56

PR EP / INSIDER

BRE ATH OF

FR ESH AI R Moulsford Prep is encouraging outdoor learning with their Forest School CHRIS SYMONDS

M

ore and more schools are appreciating the benefits of outdoor learning and realising the value of getting children outside.

Children don’t always learn best in a classroom environment and offering practical learning in nature can help keep children stimulated and physically active.

At Moulsford Prep School we place enormous value on our boys being able to spend as much time as possible in the fresh air, both at work and at play. We are fortunate to have plenty of outside space and we encourage staff to use it at every opportunity, in any lesson. Being outside should not just be reserved for sporting pursuits.

ABOVE There are naturally huge Into the woods at Forest School mental health benefits, especially for children and pre-teens. The pressures of teenage life mean that children are sometimes in a rush to grow up but the power of being able to cut opportunity to explore and learn outdoors loose and simply be a child again should not (including an overnight camp for our Year be underestimated; the great outdoors truly 8 boys) during their time at Moulsford. Our enables this.

Pre-Prep boys visit Forest School weekly in One of the boys’ favourite activities is their year groups.

Forest School, with each boy having the The woods at our two Forest School sites are about more than just fun. Forest School enables the boys to immerse themselves in open-ended learning opportunities. Lighting fires, roasting marshmallows, den building, knot tying, wood cutting, whittling, making bows and arrows and drinking hot chocolate are all part of the delights the boys enjoy, not to mention playing with Bosun, the Forest School dog.

The boys learn to climb trees safely and manage their own risk on the rope swing.

They build their skills in cooperation, communication, problem solving and leadership. The activities they pursue

“Being outside should not just be reserved for sporting pursuits”

foster self-confidence, resilience and perseverance.

In an age when climate change and protecting the world in which we live are top of the agenda, learning outdoors gives children the chance to gain knowledge of the environment and sustainable living.

The Moulsford Extra-Curricular Activities programme is a vital part of school life. The river offers multiple water-based opportunities including sailing, kayaking and paddle boarding and last term we had over 80 boys on the river weekly. Other popular outdoor choices include fishing, photography, gardening, cyclo-cross and geocaching. We even had a group litter-picking in the local village giving them fresh air and a sense of community spirit at the same time.

At Moulsford there’s something for everyone with the aim of finding that elusive activity that ignites a spark in every child beyond the classroom.

C H R I S SY M O N D S Director of Activities Moulsford Prep AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 73

ABED_Insider_MOULSFORD.indd 73

13/09/2019 15:01

PR EP / FOCUS

Get in the Know Conor Heaven talks about ZingiTT, a new digital platform to help parents engage in their child’s education ZO Ë D E L M E R - B E ST

A

s many parents will know, homework can sometimes feel like an insurmountable challenge. From practicing the arts of tactical persuasion to being an on-tap thesaurus or calculator, prep can often result in all parties feeling frustrated and confused. It’s not unusual to find parents up late at night, scrolling through forums, searching for advice from others battling on the homework front.

ZingiTT have created an online platform designed to help parents be one step ahead of their child’s educational curriculum.

Unlike the majority of electronic educational resources, ZingiTT is aimed at educating and informing the parents and caregivers of children, providing informative videos and guides with the

‘‘We want to empower and enable all parents to be able to help their children at home’’ aim of encouraging involvement with their child’s education. The concept of ZingiTT was born after the widely successful TT Education group won the 2018 School Improvement Provider of the Year award.

Deciding to put their knowledge and expertise to good use, the team created a platform to help further improve parent’s engagement with their children’s education.

Conor Heaven, digital learning leader at TT Education, explains, “Parental engagement has proven to be absolutely critical in a child’s education. That doesn’t mean that the parents have to be experts, they just need to help raise the aspirations of the

child in relation to education and school.

It helps the child appreciate school more, meaning they are more likely to succeed in life.”

Primary education is a topic Conor and his team are passionate about as many are parents of young children. They wanted to create something that was easily accessible but not time consuming. “The last thing many working parents need is their child coming home from school asking, ‘Mummy what’s and adverbial or what’s a subordinating conjunction?’ and that parent may have no idea. What we want to do, no matter what the background of the parent, is to empower and enable all parents to be able to help their children at home.”

Homework can be a hot topic among parents and educators. Many parents often prefer to leave a child’s education to the professionals to avoid oversaturation of learning. At the other end of the discussion, there are parents who are over-involved in ABOVE ZingiTT is a digital platform for parents

their child’s education, questioning the teacher’s abilities and curricular schedule at every opportunity due to lack of confidence in the education system.

Some could argue that educational guides for parents encourage every experience to be an unnecessary learning opportunity for their child. Conor Heaven clarifies that ZingiTT isn’t about micromanaging your child’s education: “It’s to help any parent who is not confident with what their child is coming home with.” ZingiTT strives to give parents a sound understanding of their child’s educational progression, no matter what side of the debate they stand on.

ZingiTT have created a platform harbouring informative videos in bite-sized chunks, which is constantly being updated using the feedback from a 70-strong focus group of parents. The information is condensed so parents can quickly watch a video in the time it takes to make a cup of tea. Since its launch in February 2019, ZingiTT has produced over 120 videos covering subjects such as English, Maths, Science and Phonics. Also providing information for parents who suspect their child has special educational needs, ZingiTT can give advice on how to access help and get a diagnosis.

ZingiTT has not only proved itself a useful resource for parents; schools have been using the platform as a way to communicate with the parents of their pupils, advising parents which videos to watch as a way of keeping them informed of their child’s learning progress.

74 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

AB ED_AW19_ZINGITT.indd 74

13/09/2019 15:03

LYCEUM.indd 1

16/09/2019 12:05

HPP.indd 1

09/09/2019 17:15

Senior ENTREPRENEURSHIP IN SCHOOLS P . 78 MAYFIELD CERAMICS P . 127

MERCHISTON CASTLE SCHOOL

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 77

AE_AW19_Openers.indd 77

13/09/2019 11:33

Serious

CLONGOWES WOOD COLLEGE

I ENTERPRISE Business and entrepreneurship are becoming increasingly important in education.

Eight senior schools explain how they include these areas in their remits.

n early June for the past 26 years, the students of Clongowes Wood College in Ireland have pushed a 10 foot by 3 metre bright yellow duck from the Children’s Hospital in Dublin to Limerick City, some 265 kilometres away.

The reason that the ‘Duck Pushers’ take on this challenge is to raise funds for the Children’s Hospital under the banner of ‘Kids Helping Kids’. The Duck Push is the embodiment of the Jesuit ethos in this 205 year old boarding school - for its students to become ‘Men for Others’. Every year, the boys aim to buy a piece of medical equipment, a tangible item that the boys can see in action when they visit the hospital. The Duck Pushers of 2018/2019 will buy a portable ultrasound machine to help treat some of Ireland’s most ill children.

The Duck Push itself is the final act of a yearlong initiative by the

78 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

ABED A/W19 TP BUSINESS.indd 78

13/09/2019 15:16

SENIOR / TA LK ING POIN T

CRANLEIGH SCHOOL

F

rom Year 9, Cranleigh fosters a spirit of entrepreneurship with a half day Chocolate Challenge, which involves pupils designing and launching a new chocolate bar, culminating in presenting their concept to the 100+ participants and panel of judges. It makes them think about the key issues of time management, budgeting and profitability. Throughout Year 9 and 10 we hold a series of small group sessions with our academic scholars that cover key current business issues such as ‘How to think like an Economist’, ‘The rise and fall of crypto-currencies’ and ‘The art of creating and growing a

world-beating business’. In Year 11 we hold a Careers Fair and several Professionals suppers, where pupils attend a dinner and rotate through a series of tables, each hosted by a different professional. We hold Flying Start courses to teach our pupils about what to expect from the world of work and pupils who choose to take Business Studies at A-level will go on trips to unique businesses.

Previous trips have included visits to Jaguar Land Rover HQ and Silent Pool. Sixth formers will also hear a series of lectures from local business entrepreneurs to inspire them. The entrepreneurial spirit seems to be spreading, as we are seeing a rise in the number of business-related Extended Project Qualifications (EPQ), for example one Sixth Form pupil conducted a feasibility study into setting up a luxury gym and spa at the golf course where he is a member.

LEFT Cranleigh School pupils

Transition Year (approximately 16 year old) students, who throughout the year run mini-companies and events for profit. All of those profits go into the Duck Push fund which in a typical year can raise between €70,000 and €100,000. About half of the money raised is generated by the mini companies and events, the rest is collected on the journey from Dublin to Limerick in June.

So far the Duck Push has raised over €1.2 million. The mini companies and events have included the Clongowes Golf Classic held at the K Club, high-end Clongowes Cufflinks for the Alumni market, Cheltenham Preview events, Christmas cards and a range of boarding 'essentials' such as wireless speakers and flip flops. Perhaps the Duck Push will ignite a spark in a future generation of business leaders.

RIGHT The Duck Push

“So far the Duck Push has raised over €1.2 million”

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 79

ABED A/W19 TP BUSINESS.indd 79

13/09/2019 15:16

FOREST SCHOOL

A ABOVE Forest School BELOW Francis Holland School pupils

FETTES COLLEGE

C

omputer Science increases in popularity year on year with a strong cohort of enthusiastic students looking to use the skills they have learnt in practical ways.

Over the last academic year, many students have been collaboratively working in small teams to design their own app with the aim of entertaining or benefiting others. As well as the opportunity to investigate, design, code and present, winners get a financial award to spend in their own boarding house. This new annual initiative was made possible through the generosity of an Old Fettesian who was keen to support ways of promoting students' enthusiasm for developing technologies.

Four groups competed in the final at the end of the summer term,

delivering a presentation and a demonstration of their prototypes, which included a music player app, a social media site for new parents and a game that encourages plastic recycling. The judges were looking for a thorough understanding of the technology used, clarity of explanation as well as creativity of thought. After much deliberation by our expert panel, the winners were announced as Beth and Doga who designed a treasure hunt-style puzzle game that changes according to your local area. Beth and Doga both attend College West, one of Fettes' boarding houses.

All teams were encouraged to keep thinking, learning, collaborating & coding and we look forward to next year’s competition.

t Forest School we have a rolling programme of careers events called Forest Futures which sees prestigious guest speakers come to the school to talk to our pupils about their specialist fields. Regular events include Forest Futures Law, Medicine, STEM, Business and Finance, Digital and most recently our Apprenticeships event.

With apprenticeships increasingly considered as a means of obtaining a debt-free university degree, this after-school workshop was arranged for Year 11-13 pupils and parents. Our speakers were Jonathan Mitchell of the Institute of Apprenticeships, Nina Manku of Kaplan and Charlotte Wolstenholme of Cummins. Attendees asked many questions of our panel members from Ashurst LLP, EY, Fullers Builders and Trafigura. One attendee said, "It was such a valuable and informative evening. It's a shame more of them weren't there; they really did miss out." We agree, and next year’s workshop will be added to the Forest School Sixth Form Diploma programme.

“One attendee said, 'It was such a valuable and informative evening'”

“Four groups competed in the final at the end of the summer term”

80 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

ABED A/W19 TP BUSINESS.indd 80

13/09/2019 15:16

SENIOR / TA LK ING POIN T

KENT COLLEGE CANTERBURY

H ABOVE Oakham pupils BELOW Kent College pupils

FRANCIS HOLLAND SCHOOL

F

rancis Holland School are committed to developing skills for employment alongside academic pursuits. We are proud of our efforts to develop creative thinkers, problem solvers and entrepreneurs.

Jenny Campbell, of Dragons' Den, visited the school earlier this year to share her views on what it takes to become a successful entrepreneur and meet our students who have ideas that pack a punch. Sixth formers work with our Link Entrepreneur to learn about ideation, value proposition canvases, pitching and investment opportunities. Six-week Innovation Sprints have led to pupils exploring their concepts in greater depth: wearable technology on umbrellas, luxury dogpods for shoppers and a dog walking app. Also, Year 9 pupils have started a business called 'thInk'

as part of the Tycoon in Schools programme. They are making and selling bamboo pens and donating 10% of their profits to charities relating to MDGs. Meanwhile, Year 7s created an acrylic butterfly each. This was a response to Professor Kneebone’s (Imperial College) claims that pupils were leaving school without the skills in dexterity required for basic surgery. We also had Year 8s working with our sixth formers to create a window display for the Belgravia in Bloom Festival on Pimlico Road during Chelsea Flower Show. We have partnership state schools, international links with a school in New York and a school in Tanzania, and our longer term plan is to scale some of our ideas to enable other schools to share in our unique entrepreneurship programme.

ere at Kent College Canterbury we see enterprise education as an integral aspect of students' learning. Although academically, the subject is only available in Sixth Form, special one-off days are included in the calendar year to encourage our students to think about how they interact with the business world everyday. We encourage our students to engage with guest speakers when they visit and we also run a weekly Enterprise Club overseen by the Head of Business and Economics.

In Enterprise Club, students take turns being in charge of its finances that involves applying for a start-up loan and calculating revenue, costs and profit, all of which are donated to carefully chosen charities. Club members also oversee its marketing development, price setting and social media advertising.

“We encourage our students to engage with guest speakers when they visit”

“Jenny Campbell, of Dragons' Den, visited the school to share her views” AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 81

ABED A/W19 TP BUSINESS.indd 81

13/09/2019 15:17

TONBRIDGE.indd 1

10/09/2019 12:04

SENIOR / TA LK ING POIN T

LATYMER UPPER SCHOOL

A ABOVE A student design meeting

OAKHAM SCHOOL

W

ith curriculum constraints, it's hard to explicitly ‘teach’ students entrepreneurship. Instead, we encourage students to be interested in the world of business, and to have the skills and work ethic that underpin an entrepreneurial spirit.

Practical, hands-on business activities are also vital for developing entrepreneurial flair, which is why the very first thing that all of our Business students (A-level, IB Diploma and BTEC) encounter is a weeklong practical, entrepreneurial activity. Our ‘Trading Hour’ project is the perfect introduction to the world of business, pitching teams against each other to create and sell a product to their fellow students.

This apprentice-style activity sees them coming up with ideas, sourcing the product, pricing and marketing it, with all the students battling

to raise the most profits for the chairty YoungMinds. Everything from House socks, to jewellery and extended laptop chargers have been traded. As well as encouraging entrepreneurial thinking, over students' next two years of studying business they are able to contextualise their trading activities having learnt the theory.

Creating the right school culture is also vital in developing tomorrow’s entrepreneurs. Students need to know it’s OK to try something new, and to have the confidence and mindset to overcome their first few failed attempts before they reach success. With the right culture in place, students can set up successful businesses as diverse as selling private airline flights or painting robots – two recent examples of Oakhamians’ entrepreneurship.

“Practical, hands-on business activities are vital”

t Latymer Upper School we offer a lifechanging education that will equip pupils to flourish in the wider world - and that world is changing dramatically.

We know that emerging from school and university in the 21st Century is a very different ball game to that experienced even just a few years ago. Now the career forecast is changeable, with many traditional professions transformed by the pace and power of technological change.

A Latymer education helps our pupils deal with this change by encouraging in them the characteristics important for entrepreneurship: a flexible mindset, creativity, the confidence to take calculated risks, and innovative approaches to solving problems.

We have a number of exciting initiatives to inspire our budding entrepreneurs, for example 'Think Out of the Box', which originated from a conversation between our Head, David Goodhew and Latymer parent, Peter Gabriel.

Peter suggested we film a series of interviews with ‘big thinkers’ who have had to think out of the box to reach their goals, for example top neuroscientist Mary Lou Jepson.

Another exciting initaive is 'Future Skills', an annual panel debate which assembles some of Europe's leading experts, entrepreneurs, investors, start-up specialists and academics from a wide range of industries, from banking to games companies.

We also partner with ‘Founders of the Future’, an organisation that runs programmes, events and workshops to encourage young people to become entrepreneurs.

We engaged our pupils and those from our partner state schools with Founders of the Future’s dynamic annual enterprise competition, 'The F Factor'. We hosted a workshop where pupils from Latymer and across London learned how to develop a concept, wire frame an app and deliver a coherent and thoughtful pitch. It’s a fantastic opportunity to connect young people with an organisation that develops new businesses every day.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 83

ABED A/W19 TP BUSINESS.indd 83

16/09/2019 10:06

EIFA.indd 1

09/09/2019 16:44

SENIOR / INSIDER

All Change The Head of Careers at Canford on how to prepare pupils for life as ‘career chameleons' MICHAEL DOHERTY

C

anford Headmaster Ben Vessey regularly speaks to pupils about the changing world of work, and the prospect of them becoming ‘career chameleons’.

The likelihood is that today’s pupils will have not one, but multiple careers, and will need to adapt to changing attitudes to traditional career paths. School careers departments should get pupils thinking about as wide a range of options as possible, and offer opportunities to discuss and explore them.

One of the ways we do this at Canford is through our network of parents and former pupils. The annual Careers Symposium for the entire Lower Sixth Form is now

“Pupils were selected to interview and assess new teachers as part of the recruitment process” in its sixteenth year involving at least 80 parents and Old Canfordians representing over 20 different industries. It is a day of workshops, careers advice and even ‘speed dating’, where pupils have five minutes to quiz (and impress) industry experts to build contacts and gain work experience - the aim of the event is to offer much more than just information. This year, the event tied in with an overarching school aim to help pupils develop all-important networking skills. Pupils were asked to consider what their real passions were at a workshop entitled ‘Networking for your dream career’ facilitated by two

year 86% of the 547 UCAS offers current parents experienced ABOVE A Canford received by the 136 Canford in working with the media. careers event applicants are for Russell Group or The ability to communicate well Sunday Times Top 12 institutions. is a crucial career and life skill, not In addition, a Canfordian joined least to future university and job Goldman Sachs last year on their degree interviews. Last year pupils were selected apprenticeship programme and another to interview and assess new teachers as starts on a similar venture with PwC this part of the recruitment process. They September – both are highly sought-after attended detailed training on equality top employer business pathways. and diversity and competency-based interviewing before becoming part of a pupil panel which conducted the interview and provided a detailed assessment for the Senior Leadership Team.

The first step on the post-school career journey for most of our pupils is a university application. Through some of our innovative and dynamic initiatives, here at Canford we are equipping our pupils with MICHAEL DOHERTY the skills to take that step with confidence.

I like to think that the careers department Head of Careers is providing a worthwhile service – this Canford School AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 85

ABED_Insider_CANFORD.indd 85

13/09/2019 15:22

STGA.indd 1

16/09/2019 12:40

Talking

SENIOR / OPINION

HEAD

A NEW VISION Guy Sanderson, Headmaster at Eltham College, on why mixed-sex schools are the future

I

f you were to open any school prospectus you will undoubtedly see the same vision outlined: that the school in question aims to prepare children for adult life, both academically and socially. And yet some people still seem to believe this can be achieved in the highly artificial environment of a single-sex school.

One of the mixed blessings of working in education is that it is a topic on which everyone has an opinion. Combine this with discussions about gender identities, #metoo and the gender pay gap and opinions run riot.

The question is not whether we want to live in a society which values men and women differently – we are generally agreed that we do not - but what we need to do to move towards realising that more equitable society. This means challenging assumptions and the status quo. Questions of opportunity, of power and of access need to be asked and answered if we are to make any progress. As Tony Little notes: “What makes a good school is so much more than its organisation by gender.”

A B OV E

Sixth Form girls have However, our governors and senior flourished, and in turn, teachers saw that we were limiting boys have benefitted from opportunities for our students of both their presence whether in sexes. In 2019, we made the decision to the classroom, on stage welcome both girls and boys not just in or in the concert hall.

Year 12 but at all our key entry points What struck us here at Eltham with a view to being fully co-educational College was that we were operating an within six years. increasingly outmoded half-way house My vision for our school in ten years’ which welcomed girls and time is that it is a place in their contributions in only one which young women and part of the school. men at all stages of primary In many ways, this is an and secondary education odd time to consider a change. learn together, laugh Eltham College had its best together and have equal ever GCSE results last year, access and opportunities is currently oversubscribed to develop their potential. by six applicants to every Getting there will no doubt GUY SANDERSON place and enjoys a reputation have its challenges but any Headmaster Eltham College for academic and pastoral goal worth pursuing excellence. usually does.

Girls and boys at Eltham College

“We were operating an increasingly outmoded half-way house” Forty years ago, Eltham College welcomed girls into its Sixth Form in what was then a radical move (so radical that one parent sued the school on the grounds that the introduction of girls would disrupt his son’s schooling). Since then, from County and Regional Netball Champions to Head Prefects, and also articulate and brilliant academic students, Eltham’s

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 87

ABED A/W19 TH ELTHAM.indd 87

13/09/2019 15:25

DISCOVERMORE

Embracing an innovative, modern approach whilst keeping traditional values at its core, Kew House School takes an exciting stance on 21st century education. With state-of-the-art facilities, a broad curriculum and excellent pastoral care, Kew House is a place where you would want to be – a place of learning and discovery, laughter and friendship.

Open Days

October 8th (9:45am) November 1st/7th (9.30am/ 9.30am) October 16th (9:45am - specifically for Y5 & Y6) st November 15th/21 (7.00pm/ October 31st (9:45am - specifi cally for Y59.30am) & Y6) th November 15 (9:45am) November 29th (9.30am) November 19th (6:30pm) November 25th (9:45am)

T: 0208 742 2038 E: info@kewhouseschool.com W: www.kewhouseschool.com An independent co-educational senior school for students aged 11-18 in West London

KHS_USE_2019.indd 1

@kewhouseschool

13/09/2019 15:31

Talking

SENIOR / OPINION

HEAD

NOW and THEN

James Dahl, new Master of Wellington College, reflects on his schooldays and his hopes for the future of the school

I

“

think I’m going to come back and work here one day." Remarkably, I uttered these fateful words to my parents as we drove out of Wellington College in early July 1995 following my final sports match as a schoolboy. My second innings duck for the cricket team did not bode well at the time, but my prediction eventually came true in 2013, following 15 years teaching, when I moved to Berkshire to lead the Admissions and Marketing Departments at Wellington, before becoming Deputy Head Pastoral and Second Master (Elect).

It goes without saying that the prospect of now serving and leading this remarkable school and its vibrant community as 15th Master is the greatest honour of my career and, as an internal appointment, I have spent much of the past six months talking to pupils, staff, parents and governors about what the future should hold for Wellington College. I always reply that my goal is simple: for Wellington to retain its reputation as the leading coeducational boarding school in the UK. At the time of writing, Wellingtonians have just achieved our best ever IB results (a truly remarkable average score of 40.14 with eight graduates securing the perfect 45 points) and more pupils have received Oxbridge offers over the past four years than at any other period in the College’s history, not to mention this year’s 10 scholarships to US universities.

“Wellingtonians have just achieved our best ever IB results”

A B OV E

Wellington students enjoying robotics

Our recent strategic focus on independent club, and developing our in-house mental learning has clearly been successful and health first aid training. Now, more than will continue, as will our unquenchable ever, it is vital that the promotion of desire to support every pupil to achieve wellbeing, in all its various forms, remains the best examination results of which they a strategic focus of the College. are capable.

There are, of course, many other Everyone who works in education areas which we will also continue to knows that happy pupils are more likely prioritise, including promoting service to flourish in every aspect of their lives and leadership - two of the principles and, to this end, we have on which Wellington was focused heavily on positive founded over 150 years mental health in our pastoral ago - internationalism and planning for the College developing our family of next year. Our Wellbeing schools, and widening access Programme continues to at the College through our be a market-leader and, to on-going commitment to complement this, we will be increasing bursary funds. building on initiatives such There is plenty to do, but I JAMES DAHL as our peer-to-peer mental could not be more excited Master Wellington College health ambassador scheme, about the challenges which our ‘Run and Talk’ running lie ahead.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 89

ABED A/W19_TH_WELLINGTON.indd 89

13/09/2019 15:27

Open Events Open Morning 2019

School in Action

Saturday 28th September Tours

See the school in operation with an address from the Headmistress. Prospective pupils and parents for all entry points are welcome to attend these events:

9.30am – 12.15pm 9.30am – 10.30am 11.15am – 12.15pm Headmistress’ address and presentations 10.30am

Open Evening 2019 Thursday 3rd October 4.30pm – 6.30pm Tours only between 4.30pm – 5.45pm Headmistress’ address and presentations 5.45pm

Sixth Form Open Evening 2019 Wednesday 9th October 5.15pm – 7.00pm Headmistress’ address and presentations 5.30pm A Level subject exhibitions and refreshments 6.00pm

Speak the Truth

|

11+ Entrance Exam 2020 Registration deadline: Friday 22nd November 2019 Activity Morning: Thursday 9th January 2020 Consortium Exam: Friday 10th January 2020

Live Generously

Earsby Street | London W14 8SH Tel: 020 7348 1748 | admissions@sjsg.org.uk

STJSFG.indd 1

Wednesday 6th November 2019 9.00am – 10.45am Tuesday 21st January 2020 9.00am – 10.45am Thursday 30th April 2020 9.00am – 10.45am

|

Aim for the Best

www.stjamesgirls.co.uk GSA | ISA Registered Charity No. 270156

10/09/2019 11:42

SENIOR / INSIDER

A LONG DAY Gordon’s School's extended school day is surprisingly popular R O B P AV I S

B

illed as a solution to antisocial behaviour and knife crime in London by the Children’s Commissioner Anne Longfield, extended school days have been part of the fabric at Gordon’s School in Surrey since it first opened its doors in the late eighties.

The thinking behind the extended school day - which runs every weekday from 7.00am until 7.30pm - was that it would integrate day boarders and residential boarders better and make their daily school life as similar as possible. Students going back to their homes at night do so after sport, supper and prep. They are also expected to be at school on Saturday mornings for sport or other co-curricular activities. In addition, they join the residential boarders on a few Sundays during the year to take part in parades and chapel services. The extended school day system is supported by all.

Working parent Vicky Genetay commented, “It’s brilliant. They’ve done their prep at school which means that when they come home we can all enjoy family life. There’s no ‘have you done your homework?’ in our house and it ensures their prep is done well.”

In addition, Mrs Genetay pointed out that it gets students used to long days for when they start university or a job.

Her son Luc particularly enjoys the activities before prep: “It’s like having 90 brothers on site and I don’t have to go home and argue with my sister!”

ABOVE Gordon's pupils after the 2019 Colour Run

“It means that when they come home we can all enjoy family life” Lewis, a day boarder concurs: “You get to have a better social life; you talk more to people and you get your prep out of the way.”

Teacher Klaudia Gibson says the results of the school - in the top 1% for progress in England and Wales at A-level and the top state school in Surrey for the number of entries to Russell Group Universities - are in no small measure due to the extended day.

“Prep done in a disciplined environment like their classrooms is more likely to produce good results from students,” she said. “There are less distractions than there would be at home and help on hand from a teacher if they run into difficulties.” Agreeing with her, Freya Keppel-Compton who boards at the school

commented, “Prep at school encourages you to get work done. You are more productive.

At home there are more distractions – the classroom environment is better.”

She added, “I really like the fact that we get to have a lot of extra-curricular opportunities. Having supper and prep, especially in the younger years is really helpful because if you are confused about something you can ask a teacher.”

Of course there are downsides to doing prep at school – it does limit the excuses for not handing it in and certainly precludes the excuse of the ‘the dog ate it’.

R O B PAV I S Deputy Head (Pastoral) Gordon’s School AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 91

ABED A/W19_INSIDER_GORDONS.indd 91

13/09/2019 15:35

The Business of

FA SHION

Rushi Millns, Head of ICT, Careers and Outreach, reveals how Heathfield School, Ascot, teaches business and entrepreneurship to embed real skills for life RUSHI MILLNS

A

n inspiring education should extend beyond academic achievement. At Heathfield we believe that teaching young people about business and entrepreneurship is crucial if we are to draw out their potential and encourage them to develop into well-rounded individuals.

To embed real skills for life – smart thinking, resilience, resourcefulness, networking and the ability to plan, to name but a few – we provide students with a myriad of opportunities across a diverse range of industries and initiatives. From Fashion to Philanthropy, and from Politics to Sustainability, we open our students’ minds to possibilities through our expert speaker programme, Independent Learning and enterprise projects, our bi-annual Fashion show, PSHE workshops, and structured careers programme.

EXPERT ADVICE

Our varied speaker programme gives students invaluable insight into a wide range of industries - speakers we have invited include the VIP costumier from

“Our Form III students recently planned a prom on the theme of sustainability” the Royal Opera House, Vogue journalists and space scientist Dr Suzie Imber.

Alongside an inspiring talk, Dr Imber ran two workshops about the solar system to which pupils from local mixed school Garth Hill were also invited.

FOSTERING SELF-BELIEVE

We regularly invite former Heathfield students who have excelled in business to share their stories, a powerful way to encourage current students to aim high and believe in themselves.

Alumna Caroline Baker spoke to our students about founding her phenomenally successful eponymous business – providing family office and property development services – which now operates across London, Paris and New York. Caroline’s 'can-do' attitude, resilience and resourcefulness in the face of

challenges resonated with our students; she attributes her mastery of these in large part to her time at Heathfield.

A PASSION FOR FASHION

Strong industry links with the London College of Fashion have led to an ongoing stream of talent from Heathfield entering

92 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

AB ED_HEATHFIELD.indd 92

13/09/2019 16:16

SENIOR / BUSINESS

ABOVE AND LEFT The bi-annual fashion show at Heathfield School encourages creative entrepreneurs

the sector, including fashion model Amber Le Bon, designer Tamara Mellon and the late British patron of fashion and art Isabella Blow. Our bi-annual Fashion Show not only gives art students a fantastic chance to showcase their creativity, but also acts as a springboard for developing a host of business and entrepreneurial skills, such as planning, time management, troubleshooting and presentation.

A huge networking opportunity for the students and industry professionals, this year’s show was directed by Stephen Lisseman, former Creative Director for Karl Lagerfeld and Gucci, who gave the students insider knowledge of the industry and tips on how their creativity can translate into the world of work.

ENTERPRISING MINDS

Innovation and flexible thinking are vital in today’s fast-changing working world where multiple careers are increasingly

common. We encourage these skills through our Independent Learning Projects. Students spend two full days immersed in finding creative solutions to a given challenge and are involved in all aspects of bringing the project to fruition – budgeting, marketing, timing, insurance, customer feedback, and mitigating risks. Our Form III students, for example, recently planned a prom on the theme of sustainability, stretching themselves to 'think outside the box' to devise innovative solutions.

In our PSHE lessons, we run dedicated workshops on marketing, budgeting, finance and insurance, as well as creating business cards and developing networking skills.

Enterprise projects such as a mini Dragons' Den and Tycoon in Schools, run by entrepreneur Peter Jones, have allowed students to tap into their creativity whilst also developing resilience and learning how to present their ideas coherently and persuasively.

CAREERS GUIDANCE

To maximise students’ post-school opportunities, it is vital to provide careers advice that is relevant and individualised. Our careers programme, using a specialist careers service that includes individual and independent careers interviews, follows each student throughout her time at Heathfield, providing continuity and a framework for careers discussions, identifying interests, strengths and aptitudes and helping to define a path that will ultimately lead her to achieve her career goals.

As educators, it is our job not only to impart knowledge, but also to inspire, give guidance and create opportunities to allow students to find their fortes and flourish.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 93

AB ED_HEATHFIELD.indd 93

13/09/2019 16:16

THELAURELS.indd 1

16/09/2019 12:32

Talking

SENIOR / OPINION

HEAD

REACHING NEW HEIGHTS

The Head of Frensham Heights discusses the progressive educational thinking which underpins his school RICK CLARKE

W

hen Frensham Heights was founded in 1925, it was at the forefront of the progressive education movement – a fresh pedagogical approach with each child’s individuality at its heart. It was an enlightened alternative to the stifling, restrictive educational system of the Victorian era.

Our founders created a school that allowed individuals to flourish in a democratic, open and respectful culture.

Instead of teachers having a strict authoritarian role, they encouraged students to have a voice, to develop autonomy and curiosity and to discover a sense of their own place in the world.

I am proud to say that we have remained true to those pioneering beliefs and continue to offer a real alternative to a traditional public school education.

As I approach the end of my first year here, I am struck by how the lessons of progressivism seem more relevant today than ever before.

“Children worry about everything from the fate of the planet to the status of their Instagram feed” Yet progressive education continues to have a bad press, taking the blame for falling standards and classroom disruption.

Only last May the government’s school behaviour tsar, Tom Bennett, accused progressive teaching of failing children.

A B OV E discover at their own pace the The roots of progressive education A Frensham innate skills which will better date back to Jean-Jacques Rousseau’s lesson in equip them as adults.

Emile of 1762, which argues that a action Contrary to what many believe, true education helps the child become progressive education is not happy, inquisitive and spontaneous without boundaries. Respect underlies through experiential learning. everything we do at Frensham; respect In our increasingly stressful world, that is earned, not demanded. We also give children worry about everything from children more freedom here than at other the fate of the planet to the status of their schools, but that does not mean students Instagram feed. They also face a relentless do whatever they want. With freedom focus on exams. This may raise standards, comes responsibility and we but the subsequent impact on have high expectations of the wellbeing of both teachers everyone in our community. and children cannot be At Frensham, we continue underestimated. to be the nurturing, vibrant, As an independent school, creative community that our we have been able to stay early pioneers envisaged. true to our progressive We have no doubt that there foundations. Turning the is another way to educate. focus away from just exams, RICK CLARKE Generations of successful, we can provide an education Head happy Frenshamians are which lets children be Frensham Heights testimony to that. children, allowing them to

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 95

ABED A/W19 TH FRENSHAM.indd 95

13/09/2019 16:26

OPEN MORNING Junior & Senior School Saturday 5th October 2019 9.30am - 1.00pm Register online www.bromleyhigh.gdst.net We are an outstanding GDST and HMC girls’ school with an exemplary reputation for academic results, sport and music.

In a green and leafy environment with space to grow, our girls make rapid progress academically and socially.

School bus services operate throughout South East London, Bromley, Croydon and Kent.

L E A R N I N G

BH.indd 1 BH-AbsolutlyEd297x210.indd 1

A N D

A C H I E V E M E N T S

A R E

E X C E P T I O N A L

( I S I

2 0 1 6 )

09/09/2019 09/08/2019 16:16 14:55

SENIOR / OPINION

Talking

HEAD

POSITIVE PROFIT

The Principal of Southbank International School on how altruism creates great entrepreneurs

A

mid the various daunting global challenges that we currently face, I'm consistently encouraged by my observations that, as Forbes recently put it, "Today’s young people are as concerned with making a positive impact on the world as they are with making money".

Whereas youthful entrepreneurial spirit may previously have been focused on careers or profit as their driving force, I am increasingly optimistic that more teenagers see an altruistic purpose in their studies and eventual career paths. One

“More teenagers see an altruistic purpose in their studies and eventual career paths”

ABOVE Students working on a community project

only has to browse the As Action programme and service 2019 finalists of the Global learning remains a core component of Student Entrepreneur their Diploma Programme (Grades 11-12).

Awards to see the extent We host an annual service fair during to which worthy causes are underpinning which representatives from more than the ideas of young entrepreneurs. a dozen local community organisations Southbank International School's meet with our students to explore ways in Mission includes a mandate to be a school which the students can usefully support that "develops a culture of responsibility, those initiatives. The students engage service and accountability". in a community project in As the UK's oldest IB World Grade 8, and many students School, Southbank fosters choose to focus their Grade that altruistic mindset in 10 Personal Project on a students and complements service area. Of course, it with opportunities not all of their projects are to initiate and develop successful but "praiseworthy projects that can make failure" is hopefully an sustainable contributions experience many of them DR PAUL WOOD to local and global needs. will channel towards Principal Southbank Our Grade 6-10 students addressing some of the International School participate in the IB Service planet's great challenges.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 97

ABED A/W19_TH_SOUTHBANK.indd 97

13/09/2019 16:35

CANFRD.indd 1

09/09/2019 16:19

PR EP / INSIDER

Child’s

PLAY

The Head of EIFA International School on their recent trip to the Children’s parliament FR ANÇOI SE ZU RBACH

R

ecently, the Year 6 students of EIFA International School in London participated in the prestigious “The Children’s Parliament”, a yearly competition organised by the “Assemblée Nationale” (the French Parliament). More than 898 classes from French and bilingual schools around the world took part in this year‘s competition and proposed a bill on the theme of “Internet Safety”.

Mr Alexandre Holroyd, the député (MP) representing one of the constituencies for French citizens living abroad, visited the school in February 2019 to meet the students and discuss their proposed bill. He gave them valuable advice and explained the legislative process in France, from when a bill is first drafted, to the moment it is passed by Parliament.

As one of the four finalists worldwide, EIFA students were invited by Mr Richard Ferrand, President of the Assemblée Nationale, and Mr Jean-Michel Blanquer, the Minister for Education, to visit the Assemblée in Paris on 19 June 2019.

They visited the Palais Bourbon (the parliament building), where they were welcomed by one of the officials from the National Commission for Information and Freedom, who gave them a talk about internet safety, including the dangers of social media. The students then answered a quiz before being given the opportunity to put questions to four députés (MPs), who were happy to answer their queries.

The students were then invited to a sumptuous buffet specially prepared for them by the Assemblée’s talented chefs featuring candyfloss, waffles, gourmet hamburgers, fruit and ice cream. The students were well looked after by the parliamentary staff and President Ferrand

“It was an emotional moment that the students will remember for years to come” even expressed his delight at hearing the children running around in the gardens – “a rare occurrence”.

After this delicious buffet, the children were summoned to the parliament’s main chamber, the “Hémicycle”, where they and the other three finalist classes were given a standing ovation by all the French MPs. It was an emotional moment that the students will remember for years to come.

The French Minister of Education greeted the children, signed one of their books and congratulated them on their work as budding MPs. The children watched parliamentary debates and then had tea in the parliament’s reception rooms.

All school staff and Ms Françoise Zurbach, EIFA Head of School, were extremely proud of the work produced by their Year 6 students, with the help of their teacher, Ms Parent. The students were delighted to be given the opportunity to participate in such a prestigious international competition and to be guests of honour at one of the world’s most important institutions of democracy.

As a bilingual school, EIFA encourages its students to become internationally minded, critical thinkers and offers them the opportunity to participate in a variety of global world projects.

F R A N ÇO I S E Z U R B AC H Head EIFA International School AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 99

ABED A/W19 INSIDER EIFA.indd 99

25/09/2019 12:15

MM.indd 1

11/09/2019 14:54

Talking

SENIOR / OPINION

HEAD

LEARN ON

Geoffrey Howe, Director of Teaching and Learning at The Leys School, on how to make learning meaningful

T

he Leys School has always been known for its innovative approach to learning.

The school’s unique location within the historic university city of Cambridge means that endless opportunities for intellectual and artistic enrichment are on its doorstep, so it would seem logical to take the concept of learning one step further.

My role of Director of Teaching and Learning focuses on two core academic aspects of school life. Firstly, the pursuit and encouragement of outstanding teaching and learning and secondly, the promotion of professional development in its widest sense.

A school should be a place of excitement, pleasure, challenge, growth and discovery, where children are

“A school should be a place of excitement”

supported to make progress through effort and deliberate practice and so fulfill their potential while gaining a love of life-long learning. Teachers today have at their disposal a richer array of methods than ever before to craft the learning of pupils and so enhance their education, whether it be through digital learning, independent learning, enquiry-based, cooperative learning or more traditional methods.

Recently, along with my fellow colleagues and a small group of sixth formers, a new working group was formed to look at a new set of pupil expectations and to gain an understanding of what learning means at The Leys.

A competition was launched to design a graphic incorporating all aspects of learning and visually explaining how pupils should apply themselves in order to get the most out of their academic studies.

The winning graphic was put together by a group of pupils from Year 7, Year 11 and Lower Sixth and is being rolled out in exercise books, pupil planners and on classroom walls. It will teach pupils about ABOVE The Leys pupils

the deeper meaning of Leys Learning in ‘learning to learn’ tutorials and lessons.

The aim of The Leys is to develop effective learners with approaches that support pupils to plan, monitor, understand and manage their own learning in order to develop inquisitive, self-motivated pupils.

These approaches include peer tutoring, collaborative learning, feedback and metacognition. Evidence emerging from current research suggests that, when used and implemented correctly, alongside excellent teaching of content and skills, these approaches provide powerful ways to raise and maintain pupil attainment.

The final graphic has a natural flow; its eight cogs spelling out the essential aspects of learning: Listen, Engage, Analyse, Respect, Never (give up), Innovate, Nurture and Grow.

The mechanics of the cogs reinforces that without each turning in synch with the rest, learning fails. This represents the key message of The Leys community: collaboration.

G E O F F R E Y H OW E Director of Teaching and Learning The Leys School AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 101

ABED A/W19_TH_THE LEYS.indd 101

16/09/2019 14:14

OPEN EVENTS Visit our independent day school in the heart of Oxford for yourself:

Senior School Open Evening (11+ and 13+)

Junior School Open Morning

Tuesday 8 October, 5.30pm

Friday 11 October, 9.30am and Friday 8 November, 9.30am

Book your place now at mcsoxford.org Means tested Bursaries & Scholarships are available

MAGDALEN.indd 1

13/09/2019 16:09

SENIOR / INSIDER

THE PERFECT PARTNER The Head of Partnerships at The King’s School discusses how their programme brings local communities together CHRISTINA ASTIN

T

he King’s School, Canterbury takes its centuries-old charitable aim of working with the local community seriously.

Sharing facilities, collaborating with other schools and offering meanstested bursaries have all been going on for a very long time. Since I was appointed as Head of Partnerships in 2014, the school has shaped a partnership programme which is setting the standard in community engagement for independent schools across the country.

The school now partners with over forty state schools across East Kent, both secondary and primary, in a wide variety of ways.

However, all partnerships are two-way. Collaborating with other ABOVE schools brings fresh ideas for our The Canterbury Primary Science teachers and opportunities for our Partnership pupils to demonstrate leadership or simply broaden their experiences.

At the heart of a King’s education is the desire to develop in the pupils not Canterbury Christ Church University. It just knowledge and skills but also the has already proved immensely successful in wellbeing, rights and responsibilities which bringing the schools closer together to share will enable them to grow into valuable and good practice and learn from each other. productive members of society. Through The Canterbury Primary Science their involvement in the partnerships Partnership has been supporting primary programme, pupils grow in character and science since 2014 with teacher meetings resilience by widening the circle of people they interact with and develop useful people skills and volunteering experience.

The school’s two flagship partnerships, East Kent Schools Together and the Canterbury Primary Science Partnership, have transformed opportunities for teachers and pupils, as well as supporting local schools and helping to close the educational gap.

East Kent Schools Together launched in September 2017 as a mutually-beneficial collaboration of seven schools and

“Collaborating with other schools brings fresh ideas for our teachers”

and training as well as pupil workshops like 'Saturday Smarties' and science shows.

The school’s latest initiative is ‘Sounding Out’, a music programme designed to provide classical musical opportunities to pupils in statefunded schools. It comes at a time of increased scrutiny from the press over the decline of arts education in state schools.

Pupils volunteering to be involved in the various programmes recognise the importance and value that collaboration offers, not only to themselves but also to others.

It is refreshing to see these young people desire to be better members of society and offer opportunities to those that may, for whatever reason, not have access to otherwise.

CHRISTINA ASTIN Head of Partnerships The King’s School, Canterbury AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 103

ABED_Insider_KING'S CANTERBURY.indd 103

13/09/2019 17:06

CRANLEIGH.indd 1

09/09/2019 16:34

SENIOR / OPINION

Talking

HEAD

Pocket MONEY

Tim Lello, Headmaster of Babington House School, discusses the recent National Tenner Challenge Awards

T

oday’s work environment calls for the development of entrepreneurs to give a boost to employment as well as the economy.

To encourage entrepreneurship, it is critical that we raise passionate and energetic students with the motivation and drive to create wealth and new ideas to progress society.

The Young Enterprise Scheme encourages young people to develop the life skills, knowledge and confidence they need to succeed in the changing world of work. This year, the winner of the Young Enterprise National Tenner Challenge Award for ‘Most Profit’ in the 15-19 age group is Babington House School in Chislehurst, who beat 26,083 other entries.

"From their £10 the ‘Sixtons’ raised £813 in just four weeks" Students at Babington are encouraged to take on extra responsibilities, particularly in the Sixth Form, such as fundraising for charity, getting involved with local politics or pursuing an environmental project.

For the Tenner Challenge, Year 12 ‘Sixtons’ organised a school sleepover called ‘Sleepington at Babington’. The idea grew from a light-hearted brain-storming session in the Sixth Form common room and grew into a real event that was hugely profitable.

ABOVE The worthy winners

an exciting charity called Uthando, They charged Year 7 to 9 pupils to meaning ‘love’ in Zulu, which invests sleepover in school and organised in social development projects in Cape entertainment, takeaway pizza, Town, South Africa. This summer, refreshments and staff supervision for Babington House Senior School the night. It was a brilliant success and travelled to South Africa to spend time great fun was had by all - but not a huge with Uthando and its initiatives. The amount of sleep. pupils saw how Uthando is helping From their £10 the ‘Sixtons’ raised to train, educate and assist the local £813 in just four weeks and learned a community. Projects include great deal in the process, providing nursery care and such as teamwork, help for the elderly as well communication and as teaching local tradesmen organisation. Half of the how to create sustainable profits went to Babington’s businesses. trip and outings fund, and At Babington, not only do the other half was reinvested we foster an entrepreneurial in the Student Enterprise spirit but our pupils Scheme.

TIM LELLO respect others and have Babington pupils are also Headmaster Babington House School an awareness of a purpose fundraising this term for greater than themselves. several projects including AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 105

ABED A/W19 TH BABBINGTON.indd 105

13/09/2019 17:12

GREEN FINGERS Biophilia is the inherent human desire to connect with nature Putney High School is using biophilic design to improve learning and wellbeing

E

nvironmental awareness has never been more present in the public consciousness, with young people more invested than ever in the future of their planet. Putney High School has been leading the eco-friendly charge, working with pupils, staff and parents to actively reduce the school’s carbon footprint with its ‘Breathe’ programme of initiatives.

Now the school has gone one step further,

A M A N D A C O N S TA N C E

with a first-of-its-kind study showing how measurable improvements can be made in the classroom that positively impact both learning and wellbeing.

Putney’s Biophilic Classroom study began as part of a project examining the school’s green infrastructure. It sought to demonstrate how incorporating elements of nature into a thoughtful design could improve air quality and the general indoor learning environment for students and staff. Headmistress Suzie

Longstaff explained, “The Biophilic project is part of our ‘Breathe’ campaign, which demonstrates how a few relatively simple steps, like bringing plants into the classroom, can have a significant impact on both wellbeing and the ability to learn.”

The study began in October 2018, examining how environmental factors might impact learning and behaviour within three physically and demographically similar Sixth Form classrooms over the winter months. As soon as the central heating

106 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

AB ED_PUTNEY.indd 106

16/09/2019 16:12

SENIOR / FOCUS

LEFT Putney High School students

went on, the classrooms were transformed. The first, a Maths RIGHT The new classroom, was modified with an green classrooms extensive array of indoor plants.

The second, an English classroom, had a full-size photographic wall mural of a woodland put on the wall. The last, a Psychology classroom, was left unchanged. All three classrooms were monitored for air quality and atmosphere, and the concentration levels and feelings of wellbeing of the staff and students that spent time in them were observed.

“The importance of plants in cleaning the air has been known for a long time,” said Mrs Longstaff, “but we didn’t realise just how much until we had completed our research. Not only have the plants measurably enriched the oxygen for staff and students, the plants have also had a significant effect on psychological wellbeing.”

The study demonstrated a measurable improvement in brain boosting oxygen, student who was actively involved in caring but perhaps more interestingly, it showed for the plants. Mrs Longstaff told us, “At a marked change in the behaviour and Putney our commitment to the environment perceptions of those involved. Students and the wellbeing of our students go handcommented on how the classrooms were so in-hand. The re-design of the classrooms much more “relaxing". “The plants really has created some really bright and have a calming effect. They change the energising spaces and after four months, atmosphere for sure,” said Sophia, a Year 13 78% of our pupils told us they actually ‘felt healthier’. That has to be a good thing.”

Putney High School’s leafy southwest London campus already forms an arboretum of 32 species of trees that support over 300 insect, seven mammal

“THE STUDY DEMONSTRATED A MEASURABLE IMPROVEMENT IN BRAIN BOOSTING OXYGEN” and 15 bird species. However, despite the school’s numerous outdoor learning spaces, the climate dictates that, as a nation, we typically spend as much as 142 hours per week indoors. With that in mind, Mrs Longstaff explained, “The experiment has been part of our commitment to create the best possible environment in which to teach and learn.”

Putney’s is the first education-based study into the impact of biophilic design and has been endorsed by Professor Derek Clements-Croome, an international leader on this subject at the University of Reading, who described the project as a “super piece of work” and is incorporating the results into his latest academic publication. The school has been quick to put the lessons into practice, the results being used to inform the design of Putney’s new Science, Music, Drama and Debating Centre which is due to open in Winter 2020.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 107

AB ED_PUTNEY.indd 107

16/09/2019 16:13

‘A vibrant community of learners’

Open Mornings in September 2019, October 2019, March 2020, April 2020 and May 2020

Find out more on our website

FRAMLINGHAM COLLEGE FRAMLINGHAM SUFFOLK IP13 9EY T: +44 (0) 1728 685331 E: admissions@framlinghamcollege.co.uk

FRAMLINGHAMCOLLEGE.CO.UK

FRAMLINGHAM.indd 1

A B AO BAORADR ID N I NGG & & DDA A Y YS CSHC OH O LO O L S &GGIIRR L L SS AAG G E DE 3D- 138- 1 8 B O YB OS Y &

11/09/2019 14:55

SENIOR / INSIDER

MUSIC MATTERS The Director of Music at Dauntsey’s argues for more music in the classroom GARETH HARRIS

W

ith access to free musical content at the touch of a button on any mobile device, you might be forgiven for thinking that singing and music is enjoying a resurgence. Sadly, the reality in many schools is quite the reverse.

Nationally, the number of students learning an instrument has declined dramatically in recent years. Research commissioned in the UK by the Royal Academy of Music and the Royal College of Music has highlighted that the average A-level music class has just three students.

“A doctor who is a musician is easier to train in surgical skills”

This is driven largely by the omission of music from the English Baccalaureate list of subjects and the regular public pronouncements about science being more important than anything else.

This is despite research suggesting that both listening to music and playing an instrument stimulates the brain, improves concentration and promotes social skills.

Enhanced mathematical skills have also been observed in many advanced musicians and those children with a good musical ear can often pick up languages more quickly.

But music has a role to play beyond the classroom. It crosses all borders, languages and cultures. People of all ages and backgrounds can come together under the umbrella of music to communicate, empathise and develop long-lasting friendships. Music builds a sense of community and provides a feeling of belonging in an organisation.

I am pleased to say that we are bucking the trend with 40% of students learning an

instrument and participation in ensembles from choirs to rock bands increasing almost every week. Singing lessons have grown enormously in popularity while piano and violin are also seeing a resurgence, along with guitar and saxophone.

A number of pupils go on to study music at GCSE and A-level. Far from being a ‘soft option’, the qualifications have a challenging curriculum to master and universities value them as part of an academic set of GCSEs or A-levels. Senior consultant surgeons have remarked that they find a doctor who is also a musician is easier to train in surgical skills than a person without instrumental skills, as the ability to learn patterns quickly and to understand instruction through gestures is already embedded into a musician's scheme of learning.

I urge schools and governing bodies contemplating curriculum reform to think about the importance of music provision in and out of the classroom. Parents have an important role to play, too. Encourage children to take up an instrument or work on their singing, help them to do a little practice on a regular basis and take an interest in what they do. No matter what style of music they are exploring, be their biggest fan and their best critic. More than anything else, performing should be fun.

When we enjoy ourselves, all of us learn more effectively and challenges are merely a temporary inconvenience rather than an insurmountable barrier to progress.

I hope that at least some readers will join my crusade to push music higher up the list of priorities in schools. Education – and society – is a poorer place without music.

GARETH HARRIS Director of Music Dauntsey's School AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 109

ABED A/W19 INSIDER DAUNTSEYS.indd 109

13/09/2019 17:05

PONY A MAD

Long gone are the days when P.E. lessons consisted of cold afternoons playing hockey on a muddy pitch…

ZO Ë D E L M E R - B E ST

s a traditional sport, horse riding not only promises a whole host of benefits for physical fitness but can also help improve cognitive ability and hone skills such as problem-solving and strategising.

In schools, equestrian departments often encourage students to learn all the aspects of horsemanship, teaching pupils the invaluable lesson of responsibility. Aside from a child aspiring to become an Olympic equestrian, cultivating a love of horses can come with many rewards as riding can be a fantastic motivational tool for nursing enthusiasm and developing ambition.

Here is Absolutely Education’s list of the top UK equestrian schools, from serious competition facilities to supportive and friendly yards that any horse-obsessed child would sell their soul to attend.

110 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

AB ED_AW19_Equestrian.indd 110

13/09/2019 16:56

SENIOR / HOR SES

“Life at Stonar is not all playing ponies. They understand the importance of a well-rounded education”

S

Wiltshire

tonar will likely be the first school that comes to mind when talking about schools with stabling. Having recently transitioned from a girls-only boarding school to being fully coeducational, Stonar is a great option for any student who is passionate about riding.

Instructed under the expert eye of Darrell Scaife, UK Coaching Certificate students have access to some of the best training in the UK. With the title of British Eventing Master Coach and FEI Coach, Darrell has trained many riders to success, including medal-winning Team GBR at the Junior European Championships. His knowledgeable team sets the standard high with expert instruction - their philosophy is that whatever a rider wishes to achieve, they must primarily have the fundamentals - a correct position

ABBOTSHOLM SCHOOL

A

Staffordshire, Derbyshire Borders

bbotsholm is the perfect choice for students who are passionate about the countryside and all activities rural life has to offer. With its own 70-acre working farm, equestrian centre and country estate, pupils from pre-prep through to Sixth Form have the opportunity to participate in an extensive programme of outdoor education, agriculture and equine activities at this coeducational boarding school.

The equestrian centre is nestled in the heart of the school grounds - it's not uncommon to find pupils passing by the stables between lessons to give the horses a quick pat and a treat. With plenty of livery spaces, students are encouraged to bring their own horse or pony. For those who do not have their own, the equestrian centre has plenty of horses for students to ride. Lessons and coaching is designed to cater for a range of students and abilities from complete beginners and those who wish to ride purely for pleasure to the more serious competitor. As part of their education, students are expected to play a full part in the running of the equestrian centre, teaching responsibility and teamwork skills.

Abbotsholm offers students the chance to study a wide selection of practical and theoretical based qualifications, including a EQL Work-Based Diploma. Abbotsholm provides students with a valuable insight into the equestrian industry.

STONAR SCHOOL

and a well-trained, happy horse.

Being fiercely competitive, Stonar students have plenty of opportunities to compete, regularly producing victories on a national scale.

The facilities at Stonar are set on an 80-acre campus in the stunning West Wiltshire countryside. Bath station is located just 20 minutes away, meaning direct trains to London Paddington are within easy reach. Students are welcome to bring their own horses with them on livery, or alternatively they can loan one of the specially selected school horses. The livery and equestrian facilities at Stonar are second to none, comprising of an impressive 65 stables, indoor and outdoor schools and a cross-country schooling course designed by international course designer David Evans.

However life at Stonar is not all playing ponies. They understand that it is important for students to attain a well-rounded education, setting their students up for dynamic futures - they frequently attain impressive results across the board with both GCSE and A-levels.

RIGHT Stonar School

LEFT Horse riding teaches students responsibility

“Students are expected to play a full part in the running of the equestrian centre" AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 111

AB ED_AW19_Equestrian.indd 111

13/09/2019 16:57

An ‘Excellent’ rated, vibrant and supportive school

community, set in 220 acres

of beautiful North Yorkshire Countryside.

We welcome day students

from 3 months to 19 years

and boarders from 6 years to 19 years.

The No.1 independent

secondary school in the North of England (QE College).

Sunday Times Schools Guide 2019

Academic, sport, music and

drama scholarships available

for students in Years 7 to 13.

Open Days: 28 September 16 November

18 November (Sixth Form Open Evening) 18 January

Queen Ethelburga’s Collegiate “To be the best that I can, with the gifts that I have.” www.qe.org | admissions@qe.org | 01423 333330 | York YO26 9SS

QE.indd 1

16/09/2019 12:11

SENIOR / HOR SES

KILGRASTON SCHOOL

S LEFT A love of horses can come with many rewards

BELOW Kilgrasten School

MILLFIELD SCHOOL

W

Somerset

ith facilities that would rival any Olympic park, Millfield does not cut corners on investing in its equestrian students. Offering vastly varying opportunities from Polo to Eventing, Millfield is arguably one of the best coeducational schools for equestrian excellence. Their riding teams are often left unbeaten, winning Hickstead Schools Showjumping Championship three times in the last five years and winning the Schools and Universities Polo Championships. Millfield Equestrian pride themselves on a systematic and intelligent training method to which they attribute the majority of their competition success.

Students and their horses can enjoy access to a long list of facilities

including a 64m x 44m indoor school, a 70m x 50m outdoor school, stabling for 53 horses, a six horse walker, three warm water wash bays and staff resident on site, providing 24 hour care. That’s not to mention the impressive cross-country course, designed by Adrian Ditcham (2012 London Olympic Course Designer), which is updated each year in preparation for the annual affiliated British Eventing competition, attracting over 600 nationwide competitors. With almost 30 full time staff, including 12 qualified coaches and a host of outside contacts, students have the chance to gain knowledge from professionals at the top of the industry.

Coaching at Millfield is varied and encourages students to push their sporting potential.

Perthshire

et in the idyllic backdrop of rural Perthshire, Kilgraston is the only school in Scotland with equestrian facilities on campus, giving girls the opportunity to ride regularly on-site as an extra-curricular activity.

Whether aspiring to ride for the school team or having never ridden before, Kilgraston offers opportunities for riders of any level, providing a string of 25 horses and ponies to suit all abilities. Under the expert eye of Rachael MacLean, lessons take place daily after school and at weekends in their generous 60 x 40m floodlit arena. At Kilgraston the emphasis is on progression, variety and fun, aiming to boost confidence in nervous riders and pushing the more experienced riders to progress further.

Firmly believing in quality, not quantity, lesson numbers are restricted to ensure a high level of tuition and riding school horses are hand-picked for their excellent temperaments. Life at the sables isn’t all learning; hosting the annual Kilgraston Scottish Schools Equestrian Championships, Kilgraston’s equestrian facilities double as a competition venue, where over 25 school teams compete to win the highly prestigious championships.

“Students and their horses can enjoy access to a long list of facilities” AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 113

AB ED_AW19_Equestrian.indd 113

13/09/2019 16:57

GODONS.indd 1

13/09/2019 15:47

Talking

SENIOR / OPINION

HEAD

Creative minds Adrian Blake, Headteacher of ArtsEd, on why an arts education creates strong entrepreneurs

I

n many schools, budgetary constraints and the pressure to climb league tables is pushing out arts subjects. Strong evidence links participation in the performing arts with the development of invaluable social and practical skills, rather than just the ‘academic engine’ of the brain. Therefore, it is more important than ever for schools to emphasise the benefits of studying the arts alongside academic subjects, which is what we do at ArtsEd Day School and ArtsEd Sixth Form.

There are many skills that an education in the performing arts develops and refines, including collaboration, accountability, flexibility, integrity of thought and action and a strong sense of self. But the most important skill is the ability to communicate in an authentic, creative and honest way. The impact of this sincerity of communication is far-reaching and highly influential, not to mention key to becoming a successful entrepreneur.

Students leave ArtsEd with a unique balance of vocational and academic studies, with these transferable skills embedded in their everyday interactions. Organisations are crying out for people who have the flair and the practical skills to take ideas and make them fly. Workplaces need people who are able to collaborate as well as lead, who understand complex ideas and who

“Actors, artists, designers and musicians are as essential as software engineers”

are able to communicate involving public speaking and strong them clearly, who listen self-presentation. effectively and behave ArtsEd embraces individuality and accordingly. creativity, actively supporting students to The creative industries build the emotional resilience and selfcontinue to make a significant contribution confidence that will help them to navigate the to the UK’s economy. In fact, there are world as it is today, on and offline. Developing many areas of digital technology whose an understanding about mental health at appeal and consequent rapid growth are this early stage in their lives puts ArtsEd based on constant creative students ahead as they move output, such as gaming. into working environments Actors, artists, designers and where increasing numbers of musicians are as essential people have to take time off due as software engineers to the to stress and anxiety. success of this sector. Creative An education in the arts minds also thrive in sales and creates young people who marketing, using their skills are at ease with themselves with social media and business and who can communicate ADRIAN BLAKE strategies. A performing confidently to the world: “this Headteacher arts training provides solid is who I am, this is what I love ArtsEd foundations for careers and this is what I can do”.

ABOVE Pupils at Arts Ed

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 115

AB ED A/W19_TH_ARTSED.indd 115

13/09/2019 16:41

BABINGTON.indd 1

21/08/2019 11:59

SENIOR / INSIDER

JOIN THE CLUB St George’s School, Ascot, reports on the relevance of co-curricular activities to successful careers

I

n the forward to Gatsby’s 2013 Good Career Guidance report, Lord Sainsbury agreed with the opinion that “good careers guidance is critical if young people are to raise their aspirations and capitalise on the opportunities available to them”. It is interesting to ask post-18 leavers about their careers guidance. Outside the involvement of an inspirational teacher, provision is often reported as patchy and uneven.

It is likely that current pupils will have many roles and occupations within their overall career and some of those jobs may not currently exist. This only adds to the challenges in developing a careers programme in most secondary schools.

At St George’s, a broad curriculum involving music, sport and drama is found within the core lesson timetable, but after lessons and tea, all the girls

“It is obvious how powerful DofE can be to a young person in generating positive character traits and life experiences”

ALEX WRIGHT

aged 11-16, boarding and day, are involved in an hour of ‘club time’ and then supervised prep. This extended day means the girls take part in one of the 60+ weekly after-school clubs like Lacrosse, Public Speaking and other societies like the Amnesty International group. This is crucial in a careers context because while the specifics of future jobs are unknown, attributes of character development, teamwork and perseverance will certainly be valued. The Duke of Edinburgh’s Bronze Award is found ABOVE AND LEFT within the club schedule St George's pupils and it is obvious how taking part in DofE powerful DofE can be to a young person in generating positive character traits and life experiences.

Pupils who positively engage tend to succeed at university or in the workplace owing, in part, to the resilience and commitment engendered in co-curricular activities.

While clubs have clear benefits for young people, it is important to target employment areas with co-curricular activities to support careers education.

The aspirations of many ambitious pupils focus on studying subjects linked to Healthcare or Veterinary Medicine.

At St George’s, a number of activities support these hopes, with a Dissection Club providing an opportunity to further understand anatomy and demonstrate fine motor skills. The Future Medics Club is engaged in developing pupils’ awareness of Medicine, and popular volunteering clubs offer the opportunity to contribute to the community while building experience in a caring environment. Although the

future job market is uncertain, it can be guaranteed that technology skills will be valued - pupils can develop these in Robotics and Coding Club. Students are enthusiastic about co-curricular activities and aware their futures. Schools should look to harness these energies; pupils and colleagues must be made aware of the significance of co-curricular activities in careers education.

ALEX WRIGHT Deputy Head (Co-Curricular and Connections) St George’s School AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 117

ABED A/W19 INSIDER ST GEORGES.indd 117

13/09/2019 16:25

A leading boarding school for boys aged 12 to 18 years in Ireland • A small school of 250 students, with small class sizes (12 to 16) • A caring community offering personal pastoral care for your son • The highest educational standards in our broad and diverse curriculum, with students achieving the equivalent of three A* grades in the Irish Leaving Certificate • Situated in 500 acres of parkland in the heart of Munster • 40 minutes from Shannon Airport and two hours from Dublin Airport

Open Day 5th October 2019

Book your place at Glenstal.openapply.com/openday

Glenstal Abbey School, Murroe, Co. Limerick, Ireland +353 61 621044 - admissions@glenstal.com - www.glenstal.com

GA.indd 1

13/09/2019 15:46

SENIOR / OPINION

Talking

HEAD

STATE OF MIND

Dr John Weeds, Headmaster of Cranbrook School, on the benefits of UK state boarding schools

S

tate boarding schools are the hidden gems of the UK education system.

Far too few people know about them – probably because there are only 35 altogether – but they provide the best all-round education available in the UK. The range of what they have to offer is exceptional.

From experience, I would say that state schools which are selective and offer boarding are the best bet for those with high academic ambitions.

Boarding itself promotes independence, character-building experiences outside the classroom and unique opportunities for leadership. In academic settings, there is the additional advantage of a focus on structured homework and learning support within the boarding programme, not to mention successful track records in getting students into top universities, including Oxbridge. All of the state boarding schools encourage day and boarding students to mix socially, with lifelong friendships often formed.

State boarding schools encourage pupils to work with local communities which helps to make sure our students have a good understanding of the real world. For example at my own school, Cranbrook School in Kent, our students often volunteer in the town with initiatives such as 'Cranbrook in Bloom' and work with the parish council.

“Fees in UK state boarding schools are considerably cheaper”

Furthermore, fees in of schools nationally. Amongst mixed UK state boarding selective schools in the south-east we schools are considerably regularly perform and are currently top in cheaper than they are terms of our Attainment 8 score (68.3). We in our independent elect to enter almost our students for the boarding schools. This is because the English Baccalaureate (97%) and have been government funds our curriculum, so praised by the government for doing so. families do not have to pay for this.

Beyond that, we are committed to creative What families do pay for is boarding subjects like Art, Drama and Music and accommodation and staffing, which in opportunities for personal development almost all cases is the equal of boarding and leadership skills which are second to provision in independent schools. none, notably with the Duke Of Edinburgh Typically, families in state Award scheme and the boarding schools are paying Combined Cadet Force. We between £12,000-£15,000 per are also strongly committed to child, per year in fees. the idea of physical wellbeing If I apply this theory to as an aid to good mental Cranbrook, I can illustrate the wellbeing. For this reason advantages of an education we have an extensive games in an Outstanding (Ofsted programme during the week 2018) state boarding school. and at weekends.

On the academic front, our State boarding schools offer DR JOHN WEEDS performance at GCSE (+0.71 an educational environment Headmaster value added) is strong and in which children can thrive Cranbrook School well within the top 10% personally and academically.

A B OV E Students in the Cranbrook grounds

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 119

ABED A/W19_TH_CRANBROOK.indd 119

13/09/2019 16:18

FH.indd 1

09/09/2019 17:14

SENIOR / INSIDER

THE NEW ENTREPRENEURS The Master of Magdalen College School on breaking down barriers to entrepreneurialism

H

ow do we foster entrepreneurial thinking in our students? This is a vital question at Magdalen College School. What we’re talking about is much more than Business Studies for the twenty-first century. It’s not even necessarily about setting up a company. We mean an education which facilitates teamwork, good communication skills, the ability to solve problems creatively, and above all, good decision-making.

The dynamic Oli Barrett gave an inspirational talk at one of our networking breakfasts. Barrett describes himself as a serial founder and connector, and is now a government advisor on entrepreneurialism in schools. As Barrett puts it, we want

“We want young people to leave school having started something” young people to leave school having started something. It might be an app, or it might be a volunteer group. It might be something that gains national attention, or it might flop.

It doesn’t matter: the point is, get a taste for being a pioneer, a connector of ideas and especially of people. This requires a broad extracurricular offering too and at Magdalen, there are over sixty clubs and societies.

The recent Government response to the Rose Review of Female Entrepreneurialism reinforces the UK’s commitment to being the best country in the world to set up a business. It also calls on businesses to work with schools to break down barriers to entrepreneurialism among women and

HELEN PIKE

RIGHT Entrepreneurial learning in the classroom

minorities. Since the economic downturn in 2008, 58% of the newly-self-employed have been female, an unprecedented growth. One example of the successful female entrepreneur is the spirited Saira Khan, runner-up on the Apprentice, who has recently launched a range of organic beauty products. She forms part of a panel of entrepreneurs who support MCS pupils who want to set up their own businesses, and who teach pupils from Years 9-12 entrepreneurial habits of mind. We also partner with a number of businesses in Oxford and London to create mini-internships.

Encouraging creative entrepreneurial projects has also proved a great opportunity for an independent-state school partnership among a group of aspiring entrepreneurs in Years 9-11 from local schools.

Entrepreneurial thinking also links to our charitable fundraising efforts, with an investor offering £10 to pupils, and a prize for the individual whose business acumen raised the most for one of the charities the pupils vote to support every year.

But does any of this make a difference?

As with just about everything, it depends on how we measure it. The real value of entrepreneurial thinking can’t be graded and it’s not about how much money is made.

The ability to assess risk and reward and make good decisions aren’t just CV attributes – they are the essence of a successful human being. The Magdalen College School entrepreneurial curriculum is at the heart of how education should be.

HELEN PIKE Master Magdalen College School AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 121

C In meet ome de pe us a alon 9- nde t th g a 10 n No nt Sc e Lo d vem ho ndo be ols S n r 2 ho 01 w, 9

Full Boarding Ethos • 100 acre campus in Edinburgh Co-educational – 7–18 • Excellent IB, A Level & GCSE results ‘Sector leading’ pastoral care • Strong sporting tradition Award winning careers partnership programme Bursaries, Scholarships and Awards available

A strong foundation for the future, a family for life To arrange a visit, please call our Registrar on 0131 311 6744 admissions@fettes.com www.fettes.com

FETTES.indd 1

09/09/2019 17:10

SENIOR / Q& A

Question and Answer Absolutely Education speaks to Lee Glaser, Headmaster of Taunton School, Somerset PENDLE HARTE

Tell us about your leadership style I strive to create a strong community, be caring, lead by example and live by the same values as the school.

What are your ambitions for Taunton?

To be known as a school that cares for all members of the community and brings out the best in everyone.

What makes a good learner?

Curiosity to learn, an enquiring mind, and a strong work ethic are the backstop to being a good learner. As a school we then support this through excellence in teaching and provision of a first class learning environment.

What are the greatest challenges facing headteachers today?

Providing an education that is relevant for 2020 and beyond within the structures of an exam system designed for the mid 20th century.

What has mattered to you most in your years as a teacher?

There is nothing greater than personal feedback, and to see in practise the positive effect I have had on students’ school lives. Not much beats a thank you card from a happy parent or pupil.

What would you say are the main challenges currently facing the independent sector?

The perception that independent schools are unaffordable. An outstanding education can be available to all children via bursaries and scholarships.

Through a variety of scholarships and initiatives like our assisted places scheme this means mean that all parents are able to consider educating their children at an independent school.

What are your professional goals for the next few years?

To continue to ensure that all members of the Taunton School community, teachers, students and parents are working together to deliver an outstanding education and, ultimately, playing their part in contributing to making the world a better place.

ABOVE Taunton School pupils

LEE GLASER

ALL ABOUT TAUNTON Taunton provides education for children at all stages of their school career, from Nursery to Sixth Form.

Located in the picturesque South West of England, Taunton enjoys close proximity to the area’s beautiful countryside, coastline and the ever-expanding retail and leisure facilities of Taunton.

The campus also features fullystaffed boarding houses, an on-site health centre, a Chapel, extensive grounds and dedicated sports areas. tauntonschool.co.uk

Headmaster Taunton School AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 123

AB ED_AW19_TAUNTON Q&A_USE.indd 123

13/09/2019 15:55

FORTHCOMING OPEN MORNINGS Saturday 5 October

Open Morning for 11+ and 13+ entry

Saturday 8 February

General Open Morning

Saturday 25 April

General Open Morning

“A lovely place to study” GOOD SCHOOLS GUIDE 2016

CAMBRIDGE’S ONLY BOARDING AND DAY SCHOOL FOR GIRLS AND BOYS AGED 11 - 18 TO AT TEND AN OPEN MORNING OR ARRANGE A VISIT CONTACT admissions@theleys.net

THELEYS.indd 1

www.theleys.net

01223 508904

10/09/2019 11:50

Talking

SENIOR / OPINION

HEAD

Future Odyssey Sarah Labram, Head of St James Senior Girls’ School on how fostering happiness and empathy grows entrepreneurial business success

A

ccording to Maya Angelou, “you can tell a lot about a person by the way (s)he handles these three things: a rainy day, lost luggage, and tangled Christmas tree lights.” A successful entrepreneur simply cannot afford to allow progress to be halted by weather, logistical breakdown or a puzzle.

I am a classicist. I studied Classics at

“Odysseus strikes me as a good example of entrepreneurial success”

project completion would not be well received but Odysseus did meet the ‘come home alive’ requirement of his main stakeholder, Penelope.

Reaching one’s academic and personal potential requires a bedrock of confidence and happiness. That is why our school places such an emphasis on pastoral care.

We invest in an exceptional programme of personal, social and emotional education because this pays dividends in terms of student wellbeing. Good mental health, like good physical health, starts in childhood and a wealth of recent research suggests that education and wellbeing are synergistic; those who are well educated have better wellbeing and students with good wellbeing get better grades.

ABOVE There are various ways that we support Pupils at St our pupils with a view to their future James Senior Girls’ School interests and careers. Our annual careers forum is deliberately populated with a mix of top level representatives from big business (IBM, Bausch, Givenchy, university, and I have taught it at St Vodafone) to successful freelancers James Senior Girls’ School for years.

(Loveena Tandon, award-winning Odysseus strikes me as a good example international journalist) and individuals of entrepreneurial success. His record generous enough to share the ups and for personal honesty is patchy, so I would downs of their start-up journeys (Olly’s be reluctant to ask our pupils to model Olives). Everyone is welcome because all their approach fully on him, especially their stories are helpful in different ways. as our school motto is ‘speak the truth, The entrepreneurs and business live generously and aim for the best’. He leaders of the future need to be self-aware, falls short on the first two points – so he innovative and industrious, much like has some way to go as a St James girl. loyal, clever Penelope undoing her day’s However, he certainly meets our last weaving each night to keep expectation about aiming her unwanted suitors at for the best. He played to his bay. Character often forms strengths and showed some in unnoticed but important formidable business acumen moments and that is why in pursuing his vision to get it is essential to foster an back to Ithaca, delivering environment that unlocks the it for himself and his team potential of every individual through determination, to become the most resilient, innovativeness and collaborative and courageous emotional intelligence.

SARAH LABRAM Headmistress version of themselves. We In today’s business St James Senior Girls’ School can learn a lot from what environment, a 20 stjamesschools.co.uk/seniorgirls went on in Ithaca. year overrun on a AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 125

CLONGOWES.indd 1

09/09/2019 16:27

SENIOR / A RT

A L L I M A G E S DAV I D M E R E W E T H E R

LEFT Mayfield students working on vases in the ceramics studio

Hands ON Mayfield School’s Ceramics A-level may be unusual, but it generates brilliant results ABBIE SCHOFIELD

F

or artistically-inclined students, a school with a long history of excellence in the creative arts is ideal. This is what Mayfield, a leading day and boarding school for girls aged 11-18, prides itself on. As well as offering GCSE and A-levels in Art and Textiles, Mayfield offers a more unusual creative subject which has proved immensely successful: Ceramics.

“Ceramics provides the opportunity for every student to express their individuality, learn resilience through trial and error and build self-confidence as a result,” says Mr Tim Rees-Moorlah, Head of Ceramics at Mayfield. “Each person learns how important it is to review and refine their work through a thorough process of testing and developing ideas, and students leave the course with the ability to think divergently and to problem-solve effectively.”

Each year the school hosts its acclaimed Creative Arts Exhibition, featuring the high-quality work created by students.

Mayfield girls consistently achieve exceptional results, which have ranked

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 127

AB ED_MAYFIELD CERAMICS.indd 127

13/09/2019 15:31

Valuation (va·lyoo·ei·shn) noun

A type of matchmaking where owner sizes up agent, and agent sizes up property.

If all goes well, they’ll make it official.

A great fit is important. We’ll take the time to understand what you want, support you throughout the process and stop at nothing until we achieve the right result for you.

Book a sales or lettings valuation today at kfh.co.uk

London. Property. We get it.

KFH.indd 1

16/09/2019 12:04

SENIOR / A RT

LEFT A Mayfield student enjoying getting hands on with Ceramics

“This year, 100% of girls studying A-level Ceramics achieved all A*/A grades”

among the highest marks nationally, as well as perfect scores at A-level: this year, 100% of girls studying A-level Ceramics achieved all A*/A grades, with almost two thirds awarded the top A* grade.

At Mayfield, girls study an eclectic combination of subjects, choosing the disciplines they enjoy most. It has always been customary to combine arts and science subjects, and Ceramics and other creative arts are often taken alongside Maths (the most popular subject at A-level) and the sciences.

Mr Rees-Moorlah will be hosting a ‘Ceramics RIGHT Masterclass’ at Mayfield Impressive artwork by the Mayfield Ceramics School on Saturday students, inspired 7th December 2019 by nature from 10am to 1pm.

The masterclass is designed for girls in Years 10 and 11 who are not currently studying at Mayfield, have a keen interest in the creative arts and are considering taking Art, Ceramics, Textiles, or Design at A-level.

Complimentary places are limited, so early booking is encouraged to avoid disappointment.

To reserve a place or find out more about the masterclass, please contact Mrs Shirley Coppard at registrar@mayfieldgirls.org.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 129

AB ED_MAYFIELD CERAMICS.indd 129

13/09/2019 15:31

Outstanding boarding for boys and girls 13-18

1

MOR N ING

is all we think you’ll need to be inspired.

Join us at one of our 13+ entry open mornings visits@charterhouse.org.uk | 01483 291726

charterhouse.org.uk/visits CHARTERHOUSE.indd 1

10/09/2019 14:18

SENIOR / INSIDER

SAVING THE WORLD ACS International School says young entrepreneurs mean business about preventing climate change FERGUS ROSE

I

f there’s one thing that unites students at school and university nowadays, it’s passion for the planet. Concern about climate change, plastic pollution and animal extinction are sources of deep anger and concern, but many youngsters are channelling their emotions in new and constructive ways, research from ACS International School has discovered.

Last year ACS conducted research among Heads of Enterprise from a third of UK universities. They reported an upsurge in entrepreneurial interest from the new student cohort, with a desire to save the planet being a key factor behind this impetus. While it is still true that people want to set up their own businesses to make money, the second most important reason was to become independent (60%), followed by wanting to

“Complex problem solving is the number one job skill executives from the world’s leading companies will look for from 2020”

reduce pollution (53%), or to help others (37%).

Young people want to develop entrepreneurial skills to take control of their own futures, but big businesses want these skills too; an entrepreneurial mindset is highly valued in the corporate world.

Cramming for exams is not the answer for readying our youngsters with the tools they need to change the world for the better. Over 70% of Heads of Enterprise surveyed felt that school pressure to pass exams was having a negative impact on developing ABOVE entrepreneurial AND LEFT ACS sports competencies lessons amongst students.

What is required is the ability to think creatively and apply robust academic and cultural knowledge to real life situations. Students need to be taught how to think for themselves and problem-solve. According to the World Economic Forum, complex problem-solving is the number one job skill executives from the world’s leading companies will look for from 2020.

This is where an international education really comes into its own. At ACS we offer the International Baccalaureate (IB) education. It encourages every student to develop the ten personal attributes of the ‘IB Learner Profile’ which are inquiry, knowledge, thinking, communication, principles, open-mindedness, caring, risk-taking, balance in approach, and reflection.

Parents can support the development of entrepreneurial skills at home too by helping their children take part in activities which include social or business aspects. It doesn’t have to be

complex; selling something on eBay or simply helping a friend or neighbour will build skills and experiences on the entrepreneurial path.

Whether they are working for others, starting their own ventures or driving an environmental campaign, the discipline and determination of an entrepreneurial mindset will help the next generation bring about the change they want to see.

FERGUS ROSE Advancement Director ACS International School AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 131

ABED A/W19 INSIDER ACS.indd 131

13/09/2019 15:27

CCB.indd 1

09/09/2019 16:23

SENIOR / OPINION

Talking

HEAD

Character building Linda Sanders, the Headmistress at The Laurels School on instilling good character in pupils

F

or young people more we help them to truly thrive, develop good habits be happy in of mind, the happier their own skin they will be! and achieve There are huge their best, it is pressures on young vital that they people today. To are encouraged be a teenager is to to develop good character. Good begin to discover character is a consequence of a their identity. number of factors which, added Never before have up, will contribute to personal young people faced flourishing and wellbeing. so many choices, So, how do we help young people inputs and mixed to develop good character? messages about A sense of self-worth is who they should key. This is not based on their be. The majority results, on how they look or of young people if they have achieved their seek purpose, are grade seven in piano. Selfattracted by the worth derives from a sense of good and yearn for A B OV E being valued and loved. It is the truth. At the Music practice at also striving to do their very same time, they The Laurels best because it is rewarding have to navigate to work hard. Thinking about the sometimes others, helping in the home stormy waters young people to understand themselves and recognising that the world does of their teenage years when they are and develop a moral compass. not revolve around them is also vital. If pulled by competing forces like selfAt my school, we have specific classes pupils have an ‘attitude of gratitude’ they centredness and impulsiveness. built around the study of virtue or will focus on the positive aspects of life As educators, it is our role to guide character qualities. These classes are and form good habits such as honesty, young people to make the right choices for designed to help our students to make fortitude and generosity. These all help the right reasons and to ‘tease out’ their good choices, and for this, very best selves. If we can help they need to know what them to develop the necessary ‘good’ looks like. They self-awareness, encourage examine it in terms of their them to be more reflective own challenges and questions and think about their actions are asked such as ‘Do I and consequences, then we need to control my temper are helping them to become more?’, ‘Am I a slave to my true moral agents and a force mobile phone?’ and ‘Do I for good in the world. More LINDA SANDERS gossip about my friends and importantly, we are helping Headmistress The Laurels School write negative things about them to understand where them on social media?’ The true joy and happiness lie.

“At my school, we have specific classes built around the study of virtue”

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 133

ABED A/W19 TH LAURELS.indd 133

13/09/2019 15:24

www.kings-school.co.uk

OPEN MORNINGS 13+ Saturday 5th October 2019 Saturday 7th March 2020

Sixth Form Saturday 21st September 2019 Saturday 20th June 2020 Watch our film

www.kings-school.co.uk/school-film

A 21 Century education within the historical City of Canterbury st

Under one hour from London via High Speed 1 (St Pancras International)

Watch our film

www.junior-kings.co.uk/school-film

www.junior-kings.co.uk

OPEN MORNINGS

Saturday 12th October 2019 Saturady 16th May 2020

KSC.indd 1 Absolutely Education_The King's School_Autumn2019.indd 1

13/09/2019 15:49 9/6/2019 9:19:12 AM

PA RTNERSHIP

Future-proofing

SIXTH FORMERS The Headmistress of Sydenham High School GDST on helping young people build the best futures

S

ixth Form is a key period of academic, social and emotional development.

In Year 12 there is a seismic shift in expectations for independent study and an ever-increasing need to focus on next steps. Young people are growing up in a world where they feel under enormous pressure, academically as well as socially, partially due to the online culture they are surrounded by. The current political and global outlook is uncertain, so it is paramount that they begin to crystalise a vision of their futures. In a landscape where the only certainty is change, young people must be ‘future-proofed’, gaining not only skills and knowledge but an inner confidence for informed decision-making and adaptability, in conjunction with a social conscience and awareness of the world around them.

Where previously schools focused on examination results, educating young adults now requires a fine balance between developing a passion for their subjects

“Maintaining levels of confidence in girls from the age of 14 upwards is vital”

K AT H A R I N E W O O D C O C K

and the strength of character to deal with the working world beyond school.

Maintaining levels of confidence in girls from the age of 14 upwards is vital in order to reduce the well-known ‘confidence gap’ in teenage girls. Encouraging confidence in young women can be achieved through an educational setting which promotes risk-taking so that girls learn to ‘lean in’ and not be afraid of making mistakes.

The McKinsey Global Institute announced that by 2030 artificial intelligence technology will have displaced up to one fifth of the global workforce. Therefore, it is key to prepare our students with the skills to set them apart.

At Sydenham High School Sixth Form, we set high targets to foster ambition, but

equally value the personal skills which make students successful in life. It is the education of the whole girl that creates a young person who is ready to take on the challenges of further education and the leap into employment.

Alongside A-level studies, the Extended Project Qualification and our bespoke Stretch Programme enrich our girls’ learning by fostering critical thinking, problem solving, creativity and social development.

Our Professional Skills Programme provides all Year 12 students with specialist training in corporate communication, ABOVE matching each student Sydenham High sixth formers with a professional ‘mentor’ whilst completing a selfdirected project. The Girls’ Day School Trust (GDST) provides crucial occasions to network, as does the bespoke app, Rungway, which connects over 70,000 alumnae with sixth formers.

A key component of Sixth Form life is ensuring that all our sixth formers become curious, considerate and fearless role models to the lower years, leaving us confident about their futures.

Sixth Form open evening: 1 October, 7-9pm For further information or to arrange a visit, please contact: admissions@syd.gdst.net 020 8557 7004 sydenhamhighschool.gdst.net AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 135

ABED_SYDENHAMADVERTORIAL.indd 135

13/09/2019 15:06

Come and visit our incredible senior school in the heart of Mayfair Boys and Girls 11 - 18 years old

www.eatonsquareschool.com/mayfair/

ESQ.indd 1

16/09/2019 11:38

SENIOR / OPINION

Talking

HEAD

Modern

FAITH

B

Fr Martin Browne OSB, Headmaster of Glenstal Abbey School, discusses how Benedictine values compliment freedom and a fruitful education

enedictine monks have been engaged in the work of education for over 1,500 years. St Benedict’s Rule, though written for sixthcentury monks, clearly envisaged the presence of students in the monastery too. Schools have been attached to monasteries ever since and Glenstal Abbey in County Limerick, Ireland is no exception. At Glenstal, we seek both to remain true to the tradition in which we stand and at the same time be a modern, forward-looking secondary school. Our mission is to offer our students a Christian environment in which to flourish together, fostering independent, critical and imaginative thinking that will provide a guide for life.

With around 230 boys, the majority of whom are seven-day boarders, Glenstal is a small school by most standards.

“The Benedictine motto is Pax (Peace)” But that’s the way we want it. The school is an intimate community, and classes are generally smaller than most second-level schools in Ireland. This gives students, staff and parents the chance to get to know one another and work together fruitfully. Located on an estate with woodland, parkland, gardens and a working farm, and centred around a neo-Norman castle, Glenstal is a place of extraordinary and unparalleled beauty in which to learn. The Benedictine motto is Pax (Peace) and we seek to bring this to life in the school by providing a safe, calm and secure environment for our students. The proximity of the community of Benedictine

A B OV E The Glenstal Abbey grounds

monks, several of whom work in the school, says that Glenstal was a wonderful place to gives the school a very particular character develop. Though he left the school in 1970, and spirit. we believe that the things he cherished Whether it’s preparing for international most still ring true today: ‘freedom, Mathematics or Business competitions, or enthusiastic teachers and a trust in our exploring the classics of Ancient Greek and judgement as youngsters’.

Latin literature, singing Gregorian chant Boarding can sometimes get a bad press. in the school choir or representing Ireland To some people, it can seem old-fashioned, in competitive sport, we seek to equip our repressive or even cruel. It is interesting to students with a healthy sense of identity, note how so many of our graduates had the courteous self-confidence and amiable selfopposite experience in Glenstal. Creativity, awareness. It is interesting to innovation, independence look at what past students say and originality of thought are about the school when they some of the qualities we seek reflect on their own school to inculcate in our students, days. Professional rugby forged in the crucible of life in player Ian Nagle, class of 2007, a community of learning. That is most grateful for the strong so many of our graduates have friendships he formed as a embraced these qualities and boarder, saying that ‘living do not speak about control or FR MARTIN BROWNE (OSB) side by side with your school subjugation but about freedom Headmaster friends creates a lifelong and independence looks like Glenstal Abbey School bond’. Artist Patrick Walshe success to me.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 137

ABED A/W19_TH_GLENSTAL.indd 137

13/09/2019 15:16

DAUNTSEYS.indd 1

09/09/2019 16:40

PA RTNERSHIP

A Festival of

Celebration St Dunstan’s College marked its annual festival in June

S

t Dunstan’s Festival is a two-week celebration of art, culture and community, and takes place at venues across the College site and Catford.

The festival originated in the early 1990s under the stewardship of Dr Anthony Seldon, who was deputy head of the college at that time. It was originally named ‘The Catford Arts Festival’ and ran over two and a half days at the very start of July.

The festival was quickly dubbed ‘the Edinburgh Festival of South London’, and comprised more than 20 main events and “a rich and enterprising fringe”.

The 1994 college chronicle describes the festival as “catering for the souls” and it contained an array of eclectic events including the St Dunstan’s jazz group, lectures given by writers Brian Masters and Gwendoline Butler, and a Shakespeare play with a twist, entitled “A Pocket of Midsummer Night’s Dream”.

However, the festival was short-lived, only lasting a few years until 2015, when the new headmaster Mr Nicholas Hewlett reignited the event, which is now firmly established in the school’s calendar.

This year’s festival included more than 30 brilliant events from concerts to fashion shows to a moving evening on diversity and leadership. Most of the events in the festival are suggested by pupils and staff, and this year more than 1,000 pupils took

“Events ranged from concerts to fashion shows to a panel on diversity ”

part in the festival from St Dunstan’s College and neighbouring schools, including Harris Crystal Palace and Woolwich Polytechnic School for Boys.

One of the stand-out events saw pupils, staff and members of the local community come together for an evening on diversity and leadership. The evening included special guests Baroness Doreen Lawrence, Ellah Allfrey OBE, LGBT+ author Shaun Dellenty, Cllr Brenda Dacres and Glenn Hammet from the Royal London, who all formed the event’s panel. During the evening, the guests spoke about their own experiences, including the challenges they have all faced in their working lives, and where they think work is still needed to be done to ensure there is diversity in leadership positions and across society.

Focusing on issues close to their heart, ABOVE Community drama at the Festival

a group of senior pupils also worked on a performance of Tennessee Williams’ famous play, Nightingales, to break down stereotypes of masculinity. The show, which took place at Catford’s Broadway Theatre and raised money for the Charlie Waller Memorial Trust, was described by one guest as ‘one of the most moving pieces of theatre’ that they had ever seen. The Broadway Theatre was also the home for a community drama performance – which was named Our Creations by the young actors.

National Theatre director Kate Beales worked with the pupils for just three days from start to finish to devise the piece.

St Dunstan’s headmaster, Mr Hewlett, described the performance as ‘captivating’ and congratulated the pupils on creating the show in such a short period of time.

Other memorable events included the art department’s annual fashion show, which this year focused on sustainability, the junior school annual bake-off, an open-air cinema showing The Greatest Showman and a netball tournament with local schools.

Following the success of this year’s festival, planning is already underway for next year.

Find out more about the annual festival, and the college, at one of the upcoming open events (September to November).

Visit stdunstans.org.uk to book.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 139

ABED_AW19_ST DUNSTANS ADVTL.indd 139

13/09/2019 15:03

Merchiston Ab Ed Ads x4 kinds Sep19 OL.qxp_Layout 1 13/09/2019 17:07 Page 4

MERCHITSON.indd 1

16/09/2019 11:53

PA RTNERSHIP

CREATIVE SPACE Samantha Price, Headmistress of Benenden School, on why it’s important to harness creativity through entrepreneurship

ABOVE A Benenden pupil presents her work

W

hen considering all the life skills that schools teach their pupils, such as public speaking, digital skills and leadership, creativity is rarely front of mind. Yet creativity transcends everything that is required of a professional in the modern workplace.

Creativity is how you come up with new ideas, and how you solve the challenges that we all face on a daily basis. With our uncertain economic and political times, the ability to find creative solutions is more important than ever – and this is true whether you’re in a boardroom, on a building site or even in the House of Commons. With

this in mind, schools need to educate and empower young people to learn and use their knowledge in a creative way.

One of the best ways we have found to harness creativity within the context of a modern workplace is through entrepreneurial endeavours.

A highlight of the Spring Term at Benenden is the Enterprise Challenge. Part of our Professional Skills Programme, which teaches Sixth Formers the skills they need to thrive in the workplace, this challenges Year 12 girls to set up and run their own businesses with a start-up fund of £100.

The standard this year was particularly high, with the 12 teams embracing the Enterprise Challenge and turning the School into a hive of marketing activity and entrepreneurial endeavour over six

weeks. After a huge amount of research, planning, product development and website crafting, the girls launched their businesses and then battled it out with digital campaigns, posters, presentations in morning assembly and face-to-face marketing. After a round of preliminary pitches, internal judges whittled the 12 teams down to five who would take part in the Dragons’ Den-style final.

This event, the culmination of the Enterprise Challenge, involved each team giving an eight-minute pitch in which they presented their product, marketing plan, sales, consumer response and financial details. Each presentation was then followed by in-depth questioning from the panel of Dragons, made up of successful businessmen and women from the Benenden parent body.

This year’s winner had a remarkably simple concept – designing and selling navy tracksuit bottoms with Benenden printed across the backside in pink – but it was executed superbly and they amassed an impressive turnover of £6,500.

Even though the Enterprise Challenge is now over for another year, the team are continuing with their venture. They are expanding outside of Benenden and have already taken their first orders to make trackies for other schools.

The Enterprise Challenge is designed to be fun but also, in many ways, it is the ultimate test of their creativity. It pushes the girls out of their comfort zone and requires them to creatively apply their knowledge from across the curriculum to a real-life, pressurised situation. Numeracy, literacy, use of technology and artistic flair are all combined with learning vital professional skills, including collaboration, leadership, adaptability, learning from their mistakes and developing a talent for seeing how their business could grow in the future.

All the girls who took part in this Enterprise Challenge learnt a huge amount that they will be able to draw on in the future and talk about in interviews for university, internships and jobs.

Most importantly, they were given the freedom to be creative – which is one of the most important skills for life a school can teach.

SAMANTHA PRICE Headmistress Benenden School benenden.school AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 141

AW19_ADV_EDU_BENENDON.indd 141

13/09/2019 14:57

STONAR.indd 1

16/09/2019 12:22

School Leaver Q&A WITH GABBITAS P . 144 INSIDE PETER JONES'S ENTFEST P . 149

MAGDALEN COLLEGE SCHOOL PUPILS IN OXFORD

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 143

AE_AW19_Openers.indd 143

13/09/2019 11:36

B U SI N ES S

MINDS

Sophie Oates and Rachel Lewis from education consultancy Gabbitas answer your questions on gaining qualifications for business the ability of a student to do a job effectively. Level 3 is equivalent to two A-levels, Level 4 to a BTEC and Level 5 to a Foundation degree and all can be studied in Business and Administration.

Q: My child isn't very academic but is very interested in business, what educational pathways do you recommend?

A: There are a number of routes available to a less academic child wishing to study business in either a school, sixth form or further education college. These studies are focused away from an academic programme such as A-levels, and deliver a more vocational, practical course of study with work experience built in.

Intermediate Apprenticeships are work-based learning qualifications, equivalent to five GCSEs, and can be studied in Business, Admin and Law. Students are required to study key skills in English,

Maths and ICT while also getting paid workplace experience. On completion, students can move onto the next level of apprenticeship.

The BTEC Diploma in Business or BTEC Diploma in Entrepreneurship and Enterprise are excellent routes to study business at university or to go straight into the workplace.

BTECs are divided into units with assignment work and sometimes work experience so students can apply their studies to a real world business situation.

An NVQ (National Vocational Qualification) is a work-based way of learning at a number of levels. Each NVQ level involves a range of on-the-job tasks and activities that are designed to test

Q: Do independent schools offer BTECs? Are these recognised as being equal to A-levels or the IB? A: Increasing number of independent schools and sixth form colleges are offering BTECs Business and Technical Education Council qualifications. BTECs combine practical learning with subject and theory content; they are flexible courses that can be studied alongside other qualifications such as A-levels, or as a stand-alone course.

BTEC Nationals at Level 3 are the equivalent to A-levels and can be used to apply for a place at university.

A-levels continue to remain the gold standard for university entry followed by the IB. However, there is an increase in the number of BTECs taken nationally. Not only do they offer a vocational qualification but the fact that students are continually assessed through coursework and practical evaluation suits some pupils much more than the exam based A-levels. Universities are increasingly aware of this and the BTEC is looked on more favourably year on year.

Q: What are T-levels and why do they matter??

A: T-levels are new a method and qualification for post-16 study being introduced in 2020. They will consist of a two year course, and will be the equivalent of three A-levels.

A combination of classroom and

144 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

GABBITAS USE.indd 144

13/09/2019 14:28

SCHOOL LE AV ER / Q& A

A B OV E

Researching options

years in selected on-the-job learning LEFT schools and colleges in a three month The overwhelming business of education initially, and the 25 industry placement, subjects offered will the T-levels will give include Accountancy, students a technical Human Resources, Onsite qualification and they will Construction, Digital Support, also be required to reach a Media, Broadcast and Production, minimum standard in English and Animal Management, Craft and Maths. These courses have been Design, Catering, Agriculture developed in collaboration with and Land Management. businesses to ensure students are prepared for working in industry.

Q: Should I encourage my Beyond the T-levels, students will child to do an apprenticeship be able to move directly into skilled rather than go to university? employment, a higher apprenticeship A: If a student is more inclined or continue their studies. T-levels towards practical learning, and keen are being rolled out over two to start work after GCSE, then an apprenticeship is an ideal route.

Apprenticeships enable students to have specific, paid-for occupation as they learn; they spend roughly 80% working and 20% in the classroom.

If a student wishes, they can work their way towards a Higher

“The alternative could be to do a degree apprenticeship”

Apprenticeship as part of an HND, foundation or undergraduate degree.

Apprenticeships provide the opportunity to start work immediately and gain valuable career skills. However, there will always be some areas of work that will require a degree - the skills that you pick up as an apprentice will often be applicable for just the area you are working within and not necessarily a different industry.

The alternative could be to do a degree apprenticeship. This way, you gain a degree and a large amount of work experience. There are an increasing number of universities that are offering degree apprenticeships, from Advertising to Engineering. Although most degree courses emphasise academia and research, the degree apprenticeships are more vocational and practical.

However, you still gain a degree at the end of three or four years.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 145

GABBITAS USE.indd 145

13/09/2019 14:29

Lathallan

our school castle by the sea

• Small class sizes • New science centre • On-site school farm • Boarding in a Scottish castle • Exceptional outdoor learning

Direct flights from London

www.lathallan.org.uk LATHALLAN.indd 1 Lathallan_AbsolutelyLondonAd.indd 1

23/08/2019 14/08/2019 14:44 16:47

SCHOOL LE AV ER / FOCUS

SPORTS SCHOLARS Queen Ethelburga's on how sports scholarships can offer an excellent route to study at US universities

W

hen it comes to sport, studying in the US has many advantages.

Apart from club-level facilities and higher numbers of spectators, students get the chance to play and train daily rather than weekly, alongside a high level of education in their chosen subjects.

The two-year college system or four-year university system also means that students have the option to postpone their ‘major’, or specialism, until the start of the third year. Moreover, the chosen specialism does not have to be in any way related to sport.

Two Year 13 students at Queen Ethelburga’s, Jack Downes and Matthew Coleman, obtained sought-after football scholarships to attend US universities, starting in September 2019. The competitive application process started in September last year and required hard work in both

“His dream to continue his football career beyond Queen Ethelburga's has now become a reality”

ABOVE The Ethelburga's football team

their academic studies and football training.

The students submitted video footage of their football skills and match play as evidence prior to taking part in interviews with Head Coaches for the university soccer teams. In addition, Jack and Matthew also scored highly in the US multiple-choice entrance exam, the SATs, which is a compulsory element to securing both the ‘academic allowance’ and the ‘sporting allowance’ of their scholarship packages.

Matthew has taken up a place at Urbana University in Ohio while Jack has enrolled at Trinity University in Texas.

Ex-professional footballer and Lead Football Coach at Queen Ethelburga’s, Paul Bolland, said “We are really proud of the boys.

They’ve worked very hard in both their academic studies and on their football skills.

They’ve maximised the opportunity that the school's football Performance Programme provides through its extensive resources, dedicated coaching, excellent facilities and opportunities to play. It is encouraging to see them going on to do great things and

we’re thrilled that they’ll continue their football development after leaving us here at Queen Ethelburga's.”

Jack and Matthew have represented the Independent Schools Football Association (ISFA) National U17 Team, after honing their skills on the pitches at Queen Ethelburga's. Jack counts representing his country for the ISFA team as his highest achievement to date.

Jack’s favourite academic subject may be Maths, but his passion lies within football and his dream to continue his football career beyond Queen Ethelburga's has now become a reality. He said: “College football is really big in America so there is huge competition between all of the different Colleges. I will start as a Freshman and hope to eventually work my way into the different divisions so I can try to get recognised by various clubs. I am not entirely sure what I’ll do after university but there is a chance to get drafted into Major League Soccer.”

Jack and Matthew are following in the footsteps of a number of other Queen Ethelburga's students who have successfully obtained US sports scholarships in football and basketball and who are currently studying in the US. The US sport scholarship route is providing an incredible option for students who want to pursue involvement in professional and semi-professional sport, whilst keeping their options open in their academic studies and future careers.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 147

ABED A/W19 QUEEN ETHELBURGA.indd 147

13/09/2019 14:17

BUPA.indd 1

13/09/2019 15:35

SCHOOL LE AV ER / INSIDER

Impact Sport The Head of Enterprise and Entrepreneurship at The University of Buckingham on EntFest, the annual careers event N I G E L A DA M S

T

he Peter Jones Enterprise Festival, more commonly known as EntFest, is an annual collaboration between the Peter Jones Foundation and The University of Buckingham.

The event brings together young people from across the UK to introduce them to a career in entrepreneurship and consider what an enterprising career could look like.

Unlike some events, the aim of EntFest is not to look like a dull conference. Instead it is fun and an exciting celebration inspiring the next generation of entrepreneurs.

The University of Buckingham and the Peter Jones Foundation both advocate that the UK needs to develop an enterprising culture, which should be rooted in our education system. After seeing the importance of giving back to the community, Peter Jones is looking to show the next generation of leaders that they can be part of the solution to some of the UK’s biggest problems.

During the festival, the first annual 'Tycoonathon' saw children coming from across the country to tackle the challenge of Britain’s dwindling high streets by creating their own ‘High Street of the Future’.

They discussed how they would encourage more people to take up vacant retail units in market towns such as Buckingham.

The theme for the day this year was #YouMakeTheFuture and centred around inspiring young entrepreneurs to think about businesses that will have a positive impact on the world. The impact became clear during the National Entrepreneur of the Year competition, where the top entrepreneurs were taken from the Peter

“Many British entrepreneurs have been failed by the school system ”

ABOVE they have often been failed Jones Enterprise Academy.

The Secondary by the school system. If the This year saw four young winners of EntFest country wants to invest in the entrepreneurs presenting their next generation of young people, ideas to a Dragon’s Den style it is important that society panel headed up by Peter Jones recognises that the traditional approach of alongside successful entrepreneurs such classroom learning is not always the best. as Lord Karan Bilimoria, Founder of Following EntFest, the question is, should Cobra Beer and Sherry Coutu, Founder we be developing more ‘learning by doing’ of Founders4Schools. It was great to see to encourage the leaders of the future? the enthusiasm the young entrepreneurs had for designing more sustainable and eco-friendly businesses. The winner was Natasha Anne Bates from the Buckinghamshire College Group who started a business to help make reading easier for people suffering from dyslexia.

When considering how to encourage the next generation of young entrepreneurs, the key seems to be to combine academic N I G E L A DA M S theory with practical application.

One of the common themes among Head of Enterprise and Entrepreneurship successful British entrepreneurs is that University of Buckingham

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 149

ABED_Insider_ENT FEST.indd 149

13/09/2019 13:34

GABBIATS.indd 1

16/01/2019 16:06

Talking

SCHOOL LE AV ER / OPINION

HEAD

Educating EMANUEL

Robert Milne, Headmaster of Emanuel School, on how the EPQ helps Sixth Form students to thrive

S

ince its introduction by exam boards in 2008, the number of students taking the Extended Project Qualification (EPQ) has risen to over 33,000. At Emanuel, we have been advocating the broad benefits of this supplement to the A-level course since 2016 and have been delighted by the way that our students have benefited from it.

For many, the EPQ focuses on an area that contrasts to their A-levels. Last year, some of the titles included ‘Is protest redundant? Looking at resistance in a capitalist society’ and ‘To what extent can we consider video games an art form?’

Students usually pursue an area of personal interest and many students enjoy the EPQ because it allows them to gain in-depth knowledge on a specific area.

The EPQ has also allowed them to test whether they would be truly happy to read a given subject at university. One of our architecture applicants is now sure that the seven-year course is right for him due to his EPQ on ‘The extent to which happiness is enhanced by the built environment’.

At Emanuel, there is a lot of support from teachers and every student follows a foundation course before selecting their topic which ensures they can research effectively, cite work correctly and deliver presentations. The student’s tutor helps with project development and meets with them twice a week. The research can

“The research can provide some significant challenges”

A B OV E

Emanuel performers on stage

provide some significant challenges but the development of a passion, and a genuine need to grapple with problems means the benefit to higher education and working students also develop resilience along the life – surely this is what curriculum design way. As one student said, “I had no idea how should be about? We have seen so many challenging it would be… but I am so glad benefits from adopting the EPQ that it that I completed it." is now shaping parts of our curriculum According to Tim Gill’s Cambridge throughout the school. From this term, Year Assessment paper in 2016, well-managed 7 will be studying a robotics and coding EPQs can produce higher A-level results. course, which sees every child take their Coursework-orientated robot home at the end of term, subjects such as Geography while all pupils from Years 6 to and History receive upper 8 will be tackling philosophical sixth students well-versed arguments, learning the art of in creating impressive rhetoric and debating ethical dissertations. Researching issues in an ‘Ethos’ course. and citing methodology in These exciting projects are the science faculty becomes driven by our belief in the straightforward for students value of independent thought ROBERT MILNE who have pursued an EPQ. and project management and Headmaster Emanuel School Academic challenge, how it creates confident and transferable skills, engaged young people.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 151

ABED A/W19 TH EMANUEL.indd 151

13/09/2019 12:36

Abels_Full page advert_A4_2.indd 1 ABELS.indd 1

09/05/2019 09:04 29/05/2019 17:40

SCHOOL LE AV ER / INSIDER

SIXTH SENSE The Deputy Head (Academic) at University College School, Hampstead on Sixth Form enrichment MARK ENGLISH

T

he Sixth Form experience should be so much more than the subject courses that pave the way to higher education.

It needs coherence. It needs to build on the experience of Years 7 to 11, and develop naturally from the expectations that have defined students’ schooling to that point. As I am told by our Heads of Department, Year 12 is far too late for pupils to develop a love of learning for its own sake.

Sixth Form ‘Enrichment and Enhancement’ at UCS starts with two cross-curricular courses in Years 7 and 8: Dialectics allows pupils to reflect on how we learn, while PPE (Politics, Philosophy and Economics) allows them to understand that learning in one subject area can illuminate another. In Years 10 and 11, we offer taught Enrichment courses across the curriculum, including subjects that are taught at A-level or Pre-U, but not at GCSE, and an internal junior EPQ research project.

Academic Enrichment in Years 12 and 13 builds upon these experiences. Friday afternoons are given over to subject courses, designed and delivered by UCS teachers, and intended to give our Sixth Formers an experience that prepares them for the challenges of higher education. These courses intentionally go beyond exam specifications, but they are not a radical departure; the aim is to develop in our

ABOVE Loretto engineers building their electric car

pupils the ability and courage to apply their existing knowledge to new contexts.

To provide a focus for these courses, we run a series of events throughout the Sixth Form years. Pupils give presentations to groups of their peers on a specific topic relating to their intended higher education course. We feed back to them on the quality and ambition of their presentations, as well as their responses to their peers’ questions.

This super-curricular provision, however, does not stand in isolation. We firmly believe that personal development is another key element of a broad, ambitious Sixth Form experience that serves to prepare our pupils for the world beyond school. Once again building on a comprehensive programme of partnership and leadership opportunities that runs throughout the age range, UCS Sixth Formers all undertake placements with local schools, care homes, conservation projects and other charitable organisations.

As well as allowing pupils to make a contribution to society, our partnerships

programme develops an awareness of the world beyond school, not to mention a strong sense of each individual’s place in it.

The Sixth Form years are full of challenges – for pupils, naturally, but also for schools as they seek to prepare young people for the world beyond their institutions. The need to take a holistic view of pupils’ academic and personal development provides opportunities for creativity and curiosity.

M A R K E N G LI S H Deputy Head (Academic) UCS Hampstead AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 153

ABED A/W19 UCS INSIDER.indd 153

13/09/2019 12:27

ABOVE Waterside Learning and Creative Hub, Northampton

LET’S TALK

Absolutely Education focuses on three UK universities that are putting communication at the centre of their learning FRANCES KING

A

report from the CBI published in June 2019, “Getting Young People ‘Work Ready’”, calls for a review of how young people are being prepared for the future. They quote business leaders and educationalists in their call for a broadening of the curriculum and a more focused development of the key skills and character traits required in today’s workplace. Among the skills highly prized by employers are communication and problem solving.

This article looks at three universities which ensure that communication skills are central to their educational offering, believing that more creative and innovative work is likely to emerge from shared learning – and that these should help to make their graduates more employable.

The University of Northampton has been ambitious in its plans to prepare students for the future. With the opportunity to rebuild their campus from scratch, the new £330 million 2018 Waterside site has been designed with modern learning at its heart. All teaching is based on the Active Blended Learning model developed by the university which involves the student in an active engagement with, and a sense of ownership of, their learning.

This teaching model informed the design of their new campus, from

154 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

AB ED_AW19_FRANCES KING UNIVERSITIES.indd 154

13/09/2019 12:18

SCHOOL LE AV ER / UNI

RIGHT LU LDN students at Chelsea Football Club BELOW RIGHT London Interdisciplinary School

room size to the integration of social and teaching space, library space and café space. This is a university with no lecture halls; its largest teaching room accommodates 80 people. Space for small group work and meetings with tutors is as important as access to technology, making clear the emphasis on face-toface meeting and collaborative learning.

From a brand new campus to a university that has yet to find one, The London Interdisciplinary School has already gained significant attention through its radically new model. Led by real world challenges such as the spread of disease or climate challenge, students will be working together to explore how to tackle such issues. The three strands of their model consist of knowledge gained about an issue, methods of investigation, and communication – how to campaign and influence others, and have an impact on the world. Students will work closely with each other, their tutors and those

“The £330m Waterside site has been designed with modern learning at the heart”

of specialists in media, diplomacy, digital technology, entrepreneurship, international management or design innovation, address a real-life brief from a national or international organisation such as the NHS, Chinese firm Mobike, WaterAid or Chelsea Football Club.

Feedback is very positive from students and partner organisations as they recognise this collaboration benefits both parties.

Students learn to work as a team, how to communicate effectively in different scenarios and see how they can make a real contribution to current challenges.

And, from the employer’s perspective, they gain from the objective views of a different generation. “We are big fans of nurturing young talent that think and look at things differently to me and my co-founder,” says one participating CEO. These exciting new models of study challenge the conventional approach adopted by schools and traditional universities which focus on individual academic achievement; they may not be suitable for all. The CBI report of June, however, makes clear the need for a review of the current curriculum and work preparation in education and the rationale for why change is necessary.

It is good to learn of institutions that are already ahead of the game. northampton.ac.uk londoninterdisciplinaryschool.org lborolondon.ac.uk

working in companies that will provide internships, a key feature of the course.

The Collaborative Project at Loughborough University London (LU LDN) takes teamwork to a further level with communication, problem solving and reflective practice at its centre. This project is an interdisciplinary master’s module taken by all students from LU LDN’s seven postgraduate Institutes.

Each diverse team, which may consist AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 155

AB ED_AW19_FRANCES KING UNIVERSITIES.indd 155

13/09/2019 12:18

SCHOLARSHIPS FOR YEAR 7 AND YEAR 5 ENTRIES FOR SEPTEMBER 2020

OP.indd 1

19/09/2019 17:29

Talking

SCHOOL LE AV ER / OPINION

HEAD

Building the future The Headmistress at Bromley High School on preparing pupils for the future with degree apprenticeships

H

ow schools prepare their pupils for the future is a key question for parents.

We know that young people, as they have a 21st century portfolio career, will require an aptitude for flexibility and creativity and the resilience to reshape their careers throughout their working lives. Therefore, good careers provision can never be confined merely to giving Sixth Form students good advice on university choices and writing an impressive UCAS statement.

At Bromley High School, we believe that from the moment our girls enter the school, they should be building skills for the future by gaining confidence through a challenging curriculum which requires creative, critical and innovative thinking, entrepreneurship and teamwork.

Options for Sixth Formers considering university courses have never been more diverse; one new pathway of particular interest to our students and parents is the degree apprenticeship. These highly competitive courses are increasingly being developed by employers, universities and professional bodies in partnership.

Degree apprenticeships are particularly

“Degree apprenticeships combine working for a sponsoring company with studying part-time at university”

Bromley High School offers invitations to local Sixth Formers to attend an extensive programme of careers events throughout the year.

Working in collaboration with the Girls Day School Trust (GDST) we hosted our first ever Apprenticeships Insight Event in May. Over 100 attendees at this event from 14 different schools (students from local state schools and our sister schools in the Girls’ Day School Trust) heard presentations from WhiteHat, All About School Leavers and attractive because they combine Cogent Skills. All three organisations working for a sponsoring company with are leading players in the world of studying part-time at university. This apprenticeships. The presentations provides the student with a salary and were followed by a panel discussion enables them to escape the burden with three GDST alumnae, who are of student debt. In addition, students currently apprentices at the BBC, Rollsgain invaluable work experience and Royce and Larking Gowen, and then an opportunities to develop careers within apprenticeship fair with representatives the sponsoring company. from organisations including Degree apprenticeships PwC and Goldman Sachs. are new; our first student to undertake this kind of We believe that engaging course started her finance with the world of work and apprenticeship with Markel understanding the qualities International last year. She that top companies are has inspired two of our seeking in their employees current Sixth Formers to benefits all our students, gain places on two of the most whether they seize the new ANGELA DREW prestigious of these schemes opportunities offered by degree Headmistress Bromley High School – one with Commerzbank and apprenticeships or follow a the other with PwC. more traditional degree path.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 157

ABED A/W19 TH BROMLEY.indd 157

13/09/2019 12:13

3 - 13 October 2019

10 Magical Days on Wimbledon Common with a stellar line-up of celebrity writers and literary stars BOOK NOW WIMBLEDONBOOKFEST.ORG WBF.indd 1

PRINCIPAL PARTNER

23/08/2019 11:48

Autumn Books BOOK REVIEWS P . 160 ANNA AT WAR P . 166 REWILDING CHILDREN P . 170

S A L LY G A R D N E R

Invisible in a Bright Light is just one of the fantastic autumn books selected by Absolutely Education this issue.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 159

AE_AW19_Openers.indd 159

13/09/2019 11:37

TOP SUMMER M U ST READ It’s been another exciting year for children's and teen books and the autumn offers great new reads, from established authors and rising stars alike. Lovereading4kids Reviews Editor Andrea Reece chooses the top ten books to excite readers of all tastes.

5+

ANDREA REECE

MOUSE AND MOLE

b y Joyce Dunbar and James Mayhew

F

GRAFFEG, £12 .99

irst published in 1993 but out of print for almost 20 years, it is wonderful to see this new edition of Mouse and Mole stories by award-winning author and illustrator team Joyce Dunbar and James Mayhew. Gentle and full of humour, the stories focus on the relationship and everyday adventures of best friends Mouse, who is calm and sensible, and the more impulsive Mole. They are perfect to either read aloud or for newly independent readers to enjoy on their own.

10+

Invisible in a Bright Light

by Sally Gardner Z E PHY R, £10.99

Carnegie Medal winner Sally Gardner has a rare ability to build worlds that are rich, strange and totally unique to her. Her new novel, Invisible in a Bright Light, is a kind of fairy story and it mixes a quest narrative into settings that are magical many times over – snowy 19th century Copenhagen, its glorious opera house, an enchanted undersea cavern.

At its heart are a group of young people with the courage to defeat evil and make things right. It’s a story that all readers will respond to and will enthral you from beginning to end.

160 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

ABED_A/W19_BOOK REVIEWS.indd 160

13/09/2019 11:47

BOOK REV IEWS

9+ 4+

The Extraordinary Life of Katherine Johnson

Editor's pick

b y Devika Jina PUF F IN , £6.99

Katherine Johnson’s calculations for NASA helped put Neil Armstrong and Buzz Aldrin on the moon. In Barack Obama’s words, she was “a pioneer who broke the barriers of race and gender, showing generations of young people that everyone can excel in math and science, and reach for the stars.” Her life is recounted in this short but information-packed biography, The Extraordinary Life of Katherine Johnson

by Devika Jina. It’s inspiring stuff and the book has frequent illustrations, diagrams and information boxes. This is part of a well-thought-out new series with other subjects including Stephen Hawking.

9+

TOP MARKS FOR MURDER

7+

THE MAGIC PLACE

b y Robin Stevens

I

b y Chris Wormell

DAVID FICKLING BOOKS , £11.99

Best known for his illustration work, this is Chris Wormell’s first book as an author. The Magic Place is a wonderfully atmospheric melodrama about a young orphan girl desperate to escape her Aunt Vermilia and Uncle Rufus, who are both Dahlesque in their villainy. Wormell’s illustrations are delightfully monstrous and the book evokes Dickens's bleak metropolis in this tale of good and evil.

THE IRON MAN b y Ted Hughes FABER & FABER, £9.99

Every child should know The Iron Man by Ted Hughes and his strange, compelling, fairy-tale adventure feels more relevant today than it ever has. This new edition is illustrated by Chris Mould and his Iron Man is spectacular – huge, frightening, but also vulnerable and expressive. Mould captures all the humour of Hughes’s story as well as the mystery, and he is equal to the big themes the story presents, creating unforgettable images for this unforgettable fable.

PUFFIN, £6.99

f the young readers in your life haven’t come across this excellent 1930s-set crime series yet, they’re really missing out.

After various adventures, schoolgirl detectives Daisy Wells and Hazel Wong are back at the boarding school they love in Top Marks for Murder by Robin Stevens. But before you can say ‘Agatha Christie’, a dormmate claims to have witnessed a murder, with sudden death striking at the heart of Deepdean School.

Scrupulously researched, carefully plotted and as good on friendships and family relationships as it is on clues and red herrings, this is top quality reading.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 161

ABED_A/W19_BOOK REVIEWS.indd 161

13/09/2019 11:47

STB.indd 1

15/08/2019 16:09

BOOK REV IEWS

4+

14+

Snowflake, AZ

M U ST READ

b y Marcus Sedgwick ZEPHYR, £12 .99

Set in a community of people forced to live apart from the rest of society, and prompted in part by his own experience of Chronic Fatigue Syndrome, Marcus Sedgwick’s new book, Snowflake AZ, examines what it means to be well.

From that starting point, it tackles bigger themes such as the health of our planet, the unseen dangers that may be threatening us all. Told in flashback, it intrigues from its bleak opening page and is chilling in its deadpan delivery.

This is a typically thoughtful, intelligent and challenging YA novel from one of our finest writers.

8+

MIDNIGHT FEASTS

DR MAGGIE’S GRAND TOUR OF THE SOLAR SYSTEM

b y A.F. Harrold

b y Dr Maggie Aderin-Pocock

BLOOMSBURY, £10.90

BOXE R BOOKS , £12 .9 9

8+

T

Contrary to popular opinion, children love poetry and this is a very tasty collection indeed. In Midnight Feasts, poet A. F. Harrold has gathered poems on nearly every kind of food from favourite poets alongside Katy Riddell’s illustrations. It features Ian McMillan on soup followed by Christopher Reid on salad, and Caroline Bird ponders the humble turnip. A book to dip into, share and return to again and again. Delicious!

5+

THE MISADVENTURES OF FREDERICK

b y Ben Manley

T WO HOOTS , £12 .99

Perfectly told and beautifully illustrated, The Misadventures of Frederick by Ben Manley is a clever, engaging picture book that is recounted almost entirely through letters. Frederick lives a solitary, indoor life in his grand house reading, drawing and watching television - his mother prefers he stays in. Emily sends him a series of invitations via paper planes, asking him to come out to play. One day he accepts - and what fun they have! This is great story about making friends and the joys of outdoor play, and readers will love the final twist too.

he Sky at Night presenter Dr Maggie AderinPocock (MBE) was bitten by the space bug as a kid and does an excellent job of passing on her passion in this inspiring book, Dr Maggie’s Grand Tour of the Solar System.

She encourages us to copy Einstein in his ‘thought experiments’ and follow her on an imagined journey through space to the very edge of the Solar System.

The book features amazing NASA photos alongside full-colour illustrations and is packed with up-to-date information presented in blocks of text or via charts and diagrams. It does exactly what non-fiction books should, answering all the questions readers will have, while inspiring them to future journeys of discovery.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 163

ABED_A/W19_BOOK REVIEWS.indd 163

13/09/2019 11:47

The

M A K ING of Me

Robin Stevens The author reveals how her years at Cheltenham Ladies’ College inspired the popular Murder Most Unladylike novels

Where did you go to school and when?

I went to Cheltenham Ladies’ College from 2001 to 2006.

happiest memories come from my boarding houses. There were a lot of ways in which boarding school was disappointingly unlike an Enid Blyton book, but the experience of living with my school friends really was like an endless sleepover. Just spending time with them was the most fun I had at school. Daisy and Hazel’s dorm mates Kitty, Beanie and Lavinia have become a big part of my series, and they’re crucial to my newest book, Top Marks for Murder.

What sort of school was it?

An immensely posh all-girls’ boarding school – I usually explain it as being a cross between Malory Towers and Hogwarts (without the magic).

Did you love it or hate it?

I had, and still have, complicated feelings about it. I got a fantastic education there, and made friends I’m still very close to today. It also lives on in my mind as Deepdean School for Girls, the fictional (and far more murderous) boarding school I send my schoolgirl detectives Daisy and Hazel to. But with my American accent I never quite felt that I fitted in, and I sometimes felt stifled by the routine of boarding school life. I’m a very restless, curious person and I spent my time there desperate to get out and see the world – which is ironic, since my life now is all about remembering my school years.

What was your favourite subject or activity there?

Unsurprisingly, English. I had some incredible teachers who saw that I loved writing and pushed me to be better at it.

Who was your favourite – or most influential - teacher?

I dedicated my first book, Murder Most

What beliefs do you think that particular school instilled in you?

To be proud of my intelligence and to be unafraid to take up space in the world.

Unladylike, to my two English teachers Miss Silk and Mrs Sanderson.

I adored them both – they were very different, but equally brilliant and kind, entirely unlike the awful teachers who are the suspects in Murder Most Unladylike.

Where was your favourite place at school – what did you do there?

Cheltenham Ladies’ is full of astonishingly beautiful places but I think my

What was your proudest achievement?

My friends and I spent weeks planning and filming our own version of Dracula, complete with special effects.

Sadly the video itself has been lost to history, but it was the pinnacle of our school experience – alas, there were no murder mysteries for us to solve in real life.

What was the most trouble you got into?

I was generally a good girl (Hazel, my polite, kind-hearted narrator, is based on me in that respect), but I did once get into

MY SCHOOL DAYS IN FIVE WORDS? FRIENDSHIP BUT SADLY NO MURDERS 164 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

AB ED_AW19_MAKING OF ME Robin Stevens.indd 164

13/09/2019 11:28

PROFILE

adventures, and I’ve just sent them back to the fictional version of Cheltenham for the third time – I can definitely say that my career wouldn’t exist without my school.

What is your relationship with your old school now?

I go back quite regularly, and have a good relationship with the principal and staff. It’s wonderful to feel that they’re still supporting me.

What other influences did you have in your younger life?

My parents were very supportive. They really encouraged me to read and write, to have the courage of my convictions, to love learning and to speak up when I saw injustices. I was also very influenced by the world views of writers like Terry Pratchett, Eva Ibbotson and Diana Wynne Jones, which became part of my own morality.

Did your interest in creative writing start at school?

I think it started even before I went to school: I was telling stories as soon as I could talk, and writing them down the moment I learned to write. But school was very influential, and I’ve definitely been lucky in the teachers and school librarians who have encouraged me over the years.

quite a lot of trouble for being part of an end of year prank in which different girls had to jump up and sit back down again whenever they heard a particular word being spoken in assembly. Most people gave up halfway through out of sheer embarrassment, but I kept going all the way to the end.

What is your most vivid memory of your time there?

The utter despair of playing hockey in the rain, followed by the total joy of going back to house and eating nine slices of toast in a row.

Were you too cool for school?

Never in my entire life have I been too cool for anything.

Would you send your own children there?

If I have a kid I don’t think I’ll choose to send them to boarding school – but since I was the one who asked my own parents to

go, I don’t really know. I suspect my child would have their own ideas about this.

Do you think going to a single-sex school altered your view of the world?

I have a real fascination with how women interact in female-only spaces, and how female friendships form and change – it’s something I spent many years observing at Cheltenham, and it’s the basis for Daisy and Hazel’s strong friendship, which is itself the heart of my series. Going to a co-educational university (Warwick) was a real contrast, and brought the uniqueness of my school experience home to me.

How did it influence the rest of your life and career?

Cheltenham really left its mark on my imagination – I wanted to write about my school experiences, and that book became Murder Most Unladylike. Five years after it was first published, I’m still writing about Daisy and Hazel’s

What was the first story you ever wrote?

The first story I ever remember writing down was about a unicorn who was adopted (I was six). The first murder mystery I ever wrote was about a couple who were murdered by every single one of their house guests at different points over the same weekend (I was 14, and it was pretty clear by then that I’d found my passion in life).

You are a Guest Curator for the Schools Programme at the Cheltenham Literary Festival. What does that involve?

I want to introduce festivalgoers to mystery authors and books I enjoy.

The mystery genre is something I’m so passionate about, and I love the way each author can approach the same basic ideas in absolutely unique ways.

What are you writing about now?

More in my series. I’ve got so many ideas for stories in Hazel and Daisy’s world, and I’m currently working on another adventure starring my two favourite detectives and their friends.

How would you sum up your school days in five words?

Friendship but sadly no murders.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 165

AB ED_AW19_MAKING OF ME Robin Stevens.indd 165

13/09/2019 11:28

GIRL ON THE TRAIN Rodean School features as a major inspiration for new book Anna at War HELEN PETERS

166 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

AB ED_MAY19_Anna at War.indd 166

16/09/2019 14:18

AUTUMN BOOKS / FIR ST PER SON

M

y new novel, Anna at War, came into being in a different way from my previous books.

Following the publication of Evie’s Ghost, my editor asked me if I would like to write another historical novel. So I found myself in the interesting and slightly daunting position of choosing any period of history, anywhere in the world, in which to set my next story.

The autumn term at Roedean was about to start and I was preparing to teach autobiographical writing to my Year 7 English class. As part of my preparation, I re-read Anne Frank’s diary, which I had last read as a teenager. Anne’s fierce and questioning intelligence, and her courageous, optimistic spirit struck me forcibly, and I began to wonder whether I could create a heroine with that kind of character.

A couple of weeks later, a woman in her 90s introduced herself to my husband after the school’s Founders’ Day service. She had travelled from her home in America to express her gratitude to the school that had taken her in as a Jewish refugee from Nazioccupied Europe on the eve of World War Two. She described how her father, just before he put her on the train, had cut off her long plaits, hoping that if she could pass as a boy she might be safer on the journey.

“I travelled all the way to England,” she said, “with my pigtails in my pockets.”

This story, and the poignancy of that image, really struck me. I started to think about creating a character AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 167

AB ED_MAY19_Anna at War.indd 167

13/09/2019 12:02

Unlocking London’s finest homes With residential experts in Chelsea, Kensington, Knightsbridge, Mayfair and Westminster.

Jll.co.uk/primecollection 020 3873 0220

JLL.indd 1 20190725_Agency_2019_AbsolutelyPrime_August_Montpelier_Terrace_GJ.indd 2

16/09/2019 25/07/2019 12:03 14:15

AUTUMN BOOKS / FIR ST PER SON

RIGHT Anna at War by Helen Peters, Nosy Crow, £6.99 nosycrow.com BELOW LEFT Helen Peters

“Rodean had taken her in as a Jewish refugee from Nazioccupied Europe on the eve of World War Two” who travels to England as a refugee from Nazi Germany. I began to research the Kindertransport, the coordinated rescue effort that brought ten thousand children, mainly Jewish, from Nazioccupied Europe to safety in England.

A few months later, while I was immersed in the memoirs of Kindertransportees, my husband received a wonderful letter from another woman in her 90s, now living in New York, who wanted to express her gratitude to the school for taking her in as a Jewish refugee from Germany in 1939. She had just seen the film Dunkirk, and wrote that the film ‘had allowed me the opportunity once again to think back on the brave individuals I saw on the sea from my dorm room during my treasured

time as a Roedean girl.’ Her daughter had persuaded her that, at the age of 95, she should set down in writing ‘the incredible impact Roedean had on my life’.

Lotte (not her real name) was born in Frankfurt in 1922. Her terrible experience of growing up as a Jewish child in Hitler’s Germany culminated in the horror of Kristallnacht, when her father was arrested and taken to Buchenwald. When he was released a few weeks later, her parents ‘finally had to come to the realisation that we had to leave Germany’. With the assistance of a British Quaker minister, William Bellows, who had travelled to Germany to try to save some young people, Lotte was awarded a full scholarship to Roedean and her travel to Brighton was arranged.

Lotte wrote of how the ‘remarkable’ Headmistress, Emmeline Tanner, ‘showed such concern for the terrorized young innocent girl who arrived in Brighton…

The opportunity offered to me by Roedean not only saved my life, but afforded me the ability to make the transition to a new culture and environment. Through the generosity of the Roedean family, I was treated as every other young lady being given every comfort and resource of the paying students.’ Lotte ended her letter by saying that she was able ‘to imbue in my

daughter and granddaughter the quest for continued reflection and learning that was inspired in me during my days at Roedean.’

Sadly, Lotte died recently, just before her 97th birthday. My letter telling her how her letter had helped to inspire Anna at War arrived a month too late for her to read it, but I was very moved to receive a lovely reply from her daughter, who wrote: ‘Mom’s earliest memories outside her family were filled with the most negative of human interactions. Thus, the caring and compassion extended to her by the Roedean community was truly a new experience for Mom and allowed her to witness finally the good of humanity… May the girls be proud of their school that acted so nobly during a difficult period in history.’

In Anna at War, Anna faces enormous challenges and suffers terrible tragedy, but she is able to go on because of the kindness and generosity she receives at key points in her life. At least eight Jewish refugees were given scholarships to Roedean in the late 1930s, and I know many other boarding schools also took in Jewish refugees at this time. As Lotte’s story shows, the decision to award a full scholarship to a child in need can be truly transformative.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 169

AB ED_MAY19_Anna at War.indd 169

16/09/2019 14:19

Wildness, wonder and

WI SD O M The author of The Girl Who Speaks Bear on the importance of outdoor adventures for children SOPHIE ANDERSON

170 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

ABED A/W19 SPHIE ANDERSON.indd 170

13/09/2019 12:06

AUTUMN BOOKS / FOCUS

LEFT Sophie Anderson grew up with the great outdoors

M “Most of the schools I taught at were in cities, and I was shocked that many of the children had never seen frogspawn or tadpoles”

y childhood was spent building dens, climbing trees, exploring the woods behind our family home, rockpooling on the beaches of the Gower peninsula and splashing in the waves.

I loved being outdoors; exploring, discovering, and using the whole wide world as the setting for my make-believe stories and games. A sloping field was a Roman Amphitheatre, the roaring winds were the clashes of gladiators and lions.

A deep cave in Caswell Bay was a gateway to the underworld, echoing with the whispers of long dead souls. A patch of boggy ground was where the Gloop Man lived, his eyes watching from every bubble in the mud.

School often felt like a cage, but I did enjoy the lessons that taught me something about the natural world. I studied Biology and Geology at sixth form and at University, then worked as an exploration Geologist for several years before moving into secondary school teaching.

As a science teacher, I wanted to share my love of the natural world with children. I ran lunchtime clubs, created wildlife gardens, organised trips to woodlands and beaches, took children pond dipping and bird watching in local parks.

Most of the schools I taught at were in cities, and I was shocked that many of the children had never seen frogspawn or tadpoles, or starfish in rockpools, and had never held soil in their hands. They didn’t know the names of blackbirds or buttercups. Some pupils thought the Blue Whales I showed them on a David Attenborough documentary were CGI graphics.

Watching the wonder in these children grow as they were given the opportunity to explore and discover more about the natural world was AUTUMN • WINTER 2019 2018 | A B S O LU T E LY E D U C AT I O N | 171

ABED A/W19 SPHIE ANDERSON.indd 171

13/09/2019 12:07

NH ELING.indd 1

16/09/2019 13:02

AUTUMN BOOKS / FOCUS

LEFT The House with Chicken Legs, Usborne, £6.99 RIGHT Sophie takes inspiration from nature

“Look deep into nature, and then you will understand everything better”

incredible. Their curiosity blossomed and they became calmer and more focused.

They learned so much, not only about the world, but about each other, and about themselves. They perfectly illustrated one of my favourite quotes: “look deep into nature, and then you will understand everything better” by Albert Einstein.

When my husband and I started a family, we decided early on to raise our children surrounded by the natural world, and give them to opportunity to explore it as much as possible. We moved to the Lake District, and spent every spare moment walking and canoeing with our children.

As our children have grown older, we have armed them with walkie-talkies and allowed them more freedom to explore alone. Their natural curiosity has led them to endless discoveries: sycamore seeds that fly like helicopters, tiny ermine caterpillars that cover whole trees with silk webs, caddisfly larvae that build cocoons from

THE GIRL WHO SPEAKS BEAR, £6.99, USBORNE

shiny grains of sand, and newborn fawns that lie quietly in grass while their mothers drink from bubbling streams.

The whole wide world has become the setting for their make-believe stories too.

The mossy rocks are sleeping trolls that awake to dance at night. The plunge pools are where freshwater kraken play hide and seek with giant toads. A fallen log is a boat, and a train, and a plane. And there be dragons high in the mountains. They have developed a deep love and respect for the natural world, and it has inspired endless creativity.

I, too, am inspired by the natural world, and I love trying to capture something of its beauty in my writing.

Jackie Morris, in her winner’s speech at the Carnegie & Kate Greenway Awards, said (of ‘The Lost Words’, the beautiful and timely book she created with Robert Macfarlane): “At the heart of our book was a desire to refocus the minds, eyes, hearts of children on the awesome, glorious beauty of the natural world which humans are a tiny part.”

Although the stories I write are fiction and fantasy, I feel the same way. In The Girl Who Speaks Bear, I think of the forest itself as a character I wanted to introduce to readers. I wanted them to see and feel something of its beauty, and perhaps be inspired to go and discover some of its wonders for themselves.

In the words of Socrates: “wonder is the beginning of wisdom.” I believe we need both to make ourselves, our society and our world a better place.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 173

ABED A/W19 SPHIE ANDERSON.indd 173

13/09/2019 12:07

TO BOOK A VISIT Please contact dld@dld.org or 020 7935 8411

www.dldcollege.co.uk Creating unique learning opportunities for GCSE, A Level and BTEC students DLD College London | 199 Westminster Bridge Road | London | SE1 7FX

DLD.indd 1

16/09/2019 10:45

School’s Out SHAKESPEARE P . 176 GETTING ACTIVE IN WALES P . 180 KIDS FINANCE P . 187

MOULSFORD PREPARATORY SCHOOL

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 175

AE_AW19_Openers.indd 175

13/09/2019 11:38

THE

PLAY’S the thing A pop-up theatre company wants to bring Shakespeare to wider audiences A M A N D A C O N S TA N C E

I

n the glorious, but somewhat chilly grounds of Blenheim Palace, a crowd sits quietly as Juliet plunges a dagger into her heart. It doesn’t matter how many times you watch this most loved of tragedies, it is always devastating.

And even more so in the intimate surroundings of Shakespeare’s Rose Theatre (SRT) – the first ever popup Shakespearan theatre. Inspired by the famous London Rose Playhouse built in 1587 (12 years prior to The Globe), the theatre combines state-of-the-art scaffolding technology, corrugated iron and timber with the historic 13-sided design of a 16th century Shakespearean theatre. It houses an audience of 900, with 560 seated on three tiered balconies around an open-roofed courtyard, (did I mention it was chilly?) and standing room for 340 ‘groundlings’.

“My ancestor, Henry Cundall (who published Shakespeare’s First Folio) would recognise the theatre,” says James Cundall, the chief executive of Lunchbox Theatrical Productions, the company behind the shows. “He would recognise the intimacy – no one is more than 15m from the stage – and we use the same dramatic gimmicks that

they did in Elizabethan times – actors fly through the air and pop up through trap doors,'' he says.

After a highly successful first summer season in York in 2018, the SRT followed this summer with seasons in both York and Blenheim, staging four of Shakespeare’s plays - Romeo & Juliet, A Midsummer Night’s Dream, Richard III and Macbeth – in the spectacular grounds at Blenheim.

Outside, visitors can experience the Shakespearean village that surrounds the theatre which offered such tempting treats as wild boar hotdogs and half-time hot chocolate as well as wandering bards and recorded background ‘burble’ of Shakespearean Bankside.

It’s all a bit ersatz but thoroughly enjoyable and adds to the time-travelling experience.

Cundall says they are thrilled that the shows

“Shakespeare was a storyteller – Macbeth was Game of Thrones”

176 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

ABED A/W19 SHAKESPEARE.indd 176

13/09/2019 10:43

SCHOOL'S OUT / SH A K ESPE A R E

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 177

ABED A/W19 SHAKESPEARE.indd 177

13/09/2019 10:44

Open Evenings 2019 Fuelling passion for performance and a zest for learning

Co-Educational Day School & Sixth Form

Sixth Form Open Evenings: Tuesday 24 September 2019, 6pm Wednesday 20 November 2019, 6pm

020 8987 6600

Day School Open Evening: Wednesday 25 September 2019, 6pm Boys Day (For Sixth Form): Saturday 12 October 2019

@ArtsEdLondon

Register now: artsed.co.uk

_EDUCATION_ADVERT PLACEMENTS_USE.indd 1

16/09/2019 13:12

SCHOOL'S OUT / SH A K ESPE A R E

LEFT Artist's impression of Blenheim Palace BELOW Romeo and Juliet BELOW LEFT The tragic ending

“We need to pass on brilliant live entertainment to a younger generation”

have been such a financial success – 76,000 seats were sold in York last year. But he says, “our main success was that we created approachable, fun Shakespeare that people wanted to see.” He goes on, “I think we have confused ourselves about Shakespeare because we’ve forgotten what he was about.

He was a storyteller - Macbeth was Game of Thrones.” To that end, the SRT productions are faithful, straightforward pieces with grand battles, comic confusion and heartbreaking tales. “We try to tell stories, have fun and give audiences a good time.”

Cundall’s desire to engage audiences, particularly young people has now grown into a bursary scheme that aims to offer live theatrical experiences to children “who otherwise wouldn’t have access to that sort of thing.”

“It grew out of an idea,” he says, “if you can hook a child and show them something live at an early age - it will capture their imagination and is much better than an iPhone or iPad. We need to pass on brilliant live entertainment to a younger generation.”

Awarded an MBE for services to the entertainment industry in 2019 New Year’s Honours, Cundall says “I now feel beholden to put something back.”

Cundall hopes to make the bursary scheme a full charity by 2020. He is basing his idea on Sir Stephen WaleyCohen’s Mousetrap Theatre Projects.

This charity has enabled thousands of children from within the M25 to visit

(and participate in) live entertainment.

“There are enormous pockets of deprivation in London,” says Cundall.

“We’re keen to do what we can in our own little way.” Schools will be able to apply for tickets through the scheme. “We need to make sure schools know about it. The Heads will need to get in touch with us.”

Shakespeare's Rose Theatre has now ended its summer season, but the award winning pop-up theatre will return next year with more adaptations of the Bard's finest work.

Keep up to date by following @shakespearesRT on Twitter shakespearesrosetheatre.com AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 179

ABED A/W19 SHAKESPEARE.indd 179

13/09/2019 10:51

RIGHT The ancient woodland of Puzzlewood

BELOW An adrenaline rush at Cannop Cycle Centre

FOREST OF DEAN

ACTION

HEROES An energetic break in the Forest of Dean and Wye Valley is the perfect family getaway

A M A N D A C O N S TA N C E

T

he Forest of Dean is one of the surviving ancient woodlands of England. Once used exclusively as a royal hunting ground by the Tudor kings, the modern forest is now part of Gloucestershire, sitting between the Rivers Severn and Wye. Made up of 42 square miles of mixed woodland – particularly oak, beech and sweet chestnut, the Forest of Dean is now home to wild boar and was the setting for much of the final instalment of JK Rowling’s Harry Potter books.

STAY

We stayed at the Tudor Farmhouse hotel in Clearwell. Formerly a working farm, it has been converted into a boutique hotel

by Hari and Colin Fell who bought the cluster of farmhouses and surrounding 14 acres of grassland in 2003.

The welcome signs of an upscaled hotel are in evidence – roll-top baths, Bramley bath products, waffle gowns, Farrow and Ball neutrals, Nespresso coffee machines and super-fast Wifi. But each room has been created with such individual character – flashes of exposed stonework, ancient beams and tartan wool blankets

180 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

AB ED_TRAVEL WALES.indd 180

13/09/2019 10:34

SCHOOL'S OUT / TRAVEL

“All three children were utterly fearless and loved it”

– that it is both unstuffy and stylish.

We had two bedrooms across the corridor from each other – the children’s room included a hidden nook with exposed beams and a tucked-away bunk bed. Just the sort of place you want to sleep when you are eight years old. And our bed was one of the most comfortable we have ever slept in.

The restaurant at the Tudor Farmhouse is something of a foodie destination. The head chef is committed to using local and seasonal ingredients, most are sourced within a 20-mile radius. We found it a little bit too ‘fine dining’ for us; our 15-year-old was aghast at a goat’s cheese mousse and the service was a little rough around the edges but the Wye Asparagus with truffled duck yolk emulsion was memorable, as was watching the sunset as a family from the gardens after dinner.

formations, secret caves and ancient trees.

It is an extraordinary, magical place – so no surprises it has been used as a film location for everything from Dr Who to Merlin to Star Wars, but sadly its popularity meant it was rather overcrowded, which killed the mystery and magic somewhat.

We far preferred mountain biking at the Cannop Cycle Centre. At this woodland cycle centre, you can hire well-maintained, good-quality mountain bikes and set off into the Forest on a number of well-marked trails. Like skiing, each trail is marked for difficulty. I was keen to do the Green 11-mile Family Trail but was roundly outvoted, so we set off on the seven-mile Blue Verderer’s Trail. This is a fast-flowing single-track trail which to the uninitiated and unfit (me) was extremely challenging and very bumpy. It included a very long hill climb (exhausting), switch backs, and big berms – that’s a banked corner apparently – and a steep undulating descent known as the Dragon’s Tail. There were even several alternative Red sections which our 15-year-old could bomb down. At times I feared for my life and my cardiac function.

It was proper heart-racing thigh-trembling exercise, in other words, totally brilliant and all three children were utterly fearless and loved it. Highly recommended.

PLAY

There is masses to do in the Forest of Dean from wild swimming to wild boar safaris.

Five minutes from the hotel is Puzzlewood, an ancient woodland of strange rock

LEFT The stylish lodgings at Tudor Farmhouse

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 181

AB ED_TRAVEL WALES.indd 181

13/09/2019 10:34

SHERFIELD.indd 1

12/09/2019 15:58

“Conclusive proof that all-girls education from an early age can be simply brilliant.”

The Good Schools Guide 2018

The Study is a leading prep school situated in the heart of Wimbledon Village.

We identify and nurture each girl’s unique academic, creative and sporting skills in a caring and supportive community.

For further details and to book a school visit, contact Jane Davis on 020 8947 6969 www.thestudyprep.co.uk Registered Charity No. 271012

We welcome enquires about our scheme of assistance with fees for girls aged 7+.

Preparatory School for girls aged four to eleven THESTUY.indd 1

_EDUCATION_ADVERT PLACEMENTS_USE.indd 2

10/09/2019 12:03

16/09/2019 13:12

SCHOOL'S OUT / TRAVEL

A B OV E The Angel Hotel in Abergavenny

RIGHT Views of the Wye Valley

“Sugarloaf Cottage is a restored 17th century town house adjacent to the main hotel building perfect for families”

WYE VALLEY

T

he Wye Valley is known for its limestone gorges, caves and dense native woodland. The designated Area of Outstanding Natural Beauty stretches from just south of Hereford to Chepstow. When the Normans conquered the area in the 11th century they built castles in Monmouth and Chepstow; in the 12th century, Cistercian monks founded Tintern Abbey, an outstanding example of Gothic architecture later immortalised by William Wordsworth.

STAY

We stayed at the Angel Hotel in the centre of Abergavenny. Built as a coaching inn in 1829, it has a gorgeous Georgian façade, the main doors opening right on to the pavement in the town centre. Although traditional in feel, the Angel is still very much the centre of town life and felt buzzy and busy.

We were staying in a ‘cottage’ close the hotel. I had images of a wooden chalet in the hotel grounds; in fact Sugarloaf Cottage is a restored 17th century town house, adjacent to the main hotel building. It is perfect for families, with a modern kitchen and sitting

room area and two large ensuite bedrooms with views of the Sugarloaf Mountain on the first and second floors. Most importantly, from the children’s point of view, there were vast TV screens on every wall.

The cottage isn’t set up for selfcatering, but why would you want to when you can eat at the hotel, or visit their very own bakery, just a few feet away from our front door. There you can buy amazing sourdough bread and grab yourself a proper coffee in the morning.

Abergavenny is a very foodie place, with its very own foodie festival and the evidence of good gluttony was everywhere from local independents to great gastropubs. The Walnut Tree, the hotel’s sister restaurant is a renowned, Michelin decorated restaurant.

We ate in the Oak Room at the Angel Hotel itself. My hopes weren’t high, due to the rather stiff décor of the dining room.

But we were all bowled over by the superb food. Particularly memorable was the Korean-glazed woodland pork belly with prawns, pak choi and sticky coconut rice but two of our children with eyes bigger than their stomachs ordered the dry-aged Welsh beef ribeye with char-grilled chips and béarnaise sauce. It was, without doubt, the best steak I have ever eaten.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 183

AB ED_TRAVEL WALES.indd 183

13/09/2019 10:35

Hawkesdown House School

&

The Walnut Tree Nursery For girls & boys from 2 years

27 Edge Street, Kensington, London W8 7PN Telephone: 0207 727 9090 Email: admin@hawkesdown.co.uk www.hawkesdown.co.uk

ALLEYNS.indd 1

_EDUCATION_ADVERT PLACEMENTS_USE.indd 3

09/09/2019 15:43

16/09/2019 13:13

SCHOOL'S OUT / TRAVEL

Contact

Fancy your own adventure?

Tudor Farmhouse, High Street, Clearwell, Gloucestershire, GL16 8JS. Rooms from £130 (two sharing) or from £149 (four sharing a family room) on a B&B basis. Book via www.tudorfarmhousehotel.co.uk; 01594 833046 LEFT AND RIGHT Family activities in the Wye Valley

Rooms at The Angel Hotel Abergavenny are available from £95 (two sharing, B&B basis) or from £216 (four sharing one

PLAY

There is an endless array of family activities in the Wye Valley area. The week we visited, the Hay Book Festival was on in nearby Hay-on-Wye. We opted for a walk-up Sugarloaf mountain instead. It’s a glorious walk on a clear track that led us upwards through fields dotted with sheep and dark, ancient woodland.

We also went canoeing on the River Wye, guided by Paul Marshall who runs Inspire2Adventure, an outdoor activity company based in Monmouth. He’s basically the Bear Grylls of the Wye Valley. We set off in three canoes, seven miles upstream from Monmouth and paddled back downstream past the famous rocky outcrop of Symonds Yat and through a very mild stretch of rapids. Paul was brilliant, an encyclopaedia on the area and a natural with the children.

Our eight-year-old was unsure at first and wanted to be with his mum and dad, but by the end of the trip he was paddling away in Paul’s canoe, racing us to the finish line.

It was hard work, especially when the

cottage, self-catering basis). Book via

wind was in our faces, but well worth it.

And for some stretches it was just us, the water and surrounding trees. Blissful.

I have always wanted to go foraging so my greatest treat was to spend our last afternoon with Liz Knight from Forage Fine Foods. Liz is both a forager and a cook and we had a fascinating time with her. I imagined she would show us all sorts of exotic plants, but we simply wandered down a farm track with views across to Offa’s Dyke and she introduced us to the wild and wonderful things that so-called weeds can do. Nettles, plantain, cow parsley, hogweed (it’s very similar cousin), burdock root, clover… the list was endless.

Knight involved the children at every stage, trying out tastes and smells, the curious pineapple weed that smells, well, just like pineapple, the sweet flower that tastes like peas. Knight has cooking suggestions as well; stir-fried burdock root and roasted plantain leaf were just two we tried at home.

And like a proper medicine woman of rural myth, Knight knows an endless array of medicinal uses for much of these plants that we ignore on a daily basis. Who knew that stinging nettle seeds can help balance your adrenal glands, that plantain is good for the gut and IBS, that cleavers – that’s goose grass to you and me – cleanses toxins from the body. Even pollen from pine trees can be used as a natural alternative to HRT. The next family trip might well be a week of foraging and cooking with Liz Knight in her idyllic home. With maybe just the odd bit of hair-raising mountain biking thrown in.

www.angelabergavenny.com; 01873 857121 Mountain bikes are available to hire at Pedalabikeaway from £15 (half a day) or £19 (whole day) per child and £20 (half day) and £27 (whole day) per adult. Book via www.pedalabikeaway.co.uk; 01594 729000 Inspire 2 Adventure offer half-day guided ‘open canoe’ sessions from £30 per child and from £40 per adult.

Available for those aged 8+. Book via www.inspire2adventure.com; 01600 891515 The Family Assault Course activity with Forest of Dean Adventure costs from £10 per person (adult and child) per hour. Book via www.forestofdeanadventure.co.uk; 07584 710202 Liz Knight offers group foraging sessions from £65 per person, running from 10-2pm, or families car hire Liz privately (10 guests max) from £175 for 2.5 hours or from £375 per whole day. Book via www.foragefinefoods.com; 01873 860347 www.wyedeantourism.co.uk

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 185

AB ED_TRAVEL WALES.indd 185

13/09/2019 10:36

TMS.indd 1

10/09/2019 12:01

OP DA EN YS

Fri Sat day 20 Sep urday th tem 2 ber 1st 201 9

admissions@moulsford.com MOULSFORD.indd 1 1 MOULSFORD PREP.indd

_EDUCATION_ADVERT PLACEMENTS_USE.indd 4

01491 651438

www.moulsford.com 09/09/2019 17:25 10/12/2018 15:00

16/09/2019 13:13

SCHOOL'S OUT / FOCUS

LEFT Teaching children about savings and investments is crucial, says Clint WIlson

“They risk their pupils being drastically illprepared for the cashless society that exists beyond the school gates”

LIFE LESSONS C

seemingly unexciting financial topics like income and expenditure, credit and debit and money management as both academic subjects and real-world skills if they are to see the benefits later in life. This is where we, as parents, come in.

POCKET MONEY MATTERS

The Founder of nimbl, the digital money app for kids, on why we should teach children about finance

T

CLINT WILSON

axation, bills and budgeting are often perceived as boring, mandatory chores that only grownups should have to deal with, but why should our children be shielded from the financial transactions that will become an integral part of their adult lives? If young people are to grow into financially competent and confident adults, they must learn about money early on.

September marks five years since schools began teaching young people

financial literacy, however research has found that lessons are rarely taking place.

The thought of sending children out into a world of consumer credit and contactless payments without any financial education should be a real cause for concern.

When the lessons do take place, they often focus on coins and cash, neglecting the fact that money has gone digital. If financial literacy classes like these take place so infrequently, and continue to focus on physical transactions alone, they risk their pupils being drastically ill-prepared for the cashless society that exists beyond the school gates.

Children must be introduced to

hildren learn best through hands-on experiences, which is why there are visible benefits to teaching children financial skills at home. Parents are given the opportunity to take an active role in their child’s financial education, whilst young people are encouraged to view money management as more than a purely academic subject.

Allowing children to experience budgeting, saving and spending in a controlled, safe environment fosters the development of positive financial habits and behaviours. Whether they’re given £1 or £10 a week, children need to understand the value of the money they receive and learn how to spend and save it responsibly.

It can also help to adjust the words we use when giving our children money.

The phrase ‘allowance’ implies that the money is to be saved, budgeted or spent responsibly, allocated for a specific purpose, whereas ‘pocket money’ implies a treat or a small amount of money intended to be spent. Of course, this alone won’t change behaviour, but it will help reinforce wider lessons.

AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 187

ABED A/W19 NIMBL.indd 187

13/09/2019 09:56

IS YOUR CHILD FUTURE READY? > CREATIVITY & CODING CAMPS FOR CHILDREN AGES 5-12+ > OCTOBER HALF-TERM 21ST OCT - 1ST NOV SOCIAL ENTREPRENEURSHIP Code + Innovation > WINTER HOLIDAYS 16TH - 20TH DECEMBER 30TH DEC - 3RD JAN > BOOK NOW

www.cyphercoders.com

CYPHER.indd 1 _EDUCATION_ADVERT PLACEMENTS_USE.indd 5

DULWICH.indd 1 13/09/2019 15:41

13/09/2019 15:44 16/09/2019 13:13

SCHOOL'S OUT / FOCUS

BELOW Children learn more when families budget together RIGHT The nimbl app

“Does your child know the average cost of the weekly family shop, the price of their clothes, or the true cost of that trip into town?”

THE REALITIES OF SPENDING

D

oes your child know the average cost of the weekly family shop, the price of their clothes, or the true cost of that trip into town, including the bus and that bag of sweets on the way home? Exposing children to daily, practical uses of money encourages them to get involved with the family’s money management and develop the essential financial literacy skills.

Collecting your old receipts and monthly bank statements, and getting your children to work out how and what money was spent, encourages them to realise the value of the cash they have.

This develops their financial awareness by breaking down the realities of their spending, helping cultivate the financial awareness they will need later in life and enabling them to independently assess whether a certain purchase is breaking the bank.

allowing them to choose the item they really want and, perhaps with a larger item, offering to pay half. Assist them in establishing a spending and saving plan, setting a target and discussing with them the ways in which they can track their progress. Working together to reach a financial goal can help demonstrate the benefits of saving.

Similar strategies can be used to chart your child’s other spending habits. Sitting down to discuss the constructive ways they can spend their money, such as dayto-day spending, saving for the future and donating to charity simulates the effects of taxation, encouraging your child to plan around their regular outgoings.

Helping to develop money management skills at home in these ways can supplement the steps that have been taken by the education system to improve youth financial literacy, encouraging your child to see the value of being financially savvy from a young age.

REAPING THE REWARDS

W

hether it is a new video game, the latest toy or the hottest fashion item, a child’s dream purchase will be appreciated more if they have independently saved for it. If young people do not get to spend the money they have successfully managed, they will be unable to realise the benefits that come with careful saving and financial planning.

Help your child reach their goal by

C LI N T W I L S O N Founder of nimbl To find out more about nimbl, the mobile app and prepaid debit card for 8-18 year olds, visit nimbl.com AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 189

ABED A/W19 NIMBL.indd 189

13/09/2019 09:57

COLLEGE OPEN DAY 9TH NOVEMBER 2019 Contact: admissions@stonyhurst.ac.uk

PREP SCHOOL OPEN DAY 12TH OCTOBER 2019 Contact: SMHAdmissions@stonyhurst.ac.uk

Stonyhurst • Clitheroe • Lancashire • BB7 9PZ Tel: 01254 827073 www.stonyhurst.ac.uk

Opening minds

fulfilling hearts For Open Days... www.st-francis.herts.sch.uk For individual visits year round... admissions@st-francis.herts.sch.uk

St. Francis’ College LETCHWORTH GARDEN CITY PREPARATORY - SENIOR - SIXTH FORM - BOARDING

St Francis Ad 148.5-210 A5_AW.indd 1

STF.indd 1

_EDUCATION_ADVERT PLACEMENTS_USE.indd 6

16/08/2019 10:56

12/09/2019 10:56

16/09/2019 13:13

PA RTNERSHIP

Sail AWAY The United Kingdom Sailing Academy's professional training launches long-term careers in the marine industry

U

KSA is one of the world’s leading maritime training providers and their waterfront base on the Isle of Wight is the perfect setting to learn in.

An RYA and MCA Centre of Excellence, UKSA offers a full range of professional maritime training, launching long-term careers in a growing industry with plenty of opportunities for employment.

UKSA’s flagship programme, the Superyacht Cadetship has been designed for 18-25 year olds and is a credible alternative to university for those looking to train as officers. The structured programme equips graduates with a strong foundation of knowledge and a realistic understanding of the superyacht industry. Cadets ‘earn while they learn’ with periods of paid employment onboard superyachts interspersed with further training at UKSA. Growing numbers of young people are signing up thanks to the unrivalled support, all-inclusive facilities and ongoing industry guidance provided to all students by the expert team at UKSA. Working in the superyacht industry can take you all over the world. With entry-level earnings of around €2,500 a month tax free, this programme can act as a springboard into a long-term career. Working closely

“Working in the superyacht industry can take you all over the world”

ABOVE The superyacht industry

with leading crew agents, management companies and yacht captains, cadets are now employed in all areas of the sector. This includes opportunities on private performance racing superyachts to working on the largest and most high-profile motor vessels.

UKSA is proving to be a useful resource for industry professionals seeking crew. Luxury superyacht MY Icon has six UKSA crew and Officer Daniel Lambert, who trained at UKSA, says: “We trust in UKSA because we did our training there and can vouch for its quality - it is the best place from which to hire successful crew. UKSA specialises in making candidates ready for life on board a superyacht.”

What makes UKSA a truly special

place, however, is its charity work - using sailing and watersports as a catalyst to transform young peoples’ lives. The money raised by the generosity of sponsors, fundraising and professional courses means 10,000 young people experience the power of the sea every year.

CEO Ben Willows says: “A total of 150,000 individuals have trained at UKSA since we opened our doors in 1987, forging successful, long-term careers and equipped with skills for life. If you would like to be part of the next generation of maritime professionals, we can help!”

For more information on the United Kingdom Sailing Academy visit uksa.org AUTUMN • WINTER 2019 | A B S O LU T E LY E D U C AT I O N | 191

ABED_AW19_ADV_UKSA.indd 191

16/09/2019 10:55

Myddelton College “Learning to thrive in the 21st Century” Visit us on our Open Day 19th October 2019 from 10am Ages 7-18

Tel: 01745 472 201

www.myddeltoncollege.com

MYDDLE.indd 1

16/09/2019 09:42

BS.indd 1

09/09/2019 16:11

_EDUCATION_ADVERT PLACEMENTS_USE.indd 7

16/09/2019 13:14

King Street London W6 9LR www.latymer-upper.org

A life-changing education

11+

Open days for 2020 entry: Saturday 14 September and Saturday 5 October

Closing date for registration: 12pm Friday 11 October

16+

Open evening for 2020 entry: Wednesday 18 September

Closing date for applications: 12pm Friday 4 October

To find out how to apply, please look at our website or contact our Admissions team.

T 020 8629 2024 E admissions@latymer-upper.org

36 Upper Mall Hammersmith London W6 9TA www.latymerprep.org

7+

ENTRY Academically selective

Bursaries available up to 100% of fees

To find out how to apply, please look at our website or contact the Registrar.

T 020 7993 0061 E registrar@latymerprep.org

• WEST_ ADVERT PLACEMENTS_V2.indd 1

22/08/2019 10:53

OFFERING ‘WRAP AROUND CARE’ & FLEXI BOARDING

LEARN • CREATE • EXPLORE WHERE WILL YOUR FUTURE TAKE YOU? Top quality boarding provision from age 7, with superb pastoral care Pick-ups available from Bath Spa Train Station Rated ‘excellent’ in all areas of the latest Inspection Report Over 100 co-curricular activities available with a reputation for sport and links to professional clubs Inspirational music, drama and creative arts Scholarships and Bursaries available

JOIN US FOR OUR 2019 OPEN EVENTS SIXTH FORM: Mon 23 September, 6.30pm to 9.00pm PREP SCHOOL: Thurs 26 September, 10.00am to 12.00pm SENIOR SCHOOL: Sat 28 September, 9.00am to 12.00pm Book your place at www.kingswood.bath.sch.uk An Independent Co-educational Boarding & Day School for pupils aged 9 months - 18 years

KINGSWOOD.indd 1

09/09/2019 17:21

Forest School encourages outstanding academic progress and personal development, offering single-sex teaching in a coeducational environment for girls and boys aged 4-18yrs. Forest is a city school on the edge of North London with 30 acres of grounds.

Forest - Where People Grow FS.indd 1

_EDUCATION_ADVERT PLACEMENTS_USE.indd 8

0208 520 1744 | E17 3PY admissions@forest.org.uk | www.forest.org.uk

09/09/2019 17:12

16/09/2019 13:14

“MONKTON IS A

SMALL SCHOOL WITH A BIG HEART,

NURTURED BY A STRONG

SENSE OF FAMILY

AND A TRADITIONAL BOARDING ETHOS.” Open Mornings Pre-Prep and Prep Schools Friday 15th November, 9.30am–12pm Senior School Saturday 16th November, 10am–1pm An independent boarding and day co-ed school near Bath, England Pre-Prep, Prep & Senior | 2–18 year olds

www.monktoncombeschool.com

WHITGIFT OPEN EVENING 8 OCTOBER 2019

Whitgift is one of Britain’s finest independent day and boarding schools for boys aged 10 to 18.

Set in 45 acres of parkland, we offer pathways for IB and A Levels plus a Section Française.

Generous bursaries and scholarships are available.

Additional Open Event dates are available on our website. admissions@whitgift.co.uk | +44 (0)20 8633 9935 | www.whitgift.co.uk/opendays Whitgift School | Haling Park | South Croydon | CR2 6YT

_EDUCATION_ADVERT PLACEMENTS_USE.indd 9

16/09/2019 13:15

CUMNOR HOUSE SUSSEX NUR SERY, PRE- PREP & PREP S CHO OL

Open Mornings Friday September 27th 2019 Friday March 13th 2020 “A magical environment for our child to flourish”

Building Character Growing Imagination CH.indd 1

_EDUCATION_ADVERT PLACEMENTS_USE.indd 10

CUMNOR PARENT

To book your place or to arrange a private visit, contact: registrar@cumnor.co.uk Danehill | Haywards Heath | RH17 7HT www.cumnor.co.uk | 01825 792006 13/09/2019 15:08

16/09/2019 13:16

UCS.indd 1

10/09/2019 12:05

We inspire creativity through a lifelong love of learning and nurture original thinkers who have a desire to make a difference.

Open Morning

Saturday 28th September, 9am Book a place online: www.stedmunds.org.uk STED.indd 1

_EDUCATION_ADVERT PLACEMENTS_USE.indd 11

Find out about weekly boarding: 01227 475601 10/09/2019 11:39

16/09/2019 13:16

Saturday 9th November 2019 & Saturday 7th March 2020

_EDUCATION_ADVERT PLACEMENTS_USE.indd 12

16/09/2019 13:16

CHEAM.indd 1

_EDUCATION_ADVERT PLACEMENTS_USE.indd 13

13/09/2019 15:39

16/09/2019 13:16

Independent Day School for Boys Co-Educational Sixth Form Shirley Park Croydon

OPEN MORNING

Saturday 5th October 2019 9am –12pm or visit us by appointment

A LEVEL CHOICES AND SIXTH FORM OPEN EVENING

Monday 14th October 2019 by appointment CARING DEEPLY

•

trinity-school.org B2565 Trinity 135x190mmL.indd 1

OUTSTANDING LEARNING

•

JOINING IN

@TrinityCroydon

•

LOOKING OUTWARDS 020 8656 9541 13/08/2019 12:49

Overlooking Blackheath and set in five 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.

Applications for entry to Year 3 in September 2020 (7+ assessment) are invited and must be received by 1st January 2020.

4 St. Germans Place, Blackheath, London. SE3 0NJ Tel: 020 8858 0692 Email: info@blackheathprepschool.com www.blackheathprepschool.com

BHP.indd 1

_EDUCATION_ADVERT PLACEMENTS_USE.indd 14

20/08/2019 13:37

16/09/2019 13:16

_EDUCATION_ADVERT PLACEMENTS_USE.indd 15

16/09/2019 13:20

Set to FOGRA 39 COATED 190mm x 134mm Absolutely Education AM.indd 1

23/05/2019 16:44

Girls enjoying success!

Channing offers a unique, holistic and balanced combination of academic excellence, co-curricular breadth and unsurpassed pastoral care, all underpinned by an ethos of acceptance and respect for others, and a sense of joie de vivre!

Come and see how a Channing education could empower your daughter to achieve and enjoy success herself. Book a visit online where you will find full details of our Open Days.

INDEPENDENT DAY SCHOOL FOR GIRLS AGED 4-18

Highgate N6 5HF www.channing.co.uk CHANNIGN.indd Absolutely_Edu Ad1v1 Sept 2019.indd 1

_EDUCATION_ADVERT PLACEMENTS_USE.indd 16

16/09/2019 11:42 10:42

16/09/2019 13:20

NEED EXTRA PRACTICE? Letts gets you through Independent School Entrance Exams.

Save 30% using code LETTS30OFF at lettsrevision.co.uk LETTS.indd 1

29/04/2019 17:30

INDEPENDENT DAY SCHO OL FOR GIRL S AGED 4 TO 18 IN SOU TH KENSINGTON — Queen’s Gate School offers girls a warm, supportive environment where individuality is nurtured, academic standards are high and a broad-based curriculum ensures a well-rounded education.

Open events in both our Junior and Senior Schools take place throughout Autumn Term.

To book visit www.queensgate.org.uk For a prospectus or to arrange a private visit, please contact the Registrar, Mrs Ceili Roberts-Beresford: — registrar@queensgate.org.uk · 020 7594 4982

Queen’s Gate School, 131–133 Queen’s Gate, London SW7 5LE

QG.indd 1

_EDUCATION_ADVERT PLACEMENTS_USE.indd 17

10/09/2019 11:16

16/09/2019 13:21

ALDRO.indd 1

13/09/2019 17:37

REGI

Founded 1553

FLAIR DISCIPLINE

Open Mornings Prep School (ages 7 - 13) : Saturday, 28th September Senior School (13+): Saturday, 12th October

Individual visits welcome. Please contact Admissions for details

01527 579679

admissions@bromsgrove-school.co.uk

bromsgrove-school.co.uk _EDUCATION_ADVERT PLACEMENTS_USE.indd 18

ACADEMIC RIGOUR Co-educational, Boarding and Day “The school is highly successful in fulfilling its aim to produce pupils with strong creativity, morality, motivation and self-discipline, who enjoy learning.” ISI Inspection 950 pupils aged 13-18 720 pupils aged 3 - 13 Over 500 boarders from the age of 7

16/09/2019 13:21

Help your child reach their exam potential!

11+ MOCK EXAMS Y SATURDA ER

Y*

EV

in Maths and English

10:00 to 12:00 7

th

Fr

om

S e p te m b er

Dolphin School

unlocking each child’s full and unique potential

Weekly marking and feedback

4–11 years Co-ed

Hammersmith Academy W12

0203 488 3292

106 Northcote Road, SW11 6QW 020 7924 3472 ext 2 admissions@dolphinschool.org.uk

www.dolphinschool.org.uk

enquiries@superiorlearning.co.uk

Sept 07 - Maths Sept 14 - English Sept 21 - Maths Sept 28 - English

Oct 05 - Maths Oct 12 - English Nov 02 - Maths Nov 09 - English

OPEN MORNINGS Open Days on Thursday mornings Thursdays 09.15-10.30 by appointment with the Registrar 09.10 - 10.40 by appointment with the Registrar

Nov 16 - Maths Nov 23 - English Nov 30 - Maths Dec 07 - English

www.superiorlearning.co.uk

Bursaries also available *Superior Learning™ term dates apply

AV N O W A I N I LA B LO N O RT L E ND H ON

DS.indd 1

17/01/2019 12:21

WORKSHOPS Creative Writing

Handwriting Exam Preparation Mock Exams

Bespoke and informed advice to demystify the complex Bespoke and advice to complex British Education System.

Ensuring optimumthe educational Bespoke and informed informed advice to demystify demystify the complex British Education System.

Ensuring optimum educational choicesSystem. are made at the optimum right time.educational British Education Ensuring choices choices are are made made at at the the right right time. time.

Interview Skills Reasoning

CONTACT US 0207 731 0695 www.yellowbirdeducation.com

YB.indd 1 _EDUCATION_ADVERT PLACEMENTS_USE.indd 19

15/08/2019 16:12 YB.indd 2

15/08/2019 16:12 16/09/2019 13:21

BANSTEAD.indd 1

12/09/2019 15:26

Chiswick & Bedford Park Preparatory School Independent Co-educational School for girls aged 3-11 and boys aged 3-7 Priory House, Priory Avenue, London W4 1TX

www.cbppschool.co.uk

ONE OF A KIND… The school is well known for its friendly, nurturing atmosphere and excellent entrance examination results for boys at 7+ and girls at 11+ The school has thriving drama,art and music departments with a wide range of sports and extra-curricular activities. Pupils develop personal qualities of confidence, creativity and respect for others, in preparation for the challenges and opportunities of the modern world.

“Pupils’ personal development and welfare are outstanding. They leave the school well prepared for the next stage of their education.”

(Ofsted September 2017) To arrange a tour please call the School Office on: 020 8994 1804.

Tours are arranged on Tuesday and Thursday mornings.

CAB.indd 1 _EDUCATION_ADVERT PLACEMENTS_USE.indd 20

Lyndhurst House Prep and Pre-Prep School for Boys.

Make an appointment to come and visit our school today.

LYNDHURST HOUSE

Preparatory and Pre-Preparatory School 24 Lyndhurst Gardens, Hampstead, London NW3 5NW Telephone: 0207 435 4936 Email: office@lyndhursthouse.co.uk www.lyndhursthouse.co.uk

LYNDHURSY.indd 1 13/09/2019 17:11

11/09/2019 14:50 16/09/2019 13:23

ORLEY.indd 1

09/09/2019 17:28 MAYFLOWER.indd 1

12/09/2019 14:47

“small, distinctive and family-oriented school... caring and supportive...”

Good Schools’ Guide 2019

Whole College Open Morning: 21 September 2019, 09:00 – 12:00

Year 7 – 8 Open Morning: 12 October 2019, 09:00 – 12:00 Book with the Admissions Team: 0118 976 7415 admissions@pangbourne.com www.pangbourne.com

BREDON.indd 1 _EDUCATION_ADVERT PLACEMENTS_USE.indd 21

09/09/2019 16:14 PANGBOURNE.indd 1

09/09/2019 17:31 16/09/2019 13:25

OPEN MORNINGS SATURDAY 28TH SEPTEMBER SATURDAY 16TH NOVEMBER

AN AWARD WINNING CO-EDUCATIONAL BOARDING & DAY SCHOOL FOR CHILDREN AGED 2-13 01725 530124 • www.sandroyd.org

SANDROYD.indd 1 10/09/2019 11:43

SMC.indd 1

10/09/2019 11:17

A thriving independent day, weekly and flexi-boarding co-ed prep school for children aged 3 - 13

THE SCHOOL FOR

MINDS

A Cotswold childhood…

Open Morning Friday 18th October 2019 9.30-12.00 noon

WHERE WILL YOURS TAKE YOU?

SIXTH FORM OPEN EVENING FRIDAY 20 SEPTEMBER SENIOR, JUNIOR & PRE-PREP OPEN MORNING SATURDAY 21 SEPTEMBER

KES.indd 1 _EDUCATION_ADVERT PLACEMENTS_USE.indd 22

Please register at kesbath.com or call 01225 820 399 @KESBath #schoolforadventurousminds

Minchinhampton, Gloucestershire t: 01453 832072 e: office@bps.school w: www.beaudesert.gloucs.sch.uk BEAUDESERT.indd 1 09/09/2019 17:20

09/09/2019 16:05 16/09/2019 13:25

New Hall Nursery Opens September 2019

Open Morning: Saturday 28 September 2019, 9.00am - 12noon A Catholic independent ‘diamond model’ school for girls and boys set in a stunning 70-acre campus in Chelmsford

Boarding: full, weekly & flexi (7-18 years) • Day (1-18 years) We are delighted to announce a new Reception entry point at the School, with a limited number of places available.

Please contact: admissions@newhallschool.co.uk www.newhallschool.co.uk | The Avenue, Boreham, Chelmsford, CM3 3HS

EE.indd 1

13/09/2019 15:23 NHS.indd 1

09/09/2019 17:26

MAGDALENA.indd 1

09/09/2019 17:24 FARRINGTON.indd 1

09/09/2019 17:05

_EDUCATION_ADVERT PLACEMENTS_USE.indd 23

16/09/2019 13:25

60

L A ST WOR D

seconds with

Louise North The Principal of Framlingham College on her philosophy

our young people for the challenges that it will bring. We are also a ‘through school’ and I want that pathway from 3-18 to be seamless, happy and rewarding at every stage.

What is your background?

I’m a linguist. I read French and Spanish at Durham and spent a year in southwest France. In 1994, I arrived as an NQT at St Peter’s School, York. I was running a day house after a couple of years, but wanted to go into boarding as well as teach. In 2001, nine years as a boarding housemistress began, firstly at Glenalmond College in Perthshire and then at Marlborough College. I loved the buzz of life in the house and the close interaction with the pupils, but I wanted to have a whole school perspective, so in 2010 I moved to Stonyhurst College to take on the new role of Deputy Head (Upper School) overseeing all aspects of their Sixth Form. In 2015, I became Senior Deputy Head at Oakham, looking after the smooth day-to-day running of the school. I was appointed Principal of Framlingham College in June 2018.

What excites you most about your role at Framlingham?

It’s a great privilege to prepare our young people for their adult world. To shape a curriculum around the skills and habits that they will need to thrive and prosper is both invigorating and inspiring.

Tell us about your academic philosophy Curiosity and inquiry are at the heart of a vibrant learning culture and every child deserves to experience the joy that is to be found in learning.

“Curiosity and inquiry are at the heart of a vibrant learning culture”

How is Framlingham set apart from other schools?

At Framlingham, we never stop learning.

We are committed to instilling a lifelong curiosity and love of enquiry in our pupils.

Learning for the love of learning is our focus, whether in the classroom or beyond.

A B OV E

Louise North

Tell us about a pivotal moment in your career In all my roles I have sought responsibility and enjoyed taking on challenges, but the demands of my role at Stonyhurst drew out a focus and mental toughness that has been invaluable ever since. That said, every post in my career has had a significant impact, as have the Heads who gave me those opportunities. At St Peter’s, for instance, my love for teaching was nurtured and encouraged by older and wiser practitioners who showed me the way. At Oakham, working in a cohesive, supportive and forward-thinking team gave me the confidence to know it was time to run my own school.

What are your main aims as Principal?

To set a clear strategic vision for the school that looks to the future and prepares

What areas in education would you like to see improved over the next five years?

It’s paramount that education focuses on the needs of the adult world into which our young people will go. A value placed on skills and habits as well as grades would better reflect the changing workplace of the future. The university application system is a constant challenge and does not make it easy for young people to make informed choices about their next steps. I also fear that unconditional offers have had a detrimental effect on pupils’ learning and their motivation.

What makes a good student?

A good student has unlocked how best he or she learns and has then applied those methods to their learning. They also embrace challenge and rather than being afraid of failure, learn from it. They have also discovered the joy that can be found in learning.

210 | A B S O LU T E LY E D U C AT I O N | AUTUMN • WINTER 2019

AB ED_AW19_60 secs.indd 210

13/09/2019 17:18

S RE R O FE ST OF IN E K NC AS INA F R

FO

Affordable choice.

Naturally.

- Stunning solid oak kitchens made in the UK - Choose from the complete range of Farrow & Ball paint colours, to ďŹ nish the look of your kitchen - The largest range of solid timber worktops in the UK

www.solidwoodkitchencabinets.co.uk 70 CHALK FARM ROAD, CAMDEN, LONDON, NW1 8AN

Fabric Mag 8th March.indd 1 DOS.indd 1

02074 857203

13/03/2019 09:06:20 21/03/2019 17:04

New seNior school opeNiNg september 2020

Admis Now osioN for 20peN 20 f or Yea rs 7 to 9

A co-educational independent school for 11-18 year olds

“Maida Vale School will be modern and innovative yet reflect many of the traditions and values established over twenty-five years at our schools.”

- Gardener Schools Group

Book an open event to visit us at www.maidavaleschool.com/openevents To begin at 9.30am on the following dates: • tuesday 17th september 2019 • tuesday 1st october 2019

• monday 14th october 2019 • wednesday 30th october 2019

www.maidavaleschool.com

t. 020 3196 1860 e. admissions@maidavaleschool.com Maida Vale School, 18 Saltram Crescent, London W9 3HW

MV.indd 1

@MaidaValeSchool

20/06/2019 14:32